Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Capiz
ROXAS FARM SCHOOL
Session Guide
Title of the Session Culturally Responsive Education: Meeting the Needs of
Indigenous Learners
Professional Standards Covered PPST Domain 3 – Diversity of Learners
Strand 3.5.2 – Adapt and use culturally appropriate teaching strategies
to address the needs of the learners from indigenous groups.
Session Schedule and Duration 2 hours
Objectives At the end of the session, the participants will be able to:
1. Explore key aspects of Indigenous Peoples cultures, histories, and
perspectives that may influence learning styles and preferences.
2. Identify instructional strategies and practices that utilize the
indigenous knowledge systems and practices or IKSP of IP
communities.
3. Develop skills to incorporate Indigenous Peoples perspectives,
stories, and languages into teaching materials and classroom
discussions.
Expected Output/s Contextualized lesson plan that integrates the indigenous knowledge
systems and practices of the IP communities across the curriculum
Key Content Teaching strategies and practices that integrate indigenous knowledge
systems and practices or IKSP of IP communities in teaching process
across subjects
Learning Resources Session Guide, Projector, Computer, Task Cards, Scotch Tape, Pen and
Paper
References 1. Philippine Professional Standards for Teachers (PPST) 3.5 Department
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
of Education, Philippines.
2. DedEd Order No. 62, s. 2011
3. DepEd Order No. 32, s. 2015
Schedule Detailed Content Detailed Description of Learner’s Materials
(Time Distribution) Outline Methodology/ Activities Output (Slide Number)
2 minutes Introduction Preliminaries 1-5
- Training Slide
- Session Objectives
30 Minutes Activity: Activity: INTEGRATED LESSON 1. Learning chart of 6-7
BRAINSTORM key cultural values
This activity and learning
encourages Directions for the Facilitator: preferences and
participants to 1. Divide participants into small styles
understand the cultural groups of 4-5 people. 2. Reflection poster:
aspects, historical 2. Groups are given a scenario in a visual poster with
contexts, and which they need to teach a images, symbols,
perspectives of concept (e.g., sustainability, and quotes that
Indigenous Peoples (IP) family roles, or historical events) depict the group’s
that may shape using an Indigenous learning reflections on how
learning preferences approach. they can
and styles. Examples of learning approaches: incorporate
Storytelling: Teach by sharing Indigenous learning
Part 1. Group stories that contain lessons or preferences into
Discussion: Key inclusive teaching
morals.
Aspects and Cultural strategies
Values Hands-On Learning: Engage in an
activity related to the concept,
Part II. Role-Play: such as creating a craft or
Indigenous Learning conducting an outdoor
Approaches exploration.
Observation and Reflection:
Encourage students to observe a
demonstration, then share
reflections on what they learned.
3. After role-playing, each group
discusses how their approach felt
different from conventional
classroom learning and how
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
Indigenous learners might
benefit.
4. Each group prepares a brief
presentation (2-3 minutes) to
share their idea.
30 minutes Analysis: Analysis: Expounding Experiences Responses from the 8-20
participants
Challenges in applying Directions to the Facilitator:
Teaching strategies Key points from the
and practices that Facilitate a discussion on the role of participant’s
incorporate indigenous teaching strategies and practices and responses
knowledge systems identify the challenges in incorporating
and practices or IKSP of the indigenous knowledge systems and
IP communities in practices or IKSP of IP communities in
teaching process. teaching process.
1. How can teachers adapt their
teaching strategies to better
integrate diverse cultural
backgrounds?
2. What role do culturally relevant
teaching methods play in
improving students’ learning
outcomes, especially for IP
communities?
3. How can active learning and
student-centered approaches
benefit the inclusion of IKSP in the
curriculum?
4. Develop a lesson plan outline that
incorporates IKSP, and justify your
choice of teaching strategies. How
would you address possible
challenges in implementing this
lesson
5. Write down common challenges on
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
a whiteboard.
25 minutes Abstraction: Abstraction: Interactive Discussion Sharing of inputs 21-40
and experiences
Key strategies for the Directions to the Facilitator: during discussion
IKSP Integration Across
Subjects Present key strategies for integrating
lessons:
Interactive Discussion 1. Story-telling and oral traditions
for language
Theory and Practice 2. History and cultural mapping
3. Community-based learning
4. Environment-based learning and
sustainability education
5. Use of Traditional Games and
Sports
6. Holistic and Interdisciplinary
Learning
Reflection Activity: Individual Insights
1. Participants reflect individually
on how these strategies can be
applied on their own teaching
context.
2. Prompt them to write down one
strategy the feel most
comfortable and one they find
challenging.
30 minutes Application: Application: Lesson Planning Lesson plan 41-43
integrated with IKSP
Design lesson plan that Goal: Develop a brief idea for a lesson and contextualized
incorporates the plan or activity that includes Indigenous to learners’ needs
indigenous knowledge knowledge systems and practices. across subjects.
systems and practices
or IKSP of IP
communities in Directions for Facilitator:
teaching process 1. Each participant shall create a
across subjects. detailed lesson plan outline,
incorporating indigenous
knowledge systems and practices
in specific objectives,
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
activities, and assessments.
2.
3. Describe:
The subject and grade level
The Indigenous knowledge or
practice you plan to integrate
The learning outcomes you hope
to achieve
How this lesson supports a
holistic and inclusive learning
environment
Presentations and Feedback
1. Volunteer participant/s will
present their work.
2. Other participants are
encouraged to give constructive
criticism or suggestions to help
improve the parts of the lesson
plan.
Activity:
Demonstration teaching
3 minutes Closing Facilitator: Reflection Notes 43-45
-Journal This lesson plan integrating Indigenous
-References Knowledge Systems and Practices (IKSP)
-Closing Statements provides students with a holistic and
culturally-enriched learning experience.
By engaging with the sustainable
practices and ecological wisdom of
Indigenous communities, participants
gain insights into the depth and
relevance of traditional knowledge in
addressing modern environmental and
social challenges.
Through this lesson, participants have
explored core concepts in science, math,
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
social studies, art, and language arts, all
while developing respect for cultural
diversity and environmental
stewardship. They have seen first-hand
how Indigenous approaches to farming,
fishing, and resource management are
inherently sustainable and community-
centered, reinforcing the importance of
balancing human needs with ecological
respect.
Prepared by:
ANTHONY G. GIMENO
Facilitator
Address: Roxas, Tapaz, Capiz
Contact Number: 09171538360
Email Address: 311705rnhs@deped.gov.ph
Fb Account: Roxas Farm School
