LEARNING

EPISODE FOCUS ON GENDER,

NEEDS, STRENGTHS,
3 INTERESTS, EXPERIENCES
LANGUAGE, RACE,
CULTURE, RELIGION,
SOCIO-ECONOMIC
STATUS, DIFFICULT
CIRCUMSTANCES, AND
INDIGENOUS PEOPLES

Name of FS Leah B. Doydoy Date

Student: Submitted
:
Year & 3A Course: Social Studies
Section:

TARGET
At the end of this Episode, I must be to:

 describe the characteristics and needs learners from diverse

backgrounds;
 identify the needs of students with different levels of abilities in the
classroom;
 identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class; and
 demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.

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.
 Unkn OBSERVE:
OBSERVATION REPORT

Name of the school Observed ______________________________________

School Address
__________________________________________________
Date of Visit ____________________________________________________

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, or a
doubter/pessimist?

In the classroom, students often assume different roles during class or

group activities. These roles include the leader, who naturally takes charge
during tasks, and the mascot or joker, who lightens the mood with humor,
especially during tense moments. Some students are attention seekers,
frequently raising their hands to speak even when unsure, while others take on
the role of the "little teacher," helping classmates whenever needed. Finally,
there are the doubters or pessimists, whose negative thinking can undermine
their own ideas and contributions.

According to Erikson's psychosocial theory, several factors influence why

students take on these roles and how their behavior is shaped. These factors
include personality traits, family background, peer influence, teacher interactions,
and cultural context. Understanding these influences is essential to addressing
students' developmental needs and supporting their social and emotional growth
within the classroom setting.
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?

Based on my observations, no students appeared to be left out during the

class discussions and activities. The teacher made an effort to include everyone
by encouraging participation from all students. When he noticed that some
students were not participating, he would call on them by name, allowing them to
contribute. This approach fosters inclusivity and allows students to be more
recognized and engaged within the class.

Additionally, the students who seemed different from the rest due to their
religion, tribe, gender, race, and socio-economic status were accepted by the
other students. Regardless of their differences, each student appeared to have a
companion or group, working together to support one another in their academic
development. This sense of collaboration helps create a positive and supportive
classroom environment where students can thrive together.

3. How does the teacher influence the class interaction considering the
individual differences of the students?

In my response to question number 2, I mentioned that the teacher

consistently made an effort to include all students by encouraging active
participation. This approach ensures that no student feels left out or isolated from
the group. By fostering inclusivity, the teacher creates an environment where
every student, regardless of their differences, is given the opportunity to
contribute and engage in class activities.

Involving everyone in the class helps students feel accepted and valued,
which is crucial for their emotional and social development. By acknowledging
individual differences and still ensuring participation, the teacher promotes a
sense of belonging among the students. This approach not only enhances
classroom interaction but also builds a supportive and collaborative learning
atmosphere.
4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?

The teacher uses various strategies to maximize the benefits of diversity

in the classroom. One approach is to encourage active participation during
discussions by allowing students to read aloud from the lecture presentations.
This not only helps students practice their reading skills but also ensures that
different voices are heard, promoting inclusivity.
 Additionally, the teacher utilizes the Socratic method, asking open-ended
questions and encouraging all students to share their answers and ideas. This
method fosters critical thinking and ensures that students with diverse
perspectives contribute to the learning process. Group activities and other
collaborative tasks further enhance student interaction, allowing them to engage
with peers from different backgrounds and viewpoints.

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 learner?

Being in that classroom felt like being at home, where I felt safe,
comfortable, and accepted. Despite the competitive nature of students striving for
high grades, there was an undeniable sense of unity among them. Their
competitiveness never overshadowed the genuine kindness, care, and
friendliness they extended to one another. The presence of key values such as
kindness, respect, communication, love, and acceptance made the classroom
environment so harmonious. These qualities were evident in how they treated
each other, regardless of differences in religion, race, age, gender, culture, or
socio-economic background.

Moreover, this sense of unity wouldn’t have been possible without the
teacher’s strong leadership and guidance. Through my observations, it became
clear that the teacher served as a role model, embodying the traits of kindness,
respect, love, approachability, and acceptance. The students reflected these
traits in their interactions, showing how much they had internalized the teacher’s
positive example. A classroom’s success in fostering such an environment relies
heavily on the influence of a good teacher, as they help shape students into
compassionate and respectful individuals.
Activity 3.2. OBSERVING DIFFERENCES AMONG LEARNERS’ WITH
DISABILITIES, GIFTEDNESS, AND TALENTS

Unkn OBSERVE:
OBSERVATION REPORT

Name of the school Observed ______________________________________

School Address
__________________________________________________
Date of Visit ____________________________________________________

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

Yes, many of my observations align with the information provided by the

teacher. Some students excel academically, while others demonstrate strong
athletic abilities. Some students are identified as slow learners and require
additional support, while others possess talents in the arts, such as singing and
dancing. I also observed students with exceptional writing skills, as well as those
who perform well in creative tasks. Additionally, some learners need more
focused attention and a slower pace in teaching to accommodate their learning
needs.

2. Describe the difference 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?

As I discussed in response to the first question, I observed that students in

the class demonstrate a variety of strengths across different domains. These
include academic excellence, athletic abilities, artistic talents such as singing and
dancing, exceptional writing skills, and proficiency in creative tasks. Additionally,
some students were identified as slow learners. Recognizing and nurturing these
diverse talents is important for developing a well-rounded learning environment.

In my observation, the teacher employed several strategies to cater to these

varying abilities. One such strategy was the use of hands-on activities, which
provided students with practical, experiential learning opportunities rather than
relying solely on listening or reading. Another approach was offering one-on-one
attention to students struggling with specific topics. The teacher identified
learners who faced challenges in understanding certain material and then
explained the concepts step by step. To further support learning, the teacher
implemented peer tutoring, encouraging collaborative learning between students
with different skill levels. Additionally, group activities were organized to allow
students to work together, leveraging their diverse abilities to complete tasks
collectively.

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 teacher used different methods to handle the students' varied abilities.
These methods included group activities, hands-on learning, and peer tutoring.
By using these strategies, the teacher was able to engage students more
effectively. Many students were motivated to participate because they worked
together with their classmates, which made them feel safe and encouraged them
to put in more effort.

The teacher's use of differentiated instruction also helped make learning

easier for the students. For instance, in group activities, the teacher randomly
assigned students into groups and gave them specific tasks that they needed to
complete together. This allowed students to use their unique abilities to create
better work. In hands-on activities, the teacher used practical examples. In their
Araling Panlipunan class, the teacher showed videos and images to make the
lessons clearer and more interesting.

Peer tutoring was another helpful strategy. The teacher identified the fast
learners and slower learners and then paired them together so that the fast
learners could help their classmates. This kind of teamwork made learning more
comfortable and helped students learn at their own pace.

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?
 Looking back at my high school experience, our class was often
categorized into three groups, high achievers, middle achievers, and low
achievers. The high achievers excelled academically, while the middle achievers,
though not as strong in academics, were attentive and engaged in class. The low
achievers, on the other hand, struggled with academics and required more
support. However, I distinctly remember one teacher who chose not to group us
based on our academic performance. Instead, she created mixed groups,
encouraging collaboration among students of different abilities. For every task,
whether it was a quiz, oral recitation, or group project (except examinations), we
were required to work together and complete the assignments as a team. She
assessed us both as a group and individually.

Her method promoted a collaborative learning environment, where we, as

student-learner-centered, had to rely on each other to solve problems and
complete tasks. The activities she assigned were largely hands-on, including
group projects, reports, and demonstrations. We were expected to work together,
despite our different academic levels, fostering a sense of unity within the group.
This strategy not only strengthened our bonds as classmates but also facilitated
the development of friendships, mutual acceptance, interaction, and kindness.
Each member of the group contributed, driven by the fear of being a burden to
their peers. Through this approach, we became more independent learners,
recognizing that each individual brings unique ideas that deserve to be heard and
understood.

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

As a future teacher, I will consider dispositions and traits to meet students'

different needs. These qualities include adaptability, patience, creativity,
communication, and empathy. Adaptability means adjusting your teaching style
to fit the needs of each student, while patience helps you stay calm when
students are struggling. Creativity makes learning more fun and engaging, and
good communication helps you explain ideas clearly. Empathy means
understanding and caring about how students feel and what they are going
through.

These are just some of the basic traits that will help me grow as a teacher,
and I will continue to develop more as I gain experience in the field. By building
these skills, I can create a classroom where students feel supported and
motivated to learn. These qualities will help both me and my students succeed.

Activity 3.3. OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS

WHO BELONG TO INDIGENEOUS GROUPS.
Unkn OBSERVE:
OBSERVATION REPORT
(You may include photos here.)

Name of the school Observed ______________________________________

School Address
__________________________________________________
Date of Visit ____________________________________________________

ANALYZE:
Curriculum Design, Competencies, Answer each question based on
and Content your observation and interview
data
1. Does the school foster a sense of Yes, the school actively fosters a
belonging to one’s ancestral sense of belonging to one's ancestral
domain, a deep understanding of domain. It promotes a deeper
the community’s beliefs and understanding of the community’s
practices? Cite examples. beliefs and practices through its
curriculum, particularly in subjects
such as Filipino, Araling Panlipunan,
Edukasyon sa Pagpapakatao, and
MAPEH, as well as through
extracurricular activities. For example,
in these subjects, students engage
with lessons that explore heritage,
ancestral traditions, and cultural
beliefs, all of which contribute to a
broader understanding of their cultural
identity. Additionally, the school
supports the participation of
indigenous students in events such as
Cultural Heritage Month and Buwan
ng Wika, which celebrates and honors
 the traditions of various indigenous
tribes. These initiatives emphasize the
importance of preserving and valuing
cultural beliefs and ancestral heritage,
reinforcing students' connection to
their ancestral roots while fostering
pride in their cultural heritage.
2. Does the school show respect of Yes, the school demonstrates respect
the community’s expression of for the community’s expression of
spirituality? How? spirituality through various activities
integrated into its curriculum. For
instance, a monthly Mass is held for
Catholic students, allowing them to
practice their faith, while non-Catholic
students remain on campus and
participate in alternative programs
aimed at enriching their spiritual
growth. Additionally, in the subject
Edukasyon sa Pagpapakatao, there’s
a lesson that focuses on the
importance of maintaining healthy
spirituality and how to preserve it.
These initiatives foster self-awareness
and personal growth, helping students
to value both their spirituality and that
of others.
3. Does the school foster in the The school fosters a deep
indigenous learners a deep appreciation of indigenous learners'
appreciation of their identity? How? identity by integrating the traditions
and beliefs of various tribes into the
curriculum. Subjects that explore
Filipino heritage allow students to
trace their roots and gain a deeper
understanding of their ancestors'
significance. This approach not only
reinforces the importance of
indigenous cultures but also
encourages respect and appreciation
for the diverse tribal communities
within the school, promoting a
stronger sense of belonging and
cultural pride.
4. Does the curriculum teach skills The curriculum equips indigenous
and competencies in the learners with the skills and
indigenous learners that will help competencies needed to preserve and
them develop and protect their protect their ancestral domain and
 ancestral domain and culture? cultural heritage, particularly through
subjects like MAPEH (Music, Arts, PE,
and Health). For instance, lessons on
national festivals allow students to
explore the rich cultural traditions of
various regions, while activities such
as performing their tribal dances
provide opportunities to engage with
and sustain their indigenous customs.
These activities foster a deep
connection to their heritage, ensuring
that their cultural practices, traditions,
and beliefs are upheld and passed
down to future generations.
5. Does the curriculum link new The curriculum integrates new
concepts and competencies to the concepts and competencies with the
life experience of the community? real-life experiences of the
community, fostering meaningful
connections between academic
content and students' everyday lives.
For example, in economics, lessons
are often contextualized with local
examples that resonate with students,
making abstract concepts more
relatable and relevant. By linking
global economic principles to familiar
situations within the learners'
community, teachers enhance student
engagement and understanding,
encouraging them to apply what they
learn in class to their surroundings
and fostering a deeper connection
between education and real-world
issues.
6. Does the teaching strategies help The teaching strategies employed in
strengthen, enrich, and various subjects play a crucial role in
complement the community’s strengthening and enriching the
indigenous teaching-process? community’s indigenous knowledge
and practices. For instance, group
activities in MAPEH help preserve the
cultural heritage of indigenous
communities, while engaging tasks in
Araling Panlipunan, such as role-
playing economic scenarios and
performing cultural practices of
different tribes, deepen students'
 understanding of local traditions.
These approaches not only make
learning more interactive and
meaningful but also nurture and
promote the continuity of indigenous
culture within the classroom setting.
7. Does the curriculum maximize the The curriculum effectively integrates
use of the ancestral domain and the ancestral domain and community
activities of the community as activities as vital learning
relevant settings for learning in environments, complementing
combination with classroom-based traditional classroom-based
sessions? Cite examples. instruction. For example, teachers
may assign group projects that require
students to create portfolios
showcasing the cultural heritage of
indigenous tribes within their
community, allowing students to
explore and appreciate local
traditions. Additionally, during the
KARIYAWAN Festival in Monkayo,
Davao de Oro, schools encourage
learners to participate in events such
as barangay dance competitions,
where various cultural dances are
performed. These examples
demonstrate how the curriculum
maximizes the use of community-
based activities to enhance students'
understanding of cultural identity and
heritage.
8. Is cultural sensitivity to uphold The teacher demonstrates cultural
culture, beliefs and practices, sensitivity by carefully considering the
observed and applied in the culture, beliefs, and practices of
development and use of students when developing and
instructional materials and learning utilizing instructional materials and
resources? How? learning resources. During class
discussions, the teacher uses
language thoughtfully, often
incorporating the vernacular to ensure
all students, including indigenous
learners, fully understand the
information being conveyed.
Additionally, the teacher is mindful of
using culturally appropriate examples
to avoid offending indigenous
students. The teacher also shows
 respect for religious beliefs by
accommodating students who may
miss class due to religious practices.
In subjects like Araling Panlipunan,
Filipino, and MAPEH, cultural
sensitivity is further emphasized by
teaching about various cultural
festivals around the world, fostering a
broader understanding of global
traditions.
9. Do assessment practices consider Assessment practices that integrate
community values and culture? community values and culture can be
How? effectively demonstrated through both
group and individual projects. For
instance, assigning a group project
where students collect information
about the various cultural heritages
and tribes within their community
encourages collaboration and active
exploration of local traditions. This
allows students to gain a deeper
understanding of their cultural roots
and learn ways to contribute to the
preservation of these heritages.
Additionally, individual projects, such
as writing a reflection on the
importance of cultural heritage and
indigenous tribes, promote personal
engagement and critical thinking.
These assessment approaches not
only enhance academic learning but
also instill a sense of responsibility
toward preserving community values
and traditions.
10. Do assessment processes include The assessment processes involve
application of higher order thinking the application of higher-order thinking
skills? skills, as demonstrated by the
teacher's use of various assessment
practices in the classroom. Engaging
activities during lessons enhance
students' retention of the material,
allowing them to remember what was
taught more effectively. Furthermore,
by fostering critical thinking, these
assessments encourage learners to
explore concepts more deeply and
 think beyond conventional ideas,
promoting creativity and problem-
solving skills.

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

The Indigenous Peoples in the Philippines are safeguarded by Republic

Act 8371, also known as the Indigenous Peoples' Rights Act of 1997, which
ensures their rights to preserve and protect their cultural heritage. In support of
this, the Department of Education issued Order No. 32, s. 2015, which
implements the Indigenous Peoples Education (IPED) Curriculum Framework.
This framework integrates Indigenous Knowledge Systems and Practices
(IKSPs) into the national curriculum, making education more relevant and
meaningful for Indigenous learners. By incorporating five key elements:
curriculum design, competencies, content; teaching methodologies and
strategies; learning space and environment; learning resources; and classroom
assessment—the IPED ensures that the curriculum remains culturally
appropriate and responsive to the needs of Indigenous communities. It
recognizes the importance of grounding education within these communities'
ancestral domain, worldview, and indigenous institutions.

Promoting and preserving Indigenous Peoples' knowledge systems,

practices, and rights in schools is crucial for strengthening their cultural identity.
This is achieved by highlighting the beauty and significance of their traditions,
values, and ways of life within the educational system. Teachers play a critical
role in this process by expanding their teaching methodologies and strategies,
ensuring that these approaches align with and enrich the indigenous teaching-
learning process. A strong foundation in culturally relevant pedagogy enhances
the learning experience of Indigenous students, fostering respect and
appreciation for their heritage. Furthermore, ensuring that learning spaces and
environments are secure and welcoming is essential for the well-being of
Indigenous learners, providing them with a safe and inclusive space to thrive.

Additionally, teachers must utilize tools and resources that align with the
standards, competencies, and skills needed for Indigenous learners to succeed
in both their cultural and academic education. By making the rights of Indigenous
Peoples stronger and more visible within the education system, schools can
better address the needs and concerns of these communities. Meaningful
participation from the Indigenous community in the development of educational
practices further ensures that their voices are heard and their cultural heritage is
preserved, fostering a deeper connection between the school, the community,
and the Indigenous learners.
 REFLECT:
1. What new things did you learn about indigenous people?

I have learned that the cultural heritage, identity, and ancestral domains of
Indigenous peoples are important not only for their community but also for the
richness and beauty they bring to society as a whole. Preserving and promoting
these aspects are crucial, as they represent the unique contributions of
indigenous peoples to our shared culture. Schools play a significant role in this
process by educating other students about the importance of indigenous
traditions and values, fostering respect and understanding. Through inclusive
education, students can learn to appreciate indigenous communities and work
toward protecting their cultural heritage.

However, it is concerning that some indigenous learners feel pressured to

assimilate and live like their non-indigenous peers. This should not be the case,
as their distinct identity is what makes them special. Being part of an indigenous
group is a treasure that should be celebrated, not abandoned. It is essential to
emphasize the value of indigenous peoples, as they contribute greatly to the
diversity and beauty of the broader community. Their presence and traditions
enrich our culture, and they deserve recognition and respect for the roles they
play in preserving the nation’s heritage.

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

During my visit to a school with Indigenous learners, one aspect that stood
out to me was their commendable behavior, particularly their deep sense of
respect for everyone around them. Unlike some learners who might exhibit
attention-seeking behaviors, these students displayed a quiet behavior that was
both humble and thoughtful. They appeared to be some of the kindest and most
well-mannered students I have encountered, showing a level of composure and
emotional maturity. While they were often shy and reserved when interacting with
others, their communication skills shone through whenever given the chance to
speak. They expressed themselves clearly and respectfully, demonstrating an
understanding of appropriate social behavior, especially in their interactions with
adults.

This experience left a lasting impression on me, as I came to admire not

only their respectful nature but also their strong sense of discipline and
orientation. Their behavior was a reflection of the values embedded in their
culture, and it allowed me to develop a deep appreciation for them as individuals.
Witnessing their conduct fostered a sense of mutual respect, as I found myself
valuing them for the very qualities they showed toward me. The respect they
exhibited was reciprocated, and it served as a reminder of the power of humility
and kindness in creating harmonious social interactions.

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

3.1 Be open to and respect indigenous peoples by

Treating them with kindness, dignity, and genuine regard for their cultural
heritage and identity. This entails valuing their traditions, beliefs, and
ancestral domains, while also acknowledging their unique contributions to
society. It is essential to offer the same respect and recognition to
indigenous communities as we do to our own, ensuring that their rights
and cultural identities are preserved and respected. Through this, we
promote inclusivity and honor the richness of their heritage.

3.2 Uphold and celebrate their culture, beliefs and practices by

Provide opportunities for them to actively showcase their heritage through

participation in various activities. This can be achieved by incorporating
cultural dances, traditional costumes, and rituals in school events,
allowing students to share their unique traditions with the broader
community. Additionally, schools should encourage their involvement in
extracurricular activities that highlight the importance of cultural diversity,
fostering inclusivity and deepening the community's appreciation for their
rich cultural heritage. Such initiatives not only promote cultural awareness
but also strengthen the students' sense of identity and belonging.

3.3 Advocate for indigenous people’s education by

Promoting awareness and appreciation of diverse cultural backgrounds,

educators can cultivate an environment where indigenous learners feel a
genuine sense of belonging and encouragement to explore their heritage.
This approach not only empowers these students to embrace their cultural
identity but also supports their holistic development in the academic
setting, ultimately contributing to their success and well-being in school.
 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.