EPISODE 2:

LEARNER DIVERSITY:
DEVELOPMENTAL
CHARACTERICTICS,
NEEDS AND
INTERESTS
ACTIVITY 2.1 Observing learner characteristics at different stages

Resource Teacher: _______________ Teacher’s Signature________ School__________

Grade/ Year Level: _______________ Subject Area___________ Date______________

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

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

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

Physical

1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.

2. Are gross movements clumsy or deliberate/ smooth?

3. How about their fine motor skills? Writing, drawing, etc.

Social

1.Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood
shifts)

2. How do they express their wants/ needs? Can they wait?

3. How do they handle frustrations?

4. Describe their level of confidence as shown in their behavior. Are they self- conscious?
 Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language proficiency.

2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.

3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

Learner’s Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels. The items under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.

Developmental Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
_______ _______ _______
Physical
Gross- motor skills -The child loves to -He loves to play a -He can do a lot of
play and to move lot. things like to dance
around. and sing.
Fine- motor skills - The child is still -He loves to draw -He knows how to
learning how to different shapes. write poems,
count and write. essays and letters.
Self- help skills -The child needs a -He can - He/she can do a
lot of patience, sometimes help lot of things by
support and himself. himself.
Others guidance from
parents and
teachers.
Social -He is still
-He starts on - He is competing
Interaction with adapting to the being active in in the class. He
Teachers new environment. class and starts to loves to talk with
approach and ask the teacher.
help of teacher.
Interaction with -He interact and -He is friendly and -He loves to talk
Classmates/ friends play a lot with his approachable. and socialize with
classmates and his
friends. classmates/friends.
Interests -The child interest -The child is more -He is interested on
is more on playing eager to learn to achieving so many
Others and having fun. explore things on things, by
his own. exploring and
learning about life.
Emotional -His mood is -He is moody, he -He knows how to
Moods and constantly can sometimes be express his feelings
temperament, changing. He cries quite, active or towards the others.
expression of and laughs a lot. upset.
feelings He can easily get
upset and cry over -He can’t -He knows how to
Emotional things. understand nor relax and control
independence control his own his feelings.
-The child shows feelings
Others and express what
and how he feels.
He can’t control
his own feelings.
Cognitive -The child -He can He can express
Communication Skills communicates communicate with himself by
well. He/she like others but it’s not communicating to
to talk and tell that good. others.
everything with
everybody.

-The child can’t -He can

Thinking skills easily understand -He can thinks fast comprehend
or comprehend. but sometimes critically.
not.
-Child doesn’t
Problem- solving know how to He can decide and
make decisions by -He tries to solve solve problems on
himself. problems but he his own.
needs more
guidance.
-Child needs more
Others guidance and
support from his
parents because
he is having a hard
time doing it by
himself.

ANALYZE
 Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the

Observed Teaching- Learning Process
Preschool  Preschool like to  Therefore, the teacher should
Age range of move around a lot. remember to use music and
learners movement activities not just in PE
observed 3-4 but in all subject areas.
 Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.

Level Salient Characteristics Implications to the

Observed Teaching- Learning Process
Preschool - Preschool like to move  Therefore, the teacher should
Age range of and play with his know how to handle
learners classmates/friends. preschoolers behaviors.
observed 3-4  Therefore, the teacher should
know how to make lessons
interactive and interesting for
student to participate and learn
in class.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.
Elementary -Kids love to play with  Therefore, the teacher should
Age range of his classmates, explore a know how to control the kids
learners lot of things and ask behavior.
observed 7-12 questions.  Therefore, the teacher should
always make lessons that is
new and interactive for
students to learn.
 Therefore, the teacher should
create a plan that will make
every discussion in the class
enjoyable.
 Therefore, the teacher should
familiarize his lessons before
entering the class so that he
can answer student different
questions.

High School -High school students  Therefore, the teacher should

Age range of like to have a serious create a lesson plan that is
 learners discussion about a topic. interactive for students to
observed 12-19 participate in class during class
discussions.

REFLECT

1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?

Some of the things I have noticed is that before, we rely more on books to
get the answers and information that we need and by just having a pen and paper in
our desk, we are contented in our seats waiting for teachers to give an activity or
discuss a lesson but now, it’s just different because students are more likely to
move around, they are easily distracted and tempted to use gadgets and surf in the
internet. They want to get entertained by watching television and many more.

2. Think of a teacher you cannot forget for positive reasons. How did she/ he help or not help
you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

I was once bullied by a teacher because of my skin color, but that does not
really affects me at all because I used that experience to prove her that I am
beyond capable of something. I strive hard to study to get highest grades and aim
for growth instead.

3. Share your other insights here.

Development can be seen on a child if the teacher and parents guides and
support them. Learning and growth does not happen overnight. Instead of doubting
or putting pressure to a child, help them develop the skills and help them, achieve
the growth that they need, physically, mentally, spiritually and emotionally.

EPISODE 3:
 FOCUS ON GENDER,
NEEDS, STRENGTHS,
INTERESTS,
EXPERIENCES LANGUAGE,
RACE, CULTURE,
RELIGION, SOCIO-
ECONOMIC STATUS,
DIFFICULT
CIRCUMSTANCES AND
INDIGENOUS PEOPLES

ACTIVITY 3.1 Observing differences among learners’ gender, needs, strengths,

interests, experiences; and differences among learners’ linguistics, 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 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 the transpires inside and outside the classroom.

Step 4. Interview your Resource Teacher about the principles and practices the 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? 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.

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
 OBSERVATION REPORT

Name of the School Observed: NAGA CENTRAL SCHOOL 1

School Address: NAGA CITY, CAMARINES SUR

Date to Visit _____________________________________________________________________

All of the students are participating in the class. Each of them was called to
answer a question for a recitation. Some students pays attention to what is being
discuss by the teacher but there is also some who are not who causes distraction, noise
and interruption of class. Students in front are seriously paying attention in listening
and studying while those who seats at the back plays with each other. Whenever
teacher is asking questions, students raise their hands to answer. Teacher gave an
activity after discussing the lesson. Students confidently finished the activity and later
on submitted it to their teacher.
ANALYZE

1. Identify the persons who play key roles in the relationships 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 main persons who plays key roles in the relationship and interactions in
the classroom are the teacher and the learner. Teacher is the one who leads and
facilitates the learning while the learners are the followers. In class yes there is
always a student who happened to be a joker, this person is the most hyper and
jolly person in the class, the little teacher is the most serious one, the one who
always nag and discipline the class whenever the teacher is not around.

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

Learners most likely to assume these roles because they see themselves as
one. Some factors that affect their behavior is because of the environment that they
are in or it could be the influence of the people around them.

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 others? How is this shown?

Yes, there is. There is a student who appears to be left out and seems to be
different from the others not because of his physical appearance or whatsoever but
because he doesn’t interact nor talk to his classmates. His classmates doesn’t ignore
him at all or rejected him because he is only the one who make himself left out with
the others.

What does the teacher do to address issues like this?

Teacher didn’t treat him different despite of his behavior with everyone, the
teacher gives him always compliment just to encourage him to interact with other
and to do more in class.

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

The teacher influence the class interaction considering the individual

differences of the students by illustrating fairly values. Instead of looking to the
downside of the student, the teacher is doing his very best to address all the needs
and problems of the students in the class.

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

Teacher familiarize the behavior and characteristics of his students. Teacher

acknowledges and respect every students. He makes incorporate diversity plan in
the lesson plan.
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?

The students may be stubborn, noisy, and difficult to handle but yes, there is sense
of oneness or unity among the learners and between the teacher and the learners.
Teacher comes in the classroom prepared with the things that he might need during
the discussion, learners awaits the teacher to discuss the lesson. The interaction
during the discussion in the class is one proof that there is oneness and unity in the
class because the teaching and learning session happens, and they respect each
other.
ACTIVITY 3.2: Observing differences among learners with disabilities, giftedness,
and talents

Resource Teacher: _______________ Teacher’s Signature________ School__________

Grade/ Year Level: _______________ Subject Area___________ Date______________

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 gifted and talented
d. A regular class with inclusion of learners with disabilities

2. Note the needs of the leaners that 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 behaviour of both regular students and those with special needs. Note their
disposition, 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: NAGA CENTRAL SCHOOL 1

0000000000000000000000000000000000
School Address: NAGA CITY CAMARINES SUR

Date to Visit _____________________________________________________________________

Students are different from one another, some are seriously paying attention to
what is being taught to them and some are not. Students has differences in terms of
their behaviour and characteristics, one may be eager to learn and the other one is not,
so the teachers should always come prepared with the lesson plan and all of the things
that she might need during the class session. As I observed in the class I’m assigned
in, I see a lot of differences of students and when I asked the teacher how she handle
or deal with students with different needs, problems and behaviours, she just said
that it’s really too much to handle but she is always trying to give all her best to do her
job well. She also said that those behaviours of the students didn’t really come out
naturally in them but it comes because they are being influence by the people and
environment they are in. As I continue to observe in class, I am amazed of how teacher
used different strategies to deal with the differences of the students, she always
makes the class interactive were no one will be left behind. I also encounter student
with special needs in school and I am happy to see that they may be differ in some part
but they can go to school as a normal one because of inclusivity.
ANALYZE

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

Yes, it matched.

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.

Those students who perform well in class has more the ability to easily catch
up, adapt and understand the lesson, while those who cannot is having a hard time
coping up understanding the lesson and they take so much time understanding it.

3. Describe the method 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.

Teacher is not looking in the differences of her students, the treatment that
she is giving to all of her students are fair and the same so that the students might
not feel left out towards the others. Teacher Is using the method of utilizing every
tool, material and resources that is available to address student needs and
problems.

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 the differences in abilities? Was your
teacher effective?

My teacher in elementary is an effective one because although there is a

student who happen to be a low achiever, he never stop teaching that student every
vacant time. He patiently teach that student in order for him not be left out in class.
My teacher really did a great job for he does not let every students go home without
any learnings to be brought in mind.

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

As future teacher, I still have a lot to learn, pursuing the profession of

teaching is not a joke because you have to invest not only your time, but also effort,
dedication, passion and determination to educate a child. To become a teacher, I
have to embrace good traits and values to influence my future students. I should
also practice the skills that a 21 st century teacher must have in order to be up to
date to the constant change that is happening in the world to make sure that I will
meet the expectations, needs and interests of my future students.
ACTIVITY 3.3: Observing the school experiences of learners who belong to
indigenous groups.

Resource Teacher: _______________ Teacher’s Signature________ School__________

Grade/ Year Level: _______________ Subject Area___________ Date______________

To realize the Intended Learning Outcomes, no work 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 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 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. Tubuan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan- Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
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. National Indigenous Month (October) Video, 2013.
Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y

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 interact
with respect.

2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?

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

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

5. Observe how the teaching- learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.

6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.

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

8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can
see 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; Naga Central II

Since I don’t see indigenous people/ students in the school I observed I will just
give point on how teachers manage to teach students despite of their differences.
Teaching-Learning has no limitations regardless of what is student backgrounds,
culture, belief or whatsoever because teaching-learning happens because of a goal and
it is to nurture a child. Students may be differ from one another but the teacher makes
sure that students gets the attention, knowledge and the guidance he/she needs along
with her learning process. The teaching may be a difficult one while dealing with
individual differences and characteristics of students but teacher has all the possible
solutions just like using of different teaching strategies to make sure that students are
not left behind.
ANALYZE

Curriculum Design, Answer each question based on your observation and

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.
interview data.
Yes, because the teaching is associated with the
culture and knowledge they are in.
Example; In their day to day living, teachers teach
all about weaving with the application of IP group,
knowledge and culture.

2. Does the school show respect Yes, the school show respect of the community’s
of the community ‘s expression of expression of spiritually by respecting unique and
spiritually? How? traditional music instrument for they believe that
it has its own spirit.
3. Does the school foster in the Yes, the school foster deep appreciation of their
indigenous learners a deep identity because the school doesn’t hinder, nor
appreciation of their identity? objected to what they are believing and doing,
How? instead they promote and encourage them to learn
and understand the way they live and the
essential values that marks their identity.
4. Does the curriculum teach Yes, because it is included in the objective to
skills and competencies in the inculcate cultural or traditional awareness and
indigenous learners that will help that need to preserve and promote one’s cultural
them develop and protect their heritage.
ancestral domain and culture?

5. Does the curriculum link new Yes, the school allows research, documentation
concepts and competencies to and cultural immersion so as the same time they
the life experience of the are able to let other people experience their way
community? of life, culture and tradition, for which they are
also able to learn.
6. Do the teaching strategies help Yes, because people tend to have different
strengthen, enrich, and perceptions so a good teaching strategy will be a
complement the community’s great help to make them understand and realize to
indigenous teaching-process? strengthen, enrich, and complement the
community’s indigenous teaching-process.
7. Does the curriculum maximize Yes, whenever there is an important gathering,
the use of the ancestral domain they showcase a performance about it, they also
and activities of the community have museums showcasing different important
as relevant settings for learning items about their tribe identity, culture and
in combination with classroom- tradition.
based sessions? Cite examples.

8. Is cultural sensitivity to uphold Yes, school Is inviting cultural bearers who

culture, beliefs, and practices, embodies the skills and technique of a particular
observed and applied in the traditional art form to do an actual performance or
developmental and use of to be teacher that will impart knowledge and
instructional materials and first-hand experiences to a group of interested
 learning resources? How? (For youths.
example, culture bearers of the
Ingenious Peoples are consulted.

9. Do assessment practices Yes, because the school promotes teaching and

consider community values and learning the right and necessary values.
culture? How?

10. Do assessment processes Yes, because creation and creativity are involve in
include application of higher the development of higher-order thinking skills.
order thinking skills?

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

Indigenous people are not different, they are also people who value and
promote education in their tribe. To promote and uphold the indigenous people
knowledge systems and practices and rights in schools, we can also help them,
conserve or preserve the environment they are living in by imparting knowledge on
how to do it. We can also help them showcase the importance and how to
appreciate the culture, tradition and tribe that they have.

REFLECT

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

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

I have learned and I was amazed by how indigenous people still manage to
have a close attachment to their ancestral land. Their huge dedication and
appreciation to their tribe, values and tradition despite of the rapid change in
today’s world. They still have the sense of oneness and unity in preserving and
conserving the land and resources that they have.

2. What did you appreciate most from your experience in visiting the schools with indigenous
learners? Why?

Indigenous people are very welcoming to their visitors and open to those who
wants to know and understand the values, culture and tradition that they have. I
admire how they smile and treat people like they are part of the tribe even if not. I
also appreciate their willingness to share their belief and knowledge to the others.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by imparting the knowledge that they
need to educate and help them grow as persons who has dreams while promoting
and upholding the importance of their tribe in our community.

3.2 Uphold and celebrate their culture, beliefs and practices by respecting them and
helping them to promote by opening their culture, beliefs and practices to the
others.

3.3 Advocate for indigenous peoples education by means of celebrating, appreciating and
understanding their culture, beliefs and practices, and by also educating them in
some ways of like for example on how to preserve and advocate their tribe and
culture to others.