TRF #2 for Indigenous Students

DepEd’s IPCRF TRF Prompt 2 is focused on designing a lesson around the indigenous community context. The task is mainly as follows:

Context: 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 to your learners. Write your response in this form.

Directions: For your assignment, research on the following roles in your community by asking your parents or anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

My reflections

Culture-sensitive education by the Depart­ment of Education takes many forms and one of them includes the inclusion of elders or experts from the community as resource persons for some topics. Designing and implementing a learning curriculum surrounding indigenous knowledge systems and practices and community history and involvement of elders and other community members in the teaching-learning process are found in Section 8.4 of the Implementing Rules and Regulations of Republic Act No. 10533.

The assessment activity for a class of 30 learners in the above scenario in which five learners belong to an indigenous peoples (IP) group supports the effort of the department to integrate the mainstream education system and the indigenous community context. I would say that the activity is appropriate enough for the class because it would help preserve the cultural systems that have long existed before we were colonized. In a nutshell, the assignment is inclusive, culture-sensitive, and flexible.

An inclusive learning environment creates space for the minority group of learners and makes them realize that regardless of the changes in civilization, they can still be themselves and perpetuate the knowledge and practices of their community. The activity above supports an inclusive, open-minded, and respectful learning environment. The teacher can inculcate non-discriminating values and teach everyone to accept and respect each other’s culture and background. Such classroom dynamics will create a safe learning environment, discourage bullying, and support academic success.

Moreover, preserving and encouraging the continuity of culture will teach the lesson that no matter where you are in life, it’s always humbling to look back. Learners will be introduced to keep their feet on the ground and reap the blessings of honoring the elders. Also, people’s cultures, backgrounds, and experiences are probably not the same and it’s always good to work out people’s differences and find the middle ground to meet them eye to eye. It doesn’t hurt to agree to disagree. In a culture-sensitive classroom, students learn conflict resolution.

Being flexible is also one of the most essential soft skills of the 21st-century workforce. A learning environment with an opportunity to be adaptable and accommodating is a great advantage. Such will produce culturally competent, global citizens and if not, leaders. Learners would be exposed to diverse perspectives of a globalized world, and learn that life is a plethora of great learning experiences through human interactions, and flexibility goes a long way.

To conclude, the teacher adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groups. Learners are going to learn inclusivity, cultural sensitivity, and flexibility.

Here is TRF 2-word format. (click to download)


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