ACTIVITY 3.

2 OBSERVING DIFFRENCES AMONG LEARNERS WITH DISABILITIES, GIFTEDNESS, AND

NAME: JHOMARI D TRINIDAD

YEAR AND SECTION: BACHELOR OF PHYSICAL EDUCATION 4B

ACTIVITY 3.2 (answer only)

OBSERVATION REPORT

From my observations during the past three months at ZNHS, I will be choosing the Grade 10 Section 3 for this
observation, where we conducted our Field Study last November 8, 2021 in the afternoon. The Grade 10 pupils were very will
behave when we entered the class. Their subject teacher for that day was Mr. Vergel Gargallo, who was discussing about their
lesson in relations to the P.E On that duration of the discussion, most of the students were quiet, and cooperating well enough to
the teacher. However, there were those students who were writing assignments, others doing something and some were
listening. When the teacher was asking them about a certain question, most of them would likely to answer her in chorus. There
you will also observe those students who really raising their hands excitedly in answering some question. As a whole in the
class, I could say there were only few students who really were excel from the way I observed from their oral recitation which
involves giving the different sports in the country. I could say more or less three students who really gotten the correct answers
when he gave a certain department on those three students. Some were having a hard time recalling a certain letter while they
were having this oral recitation. As to validate my observations from the teacher, I couldn’t ask this certain issue for the reasons
that the teacher can’t be interrupted while in the class, and lack of time for an interview. But I did observe a certain student,
whose name is Bai Khadija Salivia U. Romalyn assisted by her through understanding their lessons.

When Mam Rashida R. Rashid take over the class for her math session, there I saw enough how the students do
interact in answering the math solutions. Mam Rashida was reviewing the class in preparation for this examination, at the end of
her discussion, she then gives some solution for the students to answer. There are those students, who were called upon to
solve the problem in front of the class, some did well in answering this portion and some don’t. Those students who have a high
achiever status were facing this assessment well enough by answering the problem in an easy and fastest manner. Those
student students that don’t do well enough, they seem to be left hanging, just stand there and think. In the sense that it was a
session where teacher and students interact, most of the students were very attentive and some were cooperating in answering
the given question through raising their hands. The teacher was not being one sided, when a certain student didn’t answer the
problem, she gives encouragement to that certain student which is very effective in increasing their level of confidence in
answering the problems. The teacher was very lively, and feels the motivation coming through her. On those mentioned
activities, she always let the students answer the problem in front in order to build a far more confidence in expressing and
explaining their self in front.

ANALYZE (answer only)

1.Yes, I’m very thankful that both teachers’ activities gave me the chance to identify those students who were doing well in the
class, and those who do not. Through the volunteering the answer, I did saw those students who were very confidently giving out
their answers, and those students who seems to be at middle zone, were I could see myself through them. We could not only
base from a quiz and a test in evaluating the students, but the given situation is a good sample where one can base upon in a
clearer view. We can’t only base our assessment through only this since we are talking about the performance of the students.
There are those learner’s who were still shy in expressing their self’s and through the teacher’s directions and how he/she handle
the class for evaluation could put up those students who are shy, and express herself in another way around. There are those
learners who excel and express their self in other way around than those students who can easily express their ideas.

2.Looking at their differences between the learners who were performing well and those who were not was not very far. In those
students who were performing well do have confidence in them to express their ideas without thinking what their classmates
might think, but those learners who were not performing well were somehow shy in expressing their ideas. I would probably
guess, they were lacking a self-confidence, and a practice to be more expressive. They need a motivation in order to push their
selves in doing something.

3.The method that the teacher used was deductive method, were her teaching started in the rule or principle, and then examples
are given to explain the rule or principle. Since Ma’am Rashida is a math teacher, she is expected to use this cause in math…
you have to hand down the principle before the learner could get anything in order to solve a certain problem. Along with this is
that she is using the convergent questions which require a single response and that there is only one correct or best responses.
Several of the learners were cooperating to their teacher very well, and responded in the way Ma’am Rashida conducted her
class. As for those students, who aren’t doing well was given by the teacher some motivations in order to do better in the next
time around.

REFLECT (answer only)

1.Three years in my high school years, I have been in the first section. I don’t know how it was but I am indeed in that section
even though I am the quietest among all of my classmates back then. Each of us has a unique personality, but in terms of those
classmates who excel in advance was something I could point who were those people. Those low achievers, which I could
categorize myself, do our thing in a way we could do our best. For example, me, I usually do the best as I can in order not to get
a zero point in any subject matter. It became my motivation not to get a zero score, as not to get embarrassed from them. Our
teachers really do their best in order to apply to us the best method she/he could give. They don’t give us not too hard and not
too easy subject matter. Some of our teachers were effective in a way that I could be happier in applying those thought they
instill to us back then, because what I’ve become now was a part and parcel of their teaching from those years.

2.The learners are the high priority of the teacher and their interest counts. If I’ll be a teacher someday, I will probably consider
making a curriculum or a lesson plan that identifies the students’ interest in order for them to be knowledgeable about the subject
matter. This also includes their strengths and needs when constructing a lesson plan. If everybody couldn’t totally get what was
being taught to them, thinking of alternatives ways is a best thing in order to get their interest.

ACTIVITY 3.3

Talaandig School of Living Traditions

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.The learning spaces were designed with Indigenous People's awareness, desires, and traditions in mind. The classroom was
structured to cover a wide range of topics and to teach IP as a whole.

3.Every Friday, they have a program called Cultural Exchanged Night, where students can express themselves while
communicating with their peers.

4.It was a government-funded school with sponsorship from the University of the Southern Philippines. Professors from the
aforementioned university are in charge of instructing the students at the university.

5.It's about the same as traditional university teaching, except they're more focused on their respective group's cultural heritage.
They have educational and agricultural programs where instructors teach them various courses while also educating them about
the indigenous people's history.

6.Talaandig School's relationship is similar to that of a family; each person's bond is deep enough to serve as their basis for
standing still, and they do not fall behind in the educational pattern.
7.They are using government-provided educational materials and tools, but they are written in their own language so that they
can comprehend the lessons more quickly. On the other hand, professors are teaching them ESL.

8.Talaandig School for Indigenous People's program is tailored to the Indigenous People's expertise, desires, and cultural
traditions. The University of Southern Philippines is helping them improve their program.

OBSERVATION REPORT

Name of the school observed: Talaandig School of Living Traditions

School address: Lantapan, Bukidnon

Date of Visit: November 7, 2021, virtual visit

Source: https://www.youtube.com/watch?v=jQH1qbkSdpc

https://www.youtube.com/watch?v=VuEOlf7O-HQ

As I made a virtual visit online particular through YouTube videos, I was able to learn

about the Tboli’s, their culture, tradition and education system. T’boli are the most well-known

tribe in the Philippines and can be found in the mountains of Southern Mindanao. They

preserve the traditional way of living of their ancestor’s form centuries. Most of their population

are found near Lake Sebu of South Cotabato which also is the site of the School of the Living

Traditions (SLT). The school was constructed using native materials such as bamboo and

cogon. Entering the school will lead to a receiving area then there is a ladder for which the

upper portion is where the area serving as classrooms and a homestay when there are

travellers. It is very spacious for which different activities can be held one at a time such as

weaving, playing traditional instruments, traditional dance, history storytelling and many more

T’boli living traditions. The upper part of the SLT is where teaching and learning occurs. Lake

Sebu’s SLT was established along with the Talaandig’s in Bukidnon which has Datu

Viksawan, the first proponent and inspiration for the development of SLT. It was constructed

out of support from private donors and volunteers.

There is no restriction for those who wants to learn as the traditional activities and

practices were taught starting to younger children. SLT offers many programs and services

such as Arts and Craft, Weaving, Theatre and Performing Arts, Non-formal education and

training focusing mainly on the way of living and even research and documentation are open

for tourists, students, vloggers, artist and any non-tiboli people. It is not only a cultural center

for T’boli youths but also a traditional homestay for travellers who wants a cultural Immersion.

I observed that their teaching and learning process is not bound by any curriculum and it
occurs through first-hand experience and step by step learning and application. Mostly

students are taught to play traditional musical instrument, dance to traditional song, weave

t’nalak and uphold the unique values and attitudes of being a T’boli. The learning resources

they have been uniquely their own or it was made by them bound by their culture and traditions

such as the different musical instruments and t’nalak fabric for weaving. The one that teaches

are the experienced Tiboli people in different filed of tradition they have. Interaction between

teachers and students are bound by respect where students are paying attention attentively

and teachers letting them experience what she is teaching hands on. For this school to

continue its service and culture preservation it was being funded by the T’boli’s no compulsory

contribution meaning if you are willing to help and give little amount, they will gladly accept it

and most of the travellers visiting them are always willingly help in terms of monetary fund.

ANALYZE (answer only)

1.Yes, the SLT school main purpose is to preserve and transfer the living tradition of Tboli tribe generations to
generations. They want for the younger children of their tribe to embrace their ancestral origin and roots. They are also letting
everyone to experience their culture. An example is they have the so-called homestay for travellers and vloggers to experience
the life and tradition of Tboli.

2.Yes, because Receiving respect from others is important because it helps us to feel safe and to express ourselves

3.Yes the school shows their respect and deep appreciation of their identity in such a way that when there is a program or within
the class they exemplify what they have.

4.Yes, there is still the way for the teacher to teach to stay and develop the learner not only in what they can learn but also in
their culture that expands their knowledge even more.

5.In fact, there are links to new concepts because at the same time the development of the learner's knowledge.

6.Yes, in the teaching of the teacher, they can apply the strategies that can help them to expand, strengthen the teaching
process that can help the learners.

7.Strengthen mastery on a particular traditional art form which will eventually lead to preservation and propagation of the
Talaandig’s identity. Yes, the students are not just learning inside the classroom as they are able to experience the learning
outside in their wide field especially the tribal sports of Talaandig’s.

8.Yes, the elders of their tribe that serves as the teacher for a particular traditional art form is not always going to school to teach
since they also have important things to do so there are others that act as teachers in different field of Talaandig’s culture and
tradition. The teaching strategies and learning resources are also connected to what is just available within their tribe’s
community.

9.Practical application of what the students learn in their culture and what values they uphold and put into action. The students
would usually perform a particular dance, play a particular instruments, weave and embroidery in their own designs, create own
musical instruments and many more.

10.The one of the Talaandig’s students creating own musical instrument assessment every day. For analyzing ability applies the
capability to take care of own body as well leadership skills by being the lead to transmit own learning to younger child within
their tribe’s community.
What do you think can still be done to promote and uphold the indigenous people’s knowledge systems and practices and rights
in schools?

-Indigenous school needs funding support to continue its service and to even improve their school facilities. I think in a regular
school within a place with indigenous group should have a subject focuses to the study about indigenous people knowledge
systems, practice and rights because everyone should have the knowledge on indigenous culture, tradition and belief in order for
it to not disappear through the course of time. Their identity is always at stake in this constantly modernizing world we live in. It
should be promoted and protected. No school should disregard and discriminate an indigenous student but rather be welcome in
a friendly, open and inclusive learning environment

REFLECT

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

- I learned that indigenous people common aim is to protect, promote and propagate their unique culture, tradition, knowledge
systems and practices to all of their new generations. They all want for their identity to continuously be known and preserve
amidst of modernization and globalization. Another thing I am amaze about indigenous people’s artistry and their mediums use
for making art forms can only be found within nature. A good example is mud painting, t’nalak weaving and embroidery. In terms
of indigenous people’s community relation, it was so harmonious and peaceful which you can be able to see unity especially in
important gatherings or festival which they honor a particular spirit for a good thing that happen.

2.What did you appreciate most from your experience in visiting the school with indigenous learners? Why?

-It is the cultural experience that is worth remembering. I was able to understand them more, their culture and traditions and how
important is preservation and transfer of it to their new generations.

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

3.1Be open to and respect indigenous people by

- Being mindful and respectful to my choice of words and actions in the actual classroom teaching. Letting each one of my
students especially my indigenous students to express their opinion about a specific topic or lesson even if it is bound with their
beliefs and give a respectful regard to it. I should also look closely to my indigenous students through counseling and talking
about how were learning, interaction and relationship with other students, problems, difficulties and many more concerning their
welfare.

3.2Advocate for indigenous people’s education by

-Willingly accepting indigenous students to blend in class, provide them with inclusive learning environment, freedom of
expression, respect, enjoyment while studying, encouragement of interaction with one another and free from discriminations. As
a teacher I am willing to study and understand my indigenous student’s cultures, traditions, belief and practices in order for me to
address differences with other students through the creation of learning materials and use a teaching style that would best meet
all of my diverse students’ needs.

-I would stand with indigenous people’s right for education as it rightly for all regardless gender, social status, religion, origin and
identity.