Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
SCHOOL ENVIRONMENT
BEED

FIELD STUDY
THE K TO 12 GRADING SYSTEM

FS 1

Observations of
Teaching-Learning in
Actual School
Environment
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

Focus on Gender, Needs,

Strengths, Interests,
Experiences Language, Race,
Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous
People

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in

gender, racial, cultural and religious backgrounds, including coming from
indigenous people, influenced 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
his school and learn about the strategies that teachers use in addressing
the learners needs toward effective teaching and learning.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from the diverse

backgrounds;
 Identify the needs of students with different levels of abilities in the
classroom;
 Identify the best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding and acceptance of the learners
diverse needs and backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

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.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM
c. Differentiated instruction is a student-centered approach that aims to match the
learning, content, activities and assessment to the different characteristics, abilities,
interest, 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. English linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents.
d. Learners under challenging circumstances, 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 developed in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers are sure the students that
their gender identity, culture and religion are respected their strengths are recognized
and their needs will be met. These teachers declare to all that everyone has the chance to
learn and succeed. They create a learning community where everyone can work together and
contribute regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom.
 Model, respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared culture of
the school.
 Provide more opportunities for cooperation than competition.
3. Focus on indigenous peoples
A young teacher approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. True serious reflection.
One may realize that the self is a product of all the influences of key people in one's life
and the community, real and virtual. Similarly, learners from indigenous groups carried
with them their beliefs, views and cultural practices. One's attitude needs to be that of
openness and respect. Come in not with the view that one's own culture is superior. We
approach with a sincere willingness. And deep interest to know and understand the
indigenous people’s culture. We aim to make teaching learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learn that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10 to 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 Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), theFIELD
indigenous
STUDY 1 –Peoples Rights
Observations Act, recognizes and
on Teaching-Learning protects
in Actual Schoolthe rights of 3
Environment|
indigenous cultural communities (ICC) and Indigenous peoples (IP). Our country was admired mgrocas
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)
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM
OBSERVE, ANALYZE, REFELCT

Observing differences among learners, gender, needs,

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

Name of the FS Student: __Monette N. Garcia__ Course: _BEED_ Year and Section: __4-C__
Resource Teacher: __Ms. Agnes Abunio__ Signature: ___________ Date: September 1, 2022

The learner’s 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 its
student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:

Step 1. Observed a class in different parts of his 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 transpired inside and outside the classroom.
Step 4. Interview the 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 FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

 Language An andObservation
cultural differences.
Guide for the Learners’ Characteristics
 Differences in religion
Read the following carefully before you begin to observe. Then write your observation
 Socio-economic status.
report on the space provided on the next page.
1) Find out the number of students gathered data as to their ages, gender, racial groups,
religious and ethnic backgrounds.

During class:
OBSERVATION REPORT
1) How much interaction is there in the classroom? Describe how the students interact
with one another and with a teacher. Are there groups that interact more with the
Name of the School
teacher Observed: Camarines Norte State College – Abaño Campus
than others?
School Address:the
2) Observe J. Lukban
learner Ext., Daet,
seated Camarines
at the back and Norte
the front part of the room. Do they behave
Date ofand
Visit: August
interact 24, 2022 (Synchronous Classes)
differently?
3) Describe the relationship among the learners. Do the learners cooperate with or
There are
compete 32 students
against in class, 15 boys and 17 girls. The majority of the students are
each other?
Roman
4) WhoCatholic, while the
are mostly othersparticipate
students have a different Christian
actively? religion.
Who among them ask for most help?
5) When is student is called and cannot answer the teacher’s question, do the classmates
DuringtryClass:
to help him? or do they raise their hands so that the teacher will call them instead?
 Students are competing to see who can provide the most legitimate and right answer.
OutsideItclass:
delays the class discussion but it must be understood by the teacher.
 How
1) Somedopupils respond,grow
the students whilethemselves
others do outside
not, butclass?
they Homogeneously
just raise handsby inage?
online
by
discussion
gender? by and theor
racial teacher
ethnicassists
groups?them
by in responding.
their interests? or by the students in mixed
 social
The teacher encourages
groupings? students
If so, describe thewho are not participating in the discussion to join in
groupings.
2) Notice
and give who
their
areperspectives.
alone and those Thewho
teacher
are not
giveinteracting.
chance to students
Describetotheir
speak.
behavior.
 They are active and participative during the lesson, most of them has a different
Interview the teachers and ask about their experience about learners in different
answers and own ideas about the topic being discussed.
circumstances. Request them to describe these circumstances and how it has affected the
learners.
Outside Ask
Class:about the strategies they used to help these learners cope.

Ask the*not available,

teachers aboutsince we just meet
the strategies theythe students
apply online*
to address the needs of diverse students due
to the following factors.

 Gender, including LGBT

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

ANALYZE

1) Identify the persons who play key roles in their 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?
 Rod Justine and Deyn Fritz are the little teacher in the class
 Keona and Lance are the one who argue often.
 Yda is the jolly one and Jeilyn is the shy one.
What makes the learners assume these roles? What factors affect their behavior?
 What influences them is their environment in home and also in school. They build that
personality base on their capacity of thinking and understanding that suits them to adapt
in certain situations.

2) Is there anyone you observe who appear left out? Are you students who appear “different”?
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
 The pupils celebrate their diversity and form bonds with one another. There was no pupil
who I saw was left out or different.

3) How do you spell the teacher influenced the class interaction, considering the individual
differences of the students?
 The instructor inspires the students to be supportive of one another and to appreciate
one another's differences by being thoughtful and careful with their words, as well as to
be present for one another as friends who are eager to help and provide emotional
support. Furthermore, the instructor teaches pupils to embrace and value each other's
point of view and beliefs, as well as their interests, hobbies, and preferences.

4) What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
 The instructor ensures that she is aware of her pupils' particular characteristics by
learning about their histories, learning styles, hobbies, and interests. The instructor forms
good relationships with her pupils, encouraging them to be open to conversation and
creating respect in the classroom by allowing them to discuss about themselves. The
instructor also strives to include cultural differences in any manner she can, such as by
using activities that allow students to learn about each other's cultures, such as sharing.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

REFLECT

1) How do you feel being in that classroom? Did you feel a sense of oneness or unity
Observing
among the learners differences
and between the teacher and theamong
learner? learners with
Activity 3.2 disabilities, giftedness, and talents.
 While observing the classroom, I saw that, despite the pupils' various differences,
their cooperation in accepting and appreciating one another made me feel at ease.
Resource Teacher : __Ms. Agnes Abunio Signature: ___________ Date: September 1, 2022
The teacher's management of diversity in the classroom indicates that she is
Grade/Year Level : __Grade 5__ Subject Area : __English__ Date:__September 1, 2022__
highly good in establishing teaching procedures that encourage knowledge and
To realize thatwith
connection Intended
other Learning
cultures. Outcomes, work
The pupils' your way
empathy andthrough these steps.
open-mindedness
regarding
1. Observe varied
at least origins
two of clearly helped them understand each other. Students
these classes.
a. SPED less with learners with intellectual disabilities.
showing confidence and independence in class are additional indicators that the
b. SPED less with learners with physical disabilities.
c.instructor
SPED classis for
successful
the giftedin
andcultivating
talented. cultural awareness in the classroom. The
d.wayA regular classout
they look with
forinclusion of learners
one another, howwith disabilities.
openly they speak with their instructor
2. Note the needs of the learners that the teacher should address.
made methe
3. Interview experience
teachers toa find
feeling
out of
moreoneness in the
about the classroom.
learners.
4. Write observation report.
5. Analyze your observation data.
6. Reflect on your experience.
7.

OBSERVE

Use observation guide provided for you to document your observations.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

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. 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 task, interaction with teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in his or
her class.

OBSERVATION REPORT

Name of the School Observed __TACURONG PILOT ELEMENTARY SCHOOL__

School Address __Tacurong City, Sultan Kudarat__
Date of Visit __August 29, 2022 (Virtual)__

Students with intellectual disability make up the class. Some student is not paying
attention to the lecture; he is sitting in the back and conversing with his seatmate. When the
teacher showed a film, everyone grew delighted and began clapping their hands. They were
quite loud. One pupil is particularly active, clapping her hands and stomping her feet. Others
were just staring at their peers and doing their own thing, such as toying with pens. When the
teacher asked a question, one student raised her hand to answer, and the rest of the class do it
also. When the student properly answered the question, she was overjoyed and laughed. Even if
just one student participates in class, the teacher encourages others to at least contribute their
answer or let them read. During the conversation, the kids communicate effectively with their
teacher and peers.
Those kids have difficulty to acquire new knowledge, have a delayed cognitive processing
time, and struggle to comprehend abstract concepts. To react to the demands of the students, the
instructor use clear and straightforward language, visual aids, and a variety of instructional
styles. FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9
mgrocas

https://www.youtube.com/watch?v=D97CeWV6nN0
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

ANALYZE

1) Did your observation match the information given by the teacher?

 Since we don’t observe Special Education classes in actual, we cannot gather enough
information from the teacher. She just film how she teach in SPED classes.

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?
 It is clear that the class is made up of a variety of kids with varying skill sets. These
talents range in terms of their amount of independence, present knowledge and skills,
and other factors. While some students with lower ability find it difficult to grasp the
lesson, higher ability pupils are those who can study on their own. These types of pupils
in the class require efficient approaches to address their various demands. For instance,
the instructor may employ differentiated teaching by breaking out the different parts of
the lesson plan into phases like review, inquiry, comprehension, and application. Peer
interaction groups, team building exercises, and other educational modalities are also
available.

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.
 I have seen that the teacher presents the subject in a variety of ways. She uses a variety
of resources and methods, including film, literature, and multimedia, to support her
discussion. Additionally, she offers several platforms for students to speak, create, and
write about what they have learned. She also uses performance-based activities and
genuine evaluation, enables children to collaborate with others, and promotes learning.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

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?
 Some of my classmates in Grade 6 of primary school, I recall, were still having trouble
reading English fluently. My teacher helped each student who was struggling with
reading by assigning them a study partner who could assist them. Every lunch or recess,
I assisted a student in reading a book as one of the study buddies. My teacher keeps a
close eye on us and the advancement of my classmates. It definitely works for me. While
allowing the high achievers to share their knowledge and abilities by helping their
peers, she helps the low achiever pupils strengthen their areas of weakness.

2) What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

Dispositions and traits that I will need as a future teacher to meet the needs of the learners:
 It is anticipated that I will be managing a class of pupils with a range of abilities.
 Continually seeking what is best for kids as lifelong learners.
 A sympathetic educator who is aware of the needs, interests, and histories of her
students.
 A strong emphasis on teamwork and the conviction that it is better to letting kids study
on their own.
 Effective communication is necessary to build relationships with kids and to show them
that you care about them.
 Continuous discovery and brainstorming of efficient methods and techniques for dealing
with pupils of various capacities.
 Additional work and energy to accommodate the learners' demands.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFELCT

Observing the school experiences of learners

Activity 3.3 who belong to indigenous groups.

To realize Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the number 3 focused on Indigenous Peoples in the
Learning Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools.
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan 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 of Living Traditions, barangay Garangan and Barangay
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwagan, 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 it's
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
DepEd:

DepEd Indigenous Peoples Education Office. National Indegenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM
4. Write your observation report.
5. Analyze your observation data using the Indigenous Peoples Education framework.
6. Reflect on your experience.

OBSERVE

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.
If you are watching videos here, search instead of actually visiting his school. Have this
question in mind as you are watching the videos, you can try to get in touch with the creator of
the videos and interviewed them to.
1. Before you observe, read about this 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. Serve and note the different parts are areas of the school environment. How are learning
spaces arrange?
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 happened describe the learning activities
they have and teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and 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 on the analysis part of this activity.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 13

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

Write your observation report here.

OBSERVATION REPORT
(You may include photos here.)

Name of the School Observed __Flora Primary School__

School Address __Capas, Tarlac__
Date of Visit __August 29, 2022 (Virtual)__

Aeta-Magantsi pupils, sometimes referred to as Negritos, attend Flora Primary School in

Maruglu, Capas, Tarlac. The school has just three teachers and about 50 students. The pupils
have four days of touch with the professors due to the travel circumstances.
There is a mix of pupils from various grade levels in each classroom. Because of the
limited number of instructors and space area, one classroom contains pupils in grades 4 and 5.
However, because everyone in the class participates in every discussion, the class is incredibly
engaging. Despite the inadequate learning resources, such as books, they are tremendously
committed to learning. According to one student, the wet season makes it difficult for the
delivery of the books to their school, therefore they are utilizing Grade 4 textbooks instead of
Grade 5 textbooks. With regard to their teaching resources, teachers are also inventive and
innovative.
They still find methods to successfully teach the lesson even if they find it challenging to
do so with just chalk and a whiteboard. One instructor, for instance, described how he taught
addition or multiplication using river stones. They are also following the curriculum that has
been locally adapted. The difficulty of teaching alphabets based on the words we often associate
with each letter was discussed by one instructor. He chooses terms that are more recognizable
to the pupils while teaching the letter "A" rather than using an apple.
Another element influencing the pupils' learning process is the curriculum's level of
difficulty. This school does not use the Indigenous Peoples Education Curriculum Framework
since it has not yet been delivered to them, people turn to the Old Curriculum Framework as a
result. However, given the intellectual capacity of the IP pupils, the time limit in this program is
not appropriate. Sometimes a single topic lasts three days. No matter how enthusiastic and
skilled a teacher is, the issue with food impacts kids' academic performance in the classroom,
making it challenging for instructors to fulfill their goals of assisting IP children in learning more
effectively.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 14

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVATION REPORT
(You may include photos here.)

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 15

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

ANALYZE

Curriculum Design, Competences Question based on your observation and

and Content interview data.
1. Does the school of belonging to When one of the instructors is teaching the Aeta's traditional
one's ancestral domain, a deep dance, this is one specific instance of how the school fosters a
understanding of the community's sense of connection to the Aeta's beliefs and customs.The teacher
beliefs and practices. Cite gave a demonstration of how Aetas value their culture by
participating in this dance, which is a part of their heritage.
examples.
2. Does school show respect of the
communities expression of The video did not demonstrate this particular aspect.
spirituality? how?
3. Does school the indigenous By encouraging the kids to learn about their traditional
traditions and fostering an awareness for their culture by
learners, a deep appreciation of
including such ideas into the discussion, the school demonstrates
their identity. How? its great appreciation for Aeta's identity.
4. Does the curriculum, teach skills One of the teachers claims that they are not using the IPED
and competencies in the curriculum but rather the previous curricular framework. This
indigenous learners that will help indicates that the learners must focus on developing more
them develop and protect their generalized abilities and competences rather than ones that
especially highlight the ancestral land and culture of their tribe.
ancestral domain and culture?
5. Does the curriculum only new Yes. Even though they are still utilizing the outdated curriculum,
concepts and competencies to the it nevertheless connects new ideas and skills to everyday life in
life experience of the community? the neighborhood.
6. Do the teaching strategies help
The instructors' "indigenized" methods of teaching the subjects
strengthen enrich and complement
are combined with the Aeta's teaching methodology to enhance
the community’s indigenous student learning.
teaching process?
7. Does the curriculum maximize the
use of the ancestral domain and
The use of Aeta ethnic dance in educational programs that stress
activities of the community as
the value of maintaining one's culture and traditions is one
relevant settings for learning, in example of how this is done.
combination with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold The video did not demonstrate this particular aspect.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 16

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM
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.)
By making sure that the assessments are culturally sensitive and
9. Do assessment practices, consider specifically take into account the group's culture in the language,
tools that are readily available in the community, and concepts
community values and culture,
that are highly relevant to the group's background, teachers'
how? assessment practices take into account community values and
culture.
According to what I've seen, the teachers' activities help pupils
10. Do processes include application
enhance their critical thinking abilities by employing concepts
of higher order thinking skills? and situations from the actual world that they must solve.

What do you think? Can you still be done to promote and uphold indigenous peoples
knowledge systems and practices and rights in school?

1. By incorporating practical principles into each lesson, the curriculum for the indigenous
framework should provide an emphasis on the value of the indigenous peoples' culture and
REFLECT
traditions.
2. Teachers must have access to current teaching resources, as well as student materials like
textbooks, from the Tarlac DepEd Division.
3. The Tarlac DepEd Division should recruit additional instructors to work with indigenous
students and pay them fairly.
4. Effective techniques for assisting teachers who have trouble getting from their homes to the
mountain schools must be developed by the Tarlac DepEd Division without compromising the
amount of time that children spend in direct instruction with their instructors.

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

1) What new things? Did you learn about indigenous peoples?

 According to what I have observed, the students are less focused on their goals and more
worried that they would be deceived if they don't study. I also discovered that there are a
variety of circumstances that have an impact on children' academic performance, therefore
instructors and the parents of these pupils should be aware of these difficulties and try to find a
method to at least address them.
FIELD For
STUDY 1 – instance,
Observationsstudents suffer tremendously
on Teaching-Learning in Actual School from a lack17of
Environment|
mgrocas
nourishment.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

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 students
different ability levels.

Offer choices. Encourage kids to interact and explore in the ways that they find
most enjoyable. There are some kids that could choose working alone, with a
partner, in a small group, or in a big group.

Plan for possibilities. Consider how you may modify an activity for kids who
require more time, more assistance, or exposure to concrete items to understand
the concept as you prepare an activity to share with the kids.

Strategies
on how to Empower children to document their learning. Invite children to share what they
would like to include in their digital portfolio and periodically ask them to review
address photos or videos. Encourage children and families to capture and share
observations of learning at home as well.
students
different
Encourage community support. Celebrate each child’s expertise and encourage
ability them to support children who could benefit from their help. Share examples of
levels. children’s work in virtual sessions to celebrate successes, even at a distance. You
could model this openness about asking for help, for example, by inviting the
classroom dancer to teach you his signature dance move.

Provide a variety of learning materials. Teaching materials come in many shapes

and sizes, but they all have in common the ability to support learning. The
purpose and importance of teaching and learning materials is to make lessons
interesting, learning easy and enable teachers to easily express concepts.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 18

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
OBSERVATIONS OF TEACHING-LEARNIG IN ACTUAL
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and
Indigenous People
FIELD STUDY THE K TO 12 GRADING SYSTEM

NEEDS
EXCELLENT VERY SATISFACTORY SATISFACTORY
LEARNING EPISODES IMPROVEMENT
EVALUATE Performance Task
4 3 2
1
All observation One (1) or two (2)
questions/tasks observation Three (3) observation Four (4) or more observation
ACCOMPLISHED
Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender, Needs, Strengths,
completely answered/ questions/tasks not Interests,questions/tasks
Experiences Language,
not Race, Culture, Religion,
questions/ Socio-
tasks not
OBSERVATION
economic Status,SHEET
Difficult Circumtances, and Indigenous Peoples answered/
accomplished. answered/ accomplished answered/ accomplished.
Learning Outcomes: describe the characteristics and needs of learners from diverse backgrounds; Identify the needs of students with different levels of
accomplished
abilities in the classroom; Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1); demonstrate
openness, understanding and acceptance of the learners diverse needs and backgrounds.
All questions were Questions were not
Name of FS Student: __Monette N. Garcia__
answered Date Submitted:All
completely;
questions were
__September 1, 2022__ answered completely; Four (4) or more observation
Year&Section: __4th Year – answers
Block C__are
Course:__BEED__ answered completely; answers are not clearly
in depth and were not answered; answers
answers are clearly
ANALYSIS are thoroughly grounded connected to theories; not connected to theories;
connected to theories;
on theories; grammar and one (1) to three (3) more than four (4)
grammar and spelling
spelling are free from grammatical spelling grammatical/spelling errors.
are free from errors.
error. errors.

Not so clear and shallow;

Profound and clear; Clear but lacks depth; somewhat supported by Unclear and shallow; rarely
REFLECTIONS supported by what were supported by what were what were observed and supported by what were
observed and analyzed observed and analyzed analyzed observed and analyzed

Portfolio is reflected on Portfolio is not reflected

Portfolio is reflected on
the context of the on in the context of the Portfolio is not reflected on
the context of the learning
learning outcomes. learning outcomes. in the context of the learning
LEARNING ARTIFACTS outcomes; Complete, well-
Complete; well- Complete; not organized, outcomes; not complete; not
organized, highly relevant
organized, very relevant relevant to the learning organized, not relevant
to the learning outcome
to the learning outcome outcome

Submitted before the Submitted a day after the Submitted two (2) days or
SUBMISSION Submitted on deadline
deadline deadline more after the deadline

Comment/s

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below

GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 19

mgrocas