LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

“For Nation’s Greater

Heights”

FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING IN
ACTUAL SCHOOL ENVIRONMENT

MODULE 3
ACTIVITY 3.1
ACTIVITY 3.3

Submitted by:
MANITAS, FRANCIS S.
BPED-4A

Submitted to:
MARIVEL M. CATACUTAN, MAEd
Associate Professor 1

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”
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: MRS. BARBARA P. BALGOMA Teacher's Signature: __________

School: CARAGA REGIONAL SCIENCE HIGH SCHOOL Grade/Year Level: GRADE 7
Subject Area: MAPEH

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.

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
complete against each other?

4. Who among the students participate actively? Who among them ask for most help?

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”
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 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 culture differences
• Differences in religion
• Socio-economic status

OBSERVATION REPORT

Name of the School Observed: CARAGA REGIONAL SCIENCE HIGH SCHOOL

School Address: BRGY. SAN JUAN, SURIGAO CITY
Date of Visit: NOVEMBER 04, 2022
The students in Grade 7 Mendel at Caraga Regional Science High School are immensely
grateful for the lesson that they’ve taken from their teacher. The class is quite unorganized but
their ready to answer. They are excited to have quiz and to interact with the teacher. I was able
to realize that school is a critical place for students to feel safe and comfortable. Students
require an environment that makes them feel welcome in order to learn. A student who feels
uncomfortable and insecure will be unable to concentrate on their studies.

Students from varied cultural backgrounds may feel isolated in the classroom,
underrepresented in instructional materials, and so on. When children from varied backgrounds
do not feel noticed or respected in the classroom, they may feel unsafe and uncomfortable.
Racial, cultural, and gender distinctions are significant aspects of a person's identity, and it is
tremendously beneficial for teachers to assist children better comprehend disparities.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”

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?

A leader preferably a good description because he is able to lead the pack with what the
instructions are given, assigned task and even he is the one who lead in the organizing the
seating arrangement.

2. What makes the learners assume these roles? What factors affect their behavior?

Student behavior, learning, and well-being are all influenced by family, school, and the
larger community. Personal qualities such as age, personality, mental and physical health all
have an impact on how students behave.

3. Is there anyone you observed who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?

Truly is in my class there is no student left behind and no one appear different. But there are
few of students who can’t catch up the lesson as easy than the others. They need guidance
from the teacher which my resource teacher is taking.

4. What does the teacher do to address issues like this? How does the teacher influence
the class interaction considering the individual differences of the students?

My resource teacher thought me one thing on this situation.

Challenges like these you can have an interactive teaching such as, introducing a reward
system in the classroom. This strategy encourages students to be more active and
participatory in class.

5. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

There are many different types of learners. Regardless of age, skill, or subject, every
student you work with will have a unique set of interests, strengths, and ambitions. When
creating lesson plans for a class with a variety of abilities, it's a good idea to first identify the
sorts of learners in the room and design activities that will appeal to them.

REFLECT

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”
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?

I feel happy because I have the impression that I am already their teacher. I was being called
“Sir Francis”. The thoughtfulness of the students of asking me of how was my day is such an
amazing feeling. I was able to sense the unity and oneness that existed between the students
and the teacher in my own thoughts because the students responded to their teacher's
questions without internal resistance.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”
OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: MRS. BARBARA P. BALGOMA Teacher's Signature: __________

School: CARAGA REGIONAL SCIENCE HIGH SCHOOL Grade/Year Level: GRADE 7
Subject Area: MAPEH

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, 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 Traditions, 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. 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 DepEd:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

3. Write your observation report.

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

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”

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 search, 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 interest 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 happens. 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.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”

OBSERVATION REPORT

Name of School Observed: Kamias High School

School Address: Porac, Pampanga
Date of Visit: November 11, 2022 Virtual Observation

It is quite difficult to be a teacher in an IP school, especially given the teacher

shortage there. Although everyone agrees that education is crucial, for them, daily life is what
matters most. They lack teachers because only a small percentage of pupils, particularly those who
are fortunate enough to attend school in Manila, wish to teach in their community. Due to lack of
funding and educational options in their area, it is extremely uncommon for them to complete college.
I found one tecaher of the documentary. She is the sole Aeta instructor in their place, just like in the
show I watch. She only has ten students, and they are all Aetas. Aeta teacher Ma'am Jennifer
Serrano in Porac, Pampanga to develop Mag-Indi language by using it in her class. This is also one
of his ways for his students who are native Aeta to better understand his lessons. We can also see
she is using a positive approach towards ICT.
The only difference between the school's surrounds and its interior and what one would find in a
public school in Surigao. As I go along with the video I realize that the fundamental tenet of an
inclusive school is that all students should learn together, wherever feasible, regardless of any
differences or disadvantages they may have. Through appropriate curriculum, organizational
planning, teaching methods and strategies, partnerships with their communities, and resource use,
inclusive schools must be aware of and responsive to the various needs of their students, accepting
both different learning styles and rates of progress. They must also ensure that all students receive
a quality education. A continuum of services and support should be available to accommodate the
range of special needs that any kid may have.

https://youtu.be/oI6SQn_a6r8

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”

ANALYZE

Curriculum Design, Competence, Answer each question based on your observation and
and Content interview data.
1. Does the school foster a sense of One specific instance of how the school encourages a
belonging to one’s ancestral sense of kinship to the Aeta people's customs is when one
domain, a deep understanding of of the instructors at the school teaches the Lesson speaking
the community’s beliefs and their language.
practices? Cite examples.
2. Does the school show respect of As I have observe, it wasn’t in the video.
the community’s expression of
spirituality? How?
3. Does the school foster in the By giving the children chances to become familiar with and
indigenous learners a deep engage in Aeta cultural traditions as well as the resources
appreciation of their identity? necessary to understand and enjoy those traditions, the
How? school exhibits its respect for the students' right to their own
distinct Aeta identity.
4. Does the curriculum teach skills Yes
and competencies in the
indigenous learners that will help
them develop and protect their
ancestral domain and culture?
5. Does the curriculum link new Yes.
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help Yes, knowing they encourage and support the use of their
strengthen, enrich, and language.
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize the The importance of preserving and appreciating culture and
use of the ancestral domain and heritage is emphasized by incorporating Aeta language and
activities of the community as practices into educational programs.
relevant settings for learning in
combination which classroom
based sessions? Cite examples.
8. Is cultural sensitivity to uphold The video did not include this important detail.
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 Yes, through a giving a significant value of their language
community values and culture? as a mode of instructions.
How?
10. Do assessment processes I've seen that the exercises teachers utilize with the
include application of higher students assist them develop their critical thinking skills by
order thinking skills? including real-life concepts and problems for which the
students must find answers.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”

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

As I have observed, the problems in Kamias school are:

1. Lack of teachers that uphold IP’s customs.
2. The Kapampangan is dominant than Mag-indi
3. Lack of resources and facilities to cater all of the students for better learning.

Therefore, the division of that school and local government must have an initiative in dealing
with these problems. To support IPED Curriculum is very crucial but at the end of the day we
can’t lose a colorful traditions and custom just because we are comfortable with what we have
right now.

REFLECT

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

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

I realized that one way of being called as an expert teacher is to support indigenous viewpoints,
ideas, and practices in a setting that mimics conventional learning methods. This includes
providing bilingual and multilingual instruction based on the mother tongue at both the primary
and secondary levels, preferably in IP community. Also our educational curricula should
incorporate indigenous languages to preserve the cultures and traditions we have in the
Philippines.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
For the most part, indigenous peoples do not fully enjoy their entitlement to an education. But
slowly we are about to arrived there. Through the help of IPED I believe things will be into
places for the our brothers and sisters in IP community.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 I should uphold respect.

3.2 I will be grateful and celebrate the uniqueness of every individual.
3.3 I will be a fore front in advocating IPED and Indigenous people’ rights.

FS 1 – Observations of Teaching – Learning in Actual School Environment

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
“For Nation’s Greater
Heights”
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.

Methods of Managing a Classroom

for Diverse Students

recognizing that we are all unique in different ways .

RECOGNIZE

having a plan in different areas is the best way to reach

STRATEGIZE
the goals and demands in learning process.

create a child-friendly activities that all can participate

SYNTHESIZE
and can initiate their ideas and perspective.

utilize the knowledge you have gained from planning

lessons, developing materials, engaging in brainstorming
APPLY exercises, and conducting evaluations.

by analyzing your pupils' performance, you can

EVALUATE
determine whether your strategies were successful.

FS 1 – Observations of Teaching – Learning in Actual School Environment