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 movements 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.

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

Physical
Gross-motor skills

Preschooler

Elementary

High School

Indicate age range of

children observed: 5 - 6

Indicate age range of

children observed:8 - 9

Indicate age range of

children observed: 12 - 13

Kindergarten

Field Study 1: Episode 2

Grade II pupils High

school

Fine-motor skills

Self-help skills

pupils move as
if they are not
in
school,
every
time
they move they
think that they
are
just
playing.
They
are clumsy.
They love writing
and
drawing,
even if they
are not so good
on that.
Every
activity,
they
always
need a help or
assistance
from
the
teacher.

Social
Interaction with
Teacher

Interaction with
Classmates/friends.

Interests

Kindergarten

pupils interact
to teacher by
eagerly
answering
questions from
the
teacher,
even if they
not sure with
their
answer.
They
interact
as if they were
talking
with
the same age
with them.
Kindergarten
students
are
interacting
with
their
classmates
through
playing
with
each other.

Field Study 1: Episode 2

are loved to
roam
around
the classroom
while
discussion
is
going on.

students
are
more conscious
on
their
physical
look,
they
walk
properly
sometimes.

They
have
They are
now
already
developed
conscious
on
their skills in
their
writing
and
performance
drawing.
specially
writing
and
drawing.
Sometimes
they
need They dont need
assistance from
assistance
the teacher on
from
the
task as long as
teacher
on
they
some
understand the
activities.
instructions.
Some are shy High
school
to
express
pupils interact
their ideas.
to their teacher
with confident.
They can also
express
ideas
to
their
teacher.

They also love

to play with
They also love to
their
classmates and
talk with their
talking.
friends
and
classmates.
They are also
are
interested
in They
playing, but its
interested
in
minimal
now,
many
things
maybe because
since they are
they also have
already
an interest in
mature. Things

Emotional
Moods and
temperament,
expression of
feelings

Kindergarten
pupils
are
interested
in
playing, that is
why the lecture
should be like a
playtime
always

listening
lesson.

Kindergarten

pupils
are
happy
pupils,
but they can
easily
change
moods,
especially
if
have
something they
dont like.

Grade
two High
School
pupils are also
students
are
happy,
but
also
happy
easily change
students,
but
mood due to
they
can
condition that
handle
their
surround
emotion, some
them.
of them can
hide their real
emotion,
maybe because
they
are
already
Grade II pupils
mature.
are also not
that conscious High school is
now conscious
with
their
and
cannot
emotion.
show
their
emotion easily,
they
are
already
mature.
They
handle it alone.

Emotional
independence
They are non self
conscious they
cry
if
something that
really
need
them to cry.
And
they
usually inform
their teacher if
there
is
something they
dont like.

Cognitive
Communication
Skills

Thinking skills

to

like
having
crush, love etc.

Since
in Also in Grade II High
school
kindergarten
level they use
students
are
now are using
the
mother
good
in
the
mother
tongue,
the
communication
tongue,
they
grade II pupils
skills, they can
can
can
express
ideas
communicate
communicate
in English.
easily with the
easily to their
teacher easily.
teacher.
High
school
Kindergarten
students
has
pupils
they Grade II pupils
develop
really
dont
are
thinking
already
their
think
on
sometimes,
thinking skills,
things,
but
because
at
because
ate

Field Study 1: Episode 2

they
can
answer
question based
on
their
previous
experience.

Problem-solving

their age they

can
already
understand on
the
teachers
discussion.

their age they

are
already
mature and can
understand
things what is
right
and
wrong.

Since
High
school students
Kindergarten
For the Grade II
are at the age
pupil
doesnt
pupils
they
that
we
can
have
any
already
have
mature already,
problem
learned simple
they
already
solving
skills,
problem
possess
a
maybe
they
solving,
problem
have but it is
because
at
solving
skills,
usually
on
their age they
because
they
what
they
can understand
can
fully
believe what is
some already.
understand
right, they just
what
the
easily
utter
problem is and
solution
probably
can
without
solve it.
thinking if its
correct,
and
usually
they
says
solution
based on what
they
had
experience.

Field Study 1: Episode 2

My Analysis

Write the most salient development characteristics of the learners you observed. Based on these characteristics,
think of implication for the teacher.
Example:
Level

Salient Characteristics
Implications to the Teaching
observed
Learning Process
Preschool
Preschoolers like to move around Therefore, the teacher should
Age range of Learners observed
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
Preschool
Age range of Learners observed
5-6

Salient Characteristics
observed
The kindergarten pupils
are curious or they are
always asking questions.

Implications to the Teaching

Learning Process
Therefore, the teacher
should
answer
the
questions of the kids with
relation 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

Field Study 1: Episode 2

Elementary
Age range of Learners observed
8-9

Grade II pupils like to

move around and have
conversation with their
classmates.

always related to the topic

the teacher is discussing.
Therefore, the teacher
should be alert and always
check the pupils if they
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
Age range of Learners observed
12 - 13

High school pupils like to

have
a
secret
conversation with their
seatmates talking things.

Therefore, the teacher

should be aware on their
activities to ensure that
the 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?
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 todays leaners 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.
Field Study 1: Episode 2

3. Share your other insights here.

Its 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 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.

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
environmental experience. Children construct an understanding
Myand
Portfolio
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
ideatheory
that of
cognitive
development
is atyou
theas center
of human
Which
is your
favorite
development.
How can this guide
a future teacher?
organism and language is contingent on cognitive development. Below, there is
first
a short
description
of Piaget's
views
Clip
some
readings
about this theory
and paste
them about
here. the nature of intelligence and
then a description of the stages through which it develops until maturity.

Field Study 1: Episode 2

This theory of Jean Piagets 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.

Field Study 1: Episode 2

Field Study 1: Episode 2

Field Study 1: Episode 2

Field Study 1: Episode 2

Field Study 1: Episode 2