We are grouped by three and we are tasked to collaboratively recall our experiences when we were in basic education. There are three focal topics that we discussed after the other.
· Interesting things we did when we were in Grade 1.
· Interesting things we did when we were in Grade 6.
· Interesting things we did when we were in Grade 10.
Now, I reorganize the entries into domains across the three stages, the Physical/Motor domain, the Socio-Emotional domain, and the Literacy/Cognitive/Intellectual domain.
Reflection
1. Analyze well the entries in the three stages of development under the three domains. What do you notice of the entries belonging to the same level or stages? Are they more similar or different? Why?
For the first stage, middle childhood, there are commonalities. Also, basic and expected experiences are there. However, as we move to other stages, the difficulties of the activities are elevated. We can see that the entries in late childhood prove the widened world for the students. They are quite similar but now exposed to competitions, camping, and social activities. Regarding the last stage, early adolescence, we can see that the entries are more different and difficult. It also depicts their intellect, talents and capabilities, and how they include themselves in a larger society.
2. Compare the entries across each domain. Which domain has greater differences or variation in the experiences across stages? Why?
By analyzing the entries organized by domain, I noticed that the social-emotional domain has greater differences or variations. This may imply that we had different memorable experiences and not all happenings can give the same impact on students’ social or emotional development. In the mental domain, the entries are related to doing addition, understanding the lesson, and participating in the competition. In the physical domain, the entries are related to sport and dancing. Meanwhile, in the socio-emotional domain, entries are varied. There are doing activities alone, with someone, and with a group of people. Also, it’s not just meeting, conversing, and working with them but also bidding farewell. The entries are not all good unlike with the two other domains. There are negative moments that develop our socio-emotional growth such as being in a fight, enjoying solidarity, being able to get away, and saying goodbyes.
3. What do you think should a classroom teacher or a school provide to address and maximize the characteristics and abilities of learners in the Early Adolescent or Late Adolescent Stages?
Engage them in activities that enhance the three domains such as giving every class a special number or performance in every program or occasion within the school. It will surely develop their psycho-motor skill as well as their social skills which is under the affective domain. Have also an interschool activity such as dance, essay, journal, chess contests, and zone meets. These are the examples that I think a school provides. I experienced them first-hand and I really recommend those. Include the field trips that would entertain them while learning at the same time.
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