Learner Diversity: Developmental Characteristics, Needs and Interests

1. Name: Quimino, Jorebell W. BSED 4-Social Studies
Activity 2.1 Observing Learner Characteristics at Different Stages
OBSERVE
Learner’s Development Matrix
Development Domain High School
The age range of children observed: 14-15y/o
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
 Rolling over, jumping, and climbing.
 Can actively participate in sports, has good balance and
coordination concerning a variety of tasks, and enjoys certain
sporting hobbies.
 Comfortably manipulate small objects.
 Able to tie shoe laces and undo small buttons needed when
dressing.
 Eligible for writing even for long periods.
 Courage to do things either hard or easy.
 Loving to do what they ought to perform in a specific period.
Social
Interaction with teachers
Interaction with
Classmates/friends
Interests
 The students call their teacher maám/madam or sir. They pay
respect to the facilitators in general.
 They make learning fun, no competitive advances among the
learners are felt, and they enjoy connections on and across
grade levels.
 They are excited about various school culminating activities
specifically their involvement.
 Some of the students are sociable while some are observed to
be lacking social capabilities to connect with others, probably
due to a lack of confidence.
Emotional
Moods and temperament,
expression of feelings
Emotional independence
 They are so far expressive when sharing their thoughts and
feelings. To get the teacher’s attention, they raise their hands
before going with the matter.

2.  They are already in their independence stage where they take
matters on their own, especially on matters, they know they can
solve.
Cognitive
Communication Skills
Thinking skills
Problem-solving
 Generation nowadays is being exposed to socialization with the
advent of social media. This made it easy for them to connect
and express their thoughts freely and gracefully.
 Students lack this specific skill. As I observe, many of them are
present but mentally absent, as if their imagination is in the
other classroom which makes it hard for them to focus on the
lesson.
 This is something that needs to be exercised on the part of the
learners. As 21st
-century agents, they are bound to be problem-
solvers in this quite daunting world.
 Students are given the power to share and let their voices be
heard.
ANALYZE
Level Salient Characteristics
Observed
Implications to the Teaching-
Learning Process
High School
The age range of learners
observed: 13-14y/o
High Schoolers put their
interests in lessons where
technological tools are
involved.
High Schoolers are receptive
to the use of 21st
-century terms
and ideas in discussions.
High Schoolers are highly
infatuated with the opposite
gender and listening to the
teacher’s examples related to
this catches their attention to
listen and interact.
Therefore, the teacher should
learn to facilitate learning by
incorporating technology and
media to capture the learners’
interest to learn.
Therefore, the teacher should
relate the lessons to the timeline
of this generation termed
“updated citizens.”
Therefore, teachers need to
know how to deal with the
students’ emotional rush,
reminding them of the limits and
boundaries they should play as
individuals who are still young

3. that need proper guidance from
the elderly ones.
REFLECT
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?
 A lot of experiences, when I was their age, flashed to me while observing them. We
do chat for updates with our classmates before the class begins, and we exchange
papers in a clockwise and counter-clockwise direction it’s quite fun because some
are still confused with the pattern. There are many more fun memories I
remembered at the moment however, the generation nowadays is more confident
and vulnerable. They can easily state their crush’s names which is far opposite
during our time. As much as possible, we put a lock in our mouths and try our best
not to let the other party know about our admiration for them.
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?
 So far, I think it was the Kindao couple that I can never forget. That was the time
my academic performance was a bit distracted due to peer influence. They
confronted me in the office, reminding me of my duties and of my being a model
to my younger siblings. I took the confrontation negatively, which led me to
bondage during that time. However, as time went by, I’ve come to realize its
purpose in my life. I am grateful for having such kind of people in my life who, in
one way, does not mean to control but to see me rise for they see much potential
that lies within me.
3. Share your other insights here.
 Indeed, many people become part of your life’s journey. Some may serve short-
term while others stay long-term however, the important thing is the value they put
in taking matters with you, either you win or stumble. The best thing is that you are
receptive to learning and unlearning at the same time.

4. 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.
Well for me, each theory keeps its role in one’s development and it is quite a struggle which
one weighs greater since each one features uniqueness in human development. However, if I still
were to choose my favorite part, I would select Emotional Development since I consider the human
mind as the greatest enemy of everyone. As humans, we should be our number one supporter of
ourselves. If our emotions work contrary to our minds, then chaos might take over us which will
consume us within. Once we are consumed with unnecessary things, we are doomed. That is how
important our emotion is. As individuals, we need the cultivation of emotional independence for
us to perform well in all aspects of life.
Attached herewith are some of the readings I have accessed on the internet as support to
my stand: