FS 1

LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTH,
INTEREST, EXPERIENCES LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-
ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES AND INDIGENOUS
PEOPLES

observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 Observing differences among learner’s

gender, needs, strengths, interest, and
experiences; and differences among learner’s linguistics, cultural,
socio-economic, religious backgrounds and difficult
circumstances.

Resource Teacher: Teacher’s Signature_______________ School:

Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: ESP
Date: 10-04-22

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, 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.

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
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 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 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 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
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
Name of the School Observed: Ugad High School
School Address: Sto. Domingo, Echague, Isabela
Date of Visit: October 4, 2022

There are a total of 33 students in the class of Grade 8

Righteousness. 16 are boys and 17 are girls with age ranges from 12
to 15. 90% are Roman Catholic while the rest are Born Again
Christian. Their ethnic backgrounds are Yogad, Ibanag, Ilocano and
Tagalog.

During class:

There are lot of interactions in the classroom. The students are

interacting with one another about something that is not on the topic
and laughing about it. In terms of student-teacher interaction, the
students are sometimes behaving when the teacher is talking and
they value respect to their teacher. The students who excel in the
class interact more with the teacher. They behave and interact
differently. Students at the back are chatting with their seatmates
and they have their own world while majority of those students at
the front are quiet and they interact more with the teacher. In the
class that I observed, there is a cooperation with the students. They
are sharing their thoughts and knowledge about the topic being
discussed by the teacher. When one student can’t answer the
question, the other students help him/her to answer the question.
Some of the students participate actively in the discussion. I cannot
identify specific students but participation is present in the class.
Some of students try to help their classmates who are unable to
respond to the teacher’s question. Also, the teacher asks another
student to answer the question and somehow, they try to help each
other. Some don’t raise their hands and they just say the answer but
some raise their hands before answering.

Outside class:
Outside the classroom, student form their group based on their
ethnic groups and interests. Some students are fans of kpop and
 kdrama, some are playing video games and sports. Based on ethnic
groups, some students who are belong to Yogad tribes grouped
themselves. Those students who are alone and not interacting with
others choose to be in that way because they don’t like talking to
anybody, they just want to be alone and it makes them comfortable.
When you talk to them, you will feel awkward and they are shy. That
kind of students need to be understood and respected.

Some of the difficult circumstances that the teachers encountered

with are unruly and disrespectful students. These situations
disrupted the momentum of teaching-learning process. The
strategies that the teachers use to help these learners cope are to
give other remediation materials like Strategic Intervention Material
(SIM) and learning materials.

The strategies that the teacher apply to address the needs of diverse
students due to the following are:
● Gender, including LGBT – All learning tasks and activities are
free from gender discrimination.
● Language and cultural differences – Avoid activities that may
degrade the cultural identities of the students.
● Differences in religion – If there are discussions on religion,
ecumenism should be observed.
● Socio-economic status – Learning discussions should not focus
on socio-economic status of the students.

1. Identify the persons who play key roles in the relationships and
interactions in the classroom. 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?
There are variety of students in the classroom. Their class
president and those who are top students appears to be the leader
because they lead the class for its betterment. There are also jokers
in the classroom who are overactive because they always keep the
class active by making fun and jokes.

What makes the learners assume these roles? What factors affect
their behavior?
What makes the learners assume these roles are their peers
and their beliefs that their classmates perceived in the class. It
affects their behavior because the people’s reaction somehow
satisfies 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 the others? How is this shown?
Yes, there is this student who appear to be left out. He doesn’t
talk and socialize with other people and he’s alone at the back. I
think it is because he is not the type of student who is constantly
contact with their peers and other people. He is accepted by the
students and the teachers, despite the fact that they are not typical
students who are willing to interact with others.

What does the teacher do to address issues like this?

The teacher calls the student when there is a recitation or use
the student as an example of a particular topic or situation so he
doesn’t feel to be left out or to be different from the class.

3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher must be a good role model, supportive and has
respect to each other’s differences. They should be mindful and
careful of their words and actions in the class and also be flexible in
the teaching-learning process. In addition, the teacher should also
encourage the students to also respect and accept each other’s
beliefs and opinions as well as their interest.

4. What strategies does the teacher use to maximize the benefits or

diversity in the classroom? How does the teacher leverage diversity?
The teacher makes sure that he/she is aware of students’
individual differences through understanding their background,
learning styles, and interests. The teacher should encourage their
students to be open for communication while fostering respect to
each other. The teacher also avoids activities that may degrade the
cultural beliefs and identities of the students. By this, the classroom
can promote a friendly relationship.

1. How did you feel being in that classroom? Did you feel the sense of
oneness or unity among the learners and between the teacher and
the learner?
As I was observing in that classroom, despite that the
students are individually different from each other, I can feel that
there is a unity regarding acceptance and being supportive to each
other that makes me feel comfortable in that classroom. What
makes the teacher an effective teacher is that he manages diversity
in the classroom by developing teaching strategies that will help
students promote awareness and oneness. In addition, the teacher
also avoids activities that will affect the unity of the class. The way
 the students care for each other, how they are open for
communication, how they are united with other students and with
the teacher makes me feel a sense of oneness or unity in the
classroom.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.3

AN OBSERVATION GUIDE FOR INDIGENEOUS 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 learning 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?
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 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. You can use the questions found on the Analysis part of
this activity
 OBSERVATION REPORT

(You may include photos in here)

Name of the School Observed:
School Address:
Date of Visit:

(You may include photos in here)

Curriculum Design, Answer each question based on
your observation and interview data
Competencies, and Content

1. Does the school foster a sense of Yes, the school foster a sense of
belonging to one's ancestral domain, a belonging to one’s ancestral domain, a
deep understanding of the community's deep understanding of the community’s
beliefs and practices? Cite examples belief and practices because generally
the DepEd adheres to a culture based
educational system.
2. Does the school show respect of the Yes, the school show respect of the
community's expression of spirituality? community’s expression of spirituality
how? because the DepEd itself mainstream
inclusive education.

3. Does the school foster in the indigenous Yes, the school foster in the indigenous
learners a deep appreciation of their learners a deep appreciation of
identity? How? spirituality through contextualization
and indigenization of lesson.

4. Does the curriculum teach skills and Yes, the curriculum teaches skills and
competencies in the indigenous learners competencies in the indigenous learners
that will help them develop and protect that will help them develop and protect
their ancestral domain and culture? their ancestral domain and culture.

5. Does the curriculum link new concepts Yes, the curriculum link new concepts
and competencies to the life experience of and competencies to the life experience
the community? of the community.

6.Do the teaching strategies help Yes, the teaching strategies help
strengthen, enrich, and complement the strengthen, enrich, and complement the
community's indigenous teaching-process? community’s indigenous teaching-
process.

7.Does the curriculum maximize the use of Yes, the curriculum maximizes the use
the ancestral domain and activities of the of the ancestral domain and activities of
community as relevant settings for the community as relevant settings for
learning in combination with classroom- learning in combination with classroom-
based sessions? Cite examples.
based sessions. The school put up
Museo to enrich the culture and
traditions of different indigenous
communities.
8. Is cultural sensitivity to uphold culture, Yes, because learning materials and
beliefs and practices, observed and quality assured by content experts and
applied in the development and use of community learners.
instructional materials and learning
resources? How? (For example, Culture
bearers of the Indigenous Peoples are
consulted.) Application of higher order
thinking skills?

9 Do assessment practices consider Yes, the assessment practices consider

community values and culture? How? community values and culture through
giving options in the assessment task
and examinations that could foster
values and culture for the learners.
10. Do assessment processes include Yes, the assessment processes include
application of higher order thinking skills? 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?

To promote and uphold the indigenous people’s knowledge systems

and practices and rights in schools, the school should support the
integration of the indigenous peoples’ perspectives, cultures and
languages into mainstream education systems and institutions. Another
one is that it needs respecting, facilitating and protecting indigenous
peoples’ right to share knowledge to future generations by traditional
ways of teaching and learning. In addition, hire more teachers to teach
indigenous people and provide them with appropriate and right
compensation, and also provide modern instructional materials for the
teachers and learning materials to use. Echague Isabela is home of Yogad
people, therefore, these suggested ways to promote and uphold the
indigenous people’s knowledge systems and practices and rights can be
done in the schools.