FIELD STUDY 1 :EPISODE2

EPISODE 2

The Learners Characteristics and Needs

LEARNERS DEVELOPMENT MATRIX

Development Domain	Preschooler	Elementary	High school
PHYSICAL Gross-Motor skills Fine-motor skills Self-help skills SOCIAL Interaction with Teachers Interaction with classmates/friends Interests EMOTIONAL Moods and temperament, expression of feelings Emotional Independence	They are not aware/ conscious on what they do. Their writings are not legible enough. They need more assistance coming from the teacher. They consider their teacher as superior who is always right; they also treat their teacher as their mother. They don’t have harmonious relationship with each other because they can easily get angry for just a simple reason; but usually they are friendly and talkative. They want to spend their time in playing, all they want is to enjoy. They have shallow happiness and sadness- they are moody. They don’t care for others as long as they get or do what they want;	They are clumsy when walking or running [playful] Their writings are cursive and can be understood by the readers. They can do things by seeking the help of the peers/group. Some pupils’ dies-obey their teachers yet they are still afraid to be scolded. They mingle with each other without choosing any person to be with; they can already communicate well. Their focus and interests are divided into two- playing and studying. They express their feelings even if it is hurts. They have longer patience in getting what they want	They are finer in walking or running. Their writings are cursive too; some has legible and beautiful hand writings. They can do things y themselves. Many dies-obey their teachers in respectful manners; some of the pupils are not that kind when they are still in low level. They become choosy with their friend; they know how to adjust in every situation; they socializing with all but they want to pick and choose their friends. They have less time in pleasure; they spent much time on studying. They have control over their feelings towards to others. They always consider the person around them  before expressing themselves.

My Analysis

Level	Salient Characteristics Observed	Implication to the Teaching-Learning Process
Preschool 4-5 years old	They are playful and have a short attention span; they have shorter patience, and focus.	Therefore the teacher should provide different activities like games as a part of their lesson. Therefore the teacher should know the different motivations to catch the pupils’ attention.
Elementary 11-13 years old	They become passive learners especially when boredom strikes them; they mood shifter, sensitive of everything and wants an activity that they are interested.	Therefore the teacher must know their different abilities and interest, and also be inform and have background knowledge on handling the behaviour. A teacher should provide and give different activities that they were interested and enhance their abilities and skills.
High School 13-17 years old	They are independent they don’t want to be told what to do. They want thrilling and challenging things in their life.	Therefore the teacher should let them do what they think is right and realize their wrong actions. The teacher should posses the qualities that help him to manage and adjust in his students, and should use different strategies and methods that fits to his students ability. The teacher should give challenging activities.

My Reflection

When I was observing the learners, I remembered the times when I was o their age. I was also an ordinary pupil who listened when the teacher discussing a lesson and I also participated in class discussion and activities. I was also a noisy and playful pupil but I have also my limitations.

I remember my teacher in high school, she is an English teacher. She is very strict but she really helps me in developing my vocabulary activity because every time she enters our class she always gives us a different word that adds in our vocabulary.

       Based on my observation the performance of the students, based on what the teachers’ performance, if the teacher is doing her job well in facilitating learning; the students also perform well and gain knowledge from their teacher.

My Portfolio

Sociocultural theory grew from the work of seminal psychologist Lev Vygotsky, who believed that parents, caregivers, peers and the culture at large were responsible for the development of higher order functions.

According to Vygotsky,”Every function in the child’s cultural development appears twice: first, on the social level, and later on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.”

Vygotsky was a contemporary of other great thinkers such as Freud, Skinner, and Piaget, but his early death at age 38 and suppression of his work in Stalinist Russia left him in relative obscurity until fairly recently. As his work became more widely published, his ideas have grown increasingly influential in areas including child development, cognitive psychology and education.

Sociocultural theory focuses not only how adults and peers influence individual learning, but also on how cultural beliefs and attitudes impact how instruction and learning takes place.

In this theory it is stated that parents and other are responsible n the development of higher order function which is important to the development of a child’s personality especially in socialization with others.