Chapter III: Diversity of Learners
Lesson 1: Learner’s Gender, Needs, Strengths, Interests, and
Experiences
Observation
A. Interview the following internal school stakeholders on how they promote a
gender-sensitive school/classroom. Write their responses on the lines provided
below.
School Principal
Department Head
Cooperating Teacher
Guidance Counselor
B. Discuss how the following steps create a progressive, student-centered
classroom.
1. Creating ongoing projects.
2. Integrate technology.
3. Replace homework with engaging in-class activities.
4. Eliminate rules and consequences.
5. Involve students in evaluation.
C. List down 10 strengths and weaknesses of students from the class you have
observed.
Student Name Strengths Weaknesses
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Other comments and observations:
Processing
Read carefully and answer the following questions.
1. Based on your interviews with internal school stakeholders on how to promote
a gender-sensitive school/classroom, which of the answers is the best? Why?
2. How will you determine the strengths and weaknesses of your students?
3. Which among the steps on creating progressive, student-centered classroom
is the best step? Why?
4. How are you going to use the learners’ needs and interests in creating a more
effective instruction?
Reflection
Complete the following:
1. I realized that
2. I believed that
3. I feel that
4. When I become a teacher, I will
Lesson 2: Learners’ Linguistic, Cultural, Socio-economic, and
Religious Backgrounds
Observation
A. Ask your cooperating teacher for a copy of his or her School Form 1(School
Register). Paste a copy of the copy of the School Form 1 in the box below and
answer the following questions.
1. What is the grade and section that you have observed?
2. How many boys and girls are their?
3. What is the religion of the majority of the students?
4. What is the common mother tongue of the students?
5. Does the class have a student who belongs to an ethnic group?
B. List down 10 strategies your cooperating teacher can use to address the
individual differences (linguistic, cultural, socio-economic, and religious
backgrounds) of the students.
Strategy 1: _______________________________________________________
Strategy 2: _______________________________________________________
Strategy 3: _______________________________________________________
Strategy 4: _______________________________________________________
Strategy 5: _______________________________________________________
Strategy 6: _______________________________________________________
Strategy 7: _______________________________________________________
Strategy 8: _______________________________________________________
Strategy 9: _______________________________________________________
Strategy 10: ______________________________________________________
C. Ask the cooperating teacher about how he or she gives importance to
differentiated instruction in his or her classes.
Other comments and observations:
Processing
Read carefully and answer the following questions.
1. Does the number of boys and girls affect the classroom instruction? How?
2. Does the religious background of the students affect the preparation of the
lesson? How?
3. Does the mother tongue of most of the students affect the medium of
instruction? How?
4. Do the socio-economic differences of the students affect their learning? How?
5. Are contextualization, localization, and indigenization of the curricula being
done to fit the cultural background of the students?
Reflection
Complete the following:
1. I realized that
2. I believed that
3. I feel that
4. When I become a teacher, I will
Lesson 3: Learners with Disabilities, Giftedness, and Talents
Observation
A. Interview the following internal school stakeholders on how they deal with
students with disability and gifted learners.
How do you deal with learners with disability and
Internal Stakeholders
giftedness?
Name of the Principal:
Name of the
Classroom Adviser:
Name of the Guidance
Counselor:
B. Sit in a class with exceptional learners. Observe how the teacher uses different
strategies in teaching exceptional learners. List down five observations.
Observation 1:
Observation 2:
Observation 3:
Observation 4:
Observation 5:
C. Watch the film, Every Child is Special. After watching the movie, write a reflection
about the film.
Other comments and observations:
Processing
Read carefully and answer the following questions.
1. How do the answers of the school principal, classroom adviser, and guidance
counselor on dealing with exceptional learners differ from each other?
2. Based on the five observations on how a teacher uses a strategy in teaching
learners with a disability and giftedness, which strategy is the best? Why?
3. What have you realized after watching the film Every Child is Special?
4. Write a slogan to promote inclusive learning in the Philippines.
Reflection
Complete the following:
1. I realized that
2. I believed that
3. I feel that
4. When I become a teacher, I will
Lesson 4: Learners in Difficult Circumstances
Observation
A. Interview the students on the difficulties they encounter while they enrolled in
school. List down 10 difficulties on the lines provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Interview the cooperating teacher. Ask how he or she considers the different
difficult circumstances faced by the students in preparing lessons and strategies.
C. Create a poster-slogan promoting a diverse and responsive classroom.
Processing
A. Read carefully and answer the following questions.
1. Based on this lesson, what is the most heroic task of the teacher?
2. Among the difficult circumstances given by the students, which is the most
complicated? Why?
B. In your own opinion, what is the best strategy to use when teaching a student
with chronic disorder?
Reflection
Complete the following:
1. I realized that
2. I believed that
3. I feel that
4. When I become a teacher, I will
Lesson 5: Learners from Indigenous Group
Observation
A. Based on the class that you have observed, list down 10 students who belong to
IP groups. Fill in the information below.
Name Grade and Section IP Group Province
1
2
3
4
5
6
7
8
9
1
0
B. Evaluate the school’s programs for IPs by checking (√) the box that corresponds
to what you have observed in class.
DepEd Mandates Yes No
Ensures the provision of universal
and equitable access of all IPs to
1 quality and relevant basic
education services towards
functional literacy for all.
Adopts appropriate basic
education pedagogy, content, and
2 assessment through the
integration of IKSPs in all learning
areas and process.
Provides adequate and culturally-
3 appropriate learning resources
and environment to IP learners.
Strengthens the hiring,
deployment, and continuous
development of teachers and
4
learning facilitators in the
implementation of the IP
Education Program.
Establishes and strengthens
appropriate multi-level units
5 responsible for planning,
implementation, 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.
Implements stronger affirmative
action to eradicate all forms of
7
discrimination against IPs in the
Philippines educational system.
C. Interview the cooperating teacher. List down five culturally-responsive teaching
strategies he or she are using for students from Indigenous Groups.
Teaching Strategy 1:
Teaching Strategy 2:
Teaching Strategy 3:
Teaching Strategy 4:
Teaching Strategy 5:
Processing
Read carefully and answer the following questions.
1. Why is it necessary to create the IPED Curriculum Framework?
2. What school program would you recommend to the school administrators to
address the needs of IPs?
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?
Reflection
Complete the following:
1. I realized that
2. I believed that
3. I feel that
4. When I become a teacher, I will