FS 1: LEARNING EPISODE 3: Focus on Gender, Needs, Strengths, Interest, Experiences

Language, Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and

Indigenous Peoples
Activity 3.1: Observing among learners' gender, needs, strengths, interest, and experiences; and
differences among learners’ linguistics, cultural, socio-economic, religious background, and
difficult circumstances.
Resource Teacher: ____________________________ Teacher's Signature: _________________
Grade Level: _____________________ Subject Area: _______________________
School: ________________________________ Date: ___________________
OBSERVE

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 on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with
one another and with their teacher. Are there groups that interact more with the teacher
than others.

2. 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 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 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 group? By their interests? 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 _____________________________________________________

School Address ________________________________________________________________
Date of Visit ___________________________________________________________________
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?
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What makes the learners assume these roles? What factors affect their behavior?
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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?
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What does teacher do to address issues like this?

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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
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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 learners?
Activity 3.2: Observing differences among learners with disabilities; giftedness, and talents
Resource Teacher: ____________________________ Teacher's Signature: _________________
Grade Level: __________________________ Subject Area: _______________________
School: ________________________________ 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.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher and interaction with
others.
5. 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 __________________________________________________

School Address _____________________________________________________________
Date of Visit ________________________________________________________________
ANALYZE
1. Did your observation match the information given by the teacher?
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2. Describe the differences in ability levels of the students in class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
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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 differentiates
instruction? If yes, describe how.
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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?
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2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
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Activity 3.3: Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: ____________________________ Teacher's Signature: _________________

Grade Level: _____________________ Subject Area: _______________________
School: ________________________________ 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 program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agra, General Nakar, Quezon
c. Sitio Tarukan 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
Occedintal Mindoro
f. Tubuanan Ati Learning Center, Balabag , Boracay Island
g. Balay Turun-an School of Living Traditions, Brgy Garangan and Brgy. Alcalaga,
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, Lantapan , Bukidnon
k. Bayanihan Elementary School, Marilog, Bukidnon
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 “virtual” field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
YouTube. You can start with this video by DepEd:
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 in 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 observations
 report on the space provided.

If you are watching videos you searched, instead of actually visiting a school, have these
questions in mind as you are watching the videos. You can try 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 learner, 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 us the questions found on the analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT
(You may include photos here)

Name of the School Observed __________________________________________________

School Address ______________________________________________________________
Date of Visit ________________________________________________________________

ANALYZE
Curriculum Design, Answer each question based on your observation and
Competencies, and Content interview data.
1. Does the school foster a
 sense of belonging to
one's ancestral domain, a
deep understanding of the
community's beliefs and
practices. Cite examples

2. Does the school show

respect of the
community's expression
of spirituality? How?

3. Does the school foster in

the indigenous learners a
deep appreciation of their
identity? How?

4. Does the curriculum teach

skills and competencies in
the indigenous learners
that will help them
develop and protect their
ancestral domain and
culture?

5. Does the curriculum link

new concepts and
competencies to the life
experience of the
community?

6. Do the teaching strategies

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 or 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?
(For example, Culture
bearers of the Indigenous
Peoples are consulted.)

9. Do assessment practices
consider community
values and culture? How?

10. Do assessment processes

include application of
 higher order thinking
skills?

What do you think can still be done to promote and uphold the indigenous peoples knowledge
systems and practices and rights in schools?
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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?
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2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
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3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by __________________________________
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3.2 Uphold and celebrate their culture, beliefs and practices by _____________________
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3.3 Advocate for Indigenous people’s education by ______________________________

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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.