FS 1

The
Learners
Developme
FIELD STUDY
nt
Episode 2
and
LEARNERS CHARACTERISTICS
AND NEEDS
Environent
Name of FS Student:
Course:

Johannah Barbacena

BSEd Mathematics

Resource Teacher:
Cooperating School:

Year & Section: 2-1

Mr. Arnel D. Poja

Signature

Vicente P. Trinidad National Highschool

Your Target
At the end of this activity, you will gain competence in
differentiating the characteristics and needs of learners from different
developmental levels.

Your Map
To reach your target, do the following tasks:

Step 1
Observe 3 groups of
learners from different
levels (preschool,
elementary, and high
school)
Step 2
Describe each of the
learners based on your
observations

Step 3
Validate your
observation by
interviewing the
learners.
Step 4
Compare them in
terms of their
interests and needs.

Your
Tools

Use the activity form provided for you to document your

observations.

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your
observation report on the provided space. Your teacher may
also recommend another observation checklist if a more
detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry themselves?
How they move, walk, run, go up the stairs, etc.?
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about?
What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the
learners. (happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behaviour.
Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas.
Note: their language proficiency.
2. Describe how they figure out things. Do they comprehend easily?
Look for evidence of their thinking skills.
3. Where there opportunities for problem solving? Describe how did
they show problem solving abilities

Learners Development Matrix

Record the data you gathered about the learners characteristics
and needs in this matrix. This will allow you to compare the
characteristics and needs of learners at different levels. The items
under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.
High School
Developmet Domain

Indicate age range of children observed:

15 to 17 years old

Physical
Gross-motor skills

Fine-motor skills

Self-help skills
Others
Social

Interaction with Teachers

Interaction with Classmates/Friends
Interests

Others

Emotional

Moods and temperament,

expression of feelings
Emotional Independence
Others

They form stronger relationship with

their friends
They play game in their phone during
break time

Some students were impolite and do

not follow the teacher easily. But
somehow, they respect them and
having fun with them during the
class.
They tend to do funny or crazy things
with their peers, but they also
consider some limitations inside the
school.
Using gadgets (for browsing the net,
chatting or texting) and talking to
their classmates about their
experiences are their common
interests. But I also noticed that some
of them have eagerness to learn.
Most of the students enjoy being with
their classmates or friends.
Discussing ideas or opinions, and
teasing each other as well.
They barely express their feelings
through "hugot" (uses words,
fragments, or sentences with deeper
meaning about a specific topic)

Cognitive

Communication Skills

Thinking Skills
Problem-solving

Others

Learners use words which are

commonly heard inside their homes.
Some of the students were able to
pick up those lessons quickly. While
others had a hard time in
understanding the flow of their
discussion.
Eagerness can be easily seen to
those students who were able to raise
their hands for an answer, even if it's
wrong, they will solve and try to
answer again. While others rarely
recite.

Your Analysis
Write the most salient developmental characteristics of the
learners you observed. Based on these child characteristics, think of
implications for the teacher.

Level

Salient
Characteristics
Observed

Implications to the
Teaching-Learning
Process

Some of the learners

are not focusing into
their lesson. Their
attention span is quite
longer than the preschool and elementary
ages.

High School

Age Range of Learners

observed
15-17 years old

Your Reflections

Teacher should do
some strategies in
maintaining the
learners attention.

1. While you were observing the learners, did you recall your
own experiences when you were their age? What
similarities or differences do you have with the learners
you observed?
Some of the characteristics that I've noticed seem to be very
common in our classroom when I was in that age. I've seen
similarities as well as differences, such as how they treat each
other, and on how they treat the school staffs (janitor, canteen
helper, faculty members, etc.). The characteristics that we have
in common are as follows:
Always greet the teacher before and after the class
Recites in a proper way (stands straight before answering), but
oftentimes in chorus
Does unnecessary things during the class, such as doing
homework, assignments or activities in other subjects, chatting
with seat mate (sometimes for inquiry purposes) and other things
that are not related to the subject matter.
Peer tutoring
Atmosphere of competency (for honour students)
2. Think of a teacher you cannot forget for positive or
negative reasons. How did she/he help or not help you
with your needs (physical, emotional, social, cognitive)?
How did it affect you?
I'll never forget the teacher/s that really inspired me to pursue
studying and to value education. Actually, I have my teacher in
high school who would really speak English so well. She's really
proficient on her subject matter, I would assume that someday
she will be a great speaker known by everyone. I used to imitate
how she speaks every time I talk to her. She pronounces words
properly with accent in a manner that everyone will enjoy hearing
her to speak. Because of her, I was motivated and encouraged to
speak English language. She became my model when it comes to
oral communication. The second one is my English teacher when
I was in my last year in high school. He has a vast knowledge in
Grammar, from the part of speech, construction of sentences,
functions of every word when attached to another word,
unfamiliar words and other areas of grammar. His strategies
made us to bring ourselves from our comfort zones and to think
outside the box. He throws questions that would really make us to

think deeply. He became my grammar instructor and I learned a

lot from him. Because of him, I learned the proper usage of
grammar and on how to apply it. The last one is my teacher in
Math, he's always motivated to teach us, that's why I became
motivated to learn too. He made me realize that we have plenty
of things to learn and on how to solve problems analytically. Even
though his other students are mocking him, he didn't do anything
to make the situation worse. Instead, he humble himself and he
draw nearer to God. I also learned how to do actions wisely and to
thank God even if we experience unpleasant things.
3. Which is your favourite theory of development? How can
this guide you as a future teacher?
Jean Piaget's Cognitive Developmental Theory serves as my
favourite theory I've learn regarding to the process behind their
personalities or characteristics. I learned that we differ in learning
because we have different environment where we grew up that
plays a big role in our learning.
4. Share your other insights here.
As future educators, we should be able to determine or to
identify how the learners learn. Does the learner's environment
(peers, family, neighbour, school, teachers, classmates, etc.)
matters? It is important for us to provide the needs of the learner.
We need to be motivated first before we motivate our students.
Do it with compassion for every learner even if they don't want to
learn. Time will come, they will know how to value education.