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LEARNING EPISODE 3

FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES LANGUAGE,


RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLES

OBSERVE, ANALYZE, REFLECT

Observing differences among learners’ gender, needs, strengths, interests, and


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

Resource Teacher: Jessica B. Nieto Teacher’s Signature: ___________ School: SDNHS


Grade/Year Level: 12 SHS Subject Area: ENGLISH Date: September 21, 2024

OBSERVE

An Observation Guide for the Learners’ Characteristics

OBSERVATION REPORT

Name of the School Observed STO DOMINGO NATIONAL HIGH SCHOOL

School Address SAN RAFAEL, STO DOMINGO ALBAY


Date of Visit SEPTEMBER 18,2024

DURING CLASS:

1. The number of students were 40, their age around at 16-18 years old. There are girls and boys. All
inside the classroom had the same religions and no ethnic groups.
2. I noticed that the students seated at the front of the classroom tended to be more engaged and focused
than those sitting at the back. However both group participate with each other in a respectful manner.
3. The students actively participated in class discussions raising their hand and sharing their thoughts.
There was a sense of cooperation among the students with no signs of competition.
4. Many students actively participated in class discussion, sharing their ideas and thoughts. The teacher
was supportive and attentive listening carefully to students contributions and providing guidance when
needed some student seek for additional help with specific talk, such as writing reflections and
participating in recitation.
5.When a students is called and cannot answer the teacher question, the teacher try to motivate to express
the idea of her students and give some hint so that he/she formulate her sentences. The teacher won’t let
them give up instead they try to help in a best way.

OUTSIDE CLASS:

1. Students outside the classroom often form groups based on their shared interests, gathering to discuss
and explore their passions together. For example, some are passionate about k-pop while others are avid
gamer. These different interest influence their social circles and contribute to their happiness.
2. Students who are alone and not interacting are often shy. The students find difficult to express their
thoughts or feelings. They may find it difficult to initiate conversations with others.

ANALYZE
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?
The teacher and students are the persons who play the key roles in the relationships and
interactions in the classroom. Teacher as a facilitator, guiding discussions and making a
conducive learning environment. Among student, some shows as natural leaders often recognize
for their intelligence and ability to inspire their classmates other brings a more enjoyable
atmosphere. Some students may seek attention through frequently questioning, while other
prepare being quite, observing and reflecting on the discussion.

What makes the learners assume these roles? What factors affect their behavior?
Student behavior, learning, and wellbeing are all influenced by family, peers, school, and the
larger community. Personal characteristics such as age, sex, personality, temperament, and
mental and physical health also influence how students behave.

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 others? How is this shown?
There is no learners were left out because the teacher ensure that all students receive attention
they need to improve academically. By providing individualized support and guidance, the
teacher help every students achieve and understand the desired learning outcome.

What does the teacher do to address issues like this?


The teacher shows a collaborative environment by encouraging all students to participate in the
class discussions. They ensure that everyone has a opportunity to contribute by calling on
students equitably and leaving no one behind.
3. How does the teacher influence the class interaction considering the individual differences of the
students?
Teacher can influence the class interaction by class interaction by considering and addressing the
individual differences of their students by utilizing effective communication and appropriate
teaching method that would fit to everyone.

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How
does the teacher leverage diversity?
The teacher use to maximize the benefits and leverage in the classroom, teacher should be culture
aware and sensitive then using inclusive language and communication to promote understanding.
By implementing these strategies, teachers can have inclusive learning environment that foster
positive interactions and support.

REFLECT

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?
A classroom play a vital role in shaping student knowledge and character. Each students are
unique with their own individual strengths, weaknesses and learning style. I was impressed to see
all students were actively engaged and had opportunity to participate. The teacher impact had
effective classroom management and supportive approach that show an inclusive learning.

Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: Jessica B. Nieto Teacher’s Signature: ___________ School: SDNHS


Grade/Year Level: 12 SHS Subject Area: ENGLISH Date: September 21, 2024

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 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.

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 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
NOT OBSERVED

ANALYZE

1. Did your observation 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.
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?
In high school I could easily identify the high achiever- and low achievers students. While the
majority of low achievers were male. During group activities, our teacher would strategically
assign high achievers to each group to provide support and guidance to their peers. This balanced
approach ensured that all students have opportunities to participate and learn from each other.

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
As a future teacher, I will need a variety of dispositions and traits to effectively meet the needs of
learners.
Prepared in order for me to meet the future needs of my students. I need to prepare myself in a
variety of modalities and a broad range of knowledge.

Organized because one of the perks of being a teacher is the ability to stay organized; a good
education includes well-organized lessons and assessments.

Active but patient, of course, so that I can influence the students' learning process.

Technology literate, because future students will be well-versed in navigating technology, I


should not fall behind in my use of technology because 21st century learners deal more with
technology as a learning modality.

Flexible, so that I can juggle multiple responsibilities while still making students smile and feel
valued. In addition, I was able to quickly adapt to and adjust to changes.

Observant, because observing our students yields insights when we assess for patterns, styles, and
outcomes in order to come up with the best possible solutions for the students to achieve and
learn more.

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: Jessica B. Nieto Teacher’s Signature: ___________ School: SDNHS


Grade/Year Level: 12 SHS Subject Area: ENGLISH Date: September 21, 2024

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 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.

IP group: Talaandig Tribe


School: University of Southern Philippines PAMULAAN Center for INDIGENOUS PEOPLES
Education. Pamulaan is an indigenous university created for the indigenous youth of the
Philippines. Its main task to create culturally appropriate and relevant degree level courses,
producing indigenous graduates.
2. Observe and note the different parts or areas of the school environment. How are learning spaces
arranged?

The learning spaces were arranged based on the knowledge, needs and practices of Indigenous
People. The classroom was designed to cater different areas of knowledge and to teach IP in a
holistic manner.

3. What activities do they do in these different areas of the school?


There are varying activities the school has especially in practical learning. They do sustainable
agriculture, teaching, and business like processing of lemongrass tea, coffee, malunggay,
sambung, and other products, they also have developed a cultural heritage center where they
share cultures with visitors like the non-indigenous students at the university. Every Friday, they
have a program called Cultural Exchanged Night where there are expressing who they are and
bonding with the other IP in the school.

4. Who are the people who manage the school? Who are involved in teaching the learners?
It was a school funded by the Government and supported by University of the Southern
Philippines. The professors from the said university are the one who are teaching the learners in
the school.

5. Observe how the teaching-learning process happen. Describe the learning activities they have and
the teaching strategies that the teacher uses.
It is almost the same with the normal way of teaching in a university, but they are more focus on
the cultural heritage of their respective group. They have education programs and agricultural
programs where professors are teaching them the different courses, yet they do not forget teach
also the indigenous people culture.

6. Describe the interaction that is taking place between the teacher and learners, among the teachers,
and in the school in general.
The relationship in Pamulaan School is like a family, the connection in each of everyone are
strong enough to become their foundation to stand still and they do not let themselves left behind
from the educational trend.

7. What instructional materials and learning resources are they using?


They are using instructional material and resources given by the government, but it is written
according to their language for them to understand easily the lesson but on the other hand
professors are teaching them ESL.

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.
Pamulaan - Centre for Indigenous Peoples Education - Pamulaan is an indigenous university
created for the indigenous youth of the Philippines. Its main task is to create culturally
appropriate and relevant degree level courses, producing indigenous graduates. The curriculum in
Pamulaan School for Indigenous people is designed to cater the knowledge, needs and cultural
practices of the Indigenous People. The development of their curriculum is supported by the
University of Southern Philippines.. According to National commission on Indigenous Peoples,
Atty. Oralde-Quintayo, “The legal framework here in the Philippines is the law speaks of an
educational system that is consistent with the world view of the Indigenous Peoples. In terms of
government support, Pamulaan have schools built in indigenous people’s area funded by the
government and providing indigenous teachers to teach in indigenous areas. The indigenous
peoples are citizen of the Philippines so addressing their needs by way of providing them with
culture sensitive education, can empower them by means of that they can contribute to the
development of this country.”

Write your observation report here.


OBSERVATION REPORT

Name of the School Observed University of Southern Philippines PAMULAAN Center for
INDIGENOUS PEOPLES Education
School Address Pamulaan Center for Indigenous Peoples Education, Davao- Bukidnon Rd,
Tugbok, Davao City, Davao del Sur
Date of Visit: VIRTUAL VISIT

I wasn’t able to observe in a school with a program for IP learners but I consider a virtual visit
through watching YouTube video. The IP group that I have watched is the Talaandig Tribe. The
name of the school is University of Southern Philippines PAMULAAN Center for INDIGENOUS
PEOPLES Education. Pamulaan is an indigenous university created for the indigenous youth of the
Philippines. Its main task to create culturally appropriate and relevant degree level courses,
producing indigenous graduates.

The learning spaces of the school environment were arranged based on the knowledge, needs and
practices of Indigenous People. The classroom was designed to cater different areas of knowledge
and to teach IP in a holistic manner.

There are varying activities the school has especially in practical learning. They do sustainable
agriculture, teaching, and business like processing of lemongrass tea, coffee, malunggay, sambung,
and other products. They also have developed a cultural heritage center where they share cultures
with visitors like the non-indigenous students at the university. Every Friday, they have a program
called Cultural Exchanged Night where there are expressing who they are and bonding with the
other IP in the school.

Pamulaan is a school funded by the Government and supported by University of the Southern
Philippines. The professors from the said university are the one who are teaching the learners in the
school.

The teaching-learning process is almost the same with the normal way of teaching in a university,
but they are more focus on the cultural heritage of their respective group. They have education
programs and agricultural programs where professors are teaching them the different courses, yet
they do not forget teach also the indigenous people culture.

The relationship in Pamulaan school is like a family, the connection in each of everyone are strong
enough to become their foundation to stand still and they do not let themselves left behind from the
educational trend. They are using instructional material and resources given by the government, but
it is written according to their language for them to understand easily the lesson but on the other
hand professors are teaching them ESL.

Pamulaan is an indigenous university created for the indigenous youth of the Philippines. Its main
task is to create culturally appropriate and relevant degree level courses, producing indigenous
graduates. The curriculum in Pamulaan School for Indigenous people is designed to cater the
knowledge, needs and cultural practices of the Indigenous People. The development of their
curriculum is supported by the University of Southern Philippines. According to National
Commission on Indigenous Peoples, Atty. Oralde-Quintayo, “The legal framework here in the
Philippines is the law speaks of an educational system that is consistent with the world view of the
Indigenous Peoples. In terms of government support, Pamulaan have schools built in indigenous
people’s area funded by the government and providing indigenous teachers to teach in indigenous
areas. The indigenous peoples are citizen of the Philippines so addressing their needs by way of
providing them with culture sensitive education, can empower them by means of that they can
contribute to the development of this country.”

Link: https://www.youtube.com/watch?v=hr8FipuFkWM

OBSERVATION REPORT
ANALYZE

Curriculum Design, Competencies, and Answer each question based on your observation and
Content interview data.
1. Does the school foster a sense of Yes, because the teaching from Pamulaan is associated
belonging to one’s ancestral domain, a with the culture and knowledge of their IP Group.
deep understanding of the community’s Example: In terms of agriculture, professors are
beliefs and practices? Cite examples. teaching them everything about agriculture with the
application of IP knowledge and culture.
2. Does the school show respect of the Yes, because Pamulaan have different IP Group and
community’s expression of spirituality? each of them shows respect from different norms and
How? beliefs of one another.
3. Does the school foster in the
indigenous learners a dep appreciation Yes, they do have a "Cultural Exchanged Night" every
of their identity? How? Friday where they perform dances based on their tribe
and group, allowing them to appreciate the diversity of
their groups' identities.
4. Does the curriculum teach skills and Yes, because their curriculum was developed by the
competencies in the indigenous learners university's academe with the goal of balancing
that will help them develop and protect teaching skills while also developing their ancestral
their ancestral domain and culture? domain and culture.
5. Does the curriculum link new Yes, it is a link between new concepts and
concepts and competencies to the life competencies and the community's life experiences,
experience of the community? particularly in terms of agriculture.
6. Do the teaching strategies help Yes, it aids them because, in addition to the theory, they
strengthen, enrich, and complement the investigate its application in a real-life scenario.
community’s indigenous teaching-
process?
7. Does the curriculum maximize the Yes, because it is a school for Indigenous People, it is
use of the ancestral domain activities of kept up to date and balanced to meet the needs of the
the community as relevant settings for students. For example, in the school's education
learning in combination with classroom- program, they use instructional materials based on IP
based sessions? Cite examples. knowledge and materials.
8. Is cultural sensitivity to uphold Yes, their curriculum was largely based on their
culture, beliefs and practices, observed respective IP Group's knowledge and cultural practices,
and applied in the development and use which were supplemented by academe to support and
of instructional materials and learning develop the use of instructional materials and learning
resources? How? (For example, Culture resources.
bearers of the Indigenous Peoples are
consulted.)
9. Do assessment practices consider Yes, it is a requirement of their curriculum that
community values and culture? How? community values and cultures be considered when
teaching.
10. Do assessment processes include Yes, it's always linked to the hierarchy of cognitive
application of higher order thinking abilities
skills?
What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in school?
Indigenous school needs funding support to continue its service and to even improve their school
facilities. I think in a regular school within a place with indigenous group should have a subject focuses to
the study about indigenous people knowledge systems, practice and rights because everyone should have
the knowledge on indigenous culture, tradition and belief in order for it to not disappear through the
course of time. Their identity is always at stake in this constantly modernizing world we live in. It should
be promoted and protected. No school should disregard indigenous student but rather be welcome in an
open environment.

REFLECT

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

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


I learned that norms and culture are extremely important because they are instilled in us and
nourish our knowledge and skills. Also, when it comes to valuing the tribe from which they came
and their identity. While being alienated may be difficult for them, IP are still working hard to
achieve their goals and establish their identity.

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
I was most impressed and appreciate by the student’s dedication to their education, despite facing
financial challenges. Their resilience and commitment to learning were truly inspiring.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by not demeaning their identity in front of anyone
because I now fully comprehend their sacred beliefs, and as a future teacher, I must accept what
kind of group they belong to. Because we are all exceptional, I respect the value of uniqueness, so
I must be sensitive when it comes to identity.

3.2 Uphold and celebrate their culture, beliefs, and practices by respecting their culture, beliefs,
and practices, and as a gesture of respect, I will watch and observe them without doing anything
that might hurt their feelings; joining them is not a terrible thing, but I should restrict myself to
what is limited to avoid conflicts.

3.3 Advocate for indigenous people education by promoting the support of every IP in our
country; IPs are one of our country's identities. I'll teach my students to respect IP's individuality
in our classroom and to be sensitive when teaching my IP learner, and I'll make sure I'm aware of
their religious restrictions.

SHOW:
As a future teacher, this activity is designed to prepare me not only for good observation but also for
becoming a competent educator. For me, the methods and strategies that I will remember in the long term
to ensure that I meet the needs of both high and low achievers in my class are to treat them fairly, respect
their individuality, social backgrounds, and, most importantly, their individual differences in abilities. I
will avoid making comparisons and will never put my students down. I'll make sure that these concepts
are instilled in my mind so that I can understand my students' temperaments, task completion speeds,
teacher interactions, and social interactions.

A collection of strategies on how to address the students’ different ability levels:

I will provide different levels of activities or assignments to cater to students' different abilities.

Group students based on their strengths and weaknesses for targeted instruction and support.

Give additional resources and support to struggling students, such as tutoring or small-group instruction.

I will provide challenging and engaging activities for advanced students to extend their learning.
Shows a growth mind-set in all students, emphasizing that intelligence and abilities can be developed
through effort and practice.

Use a variety of assessment methods to measure student understanding and accommodate different
learning styles.

Establish clear expectations for all students and consistently enforce them to create a fair and equitable
learning environment.

Maintain open communication with students and parents to address any concerns or challenges and
provide support as needed.

LINK Theory to Practice

1. C
2. C
3. B
4. B
5. A
6. C
7. C
8. A
9. A

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