Activity 3– Distinctness of a Learner
FIELD STUDY 1
in a Diverse Classroom
Name of FS Student Jhasmine T. Corpuz
Course, Year and Section IV-BSE SCIENCE
Name of FS Mentor Prof. Betha Fe G. Cruz 1
Date October 18, 2024
Intended Learning Outcomes
At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
a) differentiate the characteristics and needs of learners from different development levels; and
b) choose effective strategies to address the diverse needs of the learners according to their developmental levels.
LEARNING OVERVIEW:
Activity3- PPST Domain 3: Diversity of Learners provides the opportunity to observe learners of different ages and
grade levels virtually. It highlights the differences in their characteristics and needs. As a future educator, it is important to
determine learners’ characteristics and needs so that you will be able the implement learning activities and assessment
that are all developmentally appropriate.
Observation/Interview
Read the following carefully before you begin with this then write your observation report on the space provided.
1. Record the data you gathered about the learners’ characteristics and needs in this matrix.
2. Shadow a learner from preschool, elementary and high school during the conduct of their class.
3. 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 sample indicators you may add other aspects which
you may have observed.
E- PORTFOLIO FOR FIELD STUDY 1 DIVERSITY OF LEARNERS
REGION’S PREMIER UNIVERSITY OF 1
CHOICE
Activity 3– Distinctness of a Learner
FIELD STUDY 1
in a Diverse Classroom
Directions: Complete the table below. Indicate opposite each learning principle the part of the lesson where it/they are
employed/utilized.
Development Domain Preschooler Elementary
Indicate age range of children observed: Indicate age range of children observed:
4-5 Years old
__________________ 9-10 Years old
__________________
PHYSICAL
Gross-motor skills The students actively participating and The student is actively playing badminton
enjoying dancing and moving. using his muscle to run, jump, and swing
the racket while playing the badminton.
Also, demonstrates coordination by tracking
the shuttlecock, moving quickly across the
court and adjusting to the better position in
receiving the shuttlecock. This shows the
ability of the student to have hand-eye
coordination and strength from striking the
shuttlecock.
Fine-motor skills During the activities given by the teacher The student showed a fine-motor skills
the students were able to use her fingers during the badminton game as he
in counting, as well as writing and controlled and gripped the racket and
pointing the words in her activity. shuttlecock with better serving. His quick
wrist motions demonstrated his accuracy,
enabling the good flicks and shots that kept
the action exciting.
Self-help skills The student knows how to use the Before the game, the students equipped
material given by the teacher, helping her himself with proper attire for it. And during
self to look and observe what is need to the game, whenever he missed a chance to
answer. She as will look around her return the shuttlecock to the other side, he
surrounding whenever she thinks that simply pick-up the shuttlecock and try
she might find an idea in answering the serving again and to continue and enjoy the
questions given by her teacher. game.
Others None None
SOCIAL
Interaction with teachers The student listens attentively to what her The student shows kindness, care and
teacher is saying, she focuses on doing respect to his teacher, as he follows
the activities and what kind of example instruction on how the game should be
the teacher is giving. play.
Interaction with classmates The student sometimes asking her They were helping each other before,
classmates what should do and during and after the game. Likewise, when
sometimes imitate what they are doing. getting the shuttlecock after missing it,
preparing the materials and as well as
motivating each other to make a good score
E- PORTFOLIO FOR FIELD STUDY 1 DIVERSITY OF LEARNERS
REGION’S PREMIER UNIVERSITY OF 2
CHOICE
Activity 3– Distinctness of a Learner
FIELD STUDY 1
in a Diverse Classroom
as the game continues and lastly helping
each other keeping the materials being
used.
Interest The student is interesting in doing The student has a great interest in playing
activities and she’ confidently counting the game or badminton, which make it more 3
and pointing and stating what she know s exciting and engaging to their teacher and
about to what her teacher is asking and classmates as well as making their body
saying. move freely and have some exercise.
Others None They love playing the game and
encouraging each other to enjoy and show
caring for each other.
EMOTIONAL
Moods and temperament, expression of The student demonstrates range of The student shows enjoyment in his face,
feeling emotion from time to time. By being shy laughter and excitement throughout the
at first until enjoying the activities with game.
her teacher.
Emotional independence The student is confident in answering When he missed to receive the shuttlecock
and participating in counting, writing and during the game he controls his emotion
guessing the images. And it’s needed to and try his best again to serve and hit the
give then praise after the activity shuttlecock precisely.
because it make them enjoy and
participate more.
Others None The students show of lot of interest in
playing the badminton and can be train and
maybe could compete to a tournament.
COGNITIVE
Communication skills The student can put her though ts into The student communicates with their
word she wanted to yet she gives ideas teacher by asking questions clearly and
and example for the teacher to respectfully, seeking clarification when they
understand what she what’s to say. And don’t understand instructions.
she replies whenever the teacher is
asking her.
Thinking skills The student utilizes recalling what she Students use thinking skills such as
knows and she counts without using her recalling basic math facts and applying
hands and sometimes when she doesn’t strategies like counting on fingers or
understand something she as well ask visualizing numbers. They may break down
for the help of her teacher. larger numbers into smaller, manageable
parts to simplify the calculation.
Problem-solving skills The student practice answering fill in the When addressing an addition issue with four
blanks questions and analyzing a simple addends, elementary students practice problem-
picture in what uses and more solving skills by identifying and grouping tiny
information about the image being shown numbers or pairs that are simpler to add. They
may divide the problem into smaller parts by
to her. adding two numbers at a time to make it easier;
during the process of solving the problem,
students continually review their work and
change their strategy if the total appears
incorrect--this demonstrates flexibility and
dedication in seeking the correct answer.
Others None None
Evidence/Documents
E- PORTFOLIO FOR FIELD STUDY 1 DIVERSITY OF LEARNERS
REGION’S PREMIER UNIVERSITY OF 3
CHOICE
Activity 3– Distinctness of a Learner
FIELD STUDY 1
in a Diverse Classroom
E- PORTFOLIO FOR FIELD STUDY 1 DIVERSITY OF LEARNERS
REGION’S PREMIER UNIVERSITY OF 4
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