Activity 3– Distinctness of a Learner in

FIELD STUDY 1
a Diverse Classroom

Name of FS Student GROUP 5

Course, Year and Section BECED III-1
Name of FS Mentor Ma’am Kimberly B. Inaldo 1
Date October 14, 2021

Intended Learning Outcomes

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

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.

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

2. Observe an online class and describe the characteristics, needs and interests of learners observed.
3. 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.
4. Analyze the impact of virtual teaching and learning to diverse Learners.

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 Activity 3– Distinctness of a Learner in
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a Diverse Classroom

2
Write your Narrative Report on Domain 3 Diversity of Learners
Discussion/Lecture

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of
teachers’ increasing levels of knowledge, practice, and professional engagement. At the same time, the standards allow for teachers’ growing
understanding, applied with increasing sophistication across a broader and more complex range of teaching/learning situations.

The domain of Diversity of Learners emphasizes the idea that teachers can facilitate the learning process in diverse types of learners, by first
recognizing and respecting individual differences, then using knowledge about students’ differences to design diverse sets of learning. It emphasizes the
central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the importance of teachers’
knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of learning
opportunities. It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and global environment.

Strand 3.1. Learners’ gender, needs, strengths, interests, and experiences. The beginning teachers demonstrate knowledge and understanding
of differentiated teaching to suit the learners’ gender, needs, strengths, interests, and experiences. Proficient teachers use differentiated, developmentally
appropriate learning experiences to address learners’ gender, needs, strengths, interests, and experiences. While highly proficient teachers work with
colleagues to share differentiated, developmentally appropriate opportunities to address learners’ differences in gender, needs, strengths, interests, and
experiences, and distinguished teachers lead colleagues to evaluate differentiated strategies to enrich teaching practices that address learners’
differences in gender, needs, strengths, interests, and experiences.

Strand 3.2. Learners’ linguistic, cultural, socio-economic, and religious backgrounds. The beginning teachers implement teaching strategies
that are responsive to the learners’ linguistic, cultural, socio-economic, and religious backgrounds. Proficient teachers establish a learner-centered culture
by using teaching strategies that respond to their linguistic, cultural, socio-economic, and religious backgrounds. While highly proficient teachers exhibit
a learner-centered culture that promotes success by using effective teaching strategies that respond to their linguistic, cultural, socioeconomic, and
religious backgrounds and distinguished teachers model exemplary teaching practices that recognize and affirm diverse linguistic, cultural, socioeconomic
and religious backgrounds to promote learner success.

Strand 3.3 Learners with disabilities, giftedness, and talents. The beginning teachers use strategies responsive to learners with disabilities,
giftedness, and talents. Proficient teachers use strategies responsive to learners with disabilities, giftedness, and talents. While highly proficient teachers
assist colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness, and talents. And
distinguished teachers lead colleagues in designing, adapting, and implementing teaching strategies that are responsive to learners with disabilities,
giftedness, and talents.

Strand 3.4. Learners in difficult circumstances. Demonstrate understanding of the special educational needs of learners in difficult
circumstances, including geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse, and child
labor practices. Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including
geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse, and child labor practices. Evaluate
with colleagues teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse, and child labor practices. Model a range of
high-level skills responsive to the special educational needs of learners in difficult circumstances, including geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child abuse, and child labor practices.

Strand 3.5. Learners from indigenous groups. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous
groups. Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups. Develop and apply teaching
strategies to address effectively the needs of learners from indigenous groups. Show comprehensive skills in delivering culturally appropriate teaching
strategies to address effectively the needs of learners from indigenous groups.

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more
comprehensive understanding of the subject matter. It also teaches students how to use their strengths and points of view to contribute to a diverse
working environment.

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

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

1. How much interaction is there in the virtual classroom? Describe how the students interact with one
another and with the teacher virtually. Are there groups that interact more with the teacher than others?

During a virtual class:

The students are participative in their virtual class. Students and the teacher connect well, and
they respond and answer questions right away. The teacher allows the students to recite or express their
thoughts on their lessons.

2.Observe the learner’s behavior during the conduct of the online class. How do they behave and interact
differently?

I observed that some students don’t follow the instructions to mute their microphones. But when
they are picked up or told to turn off the microphone, they mute it immediately. I also observed that when
students are talking, they always say “po” or “opo.”

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a Diverse Classroom

3. Describe the relationship among the learners. Do the learners cooperate with or compete against each
other?
4

The learners are friendly with each other. Sometimes they are shy because they don’t know
each other personally and did not even meet due to this pandemic, but they collaborate well. They are
cooperating because sometimes they answer their peers’ questions, and they are respectful to each
other. I have observed that even though it is online learning, they are happy with each other, and they
are not snobs when someone is talking.

4. Who among the students participate actively? Who among them ask for most help?

All the students of ma’am Ermino are participating, but three students participated actively.
They are Sophie, Liam, and Princess. They are not ashamed to share their thoughts and experience.
Aside from that, when ma’am Ermino asks a question, they immediately raise their hand. I think no one
asked for help since they are in Grade 1. They are easier to understand than in kindergarten, and their
parents are there to guide them.

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a Diverse Classroom

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?
5
When there is a student who cannot answer the teacher’s question, his/her classmates help him/her
by raising their virtual hands. And if ever there are students who answer in chorus, the teacher makes sure
to acknowledge only those who clicked the raise hand button. I noticed that if there are any inactive students,
teacher Jen randomly calls them to get the full participation of the class.

Analyze

Answer the following questions:

Identify the person who play the key roles in the relationships and interactions in a virtual 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?

Every student has a unique personality, and each of them plays a role. There are a lot of active students
in the class that we observed, Chloe, Jourie, and Princess, to name a few. Liam is one of the jokers. For me,
Sophie is an attention seeker because she always has something to say. Teacher Jen is the moderator who
makes sure that the students are following the rules.

How does the teacher influence the class interaction considering the individual differences of the
students in a virtual classroom?
This pandemic brought massive changes, especially in the education sector. Students need to cope
with the different learning environments they have at home, which affect how they will behave in a virtual class.
Teacher Jen uses a gentle approach considering that she is handling Grade 1 students. She connects the
discussion to real-life situations so that the students can relate and understand the lesson easily. Teacher Jen
always reminds the students about the rules and how she expects them to act.

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

Reflect
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1. How did you feel as you observe the virtual 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?

We know that online class is hard, and that makes me think of how children can adapt
or cope up with different learning environments. They are in a virtual classroom and not in the
usual classroom setting. As we observed in their class, we saw how children adjusted to the
new learning environment they have. Their class is united, and the children themselves are
well-behaved and responsible. Teacher Jenny Rose is also a great teacher because she
shows how to handle her virtual classroom. We saw that in their learning, the only thing that
change was the venue wherein they adjusted impressively. We saw that even if in the virtual
classroom setting or the usual classroom environment, children can learn well if they have a
good teacher-student relationship.

2. In the future, how would you want the learners in your virtual classroom to
interact? How will you, make it happen?

In the future, if we are still on a pandemic and online learning is still ongoing, I want
my students to become participative just like teacher Jenny Rose’s class. I think they are well-
trained on how to use the platform they are using that is why their class is proceeding smoothly.
I think we can make it happen by making the children feel that the usual classroom environment
and the online learning environment are the same, and the difference is that we only meet
virtually but, learning is still the same.

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

Evidenced/Documents 7

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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

Name of FS Student GROUP 5

Course, Year and Section BECED III-1
Name of FS Mentor Ma’am Kimberly B. Inaldo 8
Date October 14, 2021

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learningoutcomes:
a) differentiate the characteristics and needs of learners from different development levels; and
b) 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.

1. Record the data you gathered about the learners’ characteristics and needs in this matrix.
2. Shadow a learner from preschool, elementary and high school during the conduct of their online/ modular
class.
3. 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.

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 Activity 3– Distinctness of a Learner in
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a Diverse Classroom

9
Directions: Complete the table below. Indicate opposite each learning principle the part of the lesson where it/they are
employed/utilized.

Development Preschooler Elementary High School

Domain Indicate age range of children Indicate age range of children Indicate age range of children
observed: observed: observed:
5 years old 6-8 years old __________________

Gross-motor skills Students stand up, sing and
dance the “Head, shoulder knees
and toes” nursery song since
their topic is about body parts.
Raising students’ hands.
Physical
Holds pencil up, bringing hands
from ears to head and down.
Bringing self to seated position.
Raising students’ hands.

Fine-motor skills They answer a matching type on They answer on their ESP book.
their book and write down the They hold their books and show
body parts on their paper. them to teacher Jenny. Flip their
books to page 31. Raise their
pencil. Write check or X on their
book.

Self-help skills Getting their books, preparing
their pens and paper. Writing
without the help of their parents
or holding their hands while
writing.
They write on their own without
the help of others. They find their
books and flip to page 31. They
answer the activity alone since I
can see on the screen that it’s
the students who answer and
write, not the parents.

Others

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FIELD STUDY 1
Interaction with While waiting for all the students
teachers to join the meeting, Ms. Dalit
asked her students one by one
about how they feel, which is
good so that students will feel
that the teacher is concerned or
interested in them.
Interaction with Interaction with classmates is
classmates limited. Their camera is on, and
they can see each other, but
they’re not talking. Unlike in face-
to-face, they can play inside and
outside the classroom, and they
can be friends with their
classmates.
Interest Their lesson is about parts of the
body. Teacher Jenny asks them
to sing and dance the “Head,
shoulder, knees, and toes.”
Everyone participates and
they’re so adorable. Students
listen to their teacher and imitate
what their teacher is doing. For
example, when teacher Jenny
hold her ears everyone followed
her.
Others
Emotional
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Activity 3– Distinctness of a Learner in
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Social
Teacher Jenny asks her students
one by one before starting the
class, she’s asking about how 10
are her students and what did
they do. She always connects
with her students. She also
makes sure to respond to each
student if they have questions
with a calm voice.
Since it’s an online class, the
interactions with classmates are
limited. They only focus on what
teacher Jenny is talking about.
In teacher Jenny’s class, many
students are raising their hands
whenever she asks a question.
Sometimes they wait for their
name to be called before
answering, while some students
answer in chorus.
DIVERSITY OF LEARNERS 10

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Moods and Some students answer in
temperament, chorus, some are quiet, and
expression of feeling some are excited to raise their
hand immediately when Ms. Dalit
asks a question. Some students
keep on standing up. You can
see someone is yawning.
Emotional Students say what is on their
independence minds. They are asked to answer
the matching type (body parts) of
their book. One is smiling in the
camera, she’s so cute, and I
think she’s looking at one of her
classmates. While Sophia shows
her book on the screen and she
said “My book,” with a proud
voice. There is one student who
keeps on saying “Me!” until his
name has called.
Others
Communication Their microphone is not muted,
skills so whenever Ms. Dalit asks
questions, students just answer
in chorus. In that case, if they
answer altogether, it’s hard to
determine who talk unless you
know the voice of all your
student.
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Activity 3– Distinctness of a Learner in
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Some students felt sleepy. Some
are active like Sophie because
she keeps on raising her hand. In
answering teacher Jenny’s 11
question, they used “po” and
“opo.” Some are excited about
answering teacher Jenny’s
question. They share about what
they do in their house.
They express what they feel.
Teacher Jenny ask “Bakit
kailangan magsipilyo?” then Xy
answered, “Para ‘di mabaho ang
breath,” then he laughs. They
share their ideas/thoughts that
are related to their lesson. Like
being clean, not taking a bath
that day because it’s cold, one of
the student’s teeth was removed
or decayed teeth. One says
“Teacher noong naligo po ako
nagsuklay po ako.” They are very
expressive.
Cognitive
Since it’s an online class, I
observed that they don’t talk with
their classmates. They only
focus on the screen and what the
teacher is saying. When the
teacher asks a question, they
unmute their mic, or sometimes
they just answer in chorus.
Teacher Jenny answers each
student’s questions politely,
while the students share about
what they do in their life.
DIVERSITY OF LEARNERS 11

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Thinking skills I can see on the screen that they
already know their body parts.
Teacher Dalit asks her students
where is their nose, ear, and
head, then the students put their
hands to the asked body parts.
They also answered matching
types and wrote the body parts
on the paper.
Problem-solving Students had an activity which is
skills the matching type. Column A is
the drawing of the body parts,
while column B is the name of
the body part. Since the children
already know about the parts of
the body, the teacher will just
read the name of the body part
so students will know where to
connect the dots.
Others
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Activity 3– Distinctness of a Learner in
a Diverse Classroom
Whenever Teacher Jenny asks a
question, some students answer
or raise their hands immediately.
Teacher Jenny shows a picture 12
then asks the students what it is.
For example, she showed a
picture of a boy cleaning his ears
then one student says “Teacher
hindi po ako naglilinis mag-isa
kasi po baka matusok ako.”
At their age, they are so
intelligent. Whenever teacher
Jenny asks a question, you will
be amazed by their answer.
Sometimes it’s funny, but it
makes sense. Teacher Jenny
asked “Ano ang ginagamit
panlinis ng tenga?” someone
answered “Cotton buds po,” then
someone interrupted by saying
“Ay ‘di kami gumagamit ng cotton
buds kasi tinutulak niya.” I’m just
amazed by how they answer
teacher Jenny’s questions.
DIVERSITY OF LEARNERS 12
 Activity 3– Distinctness of a Learner in
FIELD STUDY 1
a Diverse Classroom

Analyze
13

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

Level Salient Characteristics Observed Implications to the Teaching-Learning Process

Preschool
age range of • They like to copy what they are • Therefore, teachers should act properly in front
children observed: seeing. of children because they copy what they do and
5-7 • They move a lot. speak.
• Therefore, teachers should plan activities that
will allow them to move about.

Elementary
age range of • Eager to receive praises. • Therefore, teachers should not forget to praise
children observed: • They find comparisons with the pupils if they doing the right thing.
8-10 others difficult to process. • Therefore, teachers should avoid comparing
each pupil.

Highschool
age range of
children observed:

____

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 Activity 3– Distinctness of a Learner in
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a Diverse Classroom

Reflect
14

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

Their experiences with mine are somewhat different. When I was their age, I
remember that I don’t move around and don’t talk when the teachers are talking. In short, I
was not active back then. The class that we observed is very active, they recite often, and
it makes me glad knowing that even though it is pandemic, they are participating well in the
class. Also, they are friends with their classmates, and they are socializing with their peers.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he or not help
you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

Oh, I remember when I was in Grade 10, I was so shy because I am new to my
environment. New faces mean an introduction again about myself. Then it happened that my
Araling Panlipunan teacher is one of my closest teachers. I was so happy after knowing it,
and I told her that I am having a hard time adjusting to my new section because I don’t even
recognize or know any of them. While walking home, she told me that if I want to teach, I
shouldn’t be shy because I won’t be able to teach if I can’t talk in front of so many people.
Then realizations hit me the night after I came home. I told myself, “Oo nga noh!” Then after
that, I exercise myself to be friendly, talk calmly, and prepare myself emotionally. And guess
what? Until now I am still doing my best not to be shy in front of so many people. Thanks to
my teacher slash friend.

3. Share your other insights here.

I can say that when handling pupils, you should have a strong mind. You should be
dedicated to the things that you are doing because when it comes to children, they need
extra effort. You should always make sure that you will put them on the right path. I know it
is hard, but when you are passionate about teaching children, it is worth it.

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 Activity 3– Distinctness of a Learner in
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a Diverse Classroom

Evidenced/Documents 15

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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