Name: Ann Jeleen C.

Dagsindal

Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,

Experiences Language, Race, Culture, Religion, Socio-econmic
Status, Difficult Circumstances, and Indigenous Peoples
Activity 3.1 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’ differences and the type of interaction they bring surely effect the quality of
teaching and learning. This activity is about observing and gathering data to find out how
student diversity affects learning.
To realize the Intended Learning Outcome, work my 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.

OBSERVE

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 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 and with the teacher. Are there groups that interact
more with the teachers than other.

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.

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
 Difference in Religion
 Socio-economic Status

OBSERVATION REPORT
Name of the School Oriented: Poten & Eliseo M. Quesada Memorial National High
School
School Address: Paete, Laguna
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 be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubters/pessimist?
- There was a leader that is a atop student who always led the class, always
listen and follow the rules that teacher gave them, always the one who
answers first when teachers ask them and the one who’s always present.

What make the learners assume these roles? What factors affect their behavior?
- What influence them to assume this role is their peers, their belief are
depends on what they see and how they feel being treated by his/her peers
and how their teachers give them 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?
- There was no student who’s being left out or different. Maybe they have their
own uniqueness but they bond as one.

What does the teacher do to address issues like this? N/A

3. How does the teacher influence the class interaction considering the individual
difference of the students?
- The teacher influences them to be supportive to each other and be respectful
by being mindful and careful to their words. In addition, the teacher
encourages the students to accept and appreciates each other’s opinion and
belief about something, as well as 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?
- The teacher makes sure that he knows the individual differences of the
students through understanding their belief, learning style, hobbies and
 culture. The teacher establishes a friendly relationship to his students which
students can easily talk to their teacher with a respectful manner.

REFLECT
1. How did you feel in being that classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
- As I was observing inside that online class, I can really feel their oneness
even though they have their individual preferences and opinion. Their
cooperation in while the teacher gave them an activity makes me feel inspired
to continue this passion even though there are times that is tough. I can really
feel their willingness to learn despite of the slow internet connection and the
deficiency in the learning materials.

Activity 3.2 Observing differences among learner’s with disabilities, giftedness, `

and talents
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. 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 the 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 your document your observations.

Read the following carefully before you begin to observe. Then write your
An Observation
observation report Guide
on the space for the Learners’ Characteristics
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 Oriented: Poten & Eliseo M. Quesada Memorial National High
School

School Address: Paete, Laguna

Date of Visit:

As I observe in the class, there are 2 students with low vision, 1 girl and 1 boy who wear
glasses because of being far sighted and the other students uses anti-radiation glasses
because of too exposure in their gadgets. Although they have minimal problems with
their vision, they are still participative of the class. In fact, two of them were the class's
top pupils. There was no special consideration or bias in the classroom, but the
instructor made sure that every single child' needs were met.
 ANALYZE

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

- Based on the information provided by the teacher, the observations I made
and took down reflected what she had provided in terms of the students'
needs, performance, and how she manages their needs, as well as how she
attempts to plan activities that would meet the requirements of his pupils.

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?
- There are top students who can easily understand every lesson and there is a
few students who’s a slow learner that needs much attention by the teacher.
Having these kinds of students in the class need effective strategies to
respond to their varying needs. For example, the teacher will give different
activities with different strategies that suits the students’ skills so that there
will be no one left behind like having an activity that needs them to write about
their opinion on something, there will be few students who will excel who’s
good in writing essays but my point is every activity there should be different
type of skills that students need to do so that the skills the students have will
enhance or will be discovered.

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
differentiate instruction? If yes, describe how.
- As far as I can tell, the teacher presents the material in a variety of ways. She
uses a variety of tools and materials to enhance her discussion, including
video presentations and numerous applications such as quizlet and quizzis.
 She also gives students several opportunities to show their learning, such as
writing, painting, or presenting.

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?
- As I remember during that time, in the class we have a top student and a low
achiever student, our teacher will let us help each other by having a group
study in the time of her subject, there’s this one student who really needs a
focus and our teacher assigned the top 10 students to help and teach those
who are low achievers in class. That strategy is effective yet challenging but
in our part it seems happy because despite of having a hard time in learning
we are also having a bond while we are learning.

2. What dispositions and traits will you need as a future teacher to meet the needs
of the learners?
- As a future teacher I will be needing the following dispositions and traits to
respond to my learners’ needs:
o Expectation that I will be handling students with different individual
preferences.
o Additional time and exceeding effort to meet the learners need.
o Continuous learning, brainstorming and searching for effective
strategies for handling different kind of students.
o Effective communication to establish good relationship with the
students.
o Flexibility and adaptability in sudden changes in the things that need to
be done or in the environment.
 o Understanding teacher who can understands students backgrounds,
needs, and interest.
o Lifelong learners who continuously seek for what’s best for her
students.

Activity 3.3 Observing the school experiences of learner’s who belong to `

indigenous groups.

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. 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 Learner and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuunan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybay, 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 can actual visit is not feasible, consider a “virtual artist” 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?vFsMjgQNz2Y

3. Write your observation report.

4. Analyse your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experiences.

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 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.
 1. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
2. What instructional materials and learning resources are they using?
3. 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

Name of the School Oriented: Pamulaan Centre for Indigenous Peoples Education
School Address: Talaandig Tribe
Date of Visit:
OBSERVATION REPORT
(You may include photos here.)
As I observe via watching videos on youtube on what experiences of indigenous
people in their school because as we all know, they are from the city so there’s a
difference in their experience. But their school aren’t separated, they are situated in the
heart of University of Southeastern Philippines. The subjects they have are based on
their knowledge, needs and cultural practices. All their professors are came from the
said university. The development of the curriculums is supported by academics are also
from the university. Their courses are designed from the discussion with hundreds of
elders and knowledge bearers. Pamulaan university currently offers 4 degree courses.
Their university maybe far away from the city but you can see that they also have
complete facilities and learning materials and they also have their computers. Their
subjects are the same with us but they have this subject that focuses on indigenous
peoples education so that they can serve their communities. After they graduate from
college, they volunteered to serve and teach their youth for 2 years as a help for their
community.
 ANALYZE

Curriculum Design, Answer each question based on your observation

Competencies, and Concept and interview data.
1. Does the school foster a Yes, as they’ve said that they have this one subject
sense of belonging one’s that focuses on the indigenous people’s education
ancestral domain, a deep and also their subjects are based on their needs,
understanding of the culture and practices.
community’s beliefs and
practices? Cite examples.
2. Does the school show Yes, because they start their day by praying
respect of the together.
community’s expression
of spirituality? How?
3. Does the school foster in Yes, because they said that instead of being
the indigenous learners a ashamed of their culture they are proud of who they
deep appreciation of their are.
identity? How?
4. Does the curriculum Yes, because they belong a subject which they can
teach skills and discuss their own culture and beliefs.
competencies in the
indigenous learners that
will help them develop
and protect their ancestral
domain and culture?
 5. Does the curriculum link Yes, we can see as we observe that they are not
new concepts and just learning, they are enjoying their entire journey
competencies to the life in school by the learning experience they have.
experience of the
community?
6. Do the teaching Yes, because we can see in the video that they are
strategies help one in their heart, they start the day together, pray
strengthen, enrich, and and eat together, and learning while enjoying.
compliment the
community’s indigenous
teaching-process?
7. Does the curriculum No, because as I observed they are learning by the
maximize the use of the culture that they have, they are preserving and
ancestral domain and improving it.
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to Yes, there is a subject that focus on their culture
uphold culture, beliefs and beliefs or them being an indigenous people.
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 Yes, by doing and teaching their culture and giving
consider community back what you have learned to others that are
values and culture? How? willing to learn.
10. Do assessment Yes, they are what they are even if they are in
processes include school.
application of higher order
thinking skills?

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

For me, showing them in public and not isolating them from other people can make
them learn new things and it can be one of the way to promote indigenous people and
for everyone to learn and know that indigenous people are not different from a normal
people. Sometimes they are more intelligent than the people in the city.

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

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

- Their culture, they are dancing with a bamboo on their hands. The way they
dress is that you can tell whether it is a girl or a boy.
2. What did you appreciate most from your experiences in visiting the school
indigenous learners? Why?
- The way they treat and respect each other.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1. Be open and respect indigenous people by showing respect and learning
what culture and beliefs they have.
3.2. Uphold and celebrate their culture, beliefs and practices by joining them
and appreciate them.
3.3. Advocate for indigenous peoples education by not underestimating what
they can do and cannot do.

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 should 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 student thinking/behaviour indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture 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 a variety of teaching and assessment methods and
activities.
C. Do homogenous grouping for 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 it’s indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners,
EXCEPT _________.
A. Culturally generated learning resources only include indigenous
groups’ artifacts, stories, dancers, songs, and musical instruments.
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 People Education
Framework, EXCEPT ________.
A. Including the practice of competencies in actual community and family
situation.
B. Applying higher- order thinking skills and integrative understanding
across subject areas.
C. Using international 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 those 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. 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 heterogenous groups and
assigns the same activity for each group to work on.
 C. The teacher groups the learners by their ability level and assigns
different 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 to 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 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 the slow learners.
D. Applying two sets of different standards.

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.

As I learn and based on my experience, I will give them different activity that they
can show their talents. For example, there are only few students that are good in essay
writing and the activity given will be an essay writing for that student to enhance his/her
skill and then the next activity will be different so that each skill and talents of the
students will be shown, enhance and appreciated. Make them show what they can do
and learn what they can’t.