FS 1 Learning Episode 3

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
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Observations of Teaching-Learning in Actual School Environment
BSED/BEED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
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Observations of
Teaching-Learning in
Actual School
Environment
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Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM
Focus on Gender, Needs, Strengths,

Interests, Experiences Language,
Race, Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous People
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

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SPARK Your Interest
Episode 3 provides an opportunity to observe how differences in

gender, racial, cultural and religious backgrounds, including coming from
indigenous people, influenced 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
his school and learn about the strategies that teachers use in addressing
the learners needs toward effective teaching and learning.
TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to:
➢ Describe the characteristics and needs of learners from the diverse

backgrounds;
➢ Identify the needs of students with different levels of abilities in the
classroom;
➢ Identify the 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.

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in Mindanao, and the Igorots Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects
c. rights
the Differentiated instruction
of indigenous culturalis communities
a student-centered
(ICC) approach that aims
and Indigenous to match
peoples (IP). the
Our
learning, content, activities and assessment to the different characteristics,
country was admired by other nations for enacting this law. However, years later so, much abilities,
interest,
still has to be and
doneneeds of the learners.
to improve the lives of millions of people from indigenous groups.
2.(Reyes,
The PPSTMinahighlighted
and Asis, 2017)the following factors that bring about the diversity of learners:
a. Differences
c. Guided by RA 8371, in learners’ gender,
in 2015 DepEd needs,
issued DOstrengths,
32, s.2015,interests,
adapting and
theexperiences.
Indigenous Peoples
b. English linguistic, cultural, socio-economic and religious backgrounds
Education (IPED) Curriculum framework. Most useful for you as a future teacher to
c. Learners
remember are with
the 5disabilities,
Key Elementsgiftedness,
of theand talents. Peoples Education Curriculum
Indigenous
d. 32,
(DO Learners under challenging
s.2015 enclosure, pp.15-18):circumstances, circumstances which include geographic
isolation, chronic
1. Curriculum Design,illness, displacement
Competencies and due to armed
Content. conflict,the
Interfacing urban resettlement
national curriculumor
disasters, child abuse, and child labor.
with Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning
Systemsteachers
Effective (ILS). Thearedesign of a culturally
knowledgeable appropriate
about how issuesand responsive
related curriculum
to the factors has the
mentioned
following
affect learners. Thefeatures:
teachers developed in them sensitivity and empathy. They remember that
the learners respond the
a. Anchors andlearning
performcontext on thelevels.
at different ancestral
The domain,
teachersthearecommunity's world view,
sure the students that
their genderand its indigenous
identity, culture cultural institutions.
and religion are respected their strengths are recognized
and theirb.needs Includes
will beandmet.respects
Thesethe community’s
teachers declare expression of spirituality
to all that everyone has theas part
chanceof the
to
learn and succeed.
curriculum
Theycontext.
create a learning community where everyone can work together and
contributec.regardless of their abilities,indigenous
Affirms and strengthens capacities, culturally
and circumstances.
identity.
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and indigenous
Teachers who celebrate and leverage student diversity in the classroom:
languages.
• Use strategies to build a caring community in the classroom.
e. Emphasizes competencies that I needed to support the development and protection
• Model, respect and acceptance of different cultures and religions
of the ancestral domain, the vitality of their culture and advancement of indigenous
• Bring each of the student’s home culture and language into the shared culture of
peoples rights and welfare.
the school.
f. Supports the Community's efforts to discern new concepts that will contribute to
• Provide more opportunities for cooperation than competition.
the Community's cultural integrity while in enabling meaningful relations with the
3. Focus on indigenous peoples
broader society.
A young teacher approach to indigenous peoples starts with a keen awareness of
2. Teaching Methodology and Strategies. A culturally appropriate and responsive
one's own identity, including one's beliefs and cultural practices. True serious reflection.
curriculum employs teaching methodologies and strategies that strengthen and enrich
One may realize that the self is a product of all the influences of key people in one's life
and complement the communities indigenous teaching-learning process.
and the community, real and virtual. Similarly, learners from indigenous groups carried
3. Learning Space and Environment. A culturally appropriate and responsive
with them their beliefs, views and cultural practices. One's attitude needs to be that of
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
openness and respect. Come in not with the view that one's own culture is superior. We
and learned in the primary learning environment and learning space of indigenous
approach with a sincere willingness. And deep interest to know and understand the
learners.
indigenous people’s culture. We aim to make teaching learning facilitative rather than
4. Learning Resources. Instructional materials and other learning resources shall be
imposing.
developed and utilized in line with the described curriculum, content, and teaching
a. From your professional education subjects/courses, most likely you have discussed
learning process.
indigenous peoples in the Philippines. You learn that our country has about 110
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
standards, competencies, skills and concepts being covered, their design and use shall
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10 to 20%
address the needs and concerns of the community and shall be developed with their
of our total population. There are two big indigenous peoples groups which have
participation. FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3
several smaller ethnic groups within them, the non-muslim groups called the
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OBSERVE, ANALYZE, REFELCT
Observing differences among learners,

gender, needs, strengths, interests and
experiences; and differences among
Activity 3.1 learners’ linguistic, cultural, socio-
economic, religious backgrounds, and
difficult circumstances.
Name of the FS Student: __ JONALYN B. AUSTRIA_________________________________

Course: ___ BSED - MATHEMATICS____ ____ Year and Section: _ 4TH YEAR_ _
Resource Teacher: MS. IVY JEAN A. PANOTES__ Signature: ____ ____Date: _08/25/21
The learner’s 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 its
student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:
Step 1. Observed a class in different parts of his 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 transpired inside and outside the classroom.
Step 4. Interview the 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.

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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 gathered data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
During class:
1) How much interaction is there in the classroom? Describe how the students interact
with one another and with a teacher. Are there groups that interact more with the
teacher than others?
2) Observe the learner seated at the back and the front part of the room. Do they behave
and interact differently?
3) Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4) Who are mostly students participate actively? Who among them ask for most help?
5) When is student is called and cannot answer the teacher’s question, do the classmates
try to help him? or do they raise their hands so that the teacher will call them instead?
Outside class:
1) How do the students grow themselves outside class? Homogeneously by age? by
gender? by racial or ethnic groups? by their interests? or by the students in mixed
social groupings? If so, describe the groupings.
2) Notice who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in different
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they used to help these learners cope.
Ask the teachers about the strategies they apply to address the needs of diverse students due
to the following factors.
• Gender, including LGBT

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• Language and cultural differences.

• Differences in religion
• Socio-economic status.
OBSERVATION REPORT
Name of the School Observed: PINAGWARASAN ELEMENTARY SCHOOL

School Address: BRGY. PINAGWARASAN BASUD, CAMARINES NORTE
Date of Visit: AUGUST 26, 2021
During Class:
• There is a lot of interaction in the classroom; students are interacting with one
another by talking about things that aren't on the discussion topic and laughing about
it, depending on what they're laughing about. In terms of student-teacher
relationships, there is always the value of respect because students respect their
teachers. As far as I can tell, no group interacts with the teacher more than the teacher.
• No, the students in the back are chatting with their seatmate because they are, I
believe, out of sight and attention of the teacher. The majority of those seated in the
front are quiet. They behave and interact differently because those in the front act and
behave silently, whereas those in the back are tripping and conversing with their
seatmate.
• The learners' relationship is typical. Some students are competing with their
classmates because they are grade conscious, while others are cooperating with all
their might just to get a good grade; the classroom is simply complex.
• Those students who are actively participating are intelligent and average-level
students who want to participate in order to get a good grade. There are many
students who are not doing well in school, and as a result, they are the students who
seek the most assistance from their classmates and teachers.

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• Yes, the classmates are assisting their classmates who were unable to respond to the
teacher's question. If a student is unable to respond, the teacher may request
assistance from a classmate. However, if someone is unable to answer a question,
others will raise their hands as a sign of opportunity to take the question and the
points.
Outside Class:
• Outside of the classroom, students naturally form groups based on their interests.
Some students are fans of kpop idols, while others are classified based on their
hobbies, such as playing video games or participating in sports.
• Those students who are alone and not participating choose to be that way because, as
I noticed, they used to be quiet students instead of focusing on a specific thing that
makes them comfortable, and these are the students with whom you will feel
awkward when interacting, and some of them are shy to collaborate and work with
others, so they do not always talk but surely when you ask them questions.
Teachers must first understand the students' needs and abilities in order to better
understand the students' attitudes, values, and beliefs. A teacher must consider what is best
for meeting and satisfying the needs of students in a diverse learning environment. Because
of the differences in the learners, the teacher employs a specific approach and strategy in
how the students participate in the learning process.

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ANALYZE
1) Identify the persons who play key roles in their 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 I observed, there are a variety of students in the classroom. Those who are
intelligent appear to be the leaders because they intend to organize according to what
is good, those who are overactive are the mascot/joker because they always keep the
atmosphere active by making fun and jokes, and there are some attention seekers.
What makes the learners assume these roles? What factors affect their behavior?
Based on how their classmates perceived them in class. The environment, of

course, influences their behavior; they present themselves based on the environment
in which they live.
2) Is there anyone you observe who appear left out? Are you students who appear
“different”? Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
There are a few students who feel isolated, possibly because they are not the type
of students who are constantly in contact with their friends and other people. It is also
due to their culture and background. They are accepted by everyone, despite the fact
that they are not typical students who are willing to interact with others.
What does the teacher do to address issues like this?
As teachers, they do not tolerate such behavior and are constantly imposing
restrictions on their students as well as lecturing them on the importance of not
bullying others and of respecting others regardless of culture and background.

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3) How do you spell the teacher influenced the class interaction, considering the individual
differences of the students?
The teacher must be a good role model with a great sense of humor and a good value
so that the students are not afraid to interact with them. As a result, the teacher
influences the interaction by having good communication, and even if there is a difference
among students, they will still be an outstanding student.
3) What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Of course, the teacher should "know their students." As a teacher, you should get to
know your students so that you can understand what kind of learner they are.
• Be willing to address student inequality; this will help you avoid bias and focus on
making fair and right decisions for everyone.
• The teacher should understand how to communicate with parents and the
student's community.
Because equality is related to diversity, having this feature will strengthen the
diversity within the classroom. This will assist you in assessing your students' differences
within the classroom so that you can work as a team with respect.

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REFLECT
1) How do 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?
When I recall, the classroom I observed has a oneness because all of the learners in
that classroom have a sense of unity and it is intact to them the value of unity or the
connections that keep them stronger and learned together without having one of their
classmates left behind. I felt happy observing them because seeing them grow as learners
together makes me so happy and glad.
Sharing my junior high school experience with our class section. We do not leave any
of our classmates behind, and instead of giving them the answer to the exam, we teach
them how to get the correct answer. So, as you can see, learning together without leaving
anyone behind is the happiest feeling you will ever have.

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Observing differences among learners with

Activity 3.2 disabilities, giftedness, and talents.
Resource Teacher: ___________________________________ Signature: _____________ Date: ___________

Grade/Year Level: _______________________ Subject Area : ________________________ Date:__________
To realize that Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED less with learners with intellectual disabilities.
b. SPED less 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 observation report.
5. Analyze your observation data.
6. Reflect on your experience.
OBSERVE
Use observation guide provided for you to document your observations.

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An Observation Guide for the Learners’ Characteristics

report on the space provided on the next page.
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 task, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students
in his or her class.
OBSERVATION REPORT
Name of the School Observed: TACURONG PILOT ELEMENTARY SCHOOL

School Address: TACURONG CITY
Date of Visit: AUGUST 25, 2021
According to my observations from watching YouTube videos, each class has a different
approach to focusing and interacting with the teacher while the lesson is being delivered. Some
of them can read, understand, and write, while others struggle with writing and reading.
The learners who are performing well are mostly those seated in the front of the class,
while those seated in the back are doing something or conversing with their seatmate. According
to the teacher, the learner’s need is to be able to choose how they will learn. Despite their
differences and disabilities, learners will be able to enjoy their time at school thanks to the
teacher's guidance. Teachers pay more attention to her students who are underperforming
because they need someone who understands them and cares about how they feel. Even though
they are not in regular classes, they require a better education and a better future.

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ANALYZE
1) Did your observation match the information given by the teacher?
Yes, my observations matched the information provided by the teacher.
2) Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
In terms of the ability level of the students in the class, there are three categories:
intelligent, average, and normal.
• The teacher should devise a strategy for designing lessons that are based on the
learning styles of the students in order to cater to their differences in ability and
intelligence level.
• Group students by shared interest, topic, or ability for assignments so that they can
cooperate with others. Manage the classroom with a safe and supportive
environment, even if there are different levels of ability.
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's methods for dealing with her students are self-reliance and allowing
students to do things that interest them on their own, within strictly disciplined limits. She
treated her students fairly, regardless of whether they were high or low achievers in the
class; she used to address her lesson to everyone, and my impression is that she does not
give up even if some of her students are mixed with both low and high achievers, and the
learners' responses are still receptive and interactive in the class, even if some answered
incorrectly.

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REFLECT
1) Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
Back in high school, I could tell who a high achiever was and who was a low achiever.
The majority of high achievers are female, while the majority of low achievers are male.
When we have groupings in class, our teacher will assign high achievers to each group so
that those who are low achievers can cope up with the lessons. This is also fair because the
student group is balanced (high and low achievers are grouped together). When a difficult
problem arises, she will simply summon those intelligent students to answer, while the
underachievers will remain seated and do nothing. Besides that, there are times when those
intelligent students will mentor those slow learners.
2) What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
• Enthusiasm for Teaching - It is unlikely that a student will become excited about a
subject if the teacher does not demonstrate enthusiasm for that subject. This means
that no matter how many times teachers cover the same lesson plans, they must do
so in a way that is new, meaningful, and compelling.
• Strong Communication Skills - Great communicators are good teachers. They
speak clearly and with regard for their students. Teachers must also be able to
communicate effectively with their coworkers. Teaching is a collaborative
profession, and all educators can benefit from the exchange of ideas with their
colleagues. Furthermore, teachers must effectively interact with parents, with
parent-teacher conferences being just one example
• Cares About Students - Empathy and patience are two teacher dispositions for
special education students. Working with students who have different personalities
and abilities can be difficult, and teachers must be patient. While teachers must be
compassionate toward students who are struggling, they must also set high
standards and inspire students to meet those standards. A teacher should be
genuinely concerned about his or her students. Teachers cannot lead with their egos;
instead, they must remember that students come first. Successful teachers do not
adopt a "me vs. them" mentality.

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OBSERVE, ANALYZE, REFELCT
Observing the school experiences of

Activity 3.3 learners who belong to indigenous
groups.
To realize Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the number 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 Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, barangay Garangan and Barangay
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwagan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note. Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media and if it's
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at YouTube. You can start with this video by
DepEd:
DepEd Indigenous Peoples Education Office. National Indegenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

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4. Write your observation report.
5. Analyze your observation data using the Indigenous Peoples Education framework.
6. Reflect on your experience.
OBSERVE
An Observation Guide for Indigenous Peoples Education

report on the space provided.
If you are watching videos here, search instead of actually visiting his school. Have this
question in mind as you are watching the videos, you can try to get in touch with the creator of
the videos and interviewed them to.
1. Before you observe, read about this 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. Serve and note the different parts are areas of the school environment. How are learning
spaces arrange?
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 happened describe the learning activities
they have and 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.

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Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)
Name of the School Observed: TUGDAAN MANGYAN CENTER FOR LEARNING AND DEVELOPMENT
School Address: NAUJAN, ORIENTAL MINDORO
Date of Visit: AUGUST 24, 2021 (YOUTUBE)
• The learning spaces were designed with Indigenous Peoples' knowledge, needs, and practices in
mind. The classroom was designed to cater to various areas of knowledge and to teach IP
holistically.
• Yes, once a week, all of the children, accompanied by their teachers, parents, elders, and members
of the larger community, walk the 20 minutes to Subsub. The school's four-hectare sustainable
agriculture plot, which was donated by the community.
• It was a school funded by the Government’s Department of Education. Filipino indigenous
communities are working together with civil society, academics and governments’ Department of
Education. The teachers that also an IP student before in Tugdaan that took a teacher training
degree so that they can also teach the new students in Tugdaan.
• Tugdaan Indigenous Secondary School’s (Mangyan Center for Learning and Development)
relationship is like a family; everyone's connection is strong enough to serve as their foundation,
and they do not allow themselves to fall behind in the educational trend.
• They are utilizing instructional materials and resources provided by the government,
foundations, parents, and community-based social enterprises.
• The curriculum in Tugdaan Indigenous Secondary School (Mangyan Center for Learning and
Development) is designed for Indigenous people to cater the knowledge, needs and cultural
practices of the Indigenous People. The development of their curriculum is supported by the
Government’s Department of Education.

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OBSERVATION REPORT
(You may include photos here.)

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ANALYZE
Curriculum Design, Competences Question based on your observation and

and Content interview data.
Yes, because Tugdaan's teaching is
1. Does the school of belonging connected to their IP Group's culture,
to one's ancestral domain, a practices, and knowledge. For example, in
deep understanding of the agriculture, teachers teach students
community's beliefs and everything they need to know about
practices. Cite examples. agriculture while incorporating IP
knowledge and culture.
2. Does school show respect of Yes, because Flora Primary School has
the communities expression a different IP Group, and each of them
of spirituality? how? respects each other's norms and beliefs.
Yes, once a week, all of the children,
accompanied by their teachers, parents,
3. Does school the indigenous
elders, and members of the larger
learners, a deep
community, walk the 20 minutes to Subsub.
appreciation of their identity.
The school's four-hectare sustainable
How?
agriculture plot, which was donated by the
community.
4. Does the curriculum, teach
Yes, because Tugdaan might seem like those
skills and competencies in
any other high school and indeed the
the indigenous learners that
curriculum does cover all the usual
will help them develop and
academic subjects, they still has an extra
protect their ancestral
4 subjects that will e
domain and culture?
5. Does the curriculum only
Yes, it is a link between new concepts and
new concepts and
competencies and the community's life
competencies to the life
experiences, particularly in agricultural
experience of the
terms.
community?
6. Do the teaching strategies Yes, it helps them because, in addition to
help strengthen enrich and the theory, they study its application in

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complement the a real-life scenario.
community’s indigenous
teaching process?
7. Does the curriculum
maximize the use of the Yes, because it is a school for Indigenous
ancestral domain and people, it is maintained and balanced to
activities of the community meet the needs of the students. For
as relevant settings for example, in the school's education
learning, in combination with program, they use teaching resources based
classroom-based sessions? on IP knowledge and materials.
Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
Yes, their curriculum was designed with a
practices, observed and
strong emphasis on the knowledge and
applied in the development
cultural practices of their respective IP
and use of instructional
Group, which was further developed by the
materials and learning
curriculum to support and develop the use
resources? How? (For
of instructional materials and learning
example, culture bearers of
resources.
the Indigenous Peoples are
consulted.)
Yes, it is part of their curriculum that
9. Do assessment practices,
community values and cultures should not
consider community values
be neglected when implementing the
and culture, how?
teaching.
Yes, because they want to know the IP
10. Do processes include
students' capacity in order to apply the
application of higher order
higher order thinking skills that the IP
thinking skills?
students are capable of understanding.

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What do you think? Can you still be done to promote and uphold indigenous peoples
knowledge systems and practices and rights in school?
We should support the Indigenous people’s educational system because education is for
everyone, so why not give them and uphold the IP’s knowledge systems and practices in
schools? The government should encourage the improvement of IP education because there
are many IP in our country who are marginalized by their different respective environments in
school. It should also include a learning academic plan for a clear process of development in
our country.

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FS 1
REFLECT
Reflect based on your actual visit or videos that you watched.
1) What new things? Did you learn about indigenous peoples?

I realized that norms and culture are very important because they embraced you and
nourish your knowledge and skills. Also, when it comes to valuing the tribe from which they
came and their identity. On the other hand, while it may be difficult for them to be
marginalized, IP are still working hard to achieve their goals and establish their identity.
2) What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
The most memorable experiences I had were when I realized that, even though they
were being taught holistically and academically, you couldn't take away their sincerity and
dedication to express themselves into their own identities by performing their respective
cultures and beliefs inside the school. For indigenous learners, as a future teacher, I
promised these three things:
3.1 Be open to respect indigenous peoples by not humiliating their identity in front of
everyone because I now understand their sacred beliefs, and as a future teacher, I should
accept what kind of group they are in. I value the value of uniqueness because we are all
unique, so I must be sensitive when it comes to identity.
3.2 Uphold and celebrate their culture, beliefs and practices by respecting their culture,
beliefs, and practices, and as a sign of respect, I will watch and observe them without doing
anything that might hurt their feelings; joining them is not a bad idea, but I should limit
myself to what is restricted in order to avoid conflicts.
3.3 Advocate for indigenous people education by promoting the support of all IPs in our
country, as they are one of the identities we have in our country. I will teach my students to
respect the identity of IP within our classroom and to be sensitive when it comes to
teaching my IP learner, I should be aware of the limitations in their beliefs.

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FS 1
SHOW Your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and low
achievers in your class? Make a collection of strategies on how to address students different ability
levels.
• Enthusiasm for Teaching - It is unlikely that a student will become excited about a subject
if the teacher does not demonstrate enthusiasm for that subject. This means that no matter
how many times teachers cover the same lesson plans, they must do so in a way that is new,
meaningful, and compelling.
• Strong Communication Skills - Great communicators are good teachers. They speak clearly
and with regard for their students. Teachers must also be able to communicate effectively
with their coworkers. Teaching is a collaborative profession, and all educators can benefit
from the exchange of ideas with their colleagues. Furthermore, teachers must effectively
interact with parents, with parent-teacher conferences being just one example
• Cares About Students - Empathy and patience are two teacher dispositions for special
education students. Working with students who have different personalities and abilities
can be difficult, and teachers must be patient. While teachers must be compassionate toward
students who are struggling, they must also set high standards and inspire students to meet
those standards. A teacher should be genuinely concerned about his or her students.
Teachers cannot lead with their egos; instead, they must remember that students come first.
Successful teachers do not adopt a "me vs. them" mentality.
As a future teacher, I will use some strategies and techniques that I know will be effective and
have a positive outcome in order to satisfy the needs of both high and low achievers in my class. I must
remember that diversity is always present in the classroom, their backgrounds, religion, racial groups,
culture, abilities, and cognitive levels may differ. I will still use some teaching techniques that I am
confident are appropriate for their cognitive level.

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FS 1
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumtances, and Indigenous Peoples
Learning Outcomes: 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); demonstrate
openness, understanding and acceptance of the learners diverse needs and backgrounds.
Name of FS Student: JONALYN B. AUSTRIA Date Submitted: 08/27/2021

Year&Section: 4TH YEAR Course: BSED - MATHEMATICS
VERY NEEDS
LEARNING EXCELLENT SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODES 4 2
3 1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more

All questions were answered completely;
answered completely; observation were not
answered completely; answers are not clearly
answers are in depth answered; answers not
answers are clearly
ANALYSIS and are thoroughly connected to theories; connected to theories;
connected to theories;
grounded on theories; one (1) to three (3) more than four (4)
grammar and spelling
grammar and spelling grammatical spelling grammatical/spelling
are free from errors.
are free from error. errors. errors.
Not so clear and

Profound and clear; Clear but lacks depth; shallow; somewhat Unclear and shallow;
supported by what supported by what supported by what rarely supported by what
REFLECTIONS
were observed and were observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Portfolio is reflected on Portfolio is reflected Portfolio is not

the context of the on the context of the reflected on in the Portfolio is not reflected
learning outcomes; learning outcomes. context of the learning on in the context of the
LEARNING
Complete, well- Complete; well- outcomes. Complete; learning outcomes; not
ARTIFACTS
organized, highly organized, very not organized, relevant complete; not organized,
relevant to the learning relevant to the to the learning not relevant
outcome learning outcome outcome
Submitted before the Submitted on Submitted a day after Submitted two (2) days or
SUBMISSION
deadline deadline the deadline more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

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FS 1
_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

mgrocas

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

FIELD STUDY THE K TO 12 GRADING SYSTEM

Focus on Gender, Needs, Strengths,

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

➢ Describe the characteristics and needs of learners from the diverse

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFELCT

Observing differences among learners,

Name of the FS Student: __ JONALYN B. AUSTRIA_________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

FIELD STUDY THE K TO 12 GRADING SYSTEM

An Observation Guide for the Learners’ Characteristics

• Gender, including LGBT

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

FIELD STUDY THE K TO 12 GRADING SYSTEM

• Language and cultural differences.

Name of the School Observed: PINAGWARASAN ELEMENTARY SCHOOL

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

FIELD STUDY THE K TO 12 GRADING SYSTEM

Based on how their classmates perceived them in class. The environment, of

What does the teacher do to address issues like this?

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

FIELD STUDY THE K TO 12 GRADING SYSTEM

Observing differences among learners with

Resource Teacher: ___________________________________ Signature: _____________ Date: ___________

Use observation guide provided for you to document your observations.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

FIELD STUDY THE K TO 12 GRADING SYSTEM

An Observation Guide for the Learners’ Characteristics

Name of the School Observed: TACURONG PILOT ELEMENTARY SCHOOL

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

FIELD STUDY THE K TO 12 GRADING SYSTEM

1) Did your observation match the information given by the teacher?

Yes, my observations matched the information provided by the teacher.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 13

FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 14

FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFELCT

Observing the school experiences of

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 15

FIELD STUDY THE K TO 12 GRADING SYSTEM

Name of the FS Student: JONALYN B. AUSTRIA_______________________________

Resource Teacher: _____________________________ Signature: _ Date: _____