Focus on Gender, NEEDS, Strengths, Interests, Experience

Language, Race, Culture, Religion, Socio-economic, Status, Difficult

Circumstances, And Indigenous Peoples
OBSERVE, ANALYZE, REFLECT
Activity 3.1 Observing differences among learners' gender, needs, strengths,
interests, and experiences; and differences among learners' linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
Resource Teacher: MS. LADY JOY M. CORTEZ Teacher`s Signature _____________
School: Macabebe, Elementary School Grade/Year Level: _______
Subject Area: Mathematics Date: October 10, 2023

The learners' differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data
to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class
time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social
and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she
uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions.
The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the Learners' Characteristics

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 as 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 groups 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 with
compete against each other?
4. Who among the students participate actively? Who among them ask for help?
5. When a student is called and cannot answer the teacher`s question do classmates
try to help him? Or do they raise their hands, so that the teacher call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age by
gender? By racial or ethnic groups? By their interests? Or are the students mixed the
social groupings? If so, describe the groupings.
2. Notice students who are alone those who are not interacting. Describe the behavior.

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

Ask the teachers about strategies they apply to address the needs of divers students
due to the following factors:
• Gender, including LGBT
• Language and cultural differences
• Differences in religion
• Socio-economic status

OBSERVATION REPORT

Name of the School Observed: Macabebe Elementary School

School Address: San Roque Macabebe Pampanga
Date of Visit: October 10, 2023

In my observation, the teacher always approaches the students to know if they are
listening to her. She’s like a mother because she cares about the students. She
always talks to the students using sign language. I don’t know what they are talking
about, but they are all laughing, and I think the teacher is telling a joke to her
students. The vibe in their room is happy because all of them are smiling when the
teacher is teaching them with a happy face.
Analyze
1. Identify the person who play key roles in the relationship and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader,
a mascot/jokers, an attention seeker, a little teacher, a doubter/pessimist?
The role of a teacher is like a mother because she cares deeply about the students.
She always approached the students because she wanted them to listen to her.

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?
Yes, a student is on the side of the room. I don't know why, but the teacher always
spoke to him in sign language.

What does the teacher do to address issues like this?

The teacher always spoke to the student who were alone.

3. How does the teacher influence the class interaction considering the individual
difference of the students?
The teacher influences the students to listen to her using a joke. She knows how to
catch the attention of all the students.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher is using strategies like in the preschooler because the student’s behavior
is like in the preschooler students. She always smiles at her students and tells jokes
while they listen to their discussions.

REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner.
I feel the unity of the teacher and the students because when the teacher is discussing
in front of the class, the students are listening to her. The students are helping each
other, they teach their seatmates when they have an activity or when they are
answering on the blackboard.
Activity 3.2 Observing different among learners with disabilities, giftedness, and
talents.
Resource Teacher: MS. LADY JOY M. CORTEZ Teacher`s Signature____________
School: Macabebe, Elementary School Grade/Year Level:________
Subject Area: Mathematics Date: October 10, 2023
To realize the Intended Learning Outcomes, Work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to documents your observations.

An Observation Guide for the Learners` Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
1. Observation 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 observation by asking the teacher about the background and needs
of the learners.
4. Observe the behavior of both regular student 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.

OBSERVATION REPORT
Name of the School Observed: Macabebe Elementary School
 School Address: San Roque Macabebe Pampanga
Date of Visit: October 10, 2023

In my observation, I can say the teacher loves her job because she always smiles
when she talks to her students. When the teacher is discussing in front of the class,
you can see the joy in her face when she teaches the deaf students like him. You
can also see how she handles her students with care.

ANALYZE
1. Did your observation match the information given by the teacher?
The teacher did not give us any information because we didn’t know how to talk to
her using sign language. The teacher is also deaf, like the students; that’s why we are
not interviewing her.

2. Describe the difference 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.

The other students are slow learners, and the other students are fast learners. In my
opinion, the teacher should pay more attention to the slow learners so that they are
not left behind by the fast learners. To meet the needs of the students the teacher
should tutor the slow learners in their free time.

3. Describe the method used by the teacher in handing the students differences in
abilities. How did the students respond to the teachers? Did the teacher use
differentiated instruction? If yes, describe how
In my observation, the teacher only uses one instruction. In my opinion, some
students are slow learners because when they answer on the blackboard, the other
students can answer, and the two students cannot solve the math problem on the
blackboard.
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?
Back in high school, I could tell who a high achiever was and who was a low
achiever. The majority of high achievers are female, while the majority of low
achievers are male. When we have groupings in class, our teacher will assign high
achievers to each group so that those who are low achievers can cope up with the
lessons. This is also fair because the student group is balanced high and low achievers
are grouped together. When a difficult problem arises, she will simply summon those
intelligent students to answer, while the underachievers will remain seated and do
nothing. Besides that, there are times when those intelligent students will mentor
those slow learners.
2. What disposition and traits will you need as a future 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:
• Additional time and effort in structuring lessons and strategies to effectively
meet the students’ needs.
• Flexibility and Adaptability in changing and evolving environment
• Empathetic teacher who understands her student’s backgrounds, interest and
needs.

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to
indigenous groups.
Resource Teacher: _________________ Teacher`s Signature: _________
School: ________________ Grade/Year Level: _______________
Subject Area: _________________________ Date: __________________
To realize the intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on indigenous peoples in the
Learning essential of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Central for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media. And if
still not feasible consider a "virtual" field study through watching Indigenous Peoples
in the Philippines videos. There are several available at Youtube. You can start with
this video by Dep Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October)
Video, 2013. Retrieve from: https:// www.youtube.com/watch?v=FsMjgQNZ2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous People Education

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 of actually visiting a

school, have these question in mind as you are watching the 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. Observe and note the different parts or areas of the school environment. How
are learning space arranged?
3. What activities do they did 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 teacher, 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 question found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed: Floral Primary School
School Address: Maruglu, Capas, Tarlac
Date of Visit: Virtual Visit on October 9, 2023

I have done my observation virtually by watching documentaries about the

education of the Indigenous people since I don’t think there are Indigenous group
of people that’s close to our area. I have watched a video in YouTube entitled
“Pangarap Koy Dinggin”, it is a documentary video of the Indigenous People or the
Aeta’s that’s located in Tarlac. The Aetas in Sitio Flora, Maruglu, Capas in Tarlac are
comprised of Kulot’s, or pure Aeta’s of a Mag-Antsi ancestry. The teacher there is
Sir Andrew Victoria, he said that he would start to travel and walk at 6AM every
morning to go to the school that is situated in the mountains. The Aeta’s in the place
are left with no choice also but to walk for five hours and 6 hours when riding a
makeshift cart pulled by a carabao as a means of transportation.

Flora Primary School is a school exclusively for Aeta-Magantsi students. There

are more or less 50 students in the school with only three teachers. Each classroom
has mixed of different grade level students due to the lack of facility and teachers.
However, I have seen that the class are very interactive and participative in every
classroom lessons. I can see that they are very determined to learn despite of
inadequacy of learning materials and aids. I also noticed that the teachers are
resourceful, they are doing the best that they can in order to provide a quality
education to their students. They are following the indigenized curriculum. The main
goal of the IP students in Tarlac on why they pursue learning is for them to not be
deceived by other people. By watching the documentary, I have learned that no
matter how eager and effective a teacher is, the problem of not being able to provide
their basic needs like food influences their performance and ability to understand
and comprehend during classroom discussions.

ANALYZE

Curriculum Design, Answer each question based on your observation

Competence, 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 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
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 in combination with
and interview data.
Yes, by showing that the child feels chosen and by
respecting their cultures and beliefs.
Unfortunately, this certain aspect was not shown in
the video.
Yes, by respecting their indigenous race.
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 links new concepts and competencies to the life
experience of the community.
The indigenized strategies that the teachers employ
in teaching the topics complement the Aeta’s
teaching-process which makes the learning more
effective.
Yes, it acknowledges the culture heritages of
different ethnic groups, both as legacies that affect
student’s dispositions, attitudes, and approaches to
learning and as worthy content to be taught in the
old curriculum.
 classroom-based sessions?
Cite examples.
8. Is cultural sensitivity to Unfortunately, this particular aspect was not shown
uphold culture, beliefs and in the video.
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 The assessment practices that the teachers employ
consider community values consider community values and culture through
and culture? How? ensuring that the assessments are culturally-
sensitive and regards their culture specifically in the
language, tools that are available in the community
and the concepts that are relevant to the group’s
background.
10. Do assessment processes As I have observed, the activities employed by the
include application of higher teachers contributes to the students’ development of
order thinking skills? critical thinking skills through using real-life
concepts/problems that the students need to solve.

What do you think can still be done to promote and uphold the indigenous
people’s knowledge system and practices and rights in school?
From what I have researched the following can be done to promote and uphold
the indigenous people’s knowledge systems and practices and rights in schools;
- Support the integration of the indigenous people’s perspectives, cultures and
languages into mainstream education systems and institutions
- Respecting, facilitating and protecting indigenous peoples’ right to share knowledge
to future generations by traditional ways of teaching and learning
- To arrange strategies for teachers who are struggling on going/ travelling from their
houses to the mountain schools without sacrificing the contact hours of students with
their teachers.
- Hire more teachers to teach indigenous people and provide them with appropriate
and right compensation.
- Provide modern instructional materials for the teachers and learning materials to
use.
REFLECT
Reflect based on your actual visit or video that you watched.
1. What new things did you learn about indigenous peoples?
From what I have watched, I have seen how dedicated the teachers are to provide
the education that the indigenous people deserve. Even though it is evident that
facilities are not complete and they also lack teachers to teach each grade level the
teachers still somehow managed to deliver the lessons in the most effective way.
They’ve done their best to provide the experience students need as they venture in
the world. I have learned also that the indigenous students are more concerned of the
harsh reality which is getting fooled by other people. Its peaks a lot about how most
people have treated and taken advantage of their kindness in the past. It made me
realize that education is indeed important and we should also give the best and provide
equipment’s to areas where indigenous people are situated for that will help them to
communicate and have a voice of their own. Education for all should be advocated.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
I admire the dedication of the three teachers that is assigned in the Flora Primary
School. I have seen their struggles and challenges that they’ve encountered as they
travel to the school which is situated in the mountains. The way they do their best
and utilize at the outmost possible way the resources that are available in the school
to still provide the education IP learners deserve. I also appreciate the students’ effort
to pursue education and still learn despite the hindrances in life that they are facing.
3. For indigenous learners, as a future teacher, I promise these three things.
3.1 Be open to and respect indigenous peoples by watching your choice of words when
you’re with them. I will also be culturally sensitive and respect their value of
uniqueness, understand their sacred beliefs and accept them wholly.
3.2 Upload and celebrate their culture, beliefs and practices by respecting their own
perceptions in life and by showing my appreciation on the uniqueness of their own
culture, beliefs and practices.
3.3 Advocate for indigenous people’s education by promoting to support every IP in
our country and show appreciation on what they do and also to raise awareness by
teaching or educating people on how to be culturally sensitive.

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.
 Strategies on How to Address the Students’ Different Ability Levels
- Use differentiation to accommodate visual, aural, and verbal learners, gifted
students, and students with moderate disabilities all while acknowledging the unique
cultural perspectives of historically marginalized students.
- In order to address a wide range of skills and abilities inside the classroom, explore
different tactics or instructional strategies to find out what works best for you and for
your students.
- Consider grouping students with the same interest, background and beliefs to better
engage them and enhance collaboration.
- Take a holistic view of students’ needs.
- Organize your lesson plan and determine how to engage students about equity and
diversity. Allow them to have critical dialogue with each other so that they can
understand different perspectives.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer
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 for 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 a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous 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,
and its indigenous cultural institutions
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 in 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 modification
D. Including community-generated assessment processes that are part of indigenous
learning system
7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, 'no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
D. Nahihirapan 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 but 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 a 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

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1 – The as Learning
Environment
Learning Outcome: Determine the characteristics of school environment that
provides social, psychological, and physical environment supportive of learning

Name of FS Student : PETER LYNDALE P. SUNGA Date Submitted:__________

Year & Section: 4TH YEAR-A Course: BEED

Learning Excellent Very Needs

4 Satisfactor Satisfactor Improvement
y y 1
 3 2
Accomplish All observation One (1) to Three (3) Four (4) or more
ed question/tasks two (2) observation observation
Observatio completely observation questions/ta questions/tasks
n Sheet answered/accomplis questions/ta sks not not answered /
hed. sks not answered / accomplished.
answered / accomplishe
accomplishe d.
d.
Analysis All question were All question Questions Four (4) or more
answered were were not observation
completely; answered answered questions were
answers are with completely; completely; not answered;
depth and are answers are answers are answers not
thoroughly clearly not clearly connected to
grounded on connected connected theories; more
theories; grammar to theories; to theories; than four (4)
and spelling are grammar one (1) to grammatical/spe
free from error. and spelling three (3) lling errors.
are free grammatical
from errors. / spelling
errors.
Reflection Profound and clear, Clear but Not so clear Unclear and
supported by what lacks depth; and shallow; shallow; rarely
were observed and supported somewhat supported by
analyzed by what supported what were
were by what observed and
observed were analyzed
and observed
analyzed and
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is Portfolio is not
Artifacts on in the context of reflected on not reflected reflected on in
the learning in the on in the the context of
outcomes; context of context of the learning
Complete, well- the learning the learning outcomes; not
organized, highly outcomes. outcomes. complete; not
relevant to the Complete; Complete; organized, not
learning outcome well not relevant
organized, organized.
very Relevant to
relevant to the learning
the learning outcome
outcome
Submissio Submitted be Submitted Submitted a Submitted two
n deadline on the day after (2) days or more
deadline the deadline
 after the
deadline
COMMENTS Over-all Score Rating; (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 15 14 13- 11 10 10 9-8 7-
18 12 Below
Grade 1.0 1.25 1.6 1.75 2.00 2.25 2.50 2.75 3.00 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 72 71-
Below

__________________________________________
Signature of FS Teacher above Printed Name
_______________________
Date
Field Study 1
learning
experience 1
Sunga, Peter Lyndale P.
Name
BEED 4-A
Year & Section

Mr. Aurelio Canilao

Professor