Republic of the Philippines | Department of Education

Region IV-A CALABARZON | Division of Quezon

Sariaya West District | Bignay National High School
SENIOR HIGH SCHOOL
Brgy. Bignay 2, Sariaya, Quezon
S.Y. 2018-2019

SCHOOL-BASED LEARNING ACTION CELL

ACCOMPLISHMENT REPORT

I. Introduction
In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic Education
Act of 2013, the Department of Education (DepEd) issues the enclosed Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program.
Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.
These guidelines aim to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning.
Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and provides
teachers with an opportunity for reflection on what learners need to learn, how learners learn, and how
best to facilitate the learning process. These guidelines also aim to empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom, is committed to learners’
success, allows the use of varied instructional and formative assessment strategies including the use of
information and communications technologies (ICTs), and enables the teacher to guide, mentor, and
support learners in developing and assessing their learning across the curriculum.
To adhere with the guidelines prescribed by the department, Bignay Dos National High School
organized a school-based learning action cell on the preparation of the Daily Lesson Log for the K to 12
Basic Education Program. The SLAC aimed to achieve the following objectives:
A. Discuss the structure of instructional plan in 4a’s format (DO 42s.2016)
B. Develop instructional plan
C. Value the importance of instructional plan in facilitating session.
It was also expected that through the SLAC, Senior High School teachers agreed to prepare
DLLs that will let them reflect on their teaching practices.

II. Narrative Report

August 9, 2018
1 o’clock in the afternoon

“If you fail to plan, you are planning to fail.” – Benjamin Franklin
Mr. Marvin C. Perez, Secondary School Teacher II, started the SLAC by asking his fellow
teachers in Senior High School to reflect on Benjamin Franklin’s old adage. Teachers shared their insights
on what the statement meant and how it can be related to the preparation of Daily Lesson Logs. He, then,
led the teachers to have a warm-up activity which was a simple recall of the parts of the DLL. After that,
he began discussing the four phases of learning. He also clarified how the previous 4A’s approach in
writing the learning plans were modified to the new format of the DLL (DO No. 42, s. 2016). He explained
the concept behind the Learning Pyramid and its connection to how students acquire learning better and
what activities teachers should incorporate in their lessons. Teachers were enlightened about what
learning activities can still be applied in their daily lessons. Later, he discussed the different parts of the
DLL and presented sample entries for each. Based on the new ideas learned from the SLAC session,
teachers crafted DLLs. They presented their outputs and the resource speaker critiqued each DLL for its
strengths and weaknesses. An open forum was done after the output presentation. They agreed to
adhere with the guidelines set by DepEd in preparing DLLs for the subjects taught and continuously look
for good resource materials in crafting their lessons.

III. Snapshots

Starting the Session.

Sharing of Insights.
The New Parts of the DLL.

Successful SLAC Session.

IV. Attendance
The teachers who participated in the SLAC session were the following:
 Ms. Vivian R. Cunanan- Master Teacher I
 Ms. Gindra M. Ranosa- Secondary School Teacher III
 Ms. Ninky E. Garcia- Secondary School Teacher II
 Mr. Welvin R. Binay- Secondary School Teacher II

V. Recommendation
SLAC sessions are collegial discussions that help capacitate teachers in their teaching and
learning practices. It also lets teachers share their best practices in teaching among their colleagues
and reflect on their current strategies and philosophies in teaching. In the recently held SLAC session
in Bignay Dos National High School, Senior High School teachers were convened to update their
lesson planning. The SLAC was a success and if there will be any recommendations for the following
SLACs, it is to have a conducive area for teachers to have the sessions.
 VI. Profile of the Resource Speaker
Marvin C. Perez, Secondary School Teacher II, was the resource
speaker tasked to share his expertise in crafting exemplary DLLs. He attended
the Regional Mass Training for TVL Teachers in NEAP, Malvar, Batangas on
January 7, 2018. In this seminar, he acquired relevant knowledge on preparing
DLLs based on the K to 12 Basic Education Program, specifically in the context
of Senior High School learners, to ensure the delivery of teaching and learning
in schools. He has been teaching TLE for four years and continues to motivate
students to learn through ICT.

Prepared by:

GINDRA M. RANOSA
Secondary School Teacher III

Noted:

THELMA P. LUNA
Head Teacher I
 Republic of the Philippines | Department of Education
Region IV-A CALABARZON | Division of Quezon
Sariaya West District | Bignay National High School
SENIOR HIGH SCHOOL
Brgy. Bignay 2, Sariaya, Quezon
S.Y. 2018-2019

SCHOOL-BASED LEARNING ACTION CELL

ACCOMPLISHMENT REPORT

I. Introduction
Learning is the core of the Department of Education’s (DepEd) mandate. However, DepEd is
not only a learner-centered government institution; it is also an organization that constantly incorporates
the learning process in implementing education policies and programs consistent with its vision, to wit:
“We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously improves itself
to better serve its stakeholders.”
The Department sustains its progressive orientation by ensuring that its actions are informed by
sound and relevant evidence from research. Evaluation research can draw lessons from past and existing
education programs and identify ways to improve them. Policy studies can define problems and generate
possible solutions. Social experiments can compare the effects of school interventions, and weed out
ineffective from promising ones.
The Basic Education Governance Act of 2001 underscored the role of research in the
management and administration of the basic education system. With this mandate, DepEd has strived to
strengthen research in the Department. Such efforts include various research initiatives under the Basic
Education System Reform Agenda (BESRA) as well as the establishment of the Research, Innovation,
and Policy Evaluation Secretariat (RIPES) in 2003. Building on these gains, the Department created the
Policy Research and Development (PRD) Division under the Rationalization Plan as a mechanism to
promote and oversee the vertical and horizontal conduct of education research. PRD is tasked, among
others, to conduct, support, and manage empirical studies, and thereby promote evidence-based
decisionand policy-making at various levels of the Department. In addition, the established policy
development process (DepEd Order 13, s. 2015) within the Agency leverages the use of evidence.
While there are a myriad of topics to probe in the education sector, the Department’s research
thrusts are strategically geared towards supporting its mission “to protect and promote the right of
every Filipino to quality, equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
 Family, community, and other stakeholders are actively engaged and share responsibility for
developing lifelong learners.”
Accordingly, priority themes surfaced as research areas that are most necessary and practical
in light of the Department’s vision and mission, as well as local and international developments in the
sector. It is important to note that 2015 marked the transition from the Millennium Development Goals
and Education For All initiative to the Sustainable Development Goals and Education 2030. DepEd
implemented major reforms in the basic education system through the K to 12 Program, and is gearing
up for the first nationwide batch of Senior High School (SHS) students this 2016.
These emergent priority themes are captured in the Research Agenda. In this document, the
themes have been translated into questions to prompt scientific inquiry and yield significant findings that
can improve the quality and delivery of basic education in the Philippines.
The Research Agenda identifies research topics that will fill in critical knowledge gaps and
respond to pressing concerns in Philippine basic education, consistent with the Department’s vision,
mission, and target outcomes and in line with local and international developments in the sector. By
articulating specific study areas, this SLAC seeks to:
A. Build on gains from existing research;
B. Generate new knowledge on less explored but priority fields of basic education;
C. Systematically focus DepEd’s attention on relevant education issues; and
D. Maximize available resources for research within and outside the Department.

II. Narrative Report

September 17, 2018
1 o’clock in the afternoon

Ms. Gindra M. Rañosa led a discussion about the Basic Education Research Agenda policy
which provides guidance in the conduct of basic education research to ensure its alignment with DepEd’s
vision, mission, and goals, maximize existing resources, and set up platforms for the sharing and use of
results.
The Research Agenda shall guide DepEd and its stakeholders, both at the national and local
levels, in gathering and examining evidence that can inform the Department’s planning, policy, and
program development. The creation of regional and division research agendas is encouraged to echo
local concerns that fit seamlessly into the national agenda.
Ms. Rañosa introduced the adoption of the Research Agenda and mechanisms were also set up
to support researchers. She also added that DepEd has established an institutional facility to fund internal
and external research studies on basic education through the Basic Education Research Fund (BERF).
This Fund may also be used to capacitate DepEd personnel in managing and conducting education
research.
This SLAC was opted to promote research among the teachers in Senior High School based on
the prescribed themes of DepEd.
 III. Snapshots

IV. Attendance
The teachers who participated in the SLAC session were the following:
 Ms. Vivian R. Cunanan- Master Teacher I
 Mr. Marvin C. Perez- Secondary School Teacher II
 Ms. Ninky E. Garcia- Secondary School Teacher II
 Mr. Welvin R. Binay- Secondary School Teacher II

V. Recommendation
SLAC sessions are collegial discussions that help capacitate teachers in their teaching and
learning practices. It also lets teachers share their best practices in teaching among their colleagues
and reflect on their current strategies and philosophies in teaching. In the recently held SLAC session
in Bignay Dos National High School, Senior High School teachers were convened to update their
lesson planning. The SLAC was a success and if there will be any recommendations for the following
SLACs, it is to have a conducive area for teachers to have the sessions.

VI. Profile of the Resource Speaker

Ms. Gindra M. Rañosa is one of the Senior High School
teachers in Bignay Dos National High School. Currently, she is the
Senior High School Coordinator and the Secondary School Teacher III
of the same school. She teaches English and Research subjects to
Grade 11 and 12 students. She is passionate about literature, grammar
and reading.
Prepared by:

GINDRA M. RANOSA
Secondary School Teacher III

Noted:

THELMA P. LUNA
Head Teacher I
 Republic of the Philippines | Department of Education
Region IV-A CALABARZON | Division of Quezon
Sariaya West District | Bignay National High School
SENIOR HIGH SCHOOL
Brgy. Bignay 2, Sariaya, Quezon
S.Y. 2018-2019

SCHOOL-BASED LEARNING ACTION CELL

ACCOMPLISHMENT REPORT

I. Introduction
Statistics is a wide subject useful l in almost all disciplines especially in Research studies. Each
and every researcher should have some knowledge in Statistics and must use statistical tools in his or
her research, one should know about the importance of statistical tools and how to use them in their
research or survey. The quality assurance of the work must be dealt with: the statistical operations
necessary to control and verify the analytical procedures as well as the resulting data making mistakes
in analytical work is unavoidable. This is the reason why a multitude of different statistical tools is, required
some of them simple, some complicated, and often very specific for certain purposes.
This SLAC session aimed to explain the importance of statistics and why you need to use
statistics to analyze your data and identify the statistical treatment required for a specific research study.

II. Narrative Report

November 22, 2018
1 o’clock in the afternoon

Ms. Ninky E. Garcia, Secondary School Teacher II, discussed the various statistical treatments
for data interpretation especially for assessing students’ performance. She talked about how researchers
use a wide range of statistical methods to analyze survey data. They do this using statistical software
packages that are designed for research professionals. She shared to the teachers in Senior High School
the different statistical tools and presented samples on how to apply it in school researches.
 III. Snapshots

IV. Attendance
The teachers who participated in the SLAC session were the following:
 Ms. Vivian R. Cunanan- Master Teacher I
 Ms. Gindra M. Rañosa- Secondary School Teacher III
 Mr. Marvin C. Perez- Secondary School Teacher II
 Mr. Welvin R. Binay- Secondary School Teacher II

V. Recommendation
SLAC sessions are collegial discussions that help capacitate teachers in their teaching and
learning practices. It also lets teachers share their best practices in teaching among their colleagues
and reflect on their current strategies and philosophies in teaching. In the recently held SLAC session
in Bignay Dos National High School, Senior High School teachers were convened to update their
lesson planning. The SLAC was a success and if there will be any recommendations for the following
SLACs, it is to have a conducive area for teachers to have the sessions.
 VI. Profile of the Resource Speaker
Ms. Ninky E. Garcia is one of the teachers in Senior High School. Currently, she holds
the position of a Secondary School Teacher II. She is a Math enthusiast and she teaches the
subject to her students with much interest and skill.

Prepared by:

GINDRA M. RANOSA
Secondary School Teacher III

Noted:

THELMA P. LUNA
Head Teacher I
 Republic of the Philippines | Department of Education
Region IV-A CALABARZON | Division of Quezon
Sariaya West District | Bignay National High School
SENIOR HIGH SCHOOL
Brgy. Bignay 2, Sariaya, Quezon
S.Y. 2018-2019

SCHOOL-BASED LEARNING ACTION CELL

ACCOMPLISHMENT REPORT

I. Introduction
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive during a class.
When classroom-management strategies are executed effectively, teachers minimize the behaviors that
impede learning for both individual students and groups of students, while maximizing the behaviors that
facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-
management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly
classroom filled with students who are not working or paying attention.
While a limited or more traditional interpretation of effective classroom management may focus
largely on “compliance”—rules and strategies that teachers may use to make sure students are sitting in
their seats, following directions, listening attentively, etc.—a more encompassing or updated view of
classroom management extends to everything that teachers may do to facilitate or improve student
learning, which would include such factors as behavior (a positive attitude, happy facial expressions,
encouraging statements, the respectful and fair treatment of students, etc.), environment (for example, a
welcoming, well-lit classroom filled with intellectually stimulating learning materials that’s organized to
support specific learning activities), expectations (the quality of work that teachers expect students to
produce, the ways that teachers expect students to behave toward other students, the agreements that
teachers make with students), materials (the types of texts, equipment, and other learning resources that
teachers use), or activities (the kinds of learning experiences that teachers design to engage student
interests, passions, and intellectual curiosity). Given that poorly designed lessons, uninteresting learning
materials, or unclear expectations, for example, could contribute to greater student disinterest, increased
behavioral problems, or unruly and disorganized classes, classroom management cannot be easily
separated from all the other decisions that teachers make. In this more encompassing view of classroom
management, good teaching and good classroom management become, to some degree,
indistinguishable

II. Narrative Report

February 6, 2019
1 o’clock in the afternoon

Mr. Welvin R. Binay discussed the importance of classroom management and how it can be
applied in the classroom setting. He also showed video presentations that teachers reflected upon based
on their teaching practices. He stressed that for ensure students to acquire learnings, they should be
exposed to a learning-focused environment.
 III. Snapshots

IV. Attendance
The teachers who participated in the SLAC session were the following:
 Ms. Vivian R. Cunanan- Master Teacher I
 Ms. Gindra M. Rañosa- Secondary School Teacher III
 Mr. Marvin C. Perez- Secondary School Teacher II
 Ms. Ninky E. Garcia- Secondary School Teacher II

V. Recommendation
SLAC sessions are collegial discussions that help capacitate teachers in their teaching and
learning practices. It also lets teachers share their best practices in teaching among their colleagues
and reflect on their current strategies and philosophies in teaching. In the recently held SLAC session
in Bignay Dos National High School, Senior High School teachers were convened to update their
lesson planning. The SLAC was a success and if there will be any recommendations for the following
SLACs, it is to have a conducive area for teachers to have the sessions.
 VI. Profile of the Resource Speaker
Mr. Welvin R. Binay is one of the teachers in Senior High School. Currently, he holds
the position of a Secondary School Teacher II in Filipino. He is passionate in teaching students
and helping them learn to become productive students.

Prepared by:

GINDRA M. RANOSA
Secondary School Teacher III

Noted:

THELMA P. LUNA
Head Teacher I
 Republic of the Philippines | Department of Education
Region IV-A CALABARZON | Division of Quezon
Sariaya West District | Bignay National High School
SENIOR HIGH SCHOOL
Brgy. Bignay 2, Sariaya, Quezon
S.Y. 2018-2019

SCHOOL-BASED LEARNING ACTION CELL

ACCOMPLISHMENT REPORT

I. Introduction
Every day when parents send kids off to school, they trust teachers and other school officials to
care for their children’s safety and well-being as well as their learning. Teachers have a wide range of
responsibilities to students that come from a variety of national, regional, and local laws and regulations.
If they don’t meet these standards, parents might be able to file complaints and force changes—or even
to sue the school in some circumstances.
In addition to the legal requirements, teachers are obligated to observe ethical standards in codes
of professional responsibility adopted by local school districts and the Department of Education. The
details vary, but many of these codes are based on the Magna Carta for Teachers, Child Protection Policy
and other memoranda and advisory. Typically, teachers will face a range of penalties for violating the
ethical rules, including losing their license temporarily or permanently.
At the end of the SLAC session, participants should be able to:
A. Identify the DepEd memoranda, advisories, and national laws governing the ethical
standards for teachers
B. Reflect on the teaching practices performed by looking into the basis for the ethical standards
for teachers
C. Perform duties and responsibilities based on the prescribed DepEd memoranda, advisories
and national laws governing the ethical standards for teachers

II. Narrative Report

February 6, 2019
3 o’clock in the afternoon

Ms. Vivian R. Cunanan, Master Teacher I, discussed the prohibited actions based on various
DepEd memoranda, advisories and national laws governing the ethical standards for teachers. She also
stressed out the possible sanctions if a teacher fails to perform his/ her duties and responsibilities and
abide to the rules and regulations sworn before him/her.
 III. Snapshots

IV. Attendance
The teachers who participated in the SLAC session were the following:
 Ms. Gindra M. Rañosa- Secondary School Teacher III
 Mr. Marvin C. Perez- Secondary School Teacher II
 Ms. Ninky E. Garcia- Secondary School Teacher II
 Mr. Welvin R. Binay- Secondary School Teacher II

V. Recommendation
SLAC sessions are collegial discussions that help capacitate teachers in their teaching and
learning practices. It also lets teachers share their best practices in teaching among their colleagues
and reflect on their current strategies and philosophies in teaching. In the recently held SLAC session
in Bignay Dos National High School, Senior High School teachers were convened to update their
lesson planning. The SLAC was a success and if there will be any recommendations for the following
SLACs, it is to have a conducive area for teachers to have the sessions.

VI. Profile of the Resource Speaker

Ms. Vivian R. Cunanan is one of the teachers in Senior High School. Currently, she
holds the position of a Secondary School Master Teacher I for MAPEH. She is passionate in
teaching students and helping them realize their dreams.

Prepared by:

GINDRA M. RANOSA
Secondary School Teacher III

Noted:

THELMA P. LUNA
Head Teacher I