FIELD STUDY 1.

3
Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture Religion,
Socio-economic Status, Difficult Circumstances, and
Indigenous Peoples

Submitted to:

ENGR. DANILO A. CASAS

Submitted by:

ELLAINE F. BELLO

Year&Section:

BTVTED 4102
OBSERVE, ANALYZE, REFLECT
Activity 3.1: Observing differences among learner’s gender, needs, strengths, interests,
and experiences; and differences among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resource Teacher: ________ Teacher’s Signature: ________ School: _______

Grade/Year Level: ________Subject Area: ______________ Date: _________

The learners’ differences and the type of interaction they bring surely affect the quality
of teaching and learning. This activity is about observing and gathering data to find out
how student diversity affects learning.

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

Step 1. Observe a class in different parts of a school day. (beginning of the day, class
time, recess, etc.)

Step 2. Describe the characteristics of the learners in 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 the she
uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
OBSERVATION REPORT
Name of the School Observed: Bestlink College of the Philippines

School Address: Lot 1 Ipo road Barangay Minuyan Proper CSJDM Bulacan

Date of Visit: My observation is during on Face to face class in BCP, don’t have yet in
pandemic during these days.

As I am observing the class, I observe that they are more than 45 students. Their
ages vary from 20-30 years old. Almost all of these students are Roman Catholic
in religion and few are Christians and born again. It also has different group by
the gender it has boys only and girls group and mix gender they comfortable to
enjoying each other.

During Class:
1. I think the time have interactions in the classroom is 30 minutes. During the
discussions the teacher ask the students and students answer to the teacher and
it is the way we interact with each other after asking the teacher they called
another student to answer the questions to get another possible answer and get
another participation to her/his subject and after that, the students also ask to the
teacher regarding the topics that he/she discussed, they also interact with each
other by doing an activities and other own business aside from the lesson they
tackles with their leaders.

2. When I’ve observed the learners seated at the back and the front they have a
contrary way of interact with the teachers, the learners seated at the front is
actively participating or interact in the class during discussions, while in the
seated back learners are behaving and afraid to raise their hands to answer and
have interaction to the teacher mostly the learners at the back behaves. Yes, it
has differently interacted because the learners seated at the front is actively
 interact while the seated at the back is interact only to the teacher if they called.
Yes, it has a group that actively participate to interact with the teacher.
3. The relationship between the learners is competitive because each student
cooperates with the teacher when it comes to answering the teacher’s question
the learners always share their opinions and also ask the teacher how we catch
the answer and why not their answer is correct and the teacher explains so that
the student can understand.

4. The learners seated in front are those students who actively participated in class,
while those who are seating at the back are willing to participate in class but they
ask for more help.

5. There is an instance that the teacher asks one learner to answer the question then
the learner can't able to answer the question the learners seated behind there try
to help her, and then somebody from the other rows raises their hands to help their
classmates to answer the questions.

Outside Class:
1.When I’m walking around the outside of the school after class, I observe that
they are a lot of groups separately by age, gender, and social groups from other
sections. They enjoying their groups and eating snacks and talking about their
interest.

2. I notice that there are some students alone and not interacting with the other
group they want to feel alone and enjoying with self-listening to music and
playing games on their phones.
OBSERVE
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

I conduct an online interview with Ma’am Mi Jerica Dalunag, She’s a Private

teacher before in FCPC teaching Senior High Students and now she’s teaching
elementary students in public school in Santo. Cristo National High School. She
recounted her experience in teaching in Gender - LGBT, she didn't fully
experience the advice from my CT in college, I have examples. After all, I
sentence that boys play with military toys and girls play with dolls says my
College Teacher it's better to avoid ''assigning'' things to genders because it
limits class equality. Regarding LGBT, I touched the students who were
enthusiastic about it so in class I let them express their thoughts and provide
constructive feedback on their work regardless of whether it “violated” standards.
Language and Cultural Differences so since I teach English (mainly) I am not
strict when it comes to accent. We know that regional dialects and other
languages first learned by students affect how they pronounce words. There
were times that I had students from the Visayas and they speak Bisaya
sometimes they code-switch from English to that language so I let them translate
it in Filipino too so that they can express what they want to say and always so
that they are not shy in class.
 Differences in Religion, I always do this in my higher grades (Junior High and
Senior High) that when I lead them to prayer I follow the universal prayer, this is
for them to know that I respect their religion and somehow the '' least "number of
non-Christian religions in class will feel belong. In terms of instructions, especially
if anchored in the literature and discussion I let them discuss like compare and
contrast different beliefs (if about there) for them to draw connections.
Socio-economic Of course, sometimes other educators label the ones in the poor
sector as "less performing" because of their background. Sometimes there is
lesson content (in higher grades) that you draw out real-world examples that
others can't relate because they don't know it or they don't have the means to
discover those things. In class, I try to limit my examples to meet the capacity of
my students. In that way, maximum participation is achieved.

ANALYZE
1. Identify the persons who play key roles in the relationship 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?

The person who plays the primary role in relationships and interaction in the
classroom is the teacher. The teacher acts as a facilitator and the students as
a learner. The teacher provides activities to the leaner that serve as
interaction with others and builds a good relationship. They also discuss the
lesson and give some joke lines to make sure students don’t get bored and
laugh and enjoy study. A person who appears to be the leader is the teacher
to make sure that they have a guide, and if there is no teacher involved there
is a student who will lead them to have entertainment and they laughed and
learn with their classmates.
2. Is there anyone you observed who appeared left out? Are there students who
appear “different”? Why do they appear different? Are they accepted or rejected
by the others? How is this shown?
What does the teacher do to address issues like this?
I observed in the classroom that everyone is equal they accept and
respect everyone’s differences and they don’t care about what their group
belongs to like what religion, the racial background you are as long as you
are part of the classroom and you accepted.

3. .How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher can influence the class interaction by considering the
individual differences of the students by acknowledging students that
everyone has individual differences and accept them to understand each
other, and explaining more than having individual differences helps
everyone to discover themselves. In this way, the students interact with
each other and help them to know classmates through interaction through
that they understand each other.

4. . What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The strategies do the teacher use to minimize the benefits of diversity in
the classroom are identifying the differences of the students which
students belong to the religion, skills and their abilities and others that
students can do in different ways, through that teachers know who can be
the students can be presentative in the competition in arts, dance etc. The
teacher has fair to everyone to make students feel comfortable even they
have different individual, students also have respect to everyone to have
an understanding in every situation.
REFLECT
How did you feel being in that classroom? Did you feel a sense of unity among the
learners? How about between the teacher and the learners?

During the Face to face class in Bestlink College of the Philippines, I remember that
when I’m observing the class the unity of the learners is we can see in every corner
because when the teacher’s discussing the lesson the learners always cooperate with
the teachers to answer the questions and learners also actively raising their hands to
suggest and give another information the students and teachers, it also students helps
co-students to answer if he/she was difficult to answer. The relationship of the teacher
and learners is to feel comfortable and express their thoughts and idea to share with
others. The teachers have different strategies to make students enjoy the lesson and
make sure that students can’t be bored in their class.
Activity 3.2: Observing differences among learners with disabilities,
giftedness, and talents.

Resource Teacher: ________Teacher’s Signature: ________ School:_______

Grade/Year Level: ________Subject Area: ______________ Date:_________

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe the least two of three 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.

 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 learners
2. Try to identify the students who seem to be performing well and those seem
to be behind.
3. Validate your observations by asking the teacher about the background and
needs of the learners.
4. Observe the behavior of both regular students and those with special
needs. Note their dispositions, pace in accomplishing tasks, interaction with
teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of
the students in his/her class.

OBSERVATION REPORT

Name of the School Observed: Santa Mesa Laguna SPED School

School Address: Santa Mesa Laguna

Date of Visit: https://www.youtube.com/watch?v=3FuvdsEDFVo October 9,2021

When I’m watching YouTube, I observe that SPED learners with intellectual
disabilities, physical disabilities, gifted and talented, a regular class with disabilities is
during class discussions everyone participates in class, they also want to answer and
volunteer to answer the question of the teacher. The learners with physical disabilities
are willing to participate in class and some learners with disabilities are too shy and
don’t want to express themselves. The teacher also gives the learners needs like the
attention of students want and every student allows enjoying answer the activity of the
teacher.
I also observe that facilitator in class is good because she/he knows how to
handle the learners with disabilities he/she maintain that everyone is enjoying in our
class, he/she also give the needs of the class like the students need to assist and every
student answer they give a prize and praise his/her works.
ANALYZE
1. Did your observation matched the information given by the teacher?
 Yes, because teacher do his job to make students enjoy and gives
the needs of the learners.

2. Describe the differences in ability levels of the students in the class? What
practices are done or should be done to differentiate instruction to meet the
needs of the learners?
 Some of the students are actively patriciate in class there are few
students shy to answer they also participate in class. The teacher
always makes sure that everyone’s is participating in class and they
called a student to stand and do the activity on the board.

3. Describe the methods used by the teacher in handling student’s differences

in abilities. How did the students respond to the teacher? Did the teacher
use differentiate instruction? If yes, describe how…
 They are participating in class, the teacher called students and goes
to the board to answer the activity. The interaction between teacher
and students is good because the teacher has the aim to make our
students learn and no one is left, theirs is no bias in our class the
teacher is equal and bullying happens.
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?
When I was in junior high I recall that I have schoolmates that have low
achievements in our class and my teacher say to our class that she had a
class remedial and tutor to her students in every section that have low
achievements, the high achievers needs to tutor the low achievers to have
a high score when incoming examinations. The teacher deal with
differences in abilities in students by knowing students who can help their
students to have high achievement and studying together to know each
other differences. Yes, the teacher is effective because she does a
strategy to make her students got higher achievers and nobody left behind
in her subjects.
2. What dispositions and traits will you need as a future teacher to meet the needs
of the learners?
As a future teacher someday, the traits that I need to meet the needs of
the learners is to be a good teacher and knowing all the student’s
individual differences to make fair rules and accept an understanding of
everyone’s beliefs, skills, and abilities. I also need to keep my students
engaged with a positive attitude. Teaching is most effective when students
are motivated by the desire to learn, rather than by grades or degree
requirements. As a teacher also I maintain my long patience in class and
keeping my student's active thinking to gain more knowledge and learn a
lot as an effective teacher.
 OBSERVE, ANALYZE, REFLECT
Activity 3.3: Observing the school experiences of learners who belong to indigenous
groups.
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.
If you are watching videos you search, instead of actually visiting a school, have
these questions 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 meetings. 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 this different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?

OBSERVATION REPORT
Name of the School Observed: Mangyan Center for Learning and Development, Naujan,
Oriental Mindoro

School Address: Mangyan Center for Learning and Development, Naujan, Oriental
Mindoro

Date of Visit: October 09,2021

When I observe Mangyan Center for Learning and Development, Naujan,

Oriental Mindoro, the students in their school wearing traditional clothes and
don’t have sleepers is going to class, they also have different subjects and
additional subjects that related to their indigenous knowledge system and
practices(IPSP), Community Development, Agriculture, Mangyan culture. The
space of our classroom is accommodate all the students but does not all support
their needs just like we have them compute subjects they share on one
computer. I observe also that the indigenous Pilipino working hard together like
civil society, academics governments, and the department of education to
provide kind of education, the student planting for our cultural needs of the
countries indigenous people and to make our student's growth learn to enrich
respect and protect the ancestral land, they also have definition ways to see
other words view and own definition of our development. The people who are
managed the school are Ate Gay the community leader of Mangyan and the
principal of Tugdaan she is responsible for 157 students and 15 teachers. The
teacher in indigenous people have given activities to the students like the story of
myths and legends and they also give both studying moderns and cultural
indigenous to make students grow. They also promote leadership and
development as youth leaders someday.
 ANALYZE
Curriculum Design, Competences, and Answer each question based on your
Content observation and interview data

1. Does the school foster a sense of Yes, the school foster a sense of belonging to
belonging to one’s ancestral domain, a deep one’s ancestral domain, and understanding
understanding of the community’s beliefs and beliefs and practices because it helps to better
practices? Cite examples. understand the different beliefs and cultures.
Example; Characterize your classroom as a
learning community and invite ‘members or
citizens’ to create community norms
-Deepen your understanding of your student’s
current mindset and what can motivate them.

2. Does the school show respect offer the Yes, the teacher explains to the class that they
communities expression of spirituality? How should respect the elders in the community. So
through that, the conflict and misunderstanding
can avoid and the learners can visit their place
anytime.
3. Does the school foster in the indigenous Yes, the school foster in the indigenous
learners a deep appreciation of their identity? learners a deep appreciation of their identity,
How? they can show who they are and students and
teacher give respect them.
4. Does the curriculum teach skills and Yes, the school have curriculum that students
competencies in the indigenous learners that teach to make their own plant the student
will help them develop and protect their planting for our cultural needs of the countries
ancestral domain and culture? indigenous people and to make our student's
growth learn to enrich respect and protect the
ancestral land.
5. Does the curriculum link new concepts No. The curriculum does link new concepts
incompetency to the life experiences of the incompetency to the life experiences of the
community? community.

6. Do the teaching strategies help strengthen, Yes, the teacher helps students to learn faster.
enrich, and compliment the community’s The teacher makes a strategy to know what is
indigenous teaching-process the effective learning process to the students.
7. Does the curriculum maximize the use of Yes, the curriculum maximizes the use of the
the ancestral domain and activities the ancestral domain and activities the community
community as relevant settings for learning in as relevant settings for learning in combination
combination with classroom-based sessions? with classroom based sessions.
Cite examples. Example; Just like the Mangyan School the
elders leaders of their indigenous give activity
to the students growth related to their culture
and students growth to enrich their respect and
protect our ancestral land.
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 Yes, assessment practices consider
community values and culture? how? community values and culture, by knowing the
differences of learners' and teachers’ beliefs
and values and culture, through that they can
respect and understand one’s beliefs.
10. Do assessment processes include Yes, but not everyone it depends to students
application of higher order thinking skills? because some of the students have higher
order thinking skills and some are low
intellectual capacity thinking.
ANALYZE
What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?

 I think the teacher should understand the indigenous cultures and

make a deep acknowledging of their cultures and beliefs so that
many will understand them and their fellow students will respect
them. The have fair to everyone and the school should promote the
quality education.

REFLECT
1. What new things did you learn about indigenous people?
The things that I learn in indigenous people is to make a hardworking and
show who they are and I also learn their own classroom set up, traditional
way of welcoming guest and their language.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
The most experience that I can appreciate in indigenous learners is the
way learners welcoming the visitors and I also their willingness to learn
from their teachers.

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

3.1 Be open to and respect indigenous people by…
Understanding their cultures, beliefs and values and give them respects.
3.2 Uphold and celebrate their culture, beliefs, and practice by…
Celebrating them and ask them more to learn our culture, beliefs and values
let them feel that they are willing to learn more about their traditions.

3.3 Advocate for indigenous people education

Advocate for indigenous people education by respecting their cultures and

beliefs.
 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 the low achievers in your class? Make a collection of strategies on how to
address the students’ different ability levels.

The principle of individual differences in mind, that methods and strategies

that I can remember in the future that I will able to meet the needs of both
the high and low achievers in my class are to know their different abilities
and make their collaboration that students got the high achievers tutor or
teach the low achievers students to guide them and through that no one
student left behind. As a teacher, I will also guide the low achievers to
make sure that everyone has a high achiever.

Here’s are some Collections Strategies on how to address the student’s

different levels.

Differentiate instruction. It’s important to recognize that “fairness” in education

doesn’t mean that all children are taught in the exact same way. Instead it means
accounting for the needs of individual students and adjusting the curriculum
accordingly. Differentiation allows you to provide individualized instruction by
changing the pace, level, or style of teaching to engage student strengths and
interests. Students with mental health and learning disorders are not the only
children who benefit from this instructional philosophy—all children in your
classroom can achieve at higher levels when you are conscientious about
providing instruction that fits how they learn best. Differentiating instruction
includes, when appropriate, reducing assignments or extending deadlines to
accommodate a child’s abilities.
Capitalize on student interests. One of the best ways to motivate students is
to incorporate their interests into the curriculum. As much as possible, allow
students to choose the topics they’ll report on in a paper or project. Also look to
include interests in other smaller ways—such as in math word problems. Tying
learning to interests is a potentially powerful way to reinforce core curriculum

Group students effectively. Group projects provide great opportunities for you
to put together the talents of students in complementary ways. A child who
struggles in one aspect of a subject may excel in another. Group students so that
they can both showcase strengths and learn from peers. Also give careful
consideration to the social dynamics of groups. Children who have mental health
and learning disorders benefit from working with students who are especially
kind, patient, and empathetic.oncepts.

Involve students in educational goals. Students perform best when they feel
they are active participants, as opposed to passive subjects, in learning. Try to
involve students in creating goals related to learning activities. Children with
mental health and learning disorders may have a negative attitude toward
schoolwork so incentives are required at the outset. Your goal ultimately should
be to have students genuinely engaged in learning so that rewards become less
important.