LEARNING

FIELD STUDY 1 EPISODE Focus on Gender, Needs, Strengths, Interests,

Experiences Language, Race Culture, Religion, Socio-

FS 1 3 economic Status, Difficult Circumstances, and

Indigenous Peoples

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences and gender, racial, cultural
and 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 used in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
used in addressing the learners needs toward effective teaching and learning.

TARGET Your Intended Learning Outcome

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 (PPST 3.1.1): 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 varying rates from child to child, as well as
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, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective 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 language 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-learning facilitative rather than
imposing.
a. 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-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. There are two big indigenous peoples groups which have several
smaller ethnic groups within them, the non-muslim groups called the Lumads in
Mindanao, and the logorots in Northern Luzon. Among others, we have the Badjaos.
Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 Dead Issued DO 12. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum framework. Most useful for you as a future
teacher to remember in the 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32, s.2015 enclosure.pp. 15-18)
1. Curriculum Design, Competences and Content. Interfacing the national
curriculum with Indienos Knowledure systems and practices (IKSPs) and
Indigenous Leaming systems (ILS) the desire of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's work
view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity,
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigence
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader society.

2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich and complement the community's indigenous teaching-learning
process.

3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived and learned is the primary learning environment and learning space of
indigenous learners
 4. Learning Resources. Instructional materials, and other learning resources shall
be developed and utilized in line with the described curriculum content and
teaching learning processes.

5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be developed
with their participation.

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: _________________ Teachers Signature: ___________ School:

___________

Grade/Year Level: ________________ Subject Area: ___________________ Date:

___________
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 1. 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 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 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 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

OBERVATION REPORT
Name of the School Observed ___________________________________________________

School Address _______________________________________________________________

Date of Visit _________________________________________________________________

 ANALYZE
1. Identify the persons who play key roles in the relationships and in and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, as attention seeker, a little teacher, a double 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 learner?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

Resource Teacher: _________________ Teachers Signature: ___________ School:

___________

Grade/Year Level: ________________ Subject Area: ___________________ Date:

___________

To realize the Intended Learning Outcomes, work your way through these step.
1. Observe at least two of these classes
a. SPED class with learners with intellectual disabilities
b. SPED class with acts 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 teachers to find out more 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 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 ______________________________________________________________

 ANALYZE

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Describe the differences in ability level 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 your
teacher effective?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 OBSERVE, ANALYZE, REFLECT

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

Resource Teacher: _________________ Teachers Signature: ___________ School:

___________

Grade/Year Level: ________________ Subject Area: ___________________ Date:

___________

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 Paman 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
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog. Iloilo
h. Tboli 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. Bayaniban Elementary School, Marilog, Davao
l. 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.???????? Di ko na ma basa kay blurred, ang labo
parang ikaw.

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.
 OBSERVE

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

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
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 act with respect
2. Observe and not 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 caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teacher, 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

Write your observation report here.

OBSERVATION REPORT
(You may include photos here)

Name of the School Observed ________________________________________________

School Address ____________________________________________________________

Date of Visit ______________________________________________________________

OBSERVATION REPORT
(You may include photos here)
 ANALYZE

Curriculum Design, Answer each 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 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 system and practices and rights in schools?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

REFLECT
Reflect based on your actual visit or videos that 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 a future teacher, I promise these three things:

3.1 Be open to and respect indigenous people 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
member 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'
difference ability levels.
LINK Theory to Practice

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

1. Which statement on student 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 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 is a 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. 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
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 informational context in the assessment standards and content faithfuly
without modification
D. Including community-generated assessment processes that are part of indigenous
learning system

7. Read the following comment by the teacher. Which of these comments will ?????? di
mabasa
A. ?????
B. ?????
C. ???
D. ????
8. Which of the following demonstrations differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work
with the same topic but assign a different task appropriate for each group to
accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assign deferent content
topics for the group to work on.
D. The teacher groups the learner by ability level and assign 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 lecturing
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
 EVALUATE Performance Task
Evaluate Your Work Task, Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcome: 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 (PPST
3.1.1): and demonstrate openness, understanding, and acceptance of the learners' diverse needs
and backgrounds
Name of FS Student _____________________________________ Date Submitted __________
Year & Section _______________________________________ Course ___________________
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks
answered/ not answered/ answered/ not answered/
accomplished accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly connected answers not
thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more
theories; grammar and grammatical/ than four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; shallow; somewhat shallow; rarely
by what were supported by supported by what supported by
observed and what were were observed and what were
analyze. observed and analyzed. observed and
analyzed. analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in the reflected on in
the context of the the context of context of the the context of
learning the learning learning outcomes; the learning
outcomes; outcomes; complete; not outcomes; not
complete, well- complete; well organized, relevant complete; not
organized, organized; very to the learning organized; not
highly relevant relevant to the outcomes relevant
to the learning learning
outcome. outcome
Submission Submitted before Submitted on Submitted a day Submitted two
the deadline the deadline after the deadline (2) days or more
after the deadline
Comments Over-all Rating
score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_______________________________________________ __________________
Signature of FS Teacher above Printed Name Date