OBSERVE

1. The interaction between each and other including the teacher are present. The students interact
with their classmates when they have activities they are also interact with each other when they
have their own business aside from the lesson discussion with the teacher.
2. The interact with each other by bullying somebody mostly boys are playing and roaming around
while girls are writing with their friends and having some snacks.
3. The learners usually compete with each other. However there are also some instances that they
are collaboratively support with each other.
4. The student are seated in front are those group of students who participate actively, while those
who are seating at the back but wants to participate in the discussion they are the students who
are helped most .
5. There is an instance that the teacher ask one pupil to answer the question, the student cant able
to answer the question the student seated beside him tries to help him answering the question
and then somebody from the other side, raise their hand to answer the question.

OUTSIDE CLASS

1. I have observe them outside the classroom they grouped themselves according to their
places of home or maybe it is according to the group of circle or circle of friends.

2. The interact with each other by bullying somebody mostly boys are playing and roaming
around while girls are writing with their friends and having some snacks.

OBSERVATION REPORT

Name of School: Talipan Elmentary School- Students with Special needs

School Address: Talipan Pagbilao, Quezon

I am observing the class, I observed that the class size is big it contains more than 10 students in
the classroom.

The interaction between each and other including the teacher are present. The students interact
with their classmates when they have activity presentation. They also interact with each other while
they have their own business aside form the lesson that the teacher discusses. Some of the students
participated but some of them are busy in their own ways. I think these group of students are those who
have above average in performance, they are participate actively and answer the hots question compare
to the students on the other hand that never been participated for some reason.

The students seating in front and seating at the back performed differently. Those who are
seating in front are actively participated while the other hand did not.
 There are also some instances that the teacher ask one student to answer the question, the
student cant able to answer because he is setting at the back the one who answer the question being
asked by the teacher is the student who seated in front.

ACTIVITY 3.2

1. The students who belong to the students with special needs will never be compared to the
other students because the way of learning that they have more likely have no retentions and
redundant
2. The students who are interact to the teacher has the right to promote while the other are need
to stay int their grade level because their learning capacity that they have.
3. According to the SPED teacher every year the SPED students stays at least two years in their
level.
4. The regular students accept challenger and they have the right to promote in another grade
level every year while the students belong to the special needs are just like a 3- year old young
by and girls they need to give attention cares and alike.
5. The teacher uses different style to overcome the learning outcomes .

OBSERVATION REPORT

Name of School: Talipan Elmentary School- Students with Special needs

School Address: Talipan Pagbilao, Quezon

I am observing the class, I observed that the class size is big it contains more than 10 students in
the classroom.

The interaction between each and other including the teacher are present. The students interact
with their classmates when they have activity presentation. They also interact with each other while
they have their own business aside form the lesson that the teacher discusses. Some of the students
participated but some of them are busy in their own ways. I think these group of students are those who
have above average in performance, they are participate actively and answer the hots question compare
to the students on the other hand that never been participated for some reason.

The students seating in front and seating at the back performed differently. Those who are
seating in front are actively participated while the other hand did not.

There are also some instances that the teacher ask one student to answer the question, the
student cant able to answer because he is setting at the back the one who answer the question being
asked by the teacher is the student who seated in front.
ANALYZE

1. My observation will be the same as the teacher mentor evaluator. Some of the student are
attention seeker, They are the one who teaches their classmates who have less knowledge in
some subject areas. They helped each and other to attain the goals and objectives.
2. The teacher prepares differentiated instruction when the teaching and learning arises. He/She
prepares every lesson different activities suited the needs of the students.
3. The teacher is the best visual aids aside from teaching he is also prepared thing for his students
before the execution of lesson plan.

REFLECT

Curriculum design Answer each question based on your observation

1. Does the school foster a sense of
belonging to one’s ancestral domain, a
deep understanding of the community’s
beliefs and practices. Cite example
2. Does the school show respect of the
community’s expression of spiritually
how?
3. Does the school foster in the indigenous
learners a deep appreciation of their
identity? How?
4. Does the curriculum teach skills and
competencies in the indigenous learners
that will help them develop and protect
their ancestral domain and culture?
5. Does the curriculum link new concepts
and competencies to the life experience
of the community?
6. Do the teaching strategies help
strengthen, enrich, and complement the
community’s indigenous teaching-
process?
7. Does the curriculum maximize the use of
the ancestral domain and activities of the
community as relevant settings for
learning in combination with classroom-
based sessions? Cite examples
8. Is cultural sensitivity to uphold culture,
beliefs and practices, observed and
applied in the development and use of
and interview data
During Brigada Eskwela the participation of PTA
and stakeholders arises.
The Filipino students embraced culture, tradition
and beliefs
Accepting every child is a learner, Education for
all and no one will be left behind
Of course, the indigenous learners developed
their abilities skills and competencies and no
discrimination allowed
Of course, nowadays the curriculum links in real
life stories of the Filipino
By preparing differentiated instruction for
learners whatever the status of the students has
Preparation of differentiated instruction that
follows the culture, beliefs and tradition aligned
in the curriculum instruction
We care and valued the culture, beliefs of all
individual no descrimination
 instructional materials and learning
resources? How? (for example, culture
bearers of the indigenous peoples are
consulted.)
9. Do assessments practices consider It is in the insights of the assessment on the
community values and culture? How? learning goals.
10. Do assessment processes include As the differentiated instruction prepares the
application of higher order thinking skills? teacher insert the hots questions for the benefit
of his students

What do you think can still be done to promote and uphold the indigenous peoples knowledge systems
and practices and rights in school?

Promote the cultural sensitivity to uphold beliefs and practices being applied in the development of use
instructional materials and learning resources no discrimination whatever will be the status of life.

REFLECT

1. Whatever be the status you have in life the curriculum maximize the use of the ancestral
domain and activities of the community as relevant settings for learning in combination with
classroom-based sessions. There is no discrimination here in learning. In the classroom no one
will be left behind because EDUCATION IS FOR ALL.
2. The Indigenous individual can access the curriculum teach skills and competencies in the
indigenous learners that will help them develop and protect their ancestral domain and culture.
3. A. I will threat them the way threat them to all of the students.
b. Every child in the classroom will be promoted no one will be left behind.
c. Assessment practices consider community values and culture.

LINK THEORY TO THE PRACTICE

1. C
2. C
3. B
4. B
5. B
6. C
7. D
8. D
9. D
10. A