PED 2

FOCUS ON GENDER, NEEDS, STRENGTHS,

EXPERIENCES, LANGUAGE, RACE, CULTURE,
RELIGION, SOCI0-ECONOMIC STATUS,
DIFFICULT CIRCUMSTANCES, N AND
INDIGENOUS PEOPLES
 Observe ,Analyze,
and
Reflect .
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' interaction. The observation form is provided for me to document my
observations.
 Observe
An Observation Guide for the Learners' Characteristics Then write your
observation Read the following carefully before you begin to observe. Then
write report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages,

g e n d e r, ra c i a l g ro u p s , re l i g i o u s , a n d e t h n i c b a c k g ro u n d s .
During class:
1 . H o w m u c h i n t e ra c t i o n i s t h e re i n t h e c l a s s ro o m? D e s c r i b e h o w
t h e s t u d e n t s i n t e ra c t w i t h o n e a n o t h e r a n d w i t h t h e t e a c h e r. A re
t h e re g ro u p s t h a t i n t e ra c t m o re w i t h t h e t e a c h e r t h a n o t h e r s?
2 . O b s e r ve t h e l e a r n e r s s e a t e d a t t h e b a c k a n d t h e f ro n t p a r t o f t h e
ro o m . D o t h e y b e h ave a n d i n t e ra c t d i f f e re n t l y ?
3. D e s c r i b e t h e re l a t i o n s h i p a m o n g t h e l e a r n e r s . D o t h e l e a r n e r s
c o o p e ra t e w i t h o r c o m p e t e a g a i n s t e a c h o t h e r ?
4. W h o a m o n g t h e s t u d e n t s p a r t i c i p a t e a c t i ve l y ? W h o a m o n g t h e m
a s k f o r m o re h e l p?
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? Byy gender? By racial or ethnic groups? 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
The Grade 9 class has 35 students, aged 14–16, mixed male and female,
all Catholic, and predominantly Filipino in racial and ethnic
[Link] class, students interact actively with peers and the
teacher. Front-row learners are more participative, while those at the
back are slightly less engaged but respond when called. Classmates
assist one another when a peer cannot answer, either by giving hints or
volunteering to respond. Outside class, students group themselves
mostly by friendship, with both mixed-gender and same-gender
clusters. A few prefer to spend time alone, usually reading, using their
phones, or observing [Link] reported that some learners face
financial difficulties and family-related challenges, affecting
attendance and focus. To address these, they provide extra help,
flexible deadlines, encouragement, and guidance referrals.
Diversity needs are addressed through equal participation opportunities,
respectful communication, and discreet assistance for those in need.
Overall, the learners display positive peer relationships, cooperation, and
a supportive classroom environment.

Analyze
1. ldentify the persons who play key roles in the relationships and
interactions in theoM 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 assumne 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?
[Link] strategies does the teacher use to maximize the benefits of
diversity in the classroom? How does the teacher leverage diversity?
Reflection
1. How did you feel being in that classroom? Dis you feel a sense of oneness or
unity among the learners and between the teacher and the learners?

Being in the classroom gave a sense of belonging because the interactions between
the teacher and students showed mutual respect and cooperation. The teacher
created an environment where learners felt comfortable asking questions, sharing
opinions, and helping one another. Group activities and class discussions
promoted teamwork, and most students were willing to listen and work
[Link] a few students were quieter or less socially active, there were
visible efforts from the teacher and some peers to involve them, which
strengthened the feeling of unity. This balance between inclusivity and respect for
individuality made the classroom feel like a community, where learning was not
just about academics but also about building relationships and valuing each
person’s contributions.
 Activity 3.2
Observing differences among learners with disabilities,
giftedness, and talents
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 observation 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
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 the differences in
abilities? Was your teacher effective?
2. What dispositions and trait will you need as a future teacher to meet the needs of
the learners?

OBSERVE, ANALYZE, REFLECT Activity 3.3

Observing the school experiences of learners who belong to indigenous groups

Observation report
The location of the school is a remote area located at Sitio Flora Maruglu Capas
Tarlac, Teachers had to go through rocky roads, towering grassland, muddy trial
and cross a total of 13 river just to reach the school. The aetas in this place are
left with no choice but to walk for five hours and six hours when riding a
makeshift cart pulled by carabao as a means of transportation. The ancestral
domains and communities are situated in the mountains and the school are
approximately 35 to 45 kilometers away from the town proper. They have only
two teachers ANDREW VICTORIA and RANDY TAPANG who are brave enough to
face all of this struggle in order to give a respectful and meaningful education
for Aetas. Teaching in this setting Is way different from that of the city, where
children can watch TV, listen to the radio, use computers, here is different they
have nothing, yes they may have radio to listen, but still different. It would take
three days to cover a single lesson in order for them to catch up with the
discussion, unlike from the city where parents can hire personal tutor there
children and that make it twice as hard for them as a teacher.
 For example when introducing the vowels, you will no longer say A
for apple instead you will use an example which is actually from the
indigenous community. There are various seminars and program to
train the IP teachers, the problem lies in the curriculum, the
curriculum dictates that this lesson should be done on this day but
here, the students will not be able to understand the lesson in that
short span of time. Aside from the problems in curriculum the
contact hours of teacher with the students is another concern
because, considering the travel condition teachers will arrive at
noon time on Mondays. Students attend school only four times a
week because Monday is the rest of their teacher.
 The Aeta Mag-Antsi sees education of an equal importance
with their culture, they believe that children need to study
and know their culture for it to last and come the time they
will have their children they are the one's to channel their
tradition. Simple as it may seem numeracy and literacy skills
for indigenous people are all they have in order not to be
fooled or robbed by non-indigenous people.
ANALYZE
CURRICULUM DESIGN,COMPETENCES AND ANSWER EACH QUESTION BASED ON YOUR OBSERVATION AND COMPETENCIES,
CONTENT AND CONTENT INTERVIEW DATA.

[Link] a school foster a sense of belonging to one's

1. Yes, the school fosters a sense of belonging by using examples and lessons that
ancestral domain, a deep understanding of the
are related to the Aeta culture, such as using local objects or experiences when
community's belief and practices. Cite examples.
teaching vowels. This helps students connect learning with their ancestral domain
[Link] the school show respect of the community's
and traditions.
expression of spirituality? How?
2. Yes, the school respects the community’s spirituality by recognizing the
[Link] the school foster in the indigenous learners a
importance of their traditions and making sure lessons do not go against their
deep appreciation of their identity? How?
beliefs.
[Link] the curriculum teach skills and competencies
3. Yes, it fosters deep appreciation by integrating examples from their daily life
in the indigenous learners that will help them develop
and community in lessons, showing that their identity and culture are valued.
and protect their ancestral domain and culture?
4. Yes, the curriculum teaches skills like reading, writing, and counting that help
[Link] the curriculum link new concepts and
them protect their rights and prevent being taken advantage of by others.
competencies to the life experience of the
5. Yes, such as using familiar objects and local practices to explain new concepts.
community?[Link] the teaching strategies help
6. Yes, teaching strategies are adjusted to match the community’s learning pace,
strengthen, enrich and compliment the community's
even if it takes three days to finish a lesson, so that students can truly understand.
indigenous teaching-process?
7. Yes, the curriculum uses the ancestral domain as a learning setting. Ex:lessons
[Link] the curriculum maximize the use of the ancestral
are connected to farming, local crafts, and traditions that students experience
domain and activities of the community as relevant
daily.
settings for learning in combination with classroom-
based sessions? Cite examples.
 [Link] cultural sensitivity to uphold culture,
beliefs and practices, observed and applied in
the development and use of instructional 8. Yes, cultural sensitivity is observed by using instructional materials that are
materials and learning resources? aligned with their beliefs and do not disrespect their customs.
[Link] assessment practices consider community
values ortteaniaestesbrnu and culture? How?

[Link] assessment 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?
 Schools can help keep the knowledge and traditions of
indigenous people by adding their culture to lessons and
activities. Teachers can use examples from the community so
students feel proud of who they are. More books, pictures, and
learning materials about their history and way of life should be
given. Schools can also hold programs where students can show
their dances, songs, and customs. Teachers should get training on
how to teach in ways that respect and protect indigenous rights,
so the next generation will continue to value and practice their
culture.
REFLECT
Reflect on your actual visit or videos that you watched

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

[Link] did you appreciate most from your experience in visiting
the school with indigenous learners?why?
3.3.1 be open 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 tha
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.
 Although a few students were quieter or less socially active, there were visible efforts
from the teacher and some peers to involve them, which strengthened the feeling of
unity. This balance between inclusivity and respect for individuality made the
classroom feel like a community, where learning was not just about academics but als
about building relationships and valuing each person’s contributions.

Thank you ❤️