Conceptualized by: Raymond D.

Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups

Worktext in Prof. Ed. 21

Field Study 1
(Learning Episode 3.5)
by:
RAYMOND D. GARCIA, MA Math
Assistant Professor I

BACHELOR OF SECONDARY EDUCATION .

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
Episode 3.5: Learners from Indigenous Groups
Respect begets respect, most especially in teaching and learning in a diverse classroom. This
lesson will guide you in understanding the various strategies in teaching students from different
indigenous groups.

Objectives:
1. Determine the students who belong to indigenous groups.
2. Evaluate the school programs for students from indigenous groups.
3. Observe how teachers use culturally responsive teaching strategies.

Education Theory
Classroom in the 21st century are extremely different from the classrooms of the past. One of
the seven Cs in teaching and learning in the 21 st century is cross – cultural understanding. Tracing
where our students came from and anticipating this in preparing the lessons is an essential ingredient
toward a successful and effective classroom instruction.

There are different indigenous groups in the country. According to the United Nations
Development Program, the Philippines is a culturally diverse country with about 14 – 17 million
indigenous people (IPs) belonging to 110 ethno – linguistic groups. They are mainly concentrated in
Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some groups in
the Visayas area.

In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act, was enacted. This
law recognizes and promotes all the rights of indigenous cultural communities/ indigenous people
(ICCs and IPs).

IPs remain to be the most vulnerable and marginalized members of society. Many IP
communities continue to lack access to decent basic social services, have limited opportunities to
engage in the mainstream economy, and suffer social, economic, and political exclusion (DepEd
Order 62, series of 2011).

As a result, the DepEd issued DepEd Order 32, series of 2015, entitled Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. The DepEd order recognizes the
right of IPs to basic education that is culturally rooted and responsive. The IPED Curriculum
Framework seeks to provide guidance to schools and other education programs, both public and
private, as they engage with indigenous communities in localizing, indigenizing, and enhancing the
K to 12 curriculum based on their respective educational and social contexts.

Moreover, according to DepEd Order 62, series of 2011, the department is mandated to
provide inclusive basic education for all, and shall:

1. Ensure the provision of universal and equitable access of all IPs to quality and relevant basic
education services towards functional literacy for all

2. Adopt appropriate basic education pedagogy, content, and assessment through the integration
of indigenous knowledge systems and practices (IKSPs) in all learning areas and process

3. Provide adequate and culturally – appropriate learning resources and environment to IP

learners

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Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
4. Strengthen the hiring, deployment, and continuous development of teachers and learning
facilitators in the implementation of the IP Education Program

5. Establish and strengthen appropriate multi – level units responsible for planning,
implementing, and monitoring IP education interventions

6. Expand and strengthen institutional and civil society linkages to ensure proper coordination,
knowledge – sharing, and sustainability of the IP Education Program

7. Implement stronger affirmative action to eradicate all forms of discrimination against IPs in
the Philippine educational system.

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5A
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________
Direction: Observe a school with IP learners. Watch the video on the link
https://www.youtube.com/watch?v=7KG_f1S0SIw. Write your observation report in the format
given below. Compile your answer in a portfolio.

Observation Report
Class Observed: Mapita Integrated School
Name of Teacher: Miss Victoria Almedina
Date of Observation: November 26, 2023
Observation/s:
The Mapita Integrated School is a school of Indigenous People The school is located in a vast
mountain whose students are usually from the Kankanaey indigenous people. The school was created
because of the students who still had to go down to the town to study there but because they could not
keep up with the people in the town they preferred to stop studying.
The school was built for the children who belong to indigenous people and the curriculum also is
integrated with their culture. This is to address also the needs and right of the students on basic education
that even they are at the mountain they are not left behind to what the teaching and learning of the
students in the town. From this opportunity helps them to enhance their knowledge not only within their
culture but also learning outside their comfort zone.
The IP parents are very thankful that there is school that can help their children to go to a nearer
school and also less expenses for them because their children can no longer go down in the town to go to
school. And based from my observation that children can freely access food and they are teaching
children how to plant vegetables and fruit bearing trees. In conclusion, our government is implemented
this school to eradicate all forms of discrimination against IPs in the Philippine educational system.

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5B
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________
Direction: Based on the video of the class you observed, identify/list down 10 students who belong
to IP groups, then fill in the table below with the needed information. Compile your answer in a
portfolio

Name Grade and IP Group Province

Section

Student 1 8-Charity Isnag Apayao

Apayao
Student 2 8-Charity Isnag

Apayao
Student 3 8-Charity Isnag

Apayao
Student 4 8-Wisdom Isnag

Apayao
Student 5 10-Hope Isnag

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5C
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________

Direction: Evaluate the school’s programs for IPs by checking the box that corresponds to what you
have observed in the class. Compile your answer in a portfolio

DepEd Mandates Yes No

1 Ensures the provision of universal and equitable access of all IPs to
quality and relevant basic education services towards functional
literacy for all


2 Adopts appropriate basic education pedagogy, content, and assessment

through the integration of IKSPs in all learning areas and process 
3 Provides adequate and culturally – appropriate learning resources and
environment to IP learners 
4 Strengthens the hiring, deployment, and continuous development of
teachers and learning facilitators in the implementation of the IP
Education Program


5 Establishes and strengthens appropriate multi – level units responsible

for planning, implementing, and monitoring IP education interventions 
6 Expands and strengthens institutional and civil society linkages to
ensure proper coordination, knowledge – sharing, and sustainability of
the IP Education Program


7 Implements stronger affirmative action to eradicate all forms of

discrimination against IPs in the Philippine educational system 

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5D
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________
Direction: Conduct a virtual interview with the teacher (Provide enough documentation to be
attached in your portfolio). List down five (5) culturally – responsive teaching strategies he or she
are using for students from Indigenous Groups. Write your answer in a space provided below.
Compile your answer in a portfolio.

Teaching Strategy 1:

Teaching Strategy 2:

Teaching Strategy 3:

Teaching Strategy 4:

Teaching Strategy 5:

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5E
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________
Direction: Read carefully and answer the following questions. Compile your answer in a portfolio.

1. Why is it necessary to create the IPED Curriculum Framework?

The IPED Curriculum Framework is a crucial tool for maintaining quality and excellence in
education, providing clear learning objectives and outcomes to align curricula with industry
demands and academic requirements.
2. What school program would you recommend to the school administrators to address
the needs of IPs?
 Establish and implement a curriculum that promotes inclusion and respect by
integrating Indigenous Peoples' traditions, customs, and histories.
 Promote initiatives that actively include Indigenous communities in the
learning process, encouraging cooperation, understanding, and attending to
particular needs.
 Create skill-based and vocational programs that are suited to the economic
circumstances of Indigenous communities, giving people the tools they need to
support themselves via sustainable livelihoods.

3. Based on the list you made in the previous activity, most of the students belong to
what particular indigenous group? Why do you think so?
Most of the student belong to the Isnag group of indigenous people. The student
are longing for education that can also nurture them and help them to enhance more
their knowledge on what are happening outside their community. .

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 Conceptualized by: Raymond D. Garcia, MA Math
Assistant Professor 1 – Apayao State College
Episode 3: Diversity of Learner Learners from Indigenous Groups
LEARNING ACTIVITY TASK 3.5F
Learners from Indigenous Groups

Name: Rezia Rose D. Pagdilao_____________________ Date: ____________________

Course/Year/Section: BSED-4 Social Studies___________ Score: ___________________
Direction: Write your reflection of what you have learned in this lesson by completing the
statements below. Compile your answer in a portfolio.

1. I realized that the key to a successful and effective classroom teaching is understanding our students'
backgrounds and accounting for them while planning courses.

2. I believe that if meet the specific needs of the Isnag community, programs should incorporate
sustainable livelihood strategies, community participation, and culturally responsive education.

3. I feel that the IPED Curriculum Framework aims to assist public and private education programs in
localizing, indigenizing, and enhancing the K-12 curriculum to suit the unique educational and
social circumstances of indigenous people.

4. When I become a teacher, I will integrate diverse cultural perspectives into my curriculum, valuing
students' cultural backgrounds to create a more inclusive and engaging learning environment."

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