ACTIVITY 2.

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: Signature:

Grade/Year Level: Subject Area: Date:

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:
Step1. Observe a class in different parts of school day. (beginning of the day, class time,
recess, etc.)
Step2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity
Step3. Describe the interaction that transpires inside and outside classroom.
Step4. Interview your Resource Teacher about the principles and practices that she uses
in dealing with diversity in the classroom.
Step5. 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 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 or compete
against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise 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 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

School Address
Date of Visit

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?
What makes the learners assume these roles? What factors affect their behavior?
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?
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?
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

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?
Activity 3.2: Observing differences among learners with disabilities,
giftedness, and talents

Resource Teacher: Teacher’s Signature: Signature:

Grade/Year Level: Subject Area: Date:

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 learners with physical disabilities
c. SPED class for 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 observation report
5. Analyze your observation data
6. Reflect on your experiences

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 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.

OBSERVATION REPORT

Name of the School Observed

School Address
Date of Visit

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 in high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What dispositions and traits will you need as future teacher to meet the needs of the
learners?
Activity 3.3: Observing the school experiences of learners who belong to
indigenous groups.
Resource Teacher: Teacher’s Signature: Signature:

Grade/Year Level: Subject Area: Date:

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 Learning 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. Darahuyan- Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditons, 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 school 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. These are several available at Youtube. You can start with this video by Dep
Ed:

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experiences.

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
questions 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 observed, read about the specific IP group in the school you 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 learning
spaces are are 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 happens. 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.

Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed
School Address
Date of Visit

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed
School Address
Date of Visit

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 of the
community’s expression of spirituality?
How?
3. Does the school foster in the
indigenous learners 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?
6. Do the teaching strategies help
strengthen, enrich, and complement the
community’s indigenous teaching-
process?
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.
8. Is cultural sensitivity to uphold culture,
beliefs, 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 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 people knowledge
systems and practices and rights in school?

REFLECT

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

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

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1. Be open to and respect indigenous peoples by
3.2. Uphold and celebrate their culture, beliefs and practices by
3.3. Advocate for indigenous peoples education by

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.

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 to reduce student diversity in class.
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 variety of teaching and assessment methods and activities.
c. Do homogenous 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.
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 practices 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 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. Sinuswerte ka ngayon dito sa test, ha?
b. Hindi ka talaga magaling ditto sa paksang ito, no?
c. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan
d. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
a. A 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.
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 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 examinations, one for the fast learners and
another for the slow learners.
d. Applying two sets of different standards.
EVALUATE Performance Task

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 People

Learning Outcomes: Describe the characteristics and needs of the learners from diverse backgrounds. Identify the
needs of 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

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ questions/ tasks not observation questions/
completely tasks not answered/ answered/ tasks not answered/
answered/accomplished. accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not were not answered;
and are thoroughly connected to theories; clearly connected to answers not connected
grounded on theories; grammar and spelling theories; one (1) to to theories; more than
grammar and spelling are free from errors. three (3) grammatical/ four (4) grammatical/
are free from error. spelling errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what shallow; somewhat rarely supported by what
observed and analyzed. were observed and supported by what were observed and
analyzed. were observed and analyzed.
analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not reflected
in the context of learning in the context of the reflected on in the on in the context of the
outcomes; complete, learning outcomes. context of the learning learning outcomes; not
well-organized, highly Complete; well outcomes. Complete; complete; not organized,
relevant to the learning organized, very not organized, relevant not relevant.
outcome. relevant to the learning to the learning
outcome. outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline deadline the deadline or more after the
deadline
COMMENT/S Rating:
Over-all Score (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

____________________________________________________ ____________________
Signature of FS Teacher above Printed Name Date