LEARNING EPISODE 3: Focus on Gender, Needs, Strengths, Interests, Experiences,

Language, race, Culture, Religion, Socio-Economic Status, Difficult Circumstances, and

Indigenous Peoples

OBSERVE, ANALYZE, REFLECT

Activity 3.1. Observing differences among learners’ 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: __________

OBSERVE

OBSERVATION REPORT

Name of School Observed ___________________________________________________

School Address ____________________________________________________________

Date of Visit ______________________________________________________________

ANALYZE

1. Identify the persons who play key notes in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

What makes the learners assume these roles? What factors affect their behaviors?

2. Is there anyone you observed who appear left out? Are students who appear “different”?
Why do they appear different? Are they accepted or rejected by others? How is this
shown?

What does the teacher do to address issue like this?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
Activity 3.2. Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: ____________ Teacher’s Signature: _________________ School:

_________

Grade/Year Level: ____________ Subject Area: _______________________ Date: __________

OBSERVE

OBSERVATION REPORT

Name of 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 teacher deal with differences in abilities? Was your
teacher effective?
 2. What disposition and traits will you need as a future teacher to meet the needs of the
learners?

Activity 3.3. Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: ____________ Teacher’s Signature: _________________ School:

_________

Grade/Year Level: ____________ Subject Area: _______________________ Date: __________

OBSERVE

Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of School Observed ___________________________________________________

School Address ____________________________________________________________

Date of Visit ______________________________________________________________

ANALYZE

Curriculum Design, Competencies, and Content Answer each question based on your
observation and 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 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-
based 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 process include application
of higher order thinking skills?

What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in school?

REFLECT

1. What new things did you learn about indigenous people?

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 people by ____

3.2 Uphold and celebrate their culture, beliefs and practices by ____
3.3 Advocate for indigenous people 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.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.

B. The less the diversity of students in class, the better for the teacher and students.

C. The teacher should accept and value diversity.

D. Student diversity is purely due to students' varied cultures.

2. Which students thinking /behavior indicates that he/she values diversity?

A. He/she regards his culture as superior to other cultures.

B. He/she regards his culture as inferior to other cultures.

C. He/she accepts the fact that all people are unique in their own way.

D. He/she emphasizes the differences among people and disregards their commonalities.

3. What is teaching-learning implication of student diversity?

A. Compare students.

B. Make use of a variety of teaching and assessment methods and activities.

C. Do homogeneous groupings for group activities.

D. Develop different standards for different student groups.

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT ____.

A. Affirms and strengthen indigenous cultural identity.

B. Makes education exclusive to the indigenous culture.

C. Revitalizes, regenerates and enriches IKSPS and indigenous languages

D. Anchors the learning context on the ancestral domain, the community's world view and
its indigenous cultural institutions

5. All are best practices in using learning resources for indigenous learners, EXCEPT___.
 A. Culturally generated learning resources only include indigenous group's artifacts, stories,
dances, songs, and musical instruments.

B. The language used in instructional materials, especially in primary years, which

highlights mother tongue is consulted with the indigenous community.

C. Cultural sensitivity and protocols are observed in development and use of instructional
materials.

D. The indigenous community's property rights upheld in publishing learning resources.

6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT.

A. Including the practice of competencies in actual community and family situations.

B. Applying higher -order thinking skills and integrative understanding across subject areas.

C. Using international context in the assessment standards and content faithfully

modification.

D. Including community-generated assessment process that are part of indigenous learning

system.

7. Read the following comments by the teacher. Which of these comments will most likely make
a child try harder, rather than give up?

A. Sinuwerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, no'?

C. Nakikita ko na kailangan ming maglaan ng mas mahabang panahon sa paksang ito para
lubos mong maunawaan ito.

D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with the
same topic but assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns a different content topics
for groups to work on.
 D. The teacher groups the learners by their ability level and assign each group a different
task on the same topic, and then request three different teachers, each to assess one of the
groups.

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where they
feel comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the
slow learners.
D. Applying two sets of different standards.