Activity Completion Report (Acr) Slac Project Based Learning (PBL)

 

Republic of the Philippines DEPARTMENT OF EDUCATION Regional Office VIII Division of Catbalogan City SAMAR NATIONAL SCHOOL Senior High School Deparment Catbalogan City

ACTIVITY COMPLETION REPORT

SCHOOL LEARNING ACTION CELL (SLAC) on PROJECT-BASED LEARNING (PBL) 

June 27, 2018 Samar National School

 

Republic of the Philippines DEPARTMENT OF EDUCATION Regional Office VIII Division of Catbalogan City SAMAR NATIONAL SCHOOL Senior High School Deparment Catbalogan City

ACTIVITY ACCOMPLISHMENT REPORT  I. 

IDENTIFYING INFORMATION

NAME OF PROGRAM

ACTIVITY/S

PROPONENT/S NO. OF PARTICIPANTS VENUE DATE ACCOMPLISHED TOTAL EXPENDITURES NAME OF THE SCHOOL HEAD

II. 

SNS-Senior High School  (SHS)  (SHS) School Learning Action Cell (SLAC) on the Project-Based Learning (PBL) Lectures and Activities of the Guidelines in the Implementation by Groups on Project Based Learning

(PBL) Senior High School Department, Samar National School twenty (20) teacher-participants; and one (1) OIC-Department Head (SHS) SHS Room 1, Senior High School Department Building June 27, 2018 None Ruth D. Cabanganan, Secondary School Principal I

NARRATIVE/ EXECUTIVE SUMMARY

The School Learning Action Cell (SLAC) on Project-Based Learning (PBL) commenced on June 27, 2018 at the SHS Room 1, Senior High Scho School ol Building. It was thoroughly organized and facilitated by Mr. Melvin Salazar, MT-II (SHS). He began his lecture with reminding the teacher-participants that it was a “reorientation” of contextualization. He went on to ask the audience as to who has

 

an idea as to what contextualization is. He also answered his own query by stating that contextualization was a way to localize and indigenize as well as to adopt/ rely on the teaching-learning process from R.A. 10533. He stated that contextualization aims at the creation of locally-produced teaching-learning materials, the necessities to produce local materials. All will devolve into the regional and division units in accordance with the national policies and standards. He specifically noted that the educative process shall relate to the curriculum, likely to specific situations, where the competencies ought to become more meaningful and relevant to the development of the new skills and knowledge. These learnings must be able to present any meaningful context based on previous experiences. He continued that contextualization is a comprehension aid. It aims to make learning understandable, since if the lesson is hard, it is also difficult to conceptualize. Examples ought to be given from real-life situations, and not merely simple concepts. Teachers then should have to provide applicable daily life situations. Then, Mr. Salazar went on to ask as to what degree is localization? He answered that by stating that it is a process, one that relates the learning content as stated in the curriculum guide as much as the local information and materials. The learning content and information should match with the local materials too. He asked again, How can a teacher apply a local setting? He went on to say that the same thought and content need to be adopted.

 

For example, literature should not be filled with foreign sources. The teacher must find local ones, either in the locality or anywhere that can be evaluated as such. The teacher must continue this task as long as he is guided by the learning competency. This therefore can be adopted, for example translating another language into the mother-tongue. To ease the mental of the learner, Mr. Salazar stood that translating Filipino to Waray can be utilized, but he conceded as to not totally Waray as the medium of instruction. The medium ought to remain as English. Anyhow, he said that translating to Waray can prove to be more meaningful. It promotes the indigenization of the lesson. Mr. Salazar noted that teachers should refer to the exact process to enhance any competency, for example “bio -geographical.” This can lead to the

improvement of the curriculum competency, to make the lesson sound more mature. The use of real examples can improve the message of the topic. For example, the teacher must think of real life situations that can be taught in a Math subject. Group activities with localized instructions can also be implemented. Mr. Salazar gave numerous examples of localized lesson, most notable are the application of “ration and proportion” in rural Filipino life. In the end, the

degree of contextualization will depend on the amount of localization done in teaching. If a teacher cannot localize, he therefore cannot indigenize the lesson. Therefore, instructional materials must be locally made and can also be enhanced.. It would be much better too if the teacher can make various IM’s out of enhanced

authentic local materials. It can then result to a tangible experience for the

 

learners. The teacher must allot time to present materials as to what are available in the community. The success of the localization scheme will be on the issue of availability, such as rocks. Mr. Salazar concluded that contextualization will be sought for in lesson planning, especially in the part about Resources. The teacher will be graded as to how localized his LP’s are made; there is a need then to adopt in DLP some degree

of localization and indigenization. The teacher must submit localized lesson plans, complete with competencies and standards. The teacher must possess the knowhow on which localization strategies to use, depending on the sort of learning environment. It was also noted that not all competencies can be localized, just certain competencies. Finally, when it comes to contextualization, the teacher should only make use of what are given, and what were discussed in the process.

III.  ACCOMPLISHMENT OF OBJECTIVES OBJECTIVES

ACTIVITIES

STRATEGIES

RESULTS

1. Build the capacity of Senior High School (SHS) teachers in Contextualization.

Completion of Activity Materials with Pictures

The presence skills and knowledge to aided the teacherparticipants to better understand themselves while doing contextualization.

It was a developmental process that facilitated the acquisition of the participants’ attitudes of contextualization.

 

2. Equip SHS teachers with concrete knowledge on Contextualization.

Completion of Activity Materials with Pictures.

3. Enhance the Completion capabilities of of Activity SHS teachers to Materials perform tasks to effectively deliver the guides and activities to the learners through Contextualization.

Gained a wholesome understanding on the basics Contextualization.

Better implemented the role of the teacher when implementing contextualized lessons.

Appreciated the current profession, coemployees and other professions; appreciated the benefits of Contextualization. The program resulted into making the participants engage in informed decisions with developed contextualization in daily lesson plans to achieve their learningteaching process.

IV.  MAJOR PROBLEMS ENCOUNTERED The planned commencement time of exactly 3:00 p.m. was not carried out; the SLAC session and preliminary activities always began at 3:15 p.m. since some of the teacher-participants arrived late. There were also some rushed setting up of the equipment, preparation of power-point presentations, setting up the speakers, and other technical matters minutes before main sessions began. But the most noticeable inconvenience was the venue itself; SHS Room 1 was near still under construction. The T he noise coming from the construction crew was at

 

times very unbearable; it impeded the audibility of the speakers and other audio presentations, rendering the delivery of the modules practically useless. Compounded by the other practice sessions happening near the SNS covered court, it turned out to be a heavy mix of loud noises that all those involved in the SLAC session had to terribly bear.

V.  OTHER INSIGHTS To cite the rationale of the program proposal, “in line with the implementation of the K to 12 Basic Education Program geared towards producing graduates who are higher for higher education, middle skills development, employment and entrepreneurship, the Senior High School Department of Samar National School shall execute a School Learning Action Cell (SLAC) on the Reorientation of Policy Guidelines on Contextualization.”  The program aimed to equip Senior High School teachers to guide their students in making contextualized decisions regarding their daily learning process in the classroom. The following insights were gleaned from the SLAC session:

1. Multi-Various Lecturers.  A single speaker possesses consistency and continuity. For example, during an immersion seminar, changing speakers may become a little confusing since there can be no connection of ideas from one speaker to the next. There is no clear re-affirmation from the previous speakers sometimes. They may not directly contradict, but nonetheless, they may all present

 

different, varying ways which may not be entirely consistent with other speakers. It may turn out to be confusing indeed. 2. Knowledge Expansion and Application. There would be multiple expertise, and with that varying degrees of enjoyment or satisfaction. It feels like you are experiencing the full width of the seminar. We would know how to take knowledge from the speakers. When after discussion, going for the workshop, and we get to practice and exercise the knowledge from the speakers. It turns out to be very exciting. When most of our classroom is devoted to studies, these seminars can serve as an alternative for more “hands -on experience” of learning. 

Prepared by:

HECTOR BAILEY G. CALUMPIANO SHST-II

Noted:

GEMMA P. BABON SSHT-VI, SHS Department

Approved:

RUTH D. CABANGANAN  Secondary School Principal

 

PICTORIALS

Mr. Melvin Salazar delivers his lecture on Contextualization.

One of the slideshows of Mr. Salazar’s discussion on Contextualization.  

The teacher-participants actively tune in and be engaged with the SLAC session on Contextualization.