FOCUS ON GENDER, NEEDS, STRENGTHS, INTEREST, EXPERIENCES

LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC

STATUS, DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES

OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.1 Observing Differences among learners, ‘gender , needs, strengths,

interest and experience: differences among learners linguistic, cultural, socio-economic,
religious backgrounds and difficult circumstances.

Resource Teacher : _________ Teacher’s 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 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 characteristic of the learners in terms of age, gender, and social and
cultural diversity.
Step 3: Describe the interaction the 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 Forms is provided for me to document my observations.

OBSERVE
 An Observation Guide for the Learner’s
Characteristics

Read the following carefully before you begin to observe. Then write you 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 the ethnic backgrounds.

The English Class consists of 40 Grade 11 Senior High School Students. Most of
the students I observed were aged 16 to 17 years old both female and male. There
are those from Visayas and from different provinces and there are also those who
belong to the Muslim religion but many are still Christians.

DURING CLASS:
1. How much interaction is there in the classroom? Describe how the student
interacts with one another and with the teacher. Are there groups that
interacts more with the teacher than others.
The approach used by the teachers was interactive and student -centered. The
teacher used a puzzle through a Word Shape Puzzle as an introductory task where
they had to guess the hidden words related to different reading approaches. As a
result, the class became lively and interesting. There are students who are shy to
give their answer through chat box but there are also those who actively raise their
hand to share their answer through oral recitation. Students who are smart
participate more in the discussion than students who are weak in class.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
The observation I conducted was online so the students who did not participate
much in the discussion were not very noticeable because almost all the students had
the camera turned off while the other students are not given much chance to
respond to the recitation because the teacher focuses only on calling those active
students.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
In the previous activities conducted by the teacher, it was inevitable that there were
students competing with each other to be noticed that they are active in the class
activity but in the group activities where everyone was given the opportunity to
 showcase their knowledge and skills, it can be seen the cooperation and
collaboration of each other.
4. Who among the students participate actively? Who among them ask for the
most help?
I just noticed that what the teacher always called were only students who always
raised their hands so in order for the other students to have a part, the teacher just
let them read his PPT slides. In my opinion, the teacher needs to focus more on
thinking of other ways so that weak students in class can also have active
involvement and he should pay more attention to the students who do not respond
immediately when being called to oral class recitation.

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 children
will call them inside?
Yes, there are active students who help when their fellow students did not respond
immediately to answer the teacher's question and so as not to embarrass his students
he lets other students answer his question and he focus on the students who were
raising their hand.

OUTSIDE CLASS:

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

gender? By racial or ethnic groups? By their interests? Or the students in
mixed social groupings? If so, describe the groupings.
Based on my observation, students group themselves randomly and sometimes they
conduct a draw lots of whose group they can join with to make the split fair and
balanced number of members in each group. In this way their group becomes more
diverse to bring together their different talents or abilities.
2. Notice students who are alone and those who are not interacting. Describe
their behavior.
Often among the students who do not participate and coordinate with the task or
activity given by the teacher are the students who are shy and weak in class. They
show their teacher that they are not really interested in the class. Maybe their
teacher doesn't pay attention to them so that's how they behave.

Interview the teachers and ask about their experience about their 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.
Based on my teacher interviewed, there are students who really do not participate in the
discussion no matter what he does. The type who asks different questions but does not
respond immediately but even if that is the situation of his students, he does not force it but
he makes various methods to get his attention by applying and creating motivational
activities that arouse the interest of his students. According to him, it is important as a
teacher that he knows the strengths and weaknesses of his students and he should focus on
how he can meet the learning needs of his students by knowing the different talents and
abilities of his students. . He admitted that each student has multiple intelligences and
different learning styles. He added that it is important for the teacher to identify this so that
he can create different teaching strategies and motivational activities that suit the abilities,
talents and needs of the students and the teacher should only consider the individual
differences that may affect his learning objectives.

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

 Gender, Including LGBT - According to him, students are free to perform and
show different talents and he does not judge his students based on their gender
identity because he respects his students.
 Language and Cultural differences - He does not be biased in discussing different
cultures but he explains to the students that everyone has a different background
culture and language to avoid any misunderstanding. He also uses the difference of
language and culture I his activity to show that every person has a different
background.
 Differences in Religion - He avoids discussing religion but uses it in role plays or
reviews of various films to show students that each person's beliefs and religion are
different.
 Socio-Economic Status - He avoids discrimination but teaches equal treatment of
each other regardless of their social status by watching students of various movies
related to the difference of socio-economic status of each to make them more open-
minded.

OBSERVATION REPORT

Name of the School Observed: Don Manuel Rivera Memorial National High School
School Address: Barangay Bulilan Sur, Pila, Laguna
Date of Visit:

On the first day of my observation as Pre-service Teacher at Don Manuel Rivera Memorial
National High School, I feel excited and I'm also challenged at the same time as a future educator but I
can't also deny the fact that there are times that I'm a bit nervous because we weren’t assigned to our own
major to observe.  But it's okay for me as long as I can learn. Temporarily, we are assigned to observe in
the different subject areas to know the different methods and strategies used by the teacher and to see how
they manage to deliver and execute the lesson for today. Therefore, I decided to join an online class of
Grade 11 Senior High School whose subject is English so that I will not have difficulty relating my
observation to the topic discussed. We also know that the Filipino and English subjects are closely related
to each other in terms of methods of delivery and content of the lesson. Earlier, Mr. Razzel Sicat discussed
the Different Reading Approaches and its Importance. It includes skimming, scanning and extensive
reading which can basically help students in understanding and getting the necessary information, main
ideas or important details in the book passages, internet articles or newspapers through the means of
reading. I was very impressed with him as the facilitator of the learning process because you can see his
 good organizational and management skills in online class by following the basic lesson proper that started
with a short prayer, classroom management by setting rules and google meet etiquettes during discussion,
reviewing previous topic, providing related motivational activities before introducing the main topic and
above all, stating first the main objectives of the lesson that contain what he expects in his students to learn
at the end of the class.

I noticed that his discussion was very interactive and he used a student-centered approach that
gives an opportunity for the learners to be actively involved in the learning process by sharing their insights
or ideas about the topic. On top of that, he also used an interactive approach as his method to maintain the
participation, cooperation and enthusiasm of his students by providing a motivational activity as a starting
task. Her motivation used before finally moving on to his main topic was Word Shape Puzzle and the
purpose of this activity was to guess the hidden words to be associated with reading. He also gave each
student the opportunity to respond and speak through oral recitation so the strategy he used was very
efficient and effective. Based on what I have observed in the way he speaks and discusses, I can say that he
has a lot of teaching experience because he possesses mastery of the subject area.

Before finally concluding the discussion, Mr. Sicat gave his summative test not only to summarize
the whole topic but also to test whether the student listened or learned anything in his lesson. In his
summative assessment, he provided 1-5 question items and required students to determine which Reading
Approaches should be used in a specific situation, whether it is skimming, scanning or extensive reading.
On the other hand, in application of what the students learned, he also gave an article containing
information about COVID-19 Virus and what the students need to do is to apply the reading approaches to
quickly determine the cause and effects of COVID-19 virus by quickly finding keywords on the passage. In
the final task, Mr. Sicat did a group activity and asked the students to read the poem entitled 'In Another
World' by Rasaq Malik. In this activity, their  ability to critique literary work starting from the author's
background were tested because they had a group presentation and they made a visual presentation in a
form of collage or any pictures that can retell the main idea of the poem. 0verall, the flow of the discussion
was clear, orderly, impressive and efficient from the beginning to the end. 

Based on what I have learned today, the role of a teacher  is very important because the learning
process depends on how we execute our daily lessons. It is also very important that our ideas as a teacher
are always fresh so that we can make each session of our class meaningful and impactful. Nowadays, we
have many methods and strategies that can be used to get the attention of learners and encourage them to
learn more and actively participate to get involved in the learning process. It is in our hands on how we can
think of the different approaches and methods in order to be effective teachers no matter what subject areas
we teach. It doesn’t matter what kind of modalities we use today, whether it is face to face or online
distance learning as long as we are creative enough to facilitate the learning process and the pandemic is
not even an obstacle to limit our ability as a teacher. Learning is not just limited to the four corners of the
school because no matter where you are, as long as you have a passion for teaching, you can always find a
way to hold your class. It doesn't matter where the learning takes place at all because what is even more
important is how you perform your duties and roles as a teacher wherever you are. As a teacher of the 21st
century, we are now using technology as our tools to deliver day-to-day learning so there is no reason for
us not to think of the different approaches, strategies and methods to be used in teaching. The learning
outcomes of our students depend on our creativity and how we are going to integrate modern technology as
part of our teaching.

ANALYZE

1. Identify the person who plays key roles in the relationship and interactions in the
classrooms, 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?

The one with the biggest major role and responsibility to maintain interaction, cooperation,
collaboration and participation within the classroom is none other than the teacher who the
facilitates the learning process because it is his job to make the overall flow of discussion
more interactive, fun, challenging and engaging to all learners. Likewise, it is the role of each
learner to participate and take part in every motivational activities or group activities
prepared by the teachers. Based on my online observation, it is inevitable that students who
are attention seekers, jokers, leaders, little teachers, doubters and pessimists because this is
just proof that there are diverse learners in the classroom and they also have different
behaviors.

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

Based on my observation in the online class, environmental factors greatly influence why
students behave and display different behaviors in class and one of them is the learning
condition of the students in which learning takes place. Due to the sudden shift from
traditional face to face classes to new learning modlities like online distance learning, many
students have lost interest in their learning so the online setting itself and the digital platform
used are the main problems on which the learning take place have affected their entire
learning process.

2.Is there anyone 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?

Nothing was left out of the class. It is true that not all students are interested in what the
teacher is discussing but even though many students do not respond often or do not
participate much in the discussion, the teacher is there to support his students. This is not
even an issue to others to be not accepted because their reason is valid and understandable,
especially since they often have technical problems during online class.

What does teacher do to address issues like this?

When there are students who are left out or learners who do not follow what the teacher is
explaining, the teacher is always there to support and re -teach him the things he does not
understand and he is also open to any questions so that he can properly explain what he is
teaching. This is his way of getting everyone to keep up with his discussion.

3. How does the teacher influence the class interaction considering the individual
differences of the students?

The teacher is responsible for all the different types of activities within the classroom so the
overall flow of the discussion and how he or she can encourage his or her students to actively
participate despite their I individual differences depends on him or her. The teacher has a
great influence in identifying and exploring the different learning styles and multiple
intelligences of the learners by conducting various motivational activities or group activities
that measure the different abilities of his students so he/she must consider it first to respect
diverse learners.

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

The best strategies that a teacher can use to maximize the diversity of the learners are to
conduct group activities and various group presentations such as role-playing which will
encourage students to showcase their different talents and abilities and it can be shown
through a performance task.

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 learners?

I felt great pleasure and admiration when I saw the excellent teaching strategies used by the
teacher in delivering his lesson. It is also noteworthy that the teacher achieved his stated
learning objectives due to the performance task he assigned to the students where he gave
each group the opportunity to present what they learned in the lesson. They have unity and
teamwork in thinking of a plan on how to successfully present what has been assigned topic
to them. Meanwhile, the teacher was able to accompany and support his students as they
reported and he also shared some information to clarify when the explanation and
presentation of the group was not that clear. So, the student-teacher relationship can be seen
as I observe the online class.

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 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 level.

STRATEGIES FOR HELPING LOW ACHIEVERS

 Individualize activities and assignments by reducing the length and difficulty of the
tasks, using multisensory input sources to reduce their need to learn from texts,
building assignments around their interests, making sure that assignments are within
their ability level, and making sure that the first part of the assignment is easy or
familiar enough to provide initial success experiences (Brophy 102).

 Provide directions to structure tasks by having students repeat the instructions,

modeling the task for them by thinking out loud as you perform demonstrations,
training them in methods of self-instructional guidance, outlining what must be done
to achieve the objectives, and setting time limits within which the work should be
done (Brophy 102).

 Provide for assistance or tutoring from yourself or another qualified individual (aide,
adult volunteer, older student, or classmate). Make sure that question are rephrased or
hints are given when students are unable to respond, praise students when they do
well, have students revise work that is unacceptable, reassure them that help is
 available if needed, and sit these students among average classmates with whom they
enjoy friendly relationships (Brophy 102-103).

 Maintain motivation by providing encouragement and positive comments on papers,

helping low achievers set realistic goals and evaluate their accomplishments, calling
attention to their successes and sending home positive notes, encouraging them to
focus on trying to surpass their previous day's or week's performance instead of
competing with classmates, and giving report card grades on the basis of effort and
production (Brophy 103).

 Identify the most essential objectives of each curriculum unit and make sure that
lower achievers master these (even though it may mean skipping other things)
(Brophy 106)

 Let these students know that their work is acceptable to you as long as they apply
themselves. Work with them to establish and work on feasible goals (Brophy 106)

 Keep directions simple (divide the task into parts if necessary) (Brophy 103)

 Don't let students "practice errors" or turn in fully incorrect papers. Give personal
attention to these students during independent work time (Brophy 106)

 Seat the student in the front of the class and maintain frequent eye contact

 Provide extra assignments that address the learning needs and allow students to earn
extra credit

 Provide them with individualized tutoring as needed and keep in close communication
with tutors to make sure that the tutoring focuses on primary needs and to make sure
that you are aware of progress and problems

 Reteach using varied and enriched forms of instructions (Brophy 104)

 Use Margolis and McCabe's (2006) principles for motivating struggling readers
(Brophy 103)

 Use concrete manipulatives in mathematics

 Make success likely for these students by giving them tasks they should be able to
handle

 Allow them to contract for a particular level of performance and then continue to
study, practice, and take tests until that level is achieved

 Use what students already know to help build new knowledge

 Provide opportunities for students to organize their thinking into organizers such as
"foldables," which can be used to pique interest while allowing students to be
 creative, organized, focus on the objectives, and create a useful study tool. Examples
of foldables can be found here

References: https://motivationtoolbox.weebly.com/strategies-for-helping-low-achievers.html

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answers

1. Which statement on the 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 the
students.
C. The teacher should accept and value diversity.
D. Students diversity is purely due to students varied cultures

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

A.She/he regards his culture as superior to other cultures

B. She/he Regards his culture as inferior to other’s culture
C. She/He accept the fact that all people are unique in their own way
D. She/he emphasizes that differences among people and disregards their
commonalities

3. What is a teaching-learning implication of student diversity?

A. Compare students
B. Make use of variety of teaching and assessment methods and activities
C. Do homogenous grouping for group activities
D. Develop different standards for different student groups

4. All features of the indigenous people 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. Anchor the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institution.

5. All are best practice 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.

6. All are best practices for assessment in the indigenous people’s education
frameworks, EXCEPT?

A. Including the practices of competencies in actual and 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 without modification
D. Including community generated assessment processes that are part of indigenous
learning system.

7. Read by the following comments by the teachers. Which of these comments will
most likely make a child try harder, rather than give up?

A. Sinuwerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling sa paksang ito. Ha?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito, maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learner by their ability level and makes the group
work with the same topic but assign a different task appropriate for each
group to accomplish.
B. The teacher divides the class into three heterogenous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learner by their ability levels and assign different contents
topics for the group to work on.
D. The teacher groups the learner by their ability levels and assign each group
different task on the same topic. And then request three different teachers, each to
assess one of the groups.

9. Which teaching practices give primary consideration to individual differences?

A. Allowing children to showed that they learned the stage of mitosis in a way
where they feel most comfortable
B. Allowing children to showed that they learned the stage 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,
Interest, Experiences Language, Race, Culture, Religion, Socio-Economic Status,
Difficult Circumstances, And Indigenous Peoples

Name of FS Student: Rolando R. Nacinopa Jr. Date Submitted:

Year & Section: 4B Course: BSED - Filipino

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation Questions/tasks Not observation
completely answered/ questions/ tasks not answered / questions/ tasks not
accomplished. answered / accomplished. answered /
accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are Clearly answers are not were not answered;
depth and are connected to theories; clearly connected to answers not
thoroughly grounded grammar and spelling theories; one (1) to connected to theories;
on theories; grammar are free from errors. three (3) grammatical more than four (4)
and spelling are free / spelling errors. grammatical/
from error. Spelling errors.

Reflection Profound and clear; Clear but lacks depth: Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed analyzed were observed and and analyzed
analyzed
 Learning Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes. Complete; learning outcomes. learning outcomes;
well-organized, well-organized, very Complete; not not complete; not
highly relevant to the relevant to the organized. Relevant organized, not
learning outcome learning outcome to the learning relevant
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after the
deadline
COMMENT/S

19

Rating:
Over-all Score (Based on
TRANSMUTATION OF SCORE TO GRADING/RATING 1.25
Transmutations
(96)
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 2.0 2.25 2.50 2.75 3.0 3.5 5
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date: