Assignment
DepEd’s Mandate
THE DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
THE DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
OUR CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
OUR MANDATE
The Department of Education was established through the Education Decree of 1863 as the
Superior Commission of Primary Instruction under a Chairman. The Education agency
underwent many reorganization efforts in the 20th century in order to better define its purpose
vis a vis the changing administrations and charters. The present day Department of Education
was eventually mandated through Republic Act 9155, otherwise known as the Governance of
Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both
public and private; and provides for the establishment and maintenance of a complete,
adequate, and integrated system of basic education relevant to the goals of national
development.
Required Task 1: (2-5 sentences per question)
As a newly hired teacher in DepEd, what can you contribute to:
a. Promote quality education?
Answer:
As a newly hired teacher in DepEd, I can contribute to promoting quality education by
fostering a positive and inclusive classroom environment, incorporating innovative
teaching methods, and actively participating in professional development opportunities. I
am committed to understanding and addressing the unique needs of each student,
promoting a love for learning, and collaborating with colleagues to enhance the overall
educational experience.
b. Uphold equity in education?
Answer:
by implementing inclusive teaching practices that cater to diverse learning needs. I will
create a supportive environment that recognizes and values the unique backgrounds of
students, ensuring fair opportunities for all. Additionally, I will actively engage in ongoing
professional development to stay informed about equitable teaching strategies and
promote a classroom culture that fosters equal participation and success.
c. Respond to the needs of the learners?
Answer:
I will contribute by tailoring my teaching methods to address the diverse needs of
learners. I'll implement differentiated instruction, providing varied approaches to
accommodate different learning styles. Regular communication with students and a
willingness to adapt my strategies based on their feedback will be key in ensuring a
responsive and student-centered approach to education.
Session 2: Vision, Mission, and Core Values
Preliminary Activity
Self
Answer:
My vision as a teacher is to
inspire and empower students
to become lifelong learners. I
aim to create a positive and
inclusive
learning
environment where each
student feels valued and
supported.
Through
innovative
and
studentcentered approaches, I aspire
to cultivate not only academic
excellence but also critical
thinking, creativity, and a
passion
for
continuous
growth. My goal is to instill a
love for learning that extends
beyond
the
classroom,
preparing students to face the
challenges of the future with
confidence and curiosity.
My Vision Board
Class
Answer:
In my classroom, my vision is
to foster a vibrant and
inclusive
community
of
learners. I aspire to create an
environment where every
student
feels
respected,
engaged, and motivated to
explore their full potential.
Through
dynamic
and
interactive teaching methods,
I aim to cultivate a love for
learning and critical thinking.
My vision includes instilling a
sense of curiosity and a
collaborative spirit among
students, preparing them not
only for academic success but
also for the challenges of the
world beyond the classroom.
School Community
Answer:
In our school community, my
vision is to promote a culture
of collaboration, respect, and
continuous growth. I aim to
contribute to an environment
where students, teachers,
and staff work together
harmoniously, fostering a
sense of belonging and
shared purpose. Through
open communication and
support,
I
envision
a
community
that
values
diversity,
embraces
innovation, and prioritizes the
holistic development of each
individual. Ultimately, my
vision is for our school to be a
place where everyone feels
inspired to learn, teach, and
thrive.
Key Topic 1: DepEd’s Vision
Required Learning Task 1: Application
Scenario 1:
Teacher Johanna is a Grade 7 teacher at Jacobo Z. Gonzales Memorial National High
school. She encourages her learners to demonstrate their love of country through practicing
acts of kindness inside and outside the school premises. Provide at least two ways of
integrating this in her lessons. You may respond in 3-5 sentences.
Answer:
Teacher Johanna can integrate a love for the country into her lessons by incorporating
community service projects. For instance, she could organize a class initiative to clean up a
local park or engage in outreach programs, emphasizing the importance of contributing
positively to the community. Additionally, she can infuse patriotism into the curriculum by
exploring historical events and figures that highlight acts of kindness and service towards the
nation, connecting lessons to real-world examples of civic responsibility. Through these
approaches, Teacher Johanna instills a sense of national pride and encourages her students to
embody kindness as responsible citizens.
Key Topic 2: DepEd’s Mission
Required Learning Task 2: Application
Scenario 1.
One of the Grade 9 advisory students of Teacher Andrew is showing interest in joining
scouting. However, the student is very shy and timid. In what ways can Teacher Andrew help his
learners to gain confidence and participate in scouting? You may respond in 3-5 sentences.
Answer:
Teacher Andrew can support the shy Grade 9 student by creating a welcoming and
inclusive environment within the advisory class. He can facilitate small group activities or
discussions that encourage social interaction, helping the student build connections with peers.
Additionally, Andrew can provide gentle encouragement and positive reinforcement,
acknowledging the student's efforts and progress. By gradually exposing the student to
scouting-related activities in a supportive setting, Andrew can help boost the student's
confidence and make the transition to scouting more comfortable.
Scenario 2.
Teacher Helga is a Grade 1 teacher at Biñan Elementary School. She is teaching
Science. She wants to make sure that she can provide a child-friendly, gender-sensitive, safe,
and motivating environment in her class. What should she do to achieve this? You may respond
in 3-5 sentences
Answer:
To create a child-friendly, gender-sensitive, safe, and motivating environment in her
Grade 1 Science class, Teacher Helga can start by incorporating diverse teaching materials that
represent various backgrounds and perspectives. She should use inclusive language and
encourage open discussions to ensure all students feel heard and respected. Implementing
hands-on and interactive activities can make the learning experience engaging for all,
irrespective of gender. Additionally, establishing clear and consistent classroom rules fosters a
safe space, while positive reinforcement and personalized encouragement contribute to a
motivating atmosphere for every student.
Key Topic 3: The DepEd Core Values
Required Learning Task 2: Application
Scenario 1.
Teacher Luis is a Grade 10 guidance counselor and a Values Education teacher at
Arellano High School. One of his classes has a diverse religious background. One day, two of
the learners insisted that the class should start with a prayer led by an assigned student. This
leads to a heated debate arguing about their own religious and spiritual beliefs. How can
Teacher Luis mediate and help resolve the argument? (You may refer to Department Order (No.
32, s. 2013) and Department Order (69, s. 1990)).
Answer:
To mediate and resolve the argument in his Grade 10 class with diverse religious
backgrounds, Teacher Luis can promote understanding and respect by facilitating an open
discussion on the importance of inclusivity and diversity. Encouraging students to share their
perspectives and beliefs while emphasizing the value of mutual respect can help create a more
tolerant environment. To address the prayer request, Teacher Luis might propose a rotation
system, allowing students from different religious backgrounds to take turns leading a moment
of reflection or prayer. This approach fosters inclusivity, acknowledges various beliefs, and
promotes a harmonious learning atmosphere.
Scenario 2.
The DepEd Core Values teaches us the love for God (maka-Diyos), love for fellow men (makatao), love for nature (makakalikasan), and love for country (makabansa). Teacher Molina
inspires his Grade 2 learners to become a better version of themselves through exemplifying
qualities and characters of our national heroes. What classroom management strategies can
Teacher Molina employ to encourage learners to apply the DepEd core values in real life
situations?
Answer:
Teacher Molina can employ various classroom management strategies to encourage
Grade 2 learners to apply the DepEd Core Values in real-life situations. He can integrate
storytelling sessions about national heroes, illustrating how these figures embodied the values.
Through interactive discussions, he can engage students in conversations about the
significance of love for God, fellow men, nature, and country. Implementing collaborative and
hands-on activities that reflect these values, such as group projects or community service
initiatives, can provide practical experiences for students to apply what they've learned.
Additionally, positive reinforcement through praise and acknowledgment of students practicing
the core values reinforces a positive classroom culture.