Course 4 Anj

NEILBERT P.
REYES
Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
CORE COURSE 4
Translating the Curriculum into Classroom Practice
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts
Introduction
W
ELCOME TO COURSE 4 of the
Teacher Induction Program. This
course will guide you towards building relationships
with the wider school community to facilitate its
involvement in the learning process. It will help
you better understand the school community’s
context and contextualize the
teaching and learning practices. This course will
also guide you to comply with the policies and
procedures to foster harmonious relationships
with learners, parents, and stakeholders.
Intended Course Learning Outcomes
1. Build relationships with parents/guardians and the wider school community

to engage them in the educative process (6.2.2)
2. Maintain learning environments that are responsive to learners’ needs based on
the wider school community contexts (6.1.2)
3. Comply with and implement school policies and procedures to foster
harmonious relationships with learners, parents, and other stakeholders (6.4.2)
4. Plan and deliver teaching strategies that are responsive to the needs of
learners in difficult circumstances (3.4.2)
5. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from specific community contexts, including learners from
indigenous groups (3.5.2)
Course Outline:
Module 1: Building Relationships with the Wider School Community
Module 2: Teaching with the Context in Mind
Estimated time required: 4 hours
Portfolio Output: Action Plan (Module 1, Session 1)

Module 1 – Teaching with the Context in Mind
Intended Module Learning Outcomes: Required Resources

At the end of the module, you should be able to: • DepEd Order No. 43 s. 2013 on Implementing Rules
1. plan and deliver contextualized/localized/ and Regulations (IRR) of Republic No. 10533
indigenized teaching strategies that are responsive • DepEd Order 32, s. 2015 on Indigenous Peoples
to the needs of learners under difficult Education Curriculum Framework
circumstances; and
• DepEd Order no. 42 s. 2017 on National Adoption and
2. adapt and use culturally appropriate teaching Implementation of the Philippine Professional
strategies to address the needs of learners from specific Standards for Teachers (PPST).
community contexts, including learners from
indigenous groups, through contextualization,
localization, and/or indigenization.
Session 1 – Theoretical and Legal Anchors
Module Outline of Contextualization
Session 1: Legal Anchors of Contextualization Session 2:
Teaching Contextually
Session 3: The REACT Strategy
Estimated Time Required: 2 hours
Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments
4 The Teacher Induction Program - Core Course 4

Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.
(NOTE: IF TRUE NO NEED TO GIVE FEEDBACK )
Statements Answers Feedback
1. Learners relate better to concrete, tangible examples and experiences TRUE
than to abstract conceptual models.
2. Action learning is based on the premise that learners will learn from TRUE
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 FALSE You can’t say you are indigenous people if you are not a
in the community and you utilize materials that member of their tribes. As a teacher, you are only
are available in the locality of the school, you are already adopting and utilizing materials that are available in the
indigenizing. locality of the school.
5. Contextualization is one of the main features of the K to 12 TRUE
Curriculum.
6. DepEd mission highlights that the curriculum shall be flexible FALSE This is not the highlights of DepEd mission. It is the
enough to enable and allow schools to localize, indigenize, and enhance standards and principles, when appropriate, in developing
the curriculum based on their respective educational and social the enhanced basic education curriculum.
contexts.
7. Contextualization is also one of the provisions in Republic Act 10533 or TRUE
the Enhanced Basic Education Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap between what is TRUE
known and what is being learned.
9. Contextual learning should be an integrated learning process of problem- TRUE
solving learning and work-based learning to encourage and stimulate
a higher-level thinking.
10. Situational learning is based on the premise that learning requires FALSE Action learning is a systematic process through which
action and action requires learning. individuals learn by doing. It is based on the premise that
learning requires action and action requires learning.
Key Topic 1: Legal Bases of Contextualization

Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that the
examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the
Guide for Mentors and Newly Hired Teachers 5

lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal documents. Take
attitudes through continuity and consistency across all levels note of the provisions of each legal basis. Share your
and subjects. Discussions on issues such as Disaster Risk understanding with your colleagues and mentor teacher.
Reduction (DRR), Climate Change Adaptation, and
Information and Communication Technology (ICT) are
included in the enhanced curriculum. Required Task 2: Think-Pair-Share
Using the legal bases supporting the practice of contextualized
There are legal documents that you need to be knowledgeable teaching, write down the phrases and clauses referring to
about to fully understand contextualization. contextualization. Discuss them with your co-newly hired
teacher/s or mentor. Use the template below.
1. The 1987 Philippine Constitution particularly Article
XIV Section 14 resonates with contextualization.
2. The Republic Act 10533 or the Enhanced Basic
Education Act of 2013 has a provision on
contextualization.
3. The Department of Education’s Mission statement
which highlights contextualization.
The K to 12 curriculum framework underscores the
significance of context in implementing the curriculum. This
will later on transcend to the teaching and learning delivery.
Through contextualization, you relate the curriculum to
particular settings, situations or areas of application to make
competencies relevant, meaningful and useful to the learners.
When you incorporate activities that are related to the actual
situation in the community and you use materials that are
available in the locality of the school, you are already
contextualizing. There are different degrees in contextualization
– localization and indigenization. You will learn more about this
in the next session.

Statements/phrases Insights during the
Legal Basis Feedback from the mentor
highlighting Contextualization Sharing
1. Article XIV Section 14 1987 Culture- based – The State shall foster Culture- based – The State shall foster It seeks to develop among
the preservation, enrichment, and the preservation, enrichment, and Filipinos a greater
Philippine Constitution dynamic evolution of a Filipino national dynamic evolution of a Filipino national awareness,understanding
culture based on the principle of unity culture based on the principle of unity in and appreciation of
in diversity in a climate of free artistic diversity in a climate of free artistic and arts,history ,and heritage
and intellectual expression. intellectual expression towards the evolution of
consciousness that will
improve the quality of our
life.
2. Republic Act 10533 The curriculum shall be contextualized The curriculum shall be contextualized develop contextualized
and global and global The curriculum shall be curriculums that fit the
Enhanced Basic Education Act flexible needs of the time and place
of 2013 and people that they are
serving.
The curriculum shall be flexible
Based on their respective educational and

social contexts
3. DepEd’s Mission Culture-based Culture-based Family, community and Family,
other stakeholders are actively engaged community, and other
stakeholders are actively
engaged and share
Family, community and other responsibility for developing
stakeholders are actively engaged life-long learners.

Key Topic 2: Contextualization in the K to and Whisler (2007, p.54-58) noted that the ideal
12 Curriculum connection process would be three-fold. Learners
review what they already know related to the new
Did you know? concept; they learn about and practice the new
concept; and they tie what they have learned to a real-
For more than a century, educators and research practitioners have life scenario.
been discussing the role of experience in education. That
discussion still remains a part of John Dewey’s work of the 2. Constructivist Theory - Contextual teaching helps
early 20th century. Although experience and context are closely to promote authentic learning and increases learners’
related terms, the relationship between them provides some success by allowing them to make connections as
guidance on how each can be used to inform an understanding of they construct new knowledge.
the other. This session will help you embrace contextualization In contextualized learning, learners use the new
for successful teaching. Knowing the K to 12 curriculum information they have learned and organize and
standards allows the teachers to make their teaching combine it with information they already have so that
contextualized. Prior to the start of the school year, unpacking it makes sense to them. Learners are active
of competencies helps the teachers to identify lessons and topics constructors of knowledge.
to be contextualized for better learning outcomes.
3. Active Learning Theory - Chickering and
Contextual Teaching and Learning (CTL) incorporates several Gamson, as cited in Hudson and Whisler, (2007, p. 54-
existing theories and it is based on sound pedagogical practices. 58) emphasized that contextual learning should be an
In their article, Contextual Teaching and Learning for integrated learning process of problem-based learning
Practitioners, Hudson and Whisler (2007) explain three theories and work-based learning to encourage and stimulate a
that form the basis of CTL. These three underlying theories higher-level thinking. Active learning, or learning by
support Contextualized Teaching Learning that will help the doing as it is also called, divides active learning in three
teachers make sound pedagogical practices. categories:
1. Connection Theory - Contextual teaching is all about a. Action learning is based on the premise
helping learners make connections between the content that learning requires action and action
they are learning and the context in which it will be requires learning.
used. Learners must first be made aware of how the
work they are doing, depends on the skills that they b. Situational learning because learning
already have. Vygotsky, as cited in Hudson et.al., (2007, knowledge and skill are taught in the
context of how it will be used in real-world
p. 54-58) refers to this as the “gap between what is
situations.
known and what is being learned, the Zone of Proximal
Development (ZPD).” Learners draw from previous c. Incidental learning is based on the premise
experiences to give new meaning to what they are that learners will learn from their mistakes
learning. Hudson and/or learn from one another.

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 read and write. He knows A. When we say connection Because mario is already know
the alphabet letters, but cannot read or write words yet. No matter how Connection theory it is relatively new the alphabet letter which means
much guidance was given, he could never read on his own. With Teacher Theory learning that suggest he has already knowledge and
Roselle’s help, Mario can now read and write short words like “at,” “boy” students should combine have the guidance of her
and “dog”. thoughts and general teacher he can now read and
information in a useful write.
a. Connection Theory manner.
b. Constructivist Theory
c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You have c.ACTIVE When we say active Teacher bryan gave some
been hired as a carpenter to help renovate a family room. The LEARNING learning it emphasized problem -based learning like
contractor asked you to submit a cost estimate for the base molding that contextual learning Estimate the type of wood .
(baseboard) around the room. You will need to include the following in should be an integrated what lengths will be purchased
your estimate: learning process of the cost per foot , the total cost
problem-based learning of molding needed for the
i. the type of wood and style of olding you will use and work-based learning family room In determining the
to encourage and cost, measure the room and
ii. the number of pieces and what lengths will be purchased stimulate a higher-level make a scale drawing of the
thinking. floor plan showing fireplaces,
iii. the cost per foot
doors, and other objects .
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
c. Active learning

Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He explained B. constructivist When we say Teacher Paul becomes the
theory constructivism it is the facilitator of the class and the
the composition and function of the candle. Later on, he asked the
learners how the flame is produced and how the candle works. He theory that says learners learners encourage to interact
encouraged the learners to discover for themselves how the candle construct knowledge exchange of views and ideas
works. They do this first by making simple observations, from which rather that just passively and construct meaning and
they later build ideas and hypotheses which they then go on to test. At take in information.. knowledge .At the end ,the
the end, the learners successfully understand the components of learners successfully
combustion, an important chemistry topic. understand the components of
combustion
a. Connection Theory
c. Active learning
Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners. You need to relate
the topic or lesson to your learners. In this case, you are teaching contextually.
Constructivism is commonly used in my classroom. It focuses on my learner’s question and interest; the learners build on what
they already know, and we focus on integrative learning. I can relate through our lesson about “writing dialogue” I will start off with
a song and teach them how should dialogue be used. Second was mentor text, third one is model or take my class story and find
places to add meaningful dialogue. Next was practice, we will have a dialogue to help them construct their own knowledge and
students work primarily in group.

Summary
• Contextualization is reflected in the following legal

documents:
o Article XIV Section 14 of the 1987 Philippine
Constitution
o Republic Act 10533 or the Enhanced Basic
Education Act of 2013
o DepEd’s Mission
• Contextualization is a major curriculum thrust of the K
to 12 Curriculum.
• Contextualized Teaching and Learning (CTL) is
anchored in these theories:
o Connection Theory
o Constructivist Theory
o Active Learning Theory
• The convergence of learning theories suggests
similar methods for more effective teaching and
learning.

Session 2 – Teaching Contextually 2. Learning occurs when learners process new information
in such a way that makes sense to them in their own frame
Key Topic 1: Teaching Contextually of reference.
3. The mind naturally seeks meaning in context, in relation to
As a newly-hired teacher, can you incorporate a person’s environment, doing so by searching for
contextualization in your teaching? Is it easy for you to think relationships that make sense and appear useful.
of activities that learners can easily relate with? Can you exert
more effort in understanding the biographical- historical, and How to Contextualize?
cultural background of your learners and the school community? Contextualization is the process of matching the curriculum
Can you go beyond your limitations for the learners to content and instructional strategies relevant to learners. (Deped
appreciate the lessons more? Read the following key concepts Order no. 35, s. 2016) It happens when a teacher encourages
on contextualization. design of learning environments that use multiple teaching
modalities and incorporate different forms of learning
Are you teaching contextually? experiences. You allow learners to discover meaningful
relationships between abstract ideas and real- world applications.
Is there a best way to teach so that all learners can remember and Students are exposed to discovery learning, reinforcement and
utilize all information? How can a teacher discuss the topic modelling, and problem solving. While teaching is progressing,
effectively? How can a teacher teach contextually? These are you as a teacher provide ongoing feedback that promotes
the questions that confront teachers every day to ensure learning is further learner interaction with the content. This will enable the
happening according to the contexts of the learners. Teachers learners to be engaged and motivated to do well in the class.
serve a diverse student population. This means that it is important
for the teachers to understand the context of their learners and The degree of contextualization may be described and
what life experiences they bring in the teaching-learning process. distinguished into Localization and Indigenization.
Students’ learning styles, their background information and the
different theories on learning will help teachers to Localization refers to the process of relating learning
communicate properly with learners and eventually build their content specified in the curriculum to local information
trust. and materials in the learners’ community. Localization
happens when a learning content is taught using the local
Contextualized teaching is highlighted in an online article in information and local materials. A teacher starts the lesson by
Center for Occupational Research and Development (CORD) (2016) using the examples in the locality and making instructional
and recognizes the following: materials from the local materials are just ways on how to
localize. Indigenization refers to the process of enhancing
1. Learning is a complex, multi-faceted process that goes the curriculum competencies, education resources, and
beyond drill-oriented, stimulus-and-response teaching-learning processes in relation to the bio-geographical,
methodologies historical, and socio-cultural context

of the learners’ community. Indigenization involves the
enhancement of the curriculum framework, curriculum design, When you use either of the two you are already contextualizing.
and learning standards of subject areas, guided by the When you localize, you use information and materials in your
standards and principles adhered to by the national curriculum. 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.
Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.
Topic Scenario Localization or Insights

Indigenization?
Visualize the ratio of two Teacher Rommel used easily observable examples of ratio in the community such as one Localization The use of the jeep, 4 wheels, kariton, 2
given numbers jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3 wheels wheels, tricycle and 3 wheels as an
Indigenization observable example of ratio is Localization
because Teacher Rommel prioritized things
that are present in their community and
pupils are familiar with it because they see
it in the community.
Teacher Mary Ann presented the lesson by mentioning community activities or cultural practices Localization
that inherently use the concept of ratio like bringing sacks of rice to markets using carabao (one Teacher Mary Ann focus on the socio-
carabao to the number of sacks) Indigenization cultural community activities cultural
practices as an example.
Identify elements of a short Teacher Melody instructed her learners to interview the chieftains in the villages of the learners Localization Indigenization because teacher melody
story and asked for stories of origin depicting their culture wants her learners to research about the
Indigenization history of their place
Teacher Hanadee presented the elements of a short story using a local legend “Ang Alamat ni Localization Teacher Hanadee uses the strategy
Daragang Magayon” Indigenization in the teaching-learning
Indigenization processes in relation to the bio-
geographical of their place.
Identify star patterns that can Teacher Ailyn mentioned the community’s name for prominent stars while retaining the use Localization It focuses on the bio-geographical content
be seen at particular times of of the Greek constellations of the lesson
the year Indigenization
Teacher Lester discussed the community’s own calendar of star patterns and its background before Localization It focuses on the socio- cultural content of
discussing the Greek constellations the lesson.
Indigenization

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

1. The barangay will be having its annual fiesta. Teacher Marilou
requested her students in TLE to create a business plan using the concepts The business plan activity given by the
discussed. The business plan is a requirement for the learners to be teachers is a good idea to present local
allowed to participate in the bazaar on the day of the fiesta. products in their community through
LOCALIZATION bazaar on the day of the 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 and Pateros. Teacher Arnel together with his students in Araling
Panlipunan will conduct a research on this. He instructed his students to This focus on the Historical and socio-
interview some prominent native residents of the area and ask questions INDIGENIZATION cultural aspects of the lesson.
about the relationship of culture and the dish.
3. In the ICT class of Teacher Rodel, after discussing video and animation, he
instructed his students to produce an online advertisement using the
famous local products and delicacies in their place. LOCALIZATION The teacher uses the local materials as
an activity
4. Teacher Diane is teaching in a provincial school. In her English Class,

one of the activities was the reading of the short story “How My Brother Leon sharing traditional customs is an example
Brought Home a Wife” As a priming activity, she asked the learners to INDIGENIZATION of indigenization.
share their traditional customs.
5. After learning the elements of a play, the class is tasked to perform a

stage play for the upcoming fiesta. The story of the play revolves LOCALIZATION The stage play will use local materials
around a local hero during World War II named Jose Ozamis. that are present in the community to
portray the local hero.

Required Task 2: Reflection
Create your #Commitment that manifests the significance of contextualization to you as a teacher, for your learners, and to the
community. Write it down in the hearts below and discuss your answers with a co-newly hired teacher or mentor.
As a Teacher: For my students: I promise to

On the best of my ability, engage my students in active For my Community:
I will help my students to learning while assisting them to I will utilize the importance
relate educational tasks make meaning out of the
information they are obtaining. I of teaching localization and
with their knowledge and will help students learn language indigenization in my
everyday curricular skills by teaching the skills using lesson.
contextualization the authentic contexts in which
facilitates the linking students must use those skills in
theory and practice. the real world.

Summary
• Contextualized teaching empowers teachers to

make learning meaningful for the learners.
• Contextualization has two degrees namely
localization and indigenization.
• Localization refers to the process of relating
learning content specified in the curriculum to
local information and materials in the learners’
community.
• Localization happens when a teacher incorporates
the following in the learning content:
o local information
o local materials
• Indigenization refers to the process of enhancing the
curriculum competencies, education resources, and
teaching-learning processes in relation to the
following:
o bio-geographical;
o historical; and
o socio-cultural context of the learners’
community
• Indigenization enhances the curriculum
framework, curriculum design, and learning
standards of subject areas, guided by the
standards and principles adhered to by the
national curriculum.

Session 3 – REACT Strategy
Key Topic1: The REACT Strategy
The Center for Occupational Research and Development (CORD) information. Teachers use REACT strategies to ensure active
advocates a constructivist approach to teaching that participation of the learners. Teachers guide the learners to
incorporates five essential learner engagement strategies- observe and record data, to communicate effectively, to build
the REACT strategy. REACT stands for Relating, Experiencing, new skills and to finish the learning activity individually and
Applying, Cooperating, and Transferring. The strategy allows as a group. The detailed explanation of the strategy is
the learners to learn, retain, and apply presented below.
Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs
with very young children. With adult learners, however, providing this meaningful context for learning
Relating becomes more difficult. The curriculum that attempts to place learning in the context of life experiences
must, first, call the student’s attention to everyday sights, events, and conditions. It must then relate
those everyday situations to new information to be absorbed or a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual learning. However,
motivated or tuned-in learners may become as a result of other instructional strategies such as video, narrative,
or text-based activities, these remain relatively passive forms of learning. Learning appears to “take” far more
Experiencing quickly when learners are able to manipulate equipment and materials and to do other forms of active
research.
Concepts and information in a useful context often project students into an imagined future (a possible career) or
into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and
Applying activities, and these contextual learning experiences are often followed up with firsthand experiences
such as plan tours, mentoring arrangements, and internships.
Learning in the context of sharing, responding, and communicating with other learners, is a primary instructional
Cooperating strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the
material, it also is consistent with the real-world focus of contextual teaching.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already
Transferring learned. Such an approach is similar to relating. Students develop confidence in their problem- solving
abilities if we make a point of building new learning experiences on what they already know.

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 Strategy in localizing the Teachers use REACT strategies to ensure active
lesson. TRUE participation of the learners.
2. When learners take what they have learned and apply it to Learning in the context of prior knowledge, also known as
new situations and context, the transferring stage TRUE transferring, makes use of and expands on what the
happens. learner has already acquired.
3. Experiencing happens when learners solve problems as a Contextual learning is defined as learning in the context of
team to reinforce knowledge and develop collaborative exploration, discovery, and creation. Other teaching
skills. TRUE styles, however, may result in motivated or tuned-in
learners.
4. Understanding real-world connections to course content Teachers must use a real-life setting to educate so that
increases student engagement which often leads to TRUE students may apply what they've learned in class to their
increased persistence and successful transitions. daily lives.
5. For learning to happen, the teacher allows the learners to If we enable our students to find and experience situations
discover meaningful relationships between concrete ideas TRUE and tasks firsthand, there will be meaningful learning.
and real-world application.

Required Task 2
Now to fully understand REACT Strategy, read the following Classroom Observation Notes by a Master Teacher to Teacher Romano
in his Science Class. Then answer the questions that follow with your colleagues and mentor.
Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.
He mentioned that for today’s class he will be using the REACT Strategy.
For this topic, his anticipated learning outcome is that the students will be able to describe the process and outcomes of
photosynthesis and variables affecting it and relate the concepts of photosynthesis to other biological systems.
During his class, he showed different leaves that have fallen inside the school premises. He mentioned that the leaves have
changed pigmentation and chlorophyll production stopped. He further introduced the topic by defining the following terms:
pigmentation, chlorophyll, carotenes and other vocabularies.
The students performed an activity: Cover one leaf on a green plant with gauze, foil, or clear plastic wrap; Note the effects
(The lab results should be discussed as a class and be followed by an explanation of the chemical processes involved;
thriving vs. non-thriving plant characteristics and variables, etc.)
After the activity the teacher said “Assume you are a greenhouse technician. You are having trouble with plant vitality.
Applying what you know about photosynthesis, troubleshoot the problem. Research and propose adjustments of shade (light
intensity variable), light duration, watering, fertilizer application, temperature, humidity and ventilation to remedy the problem.
Is the problem really due to a disturbance in photosynthesis or is there some other probable cause?” He then assigned
specific problems—leaf yellowing, leaf dropping, wilt, brown spots, etc. to each student pair. Students will work in pairs to
complete lab research activity and internet research activity. The pair will create and submit a lab journal together but each
student will be responsible for writing his/her own research report.
The teacher mentioned that since it is a biology class rather than a botany or soil science, he will require the students to do
a deeper exploration of chemical and environmental processes. As an additional activity, he asked the students to compare
animal nutrition and associated organelles.
The class ended with a short recall quiz.

Now challenge your understanding by answering these questions together with your colleagues and mentor.
Discussion Questions Answers Feedback

Did Teacher Romano utilize contextualization? YES Teacher Romano employs a sociolinguistic
or contextualization strategy in which
language (both spoken and physical
language) is used to convey important
components of a conversation.
What degree of contextualization is presented in the LOCALIZATION Presenting local materials may encourage
sample lesson? greater learning and make the content
more relevant to the students.
Which part in Teacher Romano’s lesson showed the REACT methods can be used to ensure
REACT Strategy? Outline the portions that When the students perform the activity learners' active engagement and even to
demonstrated the REACT strategy. build a suitable learning environment.
Was the anticipated learning outcome realized through The REACT approach ensures that
the REACT Strategy? YES students participate actively in order to
encourage enjoyable and active learning.
As a teacher, can you replicate any lesson or topic Yes, especially in sessions that involve REACT technique was more effective and
using the REACT Strategy? How? direct experience to guarantee that the recommended for use in a class when the
learners understand the process or steps students needed direct experience.
of a particular topic.
The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers establish a teaching-
learning environment where problem-based and work-based approaches work. The strategy allows learners to retain the knowledge and
information of the lesson. Learners establish connections between what they learn and how that knowledge can be used. The strategy
increases the motivation of the learners to a higher level (CORD, 2016).

Required Task 3
You were assigned to teach in a community with learners from an indigenous group. Think of a topic that you will be discussing and
Write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive, culture-responsive and relevant education for
your learners.. Use the template below. Be ready for a discussion with your mentor and colleagues.
Lesson Outline using REACT Strategy Responses
Topic or Competency Grade 1

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 the concept? To encourage active learning, provide a self-made
story with a known name and location on the area.
2. What kind of activity would enable learners to EXPERIENCE the concept? Ask the students to act or respond to a 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 they can APPLY it themselves The teacher may perform a role-playing session or
in a way that simulates an industry situation or other real-life problem-solving scenario? narrate a tale in which the students take on the role
of the character and experience the scenario
firsthand.
4. How will the experience be set up so that learners have the opportunity to interact and Provide a group activity that will support the lesson's
COOPERATE in one another’s learning? purpose while also addressing the learners' various
learning styles and allowing them to engage
depending on their interests.
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new and Encourage students to apply what they've learned in
unfamiliar situations? class to their homes and communities, and ask for
comments on how well their activities have worked
out.

Summary
• REACT Strategy is a constructivist approach to teaching that incorporates five essential learner engagement strategies:
º Relating: Relating links the concept to be learned with something the student already knows.
º Experiencing: Experiencing allows learners to discover new knowledge through hands-on activities. º
Applying: Applying relates learner’s knowledge to the real-world situation.
º Cooperating: Cooperating involves solving problems as a team to develop collaborative skills.
º Transferring: Transferring paves the way for application of learning in the new situation and contexts.
• The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers
establish a teaching-learning environment where problem-based and work-based approaches work. The strategy allows
learners to retain the knowledge and information of the lesson. Learners establish connections between what they learn and how
that knowledge can be used (CORD, 2016).

Module 2 – Building Relationships with the Wider
School Community
Intended Module Learning Outcomes

Required Tasks
At the end of this module you should be able to:
• Scenario analysis
• establish strong partnership with the wider school
community and involve them in the teaching- learning • Preparing an action plan (Portfolio Output)
process; • Formative assessments
• maintain learning environment that are responsive to • LAC Session
learners’ needs by engaging parents and the wider school
community in the educative process; and
• comply with and implement school policies and Required Resources
procedures to foster harmonious relationships with
learners, parents, and other stakeholders. • DepEd Order no. 42 s. 2017 on the National Adoption
and Implementation of the Philippine Professional
Module Outline Standards for Teachers.
Session 1: Community as a Resource in the Teaching- • Republic Act no. 232 on An Act Providing for the
Learning Process Establishment and Maintenance of an Integrated
System of Education (year?)
Session 2: The School and Community Relationships
• School Governing Council manual
Session 3: Strengthening and Sustaining Good
Relationships with the Parents/ Guardians and the
Wider Community
Estimated Time required: 2 hours

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)

1. It is a school association composed of parents/guardians and teachers, F. Parent-Teacher Association The PTA may act as a school's support organization
which serves as support groups and partners of the school for the (PTA) and partner in the students' welfare.
welfare of the learners.
2. It is composed of government agencies, NGOs, Alumni, Parents, C. Stakeholders Stakeholders can help the school accomplish its aims
retirees, and other sectors in the community which give support to and objectives by providing assistance.
the school in the achievement of its goals and objectives.
3. It refers to the sustainable governance structure that operates under E. School Governing Council The School Governing Council is guided by the
the principle of shared accountability and responsibility among notion of shared accountability and responsibility
school community stakeholders. among all stakeholders in the school community.
4. It is a detailed list of the steps or tasks that you need to accomplish A. Action Plan Action Plan was a list of the stages or tasks you'll
to attain the goals set. need to do to meet your objectives.
5. It is a relationship between the school and the community, D. School community The school community strives for a single goal: to
organization, or individual who seeks a common goal, which is to contribute to the children's learning outcomes.
contribute to the learning outcome of the children.

Key Topic 1: support adolescent and adult learners to become more
productive and more involved in their communities which
The School Community and the Teacher overall creates a positive impact on industry and the society at
large.
Bronfenbrenner (1994) said that there are numerous factors that Some concepts you must be familiar with:
affect child development. Among these factors are the
interaction of different social spaces that the child is exposed to
such as the home, school, and communities. Epstein (2011) • School Community refers to the different individuals,
contends that when the dimensions of social spaces and the groups, businesses, and institutions that invest in the
‘spheres of influence’ overlap, development is further well-being and vitality of the public school and its
enhanced. As a teacher, it is very important to facilitate the community — that is, the neighborhoods and
interaction of the child and the school community. municipalities served by the school.
According to the Australian Council for Educational Research • Wider School Community – refers to both internal
(2013), “When partnerships are well-planned, sustainable, and external stakeholders.
collaborative, and based on a mutual sharing of expertise, • Partnership refers to linkage or relationship
knowledge, resources and skills, they are effective and are able established by DepEd with other organizations to
to make an impact.” When different stakeholders recognize implement projects or programs aligned with the K to
each other’s contributions and learnings and are able to 12 curriculum.
collaborate to create quality and relevant programs, partnership
outcomes improve. Schools and business and industry groups • A stakeholder is anyone concerned in the welfare and
derive mutual benefits by strengthening links with each other. the progress of a school and its learners, including
Partnerships pave the way for opportunities for learners, administrators, teachers, staff, learners, parents, other
additional training resources for teachers, and a pool of well- LGU Officials, and Non-Government Organizations.
trained workers for industry. Through these partnerships, • Adopt-A-School Program refers to a program
stakeholders and the community are able to: where any qualified private individual, group,
organization or institution offers to provide public
school assistance during a given period in a particular
• Share knowledge and expertise with schools
area of its education program.
• Offer learning opportunities to learners
• Provide industry and career mentoring to learners
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help

Introductory task I or E:
Identify if internal or external stakeholder
Teachers: INTERNAL STAKEHOLDER

Students: INTERNAL STAKEHOLDER
LGUs: EXTERNAL STAKEHOLDER
NGOs: EXTERNAL STAKEHOLDER
Civil Society EXTERNAL STAKEHOLDER
School administrator INTERNAL STAKEHOLDER
Optional Task: Complete the table
Get to know your community. Complete the table below to get

acquainted with your school community. If you have no answer
for some items, you may leave it blank.

Name of School Community (School name and Barangay): BARANGAY POBLACION
Description (name, location, background, etc.)
1. Type of community (urban, rural, etc.) Barangay
2. Topography Poblacion is situated in the island of Luzon.
3. Available establishments School,health center,groceries store etc.,
4. Tourist spots/parks n/a
5. Indigenous group/s (if applicable) n/a
6. Religion Mostly Roman Catholic
7. Celebration/feasts
8. Source of income Vendor, government and private employee etc.,
9. Songs/folklores n/a
10. Local heroes n/a
11. Learning Resource Centers/Learning Hub Brgy.hall library

Required Task No. 1: Scenario Analysis
Questions:
Analyze the scenario below and answer the following questions.
1. Why did Ms. Ramos talk to the Barangay Captain?
Scenario 1:
Bucao Integrated School adopts a blended learning modality. Miss Answer: She wanted to know whether she
Lanie Ramos’s Grade 1 class is composed of 30 pupils. Every
Monday and Wednesday, Group A, which is composed of 15 could borrow the Barangay's extra computer so
pupils, comes to school for face to face class with her; while
Group B stays at home and does online learning, and vice versa
during Tuesdays and Thursdays. During parents’ orientation on that her six students who don't have recourse
the new modality of learning, she found out that 6 of her pupils
do not have any gadget at home.
gadget for their online class might use it for
On her way home one afternoon, she happened to pass by the
Barangay Hall. She saw that no one was using one of the their studies.
computers in the hall. She thought of borrowing it during
online classes for the six learners without gadgets. She went to
their School Head and asked if she could coordinate with the
Barangay and ask to use the spare computers. The School
Head let her arrange a meeting with the Barangay Captain as a
representative of the school and asked if it would be possible to
borrow the computer for their online classes. The barangay
captain invited Mrs. Alma Abela, a businesswoman, who also
expressed her eagerness to help the school and their learners and
offered some of her computers to be donated to the Barangay. Ms.
Ramos thanked the Barangay Captain and Mrs. Abela for their
generosity. The next day, Ms. Ramos immediately told the School
Principal about it. The School Principal prepared a Memorandum
of Agreement with Mrs. Abela which was passed to The
Schools Superintendent for approval. Ms. Ramos called the
parents of the six pupils and they were very grateful for Ms.
Ramos’ initiative.

2. What was the Memorandum of Agreement the
School Principal made for?
3.If you were Ms. Ramos, would you do the same? Why?
3. Answer: 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.

Answer: 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? Required Task No. 2: Action Plan (Portfolio Output)
Answer: As long as I am able, I will always

This activity will be submitted to
open my door to assist the unfortunate
your mentor as an output of the
Course. Organize and compile this
children and even supply other required activity into a Portfolio.
resources.
The school is organizing classes through different modalities to

respond to the inability to conduct face-to-face classes due to a
national health crisis. Your students, who came from low-income
families do not have the means to participate in classes that
require gadgets and technologies. While checking your learners’
Learner Enrolment and Survey Form (LESF), you found out that
most of your learners’ parents are incapable of providing
academic guidance that affects the learners’ performance in
class.
Given this situation, you decided to prepare an Action Plan to

identify problems and provide solutions. You also decided to
involve the community with the help of the parents as well as
other stakeholders.

I. Identify Problems:
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 Problems: Reasons: Resources: Action: Action:
What are the problems that What might be the reason? What resources do you have in What can you do as their What can your school do to
hinder the learning process your school community that teacher? face the challenge?
during this time of you can utilize in easing out Are there any efforts your school
pandemic? the identified problems in is doing to ease the problem?
your school community?
Availability of internet Lack of finances of A learning module Visit each home Look for someone
connection and the families that may be sent to while carrying their who can help the
gadgets. their house, allowing instructional school keep the
them to continue modules. Look for students informed
their studies even if stakeholders that can and up to date on the
they don't have assist me in keeping lectures.
access to a device. my students informed Consulted the
and updated about Barangay officials to
our lesson. be given aid and
assistance in visiting
students and
distributing learning
modules.

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 done? Who are the people to perform the tasks? When should the tasks be What hinders the accomplishment of
accomplished? these tasks?
Maintain a positive Teachers and Principals as Year around The availability of
connection with well as the learners’ stakeholders and the
government offices by parents. funding required for the
coordinating with as many search for potential
stakeholders as feasible. stakeholders to satisfy
school demands.

Summary
In this session, we learned the following concepts:

• It is important to know the profile of your school
community and the roles of teachers and other
stakeholders.
• There are different resources from the community
which can contribute to the facilitation of learning. It is
important to identify these resources and involve the
community in finding solutions to problems
concerning student learning.
• As a teacher, it is helpful for you to formulate an action
plan to solve emerging problems in and outside of
your class. Involving the parents/ guardians and the
wider school community are important in the learning
process.

Session 2: The School and • Batas Pambansa Blg. 232 Section 3, Chapter 2, states
Community Relationships that it is “the policy of the state to establish and
maintain a complete, adequate and integrated system of
Key Topic 1: Laws and Existing Policies education relevant to the goals of national development”.
The educational system is expected to contribute to the
following national development goals:
Establishing good relationships with the school community 1. To achieve and maintain an accelerated rate of
bears rewarding results over time. As you transition towards economic development and social progress;
being a public-school teacher, teaching will not only be your
primary duty. Relating to your learners, co-teachers, 2. To ensure the maximum participation of all the
colleagues, and the wider community will be essential in people in the attainment and enjoyment of the
creating a healthy environment both for you and your learners. benefits of such growth; and
In this part of the module, you will learn more about existing
policies that anchor to this concept. 3. To achieve and strengthen national unity and
consciousness and preserve, develop, and
promote desirable cultural, moral and spiritual
Read the following laws and policies that you need to know in values in a changing world.
alignment with establishing good relationships with your
school community:
The State shall encourage local initiatives for improving the
• Republic Act 9155 or the “Governance of Basic quality of basic education. The State shall ensure that the
Education Act of 2001” Chapter 1 of Section 2, values, needs, and aspirations of a school community are
provides the principles that guide the implementation of reflected in the program of education for the children, out-
the act and the application of its rules: of-school youth and adult learners. Schools and learning
centers shall be empowered to make decisions on what is
º The parents and the community shall be encouraged best for the learners they serve.” In school governance,
for active involvement in the education of the stakeholders with harmonized perspectives and experiences are
child. The participation and coordination between crucial in improving the lives of children, youth, families and the
and among schools, the local school boards, the community. These groups of stakeholders may be formally
Parent Teachers Associations (PTAs) must be represented in a governance structure in the school system. In the
maximized; and SBM Framework and Standards adopted by the DepEd, these
º Volunteerism from among all sectors shall be School Governance structures are called School Governing
emphasized and encouraged to ensure sustainable Councils (SGCs). They are composed of:
growth and development in education.

Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the school head
to work together towards continuously improving
º Parents of students/pupils and Parent
student learning outcomes. SGCs provide the
associations
opportunity and the environment to (DepEd- BESRA,
º Teachers 2009)
º Non-teaching and • Some of the activities that would involve the parents/
º Teacher Associations in the school guardians and the community are Brigada Eskwela,
Family Day, Recognition Day, Festival Celebrations,
Clean-Up Drive, Career Guidance Day and many
External Stakeholders others.
º Various Government Agencies º
Non-Government Agencies
º Civic and Social Organizations º
Alumni
º Retirees
º Professionals
º Basic Sectors: Businesses, Fisherfolks, Farmers,
Indigenous People, Cultural Minority, others

Required Task 1
Write TRUE if the statement is correct and FALSE if not.

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

Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding Principles 1. As an adviser of one of the classes in Grade 1, what
of the School Governing Council from the Manual on School should you do to gain the trust and confidence of
Governing Council and other relevant documents that can help the parents and the community? Limit your answer to
you analyze the scenario such as the Magna Carta for Public 200 words (maximum)
School Teachers, etc. After reading, analyze the scenario below
and answer the questions given:
ANSWER: You may hold a meeting to
promote the benefits of having a positive
Scenario 1
relationship between the school and the
You are a newly-hired teacher following the retirement of
Teacher Glenda, a teacher who devoted her life to teaching Grade community. Allow them to perceive and
1 in your present school. Teacher Glenda was always on time for
her class and as soon as she arrives in school, she prepares all understand the school's situation in order to
her learning materials and sees to it that the entire classroom provide a healthy learning experience for the
and surroundings are clean before the learners arrive. In the
afternoon, she always makes sure that learners who needed students. Showing care and treating them as if
remediation were attended to. She often lets those who can
they were your own child is an excellent way
hardly read to stay so she can teach them to read.
to acquire the trust of the parents and the
Every parent in the community wants his/her child to be taught
by Teacher Glenda. Upon learning that she has already retired,
community.
you heard most of the Grade 1 parents talk about transferring
their children to another school.

2. Who are the persons in the school community that
you can tap to help you establish a good 3. In what ways can you better communicate with the
relationship with parents? parents?
Answer: Because most parents want the best

ANSWER: We might tap our students and
for their children, you can use this concern to
seek our administration for permission to
gain their support and trust by simply
organize a school activity that would benefit
demonstrating how much you care for them.
both teachers and parents, especially the
This will be beneficial for all of you, particularly
students to maintain and develop a positive
because it will help us to use appropriate
connection with parents and the community.
teaching techniques, monitor students'
academic performance, and even discipline
students.

Key Topic 2: The Community
Involvement Continuum
• Communication is the foundation of good
relationships. It is essential to involve your learners’
parents and the community in the learning process.
Giving regular updates on their child’s progress and • Plan out the involvement of the community. The
involving parents in planning learning interventions will framework below is helpful in planning out how you can
build their confidence and trust in you as a involve and empower the stakeholders:
teacher.
• In the digital age, there are so many communication

platforms to choose from. It is important to survey
what is available and accessible to the community.
Most importantly, you need to develop and sustain a
communication system where every stakeholder can be
informed and updated.
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 Level Goal Activities/Tasks/Strategies

Inform To provide the community with balanced, objective
information to assist them in understanding the problem, Example: Conduct information drives
alternatives and solution. on certain community issues or
advocacies
Infer To obtain community feedback on analysis, alternatives, Gather information about community
and decisions. issue and put together to design an
evaluation
Involve To work with the community throughout the process to Coordinate with the community and
ensure that their concerns and aspirations are discuss about their concern.
consistently understood.
Integrate To partner with the community in each aspect of the To have school and community effort to
decision. improve student and community
To synergize the effort from all the stakeholders to reach learnings.
the goals
(to solve school problems)
Empower (INVEST) To provide shared leadership of community-led projects Maintaining a positive relationship with
with final decision-making at the community level. the community, as well as initiating and
recommending a magnificent initiative
for the improvement of the school and
the learning process.

Summary of Key Learning
• The School Governing Council (SGC) is accountable to

the school community for improved learning outcomes
(A Manual on School Governing Council).
• School and community partnership are a tie between
schools and community resources.
• Communication is the foundation of good
relationships. Same with your learners’ parents and the
community, it is essential to involve them in the
learning process.
• Giving regular updates of their child’s progress and
involving parents in planning learning interventions will
build their trust and confidence in you as a teacher.
Frequent communication with the learners’
parents/guardians contributes to a healthy school-
community relationship.
• There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5) Empower.

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:
During my first month of teaching I was

able to get to know some of the parents of my
pupils.Some of my struggles was
communication with other parents and lack of
participation of school activities. We all know
that a good relationship between families and
schools is a top factor in positive students
outcomes.But when families are hard to reach
or seem reluctant to participate ,building
those relationships can be tough.I overcome
those struggles by offering the option or
having meetings over the phone or via video
conferencing for those parents that are not
able to attend the meeting.And let them know
that I want to work with them towards our
shared goal of helping their child thrive.

Key Topic: Role of Parents? (K • A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of
Melhuish, S., E. Sammons, P. Siraj- issues and solutions related to the overall school program
Blatchford, & B. Taggart (2004)) and ensure that parents cooperate fully in the effective
implementation of the program (DepEd Order 54, s.
Concepts: 2009).
• Research shows that parents who get involved in • At the end of every School Year, it is essential to give
the learning process of their children lead to an recognition to parents who actively share their time,
improved learning outcome. talent, and finances in your class. Recognize the
• Parental Engagement is the sharing of responsibility of parents who fully supported their children may it be
both parents and teachers to meet the educational needs academically or in co-curricular activities.
of the children.
Required Task 1: Writing
• A healthy relationship with frequent communication
between the teacher and the parents benefits both.
Teachers learn about the learners’ characters and The following are some common school situations. Write the
attitudes through their parents and teachers get to strategy that you think will best suit the situation to be able to
understand their behavior. In the same way, parents learn create a good relationship with the parents/guardians and the
from the teachers how his/her child behaves in school wider school community. Limit your response to 100 words for
and what support they could give to the child to improve each situation.
his/her learning outcome.
• Having parents who are involved in the educative
process is essential in the education of the learners.
Teachers find it easy to check learner’s
homework and evaluate the development of the
learners. Having parents who are involved in the
school can help in addressing the learners’ needs.
• The more the parents are involved in the school
activities of the learners, the more the parents feel that
they are welcome and trusted. In return, the school
receives more support from them through
volunteerism, funding for school projects, active PTA
organization and support/involvement in school
activities.

1. Claire is always absent and you never receive an Your lesson for tomorrow is about different professions/jobs. You want your learners to meet professionals and
excuse letter from her parents/guardians. 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
2. will require rigorous planning to make sure that the activity will be safe. What is an alternative way to conduct this
Answer: When a student is chronically
activity?
absent, contacting parents is usually effective
especially if you emphasize how you've
missed the student in class and hope he or Field trips are often considered a key part of
she is all right, rather than demanding to know the school experience. Students often look
the reason for the absence. It's also helpful to back on them as some of their favorite and
have a conversation with the student the next most memorable days of school.
time they attend class, stressing that you've However, traditional field trips are not always
noticed their absence, and you care about feasible options. They can be expensive,
them and their education. time-consuming to organize, and quite
stressful in action.
I always try to avoid asking a student why Perhaps your most simple and convenient
they've been absent. In my experience, if option for a field trip alternative is to show
they've been absent for a legitimate reason, your class about documentary of different
they'll tell you. Other times, there are personal professions/job. Movies have a very unique
or family issues they may prefer not to share. ability to transport our learners to other
When a student with a string of absences places, and documentaries in particular can
returns to class, it's important to welcome be very educational and revealing about a
them back and help them get up to speed on faraway place or topic. No matter the subject,
missing work. Giving your students a hard you can find a documentary that your students
time about poor attendance is will be interested in.
counterproductive and doesn't make them
want to return to school in the future.

3. Mrs. Cruz, a parent, went to your class confronting you The general PTA meeting is fast approaching and you need to ensure at least 90 percent
because her daughter told her that you moved the child’s attendance of parents. How are you going to invite the parents to ensure their attendance and
seat away from her friends to make her concentrate on participation?
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

To ensure their attendance and participation I
4.
concern to your attention. Apologize for will send home personal letters to notify
both the problem and for causing parents parents of conference dates. Outline an
agenda that will interest them and emphasize
concern. Take any steps necessary to
the importance of the conference to their
calm Mrs. Cruz and help her to relax. children's education. Schedule conferences
Discuss with Mrs. Cruz about misbehavior for students who have siblings in the same
school first and coordinate conference times
of her child in a nice way and the reason
with the siblings' teachers. Do everything
why you move her child away from her possible to avoid scheduling siblings'
friends to make her concentrate on your conferences on different days or at widely
lesson. Be careful the language used when disparate times. Base the length of the
conferences on the needs of the students. If
communicating with parents. End your necessary, schedule two consecutive periods
conversation by reiterating that you’re going to with parents you suspect might require more
take care of the problem. time. Send home personal invitations to the
conferences and ask parents to RSVP by a
specific date. Telephone parents who do not
respond and encourage them to attend. Send
home reminders one week before the
conferences. Contact parents who do not
show up and try to reschedule.
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 YES in

3. Angelo always skips class every afternoon. He
class of Teacher Consuelo. Teacher never does his assignments too. He is one of the
Consuelo seeks for advice from Benedick’s struggling learners in Ms. Bada’s class. Since he
previous teachers. Contrary to what she knows, has been acting this way for almost two weeks,
the teachers said that Benedick was a talkative Ms. Bada immediately called his father, Mr.
pupil. During the distribution of cards, she Cruz and set an appointment. She told Mr. Cruz
talked to the student’s mother and found out that of Angelo’s behavior in school and he promised
after his father’s death, he got upset, which led that he will be watchful of Angelo.
to Benedick’s
disinterest in socialization. Teacher NO
Consuelo consulted Benedick’s condition 4. During the online class where Janna is
attending, she failed to understand the
with the School Guidance Counselor.
instructions of the teacher because of internet
NO 2. Mrs. Maureen De Cello was an alumna of connection failure. Mrs. Manza, her mother,
Bucao Integrated School and a mother of a sent a message to her teacher and asked for
Kinder learner in the same school. She was further discussion about the instruction
impressed by the improvements made in the because Janna was not able to
school and expressed her willingness to get it correctly. Her teacher did not respond to
contribute to the further improvement of her.
the school. She asked the teacher of her YES
5. Mrs. Hugo sent three activity sheets to
daughter, of what else she can contribute
Lerio’s house through the Barangay Health
to the school. However, nothing came into
Worker (BHW) for her to answer. As soon as
fruition.
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: Summary
List down top 5 strategies to increase parental involvement in • Parents/guardians are the first teachers of every
school and share it with your co-teachers. child. Parents/guardians who involve themselves in
their children’s education tend to develop a child who
loves and enjoys learning. It is also the
parents/guardians who can help the teachers in giving
1.Connect parents and schools extra support to struggling learners.
2.Create an organizational structure • Parents play a vital role in the educative process of
3.consider parent’s time the child. They should be supported, assisted and
4.Identify and support learning environment empowered to take on responsibilities in the learning
5.Home visits and parent teacher conferences process.
• A Parents-Teachers Association (PTA) is organized in
every school to provide a forum for the discussion of
issues and their solutions related to the overall school
program and ensure that parents cooperate fully in the
effective implementation of the program (DepEd Order
54, s. 2009).
• Research shows that parents who get involved in
the learning process of their children lead to
improved learning outcomes.
• Parental Engagement is the sharing of responsibility
of both parents and teachers to meet the educational
needs of the children.

Glossary
Community A barangay where the school is located. However, it may also be expanded to refer to the following; a.
adjacent barangays where a significant number of children enrolled in the school come from b. Municipality/
City/Ancestral domain (DepEd Order No. 44 s. 2015). It is a shared attribute of the people and/or the strength of the
connections among them which led to continuous improvement.
Contextualization The educational process of relating the curriculum to a particular setting, situation or are of application to make the
competencies relevant, meaningful and useful to all learners
Contextual Teaching and Learning (CTL) An approach involving active learners in the learning process to discover the concepts learned through to
knowledge and experience of the learners.
External stakeholders Individuals or groups who have an interest in the product, but do not produce or consume it directly. These groups
are the parents, LGUs, NGOs, alumni, private organizations, and companies.
Indigenization A process of enhancing curriculum competencies, education resources, and teaching-learning processes in relation to
the context of the learners’ community
Internal stakeholders Individuals or groups who directly produce and consume the product (education). These are the groups in the school
like teachers, pupils, and staff.
Localization The process of relating learning content specified in the curriculum to local information and materials in the
learners’ community
Parent-Teacher Association An organization operating in a school both in elementary and in high school. It is composed of all parents, enrolled
students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel (DO 54 s. 2009)
REACT Strategy The curricula and instruction based on contextual learning should be structured to encourage the five
essential student engagement strategies: relating, experiencing, applying, cooperating, and transferring

Resources Supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order
to function effectively (Merriam Dictionary).
School Governing Council A sustainable governance structure in school to produce stable and effective leadership which underpins achievement of the
school’s objectives. It is composed of various gov’t agencies, non- government agencies, students, civic and social
organizations students organization, alumni, parents of students, parents of alumni, parents association, retirees,
professionals in the school, basic sectors (business, fisherfolk, farmers, indigenous peoples, cultural minorities
and others) ( DepEd SGC Manual)
Stakeholder A person who has an interest or concern in the organization at hand. In terms of education, a stakeholder is someone
who has a vested interest in the success and welfare of a school or education system. This includes all parties that are
directly affected by the success or failure of an educational system, as well as those indirectly affected.
(Roundy, 2016).
Teaching-learning process Processes by which learners acquire the necessary competencies and skills for lifelong learning
Zone of Proximal Development (ZPD) The difference between what a learner can do without help and what he or she can do with help

References
Bronfenbrenner, U . (1994). Ecological models o f human development. I n T. Husen & T. N . Postlethwaite (Eds.), International
encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford , UK : Pergamon.
Government of the Philippines, Department of Education. Basic Education Sector Reform Agenda (BESRA). Manual on School
Governing Council (2009). Pasig City.
Government of the Philippines, Department of Education. D.O no. 42 s. 2017 on the National Adoption and Implementation of
the Philippine Professional Standards for Teachers. Pasig City
Senate of the Philippines, Republic Act no. 232. An Act Providing for the Establishment and Maintenance of an Integrated System
of Education. 1982. Manila City
Government of the Philippines. Department of Education. http:/;m /www.deped.gov.ph 2015. Adopting the Indigenous People Education
Framework. DepEd Order No. 32, s. 2015. Manila.
Breaking Through: Contextualizing Toolkit. (2010). Literacy Information and Communication System. http://lincs.ed.gov/
professional-development/resource-collections/profile-233
Center for Occupational Research and Development, accessed June 15, 2020, https://www.cord.org/index.php.
“How We Teach.” Contextual Teaching and Learning Toolkit (2016). Accessed June 15, 2020. http://cordonline.net/CTLtoolkit/ how-we-
teach.php.
“Learning Theories.” Contextualized Teaching Strategies. Accessed June 15, 2020. http://contextualizedteachingstrategies.
weebly.com/learning-theories.html.
Curriculum Contextualization published September 9, 2016, retrieved from https://www.slideshare.net/rtipolo/contextualization-
presentation
Hudson,C.C.,& Whistler, V.R. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemics, Cybernetics and
Informatics, 6(4),54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf

Journal of Physics: Conference Series, Volume 895, Number 1, Published September 1, 2017, IOP Publishing Ltd. retrieved from
https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012171#:~:text=The%20Contextual%20 Teaching%20and
%20Learning,and%20experience%20of%20the%20students.
Teaching and Learning in Adult Contexts. (2007). National Centre for the Study of Adult Learning and Literacy. http://www.
ncsall.net/fileadmin/resources/teach/jacobson/pdf
Sylva, K Melhuish, E, Sammons, P Siraj-Blatchford, I and Taggart, B (2004) Effective Pre-School Education. Final Report. DfES.
London: Institute of Education
“Inform, Consult, Involve, Collaborate, Empower. INTOSAI Journal.” INTOSAI Journal, April 29, 2019. http://intosaijournal.org/ inform-
consult-involve-collaborate-empower/.
“Community Engagement.” Edmonton Community Development Company, August 15, 2020. https://edmontoncdc.org/
community-engagement/.

Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make sure that
your mentor has checked your coursebook.

Department of Education
National Educators Academy

of the Philippines
Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio Warren Quisada Angelo Uy
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario
Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano Marina
Ma. Agie Amar Clarivil S. Layug Tagsip
Jonathan Baniaga Ms. Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Noemi Baysa Alma Jeanrick Deuna Nuñez Reggie Tuazon
Belarmino Rageene Maribel Perez Beverlyn Gladys Uy
Vera Dueñas Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support
Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

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NEILBERT P.

Teacher Induction • http://www.

1. Build relationships with parents/guardians and the wider school community

Module 1: Building Relationships with the Wider School Community

Module 2: Teaching with the Context in Mind

Estimated time required: 4 hours

Portfolio Output: Action Plan (Module 1, Session 1)

Intended Module Learning Outcomes: Required Resources

Estimated Time Required: 2 hours

4 The Teacher Induction Program - Core Course 4

Key Topic 1: Legal Bases of Contextualization

Guide for Mentors and Newly Hired Teachers 5

6 The Teacher Induction Program - Core Course 4

Based on their respective educational and

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 4

Scenario Answer Feedback of Mentor Insights Gained

Guide for Mentors and Newly Hired Teachers 9

10 The Teacher Induction Program - Core Course 4

• Contextualization is reflected in the following legal

Guide for Mentors and Newly Hired Teachers 11

12 The Teacher Induction Program - Core Course 4

Topic Scenario Localization or Insights

Guide for Mentors and Newly Hired Teachers 13

Situations Answer Feedback

4. Teacher Diane is teaching in a provincial school. In her English Class,

5. After learning the elements of a play, the class is tasked to perform a

14 The Teacher Induction Program - Core Course 4

As a Teacher: For my students: I promise to

Guide for Mentors and Newly Hired Teachers 15

• Contextualized teaching empowers teachers to

16 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 17

Statement Answer Feedback

18 The Teacher Induction Program - Core Course 4

Teacher Romano discussed “Introduction to Photosynthesis—Converting Sunlight to Food”.

The class ended with a short recall quiz.

Guide for Mentors and Newly Hired Teachers 19

Discussion Questions Answers Feedback

20 The Teacher Induction Program - Core Course 4

Lesson Outline using REACT Strategy Responses

Topic or Competency Grade 1

Guide for Mentors and Newly Hired Teachers 21

22 The Teacher Induction Program - Core Course 4

Intended Module Learning Outcomes

Estimated Time required: 2 hours

Guide for Mentors and Newly Hired Teachers 23

Prior Knowledge Assessment

A. Action Plan D. School community

Statement Answer Feedback

24 The Teacher Induction Program - Core Course 4

26 The Teacher Induction Program - Core Course 4

Teachers: INTERNAL STAKEHOLDER

Optional Task: Complete the table

Get to know your community. Complete the table below to get

Guide for Mentors and Newly Hired Teachers 27

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.) Barangay

2. Topography Poblacion is situated in the island of Luzon.

3. Available establishments School,health center,groceries store etc.,

4. Tourist spots/parks n/a

5. Indigenous group/s (if applicable) n/a