FIELD STUDY 1 LEARNNG EPISODE Focus on Gender, Needs, Strenghts, Interest,

FS 1 3 Experience Language Race, Culture, Difficult

Circumtaces, 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.

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 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
ethnolinguistics 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

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 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.

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 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: Antonino Godinez Teacher’s Signature School: ZSCMST
Grade Year Level:4th year Subject Area:FS1 Date: 09/30/2022

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

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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,

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 OBSERVATION REPORT

Name of the School Observed: Kanangan National High School

School Address: Kananga Leyte, Philippines

Date of Visit: 09/30/2022

Every student I've observed in the video is unique; they all have unique personalities, and
they all contribute to learning in different ways. Some students are eager to learn, and they make
contributions not just for their own benefit but also for the development of the school. Each person
has a particular personality and set of characteristics. Some students have a strong personality; they
are the ones that actively participate in class, who communicate well with the teacher, and who are
constantly paying attention in class. Other students are passive learners; they are the ones who only
listened. And they took their seats.

Additionally, I saw that students form groups based on the kind of personalities they have.
Some also form groups with classmates who have the same personalities, while others form groups
based only on gender. At this time, I realized that each student had a unique set of skills that they
may use to build positive relationships with others. Everyone has a limit, even students who are
cracking jokes. Jokes have a limit when it comes to an individual's rights, but what's essential here is
that they respected the rights of the students and did what was appropriate to be a good student or
listener.

Video source: https://youtu.be/Zg0feF7jsB0

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 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?

When it comes to relationships and interactions in the classroom, students take on a variety
of roles. Someone takes on the role of the class leader, actively leading their classmates in
activities. Another student takes on the role of the host, who is excellent at presiding over
meetings and summarizing the lesson. There are also many students who simply sit and listen,
acting in a passive way. And every day, a student acts as the class mascot or joker.

What makes the leader assume these roles? What factors affect their behavior?
The leader takes the role because of the misbehavior of his/her classmates. The leader wants to make
things organized and prevent the conflicts that could possibly happen within the classroom. The leader
thinks that whatever happens to his/her classmates will reflect as what type of a leader he/she is.

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?

I observed that there is no race discrimination when it comes to their life situation. Everyone
is equal. Yes, sometimes they crack jokes, but they are not taking this personally. The students
who belong to minority groups were accepted by the others by interacting with them in a proper
manner and showing them respect. Even if each person has a unique personality, all of these traits
have limits when it comes to an individual's rights.

What does the teacher do to address issues like this?

The teacher clearly discusses with the students about the individual differences. This will be
perceived by the students to give respect and treat each other fairly. The teacher also makes
the students reflect on themselves on what they would feel if they will not be treated justly.

3. How does the teacher influence the class interaction considering the individual differences
of the students?
The teacher treated them with respect. She taught her class to respect others' rights and treat
everyone equally, but she also tried to make additional changes so that the individual differences
of the students wouldn't be affected while still treating everyone equally and properly.

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

The teacher explains to the students her vision and the objectives of the school. She
encourages student questions and concerns, and she works with them to promote diversity in
the classroom. She showed some school spirit as well. She attends school events and several 42
organizations' or after-school activities.
 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 and between the teacher and the learner?

I felt that some of the students were not cooperating and participating in the
activities because they were just listening, everything was silent because some of them
were quiet, but many of them had good student-teacher interactions. The teacher responded
to this situation by grouping the passive students into activities and having them brainstorm
lessons they had already discussed. At the conclusion, I felt unity between the teacher and
students inside the classroom.

I want all of my students to engage actively in my class in the future. I hope that
one day all of my students will learn a lot from me and that we will get along well. To
achieve this, I will look for their areas of strength and ability as well as their weaknesses so
that I can work with them.

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

Resource Teacher: Antonino Godinez Teacher’s Signature School: ZSCMST

Grade Year Level:4th year Subject Area:FS1 Date: 09/30/2022

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 leaners.
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
Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

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 OBSERVATION REPORT

Name of the School Observed:Pagadian SPED Center

School Address: Pagadian City
Date of visit:09/29/2022

As I observe the class,

Some students pay close attention during the conversation, while others
sometime s listen but have a limited attention span. Still other students like
creating noise during class discussions. When I observe the students, the ones
sitting in the front are the ones who are doing well, and the ones sitting in the
back who like to make noise are the ones who are doing poorly.

The student who is sitting in front and pays close attention during class
discussion is a son of a marine, according to the teacher, while the student who is
seated in the back and likes to make noise works in the naval market. They act in
a very different way, maybe as a result of their upbringing and economic
standing. When doing a task, the person who performs well can do it quickly
because he is knowledgeable of what has to be done; in opposite, the person who
performs poorly will likely complete the work slowly, possibly because he needs
help or should discuss his teacher about what needs to be done.

The student who is doing well participates in conversation with his teacher,
while the student who is underperforming engages in excessive noise-making
and conversation with his classmates. The teacher gives more attention to the
students who do poorly; she also does this constantly in the hopes that these
students would stop making noise and instead pay attention to the conversation.

Video source: https://youtu.be/D97CeWV6nN0

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 ANALYZE

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

Yes, the information that I observed matches what the teacher has discussed and I
was able to recognize the students who were performing well and those who weren't. The
behaviors that help me recognize them include volunteering to answer questions and consistently
reacting to the teacher.

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?

Those who do well in class may easily understand the lesson during the discussion,
whereas low performers must constantly ask a seatmate or the teacher for help in order to fully
comprehend the lesson.

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's method of managing her class is encouraging self-reliance by letting students explore

their own interests by themselves within the limits of strong discipline. She used to speak to everyone

in the class, whether they were high or low achievers, and from what I could tell, she never gave up.

Even though some of her students were a mix of high and low achievers, the students' responses were

still responsive and interactive in the class, even though some gave incorrect answers.

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?

I remember my elementary school teacher was excellent at adjusting to the varying skills
of my classmates. She demonstrated this through her lecture, interactions, deeds, techniques, and
strict attitude inside the classroom. For instance, she would rather call everyone than just one
student when asking about the lesson. Similar to what I've seen, no teacher ever tries to give up
on teaching the class’s low achievers since she is aware that when you teach enthusiastically,
there is no question that the student will understand the lesson, which is why active  learning is
necessary.

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

This activity is meant to prepare me for my future career as a teacher, so it's not just for me to

get some excellent observation skills. I will treat my students equally, respect their uniqueness, social

background, and most importantly, their individual differences in skills as my future self to guarantee
that I can satisfy the demands of both high achievers and low achievers in my class. I won't make any

comparisons and won't ever try to minimize them. 46

 OBSERVE, ANALYZE, REFLECT

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

Resource Teacher: Antonino Godinez Teacher’s Signature School: ZSCMST

Grade Year Level:4th year Subject Area:FS1 Date: 09/30/2022

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.
5. Reflect on your experience.

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 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

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Write your observation report here.

OBSERVATION REPORT

Name of the School Observed: Lumad Bakwit School

School Address: Somewhere in Mindanao
Date of Visit: Octobor 1, 2022

The school that I have observed in the Youtube video was Lumad Bakwit School at
U.P. Diliman. I saw that while I watched a video by Atom Araullo on Lumad Bakwit School.
They were forced to leave their facility because of the chaos in Mindanao, and it currently
serves as their learning center. Their condition has been exceedingly challenging since they lack
a permanent and formal school, equipment and learning materials, teachers, and room. People
choose to leave their homes and seek peace elsewhere for a variety of reasons including military
operations, explosions at schools, and the deaths of numerous people.

In this school, students are also trained in vegetable gardening since, in the bakwit's
view, this is how their ancestors lived and how their Mindanao community survives today.
Students from the Lumad community still wish to go to conventional schools, receive a quality
education, and be accepted and treated fairly by others.

Source: https://www.youtube.com/watch?v=XrHveqNRvb0

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OBSERVATION REPORT

(You may include photos here.)

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 ANALYZE

Curriculum Design, Answer each question based on your observation and interview data.
Competencies, and Content
1. Does the school foster a sense The Lumad have cultivated and protected their traditional ancestral territories because
of belonging to one’s they believe that belonging to one's ancestral domain and having a strong
ancestral domain, a deep
understanding of the understanding of the community's beliefs and traditions are both important.
community’s beliefs and
practices? Cite examples

2. Does the school show respect Yes, the school grants them the freedom to honor their spiritual traditions and beliefs
of the community’s by appreciating their spiritual views.
expression of spiritually?
How?
3. Does the school foster in the Everyone has received fair treatment and equal opportunity to speak and demonstrate
indigenous learners a deep their skills.
appreciation of their identity?
How?

4. Does the curriculum teach Yes, since they build their competences in school, they do still learn knowledge and
skills and competencies in the skills that they may use to secure their ancestral territories and that will benefit their
indigenous learners that will
help them develop and protect tribes in the future.
their ancestral domain and
culture?

5. Does the curriculum link new Yes, students learn new skills and concepts, but they also actively participate in their
concepts and competencies own learning since their teachers allowed them to experiment and gain knowledge
to the life experience of the
community? through their experiences.
6. Do the teaching strategies Yes, it contributes a great deal to improve the teaching process. To meet the needs of
help strengthen, enrich, and the students, the teacher uses a variety of strategies.
complement the community’s
indigenous teaching-process?

7. Does the curriculum Yes, the students engaged in extracurricular activities that allowed them to
maximize the use of ancestral demonstrate their skills and to showcase their uniqueness, customs, and cultures.
domain and activities of the
community as relevant
settings for learning in
combination with classroom-
based sessions? Cite
examples.

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 8. Is cultural sensitivity to uphold Yes, they allow the students to perform any traditions they have,
culture, beliefs and practices, including dances, folksongs, and chants that help to promote their
observed and applied in the identity, as well as making their learning materials interesting and
development and use of different.
instructional materials and
learning resources? How? (For
example, culture bearers of the
indigenous peoples are
consulted.)
9.Do assessment practices Yes, the school assures that the assessment procedures took their
consider community values and beliefs and cultural background into consideration.
culture? How?
10.Do assessment process include Yes.
application of higher order
thinking skills?

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

Being an approachable and kind teacher. developing a connection with the local
indigenous peoples rather than aiming to co-opt or represent their views. Showing students how
to think critically in lectures and class discussions will encourage them to do the same. They are
humans with rights that must be secured and respected, therefore as a future teacher, I promise
to treat them fairly, educate them equally, and care for them.

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REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
According to what I have seen in the video, the students are less focused on their goals and
desires as learners and more worried about the terrible chance that they would be misled if they don't
study. I also discovered that there are a variety of circumstances that have an impact on children'
academic performance, therefore, teachers and the parents of these students should be aware of these
difficulties and search for a way to at least address them. For instance, students suffer tremendously
from a lack of food.

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

I respect the teachers at Flora Primary School for their dedication to teaching the
students despite the challenges they face. I respect the effort that they put up to drive 5–6
hours just to educate the students, but more importantly, I love how persistent they are in
seeing that these students fulfill their potential. They believe that teachers are the only
true heroes who can stand out for students' rights to an education.

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

3.1 Be open to and respect indigenous people by being an effective  communicator with cultural sensitivity who
inspires others to respect indigenous people and take the lead in protecting their rights.

3.2 Upload and celebrate their culture, beliefs and practices by integrating celebration of cultures activities into
every lesson and making the most of the different teaching strategies that take students' diversity and
inclusiveness into consideration.

3.3 Advocate for indigenous people education by consistently supporting the production and development of IPED
curriculum, providing valuable recommendations to the directors of the Department of Education and Commission
on Higher Education on how to enhance the curriculum to effectively meet the needs of IP students

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 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.

This task is meant to equip me for my future career as a teacher, so it's not just for me to get
some good observation practice. I will treat my students equally, respect their uniqueness, social
background, and most importantly, their individual differences in skills as my future self to ensure that
I can fulfill the needs of both high achievers and low achievers in my class. I won't make any
comparisons and won't ever try to underestimate them.

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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.

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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

56
 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: EBARAT, REALYN A. Date Submitted: OCTOBER 3, 2022
Year & Section:4A Course: Bachelor of Secondary Education major in 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

Score 20 19-18 17 16 15 14 13-12

TRANSMUTATION 11 TO 10
OF SCORE 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

10/03/2022
57
Signature of FS Teacher above printed Name Date