Ericson B.

Garcia

BTVTED 4A

Activity 3.1: Observing differences among learner’s gender, needs, strengths, interest, and
experiences among learner’s linguistic, cultural, socio-economic, religious backgrounds, and
difficult circumstances.

OBSERVE

An Observation Guide for the learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious and ethnic backgrounds.

During Class

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

Outside Class

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

OBSERVATION REPORT

Name of 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 a 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 others? How is this shown?

What does a 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 sense of oneness or unity among the
learners and between the teachers and the learners?

Not yet available.

Activity 3.2 Observing among the learners with disabilities, giftedness, and talents

OBSERVE

An Observation Guide for 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 that 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 Observed:

School Address:

Date of Visit:

ANALYZE

1. Did your observation match the information given by the teacher? N/A
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 used the differentiated
instruction? If yes, describe how.

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
 When I am on my high school years, I remember that I have so many classmates that are
very good on different subjects. Our top 1 and top 2 are very intelligent especially in Math
and Science, and the good thing that our teacher did was to create a group that have 8 to
10 members and there was a pointing system that in every recitation, the groups have one
representative, and that representative was not chosen by the group, it was chosen from a
draw lots. Through this strategy, everyone must review lessons and answer the question/s
right because this has a corresponding points or a minus points on their group, and the
group that have least points after the end quarter has a corresponding consequence just
like performing at the school stage. This strategy gives every student an opportunity to get
on the top, this also develops the communication among every member in the group.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
 I think the most important disposition and traits that I need is to have a helping hand and
being always open for all the queries and concerns of my students. Because I believe that
if your student/s are comfortable with you, you are very approachable, and they know
that you give considerations to those who are having a hard time on their concerns, but of
course there are rules and boundaries so that I and my students don’t exceed on the
limitations.

Activity 3.3 Observing school experiences of learners who belong to indigenous groups.

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’re watching videos you searched, instead of actually visiting a school, have these question
in mind as you are watching 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 the learners, among
the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity.

OBSERVATION REPORT

Name of School Observed:

School Address:

Date of Visit:

ANALYZE

Curriculum Design, Answer the question based on your observation and interview
Competencies, and Content 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
to 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
Peoples are
consulted.)
9. Do assessment
practices consider
community values
and culture? How?
10. Do assessment
processes include
application of higher
order thinking skills?

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

Reflect based on your actual visit or videos that you watched.

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

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

The students or the learners are the priority of the teacher and their interest counts. If I
am on the field of teaching, I will also apply the strategies of my former teachers. Because, that
technique of grouping the high and low achievers develops a socialization for all the class and the
high achievers shared their knowledge and techniques to low achievers so that if they pick in
recitation, they can answer and can contribute points to their group. This also serves as peer
tutoring where the high achievers accept questions from another member of the group.