This document outlines key result areas, objectives, and sets for assessing a teacher's use of culturally appropriate teaching strategies for indigenous learners. It defines indigenous learners as people who have occupied and utilized ancestral territories since time immemorial, sharing common bonds of language, customs, and traditions, as stated in the Indigenous Peoples Rights Act of 1997. Teachers will be assessed using a classroom observation tool rating sheet or inter-observer agreement form from a video or audio lesson, and a teacher reflection form on adapting strategies for indigenous learners.

1. KEY RESULT AREA 3
DIVERSITY OF LEARNERS,
CURRICULUM AND PLANNING, &
ASSESSMENT AND REPORTING

2. OBJECTIVE 10
•Adapted and used culturally appropriate
teaching strategies to address the
needs of learners from indigenous
groups

4. SET A
• Classroom observation tool (COT) rating
sheet or inter-observer agreement form
obtained from an observation of a video lesson
or audio lesson that is SLM-based or MELC-
aligned (please provide annotations of one’s
contribution to the video lesson)

5. SET B
• Teacher Reflection Form (TRF) on adapting
and using culturally appropriate teaching
strategies to address the needs of learners
from indigenous groups

6. • “Learners from indigenous groups” is
operationally defined as people who have,
under claims of ownership since time
immemorial, occupied, possessed, and
utilized ancestral territories, shared common
bonds of language, customs, traditions, and
other unique cultural traits (RA 8371 or IPRA
of 1997).
Indigenous Peoples Rights Act 1997

9. • “Learners from indigenous groups” is
operationally defined as people who have,
under claims of ownership since time
immemorial, occupied, possessed, and
utilized ancestral territories, shared common
bonds of language, customs, traditions, and
other unique cultural traits (RA 8371 or IPRA
of 1997).

15. E N D