FIELD STUDY 1

LEARNING EPISODE 3
Focus on Gender, Needs, Strengths, Interest, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous Peoples

Resource Teacher: Maria Teresa A. Garingan Teacher’s Signature: ___________

School: NVGCHS Grade/Year Level: Grade 7 Subject Area: MAPEH Date:___________

OBSERVE, ANALYZE, REFLECT

Activity3.1 Observing differences among learners' gender, needs,
strengths, interests, and experiences; and differences among learners'
linguistic, cultural, socio-economic, religious backgrounds, and difficult
circumstances.

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 l. 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 transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles 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 observations.

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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.
l. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.

During class:
l. 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 part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate
with 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 help him? Or do they raise their hands, so that the teacher
will call them instead?

Outside class:
l. 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 circumstances. Request them to describe these circumstances

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 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

OBSERVATION REPORT

As I observed the Grade 7 students Discoverer, I can see that the

learners sometimes need additional motivation to keep their attention
focused and avoid doing something in their chairs. The student’s ages
range from 12-13 years old. They show respect on their teachers. They
can manage their own behavior but they will settle down and listen
intently if the teacher starts warning them. In oral recitation, I can see
some students who actively volunteers themselves to answer and I can
also see some students who were just listening to the interaction or
discussion between the learner and the teacher.

When it comes to discipline and good manners they are very polite and
cooperative in class. On their listening, they easily understand and
follow the instruction given to them. The students also respect each
other’s differences and they also showed support to their classmates
who are LGBTQI community.

ANALYZE

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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
double/pessimist?

 There was a joker in the class who’s always kidding and joking. He hangs
around with every classmate.

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

 Their peers their belief that they would be better to be this way peoples
reaction that somehow satisfy them and their teachers meaningful
feedback.

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?

 There was no students who I’ve observe being left out or different. The
student are actively participating in discussion and activity.

What does the teacher do to address issues like this?

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

 The teacher influences to be supportive of each other and to respect each

other’s differences by being mindful and careful of their words. In
addition, the teacher encouraged the students accept and appreciate each
other opinion and belief about a certain matter.

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4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
 The teacher make sure that she is aware of students individual differences
through understanding their backgrounds learning style hobbies and
interest. The teacher established motherly relationship with her students
and encouraging them to be open for communication while fostering
respect in the classroom by letting them to talk about their cultural
background.

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?
 As I was observing the classroom, although the students are individually
different from each other, their unity regarding acceptance and
appreciation of each other had made me feel comfortable. How the
teacher manages diversity in the classroom is a sign that she is very
effective in developing teaching strategies that promotes awareness and
creating connection with diverse cultures. The student are open-minded
about diverse backgrounds which help them understand each other well.
Student confidence and independence in the class is also as sign that the
teacher is effective in fostering cultural sensitivity in the classroom. The
way they care for each other and how openly they communicate with
their teacher and how they become united in collaboration activities
made me feel a sense of oneness in the classroom.

Activity 3.2. Observing differences among learners with disabilities,

giftedness and talents
To realize the Intended Learning Outcomes, work your way through
these steps.
l. 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

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 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 Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
l. 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 tasks, 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.

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 The class is composed of students who have intellectual disabilities. I have
observed that during discussions some of the students were not paying
attention to the teacher, they were sitting in the back and talking with their
other classmates. They were a bit noisy. As the teacher proceeds to her
discussion the she showed a video of what the students will learn for the day
and they became excited that they started to clap their hands. I noticed that
some students are energetic because during the presentation they were
clapping their hands and stomping their feet while watching the video. Some
students, attention was diverted to playing with their pens and notebooks as
the presentation goes on. I have seen that there was one student who actively
participates in the class but the teachers gave encouragement to all the
students to participate.

OBSERVATION REPORT

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

 Based on the teacher’s given information, the observations I had and

jotted down matched what she had given, in terms of the students needs,
performance and how she handles their needs and how she tries to
develop activities that would suit the needs of her students.

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.

 Evidently, the class is composed of diverse students the different levels of

abilities. These abilities very in terms of their current knowledge and

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 skills, independence level and etc. Some lower-ability students. Having
these kinds of students in the class need effective strategies to respond to
their varying needs. For example, the teacher may use a differentiated
instruction through structuring his/her lesson plan in various phases
such as review phase, inquiry phase.

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.

 As I have observed, the teacher uses multiple means of presenting the

topic. She utilizes various tools and materials to aid her discussion such as
video, textbooks and multimedia. She also provides different ways for
students to express their learning such as writing, art or presentation. In
addition, she allows them to work with their peers for an effective way of
learning and employs performance-based activities and authentic
assessment.

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?

 In my elementary days in Grade 6, I remember some of my classmates

were still struggling how to read fluently in English language. What my
teacher did was, she assigned a study buddy for each student who’s
having hard time to read and let their study buddy hard time to read and
let their study buddy help them. As one of the study buddies, I helped my
classmate in reading a book every recess or lunch time. My teacher
constantly monitors us and the progress that my classmates are making.
Based on my experience it is very effective. She always help her lower

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 achiever students to improve their weakness while the high achiever
share their knowledge and skills through assisting their classmates.

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

 As a future teacher, I will be needing the following dispositions and traits

to respond to my learners needs:

 Expectation that I will be handling a classroom with students with

wider-ability levels.
 Additional time and effort to meet the needs of the learners.
 Effective communication to establish good relationship with
students while being a good listener for them.
 Flexibility and Adoptability in changing and evolving environment.
 Lifelong learners who continuously seeks for what is best for
students.

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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 the 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 Tarukan 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 Leaming Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and
Brgy. Agcalaga, Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-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

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 through watching Indigenous Peoples in the Philippines videos.
There are several available at Youtube. You can start with this
video by Dep Ed:

DepEd Indigenous Peoples Education Officce. 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 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 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 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?

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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 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. use the questions found on the Analysis part of this
activity.

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 (You may include photos here.)
Name of the School Observed
School Address
Date of Visit

As I observed there are few IP students. The class are very interactive
as they participate in every class discussion. They are very determined
to learn amidst the inadequacy learning materials. Teacher also
resourceful and creative with their instructional materials.
Furthermore, they are adhering to the indigenized curriculum. Teacher
shared his challenges that she had in teaching. The challenge in the
curriculum is also a factor that affects the progress of the students
learning. No matter how eager and effective a teacher is, the problem is
the problem with the lack of food affects the students performance.

OBSERVATION REPORT

ANALYZE

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Curriculum Design, Answer each question based on your observation and
Competencies, and interview data.
Content
1. Does the school foster a One particular example is on how the school foster
sense of belonging to the tradition that they have as part of school,
one's ancestral domain, a demonstrated an example of deep understanding.
deep understanding of
the community's beliefs
and practices. Cite
examples
2. Does the school show Yes, they show respect to their IP students.
respect of the
community's expression
of spirituality?
3. Does the school foster The school show a deep appreciation of Indigenous
in the indigenous students through encouraging the students to learn
learners a deep their traditional practices and helping them value
appreciation of their their culture through integrating such concepts in the
identity? How? discussion.
4. Does the curriculum Use the old curriculum framework. This means that
teach skills and the skills and competencies that the learners need to
competencies in the develop are more generalized and do not specifically
indigenous learners that emphasize their tribe’s ancestral.
will help them develop
and protect their
ancestral domain and
culture?
5. Does the curriculum Yes
link new concepts and
competencies to the life
experience of the
community?
6. Do the teaching Yes, it develop their knowledge to something new.

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strategies help
strengthen, enrich, and
complement the
community's indigenous
teaching-process?
7. Does the One example is the integration of cultural dance of the
curriculum maximize the IP in classroom activities that highlights the concept
use of the ancestral of preserving and valuing one’s culture tradition.
domain and activities of
the community as
relevant settings for
learning in combination
with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to Unfortunately its not shown.
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.)
9. Do assessment The assessment that teacher employ consider
practices consider community values and culture through ensuring that
community values and the assessment are culturally-sensitive and regards
culture? How? their culture specially in the language, tools that are
available in the community.
10. Do assessment As I observed, the activities employed by the teachers
processes include contributes to the students development of critical
application of higher thinking skills through using real-life

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 order thinking skills? concepts/problem that the students need to solve.

What do you think can still be done to promote and uphold the indigenous
peoples knowledge systems and practices and rights in schools?
 We should support the Indigenous people’s system because education is
for everyone so why not give them and uphold the OP’s knowledge
system and practices in school. The government should encourage the
improvement of IP education because there are many IP in our country.

REFLECT

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

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

 I learn that norms and culture are very important because they embrace
you and nourish your knowledge and skills.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
 The experience that I had when I realized that even though they were
being taught holistically and academically, you couldn’t take away their
sincerity and dedication to express themselves.

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

3.1 Be open to and respect indigenous peoples by

-not humiliating their identity in front of everyone because I now
understand their sacred beliefs and as a future teacher, I should accept what kind
of group they are in and value them.

3.2 Uphold and celebrate their culture, beliefs and practices by

-respecting their culture, beliefs and practices as a sign of respect. I
observe them without doing anything that could hurt them.

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 3.3 Advocate for indigenous peoples education by
-promoting the support of all Ipas in our country, as they are of the
identities we have in our country, I will teach my students to respect the identity
of Ips.

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 on how to address the students' different ability levels.

 Recognize – recognize the different levels of abilities. We should study

their strength and weaknesses and their learning styles.
 Strategize – plan how will you responds well with their varying needs.
 Synthesize – gathered knowledge and think about how will you apply on
your students.
 Apply – utilize your gathered knowledge in lesson planning, developing of
materials, brainstorming and assessment.
 Evaluate – assess your student performance after you applied your
strategies and see if it was effective or not.

As a future teacher. I will use some strategies and technique that I know
will be effective and have a positive in order to satisfy the needs of both
and high and low achievers in my class.

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation questions/ observation observation questions/
Sheet completely tasks not answered / questions/tasks tasks not answered /

57
 answered/ accomplished. not answered / accomplished.
accomplished. accomplished.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered completely; answered observation questions
completely; answers are clearly completely; answers were not answered;
answers are with connected to theories; are not clearly answers not connected
depth and are grammar and spelling connected to to theories; more than
thoroughly are free from errors. theories; one (1) to four (4) grammatical/
grounded on three (3) spelling errors.
theories; grammatical /
grammar and spelling errors.
spelling are free
from error.
Reflection Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear; supported supported by what shallow; rarely supported by
by what were were observed and somewhat what were observed
observed and analyzed supported by and analyzed
analyzed what were
observed and
analyzed
Learning Portfolio is Portfolio is reflected on Portfolio is not Portfolio is not reflected
Artifacts reflected on in the in the context of the reflected on in the on in the context of the
context of the learning outcomes. context of the learning outcomes; not
learning Complete; well learning outcomes. complete; not
outcomes; organized, very relevant Complete; not organized, not relevant
Complete, to the leaming outcome organized. relevant
wellorganized, to the learning
highly relevant to outcome
the learning
outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days
the deadline deadline the deadline 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 9 90 87 84 81 78 75 72 71-
3 Below

MARIA TERESA A. GARINGAN

Signature of FS Teacher above Printed Name Date

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.

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 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 student thinking /behavior indicates that 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 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.

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 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
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
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 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 level and makes the
groups work with the same topic but assigns a different task appropriate
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.

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 C. The teacher groups the learners by their ability level and assigns
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 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.

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