New TIP Course 4 (DepEd Teacher)

Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
CORE COURSE
Translating the Curriculum into Classroom Practice
in collaboration with
4
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
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 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 in FALSE If you're not part of their tribes, you can't call yourself
the community and you utilize materials that indigenous. As a teacher, you're just using the materials
are available in the locality of the school, you are already that are found around the school.
indigenizing.
5. Contextualization is one of the main features of the K to 12 Curriculum. TRUE
6. DepEd mission highlights that the curriculum shall be flexible FALSE This isn't what Deped's mission is about. It's about
enough to enable and allow schools to localize, indigenize, and enhance following the standards and principles when needed to
the curriculum based on their respective educational and social create a better education curriculum.
contexts.
7. Contextualization is also one of the provisions in Republic Act 10533 TRUE
or the Enhanced Basic Education Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap between what is known TRUE
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 FALSE Action learning is a way for people to learn by doing
requires action and action requires learning. things. It's built on the idea that learning and taking action
go hand in hand.
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 about teaching, write down the phrases and clauses referring to
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 Culture- based – The State shall foster It aims to make Filipinos more aware of and It means teaching and students
the preservation, enrichment, and interested in arts, history, and heritage. This learning based on values,
1987 Philippine Constitution dynamic evolution of a Filipino national will help us grow and have a better quality of norms, knowledge, beliefs,
culture based on the principle of unity life. practices, experiences, and
in diversity in a climate of free artistic language that are the core of
and intellectual expression. our culture.
2. Republic Act 10533 The curriculum shall be contextualized Create customized curriculums that match The creation and growth of
and global the needs of the specific time, location, and these global education goals
Enhanced Basic Education Act the people they are meant for. have led to the global
of 2013 curriculum, which wants to
encourage a single worldwide
The curriculum shall be flexible curriculum while still
recognizing and respecting
regional differences.
Based on their respective educational and
social contexts
3. DepEd’s Mission Culture-based Families, communities, and others all get Families, communities, and
involved and work together to help create others play a significant role in
lifelong learners. helping schools achieve their
mission and vision of
Family, community and other promoting fairness and better
stakeholders are actively engaged quality basic education.

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 practitioners have
real-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
early 20th century. Although experience and context are closely helps to promote authentic learning and increases
related terms, the relationship between them provides some learners’ success by allowing them to make
guidance on how each can be used to inform an understanding connections as they construct new knowledge.
of the other. This session will help you embrace In contextualized learning, learners use the new
contextualization for successful teaching. Knowing the K to 12 information they have learned and organize and
curriculum standards allows the teachers to make their combine it with information they already have so
teaching contextualized. Prior to the start of the school year, that it makes sense to them. Learners are active
unpacking of competencies helps the teachers to identify lessons constructors of knowledge.
and topics 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 58) emphasized that contextual learning should be an
practices. In their article, Contextual Teaching and Learning for integrated learning process of problem-based learning
Practitioners, Hudson and Whisler (2007) explain three and work-based learning to encourage and stimulate a
theories that form the basis of CTL. These three underlying higher-level thinking. Active learning, or learning by
theories support Contextualized Teaching Learning that will help doing as it is also called, divides active learning in
the teachers make sound pedagogical practices. three categories:
1. Connection Theory - Contextual teaching is all a. Action learning is based on the premise
about helping learners make connections between the that learning requires action and action
content they are learning and the context in which it requires learning.
will be used. Learners must first be made aware
of how the work they are doing, depends on the skills b. Situational learning because learning
that they already have. Vygotsky, as cited in Hudson knowledge and skill are taught in the
et.al., (2007, p. 54-58) refers to this as the “gap context of how it will be used in real-world
between what is known and what is being learned, the situations.
Zone of Proximal Development (ZPD).” Learners draw c. Incidental learning is based on the premise
from previous experiences to give new meaning to that learners will learn from their mistakes
what they are 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. Connection When we say connection Because Mario is already know the
the alphabet letters, but cannot read or write words yet. No matter how Theory theory it is relatively new alphabet letter which means he has
much guidance was given, he could never read on his own. With Teacher learning that suggest already knowledge and have the
Roselle’s help, Mario can now read and write short words like “at,” students should combine guidance of her teacher he can
“boy” and “dog”. thoughts and general now read and write.
information in a useful
a. Connection Theory manner.
b. Constructivist Theory
c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You have C.ACTIVELE Active learning means that Teacher Bryan assigned some
been hired as a carpenter to help renovate a family room. The ARNING we should combine problem- practical tasks. These include
contractor asked you to submit a cost estimate for the base molding based learning and work- determining the right wood type,
(baseboard) around the room. You will need to include the following in based learning to encourage calculating the lengths needed,
your estimate: and stimulate more advanced finding the cost per foot, and
thinking as part of the figuring out the total cost of
i. the type of wood and style of olding you will use integrated learning process. molding for the family room. To
do this, measure the room and
ii. the number of pieces and what lengths will be purchased create a scaled drawing of the floor
plan that includes things like
iii. the cost per foot
fireplaces, doors, and other
iv. the total cost of molding needed for the family room objects.
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 B. Constructivism is the idea Teacher Paul becomes the
explained the composition and function of the candle. Later on, he Constructivist that learners build facilitator of the class and the
asked the learners how the flame is produced and how the candle theory knowledge themselves learners encourage to interact
works. He encouraged the learners to discover for themselves how the instead of just absorbing exchange of views and ideas and
information passively. construct meaning and
candle works. They do this first by making simple observations,
knowledge .At the end ,the
from which they later build ideas and hypotheses which they then go on
learners successfully understand
to test. At the end, the learners successfully understand the components
the components of combustion
of combustion, an important chemistry topic.
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.
I use constructivism a lot in my classroom. It means I pay attention to my students' questions and interests, and they learn by
building on what they already know. For example, in our lesson about "writing dialogue," I begin with a song to teach them how to
use dialogue properly. Then we use mentor texts as examples, and students work together in groups to practice and create their own
meaningful dialogues. This way, they actively construct their knowledge.

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
Key Topic 1: Teaching Contextually frame of reference.
3. The mind naturally seeks meaning in context, in relation to a
As a newly-hired teacher, can you incorporate 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 Contextualization is the process of matching the curriculum
community? Can you go beyond your limitations for the content and instructional strategies relevant to learners. (Deped
learners to appreciate the lessons more? Read the following Order no. 35, s. 2016) It happens when a teacher encourages
key concepts 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
Is there a best way to teach so that all learners can remember and applications. Students are exposed to discovery learning,
utilize all information? How can a teacher discuss the topic reinforcement and modelling, and problem solving. While
effectively? How can a teacher teach contextually? These are teaching is progressing, you as a teacher provide ongoing
the questions that confront teachers every day to ensure learning feedback that promotes further learner interaction with the
is happening according to the contexts of the learners. Teachers content. This will enable the learners to be engaged and
serve a diverse student population. This means that it is motivated 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 teaching- The degree of contextualization may be described and
learning process. Students’ learning styles, their background distinguished into Localization and Indigenization.
information and the different theories on learning will help
teachers to communicate properly with learners and eventually Localization refers to the process of relating learning
build their trust. content specified in the curriculum to local information
and materials in the learners’ community. Localization
Contextualized teaching is highlighted in an online article in happens when a learning content is taught using the local
Center for Occupational Research and Development (CORD) information and local materials. A teacher starts the lesson by
(2016) and recognizes the following: using the examples in the locality and making instructional
materials from the local materials are just ways on how to
1. Learning is a complex, multi-faceted process that goes localize. Indigenization refers to the process of enhancing
beyond drill-oriented, stimulus-and-response the curriculum competencies, education resources, and
methodologies teaching-learning processes in relation to the bio-geographical,
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.
Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the community Localization Using jeeps with 4
two given numbers such as one jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3 wheels wheels, karitons with 2
Indigenization wheels, and tricycles with
3 wheels as an example
of ratio is localized
because Teacher Rommel
chose things from their
own community that the
students are familiar with
because they see them
around.
Teacher Mary Ann presented the lesson by mentioning community activities Localization Teacher Mary Ann focus
or cultural practices that inherently use the concept of ratio like bringing sacks on the sociocultural
of rice to markets using carabao (one carabao to the number of sacks) Indigenization community activities and
cultural practices as an
example.
Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Localization Indigenization because
short story villages of the learners and asked for stories of origin depicting their culture teacher melody wants her
Indigenization learners to research about
the history of their place.
Teacher Hanadee presented the elements of a short story using a local legend Localization Teacher Hanadee uses the
“Ang Alamat ni Daragang Magayon” strategy Indigenization in
Indigenization the teaching-learning
processes in relation to
the biogeographical of
their place.
Identify star patterns Teacher Ailyn mentioned the community’s name for prominent stars while Localization t focuses on the bio-
that can be seen at retaining the use of the Greek constellations geographical content of
particular times of the Indigenization the lesson.
year Teacher Lester discussed the community’s own calendar of star patterns and its Localization It focuses on the socio-
background before discussing the Greek constellations cultural content of the
Indigenization lesson.

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 LOCALIZATION The teachers' idea of a business plan activity
Marilou requested her students in TLE to create a business plan using the is a great way to showcase local products in
concepts discussed. The business plan is a requirement for the learners their community by setting up a bazaar on the
to be allowed to participate in the bazaar on the day of the fiesta. day of the fiesta.
2. “Inutak” is a native delicacy of the people of Taguig and Pateros. The INDIGENIZATION This focus on the Historical and socio-cultural
dish is a reflection of the early customs of the local inhabitants of Taguig aspects of the lesson.
and Pateros. Teacher Arnel together with his students in Araling Panlipunan
will conduct a research on this. He instructed his students to interview some
prominent native residents of the area and ask questions about the
relationship of culture and the dish.
3. In the ICT class of Teacher Rodel, after discussing video and animation, he LOCALIZATION The teacher uses the local materials as an
instructed his students to produce an online advertisement using the activity
famous local products and delicacies in their place.
4. Teacher Diane is teaching in a provincial school. In her English Class, INDIGENIZATION sharing traditional customs is an example of
one of the activities was the reading of the short story “How My Brother Leon indigenization.
Brought Home a Wife” As a priming activity, she asked the learners to
share their traditional customs.
5. After learning the elements of a play, the class is tasked to perform a LOCALIZATION The stage play will use local materials that are
stage play for the upcoming fiesta. The story of the play revolves present in the community to portray the local
around a local hero during World War II named Jose Ozamis. 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.
To the best of my ability, I'll assist my I commit to getting my students I will utilize the importance of teaching
students in connecting their educational involved in active learning and localization and indigenization in my
tasks with what they already know, and I helping them understand the lesson.
believe that integrating everyday information they're learning. I'll
experiences into the curriculum helps teach language skills in real-
bridge the gap between theory and practice. world situations where students
need to use those skills, so they
can truly learn and apply them.

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 active
(CORD) 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 as
Applying, Cooperating, and Transferring. The strategy allows a group. The detailed explanation of the strategy is presented
the learners to learn, retain, and apply 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
Experiencing more 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 TRUE Teachers use REACT strategies to ensure active participation of the
lesson. learners.
2. When learners take what they have learned and apply it TRUE Learning in the context of prior knowledge, also known as
to new situations and context, the transferring stage transferring, makes use of and expands on what the learner has already
happens. acquired.
3. Experiencing happens when learners solve problems as a TRUE Contextual learning is defined as learning in the context of
team to reinforce knowledge and develop collaborative exploration, discovery, and creation. Other teaching styles, however,
skills. may result in motivated or tuned-in learners.
4. Understanding real-world connections to course content TRUE Teachers must use a real-life setting to educate so that students may
increases student engagement which often leads to increased apply what they've learned in class to their daily lives.
persistence and successful transitions.
5. For learning to happen, the teacher allows the learners to TRUE If we enable our students to find and experience situations and tasks
discover meaningful relationships between concrete ideas 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 uses a strategy where they
use both spoken and body language to convey
important parts of a conversation, which helps
in understanding.
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 When the students perform the activity The REACT methods can make sure students
REACT Strategy? Outline the portions that are actively involved and can help create the
demonstrated the REACT strategy. right learning atmosphere.
Was the anticipated learning outcome realized through YES The REACT approach makes sure students are
the REACT Strategy? actively involved to make learning fun and
engaging.
As a teacher, can you replicate any lesson or topic Yes, especially in sessions that involve direct The REACT technique worked better and was
using the REACT Strategy? How? experience to guarantee that the learners suggested for use in class when students
understand the process or steps of a particular needed hands-on experience.
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).
20
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 12 students should always help in maintaining

cleanliness and orderliness in their surroundings for
good health.
1. What kind of discussion or activity might help learners in RELATING to the concept? To promote active learning, share a story you create
that includes a familiar name and place from the area.
2. What kind of activity would enable learners to EXPERIENCE the concept? Ask the students to act or respond to a reallife 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 in a The teacher may perform a role-playing session or
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 the and objectives by providing assistance.
school in the achievement of its goals and objectives.
3. It refers to the sustainable governance structure that operates under the E. School Governing Council The School Governing Council is guided by the
principle of shared accountability and responsibility among school notion of shared accountability and responsibility
community stakeholders. among all stakeholders in the school community.
4. It is a detailed list of the steps or tasks that you need to A. Action Plan Action Plan was a list of the stages or tasks you'll
accomplish 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
derive mutual benefits by strengthening links with each other. and the progress of a school and its learners, including
Partnerships pave the way for opportunities for learners, administrators, teachers, staff, learners, parents,
additional training resources for teachers, and a pool of well- other LGU Officials, and Non-Government
trained workers for industry. Through these partnerships, Organizations.
stakeholders and the community are able to: • Adopt-A-School Program refers to a program
where any qualified private individual, group,
organization or institution offers to provide public
• Share knowledge and expertise with schools
school assistance during a given period in a particular
• Offer learning opportunities to learners area of its education program.
• 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): Lunas National High School
Description (name, location, background, etc.)
1. Type of community (urban, rural, etc.) Barangay
2. Topography
3. Available establishments
4. Tourist spots/parks
5. Indigenous group/s (if applicable)
6. Religion Mostly Roman Catholic
7. Celebration/feasts
8. Source of income
9. Songs/folklores
10. Local heroes
11. Learning Resource Centers/Learning Hub

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: She wanted to find out if she could borrow an extra
Bucao Integrated School adopts a blended learning modality. Miss computer from the Barangay to help her six students who
Lanie Ramos’s Grade 1 class is composed of 30 pupils. Every don't have their own devices for online classes. They would
Monday and Wednesday, Group A, which is composed of 15 use it for their studies.
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
the new modality of learning, she found out that 6 of her pupils
do not have any gadget at home.
On her way home one afternoon, she happened to pass by the

Barangay Hall. She saw that no one was using one of 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 If you were Ms. Ramos, would you do the same? Why?
School Principal made for?
The agreement the school principal created was between

the school and Ms. Ramos. It would be approved by the
3.
Superintendent so that Ms. Ramos could officially become
a school stakeholder or a donor of the much-needed
computers.
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 Required Task No. 2: Action Plan (Portfolio Output)
them?
As long as I am able, I will always open my door to assist

the unfortunate children and even supply other required
resources.
This activity will be submitted to your

mentor as an output of the Course.
Organize and compile this activity
into a Portfolio.
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 your school community that teacher? face the challenge?
process during this time of you can utilize in easing out Are there any efforts your
pandemic? the identified problems in school is doing to ease the
your school community? problem?
Availability of internet Lack of finances of the A learning module that may Visit each home while Look for someone who can
connection and gadgets. families be sent to their house, carrying their instructional help the school keep the
allowing them to continue modules. Look for students informed and up to
their studies even if they stakeholders that can assist date on the lectures.
don't have access to a me in keeping my students Consulted the Barangay
device. informed and updated about officials to be given aid and
our lesson. 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 accomplished? What hinders the accomplishment of
these tasks?
Maintain a positive connection with Teachers and Principals as well as Year around The availability of stakeholders and
government offices by coordinating the learners’ parents. the funding required for the search
with as many stakeholders as for potential stakeholders to satisfy
feasible. 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 Community • Batas Pambansa Blg. 232 Section 3, Chapter 2, states
Relationships that it is “the policy of the state to establish and
maintain a complete, adequate and integrated system
Key Topic 1: Laws and Existing Policies of education relevant to the goals of national
development”. The educational system is expected to
contribute to the following national development
Establishing good relationships with the school community goals:
bears rewarding results over time. As you transition towards 1. To achieve and maintain an accelerated rate of
being a public-school teacher, teaching will not only be your economic development and social progress;
primary duty. Relating to your learners, co-teachers,
colleagues, and the wider community will be essential in 2. To ensure the maximum participation of all the
creating a healthy environment both for you and your learners. people in the attainment and enjoyment of the
In this part of the module, you will learn more about existing benefits of such growth; and
policies that anchor to this concept.
3. To achieve and strengthen national unity and
consciousness and preserve, develop, and
Read the following laws and policies that you need to know in promote desirable cultural, moral and spiritual
alignment with establishing good relationships with your values in a changing world.
school community:
• Republic Act 9155 or the “Governance of Basic The State shall encourage local initiatives for improving the
Education Act of 2001” Chapter 1 of Section 2, quality of basic education. The State shall ensure that the
provides the principles that guide the implementation of values, needs, and aspirations of a school community are
the act and the application of its rules: reflected in the program of education for the children,
out- of-school youth and adult learners. Schools and learning
º The parents and the community shall be encouraged centers shall be empowered to make decisions on what is best
for active involvement in the education of the for the learners they serve.” In school governance, stakeholders
child. The participation and coordination between with harmonized perspectives and experiences are crucial in
and among schools, the local school boards, the improving the lives of children, youth, families and the
Parent Teachers Associations (PTAs) must be community. These groups of stakeholders may be formally
maximized; and represented in a governance structure in the school system. In the
º Volunteerism from among all sectors shall be SBM Framework and Standards adopted by the DepEd, these
emphasized and encouraged to ensure sustainable School Governance structures are called School Governing
growth and development in education. 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 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 learning. TRUE A school is a good place to learn when it gets along well with the
community.
2. Batas Pambansa Blg. 232 is also known as An Act TRUE This policy aims to create and keep up a complete, suitable, and joined
Providing for the Establishment and Maintenance of an educational system that matches national development goals.
Integrated System of Education.
3. The community is required to provide the needs of the FALSE The community was not compelled to meet the school's needs, but they
school. might assist the school in meeting those needs.
4. The School Governing Council (SGC) is accountable to the FALSE SGC (School Governance Council) is not directly responsible for
learning of the students in the school. children's learning. Its role is to provide a platform for parents, students,
teachers, community members, and the school's principal to work together
and enhance student learning outcomes.
5. Frequent communication with the learners’ parents/ TRUE Schools should have a friendly connection with the community,
guardians contributes to a healthy school-community particularly with the parents or guardians of the students.
relationship.
6. A farmer or fisherman in the community is considered FALSE Internal stakeholders are those who have a direct connection to the
an Internal Stakeholder of the school. institution.
7. The school alone can provide for the life-long learning skills FALSE To create a secure and pleasant learning environment, the school need
the learners need. community assistance.
8. During Family Day, teachers get the chance to know the TRUE Organizing different school activities that help students and their parents
parents/ guardians and some of the members of the family of or guardians bond can be really helpful for the students' learning.
the learner.
9. Having open and healthy communication between the FALSE Maintaining a good relationship with the students' parents or guardians can
teacher and the learners’ parents/ guardians has nothing to greatly help the students in their learning.
do with the academic nor in the social behavior of the
learner.
10. An established linkage between the teachers/ school and TRUE Being on good terms with the community can make it easier for learners to
the community can help in the development of the learner. learn.

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
Governing Council and other relevant documents that can help of the parents and the community? Limit your answer
you analyze the scenario such as the Magna Carta for Public to 200 words (maximum)
School Teachers, etc. After reading, analyze the scenario below
and answer the questions given: You can have a meeting to explain the advantages of
having a good relationship between the school and the
community. Help them see and understand the school's
Scenario 1 situation, so they can contribute to a positive learning
You are a newly-hired teacher following the retirement of experience for the students. Being caring and treating them
Teacher Glenda, a teacher who devoted her life to teaching like your own children is a great way to gain the trust of the
Grade 1 in your present school. Teacher Glenda was always on parents and the community.
time for her class and as soon as she arrives in school, she
prepares all her learning materials and sees to it that the entire
classroom and surroundings are clean before the learners arrive.
In the afternoon, she always makes sure that learners who
needed remediation were attended to. She often lets those who
can hardly read to stay so she can teach them to read.
Every parent in the community wants his/her child to be taught

by Teacher Glenda. Upon learning that she has already retired,
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 In what ways can you better communicate with the parents?
that you can tap to help you establish a good
relationship with parents?
Since parents care about their children, show them you care
3.
We can ask our students and get permission from the school too. This helps build trust and support. It benefits everyone
administration to plan a school event that would be good by enabling the use of effective teaching methods, tracking
for teachers and parents, and particularly for the students. students' progress, and handling discipline when needed.
This will help maintain and strengthen the positive
relationship with parents and the community.
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 framework below is helpful in planning out how you
will build their confidence and trust in you as a can 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 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, alternatives, Gather information about community issue and put
and decisions. together to design an evaluation
Involve To work with the community throughout the process to Coordinate with the community and discuss about
ensure that their concerns and aspirations are their concern.
consistently understood.
Integrate To partner with the community in each aspect of the To have school and community effort to improve
decision. student and community learnings.
To synergize the effort from all the stakeholders to reach

the goals
(to solve school problems)
Empower (INVEST) To provide shared leadership of community-led projects Maintaining a positive relationship with the
with final decision-making at the community level. 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 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:
Good Relationships with the School
Community
Preliminary Activity: In my first month of teaching, I got to know some parents
of my students. I faced challenges like difficulty
communicating with certain parents and a lack of
participation in school activities. We know that a strong
During your first month of teaching, were you able to get
bond between families and schools is vital for students'
to know the parents of your learners? What were your struggles
success. But it can be hard when some families are not easy
and how did you overcome them? Limit your response to 200
to reach or don't want to participate. To overcome this, I
words.
offered phone or video meetings for parents who couldn't
come in person. I let them know that I want to collaborate
with them to help their child succeed.
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
Blatchford, & B. Taggart (2004)) program and ensure that parents cooperate fully in the
effective implementation of the program (DepEd Order
Concepts: 54, s. 2009).
• Research shows that parents who get involved in the • At the end of every School Year, it is essential to give
learning process of their children lead to an improved recognition to parents who actively share their time,
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 wider
from the teachers how his/her child behaves in school and school community. Limit your response to 100 words for each
what support they could give to the child to improve 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
2.
When a student is absent a lot, it's usually a good idea to and will require rigorous planning to make sure that the activity will be safe. What is an alternative way to
contact their parents. Instead of demanding to know why conduct this activity?
they've been absent, it's better to express your concern and
let them know you've missed them in class. When the
Field trips are a fun part of school, but they can be costly,
student comes back to class, have a conversation with them,
take a lot of time to plan, and sometimes get a bit hectic.
showing that you care about them and their education.
An easy alternative is to show your class documentaries
about different jobs. Movies can take students to different
I don't usually ask a student why they've been absent
places, and documentaries can teach them a lot about a
because they'll usually tell you if there's a good reason.
place or topic. You can find a documentary that your
Sometimes, they might have personal or family problems
students will find interesting, no matter the subject.
they don't want to share. When a student with a lot of
absences comes back, it's important to welcome them and
help them catch up on missed work. Being too strict about
attendance doesn't encourage them to come back to school
in the future.

3. Mrs. Cruz, a parent, went to your class confronting The general PTA meeting is fast approaching and you need to ensure at least 90 percent
you because her daughter told her that you moved the attendance of parents. How are you going to invite the parents to ensure their attendance
child’s seat away from her friends to make her and participation?
concentrate on 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?
Right away, thank the parent for talking to you about the Send personal letters to parents with the conference dates.
issue. Say sorry for the problem and for making the parent Plan an agenda that interests them and stress how the
4. worry. Do what's needed to reassure Mrs. Cruz and help conference benefits their children's education. Schedule
her feel better. conferences for students with siblings in the same school
first and coordinate times with their siblings' teachers.
Explain to Mrs. Cruz in a kind way why you moved her Avoid setting up siblings' conferences on different days or
child away from friends to help her focus on the lesson. Be at very different times. Adjust the conference length based
mindful of the words you use when talking to parents. on the students' needs. For those who might need more
Finish the conversation by reminding her that you'll time, schedule two consecutive periods. Send personal
address the issue. invitations to the conferences and ask for RSVP by a
certain date. Call parents who don't respond to encourage
them to attend. Send reminders a week before the
conferences. Reach out to parents who don't 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
Consuelo seeks for advice from Benedick’s the struggling learners in Ms. Bada’s class.
previous teachers. Contrary to what she Since he has been acting this way for almost
knows, the teachers said that Benedick was a two weeks, Ms. Bada immediately called his
talkative pupil. During the distribution of father, Mr. Cruz and set an appointment. She
cards, she talked to the student’s mother and told Mr. Cruz of Angelo’s behavior in school
found out that after his father’s death, he got and he promised that he will be watchful of
upset, which led to Benedick’s Angelo.
disinterest in socialization. Teacher
NO 4. During the online class where Janna is
Consuelo consulted Benedick’s condition
attending, she failed to understand the
with the School Guidance Counselor.
instructions of the teacher because of
NO 2. Mrs. Maureen De Cello was an alumna of internet connection failure. Mrs. Manza, her
Bucao Integrated School and a mother of a mother, sent a message to her teacher and
Kinder learner in the same school. She was asked for further discussion about the
impressed by the improvements made in the instruction 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 the her.
school. She asked the teacher of her
YES 5. Mrs. Hugo sent three activity sheets to Lerio’s
daughter, of what else she can contribute to
house through the Barangay Health Worker
the school. However, nothing came into
(BHW) for her to answer. As soon as Lerio
fruition.
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
school and share it with your co-teachers. every child. Parents/guardians who involve
themselves in their children’s education tend to
1. Connect parents and schools develop a child who loves and enjoys learning. It is
also the parents/guardians who can help the
teachers in giving extra support to struggling
2. Create an organizational structure learners.
• Parents play a vital role in the educative process of
the child. They should be supported, assisted and
3. Consider parent’s time
empowered to take on responsibilities in the
learning process.
Identify and support learning environment • A Parents-Teachers Association (PTA) is organized in

4. 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
5. Home visits and parent teacher conferences
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.

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
Mr. Jerson Capuyan Specialist, 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 Project Officer Research Officer
II
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, Chinita Tolentino Jennifer F. Vivas

Jr.
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 Maria
Vera Dueñas Ramirez 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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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

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

6 The Teacher Induction Program - Core Course 4

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

Guide for Mentors and Newly Hired Teachers 13

Situations Answer Feedback

14 The Teacher Induction Program - Core Course 4

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

Lesson Outline using REACT Strategy Responses

Topic or Competency Grade 12 students should always help in maintaining

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

5. Indigenous group/s (if applicable)

6. Religion Mostly Roman Catholic

10. Local heroes

11. Learning Resource Centers/Learning Hub

28 The Teacher Induction Program - Core Course 4

On her way home one afternoon, she happened to pass by the

Guide for Mentors and Newly Hired Teachers 29

The agreement the school principal created was between

30 The Teacher Induction Program - Core Course 4

As long as I am able, I will always open my door to assist

This activity will be submitted to your

The school is organizing classes through different modalities to