Learning Episode 3:

Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,

Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People

Target your intended Learning Outcome

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

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.

OBSERVE

An observation guide for the Learner’s Characteristics

Read the following carefully before you going to observe then write your
observation report.

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.

I observed during a science class that the teacher demonstrated a chemistry experiment
(flame test). The students were divided into five groups and stayed in their respective
areas. While the teacher was demonstrating how to perform the laboratory experiment,
the students asked questions and were also amazed by the results. So far, based on my
observation, there is a balance in their interaction with classmates and the teacher.
What I mean is that they have respect for the teacher, so they only ask when it is
necessary, while with their friends, because it was a group activity, it is necessary for
them to communicate often.
2. Observe the learners seated at the back and front part of the room. Do they behave and
interact differently?

Based on my observation so far, the students behave in the same way, both those seated in
the front and at the back. The students are really disciplined in regulating themselves on
when to make noise and when to focus, especially during class sessions.

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

The students in their classes, under my observations, are more focused on cooperating with
each other.

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

I have observed that the students, especially when doing their tasks, such as individual
activities, seem to be independent, and everybody tries their best to achieve good scores.

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?

Yes. It’s true that the students are helping each other.

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.

When they are outside the classroom, they tend to group themselves homogeneous and
some by interest.

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

When I watch students, I notice interesting differences between those who are alone and
those who aren’t interacting with their peers. The solo students often seem deeply absorbed
in their work, maybe even lost in thought. They quietly tackle assignments or read,
seemingly oblivious to the world around them. On the flip side, the students who aren’t
engaging with others might appear disinterested or unfocused. They could be daydreaming,
glancing around the classroom, or simply opting out of group discussions and activities.

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

The school i observed so far there is no LGBT but the teachers shared a range of strategies
they use to address the needs of diverse students in their classrooms. They emphasized the
importance of creating a safe and welcoming environment where all students feel respected
and included. Strategies included using inclusive language, providing support for students
with Gender non-conforming, accommodating language and cultural differences, respecting
religious beliefs, and offering resources for students from different socio-economic
backgrounds. The teachers highlighted the value of diversity as a strength and emphasized
the importance of creating an inclusive learning environment where all students can thrive.

OBSERVATION REPORT

Name of the School Observed: University of the Immaculate Conception

School Address: Bajada-Davao City

Date of visit: August 6-14, 2024

During synchronous session:

So far there is no online class.

During asynchronous session:

During face to face class:

1. Identify the persons who play key role 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?

“Based on my observation, the officers in the classrooms play a key role in classroom
management. They remind students to keep quiet and study, and they also remind the
 cleaners of the day to keep the classroom clean and tidy. Additionally, they
communicate their concerns to the teachers and their advisers.”

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

“I believe that the school encourages students to take on these roles to develop their
leadership skills and sense of responsibility. Aside from this, I also consider another
factor, which is the family. If a child is raised in a family accustomed to leadership, it
often impacts them, motivating them to become such a person. Sometimes, it could be
natural for them to have the ability to lead.”

3. 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? What does the teacher do to address issues like this?

I observed that the junior high school students who attended kindergarten and
elementary school here at UIC appear to be more active than the others. This may be
because they are already accustomed to the educational system in the school, so there
were no major adjustments needed. Seeing this, I can also see that the teachers are
supporting other students to be courageous and active in every activity.

4. How does the teacher influence the class interaction considering the individual
differences of the students?

The teachers; They're the ones who use different ways to teach, so everyone can learn
in a way that clicks for them. They're always encouraging everyone to participate, and
they really get to know each student, making everyone feel like they matter.

They also know how to bring people together. They plan fun group projects where
everyone works as a team, and they always cheer everyone on, making them feel
confident and capable. Even when things get a little bumpy, they're there to help
everyone work things out and understand each other better. They make sure everyone
feels respected and like they belong, no matter who they are.
These teachers are like magic! They create a classroom where everyone feels safe,
supported, and excited to learn, no matter their differences. They're the kind of teachers
you remember long after you graduate.

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

Imagine those amazing teachers who just make you feel like you belong, no matter where
you come from. They take the time to really get to know each student, creating a safe
space where everyone's voice is heard and respected. These teachers bring in stories and
examples from all walks of life, making sure that everyone feels included and valued. They
encourage students to work together, learn from one another, and think critically about the
 world around them. By bringing in guest speakers, involving parents, and connecting with
the community, these teachers open up a whole new world of learning that goes beyond
the classroom. They're like the superheroes of education, showing us all how diversity isn't
just accepted – it's celebrated and embraced as a powerful tool for growth and
understanding.

REFLECT

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

Being in a classroom led by such inclusive and diverse-aware teachers would have been truly
inspiring. I imagine feeling a strong sense of belonging and acceptance, knowing that my
unique background and perspective were not just welcomed but celebrated. The environment
they fostered likely created a sense of unity among learners, where everyone's differences were
seen as strengths that enriched the learning experience. The connections formed between the
teacher and students would have felt genuine and supportive, fostering a collaborative and
respectful atmosphere where everyone felt valued and understood. It's in these classrooms that
a true sense of oneness and unity among learners and between the teacher and students can
truly blossom, creating a space where learning goes beyond academics and into empathy,
understanding, and growth as individuals and as a community.

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

(For this activity, be resourceful, you can look for online resources.)

OBSERVATION REPORT

Name of the School Observed: University of the Immaculate Conception

School Address: Bajada Campus

Date of Visit: August 14, 2024

ANALYZE

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

My observations align closely with the information provided by the teacher. In a
classroom where diversity is embraced and celebrated, there indeed tends to be a
strong sense of unity and oneness among learners. The teacher's efforts to create a
culture of respect, inclusion, and collaboration play a crucial role in fostering this
sense of unity. By valuing and leveraging the diverse perspectives and backgrounds
of all students, the classroom becomes a space where everyone feels respected,
 understood, and connected. This leads to a supportive and inclusive environment
where learners can thrive academically and emotionally.

2. Describe the differences in ability levels of the students in the class? What are
practices or strategies are done or should be done to differentiate instruction to
meet the needs of the learners.

In a diverse classroom, students often exhibit a wide range of abilities, learning

styles, and interests. Some students might grasp concepts quickly and excel in
certain subjects, while others might need more time and support to understand the
same material. It's important to recognize these differences and implement
strategies to ensure every student feels challenged and supported.

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.

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?

As I recall my elementary days, I consider myself a low achiever in our class because
I am a slow learner. Not only me, but also some of my friends. The teachers invited
us to their homes for lectures during their vacant time. This was a special
arrangement outside the school, and no payment was collected from us or the
school. Instead, it was the teachers who initiated it. We could feel the teachers'
passion and sincerity in living out their profession. They also encouraged us to get
involved in extracurricular activities. By grade four, I was able to be included as one
of the honor students in academics.

2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
To meet the needs of learners as a future teacher, I will need to be patient,
empathetic, and understanding. It's important to be adaptable, creative, and able to
personalize my teaching approach to cater to different learning styles. Building strong
relationships with my students, being a good communicator, and having a passion for
teaching are also essential qualities. Additionally, being open-minded, resourceful, and
willing to continuously learn and improve will help me effectively support and inspire my
students.
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

(For this activity, be resourceful, you can look for online resources.)
Bukidnon’s Ingenious Educator for the Indigenous Peoples | Full
https://www.youtube.com/watch?v=TNAkzip5PWg

The video highlights a school that actively fosters a sense of belonging to one's ancestral
domain and a deep understanding of the community's beliefs and practices.

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.

1. Before you observe, read about the specific IP group in 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.

OBSERVATION REPORT
Name of the School Observed: Keupiyanan Te Balugo (Last Mile School). San Fernando,
Bukidnon. Field of Specialization: General Education.

School Address:

Date of Visit:

ANALYZE

Curriculum design, Competencies, and Answer each question based on your

Content. observation and interview data.
The video highlights a school that actively fosters
a sense of belonging to one's ancestral domain
1. Does the school foster a sense of and a deep understanding of the community's
belonging to one’s ancestral beliefs and practices. Integrates the local
domain, a deep understanding of language, Tagalog, into the curriculum. Students
the community’s beliefs and learn Tagalog alongside English, ensuring they
practices? Cite examples. are fluent in their native tongue. This reinforces
their cultural identity and connection to their
heritage. he school incorporates traditional
Filipino practices into daily life. For instance,
students participate in "bayanihan," a
community-based tradition of helping each
other, which promotes cooperation and a sense
of shared responsibility.
The video doesn't provide specific examples of
how the school directly incorporates or respects
0. Does the school show respect of the community's expression of spirituality. While
the community’s expression of it highlights the integration of local language,
spirituality? How? traditions, and community involvement, it
doesn't explicitly address the school's approach
to spirituality.
The video showcases a school that actively
fosters a deep appreciation of indigenous learners'
0. Does the school foster in the identity. The school incorporates traditional
indigenous learners a deep Filipino practices into daily life. For instance,
appreciation of their identity? students participate in "bayanihan," a community-
How? based tradition of helping each other, which
promotes cooperation and a sense of shared
responsibility. This helps students understand and
value their cultural heritage.
 Yes. From the sharing and the show the children
are taught to sing.
0. Does the curriculum teach skills
and competencies in the
indigenous learners that will help
them develop and protect their
ancestral domain and culture?

Yes, the teacher is trying his very best for

the better future of the students. He
0. Does the curriculum link new shared that there are no more drop-out
concepts and competencies to the students, and the students are beginning
life experience of the to take an interest in studying. The
community? teacher's goal is very clear: all his learners
will graduate and obtain their degree.
Yes, the teacher even visits the students
in their homes just to find out the reasons
0. Do the teaching strategies help why they are not coming to school. And
strengthen, enrich, and aside from this, there is a feeding
complement the community’s program for those who can't afford a
indigenous teaching-process? meal for the day.
0. Does the curriculum maximize the Yes, their uniforms are the same as those worn by
use of the ancestral domain and other indigenous people
activities of the community as
relevant settings for learning in
combination with classroom-
based sessions? Cite examples.
0. Is cultural sensitivity to uphold Yes
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.)
Yes, the indigenous people shown in the video
0. Do assessments practices consider were truly practicing community values and
community values and culture? culture. It was evident that they helped each
How? other, especially during flooding.

No.
 0. Do assessment processes include
application of higher order
thinking skills?

What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in schools?

So, to make sure indigenous knowledge and ways of life are respected in schools, I need to do
a few things. First, I need to make sure their stories and traditions are part of what I have
learn. as a future teachers i need to be trained to understand and teach these things, too. It's
also important to make sure indigenous students feel comfortable and proud of who they are in
school. I should work with their communities to make sure everything I do is respectful and
helpful. And I need to speak up for them when things aren't fair, like making sure they get the
resources they need. It's about celebrating their culture and making sure everyone has a
chance to learn and grow together.

REFLECT

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

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

It's amazing how these indigenous communities really stick together. They're always there for
each other, especially when things get tough. Like, imagine a big flood hitting their area. I have
seen everyone pitching in to help, sharing what they have, and making sure everyone's safe.
It's like they have this built-in instinct to look out for one another, which is pretty inspiring.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?

My online visit to the school with indigenous learners was so toughing. The thing I appreciated
the most was the genuine sense of community and connection among the students and
teachers. It was heartwarming to see how everyone supported each other and worked together
towards a common goal of learning and growth. The respect for their culture and traditions was
evident in every aspect of the school environment, and it was truly inspiring to witness the rich
exchange of knowledge and the celebration of diversity. Overall, the experience left me feeling
grateful for the opportunity to witness such a vibrant and inclusive educational setting.

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

3.1 Be open to and respect indigenous people by really listening to what they have to say. I
mean, truly trying to understand their perspective, even if it's different from mine. And I want
to make sure everyone feels safe to share their thoughts and ideas, no matter what.

3.2 Uphold and celebrate their culture, beliefs, and practices by making sure their stories are
part of what we learn in class. We can even have special events where we learn about their
dances, songs, or traditions. I want them to be proud of who they are and where they come
from.

3.3 Advocate for indigenous people education by speaking up when things aren't fair. I'll try to
learn more about the challenges they face and see how I can help make things better. I'll also
work with community leaders to make sure everyone has the chance to get a good education.