FS 1 Learning Episode 2: LEARNER DIVERSITY
DEVELOPMENTAL CHARACTERISTICS, NEEDS AND
INTEREST
Activity 2.1 Observing learner characteristics at different stages
OBSERVE
Learners’ Development Matrix
Development Pre-schooler
Domain Indicate age range of
children observed:4-5yrs
old
Physical -Children are clumsy and
Gross-motor skills brisk.
-They can write and read
Fine-motor skills letter.
-Can feed their selves
Self-help skills without the assistance of
others but not proper.
Social - They interact with
Interaction with teachers without
Teachers hesitation.
- Love to play with
Interaction with their classmate then
Classmates/friends easily got in trouble.
- They love to play
Interests write anything and
draw.
Emotional - They are active
Moods and briskly happy but
temperament, easily cry.
expression of - They feel happy
feelings. when they play with
Emotional their classmates.
independence
Cognitive
Communication - They are not able to
Skills figure out things
Thinking Skills alone.
- It’s hard for them to
Problem-solving solve.
Elementary
Indicate age range of children
observed: 6-12yrs old
-They are very alert, energetic
and active.
-They can write and read words
-Can feed their selves without
assistance of others.
- They interact with self-
confidence.
- They interact together with
their classmates joyfully
and actively.
- They became interested in
an enjoyable activity
especially story telling.
- There is shifting of their
moods. Often time they
are weak sometimes they
are active.
- They express their
emotions through crying.
- Can communicate with
their teacher either
vernacular or English.
- They can figure out small
things.
- They can solve easily and
some difficult.
ANALYZE

Write the most salient development characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool - They like to move a - Therefore, teachers should
Age range of lot and play. not expect pre-schoolers to
learners - They like to draw. stay seated for a long time
observed 4-5 - They like to sing and period.
dance. - Teachers should let the pupils
- Like to talk about the to draw and assist them.
things they like.

Elementary - They have different - Therefore, the teachers

Age range of learning abilities such should provide different
learners as dancing, singing, activities, and kind of
observed drawing, and are approach.
6-12 hungry for learning. - Should aware of what how is
- They are keen teaching and be careful of the
observers. way presenting things.

REFLECT
1. While you are observing the learners, did you recall your own
experiences when you were their age? What similarities or differences
do you have with the learners you observed?
During elementary in Grade 3, I remember some of my classmates were still
struggling how to read. What my teacher did was, she assigned a study leader for each
group learners who’s having hard time to read and let their study leader help them. My
Teacher constantly monitors us, and the progress that my classmates are making. For me, it
is very effective. She helps the low achiever students improve their weakness while letting
the high achievers share their knowledge and skills through assisting their classmates.
2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you when your need (physical, emotional, social,
and cognitive)? How did it affect you?

Mr. Elio Dominglos is one of the teacher I cannot forget, he is a very kind-
hearted person. He teaches very well in the class. He help me gain self-confidence,
and helped me a lot with my emotional and social development. He gave me advices
whenever I needed it, most especially on how to improve my self-esteem, and he
reminded me how important of having a goal life. He uses to acknowledge my effort
every time I learned or achieved something.
SHOW Your Learning Artefacts
Which is your favourite theory of development. How can this guide you as a
future teacher? Clip some readings about this theory and paste them here.

Piaget’s theory of cognitive is my favourite theory, it can help me guide in the

future as a teacher, because this theory explains that an individual has its own level
of learning according to their age, so with this theory it will guide me to understand
each level of the development.
 FS 1 Learning Episode 3: LEARNER
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION,
SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLES
Activity 3.1 observing differences among learners gender, needs, strengths,
interest, and experiences; and differences among learners linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
OBSERVE
OBSERVATION REPORT
Name of the School Observed:
There are 20 learners in grade 5-A class, there are 9 boys and 11 girls with
age rage 10 to 11.
During Class: The learners are very active when the lesson is interesting. Those
learners who are seated at the back are very naughty and noisy, they do what they
want to do and mostly they are chatting with their seatmate. As I observed, the
learners relationship nice because they know how to get to know each other and
help each other. Some of the students wants to cooperate and most of the class
wants to be competitive because they want that the teacher will call them again and
again in answering especially on the recitation. All of the students actively participate
but they ask help when they are doing their activities already. When the student is
called and cannot answer the teacher’s question, the classmate’s tries to help by
telling the answer but there are also learners who are shouting the correct answer
even if they are not called to answer.
Outside class: The learners group themselves outside the class depending on what
they want because some learners wants to join their friends, others wants to join their
classmates, and others are mixed with learners in the other grade level. I observed
that these learners are those who are active in class, those who helps others and
those who are playful. Those learners who are alone and not interacting are the one
who are very silent, they just want to be with themselves. The teachers apply group
activities, differentiated activities, games and watching videos. So that the learners
can understand the lesson even though the learners have different diversity. The
teacher is also the one who provide the activity sheets for the learners.

ANALYZE
1. Identify the persons who play key roles in the relationships and interactions
in the classrooms. What roles do they play? Is there somebody who appears
to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
 The persons who play key roles in the relationships and interactions in the
classrooms are teachers and the learners but the teacher has the biggest role. While
the role of the learners are the ones who actively participate and learn. Based on my
observation, there are learners who appears to be the attention seeker, a little
teacher, and doubter/pessimist because it proves that the learners have different
behaviours in the class.
What makes the learners assume these roles? What factors affect their
behaviour?
Based on my observation, the learners assume these roles because they
have different environment to influence them and becomes one factor that affects the
behaviour of each learners.
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?
On my observation, there is one learners who appears to be left out in writing
because the learner doesn’t want to write you need to remind him to write before he
do.
What does the teacher do to address issues like this?
The teacher let the learner write until he finished.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher influences the class interaction considering the individual
differences of the students by grouping the learners.
4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How do the teacher leverage diversity?
The strategies of the teacher to use the maximize benefits of diversity in the
classroom is to apply group activities so that every learner participate and for other
learners to learn on their group mates.

RREFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness
or unity among the learners and between the teacher and the learners?
I feel amazed being in that classroom and full of admiration on the teaching
strategies used by the teacher in delivering his lesson. I’m very comfortable inside
the classroom, even though the students came from different diversity, I can feel the
sense of oneness or unity among the learners and the teacher.
Activity 3.2 Observing differences among learners with disabilities, giftedness,
and talents

OBSERVATION REPORT
 Name of the School Observed: Impugong Elementary School
School Address: Taba, Impugong, Tinoc, Ifugao
Date of Visit:
SPED class with learners with intellectual disabilities
The class is composed by learners with intellectual disabilities. In the class,
most of the learners are participating in all activities especially if the teacher
presents a video for them to watch. They even make noise because they are
exited and active in participating. There is a learner in the class who loves to
laugh when he wants especially if he makes misbehaviour.
The behaviour of the regular learners can be controlled by the teacher. The
way the regular learners interact with the teacher.
There are different methods and strategies of the teacher in order to
address the individual learning needs of the learners in his class. There were no
special treatment or biasness in the class but the teacher ensures that the needs
of the learners we’re provided. As much as possible, the teacher encourages the
class to be confident and to be the leaders of their own. He gives everybody an
opportunity to lead in every class activity and celebrate oneness in the class.

ANALYZE
1. Did your observation match the information given by the teacher?
Yes, the information given by the teacher and is match. The learner
performance on how he helps his learner to develop their abilities and skills through
the differentiated performance that could bring out the confidence.
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners.
Learners have different ability levels. Their abilities vary in terms of what they
already know because they have different learning styles. Some learners are slow
learners who are struggling in their academic performance wherein they are
dependent on others. This types of students needs more attention for them to cope
up and/or understand the lesson. There are also students who are smart wherein if
they finish their activities, they are going to make noise like chatting with their
seatmates.
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.
The teacher uses multiple means in presenting the lesson. He uses different
tools in presenting like using a video and projecting. He also provides different ways
for the learners to express their learning such as writing and presentation. In
addition, he allows them to work in their groups for an effective way of learning and
employs performance-based activities.
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?
When I was in grade 3, I am not good in multiplication then my teacher helps
me through one on one tutor. For me, my teacher is very effective because teacher
helps me to overcome my weakness.
2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
As a future teacher, I will be needing the following dispositions and traits to
respond to my learners’ needs:
 Expectation that I will be handling different diversity of student.
 Effective communication skills to establish a good relationship with the
students and good listener.
 Being a flexible teacher
 A teacher who understand, gives respect to the different culture and diversity
of the students
 Lifelong learner who continue to seek information that is best in teaching the
students

Activity 3.3 observing the school experiences of learners who belong to

indigenous group

OBSERVATION REPORT
(You may include photos here)
Name of the School Observed: Impugong Elementary School
School Address: Taba, Impugong, Tinoc, Ifugao
Date of Visit: October 17,2023
The school of Impugong Elementary School is open for the learners. There are
more or less 20 learners per classroom. The learners are very active in every aspect in
the school. Teachers are very resourceful in making their instructional materials to be
durable and which can be recycled wherein it can be used in the next generation. The
teacher finds ways in order to teach effectively in class.
The challenge in the curriculum is also a factor that affects the progress of the
lerners’ learning. Indigenous Peoples Education Curriculum Framework is not utilized
in this school because it is not yet distributed to them. So, they resort to the Old
Curriculum Framework. But the time frame in this curriculum is not applicable with the
IP students’ ability level. Sometimes, one topic covers 3 days.
Attach photos here
ANALYZE
Curriculum Design,
Competencies, and Content
1. Does the school foster a
sense of belonging to one’s
ancestral domain, a deep
understanding of the
community’s beliefs and
practices? Cite examples.
2. Does the school show
respect on the community’s
expression of spirituality?
How?
3. Does the school foster the
indigenous learners a deep
appreciation of their
identity?
4. Does the curriculum teach
skills and competencies in
the indigenous learners that
will help them develop and
protect their ancestral
domain and culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich, and
complement the
community’s indigenous
teaching process?
7. Does the curriculum
Answer each question based on your
observation and interview data
Yes, because aside from teaching their tribes
traditional music, instruments, dances chants, epics,
weaving and embroidery they also incorporate and
give importance in teaching spiritual activities, body
hygiene, health curing illness, caring for environment
and leadership. An example is that everyone from
the talaadings tribe are able to paint different things
out of their imaginations with the use of pure mud for
which is very important in their history.
Yes, they especially treat spiritual activities as
important part to be learned by the children as being
a part of talaandigs. It has been passing from
generation to generations.
The school shows a deep appreciation of kalanguya
identity through encouraging the students to learn
their traditional practices and helping them value
their culture through integrating such concepts in the
discussion.
According to one of the teachers they are not
adhering to the IPED curriculum but instead they use
the old curriculum framework. This means that the
skills and competencies that the learners need to
develop are more generalized and do not specifically
emphasize their tribe’s ancestral domain and culture.
Yes. Although they are using the old curriculum, still,
it link new concepts and competencies to the life
experience of the community.
The teaching strategies help strengthen, enrich and
complement the community’s indigenous teaching.
The curriculum maximize the use of the ancestral
 maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning in combination with
classroom-based sessions?
Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, Culture bearers of
the Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?
10. Do assessment
processes include
application of higher order
thinking skills?
domain activities of the community as relevant
setting for learning in combination-based sessions.
An example of this integrating the dance or any
indigenous materials and tools on the subject.
It is cultural sensitivity to uphold culture. Beliefs and
practices, observed and applied in the development
and use of instructional materials and learning
resources in the way that the teachers become
resourceful for the materials so that the student will
learn. An example of this using the gong as
instructional materials that can give knowledge to the
other students the use of it and for the students to
know that it is a tradition using gong. Also, the
students should also know that the use of the gong is
not everywhere, they used it occasionally and if need
more information, they can also ask with the elders
who knows about the culture and tradition in the
community.
The assessment practices consider community
values and culture by ensuring that it has cultural
sensitivity and the materials that are needed should
be found in the community.
As I have observed, the assessment process
includes the application of higher order thinking skills
through the activities given by the teacher
contributes to the cognitive development of the
student especially if it is a real-life problem that is
needed to be solved.

What do think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
The things that should be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools are:
1. The DepEd Division of Tinoc must ensure that the IPED curriculum is distributed in
the mountain schools including those schools that are exclusively for IP students.

2. The DepEd Division of Tinoc must arrange effective strategies for teachers
who are struggle travelling from their houses to the mountain schools without
sacrificing the contact hours of students with their teachers.
3. The DepEd Division of Tinoc should hire more teachers to teach in
indigenous people and provide them appropriate compensation.
4. The DepEd Division of Tinoc must provide modern instructional materials
for the teachers to use and learners’ materials such as textbooks.
 5. The curriculum for indigenous framework should emphasize valuing of
culture and tradition of the indigenous peoples through integrating real-life concepts
in each lesson.

REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
The things that I learned about indigenous people, sometimes they face many
problems or challenges in life they still tend to learn more things and find a solution.
I learned that learning makes us successful in the future.
2. What did you appreciate most from your experience in visiting the school
with indigenous learners? Why?
I appreciate the teachers who do their best to teach the indigenous learners,
because sometimes the learners are not paying attention in the class but the
teachers become the key for the learners to become successful. The teachers have
a very challenging task like doing everything for the learners to learn.
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 and a
good communicator that influence others to appreciate and became proud on
their culture.
3.2 Uphold and celebrate their culture, beliefs and practices by integrating
the lesson on the cultural activities and the use of differentiated activities to
consider the diversity of the students.
3.3 Advocate for indigenous people education by supporting the IPED
community activities, sharing ideas on how to preserve the culture so that it
will not fade.
SHOW Your Learning Artefacts
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.

THE 5 KEYS TO SUCCESSFULLY MANAGE A

CLASSROOM WITH VARYING ABILITY LEVELS
Evaluate
 Assess your students’ performance after
 you applied your strategies and see if it was
 Effective or not. If they learn well, continue
 to improve and use the strategies, but if
 they didn’t succeed work again on task 1-
 To understand well their varying abilities.

Recognize
 Recognize their different levels of abilities.
 Study well their strengths and
 weaknesses and their learning
 Styles.
Strategize
 Plan how will
 you respond well with their
 Varying needs. Ask, research
 and read existing studies
 about handling effectively
 Diverse students.
Apply.
 Utilize your gathered
 knowledge in lesson planning,
 developing of materials,
 brainstorming activities and
 Assessments.
Synthesize
 Combine gathered knowledge
 and think about how will you
 apply these on your students
FS 1 Learning Episode 4: Learner Diversity: The Community and
Home Environment
Activity 4.1 observing the learners community and home environment
OBSERVE
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learners’ Development Profile
Name of the Learner: Jayben D. Bacanes
School: Impugong elementary school
Date of Home Visit: October 18,2023
Date of Birth: novemver 2,2016 Age: 6
Grade/ Year Level: G-1 Gender: M

Family Profile
Number of Siblings: 1
Birth Order:2nd

Parent
Mother: Nievelyn D. Bacnes
Age: 33
Occupation: house wife Educational Attainment: college level
Father: Abel bacnes
Occupation : farming Educational Attainment: college graduate
Physical Development
Jayben has a chubby body, he is a very good looking boy. The child is healthy and
don't have serious illness.
Social Development
He is sociable enough because he go out and mingle with his friends. He is also a
sweet child to his mother and siblings.
Emotional-Moral Development
Emotionally he is active well. He actively express what he wants, feelings and ideas.
Cognitive Development
On cognitive development he is good. He exerts efforts in academics and strives
 hard to understand the subjects and lessons.
Findings
In my findings about the child, I knew that his parents is an authoritative.
Conclusions
Therefore I conclude that in order to have great aspects whether physically,
emotionally, morally and cognitive aspects are that is a good background and rising
up of families.
Recommendations
I would strongly recommend to the family to help their son in pronouncing the letter
so that he would improve his reading.

ANALYZE
Your findings and recommendations in the Learner Development Profile will
help you answer the questions here.
1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
In my own observation the type of parenting style is authoritative because
there is a love and care for the child. They train up the child in a good way that they
want their child to be a successful on his ambition. I can also observe that the child is
healthy.
2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner?
Maybe the care and love of his parents is a factor that greatly contributes to
the development of the child. Maybe the reason why he is active is that for him he
is active and more on playful. In all over adjustment he is slowly coping it by
tutoring of the teacher in school.
1. Does the communication between the home-school have an effect on the
learner? If yes, what are these effect?
Yes, as we know our parents are our first teachers that’s why they taught us
very well so that we can cope up to the outside world and be dealing with.
Because child learn first at home.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
The type of parenting style that I experienced when I was a child is the
authoritative where there is a punishment for misbehaviour and they explain why.
This affects me to behave, wherein they always give advice to me and I feel loved
and cared by my parents.
2. As a future teacher, how would you establish good home-school
collaboration? How did you work well with the parents? How can they help
you?
As a future teacher, I could establish good home-school collaboration by
making sure that the parents are involve in every actions that I will make. Also, I will
ask help from the parents especially if I observed that the student needs something
in order to address the need of the child. The parents can help me through guiding
the child, teaching them to read and write when they are not busy.
SHOW Your Learning Artefacts
The methods and strategies that I will remember in the future to ensure that I
will be able to meet of the both the high and low achievers in my class are giving
differentiated activities, formative assessments, groupings, peer tutoring, and giving
assignments that is varied. I will also collaborate or ask with other teachers, ensure
the involvement of the parents, monitoring the students and has a conducive
classroom.

H-HARMONIOUS H-ELP T-RUST

O-PEN O-PEN Y-YEARNINg
COMMUNICATI 0-PPORTUNITIES
ON
L-EARN
M-UTUAL
E-
ENGAGEMENT

L-INKS
CONECTSSOURC
E C-COLLAB

I-NTEGRATION O-
OPPUTUNITIES
N-NETWORK
M-EANINGFUL
K-NOWLEDGE
M-UTUAL
U-NITY
S-HARE
N-NETWORK
C-OLLABORATE
I-INVOLVE