FS 1 – LEARNING EPISODE 3 – FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS,
DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES
SPARK YOUR INTEREST
Episode 3 provides an opportunity to observe how differences in gender, racial, cultural, and
religious backgrounds, including coming from indigenous groups influence learner behaviour,
interaction, and performance in school. One will also analyse and reflect on practices that teachers
use in leveraging diversity in the classroom. It also provides an opportunity to observe how
differences in abilities affect interaction in school and learn about strategies that teachers use in
addressing the learners’ needs toward effective teaching and learning.
TARGET YOUR INTENDED LEARNING OUTCOME
At the end of this Episode, I must be able to:
describe the characteristics and needs of learners from diverse backgrounds;
identify the needs of students with different levels of abilities in the classroom;
identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1); and
demonstrate openness, understanding, and acceptance of the learners’ diverse needs and
backgrounds.
REVISIT THE LEARNING ESSENTIALS
Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at uneven
rates across different areas of the child’s functioning. (NAEYC, 2019)
b. Development and learning are maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many opportunities
to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests, and
needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging due to armed conflict, urban resettlement or disasters, child
abuse, and child labor.
Effective teachers are knowledgeable about how issue related to the factors mentioned affect
learners. The teachers develop in them sensitivity and empathy. They remember the learners
respond and perform at different levels. The teachers assure the students that their gender identity,
culture and religion are respected, their strengths are recognized, and their needs will be met.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
These teachers declare to all that everyone has the chance to learn and succeed. They create a
learning community where everyone can work together and contribute regardless of their abilities,
capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
a. use strategies to build a caring community in the classroom
b. model respect and acceptance of different cultures and religions
c. bring each of the students’ home culture and language into the shared culture of the school
d. provide more opportunities for cooperation than competition
3. Focus on Indigenous People
A young teacher’s approach to indigenous people starts with a keen awareness of one’s own
identity, including one’s beliefs and cultural practices. Through serious reflection one may realize that
the self is a product of all the influences of key people in one’s life and the community, real and
virtual. Similarly, learners from indigenous groups carry with them their beliefs, views and cultural
practices. One’s attitude needs to be that of openness and respect. Come in not with the view that
one’s culture is superior. We approach with the sincere willingness and deep interest to know and
understand the indigenous people’s culture. We aim to make teaching-learning facilitative rather
than imposing.
a. From your professional education subjects/courses, most likely you have discussed indigenous
people in the Philippines. You learned that our country has about 110 ethno-linguistic
groups, majority of which is in Mindanao, some in Northern Luzon and fewer in the Visayas.
(UNDP Philippines, 2010.) The represent about 10-20% of our total population. There are two
big indigenous people groups which have several smaller ethnic groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in Northern Luzon. Among
others, we have the Badjaos, Ati, and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous People’s Rights Act, recognizes and protects the
rights of indigenous cultural communities (ICC) and indigenous peoples (IP). Our country was
admired by other nations for enacting this law. However, years later, so much still has to be
done to improve the lives of millions of people from indigenous groups. (Reyes, Mina and Asis,
2017).
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015. Adopting the Indigenous Peoples
Education (IPED) Curriculum Framework. Most useful for you as a future teacher to
remember are the 5 Key Elements of an Indigenous Peoples Education Curriculum (DO
32, s. 2015 enclosure, pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum with
Indigenous Knowledge Systems and practices (IKSPs) and Indigenous Learning Systems
(ILS) the design of a culturally appropriate and responsive curriculum has the following
features:
a. Anchors the learning context on the ancestral domain, the community’s world view, and
its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
e. Emphasizes competencies that are needed to support the development and protection
of the ancestral domain, the vitality of their culture, and the advancement of indigenous
peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader
society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthens, enrich, and
complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive curriculum
recognized that the ancestral domain where IKSPs are experienced, lived, and learned is
the primary learning environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall be
developed and utilized in line with the described curriculum content and teaching-learning
process.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
FS 1 – LEARNING EPISODE 4 – LEARNER DIVERSITY: THE COMMUNITY AND HOME
ENVIRONMENT
SPARK YOUR INTEREST
Episode 4 provides opportunities for you to have a more in-depth look into the factors that
affect the development of a learner. Focus will be on the early experiences and characteristics of the
learner as described by the family and other significant others. You will also focus how the teacher
links with the community to maximize the learning and development of students.
TARGET YOUR INTENDED LEARNING OUTCOMES
At the end of this Episode, I must be able to:
a. describe the influencing factors in the home environment that affect the students’ learning;
b. seek advice concerning strategies that build relationships with parents/guardians and the
wider community (6.2.1); and
c. identify effective strategies on how teachers can work together with the family.
REVISIT THE LEARNING ESSENTIALS
1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner’s environment. The layers are:
Microsystem – Mesosystem – Exosystem – the Macrosystem – Chronosystem –
includes the the connection bigger social Outermost layer the element of
structure such as between the system which which includes time, patterns of
one’s family, structures in the includes the city cultural values, stability and
school and microsystem government, the customs, and pacing of the
neighborhood workplace and laws child’s everyday
the mass media life
The model helps the teacher look into every aspect in the learner’s environment to understand
his behaviour. The teacher’s important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The teacher
works to create a partnership with the family and the community to bring out the best in every learner.
2. Baumrind’s Parenting Styles
a. Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehaviour is met with
withdrawal of affection, physical punishment or threats.
b. Permissive. Parents are not firm or controlling. They have a few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
c. Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
d. Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and
warmth. Make children understand consequence of their behaviour.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show
self-control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Sanrock, 2004.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
-My parents' parenting style is authoritative, and it has a significant impact on me because they
treat me well, give me respect in everything, and yes, they are firm but very loving, and while
they have great expectations for me, they can also set limitations. They accept all of my
failings and continue to encourage me, assuring me that I am capable of anything and
providing me with moral support and guidance.
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
-I will develop a home-school cooperation by sharing good comments with my students'
parents and making parent-teacher conferences a goal-setting dialogue rather than an
assessment or lecture. Parents and teachers would collaborate since their common objective
is to provide the best educational experience for the students. And the parents of those
children can assist me in establishing solid relationships, as well as provide me with
encouragement and collaboration in order to better my academic achievement.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
FS 1 – LEARNING EPISODE 5 – CREATING AN APPROPRIATE LEARNING ENVIRONMENT
SPARK YOUR INTEREST
This learning Episode provides an opportunity to examine how classrooms are structured or
designed to allow everyone’s maximum participation for effective learning. You should be able to
examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating Learner-
Centered Teaching and The Child and Adolescent Learners and Learning Principles.
TARGET YOUR INTENDED LEARNING OUTCOMES
At the end of this Episode, I must be able to:
a. plan on how to manage time, space, and resources; and
b. provide a learning environment appropriate to the learners and conducive to learning.
REVISIT THE LEARNING ESSENTIALS
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the following are
observed:
Specific classroom rules and procedures are clear.
Classroom rules and procedures are discussed within the first few days of the school.
Students are involved in the design of rules and procedures.
Techniques to acknowledge and reinforce acceptable behaviour are employed.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
Clear limits for unacceptable behaviour are established and negative consequences for
such are communicated.
Classroom processes are democratic.
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level? Why?
-Students in Grade 9 are more conscious of their own conduct and learning skills. They also
get along well with their teacher when it comes to classroom regulations and procedures. And,
of course, to begin my daily routines and processes at this level, I will greet my students, build
a procedure for asking questions, establish a system for restroom use, determine how to
gather and collect work, and efficiently end the class and lesson.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
-The following is a list of classroom rules that I'd like to introduce at this grade level. And I
chose these guidelines specifically to teach my students proper and safe classroom behavior,
hence enhancing student learning. Punctuality, no use of smartphones or other personal
devices, coming to class prepared, being polite in your manner and speech, not speaking out
of turn, no cheating and always acting honorably, paying attention to the teacher and their
instructions, and class lasting until the bell rings are some of these.
3. Should learners be involved in making the class rules? Why?
-Because students are directly involved in setting classroom expectations, there is less room
for misunderstanding. This strategy is also helpful because it encourages student ownership in
the classroom as well as accountability for their actions.
FS 1 – LEARNING EPISODE 6 – CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES
SPARK YOUR INTEREST
This Episode focuses on the classroom structures and routines performed by teachers in class
to provide a safe, friendly non-threatening and caring environment. Effective classroom routines
ensure order and discipline to help the students to stay calm and focused in their daily tasks.
TARGET YOUR INTENDED LEARNING OUTCOMES
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
At the end of this Episode, I must be able to:
a. identify the classroom routines set by the teacher; and
b. observe how the students execute the various classroom routines.
REVISIT THE LEARNING ESSENTIALS
Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. They save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year.
enables you to run your daily activities run smoothly;
ensures you to manage time effectively;
helps you maintain order in the classroom;
makes you more focused in teaching because you spend less time in giving
directions/instructions; and
enables you to explain to the learners what are expected of them.
Field Study 1 – Observations of Teaching-Learning in Actual School Environment LUCAS ▪ BORABO ▪
BILBAO ▪ CORPUZ
