FS 1 3

Focus on Gender, Needs, Strengths, Interests,

Experiences Language, Race, Culture, Religion
Socio-economic Status, Difficult Circumstances,
and Indigenous Peoples

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 provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
use in addressing the learners' 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 leaner needs in
a
l 3.1.), divers’ class (PPST 3.1.1); and
 demonstrate openness, understanding. and acceptance of the learners’ diverse
needs and backgrounds.
REVISIT The Learning Essential
Here are 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 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 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 of 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. Leaners under challenging circumstances which include geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, 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 religions
 bring each of the student's 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 teacher's 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, 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 people’s 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 that our county has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous people’s groups which have
several smaller ethnic groups within them, the non-Muslim groups called the Lumads
in Mindanao, and the Igorot in Northern Luzon. Among others, we have the Badjaos,
Ati and Tumandok, Mangyang, and Aetas.

b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and protect
the rights of indigenous cultural communities (1CC) 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 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 or 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 systems (lLS) 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 its 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 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, and the advancement of indigenous
peoples' 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
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 IKSPs are 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

Activity 3.1

Observing differences among learners’ gender, needs, strengths, interests, and

experiences; and differences among learners' linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
Resource Teacher: 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 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 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?

Outside class:

1. How do the students group themselves outside class? Homogeneously, 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 leaners 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 Observed:

School Address:
Date to Visit:
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ANALYZE

1. ldentity 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?
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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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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?

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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 leaners 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 the School Observed:

School Address:
Date to Visit:

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ANALYZE

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 the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
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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 differentiated
instruction? If yes, describe how,
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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'?
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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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OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Teachers’ 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 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, Quez0n
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 ot Living Traditions, Brgy Garangan and Brgy. 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 it
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?v=FsMjgONz2Y

3. Write your observation report.

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

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
questions 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 to Visit:

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OBSERVATION REPORT
(You may include photos here)

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ANALYZE

Curriculum Design Answer each question based on your observation and

Competencies, and Content
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?
interview data.
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3. Does the school foster in ______________________________________________

the indigenous learners a ________________
deep appreciation of their ______________________________________________
identity How? ________________
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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 the 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 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
consulted).
9. Do assessment practices
consider community values and
culture? How?
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 10. Do assessment processes of
higher order thinking skills?
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What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
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REFLECT

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 experience 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 and respect indigenous peoples by

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3.2 Uphold and celebrate their culture, beliefs and practices by
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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.

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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 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 homogeneous 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 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. 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 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. Sinwerte 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 heterogeneous 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 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

EVALUATE Performance Task

Evaluate Your Wok Task Field Study 1, Episode 3- Focus on Gender, Needs, Strengths, 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, 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), demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 2
All observation One (1) to two (2) Three (3) observation Four (4) or more
Accomplished
questions/tasks completely Observation questions/ questions /tasks observation questions/
Observation answered/ tasks not answered/ not answered/ tasks not answered/
Sheet accomplished accomplished. accomplished. accomplished

All questions were
Analysis
Answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling are
free from error.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling
are free from errors
Questions were not
answered completely;
answers are not
clearly connected to
theories: one (1) to
three (3) grammatical
spelling errors.
Four (4) or more
observation questions
were not answered;
answers not connected to
theories; more than four
(4) grammatical
spelling errors.

Profound and clear;
Reflection
supported by what were
observed and analyzed
Portfolio is reflected on in
Learning
Clear but lacks depth;
supported by what were
observed and
analyzed
Portfolio is reflected
Not so clear and
Shallow; somewhat
supported by what
were observed and
analyzed
Portfolio is not
Unclear and shallow;
rarely supported by
what were observed and
analyzed
Portfolio is not reflected
 the context of the learning on in the context reflected on in the an in the context of
Artifacts
outcomes; of the learning context of the learning the learning outcomes
complete, well outcomes. Complete; outcomes. Complete: not complete, not
organized, highly well organized, very not organized. relevant organized, not relevant
relevant to the learning relevant to the leaning to the learning outcome
outcome outcome
Submitted before the Submitted on the Submitted a day after Submitted two (2)
Submission
deadline deadline the deadline days or more after the
deadline

COMMENTS: OVER-ALL RATING: (BASED ON

SCORE TRANSMUTATION)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher over Printed Name Date