UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

FIELD STUDY 1
 
SUBJECT CODE: FS1

TOPIC OR LESSON: MODULE 3: Focus on Gender, Needs, Strengths, Interests, Experiences

Language, Race, Culture, Religion, Socio-economic Status, difficult
Circumstances, and Indigenous Peoples
WEEK: 3
OVERVIEW:
This is the first experiential course, which will immerse a future teacher to actual classroom situation
and learning environment where direct observation of teaching and learning episodes that focuses on the
application of educational theories learned in content and pedagogy courses will be made. Observations on
learner’s behavior, motivation, teacher’s strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis.
A portfolio shall be required in the course.

LEARNING OUTCOMES:
1. Explain the characteristics and needs of learners from diverse backgrounds
2. Put into action the best practices in differentiated teaching to fit the varying needs of learners
inside a diverse class

LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Describe the characteristics and needs of learners from diverse backgrounds
2. Identify the needs of learners with different levels of abilities in the classroom
3. Identify best practices in differentiated teaching to fit the varying needs of learners inside a
diverse class
4. Demonstrate openness, understanding and acceptance of the learner’s
diverse needs and backgrounds

ENGAGE:
The students then are asked to watch the video on love diversity and answer the question below:
[Link]
Ask the following question before the students watch the clip:
1. What is love?
2. What does love mean after watching the clip?

EXPLORE:
The students are to watch the clip. Please click the link, [Link]
v=5GCaKg1pzYs
 EXPLAIN:
To further understand the lesson, the teacher can present the lesson with the help of the video lesson.
[Link]

KEY CONCEPTS
“

Let us now be familiar with the key concepts on learners’ gender, needs, strengths,
interests and experiences. Understanding these concepts facilitates deeper appreciation of
the indicator and helps you deliver lessons that are responsive to learner diversity.

DIFFERENTIATED TEACHING STRATEGIES. These refer to the

 approaches or tactical procedure used to reach a goal involving a wide variety of texts, tasks, processes and
products suited to the various learning needs of diverse range of students.

LEARNERS’ GENDER. This refers to the social attributes and opportunities associated with being male and
female and the relationships between women and men and girls and boys, as well as the relationships
between women and those between men. These attributes, opportunities, and relationships are socially
constructed and learned through socialization processes (DepEd Order No. 32, s. 2017).

LEARNERS’ NEED. These are observable gaps between a learner’s present knowledge or competence and
the curriculum standards identified as necessary for the grade level.

LEARNERS’ EXPERIENCES. These refer to skill or knowledge that a learner gets from doing something.

LEARNERS’ INTERESTS. These are learners’ personal preferences, likes or dislikes, which must be considered
in the teaching-learning process.

LEARNERS’ STRENGTHS. These are pre-existing knowledge or competence that helps a learner meet
required standards.

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child's functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics, abilities,
interests. and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners' gender, needs, strengths, interests, and experiences
b. Learners' linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child
abuse, and child labor.
 Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their gender
identity, culture and religion are respected, their strengths are recognized, and their needs will be
met.
These teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute regardless of their
abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom

 model respect and acceptance of different cultures and religions
 bring each of the student's home culture and language into the shared culture of the
school
 provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples
A young teacher's approach to indigenous peoples starts with a keen awareness of one's
own identity, including one's beliefs and cultural practices. Through serious reflection one may
realize that the self is a product of all the influences of key people in one's life and the community,
real and virtual. Similarly, learners from indigenous groups carry with them their beliefs, views and
cultural practices. One attitude needs to be that of openness and respect. Come in not with the view
that one 's own culture is superior, we approach with the sincere willingness and deep interest to
know and understand the indigenous peoples' culture. We aim to make teaching-learning facilitative
rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110 ethno-
linguistic groups, majority of which is in Mindanao, some in Northern Luzon and fewer
the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total
population. There are two big indigenous peoples groups which have several smaller
ethnic groups within them, the non-muslim groups called the Lumads in Mindanao, and
the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and protects
the rights of indigenous cultural communities (ICC) and indigenous peoples (IP). Our
country was admired by other nations for enacting this law. However, years later, so
much still has to be done to improve the lives of millions of people from indigenous
groups.
c. Guided by RA 8371, in 2015 DepEd issued DO 32, S.2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a future teacher
to remember are the…

5 Key Elements of an Indigenous Peoples Education Curriculum:

1. Curriculum Design, Competencies and Content. Interfacing the national
curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's
 world view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part
of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages
e. Emphasizes competencies that are needed to support the development
and protection of the ancestral domain, the vitality of their culture, and
the advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will
contribute to the community's cultural integrity while enabling
meaningful relations with the broader society.

2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community's indigenous teaching-learning
process.

3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of indigenous
learners.

4. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and teaching
learning processes

5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be developed
with their participation.
Creating a diverse classroom and maintaining a positive learning climate are both a
challenge and an opportunity.
It is a challenge because the moment you start conceptualizing the lesson, you begin to ask
yourself how to develop a sense of belongingness among your students.
It is also an opportunity for you to think out of the box and view learners with different
backgrounds, sets of experiences, cultural contexts and capabilities, thus establishing an inclusive
classroom.
 The following are the suggested activities that can be useful to address the different needs
of the learners.

S o c r a t ic S e m in a r A discussion format where students share with each other their thoughts
A n c h o r A c t iv it ie s Tasks
o n a for p a rstudents
t ic u l a r p i etoc e work
f r o m on
l it e independently
r a t u r e , h i s t o r y , cafter
u r r e n t assigned
e v e n t s , i work
s s u e s , iso r
c o hypothetical
m p l e t e d a t a hsituations.
ig h le v e l o f q u a lit y . T a sk s t h a t a p o r t io n o f t h e c la s s c a n b e
working on when the other part of the class is meeting with the teacher to
“sponge”
A menu or upoptions
time without arranged wasting
in a 3instructional
x 3 block grid. [Link] choose their
T ic - T a c - T o e
tasks in a vertical, horizontal, or diagonal line.
C e n te rs A r e a s in t h e c la s s r o o m c o n t a in in g c o lle c t io n s o f a c t iv it ie s a n d / o r m a t e ria ls
d e Changing
s i g n e d t o the
r e i n fdepth
o r c e , oor
r t complexity
o e x t e n d c e rof
t a ian lesson
s k i l l s o to
r ccreate
o n c e p t smultiple
, o r t o m levels
o t iv a t e of
Tiered
A s s ig n m e n t s
students to explore topics of interest.
tasks and assigning students to a level according to their readiness.

C hWo iec be QB ou aer sd ts s S t Au dt e an ct sh es er ld eec sti gf nr oe md I an st es i rg nnemt el en s ts so tn h da et v ae rl eo pp el ad cwe idt hi ns pp eo cc i kf iec t ls e aa nr nd i nc hg ag no ga el sd i n

a s mn ien cd e, ss soa mr ye . sTp ee ac ci fhi e dr s a cnad n r te al er gv ea tn ts tI un dt ee rnn te nt el i en dk s a, na dn dr eg au di di ne el i sn s e bs yt hd ai tr es cu tp i pn og r t
themstudents to select in the from researcha certain or inquiry row. process.

C o m p a c t in g A three-stage process where teachers assess students prior to teaching a

u n it o r s k ill t o d e t e r m in e w h a t t h e s t u d e n t d o e s k n o w , d o e s n o t k n o w , a n d
w h a t a lt e r n a t e e x p e r ie n c e s w ill re p la c e t h o s e a c t iv it ie s a lre a d y m a s t e r e d .

F le x ib le G r o u p in g T e m p o ra r ily g r o u p in g s t u d e n t s b y in t e re s t , a c h ie v e m e n t le v e l (r e a d in e s s ) ,
l e a r n i n g p r o f i l e , a c t i v it y p r e f e r e n c e , o r s p e c i a l n e e d s .

Group ( In t e r e s t G r o u p s & In t e r e s t In v e n t o r y ) : S t u d e n t s a r e in t r o d u c e d t o t o p ic s
In v e s t ig a t i o n s re la t e d to so m e th in g b e in g stu d ie d in c la ss a n d g ro u p e d b y in te re st s , t h e n
are guided through the investigation of a topic with teacher support.

Jigsaw A c o o p e r a t iv e s t r a t e g y w h e re s t u d e n t s w o rk w it h p e e r s w h o s t u d y o n e
fa c t o f a to p ic a n d th e n re tu rn to a “ h o m e -b a se ” g ro u p fo r sh a rin g w h a t
they have learned.

L e a r n in g A n e g o tia t e d a g re e m e n t b e t w e e n t e a c h e r a n d st u d e n t w h ic h g iv e s st u d e n t s
C o n tra c ts freedom in acquiring knowledge and skills, provides for student choice,
d e lin e a t e s w o r k in g c o n d it io n s , a n d e s t a b lis h e s w h a t in fo r m a t io n w ill b e
learned and how it will be shared.

Stations Different spots in the classroom where students work with various tasks
simultaneously, which are linked by a set of concepts and skills.

EVALUATION:

Poster making. Make a brochure on how topic about gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socio-economic Status, difficult Circumstances,
and Indigenous Peoples
 You must be able to interpret the issues and solutions on the topic- Gender, Needs,
Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status,
difficult Circumstances, and Indigenous Peoples
They will be grades according to the following criteria:
Interpretation/ Message- 50%
Creativity- 30%
Originality- 20%

REFERENCE:
[Link]
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