LEARNING EPISODE 3

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

Resource Teacher RT’s Signature

Activity 3.1. Observing differences among learner’s focus on gender, needs, strengths,
interests, experiences, language, race, culture, religion, socio-economic status, difficult
circumstances, and indigenous people

The learners’ differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity affects the learning.
To realize the Intended Learning Outcomes, work your way through these steps:

Step 1: Observe a class in different parts of 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: Identify the principles and practices that the resource teacher in dealing with diversity in the
classroom.
Step 5: Analyze the impact of individual differences on learners’ interaction.

OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

From the three videos watched, choose one video to write an observation report. Read the
following statements carefully. Write your observation report on the provided space. A minimum of 400
words.
1. In your own observation based on the video you have watched and observed, find out, guess
and estimate the number of students, demographic profile (as to sex, gender, racial groups,
religion, and ethnic backgrounds)
2. 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?
3. Do the learners seated at the back and/ or at the front behave and interact differently? How?
4. Describe the relationship or bonds among the learners. Do the learners cooperate with or
compete against each other?
5. Who among the students participate actively? And who among them ask for most help or
clarification?

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 1 of 3
 LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

6. In your own perception, how do these students group themselves outside the class? is it by age,
or gender, or religion, or interests? Or are the students in mixed social groupings?
7. Notice the students who are mostly alone and don’t interact mostly. Describe their behavior.
8. In your own observation on the video, how does the teacher cope and deal with students with
difficult circumstances or varied behavior in the class and addresses the different needs?

OBSERVATION REPORT
Link of the video watch:
Grade Level:
Subject Taught:

1. Identify the persons who play the 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?

What makes the learners assume these roles? What factors affect their behavior?

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 2 of 3
 LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES, LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS PEOPLE

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?

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?

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

1. How did you feel by watching and observing the class? Did you feel a sense of oneness, unity
and harmony among the learners? and between the teacher and the learners?

Episode 3 │ Focus on Gender, Needs, Strengths, Interests, Experiences, Language, Race, Culture, Religion, Socio-Economic
Status, Difficult Circumstances, and Indigenous People
Field Study 1 │ Observation of Teaching-Learning in Actual School Environment
by M.R. D Lucas, M.L. Borabo, P.P.Bilbao, B.B. Corpuz, 2020
Page 3 of 3