OBSERVE, ANALYZE REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths,

Interest, and experiences; and differences among learners’
linguistic, cultural, social-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
leaning.
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 inspires 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 observation.

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 background.

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 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 teacher 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 _____________________________________________

School Address ________________________________________________________

Date of Visit ___________________________________________________________

 ANALYZE

1. Identify the persons who play key roles in the relationship and interactions in the classrooms. What
roles do they play? Is there somebody who appears to be the leaders, 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 on 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.
 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 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.

OBSERVE

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

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 observation 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?

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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 used differentiated instruction? If yes,
describe how.
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REFLECT

1. Recall the time when you were elementary or high school. Recall the high and low achiever
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: ______________ Teacher’s 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 People in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Uja 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 angyan na Angkop sa Kulturang Aalagaan(PAMANAKA), San Kose
Occidental Mindoro.
f. Tubuanan Ati Learning Center, Balabag Boracay Island.
g. Balay Turun-an Schools of Living Traditions, Brgy. Garangan ang Brgy. Agcalaga,
Caligo, 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 People Education Framework.
5. Reflect on you experiences.
 OBSERVE

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

An Observation Guide for Indigenous People 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 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 the 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 Design, Answer each question based on your observation and
Competencies, and Content interview data.
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?

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
experiences 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
leaning 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?
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 people’s knowledge
system 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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3.3 Advocate for indigenous people education 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.
 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 homogenous 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, dance, 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 skill 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. Sinuwerte 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. Maaari kitang tulungan.

8. Which of the following demonstrates differentiated instructional?

A. The teacher groups the learner 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 heterogenous groups and assigns the same
activity for each group to work.
C. The teacher groups the learners by their ability levels 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 request 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 Performances 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 Indigenous Peoples.
Learning Outcomes: describe the characteristics and needs of learners from diverse background • 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 Episode Excellent Very Satisfactory Satisfactory Needs Improvement

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

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Signature of FS Teacher above Printed Name Date