FIELD STUDY 1 LEARNNG EPISODE

Focus on Gender, Needs, Strenghts, Interest,

FS 1 3
Experience Language Race, Culture,
Difficult Circumtances, and Indigenous
people.

SPARK Your Interest

Episode 3 provide an opportunity to observe how differences in gender, racial, cultural and
religious background, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect and on practices that
teacher use in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
use in addressing the learners’ needs toward effective teaching and learning.

TARGET Your Intended Learning Outcomes

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

REVISET the Learning Essentials

Here are principles and concept relevant to this episode:

1. Principles of Development

a.Development and learning proceed at varying rates from child to child, as well as at uneven rates
across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenge to achieve
opportunities to practice newly acquired skills.
c.Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to he different characteristics, abilities, interests, and needs
of the learners.
 2. The PPST highlighted the following factors that bring about the diversity of learners:

a. Differences in learners’ gender, needs, strength, interests, and experiences

b. Learners’ linguistic, cultural, socio-economic, and religious backgrounds

c. Learners with disabilities, giftedness, and talents

d. Learners under challenges circumstances which include geographic isolation, chronic,

illnesses, displacement due to armed conflict, urban resettlement or disaster, child abuse,
and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect
learners. The teachers develop in them sensitivity and empathy. They remember that the learners respond
and perform at different levels. The teachers assure the students that their gender identity, culture and
religion are respected, their strengths are recognized, and their needs will be met. These teachers
declare to all that everyone has the chance to learn and succeed. They create a learning community
where everyone can work together and contribute regardless of their abilities, capacities and
circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom

 model respect and acceptance of different cultures and religions

 bring each of the student’s home culture and language into the shared culture of the school

 provide more opportunities for cooperation than competition.

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s
own identify, including one’s beliefs and cultural practices. Through serious reflection one may
realize that the self is a product of all the influences of key people in one’s life and the
community, real and virtual. Similarly, learners from indigenous groups carry with them their
beliefs, views and cultural practices. One’s attitude needs to be that of openness and respect.
Come in not with the view that one’s own culture is superior, we approach with the sincere
willingness and deep interest to know and understand the indigenous people’s culture. We aim to
make teaching – learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110 ethno
linguistics groups, majority of which is in Mindanao, some in Northern Luzon and fewer
in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total
population. There are two big indigenous people groups which have several smaller ethnic
groups within them, the non-Muslim groups called the Lumads in Mindanao, and the
Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous People’s Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP).

Our country was admired by other nations for enacting this law. However, years later, so
 Much still has
to be done to improve the lives of millions of people from indigenous groups. (Reyes, Mina
and Asis, 2017).
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the Indigenous
Peoples Education (IPED) Circumstances Framework. Most useful for you as a
future teacher to remember are the 5 keys Elements of an Indigenous Peoples
Education Curriculum (DO 32, s.2105 enclosure, pp. 15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national
curriculum with Indigenous Knowledge systems and practices (IKSPs) and Indigenous
Learning systems (ILS) the design of a culturally appropriate and responsive
curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world view,
and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spiritually as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.

d. Revitalizes, regenerate, strengthen, and enriches IKSPs, ILS, and

indigenous languages.
e. Emphasizes Competencies that are needed to support the development
and production of the ancestral domain, the Vitality of their culture, and
the advancement of indigenous people’s rights and welfare.
f. Support the community’s efforts to discern new concept that will contribute to the
community’s cultural integrity while enabling meaningful relation with the
boarder society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich,
and complement the community’s indigenous teaching-learning process
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of indigenous
learners.
4. Learning Resources. Instructional materials, and other learning resources shall
be developed and utilized in line with the described curriculum content and
teaching – learning process.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills and concept being covered. Their design and use
shall address the needs and concerns of the community and shall be developed with
their participation.
 OBSERVE, ANALYZE, REFLECT

Activity 3.1
Observing differences among learner’s gender, needs, Strengths, interests, and
experiences; and differences Among learner’s linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
Resource Teacher: Mr. Antonino Godinez Teacher’s Signature School: ZSCMST

Grade Year Level: BSED ENGLISH 4A Subject: Field Study 1 Date: September 28,2022

The learner 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 student diversity
affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:

Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time, recess,
etc.) Step 2. Describe the characteristics of the learners in terms of age, gender, social and cultural
diversity. Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your 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 learner’s
interactions. The observation form is provided for me to document my
observations.

OBSERVE

An Observation Guide for the Learner’s Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space provided on the
Find out the number of students. Gather data as to their ages, gender, racial groups, religious, and ethics backgrounds
During class:
How much interaction is there in the classroom? Describe how the students interact with each another and with the teacher

Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?
 3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?

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

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?

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age? By gender?
By racial or ethnic groups? By their interest? Or are the students in mixed social groupings? If
so, describe the groupings.

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

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

 Language and cultural differences

 Differences in religion

 Socio-economic status,
 OBSERVATION REPORT

Name of the School Observed: Infanta National High School

School Address:

Date of Visit: 10/01/22

There are 20 boys and 18 girls there. They are all Roman Catholic and Filipino.They range in age from 14 to 17 years old.
The learners' interactions during class vary. The majority of girls are actively engaged in class discussions. Some boys are
swayed by their fellow passengers. The girls are having more conversations with the teacher. The instructor responds to
their inquiries with complete patience. They interact with the teacher in a give-and-take relationship. Compared to
students seated in the front, those seated at the back are less submissive and more distracted. They are rude and loud. I like
that some of the students are competing with one another to answer the teacher's question. They can improve their
sportsmanship and leadership abilities. There were also students who were uninterested in what was going on in their
classroom. They don't understand their lesson and don't do well in class.When a student does not provide the correct
responses to some of the questions posed by the instructor, he simply thanks them and calls another volunteer who does.
Occasionally, a small number of students whisper the answers to their classmates. Students are separated by age and
gender outside of the classroom. A few girls are occasionally joining groups of boys, and boys are joining groups of girls.
Boys converse about video games, while girls discuss television shows, movies, and their crushes.

Source: https://youtu.be/AoGlN_H1Xow

ANALYZE
 1. Identify the persons who play key roles in the relationship 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?

Both the teacher and the students play important roles in classroom relationships and
interactions.The teacher serves as both an instructor and a second parent. They are the
individuals who provide students with support and direction for the advancement of their
learning. The students are the ones who approach their teachers for support and assistance.In
order for these two people to build a good rapport with one another, they need to maintain a
relationship of giving and receiving.

What makes the leader assume these roles? What factors affect their behavior?

The leaders thinks themselves as a result of necessity to act as superior to help others to make their needs possible. It
made them feel the urgency to be ready for changes with dealing others.

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 the others? How is this shown?

Regardless of their differences, minority students are completely accepted by their peers. Despite
their differences in culture and beliefs, they accept one another.

What does the teacher do to address issues like this?

Teachers must regularly reflect on the effectiveness of their teaching pedagogy and embrace an even higher level of
self-reflection as we all strive for continuous improvement and the best possible outcomes for our students.

3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher is responsible for teaching his students ethical values, respect, and acceptance of
each other's beliefs, the teacher has a significant impact on class interaction. He needs to come
up with ways to bring his class together and keep their relationships strong.

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

The students' diverse interests and shared desires for material goods like shoes and bags for
girls and caps for boys are two factors that influence grouping of students outside of the
classroom.
 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.

I was happy as I looked around the classroom because, despite the fact that the students have different characteristics and points of
view, they still have a good relationship with their teacher and each other. They're having fun in the classroom by telling jokes and
funny stories.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher Teacher’s Signature: School: ZSCMST

Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities

b. SPED class with learners with physical disabilities

c. SPED class for the gifted and talented.

d. a regular class with inclusion of learners with disabilities

2. Note the needs of the learners that the teacher should address.

3. Interview the teachers to find out more about the learners.

4. Write your observation report.

5. Analyze your observation data

6. Reflect on your experience.

OBSERVE

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

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the space provided.
Observe the class to see the differences in abilities of the learners
Try to identify the students who seem to be performing well and those that seem to be behind.
Validate your observations by asking the teacher about the background and needs of the learners.
Observe the behavior of both regular students and those with special needs. Note their dispositions, pace in accomplishing t
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: DC Prep Edgewood Elementary

School Address: Date of
visit: 10/01/22 _

Students with intellectual disabilities make up the class. There is one student who is not
paying attention to the instructor; he is seated at the back of the class and is conversing
with his seatmate. Everyone started ciapping their hands in excitement as the instructor
showed a video, they made some noise. While watching the video, one student keeps
clapping her hands and stomping her feet with a lot of energy. While some people were
watching the video, others were simply observing their classmates and engaging in their
own activities, such as playing with their pens. One student answered the teacher's
question by raising her hand, and the rest of the class did the same. The student was
overjoyed and giggly for her small achievement when she correctly answered the
question. Even though there is only one student who participates in class, the instructor
tries to get the other students to read or at least share their answer. Throughout the
discussion, the students have positive interactions with their classmates and teacher.
According to the instructor, her students have difficulty comprehending abstract
concepts, slow cognitive processing time, and difficulty understanding new
information. A regular class with learners with low vision students As I observe the
class, there are five students with low vision. In order to meet the needs of the students,
the instructor employs a variety of teaching strategies, including the use of visual aids,
clear and simple language, and clear and simple language. One boy has astigmatism,
the other boy is near sighted, and three of the Girls are wearing glasses. Even though
they have few issues with their vision, they still take part in the class. In fact, two of
them were the class's best students. The teacher makes sure that the students' needs are
met, but there was no bias or special treatment in the class. For instance, taking into
account the requirements of the students, the instructor designed an efficient seat plan.
The instructor tries her best to inspire the students to be self-assured and to take charge
of their own learning. She gives everyone a chance to take the lead in every class
activity and celebrates the class's unity.

Source: https://youtu.be/9lHF1QNzIY8
 ANALYZE

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

I correctly identified various student behaviors, my observations correspond to the information provided by the
teacher. I distinguish between students who excel and demonstrate an interest in their studies and those who do
not pay attention or focus on learning. By carefully observing their interactions and participation in class
discussions, I am able to quickly identify them.

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?
The students' abilities vary depending on their gender. The majority of girls, whereas the
majority of boys, do not actively perform. There is a significant gap between these various
student groups.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did students respond to the teacher? Did the teacher use differentiate instruction? If yes,
describe

how.

The teacher motivates the child to perform at his or her best by using the technique of reinforcement. He also
uses punishment to discipline the student and shape their behavior.
 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?

My math teacher was fair when I was in my third year of high school, and she didn't yell at my
classmates in front of us. She answered our amusing questions with patience and provided a
variety of examples to help us better comprehend her lesson

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

In the future, I would ensure that my students will enjoy my class as well as learn.As much as they need to
acquire knowledge that they can apply in the future, they need to cultivate positive traits and values. By
offering my students the appropriate support and direction, I can accomplish this.In addition, I will build
strong relationships with them. I will teach them that everyone is fair, no matter how they look or what they
believe.If they want others to respect them as well, I will teach them to respect others' opinions.
 OBSERVE, ANALYZE, REFLECT

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

Resource Teacher: Teacher’s Signature: School: Grade/Year

Level: . Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested Schools:

a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon

c. Sitio Takuran Primary School, Capas Tarlac

d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro

e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose

Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island

g. Balay Turun-an Schools of Living Traditions, Brgy. Garangan and Brgy. Agcalaga, Calinog,

Iloilo

h. T’boli School of Living Traditions, Lake Sebu, South Cotabato

i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon

j. Talaandig School of Living Traditions, Lanpatan, Bukidnon

k. Bayanihan Elementary School, Marilog, Davao

l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission from these
schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous People in the Philippines videos.
There are several available at YouTube. You can start with this video by Dep Ed:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013.
Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
 Reflect on your experience.

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. Then write your observation 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.

OBSERVATION REPORT

Name of the School Observed: T’boli School of Living Traditions

School Address: Lake Sebu, South Cotabato
Date of Visit: 10/02/22 _

Through a virtual visit I made online, specifically through YouTube videos, I was
able to learn about the culture, tradition, and educational system of the Tboli
people.The Tboli, the most well-known tribe in the Philippines, live in the Southern
Mindanao mountains. For hundreds of years, they have carried on the traditions of
their ancestors. The majority of the people who attend the School of the Living
Traditions (SLT) live in South Cotabato, near Lake Sebu. Native materials like cogon
and bamboo were used to build the school. Upon entering the school, there is a
receiving area. A ladder comes next, and the top of it has classrooms and a guest
house for visitors.It has a lot of space, so weaving and other activities can be done one
at a time there. Other Tboli living traditions include playing old instruments, singing
old songs, telling old stories, and more. The SLT's upper pat is where teaching and
arming take place. The SLT for Lake Sebu was established in Bukidhon with the help
of the Talaandigs. Datu Viksawan was the first advocate for SLT and the inspiration
behind its development.Because the traditional activities and procedures were taught
to younger children and there is no limit to who wishes to learn, private donors and
volunteers contributed to its construction. Tourists, students, artists, vloggers, and
anyone else who isn't a Tiboli are welcome to participate in non-formal education and
training that focuses primarily on the way of life as well as research and
documentation. Arts and crafts, weaving, theatre, and performing arts are just a few of
the services and programs that SLT provides. It is both a cultural center for TTboli
youth and a traditional homestay for tourists interested in cultural immersion.I noticed
that rather than a curriculum, their teaching and learning method is based on firsthand
experience, step-by-step learning, and application.The majority of students learn to
weave t'nalak, dance to traditional music, play traditional instruments, and uphold
Tboli values and attitudes .For instance, the various musical instruments and tnalak
fabric for weaving are their own creations or were made by them in accordance with
their culture and traditions. The teachers are knowledgeable Tiboli people who
practice various traditions. Students are more likely to pay attention and take
advantage of hands-on learning opportunities when teachers and students treat each
other with respect. This school was supported by the Tboli's no-commitment policy,
which states that they will gladly accept donations of any size. The majority of
tourists who come to them are always willing to lend a hand with money.

Source: https://youtu.be/jQH1qbkSdpc
OBSERVATION REPORT

(You may include photos here.)

 ANALYZE

Curriculum Design, Answer each question based on your observation and interview data.

Competencies, and Content

1. Does the school foster a Yes, the primary objective of the SLT school is to preserve and transmit Tiboli
sense of belonging to tribe tradition to subsequent generations. They want the younger members of their
one’s ancestral domain, tribe to embrace their ancestry. Additionally, they are allowing everyone to learn
a deep understanding about their culture. For instance, they offer what is known as a "homestay" for
of the community’s tourists and vloggers to learn about the culture and way of life.
beliefs and practices?
Cite examples
2. Does the school show Yes, the school shows respect for the community's spiritual expression by
respect of the honoring each individual traditional musical instrument because they believe it has
community’s a spirit and should be played and used in the right way.
expression of
spiritually? How?
3. Does the school foster in Yes, the School provides ongoing instruction on the Tboli way of life and the core
the indigenous learners values that define their identity
a deep appreciation of
their identity? How?
4. Does the curriculum Yes, as there is a philosophical component to instill cultural awareness and the
teach skills and need to preserve and promote one's cultural heritage in addition to the practical
competencies in the training provided by schools to transfer skills from generation to generation.
indigenous learners that
will help them develop
and protect their
ancestral domain and
culture?
5. Does the curriculum link Yes, as the school permits research, documentation, and cultural immersion,
new concepts and students are able to share their way of life, culture, and traditions with others and
competencies to the life gain knowledge in the process. Consider that, in the past, SLT was merely a school
experience of the for the preservation of Tboli culture and tradition; now, it serves as a homestay for
community? anyone interested in exploring.

6. Do the teaching Yes, because the teaching method is typically informal, oral, and based on
strategies help practical demonstration, they are able to transfer skills in a step-by-step manner to
strengthen, enrich, and pique their interest and further enhance their mastery of a specific traditional art
complement the form.
community’s
indigenous teaching-
process?
7. Does the curriculum Yes, students who have learned and continually improved in a particular traditional
 maximize the use of art form will perform in front of their community members whenever there is a
ancestral domain and significant gathering for their tribes. Additionally, they have their very own
activities of the museum that displays a variety of significant items that are integral to the identity,
community as relevant culture, and tradition of the Tboli tribe.
settings for learning in
combination with
classroom- based
sessions? Cite
examples.
8. Is cultural sensitivity Yes, because the school is consulting and inviting culture bearers who embody a
to uphold culture, beliefs particular traditional art form's skills and techniques to perform or teach a group of
and practices, observed and interested youth, imparting knowledge and firsthand experience.
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, culture bearers of
the indigenous peoples are
consulted.)
9. Do assessment Yes, because the school teaches right and necessary values and tells stories about
practices consider history. The instructor demonstrated, if necessary, as well as answered the usual
community values and questions and answered them.
culture? How?

10. Do assessment process Yes, because higher-order thinking skills are involved in creation and creativity, as
include application of evidenced by the traditional art forms of weaving t'nalak instruction, chanting, and
higher order thinking craftsmanship. Regarding the application of one's values and mentality both within
skills? and outside of one's tribe as a Tboli, judgment and problem-solving skills apply
 What do you think can still be done to promote and uphold the indigenous people’s knowledge?
System and practices and right in schools?
In order to continue providing services and even enhance their facilities, indigenous schools require financial assistance. Everyone
needs to be aware of indigenous culture, tradition, and belief in order for it to not vanish over time, I believe that a subject that focuses
on the study of indigenous people's knowledge systems, practices, and rights should be included in a regular school located in an area
with indigenous groups.In this world that is always changing, their identity is always at risk. It ought to be promoted and safeguarded.
An indigenous student ought to be treated with dignity and respect at all schools, and they ought to be made to feel at home in a
welcoming, open, and inclusive classroom.
REFLECT

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

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

I discovered that the common goal of indigenous people is to preserve, propagate, and transmit their distinctive
culture, tradition, knowledge systems, and practices to all future generations.In the midst of globalization and
modernization, they all wish for their identity to remain constant and recognizable. Another thing that amazes
me about indigenous people's creativity is that the materials they use to create art can only be found in nature.
Mud painting, t'nalak weaving, and embroidery are good examples. In terms of the relationship between
indigenous people and their communities, it was so peaceful and harmonious that you could see unity,
especially at important gatherings or festivals when they honored a particular spirit for a good thing that had
happened.

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

The cultural experience is what should be remembered.I gained a deeper comprehension

of their culture and traditions, as well as the significance of their preservation and
transmission to future generations

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

3.1 Be open to and respect indigenous people by Being mindful of my words and actions in the classroom and
respectful of them.allowing each and every one of my students, especially my indigenous students, to voice their
opinions about a particular lesson or topic, even if it conflicts with their beliefs, and treating it with respect. I
should also pay close attention to my indigenous students by counseling them and discussing how they learn
interaction and relationship with other students, issues, challenges, and many more pertaining to their welfare.

3.2 Upload and celebrate their culture, beliefs and practices by Willingly allowing indigenous students to integrate
into the classroom, provide them with a learning environment that is inclusive, free of discrimination, respect,
enjoyment while studying, and encouragement of interaction. In order to address differences with other students
through the creation of learning materials and employ a teaching style that would best meet the needs of all of my
diverse students, as a teacher.

3.3 Advocate for indigenous people education by

I am willing to study and comprehend the cultures, traditions, beliefs, and practices of my indigenous students.
I support indigenous people's right to education because it is a right that applies to everyone, regardless of
gender, social status, religion, or identity.
 SHOW Your 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.

Methods for addressing the various ability levels of the students:

 Encourage them to interact and investigate in the ways that they find most enjoyable.Some
children prefer to work on their own, with a partner, in a small group, or in a dig group.Allow
children who are sensitive to sensory experiences like sand, potting soil, or gak to use tools or wear
gloves when interacting with sensory materials like these.Offering choices demonstrates that we
value children's independence and preferences even when communicating electronically.

 When designing an activity to share with the students, think about how you might aiter an activity
in the moment for students who require additional time, assistance, or experience with physical
objects to comprehend the concept.Consider the impact that scaffolding the experience will have
on more advanced learners.

 Most students are aware of their own abilities and those of their classmates.Respect the knowledge
of each student and encourage them to assist children who might benefit from their resistance.
Even if the student is far away, share examples of their work in virtual sessions to congratulate
them on their accomplishments.To demonstrate this willingness to assist others, you might, for
instance, ask the dancer in the classroom to demonstrate his signature dance move to you.

As a future educator, I am in charge of devising strategies for my students' quick and efficient
learning. To meet my students' needs, I might think about using punishment and reinforcement. I will
stay away from things that could hinder or impede my students' progress in their education. And lastly,
I'll teach them not only the lesson but also the most important ethical principles they need to know. In
the future, as I will be teaching in the next generation. One of the strategy that I will use is treating my
students fairly. I will not move on to the next topic, if the low achiever learners didn't understand the
previous lesson. I will not also discriminate both of them that can make their self confidence down. I
will treat them fair because all of them deserve an equal treatment.
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 student 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 student thinking/ behavior indicates that he/she values diversity?

A. He/she regards to his culture as superior to others cultures.

B. He/she regards to his culture as inferior to others cultures.

C. He/she accept 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 teaching- learning implication on student diversity?

A. Compare students

B. Make use of 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 indigenous cultural identity.

B. Makes Education exclusive to the indigenous culture.

C. Revitalizes, regenerates and enriches IKSPS and indigenous language.

D. Anchors the leaning context on the ancestral domain, the community’s world view, and
its indigenous cultural institutions.

5. All are practices in using learning resources for indigenous learners, 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 People 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 standard and content faithfully without modification

D. Including community- generated assessment processes that are part of indigenous

learning system.

7. Read the following comments by the teacher. Which of these comments will most likely make
a child dry harder, rather than give up?
A. Sinuwerte 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?

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 heterogeneous groups and assigns the same activity
for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content topic for
the groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different task on the
same topic, and then requests three different teachers, each to assess one of the groups.

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing to children to show that they learn the stages of mitosis in a way where they feel most
comfortable.
B. Allowing to children to show that they learn the stages of mitosis in a way where they feel
most comfortable except by lecturing.
C. Preparing different two sets of examination, one for the fast learners and another for the
slow learners.
D. Applying two sets of different standards
 EVALUATE Performance Task

Evaluate your work Task Field study 1. Episode 3 Focus on Gender, Needs, strengths, interest,
experiences language, Race, Culture, religion, Socio- economic status, difficult Circumstances, and
indigenous peoples. Learning outcomes; 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)
demonstrate openness, Understanding, and acceptance of the learners’ diverse needs and backgrounds.
Name of FS Student: Jimwell P. Mahinay Date Submitted: 10/03/22
Year & Section: 4A Course: BSED ENGLISH

Learning Excellent Very Satisfactory 3 Satisfactory Needs

Episode 4 2 Improvement 1
sheet All observation One (1) to two (2) Three (3) observation Four (4) or more
Accomplished Question/task Completely observation question/tasks Not observation
Observation answered/accomplished. Questions/task not answered/accomplished questions/task not
sheet answered/accomplished. answered/
accomplished.
All question were All question were Questions were not Four (4) or more
Analysis answered c0ompletely answered completely; answered completely; observation
Answer are with depth answers are clearly answers are not clearly questions were not
and are thoroughly connected to theories; connected to theories; answered;
grounded on theories; grammar and spelling are one (1) to three (3) answers not
gamma and spelling are free from errors grammatical spelling connected to
free from error. errors theories; more
than four (4)
grammatical/
spelling error.
Profound and clear; Clear but lacks depth; Not so clear and Unclear and
Reflection supported by what were supported by what were shallow; somewhat shallow; rarely
observe and analyzed observed and analyzed supported by what were supported by what
observed and analyzed. were observed and
analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not
Artifacts in the context of the in the context of the on in the context of the reflected on in the
learning outcomes; learning outcomes; learning outcomes. context of the
Complete, Complete, Complete; not organized. learning outcomes.
well-organized highly well-organized very Relevant to the learning Not complete; not
relevant to the learning relevant to the learning outcome Portfolio is not organized, not
outcome outcome reflected on in the relevant
context of the learning
outcomes.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2)
 deadline. deadline deadline days or more after
the deadline

Over-all Score Rating (Based on transmutation)

COMMENTS

TRANSMUTATION OF SCORE TO

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7below

Grades 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2,75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71below

Signature of FS Teacher above printed Name Date