Learning Episode 2: Diversity of Learners

Name of Cid Erick R. Poniente

Observer
Name of School Alfonso Central School
School Address Alfonso, Cavite
Name of Mae Hernandez
Teacher
Date(s) of November 15, 2022 7:00-11:30
Observati Time Observed
on 1:00- 2:00

OBSERVATION 2.1: Learners’ Characteristics, Needs, and Interests

Introduction: Let us revisit the major principles of development. These are as
follows:
• Development is orderly. Development follows directional
pattern.
• Development takes place gradually.
• All domains of development and learning are important
and they are closely interrelated.
• Development proceeds toward greater complexity, self-
regulation, symbolic or representational capabilities.
• Development deals with the growth, progress, and changes
among learners.
• Development has something to do with the physical, social,
and emotional changes among learners.
• Identifying and meeting the needs of the learners can be
difficult for teachers, but these could prepare the learners to
become active, productive and effective learners. This
action of the teacher helps the learners to know his/her
capabilities and skills. On the other hand, this will also
benefit the teacher’s preparation of the lesson. The
learner’s level of knowledge and skills development are
 being considered.

Learning At the end of this module, I will be able to:

Outcome
s:  describe the characteristics, needs and interests of
learners from different developmental levels.

Observation Guide 1. Observe 3 learners from different levels (preschool,

elementary, and high school).
2. Describe each of the learners based on my observations.
 3. Validate your observation by interviewing the learners.
4. Compare them in terms of their interests and needs.
5. Use the observation guide and matrices provided for
you to document your observations.

OBSERVATION REPORT
Instructions: Record the data you gathered about the learners’ characteristics and
needs in this
matrix. This will allow you to compare the characteristics and needs of your
learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add other aspects which you
may have observed.

Developme Preschooler Elementary Highschool

nt
Domain Indicate age Indicate age Indicate age
range of child range of child range of child
observed: observed: observed:
Physical

Gross-motor
All these skills for All these skills for
All these skills for
skills Fine- elementary students high school
preschoolers are
must know and students must know
developing in each
motor skills they can now do it and they can now
levels step by step
alone do it alone
Self-help skills

Others
Social The interaction of The interaction of
Interaction elementary students elementary students
with teachers The interaction of to their teachers to their teachers
preschoolers to and classmates is and classmates is
Interaction with their teacher, about sharing their about sharing their
classmates/friends classmates is ideas, thoughts, and ideas, thoughts, and
Interest developing while problems in the problems in the
the days goes by. subject and subject and
s personal personal
Others experiences experiences
Emotional The emotional The emotional The emotional
 aspects of aspects of
Mood and elementary highschool
aspects of
temperame students, when they students, when they
preschoolers,
nt, can’t do the tasks can’t do the tasks
when they can’t do
given to them, they given to them, they
expression the tasks given to
will ask the teacher. will ask the teacher.
of feelings them, they will cry
The expression of The expression of
and don’t do until
Emotional their feelings is by their feelings is by
the class end
talking to their talking to their
peers peers
 Independence

Others
Cognitive
The cognitive The cognitive
The cognitive
Communication thinking of thinking of
thinking of
elementary students highschool students
preschoolers is
skills Thinking is based in sharing is based in sharing
based on how the
their ideas, their ideas,
teacher and
skills Problem- thoughts, and thoughts, and
classmates do
applying what they applying what they
inside the
solving learn in real life learn in real life
classroom.
scenarios scenarios
Others

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.

Leve Salient Implications to the

l Characteristic Teaching- Learning
s Observed Process
Age range of Elementary students often New technologies can have a
learners have a strong desire to learn. significant impact on the
observed 6- They are motivated by the teaching-learning process.
prospect of acquiring new They can provide teachers
12
knowledge and skills. This with new ways to deliver
desire can lead to great content and engage students
progress in their learning. in learning. Additionally, new
technologies can also help
students to learn in more
interactive and engaging
ways.

REFLECTION QUESTIONS

Instructions: Answer the following questions. Write your answer on the space
provided.

1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
 learners you observed?

I can see that there are both similarities and differences between myself and the
learners I observed. However, one thing that remains the same is our engagement in
the learning process. We are all interested in learning, and we are all willing to
participate in class.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she
help or not help you with your needs (physical, emotional, social and cognitive)?
How did it affect you?

This teacher has had a lasting impact on me, both positive and negative. She has
helped me to develop my writing skills, and she has also shown me the importance of
being open to feedback. However, she has also made me feel inferior at times, and I
have not always appreciated her critical nature. Overall, though, I am grateful to her
for her help in developing my skills.
3. As a future teacher, list down at least 5 - 7 strategies on how you could help
your learners develop their emotional and social skills.

As a future teacher, it is important to be aware of the different ways that you can help
your learners develop their emotional and social skills. These skills are essential for
success in both academic and personal settings. There are a variety of strategies that
you can use to help your learners develop these skills. Some of these strategies
include:

1. Providing a safe and supportive learning environment.

2. Modeling positive social and emotional behavior
3. Encouraging positive self-talk
4. Teaching emotional regulation strategies
5. Promoting positive relationships

KEY INSIGHTS

Instructions: Answer the following questions

Which is your favorite theory of development. How can this guide you as a future
teacher? Share your other insights here.

There are many different theories of development that guide educators in their work
with students. My favorite theory is attachment theory, which emphasizes the
importance of secure attachments between children and their caregivers in promoting
healthy development. This theory can guide me as a future teacher in creating
supportive and nurturing environments for my students.
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo

documentation, materials utilized in the observation, technology used and other
relevant documents
 Learning Episode 2: Diversity of Learners
Name of Cid Erick R. Poniente
Observer
Name of School Alfonso Central School
School Address Alfonso, Cavite
Name of Mae Hernandez
Teacher
Date(s) of November 15, 2022 7:00-11:30
Observati Time Observed
on 1:00- 2:00

OBSERVATION 2.2: Learners’ Characteristics from Diverse

Backgrounds Introduction: Here are principles and concepts relevant to
this observation:
6. Development and learning proceed at varying rates from child to
child, as well as at uneven rates across different areas of
the child’s functioning.
7. Development and learning are maximized when learners are challenged to
achieve at a level above their current level of mastery, and also when they have
many opportunities to practice newly acquired skills.
8. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, interests and needs of the learners.
9. Embracing diversity will allow us to provide our learners different engaging
opportunities and activities for growth and development.
10. The instruction will focus on the learner’s formation of meaningful ideas;
critical thinking; and collaborative learning.
11. An effective facilitation of learning will occur because of the recognition of the
learners’ characteristics with diverse backgrounds.
Learning At the end of this module, I will be able to:
Outcome
s:  describe the characteristics of learners from diverse
backgrounds and demonstrate openness, understanding,
and acceptance of the learners’ diverse needs and
backgrounds.
 Observation Guide 1. Observe a class in different parts of a school day.
(beginning of the day, class time, recess, etc.)
2. Describe the characteristics of the learners in terms of
age, gender, and social and cultural diversity.
3. Describe the interaction that transpires inside and
outside of the classroom.
4. Interview your Resource Teacher about the principles and
practices that she uses in dealing with diversity in the
classroom.
5. Analyze the impact of individual differences on learners’
interactions

OBSERVATION REPORT

During the 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?
In the classroom, interaction is essential in order to create a learning environment. It
allows students to engage with the material and with each other, and it helps the
teacher to gauge understanding and provide feedback. There are different types of
interaction that can take place in the classroom, and the amount of interaction will
vary depending on the situation. One type of interaction that can take place in the
classroom is between the teacher and the students. It is important for the teacher to
provide opportunities for students to interact with each other as well. This can be
done through pair work, group work, or class discussion. Another type of interaction
that can take place in the classroom is between the students themselves. This can
happen when they are working on an assignment together, discussing the material, or
just socializing. It is important for students to interact with each other to build
relationships and create a positive learning environment.

2. Observe the learners seated at the back and the front part of the room. Do
 they behave and interact differently?

In any classroom setting, it is not uncommon to see students seated in different parts
of the room. Some may be at the front, while others are at the back. And while it may
not seem like it, there can be some significant differences in the way these students
behave and interact. students seated at the front and back of the room is the level of
participation. The students who are seated at the front of the room are more likely to
participate in class than those at the back. This is because they are more engaged in
the lesson and feel more comfortable speaking up

3. Describe the relationship among the learners. Do the learners

cooperate with or compete against each other?
The relationships among learners are important for learning.
Cooperation among learners can lead to positive outcomes while
competition among learners can lead to negative outcomes. It is
important for educators to be aware of the different types of
relationships among learners and how they can impact learning.
4. Who among the students participate actively? Who among them ask for most help?

Some students may be more introverted and shyer, while others may be more
outgoing and eager to participate. Additionally, some students may feel more
comfortable asking for help, while others may be more independent and prefer to
figure things out on their own.
Students who are more engaged in class and who ask more questions tend to be the
ones who participate more actively. Additionally, students who seem to struggle
more often tend to ask for more help.

5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him/her? Or do they raise their hands, so that the teacher
will call them instead?

Many of the students help out their classmate who has been called on by the
teacher but cannot answer the question. It must make based on their own values
and beliefs. However, we believe that it is always better to err on the side of
helping a classmate in need, as it shows that you are a good team player and are
invested in the success of your peers.

Outside the class:

1. How do the students group themselves outside class? Homogenously, 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.

As we look at whether they are grouped by age or by gender. We will also be

considering the advantages and disadvantages of both approaches.
One way that students group themselves outside of class is by age. This can be seen
as an advantage, as it allows students of a similar age to interact with and learn from
each other. Another way that students group themselves outside of class is by gender.
This can be seen as an advantage, as it allows students to feel more comfortable
discussing issues that may be specific to their gender

Lastly there are advantages and disadvantages to both age-based and gender-based
grouping of students outside of class. Ultimately, it is up to the individual student to
decide which approach they prefer.

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

There can be several reasons why a student might choose to isolate themselves from
their peers. In some cases, it may be due to shyness or a lack of confidence. Others
may have been the victim of bullying and have withdrawn as a result. Some students
may simply prefer to spend their time alone. It is important to remember that loner
students are just like any other students and deserve to be treated with respect. They
should not be made to feel like outcasts or be ridiculed for their choices.
 REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space
provided.

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? What factors affect their behavior?

Many of the students play he role as a little teacher, a leader, and a joker. It seems
that everyone in the class can be like this if they only do good deeds like their other
classmates. Being a future educator is likely being a little teacher who helps those
children who can’t understand the lesson. Being a leader to a class with the
knowledge in leading the class into a bright future and being a joker that all classes
that always gives your class a happiness. It does not define that as a student you are
not belong because of your ability, behavior, and role in the class but being all of
these as a student you must be respected too.

2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by
others? How is this shown? What does the teacher do to address issues like this?

One of my sections handled have a student like this, his classmates don’t want to sit
beside him because of his behavior, he will punch you, slap you, shouts to you every
time. Teachers tend to put him in the corner but the result is he has a wound everyday
because he will do what he do to his classmates to himself.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher is the most important figure in the classroom. They are the ones who set
the tone and interact with the students daily. Considering the individual differences
of the students, the teacher has a great influence on the class interaction. They need
to be able to manage the individual differences of the students in order to create a
positive learning environment for all.
 4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?

The teacher can use several strategies to maximize the benefits of diversity in the
classroom. The teacher can ensure that all students have an equal opportunity to learn
and succeed. By using a variety of instructional methods and creating a safe and
supportive environment, all students will be able to benefit from the diversity in the
classroom.

5. What do you think will happen if the teacher would not understand his/her
students’ cultural backgrounds? How could this affect the students’ learning
process? Explain your answer briefly

It is important for teachers to be aware of their students' cultural backgrounds to

avoid misunderstandings and to create a strong connection with the students. As a
para teacher it takes time to understand the culture of my students, it creates a more
positive and effective learning environment for everyone involved.

6. For teachers with diverse learners, inappropriate instruction could harm and
give less motivation among the learners. What suggestions or necessary steps
could you give so teacher would not have difficulty in teaching diverse learners?
It is no secrets that our classrooms are becoming increasingly diverse, with students
of all backgrounds and abilities sharing the same space. This can be both a challenge
and an opportunity for teachers, who must find ways to effectively instruct all
students. However, if we are not careful, we can inadvertently harm or demotivate
our diverse learners with inappropriate instruction. With this, we have some of the
ways that teachers can avoid this pitfall and provide suggestions for how to
effectively teach diverse learners. One of the most important things that teachers can
do to avoid harming or demotivating their diverse learners is to ensure that their
instruction is appropriate for the students' abilities. In addition to making sure that the
instruction is appropriate, it is also important for teachers to create a supportive and
inclusive classroom environment.

KEY INSIGHTS

Instructions: Answer the following questions

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? Share your most
important learning.
How will you manage diversity in the classroom?
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo

documentation, materials utilized in the observation, technology used and other
relevant documents
 Learning Episode 2: Diversity of Learners
Name of Cid Erick R. Poniente
Observer
Name of School Alfonso Central School
School Address Alfonso, Cavite
Name of Mae Hernandez
Teacher
Date(s) of November 15, 2022 7:00-11:30
Observati Time Observed
on 1:00- 2:00

OBSERVATION 2.3: Learners with Disabilities, Giftedness and

Talents Introduction: The PPST highlighted the following factors that
bring about the
diversity of learners:
 Differences in learners’ gender, needs, strengths,
interests, and experiences.
 Learner’s linguistics,cultural, socio-economic and
religious backgrounds.
 Learners with disabilities, giftedness and talents.
 Learners under challenging circumstances which include
geographic isolation, chronic illness, displacement due to
armed conflict, urban resettlement or disasters, child
abuse and child labor.
 All children suspected of having a disability must receive
a non- discriminatory multi-factored evaluation (MFE) for
determining eligibility for special education and to
provide information about the child’s educational need
and how to meet them. An individualized education
program (IE) must be planned and provided for each child
with a disability that is adversely affecting her educational
 performance.
 Coordination, consultation, and teaming are three modes
of collaboration that team can use. Three models for
teaming are multi- disciplinary, inter-disciplinary, and
trans-disciplinary. Trans- disciplinary teams conduct joint
assessments, share information and expertise across
discipline boundaries, and select discipline free goals and
intervention
 Learning At the end of this module, I will be able to:
Outcome
s:  identify the needs of students with different levels of
abilities in the classroom, and demonstrate openness,
understanding, and acceptance of the learners’ diverse
needs and backgrounds
Observation Guide 1. Observe one 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.

OBSERVATION REPORT

Observe the class to see the differences in abilities of the learners.

Try to identify the students who seem to be performing well and those that seem to
be behind.

It is important to be able to identify which students are performing well and which
students are struggling to be able to provide the appropriate level of support. There
are several ways to assess student performance. In assessing student performance, we
will look at grades. If a student is consistently getting good grades, then they are
likely doing well. However, if a student is getting poor grades, then they may be
struggling. Another way to assess student performance is to look at class
participation. If a student is regularly participating in class and asking questions, then
they are likely doing well. However, if a student is not participating in class and
seems disengaged, then they may be struggling.
 Validate your observations by asking the teacher about the background and needs of
the learners.

It helps to ensure that observing the student helps observers to understand the context
in which the learners are operating. This is important information that can help us to
better understand the learners and their needs.

Observe the behavior of both regular students and those with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with the teacher, and
interaction with others.

Regular students typically display a positive disposition, are able to work at a

reasonable pace, and interact well with the teacher and other students. Students with
special needs, on the other hand, may exhibit a range of behaviors depending on their
individual needs. Some may struggle to maintain a positive disposition, work at a
slower pace, or have difficulty interacting with the teacher or other students. Others
may excel in one or more areas, but still require support in others.

Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class.

It is important for teachers to be able to address the individual learning needs of their
students. By doing so, they can ensure that all students are able to learn and progress
in their studies. There are a number of ways in which teachers can address the
individual learning needs of their students, such as by differentiating their instruction
or providing them with individualized attention.
 REFLECTION QUESTIONS
Instructions: Answer the following questions. Write your answer on the space
provided.
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 dream effective?

Recalling the time when I was in elementary or high school, I remember the high and
low achievers in my class. Our teacher would deal with differences in abilities by
grouping us into different levels for different subjects. For example, the higher
achievers would be in the top group for Math and Science, while the lower achievers
would be in the bottom group for English and History. I don't think this was an
effective way to deal with the differences in abilities, as it just created a divide
between the groups. I think it's important to have a flexible grouping system that
allows for more mixing between the groups. This would ultimately lead to better
learning outcomes for all students. Additionally, I think it's important to have a mix
of high and low achievers in each group, as this provides motivation for the high
achievers and encouragement for the low achievers.

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

As a future educator one of the most important dispositions that a future teacher can
have is a positive attitude. This means having a can-do attitude and being optimistic
about the future. It is also important to be patient, as some students may learn at a
slower pace than others. Additionally, it is important to be able to adapt to different
situations, as each classroom is unique, and each group of students has different
needs.

3. What is the current trend in educational placement of students with learning

disabilities? Do you agree with this trend? Why or why not?

There is currently a trend in educational placement of students with learning

disabilities towards inclusive classrooms. This means that students with learning
disabilities are placed in regular classrooms with their peers, rather than in special
education classrooms. There are pros and cons to this trend. When they are in regular
classrooms with their peers, they can feel like they belong and are part of the school
community. Also, it can be challenging for teachers to provide the necessary support
and accommodations for students with learning disabilities in inclusive classrooms.
This can be difficult to manage, especially in larger classrooms.
 KEY INSIGHTS

Instructions: Answer the following questions

Share your three most important learning.

There are many things that students with needs can learn from their peers, educators,
and parents. However, there are three things that I believe are the most important for
them to learn. These are: self-advocacy, resilience, and hope.

Self-advocacy is an important skill for students with needs to learn because it allows
them to speak up for themselves and their own needs. This can be a difficult thing to
do, but it is so important.

It is also important for students with needs to learn how to be resilient. This means
that even when things are tough, they can still keep going.

Finally, it is important for students with needs to have hope. This means that they
should never give up and that they can always find a way to succeed.
 PORTFOLIO SECTION

Instructions: Provide documentation of your observation. You may include photo

documentation, materials utilized in the observation, technology used and other
relevant documents