On the second day of inset, Alipang National High School led the program.

The
concepts of re-skilling and upskilling were imprinted on my mind. Reskilling is the
process of employees learning new skills in order to advance to a new role within their
current company. Reskilling may be a better option than firing current employees and
hiring new ones with a different skill set, and upskilling is the process of learning or
teaching workers new skills.
Ms. Jenilyn Palaming spoke at the morning session about inclusive education
and culturally responsive teaching. On the first activity, the speaker asks if we are
familiar with the following:
1. special education
2. madrasah education
3. indigenous education
4. education for street children
5. educating sexually abused children
6. Children's education in violation of the law
The second activity is all about choosing a picture and explaining its
advantages and disadvantages. We chose street education in the Filipino department.
and with the assistance of our groupmates, we discovered that the alternative learning
system is also linked to street learning. One advantage is that ALS can provide
opportunities for out-of-school youth. One disadvantage is that street teaching cannot
provide a conducive learning environment.
After reporting on all of the subject areas, Ms. Palaming goes over the various
types of inclusive learning and emphasizes that, regardless of learner differences,
education is for all and no learner is left behind. Even if the learners have disabilities,
are Muslim learners, indigenous people, or street children, DEPED must ensure,
recognize, promote, and protect their rights.
Mr. Jayson Dorigo, a participant from the Filipino Department, suggested that
we explain the terms we use in class more thoroughly in order to account for the
diversity of learners. Always welcome our students and assist them in developing their
unique skills. We must ensure that our students receive equal attention in order to
foster respect for all and increase appreciation and acceptance.
The second subject was culturally responsive instruction. The resource speaker
clearly defined culturally responsive teaching as a pedagogy that uses students'
customs, characteristics, experiences, and perspectives as tools for better classroom
instruction. Students of color perceive themselves and their communities to be at
home in academic settings.
She also discussed the seven (7) principles of culturally responsive teaching
that we can use as a guide to meet the needs of our students. We can apply these
principles to how to be an effective and efficient teacher in the 21st century.
 The speaker also stressed that teachers should not only teach but also learn
from their students. Students should be allowed to share positive experiences with
their teachers. Let us conduct interviews with our students to learn about their
backgrounds and to better understand their abilities and differences. Every day is a
fresh start for everyone, so we should always present new ideas that students can use
to expand their knowledge. When introducing a new concept, we should also present
various forms or strategies. While teaching, we should gamify our lessons to make
them more appealing to our students and to allow us to involve everyone in the
activities. Finally, we as teachers should involve parents through take home letters
because parents are the primary educators of our students.
The morning session was summarized by the thought that we should always
ensure safe and welcoming collaborative learning. Because each learner is unique, we
should discuss their similarities and differences. Learn from one another and get to
know one another better because greater understanding leads to connections and
equalization of all learners, which can be used to demonstrate that in DEPED, we are
MATATAG, our BANSA is MAKABATA, and our BATA is MAKABANSA.