lOMoARcPSD|28347493
588997815 TIP Course 4 With Answer
BSEDEn (Samar State University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
00
Teacher Induction
Program (TIP)
•
CORE COURSE
http://www.
gbooksdownloader.
com/
4
Translating the Curriculum into Classroom Practice
in collaboration with
Philippine National
Research Center for Teacher Quality
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Course 4
Responding to Community Contexts
Introduction
ELCOME TO COURSE 4 of the
Teacher Induction Program. This
course will guide you towards building relationships
with the wider school community to facilitate its
involvement in the learning process. It will help
you better understand the school community’s
context and contextualize the
teaching and learning practices. This course will
also guide you to comply with the policies and
procedures to foster harmonious relationships
with learners, parents, and stakeholders.
W
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Intended Course Learning Outcomes
1. Build relationships with parents/guardians and the wider school community
to engage them in the educative process (6.2.2)
2. Maintain learning environments that are responsive to learners’ needs based on
the wider school community contexts (6.1.2)
3. Comply with and implement school policies and procedures to foster
harmonious relationships with learners, parents, and other stakeholders (6.4.2)
4. Plan and deliver teaching strategies that are responsive to the needs of
learners in difficult circumstances (3.4.2)
5. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from specific community contexts, including learners from
indigenous groups (3.5.2)
Course Outline:
Module 1: Building Relationships with the Wider School Community
Module 2: Teaching with the Context in Mind
Estimated time required: 4 hours
Portfolio Output: Action Plan (Module 1, Session 1)
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Module 1 – Teaching with the Context in Mind
Intended Module Learning Outcomes:
At the end of the module, you should be able to:
1. plan and deliver contextualized/localized/
indigenized teaching strategies that are responsive
to the needs of learners under difficult
circumstances; and
2. adapt and use culturally appropriate teaching
strategies to address the needs of learners from specific
community contexts, including learners from
indigenous groups, through contextualization,
localization, and/or indigenization.
Required Resources
•
DepEd Order No. 43 s. 2013 on Implementing Rules
and Regulations (IRR) of Republic No. 10533
•
DepEd Order 32, s. 2015 on Indigenous Peoples
Education Curriculum Framework
•
DepEd Order no. 42 s. 2017 on National Adoption and
Implementation of the Philippine Professional
Standards for Teachers (PPST).
Session 1 – Theoretical and Legal Anchors
of Contextualization
Module Outline
Session 1: Legal Anchors of Contextualization Session 2:
Teaching Contextually
Session 3: The REACT Strategy
Estimated Time Required: 2 hours
Required Tasks:
4
•
Scenario Analysis
•
Think-pair-share
•
Formative assessments
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.
Statements
Answers
1. Learners relate better to concrete, tangible examples and experiences
than to abstract conceptual models.
TRUE
2. Action learning is based on the premise that learners will learn from
their mistakes and/or learn from one another.
TRUE
3. Contextualization is a degree of localization.
TRUE
4. When you incorporate activities that are related to the actual situation
in the community and you utilize materials that
are available in the locality of the school, you are already
indigenizing.
FALSE
5. Contextualization is one of the main features of the K to 12
Curriculum.
TRUE
6. DepEd mission highlights that the curriculum shall be flexible
enough to enable and allow schools to localize, indigenize, and enhance
the curriculum based on their respective educational and social
contexts.
FALSE
7. Contextualization is also one of the provisions in Republic Act 10533 or
the Enhanced Basic Education Act of 2013.
TRUE
8. Zone of Proximal Development (ZPD) is the gap between what is
known and what is being learned.
TRUE
9. Contextual learning should be an integrated learning process of problemsolving learning and work-based learning to encourage and stimulate
a higher-level thinking.
TRUE
10. Situational learning is based on the premise that learning requires
action and action requires learning.
FALSE
Feedback
You can’t say you are indigenous people if you are
not a member of their tribes. As a teacher, you are
only adopting and utilizing materials that are
available in the locality of the school.
This is not the highlights of Deped mission. It is the
standards and principles, when appropriate, in
developing the enhanced basic education curriculum.
Action learning is a systematic process through
which individuals learn by doing. It is based on the
premise that
learning requires action and
action requires learning.
Key Topic 1: Legal Bases of Contextualization
Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that the
examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
5
lOMoARcPSD|28347493
lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and
attitudes through continuity and consistency across all levels
and subjects. Discussions on issues such as Disaster Risk
Reduction (DRR), Climate Change Adaptation, and
Information and Communication Technology (ICT) are
included in the enhanced curriculum.
There are legal documents that you need to be knowledgeable
about to fully understand contextualization.
Read and understand the following clipped legal documents. Take
note of the provisions of each legal basis. Share your
understanding with your colleagues and mentor teacher.
Required Task 2: Think-Pair-Share
Using the legal bases supporting the practice of contextualized
teaching, write down the phrases and clauses referring to
contextualization. Discuss them with your co-newly hired
teacher/s or mentor. Use the template below.
1. The 1987 Philippine Constitution particularly Article
XIV Section 14 resonates with contextualization.
2. The Republic Act 10533 or the Enhanced Basic
Education Act of 2013 has a provision on
contextualization.
3. The Department of Education’s Mission statement
which highlights contextualization.
The K to 12 curriculum framework underscores the
significance of context in implementing the curriculum. This
will later on transcend to the teaching and learning delivery.
Through contextualization, you relate the curriculum to
particular settings, situations or areas of application to make
competencies relevant, meaningful and useful to the learners.
When you incorporate activities that are related to the actual
situation in the community and you use materials that are
available in the locality of the school, you are already
contextualizing. There are different degrees in contextualization
– localization and indigenization. You will learn more about this
in the next session.
6
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Legal Basis
1. Article XIV Section 14 1987
Philippine Constitution
2. Republic Act 10533
Enhanced Basic Education Act
of 2013
Statements/phrases
highlighting
Contextualization
Culture- based – The State shall
foster the preservation, enrichment,
and dynamic evolution of a Filipino
national culture based on the
principle of unity in diversity in a
climate of free artistic and
intellectual expression.
It seeks to develop among
Filipinos a greater awareness,
understanding and
appreciation of arts, history,
and heritage towards the
evolution of consciousness
that will improve the quality
of our life.
The curriculum shall be
contextualized and global
The curriculum shall be flexible
Based on their respective educational
and social contexts
3. DepEd’s Mission
Feedback from the mentor
develop contextualized
curriculums that fit the needs
of the time and place and
people that they are serving.
Culture-based
Family, community and other
stakeholders are actively engaged
Family, community, and other
stakeholders are actively
engaged and share
responsibility for developing
life-long learners.
Insights during the
Sharing
It is the grounding of
instruction and student
learning in these ways
including
values ,norms ,knowled
ge ,beliefs ,practices ,ex
periences, and language
that are foundation of
culture
The development and
evolution of these
global goals for
education have given
rise to the global
curriculum, which aims
to “promote a
worldwide curriculum,
unifying criteria,
identification, and
respect of regional
uniqueness.
Family, community and
other stakeholders has
also a big role or a part
in attaining schools’
mission and vision in
promoting equity and
improved basic quality
education.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
7
lOMoARcPSD|28347493
Key Topic 2: Contextualization in the K to
12 Curriculum
Did you know?
For more than a century, educators and research practitioners have
been discussing the role of experience in education. That
discussion still remains a part of John Dewey’s work of the
early 20th century. Although experience and context are closely
related terms, the relationship between them provides some
guidance on how each can be used to inform an understanding of
the other. This session will help you embrace contextualization
for successful teaching. Knowing the K to 12 curriculum
standards allows the teachers to make their teaching
contextualized. Prior to the start of the school year, unpacking
of competencies helps the teachers to identify lessons and topics
to be contextualized for better learning outcomes.
Contextual Teaching and Learning (CTL) incorporates several
existing theories and it is based on sound pedagogical practices.
In their article, Contextual Teaching and Learning for
Practitioners, Hudson and Whisler (2007) explain three theories
that form the basis of CTL. These three underlying theories
support Contextualized Teaching Learning that will help the
teachers make sound pedagogical practices.
1. Connection Theory - Contextual teaching is all about
helping learners make connections between the content
they are learning and the context in which it will be
used. Learners must first be made aware of how the
work they are doing, depends on the skills that they
already have. Vygotsky, as cited in Hudson et.al., (2007,
p. 54-58) refers to this as the “gap between what is
known and what is being learned, the Zone of Proximal
Development (ZPD).” Learners draw from previous
experiences to give new meaning to what they are
learning. Hudson
8
and Whisler (2007, p.54-58) noted that the ideal
connection process would be three-fold. Learners
review what they already know related to the new
concept; they learn about and practice the new
concept; and they tie what they have learned to a reallife scenario.
2. Constructivist Theory - Contextual teaching helps
to promote authentic learning and increases learners’
success by allowing them to make connections as
they construct new knowledge.
In contextualized learning, learners use the new
information they have learned and organize and
combine it with information they already have so that
it makes sense to them. Learners are active
constructors of knowledge.
3. Active Learning Theory Chickering and
Gamson, as cited in Hudson and Whisler, (2007, p. 5458) emphasized that contextual learning should be an
integrated learning process of problem-based learning
and work-based learning to encourage and stimulate a
higher-level thinking. Active learning, or learning by
doing as it is also called, divides active learning in three
categories:
a. Action learning is based on the premise
that learning requires action and action
requires learning.
b. Situational learning because learning
knowledge and skill are taught in the
context of how it will be used in real-world
situations.
c. Incidental learning is based on the premise
that learners will learn from their mistakes
and/or learn from one another.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 1: Scenario Analysis
In reference to the theories presented, identify and explain the theory reflected in each of the following classroom practices.
Complete the task together with your mentor and/or colleagues.
Scenario
Answer
Mario, a kindergarten pupil, is learning how to read and write. He knows
the alphabet letters, but cannot read or write words yet. No matter how
much guidance was given, he could never read on his own. With Teacher
Roselle’s help, Mario can now read and write short words like “at,” “boy”
and “dog”.
a.
Connection Theory
b.
Constructivist Theory
c.
Active learning
A
In a carpentry class, Teacher Bryan provided this activity: “You have
been hired as a carpenter to help renovate a family room. The
contractor asked you to submit a cost estimate for the base molding
(baseboard) around the room. You will need to include the following in
your estimate:
i.
the type of wood and style of olding you will use
ii.
the number of pieces and what lengths will be purchased
iii. the cost per foot
C
iv. the total cost of molding needed for the family room
In determining the cost, you will need to measure the room and make a
scale drawing of the floor plan showing fireplaces, doors, and
other objects that may affect the lengths of the base molding you
choose to install.
a.
Connection Theory
b.
Constructivist Theory
c.
Active learning
Feedback of Mentor
When
we
say
connection theory it
is relatively new
learning that suggest
students
should
combine
thoughts
and
general
information in a
useful manner.
When we say active
learning
it
emphasized
that
contextual learning
should
be
an
integrated
learning
process of problembased learning and
work-based learning
to encourage and
stimulate a higherlevel thinking.
Insights Gained
Because
mario
is
already
know
the
alphabet letter which
means he has already
knowledge and have the
guidance of her teacher
he can now read and
write.
Teacher Bryan gave
some problem -based
learning like
estimate the type of
wood, what lengths will
be purchased the cost
per foot , the total cost
of molding needed for
the family room In
determining the cost,
measure the room and
make a scale drawing of
the floor plan showing
fireplaces, doors, and
other objects .
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
9
lOMoARcPSD|28347493
Scenario
In the Chemistry class of Teacher Paul, he showed a candle. He explained
the composition and function of the candle. Later on, he asked the
learners how the flame is produced and how the candle works. He
encouraged the learners to discover for themselves how the candle
works. They do this first by making simple observations, from which
they later build ideas and hypotheses which they then go on to test. At
the end, the learners successfully understand the components of
combustion, an important chemistry topic.
a.
Connection Theory
b.
Constructivist Theory
c.
Active learning
Answer
C
Feedback of Mentor
When we say active
learning
it
emphasized
that
contextual learning
should
be
an
integrated learning
process of problembased learning and
work-based
learning
to
encourage
and
stimulate a higherlevel thinking.
Insights Gained
Teacher Bryan gave
some problem -based
learning like
estimate the type of
wood, what lengths will
be purchased the cost
per foot, the total cost of
molding needed for the
family
room
In
determining the cost,
measure the room and
make a scale drawing of
the floor plan showing
fireplaces, doors, and
other objects .
Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners. You need to relate
the topic or lesson to your learners. In this case, you are teaching contextually.
Constructivism is commonly used in my classroom. It focuses on my learner’s question and
interest; the learners build on what they already know, and we focus on integrative learning. I
can relate through our lesson about “writing dialogue” I will start off with a song and teach
them how should dialogue be used. Second was mentor text, third one is model or take my
class story and find places to add meaningful dialogue. Next was practice, we will have a
dialogue to help them construct their own knowledge and students work primarily in group.
10
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Summary
•
Contextualization is reflected in the following legal
documents:
o
Article XIV Section 14 of the 1987 Philippine
Constitution
o
Republic Act 10533 or the Enhanced Basic
Education Act of 2013
o
DepEd’s Mission
•
Contextualization is a major curriculum thrust of the K
to 12 Curriculum.
•
Contextualized Teaching and Learning (CTL) is
anchored in these theories:
•
o
Connection Theory
o
Constructivist Theory
o
Active Learning Theory
The convergence of learning theories suggests
similar methods for more effective teaching and
learning.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
11
lOMoARcPSD|28347493
Session 2 – Teaching Contextually
Key Topic 1: Teaching Contextually
As a newly-hired teacher, can you incorporate
contextualization in your teaching? Is it easy for you to think
of activities that learners can easily relate with? Can you exert
more effort in understanding the biographical- historical, and
cultural background of your learners and the school community?
Can you go beyond your limitations for the learners to
appreciate the lessons more? Read the following key concepts
on contextualization.
Are you teaching contextually?
Is there a best way to teach so that all learners can remember and
utilize all information? How can a teacher discuss the topic
effectively? How can a teacher teach contextually? These are
the questions that confront teachers every day to ensure learning is
happening according to the contexts of the learners. Teachers
serve a diverse student population. This means that it is important
for the teachers to understand the context of their learners and
what life experiences they bring in the teaching-learning process.
Students’ learning styles, their background information and the
different theories on learning will help teachers to
communicate properly with learners and eventually build their
trust.
Contextualized teaching is highlighted in an online article in
Center for Occupational Research and Development (CORD) (2016)
and recognizes the following:
1. Learning is a complex, multi-faceted process that goes
beyond
drill-oriented,
stimulus-and-response
methodologies
12
2. Learning occurs when learners process new information
in such a way that makes sense to them in their own frame
of reference.
3. The mind naturally seeks meaning in context, in relation to
a person’s environment, doing so by searching for
relationships that make sense and appear useful.
How to Contextualize?
Contextualization is the process of matching the curriculum
content and instructional strategies relevant to learners. (Deped
Order no. 35, s. 2016) It happens when a teacher encourages
design of learning environments that use multiple teaching
modalities and incorporate different forms of learning
experiences. You allow learners to discover meaningful
relationships between abstract ideas and real- world applications.
Students are exposed to discovery learning, reinforcement and
modelling, and problem solving. While teaching is progressing,
you as a teacher provide ongoing feedback that promotes
further learner interaction with the content. This will enable the
learners to be engaged and motivated to do well in the class.
The degree of contextualization may be described and
distinguished into Localization and Indigenization.
Localization refers to the process of relating learning
content specified in the curriculum to local information
and materials in the learners’ community. Localization
happens when a learning content is taught using the local
information and local materials. A teacher starts the lesson by
using the examples in the locality and making instructional
materials from the local materials are just ways on how to
localize. Indigenization refers to the process of enhancing
the curriculum competencies, education resources, and
teaching-learning processes in relation to the bio-geographical,
historical, and socio-cultural context
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
of the learners’ community. Indigenization involves the
enhancement of the curriculum framework, curriculum design,
and learning standards of subject areas, guided by the
standards and principles adhered to by the national curriculum.
When you use either of the two you are already contextualizing.
When you localize, you use information and materials in your
learner’s community but when you indigenize, you enhance
competencies in the curriculum, the resources, and the teaching
learning processes so that they suit the context of the learners’
community.
Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.
Topic
Visualize the ratio of
two given numbers
Identify elements of a
short story
Identify star patterns
that can be seen at
particular times of the
year
Scenario
Localization or
Indigenization?
Teacher Rommel used easily observable examples of ratio in the
community such as one jeep, 4 wheels; one kariton, 2 wheels, one
tricycle, 3 wheels
Localization
Teacher Mary Ann presented the lesson by mentioning community activities or
cultural practices that inherently use the concept of ratio like bringing sacks of
rice to markets using carabao (one carabao to the number of sacks)
Localization
Teacher Melody instructed her learners to interview the chieftains in the
villages of the learners and asked for stories of origin depicting their culture
Localization
Teacher Hanadee presented the elements of a short story using a local legend
“Ang Alamat ni Daragang Magayon”
Localization
Teacher Ailyn mentioned the community’s name for prominent stars while
retaining the use of the Greek constellations
Localization
Teacher Lester discussed the community’s own calendar of star patterns and its
background before discussing the Greek constellations
Indigenization
Indigenization
Indigenization
Indigenization
Indigenization
Localization
Insights
The use of the jeep, 4 wheels,
kariton, 2 wheels, tricycle and 3
wheels as an observable
example of ratio is Localization
because
Teacher
Rommel
prioritized things that are
present in their community and
pupils are familiar with it
because they see it in the
community.
Teacher Mary Ann focus on the
socio-cultural
community
activities and cultural practices
as an example.
Indigenization because teacher
melody wants her learners to
research about the history of
their place.
Teacher Hanadee uses the
strategy Indigenization in the
teaching-learning processes in
relation to the bio-geographical
of their place.
It focuses on the biogeographical content of the
lesson.
It focuses on the socio- cultural
content of the lesson.
Indigenization
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
13
lOMoARcPSD|28347493
Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.
Situations
1. The barangay will be having its annual fiesta. Teacher Marilou
requested her students in TLE to create a business plan using the concepts
discussed. The business plan is a requirement for the learners to be
allowed to participate in the bazaar on the day of the fiesta.
2. “Inutak” is a native delicacy of the people of Taguig and Pateros. The
dish is a reflection of the early customs of the local inhabitants of
Taguig and Pateros. Teacher Arnel together with his students in Araling
Panlipunan will conduct a research on this. He instructed his students to
interview some prominent native residents of the area and ask questions
about the relationship of culture and the dish.
3. In the ICT class of Teacher Rodel, after discussing video and animation, he
instructed his students to produce an online advertisement using the
famous local products and delicacies in their place.
4. Teacher Diane is teaching in a provincial school. In her English Class,
one of the activities was the reading of the short story “How My Brother Leon
Brought Home a Wife” As a priming activity, she asked the learners to
share their traditional customs.
5. After learning the elements of a play, the class is tasked to perform a
stage play for the upcoming fiesta. The story of the play revolves
around a local hero during World War II named Jose Ozamis.
14
Answer
LOCALIZATION
Feedback
The business plan activity given
by the teachers is a good idea to
present local products in their
community through bazaar on the
day of the fiesta.
INDIGENIZATION
This focus on the Historical and
socio-cultural aspects of the
lesson.
LOCALIZATION
The teacher uses the local
materials as an activity
INDIGENIZATION
Sharing traditional customs is an
example of indigenization.
LOCALIZATION
The stage play will use local
materials that are present in the
community to portray the local
hero.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 2: Reflection
Create your #Commitment that manifests the significance of contextualization to you as a teacher, for your learners, and to the
community. Write it down in the hearts below and discuss your answers with a co-newly hired teacher or mentor.
On the best of my
ability, I will help my
students
to
relate
educational tasks with
their knowledge and
everyday
curricular
contextualization
facilitates the linking
theory and practice.
I promise to engage my
students
in
active
learning while assisting
them to make meaning
out of the information
they are obtaining. I
will help students learn
language
skills
by
teaching the skills using
the authentic contexts in
which students must use
those skills in the real
world.
I will utilize the
importance of teaching
localization
and
indigenization in my
lesson.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
15
lOMoARcPSD|28347493
Summary
•
Contextualized teaching empowers teachers to
make learning meaningful for the learners.
•
Contextualization has two degrees namely
localization and indigenization.
•
Localization refers to the process of relating
learning content specified in the curriculum to
local information and materials in the learners’
community.
•
Localization happens when a teacher incorporates
the following in the learning content:
•
•
16
o
local information
o
local materials
Indigenization refers to the process of enhancing the
curriculum competencies, education resources, and
teaching-learning processes in relation to the
following:
o
bio-geographical;
o
historical; and
o
socio-cultural context of the learners’
community
Indigenization enhances the curriculum
framework, curriculum design, and learning
standards of subject areas, guided by the
standards and principles adhered to by the
national curriculum.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Session 3 – REACT Strategy
Key Topic1: The REACT Strategy
The Center for Occupational Research and Development (CORD)
advocates a constructivist approach to teaching that
incorporates five essential learner engagement strategiesthe REACT strategy. REACT stands for Relating, Experiencing,
Applying, Cooperating, and Transferring. The strategy allows
the learners to learn, retain, and apply
Relating
Experiencing
information. Teachers use REACT strategies to ensure active
participation of the learners. Teachers guide the learners to
observe and record data, to communicate effectively, to build
new skills and to finish the learning activity individually and
as a group. The detailed explanation of the strategy is
presented below.
Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs
with very young children. With adult learners, however, providing this meaningful context for learning
becomes more difficult. The curriculum that attempts to place learning in the context of life experiences
must, first, call the student’s attention to everyday sights, events, and conditions. It must then relate
those everyday situations to new information to be absorbed or a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual learning. However,
motivated or tuned-in learners may become as a result of other instructional strategies such as video, narrative,
or text-based activities, these remain relatively passive forms of learning. Learning appears to “take” far more
quickly when learners are able to manipulate equipment and materials and to do other forms of active
research.
Applying
Concepts and information in a useful context often project students into an imagined future (a possible career) or
into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and
activities, and these contextual learning experiences are often followed up with firsthand experiences
such as plan tours, mentoring arrangements, and internships.
Cooperating
Learning in the context of sharing, responding, and communicating with other learners, is a primary instructional
strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the
material, it also is consistent with the real-world focus of contextual teaching.
Transferring
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already
learned. Such an approach is similar to relating. Students develop confidence in their problem- solving
abilities if we make a point of building new learning experiences on what they already know.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
17
lOMoARcPSD|28347493
Required Task 1: Pre-assessment Activity
Before you undergo this session, take this pre-assessment activity. Determine whether the statement is stating a fact or not. Write TRUE if
the statement is a fact and FALSE if not.
Statement
1. Teachers can use the REACT Strategy in localizing the
lesson.
2. When learners take what they have learned and apply it to
new situations and context, the transferring stage
happens.
3. Experiencing happens when learners solve problems as a
team to reinforce knowledge and develop collaborative
skills.
4. Understanding real-world connections to course content
increases student engagement which often leads to
increased persistence and successful transitions.
5. For learning to happen, the teacher allows the learners to
discover meaningful relationships between concrete ideas
and real-world application.
18
Answer
TRUE
TRUE
TRUE
TRUE
TRUE
Feedback
Teachers use REACT strategies to ensure active
participation of the learners.
Learning in the context of prior knowledge, also
known as transferring, makes use of and expands on
what the learner has already acquired.
Contextual learning is defined as learning in the
context of exploration, discovery, and creation. Other
teaching styles, however, may result in motivated or
tuned-in learners.
Teachers must use a real-life setting to educate so that
students may apply what they've learned in class to
their daily lives.
If we enable our students to find and experience
situations and tasks firsthand, there will be
meaningful learning.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master Teacher to Teacher Romano
in his Science Class. Then answer the questions that follow with your colleagues and mentor.
Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.
He mentioned that for today’s class he will be using the REACT Strategy.
For this topic, his anticipated learning outcome is that the students will be able to describe the process and outcomes of
photosynthesis and variables affecting it and relate the concepts of photosynthesis to other biological systems.
During his class, he showed different leaves that have fallen inside the school premises. He mentioned that the leaves have
changed pigmentation and chlorophyll production stopped. He further introduced the topic by defining the following terms:
pigmentation, chlorophyll, carotenes and other vocabularies.
The students performed an activity: Cover one leaf on a green plant with gauze, foil, or clear plastic wrap; Note the effects
(The lab results should be discussed as a class and be followed by an explanation of the chemical processes involved;
thriving vs. non-thriving plant characteristics and variables, etc.)
After the activity the teacher said “Assume you are a greenhouse technician. You are having trouble with plant vitality.
Applying what you know about photosynthesis, troubleshoot the problem. Research and propose adjustments of shade (light
intensity variable), light duration, watering, fertilizer application, temperature, humidity and ventilation to remedy the problem.
Is the problem really due to a disturbance in photosynthesis or is there some other probable cause?” He then assigned
specific problems—leaf yellowing, leaf dropping, wilt, brown spots, etc. to each student pair. Students will work in pairs to
complete lab research activity and internet research activity. The pair will create and submit a lab journal together but each
student will be responsible for writing his/her own research report.
The teacher mentioned that since it is a biology class rather than a botany or soil science, he will require the students to do
a deeper exploration of chemical and environmental processes. As an additional activity, he asked the students to compare
animal nutrition and associated organelles.
The class ended with a short recall quiz.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
19
lOMoARcPSD|28347493
Now challenge your understanding by answering these questions together with your colleagues and mentor.
Discussion Questions
Answers
Feedback
YES
Teacher Romano employs a
sociolinguistic or contextualization
strategy in which language (both
spoken and physical language) is used
to convey important components of a
conversation.
Did Teacher Romano utilize contextualization?
What degree of contextualization is presented in the
sample lesson?
Which part in Teacher Romano’s lesson showed the
REACT Strategy? Outline the portions that
demonstrated the REACT strategy.
LOCALIZATION
When the students perform the
activity
Was the anticipated learning outcome realized through
the REACT Strategy?
YES
As a teacher, can you replicate any lesson or topic
using the REACT Strategy? How?
Yes, especially in sessions that
involve direct experience to
guarantee that the learners
understand the process or steps of
a particular topic.
Presenting local materials may
encourage greater learning and
make the content more relevant to
the students.
REACT methods can be used to
ensure learners' active engagement
and even to build a suitable
learning environment.
The REACT approach ensures that
students participate actively in
order to encourage enjoyable and
active learning.
REACT technique was more
effective and recommended for
use in a class when the students
needed direct experience.
The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers establish a teachinglearning environment where problem-based and work-based approaches work. The strategy allows learners to retain the knowledge and
information of the lesson. Learners establish connections between what they learn and how that knowledge can be used. The strategy
increases the motivation of the learners to a higher level (CORD, 2016).
20
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 3
You were assigned to teach in a community with learners from an indigenous group. Think of a topic that you will be discussing and
Write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive, culture-responsive and relevant education for
your learners.. Use the template below. Be ready for a discussion with your mentor and colleagues.
Lesson Outline using REACT Strategy
Topic or Competency
1. What kind of discussion or activity might help learners in RELATING to the concept?
2. What kind of activity would enable learners to EXPERIENCE the concept?
3. How can learners be shown the way that concept is applied, or they can APPLY it themselves
in a way that simulates an industry situation or other real-life problem-solving scenario?
4. How will the experience be set up so that learners have the opportunity to interact and
COOPERATE in one another’s learning?
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new and
unfamiliar situations?
Responses
Naisasagawa nang palagian ang
pagtulong sa pananatili ng kalinisan at
kaayusan ng paligid para sa mabuting
kalusugan..
To encourage active learning, provide a
self-made story with a known name and
location on the area.
Ask the students to act or respond to a
real-life issue that promotes the
preservation of a safe and healthy
environment.
The teacher may perform a role-playing
session or narrate a tale in which the
students take on the role of the character
and experience the scenario firsthand.
Provide a group activity that will support
the lesson's purpose while also
addressing the learners' various learning
styles and allowing them to engage
depending on their interests.
Encourage students to apply what
they've learned in class to their homes
and communities, and ask for comments
on how well their activities have worked
out.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
21
lOMoARcPSD|28347493
Summary
•
REACT Strategy is a constructivist approach to teaching that incorporates five essential learner engagement strategies:
º
Relating: Relating links the concept to be learned with something the student already knows.
º
Experiencing: Experiencing allows learners to discover new knowledge through hands-on activities. º
Applying: Applying relates learner’s knowledge to the real-world situation.
•
22
º
Cooperating: Cooperating involves solving problems as a team to develop collaborative skills.
º
Transferring: Transferring paves the way for application of learning in the new situation and contexts.
The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers
establish a teaching-learning environment where problem-based and work-based approaches work. The strategy allows
learners to retain the knowledge and information of the lesson. Learners establish connections between what they learn and how
that knowledge can be used (CORD, 2016).
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Module 2 – Building Relationships with the Wider
School Community
Intended Module Learning Outcomes
Required Tasks
At the end of this module you should be able to:
•
establish strong partnership with the wider school
community and involve them in the teaching- learning
process;
•
maintain learning environment that are responsive to
learners’ needs by engaging parents and the wider school
community in the educative process; and
•
comply with and implement school policies and
procedures to foster harmonious relationships with
learners, parents, and other stakeholders.
•
Scenario analysis
•
Preparing an action plan (Portfolio Output)
•
Formative assessments
•
LAC Session
Required Resources
•
DepEd Order no. 42 s. 2017 on the National Adoption
and Implementation of the Philippine Professional
Standards for Teachers.
•
Republic Act no. 232 on An Act Providing for the
Establishment and Maintenance of an Integrated
System of Education (year?)
•
School Governing Council manual
Module Outline
Session 1: Community as a Resource in the TeachingLearning Process
Session 2: The School and Community Relationships
Session 3: Strengthening and Sustaining Good
Relationships with the Parents/ Guardians and the
Wider Community
Estimated Time required: 2 hours
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
23
lOMoARcPSD|28347493
Session 1 – Community as a Resource in the Teaching-Learning Process
Prior Knowledge Assessment
Identify the term being referred to in the following statements. Choose the letter of the correct answer from the box below and write it on the
space provided.
A. Action Plan
D. School community
B. Partnership
E. School Governing Council
C. Stakeholders
F. Parent-Teacher Association (PTA)
Statement
Answer
Feedback
1. It is a school association composed of parents/guardians and teachers,
which serves as support groups and partners of the school for the
welfare of the learners.
F. Parent-Teacher
Association (PTA)
The PTA may act as a school's support
organization and partner in the
students' welfare.
2. It is composed of government agencies, NGOs, Alumni, Parents,
retirees, and other sectors in the community which give support to
the school in the achievement of its goals and objectives.
3. It refers to the sustainable governance structure that operates under
the principle of shared accountability and responsibility among
school community stakeholders.
E. School Governing
Council
4. It is a detailed list of the steps or tasks that you need to accomplish
to attain the goals set.
A. Action Plan
5. It is a relationship between the school and the community,
organization, or individual who seeks a common goal, which is to
contribute to the learning outcome of the children.
24
C. Stakeholders
D. School community
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
Stakeholders can help the school
accomplish its aims and objectives by
providing assistance.
The School Governing Council is
guided by the notion of shared
accountability and responsibility
among all stakeholders in the school
community.
Action Plan was a list of the stages or
tasks you'll need to do to meet your
objectives.
The school community strives for a
single goal: to contribute to the
children's learning outcomes.
lOMoARcPSD|28347493
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
25
lOMoARcPSD|28347493
Key Topic 1:
The School Community and the Teacher
Bronfenbrenner (1994) said that there are numerous factors that
affect child development. Among these factors are the
interaction of different social spaces that the child is exposed to
such as the home, school, and communities. Epstein (2011)
contends that when the dimensions of social spaces and the
‘spheres of influence’ overlap, development is further
enhanced. As a teacher, it is very important to facilitate the
interaction of the child and the school community.
According to the Australian Council for Educational Research
(2013), “When partnerships are well-planned, sustainable,
collaborative, and based on a mutual sharing of expertise,
knowledge, resources and skills, they are effective and are able
to make an impact.” When different stakeholders recognize
each other’s contributions and learnings and are able to
collaborate to create quality and relevant programs, partnership
outcomes improve. Schools and business and industry groups
derive mutual benefits by strengthening links with each other.
Partnerships pave the way for opportunities for learners,
additional training resources for teachers, and a pool of welltrained workers for industry. Through these partnerships,
stakeholders and the community are able to:
•
Share knowledge and expertise with schools
•
Offer learning opportunities to learners
•
Provide industry and career mentoring to learners
support adolescent and adult learners to become more
productive and more involved in their communities which
overall creates a positive impact on industry and the society at
large.
Some concepts you must be familiar with:
•
School Community refers to the different individuals,
groups, businesses, and institutions that invest in the
well-being and vitality of the public school and its
community — that is, the neighborhoods and
municipalities served by the school.
•
Wider School Community – refers to both internal
and external stakeholders.
•
Partnership refers to linkage or relationship
established by DepEd with other organizations to
implement projects or programs aligned with the K to
12 curriculum.
•
A stakeholder is anyone concerned in the welfare and
the progress of a school and its learners, including
administrators, teachers, staff, learners, parents, other
LGU Officials, and Non-Government Organizations.
•
Adopt-A-School Program refers to a program
where any qualified private individual, group,
organization or institution offers to provide public
school assistance during a given period in a particular
area of its education program.
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help
26
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Introductory task I or E:
Identify if internal or external stakeholder
Teachers:
Teachers: INTERNAL STAKEHOLDER
Students:
Students: INTERNAL STAKEHOLDER
LGUs:
LGUs: EXTERNAL STAKEHOLDER
NGOs:
NGOs: EXTERNAL STAKEHOLDER
Civil Society:
School
Civil Society: EXTERNAL STAKEHOLDER
administrator:
School administrator: INTERNAL STAKEHOLDER
Optional Task: Complete the table
Get to know your community. Complete the table below to get
acquainted with your school community. If you have no answer
for some items, you may leave it blank.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
27
lOMoARcPSD|28347493
YOUR SCHOOL
Name of School Community (School name and Barangay):
Description (name, location, background, etc.)
1. Type of community (urban, rural, etc.)
2. Topography
3. Available establishments
4. Tourist spots/parks
5. Indigenous group/s (if applicable)
6. Religion
7. Celebration/feasts
8. Source of income
9. Songs/folklores
10. Local heroes
11. Learning Resource Centers/Learning Hub
28
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task No. 1: Scenario Analysis
Questions:
Analyze the scenario below and answer the following questions.
1. Why did Ms. Ramos talk to the Barangay Captain?
Scenario 1:
Bucao Integrated School adopts a blended learning modality. Miss
Lanie Ramos’s Grade 1 class is composed of 30 pupils. Every
Monday and Wednesday, Group A, which is composed of 15
pupils, comes to school for face to face class with her; while
Group B stays at home and does online learning, and vice versa
during Tuesdays and Thursdays. During parents’ orientation on
the new modality of learning, she found out that 6 of her pupils
do not have any gadget at home.
On her way home one afternoon, she happened to pass by the
Barangay Hall. She saw that no one was using one of the
computers in the hall. She thought of borrowing it during
online classes for the six learners without gadgets. She went to
their School Head and asked if she could coordinate with the
Barangay and ask to use the spare computers. The School
Head let her arrange a meeting with the Barangay Captain as a
representative of the school and asked if it would be possible to
borrow the computer for their online classes. The barangay
captain invited Mrs. Alma Abela, a businesswoman, who also
expressed her eagerness to help the school and their learners and
offered some of her computers to be donated to the Barangay. Ms.
Ramos thanked the Barangay Captain and Mrs. Abela for their
generosity. The next day, Ms. Ramos immediately told the School
Principal about it. The School Principal prepared a Memorandum
of Agreement with Mrs. Abela which was passed to The
Schools Superintendent for approval. Ms. Ramos called the
parents of the six pupils and they were very grateful for Ms.
Ramos’ initiative.
She wanted to know whether she
could borrow the Barangay's extra
computer so that her six students
who don't have recourse gadget for
their online class might use it for
their studies.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
29
lOMoARcPSD|28347493
2. What was the Memorandum of Agreement the
School Principal made for?
3. If you were Ms. Ramos, would you do the same?
Why?
The memorandum of agreement
Yes, as stated in the scenario, Ms.
that the school principal made was
Ramos has a wonderful heart and
an agreement between the school
has
and Ms. Ramos that will be
children with their education.
authorized by the Superintendent
in order for her to become an
official stakeholder in the school
or a donor of the essential
computers.
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
always
desired
to
assist
lOMoARcPSD|28347493
30
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
4. What will you do to show appreciation and gratitude to
them?
As long as I am able, I will always
open my door to assist the
Required Task No. 2: Action Plan (Portfolio Output)
This activity will be submitted to
your mentor as an output of the
Course. Organize and compile this
activity into a Portfolio.
unfortunate children and even
supply other required resources.
The school is organizing classes through different modalities to
respond to the inability to conduct face-to-face classes due to a
national health crisis. Your students, who came from low-income
families do not have the means to participate in classes that
require gadgets and technologies. While checking your learners’
Learner Enrolment and Survey Form (LESF), you found out that
most of your learners’ parents are incapable of providing
academic guidance that affects the learners’ performance in
class.
Given this situation, you decided to prepare an Action Plan to
identify problems and provide solutions. You also decided to
involve the community with the help of the parents as well as
other stakeholders.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
31
lOMoARcPSD|28347493
I.
Identify Problems:
Before you make the Action Plan, you need to identify the root cause of the problems. Identify these problems and
accomplish the table in a LAC Session with your mentor. You may also refer to the existing action plans from the school to
accomplish the tasks.
Observable Problems:
Reasons:
Resources:
Action:
Action:
What are the problems that
hinder the learning process
during this time of
pandemic?
What might be the reason?
What resources do you have in
your school community that
you can utilize in easing out
the identified problems in
your school community?
What can you do as their
teacher?
What can your school do to
face the challenge?
Are there any efforts your school
is doing to ease the problem?
Availability
of
internet
connection
and
gadgets.
Lack of finances
A learning module
Visit each home
Look for someone
of the families
that may be sent to
while
carrying
who can help the
their
house,
their instructional
school keep the
allowing them to
modules. Look for
students informed
continue
stakeholders
and up to date on
studies
they
their
even
don't
if
have
access to a device.
that
can assist me in
keeping
my
the lectures.
Consulted
the
students informed
Barangay officials
and updated about
to be given aid
our lesson.
and assistance in
visiting
and
students
distributing
learning modules.
32
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
II.
Make an Action Plan
The identified problems can be solved by planning before execution. Continue this activity by filling out the table below.
Action steps:
Responsible Personnel
Time frame
What tasks should be done?
Who are the people to perform the tasks? When should the tasks be
accomplished?
Potential barriers
What hinders the accomplishment of
these tasks?
Maintain a positive
Teachers and
connection
with
Principals as well as
stakeholders and the
offices
the learners’ parents.
funding required for
government
Year around
The availability of
by coordinating with
the
as
potential
stakeholders
many
as
search
stakeholders
feasible.
satisfy
for
to
school
demands.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
33
lOMoARcPSD|28347493
Summary
In this session, we learned the following concepts:
34
•
It is important to know the profile of your school
community and the roles of teachers and other
stakeholders.
•
There are different resources from the community
which can contribute to the facilitation of learning. It is
important to identify these resources and involve the
community in finding solutions to problems
concerning student learning.
•
As a teacher, it is helpful for you to formulate an action
plan to solve emerging problems in and outside of
your class. Involving the parents/ guardians and the
wider school community are important in the learning
process.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Session 2: The School and
Community Relationships
•
Key Topic 1: Laws and Existing Policies
Establishing good relationships with the school community
bears rewarding results over time. As you transition towards
being a public-school teacher, teaching will not only be your
primary duty. Relating to your learners, co-teachers,
colleagues, and the wider community will be essential in
creating a healthy environment both for you and your learners.
In this part of the module, you will learn more about existing
policies that anchor to this concept.
Read the following laws and policies that you need to know in
alignment with establishing good relationships with your
school community:
•
Republic Act 9155 or the “Governance of Basic
Education Act of 2001” Chapter 1 of Section 2,
provides the principles that guide the implementation of
the act and the application of its rules:
º The parents and the community shall be encouraged
for active involvement in the education of the
child. The participation and coordination between
and among schools, the local school boards, the
Parent Teachers Associations (PTAs) must be
maximized; and
º
Volunteerism from among all sectors shall be
emphasized and encouraged to ensure sustainable
growth and development in education.
Batas Pambansa Blg. 232 Section 3, Chapter 2, states
that it is “the policy of the state to establish and
maintain a complete, adequate and integrated system of
education relevant to the goals of national development”.
The educational system is expected to contribute to the
following national development goals:
1. To achieve and maintain an accelerated rate of
economic development and social progress;
2. To ensure the maximum participation of all the
people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and
consciousness and preserve, develop, and
promote desirable cultural, moral and spiritual
values in a changing world.
The State shall encourage local initiatives for improving the
quality of basic education. The State shall ensure that the
values, needs, and aspirations of a school community are
reflected in the program of education for the children, outof-school youth and adult learners. Schools and learning
centers shall be empowered to make decisions on what is
best for the learners they serve.” In school governance,
stakeholders with harmonized perspectives and experiences are
crucial in improving the lives of children, youth, families and the
community. These groups of stakeholders may be formally
represented in a governance structure in the school system. In the
SBM Framework and Standards adopted by the DepEd, these
School Governance structures are called School Governing
Councils (SGCs). They are composed of:
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
35
lOMoARcPSD|28347493
Internal Stakeholders
º
Students and student organizations
º
Parents of students/pupils and Parent
associations
º
Teachers
º
Non-teaching and
º
Teacher Associations in the school
External Stakeholders
º
Various Government Agencies º
•
The SGC provides a forum for parents, students,
teachers, community stakeholders and the school head
to work together towards continuously improving
student learning outcomes. SGCs provide the
opportunity and the environment to (DepEd- BESRA,
2009)
•
Some of the activities that would involve the parents/
guardians and the community are Brigada Eskwela,
Family Day, Recognition Day, Festival Celebrations,
Clean-Up Drive, Career Guidance Day and many
others.
Non-Government Agencies
º
Civic and Social Organizations º
Alumni
36
º
Retirees
º
Professionals
º
Basic Sectors: Businesses, Fisherfolks, Farmers,
Indigenous People, Cultural Minority, others
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 1
Write TRUE if the statement is correct and FALSE if not.
Statement
Answer
1. The wider school community can be a source of
learning.
TRUE
2. Batas Pambansa Blg. 232 is also known as An Act
Providing for the Establishment and Maintenance of an
Integrated System of Education.
TRUE
3. The community is required to provide the needs of the
school.
FALSE
4. The School Governing Council (SGC) is accountable to the
learning of the students in the school.
FALSE
Feedback
The school is conducive to learning when it has a harmonious
interaction with the community.
This policy intends to construct and maintain a
comprehensive, appropriate, and integrated educational
system that is relevant to national development goals.
The community was not compelled to meet the school's needs,
but they might assist the school in meeting those needs.
The learning of the kids was not the responsibility of SGC.
Because an SGC's role is to create a platform for parents,
students, teachers, community stakeholders, and the school's
principal to collaborate and improve student learning
outcomes.
5. Frequent communication with the learners’ parents/
guardians contributes to a healthy school-community
relationship.
6. A farmer or fisherman in the community is considered
an Internal Stakeholder of the school.
FALSE
7. The school alone can provide for the life-long learning
skills the learners need.
FALSE
8. During Family Day, teachers get the chance to know the
parents/ guardians and some of the members of the family of
the learner.
TRUE
9. Having open and healthy communication between the
teacher and the learners’ parents/ guardians has nothing to
do with the academic nor in the social behavior of the
learner.
FALSE
Having a healthy relationship to the learners’ parents/guardian
may be extremely beneficial to the students' learning process.
TRUE
Having a positive relationship with the community can help
learners learn more effectively.
10. An established linkage between the teachers/ school and
the community can help in the development of the learner.
TRUE
School should maintain a harmonious relationship to the
community especially to the learners’ parents/guardians.
Internal stakeholders are those who have a direct connection
to the institution.
To create a secure and pleasant learning environment, the
school need community assistance.
Providing various school activities that foster relationships
between students and their parents/guardians may be
extremely beneficial to the students' learning process.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
37
lOMoARcPSD|28347493
Required Task 2: Scenario Analysis
Read the Purpose, Mission, Statement and Guiding Principles
of the School Governing Council from the Manual on School
Governing Council and other relevant documents that can help
you analyze the scenario such as the Magna Carta for Public
School Teachers, etc. After reading, analyze the scenario below
and answer the questions given:
Questions:
1. As an adviser of one of the classes in Grade 1, what
should you do to gain the trust and confidence of
the parents and the community? Limit your answer to
200 words (maximum)
You may hold a meeting to promote the
Scenario 1
You are a newly-hired teacher following the retirement of
Teacher Glenda, a teacher who devoted her life to teaching Grade
1 in your present school. Teacher Glenda was always on time for
her class and as soon as she arrives in school, she prepares all
her learning materials and sees to it that the entire classroom
and surroundings are clean before the learners arrive. In the
afternoon, she always makes sure that learners who needed
remediation were attended to. She often lets those who can
hardly read to stay so she can teach them to read.
benefits of having a positive relationship
between the school and the community.
Allow them to perceive and understand
the school's situation in order to provide
a healthy learning experience for the
students. Showing care and treating them
as if they were your own child is an
Every parent in the community wants his/her child to be taught
by Teacher Glenda. Upon learning that she has already retired,
you heard most of the Grade 1 parents talk about transferring
their children to another school.
38
excellent way to acquire the trust of the
parents and the community.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
2. Who are the persons in the school community that
you can tap to help you establish a good
relationship with parents?
3. In what ways can you better communicate with the
parents?
Because most parents want the best for
We might tap our students and seek our
their children, you can use this concern
administration for permission to organize
to gain their support and trust by simply
a school activity that would benefit both
demonstrating how much you care for
teachers and parents, especially the
them. This will be beneficial for all of
students to maintain and develop a
you, particularly because it will help us
positive connection with parents and the
to use appropriate teaching techniques,
community.
monitor students' academic performance,
and even discipline students.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
39
lOMoARcPSD|28347493
Key Topic 2: The Community
Involvement Continuum
•
Communication is the foundation of good
relationships. It is essential to involve your learners’
parents and the community in the learning process.
Giving regular updates on their child’s progress and
involving parents in planning learning interventions will
build their confidence and trust in you as a
teacher.
•
Plan out the involvement of the community. The
framework below is helpful in planning out how you can
involve and empower the stakeholders:
•
In the digital age, there are so many communication
platforms to choose from. It is important to survey
what is available and accessible to the community.
Most importantly, you need to develop and sustain a
communication system where every stakeholder can be
informed and updated.
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
40
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 2: Complete the table
At the beginning of the school year, the Department of Education implements the Brigada Eskwela. As a teacher, how can you
involve the school community and the school’s stakeholders on this initiative of the Department? Identify appropriate
approaches/activities/tasks/strategies you can use to involve the community. The first row is done for you.
Community Involvement Level
Goal
Activities/Tasks/Strategies
Inform
To provide the community with balanced,
objective information to assist them in
understanding the problem, alternatives and
solution.
Conduct information drives on certain community
issues or advocacies
Infer
To obtain community feedback on analysis,
alternatives, and decisions.
Gather information about community issue
and put together to design an evaluation
Involve
To work with the community throughout the
process to ensure that their concerns and
aspirations are consistently understood.
Coordinate with the community and discuss
about their concern.
Example:
To partner with the community in each aspect of
the decision.
Integrate
To synergize the effort from all the stakeholders
to reach the goals
To have school and community effort to
improve student and community learnings.
(to solve school problems)
Empower (INVEST)
Maintaining a positive relationship with the
community, as well as initiating and
To provide shared leadership of community-led
recommending a magnificent initiative for
projects
the improvement of the school and the
with final decision-making at the community level.
learning process.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
41
lOMoARcPSD|28347493
Summary of Key Learning
42
•
The School Governing Council (SGC) is accountable to
the school community for improved learning outcomes
(A Manual on School Governing Council).
•
School and community partnership are a tie between
schools and community resources.
•
Communication is the foundation of good
relationships. Same with your learners’ parents and the
community, it is essential to involve them in the
learning process.
•
Giving regular updates of their child’s progress and
involving parents in planning learning interventions will
build their trust and confidence in you as a teacher.
Frequent
communication
with
the
learners’
parents/guardians contributes to a healthy schoolcommunity relationship.
•
There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5) Empower.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Session 3 – Strengthening and
Sustaining Good Relationships with the
School Community
Reach out to your colleagues (preferably newly-hired teachers) and share your thoughts with your coteachers. Write down the ideas you got from them:
Preliminary Activity:
During my first month of teaching I
During your first month of teaching, were you able to get
to know the parents of your learners? What were your struggles
and how did you overcome them? Limit your response to 200
words.
was able to get to know some of the parents of
my
pupils.Some
of
my
struggles
was
communication with other parents and lack of
participation of school activities. We all know
that a good relationship between families and
schools is a top factor in positive students
outcomes.But when families are hard to reach
or seem reluctant to participate ,building those
relationships can be tough.I overcome those
struggles by offering the option or having
meetings over the phone or via video
conferencing for those parents that are not able
to attend the meeting.And let them know that I
want to work with them towards our shared
goal of helping their child thrive.
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
43
lOMoARcPSD|28347493
Key Topic: Role of Parents? (K
Melhuish, S., E. Sammons, P. SirajBlatchford, & B. Taggart (2004))
•
A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of
issues and solutions related to the overall school program
and ensure that parents cooperate fully in the effective
implementation of the program (DepEd Order 54, s.
2009).
•
At the end of every School Year, it is essential to give
recognition to parents who actively share their time,
talent, and finances in your class. Recognize the
parents who fully supported their children may it be
academically or in co-curricular activities.
Concepts:
44
•
Research shows that parents who get involved in
the learning process of their children lead to an
improved learning outcome.
•
Parental Engagement is the sharing of responsibility of
both parents and teachers to meet the educational needs
of the children.
•
A healthy relationship with frequent communication
between the teacher and the parents benefits both.
Teachers learn about the learners’ characters and
attitudes through their parents and teachers get to
understand their behavior. In the same way, parents learn
from the teachers how his/her child behaves in school
and what support they could give to the child to improve
his/her learning outcome.
•
Having parents who are involved in the educative
process is essential in the education of the learners.
Teachers find it easy to check learner’s
homework and evaluate the development of the
learners. Having parents who are involved in the
school can help in addressing the learners’ needs.
•
The more the parents are involved in the school
activities of the learners, the more the parents feel that
they are welcome and trusted. In return, the school
receives more support from them through
volunteerism, funding for school projects, active PTA
organization and support/involvement in school
activities.
Required Task 1: Writing
The following are some common school situations. Write the
strategy that you think will best suit the situation to be able to
create a good relationship with the parents/guardians and the
wider school community. Limit your response to 100 words for
each situation.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
1. Claire is always absent and you never receive an
excuse letter from her parents/guardians.
2.
When a student is chronically absent,
contacting parents is usually effective
especially if you emphasize how you've
missed the student in class and hope he or
she is all right, rather than demanding to
know the reason for the absence. It's also
helpful to have a conversation with the
student the next time they attend class,
stressing that you've noticed their absence,
and you care about them and their education.
I always try to avoid asking a student why
they've been absent. In my experience, if
they've been absent for a legitimate reason,
they'll tell you. Other times, there are
personal or family issues they may prefer
not to share. When a student with a string of
absences returns to class, it's important to
welcome them back and help them get up to
speed on missing work. Giving your
students a hard time about poor attendance is
counterproductive and doesn't make them
want to return to school in the future.
Your lesson for tomorrow is about different professions/jobs. You want your learners to meet professionals and
those working in the community. In planning the lesson, you wanted to prioritize the safety and maximize the
learning experience at the same time. You thought about conducting a field trip but it will be very costly and
will require rigorous planning to make sure that the activity will be safe. What is an alternative way to conduct this
activity?
Field trips are often considered a key part of the
school experience. Students often look back on
them as some of their favorite and most
memorable days of school. However, traditional
field trips are not always feasible options. They
can be expensive, time-consuming to organize,
and quite stressful in action.
Perhaps your most simple and convenient
option for a field trip alternative is to show your
class about documentary of different
professions/job. Movies have a very unique
ability to transport our learners to other places,
and documentaries in particular can be very
educational and revealing about a faraway place
or topic. No matter the subject, you can find a
documentary that your students will be
interested in.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
45
lOMoARcPSD|28347493
3. Mrs. Cruz, a parent, went to your class confronting you
because her daughter told her that you moved the child’s
seat away from her friends to make her concentrate on
your lessons. Your actions were triggered by her non
submission of assignment and throwing a crumpled
paper at you. How will you explain your side to Mrs.
Cruz?
Instantly thank the parent for bringing her
concern to your attention. Apologize for
both the problem and for causing parents
concern. Take any steps necessary to calm
Mrs. Cruz and help her to relax.
Discuss with Mrs. Cruz about misbehavior
of her child in a nice way and the reason
why you move her child away from her
friends to make her concentrate on your
lesson. Be careful the language used when
communicating with parents. End your
conversation by reiterating that you’re going
to take care of the problem.
46
4. The general PTA meeting is fast approaching and you
need to ensure at least 90 percent attendance of parents.
How are you going to invite the parents to ensure their
attendance and participation?
To ensure their attendance and participation
I will send home personal letters to notify
parents of conference dates. Outline an
agenda that will interest them and emphasize
the importance of the conference to their
children's education. Schedule conferences
for students who have siblings in the same
school first and coordinate conference times
with the siblings' teachers. Do everything
possible to avoid scheduling siblings'
conferences on different days or at widely
disparate times. Base the length of the
conferences on the needs of the students. If
necessary, schedule two consecutive periods
with parents you suspect might require more
time. Send home personal invitations to the
conferences and ask parents to RSVP by a
specific date. Telephone parents who do not
respond and encourage them to attend. Send
home reminders one week before the
conferences. Contact parents who do not
show up and try to reschedule.
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.
NO
1. Benedick, a Grade 1 pupil, never speaks
of Teacher Consuelo. Teacher
Consuelo seeks for advice from Benedick’s
previous teachers. Contrary to what she knows,
the teachers said that Benedick was a talkative
pupil. During the distribution of cards, she
talked to the student’s mother and found out that
after his father’s death, he got upset, which led
to Benedick’s
disinterest in socialization. Teacher
Consuelo consulted Benedick’s condition
with the School Guidance Counselor.
YES
NO
NO
2. Mrs. Maureen De Cello was an alumna of
Bucao Integrated School and a mother of a
Kinder learner in the same school. She was
impressed by the improvements made in the
school and expressed her willingness to
contribute to the further improvement of
the school. She asked the teacher of her
daughter, of what else she can contribute
to the school. However, nothing came into
fruition.
in
3. Angelo always skips class every afternoon. He
never does his assignments too. He is one of the
struggling learners in Ms. Bada’s class. Since he
has been acting this way for almost two weeks,
Ms. Bada immediately called his father, Mr.
Cruz and set an appointment. She told Mr. Cruz
of Angelo’s behavior in school and he promised
that he will be watchful of Angelo.
NO
4. During the online class where Janna is
attending, she failed to understand the
instructions of the teacher because of internet
connection failure. Mrs. Manza, her mother,
sent a message to her teacher and asked for
further discussion about the instruction
because Janna was not able to
get it correctly. Her teacher did not respond to
her.
5. Mrs. Hugo sent three activity sheets to
Lerio’s house through the Barangay Health
Worker (BHW) for her to answer. As soon as
Lerio finished answering, her mother
brought back the activity sheets to school. She
explained that she is on her way to the market
so she didn’t wait for the BHW to come over
and get back the activity sheets. Mrs. Hugo
was very grateful.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
47
lOMoARcPSD|28347493
Summary
Optional task:
List down top 5 strategies to increase parental involvement in
school and share it with your co-teachers.
•
Parents/guardians are the first teachers of every
child. Parents/guardians who involve themselves in
their children’s education tend to develop a child who
loves and enjoys learning. It is also the
parents/guardians who can help the teachers in giving
extra support to struggling learners.
•
Parents play a vital role in the educative process of
the child. They should be supported, assisted and
empowered to take on responsibilities in the learning
process.
•
A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of
issues and their solutions related to the overall school
program and ensure that parents cooperate fully in the
effective implementation of the program (DepEd Order
54, s. 2009).
•
Research shows that parents who get involved in
the learning process of their children lead to
improved learning outcomes.
•
Parental Engagement is the sharing of responsibility
of both parents and teachers to meet the educational
needs of the children.
1.
1.
CONNECT PARENTS AND SCHOOLS
2. 2. CREATE AN ORGANIZATION STRUCTURE
3. CONSIDER PARENTS TIME
3.
4. IDENTIFY
4.
AND
SUPPORT
LEARNING
ENVIRONMENT
5. HOME VISITS AND PARENT TEACHER
5.
48
CONFERENCES
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Glossary
Community
A barangay where the school is located. However, it may also be expanded to refer to the following; a.
adjacent barangays where a significant number of children enrolled in the school come from b. Municipality/
City/Ancestral domain (DepEd Order No. 44 s. 2015). It is a shared attribute of the people and/or the strength of the
connections among them which led to continuous improvement.
Contextualization
The educational process of relating the curriculum to a particular setting, situation or are of application to make the
competencies relevant, meaningful and useful to all learners
Contextual Teaching and Learning (CTL)
An approach involving active learners in the learning process to discover the concepts learned through to
knowledge and experience of the learners.
External stakeholders
Individuals or groups who have an interest in the product, but do not produce or consume it directly. These groups
are the parents, LGUs, NGOs, alumni, private organizations, and companies.
Indigenization
A process of enhancing curriculum competencies, education resources, and teaching-learning processes in relation to
the context of the learners’ community
Internal stakeholders
Individuals or groups who directly produce and consume the product (education). These are the groups in the school
like teachers, pupils, and staff.
Localization
The process of relating learning content specified in the curriculum to local information and materials in the
learners’ community
Parent-Teacher Association
An organization operating in a school both in elementary and in high school. It is composed of all parents, enrolled
students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel (DO 54 s. 2009)
REACT Strategy
The curricula and instruction based on contextual learning should be structured to encourage the five
essential student engagement strategies: relating, experiencing, applying, cooperating, and transferring
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
49
lOMoARcPSD|28347493
50
Resources
Supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order
to function effectively (Merriam Dictionary).
School Governing Council
A sustainable governance structure in school to produce stable and effective leadership which underpins achievement of the
school’s objectives. It is composed of various gov’t agencies, non- government agencies, students, civic and social
organizations students organization, alumni, parents of students, parents of alumni, parents association, retirees,
professionals in the school, basic sectors (business, fisherfolk, farmers, indigenous peoples, cultural minorities
and others) ( DepEd SGC Manual)
Stakeholder
A person who has an interest or concern in the organization at hand. In terms of education, a stakeholder is someone
who has a vested interest in the success and welfare of a school or education system. This includes all parties that are
directly affected by the success or failure of an educational system, as well as those indirectly affected.
(Roundy, 2016).
Teaching-learning process
Processes by which learners acquire the necessary competencies and skills for lifelong learning
Zone of Proximal Development (ZPD)
The difference between what a learner can do without help and what he or she can do with help
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
References
Bronfenbrenner, U . (1994). Ecological models o f human development. I n T. Husen & T. N . Postlethwaite (Eds.), International
encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford , UK : Pergamon.
Government of the Philippines, Department of Education. Basic Education Sector Reform Agenda (BESRA). Manual on School
Governing Council (2009). Pasig City.
Government of the Philippines, Department of Education. D.O no. 42 s. 2017 on the National Adoption and Implementation of
the Philippine Professional Standards for Teachers. Pasig City
Senate of the Philippines, Republic Act no. 232. An Act Providing for the Establishment and Maintenance of an Integrated System
of Education. 1982. Manila City
Government of the Philippines. Department of Education. http:/;m /www.deped.gov.ph 2015. Adopting the Indigenous People Education
Framework. DepEd Order No. 32, s. 2015. Manila.
Breaking Through: Contextualizing Toolkit. (2010). Literacy Information and Communication System. http://lincs.ed.gov/
professional-development/resource-collections/profile-233
Center for Occupational Research and Development, accessed June 15, 2020, https://www.cord.org/index.php.
“How We Teach.” Contextual Teaching and Learning Toolkit (2016). Accessed June 15, 2020. http://cordonline.net/CTLtoolkit/ how-weteach.php.
“Learning Theories.” Contextualized Teaching Strategies. Accessed June 15, 2020. http://contextualizedteachingstrategies.
weebly.com/learning-theories.html.
Curriculum Contextualization published September 9, 2016, retrieved from https://www.slideshare.net/rtipolo/contextualizationpresentation
Hudson,C.C.,& Whistler, V.R. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemics, Cybernetics and
Informatics, 6(4),54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
51
lOMoARcPSD|28347493
Journal of Physics: Conference Series, Volume 895, Number 1, Published September 1, 2017, IOP Publishing Ltd. retrieved from
https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012171#:~:text=The%20Contextual%20 Teaching%20and
%20Learning,and%20experience%20of%20the%20students.
Teaching and Learning in Adult Contexts. (2007). National Centre for the Study of Adult Learning and Literacy. http://www.
ncsall.net/fileadmin/resources/teach/jacobson/pdf
Sylva, K Melhuish, E, Sammons, P Siraj-Blatchford, I and Taggart, B (2004) Effective Pre-School Education. Final Report. DfES.
London: Institute of Education
“Inform, Consult, Involve, Collaborate, Empower. INTOSAI Journal.” INTOSAI Journal, April 29, 2019. http://intosaijournal.org/ informconsult-involve-collaborate-empower/.
“Community Engagement.” Edmonton Community Development Company, August 15, 2020. https://edmontoncdc.org/
community-engagement/.
52
The Teacher Induction Program - Core Course 4
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.
It will be submitted to your mentor for verification and recording purposes.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make sure that
your mentor has checked your coursebook.
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
53
lOMoARcPSD|28347493
Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego
Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Ms. Ana-Sol Reyes
Senior Education Program Specialist,
TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Mr. Jerson Capuyan
Education Program Specialist,
TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Acknowledgments
Philippine National Research Center for Teacher Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane
Ma. Izella D. Lampos
Senior Program Manager II
Project Officer
Jeanny S. Burce
Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio
Warren Quisada
Angelo Uy
Marie Flo M. Aysip
Jeanette Alvarez
Jeaz DC Campano
Ian Harvey Claros
Alfredo G. Desamparo, Jr.
Jerome Hilario
Charito N. Laggui
Gayle Malibiran
Khristian Ross Pimentel
Josefino C. Pogoy, Jr.
Chinita Tolentino
Jennifer F. Vivas
Guide for Mentors and Newly Hired Teachers
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
55
lOMoARcPSD|28347493
Validators
Ricky Agbay
Zenylou Frias
Marie Eugenie Soriano Marina
Ma. Agie Amar
Clarivil S. Layug
Tagsip
Jonathan Baniaga Ms.
Carlos B. Llamas III
Ma. Sonia A. Tomalabcad
Noemi Baysa Alma
Jeanrick Deuna Nuñez
Reggie Tuazon
Belarmino Rageene
Maribel Perez Beverlyn
Gladys Uy
Vera Dueñas
Ramirez
Maria Lourie Victor
Nerio Benito Eseo
Frankie Delos Santos
Support Team
Ruth Mae Ellorin
Layout Artist
Aris L. Solis
Layout Artist
Roy Benson
NEAP ICT Technical Support
Pilot Testing Participants
Region IV-A
Region VI
Region VII
Division of Cavite
Division of Iloilo
Division of Bohol
Division of Quezon
Division of Batangas
56
Division of Negros Occidental
Division of Antique
The Teacher Induction Program - Core Course
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
Division of Cebu
Division of Negros Oriental
lOMoARcPSD|28347493
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)
lOMoARcPSD|28347493
Downloaded by mark aldrin trivino (markaldrintrivino@gmail.com)