FIELDSTUDY 1: LEARNING EPISODE 3

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.

OBSERVATION REPORT

Name of School Observed: DAANBANTAYAN NATIONAL HIGH SCHOOL

School Address: Malinao Street, Poblacion, Daanbantayan, Cebu

Date of Visit: October 5, 2021

+; As I observed there’s a lot of interaction that is happening inside the classroom.

The students were sharing their ideas since they’re having a collaborative work. Some
of them are just having a chitchat with their seatmates and others are brainstorming
especially the leaders. The teacher is constantly giving instructions and guide about
their activity, they're having an interaction with him by having a question and answer still
the respect to the teacher is there and very evident. While observing I also noticed that
the students sitting at the back part were just talking with their sit mate it's like they are
having their own world it is because they are too far from the teacher sight and
attention. The relationship of the learners are just fine and yes they cooperate with the
group mates but then to compete with other groups since it is a group activity and
everybody wants to win in order to gain higher points.
The students who participates actively are those who are intelligent and those who
are in average level, they're always raising their hands specially when the teacher ask
questions well they are very participative while the students who are struggling and they
didn't able to catch up with those average level students I don't want who mostly ask for
help. It is just good to see the teacher didn't make them feel different because he
always gives attention and extend help any time they need it. During the participation
the teacher call random students to ask question and check what they have learned and
if that particular student cannot answer the teacher will call another student to help
him/her. Sometimes random call will not happen especially if there's a lot of students
who raise their hands and answer voluntarily.
ANALYZE

1. Identify the person 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
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?

 Both the teacher and the students plays a key role in the relationship and
interaction in the classroom. The teacher play as a facilitator and the
students as a learner. There are students who are attention seeker and
constantly doing unnecessary movements just to catch the attention of
everyone. There is someone also who appears to be a leader and that is
their class president who talks to his classmates to stop if they’re doing
something that isn’t related to the discussion and tries to implement peace
and order inside the classroom. There are also mascot/jokers who gives
naive answers or intently throws punchline to make the class laugh
especially if they cant answer the oral participation. I also observe that
there are little teacher in the classroom who helps and gives assistance to
their classmates who where not able to catch up. Lastly, there are
doubters/pessimist mostly they’re the one who are very quite and it seems
like they have their own world, when you ask them to answer they
instantly reject and says I cannot do it and I don’t know the answer. It only
shows that inside the classroom diversity can be seen.

2. Is there anyone you observe who appear left out? Are the 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?

 Yes, I have observed that there is someone who appears to be left out.
She was quite and doesn't seem to have a lot of friends inside the
classroom. She was a transferee from La Union and I can see a language
barrier between her and her classmates. She was somehow rejected
because they cant understand her and the fact that she is new however
there are times also she can create a band with others most specially
when they have a group activity which I think a good strategy that a
teacher did. She let her adjust with her new environment and gives
collaborative works where everyone can contribute and she can show
 what she can do. The teacher also tries to be the spokesperson of that
particular student and always remind everyone in the classroom to be
generous enough, accept and help, and welcome her in order for her to
feel comfortable.

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

 The teacher can influence the class interaction considering the individual
differences by giving enough support to every students. As they say
teacher must not be biased and treat everyone equally. Help those who
are in needs and reinforce those who are struggling.
He/she must create a positive environment and build a good teacher-
student relationship.

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

 The teacher as facilitator can encourage conversation and healthy debate

between the diverse opinion of every students in such way it can
maximize the benefits of diversity in the classroom. They can share their
own perspectives and that is the time the teacher will come in to educate
them what right and wrong and teach them that respect is the mother of all
values. So it is very important to respect differences in order to live in a
harmoniosous environment.
REFLECT

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.

When you love what you are doing you will love being in the classroom. Seeing
those diverse learners it's like you are in a complicated situation however the role of a
teacher is to be a facilitator and with that you can sense oneness or unity among this
diverse learners. Teachers must acquire relevant knowledge, understanding, good
attitude, values, skills and disposition in order to handle and teach the diverse learners
effectively. There are a lot of tips in order to manage diversity in the classroom; first,
know your students - it is important that as a teacher you must be aware of your
students background such as culture and religion in order for you to have a better
understanding with that respect to every individual will grow. Second, is to have a
consistent communication- it would make the student to be comfortable with you as a
teacher because they have someone who can they talk to about why they act like that
or behave that way and they're able to open up with you then you can create a positive
reinforcement to help them. Lastly, acknowledge and respect every student - it is
important that students can celebrate their diverse backgrounds, they're free to do their
practices as long as it wont harm anyone. It is also important to encourage other
students to learn from their differences. These considerations will help to ensure that
everyone is included and accepted with that we can create a unity in midst of diversity.
Activity 3.2: Observing differences among learners with disabilities, giftedness
and talents

OBSERVATION REPORT

Name of School Observed: DAANBANTAYAN NATIONAL HIGH SCHOOL

School Address: Malinao Street, Poblacion, Daanbantayan, Cebu

Date of Visit: October 6, 2021

During my observation I’ve seen diverse learners inside the classroom. Aside from
average and low level students there are also who belongs to the SPED. When I
ask the teacher what was with the particular student he said that “ he has a physical
disability, inborn with only 1 arm”. We all know students with physical disability may
have problems with physical movement, manipulating objects, posture, communication,
reflex movements and more so it is obvious that they will differ with the regular students
in terms of what they can do inside the classroom. However, the role of the teacher is
to ensure that everyone included promoting inclusive education. So SPED students
must be accommodated depending on their particular needs. The method that the
teacher used to address the individual learning needs is by having a adjustments such
as giving oral examination or presentation instead of having a written exam or
assignments. If he wanted to write the teacher would give extra time for him to finish it
acknowledging that he would ha a difficulty in writing. Though there is a difference
between the teaching process of the SPED student and with the regular student during
activity he is included in the group this is to build his confidence and not to make him
feel different or less from others and that is the purpose of inclusive education.
ANALYZE

1. Did your observation match the information given by the teacher?

 Yes, all the observation that I have done inside the classroom as well as my
observation with the SPED and regular students are just the same with the
information given by the teacher.

2. Describe the differences in ability levels of the student in class? What practices
or strategies are done or should be done to differentiate instruction to meet the
needs of the learners.

 There’s a lot of differences in their ability such as SPED student has limitations
in terms of performing physical activities, they differ on the teacher approach and
teaching process well of course they need extra care and understanding. The
teacher used the strategy of using differentiated instructions to meet the needs
of the learners.

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

 Yes, the teacher used differentiated instruction just like providing or creating
instructional goals, methods, materials, assessments that works for everyone
because it is a flexible approach that can be customized and adjusted for
individual needs to give all individuals equal opportunities to learn.
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 differences in
abilities? Was your teacher effective?

 During my high school time high achiever students were task to help low
achiever students. When the teacher wants to group us he make sure that
it will be a heterogeneous type of groupings in order to have balance in
doing the task. There are times that the teacher wants the low achiever
lead the reporting’s, participations and presentations in order to train them
and help them improve their selves and become better. For those high
achievers because they can easily understand the teacher will give
another set of work to do. The teachers approach varies from the type of
students and the learning they need. For me I considered him as an
effective teacher because at the end of the lesson both high and low
achiever were able to learn.

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

 As a future teacher the traits that I need to possess in order for me to

meet the needs of the learners are the following I must be committed to
my students and to the learning process I will need a good communication
and listening skills in order for me to assist my teaching strategies if it is
effective and efficient towards the students. I also need to have empathy
and patience specially that the students has a disability they are in need
and must put an extra for everything. Most importantly I must possess a
positive attitude knowing that this includes of education will never be easy.
OBSERVE, ANALYZE, REFLECT

Activity 3.3: Observing the school experiences of learners who belong to

indigenous groups

OBSERVATION REPORT

Name of School Observed: Sentrong Paaralan ng mga Agta

School Address: General Nakar, Quezon

Date of Visit:

Before I conduct my observation I’ve done a little research about the Sentrong
Paaralan ng mga Agta, so these indigenous people has a hunter gatherer background
in the Philippines which collectively referred as Negritos. Based on the video that I have
watch I observed that the school was too far from the national road or from the town that
is why teachers must have to walk kilometers before they arrive at the school. At first it
was funded by private sectors and relies on donation but now it was recognized by the
government a lot of improvements has been done.

The pupils were taught good values as they never forget to greet their teachers
using their own language but compared to other schools Sentrong Paaralan ng mga
Agta has a few teaching personnel. They lack books and basic learning tools years ago
but now as much as the attention given to indigenous people they were able to have
facilities such as classroom and a lot of donated learning tools and they even produced
their own bilingual work book for first graders it means that there is a positive
improvement on the instructional materials and learning resources. Though up to this
day they still don’t have their own school uniform but I am glad that they there’s
improvement in terms of literacy on these indigenous people because of those help that
they receive many of them know how to read and write and they now have graduates
from Universities which I am sure that is something to be proud of.
 OBSERVATION REPORT

Name of School Observed: Sentrong Paaralan ng mga Agta

School Address: General Nakar Quezon

Date of Visit:
ANALYZE

Curriculum Design, Answer each question based on your

Competencies, and Content observation and 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
Yes, because the teaching from Sentrong
Paaralan ng mga Agta is associated with their
culture and practices to the content of their
Indigenous People Group which impacts to
individual knowledge

2. Does the school show respect of Yes, the school shows respect of the
the community’s expression of community’s expression of spirituality by letting
spirituality? How? them do their spiritual practices, celebrating
their holidays and showing that they accept,
understand and respect their beliefs.

3. Does the school foster in the Yes, the school initiates learning and training to
indigenous learners a deep the students and visitors promoting the way of
appreciation of their identity? How? living, culture, practices and values that marks
the identity of aeta group to show and express
their appreciation to our beloved indigenous
brothers.

4. Does the curriculum teach skills Yes because together with the practical training
and competencies in the the school implements the transferring,
indigenous learners that will help preserving and promoting the identity, skills,
them develop and protect their values and attitude, culture and practices of the
ancestral domain and culture indigenous people to the next generation. The
school ensures to inculcate knowledge to the
students about cultural awareness and how
they can protect it.

5. Does the curriculum link new Yes, since the school allows research,
concepts and competencies to the documentation and cultural immersion so that
life experience of the community? they can share it to other people and let them
experience their culture and tradition and way
of life from that they’ll learn about indigenous
people.

6. Do the teaching strategies help Yes, as the mode of teaching is usually non-
strengthen, enrich and complement formal, oral and with the practical
the community’s indigenous demonstration they were able to transfer skills
teaching – process? in a step by step process so as to enrich their
interest and further strengthen mastery
particular traditional art form.

7. Does the curriculum maximize Yes whenever there’s an important gathering

the use of the ancestral domain and
activities of the community as
relevant settings for learning in
combination with classroom –
based sessions? Cite examples
for their tribes those students who learned and
constantly improve in a particular tradition art
will showcase a performance which the
community people were the audience. Almost
in every regular schools has a museum so as
the indigenous schools which has items and
artifacts that promotes their identity.

8. Is cultural sensitivity to uphold Yes because the school is consulting as well as

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)
inviting culture bearers that embodies the skills
and techniques of a particular traditional art
form to teach actual performance that will
impart knowledge and first hand experience to
a group of interested learners.

9. Do assessment practices Yes because most assessment are the

consider community values and practical application of what the students learn
culture? How? in their culture and what values they uphold and
put it into action. The students usually perform
a particular dance, play a particular
instruments, weave their own designs and
create their own musical instruments and more

10. Do assessment processes Yes, because creation and creativity involves

include application of higher order higher order thinking skills which reflected
thinking skills? especially when whey perform their rituals and
through using their instruments.

What do you think can still be done to promote and uphold the indigenous
peoples knowledge and systems and practices and rights in schools?
  Indigenous Schools including the teachers and the learners needs more
assistance especially in funding and in teaching materials which are
necessary for the students to learn. They need to have facilities like any
regular schools have. It is necessary also that indigenous people and their
information just like their practices, values, systems, rights, and everything
about them must be written in the book and must be taught to regular
schools all over the Philippines to ensure that we will live with them
knowing their culture and tradition and they will not disappear as the time
pass by. Let us understand that their identity is at stake in this
modernizing world we live in, in this way we can help indigenous people.
They needs to be protected and their culture and identity must be
promoted. No school should disregard nor discriminate indigenous
students instead let us welcome them with a friendly, open and inclusive
learning environment.

REFLECT

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

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

 I have learned so many things or information about the indigenous people

just like their background of origin, their practices and culture, language,
the way of living, the status of their education and more. What I am so
sure about what I have learned and forever I will remember about
indigenous people is that “we are just alike”, like us they deserve to be
treated well, to be respected, they also have rights in all the things that we
have just like a good quality and accessible education, they deserve love
not hate and racism. They’re our brothers and we must help them, let us
make them feel that they’re accepted always and in all ways.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
  Observing them was an opportunity for me to learn more about
indigenous people. I do appreciate everything they do inside and outside
the school but what I appreciate the most is their desire to attain a higher
educational status, to learned and to be literate. I really like their
perseverance and their determination to strive harder for their future
despite of being discriminated and lacking of school facilities and learning
materials. I also learned that their culture needs to be preserved and
promoted so that their information and identity must not disappear in this
modern era.

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

3.1 Be open to and respect indigenous peoples by being sensitive, mindful and
respectful to my choice of words and action about indigenous people not just in
the classroom but wherever I go. I will make sure to give an inclusive education
where indigenous people and everyone is accepted and has a freedom to speak
and express their thoughts, ideas and opinions.

3.2 Uphold and celebrate their culture, beliefs and practices by letting them do and
celebrate their practices inside and outside the classroom. As a teacher I will
grant all the freedom they deserve without any reservation. Regular students will
be one of them celebrating and respecting everything that they’re doing.

3.3 Advocate for indigenous peoples education by promoting and preserving their
culture and their record especially the tangible form and conserve it in an archive
and also preserving it in a living form by ensuring its transmission to the next
generation.

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.

First, Use Differentiation - it is the process of making education accessible for all
students. It’s a personalized approach to teaching that addresses individual learning
needs rather than using one strategy to address everyone. Additionally, differentiation is
a useful tool for promoting equity in the classroom. It not only accounts for different
learning styles, but student backgrounds and experiences as well. Second, Explore
Other Instructional Strategies - In order to address a wide range of skills and abilities in
the classroom, explore different tactics under the umbrella of differentiation to find out
what works for you and your students. Creating peer interaction groups for students can
be effective. Whether it’s partnerships, small or large groups, each has its own unique
benefits. Switching partners or groups within group discussions can also help keep
perspectives fresh. Third, Consider Intentional Grouping - it is when teachers organize
students by common interests, backgrounds, or other criteria. For example, students
who demonstrate an interest in pursuing a topic at an advanced level, or perhaps
students with varying academic ability, can work together to tackle a specific question
from your lesson plan. Through collaboration, they use their shared interests or
attributes to better engage with the material as individuals.

Fourth, Take a Holistic View of Students’ Needs - It’s important to consider a wide
variety of factors that affect students’ ability to learn. Teachers should “look beyond
formal identifications of students in our classrooms to really think about students as
individuals". Fifth, Addressing Diversity Requires Thorough Planning - All students bring
a range of cultural and social experiences and assets to build upon at school. To ensure
that your classroom is equitable for everyone, first reflect on class subject matter as a
whole. Then, once you’re organizing your lesson plan, determine how to engage
students about equity and diversity. Allow them to have critical dialogue with each other
so that they can understand different perspectives. Lastly, Collaboration Enhances
Learning for Everyone - Collaboration is a key tool to addressing a wide range of skills
and abilities in the classroom. “The opportunity to hear something from a different
perspective helps us understand the bigger picture of what we’re studying,”.
Collaboration makes students feel like they belong to a community of learners.
Increased empathy. Understanding different experiences helps students empathize with
their peers.
LINK THEORY PRACTICE

1. Which statement of student diversity is CORRECT?

a. the teacher must do his or her best to reduce student diversity in class

b the last the diversity of students in class, the better for the teacher and students.

c. the teacher should except the value of diversity

d. student diversity is purely do to students varied cultures

2. Which students thinking behavior indicates that he or she values diversity ?

a. he /she regards his culture as superior to others culture

b. he/she regards his culture as inferior to others cultures

c he/she accept the fact that all people are unique and their own way

d. he/she emphasizes the difference among people and disregards their commonalities.

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

a. compare students

b make use of a variety of teaching and assessment methods and activities

c. do homogeneous 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 communities world view
and its indigenous cultural institutions

5. All our best practices in using learning resources for indigenous learners EXCEPT
_____

a culturally generated learning resources only include indigenous groups artifacts,

stories, dances, 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 and development and use of
instructional materials

d. the indigenous community's property rights are upheld and 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 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 a child try harder , rather than give up ?

a. sinuwerte ka ngayon dito sa test ha ?

b. hndi 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. Maari kitang tukungan

8. Which of the following demonstrates differentiated instruction ?

a. The teacher groups the learners by durability level and makes the group work with
the same topic but assigns a different task appropriate for each group to accomplish

b. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on

c. The teacher groups the learners by their ability level 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
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 the lecturing

c. Preparing two different sets of examination, one for the first learners and another for
the slow learners

d. Applying two sets of different standards