Focus on Gender, Needs, Strengths,

FIELD STUDY 1 Interests, Experiences Language, Race,

FS 1
Learning Episode 3 3 Culture, Religion, Socioeconomic Status,
Difficult Circumstances, and Indigenous
Peoples

OBSERVE, ANALYZE, REFLECT

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: Jasmin P. Lorejo Teacher’s Signature:

School: Bohol Island State University Grade/Year Level: BSED Mathematics 1-2
Subject Area: GE 2 Purposive Communication Date: October 04, 2021

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’ 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 participates actively? Who among them asks for the
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? Homogenously, 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 with 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: BOHOL ISLAND STATE UNIVERSITY

School Address: C.P.G. North Avenue, Tagbilaran City
Date of Visit: October 4, 2021

After my observation, discrimination does not foster in college.

For various reasons, some students were over the age limit. There is no gender bias
because students are free to express themselves. Despite having various religions, learners
appreciate each other and encourage the use of other languages, origins, customs, and
beliefs, and encourages the use of other languages, origins, customs, and beliefs.

Students in the front participated effectively in class discussions, although teachers

occasionally asked students at random, especially those in the back, to see if they were
paying attention. In activities and performance tasks, the majority of the students in the class
were quite engaging.

I noticed that the students in the back were distracted by their seatmates, whilst the
students in front remained focused. In group activities, students tend to brainstorm and
contribute ideas. Inside the classroom, students' attitudes vary depending on whether or not
they have listened to/understood the content. The students in front, particularly the girls,
were more attentive. Because the teacher does not want the student to feel pressured or
humiliated during class, she allows another student to respond. The student who was
unable to answer directly will develop an understanding and share his insight as well.

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?

In a classroom, the fundamental role of a teacher and students is to build

connections. In each lesson, the teacher serves as a guide for the students. The advisor
assists them with their language, cultural differences, gender awareness, religious, and
socioeconomic status needs. Students as a listener take an interest in a particular subject,
submits requirements as they participate in classroom activities. Yes, the class mayor acts
as the leader especially when their teacher is not around. Boys in class seem to be
attention seekers due to their jokes.
 What makes the learners assume these roles? What factors affect their behavior?

The learners may take on various roles; however, it is based on the task/attitude
of the teachers. The elements that influence their behavior are how the teacher manages
their class, as well as how the teacher interacts with and influences the students.

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 others? How is this shown?

Yes, there are some reasons for this, including their degree of intelligence and
miscommunication. Some individuals struggle to cope, but they are not dismissed.
Teachers prioritize them by asking questions and providing answers to ensure that no one
lags.

What does the teacher do to address issues like this?

The teacher addresses the student's problems directly. Flexibility and adaptability
were demonstrated to determine which type of learning modality is most suited to the
learner. In daily discussions, strategies were implemented and enhanced. One of the most
effective methods that our school employs is the use of online platforms such as Facebook
Messenger and Google Classrooms to handle online classes in both synchronous and
asynchronous modes.

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

Different learning styles were developed to influence the class, despite its
differences, to interact. The school is also distributing modules offered by the Division of
Bohol to students who do not have access to the internet or do not own a device. The
module supplied is comprised of four components: general education, targeted instruction,
which presents instructional and evaluation practices that teachers can utilize for their
entire class that are beneficial for students in tough circumstances; Individualized
Intervention introduces instructional and assessment strategies that teachers can use for
identified learners in difficult situations who require supplemental support;
Finally, our school provides an offline center for students who want to experience digital
learning but do not have access to the internet. The student can simply arrange a visit to
our school and utilize our computers at a predetermined period.
 4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

The teacher employs tactics in many areas, including gender and LGBT issues.
The school meets its needs by creating a safe and affirming educational environment.
Addressing their needs, particularly those related to linguistic and cultural difficulties. It is
necessary to be innovative and resourceful. Being innovative, resourceful, and thinking
beyond the box can aid our low-income students both inside and outside of the classroom.
If teachers and students collaborate despite their differences, diversity will be present.
Knowledge and comprehension, as well as respect for the different features and
experiences of learners, must be acquired holistically.

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 learner?

I was pleased to observe how the students performed well and were disciplined by
the teacher. As soon as the bell rings, students rush to their seats and sit up straight.
Every class discussion demonstrates student unity. Both sides collaborate on
questions and ideas to effectively clarify and understand the lesson.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
Talents

Resource Teacher: Jasmin P. Lorejo Teacher’s Signature:

School: Bohol Island State University Grade/Year Level: BSED Mathematics 1-2
Subject Area: GE 2 Purposive Communication Date: October 05, 2021

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 the 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 the 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: BOHOL ISLAND STATE UNIVERSITY

School Address: C.P.G. NORTH AVENUE, TAGBILARAN CITY
Date of Visit: OCTOBER 5, 2021

Students have various talents and abilities that are demonstrated during the class
discussion. Some students are keenly aware of visual activity. Others obtained
knowledge through auditory and performance means.

Students do well in class, especially when they have the materials they need.
Some students find a way to excel at every task and become quick learners. Students
who do well are very engaging and always ask questions when they are unsure. Students
that fall behind are those who do not have the confidence to listen or ask questions in
class. There could be several factors for the students' poor behavior in class.

Because students have multiple intelligences, they must modify and be adaptable
in their learning styles. Every conversation included strategies. Yes, it is an interactive
discussion, but we cannot deny that there are barriers.

A typical student will listen and comply directly, whereas a student with individual
needs will become sidetracked and rapidly lose interest. Regular students are flexible
and fast learners, which explains why they are dependent, whereas special students
require guidance in every task, patience, and understanding because they progress
slowly.

Regular students engage and collaborate well with their peers, whereas students
with special needs only interact when they are in a good mood. Teachers give learning
resources that are tailored to their students' intelligence and interests.

The teacher uses a variety of methods. The audio-visual learning modality is

appropriate for the class because they were shown a video clip of a topic and were able
to understand and perform tasks well.
ANALYZE
1. Did your observation match the information given by the teacher?
Yes, all information matched.

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?
Fifty percent of the class demonstrates collaboration across networks and leadership
through impact, flexibility, initiative, oral and written communication, and information access
and analysis. All of this is the result of curiosity and imagination, as well as a lot of hard work
in class, which is why they stand out. Thirty percent of the students felt energized and
motivated. Twenty percent of the class is still undecided or requires assistance.

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 differentiate instruction?
If yes, describe how.
One of the learning modes used was audio-visual, which kept students focused and
entertained while they learned. As part of the process of making education accessible to all
students, the instructor uses differentiation to identify students' particular learning
requirements rather than employing one technique to meet everyone. The instructor also
adopts a holistic view of students' needs because they take into account a wide range of
elements that influence students' ability to learn. As the topic progresses, the students
respond actively. Yes, the teacher uses a variety of strategies and materials, as well as
preparation, to increase interest in each learning profile.

REFLECT
1. Recall the time when you are 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?
I recall our previous teacher dealing with kids of varying skills. Since my high school years,
we have been mixed in class, with students ranging in grade point average from highest to
lowest. Yes, our teacher was effective because she collaborated with each student's
groupings. This will assist both students and teachers by making each lesson easier.

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
As long as it is relevant to the learners' needs, I must be capable of collaborating across
networks and leading through influence, adaptability, initiative, oral and written
communication. As a future educator, I must be adaptable in every learning activity and give
many learning modalities that are appropriate for my students.
OBSERVE, ANALYZE, REFLECT
Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Jasmin P. Lorejo Teacher’s Signature:

School: Bohol Island State University Grade/Year Level: BSED Mathematics 1-2
Subject Area: GE 2 Purposive Communication Date: October 05, 2021

To realize the Intended Learning Outcomes, work your way through these steps,

1. Ensure that you have reviewed the no.3 Focused on Indigenous People in the Learning
essentials of Episode 3.
2. Observe a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hunguduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Turukan Primary School,Capas Tarlac
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 for Living Traditions, Brgy. Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School for Living Traditions, Lake Sebu, South Cotabato
i. Daraghuya-Bukidnin Tribal Community School, Dawangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. 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 People in the Philippines
videos. There are several available on YouTube. You can start with this video by DepEd:

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 on 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 visiting a school, have these
questions in mind as you are watching the videos and interviewing them too.

1. Before you observe, read about the specific IP group school you will visit. Know their
norms and customary greetings. This will help you blend in with 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 is involved in teaching the learners?
5. Observe how the teaching-learning process happens. 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 the 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 in the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT

Name of the School Observed: BOHOL ISLAND STATE UNIVERSITY

School Address: C.P.G. NORTH AVENUE, TAGBILARAN CITY
Date of Visit: OCTOBER 06, 2021

According to the photos and articles, learning environments are improving their resources
and becoming more active online. In this time of the pandemic, we are challenged to achieve
distance learning implementation. I saw a movie in which students collaborated ideas in
tasks and demonstrated teamwork. To develop intellect, some teachers allow their students
to perform inside the classroom.

Teachers also encourage students to get out of the classroom and into the community.
Teachers and faculty personnel are in charge of the students and the administration of the
school. Teachers provide learning materials, and students respond to weekly tasks.
Teachers make learning activities unique and participatory by employing a learning modality
that is appropriate for their students. A teacher will immediately share a lesson with students,
while students can approach their mentors without hesitation. They are learning with paper
and illustrations, which are provided by the DepEd as a guide.

The curriculum has been created to include developmentally appropriate content and
pedagogies that are congruent with how children think, learn, and interact with others. The
curriculum and its delivery mechanism emphasize fundamental skill development, content
integration, and play.
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 Yes, practices were shown since the students to wear
their proper attire to represent their culture and
understanding of the beliefs.
community’s beliefs and
practices? Cite examples
2. Does the school show
Yes, they show respect by giving/ allowing students to
respect for the community's
participate in their prayer schedule and other
expression of spirituality?
concern
How?
3. Does the school foster in the
indigenous learners a deep Yes, since freedom is practiced at all levels no matter
appreciation of their identity? what cultural differences.
How?
4. Does the curriculum teach
skills and competencies in
The curriculum teaches them to develop and protect
the indigenous learners that
their ancestral domain and culture by allowing
will help them develop and
them to express themselves to their beliefs.
protect their ancestral
domain and culture?
5. Does the curriculum link new
concepts and competencies Yes, new concepts were implemented and helps in
to the life experience of the making learning easy and comfortable.
community?
6. Do the teaching strategies
help strengthen, enrich, and
The implemented strategies create a big impact on
complement the
students since they strengthen their faith and knowledge.
community’s indigenous
teaching process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community It maximizes the use of ancestral domains by developing
as relevant settings for the community and encouraging the indigenous peopled to
learning in combination with participate in making progress.
classroom-based sessions?
Cite examples.
 8. Is cultural sensitivity to All cultural sensitivity was coordinated by the school/
uphold culture, beliefs, and NGO's in achieving progress holistically.
practices, observed and Culture is respected in school and community.
applied in the development Beliefs and practices are promoted to gain freedom.
and use of instructional With the use of instructional materials, many can be
materials and learning diversified and grow as one.
resources? How?
9. Do assessment practices Assessment practices consider community values and
consider community values culture since they will provide measurable data
and culture? How? about real organizational values

10. Do assessment processes Higher-order thinking skills will be tested by the higher
include the application of assessment process because the level of intelligence will
higher-order thinking skills? be determined and reflected.

What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?
The school and the government must support indigenous peoples' rights to quality
education, health, infrastructure, livelihood, and peace and order. Education for all, including out-
of-school adolescents, must be promoted. Request government aid in the form of educational
facilities and financial assistance.
REFLECT
Reflect based on your visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
I have learned that indigenous people are inheritors and practitioners with their unique
cultures since they have their way of living. Codes of manners, dress, language, religion, rituals,
art. They only follow according to their beliefs and culture with the help of people and
environmental influences. They are close-minded and don't want another way of living. Their
lifestyle depends on how they are trained
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
After visiting the school with indigenous learners I did appreciate how they show respect
and are well accommodating when they have visitors. I have seen in the video that they greeted
the teacher properly and behaves well when there is someone new to them. They guide the
visitors when they want to go somewhere at school.
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous people by treating them equally, teaching them
with all that I can, and sharing life lessons that they can apply for professionalism to improve their
lifestyle.
 3.2 Uphold and celebrate their culture, beliefs, and practices by promoting one’s belief
and culture, joining festivities, support financial and materials needs.
3.3 Advocate for indigenous people’s education by supporting the celebration of the
International Day of the World’s Indigenous Peoples. As UNESCO manages knowledge and
promotes effective practices, such as the Effective Literacy Practices for Indigenous Peoples
Platform developed by the UNESCO Institute for Lifelong Learning. We must collaborate with
partners to ensure that the right to education for indigenous peoples is respected, protected, and
fulfilled. This includes monitoring the right to education for all and to remove the barriers that limit
the presence, participation, and achievement in the education of indigenous peoples.

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’
difference’s ability levels.
To get a comprehensive perspective of students, a wide range of elements that influence
students' interest and capacity to learn must be included. Beyond formal identifications of students
in our classrooms, we must consider students as individuals in need of guidance. Collaboration
in the classroom to handle a wide range of skills and talents. This will guide children with special
needs to collaborate with both a teacher and a student, as some favor collaborative environments
and others prefer individual work. Encourage diversity because students bring a variety of cultural
and social experiences and assets to the school. One must be adaptable and adaptable to diverse
home and family situations.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1 - The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides a
social, psychological, and physical environment supportive of learning.
Name of FS Student: Date Submitted:
Year & Section: Course:
Learning Episode Excellent Very Satisfactory Satisfactory Need
4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or
Observation questions/tasks observation observation more
Sheet completely questions/tasks questions/tasks observation
answered/accomplish not not questions/task
ed. answered/accom answered/acco s not
plished. mplished. answered/acc
omplished.
Analysis All questions were All questions were Questions were Four (4) or
answered completely; answered not answered more
answers are with completely; completely; observation
depth and are answers are answers are not questions
thoroughly grounded clearly connected clearly were not
on theories; grammar to theories; connected to answered;
and spelling are free grammar and theories; one answers not
from error. spelling are free (1) to three (3) connected to
from errors. grammatical/sp theories; more
elling errors. than four (4)
grammatical/s
pelling errors.
Reflection Profound and clear; Clear but lacks Not so clear Unclear and
supported by what depth; supported and shallow; shallow; rarely
were observed and by what were somewhat supported by
analyzed. observed and supported by what were
analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in the reflected on in reflected on in
learning outcomes; context of the the context of the context of
Complete, well- learning the learning the learning
organized, highly outcomes; outcomes. outcomes; not
relevant to the learning Complete; well Complete; not complete; not
outcome. organized, very organized, organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
 Submission Submitted before the Submitted on the Submitted a Submitted
deadline. deadline. day after the two(2) days or
deadline. more after the
deadline.
COMMENTS Over-all Score Rating
(based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
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-below

JOYLENE MACABENTA OCTOBER 19, 2021

Signature of FS Teacher above Printed Name Date