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

Experiences, Language, Race, Culture, Religion, Socio-Economic Status,

Difficult Circumstances, and Indigenous Peoples

Name of Student Teacher: ____________________________________________ Course: ____________________

Year and Section: _________________________________________ Cooperating Teacher: _________________
Signature: ___________________________________________________ Date: __________________________________

Objectives:
At the end of the Episode, I must have:
 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
 Demonstrate openness, understanding, and acceptance of the learners’ diverse needs
and backgrounds.

Content of the Lesson

Episode 3 provides an opportunity to observe how difference in gender, racial,
cultural and religious backgrounds, including coming from an indigenous groups
influence learner behavior, interaction and performance in the school. One will also
analyze and reflect on practices that teachers use in leveraging diversity in the
classroom. It also provides an opportunity to observe how differences in abilities affect
interaction in school and learn about strategies that teacher use in addressing the
learners’ towards effective teaching and learning.
Here are the principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the childs’ functioning (NAEYC, 2019)
b. Development and learning are maximized when learners are challenged to achieve at
a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a new student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics, abilities,
interest, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Difference 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, displacement due to armed conflict, urban settlement or disasters, child abuse,
and child labor

Effective teachers are knowledgeable about how the 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 teachers assure
the 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 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 religion
 Bring each of the students’ home culture and language into the shared culture of the school
 Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teachers’ approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices. Through
serious reflection one may realize that the self is a product of all the influences of key
people in one’s life and the community, real and virtual. Similarly, learners from
indigenous groups carry with them their beliefs, view and cultural practices. One’s
attitude needs to be that of openness and respect. Come in not with the view that one’s
own culture is superior. We approach with the sincere willingness and deep interest to
know and understand the indigenous peoples’ culture. We aim to make teaching-
learning facilitative rather than imposing.
a. From your professional education subject courses, most likely you have
discovered indigenous peoples in the Philippines. You learned that our country has
about 110 ethno-linguistic groups, majority of which is in Mindanao, some in Northern
Luzon and fewer in Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous people groups which have several
smaller ethnic groups within them, the non-Muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati
and Tumandok, Mangyans and Aetas.
b. Republic Act 831 (1997), the Indigenous Peoples Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). 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 of people form
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 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 key 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32, s. 2015 enclosure, pp. 15-18);

1. Curriculum Design, Competencies and Content. Interfacing the national curriculum

with Indigenous Knowledge systems and practices (IKSPs) and Indigenous Learning
System (ILS) the design of a culturally appropriate and responsive curriculum has the
following features;
a. Anchors the learning context on the ancestral domain, the community’s world view,
and it indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context
 c. Affirms and strengthens indigenous cultural identity
d. Revitalizes, regenerates, strengthens, and enriches IKSP’s, ILS, and indigenous
languages
e. Emphasizes competencies that are needed to support the development and protection
of the ancestral domain, the vitality of their culture, and the advancement of indigenous
people’s right and welfare
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader
society.

2. Teaching Methodologies and Strategies. A culturally appropriate and responsive

curriculum employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning process.

3. Learning Space and Environment. A culturally appropriate and responsive curriculum

recognizes that the ancestral domain where IKSP’s are experienced, lived and learned is
the primary learning environment and learning space of indigenous learners.

4. Learning Resources. Instructional materials, and others learning resources shall be

developed and utilized in line with the described curriculum content and teaching-
learning process.

5. Classroom Assessment. Assessment shall be dine utilizing tools appropriate to the

standards, competencies, and concepts being covered. Their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.

Activity 3.1 Observing differences among learners’ gender, needs, strengths,

interest, 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 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 your way through these steps:
Step 1. Observe a class in different parts of a school day (beginning of the day,
class tine, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and
social-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; interaction.
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 to their ages, gender, gender,
racial groups, religion and ethnic background.

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 questions, do the
classmates try to help him? Or do they raise their hands up, 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 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 ask about their experiences 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

Observation Report
Name of School: _______________________________________________________________________
School Address: _______________________________________________________________________
Date of Visit: __________________________________________________________________________

Guide Questions-A
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 doubter/pessimists?
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What makes the learners assume these roles? What factors affect their behavior?
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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?
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What does the teacher do to address issues like this?
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3. How does the teacher influence the class interaction considering the individual differences of
the students?
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4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
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Self-Learning Activities-A

1. How did you feel being in that classroom? Did you feel a sense if oneness or unity
among the learners and between the teacher and the learner?

Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents
 Resource Teacher: ________________ Teacher’s Signature: ______________ School: _______
Grade/Year Level: ________________ Subject Area: _______________________Date: _________

To realize the Intended Learning Outcomes, work your 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 you to document your observations.

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
Name of School: _______________________________________________________________________
School Address: _______________________________________________________________________
Date of Visit: __________________________________________________________________________

Guide Questions-B
1. Did your observation match the information given by the teacher?
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2. Describe the differences in ability levels of the students in class? What practices or strategies
are done or should be done to differentiate to meet the needs of the learners.
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3. Describe the methods used by the teacher in handling the students’ difference in abilities.
How did the students respond to the teacher? Did the teacher instruction? If yes, describe how

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Self-Learning Activity-B

1. Recall the time when you were in elementary or high school. Recall he high and low achievers
in your class. How did your teacher deal with differences in abilities? Was your teacher
effective?
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2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
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Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: ________________ Teacher’s Signature: ______________ School: _______

Grade/Year Level: ________________ Subject Area: _______________________Date: _________

To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 focused on the 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, Brgy Garangan and Brgy Agcalaga,
Calinog Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daragyuhan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakmit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain

permissions from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” 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 DepEd:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/wacth?v=FsMjQNz2Y

3. Write your observation report.

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

Observe
Use the observation guide provided for you to documents your observations.

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.
If you are watching videos you searched, instead of actually visiting a school,
have these question in mind as you are watching 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 blend in the
school community and interact with respect.
2. Observe and note the different apart sir areas of the school environment. How
are learning spaces arranged?
3. What activities do they do in these areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or the principal about the curriculum. Find out the
curriculum goal. You can use the questions found on the analysis part of this
activity.

Observation Report
Name of School: _______________________________________________________________________
School Address: _______________________________________________________________________
Date of Visit: __________________________________________________________________________
 Observation Report

(You may include photos here)

Guide Questions-C
 Curriculum Design, Competencies, Answer each question based in your observation and
and Content interview data
1. Does the school foster a sense of
belonging to one’s ancestral domain, a
deep understanding of the community’s
beliefs and practices? Cite examples
2. Does the school show respect of the
community’s expression of spirituality?
How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their. How?
4. Does the curriculum teach skills and
competencies in the indigenous
learners that will help develop and
protect their ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies to the life
experiences 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
and applied in the development and use
of instructional materials and learning
resources? How? (For example: Culture
bearers of the Indigenous Peoples are
insulted)
9. Do assessment practices consider
community values and culture? How?
10. Do assessment processes include
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?
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Let’s Write a Journal

Journal Entry #3. Leveraging Diversity in the Classroom. Your entry should
contain your understanding and reflection on the given concept.

Self-Learning Activity-C

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

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

_____________________________________________________________________________________________________________
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2. What did you appreciate most from your experiences in visiting the school with indigenous
learners? Why?
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3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to an respect indigenous peoples by
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3.2 Uphold and celebrate their culture, beliefs and practices by

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3.3 Advocate for indigenous peoples education by

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

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student’s 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/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s culture
B. He/She regards his culture as inferior to others’ 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 implications of student diversity?
A. Compare students
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogenous grouping for 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 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 its indigenous cultural institutions
5. All are best practices in suing 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 insensitivity 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 international context in the assessment standards and content faithfully
without modification
D. Including community-generated assessment processes that are part of the
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. Sinuswerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling ditto sa paksang ito, no?
C. Nakikita ko na kailanga mong maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaring kitang tulungan
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and make sthe group
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 assignes 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 request three different teachers, each
to assess one of the groups
9. Which teaching practices gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way
where they feel mostly comfortable
B. Allowing children to show that they learned the stages of mitosis in a wat
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 for your portfolio

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 how to address the
students’ different ability levels.