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

A. Discuss how the following steps create a progressive, student-centered classroom.

1. Create ongoing projects.

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 2. Integrate technology.

3. Replace homework with engaging in-class activities.

4. Eliminate rules and consequences.

5. Involve students in evaluation.

B. List down 10 strengths and weaknesses of the students from the class you have observed.
Student Name Strengths Weakness
1.
2.
3.
4.
5.
6.
7.

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 8.
9.
10.

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 in creating progressive, students-centered classroom is the best
step? Why?

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 4. How are you going to use the learner’s needs and interests in creating a more effective
instruction?

Reflection
Complete the following:
o I realized that

o I believe that

o I feel that

o When I become a teacher, I will

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 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 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 there?
_________________________________________________________
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 different
instruction in his or her classes.

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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 the most 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?

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Reflection
Complete the following:
o I realized that

o I believe that

o I feel that

o When I become a teacher, I will

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 Lesson 3: Learners with Disabilities, Giftedness, and Talents

Observation

A. Interview the following internal school stakeholders on how they deal with the students with
disability and gifted learners.
Internal Stakeholders How do you deal with learners with disability
and giftedness?
Name of the School
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:

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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 your five observations on how a teacher uses a strategy in teaching learners with
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:
o I realized that

o I believe that

o I feel that

o When I become a teacher, I will

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 Lesson 4
Learners in Difficult Circumstances

Observation
A. Interview the students on the difficulties they encounter while enrolled in school. List 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.

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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 different 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 believe that

3. I feel that

4. When I become a teacher, I will

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 Lesson 5: Learners from Indigenous Groups
Observation
A. Based on the class that you have observed, list down 10 students who belongs to IP groups.
Fill in the information below.
Name Grade and Section IP Group Province
1
2
3
4
5
6
7
8
9
10

B. Evaluate the school’s program for the IPs by checking (/) the box that corresponds to what
you have observed in class.
DepEd Mandates Yes No
1 Ensures the provision of universal and equitable access of all IPs
to quality and relevant basic education services towards
functional literacy for all.
2 Adopts appropriate basic education pedagogy, content, and
assessment through the integration of IKSPs in all learning areas
and process.
3 Provides adequate and culturally-appropriate learning resources
and environment to IP learners.
4 Strengthens the hiring, deployment, and continuous
development of teachers and learning facilitators in the
implementation of the IP Education Program.
5 Establishes and strengthens appropriate multi-level units
responsible for planning, 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.
7 Implements stronger affirmative action to eradicate all forms of
discrimination against IPs in the Philippine Educational system.

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 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:
o I realized that

o I believe that

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 o I feel that

o When I become a teacher, I will

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