LEARNING EPISODE

The School
1 Environment

Activity 1.1 Exploring the School Campus

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the Intended Learning Outcome, work my way through these steps;
1. Visit a school. Look into facilities and support learning area in the campus, then
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a social environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE
As you move around the campus, observation forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
 SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each
will contribute to the students learning and development.
Facilities / Description
The office of the principal
Office of the Principal is in order and very quiet.
Recognitions are neatly
arranged and visible
Library The books are up to date to
meet the need and demand
of the learners
Facilities Description
/ student’s learning and
Counseling Room The counseling room is
very serene. It is a good
place where learners can
express what’s troubling
them
Canteen/Cafeteria There is different canteen
in the university that
provides different services
and offers different foods
Medical Clinic The Medical clinic have
completed in medical first
aide medicines and
equipment’s
Audio The Audio-Visual Center
Visual/Learning can accommodate a large
Resource Center number and lighted
properly and well
ventilated
Will it contribute to the
student’s learning and
development? Why?
Yes, learners will be
motivated to join any
contestant if they can see
that recognitions are
displayed
Yes, learners could get
the updated information
they need
Will it contribute to the
development? Why?
Yes, learners could freely
express what is troubling
them without any fear
Yes, a full tummy will
help the learners learn
and grasp all the ideas
presented in the learning
process.
Yes, this is important
because we don’t know
when and where
accidents happen
Yes, the Audio-Visual
Center will help the
learners to watch
comfortably the historical
movies needed in the
 learning
Science Laboratory The science laboratory has Yes, this would ensure the
a complete set of safety of the learners
Laboratory Symbols and while learning and they
Safety Precautions can enjoy the freedom

Gymnasium The gymnasium is large Yes, the learners can

that it can occupy a large socialize and have the
number of students. Well freedom to perform they
ventilated and lighted talents
Auditorium

Outdoor/Garden The outdoor garden Yes, the outdoor garden

provides relaxation to the will let the learners
passers specially to the experience how to plant
learners and take care of it

Will it contribute to the

Facilities / Description student’s learning and
development? Why?

Home Economics
Room

Industrial Workshop
Area

PTA Office
 Comfort Room for The height of the toilet Yes, a comfortable
Boys bowl for the comfort comfort rooms will
rooms for boys are incline provide additional comfort
to their height and age. to the learners and they
Clean and provide can feel safe when using it
comforts
Comfort Room For The height of the toilet Yes, Yes, a comfortable
Girls bowl for the comfort comfort rooms will
rooms for girls are incline provide additional comfort
to their height and age. to the learners and they
Clean and provide can feel safe when using it
comforts.

Others
(Please Specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.

Guide Question Classroom Observation Report

1. Describe the community or
neighborhood where the school is
found.
2. Describe the school campus. What
colors do you see? What is the
condition of the buildings?
3. Pass by the offices. What impression
do you have of these offices?
The neighbor of the school is silent. There is
no unnecessary noise in the neighborhood.
Away from any disruption.
The school campus is large. The common
color are marron, chocolate brown and dirty
white.
The offices shouts disciplines and those
recognitions are being displayed

4. Walk through the school halls, the The other facilities that can be found are the
library, the cafeteria. Look around and ships, the hotel, the welding room and
find out the other facilities that the swimming pool
school has.
 1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcement, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?

3. What learning materials/equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(Location, umber, arrangement, condition)
1. Wall displays
2. Teacher’s table
3. Learner’s desks
4. Blackboard
5. Learning materials/Visual aids
6.
7.
8.
9.
10.
Write your observation report here.

Name of the School Observed: UNIVERSITY OF CAGAYAN VALLEY

Location of the School: BALZAIN HIGHWAY, TUGUEGARAO CITY 3500, CAGAYAN,

PHILIPPINES

Date of Visit:

ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your classrooms?
Students' learning settings are critical to their performance. The state of each building and the
school environment had a significant impact on the learning growth of the pupils. Students will
be unable to concentrate in class if their educational environment does not accommodate their
learning adaptability. Seating, light, noise, and even color can all have an impact on learning
ability. Students that study in a good learning environment have been demonstrated to be more
motivated, engaged, and capable in general. Students learning in poor circumstances, on the
other hand, such as those that are uncomfortable, loud, or full of distractions, will have a much
harder time absorbing knowledge and being interested. As a result, when educating pupils, we
must consider the optimal atmosphere for them.

How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
It links to my understanding of child and adolescent development, which has made me aware of
the individuality and differences of each learner, which we must consider as future teachers. It's
important for me to remember that children learn at different rates. In order to facilitate
learning, I must first understand each child's behavior and personality before deciding which
tactics will best suit them and implementing them. It has been suggested that a child's
surroundings has a significant impact on his growth. When it comes to this stage, it is the most
significant point at which the child's experiences can become a source of boredom in his life.
What he encounters in his environment may be managed within his existence.

REFLECT
1. Would you like to teach in the school environment of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
Definitely Yes, I believe I can discuss how to be more productive, competitive, and
innovative, despite the fact that I come from that atmosphere. Innovation can happen at
any time, and I'm willing to participate. The school has excellent facilities, and even if it
did not, I would not reconsider my decision because students in private schools require
greater attention to direct their educational experiences. I can understand how difficult it
is for kids to study in that setting, yet their determination to learn has piqued my interest.
It connects to my understanding of child and adolescent development, which has made
me aware of each learner's individuality and differences, which we must consider as
future instructors. It's critical for me to keep in mind that children develop at different
rates. To make learning easier, I need to first understand each child's behavior and
personality before selecting which strategies will work best for them and putting them
into practice.

2. What kind of school campus of conducive to learning?

A school that has all of the necessary facilities and equipment for teaching is one that is
favorable to learning. School must be updated in any type of learning now that we are
technologically advanced. The learning environment on the school site must be complete,
good, and operational. There must also be minimal pollution, as well as clean and well-
organized amenities that can help pupils learn more effectively without being hampered
by their surroundings.

3. What kind of classroom is conducive to learning?

It's not only about the facilities in the classroom; it's also about the instructor and how
he or she conducts themselves and helps their students. Cleanliness comes first for me,
followed by beautification. Students' curiosity is piqued by colorful bulletin boards or
information boards, for example. A classroom that is conducive to learning must be
clean, pollution-free, well-ventilated, and equipped with all necessary amenities. Air
conditioning, a microphone with bass, and a comfort room were among the amenities.
The floor must be tiled as well.

4. In the future, how can you accomplish your answer in number 3?

I'll use my creativity and enthusiasm for teaching to pique their interest on both sides of
the classroom. Every kid has a right to speak up about their ideas and beliefs. There will
be no one left behind. As a future teacher, I may achieve my third goal by requesting
financial assistance from our legislators. I can also prevent corruption in student funds
because the kids' primary motivation for attending school is to learn, not to be bribed by
any financial organization.

5. Write your additional learnings and insights here.

The learning environment encompasses not just the physical setting, but also how you
interact with your pupils in various situations and scenarios. They argue that what
 students see is what they will do. As a result, as a future teacher, I'll be more sensitive to
any approaches or materials that are presented to them. It is possible to be motivated to
learn. As a result, the school campus environment plays a vital role in inspiring kids to
learn. How could any student concentrate on their studies if their rooms are hot and
stuffy? The learner's surroundings, in turn, can affect the learner's learning progress, in
my opinion.

Activity 1.2 Observing bulletin board displays

The display board, or what we more commonly refer to as bulletin board, is one of the
most readily and versatile learning resources.
To achieve the intended learning outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.

OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
 An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do
you see?

2. Where are the displays boards found? Are they in places where target viewers can see
them?

3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

Based on the questions on the observation guide, write your observation report:
 Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board displays that you saw, pick the one that you got the most interested in.
evaluate it using the evaluation from below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display ______________________________________________

Location of the Board Display in School ___________________________________

Check the column that indicates your rating. Write comments to back up your ratings.

4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement

NI S VS O
Criteria 1 2 3 4 Comments
Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Color and arrangement catch and
hold interest.
Balance
Objects are arranged, so stability is
perceived.
Unity
Repeated shapes or colors or use of
borders hold display together.
Interactivity
The style and approach entice
learners to be involved and
engaged.

Legibility
Letters and illustrations can be
seen from a good distance.
Correctness
It is free from grammar errors,
misspelled words, ambiguity.
Durability
It is well-constructed; items are
securely attached.
Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses
Description of the Bulletin
Board layout

Evaluation of educational
content and other aspects.

Recommendations or
Suggestions for
improvement

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 And electronic (computer) drawing/illustration or layout
 A collage
 My Board Display Layout

ANALYZE
What do you think was the purpose of the board display?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the language used clear and simple for the target audience to understand? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the board display effective? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestions can you make?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Based on your suggestions, propose an enhanced version of this display board. Use the
form below.
My Proposed Board Display
Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needfed resource and give each a brief description):

Materials for aesthetic enhancement:

REFLECT
 1. Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Which of the following skills you named # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SHOW Your Learning Artifacts

 My Personal Illustration of Effective
School Environment

In this new era, every aspect of school, including school and students, must
Let your creativity be competitive. Students and teachers should have access to and possess
shine! technological advancement. We must keep up with the pace of innovation in
order to ensure that we are all part of the same system and competitive in all
forms of learning. For the sake of the teachers and students, the school's
On the opposite box, equipment and facilities must be upgraded. The school should have
present an illustration established a mission and vision for themselves. Expect everyone to receive
showing your idea of a high-quality education.
an effective school
environment through These characteristics are required in a successful school. These include a
any of these: fascinating and safe learning environment in which the child is safe from
injury caused by murder or an accident. Because the students are
 A Descriptive continually reliant on the teacher's instructions, professional leadership is
Paragraph also required. The importance of focusing on teaching and learning is also
 A Photo Essay something to consider. Purposeful teaching, a shared vision and goals, high
 A Sketch or expectations for all students, accountability, and learning communities
Drawing should all be present.
A poem, song or rap
Physical education is one of many aspects of being environmentally
conscious, as I learnt. Maybe it's for the students' school amenities or how
they move about inside the school. Inside the school, students should feel
protected and at ease. Students should be encouraged to attend all lessons if
the school is friendly, colorful, and green. I feel it is extremely simple to
attain if everyone is passionate about their profession, especially teachers,
who play a critical part in creating a positive school environment.

“To be a teacher is to be a teacher in the correct sense. When you, the

instructor, learn from the learner, instruction begins. Put yourself in his shoes
so you can grasp what he's talking about and how he's talking about it.”

LEARNING EPISODE
 Learner Diversity:
2 Developmental
Characteristics, Needs and
Interests

Activity 2. 1 Observing learner characteristics at different stages

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem, and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interest and needs.

OBSERVE
Use the observation guide and matrices provided for you to document your observations.
 An Observation Guide for the Learner’s 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 preferred.

Physical

1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stair, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were the opportunities for problem solving? Describe how they showed problem solving
abilities.
 Learner’s Development Matrix

Record the data you gathered about the learner’s characteristics and needs in this matrix.
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 just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range
children observed: ___ children observed: ____ of children
observed: _____
Their motions are
Physical planned, yet they do
Gross-motor skills occasionally run and
walk around freely,
Fine-motor skills especially when
they are playing.
Self-help skills Some people can
write legibly, read
Others with
comprehension, and
draw beautifully.
Listens intently but
Social occasionally
Interaction with engages in
Teachers conversation with
their seatmates.
Interaction with Teachers are held in
Classmates/friends high regard. They
should choose pals
Interests with whom they get
along well and with
Others whom they may
share comparable
experiences.
They were able to
Emotional conceal their
Moods and emotions, which
temperament, ranged from joy to
expression of sadness. (Emotional
feelings ups and downs)
They were able to
Emotional control their
independence emotions at this
 point. Shy or
Others embarrassed to cry
or express emotions
in public.
Makes sense when
Cognitive he speaks. Ideas are
Communication openly expressed
Skills and communicated
effectively. Their
Thinking Skills viewpoints are
mostly based on
Problem-Solving their personal
experiences and the
Others lessons they've
learned.

ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:

Level Salient Characteristics Implication to the Teaching-Learning

Observed Process

Preschool  Preschoolers like to  Therefore, the teacher should

Age range of move around a lot. remember to use music and
learners observed movement activities not just in PE
3-4 but in all subject areas.
 Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.
 Level Salient Characteristics Implication to the Teaching-Learning
Observed Process

Preschool
Age range of
learners observed
_____

Elementary
Age range of
learners observed
______

High School  A keen observer  Thus, teachers must act and conduct
Age range of  Could communicate appropriately, as they will serve as
learners observed clearly and role models for pupils in the
_______ intelligently. formation of positive attitudes and
 Can only read with values.
their eyes

REFLECT

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities do you have with the learners you observed?
I remembered my own experiences when I was their age; I, too, enjoyed playing,
running, and chatting with my classmates, and I was occasionally chastised by the
teacher for not paying attention. But I'm different from them in that I'm focused on my
academics and I'm not afraid to show off my abilities.

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?
 Teacher Eduardo is one of the teachers I will never forget. I looked up to him because he
was nice, humble, and had a good sense of humor. He was quite skilled, and he inspires
me to showcase my speaking and leadership abilities. His lessons and principles are
ingrained in my hearts, and he was one of my early role models for wanting to be a
teacher.

3. Share your insights here.

Teaching is both a vocation and a mission. Responding to God's call is not easy, and it
becomes even more difficult when you have the mission of being a catalyst for change.
Touching someone's life is precious and molding them into the best version of themselves
is the most difficult, yet gratifying task. The noblest occupation and the best career a
person may have is that of a teacher. Doctors, attorneys, judges, architects, and other
well-known professions would not exist if teaching did not exist. Teaching is an extremely
difficult profession, and our country requires a large number of teachers to serve it,
especially now that our educational environment has been transformed.
Teaching is not only focusing on improving your students' abilities, talents, and
intellectual capacity, but also being adaptable and alert in assessing one's own
limitations and strengths.

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.

Learners could be developed from their real zone of development to the zone of proximal
development through scaffolding, according to my favorite hypothesis. This truly
motivates me since I believe that a teacher's job is extremely gratifying because they are
instrumental in helping a youngster realize his or her greatest potential.
Scaffolding is a process in which teachers provide students with a specific type of
support while they learn and develop a new concept or ability. A teacher may impart new
information or demonstrate how to address a problem using the scaffolding paradigm.
After that, the teacher takes a step back and allows the kids practice on their own.
Structured support, such as group practice, is put in place before the pupils become
entirely independent. Students could form small groups to assist one another. This
educational procedure is also known as "I do." We do, and you do as well.” To put it
another way, the teacher demonstrates how to do something, then the class practices
together, and lastly, students work independently.
 LEARNING EPISODE Focus On Gender, Needs, Strengths,
Interests, Experiences Language, Race,

Activity 3.1
3 Culture, Religion, Socio-Economic
Status, Difficult Circumstances, And
Indigenous Peoples
Observing differences among learner’s gender, needs, strengths, interests,
and experiences; and differences among learners’ linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
The learners’ different and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity learning.
To realize the Intended Learning Outcomes, work your way through these steps;
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
 An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
whit one another and with the teacher. As there groups that interact more with the
teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help them? Or do they raise their hands, so that the teacher will call them
instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic group? By their interests? Or are the students in mixed
social groupings? If so, describe their groupings.
2. Notice students who are alone or who are not interacting. Describes their behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students
due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
 OBSERVATION REPORT

Name of the School Observed __________________________________________________

School Address _____________________________________________________________

Date of Visit _______________________________________________________________

ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
The teacher and the pupils are two individuals who play critical roles in classroom
interactions. The teacher takes on the role of facilitator, while the student takes on the
role of learner. In a classroom, students differ in terms of their skills, natural gifts, and
capacities. There are students that play the role of leader, a young clown who makes all
of his classmates laugh, and an attention seeker who enjoys singing and has a lovely
voice. There is also a small teacher who teaches the children not to do bad things.

What makes the learners assume these roles? What factors affect they behavior?
Each position they play in the classroom relationship and interactions demonstrates that
they have distinct personalities and interests. The factors that affect they behavior may
include; the class and Curriculum Structure, Teacher Behavior and Personality,
Teaching Methods, Parental Habits and Involvement, Family Issues and Instability, Peer
relationships, Learning Environment, and Assessment.

2. Is there anyone observed who appear left out? Are students who appear “different”? Why
do they appear different? Are they accepted or rejected by the others? How is this shown?
None of the learners appear to be left out. Yes, learners appear different with each other.
Because each family has its own culture, the students represented a variety of cultures.
Some students who were members of a minority group were still accepted by their peers.
They just want to have fun and play together because, despite their differences in
attitudes, skills, socioeconomic standing, and abilities, they appreciate each other. By
making the classroom a perfect place to be, the teacher also indicates that they are
accepted and belong in the class.

What does the teacher do to address issues in life?

The instructor must first comprehend each individual student in order to create cultural
awareness in the classroom. Take the time to get to know each student's cultural
background, hobbies, learning styles, and other characteristics. Demonstrating a
genuine interest in learning about each kid and their culture will help you gain their trust
and develop a bond with them, making them feel appreciated. If kids feel valued and at
ease with their teacher, they are more likely to feel at ease communicating with and
respecting their classmates - and communication is at the heart of a culturally aware and
inclusive classroom.
 3. How does the teacher influence the class interaction considering the individual
differences of the students?
By encouraging students to share their personal experiences with the class or in groups,
the instructor promotes class interaction. Students are taught to recognize that they have
something in common with the rest of the class, despite their differences. Another option
to accommodate student diversity is to use a variety of educational styles. By
demonstrating fair ideals inside the classroom, the teacher can influence class
interaction while taking into account the different variations of the students. When her
students react with a bad answer to the inquiry, the instructor does not discourage them.
When the pupils are in the classroom, the teacher does not reveal biases based on their
performance and routine.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
While maintaining an open discourse among students is crucial, you must also ensure
that you are attentive to everyone's culture, beliefs, and language problems. Take the
time to learn about each student's cultural quirks, from learning styles to the language
they speak, and include this information into your lesson ideas. Provide appropriate and
relevant resources to English language learners, for example, to help them enhance their
English comprehension abilities. Create learning experiences that are more interactive
and demand participation rather than teaching in a typical lecture approach. These
considerations will assist guarantee that every student feels included, has the opportunity
to study in their own way, and succeeds.

REFLECT

1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teachers and the learners?
I'm happy and at ease in that classroom since the teacher acknowledges our presence and the
pupils are kind to us. I got the impression that the teacher is well-liked by her students because
they pay attention and participate in conversations. I can sense the unity among the students and
the teacher in this way
While I'm sitting in the back of the classroom, observing and watching the students, I get the
impression that I'm already teaching them. Within my thoughts, I sensed a sense of oneness and
unity among the students and the teacher because the students interacted positively with their
teacher and responded without hesitation and qualm when their teacher asked a question. This
is demonstrated by a pupil who has complete self-assurance and trust in himself.
Activity 3. 2. Observing differences among learners with disabilities, giftedness, and
talents.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of theses learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze your observation data.
6. Reflect on your experience.

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class?
 OBSERVATION REPORT

Name of the School Observed __________________________________________________

School Address ______________________________________________________________

Date of Visit _______________________________________________________________

ANALYZE

1. Did your observation match the information given by the teacher?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teachers deal with differences in abilities? Was
your teacher effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
To realize the intended learning outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3. Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAK), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog,
Iloilo
h. T’boli school of Living Traditions, Lake Sebu, Sount Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad BAkwit School, UP Diliman, Quezon City
Please note: ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at YouTube. You can start with this video by Dep
Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video,
2013. Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE

Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator
of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces around?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning process resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed __________________________________________________

School Address ______________________________________________________________
Date of Visit _______________________________________________________________
OBSERVATION REPORT

(You may include photos here.)

ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.
1. Does the school foster a
sense of belonging to
one’s ancestral domain, a
deep understanding of the
community’s beliefs and
practices? Cite examples.
2. Does the school show
respect of the
community’s expression
of spirituality? How?
3. Does the school foster the
indigenous learners a deep
appreciation of their
identity? How?
4. Does the curriculum teach
skills and competencies in
the indigenous learners
that will help them
develop and protect their
ancestral domain and
culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich,
and complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-basted
sessions? Cite examples.
8. Is cultural sensitivity to
 uphold culture, beliefs and
practices, observed and
applied in the
development and use of
instructional materials and
learning resources? How?
(For example, Culture
bearers of the Indigenous
Peoples are consulted).
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment processes
include higher order
thinking skills?

What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.3 Advocate for indigenous peoples education by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs of
both the high and low achievers in your class? Make a collection of strategies on how
to address the students’ different ability levels

.
 LEARNING EPISODE Learner Diversity: The
Community and Home
4 Environment

ACTIVITY4.1 Observing the learner’s community and home environment

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write
observation report on the space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
 physical body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly gets into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
 Interview the Teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview Questions on the next page. Just ask the questions with which you
feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.

Name of Learner:
Date of Birth: ___________________________________________ Age: _______
Grade/Year Level: _______________________________________ Gender: ________
Number of Siblings: ___________________________
Birth Order: _________________________________
Parents: _________________________________________________________
Mother: _________________________________________________________
Age: ______________ Occupation: ____________ Educational Attainment: _____________
Father: ____________ Occupation: ____________ Educational Attainment: _____________

Learner's Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
 Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he or she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.

THE LEARNER'S DEVELOPMENT PROFILE (Outline)

 The Learners' Development Profile
Name of the Learner __________________________________________________________
School _____________________________________________________________________
Date of Home
Visit_______________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher's, parents' responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher's, parents' responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher's, parents' responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher's, parents' responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner's development. The questions in the Your Analysis portion of
this learning Episode can help you.

Recommendations
Write your recommendations.
ANALYZE
 Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Relating your, data with what you learned from child development, what family
factors do you think contribute to the over-all adjustment of the learner in school?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap
to seek advice regarding the development and learning of students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
The authoritative parenting style, in my experience, is the most effective. They have clear
and legitimate expectations of us, as well as constraints. For example, my grandmother
would allow me to play and hang out with my friends outside, but only if we were close
enough for her to see us and ensure our safety. She also encourages us to join in any school
activities that we are interested in, depending on our abilities and interests. She often told us
the old adage, "Do not do unto others what you would not want done to you." She always
reminds us to set our priorities in life and focus on it. To put God first in all our endeavors
and never forget our roots, to be kind and humble always.

2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
As a future teacher, I plan to have a positive working connection with parents. Their
involvement would be extremely beneficial to the home-school connection. I'll make certain
that they do their part in meeting their children's requirements. I can work well with parents
by consulting their child's conduct in their home. I can assist them by reporting on the
child's academic progress and performance.
SHOW Your Learning Artifacts

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