fs 1.docx

FIELD STUDY 1
30
FIELD STUDY 1 LEARNING
EPISODE
Focus on Gender, Needs, Strengths,
Interests, Experiences Language,
Race, Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous
People
FS 1 3
SPARK YOUR INTEREST
Episode 3 provides opportunity to observe how differences in gender, racial, cultural, an religious background,
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 affects interaction in school and learn about some strategies
that teachers use in addressing the learner’s needs towards 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 the 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 learners’ diverse needs and backgrounds
REVISIT the learning Essentials
Here are principles and concept relevant to this episode:
1. Principles of development
a) Development and learning proceed at varying rate 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 different characteristics, abilities, interests, and needs of
the learners.

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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 the sensitivity and Empathy. They remember that the learners respond and perform at
different levels. The teachers assures 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 students 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 students’ home culture and language into shared culture and language into the shared culture
of the school
 Provide more opportunities for cooperation than competition
3. Focus in Indigenous Peoples
A young teachers approach to indigenous peoples starts with keen awareness of one’s 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 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 people in
the philippines. You learned that out country has about 110 ethnolinguistic groups, majority of which is in
mindanao, some in northern Luzon and fewer in the Visayas. (UNDO Philippines, 2010).they represent
about 10-20% of or 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 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 people (IP). Our country was admired by other
nations for enacting nations for enacting this law. However, years later so much has to be done to improve
the lives of all millions of people from Indigenous groups (Reyes, Mina, and Asis 2017).

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c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the Indigeous peoples Education
curriculum framework. Most useful for you as a future teacher to remember are tht 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 system and practices (IKSPs) and Indigenous learning system (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 IKSP’s, ILS and Indigenous languages.
e) Emphasizes competencies that are needed to support the development and protection of the
ancestral domain, vitality of their culture, and the advancement of indigenous people’s rights
and welfare.
f) Supports the community’s cultural integrity while enabling meaningful relations with 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 be address the needs and
concerns of the community and shakk be developed with participation.

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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
Resource Teacher:____________________ Teacher’s Signature:_______________ School:________________
Grade/Year level:____________________ Subject Area:_____________________ Date____________
The Learners’ differences and the type of interaction the bring surely affected the quality of leaching 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 day 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 transpire inside and outside the classroom.
Step 4. Interview your resource teacher about the principle and practices 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 Observation.
OBSERVE

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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 if students. Gather data as to their ages, gender, racial groups, religious, and ethnic
background.
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 og 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 hel him? Or do
they raise their hands, so that the teacher 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 circumstance. Request the 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-econimic status

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OBSERVATION REPORT
Name of the School Observed:____________________________________________________________
School Address:________________________________________________________________________
Date of Visit:____________

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ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classrooms, what roles do
they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
__________________________________________________________________________________________
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What makes the learners assume these roles? What factors affect their behavior?
__________________________________________________________________________________________
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2. Is there anyone you observed who appear left out? Are students who appear “different?” why do they appear
different? Are they accepted or rejected by others? How is this shown?
__________________________________________________________________________________________
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What does the teacher do to address issues like this?
__________________________________________________________________________________________
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3. How does the teacher influence the class interaction considering the individual differences of the students?
__________________________________________________________________________________________
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4. What strategies does the teacher use to maximize the benefits of the diversity in the classroom? how does the
teacher leverage diversity?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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

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Activity 3.2 Observing Differences among learners with disabilities,
giftedness, and talents
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 the 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 own 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 difference 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 observation 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 the teacher, and interaction with others.
5. Observe the teacher’s, method in addressing the individual learning needs of the students in his/her
class.

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OBSERVATION REPORT
School Address:________________________________________________________________________

FIELD STUDY 1
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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 you teacher deal with differences in abilities? Was your teacher effective?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
__________________________________________________________________________________________
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OBSERVE, ANALYZE, REFLECT
Activity 3.3: Observing the school experiences of learners who belong to
indigenous groups
To Realize the Intended Learning Outcomes. Work your way through these steps.
1. Ensure that you have reviewed 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 Takuran 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 Islands
g) Balay Tarun-an Schools of living Traditions, Brgy Garangan And Brgy. Agcalaga,
Calinog, Iloilo
h) T’boli School of living traditions, lake Sebu, South Cotabato
i) Daghuyan-Bukidnon Tribal Community school, Dalawangan, 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 condition of your College/university to obtaion 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:
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 our experience.

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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.
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 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 schools?
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 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

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Write your observation report here.
OBSERVATION REPORT
School Address:________________________________________________________________________

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OBSERVATION REPORT
School Address:________________________________________________________________________

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ANALYZE
Curriculum Design,
Competencies, and content
Answer each question based on your
observation and interview data
1. Does the school foster a sense
of belonging to one’s ancestral
domain, a deep understanding of
the community’s beliefs and
practices. Cite examples
2. Does the school show respect
to the community’s expression of
spirituality
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’s indigenous
teaching process?
7. Does the curriculum maximize
the use of the ancestral domain
and activities of the community
as relevant setting fir learning in
combination with classroom-
based session? Cite examples

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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 processes
include application of higher
order thinking skills?
What do you think can still be done to promote and uphold the indigenous peoples knowledge systems
and practices and rights in schools?
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REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things you learn about indigenous peoples?
__________________________________________________________________________________________
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2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why?
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3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
___________________________________________________________________________________
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___________________________________________________________________________________
3.2 Upload and celebrate their culture, beliefs and practices by
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3.3 Advocate peoples education by
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SHOW Your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will you remember in
the future to ensure that you will be able to meet the needs of both the high and low achievers in your class?
Make a collection of strategies in how to address the students’ different ability levels.

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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 student in class, the better for the teacher and students
C. The teacher should accept and value diversity
D. Students diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates the 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 group.
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 leaning resources for indigenous learners, EXCEPTS ________.
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.

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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 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 mahabnag 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 level and makes the group work with the same topic
but assigns a different task appropraite 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 assignes 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 request 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

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Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, 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 od abilities in the classroom ● Identify best practices in differentiated
teaching to suit the varying learner needs in a diverse class (PPST 3.1.1) ● demontrate openness, understanding,
and acceptance of the learners’ diverse needs and backgrounds
Name of FS Student _________________________________________ Date Submitted: ________________
Year & Section: ____________________________________________ Course: _______________________
Signature of FS Teacher above Printed Name Date
Learning
Episode
Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs Improvement
1
Accomplished
Observation
Sheet
All observation
questions/tasks
completely answered/
accomplished
One (1) to two (2)
observation
questions/taks not
answered /
accomplished.
Three (3) observation
questions/tasks not
answered /
accomplished
Four (4) or more
observation
questions/tasks not
answered/
accomplished
Analysis All questions were
answered completely;
answers are with depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answers are clearly
connected to theories;
grammar and spelling
are free from errors.
Questions were not
answers are not clearly
connected to theories;
one (1) to three (3)
grammatical / spelling
errors.
Four (4) or more
observation questions
were not answered;
answers not connected
to theories; more than
four (4) grammatical
errors.
Reflection Profound and clear;
supported by what
were observed and
analyzed
Clear but lacks depth;
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and shallow;
rarely supported by
what were observed
and analyzed
Learning
Artifacts
Portfolio is reflected
on in the context of
the learning outcomes;
Complete, Well-
organized, Highly
relevant to the
learning outcome
Portfolio is reflected
on in the context of
the learning
outcomes. Complete;
Well-organized, Very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the learning
outcomes. Complete;
Not organized.
Relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the learning
outcomes; Not
complete; Not
organized; Not
relevant
Submission Submitted before the
deadline
Submitted on the
deadline
Submitted a day after
the deadline
Submitted two (2)
days or more after the
deadline
COMMENT/S Over-all Score Rating: (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 1.0 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

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