FS 1 Learning Episode 3: Focus on Gender, Needs,

Strengths, Interests, Experiences Language, Race,

Culture, Religion, Socio-Economic Status, and Difficult
Circumstances
Name: Maribel J. Sacramento
Year and Course: BTLED-HE IV

Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
● Describe the characteristics and needs of learners from diverse background;
● Identify the needs of students with different levels of abilities in the virtual classroom;
● Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class; and
● Demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds.

Clarify your task

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1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at

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uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a

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level just above their current of mastery, and also when they have many opportunities to
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practice newly acquired skills.

c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests, and
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needs of the learners.

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2. The PPST highlighted the following factors that brings about the diversity of learners;
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a. Differences in learners’ gender, needs, strength, interests, and experiences

b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
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c. Learners with disabilities, giftedness, and talents

d. Learners under challenging circumstances which include geographic isolation, chronic
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illness, displacement due to armed conflict, urban resettlement or disasters, child abuse,
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and child labor.

Effective teachers are knowledgeable about how issues related to the factors mentioned
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affect learners. The teachers develop in them sensitivity and empathy. They remember that
the learners that the learners respond and perform at different levels. The teachers assure the
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students that their gender identity, culture and religion are respected, their strengths are
recognized, and their needs will be met. These teachers declare to all that everyone has the
chance to learn and succeed. They create a learning community where everyone can work
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together and contribute regardless of their abilities, capacities and circumstances.

Teachers who celebrate and leverage student diversity in the classroom.
● Use strategies to build a caring community in the classroom
● Model respect and acceptance of different cultures and religious
● Bring each of the student’s home culture and language into the shared
culture of the school
● Provide more opportunities for cooperation than competition

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 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: Jonathan Daved D. Dela Cruz
School: Technological University of the Philippines

Resource Teacher: Ms. Rozel B. Avila

Grade Level: High School Subject: Understanding Culture

The learners’ differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering date to find out how student
diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class and interview some learners about their groups, characteristics, differences,
and their interaction beyond class hours.
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.

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Step 3. Describe the interaction that transpires during and beyond class hours.

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Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing
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with the diversity inside the virtual classroom.

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Step 5. Analyze the impact of individual differences on learners’ interactions.
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The observation form is provided for me to document my observations.

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OBSERVE and INTERVIEW

AN OBSERVATION and INTERVIEW GUIDE FOR THE LEARNERS’ CHARACTERISTICS
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Read the following carefully before you begin to observe. Then write your observation report on the
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space provided.

1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious,
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and ethnic backgrounds.

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During class:
1. How much interaction is there in virtual classroom? Describe how the students interact with
one another and with teacher. Are there groups that interact more with the teacher than other.
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2. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
3. Who among the students participate actively? Who among them ask for most help?
4. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they click the ‘raise their hands’ button, so that the teacher will call them
instead?

Outside class:
1. Interview some of the students and ask them about their groups. On how do the students
group themselves outside the 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.
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 2. Also, look for a student who prefer to be alone rather than to interact with them. Describe their
behavior.

Interview the teacher and ask about their experience about the 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

ANALYZE
1. Identify the persons who play key role 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 doubter/ a pessimist?

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The persons who play an important role in the classroom in terms of relationships and

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interaction is first the teacher where there are the own who make or create the atmosphere in
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the classroom. A teacher who establishes a caring relationship can foster positive social
interaction within the class. Even though having a comfortable, positive and supportive

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relationship with our teacher will not increase our academic performances but it will help the
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students to be motivated and this motivation will gear the students to show more engagement in
learning, behave better and attain higher level of achievement in class. As well as, positive
relationship between teacher and students can promote the desire of the student to learn that
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will be beneficial to both parties. While having negative relation to the students also leads to a
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negative effect on students’ behavior and school performances. Secondly, friends/peers also
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play an important role on it were having a circle of friends in the classroom can help the child to
feel more comfortable and exited every time they go to school because they can feel the sense
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of belongingness. Lastly, classmates they are the person who offer informal and unexpected
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support like if there is competition in every class, they are the one who will support you and give
you some encouragement as well as classmate support can affect the emotional and behavioral
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engagement of the student.

Yes, there is, I think every classroom have one, it’s like we see someone as a leader
where we think they are the people so is smart and we can depend on. there is also a joker in
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class that they always make fun on their fellow classmate in a good way and they fill the
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classroom of joy that create a memorable event in our school life. Sometimes there are also
“bida-bida” in class or “pabibo kung baga” as well as a person who always seek for attention of
others.
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What makes the learners assume these roles? What factors affect their behavior?
Students didn’t just assume their roles they come up with it because it is how they see
them base on their action they showing in and the way they treat others. They can bring as
positive and negative effect in our behavior depending on how they you treat them and vice
versa. In my experience they bring allot of joy in me because we have a good relationship to
each other. Where we help each other like doing school works and other extracurricular
activities. If we have a good relationship to them, we become more attentive, positive thinker,
and cheerful person we can also enjoy our time when we are in the school.

2. Is there anyone who appear “different”? why do they appear different? Are they accepted or
rejected by others? How is this shown?
Yes, sometimes there is really a person that we can say that he/she is different from
others
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 to their other classmates, they rarely participate in class and every time they have a group
activity, they just agree on all the ideas of their classmates. In my own experience they are
accepted it just so happen that they prefer to be themselves because we talk to them and we
make friends with them it just that sometimes they really don’t get along with us.

What does the teacher do to address issues like this?

To address this issue the teacher, give more group activity than individual activity
because group activity can help to develop their social engagement of students and intimate
relationship with their fellow classmates. Also base on the video I’d watch the teacher tend to
call those students who is not raising their hands and it help those students to engage their
selves in the discussion.

3. How does the teacher influence the class interaction considering the individual differences of the
students?
The teacher influences the class interaction considering the individual differences of the
students by treating them equally regardless of the culture, races, religion and socio-economic
status of the student. Where the teacher doesn’t show favoritism within the class and help every
student when they are struggling or having difficulties in understanding the lesson. The teacher
should also not discourage the students whenever they give a wrong answer to your questions.

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

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How does the teacher leverage diversity?

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The teacher uses this as a tool on how he/she can help the students, deal with them and

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to know what learning plan is appropriate for the students to help them progress their learning.
Diversity also helps the teacher to learn from them and become effective teacher to them.

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REFLECT
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How did you feel being in that classroom? Did you feel sense of oneness or unity among the learners
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and between the teacher and the learners?

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I enjoy being in that class because as I watch and listen to them, I can feel
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the joy on their voice that they are enjoying the class while they are learning. I also
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sense the unity and oneness to them because everyone is actively participating in
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the discussion, some of them is typing their answers in the chat box while the others
say it orally. I also observe that they there is a positive relation between the student
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and the teacher because during the discussion they can able to joke and every time
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the students is answering to their teacher questions you can feel that they are full of
energy that’s why from the beginning to the end of the discussion their atmosphere
is very pleasant that you will become interested to listen and participate in class.
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