EDFSTU1-Learning Episode 3-Group 7.pptx

Field Study Ep 3

1. EPISODE 3: Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous Peoples FIELD STUDY 1 Presented by: Group 7 Subiate , Dioan B. T o rr e s , K r i s t i n e J o y B . Trinidad, Albert P. Viajedor , Elah Grace B.

2. 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: Ms. Kim Baguio School: Malubago Elementary School Grade/Year Level: Grade 6 Subject Area: Filipino https://www.youtube.com/watch?v=e_l07MAwhiY

3. Observation Report Name of the School Observed: Malubago Elementary School School Address: Aroroy , Masbate

4. Observation Report During Class: As we watched the video, we observed students aged 10-11 years old, consist of boys and girls and they are all Filipino. As we go on the video, the teacher tried her best to interact every minute of the discussion, and every time, she pause like she is waiting for the answer from her students. Students who are seated in front interact more with the teacher.   They behave and interact differently since, students who are seated in front are very cooperative and participative, ready and eager to learn. Students at the back are very quite and did not interact more with the teacher, they are just talking with their seatmates while their other classmates are busy interacting with their teacher.   When it comes to the relationship among the learners, they are competitive, they compete in a way that they want to be recognize, they always answered in chorus. And based on our observation, girls in their class are smart, they interact more with their teacher and tried to answer all the questions that was thrown by them. Sometimes, they raised their hand to be recognize and answer the questions but they sometimes answered in chorus or they just shout their answer.

5. Observation Report Outside Class: Learners group themselves according to their hobbies, they want their friends to have the same interest so they can relate to one another. Those who are sporty will of course find their circle who also loves to play sports, may it be in basketball, football, volleyball and so on.   Students who are alone and not interacting are lack of social connection, they are just quite and these students also is at risk for bullying. Teachers must give attention to this type of students, and try to find out why this specific student Is struggling socially and why he/she behave like a loner.

6. Observation Report Interviewee: Ms. Liden Carbajosa Grade 5 teacher of Udtongan Elementary School Ask the teacher about strategies they apply to address the needs of diverse students due to the following factors:   Gender, including LGBT - The best way is to be fair with students, not giving difficult task to boys and easier task to girls, gays or lesbian. Since creating more equal educational opportunities for students begins in the classroom and with the teacher.   Language and cultural differences - Treating students with respect and teaching them also to respect one another.   Differences in religion - Since students have different religion, if we have our prayer, I always remind them that if you are catholic and practiced to make the sign of the cross, they can do it, and if otherwise, it’s okay, they can just bow down their heads.   Socio-economic status - Given that they are still in elementary, I just encourage and teach them the basic and the importance of saving and budgeting their money.

7. ANALYZE 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? Students who are seated in front are more likely motivated and interested with the lesson, they are participative as we observed the video and they are also great leader when it comes to their reporting. We also observed that boys in their class are talkative but still participated with their activity. There is also students who always save the class and answer every time the teacher will ask the question. There is an attention seeker who will shout the answer and not even bothered to raised a hand. And student who are just quite, seating and just listening to the teacher. What makes the learners assume these roles? What factors affect their behavior? The factors that affects their behavior are influenced by their circle of friends and teachers. Students who are participative will more likely to group their selves to student/s who is also active and participative in class. And assume these roles because they know their capabilities and their teacher trusted them to become a leader, reporter, read the discussion or even ask to answer the question.

8. ANALYZE 2. Is there anyone you observes 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? As we observed the video, there is no student who appear to left out, since the class are collaborative and all students are participating. What does the teacher do to address issues like this? What the teacher did is that she encourage her students to answer and participate, even though there are students who are already raising their hand, she also recognized student who are quite with her class and encourage to also share their opinion or answer. 3. How does the teacher influence the class interaction considering the individual differences of the students? Based on the video that we have observed, the teacher treats her students fairly regardless of their differences. The teacher focuses on how the students will learn from her class, by giving her best imparting knowledge to her students. 4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher leverage diversity? Based on the video, the teacher is using the Collaborative Learning Strategy since the teacher is open for more opinions about their lesson, she discussed the lesson and give students also the time to think more of the “cause and effect" of their topic. And give student an activity, which is by group and let her students, choose the leader and reporter, so they can effectively work as a group.

9. REFLECT How did you feel being in that classroom? Did you feel a sense of oneness or unity among learners and between the teacher and the learner? As we watched the video, we can feel the oneness among the learners and between the teacher and the learners. They respect their teacher that is why they’ve finished their lesson successfully, the learners are participative, even if they forgot to raised their hand first before answering the question and preferred to answer it in chorus. And the teacher also respect and understand her students. Overall, they did a great job, and we are excited to be the teacher we dreamed to become.

10. Activity 3.2: Observing differences among learners with disabilities, giftedness, and talents. Resource Teacher: Jose Darwin Virtusio School: The Centre for Education and Youth Subject Area: Health https://youtube.com/watch?v=hA9lAk1zPCE&feature=share https://youtube.com/watch?v=TcJcIOpF2T0&feature=share

11. Observation Report SPED class with learners with intellectual disabilities Regular class with inclusion of learners with disabilities

12. As we observe in the video about learners with intellectual disabilities, is that all of them are very active every time their teacher gives them an activities and they were able to listen to their teacher and participated very well in their class. We can see in them that they really show interest with their topic and they really want to learn. They answered also their activities very well and when their teacher ask them some questions they can answer it correctly but it takes time for them to analyze their answers and they were also having a difficulties when saying the words. The second video that we observed is the regular class with inclusion of learners with disabilities, in the video there was only one learner who have a cerebral palsy joining a regular class. When we were observing to her we were amazed because she was just like a normal kid even though she has a disability but she can talk and analyze things properly. She can keep up with the discussion and she can understand and answer the activities very well. She was also participating during their physical activities but her teacher only gave her an activities that she can easily do. Observation Report

13. ANALYZE Did your observation match the information given by the teacher? We didn't interview a teacher, but we compare the information that we get from our Inclusive education class and we learned there that mostly of the learners with intellectual disabilities are having an attention problem, stubbornness and tantrums but for what we observed in the video the learners there was behave and they were active during their class discussion and they are listening and participating very well in their class. Then those learners who have physical disabilities that joined in a regular class are mostly inactive in class because maybe they are shy about their condition and they are not participating well if they have an activities because they feel that they are not the same with those regular learners but for what we observed in the video the learner who have a physical disability is that she was very active in class. She was participating and joining in any activities that they have and what ever her classmates do she doing it also with excitement.

14. ANALYZE 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. Those learners with intellectual disabilities are very behave and active during class discussion and since they can catch up immediately the lesson the teacher can make an activities which is individual. So that they can practice doing things independently and they can think more within themselves. The teacher should give a simple and clear instruction so that the learners can understand easily. They can also show a video that related to the topic so that the learners will going to be more interested about it and can understand well the topic. On the other hand, in the second video the learner can't stand and walk because of her condition so the teacher can make more activities where in she can learn and enjoy together with her classmates just like role playing or any games that she can do easily and that are related to the topic.

15. ANALYZE 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. We can see in the video that there are only 5 learners in the class so the teacher let them to set in front so that they can read easily the lesson and can hear clearly the instructions. When he was asking the learner he was assisting them while they were answering the activity to check if they are doing well. Then he was also giving indirect corrections to the learners to ask some further questions until the learners will give the exact answer. For the learners who have disability that joined in a regular class, it was good that the teacher gives her an activities that were the same to her classmates so that she can catch up immediately the lesson and it is also good that her teacher check her from time to time to see if she is doing well. When they were having their physical activity or PE class the teacher gave her those activities that she do easily that she can learn and socialize with her classmates at the same time.

16. REFLECT 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? We remember when we are in high school we have those classmates that were smart and achiever in class. Then most of us in class can't catch up immediately the lesson our teacher tend to repeat again the lesson or they will just give some summarization about the topic. They were also checking us from time to time if we do the tasks very well and give some assistance if we need help when we were having difficulties in doing or answering the tasks. They were also asking us some questions to know if we really understand the lesson. Through that we can understand and can catch up easily the lesson and we gain courage and confidence to learn more and to go to school every day and it shows that were effective teachers. 2. What dispositions and traits will you need as a future teacher to meet the needs of the learners? As a future educator we cannot avoid that we can handle a students with disabilities so we should be prepared all the time and we should have a positive attitude when dealing with them. We need to communicate with them so that they could give their own opinion about the class. We need also to have patience with our students with disabilities because it is not a joke handling those kind of students. Then we should be able to adjust our teaching strategies to give students the learning that they deserve to learn.

17. Activity 3.3: Observing the school experiences of learners who belong to indigenous groups. Resource Teacher: Maria Cristina Tupaz / Ligaya Lintawagin School: Tugdaan Indigenous School Grade/Year Level: High School Subject Area: Filipino https://www.youtube.com/watch?v=rULYmm9ffeM

18. Observation Report Name of the School Observed: Tugdaan Indigenous School School Address: Mindoro, Philippines

19. Observation Report As we watched the video about the Indigenous school, we have learned that the school was dedicated to serve the 8 M angyan tribes of Occidental and Oriental Mindoro. Mostly students aged 11-18 years old are enrolled in Tugdaan High School . As stated in the video, the school was a dream of their elders in the past , a school that would make them aware and where education was respectful and appropriate to their own Indigenous Mangyan group because they were discriminated by lowlanders. As we observed the area of school is very spacious where students can able to play sports, perform the traditional dances and many more. Some of the classrooms are made of concrete materials and some are made of bamboo. It composed of 2 hollow blocks classrooms, library, a weaving cottage, food processing centers, 2 dormitories, computer lab and has a 4 hectare sustainable agriculture plot donated by the community. They have also 8 subjects such as Math, English, Filipino, Science, MAPEH, Economics, Religious Studies and students also taught how to use computers. In addition, they have 4 subjects (IKSP, community-led development, agriculture and Manyan Culture) which impart knowledge and training about different living traditions they have. They do not only learn in an academic aspects but also they learn through practical way such as agriculture, story about their culture, deeper words and concepts from their own language, making products such as bags and basket. With this, students learn to enrich, respect and protect their ancestral land. Moreover, leadership is also being taught by their elders through that they know how to be a leader for the next generation.

20. ANALYZE Curriculum Design, Competencies, and Content Answer each question based on your observation and interview data. 1. Does the school foster a sense of belonging to one’s ancestral domain, a deep understanding of the community’s beliefs and practices. Cite an examples. Yes. The s chool taught students about their own cultures and the origin of their ancestral that needs to be preserve and protect by the next generations of their tribe. One of the example that we've seen in the video, the community, elders and students regularly gather at the school to discuss their plans and vision about their future in terms of their plans, lands and rights. Aside from the meetings, the school adds a subject regarding the Mangyan Culture wherein they learn and understand how, where, when their tribes, culture and beliefs started. 2. Does the school show respect of the community’s expression of spirituality? How? Yes. One way that the school shows respect of the community’s expression of spirituality is the inclusion of religious studies in their curriculum. According to one of the indigenous teacher interviewed in the video, Ms. Tupaz , teaching the subjects to the indigenous students is not purely about the subject but they rather link it with their culture and traditions. 3. Does the school foster in the indigenous learners a deep appreciation of their identity? How? Yes. The school taught students about their way of living as an indigenous people, the essential value that makes them know who really they are and help them realized the important of their unique culture and tradition through practicing it in their daily living. 4. Does the curriculum teach skills and competencies in the indigenous learners that will help them develop and protect their ancestral domain and culture? Yes . A side from the usual academic subjects offered by the DepEd , they also have subjects and leadership skills which is appropriate and essential to the cultural needs of the Indigenous people. Some of these subject are the IPKS, community-led development and etc. Also, the basic subject that are taught were always linked to the culture and traditions of Mangyan . T hrough this they will able to preserve and protect their culture and ancestral domain.

21. ANALYZE Curriculum Design, Competencies, and Content Answer each question based on your observation and interview data. 5. Does the curriculum link new concepts and competencies to the life experiences of the community? Yes. T hey school works together with civil society, academics and governments' Department of Education to provide a new kind of education that is appropriate to the students of Tugbuan High Sc hool. In addition, all subjects in the curriculum are associated with the indigenous cultural perspective. 6. Do the teaching strategies help strengthen, enrich, and complement the community’s indigenous teaching-process? Yes. Every time their teacher introduce a topic to their students, they usually integrate first their own indigenous culture One of the example that we've observed, if the topic was all about myths and legends the teachers make sure that their own cultural creation stories are the starting point of their lesson or cultural myths and legends are being used as an example during discussions. 7. Does the curriculum maximize the use of the ancestral domain and activities of the community as relevant settings for learning in combination with classroom-based sessions? Cite examples. Yes. The students are not only learning inside the classroom. They also have programs to showcase their abilities of doing their own traditional crafts like bag and basket. The school have designated place (a weaving cottage, food processing centers, agricultural land) where they develop their skills. Also, according to the Principal of the school Ms. Lintawagin that not all subjects are taught in the classroom, there are subjects taught outside especially in connection with their ancestral land. This way the students will able to learn how to enrich, respect and protect the ancestral land.

22. ANALYZE Curriculum Design, Competencies, and Content Answer each question based on your observation and interview data. 8. Is the cultural sensitivity to uphold culture, beliefs, and practices, observed and applied in the development and use of instructional materials and learning resources? How? (For example, Culture bearers of the Indigenous Peoples are consulted.) Yes. Most of the teachers are also indigenous people and it's easy for them to utilize the lesson to support the culture, beliefs and practices of the IPs students. The teaching strategies and learning materials are also related to what is just available within their tribes community. The agricultural land which was donated by the Mangyan community was utilized for agricultural classes. For the development , improvement and plans of the school, it was always discussed to the elders of Mangyan during meetings/gathering in the school. 9. Do assessment practices consider community values and culture? How? Yes. Since most of the subject being taught were connected to the cultural perspective of the Mangyans , the assessment (written and practical) were mostly related to cultural values and life situations. The students would usually practices practical processes such as agriculture, story about their culture, the stories of their ancestors, and also learning deeper words and concepts from their own language. 10. Do assessment processes include application of higher order thinking skills? Yes. Considering that most of the assessment were related to practical manner, higher order thinking skills is being applied. It allows the students to think critically regarding cultural situations that is essential in their cultural beliefs and values.

23. ANALYZE What do you think can still be done to promote and uphold the indigenous peoples knowledge systems and practices and rights in schools? According to Gina Cosentino , an Indigenous Peoples Advisory Consultant that e ducation is universal human right, essential to bridging gaps in human being, equity and opportunity. Everyone has the right for education, it is the doorway through which economically and socially marginalized people can rise out of poverty and have access to the resources they need to fully engage in their communities. Indigenous children and adults can exercise and enjoy their economic, social, and cultural rights with the help of appropriate education. Giving appreciations to indigenous people’s culture and traditions will help them see that they are respected. Supporting IPKS not just financially but also socially (encouragement) can help preserve their culture. Aside from protecting them (rights and laws), sharing and learning their culture is one way to promote and appreciate how their culture is interesting and uniqueness.

24. REFLECT Reflect based on your actual visit or videos that you watched.. What new things did you learn about indigenous people? The indigenous people teaches us to appreciate and nurture what we have. Like in the video, its excellent to see how they are contented and how nurture their ancestral domain. Aside from that, it allows us to see that there are a lot of indigenous people that needs to be educated. It gives us insights that, we should learn to appreciate give importance to them, especially if in the future we might encounter students like them. Furthermore, we should avoid discriminating them just because they are from mountains and far from urban places. They are also humans and have feelings and rights for education. What did you appreciate most from your experience in visiting the school with indigenous learners? Why? We didn’t visit the school in actual, but we observe it through the video from the you tube and we see how talented Mangyan Alangan Tribe’s are. They are skillful in industrial aspects like making basket and bags, talented in agriculture, and knows how to utilize their resources and product like the calamansi juice. We also appreciate how these indigenous people give importance to education and relating it to their culture. We see how they preserve their culture and the ancestral lands which they inherit from their ancestors. Aside from this talents, Mangyans are also good academically. They can communicate well to other people using different language (English, Filipino and their own language).

25. REFLECT Reflect based on your actual visit or videos that you watched.. 3. For indigenous learners, as a future teacher, I promise there three things: 3.1 Be open to and respect indigenous people by not looking down on them (discriminating them), instead help them boost their confidence and self-esteem. Being a teacher that nurture their talents and skills. 3.2 Uphold and celebrate their culture, beliefs and practices by allowing them to share their culture, beliefs and practices before/during class hour and activities. Further, respecting them if they are doing their cultural practices. 3.3 Advocate for indigenous peoples education by sharing to others especially to our future students about our learning regarding indigenous people and the importance of respecting them. Also, being an example (showing respect to IPs) to others and to our future students since we teachers are always been looked up too by the people around us and by our students.

26. 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 the high and low achievers in your class? Make a collection of strategies on how to address the students’ different ability levels.

27. 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 the high and low achievers in your class? Make a collection of strategies on how to address the students’ different ability levels. Expect a diverse type of classroom/students – in a classroom or group of students, we can’t avoid instances that there will be students came from a certain indigenous group, or deviate norms from a certain group . So as a teacher, we should expect different behaviors and learning experiences of our students. 2. Know your students and their capabilities – it is essential to know the capacity of our students so that we may able to meet the needs of students that are high achievers and low achievers. Further, we can able to set particular tasks and teaching strategies that is compatible with their learning capacity. 3. Do not expect uniformity of students – As a future teacher we don’t expect uniformity in the learning process and behavior of our students because each one of them has their own unique behavior and experiences. 4. Be flexible - as a teacher we must learn to adapt to changes in our teaching method as well as to the curriculum that will cater the needs of our students.

28. THANK YOU FOR LISTENING!!