Learning Episode 3:

Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,

Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

Target your intended Learning Outcome

At the end of this Episode, I must 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

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 Learner’s Characteristics

Read the following carefully before you going to observe then write your
observation report.

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.

In all classrooms that I came to observe, all of it has a visible scenario of

students frequently interacting with one another.

2. Observe the learners seated at the back and front part of the room. Do they behave and
interact differently?

The behaviour of learners seated at the back and in front vary from one class to the
other. But, there is this section specifically where I have observed that the students seated
in front are the students who tend to need more attention and have the tendency to keep
talking. On the other hand, the students seated at the back of this specific section tend to
be the students who are physically taller than their other classmates. I have also observed
that these learners seated at the back are quiet during class hours.

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

In all the classes I have observed I can say that the learners cooperate with each other,
you cannot see visible competition within these learners at all.

4. Who among the students participate actively? Who among them ask for most help?

The students who participate actively are the ones who are known to be top of the
class, although others are trying to participate as well, I have observed that most of the
time the one who participates most during discussion are the top students. On the other
hand, students who ask for the most help are the students who always have a hard time
understanding instructions.

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?

In all of the classes I came to observe when a student is called and cannot answer or
failed to give the right answer they will raise their hand so that the teacher will call them
instead.

Outside class:

1. How do the students group themselves outside class? Homogeneously, 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.

I have observed that these learners prefer not to really group themselves but rather
they are in unison with each other. They don’t pick who they talk to or go with, everybody
is friends with everyone.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

Fortunately, in all the sections I have observed there is no student who seems to be left
out or alone. All of the learners have friends and they are friends with everyone as well.

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

To address the needs of diverse students based on gender, including LGBT, implement
inclusive curriculum materials, provide access to safe spaces and support groups, and
promote respectful and open discussions about gender and sexual orientation.

· Language and cultural differences

To address the needs of students with language and cultural differences, offer English
language support, culturally relevant materials, and encourage peer interaction and cultural
exchange to foster a welcoming and inclusive environment.

· Differences in religion

To address the needs of students with differences in religion, respect religious diversity by
accommodating religious observances, ensuring sensitivity in curriculum, and promoting
interfaith dialogue and understanding among students.

· Socio-economic status

To address the needs of students from different socio-economic backgrounds, offer financial
aid and scholarship opportunities, provide access to necessary resources like textbooks and
technology, and create programs to bridge educational gaps and reduce disparities in
opportunities.
OBSERVATION REPORT

Name of the School Observed: University of the Immaculate Conception

School Address: Bajada, Davao City Philippines

Date of visit: September 5-22, 2023

During synchronous session:

During asynchronous session:

During face to face class:

1. Identify the persons who play key role 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?
Carmela and Amanda students from the star section appear to be the leader of
their section. Amanda, who is the class president is also the one who assumes the role
of the little teacher of her class. Whereas Ethan (Amanda and Carmela’s classmate) is
the kid who seems to be the optimistic one in their class. Roy from the other section is
who I assume to be someone who is the attention seeker of his class, but I totally
understand why he has such a behavior. Miguel who is a classmate of Roy is also whom
I assume as the class clown, during classes he’s the one to make the class laugh over
somethings I consider as petty.

2. What makes the learners assume these roles? What factors affect their behaviour?

In my opinion and base on my observation the learners assume these roles by their
ability and skills that fit to the category of role they assume. One factor I can also say is
 the background where they came from, maybe these kids are well cared off or the other
way around.

3. Is there anyone you observed who appear left out? Are 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?
There is this kid who I assume is a member of a specific community whom I
have observed is the one who is not that close to his guy classmates. Although I was
able to ask him about his relationship with his classmates and he told me that they are
good with each other but, judging by his actions I have seen that he is not that close to
his male classmates. However, he has a closer relationship with her female classmates.
To be able to address issues like this the teacher employ a range of strategies and
understand the student’s strength and weakness.

4. How does the teacher influence the class interaction considering the individual
differences of the students?
By creating and employing a range of strategies, understanding student’s
strengths and weaknesses, interests, and learning preferences.

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

By implementing inclusive and supportive learning environment like giving

differentiated group activities, varied assessments, and being flexible in our teaching
methods based on the needs of the students.

REFLECT

How did you feel being in their classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?

In the grade level where I was put to observe, it really gives me a comforting feeling
being with them. In fact, I am always excited to go to school everyday because of these kids. I
admire their innocence which maybe is the reason why there really is the presence of oneness
in their classroom. Their energy gives me a light feeling and sense of comfort. When it comes
to their relationship with their adviser I can say that they really adore and respect their teacher
which maybe is the reason why they have a good relationship with their adviser because these
kids are respectful.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

(For this activity, be resourceful, you can look for online resources.)

OBSERVATION REPORT

Name of the School Observed: University of the Immaculate Conception

School Address: Bajada, Davao City Philippines

Date of Visit: September 5-22, 2023

ANALYZE

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

The observation I had matched with the information given by the teacher.

2. Describe the differences in ability levels of the students in the class? What are
practices or strategies are done or should be done to differentiate instruction to
meet the needs of the learners.

The class has diverse learners, each learners has their unique needs as to cater
to their different needs. To cater to these needs the teacher applies collaborative
activities and allow learners to learn from their peer’s perspective.

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.

We have group work or collaborative activities where students can share their
knowledge and learn from each other’s diverse viewpoints. Thus, we have flexible
grouping where we group students based on the task at hand.

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?

Back in our time when I was still in elementary school I was one of the achievers in
the class, the teachers love us, they adore us, and most of the time it is always the
achievers who are the center of teacher’s attention. Whereas, the one who is known
as the low achievers in class are often disregarded by our teachers since they are
also known to be the naughty ones the teachers has the tendency to shrug them off
and rather focus their attention to the achievers of the class. In my point of view
today, I can conclude that our teachers negatively managed the difference in our
class, and although it is effective in the side of the achievers but it is another way
around for those who belong to the low achievers group of the class.

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

As a future teacher I will need to possess empathy, patience, and adaptability to

effectively meet the diverse needs of my learners. Empathy will enable me to
understand and connect with my learners, creating a positive and inclusive
 classroom environment. Patience will help me support students at their own pace,
while adaptability will allow me to adjust my teaching methods to cater to the
different learning style and abilities, ensuring that all students have the opportunity
to succeed.

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

(For this activity, be resourceful, you can look for online resources.)

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.

1. Before you observe, read about the specific IP group in 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.
 OBSERVATION REPORT

Name of the School Observed: TUGDAAN Mangyan Center for Learning and
Development (TUGDAAN INDIGENOUS HIGHSCHOOL)

School Address: Occidental Mindoro

Date of Visit:

ANALYZE

Curriculum design, Competencies, and Answer each question based on your

Content. observation and interview data.

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.
The school foster a sense of belonging to one’s
ancestral domain, a deep understanding of the
community’s belief and practices as shown on
how they integrate their culture on their
curriculum and even really put emphasis in
enriching their tradition and culture through
their way of teaching.

The school clearly shows respect to the

Does the school show respect of the community’s expression of spirituality by not
community’s expression of condemning their learners on their spiritual
spirituality? How? beliefs and practices and even integrating the
spiritual traditions of the Mangyan people.

The school foster in the indigenous learners’

Does the school foster in the indigenous
learners a deep appreciation of their
identity? How?
Does the curriculum teach skills and
competencies in the indigenous learners
deep appreciation of their identity by not limiting
their curriculum to the one’s that DepEd
provides them rather they integrate their culture
and identity in their curricula by adding subjects
that are enriching in their culture.
Their curriculum emphasizes skills such as
farming, and they have an agriculture topic in
which they are taught to care for and enrich their
that will help them develop and protect heritage. They are also educated about
their ancestral domain and culture? leadership and its significance in their lives.

Although a lot different from the mainstream

Does the curriculum link new concepts education system I can say that the concepts and
and competencies to the life experience competencies allow them to develop new ways
of the community? to live life in accordance their culture and
tradition as seen on how they are able to embed
the subjects that they created in order for them
to enrich their indigeneity.
The teaching strategies visibly help strengthen,
Do the teaching strategies help enrich, and complement the community’s
strengthen, enrich, and complement the indigenous teaching-process as they are exposed
community’s indigenous teaching- and taught not only academic stuff but also
process? matter that concern the enrichment and
preservation of their culture.

Does the curriculum 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.
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.)
The curriculum visibly maximizes the use of the
ancestral domain and activities of the community
as relevant setting for learning in combination
with classroom based sessions as seen on how
they exert much effort in going to their
mountains to clean up the land, plant crops, and
this can also be seen by how they integrate the
agriculture subject in their curriculum.
Cultural sensitivity can be visibly seen in the
school, we can see this by how they really focus
on prioritizing their literature, for example in
their lessons instead of the ones used in the
mainstream education. One of the scenarios we
can see is when they’d look for legends of their
culture to discuss myths rather than use those of
the other culture.

Do assessments practices consider Assessments and practices consider community

community values and culture? How? values and culture, we can see this on how they
integrate their ancestry in their daily lectures and
thus where their assessment would come from.

Do assessment processes include Like the one’s in mainstream education, the

application of higher order thinking assessments in Tugdaan also includes higher
skills? order thinking skills.
What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in schools?

To promote and uphold indigenous people’s knowledge systems, practices, and rights in
schools, several key actions can be taken. Firstly, curriculum development should integrate
indigenous knowledge and cultural element to mainstream education, ensuring that indigenous
perspectives are included and respected. Secondly, teacher training programs should
incorporate cultural sensitivity and awareness, enabling educators to create inclusive and
culturally responsive environments. And finally, collaboration between indigenous communities,
educational institutions, and policymakers is essential to develop policies that support
indigenous learners, their rights, and the preservation of their knowledge systems and practices
within the educational system.

REFLECT

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

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

Being able to visit such community has provided me insights into their unique customs,
languages, and traditional ecological knowledge which has offered me a deeper appreciation of
their way of life. Additionally, interacting with indigenous people can really reveal their history
in resilience in the face of adversity, showcasing the importance of cultural preservation and the
ongoing struggles they face.
1. What did you appreciate most from your experience in visiting the school
with indigenous learners? Why?
I have appreciated the rich cultural diversity and resilience of indigenous learners in the face of
educational challenges, offering valuable lessons in cultural exchange and importance of
inclusive education. Visiting such school to me, highlighted the significance of preserving and
integrating indigenous knowledge systems, fostering a deeper understanding of the
interconnectedness of cultures and the need for educational equity.

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

3.1 Be open to and respect indigenous people by listening and supporting them.

3.2 Uphold and celebrate their culture, beliefs, and practices by engaging and participating in
their events.

3.3 Advocate for indigenous people education by raising awareness about their unique
educational needs.