TOGUPEN JEREMY R. - FS 1 Learning Episode 3
TOGUPEN JEREMY R. - FS 1 Learning Episode 3
Episode 3 provides an opportunity to observe differences in gender, racial, cultural and religious
backgrounds, including coming from indigenous groups that 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.
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. 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 sensitivity and empathy. They remember that the learners respond and
perform at different levels. The teachers assure the students of 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.
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College of Teacher Education
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, the 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
nights 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 8321, in 2015 Depled 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
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.
Activity 1. Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
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 ask for most help"
5. When a student is called and cannot answer the teacher's question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by gender?
by racial or ethnic groups? By their interests? Or are the students in mixed social
groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior
Interview the teachers and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask about the
strategies they use to help these learners cope.
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College of Teacher Education
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:
OBSERVATION REPORT
(You may include pictures in your observation report)
1. In the classroom that I observe there are 50 students in grade 5 and 21 students in grade
2.The grade 5 students are at the age of 10 to 11 while the grade 2 students are at the age of
7. Most of the students are Born Again. The origin of the student when it comes to ethnic
background are mixed, there are Bago, Igorot, kapampangan, tagalog and ilokano.
During Class
1. In my case there are 4 interactions in the classroom, why? Because I observe that they
perform all the four types of interaction inside and outside of the room.( 1) teacher-student
interaction, (2) teacher- students interaction, (3) students- teacher interaction, and lastly (4)
students-students interaction. Basically, all of the students interact with their teacher
because the students feel comfortable communicating with that teacher.
2. Yes they are, as I observe the students at the back more likely doesn;t talk that much,
they’re just minding their own business while the students in front are talkative.
3. The relationships between the learners are like brothers and sisters. When they fight they
fight but after that they are okay again like there is nothing between them. They treat each
other with respect as they respect themselves. As I said that sometimes we can't prevent that
competition in a room. For example, in praying , everyone wants to lead the prayer but only
one will lead so when the one students chosen they will follow.
4. I think everyone is actively participating in the class and everyone is also asking questions
to the things they don't understand like the deep tagalog word or the meaning of the word.
5. Bothe yes , the students help each other in need
Outside the class
1. They group themselves outside the class by going out with friends
2. They are students who are excluding themselves when other classmates talk to each other,
they are just in the corner observing the surroundings quietly
Interview the teacher
● Gender, including LGBT
He has one student who are part of LGBT and he doesn’t excluded it but he remain treat it
equal as he treat other students
● Language and cultural differences
Most of his students speak tagalog so when they talking they use tagalog
● Differences in religion
Almost of his students are born again so there's nothing different
● Socio-economic status
80% of his students are in the middle status of socio- economic status
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College of Teacher Education
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College of Teacher Education
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College of Teacher Education
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College of Teacher Education
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College of Teacher Education
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College of Teacher Education
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play" Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
What makes the learners assume these roles? What factors affect their behavior?
I don't know maybe that’s really their personality in and out or they are given a task to
make them do what they are doing. Sometimes they took advantages of that but it's too
much to handle when they know that it's okay
2. Is there anyone you observed who appeared left out? Are students who appear "different?"
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
I don’t think so because everyone is communicating with others, also their advisers make
sure that no one is left out. In my opinion why they feel like that, maybe because they don’t
feel comfortable or they are just adjusting to the environment. Most of the students feel like
this are the transferred ones or start of the school year
Make the teacher feel that the students are welcomed and they are warmly accepted. The
teacher should feel that no one is left behind
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College of Teacher Education
3. How does the teacher influence the class interaction considering the individual differences of
the students?
The teacher use their interest, in short the teacher motivates the students in their own
interest into the curriculum and manifest the values inside the classroom
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
First you need to get to know your students, maintain good/ positive communication,
notice and respect students, and lastly give freedom to the students.
As a future educator you need to motivate the students in a positive way wherein they can
benefit both healthy relationships.
REFLECT
1. How did you feel being in that classroom? Did you feel the sense of oneness or unity among
learners and between the teacher and the learner?
I feel like I'm not excluded there. I feel accepted even though in the first two days and a half ,
my resource teacher is on leave. The students there accepted me wholeheartedly and warmly even
though it's hard because I can't control them 100% but it's okay because I'm still learning. It’s okay for
me even if one of my companions said that I should not get too attached to the students because it will
lose my authority to them but for me not because before getting respect for your students you need to
respect them . You need to build a positive relationship with your students. That's how you will make
a productive teacher for them.
Activity 2. Observing differences among learners with disabilities, giftedness and talents.
AY 2022-2023
College of Teacher Education
Read the following carefully before you begin to observe. Then write your observation report on the
space provided.
OBSERVATION REPORT
(You may include pictures in your observation report)
1. As I observe the class in grade 2 pupils because we get invited to observe as one of the
teachers demonstrates in front of her class, I observe that some of the students are slow
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College of Teacher Education
learners, but mostly they are visual learning. They need something they see so that they can
learn without hassle to them
2. The girl with braided hair at the left side seems to be outstanding in the class because you
can see that her notebook is almost full with badges, badges is a reward when they recite
and got the correct answer to the teacher question and the boy in front of her for me is the
students who left behind
3. The needs of the learners are to develop to be potential learners by gaining
knowledge,skills, attitude and personality.
4. In the class that I observe they are all regular students so just a normal day everyday on
what going on.
5. The teacher use gap analysis wherein self assessment, peer assessment, and planning the
education of the laerners
ANALYZE
Yes it is
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.
AY 2022-2023
College of Teacher Education
From the bottom up to the higher level of learners thinking, the progress is slow because
they don’t have the same abilities, some excel in performance task, some in academic task
and some are none
Customize the teaching to suit the learners intelligence, use think and pair strategy, peer
group work, and lastly create learning stations for the learners
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.
They gain more engagement in social and academic performances to make the confidence
higher for both teachers and 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?
In my elementary years, I remembered that when you're a slow reader you will get into the
list of the students who will need to improve their reading skills and some other students
are fast readers. For slow readers, we have this program called “pabasa” and as of now they
are practicing it to the students.
The students who have a hard time reading especially in english, they will put a time and
date so that the students gotta learn and yes it its effective slow;y but surely they will learn.
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College of Teacher Education
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?