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.

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.
I. 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 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

Observed Location of the School
Date to 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?
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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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 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.
I. Observe at least two of these classes.
a) SPED class with learners with intellectual disabilities
b) SPED class with learners with physical disabilities
c) SPED class for the gifted and talented
d) a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

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 on the next page.
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 Location of the School
Date to Visit
 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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 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences, Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigeneous Peoples
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/ tasks not answered/ questions/ tasks not
answered/ answered/ accomplished. answered/
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered completely; observation
completely; answers completely; answers answers are not clearly questions were not
are with depth and are clearly connected connected to theories; answered; answers
are thoroughly to theories; grammar one (1) to three (3) not connected to
grounded on and spelling are free grammatical/spelling theories; more than
theories; grammar from errors. errors. four (4) grammatical/
and spelling are free spelling errors.
from error.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed analyzed were observed and and analyzed
analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes. Complete; outcomes. Complete; learning outcomes;
well-organized, well organized, very not organized, relevant not complete; not
highly relevant to the relevant to the to the learning organized, not
learning outcome learning outcome outcome relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
COMMENT/S Rating:
(Based on
Over-all 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 75 71-Below

Signature of FS Teacher Above Printed Name Date