Ep3 - Fs1 Gomez

Field Study 1 (Observation of Teaching-Learning in Actual School Environment)
FIELD Focus on Gender, Needs,

LEARNING
STUDY EPISODE Strengths, Interests, Experiences
1 Language, Race, Culture, Religion,
Socio-economic Status, Difficult
FS 1 3 Circumstances, and Indigenous
People
SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in gender, racial, culture
and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
use in addressing the learner’s needs toward effective teaching and learning.
TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
⮚ Describe the characteristics and needs of 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 (PPST 3.1.1); and
⮚ Demonstrate openness, understanding, and acceptance of the learners’ diverse needs
and background.
REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC 2019).
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the

learning content, activities and assessment to the different characteristics, abilities,
interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences

b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, child labor.
1
Learning Episode 3: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers assure the students that their
gender identity, culture and religion are respected, their strengths are recognized, and
their needs will be met. These teachers declare to all that everyone has the chance to learn
and succeed. They create a learning community where everyone can work together and
contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

● use strategies to build a caring community in the classroom
● model respect and acceptance of different cultures and religion
● bring each student’s home culture and language into the shared culture of the
school
● provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples start with a keen awareness
of one’s own identity, including one’s belief and culture practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one’s life and the community, real and virtual. Similarly, learners from indigenous
group carry with them their beliefs, views and culture practices. One’s attitude needs to
be that of openness and respect. Come in not with the view that one’s own culture is
superior, We approach with sincere willingness and deep interest to know and
understand the indigenous peoples’ culture. We aim to make teaching-learning
facilitative rather than imposing.
a. From your professional education subjects/courses, most like you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethno-linguistic groups, majority of which is in Mindanao, some in
Northern Luzon and fewer in the Visayas, (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples group which have several smaller ethnic groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangyans, and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law.
However, years later, so much still has to be done to imrpve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s, 2015. Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful
for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, s, 2015 enclosure, pp. 15-
18).
1. Curriculum Design, Competencies and Content. Interfacing the

national curriculum with Indigenous Knowledge systems and practices
(IKSPs) and Indigenous Learning systems(ILS) the design of a culturally
appropriate and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the
community’s world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as
part of the curriculum context.
2
c. Affirms and strengthens indigenous cultural identity.
3
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and

indigenous languages.
e. Emphasizes competencies that are needed to support the
development and protection of the ancestral domain, the vitality of
their culture, and the advancement of indigenous peoples’ rights and
welfare.
f. Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling
meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and
responsive curriculum recognizes that the ancestral domain where IKSPs
are experienced, lived, and learned is the primary learning environment
and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning
resources shall be developed and utilized in line with the described
curriculum content and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of
the community and shall be developed with their participation.
4
OBSERVE, ANALYZE, REFLECT

Activity 3.1
Observing differences among learners’ gender, needs, strengths, interest, and
experiences; and differences among learnings’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.
Resource Teacher: Teacher’s School:

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:
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 term of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside an outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
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
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 help him? Or do they raise their hands, so that the teacher will call
them instead?
Outside class:
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1. How do the students group themselves outside class? Homogenously, by age? By

gender? By racial or ethnic groups? By their interest? Or are the students in mixed
social groupings? If so, describe the groupings?
2. Notice students who are alone and those who are not interacting. Describe their
behavior
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to
the following factors:
● Gender, including LGBT
● Language and cultural differences
● Differences in religion
● Socio-economic status
OBSERVATION REPORT
Name of the School Observed: Antique Integrated School

School Address: San Jose De Buena Vista, Antique
Date of Visit: September 9-10, 2024
This classroom observation reveals a dynamic primarily

focused on individual student engagement with assigned
activities, with limited interaction between students. While
the teacher interacts equally with all students, there is a
noticeable absence of peer collaboration or support. The
classroom environment is characterized by a lack of
consensus on environmental preferences, particularly
regarding lighting, creating potential for discomfort. A
contrast in behavior is observed between students seated at
the front and back of the classroom, with the former
exhibiting a range of disruptive behaviors and the latter
generally maintaining a quieter demeanor. Furthermore,
students who seek assistance from the teacher often exhibit
a reluctance to complete the assigned tasks, potentially due
to a lack of motivation or perceived difficulty. Outside the
classroom, student interaction is limited due to parental
supervision, restricting opportunities for social grouping
based on age, gender, or shared interests. Two students,
exhibiting solitary behaviors, demonstrate potential
communication challenges and sensitivity to physical
contact, requiring further attention and support.
6
The observed classroom presented a traditional layout with desks arranged in neat rows facing the front,
a whiteboard for instruction, and a large smart TV used for both educational content and rewards. The
teacher's table, adorned with lesson plans, student work, and personal items, reflected a busy and
personalized learning environment. The teacher demonstrated a playful and engaging approach,
incorporating singing, dancing, and energizers into the learning process. However, the students
exhibited behaviors indicative of a lack of focus and classroom management challenges, including
shouting, inattention, and a short attention span. While the teacher's efforts to create a fun and
interactive environment were evident, the classroom dynamics suggested a need for clearer
expectations, consistent consequences for disruptive behavior, and more structured learning activities to
promote sustained engagement and academic progress. The student who covered her ears when she
heard a noise might have sensory sensitivities, highlighting the need for individual support and
classroom adjustments.
ANALYZE
1. Identify the persons who play key roles in the relationship and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker an attention seeker, a little, 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 the
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 student?
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 learner?
•Observing this classroom, I felt a mix of energy and unease. The teacher's enthusiasm and playful
approach were infectious, creating a lively atmosphere. It was clear they were trying to connect with the
students and make learning fun. However, the students' behavior, characterized by shouting,
inattention, and a short attention span, painted a different picture. While the teacher's efforts to create a
fun and interactive environment were evident, the lack of focus and classroom management challenges
made it difficult to perceive a sense of oneness or unity. The students' diverse behaviors and the
teacher's struggles to maintain control created a fragmented learning experience.
The student who covered her ears highlighted the need for individual support and adjustments. This
classroom, while filled with good intentions, needed a balance between fun and structure to create a
truly effective learning environment.I believe that a more structured approach, combined with clear
expectations and consistent consequences for disruptive behavior, could help foster a greater sense of
unity and focus among the students. This would allow the teacher's enthusiasm to shine through and
create a more productive learning experience for everyone.
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Activity 3.2
Observing the differences among learners with disabilities, giftedness, and talents

Signature:
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 physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs for 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.
6. Reflect on your experience.
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OBSERVE
Use the observation guide provided for you to document your observation.
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 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:
The classroom observation reveals a diverse range of abilities and

learning styles among the students. Some students demonstrate
independence and eagerness to engage, while others exhibit a
lack of focus and require additional support. The teacher's
insights confirm the diversity of needs within the classroom,
highlighting the need for individualized approaches to learning.
The teacher's playful and engaging methods, while encouraging,
seem to struggle to maintain focus and address the diverse
learning needs of the students. The observation will focus on the
special needs teacher's methods for addressing the individual
learning needs of students in their class, particularly in the context
of behavioral management. This will involve analyzing the
teacher's strategies for creating a positive and supportive learning
environment, implementing behavior management techniques, and
differentiating instruction to meet the diverse needs of students
with disabilities. The goal is to understand how the teacher
effectively addresses behavioral challenges while fostering a
sense of inclusion and promoting academic success for all
students.
9
ANALYZE
1. Did your observation match the information given by the teacher?
•Yes, the observation largely aligns with the information provided 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.
•The classroom exhibits a range of ability levels, with some students demonstrating
independence and others requiring additional support. To effectively differentiate
instruction, the teacher should implement strategies such as tiered assignments,
small group instruction, and individualized learning plans to address the unique needs
of each learner.
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 teacher employed a variety of methods to address the students' diverse abilities,
including playful engagement and encouragement. While most students responded
respectfully once called upon, their initial lack of attentiveness suggests a need for more
targeted strategies. The observation did not indicate that the teacher employed
differentiated instruction, highlighting a potential area for improvement in meeting the
individual learning needs of the students.
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?
•Reflecting on my own school years, I experienced a significant shift in my academic

performance. While I excelled in elementary school, earning honors, I found myself
struggling in high school. This transition brought about a new perspective on how
teachers addressed differences in abilities. My elementary teachers, accustomed to a
more homogeneous group, primarily focused on providing enrichment opportunities
for high achievers while offering additional support to those who needed it. However,
in high school, the diverse range of abilities became more pronounced, and my
teachers often struggled to cater to everyone's needs effectively.
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
•In God's perfect timing and if He wills it, I aspire to be an effective teacher. To achieve this, I believe I
will need a deep well of patience and understanding to meet the diverse needs of learners. Empathy
and compassion will be crucial for connecting with each student and fostering a sense of belonging in
the classroom. I will strive to be a lifelong learner, constantly seeking new knowledge and strategies to
enhance my teaching practice. I will rely on my faith to guide me, trusting that He provide the wisdom
and strength to make a positive impact on the lives of my students.
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OBSERVE, ANALYZE, REFLECT

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

Signature:
To realized 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 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 Priimary School, Capas Tarlac
d. Manyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan ng Angkop sa Kulturang Aalagaan (PAMANAKA),
San Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools for 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, Malaybay,
Bukidnon
j. Bayanihan Elementary School, Marilog, Davao
k. Lumad Bakwit School, UP Diliman, Quezon City
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:
DepEd Indigenous Peoples Educationb Office, National Indigenous Montyh (October) Video,
2013. Retrieve from http://www.youtube.com/watch?v=FsMjgQNz2y
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.
11
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 observations report here.

OBSERVATION REPORT
Name of the School:

School Address:
Date of Visit:
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Curriculum Design, Competencies, Answer each question based on your

and Content 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

leamers a 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 and 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’s
knowledge system and practices and rights in schools?
13
REFLECT
Reflect base on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
2. What did you appreciate most from your experiences 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...

3.2 Uphold and celebrate their culture, beliefs, and practices...
3.3 Advocate for indigenous people education ...
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.
14
LINK Theory to Practice

Directions: Read the items gives below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best 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. implication of student diversity?
3. What is a teaching-learning
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous 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 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 child try harder, rather than give up?
A. Simuwerte ka ngayon dito sa text, ha?
B. Hindi ka talaga magaling dito sa paksang ito
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito
para, no? lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito, Maari kitang tulungan.
15
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 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 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
16
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 3 Focus on Focus on Gender, Needs,
Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-economic
Status, Difficult Circumstances, and Indigenous Peoples
Learning Outcomes: *describe characteristics and needs of learners from diverse backgrounds *
identify the needs of student with different levels of abilities in the classroom * identify best
practices in differentiated teaching to suit the varying learner needs in a divers class (PPST
3.1.1) *demonstrate openness, understanding, and acceptance of learners diverse needs and
backgrounds
Name of FS Student Date Submitted
Year & Section Course
Learning Episode Excellent Very Satisfactory Needs

4 Satisfactory 2 Improvement
3 1
Accomplishment All observation One (1) to two (2) Three (3) Four (4) or
Observation questions/tasks observation observation more
Sheet completely questions/tasks questions/tas observation
answered/acco not ks not questions/tasks
mplished. answered/accompl answered/ac not
ished complished answered/acco
mplished
Analysis All questions All questions were Questions Four (4) or
were answered answered were not more
completely; completely; answered observation
answers are answers are completely; questions were
with depth and clearly connected answers are not answered;
are thoroughly to theories; not clearly answers not
grounded on grammar and connected to connected ton
theories; spelling are free theories; one theories; more
grammar and from errors. (1) to three than four (4)
spelling are free (3) grammatical/
from error. grammatical/ spelling errors
spelling
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; supported and shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed analyzed
and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is Portfolio is not
reflected on in reflected on in the not reflected reflected on in
the context of context of the on in the the context of
the learning learning context of the learning
outcomes; outcomes. the learning outcomes; not
Complete, well- Complete; well- outcomes. complete; not
organized, organized, very Complete; organized, not
highly relevant relevant to the not relevant
to the learning learning outcome organized,
outcome relevant to
the learning
outcome
17
Submission Submitted Submitted on the Submitted Submitted two

before the deadline after the (2) days or
deadline deadline more after the
deadline
COMMENT/S Rating:
Over-all Score (Based on
Transmulation)
TRANSMULATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 16 15 14 13-12 11 10 9-8 7-

18 below
Grade 1.0 1.25 1.5 1.75 1.75 2.00 2.75 2.50 2.75 3.00 3.5 5.00
99 96 93 93 90 87 78 81 78 75 72 71 -
below
Signature of FS Teacher above Over Printed Name Date
18

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Field Study 1 (Observation of Teaching-Learning in Actual School Environment)

FIELD Focus on Gender, Needs,

SPARK Your Interest

TARGET Your Intended Learning Outcomes

⮚ Describe the characteristics and needs of learners from diverse backgrounds;

REVISIT the Learning Essentials

c. Differentiated instruction is a student-centered approach that aims to match the

a. Differences in learners’ gender, needs, strengths, interests, and experiences

Teachers who celebrate and leverage student diversity in the classroom:

3. Focus on Indigenous Peoples

1. Curriculum Design, Competencies and Content. Interfacing the

c. Affirms and strengthens indigenous cultural identity.

d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Teacher’s School:

An Observation Guide for the Learners’ Characteristics

1. How do the students group themselves outside class? Homogenously, by age? By

Name of the School Observed: Antique Integrated School

This classroom observation reveals a dynamic primarily

Resource Teacher: Teacher’s School:

An Observation Guide for the Learners’ Characteristics

1. Observe the class to see differences in abilities of the learners.

Name of the School Observed:

The classroom observation reveals a diverse range of abilities and

•Reflecting on my own school years, I experienced a significant shift in my academic

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Teacher’s School:

An Observation Guide for Indigenous Peoples Education

Write your observations report here.

Name of the School:

Curriculum Design, Competencies, Answer each question based on your

3. Does the school foster in the indigenous

4. Does the curriculum teach skills and

6. Do the teaching strategies help strengthen,

8. Is cultural sensitivity to uphold culture,

10. Do assessment processes include

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

3.1 Be open to and respect indigenous peoples...

SHOW Your Learning Artifacts

LINK Theory to Practice

8. Which of the following demonstrates differentiated instruction?

9. Which teaching practice gives primary consideration to individual differences?

EVALUATE Performance Task

Learning Episode Excellent Very Satisfactory Needs

Submission Submitted Submitted on the Submitted Submitted two

TRANSMULATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Over Printed Name Date

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