Abigael V. Nalzaro
SST III
ZNNHS
Reflection:
Indigenous people groups in the Philippines are protected by laws that uphold their rights to equality, i.e. their rights to the ancestral domain, cultural identity and integrity, social justice, and human rights. With that said, our IPs under the basic concept of human rights must be given equal access to and provided a quality education. It could also be stressed further that the quality of our IPs should not be left behind in all classroom settings and forms of instruction.
Task given:
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group. Evaluate the appropriateness of the activity for your learners.
Directions: For your assessment, research the following roles in your community by asking your parents or anyone with knowledge of these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
End of the task.
The situation given above is a case where 5 out of 30 students in a class are members of the IP group. It is also evident that the approach to the assessment is differentiated. Differentiated instruction is the best approach to assessing learners of different learning styles and different cultural backgrounds.
In teaching a class with learners belonging to a cultural minority, DepEd in one of its curricular developments for K to 12 stressed the significance and relevance of localization and contextualization as teaching approaches. These pedagogies can address dominantly the life’s relevance and awareness of all the learners including the local indigenous groups. The given example activity for assessment is congruent to the localization and contextualization concepts. Students under the IP group are given the task of knowing the roles of their local chieftains, community healers, and elders by asking and having interviews with their parents or anyone in the community who knows the assigned task; while the rest of the class has a different set of people to interview specifically the mayor, councilors and medical officers. The tasks seem the same; they only differ in the set of people to interview. Hence, the tasks are differentiated, localized, and contextualized.
I am a proactive and open-minded teacher in a class of different learning styles, interests, and cultural identities. Since the activity for assessment is already given, i.e. differentiated, localized, and contextualized, the way I process their outputs is a highlight in my class. From there, students learn from each other. Those 25 students who are not IPs would learn how their IP classmates live in their community. I put up a creative reporting style wherein the IPs would be the highlight. Teaching becomes cross-curricular and integrative. I will also encourage follow-up activities like role-playing, inviting an IP elderly to lecture in class, and having a cultural dance presentation. With those said, I make sure there is enough time for the preparation of activities.
This kind of class that is creative, integrative, and cross-curricular will give color to our race and add up to the sense of identity, especially to our indigenous people group.
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