3

FIELD STUDY 1

FS 1
Focus on Gender, Needs, Strengths,
LEARNING Interests, Experiences Language, Race
EPISODE Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous
Peoples

SPARK Your Interest

Episode 3 provides an opportunity to observe how

differences in gender, racial, cultural 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
learners' 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 backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:
Principles of Development
Development and learning proceed at varying rates from child to child, as well as at uneven rates across different area
Development and learning are maximized when learners are challengedat a level just above their current level of mast
Differentiated instruction is a student-centered approach that aims to match the learning content, activities and assessm
 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, and child labor.
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 religions
 bring each of the 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 starts with a keen awareness of one's
own identity, including one's beliefs and cultural 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 groups carry with them their
beliefs, views and cultural 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 the 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 likely 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 groups 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 improve 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.
c. Affirms and strengthens indigenous cultural identity.
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.
 OBSERVE, ANALYZE, REFLECT

Observing differences among learners' gender, needs,

strengths, interests, and experiences; and differences among
ACTIVITY 3.1 learners' linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Resource Teacher: Josephine C. Cabasag Teacher’s Signature School:

Grade/Year Level: Grade 7 Subject Area:MAPEH 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 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 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'

Read the following carefully before you begin to observe. Then write your observation report on the space prov
1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious, and ethnic

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one another and wit
 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 participates 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 the 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
 OBSERVATION REPORT

Name of the School Observed: DAPITAN CITY NATIONAL HIGH SCHOOL

School Address: LAWAAN, BANONONG DAPITAN CITY
Date of Visit: September 23, 2024

There are a total of 39 students in the class, 16 boys and 23 girls with age ranges
from 11 to 13. 80% of the class are Roman Catholic while the rest have different Christian
religion. Their height goes from 3’9 to 5’0 and about 10% are bi-racial.

During Class:

The class is very noisy and competitive, the smart students compete to determine
which answer is the most valid and correct answer. While the others just wait until they are
done. But debating is the class’s favorite activity. Some of the students’ answer, but some
don’t, but they just raise their hand and the teacher helps them answer. The teacher calls
out the students behind because she knows that these kids are not paying attention. The
quiet students or the ones who are quiet in general do their normal students’ stuff, some
listen to music, some stay at the back playing games on their phones, and others watch
anime and read their books.

Outside Class:

The students group themselves based on their interests, some are interested in K-
POP and Foreign Pop Culture, and others are grouped because they played the same online
games. A student who’s not interacting with anyone is the introvert and still adjusting. The
student is still waiting for someone to approach him first, and still trying to learn his new
environment. Since, they’re still on the 7th grade, they are on their adjusting period.
 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?

There was a joker in the class who’s always kidding and joking. He hangs around with every
classmate, asks for food because he’s lazy. There was also a top student who also serves as the leader of
the class always try to tell the class to keep quiet although not all listen to her. There was also a student
who acts as the secretary of class even though she’s really not. The teacher always asks her to write the
assignments on the board, collect printing fees and the one who write the names of the stubborn students
and the students who don’t wear shoe socks.

What makes the learners assume these roles? What factors affect their behavior?

2. Is there anyone you observed who appears left out? Are students who appear "different?"
Why do they appear different? Are they accepted or rejected by the others? How is this shown?

There was no student who I’ve observe being left out or different. The students celebrate differences and create bond with
each other.

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual differences of
the students?

The teacher influences the students to be supportive of each other and to respect each other’s’
differences by being mindful and careful of their words, and to be available for each other as
friends who are willing to help and be their emotional support. In addition, the teacher
encourages the students accept and appreciate each other’s opinion and belief about a certain
matter, as well as their interest, hobbies and preferences.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
The teacher makes sure that she is aware of students’ individual differences through
understanding their backgrounds, learning styles, hobbies and interest. The teacher establishes
friendly relationship with her students and encouraging them to be open for communication
while fostering respect in the classroom by letting them to talk about their cultural
backgrounds. The teacher also tries to integrate celebration of cultural differences in every
lesson in any way she can, for instance employing activities that allow the students learn about
each other’s culture such as sharing, role playing
REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learne?
 Observing differences among learners with disabilities,
ACTIVITY 3.2 giftedness, and talents

Resource Teacher: Teacher’s Signature Date:

School: Grade/Year Level: Subject Area:

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

An Observation Guide for the Learners'

Read the following carefully before you begin to observe. Then write your observation report on the space prov
Observe the class to see the differences in abilities of the learners.
Try to identify the students who seem to be performing well and those that seem to be behind.
Validate your observations by asking the teacher about the background and needs of the learners.
Observe the behavior of both regular students and those with special needs. Note their dispositions, pace in accomplishi
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:
OBSERVATION REPORT
(You may include photos here)
 ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.
1. Does the school foster a sense
of belonging to one's ancestral
domain, a deep understanding
of the community's beliefs and
practices. Cite examples
2. Does the school show respect
of the community's expression
of
spirituality? how?
3. Does the school foster in the
indigenous learners 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
peoples knowledge systems and practices and rights in schools?
 REFLECT

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

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

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

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

3.1 Be open to and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students' different ability levels.
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her 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.
3. What is a teaching-learning implication of student diversity?
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
a child try harder, rather than give up?
A. Sinuwertekangayonditosa test, ha?
B. Hindi katalagamagalingditosapaksangito, 'no?

C. Nakikitakonakailanganmongmaglaan ng mas mahabangpanahonsapaksangito para

lubosmongmaunawaanito.
D. Nahihirapankasapaksangito. Maarikitangtulungan.
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
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 3 Focus on Gender, Needs, Strengths, interests,
Experiences Language, Race, Culture Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous Peoples.
Learning outcomes: described the characteristics and needs of learning from diverse backgrounds •
identify the needs of students with different levels of abilities in the classroom • identify best practices in
differentiated teaching to suit varying learner needs in a diverse class (PPAT 3.1.1) • demonstrate
openness, understanding, and acceptance of the learners’ diverse needs and backgrounds.

Name of FS Student: Date Submitted:

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

COMMENTS Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 - bellow
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 - Bellow