Republic of the Philippines

DEPARTMENT OF EDUCATION
Regional Office I

ROSARIO CLUSTER IN-SERVICE TRAINING

Rosario, La Union
February 6-8, 2023

REFLECTION PAPER
February 7, 2023

The activity was overseen by Alipang National High School on the second day of IN-
SERVICE TRAINING. Re-skilling and up-skilling were on my mind a lot. Employees who wish to
transition to a new position inside their present organization must reskill. Upskilling is the
process of learning new skills or of teaching workers new talents. Reskilling may be a suitable
alternative to terminating current employees and hiring new ones with a different skill set.

Ms. Jeanilyn Palaming, who spoke during the morning session, covered inclusive
education and culturally sensitive teaching practices. The speaker asks us if we are familiar with
the following during the first activity:

1. specialty instruction

2. education in madrasah

3. Native American education

4. education for street children

5. providing battered children with education

6. instruction for kids who break the law

The second task is all about choosing an image and describing the advantages and
disadvantages of the picture. We choose the street education on the Filipino department. and
with the assistance of our other group members, we discover that street learning is connected to
alternate learning systems. One benefit of this is that ALS can give out-of-school youngsters
opportunities, but a drawback is that street teaching cannot create an environment that is
conducive to learning.

Following the coverage of all the subject areas, Ms. Palaming goes on to further discuss
the many forms of inclusive learning and stresses that despite student differences, education is
for everyone and nobody shall be left behind. Even if the students are students with disabilities,
Muslims, Native Americans, or street children, DEPED should guarantee, recognize, promote,
and preserve the rights of our students.

Mr. Jayson Dorigo, a participant from the Filipino Department, suggested that we should
continue to define the terms we use when teaching in order to take the variety of students into
account. We continuously encourage our students to enhance their individual skills. In order to
foster respect for all people and broaden acceptance and appreciation, we must make sure that
we offered everyone of our students the same amount of attention.

Culturally relevant teaching was the second subject. The resource speaker gave a clear
definition of culturally responsive teaching as a pedagogy that makes use of students' customs,
traits, life experiences, and viewpoints as instruments for enhanced classroom instruction. The
perception of students of color is that they and their communities belong in academic settings.

She also covered the seven (7) culturally responsive teaching principles that we can follow
to meet the needs of our students. These guidelines for effective and efficient education in the
21st century can also be applied.

The speaker also underlined the need of teachers learning from their students as much as
educating them. The teacher should also let the kids share their enjoyable experiences. Let's
interview our students to learn more about their backgrounds and to better understand their
individual strengths and weaknesses.

Everyday is a fresh start for everyone, thus we should always introduce fresh ideas that
the students may use to amplify their learning. When introducing a novel idea, we ought to offer
several various formats or approaches. To make our classes more appealing to our students and
allow us to involve everyone in the activities, we should gamify our lessons as we teach. Finally,
as parents are the primary instructors of our students, we as teachers should include parents by
using take-home letters.

The morning session was concluded with the idea that we should always provide welcome
and safe collaborative learning. Due to the fact that each learner is different, we should talk
about their similarities and differences. Learn from one another and get to know one another
better since mutual linkages and equalization result from increased understanding, which may
be used to demonstrate that in DEPED we are MATATAG and that our BANSA is MAKABATA and
our BATA is MAKABANSA.

ROSE AILYN P. CALONGE

FILIPINO DEPT, Teacher I
Rosario Integrated School