Your Map

To reach your target, do the following tasks:

Step 1 Step 3

Observe 3 groups of learners from Validate your observation by

different levels (preschool, interviewing the learners.

elementary, and high school).

Step 2 Step 4

Describe each of the learners based Compare them in terms of their

on your observation. interests and needs.

AN OBSERVATION GUIDE FOR THE LEARNER’S CHARACTERISTICS

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 behavior. 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. Were their opportunities for problem solving? Describe how did they show

problem solving abilities.

LEARNER’S DEVELOPMENT MATRIX

Preschooler Elementary High School

(Indicate age range (Indicate age range (Indicate age

old) old) 11-13 yrs. old)

Preschooler or the They carry They carry there

Physical children in that themselves in a self confidently

stage likes walking, different way and they can

(Gross-motor running and they compare to the manage there

skills always want to preschoolers. They self alone. Their

Fine-motor skil move around the move actively, walk skills are well

Self-help skills) room. They love to there and here, developed

write, draw and put going in and out of compared to the

every color. And the room. elementary and

they are still They can do preschoolers.

dependent on their physical activities They are now

parents or by themselves but independent in

teachers. they are still some ways.

emotionally

dependent to their
 parents.

Children at this age They interact to They are aware

Social always follow what their teachers with of the rules and

Interaction with their teacher says a respect like their regulations of

Teachers and ask. They are parents. Some of their teacher.

still not too mature them are naughty Some of them

Interaction with of the things and some students don’t respect

classmates/friend surround them. love when his or their teachers

s Most of the time her classmate cries Their interest in

they like playing and always back different

Interest with their peers. fight with them. activities

They are also developed most

interested in in sports, both in

playing. girls and boys.

Emotional mature and can

(Moods and The moods of this The temper of handle or control

temperament, learners shifts most these learners their emotions

expression of of the time, some explodes easily. compared to the

feelings, would fight with They are a little bit elementary and

Emotional each other and conscious of them preschoolers. At

independence some would easily selves. this stage they

Others) cry. And as usual Conflict among have already

this kind of learners them exists. crushes and

is always noisy. some have

already

boyfriends and

girlfriends.

They can express They are still on the At this stage they

what they think but stage of developing already know the

Cognitive not in a proper way the two languages two languages

(Communication because their the Filipino and that we use but

Skills, communication English. some of them are

Thinking Skills, skills is still limited. Most of these still learning.

Problem-solving At this age they learners are good Some of them

Others) cannot comprehend in memorization already apply

easily. and fond of critical thinking.

exploring. They can already

perform problem

solving.
Your Analysis

Salient Implications to the

Level Characteristics Teaching-Learning

Observed Process

Preschool Pre-schoolers likes to Therefore, teachers

Age range of learners draw and coloring should provide them

observed 3-5 yrs.old things. with materials that can

enhance their drawing

skills together with

colorful things.

Elementary They like to play and And so, teachers should

Age range of learners write. provide them with

observed 6-12 yrs.old different activities to

enhance their skills.

Highschool They are more on Therefore, teacher

Age range of learners listening to the should remember

observed 12-above discussion rather than instructional materials

taking down notes. that could catch their

attention to take down

notes. For example use

power point

presentation.

https://www.academia.edu/5094727
Your Reflections

1. While you were observing the learners, what did you recall in your own

experiences when you were their age? What similarities or differences do

you have with the learners you observed?

I was able to connect my prior experiences when I was their age. I

recall as a preschooler not going to school without my parents and

friends. I'm quite enthusiastic and driven to engage in our classroom,

especially when my instructor gives prizes such as happy face stickers,

chocolates, and stars. I enjoy going in and out of the classroom, much like

the toddlers I witnessed. I already understood how to take off my shoes, I

was quickly irritated and cried, I am an attention seeker, and I enjoy

engaging in dialogues with my peers. However, during my primary school

years, I learnt to go to school alone, even in the absence of my parents.

and when I took the high schoolyears I have found out myself already

grew up and matured, not just physically but also holistically.

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 recall my advisor in Senior High School at GA strand. She was

an excellent and efficient teacher for me. She provided

opportunities for me to grow. She enjoyed rewarding pupils who

excelled in her discussions. That made me more motivated. She

didn't become upset or furious when I told her I didn't comprehend

REFLECT and inventive teaching that truly helps me and my other

classmates comprehend the essence of the teachings. She was

physically quite encouraging, and she used to notice our clothing.

She didn't let us seem cheap; she even had us do something

piratical to look nice. She did not let us look cheap, she even makes

us some piratical thing to look classy. She encouraged me to be

patient, friendly, kind, humble, forgiving and most importantly to be

God-fearing

3. Which is your favorite theory of development? How can this guide you as

a future teacher?

 One of my favorite theories of development is the cognitive theory of

John Piaget. In this theory this will guide us to become a better future

teacher because in Piaget theory students use their minds or brains in

order for us to think critically.

4. Share your insights here.

 Children are already learning in their early years, and they

develop and learn at a quick speed. This provides a critical

foundation for lifelong progress, and adults who provide care and

education for children bear a great responsibility for their health,

development, and learning. Based on my observations, it has also

shown that much more is going on cognitively, socially, and

emotionally in young children as learners than scientists or care and

education professionals previously knew. Even in their early years,

children are beginning to learn about their surroundings in complex

ways that are not necessarily represented in their outward conduct.

Young children's learning and development are both quick and

cumulative, providing the groundwork for future learning. A child's

his or her learning. The security of a kid, both physically and in

relationships, establishes the environment in which learning may

occur. Food insecurity among children and their families, for

example, has been connected to poor academic outcomes, whereas

greater physical activity has been linked to higher academic

performance.