• Glenn De Otoy

• Ellaine Grace Delima Gurro

• Rio Adam T. Opiala
• Amulek T. Opiala
Steps must be taken, or activities that must be performed well,
for a strategy to succeed. An action plan has three major
elements.
§ Specific tasks: what will be done and by whom
§ Time Horizon: When will it be done
§ Resource Allocation: what specific funds/ resources are
available for aforementioned activities.

It’s an essential part of the strategic planning process and

helps improving teamwork planning. Not only in project
management, but action plans can be used by individuals to
prepare strategy to achieve their own personal goals as well.
§ It gives you clear direction
§ Having your goals written down and planned out in steps will
give you a reason to stay motivated and committed
throughout the project.
§ With an action plan, you can track progress toward your goal.
§ Since you are listing down all the steps you need to complete
in your action plan, it will help you prioritize your tasks based
on effort and impact.
§ DEFINE YOUR END GOAL
If you are not clear about what you want to do and what you
want to achieve, you are setting yourself for failure.
Planning a new initiative? Start by defining where you are and
where you want to be.
Write down your goal. Don’t just work hard, you have to work
smart with the SMART criteria:
§ Specific – Well defined and clear
§ Measurable – include measurable indicators to track
progress
§ Attainable – realistic and achievable within the resources,
time, money and experience etc.
§ Relevant – align with your goals
§ Timely – has a finishing date
§ List all the tasks, who is
performing and their due
dates.
§ Make sure the entire team
is involved and be made – if
the tasks are complex break
them down to smaller ones
which will be easier to
execute and manage.
§ Reorganize the list by prioritizing the tasks. Some steps, you
may need to prioritize as they can be blocking other sub-
steps.
§ Make sure deadlines are met and consequently the tasks are
realistic and consult with members of the team to discuss and
decide on the deadlines.
§ Milestones can be considered mini goals leading up to the
main goal at the end. The advantage of adding milestones is
that they give the team members to look forward to
something and help them stay motivated even though the
final due date is far away.

§ Start from the end goal and work your way back as you set
milestones. Remember not to keep too little or too much time
in between the milestones you set.
§ Before you start your project, it’s crucial to ensure that you
have all the necessary resources at hand to complete the
tasks. And that they are not currently available, you need to
first make a plan to acquire them.

§ This should also include your budget. You can assign a

column of your action to mark the cost of each task if there
are any.
§ The point of this step is to create something that everyone
can understand at a glance and that can be shared with
everyone.

§ Whether your action plan comes in the shape of a flowchart

or table make sure that it clearly communicates the elements
we have identified so far – tasks, task owners, deadlines,
resources, etc.

§ This document should be easily accessible to everyone and

should be editable to an extent and controlled manner.
§ Allocate some time to evaluate the progress you’ve made
with your team.

§ You can mark tasks that are completed as done on this final
action plan, bringing attention to how you’ve progressed
toward the goal.

§ This will also bring out the tasks that are pending and
delayed, in which case you need to figure out why and find
suitable solutions and then update the action plan accordingly.
ACTION PLAN FOR
DAGUMBAAN INTEGRATED SCHOOL COMPREHENSIVE READING ENRICHMENT FOR EFFECTIVE TEACHING (DISCREET):
A School-based Reading Program in the New Normal
Stages Activities Objectives Target Time MOVs Key Persons Budgetary Success
Participants Frame involved Requirement Indicators
PRE-IMPLEMENTATION STAGE
1. DATA GATHERING  Review PHIL-IRI To review All teachers January 6, Phil-IRI Result All teachers None 100% reviewed
Post Test Result for reading level 2021 of SY 2019-2020 the reading
SY 2029-2020 of learners level of
through PHIL- students using
IRI Tool the PHIL-IRI
results of 2019-
2020
2. ADVOCACY  Parents Forum To inform the Parents January 11, Pictorials Primary 100.00 Oriented
 Lobbying at the community Barangay 2021 Attendance Grade parents and
Barangay Regular stakeholders of Officials Narrative Teachers barangay
Session the DISCREET Report council on the
Reading program
Program and
Project 4Bs
3. TRAINING OF  Capacitating To capacitate All Parents of January 12- Pictorials Primary 500.00 Capacitated
TEACHERS AND PARENTS Teachers on teachers and the Non and 15, 2021 Attendance Grade parents and
ON TEACHING teaching beginning parents on slow readers Narrative Teachers teachers on
BEGINNING READING IN reading teaching Report teaching
THE NEW NORMAL  Capacitating beginning All teachers beginning
Parents on teaching reading both reading
beginning reading specifically the elementary specifically the
use of Lantaya’s and JHS use of Lantaya’s
Approach, Approach,
Marungko and Marungko and
Fuller Fuller
Approach Approach
4. INVENTORY AND  Inventory and To assess All teachers January Inventory of LR 5,000.00 Crafted
PREPARATION OF crafting/preparin needs of the both 18-22, 2021 LRs reading coordinators, contextualize
READING RESOURCES g for school based reading elementary materials, teachers d reading
reading program resources of and JHS List of materials
materials the school contextualize
and craft d reading
school-based materials
and
contextualize
d reading
material

5. PLOTTING OF  Adjustment of To plot a All teachers January 18- Individual All teachers 500.00 Plotted of
DISCREET READING classhome classhome both 22, 2021 Classhome both individual
PROGRAM IN THE program program for elementary program elementary classhome
CLASSHOME PROGRAM reading and JHS and JHS program

6. LAUNCHING OF  Launching of To launch Parents, January 25, Pictorials, Parents, 1,000.00 Launched
DISCREET READING school-based school-based stakeholders, 2021 Attendance stakeholders, school-based
PROGRAM reading program reading teachers Sheet teachers reading
program Narrative program
report

7. ESTABLISHMENT OF  Construction of To construct Parents, January- Pictorials, Parents, 30,000.00 Constructed

READING CLINICS School Reading school reading stakeholders, March, Attendance stakeholders, reading
Nooks/ Clinics nooks/clinics teachers 2021 Sheets teachers nooks/clinics
IMPLEMENTATION STAGE

1. WEEKLY  Implementation To implement Parents January- Pictorials, Parents 100.00 Implemented

IMPLEMENTATIO of reading weekly the Teachers April, Narrative Teachers reading
N OF READING program program at 2021 Reports, program
PROGRAM AT home reading Individual
HOME classhome
program

1. PROGRESS Home Visitation To monitor, Parents ,Tea January- Home Parents 100.00 Monitoring
MONITORING, evaluate and chers April, visitation Teachers and
EVALUATION giving of 2021 form, Evaluation
AND FEEDBACK feedbacks Monthly Pictorials, conducted
Monitorin Accomplishment
Report
g
POST-IMPLEMENTATION STAGE

1. MONITORING Home Visitation To monitor, Parents ,Tea January- Home Parents 100.00 Monitoring
AND EVALUATION evaluate and chers April, 2021 visitation form, Teachers and
giving of Monthly Pictorials, Evaluation
feedbacks Monitoring Accomplishment conducted
Report

1. MUNICIPAL WIDE Launching of Basa To participate Parents, May,2021 Pictorials, Parents, 1,000.00 Participated
LAUNCHING OF Talakag cum Reading in the stakeholders, Attendance stakeholders, in the
BASA TALAKAG congress municipal teachers Sheet teachers municipal
CUM READING wide Narrative wide
CONGRESS launching of report launching
Basa Talakag
cum reading
congress
§ What is an Abstract?
§ A concise summary/picture of a research paper or thesis.
§ An abstract is a self-contained, short and powerful
statement that describes a larger work.
§ It make sense by itself without references or sources.
§ It highlights key concepts, research purpose, importance of
your work and the outcomes.
§ Placed at the beginning but written at the end of the
research work.
§ It is not a review, nor does it evaluate the work.
§ An Abstract is an original document rather than an
excerpted passage.
§ Why write an Abstract
§ For Selection – Abstracts allow readers who may be
interested in a longer work to quickly decide whether it is
worth their time to read it.

§ For indexing – Many online databases use abstracts to

index larger works. Therefore, abstracts should contain
keywords and phrases that allow for easy searching. An
example would be Google or other Search Engines
§ How to write an Abstract?
§ The format of your abstract will depend on the research. However, all
abstracts generally cover the following parts:
§ Importance of the research

§ Statement of the Problem

§ Methodology – Scientific models or approaches that are used in the

larger study

§ Results – include only specific data that indicates results.

§ Implications – Uses of the research, how does this add to the body of
Knowledge.
§ Things to remember when writing an abstract
§ The most important information first.
§ Same type of language found in the original and technical
terms of language.
§ Keywords and phrases to quickly identify the content and
focus of the work.
§ Clear, concise and powerful language.
§ Do not refer extensively to other works.
§ Do not add information not contained in the original work.
§ Do not define terms.
 This study focused on the effect of Math Talk as an inquiry based strategy in
teaching mathematics among the selected grade seven students of Camarin High
School during the school year 2018-2019. Two groups from grae seven were selected
using purposive sampling technique based on the result of the diagnostic test.
The Study employed quasi experimental design percentage, mean, standard
deviation, dependent and independent t-test were used to compare the effectiveness
of Math Talk and Non-Math talk groups in teaching Grade Seven Mathematics in
Camarin High School.
The study revealed that Math Talk and Non-Math Talk can help the students
learn Mathematics but Math Talk can enhance the Mathematics performance of the
students better than the non-Math Talk. In addition, the learning gain of the Non-Math
Talk Group. Thus, the study recommended that Math Talk can be used as a strategy in
teaching mathematics for the continuous improvement of the proficiency level in
mathematics.
§ This study endeavored to determine the drivers, barriers and challenges in the implementation of educational
change initiatives in the Division of Valencia City. Specifically, it aims: to describe the school administrators’
attributes in terms of age; gender; educational attainment; administrative experience; and leadership training;
to determine the extent of implementation of educational change initiatives in the Division of Valencia City
as to the following key-result areas: academic excellence; teachers’ welfare and effectiveness; management of
resources; and strategic partnership; to find out the perceived level of influence of the following change
drivers and change barriers in the implementation of educational change initiatives, namely: A. Drivers:
Education For All (EFA); School-Based Management (SBM); school leadership; internal stakeholders
participation; school improvement process; school performance accountability; and information and
communication technology (ICT).B. Barriers: beliefs and values; lack of teachers’ preparation; change in
students’ roles; lack of compatible instructional materials; and change process itself; to identify the challenges
faced by school administrators in the implementation of the educational change initiatives; to correlate
between the extent of implementation of educational change initiatives and the following: school
administrators’ attributes; 5.2 change drivers; and change barriers; and to ascertain the extent of the school
administrators’ attributes, change drivers and change barriers, singly or in combination, influence the
extent of implementation of educational change initiatives. Two hundred eighteen teacher-respondents
systematically selected using the Slovin’s formula and fifty school head-respondents were purposively chosen
with a total of 269 respondents in the Division of Valencia City.
§
The data-gathering instrument has four parts. Part I and Part IV were researcher-
formulated while Part II and Part III were partly adapted from School Self-Survey of the
Accreditation Program for Public Elementary Schools (APPES) and BESRA Assessment
Tool on SBM where it is revised to suit to the local conditions. The contents were
validated by thirty teachers from the Division of Bukidnon, specifically from Dologon
NHS and Dologon Elementary School. The self-survey instrument was highly reliable
with Cronbach alpha coefficient of a =.92.
Descriptive Statistics like frequency counts and percentages, means and Pearson
product -moment correlation and regression analysis were the statistical tool employed
to treat the data gathered.
The findings revealed that the administrators and teacher-respondents have high
influence on achieving key-result area on academic excellence; teachers’ welfare and
effectiveness; management of resources and strategic partnership. On the perceived
level of influence of the change drivers and change barriers in the implementation of
educational change initiatives in the Division of Valencia City, it was found out that the
administrators and teacher-respondents have a high perceived level of influence on
change drivers as to achieving education for all (EFA); school-based management (SBM
subsets: school leadership, internal stakeholders’ participation, school improvement
process, school performance accountability); information and communication
technology (ICT).
§ Moreover, the administrators and teacher-respondents have high perceived level of
influence of change barriers in the implementation of educational change initiatives as to
beliefs and values; to teachers’ lack of preparation; changes in the students’ roles; lack of
instructional materials; change process itself. Findings also showed that the administrators
and teacher-respondents found it challenging to deal with the barriers like: leadership
(instructional leadership and administrative leadership); organizational culture; employees’
resistance; perception of stakeholders; and physical work environment in the
implementation of educational change initiatives.
§ The correlated result of the Division key-result areas and the school administrators’ personal
attributes, change drivers and change barriers, revealed that there was no significant
relationship between the division key-result areas and the school administrators’ personal
attributes specifically on age, gender, educational attainment, number of years experience
as a school head and the number of related trainings attended. There exists a significant
relationship between strategic partnership and school administrators’ age. On the contrary,
there is no significant relationship between management of resources and school change
drivers as to improvement process, school performance accountability, information and
communication technology and change barriers as to change process itself for school
administrators.
§ There also exist significant relationships between the key-result areas and the
subsets of change drivers and change barriers. The change drivers (school
improvement process, school performance accountability, school leadership,
internal stakeholders’ participation and education for all); change barrier (lack of
instructional materials, change process itself,) and personal attributes (age and
trainings attended) are compelling factors that are highly significant in attaining all
key-result areas. Apparently, the findings of the study bear out with the previous
studies here and abroad which particularly envisage on the implementation of
educational change initiatives.
§ 1. Based on your chosen topic in the previous activities, think and formulate
possible template for your action plan.
§ Based on the above example of the summary of the study, extract important
information where you can use to formulate an abstract