Learner Diversity: Developmental Characteristics, Needs and Interests mm SPARK rent aj runity to observe leamers of diffe s and gras 2 provides me with an opport As a future teacher, i: heir characteristics and needs. s and needs so that I will be able to pla, Episode levels, It highlights the differences in mine my learners’ characteristic important for me to deter sessment that are all developmentally appropriate activities and as and implement lear ig Outcome > At the end of this Episode, I must be able to describe the characteristics, needs ‘interests of learners from different developmental levels. (3.1.1). Here are major principles of development relevant to this Episode: 1, Development is relatively orderly. Development follows directional patterns s as, from the head to the toc (cephalocaudal), and from the center of the body thet outwards (proximodistal) 2. Development takes place gradually. 3. All domains of development and learning—physical, social and emotional. cognitive- are important, and they are closely interrelated. (NAEYC, 2009) 4, Development proceeds toward greater complexity, self-regulation, symbolic representational capabilities. (NAEYC, 2009) - . > rumen! 2 and5} (= OBSERVE, ANALYZE, REFLECT (Activ v2.1) Observi learner te tages ervin 1 ri ig | characteristics at different stag Resource Teacher —— Teacher's Signature School GradelYear Level: _ —. Subjectrea:__ Date To realize the ntended token Carning Outcomes, | will work your way through these step: ‘OUps Of learners fi Ee Sra “arners from dillerent level cl tep 2 Describe each ofthe kane oom ie nt levels (preschool, clem., and high school). Sep 3 Validate my observation by Step 4 Compare them in terms of t interviewing the heir interests and needs Jse the ation gui i Use the observation guide and matrices provided for you to document your observations 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 checklist if a more detailed observation is | 4 preferred. ] Physical 1. Observe their gross motor skills how they carry themselves, how they move, walk, un, dup the | 5 stairs, etc. | i 2. Are gross movements clumsy or dliberate/smooth? | 4 3. How about their fine motors skills? Writing, drawing, etc. | Z = th teachers and other adults. | i 4. Describe how they interact with teachers and other ad ; | Rote now they also interact with pers. What do the ak abou? Ware the concen? | 1 me peserbe the emotional dsposton or emperamet of theleames (happy sd, easly nes, mane | J Shifts | i 2, How e they express ther wantsneeds? Cantey wat? | i 2 ww do they handle frustrations” ed | 4 ; ean Mrs evel of confidence as shown in heir behavior Are they selt-consciow | , | ‘ Cognitive te their ideas. Note heir language profici | f ids to communicate 1 Describe their abilty 19 US@ OTE Fy comprehend easily? Look for evidence oft | 4 2 Describe how they figure out things: { solving abilities. | skills .m solving? Describe how they showed problem | | 3, Were there opportunities for probe seinen ant wie lest B28 ing Develonr™under e “ach domal Lear Record the data you gathered about. the learner Will allow you to compare the characteristics are by no means exhaustive, These other aspects which you may have observed. * Development Matrix dl and needs of I aracteristics and needs in this matrix ners at different levels are just sample indicators. You may ay Pres clemer High Si Deveiapaent Preschooler Elementary igh School ertaia Indicate age range of Indicate age range of Indicate age range of en children observed: ___| children observed: children observed, Physical Gross-m Others notor skills. Fine-motor skills Sel-help skills | Th The te, Social Others. Interaction with Teachers Interaction with Classmates/friends Interests Emotional Moods and temperament, expression of feelings | Emotional independence | | Others | | Cognitive = Thinking skills Others 24 Communication Skills Problem-solving Field Study 3 clea en imeem eeWrite the most salient develo, hese characterist think of impl PArental characteristics of the leamers you observed. Based oF ications for the teacher Example: | Level Salient Characteristics Implications to the Observed Teaching-Learning Process tPreschool © Preschoolers I a cabehilme sear oolers like to move Therefore, the teacher should remember to use ie = around a lot. music and movement activities not just in PE but learn in all subject areas. | caaeel ons Therefore, teachers should not expect | preschoolers to stay seated for long period of | time. j ; 1 Level Salient Characteristics Implications to the ] Observed Teaching-Learning Process Preschool ] Age range of Element: Age range of learners observed High School Age range of leamers observed BISU-canoway CAMPUS \Soring Epaode 2 Leamer ONeCsIY:# REFLECT (At eriences when you w, 1. While you were observing the Jeamers, did you recall your eee el dbtecheat Were their age? What similarities or differences do you have with reasons, How did she/he help or i forget for positive or negative | 2. Think of a teacher you cannot forg' po! Deel aa ihe not help you with your needs (physical, emotional, social, and cognitive you? 3, Share your other insights here.— \é SHOW Your Learning Artifacts 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.