FIELD STUDY 1 LEARNING EPISODE Focus on Gender, Needs,

Strengths, Interest,

FS 1 3 Experiences Language,
Race, Culture, Religion,
Socio-economic Status,
Difficult Circumstances,
and Indigenous People

SPARK Your Interest

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

racial, culture 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 observed 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
classrooms
 Identify the 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.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principle of Development
a. Development and learning proceed at varying rated 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 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 teacher develops in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity, culture, and religion are
respected, their strengths are recognized, and their needs will be met. these
teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute
regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom.
 Model respect and acceptance of different cultures and religions.
 Bring each of the student’s home culture and language into the shared
culture of the school.
 Provide more opportunities for cooperation than competition.

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous people starts with a keen
awareness of one’s own identity, including one’s beliefs and culture practices.
Through serious reflection one may realize that the self is 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 culture practices. One’s attitude needs to be that of openness and
respect. Come in not with the view that one’s own culture is superior. We
approach with the sincere willingness and deep interest to know and
understand the indigenous people’s culture. Wee aim to make teaching-
learning facilitative rather than imposing.

a. From your professional education subject/courses, most likely you

have discussed indigenous peoples in the Philippines. You learned
that our country has about 110 ethnolinguistic 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
Igotos in Northern Luzon. Among others, we have the Badjaos, Ati,
and Tumanadok, Mangyans and Aetas.

b. Republic Act 8371 (1997), the Indigenous Peoples’ Right 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. Guided by RA 83711, 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
(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 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 learning
environment and learning space of indigenous learners.

4. Learning Resources. Instructional materials, and other Learning

resources shall be developed and utilized in line with the described
curriculum content and teaching learning process.

5. Classroom Assessment. Assessment shall be done utilizing tools

appropriate to the standards, competencies, skills, and 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

Observing differenced among learners’ gender, needs,

Activity 3.1
strengths, interests, and experiences; and differences
among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resources Teacher: Teacher’s Signature

School: Grade/Year Level:
Subject Area: Date:

The learners’ differences and the type of interaction they bring surely affect
the quality of teaching and learning. This activity is about observing and gathering
data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the
day, class, time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender,
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles and practice
that she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ 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 student
interact with another and with the teacher. Are the 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 activity? 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 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 dur 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 if Visit
 ANALYZE

1. Identify the perons who play key roles in the relationships and interactions
in the classrooms. What roles do they play? Is there somsbody who appears
to be the leader, a mascot/joker, an attention seeker, alittle teacher, a
doubter/pessimist?

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

2. Is there anyone you observed who appear left out? Are students who appear
“different?” why do they appear different? Aree they accepted or rejected by
the others? How is this shown?

What does the teacher do to address like this?

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

4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
 REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
 Activity 3.2

Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: Teacher’s Signature:
School: Grade/Year Level:
Student Area: 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 Obseravtion 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 task, 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
OBSERVATION REPORT

Name of the School Observed

School Address
Date of Visit
 ANALYZE
1. Did your observation match the information given by the teacher?

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

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?

2. What dispositions and trains will you need as a future teacher to meet the
needs of the learners?
 OBSERVE, ANALYZE, REFLECT

Observing the school experiences of learners who belongs

Activity 3.3
to indigenous groups.

Resource Teacher: Teacher’s Signature:

School: Grade/Year Level:
Subject Area: Date:
To realize the Intended Learning Outcomes, work way through these steps
1. Ensure that you have reviewed the no. 3 Focused on Indigenous People 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 of 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 Turu-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Clinog, Iloilo
h. T’boli School in Living Traditions, Lake Sebu, South Cotabato
i. Daranghuyan-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 DepEd:
3. Write your observation report
4. Analyze your observation data using the Indigenous People Education
Framework.
5. Reflect on 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
observation report on the space provided.

If you are watching videos you searched, instead of actually visiting a school,
have these question in mind as you are watching the videos. You can try to get
in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will
visit. Know their norms and customary greetings. This will hep 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 space 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, in the school in general.
7. What instructional materials and learning resources ate 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 here.

 OBSERVATION REPORT

(you may include photo here)

Name of the School Observed
School Address
Date of Visit
 OBSERVATION REPORT

(you may include photo here)

 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 example.

2. Does the school show

respect of the
community’s
expression of
spiritually? 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. Does 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 for 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 People are
consulted. )

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

10. Do assessment process

include application of
higher order thinking
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?

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

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

2. What did you appreciate most from your experience in visiting the school
with indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs, and practices by

3.3 Advocate for indigenous people’s education by

 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 high and low achievers in your class? Make a collection of strategies on how to
address the student’s different ability levels.
LINK Theory to Practice
Directions: read the items given below and encircle the correct answer
1. Which statement or student diversity is CORRECT?
A. The teacher must do his/her best to reduce students’ 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 students thinking/behavior indicates that he/she values diversity?

A. He/She regards his cultures as superior to other’s cultures.
B. He/She regards his cultures 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 homogenous grouping for group activities
D. Develop different standards for different student’s 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, 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
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 process 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. Sinusuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability levels and makes the
groups work will the same topic but assigns a different task appropriate
for each group to accomplish
B. The teacher divides the class into three heterogenous groups and assigns
the same activity for each group to work on
C. The teacher groups the learners by their ability level and assign different
content topics for the groups to work on
D. The teacher groups the learners by their ability levels and assign 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 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 3 Focus on Gender, Needs,
Strengths, Interest, Experience Language, Race, Culture, Religion, Socio-
Economic Status, Difficult Circumstances, And Indigenous People
Learning Outcome: describe the characteristics and needs of learners from diverse
background. 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 diverse class (PPST 3.1.1) demonstrate the openness,
understanding, and acceptance of the learners’ diverse needs and backgrounds

Name of FS Student Date Submitted:

Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplish All observation One (1) to two Three (3) Four (4) more
ed questions/ (2) observation observation
Observation tasks observation questions/ta questions/
Sheet completely questions/tas sks not tasks not
answered/ ks not answered/ answered/
accomplished. answered/ accomplishe accomplished.
accomplished. d.
Analysis All questions All questions Questions Four (4) more
were answered were were not observation
completely; answered answered questions were
answers are completely; completely; not answered;
depth and are answers are answers are answers are
thoroughly clearly not clearly not connected
grounded on connected to connected to to theories;
theories; theories; theories; one more than four
grammar and grammar and (1) to three (4)
spelling are free spelling are (3) grammatical/s
from error. free from grammatical pelling errors.
errors. / spelling
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear; lacks depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observe and what were observed and
analyzed analyzed observed and analyzed
 analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the the learning
outcomes; outcomes. learning outcomes; not
Complete, well- Complete; outcomes. complete; not
organized, well Complete; organized, not
highly relevant organized, not relevant
to the learning very relevant organized,
outcome to the relevant to
learning the learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENT/S Rating:
Over-all score (Based on
Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1. 1.25 1.5 1.75 2.00 2.2 2.50 2.7 3.00 3.5 5.00
0 5 5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of FS Teacher above Printed Name Date