Tancinco, Aldrin Troy B.

CED-02-601A
February 21, 2022
FS 1
Learning Episode 3

Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race Culture,

Religion, Socio-economic Status, Difficult Circumstances
and Indigenous Peoples

FEJ OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners' gender, need interests, and experiences; and
ditte linguistic, cultural, socio-economic, religious back difficult circumstances. ng learners'
gender, needs, strengths, u experiences; and differences among learners economic, religious
backgrounds, and Resource

Teacher:__Ms. Misajon______Teacher’s Signature______________ School: _______________

Grade/Year Level: _Grade 10__ Subject Area: _English_ Date: __February 10, 2022___

The learners’ differences and 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 1. Observe a class in different parts of a school day. (Beginning of the u recess, etc.)
S of a school day. (Beginning of the day, class time,

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 me 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.

1. Find out the number of students. Gather data as to their ages, gender racial group
religious, and ethnic backgrounds.
- The number of students in Ms. Misajon’s class were around 30-40 students. I
think most of the students in that class is a Roman Catholic.

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.
- Interaction seems limited in the virtual classroom because almost all of the
students have their microphones off during the virtual discussion.

2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?

- Since the class is in a virtual setting, all of them behave attentively during the
discussion.
3. Describe the relationship among the learners. Do they cooperate with or compete
against each other?

-During the virtual discussion that I have observed, it seems that students are not
competing with one another but they cooperate and help one another.
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?

- Some students would raise their virtual hand instead so that the teacher would call
them, otherwise, the teacher would call other students to recite even if no virtual
hands were raised.

Outside class:

1. How do the students group themselves outside class? Homogenously, by age? By

gender? By racial or ethnic groups? By their interest or are the students in mixed
social grouping if so, describe the groupings.
- Students would group themselves according to their line of interests. For example
students would want to hang out with someone who has interest in kpop.
2. Notice the students who are alone and those who are not interacting. Describe their
behavior.
 - Students who would be by themselves often has a monotonous face, and silent.

Interview the teachers and ask 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 cope.

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

• Gender
• Language and cultural differences
• Differences in religion
• Socio-economics status

ANALYZE:

1. Identify the persons who play key roles in the relationship and interactions in the
classroom. 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?

- Inside the classroom, there would always be the one who will act as the leader, it
could the President or the Representative of the class. Some students would act
like the entertainer.

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

- Learners take these roles according to their personality. Like it is already innate
for them having that kind of personality.

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?
- There would always be a student who think like they are the black sheep inside
the class, but it is not them being rejected, they just don’t feel like interacting with
other people due to their personality or they are introverted in nature.

What does the teacher do to address issues like this?

- Often times, teachers would let them do groupworks in order to boost
communication with one another and to familiarize themselves.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
 -Inside the classroom students are considered equal, teachers again, would provide
groupworks and to promote brainstorming inside the classroom.
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

- Teachers would like to report about different cultures located in different areas
and would ask the students if they know live in that particular area and would let
them share their culture as a mean of knowledge and a showcase.

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 learner?

- I had a fun experience inside the classroom setting because I was able to observe
a classroom situation in a different perspective. I can sense unity during the
discussion because students do not want their fellow friends and classmates to be
left behind.

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

Resource Teacher: Ms. Sembrano Teacher Signature: ___________ School: Tacurong Pilot
Elementary School
Grade/Year Level: ____________ Subject Area: _____________ Date: February 20, 2022

To realize the Intended Learning Outcomes, work your way through these steps:
1. Observe at least two of these classes.
A. SPED class with learners with intellectual disabilities
B. SPED class 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 teacher to find out come about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

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.
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 the both regular student 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/her class.

ANALYZE

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

- Yes, upon observing the students who have intellectual disabilities, I do not wish
to be offensive, but they have low attention span and they have like a world of
theirs so some students tend to ignore the teacher during the discussion.
 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?

- I think teachers should examine the learners one by one and check their abilities
and devise of a strategy that is fitted for all students with disabilities.

3. Describe the methods used by the teacher in handling students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.

- The teacher has high level of patience in teaching students with intellectual
disabilities, which is a crucial skill for a teacher who will be teaching sped classes
because of they act inside the classroom.

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?
- Students who were low achiever get called often by the teacher in order for them
to boost their grades and be exposed more to the academics. However, it seems as
though that the strategy was not effective since there were no changes that was
observed.

- As for the high achievers, they get called less but will be called if no student
wants to recite.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
- As a future teacher, these are the skills that I must have when I will reach the
stage upon educating the students:
1. Patience
2. Mastery of learning area
3. A pleasant approach
4. Maturity
 ACTIVIY 3.3

Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: _____________Teacher Signature: ____________School: BRAC Learning

Center
Grade/Year Level: _____________Subject Area: _____________Date: _February 20, 2021_

To realize the Intended Learning Outcomes, work your way through these steps:
1. Ensure that you have reviewed the no. 3 focused on indigenous people in the
learning essentials of episode 3
2. Observe in a school with a program fr IP learner. 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 Primiry 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 Islad
G. Balay Turun-An Schools Of Living Traditions, Barangay Garangan And Barangay
Agcalaga, Calinog, Iloilo
H. T’Boli School Of Living Traditions, Lake Sebu, Shouth Cotobato
I. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, 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: Ensue proper coordination of your college/univeristy to obtain

permission from these schools before you visit.

If you 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:

3. Write your observation report

4. Analyze your observation data data using the indigenous people education
framework
5. Reflect on your experience.

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Read the following carefully 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 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.
- The BRAC provides alternative education in the Autonomous Region in Muslim Mindanao

2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
- the learning areas are quite small, students do not have that much space to work, they also do
not have tables and chair to sit on, they only sit on the floor.

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

- They would go group works like assembling a puzzle, as well as the use of manipulative toys in
order to shape their cognitive

4. Who are the people who manage the school? Who are involved in teaching in the learners?
- Only the teachers who are interested in teaching are the ones who manage the learning center,
as well the other BRAC members.

5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
- The learning process is somewhat the same with a normal classroom scenario setting, teachers
would discuss in front of the students with their learning materials. Students would actively raise
their hands and recites the answer that the teacher asks.

6. Describe the interaction that is taking place between the teacher and
learners, among the teachers, and in the school general.
- Basing from the video, the students are actively engaging in the discussion, they are active as
well when doing activities with other students.

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

- books, blackboards, manipulative toys.

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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ANALYZE:
Curriculum Design, Competencies, and
Content
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 link 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
experiences to 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?
Answer each question based on your
observation
Based from the video that I watched, there
were no signs of activities related to their
culture that was applied in the teaching and
learning sequence.
Yes, it does. The BRAC Learning Center
empowers unity and acceptance to all learners
from ARMM.
Yes, one of which is when the learners use
their traditional clothing (such as their
headwear) when attending classes in the
Learning Center
Yes, with the help of education, students from
the indigenous area may able to think of ways
on how they can preserve their culture and
belief.
Yes, it does, teachers or instructors introduced
new topics or lessons that will help the
students apply it to a real-life scenario.
Yes, it does. One example of which is the use
of their language as their mode of
communication inside the classroom.
Based from the video that I watched, there
were no signs of activities related to their
culture that was applied in the teaching and
learning sequence.
In the video, it was stated that with the help of
the BRAC Learning Center, learners are now
able to say their cultural greeting to their
parents which is “Assalamu Alaykum” as well
as to their teachers before and after they attend
the learning center.
Yes, students learn good manner and right
conduct while they are inside the learning
center.
 10. Do assessment processes include Yes, it does, one example of which is the use
application of higher order thinking of Manipulative Toys and the Abacus.
skills?

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

- For me I would think that since we are in the 21st century where technology
revolves around the world, we may as well provide assistance in recognizing the
culture of the indigenous tribes through the use of social media as a way of
showcasing their unique lifestyle to the world. Another is to persuade the
government and education sector that not everyone in this country can access
education and must be given the right because as they say “everyone has equal
and free rights in gaining education.” That we must inform them how eager they
are in learning.

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REFLECT

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

- Indigenous people have limited access in education, they have limited access in
learning materials. Another is that students in the indigenous areas are eager to
learn. It was mentioned in the video that they are interested in Education.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
- What I appreciate the most when I was watching the video is when the students
are smiling when learning. You can see the dedication from the students when
learning and how the teacher is very invested in teaching because she loves what
she is doing.

3. For indigenous learners, as a future teacher, I promise three things:

3.1 Be open and respect indigenous people by:

- Learning about their culture, follow the belief system.

3.2 Uphold and celebrate their culture, beliefs and practices by:
- Joining them as they celebrate their festivities.

3.3 Advocate indigenous people education by:

- Exposing their current situation with the help of social media and technology
Write your observation report here.

BRAC Learning Center located in the Autonomus Region of Muslim Mindanao

The BRAC Learning Center aims to provide education assistance in the Autonomous
Region of Muslim Mindanao located in the Philippines at the year 2012. Looking at the area, it
seems that they do not have that much access in education. During the observation session in the
learning areas of the students, it seems quite lacking because they have limited educational
resource. They have no books to read, or even notebooks to write, no chairs to sit on. Instead,
they only sit on the floor while listening to the teacher discuss. Despite that, happiness can still
be observed from the students as they are eager to learn, they have the determination in learning
because they don’t experience education in their area. It was seen in the video that before the
instructors teach the students, they would have a meeting with their co-teachers and have a
discussion how are they going to approach the students and what are the lessons that can be
taught. Along with that they also prepared some visual materials like flashcards, manipulative
toys, and abacus are also used to train the mind of the students.

In this case, we see how the students value their students and education, it is a pity that
the government or the education sector does not give attention to the needs of the indigenous
people. That even the parents of their students are happy because of their children absorbing
knowledge from their respective teachers because they don’t want their children to grow up like
them who wasn’t able to study. This is a reason why the government and the education sector
should provide education to the indigenous people because of their willingness to learn. They see
education as a way to become great and preserve their culture. With the help of the BRAC
Learning Center, they were able to provide education for them but it is not enough, their learning
resources are limited and must be expanded for them to be fully invested in the teaching and
learning process.
Name of School Observed: BRAC Learning Center
School Address: N.A
Date of Visit: February 20, 2022