Field Study 1

Learning Episode 3
Focus on Gender, Needs, Strengths,
Interests, Experiences Language,
Race, Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous
People
SPARK YOUR INTEREST
Episode 3 provides an opportunity to
observe how differences in gender,
racial, cultural and religious
backgrounds, including coming from
indigenous groups influence learner
behavior, interaction and performance
in school. One will also analyze and
reflect on practices that teachers use in
leveraging diversity in the classroom. It
also provide an opportunity to observe
how differences in abilities affect
interaction in school and learn about
strategies that teachers use in
addressing learner’s needs toward
effective teaching and learning .
TARGET YOUR INTENDED
LEARNING OUTCOMES
At the end of this Episode, I must be
able to:
 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);and
 Demonstrate openness,
understanding, and acceptance
of the learners diverse needs
and backgrounds.
REVISIT THE LEARNING
ESSENTIALS
Here are principles and concepts
relevant to this episode:
1. Principles of Development
a. Development and earning
proceed at varying rates
from child to child, as well
as at 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 level just
above their current level of
of mastery, and also when
they have many
opportunities to 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
needs of the learners.

2. The PPST highlighted the

following factors that bring
about the diversity learners:
a. Differences in learner’s gender,
needs, strength, interest, and
experiences
b. Learner’s linguistic, cultural,
socio-economic and religious
backgrounds
c. Learners with disabilities,
giftedness, and talents
d. Learners under challenging
circumtances which include
 geographic isolation, chronic
illness, disolacement due to armed
conflict, urban resettlement or
disaster, child abuse, and child
labor .

Effective teachers are knowledgeable

about how 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 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 . s
and cultural practices.

3. Focus on Indigenous Peoples

A young teacher’s approach to
indigenous peoples starts with a
keen awareness of one’s own
identity, including one’s belief’s
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. Similarity, learners from
from indigenous groups carry with
them their beliefs, views 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 subjects/courses, most
likely you have discussed
indigenous peoples in the
Philippines. You learned taht our
country has about 11o ethno-
linguistic groups, majority of
which is in mindanao, some in
northern luzon and fewer in the
visayas. (UNDP Philippines,2010).
They represents about 10%-20% of
our total population. There are two
big indigenous peoples 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 8371 (1997), the
Indigenous People’s 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 from
indigenous groups. (Reyes, Mina
and Asis, 2017)
 c. Guided by RA 8371, in 2015
Depedissued DO 32,s.2015,
Adopting the Indigenous Peoples
Education (iped) Curriculum
Framwork. Most useful for you as
a future teacher to remember are
the 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)
thr 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 its
indigenous cultural institutions.
b. Includes and respects the
community’s expression of
spiritually as part of the curriculum
context.
c. Affirms and strengthens
indigenous cultural identity
d. Revitalizes,
regenerates,strengthens and
enriches IKSPs,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 , the advancement of
indigenous people’s rights 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.
2. Teaching Methodologies and
Strategies. A culturally
appropriate and strategies than
strengthen , enrich, and
complement the community’s
indigenous teaching-learning
process.
3. Learning Space and
Environment . A culturally and
responsive curriculum recognizes
that ancestral domain where IKSPs
experienced, lived, and learned is
the primary learning environment
and learning space of indigenous
learners.
4. Learning Resources. Instructional
materials, and other learning
resources shall be developed and
utilized in line with the described
curriculum content and teaching-
learning processes.
5. Classroom Assessment.
Assessment shall be done utilizing
tools appropriate to the standards,
competencies, skills, and concepts
being covered. Their design and
use shall address the needs and
concerns of the community and
shall be developed with their
participation .
Observe,Analyze, Reflect

Activity3.1 - 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: ____________

Grade/ Year level:_____________
Teacher’s Signature:____________
Subject Area:___________
School:_______________
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 time, recess, etc. )

Step2: Describe the characteristics of

the learners in terms of age, gender, and
social and cultural diversity.

Step3: Describe the interaction that

transpires inside and outside the
classroom

Step4: Interview your Resource

Teacher about the principles and
practices that she uses in dealing with
diversity in the classroom .
Step5: 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 yo 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 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?
Homogeneously, by age? By gender?
By racial or ethnic group? By interest?
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
 Differences in religion
 Socio-economic status

OBSERVATION REPORT
Name of the School Observe

School
Address_______________________
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 doubter/ pessimist?
________________________________
________________________________
________________________________
What makes the learners assume these
roles? What factors affect their
behavior?
________________________________
________________________________
________________________________
________________________________
__________________
2. Is there anyone you observe d 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?
________________________________
________________________________
________________________________
________________________________
________________________________
What does the teacher do to address
issues like this?
________________________________
________________________________
________________________________
________________________________
________________________________
3. How does the teacher influence the
class interaction considering the
individual differences of the students?
________________________________
________________________________
________________________________
________________________________
4. What strategies does the teacher use
to maximize the benefits of diversity in
the classroom does the teacher leverage
diversity?
________________________________
________________________________
________________________________
________________________________
________________________________
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
learners.
Activity 3.2- Observing difference
among learners with disabilities,
giftedness, and talents
Resource Teacher:_________________
Grade/Year Level: ________________
Teacher’s Signature:______________
Subject Area:__________________
School:______________________
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 abilities
c. SPED class for the gifted 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
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 the School Observed

School
Address_______________________
Date of Visit__________________
ANALYZE
1. Did your observation match the
information given by the teacher?
________________________________
________________________________
________________________________
________________________________
2. Describe the differences in ability
levels of the students in the class? What
practices or strategies are dine or
should be done to differentiate
instruction to meet the needs of the
learners.
________________________________
________________________________
________________________________
________________________________
3. Describe the method 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.
________________________________
________________________________
________________________________
________________________________
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?
________________________________
________________________________
________________________________
________________________________
2. What dispositions and traits will you
need as a future teacher to meet the
needs of the learners?
________________________________
________________________________
________________________________
________________________________

OBSERVE, ANALYZE, REFLECT

Activity 3.3- Observing the school
experiences of learners who belong
the indigenous groups.
Resource Teacher:_________________
Grade/Year Level: ________________
Teacher’s Signature:______________
Subject Area:__________________
School:______________________
Date:___________________
To realize the Intended Learning
Outcomes, work your 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,
Cpas Tarlac
d. Mangyan Center for Learning nad
Development, Naujan, Oriental
Mindoro
e. Paaralang Mangyan na Angkop sa
Kulturang AAlgaan
( PAMANAKA), San Jose
Occidental Mindoro
f. Tabuanan Ati Learning Center,
Balabag, Boracay Island
g. Balay Turun-an Schools of Living
Traditions, Brgy Garangan.
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions.
Lake Sebu, South Cotabato
i. Daraghuyan- Bukidnon Tribal
Community School, Dalwangan,
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 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
(Octoebr) Video,2013. Retrieve
from:https://www.youtube.com/watch?
v=FsMjgQNz2Y
3. Write your observation report
4. Analyze your observation data using
the Indigenous People Education
Framework.
5. Reflect on your experience.

OBSERVE
Use the observation guide provided for
you to document your observation .

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.
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

(You may include photos here)

Name of the School Observed

School
Address_______________________
Date of Visit__________________
OBSERVATION REPORT

(You may include photos here)

ANALYZE

Curriculum Answer each question

Design, based on your
Competencies observation and
, and Content interview data.

1. Does the
school foster a
sense of
belonging to
one’s acestral
domain, a
deep
understanding
of the
community’s
beliefs and
practices. Cite
examples

2. Does how
respect of the
community’s
expression of
spiritually?
How?

3. Does the
school foster
in 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
curriculum
link 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 a 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 re
consulted.)

9. Do
asessment
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
peoples knowledge system and
practices and rights in school?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
______________________________
REFLECT
Reflect based on your actual visit or
videos that you watched.
1. What new things did you learn about
indigenous peoples?
________________________________
________________________________
________________________________
________________________________
________________________________
2. What did you appreciate most from
your experience in visiting the school
with indigenous learners?Why?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
3. For indigenous learners, as a future
teacher, I promise these three things:
3.1 Be open to respect indigenous
people
by______________________________
________________________________
________________________________
______________________________
3.2 Uphold and celebrate their culture,
beliefs and practices by
________________________________
________________________________
________________________________
________________________________
________________________________
3.3 Advocate for indigenous peoples
education
by______________________________
________________________________
_______________________________
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.
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 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/behavior
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 culture.
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
communities.
3. What is teaching-learning
implication of student diversity?
A. Compare students
B. Make use of a variety of teaching
and assessment methods and
activities.
C. Do homogeneous grouping for
group activities.
D. Develop different standards
students group
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, generates 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 fr indigenous
learners, EXCEPT_______.
A. Culturally generated learning
resources only include indigenous
groups 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. 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 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
if 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 tlaga magaling dito sa
paksang ito, no?
C. Nakikita ko na kailangan mong
maglaaan 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 tasks
appropriate for each group to
accomplish.
B. The teacher divides the class into
three heterogeneous groups and
assign the same activity foe 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
groups the same topic, and then
requests three different teachers,
each to assess 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 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.
EVALUATE PERFORMANCE
TAKS
Evaluate your work task Field Study 1, Episode 3
Focus ob Gender, Needs, Strength, Interests,
Experiences Language, Race, Culture, Religion,
Socio-economic Status, Difficult Circumstances,
and Indigenous Peoples.

Learning Outcomes: describe the characteristics and

needs of learners from diverse backgrounds. identity
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 diverse class (PPST 3.1.1) demonstrate openness ,
understanding, and acceptance of the earners diverse
needs and backgrounds.

Name of FS Student
_________________________________

Year/ Section
________________________________
Date
Submitted_____________________________

Course:
_____________________________________
rning Excellent Very
sode 4 Satisfacto
3
omplishe All observation One (1) to
questions/tasks (2) observ
servation completely questions/
et answered/acco completely
mplished. answered/ac
lished.
alysis All questions All que
were answered were answ
completely; completely;
answers are answers
with depth and clearly conn
are thoroughly to the
grounded on grammar
theories; spelling are
grammar and from errors.
spelling are free
from error.
lection Profound and Clear but
clear; supported depth; supp
by what were by what
observed and observed
analyzed analyzed

rning Portfolio is Portfolio

ifacts reflected on in reflected o
the context of the context
the learning learning
outcomes; outcomes.
Complete, well- Complete;
organized, organized,
highly relevant relevant to
to the learning learning out
outcome
bmission Submitted Submitted o
before the deadline
deadline
MMENT/S

Over-all
Score

TRANSMUTATION OF SCO
core 20 19- 17 16 15 1
18
rade 1.0 1.25 1.5 1.75 2.00 2.2
99 96 93 90 87 8

_________________________
_______________
________________________
 Signature of FS Teacher
above Printed Name
Date