EDFSTU1-Learning Episode 3-Group 7.pptx

EPISODE 3:
Focus on Gender, Needs,
Strengths, Interests, Experiences
Language, Race, Culture,
Religion, Socio-economic Status,
Difficult Circumstances, and
Indigenous Peoples
FIELD STUDY 1
Presented by: Group 7
Subiate, Dioan B.
Torres, Kristine Joy B.
Trinidad, Albert P.
Viajedor, Elah Grace B.

ACTIVITY3.1:
Observingdifferencesamonglearners’gender,
needs,strengths,interestsandexperiences;and
differencesamonglearners’linguistic,cultural,
socio-economic,religiousbackgrounds,and
difficultcircumstances.
Resource Teacher: Ms. Kim Baguio
School: Malubago Elementary School
Grade/Year Level: Grade 6
Subject Area: Filipino
https://www.youtube.com/watch?v=e_l07MAwhiY

Observation Report
Name of the School Observed: Malubago Elementary School
School Address: Aroroy, Masbate

Observation Report
During Class:
As we watched the video, we observed students aged 10-11 years old, consist of boys and
girls and they are all Filipino. As we go on the video, the teacher tried her best to interact every
minute of the discussion, and every time, she pause like she is waiting for the answer from her
students. Students who are seated in front interact more with the teacher.
They behave and interact differently since, students who are seated in front are very
cooperative and participative, ready and eager to learn. Students at the back are very quite and did
not interact more with the teacher, they are just talking with their seatmates while their other
classmates are busy interacting with their teacher.
When it comes to the relationship among the learners, they are competitive, they compete in
a way that they want to be recognize, they always answered in chorus. And based on our
observation, girls in their class are smart, they interact more with their teacher and tried to answer
all the questions that was thrown by them. Sometimes, they raised their hand to be recognize and
answer the questions but they sometimes answered in chorus or they just shout their answer.

Observation Report
Outside Class:
Learners group themselves according to their hobbies, they want their friends to have the
same interest so they can relate to one another. Those who are sporty will of course find their
circle who also loves to play sports, may it be in basketball, football, volleyball and so on.
Students who are alone and not interacting are lack of social connection, they are just
quite and these students also is at risk for bullying. Teachers must give attention to this type of
students, and try to find out why this specific student Is struggling socially and why he/she
behave like a loner.

Observation Report
Interviewee: Ms. Liden Carbajosa
Grade 5 teacher of Udtongan Elementary School
Ask the teacher about strategies they apply to address the needs of diverse students due to the following
factors:
Gender, including LGBT
- The best way is to be fair with students, not giving difficult task to boys and easier task to girls, gays or
lesbian. Since creating more equal educational opportunities for students begins in the classroom and with the
teacher.
Language and cultural differences
- Treating students with respect and teaching them also to respect one another.
Differences in religion
- Since students have different religion, if we have our prayer, I always remind them that if you are catholic and
practiced to make the sign of the cross, they can do it, and if otherwise, it’s okay, they can just bow down their
heads.
Socio-economic status
- Given that they are still in elementary, I just encourage and teach them the basic and the importance of
saving and budgeting their money.

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?
Students who are seated in front are more likely motivated and interested with the lesson, they are
participative as we observed the video and they are also great leader when it comes to their reporting. We also
observed that boys in their class are talkative but still participated with their activity. There is also students who
always save the class and answer every time the teacher will ask the question. There is an attention seeker who
will shout the answer and not even bothered to raised a hand. And student who are just quite, seating and just
listening to the teacher.
What makes the learners assume these roles? What factors affect their behavior?
The factors that affects their behavior are influenced by their circle of friends and teachers. Students who are
participative will more likely to group their selves to student/s who is also active and participative in class. And
assume these roles because they know their capabilities and their teacher trusted them to become a leader,
reporter, read the discussion or even ask to answer the question.

ANALYZE
2. Is there anyone you observes 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?
As we observed the video, there is no student who appear to left out, since the class are collaborative and all
students are participating.
What does the teacher do to address issues like this?
What the teacher did is that she encourage her students to answer and participate, even though there are students
who are already raising their hand, she also recognized student who are quite with her class and encourage to also share
their opinion or answer.
3. How does the teacher influence the class interaction considering the individual differences of the students?
Based on the video that we have observed, the teacher treats her students fairly regardless of their differences. The
teacher focuses on how the students will learn from her class, by giving her best imparting knowledge to her students.
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher
leverage diversity?
Based on the video, the teacher is using the Collaborative Learning Strategy since the teacher is open for more
opinions about their lesson, she discussed the lesson and give students also the time to think more of the “cause and effect"
of their topic. And give student an activity, which is by group and let her students, choose the leader and reporter, so they can
effectively work as a group.

REFLECT
1.How did you feel being in that classroom? Did you feel a sense of oneness or unity among learners
and between the teacher and the learner?
As we watched the video, we can feel the oneness among the learners and between the teacher
and the learners. They respect their teacher that is why they’ve finished their lesson successfully, the
learners are participative, even if they forgot to raised their hand first before answering the question and
preferred to answer it in chorus. And the teacher also respect and understand her students. Overall, they
did a great job, and we are excited to be the teacher we dreamed to become.

Activity 3.2:
Observing differences among
learners with disabilities,
giftedness, and talents.
Resource Teacher: Jose Darwin Virtusio
School: The Centre for Education and Youth
Subject Area: Health
https://youtube.com/watch?v=hA9lAk1zPCE&feature=share
https://youtube.com/watch?v=TcJcIOpF2T0&feature=share

Observation Report
SPED class with learners with intellectual disabilities
Regular class with inclusion of learners with disabilities

As we observe in the video about learners with intellectual disabilities, is that all of
them are very active every time their teacher gives them an activities and they were able
to listen to their teacher and participated very well in their class. We can see in them that
they really show interest with their topic and they really want to learn. They answered
also their activities very well and when their teacher ask them some questions they can
answer it correctly but it takes time for them to analyze their answers and they were also
having a difficulties when saying the words.
The second video that we observed is the regular class with inclusion of learners
with disabilities, in the video there was only one learner who have a cerebral palsy joining
a regular class. When we were observing to her we were amazed because she was just like
a normal kid even though she has a disability but she can talk and analyze things properly.
She can keep up with the discussion and she can understand and answer the activities
very well. She was also participating during their physical activities but her teacher only
gave her an activities that she can easily do.
Observation Report

ANALYZE
1.Did your observation match the information given by the teacher?
We didn't interview a teacher, but we compare the information that we get from our Inclusive
education class and we learned there that mostly of the learners with intellectual disabilities are having
an attention problem, stubbornness and tantrums but for what we observed in the video the learners
there was behave and they were active during their class discussion and they are listening and
participating very well in their class. Then those learners who have physical disabilities that joined in a
regular class are mostly inactive in class because maybe they are shy about their condition and they
are not participating well if they have an activities because they feel that they are not the same with
those regular learners but for what we observed in the video the learner who have a physical disability
is that she was very active in class. She was participating and joining in any activities that they have
and what ever her classmates do she doing it also with excitement.

ANALYZE
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.
Those learners with intellectual disabilities are very behave and active during class discussion
and since they can catch up immediately the lesson the teacher can make an activities which is
individual. So that they can practice doing things independently and they can think more within
themselves. The teacher should give a simple and clear instruction so that the learners can understand
easily. They can also show a video that related to the topic so that the learners will going to be more
interested about it and can understand well the topic.
On the other hand, in the second video the learner can't stand and walk because of her condition
so the teacher can make more activities where in she can learn and enjoy together with her classmates
just like role playing or any games that she can do easily and that are related to the topic.

ANALYZE
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.
We can see in the video that there are only 5 learners in the class so the teacher let them to set
in front so that they can read easily the lesson and can hear clearly the instructions. When he was
asking the learner he was assisting them while they were answering the activity to check if they are
doing well. Then he was also giving indirect corrections to the learners to ask some further questions
until the learners will give the exact answer.
For the learners who have disability that joined in a regular class, it was good that the teacher
gives her an activities that were the same to her classmates so that she can catch up immediately the
lesson and it is also good that her teacher check her from time to time to see if she is doing well. When
they were having their physical activity or PE class the teacher gave her those activities that she do
easily that she can learn and socialize with her classmates at the same time.

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?
We remember when we are in high school we have those classmates that were smart and achiever
in class. Then most of us in class can't catch up immediately the lesson our teacher tend to repeat again
the lesson or they will just give some summarization about the topic. They were also checking us from time
to time if we do the tasks very well and give some assistance if we need help when we were having
difficulties in doing or answering the tasks. They were also asking us some questions to know if we really
understand the lesson. Through that we can understand and can catch up easily the lesson and we gain
courage and confidence to learn more and to go to school every day and it shows that were effective
teachers.
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
As a future educator we cannot avoid that we can handle a students with disabilities so we should be
prepared all the time and we should have a positive attitude when dealing with them. We need to
communicate with them so that they could give their own opinion about the class. We need also to have
patience with our students with disabilities because it is not a joke handling those kind of students. Then
we should be able to adjust our teaching strategies to give students the learning that they deserve to learn.

Activity 3.3:
Observing the school
experiences of learners who
belong to indigenous groups.
Resource Teacher: Maria Cristina Tupaz/Ligaya Lintawagin
School: Tugdaan Indigenous School
Grade/Year Level: High School
Subject Area: Filipino
https://www.youtube.com/watch?v=rULYmm9ffeM

Observation Report
Name of the School Observed: Tugdaan Indigenous School
School Address: Mindoro, Philippines

Observation Report
As we watched the video about the Indigenous school, we have learned that the school was
dedicated to serve the 8 Mangyan tribes of Occidental and Oriental Mindoro. Mostly students aged
11-18 years old are enrolled in Tugdaan High School. As stated in the video, the school was a dream
of their elders in the past, a school that would make them aware and where education was respectful
and appropriate to their own Indigenous Mangyan group because they were discriminated by
lowlanders.
As we observed the area of school is very spacious where students can able to play sports,
perform the traditional dances and many more. Some of the classrooms are made of concrete
materials and some are made of bamboo. It composed of 2 hollow blocks classrooms, library, a
weaving cottage, food processing centers, 2 dormitories, computer lab and has a 4 hectare
sustainable agriculture plot donated by the community. They have also 8 subjects such as Math,
English, Filipino, Science, MAPEH, Economics, Religious Studies and students also taught how to
use computers. In addition, they have 4 subjects (IKSP, community-led development, agriculture and
Manyan Culture) which impart knowledge and training about different living traditions they have. They
do not only learn in an academic aspects but also they learn through practical way such as
agriculture, story about their culture, deeper words and concepts from their own language, making
products such as bags and basket. With this, students learn to enrich, respect and protect their
ancestral land. Moreover, leadership is also being taught by their elders through that they know how
to be a leader for the next generation.

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 an examples.
Yes. The school taught students about their own cultures and the origin of their ancestral that
needs to be preserve and protect by the next generations of their tribe. One of the example
that we've seen in the video, the community, elders and students regularly gather at the school
to discuss their plans and vision about their future in terms of their plans, lands and rights.
Aside from the meetings, the school adds a subject regarding the Mangyan Culture wherein
they learn and understand how, where, when their tribes, culture and beliefs started.
2. Does the school show respect of
the community’s expression of
spirituality? How?
Yes. One way that the school shows respect of the community’s expression of spirituality is the
inclusion of religious studies in their curriculum. According to one of the indigenous teacher
interviewed in the video, Ms. Tupaz, teaching the subjects to the indigenous students is not
purely about the subject but they rather link it with their culture and traditions.
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity? How?
Yes. The school taught students about their way of living as an indigenous people, the
essential value that makes them know who really they are and help them realized the important
of their unique culture and tradition through practicing it in their daily living.
4. Does the curriculum teach skills
and competencies in the indigenous
learners that will help them develop
and protect their ancestral domain
and culture?
Yes. Aside from the usual academic subjects offered by the DepEd, they also have subjects
and leadership skills which is appropriate and essential to the cultural needs of the Indigenous
people. Some of these subject are the IPKS, community-led development and etc. Also, the
basic subject that are taught were always linked to the culture and traditions of Mangyan.
Through this they will able to preserve and protect their culture and ancestral domain.

ANALYZE
Curriculum Design,
Competencies, and
Content
5. Does the curriculum link new
concepts and competencies to
the life experiences of the
community?
Yes. They school works together with civil society, academics and governments'
Department of Education to provide a new kind of education that is appropriate to the
students of Tugbuan High School. In addition, all subjects in the curriculum are
associated with the indigenous cultural perspective.
6. Do the teaching strategies
help strengthen, enrich, and
complement the community’s
indigenous teaching-process?
Yes. Every time their teacher introduce a topic to their students, they usually integrate
first their own indigenous culture One of the example that we've observed, if the topic
was all about myths and legends the teachers make sure that their own cultural
creation stories are the starting point of their lesson or cultural myths and legends are
being used as an example during discussions.
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.
Yes. The students are not only learning inside the classroom. They also have
programs to showcase their abilities of doing their own traditional crafts like bag and
basket. The school have designated place (a weaving cottage, food processing
centers, agricultural land) where they develop their skills. Also, according to the
Principal of the school Ms. Lintawagin that not all subjects are taught in the classroom,
there are subjects taught outside especially in connection with their ancestral land. This
way the students will able to learn how to enrich, respect and protect the ancestral
land.

ANALYZE
Curriculum Design,
Competencies, and
Content
8. Is the 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 Peoples are
consulted.)
Yes. Most of the teachers are also indigenous people and it's easy for them to utilize
the lesson to support the culture, beliefs and practices of the IPs students. The
teaching strategies and learning materials are also related to what is just available
within their tribes community. The agricultural land which was donated by the Mangyan
community was utilized for agricultural classes. For the development , improvement
and plans of the school, it was always discussed to the elders of Mangyan during
meetings/gathering in the school.
9. Do assessment practices
consider community values and
culture? How?
Yes. Since most of the subject being taught were connected to the cultural perspective
of the Mangyans, the assessment (written and practical) were mostly related to cultural
values and life situations. The students would usually practices practical processes
such as agriculture, story about their culture, the stories of their ancestors, and also
learning deeper words and concepts from their own language.
10. Do assessment processes
include application of higher
order thinking skills?
Yes. Considering that most of the assessment were related to practical manner, higher
order thinking skills is being applied. It allows the students to think critically regarding
cultural situations that is essential in their cultural beliefs and values.

ANALYZE
What do you think can still be done to promote and uphold the indigenous peoples knowledge systems and
practices and rights in schools?
According to Gina Cosentino, an Indigenous Peoples Advisory Consultant that education is universal human right,
essential to bridging gaps in human being, equity and opportunity. Everyone has the right for education, it is the doorway
through which economically and socially marginalized people can rise out of poverty and have access to the resources
they need to fully engage in their communities. Indigenous children and adults can exercise and enjoy their economic,
social, and cultural rights with the help of appropriate education. Giving appreciations to indigenous people’s culture and
traditions will help them see that they are respected. Supporting IPKS not just financially but also socially
(encouragement) can help preserve their culture. Aside from protecting them (rights and laws), sharing and learning their
culture is one way to promote and appreciate how their culture is interesting and uniqueness.

REFLECT
Reflect based on your actual visit or videos that you watched..
1.What new things did you learn about indigenous people?
The indigenous people teaches us to appreciate and nurture what we have. Like in the video, its
excellent to see how they are contented and how nurture their ancestral domain. Aside from that, it
allows us to see that there are a lot of indigenous people that needs to be educated. It gives us insights
that, we should learn to appreciate give importance to them, especially if in the future we might
encounter students like them. Furthermore, we should avoid discriminating them just because they are
from mountains and far from urban places. They are also humans and have feelings and rights for
education.
2.What did you appreciate most from your experience in visiting the school with indigenous learners? Why?
We didn’t visit the school in actual, but we observe it through the video from the you tube and we see
how talented Mangyan Alangan Tribe’s are. They are skillful in industrial aspects like making basket and
bags, talented in agriculture, and knows how to utilize their resources and product like the calamansi
juice. We also appreciate how these indigenous people give importance to education and relating it to
their culture. We see how they preserve their culture and the ancestral lands which they inherit from
their ancestors. Aside from this talents, Mangyans are also good academically. They can communicate
well to other people using different language (English, Filipino and their own language).

REFLECT
Reflect based on your actual visit or videos that you watched..
3. For indigenous learners, as a future teacher, I promise there three things:
3.1 Be open to and respect indigenous people by not looking down on them (discriminating them),
instead help them boost their confidence and self-esteem. Being a teacher that nurture their talents and
skills.
3.2 Uphold and celebrate their culture, beliefs and practices by allowing them to share their culture,
beliefs and practices before/during class hour and activities. Further, respecting them if they are doing
their cultural practices.
3.3 Advocate for indigenous peoples education by sharing to others especially to our future students
about our learning regarding indigenous people and the importance of respecting them. Also, being an
example (showing respect to IPs) to others and to our future students since we teachers are always
been looked up too by the people around us and by our students.

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 the high and low achievers in your class? Make a collection of strategies on how to address the students’ different
ability levels.
Methods/Strategies
Know your
students and
their capabilities.
Do not expect
uniformity of
students.
Be flexible.
Expect a diverse
type of
classroom/students.

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 the high and low achievers in your class? Make a collection of strategies on
how to address the students’ different ability levels.
1.Expect a diverse type of classroom/students – in a classroom or group of students, we can’t
avoid instances that there will be students came from a certain indigenous group, or deviate norms
from a certain group. So as a teacher, we should expect different behaviors and learning experiences
of our students.
2. Know your students and their capabilities – it is essential to know the capacity of our students
so that we may able to meet the needs of students that are high achievers and low achievers.
Further, we can able to set particular tasks and teaching strategies that is compatible with their
learning capacity.
3. Do not expect uniformity of students – As a future teacher we don’t expect uniformity in the
learning process and behavior of our students because each one of them has their own unique
behavior and experiences.
4. Be flexible - as a teacher we must learn to adapt to changes in our teaching method as well as
to the curriculum that will cater the needs of our students.

EDFSTU1-Learning Episode 3-Group 7.pptx

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EDFSTU1-Learning Episode 3-Group 7.pptx