FIELD STUDY 1

MY LEARNING
EPISODES

Learning Focus on Gender, Needs, Strengths, Interest,

31
Experiences Language, Race, Culture,
Episode Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
 SPARK Your Interest
This Photo
by
Episode 3 provides an opportunity to observe how differences in gender, racial,
Unknown
cultural
Author and
is religious backgrounds, including coming from indigenous groups influence
licensed
learner behavior, interaction and performance in school. One will also analyze and reflect on
under
practices
CC BY that teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn about
strategies that teachers use in addressing the learners’ needs toward effective teaching and
learning.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from 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 3.3.3); and
 demonstrate openness, understanding and acceptance of the learners’ diverse
needs and backgrounds.

REVISIT the Learning Essentials)

Here are the principle and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from 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 thay
have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, 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, interest and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.

Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. the teachers develop in them sensitivity and empathy. They
remember that the learners respond and perform at different levels. the teacher assures 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.

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

 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 and competition

3. Focus on Indigenous Peoples

A young teachers approach to indigenous people starts with a keen awareness
of one’s own identity, including one’s belief and cultural practices. Through serious
reflection one may realize that the self is the product of all the influences. of key
people in one’s life and the community, real and virtual. Similarly, learners from
Indigenous group carry 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 the sincere willingness and deep
interest to know and understand the indigenous peoples’ culture. we aim to make
teaching-leraning facilitative rather than imposing.

a. From your professional education subjects/courses, most likely you have

discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethnolinguistic groups, majority of which is in Mindanao,
some in Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010).
They represent about 10-20% of our total population. There are two big
indigenous peoples groups which have several smaller ethnic groups within
them, the non- muslim group called the Lumads in Mindanao, and the Igorots
in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law.
However, years later, so much still has to be done to improve the lives of
millions of people from indigenous groups. (Reyes, Mina and Asis,2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most
useful for you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, s. 2015 enclosure,
pp.15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning Systems (ILS) the design of a culturally appropriate
and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the
community’s world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as
part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasizes competencies that are needed to support the
development and protection of the ancestral domain, the vitality of

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

 their culture, and the advancement of indigenous peoples ’rights
and welfare.
f. Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling
meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and
responsive curriculum recognizes that the ancestral domain where IKSPs
are experienced, lived, and learned is the primary learning environment
and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources
shall be developed and utilized in line with the described curriculum
content and teaching-learning processes
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.

OBSERVE, ANALYZE AND REFLECT

ACTIVITY 3.1 Observing differences among learners’ gender, needs, strengthens,
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: Subject Area::
_______________________ ______________________ ____________________
__

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.
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles and practices that
she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions

The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.

2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?

4. Who among the students participate actively? Who among them ask for most help?

5.When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogenously, by age? by
gender? by racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? if so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their behavior

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
 learners. Ask about the strategies they use to help these 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
aOndtBSERVATION REPORT
Name of the School Observed: LOGAC NATIONAL HIGH SCHOOL
School Address: LOGAC, LAL-LO, CAGAYAN
Date of Visit: SEPTEMBER 27, 2022

On this day, the school prepared for the visit of the school evaluators that’s why most
teaching staffs are busy for the preparation. As a result, my Resource Teacher asked me to
take charge on his class so the students will not scatter around. Her class was the first
section of Grade 10 so I decided to do observation at the same time while being on
charged. There are 23 students in Set B which is enough for me to handle. My Resource
Teacher instructed me to give the two written activities from their module so I did. When I
entered the classroom, I already caught their attention so I introduced myself and gave
some details about me and why I am with them at the moment. After that, I read them the
instruction and write the format of their activity on the board. Their first activity is to write
letter, and shockingly, they start to ask the parts of the letter. So, I started to explain each
part and gave example for basis. I also explained the other activity so they can work
continuously. After that, they still ask questions and clarification and as I entertain them,
they also started to interact with me. They would ask question to me then they
communicate with their seatmate then they will start to write afterwards. It seems they
shared their understanding and ideas on the activity with their classmates before working in
it. I also observed that students have group or circle of friends and no one is sitting alone or
deprived. Some groups are active especially those students sitting on the front which is
more on boys and those at the back are quiet. I think the teacher made the boys sit in the
front as a tactics to discipline them. Despite the groups in the class, they still have their
unity which I sensed when someone ask question, they would get silent and wait for my
explanation. No superiority behavior among them which is so ideal to have within a
classroom. I noticed that honor students are silent maybe because they already know and
understood the context of the activity , so the novice learners are more active since they are
asking more help in accomplishing the task.

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

 ANALYZE

1. Identify the person who p[lay key roles in the relationship s 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?
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What makes the learners assume these roles? What factors affect their behavior?
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2. Is there anyone you observed who appear left out? are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?

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What does the teacher do to address issues like this?
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3. How does the teacher influence that class interaction considering the individual differences
of the students?
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4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
___________________________________________________________________________
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REFLECT
1. How did you feel being in that classroom? Did you feel a sesnse of oneness or unity
among the learners and between the teacher and the lerners?

ACTIVITY 3.2. Observing differences among learners with disabilities, giftedness, and
talents.

Resource Teacher: Teacher’s Signature: School:_________________

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

 _______________________ __________________ _________
Grade/Year Level: Subject Area: Subject Area::
_______________________ ________________________ ____________________

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED Class with learners with intellectual disabilities
b. SPED Class with learners with physical disabilities
c. SPED Class for the gifted and talented
d. a regular class with inclusion of learners
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Analyze your observation data.
5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

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

OBSERVATION REPORT
Name of the School Observed: ________________________________________________
School Address: ___________________________________________________________
Date of Visit: _____________________________________________________________

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

 ANALYZE

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

___________________________________________________________________________
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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.

___________________________________________________________________________
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FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did students respond to the teacher? Did the teacher use differentiated instruction? If
yes, describe how.
___________________________________________________________________________
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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?
___________________________________________________________________________
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2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
___________________________________________________________________________
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__________________________________________________________________________.
ACTIVITY 3.3. Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Teacher’s Signature: School:_________________

_______________________ __________________ _________
Grade/Year Level: Subject Area: Subject Area::
_______________________ ________________________ ____________________

To realize the Intended Learning Outcomes, work your way through these steps. Observe at
least two of these classes.
1. Ensure that you have reviewed the no. 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 Tradition, 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

Please Note: Ensure proper coordinationof your college/university to obtain permission from
these schools before you visit.

If actual visit is not feasible, consider a “virtual visit” through social maedia. And if still no
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.

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

DepEd Indigenous Peoples Education office. National Indigenous Month (October) Video, 2013. Retrieve from :
https://www.youtube.com/watch?v=FsMjgONz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
If you are watching videos you searched, instead of 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 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 involve in teaching the
learners?
5. Observe how the teaching-learning process happen. describe the learning activities
that have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and the learners,
among the teachers, and in the school in general.
7. what instructional materials and learning resources are they using?
8. Interview the teacher or the 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 of Teaching-Learning in Actual School Environment

 OBSERVATION REPORT
(You may include photos here)
Name of the School Observed: ________________________________________________
School Address: ___________________________________________________________
Date of Visit: _____________________________________________________________

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

 ANALYZE

Curriculum Design, Competencies, Answer each question based on your observation and
and Content interview data.
1. Does the school foster a sense of
belonging to one’s ancestral domain,
a deep understanding of the
community’s beliefs and practices.
cite examples.
2. Does the school show respect of
the community’s expression of
spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity? How?
4. Does the curriculum teach skills
and competencies in the indigenous
learners that will help them too
develop and protect their ancestral
domain and culture?
5. Does the curriculum link new
concepts and competencies to the
life experiences of the community?
6. Does the teaching strategies help
strengthen, enrich and complement
the community’s indigenous
teaching-process?
7. 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
sessions? Cite examples?
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
community values and culture?
How?
10. Do assessment process include
application of higher order thinking
skills?

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

 What do you think can be still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
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REFLECT
Reflect based on you actual visit or videos that you watched.

1. What new things did you learn about indigenous people?

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FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
___________________________________________________________________________
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__________________________________________________________________________.

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

3.1 Be open to and respect indigenous people by

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3.2Uphold and celebrate their culture, beliefs and practices by
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3.3Advocate for indigenous peoples education by
___________________________________________________________________________
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__________________________________________________________________________.

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and
low achievers in your class? Make a collection of strategies on how to address the students’
different ability levels.

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

 EVALUATE Performance Tasks
Evaluate your work task: Field study 1, Episode 7 – Physical and Personal aspects of Classroom
Management
Name of FS Student___________________________________ Date Submitted: __________
Year: ___________________ Course:____________________ Major: _________________

Learning 4 3 2 1
Episode Excellent Very Satisfactory Satisfactory Needs
Improvement
Accomplished
Observation All observation One to two observation Three observation Four or more observation
Sheet questions/tasks are questions/tasks are not questions/tasks are not questions/tasks are not
completely answered/accomplished. answered/accomplished. answered/accomplished.
answered/accomplished.
Analysis All questions were All questions were Questions were not Four or more questions
answered completely; answered completely; answered completely; were not answered
answers are with depth answers are clearly answers are not clearly completely; answers are
and are thoroughly connected to theories; connected to theories; one not clearly connected to
grounded on theories; grammar and spelling are to three grammatical and theories; more than four
grammar and spelling free from errors. spelling errors are found. grammatical and spelling
are free from errors. errors are found.
Reflections Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on in Portfolio is not reflected on Portfolio is not reflected on
in the context of the the context of the learning in the context of the in the context of the
Artifacts learning outcomes; outcomes; complete, well- learning outcomes; learning outcomes;
complete, well- organized, very relevant to complete, not organized, incomplete, not organized,
organized, highly the learning outcome. relevant to the learning not relevant to the learning
relevant to the learning outcome. outcome.
outcome.

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

 Submission Submitted before the Submitted on the deadline. Submitted a day after the Submitted two or more
deadline. deadline. days after the deadline.

Comments:
Overall Rating based on
Transmutation
Score

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

Grade 1.0 1.25 1.5 1.75 2 2.25 2.5 2.75 3 3.5 5
99 96 93 90 87 84 81 78 75 72 71-below

______________________________________ ____________________
_
Signature of FS Teacher over Printed Name Date

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is correct?

a. The teacher must do his/her best to reduce student diversity in class.
b. The less the diversity of students in class, the better for the teacher and students.
c. The teacher should accept and value diversity.
d. Student’s diversity is purely due to students’ varied cultures.

2. Which student thinking/behavior indicates that he/she values diversity?

a. He/she regards his culture as superior to other’s culture.
b. He/she regards his culture as inferior to other’s culture.
c. He/she accepts the fact that all people are unique in their own way.
d. He/she emphasizes the differences among people and disregards their
commonalities.

3. What is teaching-learning implication of student diversity?

a. Compare students
b. Make use of a variety of teaching and assessment methods and activities
c. Do homogeneous grouping for group activities
d. Develop different standards for different student groups

4. All are features of the indigenous People 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.
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment
 5. All are best practices in using learning resources for indigenous learners, EXCEPT?
a. Culturally generated learning resources only include indigenous group’s artifacts,
stories, dances, songs, and musical instruments.
b. The language used in instructional materials, especially in primary years, which
highlight mother tongue, is consulted with the indigenous community.
c. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
d. The indigenous community’s property rights are upheld in publishing learning
resources.

6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT,
a. Including the practice of competencies in actual community and family situations
b. Applying higher-order thinking skills and integrative understanding across subject
areas
c. Using international context in the assessment standards and content faithfully
without modification
d. Including community generated assessment process that are part of indigenous
learning system.

7. Read the following comments by the teacher. Which of the following comments will most
likely make a child try harder, rather than give up?
a. Sinuwerte ka ngayon dito sa test, ha?
b. Hindi ka talaga magaling dito sa paksang ito,’no?
c. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos n among maunawaan ito
d. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.

8. Which of the following demonstrated differentiated instruction?

a. the teacher group the learners by their ability level and makes the groups work with
the same topic but assigns a different task appropriate for each group to accomplish
b. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
c. The teacher groups the learners by their ability level and assigns different content
topics for the groups to work on.
d. The teacher groups the learners by ability levels and assigns each group a different
task on the same topic, and then request three different teachers, Each to assess one
of the group

9. Which teaching practice gives primary consideration to individual differences?

a. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable.
b. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing.
c. Preparing two different sets of examination, one for the fast learners and another
for the slow learners
d. Applying two sets of different standards

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