SPARK Your Interest

This Episode 1 provides opportunity for the students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of the Episode, 1 must able to determined the characteristics of a school
environment that is safe, secure, and its supportive learning ( PPST 2.1.1 ).
REVISIT the Learning Essentials
1. A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social phycological needs of the students.
2. Displays boards can be powerful in communicating information about the learning
environment. They help in building and establishing the school culture. This boards
become one way for everyone to learn about the vision-mission, goals, and values that the
school upholds.
3. As a basic part of visual school environment, display boards have four general purposes:
 Decorative-They offer visual simulations and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
 Motivational- They encouraged students to perform better and have greater
confidence. An example would be the display of students output that shows that
its output is recognized and valued.
 Informational- They are used as a strategy to readily disseminate information.
 Instructional- They moved students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin boards displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.

1
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Explaining the School Campus
Resource Teacher: Teacher’s Signature
School:
Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcome, work my way through the steps:
1. Visit a school. Look into a facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gather data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment to any of these:
a.) Descriptive paragraph b.) Photo essay
c.) Sketch of drawing d.) Poem, song, or rap
OBSERVE
As you moved around the campus, observation forms are provided for you to document
your observation. It is advice that you read the entire worksheet before proceeding to the school
site. A good understanding of activities and tasks to be accomplished on the activity sheets will
yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarized yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each
will contribute to the students learning and development.
FACILITIES DESCRIPTION Will it contribute to
the students
learning and
development. Why?

Office of the
Principal

Library

2
 FACILITIES DESCRIPTION Will it contribute to
the students
learning and
development. Why?

Counseling Room

Canteen/Cafeteria

Medical Clinic

Audio
Visual/Learning
Resource Room

Science Laboratory

Gymnasium

Auditorium

Outdoor/Garden

3
 Facilities Description Will it contribute to
the students
learning and
development. Why?

Home Economics
Room

Industrial Workshop
Area

PTA Office

Comfort Room for

Boys

Comfort Room for

Girls

Others
(Please Specify)

An Observation Guide for a CLASSROOM VISIT

4
Read the following statement carefully. There write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the community or
neighborhood where the school is
found.

2. Describe the school campus. What

colors do you see? What is the
condition of the buildings?

3. Pass by the offices. What impression

do you have of these offices?

4. Walk through the school halls, the

library, the cafeteria. Look around and
find out the other facilities that the
school has.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

5
 “I entered the
1. Look at the walls of the classroom. What are posted on the walls?
classroom with the
What heroes, religious, figures, lessons, visual aids,
conviction that it was
announcements, do you posted? crucial for me and
2. Examine how the piece of furniture arranged. Where is the teacher’s every other student to
table located? How are the table and chairs/desks arranged? be an active
3. What learning materials/equipment are present? participant, not a
4. Observe the students. how many occupying the room? passive consumer…..
5. Is the room well-lit and well-ventilated? Learning is place
where paradise can
be crested.”

-Bell Hooks,
Teaching to
Transgress,
NY:Routlegde,
1994.

As an Observation Guide CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.

6
 CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(Location, number, arrangement, condition)
1. Wall Displays

2. Teacher’s Table

3. Learner’s Desks

4. Blackboard

5. Learning Materials / Visual Aids

6.

7.

8.

9.

10.

7
 Write your observation report here.
ow

Name of the School Observed

Location of the School
Date to Visit

ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are the conclusions?

How does this relate to your knowledge of the child and adolescent development/How does this
relate to your knowledge in facilitating learning?

REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?

8
 2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can accomplish your answer in number 3?

5. Write your additional learnings and insight here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays
Resource Teacher: Teacher’s Signature School:
Grade/Year Level: Subject/Area: Date:
The display board, or what we more commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources.

To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found in the entrance, lobby,
hallways, and classroom. 2. Pick one and evaluate the display. 3. Propose enhancement to make
the display more effective.

9
 OBSERVE
As you look around and examine the board displays, use the observation guide forms provided
for you to document your observation.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board of display do you see?

2. Where are the display boards found? Are they in places where Target viewers can see them?

3. What are the displays about? What key message do they convey? What image and colors do you see?
How are the piece of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)

6. Are the message clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

10
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)

11
 From among the board displays that you saw, pick one that you got interested in.
Evaluate it using the evaluation form below.
BOARD OF DISPLYS EVALUATION FORM

Topic of the board of display

Location of the Board of Display in School

Check the column that indicates your rating. Write comments to back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI S VS O Comments
1 2 3 4
Effectiveness
Communication
It conveys the
message quickly
and clearly.
Attractiveness
Colors are
arrangement catch
and hold interest.
Balance
Objects are
arranged, so
stability is
perceived.
Unity
Repeated shapes
or colors or used
of borders hold
display together.
Interactivity
The style and
approach entice
the learners to be
involved and
engaged.
Legibility
Letters and
illustration can be
seen from a good
distance.

12
Correctness
It is free from
grammar errors,
misspelled words,
ambiguity.

Durability
It is well-
constructed, items
are securely
attached.

13
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths Weaknesses
Description of the Bulletin Board
layout

Evaluation of educational content,

and other aspects.

Recommendation or Suggestions for improvement

Signature of Evaluators over Printed Name:

14
 Based on your suggestion, make your Board display lay-out. You may present your output
through any of these:
 A hand-made drawing or lay-out
 An electronic(computer) drawing/illustration or lay-out
 A collage
My Board Display Lay-out

15
ANALYZE
What do you think was the purpose of board display?

Did the board display design reflect the like/interests of its audience? Why? Why not?

Was the language used clear and simple for the target audience to understand? Why? Why not?

Was the board display effective? Why? Why not?

What suggestion can you make?

16
 Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme:

Board Title:

Rationale
(Purpose)

Objectives:

Best feature of my proposed bulletin enhancement:

Content Resources (Name each needed resources and give each a brief description):

Materials for aesthetic enhancement:

17
REFLECT

1. Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.

2. Which skills you named in # 1 do you already have? Recall your past experience on
making board displays. How do you practice these skills?

3. Which skills do you need still to develop? What concrete steps will you take on how can
you improve on or acquire these skills.

18
LINK Theory to Practice

Direction: Read the items give below and encircle the correct answer.

1. With the PPST as guide, an ideal learning environment should have the following
characteristic, EXCEPT .
A. The learning environment promote fairness
B. Is safe and conducive learning
C. Builds may professional linkages
D. Established and maintains consistent standards of learning behavior

2. Which facilities are present in health-promoting school environment?

I. Canteen that sells can of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III, and IV C. I and II
B. I, II, III, and IV D. III and IV

3. Which physical school environment supports learning?

A. Availability and flexible classroom furniture
B. Presences of spacious classrooms
C. Prominence of bulletin board in every building
D. Tall school building

19
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?

A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. The bulletin board fulfills which primary purpose?

A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?

A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

20
 SHOW Your Learning Artifacts
My Personal Illustration of an Effective
School Environment

On the opposite
box present an
illustration
showing your idea
of an effective
school environment
through any of
these:
 A
Descriptive
Paragraph
 A Photo
Essay
 A Sketch or
Drawing
 A poem,
song, or
Rap

21
 EVALUATE Performance task
Evaluate Your Work Task Field Study 1. Episode 1. The School as a Learning
Environment`
Learning Outcome: Determine the characteristics of a school environment that provide social
psychological and physical environment supportive of learning.
Name of FS Student Date Submitted
Year & Section Course
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement
1
Accomplis All observation One (1) to two (2) Three (3) Four (4) or more
hed questions/tasks observation observation observation
Observatio completely question tasks not question/tasks not questions/tasks not
n Sheet answered/accompli answered/accompli answered/accompli answered/accompli
shed. shed. shed shed
Analysis All question were All question were Questions were not Four (4) or more
answered answered answered observation
completely answers completely answers completely questions were not
are with depth and are clearly answers are not answered; answers
are thoroughly connected to clearly connected not connected to
grounded on theories grammar to theories one (1) theories more than
theories; grammar and spelling are to three (3) four (4)
and spelling are free from errors grammatical grammatical
free from error spelling errors. spelling errors.
Reflection Profound and clear Clear but lacks Not so clear and Unclear and
supported by what depth supported by shallow somewhat shallow rarely
were observed and what were supported by what supported by what
analyzed observed and were observed and were observed and
analyzed. 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 outcomes; learning outcomes. learning outcomes, learning outcomes;
Complete well- Completely well Complete; not not complete, not
organized highly organized, very organized, relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline deadline after the deadline days or more after
the deadline

Rating Based on
COMMENT/S Over-all Score
transmutations

22
 TRANSMULATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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 above Printed Name Date

23
LEARNING EPISODE 2

Learner Diversity: Developmental Characteristics, Needs and Interest

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different ages and grades
levels. It highlights the differences in their characteristics and needs. As a future teacher, it is
important for me to determine my learners’ characteristics and needs so that I will be able to plan
and implement learning activities and assessment that are all development appropriate.

TARGET Your Intended Learning Outcome

 At the end of this episode 1 must be able to describe the characteristics, needs and
interest of learners from different development levels. (3.1.1).

REVISIT the Learning Essentials

Here are the major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,
from head to the toe (cephalocaudal), and from center of the body then outwards
(proximodistal)
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and
cognitive are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

24
 OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resources Teacher: _______________ Teacher’s Signature ____________ School __________

Grade/year level: _________________ Subjects Area: ________________ Date: ____________

To realize the Intended Learning Outcomes, I will work your way through these steps;

Step 1 Observe 3 group of learners from different levels (preschool, elem., and high
school)

Step 2 Describe each of the learners based on my observations.

Step 3 Validated my observation by interviewing the learners.

Step 4 Compare them in terms of their interest and needs.

OBSERVE Use the observation guide and matrices provide for you to document your
observations.

An Observation Guide for the Learner’s Characteristics

Read the following statement carefully. Then write your observation report on the report
on the provided space. Your teacher may also recommend another observation checklist
if a more detailed observation is preferred.

Physical

1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberate smooth?
3. How about their fine motors skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are they
concerns?

Emotional

25
 1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

26
 Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range Indicates age range Indicates age range
of children of children of children
observed:________ observed:________ observed:________
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interest

Others
Emotional
Moods and
temperament,
expression of
feeling

Emotional
independence

Others
Cognitive
Communication
Skills

Thinking skills

27
Problem-solving

Others

ANALYZE

28
 Write the most silent developmental characteristics of the learners you deserve. Based on
these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implication to the

Observed
Preschool Age range of  Preschooler like to
learners observed 3-4 move around a lot.
Teaching-Learning
Process
 Therefore, the
teacher should
remember to use
music and
movement activities
not just in PE but in
all subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.

Level Salient Characteristics Implications to the

Observe Teaching-Learning
Process
Preschool

Age range of learners

observed ____________

Elementary

Age range of learners

observed _____________

High School

Age range of learners

observed ___________

REFELCT

29
1. While you were observing the learners, di you recall your own experience when you were
their age? What similarities or difference do you have with learner you observed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
2. Think of the teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social and cognitive)? How
did you affect you?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________
3. Share your other insights here.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________

LINK Theory to Practice

30
Direction: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignore by her crush whom she believe is her one true
love. She is crying incessantly and refuses to listen and accept sound advice
that the teacher is offering. Her refusal to accept it because ___________.
A. She thinks what she feels is too special and unique, that no one has felt
like this before
B. The teenager’s favorite word is no “no” and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor
skills of the 4-years-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it.
She asked the class: “what happens to the egg if I add three-tablespoon salt
to the glass of water?” this is hypothesis formulation. What can you infer
about the cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

31
 Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some reading about theory and paste them here.

EVALUATE Performance Task

32
 Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity: Development
Characteristics, Needs and Interests

Learning Outcome: Determine the characteristics, needs and interest of learners from different
developmental levels.

Name of FS Students _____________________________ Date Submitted: ___________

Year & Section: ______________________ Course: _____________________________

Learning Excellent Very Satisfactory Needs Improvements

Episode Satisfactory
4 2 1
3
Accomplishe All observation One (1) to Three (3) observation Four (4) or more
d question/tasks two (2) question/tasks observation
Observation completely observation answered/accomplishe question/tasks not
Sheet answered/accomplishe questions/task d. answered/accomplishe
d. s not d
answered /
accomplished
.

Analysis All question were All answered Questions were not Four (4) or more
answered completely; were answered completely; observation questions
answers are with depth answered answer are not clearly were not answered;
and are thoroughly completely; connected to theories; answers not connected
grounded on theories; answer are one (1) to three (3) to theories; more than
grammar and spelling clearly grammatical/ spelling four (4) grammatical/
are free from error. connected to error. spelling error.
theories;
grammar and
spelling are
free from
error.
Reflection Profound the clear; Clear but Not so clear and Unclear and shallow;
supported by what lacks depth shallow; somewhat rarely supported by
were observed and supported by supported by what what were observed
analyzed what were were observed and and analyzed
observed and analyzed
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts on in the context of the reflected on reflected on in the reflected on in the
learning outcomes; the context of context of the learning context of the learning
complete well- the learning outcomes. Complete; outcome; not

33
 organized, highly outcome. not organized, relevant complete; not
relevant to the learning Complete; to the learning organized, not
outcome well outcome relevant
organized,
very relevant
to the
learning
outcome
Submission Submitted before the Submitted on Submitted a day before Submitted two (2)
deadline the deadline the deadline days or more before
the deadline

COMMENT/S Rating:

Over-all Score (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

____________________________________ _________________

Signature of FS Teacher above Printed Name Date

34
LEARNING EPISODE Focus on Gender, Needs, Strengths, Interest, Experiences
Language, Race, Culture, Religion, Socio-economic Status,
3 Difficult Circumstances, and Indigenous Peoples

SPARK Your Interest

Episode 3 provides an opportunity to observe how difference in gender, racial,
cultural and religious background, including coming from indigenous group influence
leaners behavior, interaction, and performance in school. One will also analyze and
reflect on practices that teachers use in leveraging diversity in the classroom. It is 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, 1 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 learner
needs in a diverse class (PPST3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.

REVISIT the Learning Essentials

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 learner 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, interest, and needs of the learners.

35
 2. The PPST highlighted the following factors that bring about the diversity of
learners:
a. Difference in learners’ gender, needs, strengths, interests, and experiences
b. Leaners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners 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 teacher assures
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 can 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 People
A young teachers approach to indigenous people 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 group
carry with them their belief, views and cultural practices. One’s attitude
needs to that openness and respect. Come in not with the view that one’s
own culture 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 subject/courses, most likely you
have discussed indigenous peoples in the Philippines. You learned that
our country has about 110 ethno-linguistic groups, majority of which
is in Mindanao, some in Northern Luzon and fewer in the Visayas.

36
 (UNDP Philippines 2010). They represent about 10-20% of our total
population. There are two big indigenous people groups which have
several smaller ethic groups within them, the non-muslim groups
called the Lumads in Mindanao, the Igorots in Northern Luzon.
Among others, we have the Badjao, Ati and Tumandok, Mangyans,
and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act,
recognizes and protects the rights of indigenous cultural communities
(ICC) 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 of an Indigenous People Education
Curriculum (DO 32, s.2015 enclosure,pp.15-18):
1. Curriculum Design, Competencies and Content, Interfacing the
national curriculum with indigenous knowledge system and practices
(IKSP) and Indigenous Learning System (ILS) the design of 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 culture
institutions.
b. Includes and respects the community’s expression of spiritually
as a part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalize, regenerates, strengthens, and enriches IKSPs, ILS,
and indigenous language.
e. Emphasizes competencies that are needed to support the
development and protection of the ancestral domain, the
vitality of their culture, and advancement of the indigenous
peoples’ rights and welfare.
f. Support the community’s effort to discern new concept that
well 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.

37
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 process.
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.

38
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.
Resources Teacher: ________________ Teacher’s Signature _____________ School: ________
Grade/Year Level: _________________ Subject Area: _____________ Date: _______________
The learners’ differences and the type if 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 Outcome, 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 learner in term of age, gender, and social and
cultural diversity.
Step 3. Describes the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resources Teacher about the principles and practices that she uses
in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual difference on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE

39
 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
compare 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 interest? Or are the students in mixed
social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interested. 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

40
OBSERVATION REPORT

41
Name of the School Observed ____________________________________________
School Address ________________________________________________________
Date of Visit __________________________________________________________

ANALYZE

42
1. Identify the person who plays the key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody to appears to be a leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

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

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?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

43
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 sense of oneness or unity
among the learners and between teacher and the learners.

45
 Activity 3.2 Observing Differences among learners with disabilities, giftedness, and talent.

Resource Teacher: _____________ Teacher Signature: ______________ School: ____________

Grade/Year Level: ______________ Subject/Area: ________________ Date: _______________

To realize the Intended Learning Outcomes, work your way through the 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 teacher 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 Observations Guide for the Learners Characteristics

Read the following carefully before you begin to observe. Then right your observation report on the space
provided.

1. Observe the class to see the differences in the 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. Observer 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 student on his/her
classroom.

46
 OBSERVATION REPORT

Name of the School Observe: _____________________________________________________

School Address: _______________________________________________________________

Date of Visit: __________________________________________________________________

47
ANALYZE

1. Did your observation match 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 instructions to meet the needs of the
learners?

3. Describe the methods use by the teacher in handling the student’s differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated
instructions? 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 the difference in abilities? Was
your teacher effective?

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

49
OBSERVE, ANALYZE, REFELECT
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 the steps.
1. Ensured that you have reviewed the no. 3 Focused on Indigenous People in the
Learning essential on the Episode 3.
2. Observe in the school program for the 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. Paaaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T;boli Schools of Living Traditions, Lake Sebu, South Cotabato
i. Daraghyan-Bukidnon Tribal Community School, Dalwagan, Malaybalay,
Bukidnon
j. Talaandig School 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 to 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 “filed study through watching Indigenous Peoples in the
Philippines Videos. There are several available in 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?=FsMjgQNz2Y
3. Write observation report.
4. Analyze your observation data by using Indigenous Peoples Education Framework.
5. Reflect on your experience.

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 OBSERVE
Use your 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 this question
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 about the 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 space
arranged?

3. What activities do they do in 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 the place between the teacher and learners, among the
teachers, and the school general.

7. What are instructional materials and learning resources are they using?

8. Interview the teacher or the principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of the activity.

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 Write your observation report here.
OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed

School Address

Date of Visit

52
 OBSERVATION REPORT

(You may include photos here.)

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 ANALYZE

Curriculum Design, Competencies, and Content Answer each question based on your observation and
interview data.
1. Does a school foster a sense of belonging to
one’s ancestral domain, a deep understanding
on the community’s belief and practices. Cite
and 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 concept and

competencies to the life experiences of the
community?

6. Do the teaching strategies help strengthen,

enrich, and compliment the community’s
indigenous teaching-process?

7. Does the curriculum maximize the use of the

ancestral domain and activities of the
community as a relevant setting for learning in
the combination with classroom-based
sessions? Cite examples?

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8. Is cultural sensitivity to uphold culture,
beliefs, practices, observe 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 knowledge
system and practices and right schools?

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

1. What new things that you learn about the indigenous peoples?

2. What did you appreciate most from your experience on visiting the school with
indigenous learners? Why?

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

3.1 Be open to and respect indigenous people by

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

3.3 Advocate for indigenous people’s education by

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 SHOW Your Learning Artifacts
With the principle of the 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 high and low
achievers in your class? Make a collection of the strategies on how to address the student’s
different ability levels.

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LINK Theory to Practice
Direction: Read the items given below and encircle the correct answer
1. Which statement on the student diversity is CORRECT?
A. The teacher must do he/her best to reduce student diversity in the class.
B. The less the diversity of the students in class, the better for the teacher and students.
C. The teacher should accept and value the diversity.
D. Students diversity is purely due to student’s 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 accept the fact that all people are unique on their own way.
D. He/she emphasizes the differences among people and disregards these commonalities.

3. What is a teaching-learning implication of student diversity?

A. Compare students
B. Make use of 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 the best practices using in learning resources for indigenous learners,
EXCEPT__________.
A. Cultural generated cultural resources only include indigenous group’s artifacts,
stories, dances, songs, and musical instruments.
B. The language use in the instructional materials, especially in the 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.

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6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT,
A. Including the practices of the 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 child try harder, rather than give up?
A. Sinewerte ka ngayon dito sa test, ha?
B. Hindi kana talaga magaling sa paksang ito. No?
C. Nakikita kuna na kailangan mo maglaan ng mas mahabang panahon sa paksang ito para
lubos mong maunawaan ito.
D. Nahihirapan ka sa pakasang ito, maari kitang tulungan.

8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learner by the ability level and makes the group work with the
same topic but assign 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 on
C. The teacher group the learners by their ability level and assign different content topics for
the groups to work on.
D. The teacher group the learners by the ability levels and assigns each group a different
tasks 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 the student to show that they learned the stages of mitosis in a way where they
feel most comfortable
B. Allowing the student 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 learner.
D. Applying two sets of different standards

EVALUATE Performance Task

59
 Name of FS Student: ____________________________ Date Submitted: ____________
Year & Section: ___________________Course: ________________________________

Learning Episode Excellent Very Satisfactory Needs Improvement

4 satisfactory 2 1
3
Accomplished Observation All One (1) to two Three (3) Four (4)
sheet observation (2) observations observations
question/tasks observations questions/tasks not questions/tasks not
completely questions/tasks answered/ answered/
answered/ not answered/ accomplished accomplished
accomplished. accomplished
Analysis All question All question Question were not Four (4) or more
were answer were answer answered observation questions
completely; completely; completely; were not answered;
answer are answer are answered are not answers not connected
with depth and with clearly clearly connected to to the theories; more
thoroughly connected to theories; one (1) than four (4)
grounded on theories; three (3) grammatical/spelling
theories; grammar and grammatical/spelling errors
grammar and spelling are errors
spelling are free form error.
free form
error.
Reflection Profound and Clear but lack Not so clear and Unclear and shallow;
clear; depth; shallow; somewhat rarely supported by
supported of supported by supported by what what were observe and
what we what were were observe and analyzed.
observe and observe and analyzed
analyze. analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in reflected on in reflected on in the reflected on in the
the context of the context of context of the context of the learning
the learning the learning learning outcomes; outcomes; not
outcomes; outcomes; complete, not complete not
complete, complete, well- organized relevant to organized, not relevant
well- organized; very the learning outcome
organized; relevant to the
highly relevant learning

60
 to the learning outcome.
outcome.
Submission Submitted Submitted Submitted a day Submitted two (2)
before the before the after the deadline days or more after the
deadline deadline deadline

Rating

COMMNET/S Over-all Score (Based on

transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-121 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 above Printed Name Date

61