FS 1: Learning Episode 3

Focus on Gender, Needs, Strengths, Interests, Experiences,

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

SPARK Your Interest

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

racial, cultural and religious backgrounds, including coming from
indigenous groups influence 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

learner needs in a diverse class (PPST 3.1.1); and

 Demonstrate openness, understanding, and acceptance or the

learner’s 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 teachers are
challenged to achieve at a level just above their current level of
mastery, and also 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, 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 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 ot 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’s groups which have several smaller ethnic
groups within them, the non-Muslim groups called the Lumads in
Mindanao, and the lgorots 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 (P). Our country was
admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)

c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015,

adopting the Indigenous Peoples Education (IPED) Curriculum
Framework. Most useful for you as a future teacher to remember
are the 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32, s.2015 enclosure, pp.15-18):

1. Curriculum Design, Competencies and Content. Interfacing the

national Curriculum with Indigenous Knowledge systems and
practices (IK. SPs) and indigenous Learning systems (1LS) 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 people’s 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 leaning
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 Observing differences among learners' gender, needs,

strengths, interests, and experiences; and differences among learners'
linguistic, Cultural, socio-economic, religious backgrounds, and difficult
circumstances.

The learner’s 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, and social and cultural diversity.

Step 3. Describe the interaction that transpires inside and outside the
classroom.

Step 4. Interview your Resource teacher about the principles and

practices that she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on learner’s

interactions.

The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the 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 help?

5. When a student is called and cannot answer the teacher's question, do

one 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.

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: BARBAZA NATIONAL HIGH SCHOOL

School Address: JINALINAN, BARBAZA, ANTIQUE
Date of Visit: SEPTEMBER 19, 2023
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?

Yes, there was somebody who appears to be a mascot/joker

in the class who is always kidding, having fun of making jokes
with the teachers and his/her classmates. There was also a
student who play as a leader, the classroom president, who is
always responsible of taking charge of the responsibility of their
teacher if it is absent and always remind the class to listen and to
keep quiet.

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

What influence and makes the learners assume these roles

are the way how they nurtured by their parents, maybe also
because of their peers, or their personal beliefs.

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?

So far, there was no student who I have observed being left

out. I can saw with them that they have unity, good bonding and
relationship with one another. There is no discrimination
happening between them.

What does the teacher do to address issues like this?

Base on my resource teacher response, as I conducted my

interview with her regarding this matter, with the set of her
student in this school year according to her, she has no problem
with this sets of learners, because they are all responsible enough
in managing and behaving their selves accordingly. She said, these
group of students has a harmonious relationship with each other,
and I can see in them the eagerness in their studies of how serious
are they in pursuing their goals and dreams to finish their studies
in the senior high. There is no one who appear left out with the
group even there are students who left behind academically but
they can still manage to reach out but it is only few with them.

3. How does the teacher influence the class interaction considering

the individual differences of the students?

The teacher treats each one of them equally regardless with

their individual differences, there is no bias happening inside the
classroom. The teacher influences them to be respectful and mindful
of their actions. The teacher also encourages her students to accept
one’s differences and appreciate each uniqueness.

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

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

The teacher makes sure that she is aware of students’

individual differences through understanding their backgrounds,
learning styles, hobbies and interest. The teacher establishes
friendly relationship with her students and encouraging them to be
open for communication while fostering respect in the classroom
by letting them to talk about their cultural backgrounds.

REFLECT

1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and
the learner?

Being in that classroom was comfortable and welcoming, the

teacher is very accommodating, and the students are friendly and
respectful. There is a sense of oneness and unity among the
learners, the teacher and the student. They accept individual
differences and help one another. They appreciate and respect
teachers and their fellow individuals.

Activity 3.2 Observing differences among learners with disabilities,

giftedness, and talents

Resource Teacher: MA’AM ANNIVIC OTAYDE Teacher’s Signature ______

School: BARBAZA NATIONAL HIGH SCHOOL

Grade/Year level:12- STEM Subject Area: SCIENCE Date: 09/19/23

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: BARBAZA NATIONAL HIGH SCHOOL

School Address: JINALINAN, BARBAZA, ANTIQUE
Date of Visit: SEPTEMBER 19, 2023

As I obseved, there is no student in the classroom who appears having a

speacial needs. But there are two male student with low vision. They are wearing
glasses all the time, they are near sighted and sitted in the middle part of the class
ANALYZE

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

Base on the information given by the teacher as I conducted my

interview with her, my observation matched what she had given to
me, in terms of the student’s performance, abilities, needs, and how
she deals with the different strategies and activities that would
provide quality education to her students.

2. Describe the differences in ability levels of the students in the

class? What practices or strategies are done or should be done to
differentiate instruction to meet the needs of the learners.

The class is composed of diverse students with different levels

of abilities, skills and intellect. These abilities vary in terms of their
current knowledge and skills, independence level and etc. Some
lower-ability students are struggling to understand the lesson while
others who can independently learn by themselves are considered as
higher-ability students. Having these kinds of learners in the class
need effective strategies to respond to their corresponding needs. For
example, the teacher may use a differentiated instruction through
structuring his/her lesson strategies in various phases such as review
phase, inquiry phase, comprehension phase and application phase.
Other instructional strategies are peer interaction groups,
collaboration activities etc.

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.

As I have observed, the teacher uses multiple means of

presenting the topic. She utilizes various tools and materials to aid
her discussion such as video, textbooks and multimedia. She also
provides different ways for students to express their learning such as
writing, group/peer activity or presentation. In addition, she allows
them to work with their peers for an effective way of learning and
employs performance-based activities and authentic assessment.

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?
When I was in my elementary, I have classmates that has a
high level of abilities and intellect, it is easy for them to
understand the lesson in just one set of discussion, but we cannot
really avoid the truth, that there are number of students that is
hard to teach, they are my classmates that have struggles every
time we have our discussion, activities and test. Every day my
teacher has to face the reality that she, as a teacher will really
enhance her creativity and skills in integrating her lessons with
much effort and time, to think critically on how she will discuss
her lesson with those diverse students inside the classroom for the
sake of other learners not to left out by their classmates. Our
teachers that time, make their lesson much easier to understand,
and they discuss it step by step with matching models of activities,
and they did tutorials as well to those of my classmates with low
level of intellect and abilities.

What dispositions and traits will you need as a future teacher to

meet the needs of the learners?

The dispositions and traits that I need as a future teacher in

order to meet the needs of my future learners, is to have an
effective communication with them in a sense that we have a good
teacher and student relationship in terms of asking and
responding. They have the trust to open up with me every time
they need to brought out their problems or issues in life. I should
have the ability of being a critical thinker, adaptable, empathetic,
flexible, and creative in integrating lessons. As a future teacher I
will sacrifice my time, and I will do my best to provide quality
education for my students in the future, co’z I do believe that being
in this profession is a calling, it’s a mission to make.

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 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. Heshe 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. Heshe 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

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, 1s 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 tor assessment in the Indigenous Peoples

Education Framework, EACEPT,
A. Including the practice of competencies in actual community and
family situation

B. Applying higher- order thinking skills 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 a 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 parsang o 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 topics 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 children to show that they learned the stages of mitosis in a

way where they feel most comfortable.

B. Allowing children to show that they learned the stages of mitosis in a

way where they feel most comfortable except by lecturing

C. Preparing two different sets of examination, one tor the fast learners
and another for the slow learners.

D. Applying two sets of different standards

EVALUATE performance task

Evaluate your work task field study 1, episode 3 – Focus on Gender,

Needs, Strengths, Interests, Experiences, Languages, 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 learner’s diverse needs and backgrounds

Name of FS Student ____________________________ Date Submitted:

____________

Year & Section: ____________________________ Course:

_________________________

Learning Excellent Very Satisfactory Needs

Episode Satisfactory Improvement
4 2
3 1

Accomplished All One (1) to two Three (3) Four (4) or

Observation observation (2) observation observation more
sheet questions/t questions/ questions/ observation
asks tasks not tasks not questions/
completely answered/ answered tasks not
answered/ accomplished accomplished answered/
accomplish . accomplished
ed. .

Analysis All All questions Questions Four (4) or

questions were answered were not more
were completely; answered observation
answered answers are completely; questions
completely; clearly answers are were not
answers connected to not clearly answered;
are with theories; connected to answers not
depth and grammar and theories; one connected to
are spelling are (1) to three theories;
thoroughly free from (3) more than
grounded errors. grammatical/ four (4)
on theories; spelling grammatical/
grammar errors. spelling
and errors.
spelling are
free from
error.

Reflection Profound Clear but lacks Not so clear Unclear and

and clear; depth; and shallow; shallow;
supported supported by somewhat rarely
by what what were supported by supported by
were observed and what were what were
observed analyzed observed and observed and
and analyzed. analyzed.
analyzed

Learning Portfolio is Portfolio is Portfolio is Portfolio is

artifacts reflected on reflected on in reflected on reflected on
in the the context of in the context in the context
context of the learning of the of the
the outcomes; learning learning
learning complete, well- outcomes; outcomes;
outcomes; organized, very complete, not not complete,
complete, relevant to the organized, not
well- learning not relevant organized,
organized, outcome. to the not relevant
highly learning to the
relevant to outcome. learning
the outcome.
learning
outcome.

Submission Submitted Submitted on Submitted a Submitted

before the the deadline. day after the two (2) days
deadline. deadline. or more after
the deadline.

Comments Over-all Rating

Score (Based on
transmulation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 2 19- 17 16 15 14 13- 11 10 9-8 7-

0 18 12 below

Grade 1. 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
0 5 0 5 5 0

9 96 93 90 87 84 81 78 75 72 71-
9 below

__________________________________________ ____________________

Signature of FS Teacher above Printed Name Date