Pampanga Colleges Inc.

POBLACION, MACABEBE, PAMPANGA

LEARNING EPISODES 3

Rebagoda, John Vince A.

BEED 4-B

MR.

Instructor
Activity 3.1

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: Guia S. Caragay Teacher’s Signature:

School: San Vicente Ferrer Elementary School

Grade/Year Level: Grade 5 Subject Area: English Date: October 18, 2022

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 clas sroom.

Step 5. Analyze the impact of individual differences on learners' interactions. The

observation form is provided for me to document my observations.

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.

1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
2. 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
 Report Observation
Name of the School Observed: San Vicente Ferrer Elementary School

School Address: San Vicente, Macabebe, Pampanga

Date of Visit: September 20, 22, 23/ October 4-11

First response:

The pupils being observed in 5th Grade are in the age range of 9 to 15 years old generally
from Female to Male pupils with racial clans from Tagalog’s at Bulacan and from true
pure-blooded kapampangans’, Religion was commonly known to them just like what they
had, like Catholic/ Iglesia Ni Cristo and Born Again.

Second Response:

Apparently, the communication is still active and existing within the 3 sections of 5th grade,
they are very enthusiastic in terms of connecting with their classmates. Educationally
pupils are also communicating with their teachers as it is necessary for them to do it and
practice it for their own growth both intellectually and morally, in general pupils are more
interactive with their seatmates than their teachers or batch-mates.

Third Response:

Based in the behavioral factors within the different places they seated in, pupils at the back
are noisier as ever and as I always seen as their student teacher and observer, Pupils in
front are notably quiet and manageable. Despite of the differences there still a high
difference between the first and lower sections, behavior in lowest section is must worst
than the other due to the fact that some pupils are answering their teachers in a rude and
informal way.

Fourth Response:

Pupils are always competitive in terms of recitation being done with the teaching process,
it is existing in first two sections but in last section or the lower section are competitive in
terms of everything like such nonsense topic outside the lesson, that type of behavior is
quite unique in the three I’ve been observed.

Fifth Response:

The admirable pupil that is very active is a boy that named as Marco Polo Menese he is
always active and participating in every activity inside his class whether it is recitation or
surprise and morally related questions. He easily memorized/recognized the previous
lessons and that is very good for me and I am really amazed with his talent. Aside from
active pupil there is also a unique pupil that is really needed an extra attention specially in
reading he is John Cedrick Viray, His participation in class is inactive due to the reason
that his problem in reading really connects and affects his comprehension, without reading
there is no possibility of decoded important information in his young mind.

Sixth Response:

Students or pupils has also care with their own classmates that if their classmates cannot
answer, they are the one who truthfully willing to help their struggling classmates by
raising their hands acknowledging the ideas being said by the struggling classmates and by
that the helping pupil usually just add something that his/her struggling classmates is not
been said.

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.

Usually pupils, group themselves by picking their peers inside the class generally
common with their gender due to the same wants or ideology as a individual. Peers inside
a class are ones who also commonly share ideas with each other just like brainstorming
regarding with the given topic.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

The pupils who are alone are those pupil’s Who are also seen as an introvert they are not
interest with socializing with their own classmates and even seatmates, usually they like to
be alone in the back of the rows and also, they are just communicating when there is a
group work or sometimes when they need something that they don’t Have, in terms of
behavior they are quiet and inactive during the teaching and learning process.

“Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.”

As of my response to this step, as an observant of the class of Grade 5 Pearl Advisory of

Ma’am Guia Caragay the thing is that all the possible issue with Gender, including LGBT,
Language and cultural differences, Differences in religion, Socio-economic status are in
the status of not yet experienced by my Resource Teacher, she says that with her years of
years of experience she didn’t encounter such problem that big by far in teaching
elementary grades.

As a reference and also evidence I will put our conversation here:

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?

In all aspects of these, pupils in Grade 5 Pearl are in the list definitely playing the
different kinds of roles they stand belong. The one to be the leader is a girl named
Dizon Franzette Anne, And the joker in class is Pangilinan Andrey, an attention
seeker is Dizon Mhelaundrei Gillan due to his enthusiasm, A little teacher who
named Meneses Marco Polo, and a girl doubter who named Temporosa Angela
Mae. These pupils are the ones who fill the roles in this part that I’ve think that it has
a reasonable thought that they are really fitted in this role and has factual basis due to
my visual observation to their own class.

What factors affect their behavior?

The factors that I’ve think affects their behavior is their own intelligence as a
individual and also their social status that made them insecure of what they don’t have
in comparison with their own classmates, I think that kind of jealousy really has a
huge amount of factor that made them decide to what behavior to show. Level of
intelligence was also seen as a factor to the Grade 5 Pupils that in all different levels
there are also different behavior existing with everyone inside the class.

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?

The only one who appears to be left behind is a boy named John Cedrick Viray due to
his Low level of intellectual growth and his ability to read is really a big factor to him
for being a inactive pupil inside the class of Ma’am Guia Caragay. In terms of age his
abilities compare to other of his classmates is really viewed as generally low, the level
of comprehension was really affected due to the lack of reading skill.

What does the teacher do to address issues like this?

Ma’am Guia Offers the non-readers to attend a remedial that she also managing during her
vacant time, As an Observer I was also helped in this kind of act as also my willingness to
help poor kids that needs an extra attention for them to improve and be grow as their age also
comes up.
 3. How does the teacher influence the class interaction considering the
3. How individual
does the teacher influence
differences of thethe class interaction considering the individual
students?
differences of the students?
My resource teacher uses her very own extra time to give it to all students/pupils
My whoresource
appearsteacher usesbehind
to be left her veryandown extraoftime
despite to give it toofallthe
the differences students/pupils
pupils Ma’amwho
appears to be left
guia consider behind
it as and despite
a chance to proveoftothe
medifferences of thethat
as her Observer pupilssheMa’am
can alsoguia consider
manage
it those
as a chance to prove
differences to me
of her ownaspupils
her Observer
through that
suchshe can alsomethods
Different manageofthose differences
teaching and
oftheherusage
own pupils through such Different methods of teaching and the
of time management when it comes to those students/pupils who seen as a usage of time
management
Non-reader when it comes
or in the range to of those students/pupils
Low level whogrowth.
of intellectual seen as a Non-reader or in the
range of Low level of intellectual growth.

4. What
4. What strategies
strategies does
does thethe teacher
teacher useuse to maximize
to maximize thethe benefits
benefits of diversity
of diversity in the
in the
classroom?
classroom? HowHow does
does thethe teacher
teacher leverage
leverage diversity?
diversity?
The strategy
The strategy of her of herisown
own is to
to use use generally
generally relatedrelated topicwords
topic such such words
that is that is fun
fun and and
relatable
relatable
to the kids, to thewith
regarding kids,the
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method with the method
she also she also
uses various usesand
device various device
learning and for
materials
learningand
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learning the teaching
of herand
ownlearning
such as process of her
in device; own such
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the newest which is Visual Projector. Educational Videos are often use in her class asVideos
Monitor, Speaker, Laptop and the newest which is Visual Projector. Educational a
are often use in her class as a generally
generally procedure of discussion to Evaluation. procedure of discussion to Evaluation

REFLECT

1. 1.
How Howdiddidyouyou
feelfeel being
being in that
in that classroom?
classroom? DidDid
youyou feelfeel a sense
a sense of oneness
of oneness or
or unity among the learners and between the teacher
unity among the learners and between the teacher and the learners? and the learners?
In my
In my view view as Observer,
as an an Observer,
the the oneness
oneness or unity
or unity is really
is really applied
applied to the
to the 2
2 section out
section out of three I’ve been through. First and Second section are
of three I’ve been through. First and Second section are appeared to be a solid section appeared to
thatbecreates
a solidentirely
sectionathat creates
unity duringentirely a unity during
their activities their activities
or performances that or
being done
performances that being done inside their class, That is in general
inside their class, That is in general view but sometimes kids are kids so they view butmight
havesometimes kids are
a mood swings kids so they
sometimes but might
they arehave a mood
seen swings sometimes
to be helpful but they
with their classmates,
are lowest
In the seen tosection
be helpful with
which their classmates,
is Grade5 Jade sadlyIninthemylowest sectionthey
observation whichhadissome
Grade5
negative Jade sadly insuch
characteristic my asobservation
being rudethey withhad some
their negative
teacher characteristic
and sometimes arguing
such as being rude with their teacher and sometimes arguing
with their teacher, which is for me is a big problems when it comes to behavioral with their teacher,
which is for me is a big problems when it comes to behavioral factors.
factors.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents

Resource Teacher: Lady Joy M. Cortez Teacher's Signature:

School: Macabebe Elementary School

Grade/Year Level: No specified Year level Subject Area: Math/ English

Date: October 18, 2022

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 the 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
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.

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: Macabebe Elementary School
School Address: Macabebe Pampanga
Date of Visit: October 18, 2022

In my observation in the SPED class, the teaching and learning situation is really different
visually compares to the normal or standard elementary teaching. Since the teacher is also
a Muted and Deaf the way of teaching is also different due to the fact that the way of
communication generally is through sign Language, the differences between the learners
inside a SPED class is also there but visually they are in the same energy level in
comprehending.

SPED pupils are also in different levels the one who is really active named “Marnette
Pangilinan” and the one who seems to be left behind is named “Ace Y. Canoy” due to the
inactiveness during the class hours.

Due to the issue that the teacher is also Muted and Deaf the situation of asking her is hard
due to the reason that I am not knowledgeable in terms of sign language and by that I can
just visualize the situation and through narrative method I can say that the teacher also has
the background of the pupils due to the fact that she also knows her pupils very well,
through recitation using sign language and the part of discussion that the teacher really
knows whom to call in different situations.

The behaviour of the SPED pupils is quite similar to just normal kid the difference is just
the way they communicate through sign language, they are also seen as an enthusiastic
child who seeks attention from their teacher, this situation really enlightened me as an
Observer that being flexible regardless of disabilities is quite possible. SPED pupils and
regular pupils are also similar in terms of participation inside the class and
accomplishments of their individual task, some of the SPED pupils are really active and
some of them are also inactive, just like a normal pupil inside a normal set of teaching.

The teacher really interactive with her class, through sign language she manages to handle
the kids needs during the class hours. Since the teacher is also Muted and Deaf, she used
ANALYZE

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

The observation I’ve been done is generally considered as a reflective to the real situation
happened in the SPED class. The teacher is very naturalistic in terms of his way of teaching,
He/she took advantage of her disability to teach clearly with her fellow muted and deaf.

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?

The ability of the SPED learners is quite standard with comparison to the normal teaching
and learning process, there is active student and also there is an inactive pupil. It is just
different in terms of communication and the response of the pupils and their reaction was
connected to their normal state of leanings.

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.

The method used by the deaf and muted teacher is generally the sign language that really
helpful in communicating with the children, and the response of the pupils are quite
interesting due to their enthusiasm and their visual appearance that is very amusing.

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 elementary, the teacher in this area was clearly brought learnings to her pupil’s despite of
the differences just like having an extra program for the pupils who left behind due to the
pandemic, As well as the High School Teacher sir Edmond he brought also morals to his
leaners not just plain knowledge but also for good characteristic as an individual. They are
both knowledgeable in terms of handling different students/pupils by using their experiences
they can actually make their own advisory much better learners.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

For me as the observer to the real situation inside the Different types of students, teachers and
way of teaching. Those experiences that I’ve been through are really helpful for me to
develop such characteristics that might possibly help me as a future educator, for me the most
effective character that I can mimic is the huge amount of patience and Dedication that my
resource teachers had already. Experience is a great teacher and that is really applied to me
now as an Observer I’ve seen a lot of situations, Problems and opportunities that made me
think that education really needs a boost for the future professional Filipino’s that not yet
born or already here in this world that needs stimulation and modification.

OBSERVE, ANALYZE, REFLECT

Activity 3.3
Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: No specific teacher/ Resource-DepEd YT

Teacher's Signature: None Subject Area: Math/ English/ Science

School: Calay Indigenous Peoples School, Sarangani

Grade/Year Level: No specified year level Date: October 17, 2022

Internet Source: https://youtu.be/Vlr5XUrLYyA

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 Tarla

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. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon

j. Talaandig School of Living Traditions, Lantapan, Bukidnon k. Bayanihan Elementary

School, Marilog, Davao

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 through watching Indigenous Peoples in the
Philippines videos. There 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 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 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.

Write your observation report here.

OBSERVATION REPORT
 (You may include photos here)

Name of the School Observed: Calay Indigenous Peoples School

School Address: Sarangani

Date of Visit: October 17, 2022 (Online, YT)

First Response:

The indigenous peoples in the IP school I’ve been watched is called Blaan Tribe the Blaan
Tribe are one of the indigenous people (IP) living in Southern Mindanao. They have their
own traditional dance and music, colorful tribal wear and weaving tradition similar to the
T'boli. Blaan have rituals for everything that they do, from selecting the place for a farm
planting, harvest and post harvest because of their belief on the supremacy of the great
creator. The Blaan, can be considered clannish in the sense that marriages, as much as
possible, must be limited to close relatives.

Second Response:

Since the area of school is in the hills, the school area also has a huge space for the leaners,
and despite of that specified area for the teaching and learning process, the situation
conflicts with it due to the reason that teaching and learning process is not allowed to be
done in Face-to-Face basis, the learners learn through Semi Distance Learning with the
help of technology called “LR on Wheels” it allows the IP students to learn even inside of
their respective IP homes.

Third Response:

Activities being done in the time of studying, are some Digital activity provided with the
“intranet” that only works within the specified area of learning which is the IP’s
Homeland. Educational videos are also attached with the process and the IP Learners has a
digital tablet individually provided by the school itself.

Fourth Response:

Licensed teachers are the ones who guide the IP Learners with their provided gadgets, but
in the learning process the house parents are the one who help their children to study inside
their houses provided and boosted by LR on Wheels technology.

Fifth Response:

The teaching and learning process are through watching educational videos provided by the
teachers and the activities will be done through their provided modules.

Sixth Response:

IP Learners usually learns through the educational video provided by the teacher,
physically there is no interaction with them at least for now due to the covid 19 threat to
the Indigenous Peoples. Parents are the only one who technically see their child’s teacher
when they are going to claim the new set of modules.

Seventh Response:

Learning Resources are generally from the LR on wheels that brought huge amount of
opportunity to the IP’s intellectual growth, aside from that the IP Learners are also
provided individually a learning tablets or device that is connected with the new
technology that also works in the real time managing to see the teaching and Learning
process.

Source/Reference:

https://youtu.be/Vlr5XUrLYyA

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

1. Does the school foster a The Indigenous Peoples rights, beliefs and practices
sense of belonging to one's was clearly respected by the school itself, due to the
ancestral domain, a deep fact that the school allows their IP’s students to wear
understanding of the their cultural dresses.
community's beliefs and
practices. Cite examples

2. Does the school show respect Yes, in the light of the fact that the school teachers also
of the community's expression were in the tribe that knows actually what their own
of spirituality? how? ideology or beliefs they had. In terms of respect IP
learners are clearly treated well in their own sake of
understanding with regards to technology and
academically.

3. Does the school foster in the Yes, it is shown that in the process of teaching and
indigenous learners a deep learning through semi modular distance learning, IP
appreciation of their identity? students are still given chance to be acknowledged
How? through giving free technology and having them
dresses like they were in their traditional styles.

4. Does the curriculum teach Definitely, in fact the school itself had a school event
skills and competencies in the that’s not conflicts to the cultural beliefs of the tribe
indigenous learners that will blaan. They were all accepted to the school itself
help them develop and protect provided with such enough educational materials and
their ancestral domain and technology.
culture?

5. Does the curriculum link Yes, the school itself allows the beliefs of blaan tribe to
new concepts and more Excell and be useful even though inside a school
competencies to the life system that also allows respectful decision specially to
experience of the community? the given curricular activities.

6. Do the teaching strategies At the time of pandemic, it is really really helpful to

help strengthen, enrich, and have such new technology to be impart inside a school
complement the community's system that involves entirely the culture of blaan tribe,
indigenous teaching-process? the community is respected and the cultural heritage is
also being taught.
 7. Does the curriculum Classroom based session is not yet organized when I
maximize the use of the were Observing through online but I think that through
ancestral domain and activities technology that they’ve shown it is possible that the
of the community as relevant classroom-based sessions will definitely be effective to
settings for learning in the IP pupils. Also, important thing that community
combination with classroom- also allows to participate in the process of school
based sessions? Cite examples. events that actually strengthen the relationship between
the school and the community of the tribe’s blaan.

8. Is cultural sensitivity to uphold culture, It is really important to be sensitive in terms

beliefs and practices, observed and of teaching an Indigenous Peoples due to the
applied in the development and use of fact that IP themselves had such huge value
instructional materials and learning on their own traditions and beliefs. Being a
resources? How? (For example, teacher, you should be flexible and
Culture bearers of the Indigenous knowledgeable in the background of your
Peoples are consulted.) pupil generally for the sake of respect for
our fellow Filipino citizens specially in
making Instructional Materials the teacher
may use the cultural background of the IPs
to provide a relatively suited I. M’s depends
on the topic.

9. Do assessment practices consider All of activities allows the blaan tribe to

community values and culture? How? excel even though carrying their cultural
beliefs in their back, as a respectable teacher
they are managing to teach the IP’s
regardless of the beliefs they had.

10. Do assessment processes include Yes definitely, the technological tools

application of higher order thinking provided by the school itself assessments
skills. that used in this method are highly
applicable and sensitive enough to make an
IP Learners to expand their knowledge upon
the world they’re in. Higher order thinking
skills are stimulated in every part of the
temporary system of the education being
applied to the Blaan Tribe of sarangani.

What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?

Yes, I think that the school system is providing enough sensitivity for the blaan tribe
themselves, that the school itself named after them “Calay Indigenous Peoples School” they
are very knowledgeable of what the tribe has and ideology to discover, Technology provided
in this school shows us how important the tribe is in the whole community itself.
 REFLECT
REFLECT

Reflectbased
Reflect basedononyour
youractual
actualvisit
visitororvideos
videosthat
thatyou
youwatched.
watched.

1.Whatnew
1.What newthings
thingsdid
didyou
youlearn
learnabout
aboutindigenous
indigenouspeoples?
peoples?

Thethings
The thingsI’ve
I’velearned
learnedis isthe
thesituation
situationthey
theywere
wereininandandthe
theconnection
connectionit ithas
hasininthe
the
communityitself,
community itself,they
theywere
wereallalltreated
treatedwell
wellininthe
theschool
schoolprovided
providedenough
enoughmaterials
materialstotolearn.
learn. Specifically,
Specifically, I have something
I have learned learned something that and
that is new, is new, andit that’s
that’s the new it the new technology
technology of
of “Intranet” the concept of this is new for me so I am very glad to have
“Intranet” the concept of this is new for me so I am very glad to have new knowledge about new knowledge
about
this one this
and one and the example
the example of that technology
of that technology is applied is applied to the Learners
to the Learners of BlaanofTribe
Blaannamed
Tribe named
“LR on wheels”. “LR on wheels”.

2.2.What
Whatdid
didyou
youappreciate
appreciatemost
mostfrom
fromyour
yourexperience
experienceininvisiting
visitingthe
theschool
schoolwith
with
indigenouslearners?
indigenous learners?Why?
Why?

I appreciatetheir
I appreciate theirown
ownbeliefs
beliefsand
andtheir
theirwillingness
willingnesstotolearn
learndespite
despiteofoftheir
theirsituation,
situation,I am
I am
veryglad
very gladthat
thatthey
theyhad
hadthe
thetechnology
technologydevices
devicesthe
thedeserve
deserveandandthe
theattention
attentiontheytheyneeded
neededin
in terms
terms of good
of good quality
quality education.
education.

3.3.For
Forindigenous
indigenouslearners,
learners,asasa afuture
futureteacher,
teacher,I promise
I promisethese
thesethree
threethings:
things:

3.1BeBeopen
3.1 opentotoand
andrespect
respectindigenous
indigenouspeoples
peoplesby…
by…

Giventhem
Given themenough
enoughdedication
dedicationsomeday
somedayif ifI were
I weregoing
goingtototeach
teachthem
themininaccordance
accordancewith withthe
the cultural
cultural beliefsbeliefs theyIhad,
they had, will Ifurther
will further
studystudy theirbackground
their full full background
so thatsoI that
can Iuse
canit use
to it
to improve
improve the quality
the quality of education
of education they they deserve.
deserve.
3.2Uphold
3.2 Upholdand
andcelebrate
celebratetheir
theirculture,
culture,beliefs
beliefsand
andpractices
practicesby….
by….

Addingactivities
Adding activitiesthat
thatallows
allowsthetheIPIPLearners
Learnerstotoexcel
exceljust
justlike
liketheir
theircultural
culturaldances
dancesthat
thatmay
may helpful
helpful fortothem
for them learntoalso.
learnI also. I will
will also also probably
probably teach outside
teach outside of theirofbox
their
so box
that so thatare
they
they arewhen
prepared prepared
theywhen they go
go outside of outside of their respective
their respective tribes someday.
tribes someday.
3.3Advocate
3.3 Advocateforforindigenous
indigenouspeople’s
people’seducation
educationby…
by…

Givingenough
Giving enoughmaterials
materialstotothem
themand
andattention
attentionduring
duringthe
theteaching
teachingandandlearning
learningprocess,
process,
fundsalso
funds alsoare
arerelatively
relativelyimportant
importantforforthem
themtotohave
havesuch
suchstandards
standardsofoflearning
learningbybygiving
giving
enoughaccess
enough accesstotonew
newinformation
informationandandtheir
theirClass
Classroom
roomshould
shouldbebeconducive
conducivewhenwhenthethetime is
timefor
ready is ready for Face-to-Face
Face-to-Face class. class.
 SHOWYour
SHOW YourLearning
LearningArtifacts
Artifacts
Withthe
With theprinciple
principleofofindividual
individualdifferences
differencesininmind,
mind,what
whatmethods
methodsandandstrategies
strategieswill
willremember
you you remember
in theinfuture
the future to ensure
to ensure thatwill
that you yoube
will beto
able able to meet
meet the needs
the needs of the
of both
bothand
high thelow
highachievers
and low inachievers in your
your class? Make class? Make a collection
a collection of strategies
of strategies on how to on how
address
to address
the students'the students'
different different
ability levels.ability levels.

 Firsttotoacknowledge
First acknowledgethe thedifferences
differencesofofthethepupils
pupils
 Secondisistotoknow
Second knowthe thebackground
backgroundofofyour yourownownpupils
pupils
 ThirdisistotoProvide
Third Providean anaccurate
accurateteaching
teachingmaterial
materialfor forthethepupils
pupils
 Fourthtotomanage
Fourth managethe thechildren’s
children’sdifferences
differencesand anduseuseitittotoevery
everyaction
actionyou
youwere
were to
about about
do. to do.
  Fifth
Fifthhave
haveaasystematic
systematicapproach
approachwhen whenthe thepupils
pupilsare
arevisually
visuallyinclined
inclinedwith
withan
an example
example of them
of them having
having difficulty
difficulty in terms
in terms of activities
of the the activities provided.
provided.
  Sixth
Sixthprovide
provideone
oneapproach
approachper perdifferent
differentproblem
problemthat thatmy myfuture
futurepupils
pupilshad
hadjust
justhaving
like like having difficulty
difficulty in reading,
in reading, I will Iprovide
will provide
an extraan extra time
time for for them
them to
to learn
learn
such assuch as remedial.
remedial.
  Seventh
Seventhisismorally
morallyprovide
provideallallthe
thepupils
pupilsaanon-biased
non-biasedway wayofofteaching
teachingand
and
providesuch
provide suchmoral
moralvalues
valuesalways
alwaysatatthe
theendendofofsomething
somethingrelatedrelatedwith
withthe
the
lessonsI’ve
lessons I’vebeen
beenpossibly
possiblytaught.
taught.

LINKTheory
LINK TheorytotoPractice
Practice
Directions:Read
Directions: Readthe
theitems
itemsgiven
givenbelow
belowand
andencircle
encirclethe
thecorrect
correctanswer
answer

1.Whichstatement
1.Which statementon onstudent
studentdiversity
diversityisisCORRECT?
CORRECT?
A.A.The
Theteacher
teachermust mustdodohis/her
his/herbest
besttotoreduce
reducestudent
studentdiversity
diversityininclass.
class.
B.B.The
Theless
lessthethediversity
diversityofofstudents
studentsininclass,
class,the
thebetter
betterfor
forthe
theteacher
teacherand andstudents.
students.
C.C.The
Theteacher
teachershould
shouldaccept
acceptandandvalue
valuediversity.
diversity.
D.D.Student
Studentdiversity
diversityisispurely
purelydueduetotostudents'
students'varied
variedcultures.
cultures.
2.2.Which
Whichstudent
studentthinking/behavior
thinking/behaviorindicatesindicatesthat thathe/she
he/shevalues
valuesdiversity?
diversity?
A.A.He/She
He/Sheregards
regardshishisculture
cultureasassuperior
superiortotoother's
other'scultures.
cultures.
B.B.He/She
He/Sheregards
regardshishisculture
cultureasasinferior
inferiortotoother's
other'scultures.
cultures.
C.C.He/She
He/Sheaccepts
acceptsthethefact
factthat
thatall
allpeople
peopleareareunique
uniqueinintheir
theirown
ownway.
way.
D.D.He/She
He/Sheemphasizes
emphasizesthe thedifferences
differencesamong
amongpeoplepeopleand
anddisregards
disregardstheir
theircommonalities.
commonalities.
3.3.What
Whatisisa ateaching-learning
teaching-learningimplication
implicationofofstudent
studentdiversity?
diversity?
A. Compare students.
A. Compare students.
B.B.Make
Makeuseuseofofa avariety
varietyofofteaching
teachingand andassessment
assessmentmethods
methodsandandactivities.
activities.
C.C.Do
Dohomogeneous
homogeneousgroupinggroupingfor forgroup
groupactivities.
activities.
D.D.Develop
Developdifferent
differentstandards
standardsfor fordifferent
differentstudent
studentgroups
groups
4.4.All
Allare
arefeatures
featuresofofthetheIndigenous
IndigenousPeoples
PeoplesEducation
EducationCurriculum,
Curriculum,EXCEPTEXCEPT
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 portal
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 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
modification.
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.
C. The teacher groups the learners by their ability level and assigns different content topics
forthe 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
ELEMENTARY
HIGH SCHOOL
SPED CLASS
EVALUATE Performance Task.

Evaluate Your Work Task Field Study 1, Episode 2- Learner Diversity: Developmental
Characteristics, Needs and interest

Learning Outcome: Determine the characteristics, needs and interests of leamers from
different developmental levels

Name of FS Student: Rebagoda John Vince A. Date Submitted: ______________

Year & Section: 4-B Course: BEED

Learnin Excelle Very Satisfactory Needs

g nt Satisfactory Improvement
Episod 2
e 4 3 1

Accom All One (1) to One (1) to Three (3)

plished observa two (2) two (2) observation
Observ tion observation observation questions/tas
ation questio questions/tas questions/tas ks not
Sheet ns/tasks k not ks not answered/acc
complet answered/acc answered/ac omplished
ely omplished. complished
answere
d/
accomp
lished.

Analysi All All question Question Four or more

s questio were were not observation
n were answered answered questions
answere completely, completely, were not
d answers are answers are answered;
complet clearly clearly answers not
ely, connected to connected to connected to
answers theories; theories; one the theories;
are with grammar and (1) to three more than
depth spelling are (3) four (4)
and are free from grammatical grammatical
thoroug /spelling
 hly errors. errors. errors
grounde
d on
theories
;
gramma
r and
spelling
are free
from
error.

Reflect Profoun Clear but Not so clear Unclear and

ion d and lacks depth; and shallow; shallow; not
clear, supported by somewhat supported by
support what were supported by what were
ed by observed and what were observed and
what analyzed observed and analyzed
were analyzed
observe
d and
analyze
d

Learnin Portfoli Portfolio is Portfolio is Portfolio is

g o is reflected on not reflected not reflected
Artifact reflecte in the context on in the on in the
s d on in of learning context of context of
the outcomes; learning learning
context complete, outcomes; outcomes;
of well complete, not
learning organized, not complete,
outcom very relevant organized, not
es; to the relevant to organized,
complet learning the learning not relevant
e, well outcome outcome to the
organiz learning
ed, outcome
highly
relevant
to the
learning
outcom
e
 Submis Submitt Submitted on Submitted a Submitted
sion ed the deadline day after the two (2) days
before deadline or more after
the the deadline
deadlin
e

Comments: Over-all Rating: (Based

on
Score
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-below

18

Grade 1.0 1.25 1.5 1.7 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5

99 96 93 90 87 84 81 78 75 72 71-Below

____________________________________ ______________________

Signature of FS Teacher above Printed Name Date