Conceptualized by: Raymond D.

Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

Worktext in Prof. Ed. 21

Field Study 1
(Learning Episode 3.5)
by:
RAYMOND D. GARCIA, MA Math
Assistant Professor I

BACHELOR OF SECONDARY EDUCATION .

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

Episode 3.5: Learners from Indigenous Groups

Respect begets respect, most especially in teaching and learning in a diverse classroom. This lesson
will guide you in understanding the various strategies in teaching students from different indigenous
groups.

Objectives:

1. Determine the students who belong to indigenous groups.

2. Evaluate the school programs for students from indigenous groups.
3. Observe how teachers use culturally responsive teaching strategies.

Education Theory
Classroom in the 21st century are extremely different from the classrooms of the past. One of the
seven Cs in teaching and learning in the 21 st century is cross – cultural understanding. Tracing where
our students came from and anticipating this in preparing the lessons is an essential ingredient toward
a successful and effective classroom instruction.

There are different indigenous groups in the country. According to the United Nations Development
Program, the Philippines is a culturally diverse country with about 14 – 17 million indigenous people
(IPs) belonging to 110 ethno – linguistic groups. They are mainly concentrated in Northern Luzon
(Cordillera Administrative Region, 33%) and Mindanao (61%), with some groups in the Visayas
area.

In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act, was enacted. This law
recognizes and promotes all the rights of indigenous cultural communities/ indigenous people (ICCs
and IPs).

IPs remain to be the most vulnerable and marginalized members of society. Many IP communities
continue to lack access to decent basic social services, have limited opportunities to engage in the
mainstream economy, and suffer social, economic, and political exclusion (DepEd Order 62, series
of 2011).

As a result, the DepEd issued DepEd Order 32, series of 2015, entitled Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. The DepEd order recognizes the right of IPs to
basic education that is culturally rooted and responsive. The IPED Curriculum Framework seeks to
provide guidance to schools and other education programs, both public and private, as they engage
with indigenous communities in localizing, indigenizing, and enhancing the K to 12 curriculum
based on their respective educational and social contexts.

Moreover, according to DepEd Order 62, series of 2011, the department is mandated to provide
inclusive basic education for all, and shall:

1. Ensure the provision of universal and equitable access of all IPs to quality and relevant basic
education services towards functional literacy for all

2. Adopt appropriate basic education pedagogy, content, and assessment through the integration
of indigenous knowledge systems and practices (IKSPs) in all learning areas and process

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

3. Provide adequate and culturally – appropriate learning resources and environment to IP

learners
4. Strengthen the hiring, deployment, and continuous development of teachers and learning
facilitators in the implementation of the IP Education Program

5. Establish and strengthen appropriate multi – level units responsible for planning,
implementing, and monitoring IP education interventions

6. Expand and strengthen institutional and civil society linkages to ensure proper coordination,
knowledge – sharing, and sustainability of the IP Education Program

7. Implement stronger affirmative action to eradicate all forms of discrimination against IPs in
the Philippine educational system.

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

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Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5A
Learners from Indigenous Groups

Name:________________________________________________ Date:____________________
Course/Year/Section: ___________________________________ Score:
___________________

Direction: Observe a school with IP learners. Watch the video on the link
https://www.youtube.com/watch?v=7KG_f1S0SIw. Write your observation report in the format
given below. Compile your answer in a portfolio.
Observation Report

Class Observed:

Name of Teacher:

Date of Observation:

Observation/s:

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5B
Learners from Indigenous Groups

Name: _______________________________________________ Date: ____________________

Course/Year/Section: ____________________________________ Score: ___________________

Direction: Based on the video of the class you observed, identify/list down 10 students who belong
to IP groups, then fill in the table below with the needed information. Compile your answer in a
portfolio

Name Grade and IP Group Province

Section
1

10

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

LEARNING ACTIVITY TASK 3.5C

Learners from Indigenous Groups

Name: _______________________________________________ Date: ____________________

Course/Year/Section: ____________________________________ Score: ___________________

Direction: Evaluate the school’s programs for IPs by checking the box that corresponds to what you
have observed in the class. Compile your answer in a portfolio

DepEd Mandates Yes No

1 Ensures the provision of universal and equitable access of all IPs to
quality and relevant basic education services towards functional literacy
for all

2 Adopts appropriate basic education pedagogy, content, and assessment

through the integration of IKSPs in all learning areas and process

3 Provides adequate and culturally – appropriate learning resources and

environment to IP learners

4 Strengthens the hiring, deployment, and continuous development of

teachers and learning facilitators in the implementation of the IP
Education Program

5 Establishes and strengthens appropriate multi – level units responsible

for planning, implementing, and monitoring IP education interventions

6 Expands and strengthens institutional and civil society linkages to

ensure proper coordination, knowledge – sharing, and sustainability of
the IP Education Program

7 Implements stronger affirmative action to eradicate all forms of

discrimination against IPs in the Philippine educational system

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

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Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5D
Learners from Indigenous Groups

Name: _______________________________________________ Date: ____________________

Course/Year/Section: ____________________________________ Score: ___________________

Direction: Conduct a virtual interview with the teacher (Provide enough documentation to be
attached in your portfolio). List down five (5) culturally – responsive teaching strategies he or she
are using for students from Indigenous Groups. Write your answer in a space provided below.
Compile your answer in a portfolio.

Teaching Strategy 1:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________.

Teaching Strategy 2:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________.

Teaching Strategy 3: ________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________.

Teaching Strategy 4: ________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________.

Teaching Strategy 5: ________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________.

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Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5E
Learners from Indigenous Groups

Name: _______________________________________________ Date: ____________________

Course/Year/Section: ____________________________________ Score: ___________________

Direction: Read carefully and answer the following questions. Compile your answer in a portfolio.

1. Why is it necessary to create the IPED Curriculum Framework?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________.

2. What school program would you recommend to the school administrators to address the
needs of IPs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________.

3. Based on the list you made in the previous activity, most of the students belong to what
particular indigenous group? Why do you think so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________.

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5F
Learners from Indigenous Groups

Name: _______________________________________________ Date: ____________________

Course/Year/Section: ____________________________________ Score: ___________________
Direction: Write your reflection of what you have learned in this lesson by completing the
statements below. Compile your answer in a portfolio.

1. I realized that
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________.
2. I believe that
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________.
3. I believe that
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________.
4. When I become a teacher, I will
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________.

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