FS 1 EPISODE 3 - Gender, Racial, Cultural, and Religious Backgrounds

NAVOTAS POLYTECHNIC COLLEGE
Bangus Street Corner Apahap Street, North Bay Boulevard South, Navotas City
Mobile no.: 0997-478-0620 Email: polytechnic.npc2017@gmail.com
COLLEGE OF EDUCATION
FIELD STUDY 1: Observations of Teaching-Learning in Actual School Environment
EPISODE 3: FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES,

LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLES
Introduction:
Episode 3 provides an opportunity to observe how differences in 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
use 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 use in
addressing learners’ needs toward effective teaching and learning.
Objectives:
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.
Activities:
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.
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 before the next page.
1. Find the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.
INTERNAL – MISUSE OR MISAPPROPRIATION INCLUDING COPYING, REPRODUCTION IN ANY FORM, DISCLOSURE, OR PUBLISHING OF THIS
DOCUMENT OR ANY INFORMATION HEREIN WITHOUT CONSENT FROM THE COLLEGE OF EDUCATION IS STRICTLY PROHIBITED Page: 1 of 14
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 the 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 participates actively? Who among them asks for the most
help?
5. When a student is called and cannot answer the teacher’s questions, 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 the class? Homogenously, 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 with 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 ___________________________________________________
School Address _______________________________________________________________
Date of Visit _________________________________________________________________
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What makes the learners assume these roles? What factors affect their behavior?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Is there anyone you observed who appears left out? Are there 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
How did you feel being in the classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 3.2: Observing differences among the learners with disabilities, giftedness,
and talents
Observe
Use the observation guide provided for you to document your observations.
on the space provided.
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify 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 the 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
School Address _______________________________________________________________
Date of Visit _________________________________________________________________
Analyze
1. Did your observation match the information given by the teacher?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Activity 3.3: Observing the school experiences of learners who belong to the
indigenous groups.
Observe
Use the observation guide provided for you to document your observations.
AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION
on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
questions in mind as you are watching the videos. 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 that you will visit.
Know their norms and customary greetings. This will help you blend in with 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 happens. 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 use the questions found in the analysis part of the activity.
Write your observation here.
OBSERVATION REPORT
School Address _______________________________________________________________
Date of Visit _________________________________________________________________
Note: You may add more spaces or pages. Photos may also be inserted.
Analyze
Curriculum Design,
Answer each question based on your observation and
Competencies, and
interview data.
Content
1. Does the school foster
a sense of belonging
to one’s ancestral
domain? A deep
understanding of the
community’s beliefs
and practices. Cite
examples.
2. Does the school show

respect for 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 to the
indigenous learners
that will help them
develop and protect
their ancestral domain
and culture?

link new concepts and
competencies to the
life experiences of the
community?
6. Do the teaching
strategies help
strengthen, enrich,
and complement the
community’s
indigenous teaching
process?

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 the
application of higher-
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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 the most from your experience in visiting the school with indigenous
learners? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. For indigenous learners, as a future teacher, I promise three things:
▪ Be open to and respect indigenous peoples by__________________________________

_______________________________________________________________________
_______________________________________________________________________
▪ Uphold and celebrate their culture, beliefs, and practices by ______________________
_______________________________________________________________________
_______________________________________________________________________
▪ Advocate for indigenous peoples’ education by__________________________________
_______________________________________________________________________
_______________________________________________________________________
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 the 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’s 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 the teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a 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 are features of the Indigenous Peoples Education Curriculum, EXCEPT ___________.
A. Affirms and strengthens 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 worldview,
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 group’s artifacts, stories,
dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight the mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in the 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 international context in the assessment standards and content faithfully
without modification.
D. Including community-generated assessment processes that are part of indigenous
without system
7. Read the following comments by the teacher. 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 dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panbahon sa paksang ito
para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work
with the same topic but assigns 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 learners by their ability level and assigns different topics for
the groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different
task on the same topic, and then requests 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 examinations, one for the fast learners and another
for the slow learners.
D. Applying two sets of different standards.
Reference:
Borabo, M., et al. “Field Study 1: Observations of Teaching-Learning in Actual School

Environment. LORIMAR Publication, Quezon City (2022)

FS 1 EPISODE 3 - Gender, Racial, Cultural, and Religious Backgrounds

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FS 1 EPISODE 3 - Gender, Racial, Cultural, and Religious Backgrounds

Uploaded by

Copyright:

Available Formats

NAVOTAS POLYTECHNIC COLLEGE

EPISODE 3: FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES,

▪ describe the characteristics and needs of learners from diverse backgrounds;

Activity 3.1: Observing differences among learners’ gender, needs, strengths,

AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

What does the teacher do to address issues like this?

AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

1. Observe the class to see the differences in abilities of the learners.

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

AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION

Write your observation here.

2. Does the school show

3. Does the school foster

4. Does the curriculum

5. Does the curriculum

7. Does the curriculum

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

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

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

▪ Be open to and respect indigenous peoples by__________________________________

Link Theory to Practice

1. Which statement on student diversity is CORRECT?

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

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

8. Which of the following demonstrates differentiated instruction?

9. Which teaching practice gives primary consideration to individual differences?

Borabo, M., et al. “Field Study 1: Observations of Teaching-Learning in Actual School

You might also like