Bautista, Jamaica G.

Rating:
BSEd-4A October 4, 2021
Episode 3: Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture,
Religion, Socio-economic Status, Difficult Circumstances, and Indigenous Peoples

Activity 3.1
OBSERVATION REPORT
Name of the School Observed: Bernanrdo Lirio Memorial National High School
School Address: Darasa, Tanauan, Batangas
Date of Visit: September 30, 2021

The teacher and the students have great bond and relationship. I cannot sense any
awkwardness or discomfort to one another. I observed that every student is totally different.
They have individual differences and they contributed to the classroom differently. Everyone has
unique and different personality and characteristics. Some of the students have a dominant
character; they are the one who actively participating to the class; the one who respond a lot to
the teacher and one who have good interaction to the teachers.
However, there are also some passive learners. They are the one who loves to listen or
just seat to their chairs. I also observed that, they are open regardless of gender or personality
they have. Despite of their learning competencies and learning differences, the teacher was doing
her best to interact with the students. What I like the most is, she help and encourage the students
to speak inside the class. She never made her students to feel embarrass but more likely to accept
them.
ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the
classroom.
What roles do you play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?

 Every role of the students is really important inside the classroom for it makes the
classroom more interactive. As what I have observed, there are lots of students who
appear to be a leader, a joker and a little teacher.
What makes the learners assume these roles? What factors affect their behavior?

 I think these roles helps them to be more confident and to lift the class environment.
 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?
 As what I have observed, none of the class appeared to be left out. It means that, they
accepted every individual inside the class.
What does the teacher do to address issue like this?

 As what I have observed, none of the class appeared to be left out. It means that, they
accepted every individual inside the class. If there were issue like this, I think the
teacher will handle it very well.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
 The teacher encourages the students to answer and share their own thoughts and
ideas. Despite the fact that they have individual understanding and differences, the
teacher keeps or tries to lift her class’ interaction.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
 The teacher uses a lot of strategies to maximize the benefits of diversity in the
classroom like physical activities such as role-playing. I can say that, collaboration
activities like role-playing are an effective strategy to strengthen their social
relationships. Moreover, the teacher leverage diversity through sharing and peer
review where the students can share their diverse perspectives and respond to each
other’s perspective. It will help not just the students but also the teacher to easily
observe and monitor the students learning.
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 learner?
 Having a virtual observation with Bernanrdo Lirio Memorial National High School
students is such a great feeling and it makes me feel excited to face students like
them. Even though it is just a virtual observation, I can feel the unity among the
learners and also between the teacher and the learners. I can say that they have a great
relationship with each other because they are very approachable and I don’t feel any
awkwardness and shyness between them. Despite of learning differences, they are
open to share their ideas and perspectives.

Activity 3.2
OBSERVATION REPORT
Name of the School Observed: San Manuel Central School SPED-LENs
School Address: San Manuel, Isabela
Date of Visit: October 1, 2021
 As I observed the students with special needs of San Miguel, I can say that, despite of
their learning disabilities, they are willing to learn. Like the other normal kids, they are the same
on how they react and think. Some are actively engage with the teacher and their lessons and
some are not and gets distracted easily. Same with the normal kids, their mood swings are very
visible and they love music and video presentations.
Moreover, what I loved the most is the patience of the teacher and her love for her
students. She has its own strategy to catch up and maintain the attention of the students. O also
observed that, pictures and colorful materials are very important for the learner with special
needs to keep their class attentive.
ANALYZE
1. Did your observation match the information given by the teacher?
 Yes. It does match to the information given by the teacher.
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?
 The students participated to their lesson actively. As students with special needs, they
are sometimes hyper but changes in a short period of time. However, the teacher is
very creative and strategic. The teacher’s main strategy is to target student’s senses by
playing videos, using info graphics, incorporating charts and illustrations within text,
and using relevant objects. I think it is her way to catch the attention and to meet the
needs of the learners.
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
instructions? If yes, describe how.
 The students have different classroom presence. Some of the students are actively
engage and actively respond to the teacher but some are not. For the class keeps lively
and enjoyable, the teacher used differentiated instructions by playing video
presentation with colorful visuals for the students. The teacher also provides pictures
for the students to create sensory connection between them and the subject to level
their interest and attention.
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?
 There was a time when I have a classmate in Junior High School who was silent
and she barely talk even with or without class. My adviser was worried about her
grades because of her performance in our classes. So there was a time that she has
a one-on-one conversation with our adviser and the day after that, my adviser
always gave her a chance to speak up every time we have our lessons. I believe
the one-on-one strategy that my adviser did is effective because it improved my
classmate’s performance. Little by little, she started to socialize and her shame
lessened.
 2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
 The disposition and traits that I needed to meet the needs of my future learner is
deep understanding and patience. I believe that these two are really important for
me as a future teacher because I will encounter different students with different
learning capabilities. I know that these traits will help me determine and at the
same time, grant their needs.
Activity 3.3
OBSERVATION REPORT
Name of the School Observed: T’boli School of Living Traditions
School Address: Lake Cebu, South Cotabato
Date of Visit: October 1, 2021

As I made a virtual visit online particular through YouTube videos, I was able to learn
about the Tboli's, their culture, tradition and education system. T'boli is the most well-known
tribe in the Philippines and can be found in the mountains of Southern Mindanao. They preserve
the traditional way of living of their ancestors form centuries. Most of their population is found
near Lake Sebu of South Cotabato which also is the site of the School of the Living Traditions
(SLT). The school was constructed using native materials such as bamboo and cogon. Entering
the school will lead to a receiving area then there is a ladder for which the upper portion is where
the area serving as classrooms and a home stay when there are travelers. It is very spacious for
which different activities can be held one at a time such as weaving, playing traditional
instruments, traditional dance, history storytelling and many more T'boli living traditions. The
upper part of the SLT is where teaching and learning occurs. Lake Sebu's SLT was established
along with the Talaandig's in Bukidnon which has Datu Viksawan, the first proponent and
inspiration for the development of SLT. It was constructed out of support from private donors
and volunteers.
There is no restriction for those who wants to learn as the traditional activities and
practices were taught starting to younger children's. SLT offers many programs and services
such as Arts and Craft, Weaving, Theatre and Performing Arts, Non-formal education and
training focusing mainly on the way of living and even research and documentation are open for
tourists, students, bloggers, artist and any non-tiboli people. It is not only a cultural centre for
T'boli youths but also a traditional home stay for travelers who wants a cultural Immersion. I
observed that their teaching and learning process is not bound by any curriculum and it occurs
through first-hand experience and step by step learning and application. Mostly students are
taught to play traditional musical instrument, dance to traditional song, weave t'nalak and uphold
the unique values and attitudes of being a T'boli. The learning resources they have are uniquely
their own or it was made by them bound by their culture and traditions such as the different
musical instruments and t'nalak fabric for weaving. The one that teaches are the experienced
Tiboli people in different filed of tradition they have. Interaction between teachers and students
are bound by respect where students are paying attention attentively and teachers letting them
experience what she is teaching hands on. For this school to continue its service and culture
preservation it was being funded by the T'boli's no compulsory contribution meaning if you are
willing to help and give little amount they will gladly accept it and most of the travelers visiting
them are always willingly help in terms of monetary fund.

ANALYZE

Curriculum Design, Competencies,
and Content
1. Does the teacher 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
to the community’s expression
of spirituality? 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 the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help Yes, as the mode of teaching is usually non-formal,
strengthen, enrich and oral and practical demonstrations they are able to
complement the community’s transfer skills in a step by step process to enrich their
indigenous teaching-process?
Answer each question based on your observation and
interview data.
Yes, the SLT school main purpose is to preserve and
transfer the living tradition of Tboli tribe generations
to generations. They want for the younger children of
their tribe to embrace their ancestral origin and roots.
They are also letting everyone to experience their
culture. An example for that is they have the so called
home stay for travelers and bloggers to experience
the life and tradition of Tboli.
Yes, the school shows respect of the community’s
expression of spirituality by respecting each unique
and tradition music instrument for they believe it has
its own spirit so there is a proper way of playing and
using it.
Yes, the school offers an ongoing training and
learning on the way of living as a Tboli and the
essential values that marks their identity.
Yes, because alongside with practical training done
by the school for acquisition and transfer of skills
generation to generation, there is also philosophical
aspect to inculcate cultural awareness and the need to
preserve and promote one’s cultural heritage.
Yes, since the school allows research, documentation
and cultural immersion so as the same time, they are
able to let other people experience their way of life,
culture and tradition for which they are also able to
learn from this. Take into account that before SLT is
just a school for preservation of Tboli’s culture and
tradition but now, home stay is available for everyone
who wants to explore.
interest and to strengthen mastery on a particular
tradition art form.
 7. Does the curriculum maximize Yes, whenever there is an important gathering for
the use of the ancestral domain their tribes, those students who learned and
and activities of the constantly improve in a particular traditional art form
community as relevant settings will showcase a performance which their community
for learning in combination people are the watchers. They also have their own
with classroom-based museum showcasing the different essential items for
sessions? Cite examples. the Tboli’s tribe identity, culture and tradition.
8. Is curriculum sensitivity to Yes, because the school is consulting as well as
uphold culture, beliefs and inviting culture bearers who embodies the skills and
practices, observed and applied the techniques of a particular traditional art form to
in the development and use of do an actual performance or to be a teacher that will
the instructional materials and imparts knowledge and first-hand experience to a
learning resources? How? (For group of interested youth.
example, Culture bearers of the
Indigenous People are
consulted.)
9. Do the assessment practices Yes, because the school has history storytelling and
consider community values teaching the right and necessary values. The teacher
and culture? How? also evaluated the students’ understanding through
usual question and answer and also with
demonstration if needed.
10. Do the assessment processes Yes, because creation and activity are involve in
include application of higher higher order thinking skills which is reflected in the
order thinking skills? traditional art form of teaching and learning weaving
t’nalak, chanting and craftsmanship. As for judgment
and problem solving activity applies to the
application of values and attitude inside and outside
the premises of being Tboli.

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

 Indigenous school needs funding support to continue its service and to even improve their
school facilities. I think in a regular school within a place with indigenous group should
have a subject focuses to the study about indigenous people knowledge systems, practice
and rights because everyone should have the knowledge on indigenous culture, tradition
and belief in order for it to not disappear through the course of time. Their identity is
always at stake in this constantly modernizing world we live in. It should be promoted
and protected. No school should disregard and discriminate an indigenous student but
rather be welcome in a friendly way and open and inclusive learning environment.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
 I learned that indigenous people common aim is to protect, promote and propagate
their unique culture, tradition, knowledge systems and practices to all of their new
generations. They all want for their identity to continuously be known and preserve
amidst of modernization and globalization. Another thing is, I am amaze about
indigenous peple's artistry and their mediums use for making art forms can only be
found within nature. A good example is mud painting, t'nalak weaving and
embroidery. In terms of indigenous people's community relation, it was so
harmonious and peaceful which you can be able to see unity especially in important
gatherings or festival which they honor a particular spirit for a good thing that
happen.
2. What did you appreciate most from your experience visiting the school with indigenous
learners? Why?
 It is the cultural experience that is worth remembering. I was able to understand them
more, their culture and traditions and how important is preservation and transfer of it
to their new generations.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
 Being mindful and respectful to my choice of words and actions in the actual
classroom teaching. Letting each one of my students especially my indigenous
students to express their opinion about a specific topic or lesson even if it is
bound with their beliefs and give a respectful regards to it. I should also look
closely to my indigenous students through counseling and talking about how were
learning interaction and relationship with other students, problems, difficulties
and many more concerning their welfare.
3.2 Uphold and celebrate their culture, beliefs and practices by
 Willingly accepting indigenous students to blend In class, provide them with
inclusive learning environment, freedom of expression, respect, enjoyment while
studying, encouragement of interaction with one another and free from
discriminations.
3.3 Advocate for indigenous people education by
 Celebrating and appreciating the International day of the World’s Indigenous
Peoples.
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’
differences ability level.

Teaching Strategies

 Invest time to get to know personally each of the students focusing to their strengths,
weaknesses, interests and objectives in life so the teacher can easily build rapport and
respond to their needs.
 Reduce pressure impose to them but rather make motivating and enjoying activities.
 Allows the use of Filipino and English language for recitations or question and answer
inquiry so that all students will be given a chance to share their ideas, learning's and
opinions.
 Varying the subject related activities and tasks into individual, group and pair work so
that students have opportunity to interact, communicate and forms relationship and
learn from their classmates.
 Pay close attention to the low achievers in class and conduct a counseling to discover
their problems, difficulty and even hindrances to their focus in learning so as a teacher
one will be able to address it.
 Use different teaching methods and style such as direct instruction, flipped classroom,
kinesthetic learning, differentiated instruction, inquiry-based learning, exploratory
learning, game based learning and students-centre learning to match the multiple
intelligence of the students: verbal-linguistic, logical-mathematical, visual-spatial,
auditory, bodily kinesthetic, intrapersonal, interpersonal and naturalistic.
 Use different learning resources such as:
 Written materials - textbooks, magazines, newspapers, journals, thesis, etc.
 Digital materials-pictures, videos, documentaries, gifts and etc.
 Internet resources-search engines like Google, Encarta, online websites, articles, e-
books and etc.
 Actual experience-visiting museums, other schools, science centrums, gallery,
work immersion, etc.
 Provide an inclusive learning environment for all the students to feel that they are
belong and cared despite of their individual differences.

LINK THE THEORIES TO PRACTICE

1. Which statement do student diversity is CORRECT?
Answer: C
2. Which student thinking/behavior indicates that he/she values diversity?
Answer: C
 3. What is teaching-learning implication of student diversity?
Answer: B
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _____
Answer: B
5. All are best practices in using learning resources for indigenous learners, EXCEPT _____
Answer: A
6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT _____
Answer: C
7. Read the following comments by the teacher. Which of these comments most likely make
a child try harder, rather than give up?
Answer: C
8. Which of the following demonstrates differentiated instruction?
Answer: A
9. Which teaching practice gives primary consideration to individual differences?
Answer: A

EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement 1
Accomplis All observation One (1) or two (2) Three (3) Four (4) or more
hed questions/tasks observation observation observation
Observati completely questions/tasks not questions/tasks not questions/tasks not
on Sheet answered/accompl answered/accompl answered/accompl answered/accompl
ished. ished. ished. ished.
Analysis All questions were All questions were Questions were Three (3)
answered answered not answered observation
completely; completely; completely; questions/tasks not
answers are with answers are answers are not answered; answers
depth and we clearly connected clearly connected not connected to
thoroughly to theories; to theories; one (1) theories; more
grounded on grammar and to three (3) than four (4)
theories; grammar spelling are free grammatical/spelli grammatical/spelli
and spelling are from errors. ng errors. ng errors.
free from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by what were observed and
analyzed. analyzed were observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
 learning learning learning learning
outcomes; outcomes. outcomes. outcomes; not
Complete, well- Complete; well Complete; not complete; not
organized, highlyobserved and organized, organized, not
relevant to the organized, very relevant to the relevant.
learning outcome relevant to the learning outcome
learning outcome
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline deadline after deadline days or more after
the deadline
Comments Over-all score Rating: (Based
17 on
Transmutation)
93
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 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