Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO

COMPLETION REPORT TEMPLATE

COMPOSTELA CENTRAL ELEMENTARY SCHOO SPED CENTER

Program Title: Training of Teachers on using effective teaching strategies that

respond to students’ linguistic, cultural, socioeconomic, and religious
backgrounds.

Facilitator(s) /
Name of Speaker: Erlinda C. Lopar
Resource Speakers:

Location and venue: Grade 5 Caballero Building

Duration: Half day

Date:

No of Participants: Male 0 Female 11 Total 11

Please see attached list of participants (attachment 1)

Summary of See attached meal attendance sheets (attachment 2)

Attendance

Executive Summary To synthesize the session, the program was a success. The
teachers got new insights from the topic discussed on this day.

Moreover, the teacher-participants were very thankful because

they can use it in implementing it with their lessons.

Terminal Objective:

Use effective teaching strategies that respond to students’

 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO
linguistic, cultural, socioeconomic, and religious backgrounds.

Program Objectives Enabling objectives:

1. Inform teachers in the use of use of teaching strategies that

respond to students’ linguistic, cultural, socioeconomic, and religious
backgrounds.

2. Acquire knowledge on the topic through the help of the ideas

provided by the speaker.

3. Apply the knowledge they learn from the session through their
WHLP.

Program Schedule/ See attached matrix

Matrix/Design

Key Results After the implementation of the L&D Intervention Program,

the teachers are expected to create a WHLP with teaching
strategies that promote effective teaching strategies that respond
to students’ linguistic, cultural, socioeconomic, and religious
backgrounds.

Resources Materials Slide Deck Presentations of the different topics discussed

(See Attachment)
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO

M&E Analysis (Based on the results of the End-of-Program Evaluation) Analysis should
include:
● Results from the participants’ evaluation of the program

● Results from the facilitators review of the program

● Results from the program managers review of the program

● Strengths and areas for improvement should be identified in this

section
(Include as Attachment 3 a copy of the M&E Results)

General In this section make any general comments about the program and
Comments and identify any issues encountered in relation to:
Issues
● Delivery- Generally speaking, the delivery of the session was
Encountered
quite good. The objectives of the session were carried
successfully.
● Trainer/facilitator – the facilitator herself was excellent. She has
potential when it comes to her topic.
● Participants- the participants are active and enthusiastic. You can
see among them the eagerness to learn new things.
● Content of the program- the topic discussed was aligned to
the teacher’s needs.
● Delivery strategies- Overall, the delivery strategies were
applicable to the participants.
● Training materials- soft copy of the topic was provided to the
participants.
● Program management- the proponent of the program cannot
say that the training was perfect, but she makes it a point to
provide the needs of the participants during the training.
● Prior to delivery- before the delivery, the proponent made a
pre-implementation plan which was stated in the training
proposal.
● During the training proper- during the session, there were
lapses encountered but it was given a remedy.

Recommendations In this section discuss any recommendations you may have to improve
future programs. Suggestions may cover program management,
facilitation, session guides, resource materials, other concerns)

In relation to recent program conducted, the proponent of the

 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO
program sees that there is a need to improve the program in a sense that
there is a need for a longer period to discuss elaborately thetopic.

Financial Report

Food and Accommodation

Materials:

TOTAL =

Program Report Attachments:

Attachment 1: List of Participants

Attachment 2: Attendance Sheets (arranged chronologically)

Attachment 3: M&E Results

Attachment 4: Breakdown of expenditures

Attachment 5: Photo Documentation and Narrative

 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO

Attachment 1

LIST OF PARTICIPANTS

DESIGNATIO GENDE
SCHOOL NAME OF PARTICIPANTS
N R

COMPOSTELA 1. ARTAZO, EVELYN R. Teacher III F

CENTRAL
ELEMENTARY 2. AYCO, NILJOY C. Teacher III F
SCHOOL SPED
CENTER Teacher I F
3.BOISER, JENNIFER A.
Teacher II F
4.FLORES, LLORIE T.
Teacher III F
5.QUIJANO, CLAIRE E.
Teacher I F
6.PAGAYON, JAYNITH S.
Teacher III F
7.PAQUINGAN, RITZCHEL V.
Teacher II F
8.POSADAS, MARICHU B.
Teacher III F
9.SARGENTO, NENETH R.
Teacher III F
10.VELUZ, LUZ M.
Master Teacher I F
11.LOPAR, ERLINDA C.
Prepared by:

Noted by: ERLINDA C. LOPAR

School L&D Coordinator
IVY G. YEE-GRAJO, EdD
School Principal II
Approved:

MAROJA R. BELISARIO, EdD

Public School District Supervisor
Public School District Supervisor
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO
Attachment 2

ATTENDANCE
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO

Attachment 3

MONITORING AND EVALUATION RESULTS

A. Participants’ evaluation of the program

Based on the responses on the evaluation made by the participants almost all of
them strongly agreed that the session started and ended on time. They also strongly agreed
that the topic and activities discussed are relevant to the teacher’s needs. All in all, the
objectives were all carried out.

B. Facilitators review of the program

When it comes to facilitators’ review of the program, most of them strongly agreed that
the session was carried out successfully and that the speaker has the mastery of her topic.

C. Program managers review of the program

In view of the program managers’ review, they strongly agreed that the training program
was delivered on time. It was managed efficiently, and it was well-constructed.

D. Strengths and areas for improvement

The strength of the training is that the program content was appropriate to the participants.
On the other hand, most of the participants requested additional time of learning the topic
discussed.
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO

Based on several studies, students from low-income families are more

likely to develop social conduct problems. This isn't to say this is the case
every time, but “behavioral research shows that children from impoverished
homes develop … maladaptive social functioning at a greater rate than their
affluent counterparts do” (Jensen 2009).

Students who live in poverty want to feel accepted by their peers and
feel included in something. They may not find inclusion or acceptance at
home, so at school, we need to find ways for all students to feel included.
Religious diversity is another issue. It’s a powerful opportunity to bring
different perspectives and values in conversation with each other and
improve everyone’s learning.

Ensuring that cultural awareness is promoted in the classroom starts

with the teacher understanding each individual student. Take the time to
learn about each student’s cultural background, hobbies, learning styles,
and what makes them unique. Demonstrating a genuine interest in learning
about each student and their culture will help establish trust and allow you
to form a bond with them so they feel valued. If students feel appreciated by
and comfortable with the teacher, there’s a better chance they’ll feel
comfortable talking with and respect their peers in the class – and
communication is the core to a culturally aware and inclusive classroom.
 Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO de ORO
It is with this reason that the proponents of this program included this topic
in the LAC Session to at least helped them to enhance their teaching strategy that
would respond to students’ linguistic, cultural, socioeconomic, and religious
backgrounds.

The facilitator on this session was Mrs. Erlinda C. Lopar, Master Teacher I

During her discussion she shared some key concepts on how teachers will
use strategies that will respond to students’ linguistic, cultural, socioeconomic, and
religious backgrounds.

She shared sample technique in getting the learner’s background using the
Human Bingo Game. She also advised the teachers to do learner’s profiling.

According to her, as a teacher, it is a must that you should know the family
background of your learners. With these, teacher can apply the best strategy
applicable to the child.