Pampanga Colleges Inc.

POBLACION, MACABEBE, PAMPANGA

LEARNING EPISODES 2

Rebagoda, John Vince A.

BEED 4-B

MR.

Instructor
Activity 3.1

Observing differences among learners' gender, needs, strengths, interests, and

experiences; and differences among learners' linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resource Teacher: Teacher's Signature: School:

Grade/Year Level: Subject Area: Date:

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 learning.

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' interactions. The

observation form is provided for me to document my observations.

OBSERVE

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 on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial
groups,religious, and ethnic backgrounds.
2. During class: 1. 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.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?

4. Who among the students participate actively? Who among them ask for most
help?

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? Homogeneously, by age?

by gender? by racial or ethnic groups? By their interests? 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

Report Observation
Name of the School Observed: San Vicente Ferrer Elementary School

School Address: San Vicente, Macabebe, Pampanga

Date of Visit: September 20, 22, 23/ October 4-11

First response:

The pupils being observed in 5th Grade are in the age range of 9 to 15 years old generally
from Female to Male pupils with racial clans from Tagalog’s at Bulacan and from true
pure-blooded kapampangans’, Religion was commonly known to them just like what they
had, like Catholic/ Iglesia Ni Cristo and Born Again.

Second Response:

Apparently, the communication is still active and existing within the 3 sections of 5th grade,
they are very enthusiastic in terms of connecting with their classmates. Educationally
pupils are also communicating with their teachers as it is necessary for them to do it and
practice it for their own growth both intellectually and morally, in general pupils are more
interactive with their seatmates than their teachers or batch-mates.

Third Response:

Based in the behavioral factors within the different places they seated in, pupils at the back
are noisier as ever and as I always seen as their student teacher and observer, Pupils in
front are notably quiet and manageable. Despite of the differences there still a high
difference between the first and lower sections, behavior in lowest section is must worst
than the other due to the fact that some pupils are answering their teachers in a rude and
informal way.

Fourth Response:

Pupils are always competitive in terms of recitation being done with the teaching process,
it is existing in first two sections but in last section or the lower section are competitive in
terms of everything like such nonsense topic outside the lesson, that type of behavior is
quite unique in the three I’ve been observed.

Fifth Response:

The admirable pupil that is very active is a boy that named as Marco Polo Menese he is
always active and participating in every activity inside his class whether it is recitation or
surprise and morally related questions. He easily memorized/recognized the previous
lessons and that is very good for me and I am really amazed with his talent. Aside from
active pupil there is also a unique pupil that is really needed an extra attention specially in
reading he is John Cedrick Viray, His participation in class is inactive due to the reason
that his problem in reading really connects and affects his comprehension, without reading
there is no possibility of decoded important information in his young mind.
Sixth Response:

Students or pupils has also care with their own classmates that if their classmates cannot
answer, they are the one who truthfully willing to help their struggling classmates by
raising their hands acknowledging the ideas being said by the struggling classmates and by
that the helping pupil usually just add something that his/her struggling classmates is not
been said.

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age?

By gender? By racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.

Usually pupils, group themselves by picking their peers inside the class generally
common with their gender due to the same wants or ideology as a individual. Peers inside
a class are ones who also commonly share ideas with each other just like brainstorming
regarding with the given topic.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

The pupils who are alone are those pupil’s Who are also seen as an introvert they are not
interest with socializing with their own classmates and even seatmates, usually they like to
be alone in the back of the rows and also, they are just communicating when there is a
group work or sometimes when they need something that they don’t Have, in terms of
behavior they are quiet and inactive during the teaching and learning process.

“Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.”

As of my response to this step, as an observant of the class of Grade 5 Pearl Advisory of

Ma’am Guia Caragay the thing is that all the possible issue with Gender, including LGBT,
Language and cultural differences, Differences in religion, Socio-economic status are in
the status of not yet experienced by my Resource Teacher, she says that with her years of
years of experience she didn’t encounter such problem that big by far in teaching
elementary grades.

As a reference and also evidence I will put our conversation here:

ANALYZE
 1. Identify the persons who play 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?

In all aspects of these, pupils in Grade 5 Pearl are in the list definitely playing the
different kinds of roles they stand belong. The one to be the leader is a girl named
Dizon Franzette Anne, And the joker in class is Pangilinan Andrey, an attention
seeker is Dizon Mhelaundrei Gillan due to his enthusiasm, A little teacher who
named Meneses Marco Polo, and a girl doubter who named Temporosa Angela
Mae. These pupils are the ones who fill the roles in this part that I’ve think that it has
a reasonable thought that they are really fitted in this role and has factual basis due to
my visual observation to their own class.

What factors affect their behavior?

The factors that I’ve think affects their behavior is their own intelligence as a
individual and also their social status that made them insecure of what they don’t have
in comparison with their own classmates, I think that kind of jealousy really has a
huge amount of factor that made them decide to what behavior to show. Level of
intelligence was also seen as a factor to the Grade 5 Pupils that in all different levels
there are also different behavior existing with everyone inside the class.

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?

The only one who appears to be left behind is a boy named John Cedrick Viray due to
his Low level of intellectual growth and his ability to read is really a big factor to him
for being a inactive pupil inside the class of Ma’am Guia Caragay. In terms of age his
abilities compare to other of his classmates is really viewed as generally low, the level
of comprehension was really affected due to the lack of reading skill.

What does the teacher do to address issues like this?

Ma’am Guia Offers the non-readers to attend a remedial that she also managing during her
vacant time, As an Observer I was also helped in this kind of act as also my willingness to
help poor kids that needs an extra attention for them to improve and be grow as their age also
comes up.
 3. How does the teacher influence the class interaction considering the individual
differences of the students?

My resource teacher uses her very own extra time to give it to all students/pupils who
appears to be left behind and despite of the differences of the pupils Ma’am guia consider
it as a chance to prove to me as her Observer that she can also manage those differences
of her own pupils through such Different methods of teaching and the usage of time
management when it comes to those students/pupils who seen as a Non-reader or in the
range of Low level of intellectual growth.

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

The strategy of her own is to use generally related topic such words that is fun and relatable
to the kids, regarding with the method she also uses various device and learning materials for
the teaching and learning process of her own such as in device; Monitor, Speaker, Laptop and
the newest which is Visual Projector. Educational Videos are often use in her class as a
generally procedure of discussion to Evaluation.

REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learners?
In my view as an Observer, the oneness or unity is really applied to the 2 section out
of three I’ve been through. First and Second section are appeared to be a solid section
that creates entirely a unity during their activities or performances that being done
inside their class, That is in general view but sometimes kids are kids so they might
have a mood swings sometimes but they are seen to be helpful with their classmates,
In the lowest section which is Grade5 Jade sadly in my observation they had some
negative characteristic such as being rude with their teacher and sometimes arguing
with their teacher, which is for me is a big problems when it comes to behavioral
factors.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents

Resource Teacher: Teacher's Signature School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities

b. SPED class with learners with physical disabilities
C. SPED class for the gifted and talented
d.a regular class with inclusion of learners with disabilities

2. Note the needs of the learners that the teacher should address.

3. Interview the teachers to find out more about the learners.

4. Write your observation report

5. Analyze your observation data

6. Reflect on your experience.

OBSERVE
Use the observation guide provided for you to document your observations.

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 observations 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
Name of the School Observed: Macabebe Elementary School
School Address: Macabebe Pampanga
Date of Visit: October 18, 2022

In my observation in the SPED class, the teaching and learning situation is really different
visually compares to the normal or standard elementary teaching. Since the teacher is also
a Muted and Deaf the way of teaching is also different due to the fact that the way of
communication generally is through sign Language, the differences between the learners
inside a SPED class is also there but visually they are in the same energy level in
comprehending.

SPED pupils are also in different levels the one who is really active named “_____” and
the one who seems to be left behind is named “_____” due to the inactiveness during the
class hours.

Due to the issue that the teacher is also Muted and Deaf the situation of asking him/her is
hard due to the reason that I am not knowledgeable in terms of sign language and by that I
can just visualize the situation and through narrative method I can say that the teacher also
has the background of the pupils due to the fact that he/she also know his/her pupils very
well, Through recitation using sign language and the part of discussion that the teacher
really knows whom to call in different situations.

The behaviour of the SPED pupils is quite similar to just normal kid the difference is just
the way they communicate through sign language, they are also seen as a enthusiastic
children who seeks attention from their teacher, This situation really enlightened me as a
Observer that being flexible regardless of disabilities is quite possible. SPED pupils and
regular pupils are also similar in terms of participation inside the class and
accomplishments of their individual task, some of the SPED pupils are really active and
some of them are also inactive, just like a normal pupil inside a normal set of teaching.

The teacher really interactive with his/her class, through sign language he/she manage to
handle the kids needs during the class hours. Since the teacher is also Muted and Deaf,
ANALYZE

1. Did your observation match the information given by the teacher?

The observation I’ve been done is generally considered as a reflective to the real situation
happened in the SPED class. The teacher is very naturalistic in terms of his way of teaching,
He/she took advantage of his/her disability to teach clearly with his/her fellow muted and
deaf.

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?

The ability of the SPED learners is quite standard with comparison to the normal teaching
and learning process, there is active student and also there is a inactive pupils. It is just
different in terms of communication and the response of the pupils and their reaction was
connected to their normal state of leanings.

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.

The method used by the deaf and muted teacher is generally the sign language that really
helpful in communicating with the children, and the response of the pupils are quite
interesting due to their enthusiasm and their visual appearance that is very amusing.

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 differences in abilities? Was
your teacher effective?

In elementary, the teacher in this area was clearly brought learnings to her pupil’s despite of
the differences just like having an extra program for the pupils who left behind due to the
pandemic, As well as the High School Teacher sir Edmond he brought also morals to his
leaners not just plain knowledge but also for good characteristic as a individual. They are
both knowledgeable in terms of handling different students/pupils by using their experiences
they can actually make their own advisory much better learners.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

For me as the observer to the real situation inside the Different types of students, teachers and
way of teaching. Those experiences that I’ve been through are really helpful for me to
develop such characteristics that might possibly help me as a future educator, for me the most
effective character that I can mimic is the huge amount of patience and Dedication that my
resource teachers had already. Experience is a great teacher and that is really applied to me
now as a Observer I’ve seen a lot of situations, Problems and opportunities that made me
think that education really needs a boost for the future professional Filipino’s that not yet
born or already here in this world that needs stimulation and modification.

OBSERVE, ANALYZE, REFLECT

Activity 3.3
Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher. Teacher's Signature

Subject Area:
School: Grade/Year Level:
Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning
essentials of Episode 3.

2. Observe in a school with a program for IP learners. Below are some suggested schools:

a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon

c.Sitio Tarukan Primary School, Capas Tarla

d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro

e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose

Occidental Mindoro

f. Tubuanan Ati Learning Center, Balabag, Boracay Island

g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo

h. T'boli School of Living Traditions, Lake Sebu, South Cotabato

i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon

j. Talaandig School of Living Traditions, Lantapan, Bukidnon k. Bayanihan Elementary

School, Marilog, Davao

Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.

If an actual visit is not feasible, consider a "virtual visit" through social media. And if still not
feasible consider a "virtual" field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
Dep Ed:

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.

5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.
 An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report on
the space provided.

If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator of
the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and interact
with respect.

2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?

3. What activities do they do in these different areas of the school?

4. Who are the people who manage the school? Who are involved in teaching the learners?

5. Observe how the teaching-learning process happen. Describe the learning activities they have
and the teaching strategies that the teacher uses.

6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.

7. What instructional materials and learning resources are they using?

8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT
 (You may include photos here)

Name of the School Observed: Calay Indigenous Peoples School

School Address: Sarangani

Date of Visit: October 17, 2022 (Online, YT)

First Response:

The indigenous peoples in the IP school I’ve been watched is called Blaan Tribe the Blaan
Tribe are one of the indigenous people (IP) living in Southern Mindanao. They have their
own traditional dance and music, colorful tribal wear and weaving tradition similar to the
T'boli. Blaan have rituals for everything that they do, from selecting the place for a farm
planting, harvest and post harvest because of their belief on the supremacy of the great
creator. The Blaan, can be considered clannish in the sense that marriages, as much as
possible, must be limited to close relatives.

Second Response:

Since the area of school is in the hills, the school area also has a huge space for the leaners,
and despite of that specified area for the teaching and learning process, the situation
conflicts with it due to the reason that teaching and learning process is not allowed to be
done in Face-to-Face basis, the learners learn through Semi Distance Learning with the
help of technology called “LR on Wheels” it allows the IP students to learn even inside of
their respective IP homes.

Third Response:

Activities being done in the time of studying, are some Digital activity provided with the
“intranet” that only works within the specified area of learning which is the IP’s
Homeland. Educational videos are also attached with the process and the IP Learners has a
digital tablet individually provided by the school itself.

Fourth Response:

Licensed teachers are the ones who guide the IP Learners with their provided gadgets, but
in the learning process the house parents are the one who help their children to study inside
their houses provided and boosted by LR on Wheels technology.

Fifth Response:

The teaching and learning process are through watching educational videos provided by the
teachers and the activities will be done through their provided modules.

Sixth Response:

IP Learners usually learns through the educational video provided by the teacher,
physically there is no interaction with them at least for now due to the covid 19 threat to
the Indigenous Peoples. Parents are the only one who technically see their child’s teacher
when they are going to claim the new set of modules.

Seventh Response:

Learning Resources are generally from the LR on wheels that brought huge amount of
opportunity to the IP’s intellectual growth, aside from that the IP Learners are also
provided individually a learning tablets or device that is connected with the new
technology that also works in the real time managing to see the teaching and Learning
process.

Source/Reference:

https://youtu.be/Vlr5XUrLYyA

ANALYZE
Curriculum Design, Answer each question based on your observation and
Competencies, and Content interview data.

1. Does the school foster a sense The Indigenous Peoples rights, beliefs and practices
of belonging to one's ancestral was clearly respected by the school itself, due to the
domain, a deep understanding of fact that the school allows their IP’s students to wear
the community's beliefs and their cultural dresses.
practices. Cite examples

2. Does the school show respect Yes, in the light of the fact that the school teachers also
of the community's expression of were in the tribe that knows actually what their own
spirituality? how? ideology or beliefs they had. In terms of respect IP
learners are clearly treated well in their own sake of
understanding with regards to technology and
academically.

3. Does the school foster in the Yes, it is shown that in the process of teaching and
indigenous learners a deep learning through semi modular distance learning, IP
appreciation of their identity? students are still given chance to be acknowledged
How? through giving free technology and having them
dresses like they were in their traditional styles.

4. Does the curriculum teach Definitely, in fact the school itself had a school event
skills and competencies in the that’s not conflicts to the cultural beliefs of the tribe
indigenous learners that will help blaan. They were all accepted to the school itself
them develop and protect their provided with such enough educational materials and
ancestral domain and culture? technology.

5. Does the curriculum link new Yes, the school itself allows the beliefs of blaan tribe to
concepts and competencies to the more Excell and be useful even though inside a school
life experience of the system that also allows respectful decision specially to
community? the given curricular activities.

6. Do the teaching strategies help At the time of pandemic, it is really really helpful to
strengthen, enrich, and have such new technology to be impart inside a school
complement the community's system that involves entirely the culture of blaan tribe,
indigenous teaching-process? the community is respected and the cultural heritage is
also being taught.

7. Does the curriculum maximize Classroom based session is not yet organized when I
the use of the ancestral domain were Observing through online but I think that through
and activities of the community technology that they’ve shown it is possible that the
as relevant settings for learning classroom-based sessions will definitely be effective to
in combination with classroom- the IP pupils. Also, important thing that community
based sessions? Cite examples. also allows to participate in the process of school
events that actually strengthen the relationship between
 the school and the community of the tribe’s blaan.

8. Is cultural sensitivity to uphold culture, It is really important to be sensitive in terms

beliefs and practices, observed and applied of teaching an Indigenous Peoples due to the
in the development and use of instructional fact that IP themselves had such huge value
materials and learning resources? How? on their own traditions and beliefs. Being a
(For example, Culture bearers of the teacher, you should be flexible and
Indigenous Peoples are consulted.) knowledgeable in the background of your
pupil generally for the sake of respect for
our fellow Filipino citizens specially in
making Instructional Materials the teacher
may use the cultural background of the IPs
to provide a relatively suited I. M’s depends
on the topic.

9. Do assessment practices consider All of activities allows the blaan tribe to

community values and culture? How? excel even though carrying their cultural
beliefs in their back, as a respectable teacher
they are managing to teach the IP’s
regardless of the beliefs they had.

10. Do assessment processes include Yes definitely, the technological tools

application of higher order thinking skills. provided by the school itself assessments
that used in this method are highly
applicable and sensitive enough to make a
IP Learners to expand their knowledge upon
the world they’re in. Higher order thinking
skills are stimulated in every part of the
temporary system of the education being
applied to the Blaan Tribe of sarangani.

What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?

Yes, I think that the school system is providing enough sensitivity for the blaan tribe
themselves, that the school itself named after them “Calay Indigenous Peoples School” they
are very knowledgeable of what the tribe has and ideology to discover, Technology provided
in this school shows us how important the tribe is in the whole community itself.

REFLECT
Reflect based on your actual visit or videos that you watched.

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

The things I’ve learned is the situation they were in and the connection it has in the
community itself, they were all treated well in the school provided enough materials to learn.
Specifically, I have learned something that is new, and that’s it the new technology of
“Intranet” the concept of this is new for me so I am very glad to have new knowledge about
this one and the example of that technology is applied to the Learners of Blaan Tribe named
“LR on wheels”.

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?

I appreciate their own beliefs and their willingness to learn despite of their situation, I am
very glad that they had the technology devices the deserve and the attention they needed in
terms of good quality education.

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by…

Given them enough dedication someday if I were going to teach them in accordance with the
cultural beliefs they had, I will further study their full background so that I can use it to
improve the quality of education they deserve.

3.2 Uphold and celebrate their culture, beliefs and practices by….

Adding activities that allows the IP Learners to excel just like their cultural dances that may
helpful for them to learn also. I will also probably teach outside of their box so that they are
prepared when they go outside of their respective tribes someday.

3.3 Advocate for indigenous people’s education by…

Giving enough materials to them and attention during the teaching and learning process,
funds also are relatively important for them to have such standards of learning by giving
enough access to new information and their Class room should be conducive when the time is
ready for Face-to-Face class.

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that 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.

 First to acknowledge the differences of the pupils

 Second is to know the background of your own pupils
 Third is to Provide an accurate teaching material for the pupils
 Fourth to manage the children’s differences and use it to every action you were
about to do.
 Fifth have a systematic approach when the pupils are visually inclined with an
example of them having difficulty in terms of the activities provided.
 Sixth provide one approach per different problem that my future pupils had just
like having difficulty in reading, I will provide an extra time for them to learn
such as remedial.
 Seventh is morally provide all the pupils a non-biased way of teaching and
provide such moral values always at the end of something related with the
lessons I’ve been possibly taught.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer

1.Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students' varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other's cultures.
B. He/She regards his culture as inferior to other's cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C.Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world view, and its
indigenous cultural institutions portatol
5. All are best practices in using learning resources for indigenous learners, EXCEPT
A. Culturally generated learning resources only include indigenous group's artifacts, stories,
dances, songs, and musical instruments,
B. The language used in instructional materials, especially in primary years, which highlight
mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of instructional
materials
D.The indigenous community's property rights are upheld in publishing learning resources.
6. All are best practices for assessment in the Indigenous Peoples Education
Framework, EXCEPT,
A. Including the practice of competencies in actual community and family situations
B.Applying higher-order thinking skills and integrative understanding across subject areas
C. Using international context in the assessment standards and content faithfully without
modification.
D. Including community-generated assessment processes that are part of indigenous learning
system
7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B.Hindi ka talaga magaling dito sa paksang ito, 'no.
C.Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para
lubos mong maunawaan ito.
D.Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work with the
same topic but assigns a different task appropriate for each group to accomplish
B. The teacher divides the class into three heterogeneous groups and assigns the same activity
for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics
forthe groups to work on
D. The teacher groups the learners by ability levels and assigns each group a different task on
the same topic, and then requests three different teachers, each to assess one of the groups
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they feel
most comfortable.
B.Allowing children to show that they learned the stages of mitosis in a way where they feel
most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the
slow learners.
D.Applying two sets of different standards