Field

Study 1
Submitted by: Christine Kate L.
Dela Cruz
BPED – 4
Submitted to: Eleanor F.
Castro Ph. D.
Learning
Episode
2
 Learner Diversity:
Developmental
Characteristics,
Needs, and
Interests

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: ________________Teachers Signature: _________ School: __________

Grade/Year Level: __________ _____ Subject Area: _______________ Date: ___________

To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).

Step 2 Describe each of the learners based on my observations.

Step 3 Validate my observation by interviewing the learners.

Step 4 Compare them in terms of their interests and needs

OBSERVE

Use the observation guide and matrices provided for yo to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then wright your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliverate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily
cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
 4. Describe their level of confidence as shown in their behaviour. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportnities for problem solving? Describe how they showed problem solving
abilities.
 Learners’ Development Matrix
Record the data you gathered about the learners’ characterestics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by know means exhaustive. These are just sample indicators. You
may add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed’ – children observed’ - children observed’ –
3-4 7-9 14-16
Physical
Gross-motor skills The child loves to They can dance and Graceful and
move around perform simple steps composed

Fine-motor skills The child is still A child can draw The child know how
learning how to write different shapes to write poems, essay,
etc.
Self-help skills The child is able to Can go to te CR alone They do all things by
use utensils and wash their own
their hand
Others
Social
Interaction with The child is adapting The child is confident The child is
Teachers to the new in the class competitive in class
environment

Interaction with The child interact The child is friendly She loves to make
Classmates/Friends with his classmates and approavhable friend with others
and play with them

Interests The child is interested The child is interested Latest fashion and
in colorful objects and
 drawing in coloring books gadgetry

Others
Emotional
Moods and The mood of a child is The child hides their Hides their true
temperament, changing. They easily feelings and are feelings and scared of
expression of feelings cries if they are sad influence by their rejection. They
peers exxpress their feeling
by talking to friends

Emotional The child is very sometimes they are They depends more
independence dependent especially dependent but likes to on friends than
to their mother try things on their parents when it comes
own to emotional feelings
Others
Cognitive
Communication Skills The child is able to The child can Their level of
communicate with communicate already communication
little words and more but not so good competence is average
on non-verbal

Thinking Skills The child think Child can generalized Can think broadly
innocently with guidance

Problem-Solving They can’t solve Perform well in Can solve problems

problems on their own problem solving but all by themselves
still doubts their
answer
Others
 ANALYZE

Write the mose salient developmental characteristics of the learners you observd. Based
on these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preshool
Age range of learners  Preschoolers like to  Therefore, the teacher should
observed 3-4 move around a lot remember to use music and
movement activities not just in
PE but in all subject areas.
 Therefore, teacher should not
expect preschoolers to stay
seated for a long period of time.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range of learners  Preschoolers are still  Therefore the teacher should
observed 3-4. developing motor give physical activities that can
skills help develop fine and gross
motor skills of a child.
 The teacher should remember to
use toys as a reward and try to
be patient.
Elementary
Age range of learners  Elementary ppils like  Therefore the teacher must
observed 7-8. to play games and expect that fine motor skills
 begins to show a need practice to get better
higher rate i motor results.
skills than  The teacher should remember to
preschoolers use games as motivation to keep
the interest of the learners.
High School  The high school  Therefore the teacher mst
Age range of learners students can comunicate the significance of
observed 15-16. understand lessons the lesson to the students’
better when they are everyday life
integrated with real  Teachers should integrate their
life situations teaching with technology to
keep the student interested
inclass
 Treat everyone in class with
fairness

REFLECT

1. While you were observing the learners, did you recall your own experiences when
you where their age? What similarities or differences do you have with the learners
you observed?

I was able to relate my past experiences when i was at their age. I can still
remember when I don’t want to go to school without my mother. I was motivated and
energetic to interact inside our classroom especially when the teacher gives some
rewards, like happy face sticker, a star, and sometimes chocolate. In my elementary
years, I was really quite but I do partcipate in all activities and in class discussion.
There’s a lot of similarities and differences I have with the learners. In similarities, a
preschooler child can’t go to school without their mother. The difference, when I got
 warned by the teacher to keep quiete and behave I immediately behave unlike other
children nowadays who are stubborn and not listening to their teacher.

2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?

The teacher that I can’t forget is my teacher in MAPEH when I was at grade six.
She helped me a lot with my physical, emotional and social development. She gave me
advice on how to improve my self-esteem and encourages me to join in the different
activities of the school. I took the chance to join drum & buggle core, folkdance
competition, interpretative dance, etc.

3. Share your other insights here.

Most of the observation was to compare the characteristics of each level
(preschool, elementary, high school). There are lot of differences between these stages
and need different types of approach and strategies in teaching. Children are still
developing and constrcting knowledge, in terms of teaching we should discuss topics that
are relevant and appropriate to their cognitive level.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.

1. A 14-year old felt ignored by her crush whom she believes is her ones true love. She
is crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because _______.
a. She thinks what she feels is too special and unique, that no one has felt like this
before.
b. The teenager’s favorite word is “no, “and she will simply reject everything the
teacher says.
c. 14-year-olds are not yet capable of prespective taking and cannot take the teacher’s
perspective.
d. Teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the
14-year-old. Which of the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills everyday.
c. Encourage children to eat independently.
d. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked
the class: “what happens to the egg if I add three-tablespoon salt to the glass of
water?” This is hypothesis formulation. What can you infer about the cogntive
developmental stage of teacher Rita’s class?
a. Formal operational stage
b. Concrete operational stage
c. Pre-operational stage
d. Between concrete and formal operational stage
Show Your Learning Artifacts

Which is your favorite theory of development theory. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

Eric Erikson’s Theory said that personality is determined by experiences during

childhood and adulthood. Development has a series of stages were it is determined by crisis. As a
person grow up, he/she will acquire and construct knowledge and different characteristics that
fits on his/her age depending on the stage he/she belongs. A step by step procedure that wll help
me identify the learners situation in terms of studying and their own ersonality.
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

Activity 3.1 Observing differences among learners’ gender, needs, strengths,

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

Resource Teacher: ________________Teachers Signature: _________ School: __________

Grade/Year Level: __________ _____ Subject Area: _______________ Date: ___________

The learner’s differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering date to find out how
students diversity affects learning.

To realize the Intended Learning Outcomes, work your way through this 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.

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 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 students is called and cannot answer the teacher’s question, do the classmates try
to help him? Or do they raise their hands, so thatthe teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeniously, by age? By
gender? By racial or ethnic groups? By their interests? Or are the stdents 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 cicumstances.
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 the 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 the School Observed:

School Address:
Date of Visit:

As I made a virtual interview with a teacher, there are like more than 60 students in a
classroom. Their ages vary 15 to 17 years old, there are 27 girls and 25 boys. Most of their
religion is Roman Catholic.
During Class
The interaction between the teacher and the students are present. Students interact with
their classmates during group activities. The interaction of the students to their teacher is during
class discussion, when the teacher asks questions to the students. The students who were seating
in front, interact, participate and cooperate more in class are those students that is intelligent and
high achievers. While those who were seating back interact differently.

Outside Class
At the outside of the classroom, students group themselves based on their status, family
background, and depend on who they want to interact. There are groups that consist of boys and
girls, some are consist only of girls and only boys. The interaction is being affected with these
kinds of aspects, and differences on every individual.

1. Identify the persons who play key roles in the relationship 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 persons who play key roles in the relationship and interactions in the classroom
are the teacher and the students. The teacher as facilitator and the students as a
learner. There are students who seek attention from the leader and their classmates.
There are students who acts to be a leader and a joker.

What makes the leader assume these roles? What factors affect their behavior?
- the leader assumes these roles because he/she is the one who play to be a leader, the
one who facilitates and control the noise and regulates his/her classmates when the
teacher is not around.
 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 shows?
- There are instances where the students who belong to the minority group (e.g. black
complexion, poor, etc.) are being rejected by their classmates. By having group
activities and class discussion it can be manifested.

What does the teacher do to address issues like this?

- The teacher should treat his/her students equally so that the students will feel that they
are all the same.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
- The teacher influence the class interaction considering the individual differences of
the students by manifesting a fairly values inside the classroom. The teacher doesn’t
show bias to his/her students’ performance inside the classroom.

4. What strategies does the teacher used to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
-

OBSERVE

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

Resource Teacher: ________________Teachers 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 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 teacher 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
learner.
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:

As I made a virtual interview onlinewith a teacher, there are learners who are very
attentive during the class discussion and there are who were just listening but the focus of
attention is too short. Also there are students who are making noise and distracted by their peers
during the class discussion. As I observe, students who are seating in front are those students
who are attentive, perform and cooperate well in the class. Each students behavior is different,
maybe because of ther status in life and family background. The one who is attentive and
cooperate well in the class discussion will be the one who can succeed in accomplising the task
and sctivities, because he/she know what to do. While the students who performs low in
accomplishing task will accomplish late, maybe because he/she is being distracted while the
teacher is having a discussion. Also, maybe because he/she needs assistance from the teacher on
what he/she needs to do. The teacher should give attention to those students who perform low in
the class.

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 teachers 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 achievement in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
- During my high school days, I recognize those who were high and low achievers in
class. Having a group activity in the class, the teacher would group the students n
balance so that low achievers can cope with the lessons . My teacher is very effective
in dealing with students individual differences I abilities.

2. What dispositions and traits will you need as a future teacher to meet the needs
of the learners?
- As a future teacher, in order to meet the needs of both high and low achievers in my
class. I will use some methods and strategies that is effective and could have a good
result. I will expect that students have individual differences, they can be different in
religion, family background, culture, capabilities, and cognitive level. I would use
some techniques or teaching strategies that is appropriate in their cognitive level and
abilities. I will let them share ideas, thoughts and let them interact well in class.
 OBSERVE, ANALYZE, REFLECT

Activity 3.2 Observing the school experiences of learners who belong to indigenous
groups.

Resource Teacher: Diwany I. Barcoma Teachers Signature: _________ School: _ KNHS__

Grade/Year Level: ____Grade 7_____ Subject Area: _MAPEH_ Date: October 25, 2021

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous People in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balahag, Boracay 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. Daraghyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.

If an actual visit is not feasible, consider a “virtual visit” through social media. And if
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=FsMjgQNz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous People Education Framework.
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.
If you are watching videos you searched, instead of actually visiting a school, have
these questions 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 parts 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 involved in teaching the learners?
5. Observed 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 learners, among the
teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

Name of the School Observed: T’boli School of Living Traditions

School Address: Lake Sebu, South Cotabato
Date of Visit: November 5, 2021

As I made a virtual visit online, I was able to learn their culture, tradition, and education
system. T’boli are the most well-known tribe in the Philippines and they can be found in the
mountains of Southern Mindanao. They preserve the traditional way of living of their ancestors
from centuries. Most of their population are found near Lake Ceb, Southern Cotabato whish is
the site of the School of the Living Traditions. Their school was constructed sing native materials
such as bamboo and cogon. The upper part of School Living Traditions is where teaching and
learning occurs.
The School of Living Traditions offers many programs and services such as Arts and
Cratfs, Weaving, Theatre and Performing Arts. Also research and documentation are open for
tourists, vloggers, students, artist, and non-t’boli people.. it is not only a center of culture but also
traditional homestay for travellers. Their teaching and learning process is not varrying by any
curriculum, it occurs through first-hand experience and step by step learning and application.
Most of the students are taught to play traditional musical instruments, weave, and uphold unique
values and attitudes of being a T’boli. Thier learning resources are made by their own culture
and traditions. The one that teaches are the T’boli who had experienced on the differents filed of
tradition. The interaction between teacher and students are with respect, where students should
pay attention and teacher should let them do what she is/he teaching hands on activities.

ANALYZE

Curriculum Design, Competencies, and Answer each question based on your

Content observation and 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 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 People 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 peoples knowledge
system and practices and rights in school?
REFLECT

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

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

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 culture, beliefs and practices by

3.3. Advocate for indigenous peoples education by

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.

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 diversity is purely due to students’ varied cultures.

Answer: D

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 difference among people and disregards their commonalities.

Answer: C

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

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

Answer: B

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 institutions.

Answer: B

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.

Answer: B

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
area.
c. Using international context in the assessment standards and content faithfully with
modification.
 d. Including community-generated assessment processes that are part of indigenous
learning system.

Answer: C

7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
a. Sinwerta ha ngayon ditto sa test, ha?
b. Hindi ka talaga magaling ditto 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 tulongan.

Answer: D

8. Which of the following demonstrates differential instruction?

a. The teacher groups 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 content topics for the
groups to work on.
d. The teacher groups the learners by ability levels and assign each group a different
task with the same topic, and then request three teachers, each to assess one of the
group.

Answer: A

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 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 fats learners and another for
the slow learners.
d. Applying two sets of different standards.

Answer: A