LEARNING EPISODE 1

The School Environment

Activity 1.1 Exploring the School Campus

Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available, and say how each contribute to the
students’ learning and development.

OBSERVE

Facilities / Description Will it contribute to the

students’ learning and
development. Why?
Office of the Principal / The Office of the Principal is Yes, the principal’s office acts
clean and free from outside as a link for monitoring and
noise. Books and papers appear improving the academic
to have been displayed progress of students.
correctly. Additionally, it has an impact
on student achievement by
creating a vision that inspires
and promotes student
learning.
Library / Books are arranged Yes, because library provide
appropriately, and there are information that fosters active
tables and chairs for pupils to and authentic learning in
support study. order students gain the
information skills necessary
for their success as a students
and lifelong learners.
Counseling Room / The area appears to be Yes. They keep an eye on
welcoming for discussions students’ progress and
about issues impacting provide them with the support
 students, staffs, teachers and they need, such as by assisting
parents. them in understanding
themselves, concern or
problem, enhancing their
abilities and adjusting to their
surroundings.
Canteen/Cafeteria X The canteen is not available Yes, the school
inside the school. Students do canteen/cafeteria provide aid
have difficulties during recess in growth and eliminate
time, because vendors only sell malnutrition in school, give
their snacks near at the gate high levels of energy for
entrance. proper nutrition in students.
Medical Clinic / The medical clinic is ideally Yes, because it offers
situated at the center of the emergency care to individuals
school. First aid kits and other who require it and informs
medical supplies are available, students about significant
which offers primary cares and health issues that may support
assist students, teachers and their learning and
other staff members in case of development.
an emergency happen.
Audio Visual/Learning / It is present in school. However Yes, Audio visual/Learning
Resource Center due to insufficient facilities, it is resource center is beneficial to
not well-organized. students learning and
development as it serves as
setting to introduce, reinforce
and expand student learning.
Science Laboratory / Science laboratory is located Yes, because science
beside the school clinic and it laboratory is an excellent area
provides a hands-on science for students to learn more
activities and experiments. about the theoretical ideas of
Various laboratory tools are science that are taught in the
presents, which provide classroom.
valuable resources for learning
science.
Gymnasium / The gymnasium is clean and The gymnasium is useful for
safe, it accommodates students learning sports and other
during physical education indoor activities that are
subject and can also be used covered in physical education
during school programs and classes.
other school activities.
Auditorium X
Outdoor/Garden X
Home Economics /
Room
Industrial Workshop X
Area
PTA Office /
Comfort Room for / The comfort room for boys is Yes, it will help students
Boys located in every building. It is maintain personal hygiene for
functional and gives comfort for themselves.
boys.
Comfort Room for / The comfort room for girls is Yes, it will help students
Girls located beside the comfort maintain personal hygiene for
room of boys. It is comfortable themselves
and functional.
Others (Please
specify.)
 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space provided.

Guide Question Classroom Observation Report

1. Describe the community or The school is only a short walk from the main
neighborhood where the school is road, which basically easy to access. There are
found. stores in front of the school, making it easy for
students purchase food and other school
supplies. The cemetery is located behind the
school, and the city jail is ahead of it. However,
based on my overall observations, the school
area is secure and safe for all students because it
was supervised and monitored by the school staff
(guard) and local government body.
2. Describe the school campus. What Public transport is easily available in the school. It
colors do you see? What is the condition is composed of new useful and functional
of the buildings? buildings with a wide area for social interaction
and school activities. Green, white, and cream
yellow are the three main colors throughout the
school.
3. Pass by the offices. What impression do The offices are well-organized, easy to find and
you have of these offices? convenient for visitors. They installed bulletin
boards outside their offices for the purpose of
keeping visitors and students fully aware and
informed about recent announcements.
However, what matters most is how
accommodating and kind the staffs and teachers
are.
4. Walk through the school halls, the The atmosphere of each facility is welcoming. The
library, the cafeteria. Look around the necessary facilities are clearly marked with signs
other facilities that the school has. that are both present and functional.
Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
 The walls of every classroom exhibit a variety of information. Each one of them has the
school’s framed vision, mission and goals. On the opposite side of the wall are the NDEP
corner, Basic Education Information System, Disaster Preparedness, and Gender and
Development boards. The President of the Philippines is depicted in the front of the
classroom and alongside him are the national heroes such as Jose P. Rizal, Andres Bonifacio,
Juan Luna, and others. Student names and other significant reminders are also presented as
visual aids.
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How
are the tables and chairs/desk arranged?
 In the classroom, there are two tables set aside for teachers. The first table is in the front,
and the second is in the back part of the classroom. The student chairs are grouped by table,
each table has 8 chairs. Additionally, there is space between each table so that students can
move and go to the board when doing board work.
3. What learning materials/equipment are present?
 Chalk board, books and manual guide are the only materials present inside the classroom.
Projector and TV is missing, but laptop is provided only by the teacher if video presentation
during class discussion is necessary.
4. Observe the students. How many are occupying one room?
 A minimum of 30 and a maximum of 45 students are present in each room. Students are
arranged according to the seat plan created by the teacher.
5. Is the room well-lit and well-ventilated?
 Each room is well-lit, clean and well-ventilated. In order to let in fresh air, windows are open
in the morning, but after class students close them. The room features two ceiling fan and
two wall fans. Inside the classroom, lights are functioning well. Thus, the classroom offers a
relaxing environment for learning.
 CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(location, number, arrangement, condition)
1. Walls Displays Both in front and back of the classroom are the
numerous walls displays. The Basic Education
Information System, which is located at the back
has the larger display than the other. The
President portrait and images of national heroes
are placed in the center of the front wall. In the
corners are different wall displays for Gender and
Development, a Bulletin board, NDEP corner, and
Disaster preparedness board.
2. Teacher’s Table In the classroom, there are two tables set aside
for teachers. The first table is in the front, and
the second is in the back part of the classroom. It
is well-varnished and has drawers that are
functional.
3. Learner’s Desks The learner’s desks are grouped by table, each
table has 8 chairs. Additionally, there is space
between each table so that students can move
and go to the board when doing board work.

4. Blackboard The blackboard is in good shape and almost as

long as the width of the wall. In the middle are
chalks and eraser.
5. Learning Materials/Visual Aids In the classroom, there aren’t books or other
educational resources. The corners of the wall
are filled with visual aids that adds color to the
classroom while also educating the learners.
Write your observation report here.

Name of the School Observed: ___________________________________

Location of the School: ________________
Date of Visit: _____________

There are lots of posters posted at different corners in the classroom, such as the national heroes of
the country, the president of the county, bulletin board, NDEP corner, disaster preparedness board,
GAD corner and etc. The learners desk/table are well-arranged, the teacher tables are located at the
front and back of the classroom. Learning materials and other educational resources are limited.
There are 40 students occupying the room, and the room is well-lighted and conducive to learning.

ANALYZE

How do the school campus and the classroom in particular impact the learning of the students going to
school? What are your conclusions?

 The school campus and the classroom in particular are the students’ learning environments.
Everything about the school and the classroom, whether productive or not, literally affects
the learning outcomes of the students. In conclusions, the school site and the classroom are
two elements that have an impact on how learners will learn. Thus, it is the responsibility of
the school and teachers to make sure that the classrooms are conducive to learning.

How does this relate to your knowledge of child and adolescent development/How does this relate to
your knowledge of facilitating learning?

 I am aware that a child’s cognitive abilities differ from child to child and are still developing.
Therefore, in order to facilitate learning, topics/lessons should be relevant to the students’
current levels. I must refrain from asking students to perform tasks that are beyond their
level of cognitive ability.

REFLECT

1. Would you like to teach in the school you just observed? Why? Why not?
 Yes, because the school environment is good for the learners. It has a conducive
environment, learning facilities and other resources are available to students that will allow
them to learn and create opportunity to develop academic performance.
2. What kind of school is conducive to learning?
  The school campus that is conducive to learning is best for students to learn. It must be
secure and safe, clean and good environment, friendly environment that is free from
violence and other disturbances. Most importantly it must enable students to learn and
develop their moral principles.
3. What kind of classroom is conducive to learning?
 The classroom that is conducive to learning possess: well-lighted classroom, learning
sources are available, well-ventilated, clean and organized, inclusive and positive
environment. This will allow students to learn effectively and comfortably.
4. In the future, how can you accomplish your answer in number 3?
 In the future, I can do that by organizing and constructing the classroom with an effective
set plan and a friendly-learning environment. Classroom will be filled of informative visuals
that will radiates a positive classroom. I will also integrate student-learning approach, in
which students become independent and leader of themselves.
5. Write your additional learnings and insights here.
 As a mentor, we should teach and guide the learners, and encourage them that education is
a treasure that could not be stolen. We should assess them and guide them to their brighter
future.

Activity 1.2 Observing bulletin board displays

Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

An Observation Guide for BOARD DISPLAYS

OBSERVE

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do you see?
2. Where are the displays boards found? Are they in places where target viewers can see them?
 3. What are the displays about? What key messages do they convey? What images and colors do
you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are boarders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photos of the display boards (if allowed)

Observation REPORT

(You may paste pictures of the Board displays here)

As I walked and observed the school campus, I found out that there are numerous board
displays throughout the campus. I saw the School Disaster Risk Reduction Management Board, Health
and Safety Information Board and School Map. The descriptions of each board are given below.

School Disaster Risk Reduction Management Board

 Located at the back of the faculty office. The board focusses on emergency and disaster
preparedness and aims to assist school staff, teachers, and students to be ready in case of
catastrophes and disaster to occur. The essential idea of the message is emphasized using
both text and graphics.

Health and Safety Information Board

 Located near the school clinic. The board conveys a message about the importance of
maintaining school health and safety. It is essential that teachers and other school personnel
to take charge and legal obligation to safeguard students from harm, including threats to
their health and safety. Being safe at work is both important for teachers and students. The
health and safety board uses text and images to highlight its points.

School Map

 Located near at the entrance gate. The board provides current information about the school
in a style that is visually appealing and emphasizes the positions and separations between
the buildings. It is significant because it directs visitors and students the exact location they
want to go. The school map board uses dots, lines, precise representation of the school, and
symbols to depict the area and provide comprehensive information of the school.
In conclusion, the school used board displays to make information accessible to students, staff and even
visitors. These boards used to make information transmission process simpler. Creativity is important in
designing a board in order to visually stimulate students while learning on what the board try to convey.
 BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display _________________________

Location of the Board Display in School ___________________________

Check the column that indicates your rating. Write comments to back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI S VS O Comments
1 2 3 4
Effective / The message is
Communication clearly and
It conveys the quickly
message quickly comprehended.
and clearly.
Attractiveness / Posters and
Colors and materials are
arrangement well-arranged
catch and hold as it catch and
interest. hold students
interest.
Balance / Objects are less
Objects are arranged and
arranged, so has gaps
stability is between the
perceived. posters.
Unity / Limited colored
Repeated background
shapes or colors used in order
or use of to give
boarders hold harmonious
display composition.
together.
Interactivity / Less interactive
The style and because style
approach entice and other
learners to be element is
involved and limited.
engaged.
Legibility / Few of letters
Letters and and
illustrations can illustrations can
be seen from a be seen from
good distance. good distance.
Correctness / No grammatical
It is free from errors,
grammar misspelled
errors, words and
misspelled ambiguity.
words,
ambiguity.
Durability / All posters are
It is well- securely
constructed, attached.
items are
securely
attached.

Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board: Posters and announcements are all displayed on the bulletin
board.
EVALUATION

Strengths Weaknesses
Description of the Bulletin The board is made simple and The posters on the board are
Board layout minimalist for clarity. There is not well-arranged there’s a gap
also interaction with the in between.
material.
Evaluation of educational The contents used in the board Some contents are outdated.
content and other aspects are significant and useful to
students’ knowledge.
Recommendations or  Simple designs are greatly appreciated to capture the
Suggestions for improvement attention of students.
 Unity of styles
 The elements should line up according to its relevance
and ideas.
 Photos and images are necessary to catch the viewers.
Signature of Evaluator over
Printed Name:
My Board Display Lay-out
ANALYZE

What do you think was the purpose of the board display?

 The purpose of board display is to inform the readers and students about recent updates and
announcements.

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

 I believe that the board display reflect the likes as it captures the attention of the students who
are its intended audience. Although there is less depiction of creativity on the board, but colors
and posters help catch the attention of the students.

Was the language used clear and simple for the target audience to understand? Why? Why not?

 English is the language used in the board. It uses straightforward language and its text is also
readable from a distance.

Was the board display effective? Why? Why not?

 The board display is effective because it contains a wealth of informational elements and
communicates the information well.

What suggestions can you make?

 To properly accomplish its goal of informing and motivating the students, design and layout are
required.

My Proposed Board Display

Theme:

Board Title:

Rationale (purpose):
Information dissemination is challenging, especially when the target audience has a range of
educational backgrounds. This proposed board display is meant to educate students to be ALERT and
be READY during typhoons. It provides information on what to do BEFORE, DURING, and AFTER a
typhoon. Since the board display includes the precautionary measure on what to do during typhoon,
it may be assumed that the information on the board will be useful and effective.
Objectives:

Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resources and give each a brief description):
Materials for aesthetic enhancement:
REFLECT

1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in making
board displays. How do you practice these skills?
3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.

Link Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. With the PPST as guide, an ideal learning environment should have the following characteristics,
EXCEPT________.
a. The learning environment promotes fairness
b. Is safe and conducive for learning
c. Builds many professional linkages
d. Establishes and maintains consistent standards of learner’s behavior
2. Which facilitates are present in a health-promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
a. II, III, and IV
b. I, II, III, and IV
c. I and II
d. III and IV
3. Which physical school environment supports learning?
a. Availability of flexible classroom furniture
b. Presence of spacious classrooms
c. Prominence of bulletin boards in every building
d. Tall school buildings
4. Examine the bulletin board display. This bulletin boards fulfills which primary purpose?
a. Instructional-interactive
 b. Informational
c. Motivational
d. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
a. Instructional-interactive
b. Informational
c. Motivational
d. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
a. Instructional-interactive
b. Informational, decorative
c. Motivational, decorative
d. Instructional, informational

SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

 LEARNING EPISODE 2

Learner Diversity: Developmental Characteristics, Needs and Interests

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

OBSERVE

Learners’ Development Matrix

Development Domain Preschooler Elementary High School

Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
_______ _______ _______
Physical
Gross-motor skills

Fine-motor skills
 Self-help skills

Others

Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional
Moods and
temperament;
expression of feelings

Emotional
independence

Others

Cognitive
Communication skills

Thinking skills

Problem-solving

Others

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.

Level Salient Characteristics Implications of the Teaching-

Observed Learning Process

Preschool
Age range of children
observed: _______
 Elementary
Age range of children
observed: _______
High school
Age range of children
observed: _______

REFLECT

1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
3. Share your other insights here.

LINK Theory to Practice

1. A 14-years old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal
to accept is because_________.
a. She thinks what she feels is too special and unique, that no one has felt like this before
b. The teenager’s favorite word is “no” and she will simply reject everything the teacher says
c. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective
d. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills of 4-year-olds.
Which of the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills everyday.
c. Encourage children to eat independently.
d. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
“What happens to the egg if I add three-tablespoon salt to the glass of water?” This is
hypothesis formulation. What can you infer about the cognitive developmental stage of Teacher
Rita’s class?
a. Formal operational stage
b. Concrete operational stage
c. Pre-operational stage
d. Between concrete and formal operational stage
SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.

LEARNING EPISODE 3

Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumstances, and Indigenous Peoples

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: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

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. Gender data as their ages, gender, racial groups, religious and
ethnic backgrounds.
During class:

1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners cooperate with or compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teachers’ question, do the classmate try to help
him? Or do they raise their hands, so that the teacher will call them instead?

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age? By gender? By
racial or groups? By their interests? Or are the students in mixed social groupings? If so, describe
the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult circumstances. Request
them to describe these circumstances and how it has affected the learners. Ask about the strategies
they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:

 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status

OBSERVATION REPORT

Name of the School Observed: _____________________________________

School Address: ____________________________________________

Date of Visit: ___________________________

ANALYZE
 1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?

What makes the learners assume these roles? What factors affect their behavior?

2. Is there anyone you observed who appear left out? Are students who appear “different” Why do
they appear different? Are they accepted or rejected by the others? How is this shown?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual differences of
the students?
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?

REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

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 provide.

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 the School Observed: _____________________________________

School Address: ____________________________________________

Date of Visit: ___________________________

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

2. Describe the differences in ability levels of the students in the class? What practices or strategies
are done or should be done to differentiate instruction to meet the needs of the learners.
3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiated instruction? If yes,
describe how.

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low achievers
in your class. How did your teacher deal with differences in abilities? Was you teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?

ACTIVITY 3.3 Observing the school of learners who belong to indigenous groups.
Resource Teacher: ___________________________________

Teacher’s Signature: ________________

School: ____________________________________________

Grade/Year Level: _____________

Subject Area: _______________

Date: ___________________

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 provide.

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 involve 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 material and learning resources are they using.
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can
use the questions found on the analysis part of this activity.

OBSERVATION REPORT

Name of the School Observed: _____________________________________

School Address: ____________________________________________

Date of Visit: ___________________________

ANALYZE

Curriculum Design, Competencies, and Content Answer each question based on your observation
and interview data.
1. Does the school foster a sense of
belonging to one’s ancestral domain, a
deep understanding of the community’s
beliefs and practices. Cite examples
2. Does the school show respect of the
community’s expression of spirituality?
How?
3. Does the school foster in the indigenous
learners a deep appreciation of their
identity? How?
4. Does the curriculum teach skills and
competencies in the indigenous learners
that will help them develop and protect
their ancestral domain and culture.
5. Does the curriculum link new concepts
and competencies to the life experience
of the community.
6. Do the teaching strategies help
strengthen, enrich, and complement the
community’s indigenous teaching-
process.
7. Does the curriculum maximize the use of
the ancestral domain and activities of the
community as relevant settings for
learning in combination with classroom-
based sessions? Cite examples.
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 People are
consulted).
9. Do assessment practices consider
community values and culture? How?
10. Do assessment processes include
application of higher order thinking skills?

What do you think can still be done to promote and uphold the indigenous peoples knowledge systems
and practices and rights in schools?

RELECT

Reflect based on your actual visit or videos you watched.

1. What new things did you learn about indigenous peoples?

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
3. For indigenous learners, as future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
3.2 Uphold and celebrate their culture, beliefs and practices by
3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you remember in
the future to ensure that you will be able to meet the needs of both the high and low achievers in your
class? Make a collection of strategies on how to address the students’ different ability levels.
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which statement on subject 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 students 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 superior to other’s culture.
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 variety of teaching and assessment methods and activities.
c. Do homogenous 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 without
modification.
d. Including community-generated assessment processes that are part of indigenous learning
system.
7. Read the following comments by the teacher, which of these comments will most likely make a
child 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 para
lubos 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 heterogenous groups and assigns the same activity
for each group to work.
c. The teacher groups the learners by their ability level and assigns different content topics for
the groups to work on.
d. The teachers groups the learners by ability levels and assigns each group a different task on
the same topic, and then request 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 learning.
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.