okay so good day again my name is jd and i will be your lecturer for the field 31. this is episode three of the field study one so for the previous slides we talked about previous episodes we talked about the school environment and then we also talked about learner diversity focusing on the developments i presented uh some developmental theories but again that's not limited to the developmental theories that i only presented but they're a lot so i encourage you to read more about developmental theories uh which is in your child and adolescent and development of learners okay so let's talk about the episode three the episode three is learner diversity learners focus so as teachers we enter classrooms that have different students that have different attitudes different characters and different learning styles different environments at home so therefore we must focus on uh we must deal with principles pertaining to the importance of giving importance to the focus of these learners so first is the principles of development so for the principles of development first is the development and learning proceeds at varying rates as uneven rates across different areas of child's function as i have mentioned in the episode too that the rate or the development of a learner or of a person varies and a child who is supposed to do something at the age of nine can do it at the age of 12. and then sometimes those students okay you're supposed to do it at the age of nine i gotta go at the age of seven but it happens and it's normal so do not force children or or a learner much to what it is expected to them like if at their age gap that genitolang as is focus on that and allow the learners to grow in that field and then development and learning are maximized when learners are challenged at that level above their current mastery but if that learner already attained mastery of a certain skill it is of course encouraged now to level it up but not too difficult okay and there is what we call a zone of proximal development where in if the learners are not capable of doing it already that's the time when teachers or parents are asked to intervene and we call it scaffolding scaffolding will try to help them up on on the level that is required for them and then next is differentiated instruction is a student approach that aims to match the learning content activities and assessment the different approaches different characteristics abilities interests and needs of the learners so as teachers now in the 21st century learning case teacher centered it is already student-centered we want the learners we want to have a holistic learner a learner that after he or she graduates the program from basic education or higher education he or she or this learner already has the holistic learning in different fields now it must be student approach okay there are different techniques or strategies that our student approach which you you may consider upon your observations to different teachers that are already in service but as pre-service teachers it is encouraged for you to observe the teaching approaches of these teachers on how they promote student approach and it must still be aligned with the learning content okay and competencies that is required or mandated by the curriculum and activities must be aligned with the objectives and the assessments and evaluation must also be aligned with the objectives it's like fishbowl so the path aligned antagonite inaudib curriculum mapping so the course offering must be appropriate the vertical and horizontal alignment of the courses or of the subjects must also be appropriate and but the things are instructional plan learning objectives so in the learner's focus one uh profit that you should have an established learning is the curriculum development because it is necessary example before you give an activity or before you start your lecture you must first give identify the learner's needs and if you recall on your lectures on the structures of curriculum that there is always whether it be ralph tyler or hilda taba lagi yang meron assessment of learners needs because education and curriculum is the backbone of the academic institution or of the school of or also known as the backbone of learning at pakistan curriculum it is what we follow across and the problem is that a lesson plan or an instructional plan is only aligned for a certain type of learner but we have different type of learners across the school across the year level and in different sections to foster the learners needs okay next if you take a look at look at your ppsd the ppsds philippine professional standard for teachers they highlighted factors that bring out diversity of learners take note that the ppsd do not actually limit the teachers the purpose of the ppsd is to increase the standards of teachers in the country but then again there are a lot of paperworks to deal with no and yeah there's a lot of papers that has to be accomplished by our teachers in the basic education which you as pre-service teachers must also be ready in facing this okay so in the ppsd they highlighted there one is that differences in learners gender strength needs and interests and experiences remember that a learner learning activity or let's say learning learning outcome must strength means interest and experiences and example you are teaching at the provinces and you're teaching at metro manila and based on the curriculum guide it has same competencies but how are you going to do it in the different instructions like here in metro manila or here in uh or in the cities you can actually give an activity wherein the students can acquire the information online but for students in the province of course it is encouraged based on the experiences and the environment that the materials that they might acquire information that they might acquire is very limited could either be the radio or the um newspapers or yeah but the i'm not saying that they cannot reach the internet yes but then again there are also a lot of students who cannot do it okay so as a teacher no must know how to create his or her learning plan inside the classroom considering that if you are inside the classroom you are facing different students who are from different cultures especially if you are teaching in the cities example metro manila metro manila is a melting pot of cultures so be careful not and right now a lot of modules are coming out um that are very discriminating in many aspects of teachers we are we must consider the learners okay and also the contents of the books that we are giving we do not want to discriminate learners inside our classroom but because i have mentioned what i have mentioned is that learners have different um rates and which is also related to the second point that i want to highlight is that learners have different linguist linguistic cultural social economic and religious background so that but as teachers know do not play with words or accents of a certain culture there are a lot of cases where in the teacher would tend to tease a student based on their accents and sometimes the students also does this to teachers but of course we do not want that to happen and students have different cultures as i have mentioned if you are teaching in in a city it's a melting pot of the cultures of a country so be careful on what you teach and be careful on how you teach the content if it is a very sensitive topic and could actually disregard or harm the identity of a certain example indigenous people's group do not do not say or do not discuss that anymore or discuss it in an appropriate manner okay and then social economic needs remember that in lines that education is the great equalizer so it's a great equalizer so yes of course rich people or well of people have high advantage when it comes to opportunities and learning because of the uh support that they are having rather than the students who came from uh not that uh well of family or poor family but then again when they enter your classroom you have to make sure that both students experience the same learning experience okay do not give uh discriminating activities to both ends or do not even tend to identify which of your students are rich which of your students are uh are poor and okay because you have to uh be uh fair when it comes to social economic but of course if the student is from not well a family and he or she needs help as teachers we are also second parents and we need to help them we are after all their second parents so whether it be a rich student or poor student or an average student we are encouraged to help them on our ways and then the next one is religious background [Music] philippines has a lot of religion of course be careful and be sensitive with the discussions that you as teachers example teachers you as a teacher you also have a certain system of belief you have your religion and faith make sure that it does not entirely affect the things of the the lecture okay so if it's a lecture proper you discuss as what is required in the curriculum okay so that's uh one that you should consider as well because there's a possibility there are tendencies wherein there are students who are actually not comfortable with the idea on on unless it is a religion class rather next is the learners disabilities gifted and talent so as teachers we have special education courses subjects and we must learn how to identify which learner is could can be diagnosed as as disabled or gifted or talented students no and but then again teachers do not diagnose those there are right people who can say that the student is a faculty room that's not actually encouraged be careful nothing because there are right people who can actually say about the diagnosis of a child okay although we were able to learn from it but we cannot technically label them as that because there are again right people who can label that but we teachers can make recommendations but let's not label our students of such without valid diagnosis okay so we must also consider them um if a learner if you have a learner that has special needs in your regular class you also have to make arrangements about that because as teachers again um a good curriculum must be responsive it must be flexible to different learners so dapat a union next is learners understand under challenging circumstances include geographic isolation disaster child abuse and child labor so there are also cases where an example if there is a a typhoon please teachers be sensitive if the student was affected by flood okay please consider them because that is very very um that that's the idea of teaching and teaching is actually focuses on the heart apart from the from the intellect is also teaching them to be uh to have compassion and your fellow i know so please consider students who of um affected by flood or typhoon and students who are also experiencing child abuse at their homes [Music] please be careful on the words that you say to our children to our students and then also those students who are working child labor um these are special cases that as teachers we must learn how to address and know how to address in our classrooms okay because sometimes most of the times or many times the school tends to be the place where the students feel they are free and at some point we must make them feel that the school is a free zone for them so this is from the uh perspective on the focus on culture and indigenous people so first is the curriculum design curriculum competencies and content so it must be aligned with the geographic or with the location or with the culture of the indigenous people's group um let's try to contextualize it because a good curriculum must also be contextualized in the localities so if you're going to design a curriculum say for example of a certain region make sure that it can be responded module about fishing or going book about fishing or curriculum about fishing but the endogenous people's group that you are going to administer is a group wherein they specialize in farming so be careful though on as teachers you must consider that teaching methods and strategies uh there are of course different math teaching methods and strategies but there's no perfect teaching method or the perfect strategy but there is an appropriate one for every subject learning space and environment please take note of that also learning resources as i have mentioned kanina if here in metro manila we can give a lot of activities that are accessible on the internet better by because of of course considering socio-economic backgrounds but in terms of cultural learning resources as an indigenous peoples group you cannot demand too much from them because of the situation and of course the learning resources must also be rooted on their culture as well because especially in the philippines we have a lot of culture we want to enrich that because that is our identity as filipinos we do not want to destroy them we could we do not want to distort them with the culture of casatas of metro manila or in the cities we are already engaged in various cultures we are already trying to enter the principalities or concepts of uh global citizenship but the people in the indigenous peoples are the people that still holds on their identity so do not crush that but we are still opening and offering offering uh opportunities for them to take a look at the global citizenship but then again please ha do not force them because the concept of development in our mind could be a different concept of development in their mind and there are a lot of indigenous people's group who actually emphasize that your concept of development is different from our concept of development example the establishment of a certain dam here in the philippines which is against ilan indigenous philippine indigenous peoples group because that land is an ancestral domain for them and they don't see it as a development for them but there are a lot but there are people saying this is development for you this would generate a lot of energy which is a little bit of true but that's not the concept of development by these people so please be careful okay and the next one is classroom assessments please be careful then as assessments might be bk not then again it must be aligned with the curriculum design and curriculum competencies and the contents you do not give an assessment that is not related okay and these are the focuses on culture indulgence people and in general on the learner's focus you must first consider the genders the needs of the students the interests there are students there there is a principle in psychology of learners that there is a different types of learning and different types of learners but we do not limit them example this student is a visual learner and then this student is a kinesthetic learner in a visual learner he specializes on visual learning but he or she must still engage in a kind of static activities because again the curriculum in 20 in the 21st century is a holistic we want to produce a learner that has 21st century skills okay so focus on needs interests experiences uh of course different learners have different experiences consider that languages do not play with the words do not play with accents or dictions of your students because it can really affect them and then race philippines is a melting pot of culture we have but then again we're still we're we are filipinos right we're the filipino race and if if you are a teacher pre-service teacher who's planning to teach abroad also take note that we are one race we are human race so do not discriminate any race next is the culture as i have mentioned melting pot of culture minsan please be careful about your statements and think as a teacher as a global citizen that you are considering a lot of people and then religion please be careful then bahama maya you are already misquoting or damaging a certain certain system of belief socioeconomic background please teachers um make the students feel that the school or inside your classroom is they'd feel comfort they'd feel happy they'd feel uh peace no they won't be labeled as mahira they where education can be seen as equalizer income in times of socioeconomic backgrounds indigenous peoples please take note if you have an ip student uh no need to highlight them just ask them if they are and then there are also some certain things that you should consider if you are teaching them uh culturally but sometimes uh there is a relationship between ip culture and then language and religion special needs again do not diagnose teachers we are not licensed to diagnose any students or label them of such special cases but we can recommend that's what we can do as teachers challenges consider that also the strengths and weaknesses of the students and of course we want to give opportunities to our learners so that's the focus of the episode three the learner's diversity considering the learner's focus and these are the learners focus that you can see on the screen and we want to highlight each and every uh subtopics but across your learning in professional education courses you should have you should have come across on the specific details on a focus on the learners after all again 21st century learning our center is the learners or are the learners okay so that would be all for the episode 3 thank you and god bless