1. My Tools
Use the activity form provided for you to document your observation.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation check-list if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run up the
stairs, etc.
2. Are gross movement’s clumsy or deliberate/smooth?
3. How about their fine motors 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?
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 there opportunities for problem solving? Describe how did they show problem solving
abilities.
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2. 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 have observed.
Development Domain Preschooler Elementary High School
Indicate age range of Indicate age range of Indicate age range of
children observed: 5 - 6 children observed:8 - 9 children observed: 12 - 13
Physical
Gross-motor skills Kindergarten Grade II pupils are High school
pupils move as if loved to roam students are more
they are not in around the conscious on their
school, every time classroom while physical look, they
they move they discussion is going walk properly
Fine-motor skills think that they on. sometimes.
are just playing.
They are clumsy.
Self-help skills
They love writing
and drawing, even They have already They are now
if they are not so developed their conscious on their
good on that. skills in writing performance
and drawing. specially writing
Every activity, and drawing.
they always need Sometimes they They don’t need
a help or assistance need assistance assistance from the
from the teacher. from the teacher teacher on task as
on some activities. long as they
understand the
instructions.
Social
Interaction with Kindergarten Some are shy to High school pupils
Teacher
pupils interact to express their ideas. interact to their
teacher by eagerly teacher with
answering confident. They
questions from the can also express
teacher, even if ideas to their
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3. Interaction with they not sure with teacher.
Classmates/friends. their answer. They
interact as if they
Interests were talking with They also love to
the same age with play with their
them. classmates and They also love to
Kindergarten talking. talk with their
students are friends and
interacting with They are also classmates.
their classmates interested in
through playing playing, but its They are interested
with each other. minimal now, in many things
Kindergarten maybe because since they are
pupils are they also have an already mature.
interested in interest in Things like having
playing, that is listening to lesson. crush, love etc.
why the lecture
should be like a
playtime always
Emotional
Moods and Kindergarten Grade two pupils High School
temperament,
expression of pupils are happy are also happy, students are also
feelings pupils, but they but easily change happy students,
can easily change mood due to but they can
moods, especially if condition that handle their
have something surround them. emotion, some of
they don’t like. them can hide their
Emotional real emotion,
independence
maybe because
They are non self they are already
conscious they cry Grade II pupils are mature.
if something that also not that High school is now
really need them to conscious with conscious and
cry. And they their emotion. cannot show their
usually inform emotion easily,
their teacher if they are already
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4. there is something mature. They
they don’t like. handle it alone.
Cognitive
Communication Since in Also in Grade II High school
Skills
kindergarten now level they use the students are good in
are using the mother tongue, the communication
mother tongue, grade II pupils can skills, they can
they can communicate express ideas in
communicate easily to their English.
Thinking skills
easily with the teacher.
teacher easily. High school
Kindergarten Grade II pupils are students has
pupils they really thinking develop already
don’t think on sometimes, because their thinking
things, but they at their age they skills, because ate
can answer can already their age they are
question based on understand on the already mature
Problem-solving their previous teacher’s discussion. and can
experience. understand things
what is right and
wrong.
Kindergarten For the Grade II Since High school
pupil doesn’t have pupils they already students are at the
any problem have learned simple age that we can
solving skills, problem solving, mature already,
maybe they have because at their age they already possess
but it is usually they can a problem solving
on what they understand some skills, because they
believe what is already. can fully
right, they just understand what
easily utter the problem is and
solution without probably can solve
thinking if its it.
correct, and
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5. usually they says
solution based on
what they had
experience.
My Analysis
Write the most salient development characteristics of the learners you observed. Based on
these characteristics, think of implication for the teacher.
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6. Example:
Level Salient Characteristics Implications to the Teaching –
observed Learning Process
Preschool Preschoolers like to move Therefore, the teacher should
Age range of Learners observed around a lot. remember to use music and
3-4 movement activities not just in
PE but in all subject areas.
Therefore, teacher should not
expect preschoolers to stay
seated for a long period of
time.
Level Salient Characteristics Implications to the Teaching –
observed Learning Process
Preschool The kindergarten pupils are curious or Therefore, the teacher should answer
Age range of Learners observed they are always asking questions. the questions of the kids with relation
5-6 to their questions, and should be in a
simplest form for the pupils to
understand.
Therefore, the teacher should not
expect that question raised by the
kindergarten pupils are always related
to the topic the teacher is discussing.
Elementary Grade II pupils like to move around Therefore, the teacher should be alert
Age range of Learners observed and have conversation with their and always check the pupils if they
8-9 classmates. are on their chairs.
Therefore, the teacher should check if
the conversations of the pupils with
their classmates are related to the
topics for today.
High school High school pupils like to have a Therefore, the teacher should be aware
Age range of Learners observed secret conversation with their on their activities to ensure that the
12 - 13 seatmates talking things. students are still listening to the
discussion.
My Reflections
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?
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7. Yes, I did when I was at their age like when I was in my
kindergarten days, I also keep asking question which is just out of
my curiosity. Also when I was in my Grade II level I also fun of
having conversation with my classmates that is out of the topic. And
when I was in my high school days I also did the same I love having
secret conversation with my seatmates.
I think everything they had now is just similar with what I also
have during the same age they have now in these three levels. And
the only difference is teachers have enough patient with the learners
today, maybe because they are following the law “no corporal
punishment”, unlike our time if we commit mistakes the teacher will
punish us immediately, so I can say we are more behave before than
today’s leaner’s in these three levels.
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, and cognitive)? How did it
affect you?
My teacher in Grade III, she is a very nice teacher for me;
because she always encourage me to do things that I am not usually
doing during that time. During this level I started joining school
activities such as dancing, group singing, and others. She is also the
teacher who always encourages me to study hard and compete to
those who are already performer in term of academics in our section.
Because of her way of motivating and encouragement, I was
able show what I can do which I just hide it before. I was able be one
of the performer in the class in terms of academics and other
extracurricular activities in school.
3. Share your other insights here.
It’s is really normal for the kindergarten pupils to be curious,
ask question out of nowhere, fun of moving around and think of
always playing. Kindergarten pupils they keep on asking question
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8. because they are curious, they are interested in many things. They
easily shift moods from being happy to crying.
Grade II pupils are also normal to be noise and they ask many
question. Grade II pupils are noise because they always want to
interact to teacher if they are interested in the lesson, but they also
like talking with their classmates on the things they have outside the
school.
High school students are more mature, they are very careful
with their acts; maybe they are ashamed if they are caught by their
teacher whenever they are talking with their seatmates. They are
curious now with their physical appearance and their way they
talking.
My Portfolio
Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.
Field Study 1: Episode 2
9. Piaget's theory of cognitive development is a comprehensive theory
about the nature and development of human intelligence, first
developed by Jean Piaget. It is primarily known as a developmental
stage theory, but in fact, it deals with the nature of knowledge itself
and how humans come gradually to acquire, construct, and use it. To
Piaget, cognitive development was a progressive reorganization of
mental processes as a result of biological maturation and
environmental experience. Children construct an understanding of
the world around them, and then experience discrepancies between
what they already know and what they discover in their
environment. Moreover, Piaget claims the idea that cognitive
development is at the center of human organism and language is
contingent on cognitive development. Below, there is first a short
description of Piaget's views about the nature of intelligence and then
a description of the stages through which it develops until maturity.
This theory of Jean Piaget’s Theory of Cognitive Development
can help me guide in the future as a teacher. Because this theory
explains that an individual has its own level of learning according to
their age. So with this theory you will be guided and understand
that each level has its own level of understanding and development
with it comes to their physical and cognitive aspects. This theory
also explains the development of a child as early as conception until
they will become mature, and each age level has different level of
development in terms of their physical and cognitive aspects.
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