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.
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 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? Or do they raise their hands, so that the teacher will 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 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:
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Gender, including LGBT
Language and cultural differences
Differences in religion
Socio-economic status
OBSERVATION REPORT
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in
the classrooms. 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?
What makes the learners assume these roles? What factors affect their behavior?
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?
3. How does the teacher 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 the teacher leverage diversity?
REFLECT
1. How did you feel being in that classroom? Did you feel a sense 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
OBSERVE
Use the observation guide provided for you to document 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. 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 the background and
needs of 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.
OBSERVATION REPORT
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 of 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 in
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.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples 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 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
OBSERVATION REPORT
ANALYZE
Curriculum Design,
Competencies, 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
classroom-based
sessions? Cite
examples.
Answer each question based on your observation and
interview data.
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 systems and practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you watched.
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 these three 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