Episode 3 provides an opportunity to observe how differences in gender, racial, cultural and

SPARK Your Interest

religious backgrounds, including coming from indigenous groups influence learner behavior,

interaction, and performance in school. One will also analyze and reflect on practices that teachers

use in leveraging diversity in the classroom. It also provides an opportúnity to observe how differences

in abilities affect interaction in school and Jearn about strategies that teachers use us8 ne

learners needs toward effective teaching and learning.

TARGET Your Intended Learning Outcomes

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

describe the characteristics and needs of learners from diverse backgrounds;

> identify the needs of students with different levels of abilities in the classroom;

identify best practices in differentiated teaching to suit the varying learner needs in a

diverse class (PPST3.1.1); 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 varyıng rates from child to child. as well as at

uneven rates across different areas of the child's functioning. (NAEYC 2019)

b. Development and learning are maximized when learners are

challenged to achieve

at a level just above their Current level of mastery, and also when they have many

opportunities to practice newly acquired skills.

c. Differentiated instruction is a student-centered approach that aims to match the learning

content, activities and assessment to the different characteristics, abilities, interests,

and needs of the learners,

2. The PPST highlighted the following factors that bring about the diversity of learners:

a. Differences in learners gender, nceds, strengths, interests, and experiences

b. Learners linguistic, cultural, socio-economic and religious backgrounds

C. Learners with disabilities, giftedness, and talents

d. Learners under challenging circumstances which include geographic isolation, chronie

illness, displacement due to armed conflict. urban resettlement or disasters, child abuse,

and child labor.

Ettective teachers are knowledgeable about how issues related to the factors mentioned affect

learners. The teachers develop in them sensitivity and empathy. They remember that the learners

respond and perform at different levels, The teachers assure the students that their gender identity,

culture and religion are respected, their strengths are recognized, and their needs will be met.

These teachers declare to all that everyone has the chance to learn and succeed. They create a

learning community where everyone can work together and contribute regardless of their abilities,

capacities and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

use strategies to build a caring community in the classroom

model respect and acceptance of different cultures and religions

bring each of the student's home culture and 1anguage into the shared culture of the school

provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness of one's

own identity, including one's beliefs and cultural practices. Through serious reflection one
may realize that the self is a product of all the influences of key people in one's life and the

community, real and virtual. Similarly, learners from indigenous groups carry with them their

beliefs, views and cultural practices. One's attitude needs to be that of openness and respect.

Come in not with the view that one's own culture is superior, We approach with the sincere

willingness and deep interest to know and understand the indigenous peoples culture. We aim

to make teaching-earning facilitative rather than imposing.

From your professional education subjects/courses, most likely you have discussed

indigenous peoples in the Philippines, You learned that our country has about 110 ethno-

a.

linguistic groups, majority of which is in Mindanao, some in Northern Luzon and fewer

in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total

population. Therę are two big indigenous peoples groups which have several smaller

ethníc groups within them, the non-muslim groups called the Lumads in Mindanao, and

the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok

b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and protects

Mangyans, and Aetas.

the rights of indigenous cultural communities (1CC) and indigenous peoples (IP). Our

However, years later, so

country was admired by other nations for enacting this law.

Leanina Eoisode 3: Focus on Gender, Needs, Sirengths, Interests, Experlences Language, Roce, Culture,
Rellgion, Soclo-economlc Stolus Dfculf

Field Study 1 31

Clrcumstonces. and IndigenoUS Peoples

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners' gender, needs, strengths,

interests, and experiences; and differences among learners'

linguistic, cultural, socio-economic, religious backgrounds, and

difficult circumstances.

Resource Teacher

Teacher's Signature

School:

Grade/Yearlevel:

iyat Date:

Subject Area:

The learners differences and the type of interaction they bring surely affect the quality of

teaching and learning. This activity is about observing and gathering data to find out how student

diversity affects learning.

To realize the Intended Learning Outcomes, work your way through these steps:

Step

Observe a class in different parts of a school day. (beginning of the day, class time,

recess, etc.)

Step 2. Describe the characteristics of the learners in terms of age, gender, and social and

cultural diversity.

Step 3. Describe the interaction that transpires inside and outside the classroom.

Step 4. Interview your Resource Teacher about the principles and practices that she uses in

dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on learners interactions.

The observation form is provided for mne to document my observations.

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.

Find out the number of students. Gather data as to their ages, gender, racial groups,

1.

religious, and ethnic backgrounds.

During class:

How much interaction is there in the classroom? Describe how the students interact

1,

with one another and with the teacher. Are there groups that interact more with the

teacher than others.

Observe the learners seated at the back and the front part of the room.

Do they

2.

behave and interact differently?

Keyas engn, e1, Eperenco Language, koce, Cullure, Roliglon, Soclo-economia Slahu), biicult

Fleld Study E33

Learning Epsode 3: Focus on Gender, Needs,

Pooples

Clrcumstonces

3. Describe the relationship among the learners, Do the learners cooperate with
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:

I. How do the students group themselves outside class? Homogeneously, by age?

Oy 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 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 applyto address the needs of diverse

students due to the following factors:

Gender, including LGBT

Language and cultural differences

Differences in religion

Socio-economic status

1. Identify the persons who play key roles in the relationships and interactions in the classrooms,
i ANALYZE

What roles do they play? Is there somebody who appears to be the leader, a mascotjoker, an

doubter/pessimist?

attention seeker, a little teacher, a

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

Is there anyone yoou observed who appear left out? Are students who appear *different?"" Why do

they appear different? Are they accepted or reiected by the others? How is this shown?

2.

What does the teacher do to address issues like this?

2 HOw does the teacher influence the class interaction considering the individual differences of the

students?

What strategies does the teacher use to maximize the benefits of diversity in the classroom? How

4.

does the teacher leverage diversity?

Fleld Study 1

36

Activity 3.2 Observing differences among learners with disabilities, giftedness,

and talents

School:
Teacher's Signature

Resource Teacher:

Date:

Grade Year Level:

Subject Area:

lo realize the Intended Learning Outoomes. work vour way through these steps.

Observe at least two of these classes.

1.

SPED class with learners with intellectual disabilities

SPED class with learners with physical disabilities

b.

SPED class for the gifted and talented

C.

a regular class with inclusion of learners with disabilities

d.

2.

Note the needs of the learners that the teacher should addreSs.

3.

Interview the teachers to find out more about the learners.

4.

Write your observation report

Analyze your observation data

Reflect on your experience.

6.

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation

report on the space provided.

Observe the class to see the differences in abilities of the learners.

Try to identify the students who seem to be performing well and those that seem to

be behind.

Validate your observations by asking the teacher about the background and needs

3.

of the learners.

Observe the behavior of both

4.

regular students and those with special needs.

Note their dispositions, pace in accomplishing tasks, interaction with teacher, and

interaction with others.

Observe the teacher's method in addressing the individual learning needs of the

5.

students in his/her class.

Field Study I

38

dANALYZE

1, Did your observation match the infornation given by the teacher?

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.

Describe the methods used by the teacher in handling the students differences in abilities. How

aid the students respond to the teacher? Did the teacher use differentiated instruction? If yes.

describe how.

R 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 difterences in abilities? Was your teacher effective?

What dispositions and traits will you need as a Tuture teacher to meet the needs ofhe laers?

Field Study 1

40

EnOBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous

groups.
Resource Teacher:

School:

Teacher's Signature

Grade/Year Level:

Date:

Subject Area:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning

essentials of Episode 3.

2. Observe in a school with a program for IP learners. Below are some suggested schools:

a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon

C. Sitio Tarukan Primary School, Capas Tarlac

d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro

e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose

Occidental Mindoro

£. Tubuanan Ati Learning Center, Balabag, Boracay Island

g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,

Calinog, Iloilo

h. T'boli School of Living Traditions, Lake Sebu, South Cotabato

i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon

j. Talaandig School of Living Traditions, Lantapan, Bukidnon

k. Bayanihan Elementary School, Marilog, Davao

1. 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

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 Dep Ed:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve
from: htns://

Www.youtube.com/watch?vFsMigONZ2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.

5. Reflect on your experience,

Learnlng Epsode 3 FocUs on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,
Rellglon, Soclo-economlc Slatus, DlicuH

Fleld Study

41

Cteumtances, ond JndloenoWSPeoplesL

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous Peeoples Education

Read the following carefully before you begin to observe. Then write your observation

report on the space provided.

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.

I. Before you observe, read about the specific IP group in the school yOu will V1Sit.

Know their norms and customary greetings. This will help you blend in the school

community and interact with respect.

2. Observe and note the different parts or areas of the school environment. How are

learning spaces arranged?

3. What activities do they do in these different areas of the school?

4. Who are the people who manage the school? Who are involved in teaching the

learners?

5. Observe how the teaching-learning process happen. Describe the learning activities

they have and the teaching strategies that the teacher uses.

6. Describe the interaction that is taking place between the teacher and learners, amnong

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.

REFLECT

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

What new things did you learn about indigenous peoples?

1.

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 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

Srengths, interests, Experlences Language, Race, Cullure, Religlon, Soclo-economic Slalus, Diificult

Field Study

47

Leaning Episode 3: Focus on Genae

ndliaenovs Peoples

Circumstonces. and

DO

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diyersity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.

B. The less the diversity of students in class, the better for the teacher and students .

C. The teacher should accept and value diversity.

D. Student diversity is purely due to students' varied cultures.

2. Which student thinking /behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other's cultures.

B. He/She regards his culture as inferior to other's cultures.

C. He/She accepts the fact that all people are unique in their own way.

D. He/She emphasizes the differences among people and disregards their commonalities.

3. What isa teaching-learning implication of student diversity?

A. Compare students.

B. Make use of a variety of teaching and assessment methods and activities.

C. Do homogeneous grouping for group activities.

D. Develop different standards for different student groups

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT

A. Affims 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.

ing Episode 3: Focus on Gender, Needs, Sirengths, Interests, Experiences Language, Race, Culure,
Relglon, Soclo-economlc Slalus, Dilcut

Field Study

49

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 withoy

D. Including community-generated assessment processes that are part of indigenous learning

modification

system

7. Read the following comments by the teacher. Which of these comments will mnost likely makea

child try harder, rather than give up?

A. Sinunwerte 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 par

lubos mong maunawaan ito.

D. Nahihirapa.ı 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 açcomplish

B. The teacher divides the class into three heterogeneous groups and assigns the same activity

for each group to work on.

C. The teacher groups the learners by their ability level and assigns different content topics for

the groups to work on

D. The teacher groups the learners by ability levels and assigns each group a different task on

the same topic, and then requests three different teachers, each to assess one of the groups

9. Whích teaching practice gives primary consideration to individual differences2

A Alowing children to show that they learned the stages of mitosis in a way where they fl

most comfortable.

DAllowing children to show that they learned the stages of mitosis in a way where they fee

most comfortable except by lecturing.

C Prenaring two different sets of examination, one for the fast learners and another for the

slow learners.

D. Applying two sets of different standards