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 NARRATIVE REPORT ON SLAC/INSET
TRAINING

I. INTRODUCTION

Pursuant to Department Order No. 35, s. 2016 entitled “The Learning Action Cell (LAC)
as a K to 12 Basic Education Program’s School-Based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning,”
School conducted its training workshop last
. The discussions encompassed strategies to improve
students’ reading comprehension as well as on becoming an innovative leader at school.

II. Goals and Objectives

The Professional Development Priorities of teachers considered here are the Development
Plans stipulated in their IPCRF which highly include among others:

1. Using differentiated, developmentally appropriate learning experiences to address

learner’s gender, needs, strengths, interests, and experiences.

2. Planning, managing, and implementing developmentally sequenced teaching and

learning processes to meet curriculum requirements and varied teaching contexts.

3. Selecting, developing, organizing, and using appropriate teaching and learning

resources, including ICT, to address learning goals

4. Revisit on Action Research Preparation

III. ACCOMPLISHMENT

A. PRE-IMPLEMENTATION PHASE

I. Mobilization and Organizing Implementation

a. Formulating a training proposal
b. Create working committees needed.
b. Create guidelines for the execution of the training seminar.

B. IMPLEMENTATION PHASE

(SAMPLE ONLY. CHANGE IT ACCORDING TO THE EVENT HAPPENED)

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 The emcee, Mr. started the programme with Philippine national anthem
conducted by and a prayer led by . The participants
were invigorated with an energizer led by MAPEH Teachers. The facilitators were then
enthusiastically introduced by the emcee.

The first facilitator introduced LRMDS Portal. He also introduced to the faculty some of
the most recent updates as regards to the portal. As the evaluative activity for his
session, he tasked the participants to access the portal and download any learning
material of their choice.

The second facilitator, tackled the issue of poor reading

comprehension among junior high school students. He first tried to interest the
participants with fun facts about the reading process. He then elaborated on the
differences between the terms reading, reading comprehension, and literacy. He also
discussed the severity of the problem in terms of reading comprehension levels among
junior high school students, not only at the school level, but also at a national level.
After detailing the problem, the facilitator had an interactive discussion with the
participants about the classroom strategies teachers could innovate and implement in
order to help decrease the number of students with low reading comprehension. To test
the participants’ knowledge and understanding gained from the discussion, the
facilitator provided a collaborative activity where they had to utilize the various
comprehension strategies discussed by the facilitator in order to answer questions from
a provided selection accurately.

The third facilitator, discussed about “Transforming Educators to

st
Great 21 Century Innovation Leaders.” She opened the discussion with the adage, “A
teacher inspiring to teach without passion is like ironing with a cold iron.” She then
discussed the importance of innovation at school. Lastly, she enumerated and
elaborated some of the most commonly known innovative strategies in teaching.

gave his closing remarks. Certificates of recognition and

appreciation were handed out to the facilitators and participants.

C. POST-IMPLEMENTATION PHASE

The programs/ activities are monitored by chairpersons of the different committees with the
supervision of the School Head. All actions are documented and supported with photos. The
is also looking forward to continuing this program next school year.

V. DOCUMENTATION

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