Learning Episode 3 Focus on Gender, Needs, Strengths, Interests,

Experiences Language, Race, Culture, Religion,

Socio-Economic Status, Difficult Circumstances, and
Indigenous People

Worksheet # 3
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
1. Interview a teacher known to you (not necessarily in the school setting) about
the principles and practices that s/he uses in dealing with diversity in the
classroom.
2. Analyze the impact of individual differences on learners’ interactions.

OBSERVATION

Interview teachers known to you about their experiences 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

Ask the teacher’s method in addressing the individual learning needs of the students in his/her
class.
-
OBSERVATION REPORT
Name of the School Observed: Catarman National High School
School Address: Brgy. Dalakit Catarman Northern Samar

During Class: The class is very noisy and competitive; the smart students compete which
answer is the most valid and correct answer. While the others just wait until they are done. But
debating is the class’s most favorite activity. Some of the students answer, but some don’t, but
they just raise up and the teacher help them answer. The teacher obviously calls out the
students behind because she knows that these kids are not paying attention. The quiet
students or the ones who are quiet in general do their normal students’ stuff, some listened to
music, some stayed back played games on their phone, while others watch anime and read
their books.
Outside Class: The students group themselves based on their interests, some are
interested in K-POP and Foreign Pop Culture, others are grouped because they came from the
same section/school previously and some are in the groups with same gender. A student who’s
not interacting with anyone is the transferee from other school. The student is still waiting for
someone to approach him first, and still trying to learn his new environment.

ANALYSIS
1. How does the teacher influence the class interaction considering the individual
differences of the students?
- The teacher influences the class interaction considering the individual differences
of the students by manifesting a fairly values inside the classroom. This is
comparable to the groupings of the learners outside the classroom. The persons
having common interest with one another are in one group.
2. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
 Know your students. In addition to their names and experiences, determine
their skills and knowledge.
 Create a welcoming learning environment. Make students feel comfortable
and important.
 Set and communicate expectations.
 Encourage students to interact positively with one another.

REFLECTION
In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
In the future I want my students to be active in our class, so that they can
answer questions that I will be asking, I want to feel them how they are confidently to
go out of the box and feel comfortable without being shy and scared. I’m a typical
teacher who are more into listening and asking questions rather than making them
shyer, I’m sure they will be an exciting discussion.
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?
 - My teachers when I was elementary and high school they possessed equality
towards fast learners and slow learners every time my teacher call upon
recitation they would likely to call those students who are not always
participating in the class, because my teacher doesn’t want to have
favoritisms in terms of students they already know that a fast learners abilities
are very fast to comprehend a simple questions throwing to them, therefore
the slow learners are the first in line to be called for them to participate in very
school activities to boost their confidence and to feel more belong inside of
the class, and that’s how my teacher deal with their abilities, every learners
deserve to have an attention not only fast learners but also the slow learners
for them to be more competitive.
What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
- Commitment to Students and Their Learning.
- Receive and Act Upon Professional Feedback.
- Demonstrate Professional Practices and Demeanor.
- Communicate Effectively and Professionally.
- Collaborate with Others in a Positive and Professional Manner.
All of these traits as a teacher will have a positive impact for each individual not
only by the students, but for all the person inside the school premises. That you may
interact and cooperate with your activities, projects, events inside or even out

Activity 3.2

Observing the school experiences of learners who belong to indigenous

groups

Consider a “virtual” field study through watching Indigenous People in the

Philippines videos. You can start with this video by DepEd: DepEd Indigenous
Peoples Education Office. National Indigenous Month (October) Video, 2013.
Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y

OBSERVATION

AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION

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

If you are watching videos you searched, instead of actually visiting a school, have these
questions in mind as you are watching the videos.

1.Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
- They are arranged according to their last name and it’s a big part for a teacher to
disseminate them out and to make them more comfortable to their new classmate. Each
area of the classroom has the capacity to interact and to participate they wont easily to try
hiding their self to the teacher.

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

- Engaging students to participate some events like Intramurals, foundation day, Christmas
day, Valentines day and for celebrating of each month like science month etc.

3.Who are the people who manage the school? Who are involved in teaching the learners?
- School head, Faculty, and Students.

4. Observe how the teaching-learning process happened. Describe the learning activities
they have and the teaching strategies that the teacher uses.
-Its adaptability of the certain situation depends on the learners. The teachers will adjust
and create a moderator to balance the learning process of the students.

5. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
- They are both exchanging ideas, and imparting knowledge to provide the school and
student needs.

6. What instructional materials and learning resources are they using?

- Instructional materials are the content or information conveyed within a course. These
include the lectures, readings, textbooks, multimedia components, and other resources in a
course. These materials can be used in both face-to-face and online classrooms; however,
some must be modified or redesigned to be effective for the online environment. The best
instructional materials are aligned with all other elements in the course, including the
learning objectives, assessments, and activities.

OBSERVATION REPORT

- Indigenous people loved their culture and beside of that they loved to learn and to have
education on their own and because of the DePEd Order

ANALYSIS
What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in schools?
- We provide a special program to uplift the specific needs of the indigenous
people living in our society it able to promote their talents, behavior, religious
that they preserved to a better of encouragement to voice out and let their
culture heard.
REFLECTION
Reflect based on your actual visit or videos that you watched.
1.What new things did you learn about indigenous people?
- They have a great culture, even if they lack of education they instill loved and
preserved their culture on behalf of lack of support in the government, they have the
greatest smile on their faces telling you that they’re okay. But today’s they indeed
need the education for them to help their own community and to provide something
in their selves not only by one individual need but for all.
2. For indigenous learners, as a future teacher, I promise these three things:
Be open to and respect indigenous people by;
- Seek first to understand their social values, cultures and traditions, as well as their
expectations and preferences for dialogue and dispute resolution. Our consultations
consider traditional land use information and community interests, goals and
perspectives on environmental, social and economic topics. We engage with
Indigenous communities at the regional, local and individual levels by meeting
regularly with regional governments, community associations, local leaders and
community residents. Our stakeholder engagement professionals work closely with
our drilling and production teams to guide discussions and facilitate cooperation with
Indigenous Peoples to address potential operational impacts on the community.
Wherever we engage with Indigenous communities, we pursue opportunities to
support economic development opportunities consistent with Indigenous
communities’ culture and community development plans. In some cases, the
engagement and consultation may be guided by a formal agreement with the
Indigenous community
2.2 Uphold and celebrate their culture, beliefs and practices by
- Interacting and letting them to promote their culture for everyone, be proactive and
experience some incredible moments that our fellow indigenous people share to us,
and be part of their culture.
2.3 Advocate for indigenous people education by
- Learn by your own risk, let them teach you how their life is, give them opportunities.

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.
- As a future teacher, this activity is not only intended for me to have a
good observation but rather to furnish me to become a competent educator
someday. For me the methods, and strategies that I will remember in the
future that I could ensure that I meet the needs both high and low achievers in
my class is that I will treat my students fairly, respect their individuality, social
background, and most especially their individual differences in abilities. I will
 avoid comparing and never attempt from putting them down I will make sure
that these things are embed in my mind therefore that I could understand my
student’s temperament pace in accomplishing tasks, interactions with teacher
and the way the interact with others.
Reference
Lucas, Maria Rita D.,et al. Field Study 1 (Observation of Teaching-Learning in Actual School
Environment. (2020).