MC MTB-MLE

Content and Pedagogy for

Mother Tongue
Module 4

DEXTER R. STO. DOMINGO Ed.D

College Instructor

Academic Year 2022-2023

First Semester

LESSON 1 – WEEK 1 & WEEK 2

I. Title

Language Teaching Strategies for Mother Tongue

II. Learning Outcomes

After completing this module, the student is expected to understand and get familiar with the different strategies in
teaching the macro skills in mother tongue.

III. Introduction

The two end goals of Mother Tongue-Based Multilingual Education are lifelong learning and communicative
competence. With the utilization of this native language which language is familiar to the learners, these goals appear to
be easily achievable. However, some teachers who have been assigned to teach the mother tongue are hesitant to
handle the subject because they lack the confidence due to their incompetence in the language as well as the dearth of
trainings in the use of the language.

In teaching the mother tongue, the initial focus from Grades 1 to 3, is the development of literacy and numeracy skills
and the learning of concepts about the language, skills and competence which will later on be transferred in the learning
of the second language (Filipino and English). As learning progresses, these macro skills - listening, speaking, reading,
writing and viewing spiral across grade levels and across languages. The ultimate goal is communicative competence in
both oral and written discourse in the three languages.

IV. Discussion

What is Teaching Strategy?

⚫Lawton define teaching strategy as a generalized plan for a lesson(s) which include structure desired learner
behavior in terms of goals of instructions and an outline of planned tactics necessary to implement the strategy.

⚫Mackenzie defined the terms strategy and teaching separately. For him, “Teaching refers to a system of actions
involving an agent, a situation, an end-in-view and two sets of factors in the situation-one set over which the agent has
no control and one set which the agent can modify with respect to the end in view. Controlling factors constitute the
means by which goals are achieved. These means are of two types: (1) material means i.e. subject matter, teaching
material and teaching aids; and (2) procedural means the ways of manipulation and implementation of the material
means.
⚫B.O Smith defined it as a pattern of acts that severs to attain certain outcomes and to guard against certain others.
Here we can find out the uses of strategy: (1) to ensure that learning will occur in as brief a time as possible. (2) to
induce students to engage in exchange of ideas. (3) to minimize the chance of wrong responses in learning concepts,
principles or facts. (4) to ensure the attainment of defined instructional objectives.

The 5 Macro Skills in Communication

1. Listening - This basic skill is about hearing and perceiving other people's opinions, and absorbing facts and emotional
intelligence derived from the spoken word. However, not every person must hear to listen. For example, deaf people
can use sign language or lip-reading to "listen", and they can, in their own way, be excellent listeners. Without good
listening skills, it can be difficult to get a grasp of new topics; building meaningful relationships can also be problematic.
In fact, listening well is one of the main components of a healthy relationship; both people need to remain committed to
listening to their partner.

2. Speaking - Speech is a vital form of self-expression; it is also an important tool for survival. For example, speech can be
used to indicate danger, or to defend against threats. The power of the spoken word is extreme - one only needs to look
at a political rally, and watch the crowd cheer or chant in unison to see what a rousing speech can accomplish. However,
again, people who cannot technically speak, such as brilliant scientist Steven Hawking, find other ways to communicate
their ideas. Speech is all about communicating thoughts to other people.

3. Reading - Literacy is the key to social progress; without the reading skills needed to get an education, citizens will lag
behind. Many people still struggle with illiteracy or learning disorders, such as dyslexia; however, there are excellent
new methods for tackling these issues. Reading is truly the fundamental skill of knowledge. Whether a blind person
reads braille, or a child reads a picture book with simple words, both are experiencing a profound educational tool.

4. Writing - Writing is another fundamental tool for expression ideas, facts and figures. Cursive writing and printing are
important methods, but both are slowly being replaced by typing, since the world has become centered around
electronics, computer keyboards, and texting devices.

5. Viewing - Viewing is an active process of attending and comprehending visual media, such as television, advertising
images, films, diagrams, symbols, photographs, videos, drama, drawings, sculpture and paintings. Viewing is important
because as students are dealing with mainly multimodal texts they need to understand them and to become more
effective, active and critical viewers to be able to participate fully in society. Viewing helps students develop the
knowledge and skills to analyse and evaluate visual texts and multimodal texts that use visuals. Viewing also helps
students acquire information and appreciate ideas and experiences visually communicated by others.

Language Teaching and Learning Strategies for Listening and Viewing

Listening and viewing are essential in comprehending and appreciating multimodal texts. Listening is one of the major
skills in language acquisition. Learning to listen to the target language improves language ability. The sound, rhythm,
intonation, and stress of the language can only be perfectly adapted through listening (Renukadevi, 2014). While,
viewing is defined as an active process of attending and comprehending visual media. Viewing helps students develop
the knowledge and skills to analyze and evaluate visual and multimodal texts.

An early view of listening saw it as the mastery of discrete skills or micro skills. A skills approach on the other hand
focused on the development of such things as: discriminating sounds and words, especially phonemic contrasts,
deducing the meaning of unfamiliar words, predicting content, noting contradictions, inadequate information,
ambiguities, and differentiating between fact and opinion. Applied linguists theorized bottom-up and top-down models
of processing to explain the nature of listening. We can see here the importance of prior knowledge in comprehension.

Bottom-up processing helps students recognize lexical and pronunciation features to understand the text. Because of
their direct focus on language forms at the word and sentence levels, bottom-up exercises are particularly beneficial for
lower level

students who need to expand their language repertoire. As they become more aware of linguistic features of the input,
the speed and accuracy of perceiving and processing aural input will increase.

Top-down processing relies on prior knowledge and experiences to build the meaning of a listening text using the
information provided by sounds and words. To arrive at a meeting of a text, the listener draws on personal knowledge of
the context, topic, speakers, situation, and the world, matching it to the aural input. The table below list some skills for
each approach:

Bottom-up Listening Skills Top-down Listening Skills

⚫Distinguish individual sounds, word boundaries, and ⚫Listening for gist, main ideas, topic, and setting of the
stressed syllables text

⚫Identify thought groups ⚫Listening for specific information

⚫Listen for intonation patterns in utterances ⚫Sequencing the information

⚫Identify grammatical forms and functions ⚫Prediction

⚫Recognize contractions and connected speech ⚫Guessing

⚫Recognize linking words ⚫Inferencing

Understanding the viewing process is as important as understanding the listening and reading
process. Effective and active viewers ask these questions:
⚫What is the text representing?
⚫What is the purpose of the text?
⚫To whom is the text directed?
⚫How is the text constructed?
⚫What assumptions, interests, beliefs, and values are portrayed by the text?
⚫What is my reaction to the text? What causes this reaction?

They also engage in the following procedures:

1. Pre-viewing. Students prepare to view by activating their schema (the prior knowledge they bring
to the study of a topic or theme), anticipating a message, predicting, speculating, asking questions,
and setting a purpose for viewing.

2. During Viewing. Students view the visual text to understand the message by seeking and
checking understanding, making connections, making and confirming predictions and inferences,
interpreting and summarizing, pausing and reviewing, and analyzing and evaluating.

3. After Viewing/Responding. Students respond personally, critically, and creatively to visual

texts by reflecting, analyzing, evaluating, and creating.

Language Teaching and Learning Strategies for Speaking

Effective speaking skills is requisite to powerful oral presentations. Speaking is an interactive
process of making meaning that includes producing, receiving, and processing information (Brown,
1994). Oral Language (OL), Phonological Awareness (PA), Vocabulary and Concept Development
(VCD), and Grammar Awareness (GA) are four of the language domains related to speaking.
Proficiency-Oriented Teaching of Speaking Skills
Hadley proposes five principles for proficiency-oriented teaching:
⚫Opportunities must be provided for students to practice using the language in a range of
contexts likely to be encountered in the target culture.

⚫Opportunities should be provided for students to carry out a range of functions (tasks)
necessary for dealing with others in the target culture.
⚫The development of accuracy should be encouraged in proficiency-oriented instruction. As
learners produce language, various forms of instructions and evaluative feedback can be useful in
facilitating the progression of their skills toward more precise and coherent language use.

⚫Cultural understanding must be promoted in various ways so that students are sensitive to
other cultures and prepared to live more harmoniously in the target language community.

Current Approaches to the Teaching of Speaking

⚫Speaking and oral interaction is seen as the basis for learning.

⚫Non-native usage as well as native usage both serve as models.

⚫Both accuracy and fluency are a primary goal with a greater tolerance of errors.

⚫Oral proficiency is viewed as dependent upon mastery of lexical phases and conversational
routines.

⚫Pair and group activities predominate in the classroom.

Balance between Fluency and Accuracy in the Teaching of Speaking

⚫According to Mazouzi (2013), learners’ activities should be designed based on an equivalence
between fluency and accuracy achievement. Both fluency and accuracy are important elements of
communicative approach.

⚫Hedge (2000) expressed that fluency is the ability to answer coherently by connecting the words
and phrases, pronouncing the sounds clearly, and using stress and intonation.

⚫The second characteristic of speaking performance is accuracy. Learners should pay enough
attention to the exactness and the completeness of language form when speaking such as focusing
on grammatical structures, vocabulary, and pronunciation (Mazouzi, 2013). To gain accuracy in
terms of vocabulary means to select suitable words in the suitable contexts.

Language Teaching and Learning Strategies for Reading

Reading as a macro skill is an “interactive process” that involves the reader, the text, and the
writer. Goodman (2005) specifically defines reading “as the process of relating written symbols to
oral language, of constructing meaning from written text.” In simple words, reading involves
decoding the written text in making sense and deriving meaning from the printed word.
From the definition of reading, the two basic processes in reading were highlighted - decoding and
comprehension. Decoding is the ability of the individual to figure out the pronunciation of printed
words and ultimately determine the word’s meaning; on the other hand, comprehension is the
ability to construct meaning by interacting with a text. Early reading instruction is focused on
decoding and as a child progresses in his or her reading, the focus shifts from decoding to
comprehension. The curriculum for Mother Tongue (from K to Grade 3) reflects the competencies
needed by a child to successfully decode and comprehend printed texts using his or her mother
tongue.
According to Lenters (2004), for someone to be able to read, one has to:
⚫understand the alphabet;
⚫decode;
⚫develop sight vocabulary to read fluently (with automaticity);
⚫develop strategies to help with comprehension and fluency;
⚫read texts that match his/her reading level and interests; and
⚫engage in extensive reading.

Those are the fundamentals of reading that you always need to remember when you prepare a
lesson on reading; this list is consistent with the language domains and competencies in the Mother
Tongue curriculum.
Matrix of the Three Approaches for the Teaching of Reading

Approaches to Teaching Reading Example Activities

Phonics
⚫Identify the first sound in a word
⚫Look for objects in the class that rhyme
⚫Sort pictures or make collage of objects that begin
with the same letter sound or rhyme
⚫Toss a ball to a student after saying a word. The
student has to think of a word that begins with the same
sound

Whole Language
⚫Reading aloud where students are given the chance
to hear students stories, poems, songs, chants, and other
texts read aloud, with opportunities to chime in words or
lines are repeated.
⚫Shared reading involves the students in reading.
Teacher may ask these questions after reading: Did you
like the story? What was your favorite part? Who was
your favorite character? Do you want to read it again? Do
you want to see the pictures again?
⚫Guided reading allows teachers to work with small
groups of children who are at the same reading level,
providing support or scaffolding while they read.
⚫Independent reading encourages students to read
independently and motivates them to read a variety of
texts.

Approaches to Teaching Reading Example Activities

Language Teaching and Learning Strategies for Writing

We all have struggled with writing. It is true that writing may be considered as one of the most
complex among the macro skills because beyond the need of the writer to express his or her
thought and emotions in words, the skill also requires other elements in writing such as the
accuracy in grammar, punctuation, and spelling.
Emergent Writing according to Berninger (2009), involves the act of producing physical marks
(mechanics),the meanings attributed to those marks (composition), and the understanding on how
written language works (orthographic knowledge).
Stages of Emergent Writing
Emergent writers discover many ways to send written messages. The writing samples on this page
demonstrate different kinds of writing evident in a kindergarten classroom. Each sample
demonstrates one or more of the qualities of effective writing.

1. Drawing and Imitative Writing

The child writes a message with scribbling that imitates “grown-up” writing. It shows individuality and an
attempt to communicate with others.
2. Copying Words
The child copies words from handy resources like books, posters, and word walls. The writing makes
sense and shows knowledge of letter formation and the concept of words.

3. Drawing and Strings of Letters

The child writes with random letters to convey a message. The letters are formed well, but have no
relationship to sounds. The writer is aware that print and art convey meaning

4. Early Phonetic Writing

The child writes words using letters (mostly consonants) to represent words and sounds. The writing shows
individuality, focuses on a topic, and makes sense.

5. Phonetic Writing
The child writes words using letters to represent each sound that is heard. The words make sense and
may be used for writing longer texts.

6. Conventional Writing
The child focuses on a topic and uses close-to-correct copy. The writing demonstrates an emerging voice
of the writer.

Here are some instructional strategies that you can use in teaching writing in the Mother Tongue
for your young learners:
1. Students will draw pictures of familiar people. Then, the students will explain the picture to the
class.

2. The teacher will choose an interesting topic and embed the teaching of writing into related art.
The teacher will start drawing some parts of an object and the student will be asked to complete the
drawing.

3. The teacher will teach the letter of the alphabet. One letter will be taught per day.

4. Students will be asked to create cards with simple messages in a circle.

5. Students will be asked to keep a personal journal.

6. Students will make an autograph book at the end of the school year.

NOTE:
⚫No Application and Assessment parts for this Module.
⚫Read, analyze and understand the different strategies presented/discussed in this Module, and
these will serve as inputs in lesson/instructional plan preparation.

V. References:
Textbook:
Mother Tongue-Based Multilingual Education: Guide for Teacher Educators and Students,
Lorimar Publishing 2016, Quezon City, Metro Manila, Philippines
Online:
http://studylecturenotes.com/what-is-teaching-strategy-definition-meaning/
https://www.onestopenglish.com/professional-development/advancing- learning-the-fifth-skill-
viewing/557577.article
https://science.blurtit.com/2920524/what-are-the-five-macro-skills
https://k12.thoughtfullearning.com/teachersguide/writing-spot- assessment/stages-emergent-
writing

LESSON 2 – WEEK 3 & WEEK 4

I. Title
Instructional Plan Preparation for MTB MLE (Lesson Planning)
II. Learning Outcomes
After completing this module, the student is expected to prepare an instructional plan in teaching
MTB MLE.
III. Introduction
Lesson planning is at the heart of being an effective teacher. It is a creative process that allows us
to synthesize our understanding of second language acquisition and language teaching pedagogy
with our knowledge of our learners, the curriculum, and the teaching context. It is a time when we
envision the learning we want to occur and analyze how all the pieces of the learning experience
should fit together to make that vision a classroom reality.
There are a number of benefits to writing a lesson plan. First, lesson planning produces more
unified lessons ( Jensen, 2001). It gives teachers the opportunity to think deliberately about their
choice of lesson objectives, the types of activities that will meet these objectives, the sequence of
those activities, the materials needed, how long each activity might take, and how students should
be grouped. Teachers can reflect on the links between one activity and the next, the relationship
between the current lesson and any past or future lessons, and the correlation between learning
activities and assessment practices. Because the teacher has considered these connections and can
now make the connections explicit to learners, the lesson will be more meaningful to them.
The lesson planning process allows teachers to evaluate their own knowledge with regards to the
content to be taught (Reed & Michaud, 2010). If a teacher has to teach, for example, a complex
grammatical structure and is not sure of the rules, the teacher would become aware of this during
lesson planning and can take steps to acquire the necessary information.
A teacher with a plan, then, is a more confident teacher (Jensen, 2001). The teacher is clear on
what needs to be done, how, and when. The lesson will tend to flow more smoothly because all the
information has been gathered and the details have been decided upon beforehand. The teacher will
not waste class time flipping through the textbook, thinking of what to do next, or running to make
photocopies. The teacher’s confidence will inspire more respect from the learners, thereby reducing
discipline problems and helping the learners to feel more relaxed and open to learning. Some
teachers feel that lesson planning takes too much time. Yet lesson plans can be used again, in
whole or in part, in other lessons months or years in the future ( Jensen, 2001). Many teachers
keep files of previous lessons they have taught, which they then draw on to facilitate planning for
their current classes. In other words, lesson planning
now can save time later.
Lesson plans can be useful for other people as well ( Jensen, 2001). Substitute teachers face the
challenge of teaching another teacher’s class and appreciate receiving a detailed lesson plan to
follow. Knowing that the substitute is following the plan also gives the regular classroom teacher
confidence that the class time is being used productively in his or her absence. In addition, lesson
plans can also document for administrators the instruction that is occurring. If a supervisor wants
to know what was done in class two weeks ago, the teacher only has to refer to that day’s lesson
plan. Finally, lesson plans can serve as evidence of a teacher’s professional performance. Teachers
are sometimes asked to include lesson plans, along with other materials, as part of a portfolio to
support their annual performance evaluation. Teachers applying for new jobs might be asked to
submit lesson plans as part of their job application so that employers can get a sense of their
organizational skills and teaching style.
IV. Discussion
General Formats of a Lesson Plan
Zarillo (2007) classified lesson plans into two general formats: the comprehensive plan and the
abbreviated lesson plan.
1. Comprehensive Lesson Plan
A comprehensive lesson plan contains a detailed description of the steps in the teaching and
learning process. Sometimes, even the expected responses of learners are included to help teachers
envision the flow of the discussion. Usually, this type of format serves as a major requirement for
education students in methods course and student teaching. While it is indeed time-consuming, the
preparation of a lesson plan is an integral part of learning how to teach. It aids teachers to be
familiar with every part of the lesson, ensures that the teaching process is arranged in a logical
sequence, and guarantees that roadblocks in learning are minimized or eliminated.
In the Philippines, an example of this format is the Detailed Lesson plan (DLP) which is mandated
through DepEd Order No. 42, s. 2016. The DLP is considered as a teacher’s roadmap for a specific
lesson, containing a detailed description of the processes he or she will do to teach a particular
topic. Based on the said DepEd Order, the following are required to prepare DLPs:
a. Newly-hired teachers without professional teaching experience. They are required to accomplish
DLPs during their first year in the service. If they got a rating of Very Satisfactory at the end of the
year, they will not be required to do DLPs on the second year onwards. However, a rating of
Satisfactory will mean that they have to prepare DLPs until they receive a Very Satisfactory rating.
b. Teacher applicants
c. Master Teachers who will conduct demonstration teaching.
d. All teachers handling a subject integrated with new content.
2. Abbreviated Lesson Plan
In contrast to a comprehensive lesson plan, an abbreviated lesson plan contains less details. This
format is usually utilized by more experienced teachers as a substitute for comprehensive planning,
especially in lessons that do not require major preparation. Instead of describing the detailed
process, teachers may opt to create grids that will outline their learning activities for a particular
day or week. Another method is to use three column sheets that feature a listing of objectives,
teaching sequence, and
materials/resources. While an abbreviated lesson plan takes less preparation time, it still requires
great care and thought to develop.
In the Philippines, an example of this format is the Daily Lesson Log (DLL), which is also mandated
through DepEd Order No. 42, 2. 2016. The DLL serves as a grid template where teachers input the
different parts of the lesson. The template provided by the Department of Education covers a week’s
worth of lessons. Teachers who have been in the education service for at least one year are
instructed to prepare DLLs instead of the Detailed Lesson Plan.
Important Components of Lesson Plan
Both the DLP and DLL have the same six parts or components namely: Objectives, Content,
Learning Resources, Procedures, Remarks, and Reflection. The template of the DLL below is
provided by the Department of Education and is used by public school teachers in the Philippines.
1. Objectives. Teachers may develop specific objectives for a given lesson. But they need to ensure
that these are aligned with the content standard, performance standard, and competency, thus the
need to indicate these three in the lesson plan.
In writing objectives, teachers should ensure that they are specific and measurable and describes
what the students should know or be able to do. Objectives should also tap not only rote
memorization and basic understanding but also critical and creative thinking. A teacher should
follow the SMART way or approach of formulating a lesson objective: Specific, Measurable,
Attainable, Relevant, Time-bound.
2. Content. The content part states the actual topic or subject that will be discussed for the day or
the following days.
3. Learning Resources. In this part, teachers list down the references that they used in the
development of the lesson: learner’s module, teaching guide, textbooks, and other sources of
information. The materials that will be used, such as visual aids, media equipment, and
manipulatives, should be noted so that teachers can check if everything is prepared for their lesson.
4. Procedures. The procedures portion is the longest part of the lesson plan. It contains the steps
and activities that will be done to achieve the objectives. In preparing a DLP, teachers divide the
procedures portion into three parts: Before the Lesson, During the Lesson, and After the Lesson.
A. Before the Lesson. This includes the activities that will be done at the beginning of the lesson.
In this part, teachers may do any of the following:

1. Review the previous lesson;

2. Introduction of the new lesson;
3. Presentation of the connection between the previous and the new lesson; and
4. Statement of the learning objectives.
It is also important for teachers to conduct a diagnostic assessment to find out what students
already know about the topic. Examples of strategies that teachers can use are Pre-test, KWL Chart,
Checklist, Self-Evaluation, and Questioning.
Since this is also the beginning of the lesson, there is a great need for teachers to motivate students
and emphasize to them why learning the topic is important. As such, teachers should implement
start-up or warm-up activities that capture the students’ interests and attention at the beginning of
the lesson.
B. During the Lesson. As the body of the lesson, this is the main part where the new topic is
presented. Aside from direct instruction, teachers should provide various activities that will help
students attainment mastery and understanding. This ongoing process of activities, feedback, and
assessment is known as formative assessment, which is essential both students and teachers to
know if learning takes place. Some examples of formative assessment are Check-Up Quiz, Practice
Work, Think-Pair-Share, and Journal Entry.
C. After the Lesson. This serves as the closure of the lesson. Teachers and students wrap up the
discussion by doing any of the following:
1. Application of the lesson to real-life situations;
2. Summary, generalizations, and conclusion;
3. Summative assessment; and
4. Homework.
To ensure that the instructional objectives are attained, it is important for teachers to conduct a
summative assessment at the end of the lesson. This may come in the form of a Chapter Test,
Performance Exam, Homework, and other assessment strategies.
In DLL template, the Department of Education outlined 10 steps under the Procedures which can
also be categorized under the three parts of the lesson. it is important to note, though, that these
steps are mere suggestions; flexibility is allowed in the delivery of the procedures. Teachers don’t
need to go through all the steps but they have to ensure that the instructional objectives are
successfully attained.
5. Remarks. In this part, teachers indicate whether they have finished the less
or not within the given time frame. If the lesson will be continued for the next meeting, they write
specific reasons such as re-teaching, insufficient time, class suspension, and other instances.
6. Reflection. As reflective practitioners, teachers should assess their
Instruction, filling out this portion right after the delivery of the lesson. They may use the following
questions as a guide in their self-evaluation:
A. How many learners earned 80% in the evaluation?

B. How many require additional activities for remediation? Did the remedial lessons work? How
many were able to catch up with the lesson? How many require continuous remediation?

C. Which of my teaching strategies worked well? Why did these work?

D. What difficulties did I encounter which my principal or supervisor can help me solve?
E. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
Some Tips in Developing a Lesson Plan
It will be helpful to keep this tips in mind to further improve your lesson plan.
1. Be familiar with the different instructional models in social studies. The format of your
procedures will greatly depend on the instructional model that you will use.
2. Use an outline in your lesson plan. Refrain from writing long narratives and utilize differences in
font size and types to make a reader-friendly plan.
3. Indicate the time allotment for every activity to help you manage the schedule and maximize
students’ time for learning.
4. Provide clear transitions from one sub-topic to another. This will aid students in understanding
the interconnectedness of the concepts and ideas.
5. Include a variety of activities and minimize teacher talk to sustain students’ attention. Also, every
activity should be processed afterward with the students so that they will see its relevance in the
learning process.

NOTES:
1. For application and assessment parts of this module, you are going to develop a lesson plan in
Mother Tongue as a subject.

2. You will only choose 1 Grade Level, Grade 1, 2 or 3.

3. Use yellow pad paper in writing your lesson plans and fasten in a green long folder. Do not write
anything on the folder, instead an inside cover page, in which format will be shared thru GC.

4. Date of submission of hard copy lesson plans will be announced thru the GC.

5. Lesson Plan Template, Sample MTB Lesson Plan and Curriculum Guides will be sent thru GC.

VI. References:

Textbook:
Mother Tongue-Based Multilingual Education: Guide for Teacher Educators and Students,
Lorimar Publishing 2016, Quezon City, Metro Manila, Philippines

Prepared by: Noted:

DEXTER R. STO. DOMINGO, Ed. D RICHARD R. BERMUNDO, MAEd
Signature Over Printed (Faculty) Program Head

Recommending Approval Approved:

EMMA R. MORASA, EdD. NERRY P. MENDOZA, EdD.

Dean College Administrator