EPISODE II: UNDERSTANDING THE DIVERSITY OF LEARNERS

Topics included in Episode 2:

A. Developmental Characteristics, Needs, and Interest of the Diverse Learners

B. Factors that Influence Learning

A. Gender

B. Needs

C. Strengths

D. Interests

E. Experiences

F. Language

G. Race

H. Culture

I. Religion

J. Socio-economic Status

K. Difficult Circumstances

L. Ethnic Affiliations

M. others

MY OBSERVATION

Class Observation Report

1. Describe the learners based on your observation for the following:

a.1 Physical

- Observe their gross motor skills like how they carry themselves, how they move, walk etc.

- As we observe the class of Teacher Virginia, I observed that most of the learners were physically and extremely active, most of the male learners have their physical bodies were flexible and resilient, some of them were bequeathed upon with any work and she will do it without any failure and apparently all I can say is that they were all a great team player and leader.

- Are they gross motor movements clumsy or deliberate/smooth?

- Apparently, during my observation with the Grade - 8 Persimmon (Exploratory Course in Bread and Pastry Production) of Ilocos Norte High School the learners there were very clumsy, particularly with the things that they've done, perhaps it is an implication of that they don't really care about how the things will be done in a proper manner and in the right way.

- How about their fine motor skills? Writing, drawing, etc.

- During my observation, some of the learners inGrade - 8 Persimmon (Exploratory Course in Bread and Pastry Production) of Ilocos Norte High School were too messy in their drawings and writings, yet some of them were neat and they had good and well-written writing skills, but what I appreciated the most about them is that most of them, both boys and girls, are too imaginative in the things that they draw and write. They are fast writer and lesson catcher. While the teacher.

a.2. Social

- Describe how they interact with their teacher and peers.

- When the resource teacher asked questions, learners actively participated. Teachers' interactions were clearly and intently watched since they were so polite and respectful, but their interactions with their co-adults were occasionally too rude, maybe because they are friends and extremely close.

- What do they talk about? What are their concerns?

- Queries of learners were also positively answered by the teacher. The resource teacher is very considerate that is why the learners feel relief when they are being forgiven. They interacted with their classmates in both positive and negative ways, since they sometimes spoke about terrible things and occasionally asked questions about good things.

a.3. Emotional

- Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood shifts).

Learners are diverse in terms of emotional disposition. Most of them are very happy whenever the teacher continuously compliments them whenever they do good things and behave inside of the class. According to the observations, some of them were easily bored because they were quickly moody. And a few of them have a complicated mood, in which their emotional disposition quickly shifts from happy to suddenly sad.

- How do they express their wants/needs?

Learners are active and happy as they are engaged in the lesson. If they have something needs to the teacher, they sincerely say “excuse me, ma’am, may I _______” then the teacher allows what they wanted to do. The students’ behavior is respectful because they do not interrupt the teacher, they also participate when the teacher calls them.

- Describe their level of confidence as shown in their behavior. Are they self-conscious?

They also have the confidence to ask something of the teacher because the teacher positively answers them. That’s why being self-conscious among them is not lethally observed during the observation. This implies their gift for doing things and that they have confidence in their abilities. Having a discrete voice among the crowd without being timid is a sign of a good student and a future leader.

a.4. Cognitive

- Describe their ability to use words to communicate their ideas. Note their language proficiency in either (Ilokano, Tagalog, or English).

Most of the learners spoke Tagalog-English fluently when they recited. They also used some Ilocano words if they don’t find an English term for it.

- Describe how they figure out things. Do they comprehend easily? Look for evidence for their thinking skills.

They do comprehend things easily in figuring out things in the sense that when the teacher asks, they easily respond to the teacher. They are usually confused about other things when the teacher cites and gives some Ilocano-related examples about which they are always asking questions and further explanation about this matter.

- Were there opportunities for numeracy skills? Describe how they showed problem-solving abilities.

Yes, there it is. They held a meeting in class to discuss how they will address the problem, and they thought and analyzed it.

2. Describe the learners’ characteristics based on the following tasks:

- Describe the characteristics of learners in terms of age, gender, social and cultural diversity, etc.

At their young age of 14-15 years old, they have the characteristics of being active in class. The learners are composed of different gender identities; however, the inclusivity is performed by the teacher.

- Describe the relationship among the learners. Do the learners cooperate with or compete against each other?

The relationship of the learners is very engaging. They did some good brainstorming when the teacher commanded them to do a collaborate on an activity. In line with competing, when the teacher made an online quiz, there are learners who firstly answer the teacher’s question.

- Who among the learners participate actively? Who among them ask for most help?

The learners who participated actively.

Two of the most actively participating learners are Ms. Nicole Jose and Mr. John Santos. Actually, there are no helping happenings it is more on request that is to be considerate because perhaps learners understand the lesson.

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

All learners’ answers are accepted by the teacher, if somehow there is just a missing part of the answer, the teacher just asks other learners, and apparently, the ones who are being called can answer the teacher’s question.

- Interview your Resource Teacher (if possible). Ask him/her about his/her experiences with learners in difficult circumstances. Let him/her describe these circumstances and how these affected the learners.

As one of the circumstances that the resource teacher is experiencing, I observed this setup transforming from the new normal of learning to the face-to-face class. Since it needs more attention to the physical, mental, social, psychological, and physiological needs of diverse learners; classroom set-ups; materials needed for better teaching - learning results, integration of more stimulating media for learners, and others. But she finds ways to manage it, like being considerate to her learners. When it comes to learners’ capabilities, abilities, differences, and gender issues, she embodies the power of inclusivity.

- Ask about the best strategy he/she uses to help these learners cope up with gender issues, language, cultural, region differences, socio-economic status, physical and intellectual disabilities.

The following are the interview questions and the resource teacher’s answers:

What are your experiences with learners in difficult circumstances?

- The educational sector is tremendously affected by the pandemic. A year has passed and up to this moment, teachers and students are still adapting to this new setup where difficult situations are inevitable. As far as I am concerned, difficult experiences include the following: first, a lack of time for us teachers to teach the lessons because, as we transition back to face-to-face classes, we are burdened with piles of paperwork; and second, the lessons needed to be instilled in the students to learn to cater to their various needs, from physical to physiological needs over time. The third is that the lessons they need to learn in all nine or ten subjects make it hard for the students to submit their assignments on time. The last one is the uncertainty of whether the students understood the concepts or not.

Can you describe these circumstances and how they affected the learners?

- As a result of the previously mentioned difficult circumstances, number 1, the students end up submitting their requirements at a later time. Loss of concentration towards catering to the needs of the diverse learners may lead to boredom, attention, and focus towards learning this new lesson or matter since there is a lack of motivation from the teacher, the use of captivating mediums towards class is not inculcated, and the cloud of subjects may affect their focus on all of the assignments, projects, and reports they need to work on. Giving feedback on the output and performance of the students is very important so that they will be aware of their progress.

What is the best strategy you use to help these learners cope with gender issues, language, cultural, regional differences, socio-economic status, and physical and intellectual disabilities?

- Learners are diverse. They differ in gender, language used, culture, beliefs and traditions, the place where they came from, socio-economic status, physical and intellectual capability. To address this one, first and foremost, I treat my students equally regardless of who they are and where they're coming from. Everybody is given an opportunity to share their ideas inside the classroom. Secondly, with regards to instruction, I apply differentiated instruction for them to learn better. Third, I teach my students values apart from knowledge, concepts, and skills. I do this by citing examples in real life, narrating a true story, and then relate these to the lessons.

MY ANALYSIS

MY REFLECTION

Which of the identified best practices in handling diverse learners do you think you have to consider when you will be in the field? Elaborate on your argument.

All practices must be considered when dealing with your learners. They must see the power of inclusivity in you. Just like my former professors, they treated us equally and offered what we need to learn and what to do and apparently with the use of technology as tremendous medium in our class made everyone inclusive, equally treated and just like others – a dreamer and achiever.

As a matter of fact, technology may seem to be a very distracting feature of the generation by now. We must admit that technology is a very captive medium and at the same time, a very convenient tool. The integration of technology the academe had boosted the interest of learners. This is because of the fusion of two congruent feature in our life, Education and Technology. Together they’ve built an entirely new concept, Education Technology. Now, the education had taken it up into the next level through the digital world. The theory behind the adaptation of technology into the academe is because of its convenience in the jobs. Not only that it makes the workload a lot easier to finish, but it is also easier to convey data through cables and wires. And since technology is a very alluring medium, it makes learners give more attention into the lessons being learned. Integrating technology in teaching is a highly effective pedagogy. It keeps their motivations up and their attentions into the lesson. People are very attached with technology; this makes enough reason to integrate a digital platform for the students. There are so many applications that technology can offer; applications that do not limit their potentials. Technology, matched with the latest wisdom of mankind creates an entirely new dimension of knowledge by which can be offered in the curriculum. Technology had built new careers and new principles. This had made the academe prosper into something more open and more attentive of the learners’ shortcomings. By this, they were able to determine where they lack and where they need to improve. Such determination was built because of the advancements of technology.

Akin to this, all practices have to be considered while managing your novices. They ought to see the strength of inclusivity in you. Like my former professors, they handled us equally and offered what we wanted to learn and what to do. Make genuine connections with your students; no longer divide or have unique solutions for others. Favoritism isn't a very good practice—it makes different college students jealous. Consequently, fairness to everyone must be considered. In a class, we cannot keep away from the fact that there are students who are lively in magnificence, and there are individuals who are in the corner of the room just listening. Every pupil has variations and these variations have energy. Perhaps the folks that are in the corner are individuals who are more engaged in professional painting, and those actions are folks that are used to public speaking but cannot do professional work. That is why teachers want to assist those who have shortcomings in certain matters in order for the freshmen to be developed and properly geared up. Just like me, I admit that I’m not used to public speaking due to the fact that I'm afraid of being judged on my ability to speak English. However, I am more into professional activities like baking, cooking, arranging table set up, and much greater professional work in the field of meals management. With the best assistance from my professors with their talents, I'm attempting my best to overcome my fears in delivering an amazing structure of English in public speaking.

Learners are diverse. They differ in gender, language used, culture, beliefs and traditions, the place where they came from, socio-economic status, physical and intellectual capability. To address this one, first and foremost, I treat my students equally regardless of who they are and where they're coming from. Everybody is given an opportunity to share their ideas inside the classroom. Secondly, with regards to instruction, I apply differentiated instruction for them to learn better. Third, I teach my students values apart from the knowledge, concepts, and skills. I do this by citing examples in real life, narrating a true story, and then relate these to the lessons.