LEARNING EPISODE 3

FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,

RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

Resource Teacher RT’s Signature

Grade/ Year Level Subject Area
School Date

Activity 3.3. Observing the school experiences of learners who belong to indigenous groups

To realize the Intended Learning Outcomes, work your way through these steps:
Step 1: Ensure that you have reviewed the Focused in Indigenous Peoples in the Learning essentials of
Episode 3
Step 2: Observe the attached videos in a school program for IP learners.
Step 3: Write your observation report .
Step 4: Analyze your observation data using the Indigenous Peoples Education Framewrok.
Step 5: Reflect on your experience.

OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION

Read the following carefully before you begin to observe. Then write your observation report on
the space provided inside the observation report box.
1. Before you observe, read about a specific IP group in the school. Know their norms and
customary greetings.
2. Observed and note the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general
7. What instructional materials and learning resources are they using?
8. Find out the curriculum goals that they have.
9. Include screenshot or pictures of the observed video.

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 1 of 3
 LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

OBSERVATION REPORT

1. Does the school foster a sense of belonging to one’s ancestral domain, a deep understanding of the
community’s beliefs and practices? Cite examples

2. Does the school show respect of the community’s expression of spirituality? how?

3. Does the school foster in the indigenous learners a deep appreciation of their identity? How?

4. Does the curriculum teach skills the competencies in the indigenous learners that will help them develop
and protect their ancestral domain and culture?

5. Does the curriculum link new concepts and competencies to the life experiences of the community?

6. Do the teaching strategies help strengthen, enrich, and complement the community’s indigenous teaching
process?

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 2 of 3
 LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE
7. Does the curriculum 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?

9. Do assessment practices consider community values and culture? How?

10. Do assessment processes include application of higher order thinking skills?

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

2. What did you appreciate most from your experience while watching the video/s of school with
indigenous learners? Why?

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

a. Be open to and respect indigenous peoples by…

b. Uphold and celebrate their culture, beliefs and practices by…

c. Advocate for indigenous peoples education by…

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 3 of 3