Field Study 1

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

Activity 2.1 Observing learner characteristics at different stages

An Observation Guide for the Learners 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 stairs, etc.
2. Are gross movements clumsy or deliberate/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 there opportunities for problem solving? Describe how they showed
problem solving abilities.
Learners Development Matrix
Record the data you gathered about the learners’ characteristics 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.

Preschooler Elementary High School

Development Indicate age range Indicate are range Indicate age range
Domain of children of children of children
observed: 3-4 observed: 7-8 observed: 15-16

Physical

Gross-motor skills Still developing a Energetic and Graceful and

bit clumsy but sometimes hyper composed
very hyper
Fine-motor skills Can write in
Writing skill yet cursive but in slow Can write legibly
to be developed pace both in manuscript
Self-help skills and cursive
Able to use
Assertiveness is
utensils to eat and
present; household Main self skills are
able to wash handskills are fully developed;
by himself developing eating, dressing-up,
Others grooming and
household skills
Needs aids and Less supervision
supervision most than preschool More independent
of the time than preschoolers
and elementary
Social

Interaction with Does not pay Very obedient and Well-disciplined;

Teachers more attention but believes their participates well in
can follow simple teachers more than class; respects their
instruction their parents teachers

Interaction with Able to make Loves to tease Most of them

Classmates/friends friends and play classmates and belong in group of
with the other friends but still cliques; talks about
children plays with them the opposite sex

Interests
Playing games; Latest fashion and
Loves toys; likes coloring books gadgetry
Others to scribble
 A time when
curiosity is high Concerned with
Can throw appearance
tantrums
sometimes

Emotional

Moods and Very moody; A bit moody; Hides their true

temperament, expresses feelings Narrow attention feelings; scared of
expression of feelings with more use of span; Does not rejection; expresses
non-verbal hide feelings; feelings or
language, e.g. expresses feelings problems by
crying, puppy with more use of talking to friends or
eyes, pouting lips words peers
Emotional
independence Very dependents Sometimes a bit Depend more on
especially towards dependents but friends than parents
the mother likes to try things when it comes to
on his own emotional things
Others
If he don’t get Loves the A bit confused if
what she want, he attention from she is already a girl
cries and shout a parents; if he gets or a woman;
lot upset it’s only for adolescent period
a small period of
time
Cognitive

Communication Can communicate Can communicate Can communicate

Skills with little words very well in well in English.
and more on non- Filipino language Level of
verbal but only a little bit communicative
in English competence is
average
Thinking Skills More on creativity
like molding clay Child can Can perform
more on physical generalize with deductive and
activity like guidance and inductive reasoning
dancing apply the idea and analysis
Problem-solving with other
Not available examples and
exercises Not available

Others Performs well in

Not available problem solving
but still doubts his Understands the
answers less better with
integration of real
Can solve simple life situations
 real life stuational
problems

ANALYZE!

Write the most salient developments characteristics of the learners you

observed. Based on these characteristics, think of implications for the teachers.

Example!!

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of move around a lot. should remember to
learners observed use music and
3-4 movement activities
not just P.E but in all
subject areas.

 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool Preschoolers can sometimes  Therefore the teacher
Age range of throw tantrums and still should remember to use
learners observed developing motor skills toy as a form of reward
3-4 and try to be patient at all
 times.

 The Teacher should also

give physical activities
that can help in
developing gross and fine
motor skills in a clay,
playtime and basic
scribbling.

 Teachers should not

expect preschoolers to be
skilled in writing or
drawing immediately

Elementary Elementary pupils like to play  Teachers should

Age range of games a lot; they are also remember to use games
learners observed beginning to show a higher as motivation in class to
7-8 rate in motor skills than the keep the interest of the
preschoolers learners

 Teachers must expect that

fine-motor skills need
more practice get better
results

High School High School Students like to  Even if the student are in
Age range of be in the latest trends and can the higher section, the
learners observed understand lessons better teacher must not show
15-16 when they are integrated with less enthusiasm in
real life situations teaching

 Teachers must
communicate the
significance of the lesson
to the student’s everyday
life.

 Teachers should be
integrating their teaching
with technology to keep
the students interested.

 Must acknowledge the

students’ efforts. Treat
everyone in class with
fairness and no favoritism
REFLECT

1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with
the learners you observed?
Answer: absolutely yes, the experiences are similar to them were very
noisy in the class that’s why our teacher always gives us unexpected
quizzes. But in terms of participating everyone participates. Unlike now
some students are easily distracted and some of them don’t participate in
the class.

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?
Answer: The teacher that I will never forget in my highschool days is
Ma’am Ritchele Lacaba why? Its because she’s always behind my back.
She convinced me to join school publication, and yes I become a writer in
school which is under her legacy. And shes always telling me that I should
overcome my shyness. She’s always guiding us and counsel everytime she
has a free time and always reminding us to get out of comfort zone.

3. Share your other insights here.

Answer: Our experiences from preschoolers to elementary until high
school really helps us of what we are right now. This learning experiences
molds us to become better everyday. And it really gives us an idea on how
we deal with our students since weve’ been there too.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true
love. She is crying incessantly and refuses to listen and accept sound advice
that the teacher is offering. Her refusal to accept is because ______
A. She thinks what she feels is too special and unique, that no one hast
felt like this before
B. The teenager’s favorite word is “no” and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenager’s never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills
o the 4-year-olds. Which of the following should be the best consider
A. Provide daily coloring book activities.
 B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently
D. Conduct a variety of fun and challenging activities involving hand
muscles daily.

3. Science teacher Rita showed her class a glass of water with an egg in it. She
asked the class. “What happens to the egg if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive development stage of Teacher Rita’s class?
A. Formal operation stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

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.
EVALUATE Performance Task

Evaluate You Work Task Field study 1, Episode 2- Learner Diversity: Developmental
Characteristics, Needs, and Interests Learning Outcome. Determine the
characteristics, needs and interests of learners from different development al levels.

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accompli All observation One (1) to two Three (3) Four (4) or more
shed questions/tasks (2) observation Observation observation
Observati completely questions/tasks questions/tasks questions/tasks
on Sheet answered/accom not not not
plished answered/accom answered/accom answered/accom
plished plished. plished
analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely: completely: completely; questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answers not
are thoroughly connected to connected to connected to
grounded on theories: theories; one (1) theories; more
theories: grammar and to three (3) than four (4)
grammar and spelling are free grammatical / grammatical /
spelling are free from errors. spelling errors. spelling errors.
from errors.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear ; supported depth; supported shallow, shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyze
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- Complete, well- Complete, not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning learning
outcome outcome outcome
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline after the (2) days or more
deadline deadline after the
Rating:
deadline
(based on
Transmutation)
COMMENT/S
Over-all Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
e below
Gra 1.0 1.25 1.5 1.7 2.00 2.2 2.50 2.75 3. 3.5 5.00
de 5 5 0
99 96 93 90 87 84 81 78 75 72 71-
below

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

Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples

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.

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 with one another with the teacher. Are 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 teachers’ question, do the
classmates try to help him? 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? Homogenously, by age?
by gender? By racial or ethnic groups? By their interests? Or are the students
in mixed social groupings? If so, describe the groupings.
 2. Notice students who are alone and those who are not interacting. Describe
their behavior.

Note!!!
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 the 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: Eastern Visayas Laboratory School - SLS

School Address : Tacloban City
Date of Visit: Virtual class, last October 2021

There are total of 23 students in the class, 15 girls and 8 boys with age ranges from 16-19. Almost
the class are Roman Catholic while the rest have different Christian religion. Their height goes from
4’11 to 5’9.

During Class:

The class is very noisy and competitive, the smart students compete which answer is the most valid
and the correct answer as well.Whilethe others just wait until they are done. But debating is the
class’s most favorite activity.

Some of the students answer, but some don’t, but they just raise up and the teacher help them
answer. The teacher obviously calls out the students behind because she knows that these kids are
not paying attention.

The quiet students or the ones who are quiet in general do their normal students’ stuff, some listened
to music, some stayed back played games on their phone, while others watch anime and read their
books.

Outside Class:

The students group themselves based on their interests, some are interested in K-POP and Foreign
Pop Culture, others are grouped because they came from the same section/section/school previously
and some are in the groups with some gender.

A student who’s not interacting with anyone is the transferee from the other school. The student is
still waiting for someone to approach him first, and still trying to learn his new environment.
ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in
the classroom. What roles they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
Answer: There was a joker in the class who’s always kidding and joking.
He hangs around every classmate. There was also a top student who also
serves as the leader of the class always try to tell the class to keep quiet
although not all listen to her. There was also a student who acts as the
secretary of class even though she’s really not. The teacher always asks
her to write the assignments, collect and the one who write the names of
the naughty students.

What makes the learners assume these roles? What factors affect their
behavior?
Answer: What influences them to assume these roles are their peers,
their belief that they would be better to be this way, people’s reaction that
somehow satisfy them and their teacher’s meaningful feedback.

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
the others? How is this shown?
Answer: There was no student who I’ve observe being left out or
different. The students celebrate differences and create bond with each
other.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
Answer: The teacher influences the students to be supportive of each
other and to respect each other’s difference by being mindful and careful
of their words, and to be available for each other as friends who are
willing to help and to their emotional support. In addition, the teacher
encourages the student accept and appreciate each other’s opinion and
belief about a certain matter, as well as their interest, hobbies and
preferences.

4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
Answer: The teacher makes sure that she is aware of student’s individual
differences through understanding their backgrounds, learning styles,
hobbies and interest. The teacher establishes friendly relationship with
her students and encouraging them to be open for communication while
fostering respect in the classroom by letting them to talk about their
cultural backgrounds. The teacher also tries to integrate celebration of
cultural differences in every lesson in any way she can, for instance
employing activities that allow the students learn about each other;s
culture such as sharing, role playing etc.
 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.
Answer: As I was observing the classroom , although the students are
individually diffrent from each other, their unity regarding acceptance
and appreciation of each other had made me feel comfortable. How the
teacher manages diversity in the classroom is a sign that she is very
effective in developing teaching strategies that promotes awareness and
creating connection with diverse cultures. Evidently, the students are
empathetic and open-minded about diverse backgrounds which helped
them understand each other well. Students demonstrating confidence and
independence in the class is also a sign that the teacher is effective in
fostering cultural sensitivity in the classroom. The way they care for each
other and how openly they communicate with their teacher and how they
become united in collaboration activities made me feel a sense of oneness
in the classroom.

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

There are different abilities of the learners that I saw. First, there are learners that can easily
understand the teacher’s question while the others are not. Another is, when the teachers said
that they need to be quiet, they follow their teacher. The students in front are more active than
the students at the back though the students in the front raising their hands immediately when
their teacher give the question. Based on their teacher, the student or boys at the back is really
naughtier than the students in front. The teacher really need to focus on them especially on their
studies because among all the students in that section, they are not totally fast learners.
Obviously, high achieving students are more active in class than in the low achieving students. On
their group work, the high achieving learners can finish their work faster than in low achieving
learners. They also interact with their teacher often than in low achieving learner.
ANALYZE

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

Answer: Based on the teacher’s given information, the observations I had
and jotted down matched what she had given, in terms of the students’
needs, performance and how she handles their needs and how she tries to
develop activities that would suit the needs of her students.

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.
Answer: Evidently, the class is composed of diverse students with
different levels of abilities. These abilities vary in terms of their current
knowledge and skills, independence level and etc. Some lower-ability
students are struggling to understand the lesson while others who can
independently learn by themselves are considered as higher-ability
students. Having these kinds of students in the class need effective
strategies to respond to their varying needs. For example, the teacher may
use a diffrentiated instruction through structuring his/her lesson plan in
various phases such as review phase, inquiry phase, comprehension phase
and application phase. Other instructional strategies are peer interactions
groups, collaborations activities etc.

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.
Answer: As I have observed, the teacher uses multiple means of
presenting the topic. She utilizes various tools and materials to aid her
discussion such as video, textbooks and multimedia. She also provides
different ways for students to express their learning such as writing, art
or presentation. In addition, she allows them to work with their peers for
an effective way of learning and employs performance-based activities
and authentic assessment.

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?
Answer: During elementary in Grade 6, I remember some of my
classmates were still struggling how to read fluently in English language.
 What my teacher did was, she assigned a study buddy for each student
who’s having hard time to read and let their study buddy help them. As
one of the study buddies, I helped my classmate in reading a book every
recess or lunch time. My teacher constantly monitors us, and the progress
that my classmates are making. For me, it is very effective. She helps the
low achiever students improve their weakness while letting the high
achievers share their knowledge and skills through assisting their
classmates.

2. What dispositions and traits will you need as a future teacher to meet the needs
of the learners?
Answer: As a future teacher, I will be needing the following dispositions
and traits to respond to my learners’ needs:
 Expectation that I will be handling a classroom with students with wider-
ability levels.
 Additional time and effort to meet the needs of the learners.
 Continuous innovation and brainstorming of effective strategies and
approaches in handling students with diffrent levels of abilities.
 Effective communication to establish good relationship with students while
being a good listener for them.
 Focus on collaboration along with the belief that this is more effective than
letting the students learn alone.
 Flexibility and Adaptability in changing and evolving environment.
 Empathetic teacher who understands what her students backgrounds, needs
and interest.
 Lifelong learners who continuously seeks for what is best for students.

Activity 3.3 Observing the school experiences of learners who belong to

indigenous groups.

To realize Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the number 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 (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, barangay Garangan and Barangay
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwagan, 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
it's
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
DepEd:

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE

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 here, search instead of actually visiting his school.
Have this
question in mind as you are watching the videos, you can try to get in touch with
the creator of
the videos and interviewed them to.

1. Before you observe, read about this 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. Serve and note the different parts are areas of the school environment. How are
learning
spaces arrange?
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 happened describe the learning
activities they
have and 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. 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 (adopted)

Name of the School Observed: Flora Primary School

School Address : Maruglu, Capas, Tarlac
Date of Visit: Virtual Visit on September 10, 2021

“ We want to learn so we cannot be deceived by other people.” - This is the main

goal of IP students in Capas, Tarlac on why they want to pursue learning.

Flora Primary School in Maruglu, Capas, Tarlac is a school exclusively for Aeta-
Magantsi students or commonly known as Negritos. There are more or less 50
students in the school with only 3 teachers. With the travel conditions, the students
contact hours with the teacherss are 4 days.

Each classroom has mixed of different grade level students. One classroom is
composed of Grade 4 and Grade 5 students due to the lack of teachers and the
facility. However, the class are very interactive as they participate in every class
discussion. They are very determined to learn amidst the inadequacy learning
materials such as books. One student said that they are using a Grade 4 textbooks
instead of Grade 5 textbooks because the rainy season hinders the delivery of the
books to their school. Teachers are also resourceful and creative with their
instructional materials. Even though they find it hard to teach using chalk and board
only, they still find ways on how to teach the lesson effectively. For example, one
teacher shared his idea that he used pebbles from the river to teach addition or
multiplication. Furthermore, they are adhering to the indigenized curriculum. One
teacher shared his challenge in teaching alphaabets based on the words that we
commonly associate with the letter. Instead of teaching “A” using apple, he uses
those words that are more familiar to the students.
The challenge in the curriculum is also a factor that affects the progress of the
students’ learning. Indigeneous People Education Curriculum Framework. But the
time frame in this curriculum is not applicable with the IP students’ ability level.
Sometimes one topic covers 3 days.

No matter how eager and effective a teacher is, the problem with the lack of
food affects the students’ performance in the school which makes it hard for teachers
to achieve their objectives which is to help the IP students to learn better.
ANALYZE
Curriculum Design, Competences and
Content
1. Does the school of belonging to one's
ancestral domain, a deep
understanding of the community's
beliefs and practices. Cite examples.
2. Does school show respect of the
communities expression of
spirituality? how?
3. Does school 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 only 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 not shown in the video.
and applied in the development and
use of instructional materials and
Question based on your observation
and interview data.
One particular example in how the school
foster the sense of belonging to Aeta’s
belief and practices is when, one of the
teachers is teaching the Aeta’s traditionaal
dance. This dance is part of the Aeta’s
tradition and the teacher, as part of the
school, demonstrated an example of deep
understanding of what the Aetas value in
their culture.
Unfortunately, this particular aspect was
not shown in the video.
The school shows a deep appreciation of
Aeta’s identity through encouraging the
students to learn their traditional practices
and helping them value their culture
through integrating such concepts in the
discussion.
According to one of the teachers they are
not adhering to the IPED curriculum but
instead they use the old curriculum
framework. This means that the skills and
competencies that the learners need to
develop are more generalized and do not
specifically emphasize their tribe’s
ancestral domain and culture.
Yes. Although they are using the old
curriculum, still, it link new concepts and
competencies to the life experience of the
community.
The “indignized” strategies that the
teachers employ in teaching the topics
complement the Aeta’s teaching-process
which makes the learning more effective.
One particular example on this aspect, is
the integration of cultural dance of the
Aeta in classroom activities that
highlights the concept of preserving and
valuing one’s culture and tradition.
Unfortunately, this particular aspect was
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 processes include application of
higher order thinking skills?
The assessment practices that the teachers
employ consider community values and
culture through ensuring that the
assessments are culturally-sensitive and
regards their culture specifically in the
language, tools that are available in the
community and the concepts that are
relevant to the group’s background.
As I have observed, the activities
employed by the teachers contributes to
the students’ development of critical
thinking skills through using real-life
concepts/problems that the students need
to solve.

What do you think? Can you still be done to promote and uphold indigenous
peoples knowledge systems and practices and rights in school?

Based on what I have gathered from the video of Aeta students in Tarlac, the
following are my suggestions regarding the knowledge systems and practices and
rights of indigenous peoples in Flora Primary School:
1. The DepEd Division of Tarlac must ensure that the IPED curriculum is distributed
in the mountain schools including those schools that are exclusively for IP students.
2. The DepEd Division of Tarlac must arrange effective strategies for teachers who
are struggle travelling from their houses to the mountain schools without sacrificing
the contact hours of students with their teachers.
3. The DepEd Division of Tarlac should hire more teachers to teach in indigenous
people and provide them appropriate compensation.
4. The DepEd Division of Tarlac must provide modern instructional materials for the
teachers to use and learners’ materials such as textbooks.
5. The curriculum for indigenous framework should emphasize valuing of culture and
tradition of the indigenous peoples through integrating real-life concepts in each
lesson.

REFLECT

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

1. What new things? Did you learn about indigenous peoples?

Based on what I have watched, the students are more concerned with the harsh
possibility that they may be fooled if they don’t study than focusing on their
dreams and aspiration as learners. I also learned that, there are numerous
factors that affect the students’ performance in class so teachers as well as the
parents of these students should be aware of theses challenges as much as
possible, find way to at least solve the problem. For instance, lack of food which
greatly affect the students.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
I admire the teachers in teaching in Flora Primary School in terms of their
determination to teach the students no matter how difficult the situation is. I
appreciate their effort to travel 5-6 hoours just to teach the students, and most
importantly they never give up on helping these students achieve their dreams.
For them, teachers are the only heroes that will help the students claim their
rights to education.

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

3.1. Be open to respect indigenous peoples by being culturally-sensitive and

effective communicator, who influence other people to be appreciative of
indigenous people and lead in upholding their rights.

3.2. Uphold and celebrate their culture, beliefs and practices by integrating
celebration of cultures activities in every lesson, and maximizing the use various
teaching strategies that consider diversity and inclusion among students.

3.3. Advocate for indigenous peoples education by continuously supporting of

developing and enhancing IPED curriculum, sharing meaningful suggestions to
the head members of Department of Education/Commission on Higher
Education regarding how we can improve the curriculum that suits well the
needs of IP students.
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.

In the future, as Iwill be teacching in the next generation. One of the strategy
that I will use is treating my students fairly. I will not move on to the next topic,
if the low achiever learners didn’t understand the previous lesson. i will not also
discriminate both of them that can make their self-confidence down. I will treat
them fair because all of them deserve an equal treatment.
LINK Theory to Practice

Directions: Read the items given below and encirce the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce the 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. Srudent diversity is purely due to students’ varied cultures.

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

A. He /she regards his culture as superior to other’s cultures.
B. He /she regards hisculure as inferior to other’s 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 a teaching-learning implication of student diversity?

A. Compare students
B. Make use of variety of teaching and assessment methods and activities
C. Do homogeneous grouping gor 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 culturaal 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 culturaal 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 insstruments.
B. The language used in instructional materials, especially in primary years, which
highlight 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 are 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 intentional context in the assessment standards and content faithfully
without modification
D. Including community-generated assessment processes 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 mong maglaan ng mas mahabang panahon sa paksang ito
para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaari 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 diffrent content
topics for the groups to work on
D. The teacher groups the learners by ability levels and assigns each group a different
task on the same topic, and then requests three different teachers, each to assess one
of the groups

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

A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most 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 slow learners.
D. Applying two sets of different standards

EVALUATE Performance Task

Evaluate You Work Task Field study 1, Episode 3- Focus on Gender, Needs,
Strengths, Interests, Language, Race, Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous Peoples
Learning Outcome. Describe the characteristics and needs of learners from diverse
backgrounds ; identify the needs of students with different levels of abilities in the
classroom; identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); demonstrate openness, understanding, and
acceptance of the learners’ diverse needs and backgrounds.

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accompli All observation One (1) to two Three (3) Four (4) or more
shed questions/tasks (2) observation Observation observation
Observati completely questions/tasks questions/tasks questions/tasks
on Sheet answered/accom not not not
plished answered/accom answered/accom answered/accom
plished plished. plished
analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely: completely: completely; questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answers not
are thoroughly connected to connected to connected to
grounded on theories: theories; one (1) theories; more
theories: grammar and to three (3) than four (4)
grammar and spelling are free grammatical / grammatical /
spelling are free from errors. spelling errors. spelling errors.
from errors.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear ; supported depth; supported shallow, shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyze
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- Complete, well- Complete, not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning learning
outcome outcome outcome
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline after the (2) days or more
deadline deadline after the
Rating:
deadline
(based on
COMMENT/S Transmutation)
Over-all Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
e below
Gra 1.0 1.25 1.5 1.7 2.00 2.2 2.50 2.75 3. 3.5 5.00
de 5 5 0
99 96 93 90 87 84 81 78 75 72 71-
below