LEARNING

EPISODE FOCUS ON GENDER,

NEEDS, STRENGTHS,
3 INTERESTS, EXPERIENCES
LANGUAGE, RACE,
CULTURE, RELIGION,
SOCIO-ECONOMIC
STATUS, DIFFICULT
CIRCUMTANCES, AND
INDIGENEOUS PEOPLES

Name of FS Christil P. Saquin Date

Student: Submitted
:
Year & BSED-SS 4A Course: Social Studies
Section:

TARGET
At the end of this Episode, I must be to:

 describe the characteristics and needs 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; 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’ LLINGUISTIC, CULTURAL,
SOCIO-ECONOMIC, RELIGIOUS BACKGROUNDS, AND
DIFFICULT CIRCUMTANCES.
 by
OBSERVE:
Unkn
own OBSERVATION REPORT
Auth
or is
Name
licen of the school Observed: Assumption Academy of Monkayo, Inc.
School
sed Address: Prk 3A, Penaranda Street, Poblacion, Monkayo, Davao de Oro
unde
Date of Visit: November 22, 2023
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As I observe the Grade 11 students Section Saint Patrick, I can see that every
classroom has different class size, the student numbers are all above 49
persons. The student’s age ranges from 16 years old and 17 years old. As I
observe every classroom has third gender, I can say that in every classroom, we
can see that the third gender which is a students who are part of LGBTQIA+ are
more active than others. The men and women are also active but not that active
than the other gender.

Moreover, most of the students inside the classroom are more actively
engage during the discussions of their peers and teachers. Some of the students
are actively volunteers themselves to answer and share their thoughts regarding
the certain topic, and I can also see some students who were just listening to the
interaction or discussion between the learner and the teacher. Additionally, when
it comes to discipline and good manners they are very polite and cooperative in
class. I also noticed that even though they’re having little chat to their other
classmates they can still focus on their assigned tasks and they can manage
their behavior by finishing their assigned works.

In the end, I can say that being a teacher is not that easy you need to be more
careful of your action, thoughts, and behavior inside the classroom so that
students will listen to you carefully and have a smooth discussions. But I also
notice that if you have a good interaction with your students it is easy for you to
handle their action, attitude, as well their behavior inside the classroom.

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?
 The primary individuals playing crucial roles in the classroom are the
teachers and the students. The teachers serve as a facilitator, guiding and
assisting learners in their tasks. Within the student body, some take on the
role of class leaders, responsible for managing noise levels and maintaining
order in the teacher’s absence. Additionally, there are those who contribute
humor to alleviate boredom, acting as catalysts for a lighter class
atmosphere. Furthermore, certain students adopt a mentoring role, assuming
the responsibility of teaching classmates who may struggle to grasp certain
concepts. These individuals exhibit compassion and a willingness to aid
others. Conversely, there are students who tend to be doubters or pessimists,
easily discouraged and prone to discontinuing efforts on challenging tasks.

2. 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 others? How is this shown?

This is demonstrated by fostering a sense of inclusion for individuals from

minority groups, ensuring they feel a part of the larger community. Their peers
actively invite them to join their groups, emphasizing unity and making a
concerted effort to integrate them.

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

The teacher shapes class dynamics by impartially acknowledging the

individual distinctions among students. It is essential for the teacher to avoid
favoritism and treat all students equitably, creating an environment where
everyone feels equally valued in the teacher’s eyes.

4. What strategies does the teacher use to maximize the benefits of

diversity in the classroom? How does the teacher leverage diversity?

For me, promote engaged learning to fully leverage the advantages of

classroom diversity. Embrace and value the differences among students,
allowing them to explore their strengths and comprehension through various
means. Dispel preconceived biases and misconceptions about students, and
instead, take the time to understand each student as a unique individual.
 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
learner?

The classroom embodies a second home, fostering a profound sense of

camaraderie and unity among the learners. Their evident enthusiasm to put in
effort for understanding various topics contributes to a shared commitment to
learning. Additionally, the cohesion between the teacher and students
underscores a harmonious relationship, emphasizing a collective pursuit of
knowledge with a spirit of uniformity.

Activity 3.2.OBSERVING DIFFERENCES AMONG LEARNERS’ WITH

DISABILITIES, GIFTEDNESS, AND TALENTS

OBSERVE:
by Unknown Author is licensed under

OBSERVATION REPORT

Name of the school Observed: Assumption Academy of Monkayo, Inc.

School Address: Prk 3A, Penaranda Street, Poblacion, Monkayo, Davao de Oro
Date of Visit: November 23, 2023

In the class comprising students with intellectual disabilities, I observed some

learners not fully engaged in the teacher’s discussion, sitting at the back and
conversing with peers, and creating some noise. The enthusiasm heightened
when the teacher presented a video related to the day’s lesson, resulting in
clapping and excitement, particularly from energetic students who clapped and
stomped their feet. Some diverted their attention to playing with pens and
notebooks during the presentation. When a question was posed, one student
raised her hand, prompting other to follow suit eagerly. While one student
actively participated, the teacher encouraged all students to share their thoughts
on the question.

The students exhibit positive interaction with both their teacher and peers
during classroom discussions. The teacher highlighted the challenges her
students face, including difficulty grasping new information, slow cognitive
processing, and struggles with abstract ideas. In order to address these needs,
the teacher employs clear and straightforward language, utilizes visual aids, and
incorporates various teaching strategies. So that, their students who have slow
 learning cannot behind the lesson and learn something during the discussion of
the lesson.

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

Based on my observation in the classroom, I can attest to the precision of

the teacher materials. I adeptly discerned the diverse behaviors and actions
exhibited by each student, affirming the accuracy of the teacher’s content.
Through keen observation of student interactions and active participation in
class discussions, I can pinpoint those who thrive academically as well as
those who may be seeking more attention and a desire for knowledge.

2. Describe the difference 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?

In my observations, it’s evident that the competency levels of student differ

based on gender. The classroom dynamic leans towards active participation
from females, while some male students tend to adopt a more passive
approach. Interestingly, boys exhibit a preference for hands-on evaluation
methods such a role-playing and dancing, finding these activities more
engaging compared to the conventional recitation while seated. It’s
fascinating to witness the unique ways in which students, based on their
gender, connect with and thrive in the learning environment.

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.

From what I’ve noticed, the teacher skillfully employs positive

reinforcement to inspire students, peppering words of encouragement
throughout discussions and activities. Recognizing the array of learning
styles, the class is a vibrant mix of tailored exercises- kinesthetic learners’
dive into role-playing, visual and writing enthusiasts analyze videos and
summarize their observations, while auditory learners groove to music,
capturing essential facts in writing. Beyond the classroom, disciplinary
measures, devoid of physical punishment, are strategically applied, ensuring
a consistent approach to student conduct even outside class hours. The
teaching approach is like a choreographed symphony, harmonizing
motivation and discipline to create an enriching learning experience.
 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?

During my high school days, our advisor was a beacon of equality, treating
every student with impartiality, regardless, of their academic standing. Our
diverse learning styles didn’t sow seeds of alienation; instead, he went the
extra mile to embrace our individualities and address any concerns we might
harbor. The class discourse unfolded with a deliberate rhythm, and for those
who found themselves adrift by the lesson’s end, our mentor offered a lifeline-
a neatly summarized piece of paper encapsulating the day’s wisdom,
ensuring we had a compass to navigate the upcoming tests. He stands out as
one of the most remarkable educators I’ve encountered, a guiding force that
shaped my academic journey and fueled my commitment to the chosen
college curriculum.

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

As aspiring educators, I see it as my mission to pioneer inventive teaching

approaches that enhance the learning experience for my future students. My
goal is to craft methods that not only acknowledge but celebrate their unique
differences, ensuring a dynamic classroom where every individual thrives. I
am committed to tailoring a diverse range of activities, fostering an
environment where each learner can unleash their full potential. In my
classroom, innovation meets inclusivity, creating a space where every student
is not just capable but excels in their learning journey.

Activity 3.3.OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS WHO

BELONG TO INDIGENEOUS GROUPS.
 OBSERVE:
by Unknown Author is licensed under

OBSERVATION REPORT
(You may include photos here.)

Name of the school Observed: Assumption Academy of Monkayo, Inc.

School Address: Prk 3A, Penaranda Street, Poblacion, Monkayo, Davao de Oro
Date of Visit: November 24,2023

My virtual observation focused on documentaries depicting the education of

Indigenous People, as there are no indigenous groups nearby. A notable video
titled “Pangarap Koy Dinggin”, on YouTube showcased the Aeta community in
Sitio Flora, Maruglu, Capas, Tarlac. These Aetas, identified as kulots with pure
Mag-Antsi ancestry, attend a school situated in the mountains. Moreover, sir
Andrew Victoria, the dedicated teacher, embarks on a daily journey, walking from
6AM, while the Aetas often walk for five hours or use a makeshift cart pulled a
carabao for six hours as their transportation.

Furthermore, Flora Secondary School caters exclusively to Aeta-Magantsi

students, numbering around 50, overseen by only three teachers. Due to facility
and teacher shortages, classrooms have mixed- grade students. Despite the
limited resources, the classes exhibit remarkable interactivity and participation,
reflecting the student’s strong determination to learn. Teachers, resourceful in the
face of challenges, strive to deliver quality education, adhering to an indigenized
curriculum. The primary goal of the Indigenous Peoples students in Tarlac is to
gain knowledge as a safeguard against deception. The documentary highlighted
the significant impact of unmet basic needs, such as food, on student’s
performance and comprehension, even with dedicated and effective teachers.

ANALYZE:
Curriculum Design, Competencies, Answer each question based on
and Content your observation and interview data
1. Does the school foster a sense of Indeed, Assumption educators
belonging to one’s ancestral consistently prioritize the instruction of
domain, a deep understanding of Aetas culture to their students. They
the community’s beliefs and offer four distinct subjects that enable
practices? Cite examples. students to apply and enhance their
cultural knowledge and skills. For
instance, instructors guide students in
crafting items such as baskets and
other tribal artifacts, emphasizing the
importance of conservation for future
generations.
2. Does the school show respect of the Affirmative, the adherents of animism
community’s expression of at assumption exhibit environmental
spirituality? How? respect through practices such as
maintaining cleanliness and caring for
the ancestral grounds of their
forefathers.
3. Does the school foster in the Certainly, teachers a assumption exert
indigenous learners a deep deliberate efforts to seamlessly
appreciation of their identity? How? integrate Aetas culture into all lessons.
This comprehensive approach
broadens student’s perspectives,
intertwining cultural elements into every
activity and safeguarding their
authentic identity.
4. Does the curriculum teach skills and Assumption, akin to other educational
competencies in the indigenous institutions, adheres to the mandated
learners that will help them develop academic curriculum. However, it
 and protect their ancestral domain
and culture?
5. Does the curriculum link new
concepts and competencies to the
life experience of the community?
6. Does the teaching strategy help
strengthen, enrich, and complement
the community’s indigenous
teaching-process?
7. 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.
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?
9. Do assessment practices consider
community values and culture?
How?
10. Do assessment processes include
application of higher order thinking
skills?
distinguishes itself by offering an
additional four disciplines dedicated to
cultural preservations, allowing
students to acquire and retain their
cultural heritage.
Yes, assumption utilizes the traditional
curriculum but ingeniously integrates it
with modern concepts and community
life.
Absolutely, the teaching methods at
assumption are typically nod-formal,
oral, and involve practical
demonstrations. This facilitate a
gradual transfer of skills, enriching
student’s interests and solidifying
mastery in specific traditional art forms,
ultimately contributing to the
preservation and dissemination of
cultural practices.
True, students at assumption engage
in learning experiences beyond the
confines of the classroom, especially in
the realm of tribal sports.
Correct the elders from the tribe who
serve as teachers for specific
traditional art forms as assumption are
not always consistently present due to
other essential commitments. Hence,
other individuals assume teaching roles
in various cultural and traditional fields.
Yes, assessments at assumption
predominantly focus on the practical
application of student’s cultural learning
and the values they embody and
implement.
Indeed, the involvement of creation and
creativity in higher order thinking skills
is evident in assumption, as
exemplified by students creating their
musical instruments as part of their
daily assessments.
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

While gazing into the virtual realm of Assumption Academy of Monkayo,

Inc., I’ve come to recognize the paramount importance of nurturing the
educational systems of every indigenous group. The curriculum artisan holds the
pivotal of crafting or refining educational frameworks tailored for each indigenous
community, ensuring a profound connection with the core tenets of their identity.
To fashion a curriculum that sparks enthusiasm for learning, developers must
immerse themselves in the rich tapestry of indigenous customs, practices,
beliefs, and traditions. Lastly, it is imperative for the government to champion the
cause of indigenous education reform. Many communities led indigenous schools
presently fall short in meeting the fundamental needs of learners. By endorsing
and fortifying these schools, the government can usher in a new era of enhanced
learning facilities and a more transparent educational blueprint for our nation.

REFLECT:
1. What new things did you learn about indigenous people?

The new thing that I learn about the indigenous people is that, the
educator serves as the facilitator in the educational process, with students as
the primary beneficiaries. It is essential for the teacher to recognize and value
diverse intelligences. Teaching methods, activities, assessments, and
strategies should be designed to accommodate all learning styles. The
teacher plays a pivotal role at the forefront of classroom dynamics, shaping
interactions among students and fostering inclusivity and diversity.

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

The things that I really appreciate the most from my experience in visiting
the school with the indigenous learners here in our barangay is, I noticed that
students tend to form groups based on their class and peers. Some learners
opt for solitude rather than group settings, exhibiting shy and less sociable
behavior. Their inclination towards solitude doesn’t imply a desire to be
isolated. I believe their behavior may be influenced by both their home
environment and family dynamics, as a student’s tendencies at home can
often manifest similarly in the school setting.
3. For indigenous learners, as a future teacher, I promise these three
things:

3.1 Be open to and respect indigenous peoples by living, as distinct peoples,

with their own cultures and relationships to the land. Wherever our
operations neighbor with indigenous communities, we seek to partner and
engage with them to diminish the negative aspects of our operations and
maximize the social and economic benefits we can bring.

3.2 Uphold and celebrate their culture, beliefs and practices by doing my part
of the duty to accommodate, organizations may also be obliged to
facilitate and not prevent access to sacred objects and items required to
observe an indigenous spiritual practice in a code social area.

3.3 Advocate for indigenous people’s education by informing ourselves and

understand our own complicity in consumption and policies that sustains
the need for production, profit and exploitation is absolutely necessary.
We can them begin to understand the impact on indigenous peoples, their
territories and lands.

LEARNING ARTIFACTS

 With the principle of individual differences in mind, what methods and

strategies will you remember in the future to ensure 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.

As a future teacher, I am obligated to observe everything that occurs in

a classroom. It is my responsibility to be aware of my student’s concerns
so that I can respond appropriately and effectively. In the future, I will
need to ensure that I am serving the requirement of both high and low
achievers in my class in order for them to enjoy their school experience.

To satisfy my student’s needs in the classroom, I shall begin by

treating them with respect. All of my students will have a sense of
belonging as a result of my efforts. Then, because I am aware that
learners develop at varying rates, I will accept their particular disparities in
ability. I must exercise patience if they request that I repeat what I said for
their educational benefit. Additionally, I will distribute handouts to ensure
that each student has a reviewer following class. In addition, as a future
teacher, I must be eager to engage my students in argument. I’ll ensure
that it’s interactive in order to maximize the effectiveness of my
presentation.

As future potential teacher, I also want to increase my ability to

communicate with students. Additionally, teachers must interact effectively
with their students. Teachers are collaborative professionals who profit
from the suggestions of their students. Conferring with parents and
teachers must be successful. Finally, as a potential teacher, I owe it to my
students to care about them. Patience is required while working with
pupils that have a range of personalities and abilities. A teacher must be
able to put themselves in the shoes of their difficult students in order to
comprehend them. A teacher’s responsibility is to monitor her student’s
health, as we are accountable for their well-being.

By ingraining these notions in my mind, I will be able to provide positive

reinforcement to all students, regardless of whether they are high or low
achievers in the classroom. As a teacher, I am constantly reminded that
each student is unique and that I must develop approaches and strategies
that are appropriate for their cognitive abilities.