Delos Reyes Tip Course 4

JORDAN E.
DELOS REYES
Secondary School Teacher I
DPLMHS Tumaga Annex
Teacher Induction Constructivism is
Program (TIP)
commonly used in my
classroom. It focuses
on my learner’s
question and interest;
the learners build on
what they already
4
know, and we focus on
CORE COURSE
• http://www.
integrative learning. I
can relate through our
gbooksdownloader.com/ lesson about “writing
dialogue” I will start
in collaboration with off with a song and
teach them how should
Philippine National
Research Center for Teacher Quality dialogue be used.
Second was mentor
text, third one is model
or take my class story
Course 4
Responding to Community Contexts
Introduction
Translatin ELCOME TO COURSE 4 of the

g the Teacher Induction Program. This
Curriculu course will guide you towards building
m into
relationships with the wider school community to
Classroo
m
facilitate its involvement in the learning process.
Practice
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.
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)

Module 1 – Teaching with the Context in Mind
Intended Module Learning Outcomes: Required Resources

At the end of the module, you should be able to: • DepEd Order No. 43 s. 2013 on Implementing
Rules and Regulations (IRR) of Republic No. 10533
1. plan and deliver contextualized/localized/
indigenized teaching strategies that are • DepEd Order 32, s. 2015 on Indigenous Peoples
responsive to the needs of learners under difficult Education Curriculum Framework
circumstances; and
• DepEd Order no. 42 s. 2017 on National Adoption
2. adapt and use culturally appropriate teaching and Implementation of the Philippine Professional
strategies to address the needs of learners from Standards for Teachers (PPST).
specific community contexts, including learners
from indigenous groups, through contextualization,
localization, and/or indigenization.
Session 1 – Theoretical and Legal Anchors of
Module Outline Contextualization
Session 1: Legal Anchors of Contextualization
Session 2: Teaching Contextually
Session 3: The REACT Strategy
Estimated Time Required: 2 hours
Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments
4 The Teacher Induction Program - Core Course 4

Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.
Statements Answers Feedback

1. Learners relate better to concrete, tangible examples and
TRUE
experiences than to abstract conceptual models.
2. Action learning is based on the premise that learners will learn
TRUE
from their mistakes and/or learn from one another.
3. Contextualization is a degree of localization. TRUE
4. When you incorporate activities that are related to the actual You can’t say you are indigenous people if you are
situation in the community and you utilize materials that not a member of their tribes. As a teacher, you are
FALSE only adopting and utilizing materials that are
are available in the locality of the school, you are already
indigenizing. available in the locality of the school.
5. Contextualization is one of the main features of the K to 12
TRUE
Curriculum.
6. DepEd mission highlights that the curriculum shall be flexible This is not the highlights of Deped mission. It is the
enough to enable and allow schools to localize, indigenize, and standards and principles, when appropriate, in
enhance the curriculum based on their respective educational FALSE developing the enhanced basic education
and social contexts. curriculum.
7. Contextualization is also one of the provisions in Republic Act

TRUE
10533 or the Enhanced Basic Education Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap between what is
TRUE
known and what is being learned.
9. Contextual learning should be an integrated learning process of
problem-solving learning and work-based learning to encourage TRUE
and stimulate a higher-level thinking.
10. Situational learning is based on the premise that learning Action learning is a systematic process through
requires action and action requires learning. which individuals learn by doing. It is based on the
FALSE
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 5

lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal documents.
attitudes through continuity and consistency across all Take note of the provisions of each legal basis. Share your
levels and subjects. Discussions on issues such as Disaster understanding with your colleagues and mentor teacher.
Risk Reduction (DRR), Climate Change Adaptation, and
Information and Communication Technology (ICT) are
Required Task 2: Think-Pair-Share
included in the enhanced curriculum.
Using the legal bases supporting the practice of contextualized
There are legal documents that you need to be knowledgeable teaching, write down the phrases and clauses referring to
about to fully understand contextualization. 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.

Statements/phrases Insights during the
Legal Basis Feedback from the mentor
highlighting Sharing
Contextualization
1. Article XIV Section 14 Culture- based – The State shall It seeks to develop among It is the grounding of
fosterthe preservation, enrichment, Filipinos a greater
1987 Philippine Constitution and dynamic evolution of a Filipino
instruction and student
awareness, understanding learning in these ways
national culture based on the
principle of unity in diversity in a and appreciation of arts, including values ,norms
climate of free artistic and history, and heritage towards ,knowledge ,beliefs
intellectual expression. the evolution of consciousness ,practices ,experiences,
that will improve the quality and language that are
of our life. foundation of culture
2. Republic Act 10533 The curriculum shall be The development and

contextualizedand global evolution of these global
Enhanced Basic Education goals for education
Act of 2013 have given rise to the
develop contextualized
The curriculum shall be flexible global curriculum,
curriculums that fit the needs
which aims to “promote
of the time and place and a worldwide
people that they are serving. curriculum, unifying
Based on their respective educational
criteria, identification,
andsocial contexts
and respect of regional
uniqueness.
3. DepEd’s Mission Culture-based Family, community
Family, and other stakeholders
community, and other has also a big role or a
Family, community and other stakeholders are actively part in attaining
stakeholders are actively engaged engaged and share schools’ mission and
responsibility for developing vision in promoting
life-long learners. equity and improved
basic quality education.

Key Topic 2: Contextualization in the K to 12 and Whisler (2007, p.54-58) noted that the ideal
Curriculum connection process would be three-fold. Learners
review what they already know related to the new
Did you know? concept; they learn about and practice the new
concept; and they tie what they have learned to a
For more than a century, educators and research practitioners
real-life scenario.
have been discussing the role of experience in education.
That discussion still remains a part of John Dewey’s work 2. Constructivist Theory - Contextual teaching
of the early 20th century. Although experience and context helps to promote authentic learning and increases
are closely related terms, the relationship between them learners’ success by allowing them to make
provides some guidance on how each can be used to inform connections as they construct new knowledge.
an understanding of the other. This session will help you In contextualized learning, learners use the new
embrace contextualization for successful teaching. Knowing information they have learned and organize and
the K to 12 curriculum standards allows the teachers to combine it with information they already have so
make their teaching contextualized. Prior to the start of the that it makes sense to them. Learners are active
school year, unpacking of competencies helps the teachers constructors of knowledge.
to identify lessons and topics to be contextualized for better
learning outcomes. 3. Active Learning Theory - Chickering and
Gamson, as cited in Hudson and Whisler, (2007, p.
Contextual Teaching and Learning (CTL) incorporates several 54-58) emphasized that contextual learning should
existing theories and it is based on sound pedagogical be an integrated learning process of problem-based
practices. In their article, Contextual Teaching and Learning learning and work-based learning to encourage and
for Practitioners, Hudson and Whisler (2007) explain three stimulate a higher-level thinking. Active learning, or
theories that form the basis of CTL. These three underlying learning by doing as it is also called, divides active
theories support Contextualized Teaching Learning that will learning in three categories:
help the teachers make sound pedagogical practices.
a. Action learning is based on the premise
1. Connection Theory - Contextual teaching is all that learning requires action and action
about helping learners make connections between requires learning.
the content they are learning and the context in
which it will be used. Learners must first be made b. Situational learning because learning
aware of how the work they are doing, depends on knowledge and skill are taught in the
the skills that they already have. Vygotsky, as cited context of how it will be used in real-world
in Hudson et.al., (2007, p. 54-58) refers to this as situations.
the “gap between what is known and what is being c. Incidental learning is based on the premise
learned, the Zone of Proximal Development (ZPD).” that learners will learn from their mistakes
Learners draw from previous experiences to give and/or learn from one another.
new meaning to what they are learning. Hudson

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 Feedback of Mentor Insights Gained

Mario, a kindergarten pupil, is learning how to read and write. He When we say Because mario is
knows the alphabet letters, but cannot read or write words yet. No connection theory it already know the
matter how much guidance was given, he could never read on his is relatively new alphabet letter which
own. With Teacher Roselle’s help, Mario can now read and write learning that suggest means he has already
short words like “at,” “boy” and “dog”.
A students should knowledge and have the
a. Connection Theory combine thoughts guidance of her teacher
and general he can now read and
b. Constructivist Theory
information in a write.
c. Active learning useful manner.
In a carpentry class, Teacher Bryan provided this activity: “You When we say active Teacher Bryan gave
have been hired as a carpenter to help renovate a family room. The learning it some problem -based
contractor asked you to submit a cost estimate for the base molding emphasized that learning like
(baseboard) around the room. You will need to include the following contextual learning estimate the type of
in your estimate: should be an wood, what lengths will
i. the type of wood and style of olding you will use integrated learning be purchased the cost
process of problem- per foot , the total cost of
ii. the number of pieces and what lengths will be purchased
based learning and molding needed for the
iii. the cost per foot work-based learning family room In
iv. the total cost of molding needed for the family room C to encourage and
stimulate a higher-
determining the cost,
measure the room and
In determining the cost, you will need to measure the room and level thinking. make a scale drawing
make a scale drawing of the floor plan showing fireplaces, doors, of the floor plan
and other objects that may affect the lengths of the base molding showing fireplaces,
you choose to install. doors, and other objects
a. Connection Theory .
b. Constructivist Theory
c. Active learning

Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He When we say active Teacher Bryan gave
explained the composition and function of the candle. Later on, he learning it some problem -based
asked the learners how the flame is produced and how the candle emphasized that learning like
works. He encouraged the learners to discover for themselves how contextual learning estimate the type of
the candle works. They do this first by making simple observations, should be an wood, what lengths will
from which they later build ideas and hypotheses which they then
go on to test. At the end, the learners successfully understand the
integrated learning be purchased the cost
components of combustion, an important chemistry topic. process of problem- per foot, the total cost of
based learning and molding needed for the
a. Connection Theory C work-based family room In
b. Constructivist Theory learning to determining the cost,
encourage and measure the room and
c. Active learning stimulate a higher- make a scale drawing
level thinking. 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.

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.

Session 2 – Teaching Contextually 2. Learning occurs when learners process new
information in such a way that makes sense to them in
Key Topic 1: Teaching Contextually their own frame of reference.
3. The mind naturally seeks meaning in context, in relation
As a newly-hired teacher, can you incorporate to a person’s environment, doing so by searching for
contextualization in your teaching? Is it easy for you to relationships that make sense and appear useful.
think of activities that learners can easily relate with? Can
you exert more effort in understanding the biographical- How to Contextualize?
historical, and cultural background of your learners and the Contextualization is the process of matching the
school community? Can you go beyond your limitations curriculum content and instructional strategies relevant to
for the learners to appreciate the lessons more? Read the learners. (Deped Order no. 35, s. 2016) It happens when a
following key concepts on contextualization. teacher encourages design of learning environments that
use multiple teaching modalities and incorporate different
Are you teaching contextually? forms of learning experiences. You allow learners to discover
meaningful relationships between abstract ideas and real-
Is there a best way to teach so that all learners can remember world applications. Students are exposed to discovery
and utilize all information? How can a teacher discuss the learning, reinforcement and modelling, and problem solving.
topic effectively? How can a teacher teach contextually? While teaching is progressing, you as a teacher provide
These are the questions that confront teachers every day to ongoing feedback that promotes further learner interaction
ensure learning is happening according to the contexts of the with the content. This will enable the learners to be engaged
learners. Teachers serve a diverse student population. This and motivated to do well in the class.
means that it is important for the teachers to understand the
context of their learners and what life experiences they bring The degree of contextualization may be described and
in the teaching-learning process. Students’ learning styles, distinguished into Localization and Indigenization.
their background information and the different theories on
learning will help teachers to communicate properly with Localization refers to the process of relating learning
learners and eventually build their trust. content specified in the curriculum to local information
and materials in the learners’ community. Localization
Contextualized teaching is highlighted in an online article in happens when a learning content is taught using the
Center for Occupational Research and Development (CORD) local information and local materials. A teacher starts the
(2016) and recognizes the following: lesson by using the examples in the locality and making
instructional materials from the local materials are just ways
1. Learning is a complex, multi-faceted process that on how to localize. Indigenization refers to the process
goes beyond drill-oriented, stimulus-and-response of enhancing the curriculum competencies, education
methodologies resources, and teaching-learning processes in relation to
the bio-geographical, historical, and socio-cultural context

of the learners’ community. Indigenization involves the When you use either of the two you are already contextualizing.
enhancement of the curriculum framework, curriculum When you localize, you use information and materials in your
design, and learning standards of subject areas, guided learner’s community but when you indigenize, you enhance
by the standards and principles adhered to by the national competencies in the curriculum, the resources, and the
curriculum. 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.
Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the Localization The use of the jeep, 4 wheels,
kariton, 2 wheels, tricycle and 3
two given numbers community such as one jeep, 4 wheels; one kariton, 2 wheels, one wheels as an observable
Indigenization example of ratio is Localization
tricycle, 3 wheels
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 presented the lesson by mentioning community Localization Teacher Mary Ann focus on the
socio-cultural community
activities or cultural practices that inherently use the concept of ratio activities and cultural practices
Indigenization as an example.
like bringing sacks of rice to markets using carabao (one carabao to the
number of sacks)
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Localization Indigenization because teacher
melody wants her learners to
short story villages of the learners and asked for stories of origin depicting their research about the history of
Indigenization their place.
culture
Teacher Hanadee presented the elements of a short story using a local Localization Teacher Hanadee uses the
strategy Indigenization in the
legend “Ang Alamat ni Daragang Magayon” teaching-learning processes in
Indigenization relation to the bio-geographical
of their place.
Identify star patterns Teacher Ailyn mentioned the community’s name for prominent stars Localization It focuses on the bio-
geographical content of the
that can be seen at while retaining the use of the Greek constellations lesson.
Indigenization
particular times of the
Teacher Lester discussed the community’s own calendar of star patterns Localization It focuses on the socio- cultural
year content of the lesson.
and its background before discussing the Greek constellations
Indigenization

Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.
Situations Answer Feedback

1. The barangay will be having its annual fiesta. Teacher Marilou The business plan activity given
requested her students in TLE to create a business plan using the by the teachers is a good idea to
concepts discussed. The business plan is a requirement for the LOCALIZATION present local products in their
learners to be allowed to participate in the bazaar on the day of the community through bazaar on
fiesta. 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 This focus on the Historical and
Panlipunan will conduct a research on this. He instructed his students INDIGENIZATION socio-cultural aspects of the
to interview some prominent native residents of the area and ask lesson.
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 teacher uses the local
the famous local products and delicacies in their place. LOCALIZATION
materials as an activity
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 Sharing traditional customs is
Brother Leon Brought Home a Wife” As a priming activity, she asked INDIGENIZATION
an example of indigenization.
the learners to share their traditional customs.
5. After learning the elements of a play, the class is tasked to perform The stage play will use local
a stage play for the upcoming fiesta. The story of the play revolves materials that are present in the
LOCALIZATION
around a local hero during World War II named Jose Ozamis. community to portray the local
hero.

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 I promise to engage my I will utilize the

ability, I will help my students in active importance of teaching
students to relate learning while localization and
educational tasks with assisting them to make indigenization in my
their knowledge and meaning out of the lesson.
everyday curricular information they are
contextualization obtaining. I will help
facilitates the linking students learn
theory and practice. language skills by
teaching the skills
using the authentic
contexts in which
students must use those
skills in the real world.

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:
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.

Session 3 – REACT Strategy
Key Topic1: The REACT Strategy
The Center for Occupational Research and Development information. Teachers use REACT strategies to ensure active
(CORD) advocates a constructivist approach to teaching participation of the learners. Teachers guide the learners
that incorporates five essential learner engagement to observe and record data, to communicate effectively, to
strategies- the REACT strategy. REACT stands for Relating, build new skills and to finish the learning activity individually
Experiencing, Applying, Cooperating, and Transferring. and as a group. The detailed explanation of the strategy is
The strategy allows the learners to learn, retain, and apply 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
Relating 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
Experiencing appears to “take” far more quickly when learners are able to manipulate equipment and materials and to
do other forms of active research.
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,
Applying labs, and activities, and these contextual learning experiences are often followed up with firsthand
experiences such as plan tours, mentoring arrangements, and internships.
Learning in the context of sharing, responding, and communicating with other learners, is a primary
Cooperating 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.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has
Transferring 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.

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 Answer Feedback

1. Teachers can use the REACT Strategy in localizing Teachers use REACT strategies to ensure active
the lesson. TRUE participation of the learners.
2. When learners take what they have learned and Learning in the context of prior knowledge, also
apply it to new situations and context, the transferring TRUE known as transferring, makes use of and expands on
stage happens. what the learner has already acquired.
3. Experiencing happens when learners solve problems Contextual learning is defined as learning in the
as a team to reinforce knowledge and develop context of exploration, discovery, and creation. Other
collaborative skills. TRUE teaching styles, however, may result in motivated or
tuned-in learners.
4. Understanding real-world connections to course Teachers must use a real-life setting to educate so that
content increases student engagement which often TRUE students may apply what they've learned in class to
leads to increased persistence and successful their daily lives.
transitions.
5. For learning to happen, the teacher allows the If we enable our students to find and experience
learners to discover meaningful relationships between TRUE situations and tasks firsthand, there will be
concrete ideas and real-world application. meaningful learning.

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.

Now challenge your understanding by answering these questions together with your colleagues and mentor.
Discussion Questions Answers Feedback

Did Teacher Romano utilize contextualization? Teacher Romano employs a
sociolinguistic or contextualization
strategy in which language (both
YES spoken and physical language) is
used to convey important components
of a conversation.
What degree of contextualization is presented in Presenting local materials may
the sample lesson? encourage greater learning and
LOCALIZATION
make the content more relevant to
the students.
Which part in Teacher Romano’s lesson showed REACT methods can be used to
the REACT Strategy? Outline the portions that ensure learners' active
When the students perform the
demonstrated the REACT strategy. engagement and even to build a
activity
suitable learning environment.
Was the anticipated learning outcome realized The REACT approach ensures that
through the REACT Strategy? students participate actively in
YES order to encourage enjoyable and
active learning.
As a teacher, can you replicate any lesson or Yes, especially in sessions that
topic using the REACT Strategy? How? involve direct experience to REACT technique was more
guarantee that the learners effective and recommended for use
understand the process or steps of in a class when the students
a particular topic. needed direct experience.
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. The strategy increases the motivation of the learners to a higher level (CORD, 2016).

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 Responses
Topic or Competency Naisasagawa nang palagian ang

pagtulong sa pananatili ng kalinisan at
kaayusan ng paligid para sa mabuting
kalusugan..
1. What kind of discussion or activity might help learners in RELATING to the concept? To encourage active learning, provide a
self-made story with a known name
and location on the area.
2. What kind of activity would enable learners to EXPERIENCE the concept? Ask the students to act or respond to a
real-life issue that promotes the
preservation of a safe and healthy
environment.
3. How can learners be shown the way that concept is applied, or they can APPLY it The teacher may perform a role-playing
themselves in a way that simulates an industry situation or other real-life problem-solving session or narrate a tale in which the
scenario? students take on the role of the character
and experience the scenario firsthand.
4. How will the experience be set up so that learners have the opportunity to interact and Provide a group activity that will
COOPERATE in one another’s learning? support the lesson's purpose while also
addressing the learners' various
learning styles and allowing them to
engage depending on their interests.
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new Encourage students to apply what
and unfamiliar situations? they've learned in class to their homes
and communities, and ask for
comments on how well their activities
have worked out.

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.
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).

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: • Scenario analysis
• establish strong partnership with the wider school • Preparing an action plan (Portfolio Output)
community and involve them in the teaching- • Formative assessments
learning process;
• LAC Session
• maintain learning environment that are responsive to
learners’ needs by engaging parents and the wider
school community in the educative process; and
Required Resources
• comply with and implement school policies and
procedures to foster harmonious relationships with • DepEd Order no. 42 s. 2017 on the National Adoption
learners, parents, and other stakeholders. and Implementation of the Philippine Professional
Standards for Teachers.
Module Outline
• Republic Act no. 232 on An Act Providing for the
Session 1: Community as a Resource in the Teaching- Establishment and Maintenance of an Integrated
Learning Process System of Education (year?)
Session 2: The School and Community Relationships • School Governing Council manual
Session 3: Strengthening and Sustaining Good

Relationships with the Parents/ Guardians and the
Wider Community
Estimated Time required: 2 hours

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)

1. It is a school association composed of parents/guardians and
teachers, which serves as support groups and partners of the F. Parent-Teacher The PTA may act as a school's support
school for the welfare of the learners. Association (PTA) 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 Stakeholders can help the school
give support to the school in the achievement of its goals and C. Stakeholders
accomplish its aims and objectives by
objectives.
providing assistance.
3. It refers to the sustainable governance structure that operates The School Governing Council is
under the principle of shared accountability and responsibility E. School Governing guided by the notion of shared
among school community stakeholders. Council accountability and responsibility
among all stakeholders in the school
community.
4. It is a detailed list of the steps or tasks that you need to Action Plan was a list of the stages or
accomplish to attain the goals set. A. Action Plan tasks you'll need to do to meet your
objectives.
5. It is a relationship between the school and the community,
organization, or individual who seeks a common goal, which is The school community strives for a
D. School community
to contribute to the learning outcome of the children. single goal: to contribute to the
children's learning outcomes.

Key Topic 1: support adolescent and adult learners to become more
productive and more involved in their communities which
The School Community and the Teacher overall creates a positive impact on industry and the society
at large.
Bronfenbrenner (1994) said that there are numerous factors Some concepts you must be familiar with:
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 • School Community refers to the different individuals,
(2011) contends that when the dimensions of social spaces groups, businesses, and institutions that invest in
and the ‘spheres of influence’ overlap, development is further the well-being and vitality of the public school and
enhanced. As a teacher, it is very important to facilitate the its community — that is, the neighborhoods and
interaction of the child and the school community. municipalities served by the school.
According to the Australian Council for Educational Research • Wider School Community – refers to both internal
(2013), “When partnerships are well-planned, sustainable, and external stakeholders.
collaborative, and based on a mutual sharing of expertise, • Partnership refers to linkage or relationship
knowledge, resources and skills, they are effective and established by DepEd with other organizations to
are able to make an impact.” When different stakeholders implement projects or programs aligned with the K
recognize each other’s contributions and learnings and are to 12 curriculum.
able to collaborate to create quality and relevant programs,
partnership outcomes improve. Schools and business and • A stakeholder is anyone concerned in the welfare
industry groups derive mutual benefits by strengthening links and the progress of a school and its learners,
with each other. Partnerships pave the way for opportunities including administrators, teachers, staff, learners,
for learners, additional training resources for teachers, and parents, other LGU Officials, and Non-Government
a pool of well-trained workers for industry. Through these Organizations.
partnerships, stakeholders and the community are able to: • Adopt-A-School Program refers to a program
where any qualified private individual, group,
organization or institution offers to provide public
• Share knowledge and expertise with schools
school assistance during a given period in a
• Offer learning opportunities to learners particular area of its education program.
• Provide industry and career mentoring to learners
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help

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:
Civil Society: EXTERNAL STAKEHOLDER
School 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.

Name of School Community (School name and Barangay): Don Pablo Lorenzo Memorial High School – TUMAGA ANNEX
Description (name, location, background, etc.)
1. Type of community (urban, rural, etc.) Urban
2. Topography An area with a river
3. Available establishments Papitos Restaurant and Terra Cotta Hotel
4. Tourist spots/parks Tumaga River
5. Indigenous group/s (if applicable) N/A
6. Religion Christianity and Islam
7. Celebration/feasts Fiesta de Platano and Feast of St. claire
8. Source of income Selling fish
9. Songs/folklores Na
10. Local heroes Na
11. Learning Resource Centers/Learning Hub Na

Required Task No. 1: Scenario Analysis Questions:
Analyze the scenario below and answer the following 1. Why did Ms. Ramos talk to the Barangay Captain?
questions.
Scenario 1:
Bucao Integrated School adopts a blended learning modality.
Miss Lanie Ramos’s Grade 1 class is composed of 30 pupils. She wanted to know whether she
Every Monday and Wednesday, Group A, which is composed
of 15 pupils, comes to school for face to face class with her; could borrow the Barangay's
while Group B stays at home and does online learning, and
vice versa during Tuesdays and Thursdays. During parents’ extra computer so that her six
orientation on the new modality of learning, she found out
that 6 of her pupils do not have any gadget at home. students who don't have recourse
gadget for their online class might
On her way home one afternoon, she happened to pass
by the Barangay Hall. She saw that no one was using one use it for their studies.
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.

2. What was the Memorandum of Agreement the 3. If you were Ms. Ramos, would you do the same?
School Principal made for? Why?
The memorandum of agreement Yes, as stated in the scenario, Ms.

that the school principal made Ramos has a wonderful heart and
was an agreement between the has always desired to assist
school 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.
4. What will you do to show appreciation and gratitude Required Task No. 2: Action Plan (Portfolio Output)
to them?
As long as I am able, I will

always open my door to assist the
W
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.

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 What might be the reason? What resources do you have What can you do as their What can your school do
that hinder the learning in your school community teacher? to face the challenge?
process during this time of that you can utilize in easing Are there any efforts your
pandemic? out the identified problems school is doing to ease the
in your school community? problem?
Availability of Lack of finances A learning Visit each home Look for someone
internet of the families module that may while carrying who can help the
connection and be sent to their their instructional school keep the
gadgets. house, allowing modules. Look for students informed
them to continue stakeholders that and up to date on
their studies even can assist me in the lectures.
if they don't have keeping my Consulted the
access to a device. students informed Barangay
and updated officials to be
about our lesson. given aid and
assistance in
visiting students
and distributing
learning modules.

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 Potential barriers
What tasks should be done? Who are the people to perform the When should the tasks be What hinders the accomplishment of
tasks? accomplished? these tasks?
Maintain a positive Teachers and Year around The availability of
connection with Principals as well as stakeholders and the
government offices the learners’ funding required for
by coordinating parents. the search for
with as many potential
stakeholders as stakeholders to
feasible. satisfy school
demands.

Summary
In this session, we learned the following concepts:

• 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.

Session 2: The School and Community • Batas Pambansa Blg. 232 Section 3, Chapter 2,
states that it is “the policy of the state to establish
Relationships
and maintain a complete, adequate and integrated
system of education relevant to the goals of national
Key Topic 1: Laws and Existing Policies
development”. The educational system is expected
to contribute to the following national development
goals:
Establishing good relationships with the school community
bears rewarding results over time. As you transition towards 1. To achieve and maintain an accelerated
being a public-school teacher, teaching will not only be rate of economic development and social
your primary duty. Relating to your learners, co-teachers, progress;
colleagues, and the wider community will be essential
2. To ensure the maximum participation of all
in creating a healthy environment both for you and your
the people in the attainment and enjoyment
learners. In this part of the module, you will learn more about
of the benefits of such growth; and
existing policies that anchor to this concept.
3. To achieve and strengthen national unity
and consciousness and preserve, develop,
Read the following laws and policies that you need to know
and promote desirable cultural, moral and
in alignment with establishing good relationships with your
spiritual values in a changing world.
school community:
• Republic Act 9155 or the “Governance of Basic The State shall encourage local initiatives for improving the
Education Act of 2001” Chapter 1 of Section 2, quality of basic education. The State shall ensure that the
provides the principles that guide the implementation values, needs, and aspirations of a school community are
of the act and the application of its rules: reflected in the program of education for the children, out-
º The parents and the community shall be of-school youth and adult learners. Schools and learning
encouraged for active involvement in the centers shall be empowered to make decisions on what
education of the child. The participation and is best for the learners they serve.” In school governance,
coordination between and among schools, stakeholders with harmonized perspectives and experiences
the local school boards, the Parent Teachers are crucial in improving the lives of children, youth, families
Associations (PTAs) must be maximized; and and the community. These groups of stakeholders may be
formally represented in a governance structure in the school
º Volunteerism from among all sectors shall system. In the SBM Framework and Standards adopted by
be emphasized and encouraged to ensure the DepEd, these School Governance structures are called
sustainable growth and development in School Governing Councils (SGCs). They are composed of:
education.

Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the school
head to work together towards continuously
º Parents of students/pupils and Parent
improving student learning outcomes. SGCs provide
associations
the opportunity and the environment to (DepEd-
º Teachers BESRA, 2009)
º Non-teaching and • Some of the activities that would involve the parents/
º Teacher Associations in the school guardians and the community are Brigada Eskwela,
Family Day, Recognition Day, Festival Celebrations,
Clean-Up Drive, Career Guidance Day and many
External Stakeholders others.
º Various Government Agencies
º Non-Government Agencies
º Civic and Social Organizations
º Alumni
º Retirees
º Professionals
º Basic Sectors: Businesses, Fisherfolks,
Farmers, Indigenous People, Cultural Minority,
others

Required Task 1
Write TRUE if the statement is correct and FALSE if not.

1. The wider school community can be a source of The school is conducive to learning when it has a harmonious
TRUE
learning. interaction with the community.
2. Batas Pambansa Blg. 232 is also known as An Act This policy intends to construct and maintain a
Providing for the Establishment and Maintenance of an TRUE comprehensive, appropriate, and integrated educational
Integrated System of Education. system that is relevant to national development goals.
3. The community is required to provide the needs of The community was not compelled to meet the school's needs,
FALSE
the school. but they might assist the school in meeting those needs.
4. The School Governing Council (SGC) is accountable to The learning of the kids was not the responsibility of SGC.
the learning of the students in the school. Because an SGC's role is to create a platform for parents,
FALSE students, teachers, community stakeholders, and the school's
principal to collaborate and improve student learning
outcomes.
5. Frequent communication with the learners’ parents/
School should maintain a harmonious relationship to the
guardians contributes to a healthy school-community TRUE
relationship. community especially to the learners’ parents/guardians.
6. A farmer or fisherman in the community is considered Internal stakeholders are those who have a direct connection
FALSE
an Internal Stakeholder of the school. to the institution.
7. The school alone can provide for the life-long learning To create a secure and pleasant learning environment, the
FALSE
skills the learners need. school need community assistance.
8. During Family Day, teachers get the chance to know Providing various school activities that foster relationships
the parents/ guardians and some of the members of the TRUE between students and their parents/guardians may be
family of the learner. extremely beneficial to the students' learning process.
9. Having open and healthy communication between Having a healthy relationship to the learners’
the teacher and the learners’ parents/ guardians has
nothing to do with the academic nor in the social
FALSE parents/guardian may be extremely beneficial to the
behavior of the learner. students' learning process.
10. An established linkage between the teachers/
Having a positive relationship with the community can help
school and the community can help in the development TRUE
of the learner.
learners learn more effectively.

Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding 1. As an adviser of one of the classes in Grade 1, what
Principles of the School Governing Council from the Manual should you do to gain the trust and confidence of
on School Governing Council and other relevant documents the parents and the community? Limit your answer
that can help you analyze the scenario such as the Magna to 200 words (maximum)
Carta for Public School Teachers, etc. After reading, analyze
the scenario below and answer the questions given:
You may hold a meeting to promote the

Scenario 1
benefits of having a positive relationship
You are a newly-hired teacher following the retirement of
Teacher Glenda, a teacher who devoted her life to teaching between the school and the community.
Grade 1 in your present school. Teacher Glenda was always
Allow them to perceive and understand
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 school's situation in order to provide
the entire classroom and surroundings are clean before the
learners arrive. In the afternoon, she always makes sure
a healthy learning experience for the
that learners who needed remediation were attended to. students. Showing care and treating
She often lets those who can hardly read to stay so she can
teach them to read. them as if they were your own child is
an excellent way to acquire the trust of
Every parent in the community wants his/her child to be
taught by Teacher Glenda. Upon learning that she has the parents and the community.
already retired, you heard most of the Grade 1 parents talk
about transferring their children to another school.

2. Who are the persons in the school community 3. In what ways can you better communicate with the
that you can tap to help you establish a good parents?
relationship with 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 to gain their support and trust by simply
organize a school activity that would demonstrating how much you care for
benefit both teachers and parents, them. This will be beneficial for all of
especially the students to maintain and you, particularly because it will help us
develop a positive connection with to use appropriate teaching techniques,
parents and the community. monitor students' academic
performance, and even discipline
students.

Key Topic 2: The Community Involvement
Continuum
• Communication is the foundation of good • Plan out the involvement of the community. The
relationships. It is essential to involve your learners’ framework below is helpful in planning out how you
parents and the community in the learning process. can involve and empower the stakeholders:
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 • In the digital age, there are so many communication
teacher. 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.

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

To provide the community with balanced, Example:
objective information to assist them in
Inform Conduct information drives on certain community
understanding the problem, alternatives and
solution. issues or advocacies
To obtain community feedback on analysis, Gather information about community issue

Infer and put together to design an evaluation
alternatives, and decisions.
To work with the community throughout the Coordinate with the community and discuss
Involve process to ensure that their concerns and about their concern.
aspirations are consistently understood.
To partner with the community in each aspect of

thedecision.
To have school and community effort to
Integrate To synergize the effort from all the stakeholders improve student and community learnings.
toreach the goals
(to solve school problems)
Maintaining a positive relationship with the
To provide shared leadership of community-led community, as well as initiating and
Empower (INVEST) projects recommending a magnificent initiative for
with final decision-making at the community level. the improvement of the school and the
learning process.

Summary of Key Learning
• 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 school-
community relationship.
• There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5) Empower.

Reach out to your colleagues (preferably newly-hired teachers)
Session 3 – Strengthening and Sustaining and share your thoughts with your co-teachers. Write down
Good Relationships with the School the ideas you got from them:
Community
Preliminary Activity:
During my first month of teaching I
During your first month of teaching, were you able to get to

was able to get to know some of the parents of
know the parents of your learners? What were your struggles my pupils.Some of my struggles was
and how did you overcome them? Limit your response to
200 words. 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.

Key Topic: Role of Parents? (K Melhuish, • A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the discussion
S., E. Sammons, P. Siraj-Blatchford, & B. of issues and solutions related to the overall school
Taggart (2004)) program and ensure that parents cooperate fully in
the effective implementation of the program (DepEd
Concepts: Order 54, s. 2009).
• Research shows that parents who get involved • At the end of every School Year, it is essential to
in the learning process of their children lead to an give recognition to parents who actively share their
improved learning outcome. time, talent, and finances in your class. Recognize
• Parental Engagement is the sharing of responsibility the parents who fully supported their children may it
of both parents and teachers to meet the educational be academically or in co-curricular activities.
needs of the children.
Required Task 1: Writing
• A healthy relationship with frequent communication
between the teacher and the parents benefits both.
Teachers learn about the learners’ characters and The following are some common school situations. Write
attitudes through their parents and teachers get to the strategy that you think will best suit the situation to be
understand their behavior. In the same way, parents able to create a good relationship with the parents/guardians
learn from the teachers how his/her child behaves in and the wider school community. Limit your response to 100
school and what support they could give to the child words for each situation.
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.

2. Your lesson for tomorrow is about different
1. Claire is always absent and you never receive an professions/jobs. You want your learners to meet
excuse letter from her parents/guardians. professionals and those working in the community.
In planning the lesson, you wanted to prioritize the
safety and maximize the learning experience at the
When a student is chronically absent, same time. You thought about conducting a field
contacting parents is usually effective trip but it will be very costly and will require rigorous
planning to make sure that the activity will be safe.
especially if you emphasize how you've What is an alternative way to conduct this activity?
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
Field trips are often considered a key part of
student the next time they attend class,
the school experience. Students often look back
stressing that you've noticed their absence,
on them as some of their favorite and most
and you care about them and their
memorable days of school. However,
education.
traditional field trips are not always feasible
options. They can be expensive, time-
I always try to avoid asking a student why
consuming to organize, and quite stressful in
they've been absent. In my experience, if
action.
they've been absent for a legitimate reason,
they'll tell you. Other times, there are
Perhaps your most simple and convenient
personal or family issues they may prefer
option for a field trip alternative is to show
not to share. When a student with a string
your class about documentary of different
of absences returns to class, it's important to
professions/job. Movies have a very unique
welcome them back and help them get up to
ability to transport our learners to other places,
speed on missing work. Giving your
and documentaries in particular can be very
students a hard time about poor attendance
educational and revealing about a faraway
is counterproductive and doesn't make them
place or topic. No matter the subject, you can
want to return to school in the future.
find a documentary that your students will be
interested in.

2. Mrs. Cruz, a parent, went to your class confronting 3. The general PTA meeting is fast approaching and
you because her daughter told her that you moved you need to ensure at least 90 percent attendance of
the child’s seat away from her friends to make her parents. How are you going to invite the parents to
concentrate on your lessons. Your actions were ensure their attendance and participation?
triggered by her non submission of assignment and
throwing a crumpled paper at you. How will you
explain your side to Mrs. Cruz?
To ensure their attendance and

participation I will send home personal
Instantly thank the parent for bringing her letters to notify parents of conference dates.
Outline an agenda that will interest them
concern to your attention. Apologize for
and emphasize the importance of the
both the problem and for causing parents conference to their children's education.
concern. Take any steps necessary to calm Schedule conferences for students who have
siblings in the same school first and
Mrs. Cruz and help her to relax.
coordinate conference times with the
siblings' teachers. Do everything possible to
Discuss with Mrs. Cruz about misbehavior avoid scheduling siblings' conferences on
of her child in a nice way and the reason different days or at widely disparate times.
Base the length of the conferences on the
why you move her child away from her
needs of the students. If necessary,
friends to make her concentrate on your schedule two consecutive periods with
lesson. Be careful the language used when parents you suspect might require more
time. Send home personal invitations to the
communicating with parents. End your
conferences and ask parents to RSVP by a
conversation by reiterating that you’re specific date. Telephone parents who do not
going to take care of the problem. 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.

Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.
YES
NO 1. Benedick, a Grade 1 pupil, never speaks 3. Angelo always skips class every afternoon.
in the class of Teacher Consuelo. Teacher He never does his assignments too. He is
Consuelo seeks for advice from Benedick’s one of the struggling learners in Ms. Bada’s
previous teachers. Contrary to what she class. Since he has been acting this way for
knows, the teachers said that Benedick almost two weeks, Ms. Bada immediately
was a talkative pupil. During the distribution called his father, Mr. Cruz and set an
of cards, she talked to the student’s mother appointment. She told Mr. Cruz of Angelo’s
and found out that after his father’s death, behavior in school and he promised that he
he got upset, which led to Benedick’s will be watchful of Angelo.
NO
disinterest in socialization. Teacher
4. During the online class where Janna is
Consuelo consulted Benedick’s condition
attending, she failed to understand the
with the School Guidance Counselor.
NO instructions of the teacher because of
2. Mrs. Maureen De Cello was an alumna of internet connection failure. Mrs. Manza,
Bucao Integrated School and a mother of a her mother, sent a message to her teacher
Kinder learner in the same school. She was and asked for further discussion about the
impressed by the improvements made in instruction because Janna was not able to
the school and expressed her willingness get it correctly. Her teacher did not respond
to contribute to the further improvement of NO to her.
the school. She asked the teacher of her
5. Mrs. Hugo sent three activity sheets to
daughter, of what else she can contribute
Lerio’s house through the Barangay Health
to the school. However, nothing came into
Worker (BHW) for her to answer. As soon
fruition.
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.

Optional task: Summary
List down top 5 strategies to increase parental involvement • Parents/guardians are the first teachers of every
in school and share it with your co-teachers. child. Parents/guardians who involve themselves
in their children’s education tend to develop a
1. child who loves and enjoys learning. It is also the
1. CONNECT PARENTS AND SCHOOLS parents/guardians who can help the teachers in
giving extra support to struggling learners.
2. 2. CREATE AN ORGANIZATION STRUCTURE • Parents play a vital role in the educative process
of the child. They should be supported, assisted
3. CONSIDER PARENTS TIME
and empowered to take on responsibilities in the
3. learning process.
4. IDENTIFY AND SUPPORT LEARNING
• A Parents-Teachers Association (PTA) is organized
ENVIRONMENT in every school to provide a forum for the
4.
discussion of issues and their solutions related to
5. HOME VISITS AND PARENT TEACHER the overall school program and ensure that parents
CONFERENCES cooperate fully in the effective implementation of
5. 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.

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

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

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-we-teach.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/contextualization-
presentation
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

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/
inform-consult-involve-collaborate-empower/.
“Community Engagement.” Edmonton Community Development Company, August 15, 2020. https://edmontoncdc.org/
community-engagement/.

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.

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
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer 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

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson

Layout Artist Layout Artist 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 Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental
56 The Teacher Induction Program - Core Course

Delos Reyes Tip Course 4

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Delos Reyes Tip Course 4

Uploaded by

Copyright:

Available Formats

JORDAN E.

Teacher Induction Constructivism is

Translatin ELCOME TO COURSE 4 of the

1. Build relationships with parents/guardians and the wider school

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)

Intended Module Learning Outcomes: Required Resources

Estimated Time Required: 2 hours

4 The Teacher Induction Program - Core Course 4

Statements Answers Feedback

7. Contextualization is also one of the provisions in Republic Act

Key Topic 1: Legal Bases of Contextualization

Guide for Mentors and Newly Hired Teachers 5

6 The Teacher Induction Program - Core Course 4

2. Republic Act 10533 The curriculum shall be The development and

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 4

Scenario Answer Feedback of Mentor Insights Gained

Guide for Mentors and Newly Hired Teachers 9

Constructivism is commonly used in my classroom. It focuses on my learner’s question and

10 The Teacher Induction Program - Core Course 4

• Contextualization is reflected in the following legal

Guide for Mentors and Newly Hired Teachers 11

12 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 13

Situations Answer Feedback

4. Teacher Diane is teaching in a provincial school. In her English

14 The Teacher Induction Program - Core Course 4

On the best of my I promise to engage my I will utilize the

Guide for Mentors and Newly Hired Teachers 15

• Contextualized teaching empowers teachers to

16 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 17

Statement Answer Feedback

18 The Teacher Induction Program - Core Course 4

Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.

The class ended with a short recall quiz.

Guide for Mentors and Newly Hired Teachers 19

Discussion Questions Answers Feedback

20 The Teacher Induction Program - Core Course 4

Lesson Outline using REACT Strategy Responses

Topic or Competency Naisasagawa nang palagian ang

Guide for Mentors and Newly Hired Teachers 21

22 The Teacher Induction Program - Core Course 4

Intended Module Learning Outcomes Required Tasks

Session 3: Strengthening and Sustaining Good

Estimated Time required: 2 hours

Guide for Mentors and Newly Hired Teachers 23

Prior Knowledge Assessment

A. Action Plan D. School community

Statement Answer Feedback

24 The Teacher Induction Program - Core Course 4

26 The Teacher Induction Program - Core Course 4

Optional Task: Complete the table

Get to know your community. Complete the table below to

Guide for Mentors and Newly Hired Teachers 27

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Urban

2. Topography An area with a river

3. Available establishments Papitos Restaurant and Terra Cotta Hotel