Field Study
Observation of Teaching-Learning in Actual School Environment
FIELD STUDY 1- Learning Episode 3 “ Focus on Gender, Needs, Strenghts, Interest,
Experience Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples”
I.
SPARK Your Interest
Episoode 3 provide an opportunity to observe how differences in gender, culture, and religious
backgrounds, including coming from indigenous groups influence learner behavior, interaction,
and performance in school One will also analyze 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.
II.
TARGET Your Intended Learning Outcomes
At thee end of this Episode, I must 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’ genders, needs strength, interest, and experiences
b. Learner’ linguistics, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned effect learners. The teacher develop in them sensitivity and empathy. The
III.
remember that the learners respond and perform at different levels. The teachers
assure the students that their gender identity, culture and religion are respected,
their strength are recognized, and their needs will be met. 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:
 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student’s home cultural and religions
 Ring each of the student’s home culture and language into the shared culture of
the school
 Provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples
A young teacher’s approach to indigenous peoples start 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 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
openness and respect. Come in not with the view that one’s own culture is superior, We
approach with the sincere willingness and deep interest to know and understand the
indigenous peoples’ culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, mostly likely you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethnolinguistics groups, majority of which is in Mindanao, some
Nothern Luzon and fewer in the Visyas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples groups called the Lumads in Mindanao, and the Igorots in the Northen
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangyans, and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Right Act, recognizes and
protects the right of indigenous cultural communities (ICC) and indigenous
people (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
milliions 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 People Education ( IPED) Curriculumn Framework. Most useful for
your as a future teacher to remember are the 5 Key Elements of an Indigenous
Peoples Education Curriculumn (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.
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
strengthen, enrich, and complement the community's indigenous teaching-learning
process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes 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 processes
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.
IV.
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:__ Leon L. Josol
Teacher's Signature
School: CNHS
Grade/Year Level:
11
Subject Area:
Date: _______
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.
V.
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.
- There are 40 number of students. The ages are range from 16-17. Different
religions.
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.
Answer: There is so much interaction in the classroom. The students
interact with one another with respect and gentleness.
2. Observe the learners seated at the back and the front part of the room.Do they
behave and interact differently?
Answer: The learners seated at the back and the front part of the room are
behaved. But some students at the back are talking each other while the
teacher is discussing. Yes, there are behaving and interact differently.
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
Answer: The relationship among the learners are quiet good. The learners
cooperate each other.
4. Who among the students participate actively? Who among them ask for most
help?
Answer: The students who participate actively are those in front. The
students who ask for most help are those in the back.
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?
Answer: When a student is called and cannot answer the teacher’s question,
the classmates are trying to help him. They don’t raise their hands.
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.
Answer: They are group with their friends.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Answer: They are shy and behaved especially during class hours
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
OBSERVATION REPORT
Name of school observe: Calape National High School
School Address: Sta. Cruz, Calape, Bohol
Date of Visit: September 09, 2024
In my recent observation of the classroom, I found that there were a total of
31 students, all falling within the age range of 14 to 15. The group displayed
diversity in terms of religion, while specific racial and ethnic backgrounds were not
provided. This mix of ages and religious backgrounds indicated a diverse student
body. During the class session, the level of interaction within the classroom was
notably high. Students engaged with one another and the teacher with respect and
gentleness. While most students participated actively in classroom discussions,
teacher's lecture. This behavior suggested a slight difference in the interaction and
attentiveness between students in the front and those in the back of the room.
The classroom environment fostered a cooperative relationship among the
learners. Students were willing to help their peers, especially when a fellow student
couldn't answer a question posed by the teacher. There were instances where
students tried to assist their classmates, and they generally didn't raise their hands
to be called upon by the teacher in such situations
Outside of class, students typically group themselves with their friends. This
social grouping appeared to be primarily based on personal connections rather
than factors such as age, gender, racial or ethnic backgrounds, or specific
interests. However, there were a few students who tended to be alone and less
interactive. These students exhibited shy and reserved behavior, particularly during
class hours. In interviews with the teachers, it was revealed that some learners
were facing difficulties in the classroom, which influenced their behavior and
participation. The strategies employed by the teachers to assist these students
included one-on-one discussions and support to help them cope with their
challenges.
Regarding addressing the needs of diverse students, the teachers emphasized
respect for gender differences, active listening for language and cultural diversity,
and maintaining respect for various religious backgrounds. They also stressed the
importance of being open-minded and sensitive to the socio-economic status of
students to create a supportive and inclusive learning environment. Overall, the
classroom observation highlighted a diverse and cooperative group of students.
The teachers' strategies aimed at assisting students facing difficulties and
addressing the needs of diversity demonstrated a commitment to creating an
inclusive and supportive educational setting.
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?
As a student teacher, it is evident that the key roles in classroom relationships and
interactions primarily revolve around the teacher and the students. The teacher plays a
pivotal role as the facilitator of learning, providing guidance,knowledge, and structure.
Additionally, within the student body, various roles emerge naturally, with some students
taking on leadership roles,Others may occasionally act as doubters or pessimists,
raising critical questions or concerns. This and as a student teacher, my role is to
understand and adapt to these roles to create an effective and inclusive learning
environment.
What makes the learners assume these roles? What factors affect their behavior?
The learners assume these roles in the classroom based on a combination of
individual personalities, their levels of confidence, and their comfort within the learning
environment. Factors that influence their behavior include their previous educational
experiences, peer dynamics, and the teacher's teaching style. Students who take on
leadership roles may do so because of their natural inclination to be proactive, while
those who act as little teachers may feel confident in their understanding of the material.
Attention seekers and doubters may seek validation or express insecurities about their
knowledge, while a supportive classroom atmosphere can encourage cooperative
behavior. Recognizing these factors and the diverse roles students may assume helps
the teacher create a more inclusive and effective learning environment.
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?
During my classroom observation, I observed that some students, particularly
those who are naturally shy, appeared left out at times. There were also students who
seemed "different" because of variations in their multiple intelligence and learning styles.
These differences might stem from factors like individual strengths and preferences in
how they process and retain information. Importantly, these "different" students were
generally accepted by their peers in the classroom. This acceptance was demonstrated
through inclusivity, cooperation, and the willingness of their classmates to work together,
support one another, and engage in learning experiences that accommodated diverse
strengths and abilities.
What does the teacher do to address issues like this?
To address issues like students feeling left out or “different” due to variations in
their learning styles or shyness, the teacher plays a crucial role. Firstly, the teacher
fosters an inclusive classroom environment by encouraging respect, empathy, and
understanding among students. They may implement group activities that allow
students to collaborate, capitalizing on each students unique strengths fostering a
sense of belonging. Additionally, the teacher adapts their teaching strategies to cater to
different learning styles and multiple intelligence, ensuring that all students have
opportunities to excel in their own way. The teacher may also encourage peer support
and mentorship to build students' confidence and help them overcome shyness or
feelings of being “different.” Ultimately, the teacher’s goal is to create a safe and
supportive learning space where all students can thrive and feel valued.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher exerts a significant influence on class interaction by recognizing
and accommodating the individual differences among students. They do so by adopting
a differentiated teaching approach, which involves tailoring their instructional methods
to cater to various learning styles, strengths, and needs within the classroom. This
might include offering multiple ways for students to demonstrate their understanding,
providing extra support for those who require it, and challenging students who excel.
Moreover, the teacher encourages a culture of respect and inclusion, where students
understand and appreciate the diversity in their classmates. By fostering an
environment where individual differences are celebrated and valued, the teacher
effectively shapes class interaction to be collaborative, supportive, and conducive to the
learning needs of all 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 employs several strategies to maximize the benefits of diversity in
the classroom. Firstly, they incorporate diverse perspectives, experiences, and cultures
into the curriculum, ensuring that students learn about and from different backgrounds.
The teacher also encourages open discussions and activities that promote the sharing of
diverse viewpoints, creating an environment where students can learn from each other.
Additionally, the teacher leverages diversity by forming inclusive groups that bring
together students with different strengths, interests and backgrounds, promoting peer
learning and collaboration. By acknowledging and celebrating diversity, the teacher
fosters an enriched and dynamic learning environment that empowers the students to
appreciate and harness the unique qualities and contributions of their peers.
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.
As an observer in the classroom, I experienced a mixed set of feelings. On
one hand, I felt a sense of appreciation for the cooperative and inclusive atmosphere
within the class. There was a palpable feeling of oneness among the learners as they
engaged with each other and with the teacher, showing respect and gentleness in their
interactions. It was evident that they formed a supportive learning community where
differences were embraced, and diversity was celebrated. This sense of unity among the
learners and their harmonious relationship with the teacher contributed to a positive and
vibrant classroom environment.
However, I also observed moments when some students appeared to be left out
due to their shyness or perceived differences in their learning styles. These instances
stirred a sense of empathy and a desire to ensure that all students felt fully integrated
into the classroom community. The teacher’s efforts to address these issues were
commendable, fostering an environment that aimed to be as inclusive as possible.
In summary, my time in the classroom was marked by an overall positive
atmosphere of unity and cooperation among the learners and their teacher.
Nevertheless, it also served as a reminder of the importance of continuously working to
ensure that every student feels a sense of belonging and is empowered to thrive within
the educational setting.
VI.
Activity 3.2 Observing differences among learners with disabilities,
giftedness,and talents
Resource Teacher: Leon L. Josol
Teacher's Signature
School: CNHS___
Grade/Year Level:
11
Subject Area:
Date: ____
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.
VII.
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
Name of school observe
School Address
Date of Visit
ANALYZE
1. Did your observation match the information given by the teacher?
Yes, the observations I made during the video closely aligned with the
information provided by the teacher. The teacher in the video effectively addressed the
diverse needs of the students in both SPED classes, implementing tailored methods and
strategies to support their unique characteristics and abilities. This teacher's approach to
fostering an inclusive and accommodating learning environment corroborated the details
shared about the background and needs of the learners. However, it's important to note
that while the teacher's methods were effective for the learners in the video, the specific
teacher-student dynamics and instructional strategies may vary among different SPED
classes, depending on the students' individual requirements and the expertise of the
educators involved.
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.
The differences in ability levels among the students in the class were striking,
particularly between the two SPED classes observed. In the class with physically
disabled learners, there was a noticeable disparity in their physical abilities, which
affected their pace in accomplishing tasks and interacting with educational materials. In
contrast, the gifted and talented learners in the other class exhibited advanced abilities
and a rapid pace in completing assignments. To differentiate instruction effectively,
practices such as adapting materials to suit the physical abilities of the first group and
providing advanced, challenging content to the second group are crucial. Individualized
support and accommodations, such as assistive devices for the physically disabled
learners and personalized enrichment for the gifted students, are essential. Additionally,
fostering a supportive and inclusive classroom environment that encourages peer-topeer learning and collaboration can benefit all students, regardless of their abilities.
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.
The teacher in the observed SPED classes employed a range of methods to
effectively address the students' differences in abilities. In the class with physically
disabled learners, the teacher utilized various adaptive tools and materials, ensuring that
students with mobility issues could fully engage in classroom activities. This approach
enabled those students to participate at their own pace, with the teacher offering
personalized support as needed. In the class for gifted and talented learners, the teacher
challenged students with advanced content and encouraged collaborative learning.
Students in both classes responded positively to the teacher's approach. In the
physically disabled learners' class, students displayed patience and a willingness to seek
assistance, fostering a supportive atmosphere. In the gifted and talented class, students
were highly engaged and participated actively in discussions and group work. The
teacher effectively employed differentiated instruction by adapting the curriculum to meet
the unique needs of each group. For the physically disabled learners, this involved
modifying materials and providing individualized support, while for the gifted students, it
entailed offering more challenging content and promoting collaborative learning
experiences, thus creating an inclusive environment that catered to diverse abilities.
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?
In my elementary and high school experience, I vividly remember the presence of
both high and low achievers in our classes. Our teachers effectively handled these
differences in abilities by employing various teaching methods. They ensured that
lessons were comprehensible to all students, dedicating time for clarification and
additional support when necessary. This inclusive approach encouraged students to
learn at their own pace and seek help without hesitation. Overall, our teachers' efforts in
accommodating diverse learning abilities were commendable and effective in fostering a
positive and supportive learning environment.
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
As a future teacher, I will need a diverse set of dispositions and traits to
effectively meet the needs of learners. First and foremost, I must be patient,
understanding, and empathetic, recognizing that students have unique learning styles
and abilities. Flexibility and adaptability will be crucial, as I'll need to adjust my teaching
methods to accommodate individual needs. Effective communication skills will enable
me to convey complex concepts clearly and foster a supportive classroom
environment. Furthermore, a commitment to lifelong learning and a passion for teaching
will drive me to continually improve my skills and provide the best education possible to
my students. Overall, a combination of patience, adaptability, empathy, and dedication is
essential to meet the diverse needs of learners and make a positive impact in their
educational journey.
VIII.
OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
Resource Teacher: Leon L. Josol
Teacher's Signature
School: CNHS___
Grade/Year Level: 11
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 essentials 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 Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
JoseOccidental 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
permissionfrom these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And
ifstill not feasible consider a “virtual” field study through watching Indigenous
Peoples inthe Philippines videos. There are several available at Youtube. You can
start with thisvideo 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 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
Write your observation report here.
OBSERVATION REPORT
Name of school observe: Calape National High School
School Address: Sta. Cruz, Calape, Bohol
Date of Visit
Observation and Information on IP Education in the Philippines
In preparation for an observation of Indigenous Peoples (IP) education in the
Philippines, I conducted research and watched YouTube videos to gain insights into
the norms, customary greetings, and educational practices of IP communities. This
preliminary knowledge is crucial for blending into the school community and
interacting with respect. During this virtual observation, I noted various aspects of
the school environment and learning spaces. The learning spaces appeared to be
properly arranged, offering students a conducive environment for their activities.The
school grounds seemed well-maintained and organized, contributing to a positive
learning atmosphere.
The activities conducted in different areas of the school included both sports and
cooking. These diverse activities not only provide academic knowledge but also
offer practical and life skills for the students.
In terms of school management and teaching, it appeared that both teachers and
parents of the IP students played a significant role in managing the school. This
collaboration between teachers and parents is a commendable effort to ensure the
holistic development of the students.The teaching-learning process observed in the
videos was characterized by a considerate and interactive approach. The teacher
was sensitive to the students' situations and used interactive instructional materials
(IMs) effectively. These IMs, primarily comprised of colorful cartolina and manila
paper, contributed to engaging and participatory learning experiences for the
students.The interactions within the school community appeared to be respectful
and positive. The school was clean and organized, creating a conducive
atmosphere for learning. The teacher-student interaction was characterized by
mutual respect, and it was evident that the school fostered a sense of community
and inclusivity. While I couldn't directly interview the teacher or principal, the videos
suggested that the curriculum in the IP education system aimed to promote respect,
diversity, and inclusivity in the classroom. These goals align with the broader
objectives of IP education, which emphasizes cultural preservation and equipping
students with knowledge and skills that respect their heritage and identity. In
conclusion, my preliminary understanding of IP education in the Philippines, based
on the YouTube videos, reveals a learning environment that values the cultural
heritage of IP communities and promotes respect, inclusivity, and practical life skills.
The collaborative efforts of teachers, parents, and the community contribute to a
positive and respectful educational experience for the students.
IX.
ANALYZE
Curriculum Design
Competencies, and Content
1. Does the school foster
sense of belonging toone'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?
Answer each question based on your observation and
Interview data.
Yes, the school actively fosters a sense of belonging to
one's ancestral domain by incorporating cultural education
into its curriculum. For instance, they offer lessons that not
only teach students about the traditional clothing of various
cultures but also emphasize the importance of respecting
and understanding these diverse practices. Through such
educational initiatives, the school encourages students to
develop a deep appreciation for their ancestral heritage,
nurturing a stronger connection to their roots and fostering a
sense of belonging within their respective communities.
Yes, the school demonstrates respect for the community's
expression of spirituality by incorporating diverse religious
and spiritual perspectives into its educational framework.
They provide a platform for students to learn about different
belief systems, rituals, and practices, promoting
understanding and tolerance among the student body.
Additionally, the school may facilitate interfaith dialogues
and events that encourage students to engage with various
spiritual traditions, fostering an atmosphere of respect and
appreciation for the community's diverse expressions of
spirituality.
Yes, the school effectively fosters in indigenous learners a
deep appreciation of their identity through a multi-faceted
approach. Firstly, the curriculum is designed to include
indigenous history, culture, and traditions, ensuring that
students are exposed to their heritage from an early age.
This includes teachings about the significance of indigenous
languages, art, and oral traditions, helping students connect
with their roots. The school also collaborates with indigenous
elders and community leaders,providing opportunities for
learners to engage directly with their cultural mentors.
Moreover, cultural events, such as powwows, traditional
ceremonies, and storytelling sessions, are integrated into the
school calendar, allowing students to actively participate and
experience their culture. Importantly, the school encourages
indigenous students to take pride in their identity, celebrating
their unique heritage and contributions to society. This
holistic approach fosters a profound sense of belonging,
pride, and a deep appreciation of their indigenous identity
among the learners.
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?
Indeed, the curriculum is designed to impart essential skills
and competencies to indigenous learners that not only
empower them to safeguard and nurture their ancestral
domain and culture but also to thrive in a modern world. It
includes a well-rounded education that combines traditional
knowledge with contemporary academic subjects, enabling
students to understand their cultural heritage on a profound
level while acquiring practical skills that are directly
applicable to their community's needs. These skills might
encompass land stewardship, traditional agricultural
practices,cultural preservation, and indigenous languages.
Moreover, the curriculum emphasizes the importance of
environmental sustainability and the preservation of cultural
traditions, which are integral to protecting their ancestral
domain and heritage. By doing so, it equips indigenous
learners with the tools and knowledge required to navigate
the challenges of the present while preserving the richness
of their ancestral culture for generations to come.
Yes, the curriculum effectively links new concepts and
competencies to the life experiences of the community. By
incorporating real-world relevance, the school ensures that
what students learn directly connects to their daily lives and
the experiences of their community. For example, in subjects
like social studies, history, or environmental science, the
curriculum might feature local case studies, community
projects, or field trips that allow students to see the practical
applications of what they're learning within their own
surroundings. This approach not only makes the educational
content more relatable and engaging but also empowers
students with the skills and knowledge they can directly
apply to address local challenges or contribute to the
betterment of their community. It reinforces the idea that
education is a tool for personal and collective growth, and it
fosters a sense of responsibility and pride in one's
community by demonstrating how new competencies can
positively impact the lives of the individuals within it.
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
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.)
Yes, the teaching strategies employed by the school
effectively strengthen, enrich, and complement the
community's Indigenous teaching process. The school
places a strong emphasis on cultural relevance and
sensitivity, incorporating Indigenous knowledge and
perspectives into the curriculum. They collaborate with
Indigenous elders and community leaders to ensure that
traditional teachings are respected and integrated into the
educational experience. By doing so, the school not only
enhances students' understanding of Indigenous culture and
heritage but also preserves and promotes the rich traditions
of the community. This approach fosters a more harmonious
and mutually beneficial relationship between the school and
the Indigenous community, resulting in a well-rounded and
culturally enriched educational experience.
Indeed, the curriculum effectively maximizes the use of the
ancestral domain and community activities as relevant
settings for learning, in tandem with traditional classroombased sessions. For example, students might engage in field
trips to historical sites or cultural events within their
community, immersing themselves in hands-on learning
experiences that connect them directly to their ancestral
heritage. These outings often complement classroom
instruction, enabling students to apply their knowledge in
real-world contexts and fostering a deeper appreciation for
their cultural surroundings. This approach enriches their
educational experience and aligns it more closely with the
cultural and historical realities of their community.
Cultural sensitivity in upholding culture, beliefs, and practices
is indeed observed and applied in the development and use
of instructional materials and learning resources at the
school. To ensure this, the school actively consults with
Culture bearers of the Indigenous Peoples and other
community leaders. By engaging these individuals who hold
deep cultural knowledge, the school ensures that
instructional materials are respectful, accurate, and
representative of the local culture and beliefs. This
collaborative approach not only enriches the educational
experience but also fosters a greater understanding and
appreciation of the community's traditions, thus promoting
cultural sensitivity and inclusivity in the learning process.
As a student teacher, I've observed that our assessment
9. Do assessment practices practices do indeed consider community values and culture.
consider community values Our school prioritizes culturally responsive assessment
and culture? How?
strategies that align with the unique backgrounds of our
students. This includes creating assessment tasks that relate
to real-life experiences within the community, incorporating
local examples and perspectives into our questions, and
offering flexibility in how students demonstrate their
understanding, allowing them to draw upon their cultural
knowledge. By taking these steps, our assessments not only
respect community values and culture but also provide a
more inclusive and meaningful way for students to showcase
their learning.
As a student teacher, I've observed that the assessment
10. Do assessment
processes in this school indeed encompass the application
processes include
of higher-order thinking skills. The school places a strong
application of higher order
emphasis on evaluating not just rote memorization or basic
thinking skills?
knowledge recall, but also the students' ability to analyze,
synthesize, and critically evaluate information. Assessments
frequently require problem-solving, creative thinking, and the
application of knowledge to real-world scenarios,
encouraging students to develop and utilize higher-order
cognitive skills. This approach equips students with the
ability to think critically, adapt to complex situations, and
excel in a rapidly changing world, which I find to be a
valuable aspect of the school's educational philosophy.
What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
As a student teacher, there are several crucial steps that can be taken to
promote and uphold the indigenous peoples' knowledge systems, practices, and
rights in schools. Firstly, creating a curriculum that explicitly includes the history,
culture, and contributions of indigenous peoples is essential. This curriculum should
not only educate students about the diverse cultures and traditions of indigenous
communities but also foster respect and appreciation for their knowledge systems.
Incorporating indigenous perspectives into various subjects, such as history, social
studies, and literature, can help students gain a well-rounded understanding of
these communities. Furthermore, inviting local indigenous elders, leaders, or
community members to share their knowledge and experiences with students can
provide a first hand and authentic learning experience. This engagement can be an
excellent way to connect classroom learning to the real-world contexts and
struggles faced by indigenous communities.
Another significant aspect is teacher training and professional development.
Educators must be equipped with the knowledge and skills to create culturally
sensitive and inclusive classrooms. Teacher training programs should include
modules on cultural competency and awareness, enabling educators to understand
the specific needs and challenges of indigenous students. This training can guide
teachers on how to create an inclusive and welcoming classroom environment that
respects the rights and traditions of indigenous peoples.
Lastly, fostering a school culture of inclusivity and respect is paramount.
Schools should actively promote an environment where all students feel valued and
where their diverse backgrounds are celebrated. This involves establishing clear
anti-discrimination and anti-bullying policies and ensuring that all students, including
indigenous students, are aware of their rights and encouraged to speak up if they
encounter discrimination or bias. Cultural events, workshops,and presentations can
further enrich the learning experience and help students develop a profound
understanding of indigenous cultures. By making these efforts, we can contribute to
a more inclusive, diverse, and respectful educational landscape that upholds the
rights and knowledge systems of indigenous peoples in schools.
REFLECT
Reflect based on your actual visit or videos that you watched.
1.What new things did you learn about indigenous peoples?
Through the videos on IP (Indigenous Peoples) education, I gained a
deeper understanding of the rich and diverse cultures, traditions, and educational
practices of indigenous communities in the Philippines. These videos shed light on
the importance of inclusivity, cultural preservation, and community involvement in
the education of indigenous students. I learned that IP education is not just about
academic learning but also about instilling a profound respect for indigenous
knowledge systems and traditions. It emphasized the vital role of teachers and the
community in ensuring that indigenous students receive an education that respects
their heritage and rights. Additionally. I learned that promoting and upholding the
indigenous peoples' rights and knowledge systems in schools require a
collaborative effort that involves educators, parents, and the wider community. This
insight has heightened my appreciation for the value of inclusive education that
respects the diversity of indigenous cultures.
2.What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
While I couldn't physically visit the school with indigenous learners, I deeply
appreciated the opportunity to virtually observe their educational practices through
the videos. What stood out most was the sense of community and respect within the
school. The interactions between teachers, students, and parents were
characterized by a genuine respect for one another's perspectives and a strong
commitment to fostering an inclusive and supportive environment. This inclusivity
and respect not only upheld the indigenous knowledge systems and practices but
also created a conducive atmosphere for effective learning.It emphasized the
importance of cultural preservation and the celebration of diversity in education,
values that I believe are vital for creating inclusive and enriching learning
environments for all students, regardless of their background.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by actively seeking to understand
and appreciate their unique knowledge systems, cultures, and traditions. I am
committed to creating a classroom environment that reflects this respect,
celebrating diversity and inclusivity at every opportunity.Second, I promise to listen
and learn from indigenous learners, recognizing that they bring a wealth of wisdom
and insights that can enrich our educational experience. I will prioritize their voices,
experiences, and perspectives, ensuring that their unique needs and contributions
are valued. Lastly, I promise to advocate for the rights and well-being of indigenous
learners, working tirelessly to ensure they have access to quality education, feel
safe and respected in the classroom, and that their rights and cultural identities are
upheld. My goal is to be not just a teacher but also a partner in their educational
journey, committed to fostering an environment where they can thrive and be proud
of their heritage.
3.2 Uphold and celebrate their culture, beliefs and practices by integrating them into
our classroom learning experiences. Your heritage is a source of strength and
richness that deserves recognition and respect. Secondly, I pledge to create a safe
and inclusive classroom environment where you can freely express your identity
without fear of judgment or discrimination. Your unique perspectives and
contributions will be not only valued but also encouraged as they enrich our
collective learning journey. Lastly, I am committed to fostering a love for learning
that empowers you to pursue your dreams and aspirations. Together, we will
embark on a journey of exploration and growth, where your cultural heritage and
individual potential will be cherished and nurtured.
33 Advocate for indigenous peoples education by recognizing and valuing the rich
cultural heritage and knowledge systems they bring to the classroom. I will strive to
create an inclusive and respectful learning environment where indigenous learners
feel a deep sense of belonging and pride in their heritage. I am committed to
amplifying their voices. And stories, ensuring that they are heard and respected in
our shared educational journey. It is my sincere pledge to promote equity and
diversity, not just as an educational requirement but as a deeply held belief that
every student, especially indigenous learners deserves the opportunity to flourish
and succeed in their unique way, guided by their cultural wisdom and traditions.
X.
SHOW Your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will
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.
As a student teacher and future educator, I'm committed to recognizing and
celebrating the principle of individual differences among my students. To meet the diverse
needs of both high and low achievers in my class, I will employ a range of strategies. Firstly,
I will implement differentiated instruction, tailoring my teaching methods and materials to
match the unique learning profiles of each student. For high achievers, this might involve
providing advanced assignments, encouraging independent research, and fostering
opportunities for peer teaching. On the other hand, for low achievers, I will offer additional
support and alternative approaches to ensure they grasp the foundational concepts.
Another key strategy will be creating a welcoming and inclusive classroom
environment. I will establish clear expectations for mutual respect and cooperation,
promoting a sense of belonging for all students. This environment will encourage open
communication and the sharing of ideas. For high achievers, this approach fosters
leadership skills and collaborative learning, while for low achievers, it provides them with the
support and confidence they need to engage more actively in class.
Lastly, formative assessment will be integral to my teaching approach. Regularly
assessing students' progress allows me to identify their individual strengths and areas
needing improvement. These assessments will guide my instructional choices and enable
me to provide timely feedback and additional support where required. By keeping the
principle of individual differences at the fore front of my teaching practice, I aim to create a
classroom where every student, whether high or low achiever, can thrive and reach their full
potential.
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
withoutmodification
D. Including community-generated assessment processes that are part of indigenous
learningsystem
7. Read the following comments by the tencher. Which of these comments will most likely
make achild 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
paralubos 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.
XI.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1. Episode 3– Focus on Gender, Needs, Strenghts, Interest, Experience
Language, Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indienous
Peoples
Learning Outcome: describe the characterisitcs and needs of learners from diveres backgrounds • identify the
needs of students with different levels of abilities in the classroom •identify best in differentiated teaching to suit the
varying learner needs in a diverse class (PPST 3.1.1)•
Name of FS Student
Date Submitted:
Year & Section:
Course:
Learning Episode
Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/accomplish
ed.
One (1) to two (2)
observation
questions/ tasks not
answered/
accomplished.
Three ( 3)
observation
question/task not
answered/
accomplished.
Four (4) or more
observaton
questions/ tasks
not answered/
accomplished.
Analysis
All question were
answered completely;
answers are with
depth and are
thoroughly grounded
on theories; grammar
and spelling are free
from error.
All questions were
answered completely;
answers are clearly
connected to
theories; grammar
and spelling are free
from errors.
Questions were not
answered completely;
answers are not
clearly connected to
theories; one (1) to
(3)
grammatical/spelling
error
Four (4 ) or more
observation
questions were not
answered; answers
not connected to
theories; more than
four (4)
grammatical/spellin
g errors.
Reflection
Profound and clear;
supported by what
were observed and
analyzed
Clear but lacks depth;
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Portfolio is reflected
on in the context of
the learning
outcomes; Complete,
well-organized, highly
relevant to the
learning outcome
Portfolio is reflected
on in the context of
the learning
outcomes; Complete,
well-organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of
the learning
outcomes; Complete,
not organized,
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of
the learning
outcomes; not
complete, not
organized, not
relevant
Submitted before the
deadline.
Submitted on the
deadline
Submitted a day after
the deadline
Submitted two (2)
days or more after
Learning Artifacts
Submission
the deadline
COMMENT/S
Over-all Score
Rating: (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
SCORE
20
19-18
17
16
15
14
13-12
11
10
9-8
7-below
GRADE
1.0
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
Date