FIELD STUDY 1

Observation of Teaching-Learning in Actual School Environment

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

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OBSERVE, ANALYZE, REFLECT
Observing differences among learner’s gender, needs, strengths,
Activity 3.1 interests, and experiences; and differences among learners’
linguistic, cultural, socio-economic, religious backgrounds, and
difficult circumstances.

Resource Teacher: Teacher’s Signature: School:

JZGMNHS
Grade Year/Level: IKA- SAMPUNG BAITANG Subject Area: ARALING PANLIPUNAN Date:

The learner’s 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 its student
diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:
Step 1. Observed a class in different parts of his school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpired inside and outside the classroom.
Step 4. Interview the resource teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions. The observation
form is provided for me to document my observations.
The observation form is provided for me to document my observations.

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 OBSERVATION REPORT

Name of the School Observed

School Address
Date of Visit

During Class:

The class is competitive, the smart students compete which answer is the most
valid and correct answer. While the others just wait until they are done. Some
of the students answer, but some don’t, but they just raise up and the teacher
help them answer. The teacher obviously calls out the students behind because
she knows that these kids are not paying attention.

ANALYZE

1. Identify the persons who play key roles in their 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?

There was a joker in the class who’s always kidding and joking. There was also a student who
acts as the secretary of class even though she’s really not. The teacher always assigns her secretary
for the attendance of the class

What makes the learners assume these roles? What factors affect their behavior?
What influences them to assume these roles are their peers, their belief that they would be better
to be this way, people’s reaction that somehow satisfy them and their teachers’ meaningful
feedback.

2.Is there anyone you observe who appear left out? Are you students who appear
“different”? Why do they appear different? Are they accepted or rejected by the others?
How is this shown?

There was no student who I’ve observe being left out or different. The
students celebrate differences and create bond with each other.

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

The teacher influences the students to be supportive of each other and to respect each other’s’
differences by being mindful and careful of their words, and to be available for each other as
friends who are willing to help and be their emotional support. In addition, the teacher
encourages the students accept and appreciate each other’s opinion and belief about a certain
matter, as well as their interest, hobbies and preferences.

4.What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher makes sure that she is aware of students’ individual differences through
understanding their backgrounds, learning styles, hobbies and interest. The teacher establishes
friendly relationship with her students and encouraging them to be open for communication
while fostering respect in the classroom by letting them to talk about their cultural
backgrounds. The teacher also tries to integrate celebration of cultural differences in every
lesson in any way she can, for instance employing activities that allow the students learn about
each other’s culture such as sharing, role playing etc.

REFLECT

How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
As I was observing the classroom, although the students are individually different from each other, their
unity regarding acceptance and appreciation of each other had made me feel comfortable. How the teacher
manages diversity in the classroom is a sign that she is very effective in developing teaching strategies that
promotes awareness and creating connection with diverse cultures. Evidently, the students are empathetic
and open-minded about diverse backgrounds which helped them understand each other well. Students
demonstrating confidence and independence in the class is also a sign that the teacher is effective in
fostering cultural sensitivity in the classroom. The way they care for each other and how openly they
communicate with their teacher and how they become united in collaboration activities made me feel a
sense of oneness in the classroom.

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 Activity 3.2 Observing differences among learners with disabilities, giftedness,
and talents

Resource Teacher: Teacher’s Signature: School:

Grade Year/Level: Subject Area: ARALING PANLIPUNAN Date:

OBSERVE

Read the following carefully before you begin to observe. Then write your observation report on the space
provided.

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

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the learners.
4. Observe the behavior of both regular students and those with special needs. Note their observations,
pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her
class.

OBSERVATION REPORT

Name of the School Observed

School Address

Date of Visit

The class used google classroom as their platform to conduct a class. As I observed their topic is about the
religion in Asia. One group discuss the Indian religion, the beliefs, proponents and traditions. Group members read
only the slides without explanations. Their advice tries to discuss and explain their report. She used tiktok videos and
YouTube for the explanations. After explaining the lesson, she conducts a recitation to her class. Students are
participating and got additional points for their grades. Students are attentive and answered questions correctly.
Interview to the teacher: The lesson earlier is all about religions in Asia. We know that they have different beliefs,
culture o traditions. Ms. Elegado pointed out the word “RESPECT” and knowing your boundaries about the religion.
When they tour together with her best friend, her best friend waited her if she wants to pray in catholic church and
vice versa. She said also that you can share about your religion but don’t force your beliefs for them.

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

ANALYZE
1. Did your observation match the information given by the teacher?
Based on the observation the teacher’s information was match for the students. Teacher started her class
by energizer, then lesson with activities. The activities and lesson are good and suitable for the needs of
the class. Activities help the student for their development.
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?

This class was composed of diversity with different level of abilities. Having these students need
support, effective strategies to make a lesson fun and exciting. Students needs also peer
interaction.

3. Describe the methods used by the teacher in handling the student’s differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction?
If yes, describe below how.
The teacher uses multiple strategies and method for the learning. She used videos, printed materials,
tracing paper for the activity. She provides different ways of learning to express the lesson.

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?
When I was a Elementary Student, teachers used old curriculum. I remember that they are more focused
for those students who have a great ability in terms of intellectual or skills. They always recommend my
classmates who have abilities and participate in contest. They train them every afternoon. I observed that
they didn’t notice my classmates who have low achievers.

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

 Expectation that I will be handling a classroom with students with wider-ability levels.
 Additional time and effort to meet the needs of the learners.
 Continuous innovation and brainstorming of effective strategies and approaches in handling students
with different levels of abilities.
 Effective communication to establish good relationship with students while being a good listener for
them.

OBSERVE, ANALYZE, REFLECT

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Resource Teacher: Teacher’s Signature: School:
Grade Year/Level: Subject Area: ARALING PANLIPUNAN Date:

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. There write your observations 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 use the
questions found on the Analysis part of this activity.

Write your observation report here.

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 OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed :

School Address:

Date of Visit:

“We want to learn so people don’t trick us”. A Mangyan people pursuing to learn.

Sitio Labo Elementary school was a secluded place at Bansud Mindoro oriental. Mangyans are the
indigenous people found in that community. According to the teacher in charge in school, Mangyans are
afraid when there’s new people go to their place. Sitio Labo Elementary School was mixed of different
grade levels. Teacher Annie handle grade 1 to 3, teacher Kristel handled 4 to 6. And there’s a time that
teachers, teaches adults. Mangyans needs to learn the basics skills. One of the students of teacher Annie
is Dina. She is 20 years old and belong to the kinder. According to Dina, her father did not want him to
study. Some of the previous teachers said that Dina can there’s no hope to learn because of her age. But,
because of teacher Annie, she gains her self-confidence.
Lea Baldo student of adult Literacy class is also the student of Teacher Annie. She is old and vendor of
Banana. Kara David ask why she wanted to learn, her answer was “I want to learn counting, so people
don’t trick us.” Some of her customer ask for more and pay little in her. Teacher Annie and Teacher
Kristel are in charge teachers in Sitio Labo Elementary school. They saw the needs of the Mangyans in
life. Although they are lacking in teaching materials they still provide for the Mangyans

ANALYZE
Curriculum Design, Answer each question based on your observation
Competencies and Content and interview data
1. Does the school foster a sense
a belonging to one’s ancestral
One particular example in how the school foster the sense of
domain, a deep understanding
belonging to Mangyans belief and practices and culture.
of the community’s belies,
and practices? Cite examples.
2. Does the school show respect Unfortunately, this certain aspect was not shown in the video
of the community’s
expression of spirituality?
How?
3. Does the school foster in the The school shows a deep appreciation of Mangyans identity
indigenous learners a deep through encouraging the students to learn their traditional
appreciation of their identity? practices and helping them value their culture through

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 How? integrating such concepts in the discussion.
4. Does the curriculum teach Unfortunately, this certain aspect was not shown in the video
skills and competencies in the
indigenous learners that will
them develop and protect
their ancestral domain and
structure?

5. Does the curriculum link new

concepts and competencies to Yes. Although they are using the old curriculum, still, it links
the life experience of the new concepts and competencies to the life experience of the
community? community.

6. Do the teaching strategies

help strengthen, enrich, and The “indigenized” strategies that the teachers employ in
complement the community’s teaching the topics complement the Mangyans teaching-
indigenous teaching-process? process which makes the learning more effective
7. Does the curriculum Unfortunately, this certain aspect was not shown in the video
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 the cultural sensitivity to Unfortunately, this certain aspect was not shown in the video
uphold culture, beliefs and
practices, observed and
applied in the development
and use of the instructional
materials and learning
resources? How?
The assessment practices that the teachers employ consider
community values and culture through ensuring that the
9. Do assessment practices
assessments are culturally-sensitive and regards their culture
consider community values
specifically in the language, tools that are available in the
and culture? How?
community and the concepts that are relevant to the group’s
background.
As I have observed, the activities employed by the teachers
10. Do assessment processes
contribute to the students’ development of critical thinking skills
include of higher order
through using real-life concepts/problems that the students
thinking skills?
need to solve.

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

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Based on what I have gathered from the video of Mangyan students, the following are my
suggestions regarding the knowledge systems and practices and rights of indigenous peoples in the
Sitio Labo
 The DepEd Division of Mindoro must ensure that the IPED curriculum is distributed in the
mountain schools including those schools that are exclusively for IP students.
 The DepEd Division of Mindoro must arrange effective strategies for teachers who are struggle
travelling from their houses to the mountain schools without sacrificing the contact hours of
students with their teachers.
 The DepEd Division Mindoro of should hire more teachers to teach in indigenous people and
provide them appropriate compensation.
 The DepEd Division of Mindoro must provide modern instructional materials for the teachers to
use and learners’ materials such as textbooks.
 The curriculum for indigenous framework should emphasize valuing of culture and tradition of
the indigenous peoples through integrating real-life concepts in each lesson.

REFLECT
Reflect based on your actual visit or videos that you have watched.
1. What new things did you learn about indigenous people?

Based on the video, I watched, the eagerness to learn to avoid being fooled by the other people
and make their dreams come true. I also learned there’s a lot of hinder in their school, lack of
materials but still the continue their study even it is the basic skills.

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

I admire the teachers who are pursuing and staying to indigenous people. Even they got
promotion, still they stick and change their mind because they know that these people needed
them.

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

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 3.1 Be open to and respect indigenous peoples by being culturally sensitive and effective
communicator, that influence other people. Being appreciative and inspiration for indigenous
people
3.2 Uphold and celebrated their culture beliefs and practices by having school activities that
related about the culture and traditions. Aligning their lesson according to their needs
3.3 Advocate for Indigenous peoples by educating by supporting of the development of IP,
enhancing IP curriculum of DEPED/CHED. that can help to preserve their diversity through
the curriculum.

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you
remember in the future that you will be able to meet the needs of both the high and low achievers in
your class? Make a collection of strategies on how to address the students’ different ability levels.

THE 5 KEYS TO SUCCESSFULLY MANAGE A CLASSROOM WITH VARYING ABILITY

LEVELS

Recognize. Recognize their different levels of abilities. Study well their strengths and weaknesses and
their learning styles.
Evaluate.

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Assess your students’ performance after you applied your strategies and see if it was effective or not. If
they learn well, continue to improve and use the strategies, but if they didn’t succeed work again on task
1- to understand well their varying abilities.
Strategize. Plan how will you respond well with their varying needs. Ask, research and read existing
studies about handling effectively diverse students.
Apply.
Utilize your gathered knowledge in lesson planning, developing of materials, brainstorming activities and
assessments.
Synthesize.
Combine gathered knowledge and think about how will you apply these on your students.

LINK Theory to Practice

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

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which students thinking/ behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s culture.
B. He/She regards his culture as inferior to other’s culture.

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 C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students
B. Make use of a variety of teaching and assessment methods and activities.
C. Do 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 strengthen cultural identity.
B. Make education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous language.
D. Anchors the learning context on the ancestral domain, the community’s world view, and
its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learner, 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 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 learning
system.
7. Read the following demonstrates differentiated instruction. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinuswerte 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 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?

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 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 levels and assigns different content topics
for the group to work on.
D. The teacher groups the learners by their ability levels and assigns different task on the
same topic, and then request three different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they feel
most comfortable.
B. Allowing children to show that they learned the age 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 standard\

EVALUATE Performance Task

Name of FS Student: Date Submitted:

Year & Section: Course:
Learning Episode Excellent Very Satisfactory Satisfactory Needs
4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) observation
Observation Sheet questions/tasks observation observation questions/ tasks not
completely questions/ tasks not questions/ tasks not answered/
answered/ answered/ answered/ accomplished
accomplished accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation
completely; answers completely; answers completely; answers questions were not
are with depth and are clearly are not clearly answered; answers
are thoroughly connected to connected to not connected to
grounded on theories; grammar theories; one (1) to theories; more than
theories; grammar and spelling are free three (3) four (4) grammatical

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 and spelling are free from errors. grammatical/ spelling errors.
from error. spelling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported by shallow; somewhat shallow; rarely
were observed and what were observed supported by what supported by what
analyzed. and analyzed. were observed and were observed 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; outcomes. learning outcomes. learning outcomes;
Complete, well- Complete; well- Complete; not not complete; not
organized, highly organized, very organized, relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline
COMMENT/S Rating;
Over-all Score (Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

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