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