Learning Episode 3.1

Conceptualized by: Luningning B.
Aribbay, MAEd
Associate Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learner’s Gender, Needs, Strengths, Interests, and Experiences
Worktext in Prof. Ed. 21
Field Study 1
(Learning Episode 3.1)
by:
LUNINGNING B. ARIBBAY, MAEd
Associate Professor I
BACHELOR OF SECONDARY EDUCATION .
Field Study 1 75
Conceptualized by: Luningning B. Aribbay, MAEd
Learning Episode 3: Diversity of Learners
Episode 3.1: Learner’s Gender, Needs, Strengths, Interests, and Experiences

Strength lies in differences, not in similarities. This lesson will guide you in understanding
your students’ gender, needs, strengths, interests, and experiences.
Objectives:
1. Observe how stakeholders can promote a gender – sensitive school/classroom.
2. Discuss the steps in creating a student – centered classroom.
3. Determine the strengths and weaknesses of your students.
Education Theory
Anikee Ezekiel once quoted that the ability to recognize and respect individual differences is
the beginning of a successful relationship. Student – teacher relationship is very important to
promote a more effective instruction. However, this will be impossible without knowing the
uniqueness and differences of your students – the heart and center of teaching and learning.
To promote gender – sensitive classrooms, the DepEd Order 32, series of 2017. This policy
ensures a gender – responsive physical and social environment that promotes respect for all people
and has a zero tolerance for all forms of discrimination, violence, and abuse. It also promotes the
institutionalization of gender – responsive teaching – learning plans, guides, processes, activities,
mechanisms, and measures. With this policy, we can assure that gender stereotyping which ignores
individual differences in basic education will be prevented.
To ensure that classroom learning is fun and enjoyable, the needs and interests of the students
should be the priority of every school. RA 10533 adheres to this principle by making the curriculum
learner – centered, inclusive, and developmentally appropriate. Moreover, this policy makes
education learner – oriented and responsive to the needs, cognitive and cultural capacity, as well as
the circumstances and diversity of learners, school, and communities.
Through these policies, schools can follow a learner – centered curriculum that is anchored in
the learners’ needs and interests. Barnes (2103) outlines five steps to create a progressive, student –
centered classroom:
1. Create ongoing projects
2. Integrate technology
3. Replace homework with engaging in – class activities
4. Eliminate rules and consequences
5. Involve students in evaluation
Field Study 1 76
LEARNING ACTIVITY TASK 3.1A
Learner’s Gender, Needs, Strengths, Interests, and Experiences
Name: Rezia Rose Pagdilao Date:

Course/Year/Section: BSED 4 Social Studies Score:
Direction: Use the link below to observe the different parts of the class/lesson (beginning, during
discussion, dismissal time). Describe the characteristics of the learners in terms of age, gender, social
and cultural diversity. Describe also the interaction that transpires inside the classroom. Summarize
your answer in the observation report below. Compile your answer in a portfolio.
Links (Choose 1 class only):

https://www.youtube.com/watch?v=F-EaJMbvjOs (demo teaching, AP 10)
Observation Report
Learners Parts of the Class/Lesson
Beginning During End
Age
14- 17 years old 14- 17 years old 14- 17 years old
Gender
Male and Gay Female and Male and Gay Female and Male and Gay
Social Diversity They are from different part They are from different part They are from different
of General Santos City of General Santos City part of General Santos City
Cultural Diversity There are from Muslim There are from Muslim There are from Muslim
region and some are region and some are region and some are
Christians also. They respect Christians also. They respect Christians also. They
each other culture each other culture respect each other culture
Interaction that Students are excited to learn Students exhibit cooperative Students received feedback
transpires in the about new lessons to their behavior, often helping their to their teacher about their
classroom AP teacher. classmates answer questions performance task.
when they are unable to do so
themselves.
Field Study 1 77
LEARNING ACTIVITY TASK 3.1B
Direction: Conduct a virtual interview to the different internal school stakeholders on how they
promote a gender – sensitive school/classroom. Write their responses on the space provided below
(Provide enough evidence/documentation of the conduct of interview). Compile your answer in a
portfolio.
School Principal
Department Head
Teacher
Guidance Counselor
Field Study 1 78
LEARNING ACTIVITY TASK 3.1C
Learner’s Gender, Needs, Strengths, Interests, and
Experiences

Course/Year/Section: BSEd-4 Social Studies Score:
Direction: Discuss how the following steps create a progressive, student – centered classroom.
Compile your answer in a portfolio.
1. Create ongoing projects

Implementing ongoing projects is one of the steps that can create a progressive and student-
centered classroom. Creating ongoing projects can benefits students through integrating
learning experience that goes beyond the limit of a traditional teaching in
the classroom. The teachers can integrate collaborative works to the students such as
engaging research activities.
2. Integrate technology
Creating a progressive, student-centered classroom in this digital age, students have access
to computers in their palms, making mobile learning a permanent trend. With access to
numerous free online tools for information presentation, organization, and sharing,
students are more engaged in projects and activities. Access to a variety of engaging online
resources increases their willingness to participate in class activities and contribute to the
overall learning experience.
3. Replace homework with engaging in – class activities

Support homework assignments can enhance test scores and in-class grades by allowing
students to contribute more through dynamic, ongoing projects powered by engaging online
applications tools. This approach makes homework redundant, but students also choose to
complete projects outside of class, becoming enthusiastic about completing them.
4. Eliminate rules and consequences

A student-centered classroom with an interactive environment promotes learning without
distraction. Remove rules and punishments from the first day to create a positive
atmosphere. Ensuring respect and a desire to learn prevents behavioral issues. Making
activities interesting and engaging will prevent behavioral issues.
5. Involve students in evaluation

Emphasizes the importance of narrative feedback in fostering a student-centered learning
environment. It suggests that numbers, percentages, and letters may not accurately
represent students' learning. It also highlights the need for constructive feedback between
teachers and students, as well as engaging in discussions about their learning to foster trust
and self-criticism.
Field Study 1 79
LEARNING ACTIVITY TASK 3.1D

Direction: List down 10 students from the class you observed and identify their strengths and
weaknesses. Summarize your answer by filling in the table below. Compile your answer in a
portfolio.
Students Strengths Weaknesses

1 He is behaved and silent He is not interested in listening to the class.
2 He excels in math subject He can’t answer directly
3 She always listens to the teacher She doesn’t know how to read
4 Good reader Weak in math subject
5 She can write well and a silent person Doesn’t know how to read well
6 Active in class discussion Bad memory

7 Excels in oral recitation Got low marks in written activities
8 He is studying hard He doesn’t understand always their lesson
9 She is an attentive listener who can quickly She does not take notes during the conversation.
understand the lesson.
10 Got high score in written exam She is shy in recitation
Other comments and observations:
Understanding each individual's unique personality, strengths, and weaknesses enhances your
ability to support their learning progress.
Field Study 1 80
LEARNING ACTIVITY TASK 3.1E

Direction: Answer the following questions. Compile your answer in a portfolio.
1. Based on your interviews with internal school stakeholders on how to promote a gender –
sensitive school/classroom, which of the answers do you think is the best? Why?
2. How will you determine the strengths and weaknesses of your students?
Using diverse assessment techniques and a comprehensive approach to student abilities is crucial
for identifying strengths and weaknesses, adjusting support and training, and providing continuous
observation and feedback for continuous monitoring and progression.
3. Which among the steps on creating progressive, student – centered classroom is the best step?
Why?
Establishing a progressive, student-centered classroom enhances the school environment
quality. The plan of action may vary based on specific situations and students' needs.
Integrating technology is the ideal approach to create a student-centered classroom, as it
captures and engages students, increases interaction, and enhances learning enjoyment. This
approach boosts motivation, curiosity, and engagement in education.
4. How are you going to use the learners’ needs and interests in creating a more effective instruction?
Using techniques that cater to students' needs and interests can enhance the effectiveness
of education and learning, as it encourages active participation and helps achieve lesson objectives
by considering their requirements and interests.
Field Study 1 81
LEARNING ACTIVITY TASK 3.1F
Name: Date:
Course/Year/Section: Score:
Direction: Write your reflection of what you have learned in this lesson by completing the
statements below. Compile your answer in a portfolio.
1. I realized that understanding a student's limitations helps identify potential obstacles to their
progress, enabling teachers to prevent these weaknesses from hindering their development, while
recognizing their strengths helps identify areas where they excel and can be utilized.
.
2. I believe that identifying the strength and weaknesses of your student can help us to better understand them
and also help the learning needs of the students.
3. I feel that being gender-sensitive is very important because it implies being considerate to what
others feel and opinions.
4. When I become a teacher, I will explain and elaborate to my students that gender sensitivity involves
recognizing and addressing the emotions and opinions of individuals with different genders, as their
thoughts and perceptions can lead to different outcomes in various situations.
Field Study 1 82

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Learning Episode 3.1

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Conceptualized by: Luningning B.

Worktext in Prof. Ed. 21

BACHELOR OF SECONDARY EDUCATION .

Episode 3.1: Learner’s Gender, Needs, Strengths, Interests, and Experiences

1. Create ongoing projects

3. Replace homework with engaging in – class activities

4. Eliminate rules and consequences

5. Involve students in evaluation

Name: Rezia Rose Pagdilao Date:

Links (Choose 1 class only):

Name: Rezia Rose Pagdilao Date:

1. Create ongoing projects

3. Replace homework with engaging in – class activities

4. Eliminate rules and consequences

5. Involve students in evaluation

Name: Rezia Rose Pagdilao Date:

Students Strengths Weaknesses

6 Active in class discussion Bad memory

Other comments and observations:

Name: Rezia Rose Pagdilao Date:

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