PROJECT STREETCHING:

STREET-TEACHING STUDENTS TO EMPOWER DIVERSE

LEARNERS THROUGH EDUCATION

A Project Presented to the

Civic Welfare Training Service II
Laguna State Polytechnic University
(Siniloan Campus)

In Partial Fulfillment of the

requirements for Civic Welfare
Training Service II

Proposed By:

Bachelor of Secondary Education

Major in English
(BSED 1C English)

A.Y 2023-2024
 PROJECT PROPOSAL
Project Title:
Project Streetching: Street-Teaching students to Empower Diverse Learners
Through Education.
Introduction:
The capacity to read, write, speak, and listen in English language is known as
English literacy. Since the aforementioned language is widely spoken throughout
the world, it facilitates our ability to communicate with a wide range of people,
convey our thoughts and ideas, and learn new things. According to Elizabeth
Marcelo in The Philippine Star (2023), Philippines improved slightly in the 2023
English Proficiency Index of international education center and think tank
Education First (EF), ranking 20th out of 113 countries and economies, from 22nd
among 111 in the 2022 English Proficiency Index (EPI). With an overall score of
578, the Philippines again ranked second in Asia after Singapore. The Philippines
was among 19 countries that got a “high proficiency” remark. Meanwhile, 12
countries, led by the Netherlands with an overall score of 647, followed by
Singapore (631) and Austria (616), received the “very high proficiency” remark.
Philippines used to be in rank 13 by 2013 and ranked 27 in 2020. As indicated, the
country is midway to rising back up on the attained 2013 EPI.

As a student of both Civic Welfare Training Service (CWTS) and Bachelor of

Secondary Education (BSED) Major in English, the first-year students of the
aforementioned class in Laguna State Polytechnic University (LSPU) Siniloan
Campus in Laguna, Philippines, sees this as an obstacle and finds this issue an
opportunity to grasp and fulfill their roles as future educators of this nation. A
project proposal will be initiated and will be implemented within 5 Sundays in the
chosen place, the barangay of General Luna, Siniloan, Laguna.

Background:
Barangay General Luna, Siniloan, Laguna is a place where children's education is
the main issues most especially children with special needs. Lack of resources,
infrastructure, financial burdens on the families and lack of professional teachers
are the causes of low education that Silinoñan facing today.
Despite of this challenges, Civic Welfare Training Service (CWTS) and Bachelor
of Secondary Education Major in English first year students of the Laguna State
Polytechnic University (LSPU) Siniloan Campus in Laguna, Philippines are
pensive to be integral to the implementation of the excusive education in a short
period of time. This project aims to create an environment that provide free literacy
lecture according to the knowledge of the children in terms of English Language, A
door to door teaching program for Special Education Student (SPED) will be
required to ensure their safety and concerned of everyone, and provide students
needs such as; free school supplies, visual aids and auditory cues for helping
children to enhance their skills and academic knowledge.

Objectives:
 Identify the needs of each individual. Determine the literacy of students with
SPED and tailor their educational needs in accordance to their knowledge of the
English Language.
 Differentiated Instructions. Create different styles of literacy instructions in
order to accommodate various learning styles within the premises of the SPED
classroom.

 Immersive Learning. Incorporate in these lectures activities that immerse

the students in the lessons. Giving the students things such as; visual aids,
materials, auditory cues to enhance their comprehension and retention of the
concepts of English literacy

 Easy to Comprehend Instructions. Provide the students with

comprehensible instructions for their activities, in order to ensure no confusion, run
among the students and upon reading said instructions would develop a good
foundation for their English literacy.

 Scaffolded Support. Offer activities with scaffolded support by breaking

down the activities into easy to manage steps, provide them guided practice and
gradually increase the complexity to develop independent learning.

 Use of Adaptive Instructional Strategies. Taylor the individual needs and

abilities of the students by using this strategy. Include modified curriculum
materials, flexible pacing, and personalize their learning.

 Individual Goals. Establish that these activities have been tailored to their
individual needs, focusing on both academic achievements and daily literacy skills
relevant to their daily lives.

 Monitor their Progression. Monitor the students’ progression regularly,

assess whether or not they are having trouble and provide help if necessary,
adjusting instructions and intervention to ensure that their learning is continuous
and not stagnant.

 Collaboration with Professionals. Collaborate with the Special Education

teachers as they have the experience and knowledge how to effectively manage
SPED students to foster a supportive learning environment and reinforce literacy
skills.
 Promote Self-Advocacy. Empower the SPED students to advocate their
literacy needs, develop them, and to cultivate positive attitude towards learning
English Literacy.
Methodology:
The BSED 1-C Major in English will conduct a Street-Teaching Program that will
lead a literacy session. The program will be implemented in accessible and safe
community spaces, such as public parks, community centers, or open spaces. We
will arrange weekly teaching sessions with trained volunteers, utilizing interactive
and participatory teaching methods to engage students of all ages and abilities.
After the deployment, BSED 1-C will distribute school supplies to ensure fairness
to the participants.

Materials Needed:
The materials needed for the implementation of the project are the following;
  Papers
 Pencils
 Ballpens
 Erasers
 Reading Materials
 Bond Paper
 Plastic Envelopes
 Colors
 Ink
The Materials needed during the outreach would be provided by the Sangguniang
Kabataan ng General Luna and these materials are:
 Chairs
 Tables
 Speaker
 Microphone
Timeline:
Date Time Description

March 24 (day 7:00 AM -

1) 12:00 NN
Volunteers' arrival & welcome: The first day of our outreach session
includes our arrival to the community of Brgy. General Luna, Siniloan,
Laguna, hence, there would be a meet and greet introduction with our
students to establish a positive learning environment.
Interactive Activities for SPED & Elementary Students: As much as
possible we will focus on a specific subject or theme, incorporating
engaging activities like games or other collaborative projects, and start
the day as volunteers including strategies suited for kids, especially
SPED students. Wrap-Up & Reflection: Volunteers will wrap up the
activities for the day, as they share their experiences and feedback
with the project team.

April 7 7:00 AM -
(day 2) 12:00 NN
Review & Adjustments: Before starting the outreach, volunteers briefly
revisit Day 1 activities, address any challenges, and make adjustments
as needed, if things are settled, the outreach will be again conducted
with meaningful activities for students.
SPED & Elementary Outreach Training: Volunteers will incorporate an
improved proper approach, specific strategies, and considerations for
working with SPED students. Wrap-up & Reflection: Thank students
for their contribution and gather feedback on the program.
 April 14 (day 3) 7:00 AM - Review & Adjustments: On day 3, before meeting the students, again,
12:00 NN there would be an allocated time for review and adjustments to
address if there would be any changes about the approach and
activities to be conducted. SPED Students activities: As much as
possible volunteers will incorporate activities designed to cater to the
needs of SPED students, aside from teaching elementary students.
Wrap-Up & Reflection: Encourage feedback from the students to assess
if they are making desirable progress and wrap up the activities.

April 21 (day 4) 7:00 AM - Review & Adjustments: On day 4 the volunteers most probably built a
12:00 NN bond already towards their students, hence, they have further
knowledge on how to approach them, so a review would be conducted
for a more improved outreach program.

Collaborative Learning Activities: The team and volunteers will

organize activities that encourage interaction or teamwork between
elementary and SPED students.
Wrap-Up & Reflection: Wrap up the day 4 activities, and discuss their
experiences with the team.

April 28 (day 5) 7:00 AM -

12:00 NN Opening remarks: The day would begin with introductory comments,
outlining the day's agenda and noting that it marks the conclusion of
the outreach session.
Fun Activities & Celebration: Volunteers will organize and conduct
playful activities and games for all students. Gift Giving Ceremony: The
distribution of pre-arranged gifts (school supplies, etc.,) to students as
a token of appreciation for their participation will take place.
Closing Remarks & Farewell: Thank students, volunteers, and
stakeholders for their involvement.

Budget:
Statement: The Proposed budget is the estimated cost to be used for “Project
Streetching” to be implemented in Barangay General Luna;
Prosed Budget: ₱ 5,000.00
Accumulated Funds from MPSB: ₱ 1,947.00
Target Amount To be Solicitated: ₱ 3,053.00
Method of Fund Collection: Solicitation / Donation
Risk and Mitigation and Strategies:
1.Insufficient Funds:
Risk: Insufficient funds for the project, may hinder the implementation of
immersive learning.

Mitigation Strategies:
• Seek additional funding through local community partnerships,
sponsorships, or solicitation.
• Use the budget wisely, focusing on crucial needs.
• Collaborate with local leaders (Brgy. Captain, Brgy. Officials and SK
Officials)
• Collaborate with Schools.
• Partner with Volunteers and Organization.

2.Enough School Supplies:

Risk: Insufficient essential school supplies for students.

Mitigation strategies:
• Organize a community drive or outreach program to collect donated school
supplies.
• Use funds wisely, and only prioritize necessary materials for effective
learning.
• Partner with organization that is known for helping street children and
students who are not good enough with their literacy skill.

3.Not Enough Educational Support/ Supplies:

Risk: Insufficient educational materials may hinder effective teaching and learning.

Mitigation Strategies:
• Look for extra funds by teaming up with the local community, seeking
sponsorships, or asking for support through requests.
• Borrow or share materials from local sources.
• Encourage teachers and community members to donate or contribute
educational materials.

4.Miscommunication between the members, while implementing the project.

Risk:
Potential breakdowns in communication between the members, while
implementing the project can lead to misunderstandings or confusion.

Mitigation Strategies:
• Clearly communicate by directly assigning tasks to each person, ensuring
that they understand their specific responsibilities.
• Document or write down all the important details to avoid misunderstanding,
between team members.
• Encourage team members to listen actively for better understanding.
• Use open communication and allow team members to ask questions and
provide feedback to clarify any uncertainties.
• Keep everyone informed with consistent project updates.
•
5. Lack of Knowledge on handling SPED students.
Risk: Lack of Knowledge on how to support students with special needs can make
it hard to keep them interested in learning.

Mitigation Strategies:
• Partner with teachers who have experience in supporting SPED students to
share knowledge and insights.
• Use interactive methods, adapt to student interests, and provide sensory
stimuli.
• Work closely with SPED parents to understand and support the emotional
needs of students. Regular communication and involving parents in decisions
create a supportive partnership, sharing responsibility for the emotional well-being
of the students

PROJECT BRIEF TEMPLATE

Project Title:
Project Streetching: Street-Teaching students to Empower Diverse Learners
Through Education.
Project Overview:
Project Overview: Project Streetching aims to revolutionize education through an
innovative approach termed Street-Teaching. Focused on empowering diverse
learners, this project seeks to bridge educational gaps by taking the classroom to
the streets. By engaging students in unconventional settings, we aspire to create
an inclusive learning environment that caters to various learning styles and
backgrounds. Through this initiative, we aim to foster a love for learning, cultivate
critical thinking skills, and empower students to thrive in diverse educational
landscapes.
Project Goals and Objectives:
1. To develop and implement street-teaching strategies that cater to diverse
learners, including those from marginalized communities.

2. To empower students to take ownership of their learning through

experiential and hands-on activities.

3. To promote inclusivity and cultural awareness within the educational setting

through innovative teaching methodologies.

4. To evaluate the effectiveness of the street-teaching approach in enhancing

student engagement and academic performance.

Scopes of Work:
1. Conduct a community needs assessment to identify the specific educational
needs and challenges in Barangay Wawa.

2. Design a culturally relevant curriculum that integrates local culture and

values into teaching practices.

3. Collaborate with barangay officials, schools, and community leaders to

establish support for the project.

4. Train students in effective street-teaching methodologies and reflective

practices.

5. Implement street-teaching sessions in Barangay Wawa, incorporating

feedback and reflections for continuous improvement.

6. Organize community forums and workshops to engage stakeholders and

promote the project's goals.

Key Stakeholders:
The key stakeholders for this project are;
SK Chairman General Luna
Coordinators
Students of CWTS BSED 1C
The children of Gen. luna

Project Timeline:

Date Time Description

March 24 7:00 AM - Volunteers' arrival & welcome: The first day of our
(day 1) 12:00 NN outreach session includes our arrival to the
community of Brgy. General Luna, Siniloan, Laguna,
hence, there would be a meet and greet introduction
with our students to establish a positive learning
environment.
Interactive Activities for SPED & Elementary Students:
As much as possible we will focus on a specific
subject or theme, incorporating engaging activities like
games or other collaborative projects, and start the
day as volunteers including strategies suited for kids,
especially SPED students. Wrap-Up & Reflection:
Volunteers will wrap up the activities for the day, as
they share their experiences and feedback with the
project team.
April 7 7:00 AM - Review & Adjustments: Before starting the outreach,
(day 2) 12:00 NN volunteers briefly revisit Day 1 activities, address any
challenges, and make adjustments as needed, if
things are settled, the outreach will be again
conducted with meaningful activities for students.
SPED & Elementary Outreach Training: Volunteers
will incorporate an improved proper approach,
specific strategies, and considerations for working
with SPED students. Wrap-up & Reflection: Thank
students for their contribution and gather feedback on
the program.
April 14 7:00 AM - Review & Adjustments: On day 3, before meeting the
(day 3) 12:00 NN students, again, there would be an allocated time for
review and adjustments to address if there would be
any changes about the approach and activities to be
conducted. SPED Students activities: As much as
possible volunteers will incorporate activities designed
to cater to the needs of SPED students, aside from
teaching elementary students. Wrap-Up & Reflection:
Encourage feedback from the students to assess if
they are making desirable progress and wrap up the
activities.
April 21 7:00 AM - Review & Adjustments: On day 4 the volunteers most
(day 4) 12:00 NN probably built a bond already towards their students,
hence, they have further knowledge on how to
approach them, so a review would be conducted for a
more improved outreach program.

Collaborative Learning Activities: The team and

volunteers will organize activities that encourage
interaction or teamwork between elementary and
SPED students.
Wrap-Up & Reflection: Wrap up the day 4 activities,
and discuss their experiences with the team.
April 28 7:00 AM - Opening remarks: The day would begin with
(day 5) 12:00 NN introductory comments, outlining the day's agenda
and noting that it marks the conclusion of the outreach
session.
Fun Activities & Celebration: Volunteers will
organize and conduct playful activities and games for
all students. Gift Giving Ceremony: The distribution
of pre-arranged gifts (school supplies, etc.,) to
students as a token of appreciation for their
participation will take place.
Closing Remarks & Farewell: Thank students,
volunteers, and stakeholders for their involvement.

Project Approach:
Introduction:
"Project Streetching" aims to transform the lives of diverse learners by equipping
them with
the knowledge, skills, and confidence to pursue their educational goals and
aspirations. Through
innovative street teaching methods, this project seeks to make education more
accessible and
engaging for students of all backgrounds.
Goals and Objectives:
● Goal: Increase access to quality education for underserved students.
● Objective 1: Engage a diverse group of learners in interactive street teaching
sessions.
● Objective 2: Provide valuable educational resources and information to students
in
underprivileged areas.
● Objective 3: Foster a culture of continuous learning and empowerment among
participants.
Target Audience:
● The primary target audience for "Project Streetching" includes children and
teenagers
from low-income families, students with learning disabilities, and individuals from
marginalized communities who face barriers to accessing traditional educational
resources.
Implementation Strategy:
● Develop a customized curriculum that caters to the unique learning needs and
interests of
diverse learners.
● Collaborate with local schools, community centers, and educational
organizations to
identify key areas of need and ensure maximum reach and impact.
● Recruit and train a team of dedicated volunteers and educators to facilitate street
teaching
sessions and provide mentorship to students.
Evaluation and Monitoring:
● Implement regular assessments to measure the effectiveness of the street
teaching
programs in engaging students and enhancing their educational outcomes.
● Collect feedback from participants, families, and other stakeholders to
continuously
improve and adapt the curriculum based on real-time insights.
● Monitor progress towards set objectives and KPIs to track the project's success
and
identify areas for growth and development.
Sustainability Plan:
● Establish partnerships with local businesses, community organizations, and
government
agencies to secure long-term funding and support for the project.
● Build capacity within the local community by training educators, volunteers, and
students to sustain the initiative beyond the initial implementation phase.
Potential Challenges and Mitigation Strategies:
● Challenge: Limited resources and funding.
● Mitigation Strategy: Seek grant opportunities, crowdfunding campaigns, and in-
kind
donations to supplement project costs.
Timeline:
- Phase 1: Curriculum development and volunteer training.
- Phase 2: Pilot implementation of street teaching programs in target communities.
- Phase 3: Scaling up and expanding the project based on evaluation findings and
community
feedback.
Resources Required:
1. Educational Materials:
- Textbooks, workbooks, and other educational resources tailored to diverse
learners' needs.
- Teaching aids such as flashcards, charts, and manipulatives for interactive
learning.
- Writing and drawing materials like pencils, pens, papers, and coloring
materials.
2. Technology and Equipment:
- Computers or tablets for accessing digital educational resources and interactive
learning activities.
- Audiovisual equipment for multimedia presentations and demonstrations.
- Printing and photocopying machines for reproducing educational materials and
worksheets.

3. Physical Facilities:
- Classroom space or community centers for conducting lessons and activities.
- Furniture such as desks, chairs, and shelves for organizing materials and
creating a conducive learning environment.

4. Human Resources:
- Trained teachers and educators with experience in diverse teaching
methodologies and special education.
- Volunteers from the community to assist in classroom management, tutoring,
and organizing activities.
- Special education experts or consultants for guidance on catering to the needs
of students with disabilities.

5. Transportation and Logistics:

- Transportation for students who may need assistance in commuting to the
learning venue.
- Logistics support for the delivery and distribution of educational materials and
supplies.

6. Community Partnerships:
- Collaboration with local organizations, schools, and businesses for resource
sharing and support.
- Engagement with parents, guardians, and caregivers to involve them in the
learning process and ensure continued support at home.
Risk Mitigation Strategies:
Risk and Mitigation Strategies
1. Insufficient Funds:
Risk: Insufficient funds for the project, may hinder the implementation of
immersive learning.
Mitigation Strategies:
Seek additional funding through local community partnerships, sponsorships, or
solicitation.
Use the budget wisely, focusing on crucial needs.
Collaborate with local leaders (Brgy. Captain, Brgy. Officials and SK Officials)
Collaborate with Schools.
Partner with Volunteers and Organizations.

2. Enough School Supplies:

Risk: Insufficient essential school supplies for students.
Mitigation strategies:
Organize a community drive or outreach program to collect donated school
supplies.
Use funds wisely, and only prioritize necessary materials for effective learning.
Partner with an organization that is known for helping street children and students
who are not good enough with their literacy skills.

3. Not Enough Educational Support/ Supplies:

Risk: Insufficient educational materials may hinder effective teaching and learning.
Mitigation Strategies:
Look for extra funds by teaming up with the local community, seeking
sponsorships, or asking for support through requests.
Borrow or share materials from local sources.
Encourage teachers and community members to donate or contribute educational
materials.

4. Miscommunication between the members, while implementing the project.

Risk: Potential breakdowns in communication between the members, while
implementing the project can lead to misunderstandings or confusion.

Mitigation Strategies:
Communicate by directly assigning tasks to each person, ensuring that they
understand their specific responsibilities.
Document or write down all the important details to avoid misunderstanding,
between team members.
Encourage team members to listen actively for better understanding.
Use open communication and allow team members to ask questions and provide
feedback to clarify any uncertainties.
Keep everyone informed with consistent project updates.

5. Lack of Knowledge on handling SPED students.

Risk: Lack of Knowledge on how to support students with special needs can make
it hard to keep them interested in learning.
Mitigation Strategies:
Partner with teachers who have experience in supporting SPED students to share
knowledge and insights.
Use interactive methods, adapt to student interests, and provide sensory stimuli.
Work closely with SPED parents to understand and support the emotional needs
of students. Regular communication and involving parents in decisions create a
supportive partnership, sharing responsibility for the emotional well-being of the
students
Risk Mitigation Strategies:
1.Insufficient Funds:
Risk: Insufficient funds for the project, may hinder the implementation of
immersive learning.

Mitigation Strategies:
• Seek additional funding through local community partnerships,
sponsorships, or solicitation.
• Use the budget wisely, focusing on crucial needs.
• Collaborate with local leaders (Brgy. Captain, Brgy. Officials and SK
Officials)
• Collaborate with Schools.
• Partner with Volunteers and Organization.

2.Enough School Supplies:

Risk: Insufficient essential school supplies for students.

Mitigation strategies:
• Organize a community drive or outreach program to collect donated school
supplies.
• Use funds wisely, and only prioritize necessary materials for effective
learning.
• Partner with organization that is known for helping street children and
students who are not good enough with their literacy skill.

3.Not Enough Educational Support/ Supplies:

Risk: Insufficient educational materials may hinder effective teaching and learning.

Mitigation Strategies:
• Look for extra funds by teaming up with the local community, seeking
sponsorships, or asking for support through requests.
• Borrow or share materials from local sources.
• Encourage teachers and community members to donate or contribute
educational materials.

4.Miscommunication between the members, while implementing the project.

Risk:
Potential breakdowns in communication between the members, while
implementing the project can lead to misunderstandings or confusion.

Mitigation Strategies:
• Clearly communicate by directly assigning tasks to each person, ensuring
that they understand their specific responsibilities.
• Document or write down all the important details to avoid misunderstanding,
between team members.
• Encourage team members to listen actively for better understanding.
• Use open communication and allow team members to ask questions and
provide feedback to clarify any uncertainties.
• Keep everyone informed with consistent project updates.
•
5. Lack of Knowledge on handling SPED students.
Risk: Lack of Knowledge on how to support students with special needs can make
it hard to keep them interested in learning.

Mitigation Strategies:
• Partner with teachers who have experience in supporting SPED students to
share knowledge and insights.
• Use interactive methods, adapt to student interests, and provide sensory
stimuli.
• Work closely with SPED parents to understand and support the emotional
needs of students. Regular communication and involving parents in decisions
create a supportive partnership, sharing responsibility for the emotional well-being
of the students

Project Communication:
Effective communication is paramount for the success of Project Streetching. To
ensure clear and consistent communication throughout the project, we will
establish regular team meetings to discuss progress, address challenges, and
brainstorm solutions. These meetings can be conducted in person or virtually,
depending on team members' availability. Additionally, we will utilize various
communication channels such as emails, messaging apps, and project
management tools to keep everyone informed and connected. Protocols for
communication will be established to ensure timely responses and updates.
Detailed documentation of project plans, tasks, and responsibilities will be
maintained using shared documents or project management software, enabling
easy access for team members. We will implement a feedback mechanism where
team members can provide input, suggestions, and concerns openly, fostering
constructive dialogue to enhance collaboration. Stakeholders, including community
members, partners, and sponsors, will be kept informed about project
developments and milestones through newsletters, social media posts, or
community meetings. Moreover, an emergency communication plan will be
developed to address unforeseen circumstances or crises promptly, with
established protocols for contacting key stakeholders and coordinating responses
to mitigate risks. Through these communication strategies, we aim to ensure
Project Streetching runs smoothly and achieves its goals of empowering diverse
learners through education.
Project Budget:
Statement: The Proposed budget is the estimated cost to be used for “Project
Streetching” to be implemented in Barangay General Luna;
Prosed Budget: ₱ 5,000.00
Accumulated Funds from MPSB: ₱ 1,947.00
Target Amount To be Solicitated: ₱ 3,053.00
Method of Fund Collection: Solicitation / Donation
Approval and Sign Off:

Prepared By: Students of BSED 1C

PROJECT ACTIVITY PLAN

Project Title:
PROJECT STREETCHING: Street-Teaching Students to Empower Diverse
Learners Through Education
Duration:
The duration of the activity is five days, every Sunday from 9am to 12 pm, prior to
the schedule of NSTP CWTS 2.

Activities:
● Mathematics Game
● Raise the Shapes
● Guess the Pictures
● Cut Games
● Color It

Materials:
● Mathematics Game - pencils, printed mathematical problems
● Raise the Shapes - printed materials
● Guess the Pictures - printed materials
● Cut Games - printed materials
● Color It - printed materials
● Enhance the abilities and cognitive skills of the children.
● Engage students to participate and develop attitudes, among others.
● Aim to achieve the development of the children.
● To have an effective learning experience.

Activity Description and Procedures:

Mathematics Game
• Gather pencils and printed mathematical problems.
• Distribute the printed problems to the students.
• Set a time limit for solving each problem.
• Participants solve the problems using pencils and submit their answers
within the time limit.
• After the time limit, check and score the answers to determine the scores of
students.

Raise the Shapes

• Print out various shapes on paper.
• Distribute the printed shapes to the students.
• Call out instructions for the students to hold up specific shapes.
• Participants hold up the corresponding shapes in response to the
instructions given.
• Continue calling out instructions until all the shapes have been used or a
winner is determined based on accuracy and speed.

Guess the Pictures

• Print out various pictures or images.
• Display the printed pictures for all participants to see.
• Participants take turns guessing what each picture represents.
• Provide hints if needed to assist students in guessing.
• Keep track of points for correct guesses, and declare a winner based on the
highest score.
Cut Games
• Print out templates or designs for cutting activities.
• Distribute the printed templates to the participants along with scissors.
• Instruct students to follow the cutting lines on the templates to create
shapes or designs.
• Set a time limit for completing the cutting tasks.
• After the time limit, assess the cut designs based on accuracy.

Color It
• Print out coloring sheets or designs.
• Distribute the printed coloring sheets along with coloring materials (crayons,
markers, colored pencils, etc.) to the participants.
• Students color the designs according to their preferences or provided
instructions.
• Set a time limit for coloring if desired.
• After the allotted time, assess the colored designs and possibly award
prizes for creativity or adherence to instructions.

PROJECT WORK PLAN

Project Title:
Project Streetching: Street-Teaching Students to Empower Diverse Learners
Through Education
Project Manager:
Mr. Felix Rejalde
Start Date:
March 24, 2024
End Date:
April 28, 2024
Objectives:
1. Identify the needs of each individual. Determine the literacy of students with
 SPED and tailor their educational needs in accordance with their knowledge of
the English Language.
2. Differentiated Instructions. Create different styles of literacy instructions in
order to accommodate various learning styles within the premises of the SPED
classroom.
3. Immersive Learning. Incorporate in these lectures activities that immerse the
students in the lessons. Giving the students things such as visual aids,
materials, auditory cues to enhance their comprehension and retention of the
concepts of English literacy.
4. Easy to Comprehend Instructions. Provide the students with comprehensible
instructions for their activities, to ensure no confusion, run among the students
and upon reading said instructions would develop a good foundation for their
English literacy.
5. Scaffolded Support. Offer activities with scaffolded support by breaking down
the activities into easy to manage steps, provide them guided practice and
gradually increase the complexity to develop independent learning.
6. Use of Adaptive Instructional Strategies. Taylor the individual needs and
abilities of the students by using this strategy. Include modified curriculum
materials, flexible pacing, and personalize their learning.
7. Individual Goals. Establish that these activities have been tailored to their
individual needs, focusing on both academic achievements and daily literacy
skills relevant to their daily lives.
8. Monitor their Progression. Monitor the students’ progression regularly, assess
whether they are having trouble and provide help if necessary, adjusting
instructions and intervention to ensure that their learning is continuous and not
stagnant.
9. Collaboration with Professionals. Collaborate with the Special Education
teachers as they have the experience and knowledge how to effectively
manage SPED students to foster a supportive learning environment and
reinforce literacy skills.
10. Promote Self-Advocacy. Empower the SPED students to advocate their
literacy needs, develop them, and to cultivate positive attitude towards
learning English Literacy.

Task and Deliverables

Task 1: Planning and Preparation
• Develop outreach curriculum and activity plan.
• Secure necessary permits and permissions.
• Procure materials and resources.
Deliverables: Outreach curriculum, activity plan, secured permits, and procured
materials.
Task 2: Outreach Promotion and Participant Recruitment
• Create promotional materials (flyers, posters, social media posts).
 • Reach out to schools, communities, and organizations to recruit
participants.
Deliverables: Promotional materials, recruited participants list.
Task 3: Training Day 1
• Conduct introductory session and icebreaker activities.
• Start tutoring and teaching sessions for elementary students.
Deliverables: Completed introductory session, initiated tutoring sessions.
Task 4: Training Days 2-4
• Continuing tutoring and teaching sessions.
• Conduct fun activities and lectures promoting inclusivity and equality.
Deliverables: Continued tutoring sessions, completed activities and lectures.
Task 5: Final Day of Outreach
• Distribute gifts to participants.
• Conduct closing ceremony and feedback session.
Deliverables: Distributed gifts, completed outreach program, feedback received.
Prepared By: Students of BSED 1C

ALESSANDRO DAVIDE V. IRLANDEZ FELIX REJALDE

BSED 1C Representative/Leader: Approved by:

MARK ALLAN FLORES

NSTP Director / CWTS Coordinator