, eer indet, Neen ay i focus on evinces Language: Racy interests. Tigion Soclo- ne Cuttre Rengt circumstances, and staijenous peoples Hult ayy Fagen FONDS learner behay ee ara elect 0 PEACTICES Ha tea coe wil aoe TT ppportunity €0 OPSEEVE HOW difference provi gmies that eeacters USe IN addressing y. a > SPARK Your Interes! 7 Si ogcunity coming fom in wo observe ovidkes an OPPO pv Tuned schoo ron Tals N able to: ; ; ae a ak of leamers from diverse backgrounds; > ident > ident diverse class (PPST 3.1.1); and es > demonstrate openness, understanding, and acceptance of the learners’ diverse needs and fstuden i cares in differentiated teaching to suit the varying learner needs ing backgrounds. Here are principles and concepts relevant to this episode: 1. Principles of Development 3 Development and leaming proceed at varying rates from child to child, as well as a uneven rates across different areas of the child’s functioning, (NAEYC 2019) b. Development and learning are maximized when leamers are challenged to achieve ata level Just above their current level of mastery, and also when they have many Opportunities to practice newly acquired skills. & eee instruction is a student-centered approach that aims to match the leaming » Sctivities and assessment to the diffe isti ilities, i ferent . interests, and needs of the learners, characteristics, abilities.») ighted the following factors that bring about the diversi liversity of learners: st high f PP: in learners’ gender, needs, strengths, interests, and ¢ » and experiences 2, erences in armen’ gence ere ingiai, cla, seio-economic and religious by v Lewts vith disabilities, giftedness, and talents sekgrounds | Bae ; a ander challenging circumstances which i 4 eamers UN es which include ge | & Tem displacement due to armed confit, urban rete eat toaion, chron \ and child labor F disasters, child abuse, hors are knowledgeable about how issu. etive tea! e5 related to th 4 ay ea teachers develop in them sensitivity and empathy, They aaa Parrot aig | td and perform a diferent levels. The teachers aire the stents tat tes gender Mentny hey fF (iture and religion are respected, their strengths are recognized, and their Ss ler identity, Ne Mr deners declare to all that everyone has the chance t A; ees seat. tes A 0 learn and succeed. They create a B the earning ‘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 including one’s beliefs and cultural practices. Through serious reflection one f all the influences of key people in one’s life and the Jearners from indigenous groups carry with them their eds to be that of openness and respect. We approach with the sincere les" culture, We aim own identity, may realize that the self is a product o community, real and virtual. Similarly, beliefs, views and cultural practices. One’s attitude ne Come in not with the view that one’s own culture is superior, erest to know and understand the indigenous peop! ative rather than imposing. : a. From your professional education subjects/courses, most eye ieee indigenous peoples in the Philippines. You learned that our cones : a : Hatin linguistic groups, majority of which is in Mindanao, some im jonher Li ‘ "They represent about 10-20% of our total jich have several smaller i i ilippines, 2010). in the Visayas. (UNDP Philippines, ae ples groups W population. There are two bis indigenous peoP! rad ; d etic grou within then a re oe Badjaos, Ati and Tumandok, it ‘Among sy the Igorots in Northern Luzon. Mangyans, and Aetas- ; aa b. Republic Act 8371 (1997) the Laas ‘a cae the rsbiiel inde e ois ror enacting this law: HOW country was admires willingness and deep int to make teaching-learning facilit sights Act, recognizes and protects “} indigenous peoples (IP). Our rever, years later, so Field Stuty 34sarmittions of people from indigenoy, ruc sit as to be cone (0 mPrOS the lives groups. (Reyes: Mit anh 2077) yo, 32, 32015. Adopting pail Guided by RA 8371, in 2018 ; Framework. Most useful for You as a future Peoples Education (IPE D) 5 Key Elements of an Indigenous Peoples Education ber are thi 2015 enclosure Curriculum (DO 3 1. Curriculum Des curriculum with Indigenous Indigenous Learning systems responsive curriculum has the fo ‘Anchors the learning context a. view, and its i b._ Includes and respects the com curriculum context. ¢. Affirms and strengthens indigenous cul pp. 15-18): Competencies Knowledg¢ (ILS) the design of indigenous cultural inst nd Content. Interfacing the nationay systems and practices (IKSPs) ang ‘a culturally appropriate ang wing features: lon on the ancestral domain, the community's worlg titutions, y's expression of spirituality as part ofthe muni tural identity. d enriches IKSPs, ILS, and indigenous 4. Revitalizes, regenerates, strengthens, an languages. c. Emphasizes competencies that are needed to support the development and protection of the ancestral domain, the vitality of their culture, and th > e advancement of indigenous peoples’ rights and welfare. f. Supports the community’s efforts to discern new concepts that will contribut ute to the community’s cultural integrity while enabli i eames ty nabling meaningful relations with 2, Teaching Methodologi i gies and Strategies. A cultural i et f : ly appropriate and i a oa employs teaching methodologies and strategies that stren; ee ; a =~ the came indigenous teaching-learning proc cies ; 4 : ess. ananeeaa| = ae A culturally appropriate and re: i SS aiaueee ancestral domain where IKSPs are experi sated eae primary leaming environment and learning space of vita ; arning space of indigenousOBSERVE, ANALYZE, REFLECT 'f) JOBSERVE, ANAD LSS nsocr Observing differences among learners’ (feativity 3-1) s (xetey 34) interests, and experiences; and differcrese foot strengths, linguistic, cultural, socio-economic, religious ae learners’ difficult circumstances. ‘ackgrounds, and Resource Teacher; ___________‘Teacher’s Signature Sesh ——_____ Scho GradetYear Level: Subject Area: ons The leamers’ 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 atudent 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 leamers 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. Ss) OBSERVE 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. ‘An Observation Guide for the Learners’ Characteristics Pa cla i the students interact 1. How much interaction is there in the classroom? Describe how eas with one another and with the teacher, Are there groups that intera teacher than others. room. 2 Observe the leamers seated at the back and the front part of the behave and interact differently? }o they Field Study 33. rine aad oer ee on oseae Do the leamers cooperate with o, earners. mong the Ie 3. Describe the relationship n pete against each other compet sly? Who among them ask for mos he students participate actively’ 4. Who among the st help? wer the teacher’s question, do the | tans is called and canno peer caates ins dete oe 5. When a_ student Se eral classmates try to help him call them instead? Outside class: ; é ee 1 : How do the students group themselves outside class? Homog' ly, by age ir i 2 tl ff 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 leamers 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 students due to the following factors: * Gender, including LGBT * Language and cultural differences Differences in religion Socio-economic status apply to address the needs of diverseOBSERVATION REPORT we ofthe Sco! Observed school Address pov‘ANALYZE n the relationships and interactions '” the classroom, be the leader, a mascovjobe 1. Identify the persons who play key roles in ‘What roles do they play? Is there somebody who appears to tention seeker, alittle teacher, a doubter/pessimist? amor a See ‘factors affect their behavior? ‘What makes the learners assume these roles? What Is there anyone you observed who appear left out? Are students who appear “different?” Why dq ted by the others? How is this shown? they appear different? Are they accepted or rejec ‘What does the teacher do to address issues like this? 3. How does the teacher influ lence the it q a oe ce the class interaction considering the individual differences of the What strategies does th le teacher use to maximi does the teacher leverage diversity?“ Penefis of diversity inthe classroom? Hotvid you Feel being in that classroom? Did you fe cl a sen; earners and between the teacher and the learne 'S¢ of oneness or unity among the a ET Field Study 37ANALYZE ren by the teacher? ormation iV match the inform pservation m4 1 Did youre eatftorences in ability levels ofthe students in the class ? What 2 Describe the diffe 1 Practices oF strat Xi be done to differentiate instruction to meet the needs of me apres the learners are d 3._Desorbe the methods used by the teacher in handling the students’ differences in abilities. Hp did the students respond to the teacher? Did the teacher use differentiated instruction? Ifys, describe how. & 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! 2. What dispositions and traits will you need as a future teacher to meet the needs of the leamets df 40 Field Study 3—_ =" YopsERVE, ANALYZE, REFLECT iy 3.3) Observing the school experiences of learners = groups. Who belong to indigenous / hetivi Teacher's Signature yacher: resource Te mee oleae es Subject rea: Geadevear ie ee ee Jo realize the Intended Learning Outcomes, wor pereeretearannereneret ten essentials of Episode 3 i ee 2. Observe in a school with a program for Ujah School of Living Traditions, tacit ee een Sentrong Paaralan ng mga Agta, General Nakar, Quezon Sitio Tarukan Primary School, Capas Tarlac Mangyan Center for Learning and Development, Naujan, Oriental Mindoro Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental Mindoro Tubuanan Ati Learning Center, Balabag, Boracay Island Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog , Iloilo . boli School of Living Traditions, Lake Sebu, South Cotabato Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon Talaandig School of Living Traditions, Lantapan, Bukidnon . Bayanihan Elementary School, Marilog, Davao Lumad Bakwit School, UP Diliman, Quezon City epee em h. i. J k L Please note: Ensure proper coordination of your college/university to obtain permission from these schools before you visit. a : 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: tonal indigenous Month (Ostober) Vile, 20, Reto om: BHP jee. Ni DepEd Indigenous Peoples Education Offi Ih hzv=FsMjgQN@2Y. www youtube.com/wa oe us Peoples Education Framework, il servation re] ss 3. Write your obser pt ng ts ncaa 4. Analyze your observation 5. Reflect on your experience: ee ae Samael me@) 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. Tryou 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. 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 leamers, among the teachers, and in the school in general. 7. What instructional materials and leaming 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.ION REPORT OBSERVAT! {You may include photos here.) 4 Fie SuayA im Design, ‘Answer each questi riculut ion based on ‘i ci ies, and Content interven Gn Your Observation and yeten' ae the school foster a sense of belonging 10 jne's ancestral domain, & geep understanding of the ity’s beliefs and * communi practices. Cite examples Toes the school show respect of the community's expression of spirituality? how? ‘Does the school foster in 1 5 pe indigenous learners a ti deep appreciation of their identity? How? ZT Does the curriculum teach skils and competencies bs in the indigenous learners that will help them develop and protect their ancestral domain and culture? “ ;. Does the curriculum link new concepts and competencies to the life experience of the iz ‘community? 4 7? . Do the teaching strategies help strengthen, enrich, and complement the ‘community's indigenous al teaching-process? ~ 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 eee L__sessions? Cite examples._| Ss Field Study 45,8 7s 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.) 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? 46 Field Study4 ECT ) geFlECT pefect based on your actual visit oF videos that you watcheg 1, What new things did you learn about indigenous peoplegy 2, What did you appreciate most from your ex; eri learners? Why? Perience in visiting the School with indigenous 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 om peoples education by 3.3 Advocate for indigenous at acySHOW Your Learning Artifacts ferences in that you will be abl lection of strategic what methods and strategies iy ecds of both the high a I yo, ddress_ the students? es doy tay mind, fe to meet the 1 s on how to a With the principle of indi remember in the future to ensure achievers in your class ability levels. 2 Make a coloe ‘ink Theory fo Practice wy wy en bel i cad the items given below and encircle the correc ly pireet! ‘ect answer " vinch statement on student diversity is CORRE tata ? he teacher must do hisvher best to reduce student dive sss the diversity of s lass, the be e teacher should accept and value diversity, Student diversity is purely due to students? varied cultures 3 TSity in Class, ‘cr for the teacher and Students . 2, Which student thinking /behavior indicates that he/she values diy A. He/She regards his culture as Superior to other’s Cultures, arid B. He/She regards his culture as inferior to other’s cultures, : C: He/She accepts the fac that all people re unique in he om D. He/She emphasizes the differences among people and ire ata ‘commonaliti alities. 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 acti C. Do homogeneous grouping for group activities, D. Develop different standards for different student groups 4, Allare 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 *. All are best practices in using leaning resources for indigenous learners, EXCEPT : A. Culturally generated learning resources only include indigenous group’s artifacts, stories, dances, songs, and musical instruments. oe a The language used in instructional materials, especially in primary years, which highlight mother tongue, is consulted with the indigenous eee ves pean ae See C. Cultural sensitivity and protocols are observed in developm | B. materials ig learning resources. - in publishing D. The indigenous community's property rights are upheld in p iia mypies Fadueation Framework, EXC, OP munity and family situations, ative understanding across subject gy, jatandards and content faithfully wie ee int esses that are part of indigenous I 1 asseasment proc cred p. Inline : ae aby the teacher. Which of thes mnments = toning oc "sy ae ao sa test, ha? ving dito sa paksang, ito, ‘no? chill an mong maglaan ng mas mahabung, panahon sa paksang ity py z Siquawerte ke MBayOr A, simave aga galage mas! : se fi ro na kal Nakikitr TG yaan it0 ong manawa a roe ka sa paksang ito. Maari kitang, ul ahihirapan « D. Na “ihe following demonstrates differentiated instruction? Min reacher groups the learners by their ability level and makes the grou i ans topic but assigns a different task appropriate for each group to accomplish B. The teacher divides the class into three heterogeneous groups and assi igns the same aetiyis . IPS Work With hy for each group to work on. C. The teacher groups the leamers by their ability level and assigns different content topics the groups to work on D. The teacher groups the learners by ability levels and assigns each group a different task ce 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 leamed the stages of mitosis in a way where they most comfortable. B. Allowing children to show that they learned the stages of mitosis in a way where they fe! most comfortable except by lecturing, C. Preparing two different sets of examination, one for the fast learners and another for slow learners. D. Applying two sets of different standards Field Study i ve yjeld Study 1, Episode 3 Focus on Gender “ nt Status, Difcut Crcumstances, and Indigenous Poorest "TES, Experi ey sige Seer tna nn star ens ae" Ec pay, a, relates ttn. ccs et ets i A eso vets omy es erst, dts reds dane oan once Ee sone of Student ee er section: $$$ —____Course:_ Sper oeeioe eee year 6S a a ing Episode Excellent Very Satisfactoy fl Learning Ee! 4 aoe Satstectory | Needs improvement © 1 mmplished | All observation One (1) 0 two (2) | Threw rservation Sheet | questonsitasks observation questions) ie Four (4) or more completely answered! | tasks not answered | not anomsest anor eae answer en amet accomplished, ‘accomplished, ary ‘Analysis: ions questions were Questions were not | Four (4 answered completely, | answered completely, | answered compete; teen dese answers are with depth | answers are clearly | answers are not Were not answered; and are thoroughly Connected to theories; | cleaty connected to | answers not connected grounded on theories; | grammar and speling | theories; one (1) 0 | to theores more han grammar and spelling | are free from errors. | three (3) grammatical / four (4) grammatical! . ate free from error. speling errs speling erors Reflection Profound and clear; | Clear but lacks depth; | Not so clear and | Unclear and shalow, supported by what were | supported by what | shallow; somewhat | rarely supported by ty observed and analyzed | were observed and ‘supported by what what were observed analyzed were observed and | and analyzed analyzed ing Arti lio is reflected | Portfolio is reflected | Portotio is not Portfolio is not reflected aan canta cone con in the context reflected on in the on in the context of the leaming outcomes; | of the leaming context of the learning | the leamng outcomes; I. | outcomes. Complete; | outcomes. Complete; | not complete; not Complete, well ad ‘not organized, relevant | organized, not relevant organized, highly well organized, very a teeanig relevant to the learning | relevant to the leaming ls outcome pucons: ited wo @) Submitted a day ater_| Submi Submission| Submitted before the | Submited on he | ine days or more after the deadline deadline deadline ray; on | COMMENTIS Over.all Soote rie GRADEIRATING ‘OF SCORE TO | TRANSMUTATION an | Score | 20 [19-18 | 17 | 16 | Grade | 1.0 | 1.25 | 15] 1.75 99 | 96 | 93] 9 oan eee — aera eae Signature of FS Teacher