Republic of the Philippines

Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

Accomplishment Report on SDRRM

As I reflect on my experience in Elementary School Disaster Risk

Reduction and Resilience (DRRR) classes, I am delighted to share the impact
of my learner-centered teaching philosophy on the teaching-learning
process. Embracing a student-centered approach has allowed me to create
an environment where learners actively participate and take ownership of
their education.

In the first quarter, we focused on building a strong foundation of

disaster risk awareness and preparedness among the students.
Understanding the significance of active participation in the learning
process, I designed the lesson plans to be interactive and engaging. To
introduce the concepts of disaster risk and resilience, I employed a problem-
solving scenario where students had to assess and strategize responses to
various disaster scenarios in their local community. By allowing students to
work in groups and encouraging open discussions, they were able to share
their knowledge, experiences, and perspectives. This learner-centered
approach not only nurtured their critical thinking skills but also fostered a
sense of responsibility towards their community's safety and well-being.

Throughout the first quarter, I consistently encouraged students to take

initiative in their learning. I provided them with opportunities to explore
real-world case studies and share their insights through presentations,
debates, and role-playing activities. By embracing the principles of self-
directed learning, I witnessed an increase in students' motivation to actively
seek information and engage with the subject matter. This led to a more
profound understanding of disaster risk reduction concepts and an
enhanced ability to apply these principles in practical situations.

In the second quarter, we further delved into disaster response and recovery
strategies. Realizing the significance of experiential learning, I integrated
community work into the curriculum. Students actively collaborated with
local NGOs and government agencies involved in disaster response and
recovery efforts. They participated in workshops, training sessions, and
community drills. By involving students directly in these activities, they not
only developed essential DRRR competencies but also gained valuable
insights into the challenges faced by their community during disasters.

The learner-centered philosophy was evident throughout the community

work. Students had the freedom to explore areas of interest within disaster
risk reduction and resilience and develop projects that addressed specific
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

community needs. Their projects ranged from creating educational materials

on disaster preparedness to conducting workshops for vulnerable groups in
the community. The sense of ownership and responsibility that emerged
from this learner-centered approach resulted in initiatives that were not only
meaningful but also sustainable, making a positive impact on their
community.

By consistently applying a learner-centered teaching philosophy across both

quarters, I have observed remarkable growth in my students' DRRR learning
competencies. They have developed a deeper understanding of disaster risk
reduction principles, critical thinking skills, problem-solving abilities, and
community engagement. Moreover, they have become more confident and
proactive in taking leadership roles when it comes to disaster preparedness
and response.

As I look ahead to the next semester, I am excited to further explore

innovative ways to involve students actively in their DRRR education. By
continuing to prioritize their interests, experiences, and contributions, I am
confident that my students will continue to develop into compassionate,
informed, and resilient individuals who actively contribute to the safety and
well-being of their communities.

Through the application of a learner-centered teaching philosophy, I have

witnessed the transformative impact it has on students' engagement,
learning outcomes, and sense of responsibility towards the community. I am
grateful for the opportunity to guide and learn alongside my students, and I
am committed to fostering a lifelong passion for disaster risk reduction and
resilience in their lives.

Prepared by:

AILENE ROSE A. MENDEZ

SDRRM COORDINATOR
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

Reflection Journal Entry of

Elementary Science Teacher: Embracing
a Learner-Centered Teaching
Philosophy Across Four Quarters
4:06 PM Journal Entry, Philosophy, Reflection, Reflection Journal Entry,
RPMS

Reflection Journal Entry of Elementary Science

Teacher: Embracing a Learner-Centered Teaching
Philosophy Across Four Quarters

As I look back on the past academic year as an elementary science teacher,

I am filled with gratitude for the opportunity to have implemented a
learner-centered teaching philosophy in my classroom. My personal
philosophy aimed to create a nurturing and inclusive learning environment,
where students actively participated in the exploration of scientific
concepts. By valuing their curiosity, encouraging hands-on experiences, and
fostering collaboration, I sought to ignite a passion for science in each
student and empower them as active learners.

First Quarter:

In the initial quarter, I focused on building a strong foundation for a

learner-centered classroom. To engage students in scientific inquiry, I
introduced "Science Discovery Stations." Each station featured a different
science concept or experiment, and students worked in small groups to
explore and gather observations. They were encouraged to ask questions,
make predictions, and record their findings.

Specific Activity: "Science Discovery Stations"

Instructions: In small groups, rotate through the Science Discovery

Stations set up in the classroom. Engage with the experiments, make
observations, and discuss your findings with your group members. Record
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

your questions and discoveries in your science journal.

[The "Science Discovery Stations" activity was thoroughly documented in the

Daily Lesson Log (DLL) for the week of [specific date], emphasizing the
importance of hands-on exploration and collaborative learning.]

Second Quarter:

As we progressed into the second quarter, I aimed to deepen students'

understanding of the scientific method and the importance of data analysis.
To achieve this, I organized a "Classroom Olympics" where students had to
design their own experiments to test a hypothesis related to physical
forces. They collected data, analyzed the results, and presented their
findings to the class.

Specific Activity: "Classroom Olympics"

Instructions: In pairs or small groups, design an experiment to test a

hypothesis related to physical forces (e.g., friction, gravity). Conduct
the experiment, collect data, and analyze the results. Present your
findings to the class, including any conclusions or unexpected discoveries.

[The "Classroom Olympics" project was meticulously outlined in the DLL for
the week of [specific date], highlighting students' engagement, critical
thinking, and data analysis skills.]

Third Quarter:

By the third quarter, I observed my students becoming more inquisitive

about the natural world around them. To nurture this curiosity, I organized
a "Nature Walk" where we explored the school garden and local natural
habitats. Students were encouraged to observe plants, insects, and other
organisms, and then research and present their findings to the class.

Specific Activity: "Nature Walk"

Instructions: Take a guided nature walk to explore the school garden or a

nearby natural habitat. Observe and document plants, insects, and other
living organisms. Conduct research to learn more about the species you
encountered. Prepare a presentation to share your discoveries with the
class.
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

[The "Nature Walk" activity was well-documented in the DLL for the week of
[specific date], showcasing students' enthusiasm for scientific exploration
and their ability to conduct research.]

Fourth Quarter:

As we entered the final quarter, I aimed to connect science to real-life

applications and promote environmental awareness. I organized a "Green
Challenge" where students had to develop eco-friendly solutions for
everyday challenges, such as reducing waste or conserving water. They
worked in teams, researched their chosen topic, and presented their eco-
friendly ideas to the school community.

Specific Activity: "Green Challenge"

Instructions: In teams, choose an everyday challenge and develop an eco-

friendly solution. Research and gather data to support your idea, and
consider how it can positively impact the environment. Present your Green
Challenge solution to the school community.

[The "Green Challenge" project was thoroughly outlined in the DLL for the
week of [specific date], documenting students' engagement, teamwork, and
application of scientific knowledge to real-life scenarios.]

Final Reflection:

As I reflect upon the four quarters, I am incredibly proud of the

consistent involvement and growth I witnessed in my students. The
application of a learner-centered teaching philosophy allowed them to
actively participate in the teaching-learning process, fostering a sense of
curiosity, critical thinking, and a deeper understanding of scientific
concepts.

Each specific activity mentioned in this reflection was meticulously

documented in the Daily Lesson Log (DLL). The log served as a record of the
instructional strategies used, materials utilized, and outcomes observed.
Moreover, pictures were taken during various activities and events to
support the statements made in this reflection. These images captured the
students' excitement, collaboration, and engagement in the learning
process, further validating the effectiveness of a learner-centered
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

teaching philosophy.

Embracing a learner-centered approach in my elementary science classroom

has not only nurtured a love for science but also instilled in my students
a sense of wonder and an eagerness to explore the world around them. I am
grateful for the opportunity to have been a part of their scientific
journey and am committed to continuously refining and adapting my teaching
practices to better cater to the unique needs and interests of my students.

---

REFLECTION 2:

Reflection Journal Entry: Embracing a Learner-Centered Teaching Philosophy

Across Four Quarters

As I reflect on the academic year as an elementary science teacher, I am

delighted to have applied a learner-centered teaching philosophy that has
consistently engaged my students in the teaching-learning process.
Throughout the four quarters, I aimed to create a vibrant and inclusive
learning environment where students actively participated, explored, and
discovered the wonders of science. By valuing their interests, experiences,
and curiosity, I strived to ignite their passion for scientific inquiry and
empower them as lifelong learners.

First Quarter:

In the initial quarter, I focused on building a foundation of scientific

inquiry and critical thinking. To engage students in hands-on exploration,
I designed a "Scientific Investigation" activity. Each student was given
the opportunity to choose a question or problem of interest and design an
experiment to test their hypothesis. They recorded their observations,
analyzed the data, and drew conclusions.

Specific Activity: "Scientific Investigation"

Instructions: Choose a question or problem that you are curious about.

Design a scientific experiment to explore and find answers. Record your
procedure, observations, and conclusions in your science journal.

[The "Scientific Investigation" activity was carefully documented in the

 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

Daily Lesson Log (DLL) for the week of [specific date], emphasizing the
importance of student choice, scientific inquiry, and the documentation of
findings.]

Second Quarter:

As we progressed into the second quarter, I aimed to foster collaboration

and deepen understanding through project-based learning. Students were
divided into groups and tasked with researching and presenting on a
specific scientific topic of their interest. They worked together to gather
information, create visual aids, and deliver presentations to the class.

Specific Activity: "Group Research and Presentation"

Instructions: In groups, select a scientific topic of interest to research.

Explore various sources, collect information, and create visual aids to
enhance your presentation. Present your findings to the class, ensuring
everyone in the group has an active role.

[The "Group Research and Presentation" activity was meticulously outlined

in the DLL for the week of [specific date], highlighting the collaborative
nature of learning, research skills, and effective communication.]

Third Quarter:

By the third quarter, I noticed my students becoming more curious and

inquisitive. To foster their natural inclination for exploration, I
introduced a "Science Fair" project. Students were encouraged to choose a
topic, conduct experiments, and create interactive displays to showcase
their scientific findings. They had the opportunity to share their projects
with the school community during a science fair event.

Specific Activity: "Science Fair"

Instructions: Select a scientific topic or question of interest and design

an experiment to investigate it. Record your procedure, observations, and
results. Create an interactive display showcasing your findings. Present
your project during the science fair event.

[The "Science Fair" project was well-documented in the DLL for the week of
[specific date], highlighting students' research skills, scientific
 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

inquiry, and their ability to communicate their findings.]

Fourth Quarter:

As we reached the final quarter, I aimed to connect science to real-world

applications and foster environmental awareness. Students participated in a
community-based project focused on sustainability. They researched
sustainable practices, designed posters, and shared their knowledge with
the school and local community. The project aimed to inspire positive
environmental change.

Specific Activity: "Sustainability Project"

Instructions: Research sustainable practices that can make a positive

impact on the environment. Design posters to raise awareness and share your
findings with the school and local community. Encourage others to adopt
sustainable habits and make a difference.

[The "Sustainability Project" was extensively documented in the DLL for the
week of [specific date], highlighting students' research skills,
environmental consciousness, and community engagement.]

Final Reflection:

As I reflect on the four quarters, I am proud to have consistently engaged

my elementary science students in a learner-centered teaching and learning
experience. The specific activities mentioned in this reflection provided
opportunities for active participation, inquiry-based learning,
collaboration, research skills, and real-world connections. These
activities aimed to ignite curiosity, nurture critical thinking, and
empower students as scientific explorers.

Each specific activity was meticulously documented in the Daily Lesson Log
(DLL). The log served as a record of the instructional strategies used,
materials utilized, and outcomes observed. Moreover, pictures were taken
during various activities and events to support the statements made in this
reflection. These images captured the students' enthusiasm, engagement, and
the application of scientific principles, further validating the
effectiveness of a learner-centered teaching philosophy.

Embracing a learner-centered approach in my elementary science classroom

 Republic of the Philippines
Department of Education
REGION III
Division of Aurora
District of Maria Aurora East
SAN JOSE ELEMENTARY SCHOOL

has not only nurtured a love for science but also instilled in my students
a sense of curiosity, critical thinking, and responsibility towards the
environment. I am grateful for the opportunity to witness their growth and
to be a part of their scientific journey.

As an elementary science teacher, I am committed to continuously refining

and adapting my teaching practices to better cater to the unique needs and
interests of my students. I believe that by placing the learner at the
center of the teaching-learning process, we foster a love for science and
empower our students to become lifelong learners and active contributors to
the scientific community.