The document outlines a structured approach for observing and interviewing teachers about their experiences with learners in difficult circumstances, including diverse needs based on gender, language, culture, and socio-economic status. It includes guidelines for analyzing observations and reflections on teaching strategies that accommodate learners with disabilities and those from indigenous groups. Additionally, it emphasizes the importance of cultural sensitivity and the need to advocate for indigenous education and practices.
The document outlines a structured approach for observing and interviewing teachers about their experiences with learners in difficult circumstances, including diverse needs based on gender, language, culture, and socio-economic status. It includes guidelines for analyzing observations and reflections on teaching strategies that accommodate learners with disabilities and those from indigenous groups. Additionally, it emphasizes the importance of cultural sensitivity and the need to advocate for indigenous education and practices.
The document outlines a structured approach for observing and interviewing teachers about their experiences with learners in difficult circumstances, including diverse needs based on gender, language, culture, and socio-economic status. It includes guidelines for analyzing observations and reflections on teaching strategies that accommodate learners with disabilities and those from indigenous groups. Additionally, it emphasizes the importance of cultural sensitivity and the need to advocate for indigenous education and practices.
The document outlines a structured approach for observing and interviewing teachers about their experiences with learners in difficult circumstances, including diverse needs based on gender, language, culture, and socio-economic status. It includes guidelines for analyzing observations and reflections on teaching strategies that accommodate learners with disabilities and those from indigenous groups. Additionally, it emphasizes the importance of cultural sensitivity and the need to advocate for indigenous education and practices.
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OBSERVE - cherry
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 the 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
OBSERVATION / INTERVIEW REPORT
Name of School:__________________________________________________________ School Address:___________________________________________________________ Date of Interview:__________________________________________________________ ANALYZE In addition to the interview regarding the strategies in the above activity, please ask these questions to your resource teacher:
1. During class sessions, were there students you observed who appear left out or appear “different”? As teachers, how do we address issues like this?
2. How does the teacher influence the class interaction considering the individual differences of the students?
3. What strategies can we use to maximize the benefits of diversity in the
classroom? REFLECT
Based on the interview, what are your reflections in dealing with learners’ diversity in school? ACTIVITY 3.2 Observing Differences among Learners with Disabilities, Giftedness, and Talents
School’s website/Source:_________________________________________________________ ______ To realize the Intended learning Outcomes, work your way through these steps. jocelea
1. Observe at least two (2) 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. (Teachers handling SPED classes) 4. Write your observation report. 5. Analyze your observation data. 6. Reflect on data.
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. Remember, you can search in the internet for videos of class demonstrations with learners having the following characteristics.
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. Observe the behaviour of both regular students and those with special needs. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. 4. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class. OBSERVATION REPORT
Name of School:__________________________________________________________ School Address:___________________________________________________________ Date of Interview:__________________________________________________________ Title of the Video:___________________________________________________________ Creator:_______________________________________________________________ ___ Website or URL:_____________________________________________________________ ANALYZE 1. Describe the differences in ability levels of students in the class. What practices or strategies are done or should be done to differentiate instruction to meet the needs of the learners. 2. Describe the methods used by the teachers 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. 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?
2. What dispositions and traits will you need as a future teacher to meet the needs if the learners? ACTIVITY 3.3 Observing the School Experiences of Learners who belong to Indigenous Groups
To realize the Intended learning Outcomes, work your way through these steps. realyn
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning essentials of Episode 3. 2. Since actual visit is not feasible, access videos in YouTube. You can start with this video by DepEd. DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieved from https://www.youtube.com/watch? v=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using 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 People Education
Read the following carefully before you begin to observe. The write your observation report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these questions 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. OBSERVATION REPORT
Name of School:__________________________________________________________ School Address:___________________________________________________________ Date of Interview:__________________________________________________________ Title of the Video:___________________________________________________________ Creator:_______________________________________________________________ ___ Website or URL:_____________________________________________________________ (You may include photos/screenshots here.) ANALYZE
Curriculum Design, Answer each question based on your observation and
Competencies and interview data Content
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 examples.
2. Does the school show
respect of the community’s expression of spirituality? How?
3. Does the school foster
in the indigenous learners a deep appreciation of their identity? How?
4. Does the curriculum
teach skills and competencies in the indigenous learners a deep appreciation if their identity? How?
5. Does the curriculum link
new concepts and competencies to the life experience? 6. Do the teaching strategies help strengthen, enrich, and complement the community’s indigenous teaching- process?
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.
8. Is 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.)
9. Do assessment practices consider community values and culture? How?
10. Do assessment processes include application of higher order thinking skills? What do you think can still be done to promote and uphold the indigenous peoples’ knowledge systems and practices and rights ins schools?
REFLECT
Reflect based on the videos that you watched.
1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting/ watching the school with indigenous learners? Why? 3. For indigenous learners, as a future teacher, I promise these three things:
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. Evaluate Performance Task
FIELD STUDY 1 – EPISODE 3 Focus on Gender, Needs, Strengths, Interests,
Year and Section:______________Course:__________________Date
Submitted:________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs
4 3 2 Improvement Accomplished All observation One (1) to two (2) Three 93) Four (4) or more Observation Sheet questions/tasks were observation observation observation completely answered questions tasks not questions/tasks not questions/tasks not /accomplished. answered / answered / answered / accomplished. accomplished. accomplished. Analysis All questions were All questions were Questions were not Four (4) or more answered completely; answered answered observation answer are with depth completely; answers completely; questions were not and are thoroughly are clearly connected answers are not answered; answers grounded on theories; to theories; grammar clearly connected not connected to grammar and spelling and spelling are free to theories: one (1) theories; more than are free from error. from errors. to three (3) four (4) grammatical / grammatical / spelling errors. spelling errors Reflection Profound and clear; Clear but lacks Not so clear and Unclear and supported by what were depth; supported by shallow; somewhat shallow; rarely observed and analyzed what were observed supported by what supported by what and analyzed were observed and were observed and analyzed analysed Learning Artifacts Portfolio is reflected in Portfolio is reflected Portfolio is not Portfolio is not the context of the on in the context of reflected on in the reflected on in the learning outcomes; the learning context of the context of the complete, well- outcomes. Complete; learning outcomes. learning outcomes; organized, highly well organized, very Complete; not not complete; not relevant to the learning relevant to the organized, relevant organized, not outcome learning outcome to the learning relevant outcome Submission Submitted before the Submitted on the Submitted a day Submitted two (2) deadline deadline after the deadline days or more after the deadline COMMENTS OVER ALL RATING BASED ON SCORE TRANSMUTATION
