TIP Course 4 - 20231203 - 104717 - 0000

CORE COURSE
The DepEd Teacher

4
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts
Introduction
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
Module 2: Community Teaching with the Context in Mind
4 hours
Estimated time required:
Action Plan (Module 1, Session 1)

Portfolio Output:
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
1. plan and deliver contextualized/localized/ Rules and Regulations (IRR) of Republic No. 10533
indigenized teaching strategies that are • DepEd Order 32, s. 2015 on Indigenous Peoples
responsive to the needs of learners under difficult Education Curriculum Framework
circumstances; and •
DepEd Order no. 42 s. 2017 on National Adoption
2. adapt and use culturally appropriate teaching
and Implementation of the Philippine Professional
strategies to address the needs of learners from Standards for Teachers (PPST).
specific 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.
Statements Answers Feedback

1. Learners relate better to concrete, tangible examples and TRUE
experiences than to abstract conceptual models.
2. Action learning is based on the premise that learners will learn TRUE
from 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 FALSE You can't say you are indigenoUs people if you are not a
situation in the community and you utilize materials that member of their tribes. As a teacher, you are only adopting
are available in the locality of the school, you are already and utilizin materials that are available in the locality of the
school.
indigenizing.
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 standards
enough to enable and allow schools to localize, indigenize, and enhance
and principles, when appropriate, ir developing the enhanced
the curriculum based on their respective educational basic education curriculum.
and social contexts.
7. Contextualization is also one of the provisions in Republic Act
TRUE
10533 or 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
TRUE
problem-solving learning and work-based learning to encourage
and stimulate a higher-level thinking.
10. Situational learning is based on the premise that learning Situational learning places great emphasis on relationship and interactions with others to
FALSE build understanding. Students learn by making connections to their prior knowledge.
Action learning is a systematic process through which individuals learn by doing. It is
requires action and action requires learning. based on the promise tbat learning reauires actuion 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
attitudes through continuity and consistency across all documents. Take note of the provisions of each legal
levels and subjects. Discussions on issues such as basis. Share your understanding with your colleagues and
Disaster Risk Reduction (DRR), Climate Change mentor teacher.
Adaptation, and Information and Communication
Technology (ICT) are included in the enhanced Required Task 2: Think-Pair-Share
curriculum. Using the legal bases supporting the practice of
contextualized teaching, write down the phrases and
There are legal documents that you need to be clauses referring to contextualization. Discuss them with
your co-newly hired teacher/s or mentor. Use the
knowledgeable template below.
about to fully understand contextualization.
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
This of context in implementing the curriculum.
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
the competencies relevant, meaningful and useful to
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
will – localization and indigenization. You
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 Culture- based – The State shall foster It seeks to develop among Filipinos a greater It is the grounding of instruction
the preservation, enrichment, and
1987 Philippine Constitution dynamic evolution of a Filipino national awareness,understanding and appreciation of and student learning in these
culture based on the principle of unity in ways including values,norms,
arts,history ,and heritage towards the
diversity in a climate of free artistic and
intellectual expression. evolution of consciousness that will improve knowledge, beliefs, practices,
the quality of our life. experiences, and language that

are foundation of culture.
2. Republic Act 10533 The curriculum shall be contextualized The development and evolution of these
and global It develops contextualized
Enhanced Basic Education global goals for education have given
Act of 2013 curriculums that fit the needs of the rise to the global curriculum, which
The curriculum shall be flexible aims to “promote a worldwide

time and place and people that they
curriculum, unifying criteria,
are serving. identification, and respect of regional
Based on their respective educational and
uniqueness.
social contexts
3. DepEd’s Mission Culture-based
Family, community, and other Family, community, and other
stakeholders has also a big role or a
Family, community and other stakeholders are actively engaged
part in attaining schools’ mission and
stakeholders are actively engaged
and share responsibility for vision in promoting equity and
improved basic quality education
developing 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
For more than a century, educators and research real-life scenario.
practitioners have been discussing the role of experience
in education. That discussion still remains a part of John - Contextual teaching 2. Constructivist Theory
Dewey’s work of the early 20th century. Although helps to promote authentic learning and increases
experience and context are closely related terms, the learners’ success by allowing them to make
relationship between them provides some guidance on connections as they construct new knowledge.
how each can be used to inform an understanding of the In contextualized learning, learners use the new
other. This session will help you embrace information they have learned and organize and
contextualization for successful teaching. Knowing the K combine it with information they already have so
to 12 curriculum standards allows the teachers to make that it makes sense to them. Learners are active
their teaching contextualized. Prior to the start of the constructors of knowledge.
school year, unpacking of competencies helps the
teachers to identify lessons and topics to be - Chickering and 3. Active Learning Theory
contextualized for better learning outcomes. Gamson, as cited in Hudson and Whisler, (2007, p.
54-58) emphasized that contextual learning
Contextual Teaching and Learning (CTL) incorporates
should
several be an integrated learning process of problem-
based
existing theories and it is based on sound pedagogical learning and work-based learning to encourage
practices. In their article, Contextual Teaching and
and
Learning stimulate
or a higher-level thinking. Active learning,
for Practitioners, Hudson and Whisler (2007) explain
three learning by doing as it is also called, divides active
theories that form the basis of CTL. These three learning in three categories:
a. Action learning is based on the premise
underlying
theories support Contextualized Teaching Learning that that learning requires action and action
will
requires learning.
help the teachers make sound pedagogical practices.
b. Situational learning because learning
1. Connection Theory - Contextual teaching is all
knowledge and skill are taught in the
about helping learners make connections between
context of how it will be used in real-world
the content they are learning and the context in
situations.
which it will be used. Learners must first be made
aware of how the work they are doing, depends on c. Incidental learning is based on the premise
the skills that they already have. Vygotsky, as cited that learners will learn from their mistakes
8 The Teacher InductioninProgram
Hudson-et.al.,
Core Course
(2007, 4
p. 54-58) refers to this as and/or learn from one another.
the “gap between what is known and what is being
learned, the Zone of Proximal Development (ZPD).”
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 A. When we say connection Because Mario is already
knows the alphabet letters, but cannot read or write words yet. No
matter how much guidance was given, he could never read on his Connection theory it is relatively know the alphabet letter
own. With Teacher Roselle’s help, Mario can now read and write Theory new learning that which means he has already
short words like “at,” “boy” and “dog”. suggest students should knowledge and have the
a. Connection Theory combine thoughts and guidance of her teacher he
general information in a can now read and write.
b. Constructivist Theory
useful manner.
c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You
have been hired as a carpenter to help renovate a family room. The C. Active When we say active Teacher Bryan gave
contractor asked you to submit a cost estimate for the base molding learning it emphasized some problem -based
(baseboard) around the room. You will need to include the following Learning that contextual learning learning like. Estimate
in your estimate:
should be an integrated the type of wood. What
i. the type of wood and style of olding you will use learning process of lengths will be purchased the
ii. the number of pieces and what lengths will be purchased problem-based learning cost per foot, the total cost of
and work-based learning molding needed for the
iii. the cost per foot
to encourage and family room. In determining
iv. the total cost of molding needed for the family room stimulate a higher-level the cost, measure the room
In determining the cost, you will need to measure the room and thinking. and make a scale drawing of
make a scale drawing of the floor plan showing fireplaces, doors, the floor plan showing
and other objects that may affect the lengths of the base molding fireplaces, doors, and other
you choose to install.
objects
a. Connection Theory
b. Constructivist Theory
c. Active learning

Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He
explained the composition and function of the candle. Later on, he
B. When we say Teacher paul becomes the
constructivism it is the facilitator of the
asked the learners how the flame is produced and how the candle Construc theory that says learners class and the learners
works. He encouraged the learners to discover for themselves how
the candle works. They do this first by making simple observations, tivist construct knowledge encourage to interact
from which they later build ideas and hypotheses which they then rather that just passively exchange of views and ideas
go on to test. At the end, the learners successfully understand the Theory
components of combustion, an important chemistry topic. take in information. and construct
meaning and knowledge. At
a. Connection Theory
the end, the learners
b. Constructivist Theory successfully understand the
c. Active learning components of combustion.
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.

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
lear ning.

Session 2 – Teaching Contextually 2. Learning occurs when learners process new
information in such a way that makes sense to them in
Key Topic 1: Teaching Contextually their own frame of reference.
3. The mind naturally seeks meaning in context, in relation
As a newly-hired teacher, can you incorporate to a person’s environment, doing so by searching for
contextualization in your teaching? Is it easy for you to relationships that make sense and appear useful.
think of activities that learners can easily relate with? Can
you exert more effort in understanding the biographical- How to Contextualize?
historical, and cultural background of your learners and Contextualization is the process of matching the
the school community? Can you go beyond your curriculum content and instructional strategies relevant to
limitations for the learners to appreciate the lessons learners. (Deped Order no. 35, s. 2016) It happens when
more? Read the following key concepts on a teacher encourages design of learning environments
contextualization. that use multiple teaching modalities and incorporate
different forms of learning experiences. You allow
Are you teaching contextually?
learners to discover meaningful relationships between
Is there a best way to teach so that all learners can abstract ideas and real- world applications. Students are
remember and utilize all information? How can a teacher exposed to discovery learning, reinforcement and
discuss the topic effectively? How can a teacher teach modelling, and problem solving. While teaching is
contextually? These are the questions that confront progressing, you as a teacher provide ongoing feedback
teachers every day to ensure learning is happening that promotes further learner interaction with the content.
according to the contexts of the learners. Teachers serve This will enable the learners to be engaged and motivated
a diverse student population. This means that it is to do well in the class.
important for the teachers to understand the context of
their learners and what life experiences they bring in the The degree of contextualization may be described and
teaching-learning process. Students’ learning styles, their distinguished into Localization and Indigenization.
background information and the different theories on Localization refers to the process of relating learning
learning will help teachers to communicate properly with
content specified in the curriculum to local information
learners and eventually build their trust.
and materials in the learners’ community. Localization
happens when a learning content is taught using the
Contextualized teaching is highlighted in an online article
local information and local materials. A teacher starts
in Center for Occupational Research and Development
(CORD) (2016) and recognizes the following: the
lesson
makingby using the examples in the locality and
1. Learning is a complex, multi-faceted process that goes
instructional materials from the local materials are just
beyond drill-oriented, stimulus-and-response
methodologies ways
on how to localize. Indigenization refers to the process
of enhancing the curriculum competencies, education
12 The Teacher Induction Program - Core Course 4 resources, and teaching-learning processes in relation to
the bio-geographical, historical, and socio-cultural
of the learners’ community. Indigenization involves the When you use either of the two you are already
enhancement of the curriculum framework, curriculum contextualizing. When you localize, you use information
design, and learning standards of subject areas, guided by and materials in your learner’s community but when you
the standards and principles adhered to by the national indigenize, you enhance competencies in the curriculum,
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.
Localization or
Topic Scenario Insights
Indigenization?
The use of the jeep, 4 wheels, kariton, 2 wheels, tricycle
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the and 3 wheels as an observable example of ratio is
two given numbers community such as one jeep, 4 wheels; one kariton, 2 wheels, one
tricycle, 3 wheels Localization 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
Teacher Mary Ann focus on the socio-
activities or cultural practices that inherently use the concept of ratio
like bringing sacks of rice to markets using carabao (one carabao to the Indigenization cultural community activities and
number of sacks) cultural practices as an example.
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Indigenization because teacher melody
short story villages of the learners and asked for stories of origin depicting their
culture
Indigenization wants her learners to research about the
history of their place.
Teacher Hanadee presented the elements of a short story using a local Teacher Hanadee uses the strategy Indigenization
legend “Ang Alamat ni Daragang Magayon”

Indigenization in the teaching-learning processes in relation to the
bio-geographical of their place.
Teacher Ailyn mentioned the community’s name for prominent stars
Identify star patterns
Indigenization
It focuses on the bio-geographical
that can be seen at while retaining the use of the Greek constellations
content of the lesson.
particular times of the Teacher Lester discussed the community’s own calendar of star patterns
year and its background before discussing the Greek constellations It focuses on the socio- cultural
Indigenization content of the lesson.

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

The business plan activity given by the teachers is
1. The barangay will be having its annual fiesta. Teacher Marilou
requested her students in TLE to create a business plan using the a good idea to present local products in their
concepts discussed. The business plan is a requirement for the
learners to be allowed to participate in the bazaar on the day of the
fiesta.
Localization community through 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 This focus on the Historical and socio-cultural
Panlipunan will conduct a research on this. He instructed his students
to interview some prominent native residents of the area and ask Indigenization aspects of the lesson.
questions about the relationship of culture and the dish.
3. In the ICT class of Teacher Rodel, after discussing video and
animation,
The teacher uses the local materials as an activity.
he instructed his students to produce an online advertisement using
the famous local products and delicacies in their place. Localization
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 Sharing traditional customs is an
Brother Leon Brought Home a Wife” As a priming activity, she asked
the learners to share their traditional customs. Indigenization example of indigenization
5. After learning the elements of a play, the class is tasked to perform

The stage play will use local materials that are
Localization
a stage play for the upcoming fiesta. The story of the play revolves
around a local hero during World War II named Jose Ozamis. 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.
On the best of my ability, I I promise to engage my I will utilize the importance

will help my students to students in active learning of teaching localization and
relate educational tasks while assisting them to indigenization in my lesson
with their knowledge and make meaning out
everyday curricular of the information they are
contextualization facilitates obtaining. I will help
the linking theory and students learn language
practice. skills by teaching the
skills using the authentic
contexts in which students
must use those skills in the Guide for Mentors and Newly Hired Teachers 15
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 information. Teachers use REACT strategies to ensure
(CORD) advocates a constructivist approach to teaching active participation of the learners. Teachers guide the
that incorporates five essential learner engagement learners to observe and record data, to communicate
strategies- the REACT strategy. REACT stands for effectively, to build new skills and to finish the learning
Relating, Experiencing, Applying, Cooperating, and activity individually and as a group. The detailed
Transferring. The strategy allows the learners to learn, explanation of the strategy is presented below.
retain, and apply
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
Relating learning 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 quickly when learners are able to manipulate equipment and materials and to
Experiencing 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,
Applying labs, and 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
Cooperating instructional 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
Transferring already 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 TRUE Teachers use REACT strategies to ensure active
the lesson. participation of the learners.
2. When learners take what they have learned and Learning in the context of prior knowledge, also known as
TRUE transferring, makes use of and expands on what the
apply it to new situations and context, the transferring
stage happens. learner has already acquired.
3. Experiencing happens when learners solve problems Contextual learning is defined as learning in the context of
TRUE
as a team to reinforce knowledge and develop exploration, discovery, and creation. Other teaching styles,
collaborative skills. however, may result in motivated or tuned-in learners.
4. Understanding real-world connections to course TRUE
content increases student engagement which often Teachers must use a real-life setting to educate so that students
leads to increased persistence and successful may apply what they've learned in class to their daily lives.
transitions.
5. For learning to happen, the teacher allows the
TRUE If we enable our students to find and experience situations and
learners to discover meaningful relationships between
concrete ideas and real-world application. tasks firsthand, there will be meaningful learning.

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 Presenting local materials may encourage greater learning and
make the content more relevant to the students.
REACT methods can be used to ensure learners' active
What degree of contextualization is presented in
the sample lesson?
LOCALIZATION engagement and even to build a suitable learning
environments.
Which part in Teacher Romano’s lesson showed When the students perform
The REACT approach ensures that students
participate actively in order to encourage
the REACT Strategy? Outline the portions that the activities enjoyable and active learning.
demonstrated the REACT strategy.
Was the anticipated learning outcome realized YES The REACT approach ensures that students participate
actively in order to encourage enjoyable and active
through the REACT Strategy? learning.
Yes, especially in sessions that involve direct experience REACT technique was more effective and recommended
As a teacher, can you replicate any lesson or to guarantee that at the learners understand for use in a class when the students needed direct
topic using the REACT Strategy? How? the process or steps of a experience.
rticular 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 The teacher may perform a role-playing session or
themselves in a way that simulates an industry situation or other real-life problem-solving narrate a tale in which the students take on the role of
scenario? 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
purpose while also addressing the learners' various
COOPERATE in one another’s learning? 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 Encourage students to apply what they've learned in
and 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 • Preparing an action plan (Portfolio
community and involve them in the teaching- • Output) Formative assessments
learning process;
• LAC Session
• maintain learning environment that are responsive to
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 • DepEd Order no. 42 s. 2017 on the National
learners, parents, and other stakeholders. Adoption and Implementation of the Philippine
Professional Standards for Teachers.
Module Outline • Republic Act no. 232 on An Act Providing for
Session 1: Community as a Resource in the
Teaching- Learning Process the
Establishment and Maintenance of an Integrated
Session 2: The School and Community • School
System Governing Council
of Education manual
(year?)
Relationships
Session 3: Strengthening and Sustaining Good
Relationships with the Parents/ Guardians and
the
Estimated Time required: 2 hours
Wider Community

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 The PTA may act as a school's support
teachers, which serves as support groups and partners of the F. Parent-
school for the welfare of the learners. Teacher organization and partner in the
Association students' welfare
2. It is composed of government agencies, NGOs, Alumni,

Parents, retirees, and other sectors in the community which C. Stakeholders
Stakeholders can help the school
give support to the school in the achievement of its goals and accomplish its aims and objectives
objectives. by providing assistance.
3. It refers to the sustainable governance structure that operates E. School The School Governing Council is guided by the notion
under the principle of shared accountability and responsibility of shared accountability and responsibility among all
Governing Council
among school community stakeholders. stakeholders in the school community.
4. It is a detailed list of the steps or tasks that you need to

accomplish to attain the goals set.
Action Plan was a list of the stages or
A. Action Plan
tasks you'll need todo to meet your
objectives.
5. It is a relationship between the school and the community,
organization, or individual who seeks a common goal, which is The school community strives for a single
D. School
to contribute to the learning outcome of the children. goal: to contribute to the children's
Community
learning outcomes.

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

Introductory task I or E:
Identify if internal or external stakeholder
Teachers:
Internal Stakeholder
Internal Stakeholder
Students:
External Stakeholder
LGUs:
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.

Marangal National High School, Towerville Phase 6B, Baranggay
Name of School Community (School name and Barangay): Gaya-gaya San Jose Del Monte City, Bulacan
Description (name, location, background, etc.)
1. Type of community (urban, rural, etc.)

Baranggay
2. Topography Is located at approximately 14.7946,
121.0528 (14° 48' North, 121° 3' East)
3. Available establishments
School, grocery stores, business establishments, etc
4. Tourist spots/parks
N/A
5. Indigenous group/s (if applicable)
N/A
6. Religion
Mostly Roman Catholic
7. Celebration/feasts
Every third Saturday of April
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
School and Community Library

Required Task No. 1: Scenario Analysis Questions:
Analyze the scenario below and answer the 1. Why did Ms. Ramos talk to the Barangay Captain?
following questions.
Scenario 1:
Bucao Integrated School adopts a blended learning She wanted to know whether
modality. Miss Lanie Ramos’s Grade 1 class is composed
of 30 pupils. Every Monday and Wednesday, Group A, she could borrow the
which is composed of 15 pupils, comes to school for face
to face class with her; while Group B stays at home and Barangay's extra computer
does online learning, and vice versa during Tuesdays and
Thursdays. During parents’ orientation on the new so that her six students who
modality of learning, she found out that 6 of her pupils do
not have any gadget at home.
don't have recourse gadget
On her way home one afternoon, she happened to pass by
for their online class might
the Barangay Hall. She saw that no one was using one of use it for their studies.
the 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 3. If you were Ms. Ramos, would you do the same?
School Principal made for? Why?
The memorandum of Yes, as stated in the

agreement that the scenario, Ms. Ramos has
school principal made a wonderful heart and
was an agreement has always desired to
between the school and assist children with their
Ms. Ramos that will be education.
authorized by the
Superintendent in order
for her to become an
official stakeholder in
the school or a donor of
the essential computers

4. What will you do to show appreciation and gratitude Required Task No. 2: Action Plan (Portfolio Output)
to them?
As long as I am able, I This activity will be submitted to your

will always open my door mentor as an output of the Course.
Organize and compile this activity
to assist the unfortunate into a Portfolio.
children and even supply

other required 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 What might be the reason? What resources do you have What can you do as their What can your school do
that hinder the learning in your school community teacher? to face the challenge?
process during this time of that you can utilize in easing Are there any efforts your
pandemic? out the identified problems school is doing to ease the
in your school community? problem?
A learning module that may be sent Look for someone who can help the school
Visit each home while carrying their
Availability of internet Lack of finances of the to their house, allowing them to
instructional modules. Look for
keep the students informed and up to date
continue their studies even if on the lectures. Consulted the Barangay
stakeholders that can assist me in keeping
connection and gadgets. families they don't have access to a
my students informed and updated about
officials to be given aid and assistance in
device visiting students and distributing learning
our lesson.
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 When should the tasks be What hinders the accomplishment of
tasks? accomplished? these tasks?
Maintain a positive connection with The availability of stakeholders and the
Teachers and Principals as well as Year round
government offices by coordinating with as funding required for the search for potential
many stakeholders as feasible.
the learners’ parents 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 that it is “the policy of the state to establish
Community Relationships and maintain a complete, adequate and
integrated system of education relevant to the
Key Topic 1: Laws and Existing Policies
goals of national development”. The educational
system is expected to contribute to the following
national development goals:
Establishing good relationships with the school
community bears rewarding results over time. As you 1. To achieve and maintain an accelerated
transition towards being a public-school teacher, rate of economic development and social
teaching will not only be your primary duty. Relating to progress;
your learners, co-teachers, colleagues, and the wider
2. To ensure the maximum participation of all
community will be essential in creating a healthy
the people in the attainment and enjoyment
environment both for you and your learners. In this part
of the benefits of such growth; and
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,
Read the following laws and policies that you need to and promote desirable cultural, moral and
know in alignment with establishing good relationships spiritual values in a changing world.
with your school community:
• Republic Act 9155 or the “Governance of Basic The State shall encourage local initiatives for improving
Education Act of 2001” Chapter 1 of Section 2, the quality of basic education. The State shall ensure
provides the principles that guide the implementation that the values, needs, and aspirations of a school
of the act and the application of its rules: community are reflected in the program of education for
º The parents and the community shall be the children, out- of-school youth and adult learners.
Schools and learning centers shall be empowered to
encouraged for active involvement in the
make decisions on what is best for the learners they
education of the child. The participation and
serve.” In school governance, stakeholders with
coordination between and among schools,
harmonized perspectives and experiences are crucial in
the local school boards, the Parent Teachers
improving the lives of children, youth, families and the
Associations (PTAs) must be maximized; and
community. These groups of stakeholders may be
º Volunteerism from among all sectors shall formally represented in a governance structure in the
be emphasized and encouraged to ensure school system. In the SBM Framework and Standards
sustainable growth and development in adopted by the DepEd, these School Governance
education. structures are called School Governing Councils (SGCs).
They are composed of:

Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the school
º Parents of students/pupils and Parent head to work together towards continuously
improving student learning outcomes. SGCs
associations provide the opportunity and the environment to
º Teachers (DepEd- BESRA, 2009)
º Non-teaching and • Some of the activities that would involve the
º Teacher Associations in the school
parents/
External Stakeholders guardians
Eskwela, and the community are Brigada
º Various Government Agencies Family Day, Recognition Day, Festival
º Non-Government Agencies Celebrations,
º Civic and Social Organizations Clean-Up Drive, Career Guidance Day and many
others.
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 The school is conducive to learning when it has a harmonious
learning.
TRUE interaction with the community.
2. Batas Pambansa Blg. 232 is also known as An Act This policy intends to construct and maintain a comprehensive,
Providing for the Establishment and Maintenance of an TRUE 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 community was not compelled to meet the school's needs,
the school. FALSE but they might assist the school in meeting those needs.
4. The School Governing Council (SGC) is accountable to The learning of the kids was not the responsibility of SGC. Because an SGC's role is to create
the learning of the students in the school. FALSE a platform for parents, students, community stakeholders, and the school's principal to
collaborate and improve student learning outcomes.
5. Frequent communication with the learners’ parents/ School should maintain a harmonious relationship to the
guardians contributes to a healthy school-community TRUE community especially to the learners’ parents/guardians.
relationship.
6. A farmer or fisherman in the community is considered
an Internal Stakeholder of the school. FALSE Internal stakeholders are those who have a direct connection to
the institution.
7. The school alone can provide for the life-long learning
skills the learners need. FALSE To create a secure and pleasant learning environment, the school need
community assistance.
8. During Family Day, teachers get the chance to know Providing various school activities that foster relationships between students
the parents/ guardians and some of the members of the TRUE and their parents/guardians may be extremely beneficial to the students'
family of the learner. learning processes.
9. Having open and healthy communication between
the teacher and the learners’ parents/ guardians has FALSE Having a healthy relationship to the learners’ parents/guardian
nothing to do with the academic nor in the social behavior may be extremely beneficial to the students' learning process.
of the learner.
10. An established linkage between the teachers/
school and the community can help in the development Having a positive relationship with the community can help
of the learner. TRUE learners learn more effectively.

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

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

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

Key Topic 2: The Community
Involvement Continuum
• Communication is the foundation of good • Plan out the involvement of the community. The
relationships. It is essential to involve your framework below is helpful in planning out how
learners’ parents and the community in the you can involve and empower the stakeholders:
learning process. Giving regular updates on their
child’s progress and involving parents in planning
learning interventions will build their confidence • In the digital age, there are so many
and trust in you as a teacher. 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 Example:
information to assist them in understanding the
problem, alternatives and solution. Conduct information drives on certain community
issues or advocacies
Infer To obtain community feedback on analysis, Gather information about community issue
alternatives, and decisions.
and put together to design an evaluation.
Involve To work with the community throughout the process Coordinate with the community and discuss
to ensure that their concerns and aspirations are
consistently understood. about their concern.
Integrate To partner with the community in each aspect of the

To have school and community effort to
decision.
To synergize the effort from all the stakeholders to improve student and community learnings.
reach the goals
(to solve school problems)
To provide shared leadership of community-led projects
Empower (INVEST) Maintaining a positive relationship with the community, as well as
with final decision-making at the community level.
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.
and Same with your learners’ parents
•
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.
learners’Frequent communication with the
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 Reach out to your colleagues (preferably newly-hired
teachers) and share your thoughts with your co-teachers.
Good Relationships with the School Write down the ideas you got from them:
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.
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 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
Melhuish, S., E. Sammons, P. Siraj- the discussion of issues and solutions related to
Blatchford, & B. Taggart (2004)) the overall school program and ensure that
parents cooperate fully in the effective
Concepts: 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 an At the end of every School Year, it is essential to
improved learning outcome. give
theirrecognition to parents who actively share
• Parental Engagement is the sharing of time, talent, and finances in your class.
responsibility Recognize
of both parents and teachers to meet the the
Required parents
mayTask
it 1:who fully supported their children
Writing
• educational
needs of the children. be academically or in co-curricular activities.
A healthy relationship with frequent The following are some common school situations. Write
communication the strategy that you think will best suit the situation to be
between the teacher and the parents benefits able to create a good relationship with the
both. parents/guardians and the wider school community. Limit
Teachers learn about the learners’ characters and your response to 100 words for each situation.
attitudes through their parents and teachers get
to
• understand their behavior. In the same way,
parents
learn from the teachers how his/her child behaves
in
school and what support they could give to the
child
• to improve his/her learning outcome.
Having parents who are involved in the
educative
process
learners.is essential in the education of the
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
44 The Teacher Induction Program - Core
help Course 4 the learners’ needs.
in addressing
The more the parents are involved in the school
1. Claire is always absent and you never receive an 2. Your lesson for tomorrow is about different
excuse letter from her parents/guardians. professions/jobs. You want your learners to meet
professionals and those working in the community.
In planning the lesson, you wanted to prioritize the
When a student is chronically absent, safety and maximize the learning experience at the
contacting parents is usually effective same time. You thought about conducting a field
trip but it will be very costly and will require rigorous
especially if you emphasize how you've planning to make sure that the activity will be safe.
missed the student in class and hope he What is an alternative way to conduct this activity?
or she is all right, rather than demanding
to know the reason for the absence. It's
also helpful to have a conversation with
Field trips are often considered a key part of
the student the next time they attend
the school experience. Students often look
class, stressing that you've noticed their back on them as some of their favorite and
absence, and you care about them and most memorable days of school. However,
their education. Ialways try to avoid traditional field trips are not always feasible
asking a student why they've been options. They can be expensive, time-
absent. In my experience, if they've been consuming to organize, and quite stressful in
absent for a legitimate reason, they'll tell action.
you. Other times, there are personal or
family issues they may prefer not to Perhaps your most simple and convenient
share. When a student with a string of option for a field trip alternative is to show
absences returns to class, it's important your class about documentary of different
professions/job. Movies have a very unique
to welcome them back and help them get
ability to transport our learners to other
up to speed on missing work. Giving your places, and documentaries in particular can
students a hard time about poor be very educational and revealing about a
attendance is counterproductive and faraway place or topic. No matter the
doesn't make them want to return to subject, you can find a documentary that
school in the future your students will be interested in.

3. Mrs. Cruz, a parent, went to your class confronting 4. The general PTA meeting is fast approaching and
you because her daughter told her that you moved you need to ensure at least 90 percent attendance of
the child’s seat away from her friends to make her parents. How are you going to invite the parents to
concentrate on your lessons. Your actions were ensure their attendance and participation?
triggered by her non submission of assignment and
throwing a crumpled paper at you. How will you
explain your side to Mrs. Cruz?
To ensure their attendance and
participation I will send home personal
letters to notify parents of conference
Instantly thank the parent for dates. Outline an agenda that will interest
bringing her concern to your them and emphasize the importance of
the conference to their children's
attention. Apologize for both the
education. Schedule conferences for
problem and for causing parents students who have siblings in the same
concern. Take any steps necessary school first and coordinate conference
to calm Mrs. Cruz and help her to times with the siblings' teachers. Do
relax. Discuss with Mrs. Cruz about everything possible to avoid scheduling
siblings' conferences on different days or
misbehavior of her child in a nice
at widely disparate times. Base the
way and the reason why you move length of the conferences on the needs of
her child away from her friends to the students. If necessary, schedule two
make her concentrate on your consecutive periods with parents you
lesson. Be careful the language used suspect might require more time. Send
home personal invitations to the
when communicating with parents.
conferences and ask parents to RSVP
End your conversation by reiterating by a specific date. Telephone parents
that you’re going to take care of the who do not respond and encourage them
problem. 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 3. Angelo always skips class every afternoon.
___________
in the class of Teacher Consuelo. Teacher He never does his assignments too. He is
Consuelo seeks for advice from Benedick’s one of the struggling learners in Ms. Bada’s
previous teachers. Contrary to what she class. Since he has been acting this way for
knows, the teachers said that Benedick almost two weeks, Ms. Bada immediately
was a talkative pupil. During the distribution called his father, Mr. Cruz and set an
of cards, she talked to the student’s mother appointment. She told Mr. Cruz of Angelo’s
and found out that after his father’s death, behavior in school and he promised that he
he got upset, which led to Benedick’s will be watchful of Angelo.
disinterest in socialization. Teacher NO 4. During the online class where Janna is
___________
Consuelo consulted Benedick’s condition
with the School Guidance Counselor. attending, she failed to understand the
NO instructions of the teacher because of
___________ 2. Mrs. Maureen De Cello was an alumna of internet connection failure. Mrs. Manza,
Bucao Integrated School and a mother of a her mother, sent a message to her teacher
Kinder learner in the same school. She was and asked for further discussion about the
impressed by the improvements made in instruction because Janna was not able to
the school and expressed her willingness get it correctly. Her teacher did not respond
to contribute to the further improvement of to 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
to the school. However, nothing came into Lerio’s house through the Barangay Health
fruition. Worker (BHW) for her to answer. As soon
as 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 • Parents/guardians are the first teachers of every
involvement in school and share it with your co- child. Parents/guardians who involve themselves
teachers. in their children’s education tend to develop a
child who loves and enjoys learning. It is also the
Connect parents and schools
1. _____________________________________________ parents/guardians who can help the teachers in
giving extra support to struggling learners.
Create an organizational structure
2. _____________________________________________ • Parents play a vital role in the educative process
of the child. They should be supported, assisted
Consider parent’s time and empowered to take on responsibilities in the
3. _____________________________________________ learning process.
A Parents-Teachers Association (PTA) is organized
Identify and support learning environment •
in every school to provide a forum for the
4. _____________________________________________ discussion of issues and their solutions related to
Home visits and parent teacher conferences the overall school program and ensure that parents
cooperate fully in the effective implementation of
5. _____________________________________________ 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
An approach involving active learners in the learning process to discover the concepts learned through to
Contextual Teaching and Learning (CTL)
knowledge and experience of the learners.
Individuals or groups who have an interest in the product, but do not produce or consume it directly. These
External stakeholders
groups are the parents, LGUs, NGOs, alumni, private organizations, and companies.
A process of enhancing curriculum competencies, education resources, and teaching-learning processes in
Indigenization relation to the context of the learners’ community
Individuals or groups who directly produce and consume the product (education). These are the groups in the
Internal stakeholders school like teachers, pupils, and staff.
The process of relating learning content specified in the curriculum to local information and materials in the
Localization learners’ community
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)
Parent-Teacher Association
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
REACT Strategy

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).
Processes by which learners acquire the necessary competencies and skills for lifelong learning
Teaching-learning process
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 Ms. Donnabel Bihasa
Division (PDD)
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
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn 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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CORE COURSE

The DepEd Teacher

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

Module 1: Building Relationships with the Wider School

Module 2: Community Teaching with the Context in Mind

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

Statements Answers Feedback

Key Topic 1: Legal Bases of Contextualization

Guide for Mentors and Newly Hired Teachers 5

the quality of our life. experiences, and language that

The curriculum shall be flexible aims to “promote a worldwide

Guide for Mentors and Newly Hired Teachers 7

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

number of sacks) cultural practices as an example.

legend “Ang Alamat ni Daragang Magayon”

Guide for Mentors and Newly Hired Teachers 13

Situations Answer Feedback

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

14 The Teacher Induction Program - Core Course 4

On the best of my ability, I I promise to engage my I will utilize the importance

• Contextualized teaching empowers teachers to

• Indigenization refers to the process of enhancing

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

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 Required Tasks

Guide for Mentors and Newly Hired Teachers 23

A. Action Plan D. School community

Statement Answer Feedback

2. It is composed of government agencies, NGOs, Alumni,

4. It is a detailed list of the steps or tasks that you need to

24 The Teacher Induction Program - Core Course 4

26 The Teacher Induction Program - Core Course 4

School administrator: Internal Stakeholder

Optional Task: Complete the table

Get to know your community. Complete the table below

Guide for Mentors and Newly Hired Teachers 27

Description (name, location, background, etc.)

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

8. Source of income Vendor, government and private

28 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 29

The memorandum of Yes, as stated in the

30 The Teacher Induction Program - Core Course 4

As long as I am able, I This activity will be submitted to your

children and even supply