Coursebook 6 Answers

Session 1 – Theoretical and Legal Anchors of Contextualization

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 TRUE

examples and experiences than to abstract
conceptual models.

2. Action learning is based on the premise that TRUE

learners will learn 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 situation in the
community and you utilize materials that
are available in the locality of the school,
you are already indigenizing.
FALSE You can’t say you are indigenous people if you
are not a member of their tribes. As a teacher,
you are only adopting and utilizing materials
that are available in the locality of the school

5. Contextualization is one of the main TRUE

features of the K to 12 Curriculum.

6. DepEd mission highlights that the curriculum
shall be flexible enough to enable and allow
schools to localize, indigenize, and enhance
the curriculum based on their respective
educational and social contexts.
FALSE This is not the highlights of DepEd mission. It
is the standards and principles, when
appropriate, in developing the enhanced basic
education curriculum.

7. Contextualization is also one of the TRUE

provisions in Republic Act 10533 or the
Enhanced Basic Education Act of 2013.

8. Zone of Proximal Development (ZPD) is the TRUE

gap between what is known and what is being
learned.
 9. Contextual learning should be an integrated TRUE
learning process of problem-solving learning
and work-based learning to encourage and
stimulate a higher-level thinking.

10. Situational learning is based on the FALSE Action learning is a systematic process through
premise that learning requires action and which individuals learn by doing. It is based on
action requires learning. the premise that learning requires action and
action requires teaching

Required Task 2: Think-Pair-Share

Using the legal bases supporting the practice of contextualized teaching, write down the phrases and clauses referring to contextualization.
Discuss them with your co-newly hired teacher/s or mentor. Use the template below.

Legal Basis Statements/phrases Feedback from the mentor Insights during the
highlighting Contextualization Sharing

1. Article XIV Culture- based – The State It seeks to develop among Filipinos It is the grounding of
Section 14 shall foster the preservation, a greater awareness, the instruction and
enrichment, and dynamic understanding and appreciation of student learning in
1987 Philippine evolution of a Filipino
Constitution arts, history, and heritage towards these ways including
national culture based on
the principle of unity in the evolution of consciousness that values, norms,
diversity in a climate of free will improve the quality of our life knowledge, beliefs,
artistic and intellectual practices, and language
expression. that are foundation of
culture

2. Republic Act The curriculum shall be Develop contextualized The development and
10533 contextualized and global curriculums that fit the needs of the evolution of these
Enhanced Basic people that they are serving global goals for
Education Act of education have given
The curriculum shall be
2013 rise to the global
flexible
curriculum, which aims
to promote a worldwide
Based on their respective curriculum, unifying
educational and social criteria, and respect of
 regional uniqueness.

contexts

3. DepEd’s Mission Culture-based
Family, community and other
stakeholders are actively
engaged
Family, community, and other
stakeholders are actively engaged
and share responsibility for
developing life-long learners.
Family, community, and
other stakeholders has
also a big role or a part
in attaining school’s
mission and vison in
promoting equity and
improvised basic
quality education

7
Key Topic 2: Contextualization in the K to 12
Curriculum

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 A. When we say Because Mario already
read and write. He knows the alphabet letters, Connectio connection theory, it knew the alphabet letters, it
but cannot read or write words yet. No matter n Theory is relatively new means that he has
how much guidance was given, he could never
learning that suggest knowledge and have the
read on his
own. With Teacher Roselle’s help, Mario can students should be guidance of his teacher, he
now read and write short words like “at,” combine thoughts and can now read and write.
“boy” and “dog”. general information in
a useful manner
a. Connection Theory
b. Constructivist Theory
c. Active learning

In a carpentry class, Teacher Bryan provided this C. Active When we say active Teacher Bryan gave some
activity: “You have been hired as a carpenter to learning learning it problem-based learning
help renovate a family room. The contractor ask emphasized that like estimate the type of
contextual learning wood. What lengths will be
ed you to submit a cost estimate for the base
should be an purchased the cost per foot,
molding (baseboard) around the room. You will
need to include the following in your estimate: integrated learning the total cost, measures the
process of problem- room and make a scale
i. the type of wood and style of olding you based learning to drawing of the floor plan
will use ii. the number of pieces and what encourage and showing fireplaces, doors,
stimulate a higher- and other objects.
lengths will be purchased iii. the cost per foot
thinking level
iv. the total cost of molding needed for the family
room
In determining the cost, you will need to
measure the room and make a scale drawing of
the floor plan showing fireplaces, doors, and
other objects that may affect the lengths of the
base molding you choose to install.
a. Connection Theory
b. Constructivist Theory
c. Active learning

In the Chemistry class of Teacher Paul, he B. When we say Teacher Paul becomes the
showed a candle. He explained the composition Constructi constructivism, it is facilitator of the class and
and function of the candle. Later on, he asked the vist the theory that says the learners encourage to
learners how the flame is produced and how the
Theory learners construct interact exchange of views
candle works. He encouraged the learners to
discover for themselves how the candle works. knowledge rather than and ideas and construct
They do this first by making simple observations, just passively take in meaning and knowledge.
from which they later build ideas and hypotheses information At the end, the learners
which they then go on to test. At the end, the successfully understand the
learners successfully understand the components components of combustion
of combustion, an important chemistry topic.
a. Connection Theory
b. Constructivist Theory
 c. Active learning

Session 2 – Teaching Contextually

Required Task 1
When you use either of the two you are already contextualizing. When you localize, you use information and materials in your learner’s
community but when you indigenize, you enhance competencies in the curriculum, the resources, and the teaching learning processes so
that they suit the context of the learners’ community

Topic Scenario Localization or Insights

Indigenization?

Visualize the Teacher Rommel used easily observable examples Localization The use of the jeep,
ratio of two of ratio in the community such as one jeep, 4 4 wheels, kariton, 2
given wheels; one kariton, 2 wheels, one tricycle, 3 Indigenization
wheels, tricycle and
numbers wheels
3 wheels as an
observable example
of ratio is
localization
because Teacher
Rommel prioritized
things that are
present in their
community and
pupils are famililar
with it because they
see it in the
community

Teacher Mary Ann presented the lesson by Localization Teacher Mary Ann
mentioning community activities or cultural focuses on the
practices that inherently use the concept of ratio like Indigenization
socio-cultural
bringing sacks of rice to markets using carabao (one
 carabao to the number of sacks) community
activities and
cultural practices as
an example.

Identify Teacher Melody instructed her learners to interview Localization Indigenization

elements of a the chieftains in the villages of the learners and because teacher
short story asked for stories of origin depicting their culture Indigenization
Melody wants her
learners to research
about the history of
their place

Teacher Hanadee presented the elements of a short Localization Teacher Hanadee

story using a local legend “Ang Alamat ni uses the strategy
Daragang Magayon” Indigenization
indigenization in
the teaching-
learning processes
in relation to the
bio geographical of
their place.

Identify star Teacher Ailyn mentioned the community’s name Localization It focuses on the
patterns that for prominent stars while retaining the use of the bio-geographical
can be seen at Greek constellations Indigenization
content of the
particular
lesson
times of the
year Teacher Lester discussed the community’s own Localization It focuses on the
calendar of star patterns and its background before socio-cultural
discussing the Greek constellations Indigenization
content of the
lesson

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

Situations Answer Feedback

 1. The barangay will be having its annual fiesta. The business plan activity given by
Teacher Marilou requested her students in TLE to LOCALIZATION the teachers is a good idea to present
create a business plan using the concepts local products in their community
discussed. The business plan is a requirement for
through bazaar on the day of the
the learners to be allowed to participate in the
bazaar on the day of the fiesta. 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 INDIGENIZATION This focuses on the historical and
and Pateros. Teacher Arnel together with his
socio-cultural aspects of the lesson
students in Araling Panlipunan will conduct a
research on this. He instructed his students to
interview some prominent native residents of the
area and ask 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 LOCALIZATION The teacher uses the local materials
students to produce an online advertisement using as an activity
the famous local products and delicacies in their
place.

4. Teacher Diane is teaching in a provincial school.

In her English Class, one of the activities was the INDIGENIZATION Sharing traditional customs is an
reading of the short story “How My Brother Leon example of indigenization
Brought Home a Wife” As a priming activity, she
asked the learners to share their traditional
customs.

5. After learning the elements of a play, the class is The stage play will use local
tasked to perform a stage play for the upcoming LOCALIZATION materials that are present in the
fiesta. The story of the play revolves around a communication to portray the local
local hero during World War II named Jose
hero
Ozamis.

Session 3 – REACT Strategy

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 TRUE Teachers use REACT strategies to ensure active
Strategy in localizing the lesson. participation of the learners

2. When learners take what they have TRUE Learning in the context of prior knowledge, also knows
learned and apply it to new situations as transferring, makes use of and expands in what the
and context, the transferring stage learner has already acquired
happens.

3. Experiencing happens when learners
solve problems as a team to reinforce
knowledge and develop collaborative
skills.
TRUE Contextual learning is defined as leaning in the context
of exploration, discovery, and creation. Other teaching
styles, however, may result in motivated or tuned-in
learners

4. Understanding real-world TRUE Teachers must use a real-life setting to educate so that
connections to course content students may apply what they’ve learned in class to their
increases student engagement which daily loves
often leads to increased persistence
and successful transitions.

5. For learning to happen, the teacher TRUE If we enable our students to find and experience
allows the learners to discover situations and tasks firsthand, there will be meaningful
meaningful relationships between learning.
concrete ideas and real-world
application.

Required Task 2
19

Discussion Questions Answers Feedback

Did Teacher Romano utilize YES Teacher Romano employs a

contextualization? sociolinguistic or contextualization
strategy in which language is used to
convey important components of a

What degree of contextualization
is presented in the sample lesson?
Which part in Teacher Romano’s
lesson showed the REACT
Strategy? Outline the portions that
demonstrated the REACT
strategy.
Was the anticipated learning
outcome realized through the
REACT Strategy?
As a teacher, can you replicate
any lesson or topic using the
REACT Strategy? How?
Required Task 3
Topic or Competency
conversation.
LOCALIZATION Presenting local materials may
encourage greater learning
When students perform the activity REACT method can be used to
ensure learners’ active engagement
and even to build a suitable learning
environment
YES The REACT approach ensures that
students participate actively in order
to encourage enjoyable and active
learning
YES, especially in sessions that REACT technique was more
involve direct experience to effective and recommended for use in
guarantee that the learners understand a class when the students needed
the process or steps of a particular direct experience
topic.
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 encourage active learning, provide a
to the concept? self-made story with a known name and
location on the area

2. What kind of activity would enable learners to EXPERIENCE the Ask the students to act or respond to a
concept? 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 The teacher may perform a role-playing
they can APPLY it themselves in a way that simulates an industry session or narrate a tale in which the
situation or other real-life problem-solving scenario? students take the role of the character and
experience the scenario firsthand

4. How will the experience be set up so that learners have the Provide a group activity that will support
opportunity to interact and COOPERATE in one another’s the lesson’s purpose while also addressing
learning? the learners’ various learning styles

5. What steps can be taken to ensure that learners will be able to Encourage students to apply what they’ve
TRANSFER learning to new and unfamiliar situations? learned in class to their homes and
communities, and ask for comments on
how well their activities have worked out

MODULE 2 – BUILDING RELATIONSHIPS WITH THE WIDER SCHOOL COMMUNITY

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)

Statement Answer Feedback

1. It is a school association composed of F. Parent-Teacher The PTA may act as school’s support
parents/guardians and teachers, which serves Association organization and partner in students’
as support groups and partners of the school welfare
for the welfare of the learners.

2. It is composed of government agencies, C. Stakeholders Help the school accomplish its aims and
NGOs, Alumni, Parents, retirees, and other objectives by providing assistance
sectors in the community which give
support to the school in the achievement of
its goals and objectives.

3. It refers to the sustainable governance E. School Governing Guided by the notion of shared
structure that operates under the principle of Council accountability and responsibility among
shared accountability and responsibility among all stakeholders in the school community
school community stakeholders.

4. It is a detailed list of the steps or tasks A. Action Plan List of stages or tasks you’ll need to do to
that you need to accomplish to attain the meet your objectives
goals set.

5. It is a relationship between the school and D. School Community The school community strives for a single
the community, organization, or individual goal:
who seeks a common goal, which is to To contribute to the children’s
contribute to the learning outcome of the
learning outcomes
children.

24
 Required Task No. 1: Scenario Analysis
Analyze the scenario below and answer the following questions.

Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
She wanted to know whether she could borrow the Barangay’s extra computer so that her six students who don’t have recourse
gadget for their online class might use it for their studies.

2. What was the Memorandum of Agreement the School Principal made for?
The memorandum of agreement that the school principal made was an agreement between the school and Ms. Ramos that will
be authorized by the superintendent in order for her to become an official stakeholder in the school or a donor of the essential
computers.

3. If you were Ms. Ramos, would you do the same? Why?

Yes, as stated in the scenario, Ms. Ramos has a wonderful heart and has always desired to assist children with their education

4. What will you do to show appreciation and gratitude to them?

As long as I am able, I will always open my door to assist the unfortunate children and even supply other required resources

Required Task No. 2: Action Plan (Portfolio Output)

I. Identify Problem:
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 Reasons: Resources: Action: Action:
Problems:
What might be the What resources do What can you do What can your
What are the reason? you have in your as their teacher? school do to
problems school community face the
that hinder the that you can utilize challenge?
learning process in easing out the Are there any
during this time of identified problems efforts your
pandemic? in your school school is doing to
community? ease the problem?

Availability of Lack of finances of A learning module Visit each home Look for someone
internet connection the families that may sent to their while carrying their who can help the
and gadgets house, allowing them instructional school keep the
 to continue their modules. Look for students informed
studies even if stakeholders that can and up to date on
assist me in keeping lectures.
my students informed
and updated about
our lesson.

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 Who are the people to When should the tasks be What hinders the
done? perform the tasks? accomplished? accomplishment of these
tasks?

Maintain a positive Teachers and principal as Year around The availability of

connection with government wells as the learners’ stakeholders and the
offices by coordinating with parents funding required the search
as many stakeholders as for potential stakeholders to
feasible satisfy school demands.

Session 2: The School and Community Relationships

Key Topic 1: Laws and Existing Policies
Required Task 1
Write TRUE if the statement is correct and FALSE if not.
Statement Answer Feedback

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

Required Task 2: Scenario Analysis

The Teacher Induction Program - Core Course 4
Questions:
1. As an adviser of one of the classes in Grade 1, what should you do to gain the trust and confidence of the parents and the community?
Limit your answer to 200 words (maximum)
You may hold a meeting to promote the benefits of having a positive relationship between the school and the community. Allow
them to perceive and understand the school’s situation in order to provide a healthy learning experience for the students. Showing
care and treating them as if they were your own child is an excellent way to acquire the trust of the parents and the community.

2. Who are the persons in the school community that you can tap to help you establish a good relationship with parents?
We might trap our students and seek our administration for permission to organize a school activity that would benefit both
teachers, parents, and the community

3. In what ways can you better communicate with the parents?

Because most parents want the best for their child, you can use this concern to gain their support and trust by simply
demonstrating how much you care for them. This will be beneficial for all of you, particularly because it will help us to use
appropriate teaching techniques monitor students’ academic performance and even discipline students.

Key Topic 2: The Community Involvement Continuum

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 Goal Activities/Tasks/Strategies

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

Infer To obtain community feedback on Gather information about community

analysis, issue and put together to design an
alternatives, and decisions. evaluation

Involve To work with the community Coordinate with the community and
throughout the process to ensure that discuss their concern
their concerns and aspirations are
consistently understood.

Integrate To partner with the community in To have school and community effort to
each aspect of the decision. improve student and community learnings
To synergize the effort from all the
stakeholders to reach the goals
(to solve school problems)

Empower (INVEST) To provide shared leadership of Maintaining a positive relationship with

community-led projects with final the community
decision-making at the community level.

Session 3 – Strengthening and Sustaining Good Relationships with the School Community
Preliminary Activity:

During your first month of teaching, were you able to get to know the parents of your learners? What were your struggles and how did you
overcome them? Limit your response to 200 words.
Reach out to your colleagues (preferably newly-hired teachers)
and share your thoughts with your co-teachers. Write down
the ideas you got from them:

Required Task 1: Writing

The following are some common school situations. Write the strategy that you think will best suit the situation to be able to create a good
relationship with the parents/guardians and the wider school community. Limit your response to 100 words for each situation.
1. Claire is always absent and you never receive an excuse letter from her parents/guardians.
When a student is chronically absent, contacting parents is usually effective especially if you emphasized how, you’ve 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 helpful to have a
conversation with the student the next time they attend class, stressing that you’ve noticed their absence and you care about them and
their education. I always try to avoid asking a student in class why they have been absent. In my experience, if they’ve been absent for a
legitimate reason, they’ll tell you. Other times, there are personal or family issues that they may prefer not to share. Giving your
students a hard time about poor attendance is counterproductive and doesn’t make them want to return to school in the future.

2. Your lesson for tomorrow is about different professions/jobs. You want your learners to meet professionals and those working in the
community.
In planning the lesson, you wanted to prioritize the safety and maximize the learning experience at the same time. You thought about
conducting a field
trip but it will be very costly and will require rigorous planning to make sure that the activity will be safe. What is an alternative way to
conduct this activity?
Fieldtrip are often considered a key part of the school experience. Students often look back on them as some of their favorite
and most memorable days in school. However, traditional fieldtrips are not always feasible options. They can be expensive, time-
consuming to organize, ang quite stressful in action. Perhaps, your most simple and convenient option for a fieldtrip alternative is to
show your class about documentary of different professions/job. No matter the subject, you can find a documentary that your students
will be interested in.

3. Mrs. Cruz, a parent, went to your class confronting you because her daughter told her that you moved the child’s seat away from her
friends to make her concentrate on your lessons. Your actions were triggered by her non submission of assignment and throwing a
crumpled paper at you. How will you explain your side to Mrs. Cruz?
Instantly thank the parent for bringing her concern to your attention. Apologize for both the problem and for causing parents’
concern. Take any steps necessary to calm Mrs. Cruz and help her to relax. Discuss with her about misbehavior of her child in a nice
way and the reason why you move her child away from her friends to make her concentrate on your lesson. Be careful the language
used when communicating with parents. End your conversation by reiterating that you’re going to take care of the problem.

4. The general PTA meeting is fast approaching and you need to ensure at least 90 percent attendance of parents. How are you going to
invite the parents to ensure their attendance and participation?
To ensure their attendance and participation, I will send personal letters at home to notify the parents of conference dates.
Outline agenda that will show interest on them and emphasize the importance of t he conference to their children’s education. Do
everything possible to avoid scheduling sibling’s conferences on different days or at widely desperate times. Base the length of the
conferences on the needs of the students. If necessary, schedule two consecutive periods with parents you suspect might require more
time. Send home personal invitations to the conferences and ask parents to RSVP by a specific date. Contact parents who do not
respond and encourage them to attend.

Required Task 2: Scenario Analysis

Read the following scenarios. Write YES if it tells about a healthy parent-teacher relationship and NO if otherwise.
NO 1. Benedick, a Grade 1 pupil, never speaks in the class of Teacher Consuelo. Teacher
Consuelo seeks for advice from Benedick’s previous teachers. Contrary to what she knows, the teachers said that Benedick was a talkative
pupil. During the distribution of cards, she talked to the student’s mother and found out that after his father’s death, he got upset, which led
to Benedick’s
disinterest in socialization. Teacher Consuelo consulted Benedick’s condition with the School Guidance Counselor.
NO 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a mother of a Kinder learner in the same school. She was
impressed by the improvements made in the school and expressed her willingness to contribute to the further improvement of the school.
She asked the teacher of her daughter, of what else she can contribute to the school. However, nothing came into fruition.

YES 3. Angelo always skips class every afternoon. He never does his assignments too. He is one of the struggling learners in Ms. Bada’s
class. Since he has been acting this way for almost two weeks, Ms. Bada immediately called his father, Mr. Cruz and set an appointment.
She told Mr. Cruz of Angelo’s behavior in school and he promised that he will be watchful of Angelo.
NO 4. During the online class where Janna is attending, she failed to understand the instructions of the teacher because of internet
connection failure. Mrs. Manza, her mother, sent a message to her teacher and asked for further discussion about the instruction because
Janna was not able to
get it correctly. Her teacher did not respond to her.
YES 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay Health Worker (BHW) for her to answer. As soon 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:
List down top 5 strategies to increase parental involvement
in school and share it with your co-teachers.
1. Connect parents and schools
2. Create an organization structure
3. Consider parent’s time
4. Identify and support learning environment
5. Home visits and parents’ teacher conferences.