REPUBLIC OF THE PHILIPPINES

STATE UNIVERSITY OF NORTHERN NEGROS

COLLEGE OF EDUCATION
BTLED-HE

Learning Episode 3:

Focus on Gender, Needs, Strengths,

Interests, Experiences Language,
Race, Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous.

SPARK Your Interests

Episode 3 provides an opportunity to observe how differences in gender, racial,

cultural and religious background, including coming from indigenous groups influence

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
learner behavior, interaction, and performance in school. One will also analyze and reflect on
practices that teachers 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 learning needs in a
diverse class (PPST 3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’ diverse needs
and backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts 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 challenged to
achieve at a level just above their current level of mastery, and when they have
many 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 the different characteristics,
abilities, and 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, strengths, interests, and experiences
b. Learners' linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or disasters,
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

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
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 identity, 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 peoples' 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- linguistic 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 Peoples' 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. c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the

Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for you as

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
a future teacher to remember are the 5 Key Elements of an Indigenous Peoples
Education Curriculum (DO 32, 5.2015 enclosure, pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the nations

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 spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPS, ILS, and
indigenous languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader 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 processes
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to
the standards, competencies, skills, and concepts 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

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Observing differences among learners’ gender, needs, strengths,
interests, and experiences; and differences among learners’ linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
Resource Teacher: Teacher’s Signature: _________
School: Sagay City Standalone
Grade/Year Level: Grade 11 Subject Area: TLE-FBS Date: 10/11/2024

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 the 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 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 interests? Or are the students in mixed social groupings?
If so, describe the groupings.

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE

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

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Name of the School Observed: Sagay City Stand Alone
School Address: Barangay Rizal, Sagay City Negros Occidental
Date of Visit: October 8, 2024

The class consist of 25 students. There are 5 males and 20 female students.
The student’s connection between their teacher and classmates are strong. They are all
participative in class activities and actively engaging. Though, there are students who tends to
compete with their classmates, still they create a healthy competition and helps one another to
understand the lessons.

There is no significant difference between the students seated at the back and in
front as I observed in the class. Students located the back may have more freedom to be less
attentive and more disruptive than those in the front. However, their teacher manages to draw
their attention and focus on the lesson. During the class when teacher ask questions, they will
immediately raise their hands and if one of their classmates unable to point out the right
answer, their peers try to help them.

In terms of their interaction outside the classroom they tend to be with their
friends who has the same interest as they have. They still interact with their teachers and never
forgets to be polite. No one is left out because each of them has their own circle of friends.

ANALYZE

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
1. Identify the persons who play key roles in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader,
a mascot/joker, attention seeker, a little teacher, a doubter/pessimist? What makes the
learners assume these roles? What factors affect their behavior?
Answer: A classroom is like a whole new world, there are people with distinctive
roles, backgrounds and or in short diverse. The teacher assumes all the roles
with in the classroom. As she provides everything the students needs. However,
each student also plays different roles, there is a leader, the leader assumes his
roles as he was elected by their classmates. A mascot or joker is the one who can
grab others attention. And a little teacher, is the student who can easily catch
and understand the lesson. There are different factors that affects and
contributes to their behavior including, environment, family background and
personal experiences. Understanding human behavior is a complex process.
However, we can assume human behavior through continuous observation. As a
future teacher, it is a key skill to understand your students.
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?
Answer: Yes, as they act differently however, fostering a positive environment
allows these students to feel accepted and was encouraged by his or her
classmates to join in conversations.
3. What does the teacher do to address issues like this?
Answer: First and foremost, is understanding the student’s condition or
situation. Second, is explaining to the classmates why one student acts such way.
Third, encourages peers to interact with them. Lastly, by providing varied
instructions that greatly helps each student.
4. How does the teacher influence the class interaction considering the individual
differences of the students?
Answer: A teacher serves as environment provider, as teachers fosters positive
environment towards the students. By providing positive environment, the
teacher assures that each student receives a positive and equal treatment.
5. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Answer: The teacher maximizes the benefits of diversity through providing
group activities which requires individuals’ ability and collaboration.
Enabling students to recognize each other’s unique ability to contribute and
foster connection among students.

REFLECT

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
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 learner?
Answer: While, conducting my observation I felt how each student and their
teacher unite to foster a positive learning environment. Oneness in reaching for a
single goal, which is to learn.

Activity 3.2

Observing differences among the learners with disabilities, giftedness, and talents
Resource Teacher: Teacher’s Signature: _________
School: Sagay City Standalone
Grade/Year Level: Grade 11 Subject Area: TLE-FBS Date: 10/11/2024
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 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

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
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: Tacurong Pilot Elementary School

School Address:Tacurong City
Date of Visit: October 10,2024 via Youtube

Based on my observation and analysis through watching video via YouTube, learners have
different capacities and abilities to learn. Some may learn and catch lessons easily, while others
are having a hard time or slowly digesting the knowledge. Students with special needs has also
different capacity depending on the learner’s case. There are those students with special needs
who easily catches and excels more than a regular student and, there are some who needs extra
guidance to learn as some may having a hard time to focus and understand.

Based on the interview and casual talk with our critic teacher, they have a student with special
needs. One of them may have some kind of autism, the student sometimes finds the class
boring however, the student still excels in class. Another case was when they were having a test
in mathematics the student only answered numbers in front and in back while leaving the
middle page blank. The teacher asked the learner” why didn’t you answer the middle part?.”
The student answered the teacher that he was tired. However, when they check the work of the
student those number with his answer are all correct. This shows that students may have
different needs and students with special needs may require extra guidance they still can excel
in many ways. In larger scale, every learner is different and may require different level of
understanding and care, but everyone can excel in their own ways and in different areas.

ANALYZE

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

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Yes, the observation that I have conducted match the information’s that my
cooperating teacher provided.
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.
First, we have understood our students’ individual needs. Second, is to create
activities and learning environment adequate to the needs of all students.
3. Describe the methods used by the teacher in handling the students' differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how, ___________________
Yes, since the teacher provided a varied activities that all students have
participated and caters every student need while not excluding the learners with
special needs. There was case, during the observation that a student with special
needs appreciated the class and the teacher since the student have greatly
understood the lesson. He hugged and chase the teacher and said,” thank you
teacher, your class was awesome”.

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?
Our teachers are effective, I was not a high achiever during my lower years. To
make it short I am a late bloomer. But with my teachers continued effort and
peer helping method that she imposed we all have improved and was able to
finish our studies. I personally became one of the high achievers in the class.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Understanding because being able to understand students you can touch their
heart while showering knowledge upon them.

OBSERVE, ANALYZE, REFLECT

Activity 3.3

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Observing the school experiences of learners who belong to indigenous groups.
Resource Teacher: Teacher’s Signature: _________
School: Sagay City Standalone
Grade/Year Level: Grade 11 Subject Area: TLE-FBS Date: 10/11/2024
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 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
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, Lantapan, 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 Peoples 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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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE

OBSERVE

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

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 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

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Name of the School Observed: Tugdaan Indigenous School
School Address: Mindoro, Philippines

The school was intended for the indigenous community of Tugdaan. Their teaching force is
composed with their own members who have undergone teacher training. The curriculum that
they have was intended and specially crafted for them. To meet the current trends in education
and demands while, highlighting their culture, customs and beliefs. Once a week they will walk
to their garden for agricultural practices. With help of their community leaders, members and
government they were provided with a classroom environment conducive for learning.

The school was composed of classrooms and a garden. The classrooms are well constructed and
built near the community accessible for the indigenous learners. They also utilize learning
materials provided by the government and NGO’s who helped in establishing the school. With
education offered to the indigenous people they can cope with changing world while remain
their duties as main guardians of their place or the environment.

Reference: https://www.youtube.com/watch?v=rULYmm9ffeM

OBSERVATION REPORT

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE

Attached are screenshot photos from the Youtube video…

ANALYZE

Curriculum Design, Competencies, and Answer each questions based on your

Content observation and interview data.

1. Does the school foster a sense of Yes, one of this is the inclusion of their
belonging to one's ancestral domain, a culture on the curriculum. They were taught
deep understanding of the about agriculture while practicing their own
community's beliefs and practices. customs and their own traditional ways.
Cite examples
2. Does the school show respect of the Yes. One way that the school shows respect
community's expression of of the community’s expression of spirituality
spirituality? how? is the inclusion of religious studies in their
curriculum.
3. Does the school foster in the Yes, since they were taught to appreciate

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
indigenous learners a deep their unique identity and culture while
appreciation of their identity? How? fostering a sense of pride and openness.
4. Does the curriculum teach skills and Yes, aside from the usual academic subjects
competencies in the indigenous offered by the DEPED, they have included
learners that will help them develop extra subjects in their curriculum and
and protect their ancestral domain and integration of their culture for deep
culture? understanding of their identity and customary
beliefs.
5. Does the curriculum link new Yes, since they have applied for approval and
concepts and competencies to the life was granted by the Department of Education
experience of the community? that assures that the education taught in the
school meets the demands and requirements
to the life experiences of the community.
6. Do the teaching strategies help Yes, since their teacher aside from coming
strengthen, enrich, and complement within the community they integrate in
the community's indigenous teaching- different general subjects the culture that the
process? indigenous people have.
7. Does the curriculum maximize the Yes, the students are not only learning in the
use of the ancestral domain and classroom. They also have programs to
activities of the community as showcase their abilities of doing their own
relevant settings for learning in traditional crafts. They also activities
combination with classroom-based conducted outside the four walls of the
sessions? Cite examples classroom and with their continuous
interaction and inclusion of the community in
every school related activity.

8. Is cultural sensitivity to uphold Yes, since most of the teachers are

culture, beliefs and practices, indigenous members and the community
observed and applied in the was involved in the development of their
development and use of instructional curriculum
materials and learning resources?
How? (For example, Culture bearers
of the Indigenous Peoples are
consulted.)
9. Do assessment practices consider Yes, they have considered it by providing
community values and culture? assessment were the culture was highlighted
How? and values was observed.
10. Do assessment processes include Yes, as they involve real life situations and

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FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
application of higher order thinking considers general instructions.
skills?

What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?
To effectively integrate indigenous knowledge systems, practices, and rights into
schools, a multifaceted approach is necessary and integration of customs, beliefs and
values. Through continues involvement of the community leaders and members.

REFLECT

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

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

The indigenous people are eager to learn and highlighted how they are deeply
rooted with their culture.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why
The thing that caught my attention was their eagerness and initiatives to
establish school and passion towards education.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by recognizing their identity and honor
the importance of their existence.
3.2 Uphold and celebrate their culture, beliefs and practices by integration of cultures
and beliefs in my lessons.
3.3 Advocate for indigenous peoples education by sharing to others especially to our
future students about the importance of recognizing ones culture and appreciate the
roles of the indigenous community plays to the world.
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.
1. Integration of one’s culture in lessons.
2. Provide students varied instructions.
3. Deep understanding of individual needs of the students.

LINK Theory to Practice

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE

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 students 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 his culture as superior to other's cultures
B. He/She regards his culture as inferior to other's cultures.
C. He/She accepts 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 a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous 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 languages
D. Anchors the learning context on the ancestral domain, the community's world view, and its
indigenous cultural institutions

5. All are best practices in using learning resources for indigenous learners, EXCEPT

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
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 Peoples Education Framework,
EXCEPT
A. Including the practice of competencies in actual community and family situations
B. Applying high practice of competent and integrative understanding across subject areas
C. Using international context in the assessment standards 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 child try 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. Nahihirapa 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
topics for the groups to work on

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
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 children to show that they learned the stages of mitosis in a way where they fee
most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they fee
most comfortable except by lecturing.
C. Preparing two different 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 1 – The School as a Learning Environment
Learning Outcomes: Determine the characteristics of a school environment that provides social, psychological, and physical environment
supportive of learning
Name of FS Student: ________________________________ Date Submitted: ___________
Year & Section: __________________________ Course: _____________________________
Learning Excellent Very satisfactory Satisfactory Needs improvement
Episode 4 3 2 1

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
observation questions/tasks completely observation questions/ questions/tasks not observation questions/tasks
sheet answered/accomplished tasks not answered / answered/ not answered/accomplished
accomplished accomplished.

Analysis All questions were answered All questions were Questions were not Four (4) or more
completely; answers are answered completely; answered completely; observation questions were
with depth and are answers are clearly answers are not clearly not answered; answers not
thoroughly grounded on connected to theories; connected to theories; connected to the theories;
theories; grammar and grammar and spelling are one (1) to three (3) more than four (4)
spelling are free from error. free from errors. grammatical/spelling grammatical/spelling errors.
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what were shallow; somewhat supported by what were
observed and analyzed. observed and analyzed. supported by what observed and analyzed
were observed and
analyzed

Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not Portfolio is not reflected on
Artifacts the context of the learning the context of the learning reflected on in the in the context of the
outcomes; complete, well- outcomes. Complete; well context of the learning learning outcomes; not
organized, highly relevant to organized, very relevant to outcomes. Complete; complete; not organized,
the learning outcome. the learning outcome. not organized. Relevant not relevant
to the learning
outcome
Submission Submitted before the Submitted on the deadline Submitted a day after Submitted two (2) days or
deadline the deadline more after the deadline

Over-all Rating: (Based on

Score Transmutation)
COMMENTS

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 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 71-below
_______________________________________ _______________
Signature of FS Teacher above Printed Name Date

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.
 REPUBLIC OF THE PHILIPPINES
STATE UNIVERSITY OF NORTHERN NEGROS
COLLEGE OF EDUCATION
BTLED-HE

FS 1
FIELD STUDY
ROMEL S. DIVINAGRACIA JR.