Activity 3: Distinctness of a Learner

FIELD in a Diverse Classroom

STUDY 1

Name of FS Student
Course, Year and
Section
Name of FS Mentor
Date

Intended Learning
Outcomes

At the end of this activity, the FS student must be able to achieve the following
intended learning outcomes:
describe the characteristics, needs and interests of learners in a
diverse classroom;
determine, understand, and accept the learners’ diverse background;
identify best practices in dealing with diversity in the classroom; and
value the importance of diversity of learners including
differentiated learning/strategies, multiple intelligence and LSENs in the

LEARNING OVERVIEW:

Activity 3- PPST Domain 3: Diversity of Learners provides the opportunity to

understand learners how differences in gender, racial, cultural, and religious background
affects the interaction in school, learn about the practices and strategies that teachers use
in dealing with diversity in classroom.

Observation/Interview/
View

Read the following carefully before you begin to view the video, then write your
observation report on the space provided.

View a of pre-recorded Discussion/ Lecture on Domain 3 Diversity of

Learners
Observe an online class/ actual class and describe the characteristics, needs
and interests of learners observed.
Take note the importance of diversity in a classroom, the differentiated
learning/strategies used, the multiple intelligence, and the LSENs in the
inclusive classroom and in the new normal setting.
 Activity 3: Distinctness of a Learner
FIELD in a Diverse Classroom
STUDY 1

Write your Narrative Report on Domain 3

Diversity of Learners Discussion/Lecture

In today’s ever-evolving world, the convergence of learner-centeredness, lifelong learning, and inclusivity
has become paramount for students. This holistic approach to education recognizes that learners are unique
individuals with distinct needs and aspirations, and it extends the educational journey far beyond traditional
classrooms. By fostering inclusivity, we ensure that education is accessible and enriching for everyone,
regardless of their background. In this narrative report, we’ll explore how this dynamic trio empowers
students to take charge o their learning, embrace continuous growth, and contribute to a more diverse and
equitable society.
The webinar program was led by Mr. Mark Marlon De Vera, Senior Faculty, Professional Education, on a
topic that he focused on is about Philippine Professional Standards for Teachers (PPST) Domain 3:
Diversity of Learners. He discussed and elaborated on the significance of PPST Domain 3: Diversity of
Learners, the standards that define teacher quality in the Philippines and describe the expectations of
teachers’ increasing levels of knowledge, practice, and professional development. (DepEd Order No. 42,
s.2017)
Upon observing, we can say that Mr. De Vera explains his topic smoothly. Wherein, as he explains to us
that a PPST aims to develop a distinguish teacher, engage teachers in continuous learning and assess teacher
performance and identity needs and provide support for professional development where teachers are
focused on learner-centeredness, lifelong learning and inclusivity. Inclusivity where all students have the
opportunity to learn and grow.
Certainly, the diversity of learners is a fundamental aspect of education. These variations encompass a wide
range of characteristics, including cognitive abilities, backgrounds, learning lifestyle and interests.
Understanding and accommodating these differences is crucial for educators to provide effective and
inclusive learning experiences. Learners are unique individuals they have their own strengths and
weaknesses. It may be hard for the teacher to know all of these, but it is not impossible. Being aware of the
strengths and weaknesses of our learners can help us determine their needs and help them in meeting it.
As we listen and understand the topic about Diversity Learners that Mr. Mark Marlon De Vera discuss to us,
we can say that diversity is a common and an evident factor inside of a learning environment. It is a
challenge given to teachers because they need to learn on how to cope up with different types of learners
and incorporate diversity inside the classroom to create a learning environment that is welcoming for every
student. Diversity is one of the reasons on why we being an educator is a lifelong process of learning
because a teacher should progressively learn and gain knowledge in order to cater the diverse needs of every
student. It also promotes the appreciation of diversity in the classroom and the necessity for varied teaching
strategies to help all students become effective citizens in a world that is always changing both locally and
globally.
The whole discussion is very informative especially to us educators, from which we learned a lot. And after
the discussion of Mr. Mark Marlon De Vera, we were given an opportunity to ask questions to him during
an open forum led by our co-students Ms. Crystal Shane Cruz, BSEd Science. After that, the certificate of
recognition is awarded to Mr. Mark Marlon De Vera for sharing his knowledge during the webinar. Lastly,
the closing remarks came from our Professor Betha Fe G. Cruz, Field Study Coordinator.
 Activity 3: Distinctness of a Learner
FIELD in a Diverse Classroom
STUDY 1

Read the following carefully before you begin to observe a virtual class. Then write your
observation report on the space provided.

During a virtual class:

1. How much interaction is there in the virtual/ actual classroom? Describe how the
students interact with one another and with the teacher. Are there groups that
interact more with the teacher than others?
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2.Observe the learner’s behavior during the conduct of the online/actual class. How
do they behave and interact differently?

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 Activity 3– Distinctness of a
FIELD Learner in a Diverse Classroom
STUDY 1

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

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4. Who among the students participates actively? Who among them asks for most help?

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 Activity 3– Distinctness of a
FIELD Learner in a Diverse Classroom
STUDY 1

5. When the teacher is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they (click) raise hand button, so that the teacher will
call them instead?
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A
nalyze

Answer the following questions:

Identify the person who play the key roles in the relationships and interactions in a virtual/ actual
classroom. 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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How does the teacher influence the class interaction considering the individual differences
of the students in a virtual /actual classroom?
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 Activity 3– Distinctness of a
FIELD Learner in a Diverse Classroom
STUDY 1

Reflect

1. How did you feel as you observe the virtual / actual classroom? Did you feel a
sense of oneness or unity among the learners and in between the teacher and the
learners in a new normal classroom setting?

2. In the future, how would you want the learners in your virtual/ actual classroom
to interact? How will you, make it happen?
 Activity 3: Distinctness of a Learner
FIELD in a Diverse
STUDY 1 Classroom

Evidenced/
Documents
REGION’S PREMIER UNIVERSITY OF C

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 Activity 3: Distinctness of a Learner
FIELD in a Diverse
STUDY 1 Classroom

Name of FS Student
Course, Year and Section
Name of FS Mentor
Date

Intended Learning
Outcomes

At the end of this activity, the FS student must be able to achieve the following
intended learning outcomes:
differentiate the characteristics and needs of learners from different
development levels; and
choose effective strategies to address the diverse needs of the learners
according to their developmental levels.

LEARNING OVERVIEW:

Activity3- PPST Domain 3: Diversity of Learners provides the opportunity to

observe learners of different ages and grade levels virtually. It highlights the differences
in their characteristics and needs. As a future educator, it is important to determine
learners’ characteristics and needs so that you will be able the implement learning
activities and assessment that are all developmentally appropriate.

Observation/Interview/
View

Read the following carefully before you begin with this then write your observation report on the
space provided.

Record the data you gathered about the learners’ characteristics and needs in
this matrix.
Shadow a learner from preschool, elementary and high school during
the conduct of their online/ modular/ actual class.
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 sample indicators you may add other aspects which you may have observed.
 Activity 3: Distinctness of a Learner
FIELD in a Diverse
STUDY 1 Classroom

Directions: Complete the table below. Indicate opposite each learning principle
the part of the lesson where it/they are employed/utilized.

Developme Preschooler Elementary High School

nt Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 4 years children observed: 12 children observed: 15-16
old years old years old

Physical
Gross-motor ● Usually has found
skills ● They can control and enjoys certain
their strength in sporting hobbies
different sports and
daily activities. ● Good balance and
● Enjoy participating co- ordination in
in team games relation to a variety
● Ride a two wheeler of tasks
bike
Fine-motor ● Drawing, sketching,
skills coloring, and cutting
different things with
artistry

● Manipulate small
objects comfortably

Self-help
skills ● Independent in
studying

● Independent choose
what they wants and
needs

Others
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

Social
Interaction
with teachers ● Sometimes following
teachers’ instructions and
sometimes not.

● Listening teachers’
discussion or not

Interaction ● More on circle of

with friends
classmates
● Friends really matter

● More time with

friends than family

Interest . ● Recognizes personal

. strengths and challenges

● To go around the city

● Drawing, dancing,
singing etc.

● Joining different contest

and sports

Others

Emotional
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

Moods and
temperament, ● They are showing who
expression of they are showing mood
feeling swings
● Express now their
feelings in something
● Expressing emotions
like sad, happy, mad,
lonely etc.
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

Emotional
independence .

Others

Cognitive
Communicatio
n skills ● Developing their
confidence and be
active in oral
communications
● Understand and
Analyze verbal and
nonverbal form of
communication

Thinking skills ● Can think logically

and critically
● Can reason out argue
about different things
● Thinking more
abstractly

Problem-
solving skills ● Solving math with
different techniques
like short- and
long-term method
in solving
● Fast in solving math
problems.

Others
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

A
nalyze

Write the most salient developmental characteristics of the learners you observed. Based on
the characteristics, think of implications for teachers in a new normal setting.

Example:
Level Salient Implications to the Teaching-
Characteristics Learning Process
Observed
Preschool Age range
of ● Preschoolers ● Therefore, the teachers should use music
learners observed 3-4 like to move and movement activities not just in PE
around a lot but in all areas.
● Therefore, the teachers should not expect
preschoolers to stay seated for a long
period of time

Le Salient Characteristics Implications to the Teaching-Learning

vel Observed Process
Preschool As we observed the preschoolers we Therefore, teachers must be knowledgeable and
age range of found out that they were at the stage inventive, resourceful and industrious. Inside their
children of inquisitiveness and curiosity. hearts and minds, they must have patience and love.
observed: Making that point, a number of They must be aware that there are various types of
4-5 questions were raised. They were students in their classroom. As a result, individuals
irritable, sensitive, and prone to rage. must treat their fragile emotions with love, care, and
instruction.

Elementary As we observed the elementary Therefore, teachers must be knowledgeable and

age range of learners we found out that their
children salient characteristics are they
observed: believed to be of “gang and smart
6-12 age.” They enjoy exploring their
classroom. It’s fun for them to have
talks with their seatmates.
patient. They must prepare themselves for possible
questions that may ask during discussion period.
Most importantly, they must acquire the virtue of
patience in handling different scenarios.
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom
Highschool As we observed the high school Therefore, teachers must be sensitive, knowledgeable
age range of students we found out that they were and patient. They should not expect that students will
children now in greater stability and gradually be simply satisfied on what they were discussing but
observed: tone down. They stay in their instead be prepared for students might give
13-17 classrooms and walk around when feedbacks, questions and clarification.
they have leisure time.
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

Reflection

1. While you were observing the learners, did you recall your experiences when you were their
age? What similarities and differences do you have with the learners you observed?

2.
Think of a teacher you cannot forget for positive or negative reasons. How did she/he or not help you w
 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

3. Share your other insights here.

 Activity 3: Distinctness of a
FIELD Learner in a
STUDY 1 Diverse Classroom

Evidenced/
Documents

Self Peer FS Over-

Ratin Ratin Mentor all
g g ’s Ratin
Rating