Episode 3 provides an opportunity to observe how differences in gender, racial,

cultural and religious background, including coming from indigenous groups influence learner
behavior, interaction, and performance in school. One will also analyze and reflect on practices
that teachers use in leveraging diversity in the classroom. It also provides an opportunity to
observe how differences in abilities affect interaction in school and learn about strategies that
teachers use in addressing the learners’ needs toward effective teaching and learning.

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 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 background.

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 child’s functioning. (NAEYC 2019)
b. Development and learning are maximize when learners are challenge to achieve at a level
just above their current level of mastery, and also when they have many opportunities to
practice newly acquired skills.
 c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, 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. Learners’ linguistic, cultural, socio-economic and religious background
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child abuse,
and child labor.

Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their
gender identity, culture and religion are respected, their strengths are recognize, and their
needs will be met. These teacher declare to all that everyone has the chance to learn and
succeed. They create a learning community were 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 People

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s
own identity, including one’s identity, including one’s beliefs and cultural practices. Through
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 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 culture is superior. We, approach with the
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 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 called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we call 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 indigenour cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasizes competencies that are indeed to support the development
and protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous people’s 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.
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 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.

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
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
 OBSERVATION REPORT

Name of School Observed: _____________________________________________________

School Address: _______________________________________________________________
Date of Visit: _________________________________________________________________
 1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What makes the learners assume these roles? What factors affect their behavior?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What does the teacher do to address issues like this?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. How does the teacher influence the class interaction considering the individual
differences of the students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners?
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 at least two of these classes
a. SPED class with learners with the 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.

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 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 School Observed: _____________________________________________________

School Address: _______________________________________________________________
Date of Visit: _________________________________________________________________
 1. Does your observations match the information given by the teacher?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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. Ensure that you reviewed the no. 3 Focused on Indigenous Peoples in the Learning
essentials of Episode 3
2. Observe in 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
f. Tubuanan Ati Learning Center, Balabag Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T’boli School of LivinG Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Tradition, Lantapan, Bukidnnon
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 still not feasible consider a “virtual” field study through watching Indigenous
People in the Philippine videos. There are several available at YouTube. You can start
with this video by Dep Ed.

DepEd Indigenous People Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://www.youtube.com/watch?v=FsMigON2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
 Use the observation guide provided for you to document your observation.

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 he videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the video. 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 part of areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they
have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and the learners, among
the teachers, and in the school in general.
7. What instructional material and the 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.
Write your observation report here.

OBSERVATION REPORT

(You may include photos here)

Name of the School: ________________________________________________________

School Address: ____________________________________________________________

Date of Visit: ______________________________________________________________

OBSERVATION REPORT

(You may include photos here)

 Curriculum Design, Answer each question based on your observation and
Competencies, and Content interview data
1. Does the school foster a sense
of belonging to one’s
ancestral domain, a deep
understanding of the
community beliefs and
practices? Cite examples.
2. Does the school show respect
of the community’s
expression of spiritually?
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 develop and protect
their ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community.
6. Do 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
processes include
application of higher order
thinking skills?

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

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

3.1 Be open to and respect indigenous peoples by
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.2 Uphold and celebrate their cultures, beliefs and practices by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.3 Advocate for indigenous peoples education by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 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.
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 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 cultures.
B. He/She regards his culture as inferior to other’s cultures.
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 a teaching-learning implication of student diversity?

A. Compare students.
B. Make sure of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping or group activities.
D. Develop different standards for different student groups.

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT __________.
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates, and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world view,
and its indigenous cultural institutions

5. All are best practices in using learning resources or 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 processes that are part of indigenous
learning system

7. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather 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 mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with
the same topic 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 requests three different teachers, each to assess one
of the groups.

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

A. Allowing children to show that they 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.
Name of FS Student: ____________________________________ Date Submitted: __________
Year and Section: __________________ Course: _____________________________________

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