FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,

RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT

CIRCUMSTANCES, AND INDIGENOUS PEOPLE

Activity 3.1. Observing the school experiences of learners who belong to indigenous groups

To realize the Intended Learning Outcomes, work your way through these steps:
Step 1: Ensure that you have reviewed the Focused in Indigenous Peoples in the Learning essentials of
Episode 3
Step 2: Observe the attached videos in a school program for IP learners.
Step 3: Write your observation report .
Step 4: Analyze your observation data using the Indigenous Peoples Education Framework.
Step 5: Reflect on your experience.

OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION

Read the following carefully before you begin to observe. Then write your observation
report on the space provided inside the observation report box.
1. Before you observe, read about a specific IP group in the school. Know their norms and
customary greetings.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
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 resources are they using?
8. Find out the curriculum goals that they have.
9. Include screenshot or pictures of the observed video.

OBSERVATION REPORT

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 1 of 6
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

BRAC is a learning center which aims to empower people and communities in

situations of poverty, illiteracy, disease and social injustice. Its interventions also aim to achieve
large scale, positive changes through economic and social programmes that enable men and
women to realise their potential.
In the isolated area, ADM project techniques are being used in an alternative
delivery model to address access to education issues for disadvantaged communities and out-
of-school children. Whenever they are in the classroom, they are interacting with each other
using their native language. BRAC's classroom setup strategy and pedagogical strategies
includes technology and learning experience. According to the instructor, the majority of her
grade 1 students are between the ages of 6 and 9. The abacus, puzzles, and other manipulatives
are all interesting, and these basic exercises help to build cognitive skills for children, because in
that simple way and at a young age they were able to solve problems. The learning facilitators
are also community members who have been identified as service instructors at BRAC facilities
and community leaders.
To strengthen their learning skills, learning facilitators go through a two-
week training program. They also offer refresher training for facilitators on a regular basis. The
materials were created by BRAG curriculum and authors with help from the Department of
Education's ARMN and central office experts, and they are enhanced in the local context.
Learning facilitators in BRAC schools employ mother-tongue-based instruction to assist learning
and increase children's awareness of their own culture and ethnic variance, particularly in
preschool grades 1–3. Parents can also promote active participation by volunteering to help the
learning facilitator. Because there are many out-of-school adolescents in the ARMN, BRAC
concentrates on disadvantaged and secluded villages where children do not have access to
education. According to the grade 1 instructor, even 10-year-old children are unable to read
letters and numbers. The teachers, on the other hand, are now better prepared to educate
them owing to BRAC's assistance. To begin, use rhymes and phonemic awareness activities to
familiarize yourself with the sounds of the letters.
Because they use their native language first before teaching another
language, that makes their interactions with their activities child-centered. It has been shown
also that they only use charts, cards, puzzles, and gaming boards. Aim for large-scale, positive
improvements through economic and social initiatives. They also need to value their culture
and ethnicity. "Every child is significant," one of the instructors said in the video, which clearly
means that one child could make a difference when they are educated and cherished.

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 2 of 6
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

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.
- As part of one of the students' tasks, the instructor will tell them a story about their hometown.
It seems like it belongs in a fairy tale. As a consequence, students will get a better understanding
of their own history and will be motivated to study more. In connection with that the
Department of Education requires that schools be culturally based in order to foster a sense of
belonging to one's ancestral domain as well as a complete understanding of the community's
values and traditions.

2. Does the school show respect for the community’s expression of spirituality? how?

- Some tribal organizations also hold meetings with teachers, volunteers, parents, and members of the
community to discuss the community's challenges and progress, particularly in terms of student
education.The school demonstrates respect for community expression by expressing thanks and engaging
in important events. They spend time respecting their culture and presenting it to the society's
awareness.

3. Does the school foster in the indigenous learners a deep appreciation of their identity? How?

- A performance activity in which they may express their diverse opinions on how they feel about their
indigenous group is one technique that would get them to cooperate with their peers. As a consequence,
culture and tradition will not be lost, but will be passed down to future generations. Cultural activities in
schools are required to assist indigenous kids acquire a deep appreciation for their past and an
understanding that culture is an integral part of their identity. It is also critical to teach our children while
they are still young in order to promote and recognize the value of their culture. Students will acquire a
passion for their culture and customs as a consequence of this, and they will be able to discover what
abilities they possess.

4. Does the curriculum teach skills the competencies in the indigenous learners that will help them develop
and protect their ancestral domain and culture?

- Yes, since it may help kids become more aware of their rights and possibilities when it comes to
teaching culture and customs. Students are taught how to respect, and defend their cultural
environment at a young age. They also learned about other tribes' rituals and ceremonies.
Children should be educated about cultural concerns in order to enhance their learning about
their culture. They should also be aware of the underlying significance and relevance of each
culture and its history. They may learn to apply this information in their daily lives, understanding
that we have a rich culture and that you can earn money by using it. When it comes to teaching
pupils about culture and customs, this may help them become more aware of their rights and
potential. Students are taught how to care for, respect, and defend their natural environment
beginning at a young age.

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 3 of 6
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE
5. Does the curriculum link new concepts and competencies to the life experiences of the community?

- Yes, the ideas in the curriculum are linked to what is going on in the community. To raise
awareness of some of their community's issues, they must include such topics in their lesson so
that the students are aware of what is going on in their surroundings. Students are also given
leadership training so that they can continue to grow in their understanding of their culture.
Students learn what they need to do in their leadership roles and how to perform their
responsibilities through these real-life situations. .

6. Do the teaching strategies help strengthen, enrich, and complement the community’s indigenous teaching
process?

- Yes, students can learn more effectively and efficiently if teaching strategies are used in the classroom,
simply because using such strategies would save time and effort for both the teacher and the students in
the classroom, knowing that they have excellent communication skills and perform well in their fields,
because indigenous teaching methodologies can be used to successfully implement the indigenous
teaching process. Manuals and other handbooks are excellent starting points. Students will undoubtedly
grasp how to correctly educate themselves on how to conserve and develop their ancestral region and
culture.

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

- Yes, having a practical test or activities that are routinely supplied to become more related with
academic activities and society's happenings is a significant indicator. Because of that, this
curriculum may be able to assist pupils in bridging the gap and making connections. This is true
not only for indigenous peoples, but also for education. Consider the BRAC initiative, which gives
ARMN kids a new chance. They will also benefit from the fact that they will be immersed in that
subject, allowing them to continue their studies in that field.

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?

- It was employed, as far as I could tell, to maintain respect for each culture knowing that each
culture has its own uniqueness. To minimize disputes and disinformation, it is our responsibility
as instructors to preserve cultural awareness in the classroom. We need to know who wrote the
books or developed the website we'll use to teach our kids so we can be sure the material is
accurate and comes from a reliable source.

9. Do assessment practices consider community values and culture? How?

- Yes, simply because it depicts the practices, beliefs, and behaviors of a certain culture of a
community. It aids in broadening the pupils' perspectives. Indigenous people sometimes lack
proper education because they live in the area so far from civilization and sometimes people

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 4 of 6
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE
there are not willing to be civilized simply because they are afraid that their culture will be taken
from them. But because of the Department of Education's help, indigenous people gradually
gained access to education through cultural assessments, ensuring that everyone is aware of
their rights, regardless of their norms, cultures, or traditions. In result, the educator will be well-
prepared, knowing what to consider while evaluating the community's beliefs and culture.

10. Do assessment processes include application of higher order thinking skills?

- Yes, because the application of higher order thinking abilities is a primary focus of the curriculum,
and it must be included on it. One of the side effects is the improvement of critical thinking
abilities. Examining and evaluating the content to discover if the youngsters are learning or not.
Memorization of the lesson topic indicates the use of higher order thinking processes.

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

- There are several things that I’ve learned upon watching the video. There have been
more changes when it comes to their living just because they decided to become
educated. There are instances that they couldn’t dream of a professional career due to
discrimanation. But because of their willingness to be civilized and to have the right for
education as they are internationally and globally recognized to bring about changes in
the world and among them.

2. What did you appreciate most from your experience while watching the video/s of school with
indigenous learners? Why?

- What I really appreciate from their experience was that the teacher fell in love with the
job and took it not because of the salary, she has fallen in love with the Mangyan Tribe
and wants to leave a legacy with her students. The kids are happy to be working with
them and eager to learn from them on a regular basis. Dina on the other hand, a 20-
year-old kindergarten student of Teacher Annie was not supported by her parents to be
educated in her young days. Her father did not approve of her going to school when she
was younger, so she had no choice but to go to school this time. And now she wants to
learn to read and write so she won't be taken advantage of by the money she receives
for selling bananas. A 20-year-old is not too old to start from scratch; it only
demonstrates the need for education in our daily lives. She is the exact example of no
matter what your state in life, when you are eager to learn, you will learn.

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 5 of 6
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE
3. For indigenous learners, as a future teacher, I promise these things:
a. Be open to and respect indigenous peoples by…

…treating them just like normal individuals. I will let them know what their role is in this
society. Make them understand that they are not just an Indigenous people who knows
nothing, but an Indigenous people who play a great part in this community and hold a rich
culture of this society. I will let them in, and will prepare them for the bright future ahead. A
bright future where they are educated enough to bring honor not just to their tribe but also
to this country. I will also help them to gain confidence so that they can tell everyone how
proud they are of who they are. I will teach them also to become aware of their rights and
assure them that they are safe with me in a sense that they act themselves around me
without judgements.

b. Uphold and celebrate their culture, beliefs and practices by…

… as a future educator, we practice how to preserve, protect and promote our culture. To
uphold and celebrate the culture, beliefs and practices of my indigenous students I will let
them understand how important these 3 Ps (preserve, protect, promote) are in their
culture. I will help them to preserve this by encouraging them to go on with their culture
and be proud of it so that it will live longer and this will be passed down to more
generations ahead. I will help them protect this by letting them know their rights and
responsibilities in their culture and tradition. Lastly, I will encourage them to post in social
media some documentaries about their culture so that everyone will know about it, in that
way people will become aware of what is happening about their culture and also knowing
that their culture is also a country's culture.

c. Advocate for indigenous peoples education by…

… giving the indiegenous people the education that they deserve. I will provide quality
motivations for them to enhance their learnings regarding how important it is for such
individuals to have an education. They too have to understand that education is for all
regardless of what you are. I will let them understand that they are the ones that really must
attain a proper education knowing that they hold a rich culture in our country.

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 6 of 6