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Delivered and developed by Dr. Alfredo B.
Lanas, DepEd CAR Teaching with IMPACT Course for Master Teachers
Program Accreditation No. PTR-2022-390-2379
Delivered and developed by Dr. Alfredo B. Lanas, DepEd CAR Teaching with IMPACT Course for Master Teachers
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Teacher Luisa is an old teacher. Every year, she arranges her
classroom the same way she arranged it each year.
To establish a work-oriented learning environment, Teacher Ela

invests time to practice procedures in her class until they
become routines.
Your classroom has bulletin boards or a corner that displays
relevant and meaningful learning materials.
The walls were bare and the room poorly lighted. The teacher
had some difficulty finding chalk when he wants to write
something on the board.
It is wise to begin the year with the desks in rows facing the
teacher and chairs face forward so that all eyes are focused on
you.
You have a learner who cannot walk to the classroom without

disturbing others and who performs no work while in group. You
prohibited the learner to move and you did not include him in
group activity.
Your class is composed of 50 learners and the classroom does
not have enough space for them since you are following physical
distancing. To solve the problem, you did not establish classroom
library and health corners in the room.
You want your classroom to be minimalist. You do not display

bulletin boards and charts.
To foster a high level of learners’ involvement with work, you
facilitate and learners work.
You arranged the seating arrangement of learners in alphabetical

order.
Classroom learning environments are reflections of the teaching
and learning philosophies of teachers that create them.
Learning environment is limited only to the four walls.
Many of the most important things people learn and teach, they
learn and teach somewhere other than in classrooms.
The traditional view of the learning environment emphasizes the

role of the teacher in managing an effective learning environment
and the influence of the environment on the student satisfaction
and learning.
Commonsense and thoughtful planning are important requisites
in arranging the physical environment.
The physical features of the classroom affect the student

achievement.
The formal seating or traditional arrangements are usually
favored by the teachers who are subject-centered, direct and
businesslike.
Learning centers approach is success-oriented since it based on

the theory of the differentiated instruction to meet individual
ability level needs and interest.
The physical arrangement of the classroom guarantees
maximum learning as well as significantly influence the
psychological climate in the classroom.
Advances in technology has changed the concept of learning

environment.
DOMAIN 6. COMMUNITY LINKAGES
AND PROFESSIONAL ENGAGEMENT
-Affirms the role of teachers in establishing school-community
partnership aimed at enriching the learning environment, as well as
the community’s engagement in the educative process. It expects
teachers to identify and respond to opportunities that link teaching
and learning in the classroom to the experiences, interests and
aspirations of the wider school community and other stakeholders.
DepEd Order No. 42, s. 2017

GENERAL OBJECTIVES:
To demonstrate reflecting on and evaluating learning
environments that are responsive to community contexts
SPECIFIC OBJECTIVES:
Identify and describe programs, projects and/or activities of
learning environments that are responsive to community contexts
Utilize results of reflection and evaluation of programs, projects
and/or activities of learning environments that are responsive to
community contexts to enhance learning-teaching situation
Assist proficient teachers to develop programs, projects and/or

activities of learning environments that are responsive to community
contexts
Exhibit effective practices to reflect on and evaluate learning
environments that are responsive to community contexts
NON-CLASSROOM OBSERVABLE INDICATOR (NCO)
KRA 1 CONTENT KNOWLEDGE AND PEDAGOGY
✓ OBJECTIVE 1: Modeled effective applications of content knowledge within and across curriculum teaching areas. (PPST 1.1.3)
✓ OBJECTIVE 2: Evaluated with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy. (PPST 1.4.3)
✓ OBJECTIVE 3: Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher-order thinking skills. (PPST
1.5.3)
KRA 2 LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS
✓ OBJECTIVE 4: Worked with colleagues to model and shared effective techniques in the management of classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments. (PPST 2.3.3)
✓ OBJECTIVE 5: Exhibited effective and constructive behavior management skills by applying positive and non-violent discipline to ensure learning-focused
environments. (PPST 2.6.3)
✓ OBJECTIVE 6: Worked with colleagues to share differentiated, developmentally appropriate opportunities to address learners’ differences in gender, needs,
strengths, interests and experiences. (PPST 3.1.3)
KRA 3 CURRICULUM AND PLANNING
✓ OBJECTIVE 7: Developed and applied effective strategies in the planning and management of developmentally sequenced teaching and learning process to
meet curriculum requirements and varied teaching contexts. (PPST 4.1.3)
✓ OBJECTIVE 8: Reviewed with colleagues, teacher and learner feedback to plan, facilitate, and enrich teaching practice. (PPST 4.4.3)
✓ OBJECTIVE 9: Advised and guided colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT,
to address specific learning goals. (PPST 4.5.3)
KRA 4 ASSESSMENT AND REPORTING
✓ OBJECTIVE 10: Worked collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements. (PPST 5.1.3)
✓ OBJECTIVE 11: Interpreted collaboratively monitoring and evaluation strategies of attainment data to support learner progress and achievement. (PPST 5.2.3)
✓ OBJECTIVE 12: Applied skills in the effective communication of learner needs, progress and achievement to key stakeholders, including parents / guardians.
(PPST 5.4.3)
KRA 5 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
✓ OBJECTIVE 13: Manifested a learner-centered teaching philosophy in various aspects of practice and support colleagues in enhancing their own learner-centered
teaching philosophy. (PPST 7.1.3)
Delivered
✓ OBJECTIVE 14: and
Reflected developed
on the PhilippinebyProfessional
Dr. Alfredo B. Lanas,
Standards DepEd CAR
for Teachers to planTeaching with IMPACT
personal professional Course for
development Master
goals Teachers
and assist colleagues in planning
Program Accreditation No.
and achieving their own goals. (PPST 7.5.3) PTR-2022-390-2379
PLUS FACTOR
✓ Performed various related works / activities that contribute to the teaching-learning process.
Post Video Discussion
1. What are the components of establishing a learning

environments? List at least five.
2. When do we say that a learning environment is
responsive to the community contexts? Explain.
3. What are the things to be done in order to measure the
effectivity and efficiency of learning environments? Explain.
Post Video Discussion
1. What are the components of establishing a learning

environments? List at least five.
2. When do we say that a learning environment is
responsive to the community contexts? Explain.
3. What are the things to be done in order to measure the
effectivity and efficiency of learning environments? Explain.
Learning Environment
-is the classroom and other

physical learning areas outside
the classroom (PPST, 2017)
Community Contexts
-refer to situations and all the

circumstances in which learners
learn from instruction (PPST,
2017)
Community/wider school community
-refers to both internal and

external stakeholders
(PPST, 2017)
-this objective refers to classroom
and school programs, projects and
activities that enrich the learning
environment and the wider school
community’s engagement in the
educative process
Pedagogical Approaches
1. Active learning activities in class use cooperative
techniques;
2. Team-based projects are conducted outside class and
culminate in student-led presentations;
3. Classroom visitors such as civic leaders or alumni can
broaden classroom community and enrich discussion;
4. Learners meet with faculty in office spaces that are easy to
find and conducive to dialogue
Curricular Approaches
1. Tutoring programs are offered for at-risk
learners and learners with learning needs;
2. Learner research projects culminate in
school presentations with appropriate
grade/credit
Cocurricular Approaches
1. Social and cultural activities explore and build on the community’s
heritage and mission;
2. Learners participate in volunteer work to expand their understanding
of social responsibilities and develop leadership skills;
3. Co-curricular activities involve students, faculty, and staff in shared
dialogue;
4. Learners participate in experiential learning opportunities and in
campus management decisions to create a sense of ownership and
responsibility
-a group of teachers or even the
entire school may collaborate on a
classroom/school program, project
or activity
Reflection &
Evaluation
Survey
Reflection &
Evaluation
FEEDBACK FORM ON LEARNING ENVIRONMENT PROGRAMS
SY 2021-2022
Direction. Rate the program from 1-4 where 4 is the highest.

4 3 2 1
1. The classroom is tidy.
2. There is plenty of light and good ventilation in the
room.
3. The classroom layout and furniture allow pupils to
interact and do group work
4. All children often ask questions
5. Children who have sight and hearing difficulties have
access to materials that help them.
Survey
Reflection & Focus Group

Discussion
Evaluation
MINUTES OF THE MEETING
FGD ON PROJECTS/PROGRAMS/ ACTIVITIES
Date: September 6, 2021 Time Started: 9:03 AM
Time Adjourned: 11:08 AM
Agenda:
1. Planning, designing and crafting of timely and effective learning programs,
projects and activities.
2. Redesigning of learning programs.
CONCERNS/ISSUES/GAPS/ DISCUSSIONS/SUGGESTIONS/ AGREEMENTS WAYS FORWARD
PROBLEMS RECOMMENDATIONS
There are existing learning These should be modified or Teachers with Modified programs
programs/ projects/activities redesigned to suit the needs of the existing may cater the needs
which are not suited for learners during this time of programs/projects/ac of the pandemic
learners during this time of pandemic. tivities should do learners.
pandemic. modifications of
programs.
Teachers who have not made Samples of learning Learning Learners will get
learning programs/projects/activities will be programs/projects/ac easier access to
programs/projects/activities provided to them as basis in the tivities should be education and can
should start planning for the crafting of their own. submitted for quality learn with
crafting of their own learning check to the School challenges of the
programs to cater the needs of LRMS Coordinator pandemic through
the learners. and should be ready these varied learning
for use during the programs/projects/a
Delivered and developed by Dr. Alfredo B. Lanas, DepEd CAR Teaching with IMPACT
Third Course for Master
Quarter. Teachers
ctivities ready for
implementation.
Survey

Discussion
Evaluation
Consultation
(stakeholders)
MINUTES OF THE CONSULTATIVE MEETING WITH PARENTS AND STAKEHOLDERS
Date: September 10, 2021 Time Started: 8:00 AM
Time Adjourned: 11:00 AM
Agenda:
•Teaching Strategies that suit learners during Pandemic.
•Effectiveness of the Teaching Strategies.
CONCERNS/ISSUES/GAPS/P DISCUSSIONS/SUGGESTIONS/ AGREEMENTS WAYS
ROBLEMS RECOMMENDATIONS FORWARD
In the surge of the COVID-19 Offering of an alternative online platform Parents should agree With the support
pandemic, modular distance as means of communication of learners to monitor guide and and help of parents
learning is the new and teachers including parents. During the help learners in lieu and other
educational platform. pandemic in the safe and effective delivery of the teachers since stakeholder,
Teachers cannot be all the of education. schooling is done at education during
time ready and available for home. pandemic will still
learners questions and be effective.
queries about the lesson
presented in the modules
Survey

Synthesis
Discussion
Evaluation
Consultation
(stakeholders)
Evaluation and Reflection Tool
Title of the Program:_________________________________
Name of Implementer:_______________________________
Date of Implementation:______________________________
Indicators Excellent Very Satisfactory Needs Remarks
Satisfactory Improvement
The program developed an engaging
and positive learning environment.
The program established a

supportive learning culture.
The program addressed learners’

needs.
Indicators Excellent Very Satisfactory Needs Remarks
Satisfactory Improvement
The program engaged interactive
games and activities.
The program provided good physical

environment (Classroom lay-out,
Remember: Every program has its own
light and ventilation , space) objectives and implementation process.
The program had a high level of
learners’ involvement with work.
Therefore, the Evaluation Tool should suit
The program fostered health and
statements/evidences that show the
safety of the learners. achievement of its goals.
The program promoted positive
relationships.
The program created learning

environment that ensured learning.
Synthesis of Evaluation of Learning Programs
Accomplishments Findings/Analysis Assistance Provided
Distance Learning is a new This program is a learner- Technical Assistance was given to
learning platform which centered skill development activity the teacher in the planning and
challenges teacher of their where writing skills and expressions designing of the learning program.
creative teaching technique in of learners are tested and proven to Coaching while the program is being
the delivery of basic education. have been developed. This must have implemented to cater the need of
The DEAR program was been shared and modelled to other modification and improvement of
integrated in the performance teacher not only in English but the program.
Task given to learners to test probably to all the subjects in the
and gauge their understanding kindergarten.
of the previous lesson given in
the modules. The
implementation of this is a
success because all the outputs
check and monitored by the
teacherDelivered
were of a high quality
and developed by Dr. Alfredo B. Lanas, DepEd CAR Teaching with IMPACT Course for Master Teachers
outputsProgram
and results.
Accreditation No. PTR-2022-390-2379
Reflection: (Give your own reflection about the program based from
the evaluation made. The following questions are the bases for the
reflection.)
-Did the objectives of the program achieved?
-What did go well/didn’t go well?
-What could have done better?
-What did you learn from it?
-What indicators showed successful implementation?
-What examples of success to guide, teach and inspire did you get from the
program?
-What needed to be improved?
Action Plan in Strand 6.1.3
ACTIVITIES OBJECTIVES/TARGETS PERSONS TIME EXPECTED
INVOLVED FRAME OUTPUT
Conduct of a survey on the existing To collect data and evidence about Master September 2022 Feedback Forms
learning programs/projects and/or how the programs were Teacher Survey Forms
activities on learning environments implemented and gauge its Teachers 1-3
success. Analysis
Learners
To identify areas for improvement
Conduct of Focus Group Discussions To inform and update teachers on School Head October 2022 Draft of learning
with teachers the results of the survey Master programs
To assist teachers in crafting of Teacher Results of the
programs, projects and/or Teachers 1-3 Survey
activities that maintain a learning Attendance Sheet
environment
Minutes of the
FDG
Action Plan in Strand 6.1.3
ACTIVITIES OBJECTIVES/TARGETS PERSONS TIME EXPECTED
INVOLVED FRAME OUTPUT
Conduct of a consultative meeting To inform and introduce the School Head November 2022 Minutes of the
with parents and other stakeholders implementation of the programs, Master Meeting
on learning programs/projects projects and/or activities on Teacher Attendance Sheet
and/or activities on learning learning environments
environments Teachers 1-3 Draft of the
Parents/Stake programs
holders
Monitoring, Evaluation and To monitor and evaluate the Master October 2022 M and E Tool
Reflection of the programs, projects implementation of the programs. Teacher Reflection
and/or activities To give reflection on the Teachers 1-3
implementation of the programs
Thank you so much!
God bless everyone!


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Delivered and developed by Dr. Alfredo B.

To establish a work-oriented learning environment, Teacher Ela

You have a learner who cannot walk to the classroom without

You want your classroom to be minimalist. You do not display

You arranged the seating arrangement of learners in alphabetical

Learning environment is limited only to the four walls.

The traditional view of the learning environment emphasizes the

The physical features of the classroom affect the student

Learning centers approach is success-oriented since it based on

Advances in technology has changed the concept of learning

DepEd Order No. 42, s. 2017

Assist proficient teachers to develop programs, projects and/or

1. What are the components of establishing a learning

1. What are the components of establishing a learning

-is the classroom and other

-refer to situations and all the

-refers to both internal and

Direction. Rate the program from 1-4 where 4 is the highest.

Reflection & Focus Group

Reflection & Focus Group

Reflection & Focus Group

The program established a

The program addressed learners’

The program provided good physical

The program created learning

God bless everyone!

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