Name : Anthony L. Anduyo Lesson No.

: 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

Activity 3.1 Observing differences among learners’ gender, needs, strengths, interest and
experiences; and differences among learners’ linguistic, cultural, socio-economic religious
backgrounds, and difficult circumstances.
Resource Teachers: __________ Teacher’s Signature: ___________School:
_______________
Grade/Year Level: ____________Subject Area: ________________ Date:
_________________

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?
 In the Grade 3 – Our Lady of Lourdes there are pupils who play the key roles in the
relationship in the classrooms. As I observe there is no one in the group who play a
leader. Jude was the attention seeker at the same time a mascot/joker, Miguel, Clyde,
and Sean was the little teacher of the group, and the doubter was John Rey.
What makes the learners assume these roles? What factors affect their behavior?

 Learners assume the mascot/joker maybe this was their roles when they are on their
respective home and also the fact that the learners assume little teacher role is because
they have a prior knowledge to that particular subject and their level of learning is
difference to others.

2. Is there anyone you observed who appear left out? Are the student who appear
“different?” why do they appear different? Are they accepted or rejected by the others?
How is this shown?
 I observed someone who appeared to be different, based on my observation this pupil
isn’t rejected by the others, instead they accepted it. It appears that this pupil is
sometimes so silence where it comes to the point that he will not answer any questions. I
think that there is a problem with this kid at their family, at home.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
 The teacher influence the class by the his teaching skills, teachers’ mood, and the also
how the teacher builds his classroom environment

4. What strategies that the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
 The strategies that the teacher use to maximize the benefits of diversity in the classroom
by knowing his pupils well, respect pupils and acknowledge, practice cultural sensitivity,
 Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

incorporate diversity in the lesson plan, and give the pupils freedom and flexibility. By
doing and applying the teacher can leverage the 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 learners?
 When I’m in the classroom I feel contented and happy. I feel the sense of unity to that
classroom among the learners and between the teacher and the learners.

Activity 3.2 Observing differences among leaners with disabilities, giftedness, and
talents
Resource Teachers: ___________ Teacher’s Signature: _________School: _______________
Grade/Year Level: _____________Subject Area: _______________Date: _________________

ANALYZE
1. Did your observation match the information given by the teacher?
 Yes, my observations corroborated the teacher's facts, and I was able to recognize the
students who are performing well and those who are not. The conduct that helps me
recognize them is proposing to answer questions and consistently reacting to the
teacher.

2. Describes 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?
 There are certain students who can learn quickly and perform well in the class that I
observed. Those who dwell in class have the capacity to comprehend the lesson during
discussion, whereas those with low performance find it difficult to relate significantly
during the discussion. Low-performing students will receive lower grades.

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.

 The methods that teacher used in handling students’ differences in abilities treat them in
different way. During class discussion the teacher call the fast learner and after that he
calls those pupils whose average of understanding is low and approach and explains
them the topic in a nice and a way that pupils will understand base on their level of
understand.
Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

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?
 When I’m in Elementary I remember that I belong to the high achievers in our class the
others are, Erene Augustine, and Lesly Latasa when I was in grade 1 to 4. My adviser
told me to teach my other classmate who are poor in reading to read and others poor in
math to learn the basic math. These technique helps the others who are low achievers to
encourage to learn and improve and encourage them to become high achievers.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
 As a future educator, I will take the time to get to know my pupils and what modifications
need to be made and taken into consideration in order to fulfill their requirements. To
make every class interaction memorable, I'll employ a variety of engaging teaching
techniques. I'll make sure to plan a teaching strategy that can accommodate all learning
preferences and employ exercises that are tailored to my students' requirements. I'll also
come up with a fantastic notion for successful instruction.

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
Resource Teachers: __________ Teacher’s Signature: ___________School:
_______________
Grade/Year Level: ____________Subject Area: ________________ Date:
_________________
Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

Write your observation report here.

OBSERVATION REPORT
( You may include photos here )

Tugdaan Mangyan Center for Learning and Development

Tugdaan Indigenous Secondary School

Paitan, Mindoro, Philippines

October 30, 2022

OBSERVATION REPORT
(You may include photos here)

Mangyan is the specific IP group in Tugdaan High School. Mangyan is the generic name for
the eight indigenous groups found on the island of Mindoro, southwest of the island of Luzon,
the Philippines, each with its own tribal name, language, and customs. Mangyan is mainly
subsistence agriculturalists, planting a variety of sweet potato, upland (dry cultivation) rice,
and taro. Their languages are mutually unintelligible, though they share some vocabulary and
use Hanunó’o script to write. The Mangyan isn’t hard to socialize.

There are different parts or areas of the school environment of Tugdaan. Just like the other
school it has a proper classrooms and enough learning equipment’s. The difference of this IP
school is that they are more on agriculture, the school garden are so broad. The learning
spaces are arranged properly.

As I see in the video, the Tugdaan focus on the agriculture and environmental activities. They
plant and crop vegetables. Mrs. Ligaya Lintawagin was the principal and the one who
managed the school, and the same time she is also a community leader of their tribe.

One of the teacher share her experience on teaching and how she used to find the curriculum
goals. She says that before teaching the mainstream perspective as defined by the DepEd or
the Curriculum implemented they need to integrate their own indigenous culture into each
subject or topic to be execute.
Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.
1. Does the school foster a Yes, the school foster a sense of belonging to one’s ancestral
sense of belonging to domain, a deep understanding of the community’s beliefs and
one’s ancestral domain, practices. Like not all subjects in tugdaan are taught in the
a deep understanding of classroom but also taught in the outside of the classroom to
the community’s beliefs get connection with the land, in this way students learn to
and practices. Cite enrich, respect, and protect their ancestral land.
examples.
2. Does the school show As I see and observed in the video, the school give a big
respect of the respect of the community expression of spirituality by caring
community’s expression the environment and nature because these are parts of their
of spirituality? How? spiritual beliefs.
3. Does the school foster in Yes the school foster in the indigenous learners deep
the indigenous learners appreciation of their identity by giving the Mangyan students
deep appreciation of to speak their own language and use their
their identity
4. Does the curriculum Just like the mainstream school, curriculum does cover all the
teach skills and usual academic subjects but Tugdaan has an extra 4 subjects,
competencies in the Indigenous knowledge systems and practices, community-led
indigenous learners that development, agriculture, and Mangyan culture. This 4 extra
will help them develop subjects will help them develop and protect their ancestral
and protect their domain and culture.
ancestral domain and
culture?
5. Does the curriculum link Yes, the curriculum link new concepts and competencies
new concepts and exclusive to the life experience of the community
competencies to the life
experience of the
community?
6. Do the teaching Yes, the teaching strategies help strengthen, enrich, and
strategies help complement the community’s indigenous teaching-process
strengthen, enrich, and because they integrate their own indigenous culture into each
complement the subject.
community’s indigenous
teaching-process?
7. Does curriculum Yes, the curriculum maximize the use of ancestral domain and
maximize the use of activities of the community as relevant for learning in
ancestral domain and combination with classroom-based sessions by applying the
activities of the Mangyan culture to integrate into each subjects and also they
community as relevant have 4 extra subjects that cover their own culture and way of
for learning in life.
combination with
classroom-based
sessions? Cite
examples.
 Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

8. Is cultural sensitivity to Yes, by being sensitive to their own culture is a way to

uphold culture, beliefs acknowledge, aware and respect the culture and also the
and practices, observed indigenous community has the authority to decides on their
and applied in the school’s overall direction, management concerns, and key
development and use of content that should be part of the curriculum. For example
instructional materials local materials are used in setting up the facilities, like grass
and learning resources? for roofing, etc.
How? (For example,
culture bearers of the
indigenous Peoples are
consulted.)
9. Do assessment practices Yes, because the assessment practices are related to their
consider community values, culture, and way of life.
values and culture?
How?
10. Do assessment I think the assessment process include application of higher
processes include order thinking skills so that the level of their understanding will
application of higher be measured or what level of their thinking skills so that there
order thinking skills? will be adjustments.

RELFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
 The new things I learn about indigenous peoples is that they have their education is
difference to mainstream education. They integrate their cultures to the subjects and
they have extra subjects that can help protect and develop their ancestral domain.

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
 I appreciate how they preserve, develop, and protect their own culture. They are so
hardworking and persistent on their education.

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

3.1 Be open to and respect indigenous peoples by
3.2 uphold and celebrate their culture, beliefs and practices by
3.3 advocate for indigenous people’s education by
LINK Theory to Practice
1. C
2. C
3. B
4. B
5. A
 Name : Anthony L. Anduyo Lesson No. : 3
Program Year/Level : 4th Year BEED - Generalist Course Code/Title : EDUC 401

6. C
7. C
8. D
9. A