An Observation for the Learners’ Characteristics

FS 1 EPISODE 3 Focus on Gender, Needs, Interests, Experiences, Language, Culture,

Religion, Socio-Economic Status, and Indigenous People

Activity 3.1 Observing differences among learners’ the gender, needs, strengths,
interests, and experiences; and differences among the learners’
linguistic, cultural, socio-economic, religious backgrounds, and difficult
circumstances.

Resource Teacher: Teacher’s Signature: School: Dizon High

Grade/Year Level: Subject Area: Math Date: ___

OBSERVE

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.

1. Find out the number of students. Gather data a to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there group that interact more with the
teacher than others.

2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate or

compete against each other?

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

5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him/her? Or do they raise their hands, so that teacher will
call them instead?

Outside class:
1. How do the students group themselves outside class? Homogenously, by age? By
gender? By racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners
cope.

Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors.
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
 An Observation for the Learners’ Characteristics

OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:

ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they plan? Is there somebody who appears to be 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?

2. Is there anyone you observed wo 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?

What does the teacher do to address issues like this?

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

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

REFLECT

1. How did you feel being in that classroom? Did you feel a same of oneness or unity among
the learners and between the teacher and the learner?

Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

Resource Teacher: Teacher’s Signature: School: Dizon High

Grade/Year Level: Subject Area: Math Date: ___

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

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about background and needs off the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students
in his/her class.
 An Observation for the Learners’ Characteristics

OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:

ANALYZE

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

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 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.

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 I abilities? Was your
teacher effective?

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

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

Resource Teacher: Teacher’s Signature: School: Dizon High

Grade/Year Level: Subject Area: Math Date: ___

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

If you are watching videos you searched, instead visiting a school, have these question in
mind as you are watching videos. You can try to get in touch with the creator of the videos
and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interact with respect.

2. Observing 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. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed:

School Address:

Date of Visit:

OBSERVATION REPORT

(You may include photos here.)

ANALYZE

Curriculum Design, Answer each question based on your observation

Competencies, and Content 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.
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 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
the complement the
community’s indigenous
teaching-process?
7. Does the curriculum maximize
the use of the ancestral
domain and activities of the
community as relevant
settings for learning
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?

What do you think can still be done to promote and uphold the indigenous peoples
knowledge system and practices and rights in schools?
REFLECT

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

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?

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

3.1 Be open to and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs, and practices by

3.3 Advocate for indigenous peoples education by

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.

LINK Theory to Practice

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better of the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.

2. Which student thinking/behavior indicates that he/she values diversity?

A. He/ She regards his culture as superior to other’s cultures.
B. He/ She regards his culture as inferior to other’s cultures.
C. He/ She accepts the fact that all people are unique in their own way.
D. He/ She emphasizes the differences among people and disregards their
commonalities.

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

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous 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 community’s world view.

5. All are best practices in using learning resources for indigenous learners, EXCEPT _____.
A. Culturally generated learning resources only include indigenous group’s 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 inn development and use of
instructional materials.
D. The indigenous community’s property rights are upheld in 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 modifications.
D. Including community-generated assessment processes that are part of indigenous
learning system.

7. Read the following comments by the teacher. Which comments will most likely make a child
try harder, rather than give up?
A. Sinuwerte ka ngayon sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ’no?
C. Nakikita ko na kailanngan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos na maunawaan ito.
D. Nahhihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with
the same topic 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 different
task on the same topic, and then requests three 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 by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for
the slow learners.
D. Applying two sets of different standards.
 Field Study 1, Episode 3 – Focus on Gender, Needs, Interests, Experiences, Language, Culture,
Religion, Socio-Economic Status, and Indigenous People

EVALUATE Performance Task

Name of FS Student: Date Submitted: November 18, 2022

Year & Section: BSEd – 4 MATH Course: BSEd Mathematics

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks questions/tasks not
answered/ answered/accomplished. not answered/ answered/
accomplished. accomplished. accomplished
Analysis All questions were All questions were Questions were Four (4) or more
answered answered completely; not answered observation questions
completely; answers are clearly completely; were not answered;
answers are with connected theories; answers are not answers not
depth and are grammars and spelling clearly connected connected to theories;
thoroughly are free from errors. to theories; one more than four (4)
grounded on (1) to three (3) grammatical/spelling
theories; grammar grammatical/ errors.
and spelling are spellings errors.
free from error.
Reflection Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear, supported supported by what were shallow; rarely supported by
by what were observed and analyzed. somewhat what were observed
observed and supported by what and analyzed.
analyzed. were observed
and analyzed.
Learning Portfolio is Portfolio is reflected on Portfolio ins not Portfolio is not
Artifacts reflected on in the in the context of the reflected on in the reflected on in the
context of the learning outcomes. context of the context of the learning
learning Complete; not learning outcomes; not
outcomes; organized, relevant to outcomes; not complete; not
Complete; well- the learning outcome. complete; not organized; not
organized, highly organized, not relevant.
relevant to the relevant.
learning outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the deadline. days or more after the
deadline.
COMMENT/S
Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATON OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.00 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 -below

____________________________________ ___________

Signature of FS Teacher above Printed Name Date