Field Study 1 Episode 3 4

LEARNING EPISODE 3:
FOCUS ON GENDER, NEEDS, STRENGHTS, INTERESTS

EXPERIENCES LANGUAGE RACE, CULTURE RELIGION, SOCI
ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES, AND
INDEGIOUS PEOPLES.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents
Resource Teacher: _____________ Teacher’s Signature: _________ School __________
Grade/Year Level: ___________ Subject Area: _________ Date: ______
ANALYZE
1.Did your observation match the information given by the teacher?
Answer:
Yes, my observation match with the information given by the teacher.
2. Describe the differences in ability level of the students in the class? What
practices o strategies are done or should be done to differentiate instruction to meet
the needs of the learners.
Answer:
There are different types of ability of the students, some are visual learner,
auditory learned, kinesthetic, and reading/writing learners. In order to meet the
needs of the learners, the teacher must explore other instructional strategies, and
take a holistic view of students needs.
3. Describe the methods used by the teacher in handling the student’s differences in
abilities. How did the student’s respond to the teacher? Did the teacher use
differentiate instruction? If yes, describe how?
Answer:
The teacher use differentiation, through assessing students learning, using
formative assessment, to address the needs of the learners, and to make education
accessible for all students.
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 affective?
Answer:
When I was in elementary, our teacher deals the differences in our abilities
through recognizing our sthrenghts and weakness, enable for him to come-up a
better plan to be effective in teaching.
2.What disposition or traits will you need as a future teacher to meet the needs of the
learners?
Answer:
As a future teacher, to meet the needs of the learners, I should know how to adjust
my teaching strategies, I should possess a positive attitude, set clear and fair expectations,
recognizing that different students learn in different ways.
OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.3:
Observing the School Experience of learners who belong to indigenous
groups.
Resource Teacher: _________ Teacher Signature: _________ School: _________
Grade/Year Level: ___________ Subject Area: _____________ Date: ________
____________________________
SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both
the high and low achievers in your class? Make a collection of strategies on how to
address the student’s different ability levels.
ANSWER:
 Provide visuals via the board or overhead.
 Use flash cards.
 Have the student close his eyes and try to visualize the information.
 Have the student take notes and use colored markers to highlight.
 Collaborate with colleagues.
 Cultivate consistency.
 Develop a student-centered mindset.
 Set aside time to focus on study skills and extra support.
 Use multiple forms of assessment.
 Draw on other professionals' expertise.
 Partner with families.
LINK Theory to Practice

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

1. C
2. C
3. B
4. B
5. A
6. C
7. C
8. A
9. A
LEARNING EPISODE 4:
LEARNING DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT
“NOT OBSERVE”
Activity 4.1 Observing the learner’s community and home environment
Resource Teacher: ____________ Teacher Signature: _______School: _________

Grade/Year: _________ Subject Area: __________ Date: ___________
REFLECT
1. Reflect your own development as a child. What type of parenting did you experience?
How did it affect you?
Answer:
The parenting style that I've experienced during my childhood was the
authoritative type. My parents allow me to ubderstand, and face the consequences of my
behavior, at the same time I feel loved and respected. It affects me positively.
2. As a future teacher, how would you establish good home-school collaboration? How can
you work will with the parents? How can you help them? How can they help you?
Answer:
Home-school collaboration is an important step in supporting a child’s positive
engagement in the learning and social aspects of school life. Parents and schools have a
common goal; to see children develop the skills for life and learning, to see children
succeed, and to see children happy. The goal of enhancing children’s competence,
participation, and positive learning and social behaviours cannot be achieved by teachers
alone and requires active partnerships with families.
As a future teacher, to establish good home-school collaboration, I should develop
positive partnership.Home-school partnerships are focused on setting joint goals for a child
and ensuring consistency and continuity in how these goals are achieved across home and
school.Positive partnerships are ongoing and responsive in recognition of the ever-changing
learning and social demands on children as they move through their school careers. Parents
and teachers respond to needs as they arise, share successes and build on positive
outcomes.
Link Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II
B. I, II and III
C. II and III
D. I, II, III and IV
2. If a child was raised by authoritarian parents, how will most likely will he/she behave
in class?
a. Relates well to classmates
b. Is suspicious of others
c. Quarrels often with classmates
d. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low
level of responsibility.
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
LINK THEORY TO PRACTICE

ANSWER:
1. D
2. A
3. D

Field Study 1 Episode 3 4

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LEARNING EPISODE 3:

FOCUS ON GENDER, NEEDS, STRENGHTS, INTERESTS

OBSERVE, ANALYZE, REFLECT

SHOW Your Learning Artifacts

LINK Theory to Practice

LINK THEORY TO PRACTICE

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher: ________ Teacher Signature: _School: _______

Link Theory to Practice

LINK THEORY TO PRACTICE

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