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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
2. The PPST highlighted the following factors that bring about the diversity of the
learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness chronic illness, displacement due to armed conflict, urban
resettlement of disasters, child abuse, and child labor.
Effective teachers are knowledgeable about issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember
that the learners respond and perform at different levels. The teacher assures the students
that their gender identity, culture and religion as respected, their strength 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 together and contribute regardless of their abilities, capacities and circumstances.
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and Indigenous peoples
(IP). In our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions from indigenous
groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, 2015 DepEd issued DO 32, s.2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a future
teacher to remember are the 5 Key Elements of an Indigenous People’s Education
Curriculum (DO 32, s.2015 enclosure, pp. 15-18):
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.
Year Level: Grade 3 Subject Area: ______ Date: September 29, 2021
The learner’s differences and the type of interaction they bring surely affect 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 Outcomes, work my way through these steps:
Step 1. Observe a class in different parts of the 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.
OBSERVE
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
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 and 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 teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
2. Notice students who are alone and those who are not interacting. Describe
their behavior.
Interview the teacher 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.
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Learning Episode
Ask the 3:about
teachers Focustheonstrategies
Gender, they
Needs, Strengths,
apply to addressInterests,
the needs of diverse
Experiences, Language, Race, Culture,
students due to the following factors: Religion and Socio-Economic Status
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
ANALYZE
1. Identify the persons who play key roles in the relationships and interaction in the
classroom. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, am attention seeker, a little teacher, a doubter/pessimist?
In terms of relationships and interactions in the classroom, I can see that all is
having a good relationship and interaction with each other. They talk to each other,
laugh, play, study, etc. If there is no teacher involved in the interaction, there are
students who appear to be the entertainer of the class. He jokes and makes the class
laugh, then after that, they will tease and talk to each other and I can see that they’re
having fun. If everything goes wrong of course there is a little teacher who will manage
the class and ensures that interaction must be good and favorable.
2. What makes the learners assume these roles? What factors affect their behaviors?
Well, the fact s that, pupils assume these roles because it helps them to practice
being good leader. And the factors on how to manage their member in a good way.
3. 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 is no one who appeared being left out, the school promotes a child-
friendly environment regardless of the diversity, where in the pupils cooperating and
collaborating among each other.
5. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher showed right attitude to his/her class by respecting rights of others
and teacher treated them equally but the teacher adjusted more, the teacher tried to
make more adjustments more so that it will not be affect to the individual differences of
the students by teaching them equally by showing professionalism to them.
6. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage the diversity?
Providing differentiated learning instructional materials can help learners to
determine the appropriate learning activities that suit them.
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
REFLECT
1. How did you feel being inside that classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
Every time I’m in the classroom, I feel happy because I remembered and
flashback all the memories when I’m also in that grade. I could feel that the teacher is
well respected by his pupils because they listen attentively and participate during
discussions. In that way, I can sense the oneness among the students and the teacher.
Directions: Read the items given below and encircle the correct answer.
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners, EXCEPT
__________
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D.
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 interactive understanding across
subject areas
CC. 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 these comments will most
likely make a child try harder, rather than give up?
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Learning Episode 3: Focus on Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion and Socio-Economic Status
EVALUATE Performance Task
Evaluate your work TASK Field Study 1, Episode 3 – Focus on Gender, Needs, Strengths,
Interests, Experiences, Language, Race, Culture, Religion and Socio-economic Status
Learning Outcome: Describe the characteristics and needs of learners from diverse backgrounds;
Identify the needs of the students with different levels of abilities in the classroom; Identify the best
practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1); and
Demonstrate openness, understanding and acceptance of the learners’ diverse needs and backgrounds.
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) observation
Observation questions/tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplished. answered/accomplished.
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four or more
answered completely; answered completely; answered completely; observations were not
answers are with depth answers are clearly answers are not clearly answered; answers not
and are thoroughly connected to theories; connected to the connected to theories;
grounded on theories; grammar and spelling are theories; one (1) to three more than (4)
grammar and spelling free from errors. (3) grammatical/ spelling grammatical /spelling
are free from errors. errors. errors
Reflection
Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed what were observed and were observed and
analyzed analyzed
Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts in the text of the the text of the learning on in the text of the on in the context of the
learning outcomes; outcomes; Complete, learning outcomes; learning outcomes; not
Complete, well well organized, highly Complete, well complete; not organized,
organized, highly relevant to the learning organized, highly not relevant
relevant to the learning outcome relevant to the learning
outcome outcome
Submission Submitted before the Submitted on the Submitted after the Submitted two (2) days
deadline deadline deadline or more after the
deadline
COMMENT/S Overall Score Rating:
(Based
Transmutation)