TEACHER INDUCTION PROGRAM

MODULE 3

IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM

A. Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

Demonstrate knowledge of teaching strategies Adapt and use culturally appropriate learning
that is inclusive of learners from indigenous strategies to address the needs of learners from
groups indigenous groups.

B. Objectives
a. Understand the Indigenous Peoples’ Education Program by identifying the learning needs and
characteristics of the indigenous group of learners.
b. Identify differentiated teaching strategies to suit IP learners needs, interests, and experiences.
c. Create a contextualized lesson sequence for IPs enrolled in a class.
d. Use a culturally appropriate teaching strategies to address the needs of IP learners.
C. Pre-Test
Put a check (/) on the statement which you think is true of the Indigenous Peoples Education
Program and some IP characteristics. If not, mark it with X.
A. Indigenous Peoples Education Program
____1. Indigenous Peoples’ Education Program (IPED) address the special Educational needs of the
students from the different indigenous group.
____2. The IPED falls under the Student Inclusion Programs of DepEd.
____3. A teacher must always be ready to accept and teach an IP learner who may be displaced by
difficult circumstances like urban resettlement or disaster.
____4. A reflective teacher can inspire and change the life of an IP learner.
____5. An IP learner has a similar learning style and needs with other non-IPs.
____6. All strategies are applicable to IP learners.
____7. A teacher should stick to one strategy in teaching IPs.
____8. An IP learner should be isolated in the classroom so that teachers canrespond directly to his/her
learning needs.
____9. A teacher should allow an IP learner to mix with others during games andsports activities.
B. IP Characteristics
____1. One of the characteristics of the Indigenous People (IP) is their reverent attitude to their cultural
beliefs and traditions.
____2. The cultural beliefs and traditions of the IPs vary from place to place thus a teacher must be well
versed with the type of IPs in his/her locality.
____3. Everyone has an opportunity to be educated regardless of race, tribe, culture, traditions and
dialect.
____4. IPs can only learn through observation, repetition and practice.
Fill in the columns below to identify the characteristics and needs of IP learners and the possible
challenges and actions to address their needs.

Characteristics of Needs of IP Possible Possible Actions

the IP Learner Learner Challenges

Innocent and simple To be understood and Inability of learners to • Acknowledge the need
respect by others easily adapt the of students to find a
structured educational place of belonging
environment within school and
community.
• Recognizing the
student's desires to
connect with the
curriculum, or how it
is being taught.
• Building harmonious
relationships to both
teachers and IP
learners
Distinct language,
political and
economic system

D. Key Concepts
1. Who are the indigenous peoples of the Philippines?
Indigenous Peoples are defined in international or national legislation as having a set of specific rights
based on their historical ties to a particular territory, and their cultural or historical distinctiveness from
other populations that are often politically dominant.
In the Philippines, the Indigenous Peoples’ Rights Act of 1997 (RA No. 8371, or simply IPRA), defines
indigenous peoples (cultural communities):
a. are a group of people or homogenous societies identified by self-ascription and ascription by others;
b. continuously live as organized community on communally bounded and defined territory;
c. have, under claims of ownership since time immemorial, occupied, possessed, and utilized such
territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits;
d. have, through resistance to political, social and cultural inroads of colonization, non-indigenous religions
and cultures, became historically differentiated from the majority of Filipinos;
e. are regarded as indigenous on account of their descent from the populations which inhabited the country,
at the time of conquest or colonization, or at the time of inroads of non-indigenous religions and cultures,
or the establishment of present state boundaries;
f. are those who may have retained some or all of their own social, economic, cultural and political
institutions, but who may have been displaced from their traditional domains or who may have resettled
outside their ancestral domains.
The indigenous peoples in the Philippines as defined by the Indigenous Peoples‟Rights Act (IPRA) of 1997
as: “A group of people or homogeneous societies identified by self-ascription and ascription by others, who
have continually lived as organized communities on community-bounded and defined territory, and who
have, under claims of ownership since time immemorial, occupied, possessed and utilized such territories,
sharing common bonds of language, customs, traditions and other distinctive cultural traits, or who have,
through resistance to political, social and cultural inroads of colonization, non-indigenous religions and
cultures, become historically differentiated from the majority of Filipinos. ICCs/IPs [Indigenous Cultural
Communities/ indigenous peoples] shall likewise include peoples who are regarded as indigenous on
account of their descent from populations which inhabited the country, at the time of conquest or
colonization, or at the time of inroads of non-indigenous religions and cultures, or the establishment of
present state boundaries, who retain some or all of their own social, economic, cultural and political
institutions, but who may have been displaced from their traditional domains or who may have resettled
outside the ancestral domains (IPRA, Chapter II, Section 3h).”
Indigenous peoples‟ communities are found in the forests, mountains, lowlands and coastal areas of the
country and are in varied levels of socioeconomic development. They engage in a mix of production
systems including swidden farming, settled agriculture, hunting and gathering, livestock raising, fishing
and production and trade in local handicrafts. A common characteristic of indigenous peoples is their close
life” is deeply embedded in their existence. Indigenous peoples are among the poorest and most
marginalized sectors of Philippine society. They experience neglect and discrimination in the provision of
basic social services by the Government.
The Philippines is a culturally diverse country with an estimated 14-17 million Indigenous Peoples (IPs)
classified under eight major groupings that are further subdivided into more than 100 ethno-linguistic
groups spread out over the 60 provinces. These comprise nearly 15% of the total population of the country.
They are mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao
(61%), with some groups in the Visayas area.
They are among the poorest and the most disadvantaged social group in the country (like illiteracy,
unemployment and incidence of poverty are much higher among them than the rest of the population). IP
settlements are remote, without access to basic services, and are characterized by a high incidence of
morbidity, mortality and malnutrition. They displayed a variety of social organization, cultural expression
and artistic skills. They showed a high degree of creativity, usually employed to embellish utilitarian
objects, such as bowls, baskets, clothing, weapons and spoons. The tribal groups of the Philippines are
known for their carved wooden figures, baskets, weaving, pottery and weapons.
Negrito is used as a generic term for indigenous peoples with distinct physical features – short, dark skin,
curly hair – living in different regions of the Philippines from north to south. Around 30 groups of Negrito
have been identified. They live in dispersed groups throughout the country, including the Agta in the remote
forested areas of Cagayan in northern Luzon, the Dumagat people in the Sierra Madre Mountains in eastern
Luzon and along the Pacific coast down to the Bondoc and Bicol mountains. Cordillera IP groups
(collectively referred to as the Igorots of the Luzon uplands also account for a significant portion of the
indigenous population.
Others are found in western and southern Luzon, with larger populations living in the Zambales-Bataan
mountains (sometimes called Hambal, Aeta, Sambal), the Baluga in Pampanga and Tarlac, and in the
Southern Tagalog foothills.
Still other Negrito groups are the Ati in Panay and Negros, Palawan, Guimaras, Romblon and northern
Mindanao. Other smaller groupings of indigenous peoples are the Bugkalot or Ilongot, Ibanag, Gaddang,
Ikalahan and Isinai in the Caraballo Mountains of Nueva Vizcaya, Quirino and Nueva Ecija and the
Remontado of Rizal, Quezon, Negros and Sibuyan, and the Tumanduk of Panay (IWGIA 2008: 427-432;
ADB 2002: 7-8; Tebtebba 2004)
The “Mangyan” is a generic term for the indigenous peoples of the island of Mindoro and in Sibuyan island.
They are usually clustered into the northern Mangyan (Tadyawan, Alangan and Iraya) and the southern
Mangyan (Buhid, Taobuid and Hanunuo). There are also several indigenous peoples living in the islands
of Palawan. These are the Tagbanua (Kalamianen), Palaw-an, Molbog and Batak.
Some others like the Badjao, Iranun, Jama Mapun, Kalagan, Kalibugan, Maguindanao, Palawanon,
Maranaw, Molbog, Sama, Sangil, Subanen(Subanon), Tausūg, and Yakan people of the Philippines are also
indigenous people.
In Mindanao, the Lumads are composed of numerous indigenous peoples scattered throughout the
Mindanao island. There are 18 major Lumad groups namely:
Subanen, B‟laan, T‟boli, Mandaya, Mansaka, Tiruray, Higaonon, Manobo, Bagobo, Bukidnon, Tagkaolo,
Ubo, Banwaon, Kalagan, Dibabawon, Talaandig, Mamanwa and Manguangan. They live in the
mountainous areas of Davao del Norte, Davao del Sur, Bukidnon, Agusan del Norte, Agusan del Sur,
Surigao, Zamboanga, Misamis Oriental, Misamis Occidental, Cagayan de Oro, North Cotabato, South
Cotabato and Saranggani Province (KAMP 2002). To simplify, the Lumad may be clustered as follows: the
Manobo cluster, the BlaanT‟Boli-Tiduray cluster, the Mandaya-Mansaka cluster, the Subanen who live
largely in the hinterlands and coastal areas of the Zamboanga Peninsula; the Higaonon or “mountain
dwellers” in the plateaus of Bukidnon; and the Mamanwa in Surigao del Norte (Erni 2008)
2. Characteristics of Indigenous Peoples
A common characteristic of indigenous peoples in the Philippines is their close attachment to ancestral
land, territory and resources. Their view of the world that “land is life” is deeply embedded in their
existence. Land is the “territorial base that isindispensable as the living space for the community and its
sources of food and other needs” and is directly related to their culture and immediate environment. Land
is life to indigenous peoples. It is their abode since time immemorial. It is the material basis of their
collective identity and survival as indigenous peoples. Ancestral domain to the indigenous peoples is a
holistic concept encompassing not only the land but including its resources: the rivers, forests, the flora and
fauna, the minerals.

There is a broad diversity and flexibility in the forms of land ownership among indigenous peoples, from
communal to semi-communal to private. Rights to land are derived primarily through inheritance,
investment of labour and actual improvements on the land. Access to and control of land and resources are
traditionally regulated through customary laws, which the communities themselves evolved. Land is viewed
as a collective legacy to be maintained across many generations since it is the source of life and livelihood
for its occupants. Indigenous peoples‟ communities are generally situated in areas that are rich repositories
of high biodiversity. This is largely due to their sustainable practices in natural resource management which
have conserved the natural wealth of the land. Distinct indigenous knowledge systems on sustainable
management of resources continue to persist in varying degrees. Indigenous knowledge serves as a
collective set of guides in the use and management of resources within their
Right to Education. Indigenous peoples are the least served in terms of access to education, mainly due to
the remoteness of their ancestral domains, as well as poverty and the prohibitive cost of sending indigenous
children to school, and the discrimination experienced by indigenous children. Statistics show that nine out
of ten indigenous children in Mindanao have no access to education and many indigenous communities do
not have schools. Armed conflict between the Armed Forces of the Philippines (AFP) and the New People’s
Army (NPA) continues to be a serious threat in many IP areas. While some community-based organizations
and religious institutions have sought to provide alternative schools for IPs, there are reports that these
schools, as well as government-run daycare centers, have been used for the government’s military
counterinsurgency program called Oplan Bayanihan (the Internal Peace and Security Plan).
The Philippine Constitution, in recognition of this diversity and under the framework of national unity and
development, mandates state recognition, protection, promotion, and fulfillment of the rights of Indigenous
Peoples. Further, Republic Act 8371, also known as the “Indigenous Peoples Rights Act” (1997, IPRA),
recognized theright of IPs to manage their ancestral domains; it has become the cornerstone of current
national policy on IPs. 20
3. What are the possible challenges in handling the IP Learners ?
As teachers, you need to find out the possible challenges in handling varied IP learners. Their socio-cultural
beliefs and traditions vary as their location too. Their terrain, way of living, way of raising children, their
language and actions vary even ifthey belong to the same IP group. Thus, if they will be put in a
mainstreamed class, you, as the teacher, must be ready to accept that his/her classes are composed of unique
learners with different level of understanding, culture and tradition yet will belearning the same lesson. It
entails therefore a lot of creativity on your part to prepare varied instructional activities for the same lesson.
You must be familiar with contextualization, differentiated instruction, learning styles and multiple
intelligences of the learner for you have to put all the activities in the same lesson within the context and
locality of the learners and at key stage level without sacrificing quality and equality.
The following are suggested readings for you to explore and to discuss with your school head, colleagues
and friends. As you have your tea time, do find time to write relevant thoughts from your discussions.
a. Legal Bases (Philippine Constitution and IPRA 1997)
b. RA 10533 of the K to 12 BEP
c. DepEd Order 32, s. 2015 (Inclusion Program and Indigenous Peoples’ Education Program)
d. DO 32,s 2015- Adopting the IPED Curriculum Framework
e. DO 51, s 2014- Guidelines in the Conduct of Activities and Materials Involving Aspects of IP Culture
f. DO 3, s2017- Multi-Year Implementing Guidelines on the Allocation and Utilization of the IPED
Program Support Fund
g. DO 50, s 2016- Hiring Guidelines for the T-1 Positions in Schools Implementing IPED effective SY
2016-2017
h. DO 62,s 2011 National IPED Policy Framework

E. Activities and Assessment

HOUSE OF IDEAS
Synthesize what you have read through a graphic organize particularly a house. In each part of the house
indicate the following: learners’ needs, challenges, action and your role as a teacher.
LIFELINES
Read the situation below, and then do the steps that follow:An IP learner was displaced by disaster and
enrols in your school. At first the learner is active in your class but after a week of stay, it seems he falls
behind in your lessons. Your limited experience hampers you in reaching out to the students properly.
Do the following:
1. Write at least five steps that you will take in helping this learner. After writing the steps, consult your
colleague or anyone from your school and discuss the steps that you will l take.
2. From the consultation notes, write encouragement notes for that learner not to give up his/her studies.
LESSON SEQUENCE
Your next challenge is to make a lesson sequence for that IP student who has problems in language learning
and is displaced by a disaster like flood so that he/she can catch up with your lesson. As you prepare the
lesson sequence, always consult/confer with your seasoned co-teachers. Have your school head look into
the plan and ask discuss it with him/her. Be ready for modifications and have it signed by him/her. You can
use the matrix below to guide you in your lesson sequence.
If you think the matrix is not enough, you can add columns. Modify it. Remember, you know more your
student and I can see that you are more creative.
What are the appropriate teaching strategies that will be used to address the need interests, and experiences
of Indigenous People?

Name of Target skills Activities localized resources/

Student/ materials
grade level
 Vocabulary development • Vocabulary
sketch notes
• Discover the
power of words

F. Post-Test
Put a check (/) on the statement which you think is true of the Indigenous Peoples Education
Program and some IP characteristics. If not, mark it with X.
A. Indigenous Peoples Education Program
____1. Indigenous Peoples’ Education Program (IPED) address the special Educational needs of the
students from the different indigenous group.
____2. The IPED falls under the Student Inclusion Programs of DepEd.
____3. A teacher must always be ready to accept and teach an IP learner who may be displaced by
difficult circumstances like urban resettlement or disaster.
____4. A reflective teacher can inspire and change the life of an IP learner.
____5. An IP learner has a similar learning style and needs with other non-IPs.
____6. All strategies are applicable to IP learners.
____7. A teacher should stick to one strategy in teaching IPs.
____8. An IP learner should be isolated in the classroom so that teachers canrespond directly to his/her
learning needs.
____9. A teacher should allow an IP learner to mix with others during games andsports activities.
B. IP Characteristics
____1. One of the characteristics of the Indigenous People (IP) is their reverent attitude to their cultural
beliefs and traditions.
____2. The cultural beliefs and traditions of the IPs vary from place to place thus a teacher must be well
versed with the type of IPs in his/her locality.
____3. Everyone has an opportunity to be educated regardless of race, tribe, culture, traditions and
dialect.
____4. IPs can only learn through observation, repetition and practice.
Fill in the columns below to identify the characteristics and needs of IP learners and the possible
challenges and actions to address their needs.

Characteristics of Needs of IP Possible Possible Actions

the IP Learner Learner Challenges

Innocent and simple To be understood and Inability of learners to • Acknowledge the need
respect by others. easily adapt the of students to find a
 structured educational place of belonging
environment within school and
community.
• Recognizing the
student's desires to
connect with the
curriculum, or how it
is being taught.
• Building harmonious
relationships to both
teachers and IP
learners
Their family are Financial Their socio-cultural
among the poorest beliefs and traditions
and the most vary.
disadvantaged social
group in the country.

Distinct language, Right to have education Their way of living

political and and culture is
economic system different.