Teacher Induction • http://www.

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com/

Program (TIP)
CORE COURSE 4
Translating the Curriculum into Classroom Practice
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts

Introduction

ELCOME TO COURSE 4 of the

W 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
1. plan and deliver contextualized/localized/ Rules and Regulations (IRR) of Republic No. 10533
indigenized teaching strategies that are • DepEd Order 32, s. 2015 on Indigenous Peoples
responsive to the needs of learners under difficult Education Curriculum Framework
circumstances; and
• DepEd Order no. 42 s. 2017 on National Adoption
2. adapt and use culturally appropriate teaching and Implementation of the Philippine Professional
strategies to address the needs of learners from Standards for Teachers (PPST).
specific community contexts, including learners
from indigenous groups, through contextualization,
localization, and/or indigenization.
Session 1 – Theoretical and Legal Anchors of
Module Outline Contextualization
Session 1: Legal Anchors of Contextualization
Session 2: Teaching Contextually
Session 3: The REACT Strategy

Estimated Time Required: 2 hours

Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments

4 The Teacher Induction Program - Core Course 4

Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.

Statements Answers Feedback

1. Learners relate better to concrete, tangible examples and TRUE
experiences than to abstract conceptual models.
2. Action learning is based on the premise that learners will learn TRUE
from their mistakes and/or learn from one another.
3. Contextualization is a degree of localization. TRUE

4. When you incorporate activities that are related to the actual FALSE You can’t say you are indigenous people if you are
situation in the community and you utilize materials that not a member of their tribes. As a teacher, you are
only adopting and utilizing materials that are available
are available in the locality of the school, you are already
in the locality of the school.
indigenizing.
5. Contextualization is one of the main features of the K to 12 TRUE
Curriculum.
6. DepEd mission highlights that the curriculum shall be flexible FALSE This is not the highlights of Deped mission. It is the
enough to enable and allow schools to localize, indigenize, and standards and principles, when appropriate, in
enhance the curriculum based on their respective educational developing the enhanced basic education curriculum.
and social contexts.
7. Contextualization is also one of the provisions in Republic Act TRUE
10533 or the Enhanced Basic Education Act of 2013.
8. Zone of Proximal Development (ZPD) is the gap between what is TRUE
known and what is being learned.
9. Contextual learning should be an integrated learning process of TRUE
problem-solving learning and work-based learning to encourage
and stimulate a higher-level thinking.
10. Situational learning is based on the premise that learning FALSE Action learning is a systematic process through which
requires action and action requires learning. individuals learn by doing. It is based on the
premise that learning requires action and
action requires learning.

Key Topic 1: Legal Bases of Contextualization

Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that the
examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the

Guide for Mentors and Newly Hired Teachers 5

 lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal documents.
attitudes through continuity and consistency across all Take note of the provisions of each legal basis. Share your
levels and subjects. Discussions on issues such as Disaster understanding with your colleagues and mentor teacher.
Risk Reduction (DRR), Climate Change Adaptation, and
Information and Communication Technology (ICT) are
Required Task 2: Think-Pair-Share
included in the enhanced curriculum.
Using the legal bases supporting the practice of contextualized
There are legal documents that you need to be knowledgeable teaching, write down the phrases and clauses referring to
about 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.

6 The Teacher Induction Program - Core Course 4

 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 The aim is to foster a deeper sense of The essence of education
the preservation, enrichment, and recognition, comprehension, and lies in how it connects with
1987 Philippine Constitution dynamic evolution of a Filipino national admiration for arts, history, and heritage the values, norms,
culture based on the principle of unity in among Filipinos, aiming to elevate our knowledge, beliefs,
consciousness and enhance our lives.of practices, experiences, and
diversity in a climate of free artistic and
our life. language, forming the
intellectual expression. bedrock of culture.

2. Republic Act 10533 The curriculum shall be contextualized Crafting educational programs that are The journey towards global
and global tailored to the specific needs and educational goals has
Enhanced Basic Education circumstances of the individuals and spurred the emergence of a
Act of 2013 communities they cater to. universal curriculum, seeking
to foster a shared set of
The curriculum shall be flexible standards while
acknowledging and
honoring regional diversity.
Based on their respective educational and
social contexts
3. DepEd’s Mission Culture-based Encouraging active involvement and In realizing the mission and
shared accountability among families, vision of schools, fostering
communities, and other invested parties equity and enhancing the
in nurturing individuals who embrace quality of basic education,
Family, community and other learning throughout their lives. families, communities, and
stakeholders are actively engaged other stakeholders play
pivotal roles.

Guide for Mentors and Newly Hired Teachers 7

 Key Topic 2: Contextualization in the K to 12 and Whisler (2007, p.54-58) noted that the ideal
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
real-life scenario.
have been discussing the role of experience in education.
That discussion still remains a part of John Dewey’s work 2. Constructivist Theory - Contextual teaching
of the early 20th century. Although experience and context helps to promote authentic learning and increases
are closely related terms, the relationship between them learners’ success by allowing them to make
provides some guidance on how each can be used to inform connections as they construct new knowledge.
an understanding of the other. This session will help you In contextualized learning, learners use the new
embrace contextualization for successful teaching. Knowing information they have learned and organize and
the K to 12 curriculum standards allows the teachers to combine it with information they already have so
make their teaching contextualized. Prior to the start of the that it makes sense to them. Learners are active
school year, unpacking of competencies helps the teachers constructors of knowledge.
to identify lessons and topics to be contextualized for better
learning outcomes. 3. Active Learning Theory - Chickering and
Gamson, as cited in Hudson and Whisler, (2007, p.
Contextual Teaching and Learning (CTL) incorporates several 54-58) emphasized that contextual learning should
existing theories and it is based on sound pedagogical be an integrated learning process of problem-based
practices. In their article, Contextual Teaching and Learning learning and work-based learning to encourage and
for Practitioners, Hudson and Whisler (2007) explain three stimulate a higher-level thinking. Active learning, or
theories that form the basis of CTL. These three underlying learning by doing as it is also called, divides active
theories support Contextualized Teaching Learning that will learning in three categories:
help the teachers make sound pedagogical practices.
a. Action learning is based on the premise
1. Connection Theory - Contextual teaching is all that learning requires action and action
about helping learners make connections between requires learning.
the content they are learning and the context in
which it will be used. Learners must first be made b. Situational learning because learning
aware of how the work they are doing, depends on knowledge and skill are taught in the
the skills that they already have. Vygotsky, as cited context of how it will be used in real-world
in Hudson et.al., (2007, p. 54-58) refers to this as situations.
the “gap between what is known and what is being c. Incidental learning is based on the premise
learned, the Zone of Proximal Development (ZPD).” that learners will learn from their mistakes
Learners draw from previous experiences to give and/or learn from one another.
new meaning to what they are learning. Hudson

8 The Teacher Induction Program - Core Course 4

Required Task 1: Scenario Analysis
In reference to the theories presented, identify and explain the theory reflected in each of the following classroom practices.
Complete the task together with your mentor and/or colleagues.

Scenario Answer Feedback of Mentor Insights Gained

Mario, a kindergarten pupil, is learning how to read and write. He A. When we talk about Mario's familiarity with the
knows the alphabet letters, but cannot read or write words yet. No Connection connection theory, alphabet indicates that he
matter how much guidance was given, he could never read on his Theory we're referring to a fresh possesses the necessary
own. With Teacher Roselle’s help, Mario can now read and write perspective on learning knowledge and has
short words like “at,” “boy” and “dog”. that proposes students received guidance from his
blend their thoughts teacher, enabling him to
a. Connection Theory and various information read and write proficiently.
b. Constructivist Theory in a meaningful way,
fostering deeper
c. Active learning understanding.
In a carpentry class, Teacher Bryan provided this activity: “You C. Active Active learning Teacher Bryan engaged the
have been hired as a carpenter to help renovate a family room. The Learning underscores the students in problem-based
contractor asked you to submit a cost estimate for the base molding importance of learning activities, such as
(baseboard) around the room. You will need to include the following integrating contextual estimating the type of wood
in your estimate: learning into the needed, determining the
educational journey. It lengths to be purchased,
i. the type of wood and style of olding you will use advocates for a blend calculating the cost per foot,
ii. the number of pieces and what lengths will be purchased of problem-based and and assessing the total cost
work-based learning, of molding required for the
iii. the cost per foot aiming to ignite higher- family room. In this process,
order thinking skills. students were instructed to
iv. the total cost of molding needed for the family room
measure the room and
In determining the cost, you will need to measure the room and create a scale drawing of
make a scale drawing of the floor plan showing fireplaces, doors, the floor plan, including
and other objects that may affect the lengths of the base molding elements like fireplaces,
you choose to install. doors, and other objects, to
accurately determine costs.
a. Connection Theory
b. Constructivist Theory

c. Active learning

Guide for Mentors and Newly Hired Teachers 9

 Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He B. Constructivism refers to Teacher Paul transitions from
explained the composition and function of the candle. Later on, he Constructivi the idea that learners being a traditional teacher
asked the learners how the flame is produced and how the candle st theory actively build their to a facilitator within the
works. He encouraged the learners to discover for themselves how understanding rather classroom, fostering an
the candle works. They do this first by making simple observations, than simply absorbing environment where learners
from which they later build ideas and hypotheses which they then information passively. are motivated to engage in
go on to test. At the end, the learners successfully understand the lively discussions, share
components of combustion, an important chemistry topic. perspectives, and
collaboratively build
a. Connection Theory
understanding and
b. Constructivist Theory knowledge. As a result of this
dynamic exchange, the
c. Active learning learners grasp the intricacies
of combustion with success
by the end of the session.

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.

10 The Teacher Induction Program - Core Course 4

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.

Guide for Mentors and Newly Hired Teachers 11

 Session 2 – Teaching Contextually 2. Learning occurs when learners process new
information in such a way that makes sense to them in
Key Topic 1: Teaching Contextually their own frame of reference.
3. The mind naturally seeks meaning in context, in relation
As a newly-hired teacher, can you incorporate to a person’s environment, doing so by searching for
contextualization in your teaching? Is it easy for you to relationships that make sense and appear useful.
think of activities that learners can easily relate with? Can
you exert more effort in understanding the biographical- How to Contextualize?
historical, and cultural background of your learners and the Contextualization is the process of matching the
school community? Can you go beyond your limitations for curriculum content and instructional strategies relevant to
the learners to appreciate the lessons more? Read the learners. (Deped Order no. 35, s. 2016) It happens when a
following key concepts on contextualization. teacher encourages design of learning environments that
use multiple teaching modalities and incorporate different
Are you teaching contextually? forms of learning experiences. You allow learners to discover
meaningful relationships between abstract ideas and real-
Is there a best way to teach so that all learners can remember world applications. Students are exposed to discovery
and utilize all information? How can a teacher discuss the learning, reinforcement and modelling, and problem solving.
topic effectively? How can a teacher teach contextually? While teaching is progressing, you as a teacher provide
These are the questions that confront teachers every day to ongoing feedback that promotes further learner interaction
ensure learning is happening according to the contexts of the with the content. This will enable the learners to be engaged
learners. Teachers serve a diverse student population. This and motivated to do well in the class.
means that it is important for the teachers to understand the
context of their learners and what life experiences they bring The degree of contextualization may be described and
in the teaching-learning process. Students’ learning styles, distinguished into Localization and Indigenization.
their background information and the different theories on
learning will help teachers to communicate properly with Localization refers to the process of relating learning
learners and eventually 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
(2016) and recognizes the following: by using the examples in the locality and making
instructional materials from the local materials are just ways
1. Learning is a complex, multi-faceted process that on how to localize. Indigenization refers to the process of
goes beyond drill-oriented, stimulus-and-response enhancing the curriculum competencies, education
methodologies resources, and teaching-learning processes in relation to
the bio-geographical, historical, and socio-cultural context

12 The Teacher Induction Program - Core Course 4

of the learners’ community. Indigenization involves the When you use either of the two you are already contextualizing.
enhancement of the curriculum framework, curriculum When you localize, you use information and materials in your
design, and learning standards of subject areas, guided by learner’s community but when you indigenize, you enhance
the standards and principles adhered to by the national competencies in the curriculum, the resources, and the
curriculum. 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 Localization Teacher Rommel
two given numbers community such as one jeep, 4 wheels; one kariton, 2 wheels, one demonstrates the
tricycle, 3 wheels Indigenization concept of ratio by
employing familiar
vehicles like jeeps with
four wheels, carts with
two wheels, and
tricycles with three
wheels. This teaching
approach, known as
Localization,
underscores the
importance of using
examples relevant to
the community where
pupils live. By
incorporating everyday
sights from their
surroundings, students
can easily grasp
mathematical
concepts.

Teacher Mary Ann presented the lesson by mentioning community Localization Teacher Mary Ann
activities or cultural practices that inherently use the concept of ratio emphasizes the
like bringing sacks of rice to markets using carabao (one carabao to the Indigenization importance of socio-
number of sacks) cultural community
engagements and
traditional customs
 through practical
illustrations.

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 teacher melody wants
culture Indigenization her learners to research
about the history of
their place.

Teacher Hanadee presented the elements of a short story using a local Localization Teacher Hanadee uses
legend “Ang Alamat ni Daragang Magayon” the strategy
Indigenization Indigenization in the
teaching-learning
processes in relation to
the bio-geographical of
their place.

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

Guide for Mentors and Newly Hired Teachers 13

 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 Marilou LOCALIZATION The business plan activity given by the
requested her students in TLE to create a business plan using the teachers is a good idea to present
concepts discussed. The business plan is a requirement for the local products in their community
learners to be allowed to participate in the bazaar on the day of the through bazaar on the day of the
fiesta. fiesta.

2. “Inutak” is a native delicacy of the people of Taguig and Pateros. INDIGENIZATION This focus on the Historical and socio-
The dish is a reflection of the early customs of the local inhabitants of cultural aspects of the lesson.
Taguig 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 ofTeacher Rodel, after discussing video and animation, LOCALIZATION The teacher uses the local materials
he instructed his students to produce an online advertisement using as an activity
the famous local products and delicacies in their place.

4. Teacher Diane is teaching in a provincial school. In her English INDIGENIZATION sharing traditional customs is an
Class, one of the activities was the reading of the short story “How My example of indigenization.
Brother Leon 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 LOCALIZATION The stage play will use local materials
a stage play for the upcoming fiesta. The story of the play revolves that are present in the community to
around a local hero during World War II named Jose Ozamis. portray the local hero.

14 The Teacher Induction Program - Core Course 4

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.

AS A TEACHER:
To the utmost of my capacity, I will strive to assist my students in connecting their
academic tasks with their existing knowledge, fostering a seamless integration of
theoretical concepts with practical application within their daily lives.

FOR MY STUDENTS:
I pledge to actively involve my students in the learning process, guiding them to
derive significance from the knowledge they acquire. Furthermore, I am committed
to teaching language skills within authentic contexts, mirroring real-world scenarios
where these skills are indispensable.

FOR MY COMMUNITY:
I recognize the significance of incorporating localized and indigenous perspectives
into my teaching practices, thereby enriching the educational experience for both
my students and the broader community.

Guide for Mentors and Newly Hired Teachers 15

 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.

16 The Teacher Induction Program - Core Course 4

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 participation of the learners. Teachers guide the learners
that incorporates five essential learner engagement to observe and record data, to communicate effectively, to
strategies- the REACT strategy. REACT stands for Relating, build new skills and to finish the learning activity individually
Experiencing, Applying, Cooperating, and Transferring. and as a group. The detailed explanation of the strategy is
The strategy allows the learners to learn, retain, and apply presented 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
Relating learning becomes more difficult. The curriculum that attempts to place learning in the context of life
experiences must, first, call the student’s attention to everyday sights, events, and conditions. It must then
relate those everyday situations to new information to be absorbed or a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual learning.
However, motivated or tuned-in learners may become as a result of other instructional strategies such
as video, narrative, or text-based activities, these remain relatively passive forms of learning. Learning
Experiencing appears to “take” far 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,
Applying labs, and activities, and these contextual learning experiences are often followed up with firsthand
experiences such as plan tours, mentoring arrangements, and internships.
Learning in the context of sharing, responding, and communicating with other learners, is a primary
Cooperating instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of
students learn the material, it also is consistent with the real-world focus of contextual teaching.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has
Transferring already learned. Such an approach is similar to relating. Students develop confidence in their problem-
solving abilities if we make a point of building new learning experiences on what they already know.

Guide for Mentors and Newly Hired Teachers 17

 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 Teachers use REACT strategies to ensure active
the lesson. TRUE participation of the learners.
2. When learners take what they have learned and Learning in the context of prior knowledge, also
apply it to new situations and context, the transferring TRUE known as transferring, makes use of and
stage happens.
expands on what the learner has already
acquired.
3. Experiencing happens when learners solve problems Contextual learning is defined as learning in the
as a team to reinforce knowledge and develop context of exploration, discovery, and creation.
collaborative skills.
TRUE Other teaching styles, however, may result in
motivated or tuned-in learners.
4. Understanding real-world connections to course Teachers must use a real-life setting to educate
content increases student engagement which often TRUE so that students may apply what they've learned
leads to increased persistence and successful
transitions.
in class to their daily lives.
5. For learning to happen, the teacher allows the If we enable our students to find and experience
learners to discover meaningful relationships between TRUE situations and tasks firsthand, there will be
concrete ideas and real-world application.
meaningful learning.

18 The Teacher Induction Program - Core Course 4

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.

Guide for Mentors and Newly Hired Teachers 19

 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 employs a
sociolinguistic or contextualization
strategy in which language (both
spoken and physical language) is used
to convey important components of a
conversation.
What degree of contextualization is presented in LOCALIZATION Presenting local materials may
the sample lesson? encourage greater learning and make
the content more relevant to the
students.
Which part in Teacher Romano’s lesson showed REACT methods can be used to ensure
the REACT Strategy? Outline the portions that When the students perform the activity learners' active engagement and even
demonstrated the REACT strategy. to build a suitable learning
environment.
Was the anticipated learning outcome realized The REACT approach ensures that
through the REACT Strategy? YES students participate actively in order to
encourage enjoyable and active
learning.
As a teacher, can you replicate any lesson or Yes, especially in sessions that involve REACT technique was more effective
topic using the REACT Strategy? How? direct experience to guarantee that the and recommended for use in a class
learners understand the process or steps when the students needed direct
of a particular topic. experience.

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 The Teacher Induction Program - Core Course 4

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 Traditional Indigenous Methods of Counting

1. What kind of discussion or activity might help learners in RELATING to the concept? Begin by discussing with the learners the
various ways different cultures count and
represent numbers. Encourage them to
share their own experiences with counting,
including any traditional methods they may
be familiar with. Show examples of
traditional counting systems used by
indigenous communities around the world.
Discuss similarities and differences between
these methods and the standard numeral
system.
2. What kind of activity would enable learners to EXPERIENCE the concept? Provide hands-on activities where learners
can experience traditional counting
methods firsthand. This could include using
materials such as pebbles, sticks, or beads to
represent numbers, as well as exploring
methods such as tally marks or body
counting. Allow learners to experiment with
these methods and observe how they work.
3. How can learners be shown the way that concept is applied, or they can APPLY it Present learners with real-life scenarios
themselves in a way that simulates an industry situation or other real-life problem-solving where traditional counting methods would
scenario? be applicable. For example, they could
solve problems related to trading goods or
measuring distances using methods similar
to those used by indigenous communities.
Encourage them to apply their
understanding of traditional counting
methods to solve these problems creatively.
4. How will the experience be set up so that learners have the opportunity to interact and Organize group activities where learners
COOPERATE in one another’s learning? work together to solve counting-related
challenges using traditional methods. This
could involve dividing tasks among group
members, sharing strategies, and
collaborating to find solutions. Emphasize
the importance of cooperation and
communication in effectively applying
traditional counting methods.
5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new Facilitate discussions about how the skills
and unfamiliar situations? and knowledge gained from exploring
traditional counting methods can be
transferred to other areas of mathematics
and everyday life. Encourage learners to
reflect on the problem-solving strategies
they used and consider how they might
apply similar approaches to different
situations. Provide opportunities for learners
to practice transferring their learning by
applying traditional counting methods to
new and unfamiliar problems.

Guide for Mentors and Newly Hired Teachers 21

 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).

22 The Teacher Induction Program - Core Course 4

Module 2 – Building Relationships with the Wider
School Community

Intended Module Learning Outcomes Required Tasks

At the end of this module you should be able to: • Scenario analysis
• establish strong partnership with the wider school • Preparing an action plan (Portfolio Output)
community and involve them in the teaching- • Formative assessments
learning process;
• LAC Session
• maintain learning environment that are responsive to
learners’ needs by engaging parents and the wider
school community in the educative process; and
Required Resources
• comply with and implement school policies and
procedures to foster harmonious relationships with • DepEd Order no. 42 s. 2017 on the National Adoption
learners, parents, and other stakeholders. and Implementation of the Philippine Professional
Standards for Teachers.
Module Outline • Republic Act no. 232 on An Act Providing for the
Session 1: Community as a Resource in the Teaching- Establishment and Maintenance of an Integrated
Learning Process 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

Guide for Mentors and Newly Hired Teachers 23

 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)

Statement Answer Feedback

1. It is a school association composed of parents/guardians and F. Parent-Teacher The PTA may act as a school's
teachers, which serves as support groups and partners of the Association (PTA) support organization and partner in
school for the welfare of the learners.
the students' welfare.

2. It is composed of government agencies, NGOs, Alumni, C. Stakeholders Stakeholders can help the school
Parents, retirees, and other sectors in the community which accomplish its aims and objectives
give support to the school in the achievement of its goals and
objectives. by providing assistance.

E. School Governing The School Governing Council is

3. It refers to the sustainable governance structure that operates
under the principle of shared accountability and responsibility Council guided by the notion of shared
among school community stakeholders.
accountability and responsibility
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
accomplish to attain the goals set. tasks you'll need to do to meet your
objectives.
5. It is a relationship between the school and the community, D. School The school community strives for a
organization, or individual who seeks a common goal, which is community single goal: to contribute to the
to contribute to the learning outcome of the children.
children's learning outcomes.

24 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 25
 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 Some concepts you must be familiar with:
that affect child development. Among these factors are the
interaction of different social spaces that the child is exposed
to such as the home, school, and communities. Epstein • School Community refers to the different individuals,
(2011) contends that when the dimensions of social spaces groups, businesses, and institutions that invest in
and the ‘spheres of influence’ overlap, development is further the well-being and vitality of the public school and
enhanced. As a teacher, it is very important to facilitate the its 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 established by DepEd with other organizations to
able to make an impact.” When different stakeholders implement projects or programs aligned with the K
recognize each other’s contributions and learnings and are to 12 curriculum.
able to collaborate to create quality and relevant programs,
partnership outcomes improve. Schools and business and • A stakeholder is anyone concerned in the welfare
industry groups derive mutual benefits by strengthening links and the progress of a school and its learners,
with each other. Partnerships pave the way for opportunities including administrators, teachers, staff, learners,
for learners, additional training resources for teachers, and parents, other LGU Officials, and Non-Government
a pool of well-trained workers for industry. Through these Organizations.
partnerships, 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
• Offer learning opportunities to learners particular 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

26 The Teacher Induction Program - Core Course 4

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

Guide for Mentors and Newly Hired Teachers 27

 Name of School Community (School name and Barangay):

Description (name, location, background, etc.)

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

2. Topography

3. Available establishments

4. Tourist spots/parks

5. Indigenous group/s (if applicable)

6. Religion

7. Celebration/feasts

8. Source of income

9. Songs/folklores

10. Local heroes

11. Learning Resource Centers/Learning Hub

28 The Teacher Induction Program - Core Course 4

Required Task No. 1: Scenario Analysis Questions:
Analyze the scenario below and answer the following 1. Why did Ms. Ramos talk to the Barangay Captain?
questions.

Scenario 1:
Bucao Integrated School adopts a blended learning modality.
Miss Lanie Ramos’s Grade 1 class is composed of 30 pupils. Ms. Ramos talked to the Barangay
Every Monday and Wednesday, Group A, which is composed Captain to explore the possibility of
of 15 pupils, comes to school for face to face class with her;
borrowing spare computers from the
while Group B stays at home and does online learning, and
Barangay Hall for her students who
vice versa during Tuesdays and Thursdays. During parents’
orientation on the new modality of learning, she found out lacked access to gadgets at home.
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.

Guide for Mentors and Newly Hired Teachers 29

 2. What was the Memorandum of Agreement the
School Principal made for? 3. If you were Ms. Ramos, would you do the
same? Why?

The Memorandum of Agreement (MoA)

3.
created by the School Principal was
necessary to formalize the arrangement
between the school and Mrs. Alma Abela
regarding the donation of computers. This If I were in Ms. Ramos' position, I would
document outlined the terms and indeed take similar action. Ensuring
equitable access to education is vital,
conditions of the donation, ensuring clarity
and accountability for both parties especially in a blended learning
involved. environment where some students may
lack the necessary resources to participate
fully. Ms. Ramos' initiative demonstrates a
commitment to the well-being and
academic success of her students, and her
proactive approach in seeking support
from the community is commendable.
30 The Teacher Induction Program - Core Course 4
4. What will you do to show appreciation and gratitude Required Task No. 2: Action Plan (Portfolio Output)
to them?

To show appreciation and gratitude to the

Barangay Captain and Mrs. Alma Abela,
This activity will be submitted to your
Ms. Ramos could organize a small
mentor as an output of the Course.
ceremony or event at the school to publicly
Organize and compile this activity
acknowledge their generosity and support.
into a Portfolio.
This could include presenting them with
certificates of appreciation, inviting them
to speak to the students and parents about
the importance of community involvement
in education, or arranging for a thank-you The school is organizing classes through different modalities
card or letter signed by the students. to respond to the inability to conduct face-to-face classes
Additionally, Ms. Ramos could offer to due to a national health crisis. Your students, who came from
provide updates on the progress of the low-income families do not have the means to participate
students who benefited from the donated in classes that require gadgets and technologies. While
checking your learners’ Learner Enrolment and Survey Form
computers, demonstrating the impact of
(LESF), you found out that most of your learners’ parents are
their contribution. 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.

Guide for Mentors and Newly Hired Teachers 31

 I. Identify Problems:
Before you make the Action Plan, you need to identify the root cause of the problems. Identify these problems and
accomplish the table in a LAC Session with your mentor. You may also refer to the existing action plans from the school
to accomplish the tasks.

Observable Problems: Reasons: Resources: Action: Action:

What are the problems What might be the reason? What resources do you have What can you do as their What can your school do
that hinder the learning in your school community teacher? to face the challenge?
process during this time of that you can utilize in easing Are there any efforts your
pandemic? out the identified problems school is doing to ease the
in your school community? problem?

Observable Problems: Reasons: What might Resources: What Action: What can you Action: What can your
What are the problems be the reason? resources do you have do as their teacher? school do to face the
that hinder the learning in your school challenge? Are there
process during this time community that you any efforts your school
of pandemic? can utilize in easing out is doing to ease the
the identified problems problem?
in your school
community?
Availability of internet Lack of finances of the A learning module that Visit each home while Look for someone who
connection and families may be sent to their carrying their can help the school
gadgets. house, allowing them instructional modules. keep the students
to continue their studies Look for stakeholders informed and up to
even if they don't have that can assist me in date on the lectures.
access to a device. keeping my students Consulted the
informed and updated Barangay officials to be
about our lesson. given aid and
assistance in visiting
students and
distributing learning
modules.

32 The Teacher Induction Program - Core Course 4

 II. Make an Action Plan
The identified problems can be solved by planning before execution. Continue this activity by filling out the table below.

Action steps: Responsible Personnel Time frame Potential barriers

What tasks should be done? Who are the people to perform the When should the tasks be What hinders the accomplishment of
tasks? accomplished? these tasks?
Maintain a positive Teachers and Principals Year around The availability of
connection with as well as the learners’ stakeholders and the
government offices by parents. funding required for the
coordinating with as search for potential
many stakeholders as stakeholders to satisfy
feasible. school demands.

Guide for Mentors and Newly Hired Teachers 33

 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.

34 The Teacher Induction Program - Core Course 4

Session 2: The School and Community • Batas Pambansa Blg. 232 Section 3, Chapter 2,
states that it is “the policy of the state to establish
Relationships
and maintain a complete, adequate and integrated
Key Topic 1: Laws and Existing Policies system of education relevant to the goals of national
development”. The educational system is expected
to contribute to the following national development
goals:
Establishing good relationships with the school community
bears rewarding results over time. As you transition towards 1. To achieve and maintain an accelerated
being a public-school teacher, teaching will not only be rate of economic development and social
your primary duty. Relating to your learners, co-teachers, progress;
colleagues, and the wider community will be essential in
2. To ensure the maximum participation of all
creating a healthy environment both for you and your
the people in the attainment and enjoyment
learners. In this part of the module, you will learn more about
of the benefits of such growth; and
existing policies that anchor to this concept.
3. To achieve and strengthen national unity
and consciousness and preserve, develop,
Read the following laws and policies that you need to know
and promote desirable cultural, moral and
in alignment with establishing good relationships with your
spiritual 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 values, needs, and aspirations of a school community are
of the act and the application of its rules: reflected in the program of education for the children, out-
º The parents and the community shall be of-school youth and adult learners. Schools and learning
encouraged for active involvement in the centers shall be empowered to make decisions on what is
education of the child. The participation and best for the learners they serve.” In school governance,
coordination between and among schools, the stakeholders with harmonized perspectives and experiences
local school boards, the Parent Teachers are crucial in improving the lives of children, youth, families
Associations (PTAs) must be maximized; and and the community. These groups of stakeholders may be
formally represented in a governance structure in the school
º Volunteerism from among all sectors shall be system. In the SBM Framework and Standards adopted by
emphasized and encouraged to ensure the DepEd, these School Governance structures are called
sustainable growth and development in School Governing Councils (SGCs). They are composed of:
education.

Guide for Mentors and Newly Hired Teachers 35

 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
º Parents of students/pupils and Parent
improving student learning outcomes. SGCs provide
associations
the opportunity and the environment to (DepEd-
º Teachers BESRA, 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

36 The Teacher Induction Program - Core Course 4

Required Task 1
Write TRUE if the statement is correct and FALSE if not.

Statement Answer Feedback

1. The wider school community can be a source of TRUE The school is conducive to learning when it has a harmonious
learning. interaction with the community.
2. Batas Pambansa Blg. 232 is also known as An Act TRUE This policy intends to construct and maintain a
Providing for the Establishment and Maintenance of an comprehensive, appropriate, and integrated educational
Integrated System of Education. system that is relevant to national development goals.
3. The community is required to provide the needs of FALSE The community was not compelled to meet the school's
the school. needs, but they might assist the school in meeting those
needs.
4. The School Governing Council (SGC) is accountable to FALSE The learning of the kids was not the responsibility of SGC.
the learning of the students in the school. Because an SGC's role is to create a platform for parents,
students, teachers, community stakeholders, and the school's
principal to collaborate and improve student learning
outcomes.
5. Frequent communication with the learners’ parents/ TRUE School should maintain a harmonious relationship to the
guardians contributes to a healthy school-community community especially to the learners’ parents/guardians.
relationship.
6. A farmer or fisherman in the community is considered FALSE Internal stakeholders are those who have a direct connection
an Internal Stakeholder of the school. to the institution.
7. The school alone can provide for the life-long learning FALSE To create a secure and pleasant learning environment, the
skills the learners need. school need community assistance.
8. During Family Day, teachers get the chance to know TRUE Providing various school activities that foster relationships
the parents/ guardians and some of the members of the between students and their parents/guardians may be
family of the learner. extremely beneficial to the students' learning process.
9. Having open and healthy communication between FALSE Having a healthy relationship to the learners’
the teacher and the learners’ parents/ guardians has parents/guardian may be extremely beneficial to
nothing to do with the academic nor in the social
behavior of the learner.
the students' learning process.
10. An established linkage between the teachers/ TRUE Having a positive relationship with the community
school and the community can help in the development can help learners learn more effectively.
of the learner.

Guide for Mentors and Newly Hired Teachers 37

 Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding 1. As an adviser of one of the classes in Grade 1, what
Principles of the School Governing Council from the Manual should you do to gain the trust and confidence of
on School Governing Council and other relevant documents the parents and the community? Limit your answer
that can help you analyze the scenario such as the Magna to 200 words (maximum)
Carta for Public School Teachers, etc. After reading, analyze
the scenario below and answer the questions given:
To gain the trust and confidence of the
parents and the community, I would
Scenario 1 prioritize consistency, dedication, and
You are a newly-hired teacher following the retirement of open communication. I would make sure
Teacher Glenda, a teacher who devoted her life to teaching to arrive early to school like Teacher
Grade 1 in your present school. Teacher Glenda was always Glenda did, ensuring that the classroom
on time for her class and as soon as she arrives in school, is clean and all learning materials are
she prepares all her learning materials and sees to it that prepared. Additionally, I would allocate
the entire classroom and surroundings are clean before the
time in the afternoon for remediation
learners arrive. In the afternoon, she always makes sure
that learners who needed remediation were attended to. sessions, just as Teacher Glenda did,
She often lets those who can hardly read to stay so she can showing that I am committed to the
teach them to read. academic success of every student. To
address concerns about the transition, I
Every parent in the community wants his/her child to be would hold a meeting with the parents
taught by Teacher Glenda. Upon learning that she has to introduce myself, share my teaching
already retired, you heard most of the Grade 1 parents talk philosophy, and discuss how I plan to
about transferring their children to another school. continue providing quality education for
their children. I would also be transparent
about seeking their feedback and
involvement in their child's education,
demonstrating my dedication to
collaborative partnership with the
parents and the community.

38 The Teacher Induction Program - Core Course 4

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

To better communicate with the parents,

I can tap into the support of various I would utilize multiple channels of
individuals within the school community communication to ensure that important
to help establish a good relationship with information reaches them effectively.
parents. This includes the school This could include sending regular
principal, other teachers and staff updates through text messages, emails,
members, parent-teacher association or a dedicated class website or social
representatives, and even former media page. I would also schedule
students or parents who have positive regular parent-teacher meetings or
experiences with the school. These conferences to discuss students' progress
individuals can serve as advocates for and address any concerns. Additionally, I
me, vouching for my dedication and would be available to meet with parents
commitment to providing quality individually if they have specific
education to the students. questions or issues to discuss. By
maintaining open and transparent
communication, I can build trust and
strengthen the partnership between
home and school.

Guide for Mentors and Newly Hired Teachers 39

 Key Topic 2: The Community Involvement
Continuum
• Communication is the foundation of good • Plan out the involvement of the community. The
relationships. It is essential to involve your learners’ framework below is helpful in planning out how you
parents and the community in the learning process. can involve and empower the stakeholders:
Giving regular updates on their child’s progress and
involving parents in planning learning interventions
will build their confidence and trust in you as a • In the digital age, there are so many communication
teacher. 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.

40 The Teacher Induction Program - Core Course 4

Required Task 2: Complete the table
At the beginning of the school year, the Department of Education implements the Brigada Eskwela. As a teacher, how can
you involve the school community and the school’s stakeholders on this initiative of the Department? Identify appropriate
approaches/activities/tasks/strategies you can use to involve the cOmmunity. The first row is done for you.

Community Involvement Level Goal Activities/Tasks/Strategies

Inform To provide the community with balanced, objective Example:
information to assist them in understanding the
problem, alternatives and solution. Conduct information drives on certain community
issues or advocacies

Infer To obtain community feedback on analysis, Gather information about

alternatives, and decisions. community issue and put together to
design an evaluation
Involve To work with the community throughout the process Coordinate with the community and
to ensure that their concerns and aspirations are discuss about their concern.
consistently understood.

Integrate To partner with the community in each aspect of the To have school and community
decision. effort to improve student and
To synergize the effort from all the stakeholders to community learnings.
reach the goals
(to solve school problems)
Empower (INVEST) To provide shared leadership of community-led projects Maintaining a positive relationship
with final decision-making at the community level. with the community, as well as
initiating and recommending a
magnificent initiative for the
improvement of the school and the
learning process.

Guide for Mentors and Newly Hired Teachers 41

 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.

42 The Teacher Induction Program - Core Course 4

Session 3 – Strengthening and Sustaining
Good Relationships with the School
Community
Preliminary Activity:

Reach out to your colleagues (preferably newly-hired teachers)

During your first month of teaching, were you able to get to and share your thoughts with your co-teachers. Write down
know the parents of your learners? What were your struggles the ideas you got from them:
and how did you overcome them?

During my first month of teaching, getting to know the parents of my learners was a priority for
me. One struggle I encountered was the limited opportunities for face-to-face interactions due
to busy schedules and conflicting commitments. Additionally, some parents may have been
hesitant to engage with a new teacher, especially if they had strong connections with the
previous teacher, as in the case of Teacher Glenda.

To overcome these challenges, I utilized various strategies to initiate communication and foster
relationships with parents. I sent out personalized welcome letters or emails introducing myself
and expressing my enthusiasm for teaching their children. I also made myself available before
and after school for brief conversations with parents who dropped off or picked up their
children. Additionally, I attended school events and parent-teacher association meetings to
interact with parents in a more informal setting.

I found that actively seeking opportunities to engage with parents, whether through formal
meetings or casual interactions, helped to break down barriers and build rapport. By
demonstrating my dedication to their children's education and showing genuine interest in
their well-being, I was able to gradually establish trust and strengthen the partnership between
home and school. Over time, as parents became more familiar with me and saw my
commitment to their children's learning, communication and collaboration became more
natural and productive.

Guide for Mentors and Newly Hired Teachers 43

 Key Topic: Role of Parents? (K Melhuish, • A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the discussion
S., E. Sammons, P. Siraj-Blatchford, & B. of issues and solutions related to the overall school
Taggart (2004)) program and ensure that parents cooperate fully in
the effective implementation of the program (DepEd
Concepts: Order 54, s. 2009).
• Research shows that parents who get involved in • At the end of every School Year, it is essential to
the learning process of their children lead to an give recognition to parents who actively share their
improved learning outcome. time, talent, and finances in your class. Recognize
• Parental Engagement is the sharing of responsibility the parents who fully supported their children may it
of both parents and teachers to meet the educational be academically or in co-curricular activities.
needs 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
attitudes through their parents and teachers get to the strategy that you think will best suit the situation to be
understand their behavior. In the same way, parents able to create a good relationship with the parents/guardians
learn from the teachers how his/her child behaves in and the wider school community. Limit your response to 100
school and what support they could give to the child words for each situation.
to improve 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.

44 The Teacher Induction Program - Core Course 4

 2…Your lesson for tomorrow is about different
1. Claire is always absent and you never receive an professions/jobs. You want your learners to meet
excuse letter from her parents/guardians. professionals and those working in the community.
2. In planning the lesson, you wanted to prioritize the
safety and maximize the learning experience at the
When a student consistently misses class, same time. You thought about conducting a field
reaching out to their parents can be quite trip but it will be very costly and will require rigorous
effective, especially if you convey genuine planning to make sure that the activity will be safe.
concern for the student's well-being and What is an alternative way to conduct this activity?
express how much they've been missed in
class. Instead of pressuring them for reasons,
it's more fruitful to express hope for their well-
being. Additionally, having a heart-to-heart
Field trips are often seen as an integral
with the student upon their return to class is part of the school journey, with students
essential. This conversation should convey cherishing these experiences as some of
your awareness of their absence, emphasize the best and most unforgettable
your care for them, and underscore the moments in their academic life. However,
importance of their education. arranging traditional field trips can be
challenging due to their cost, time
Personally, I refrain from directly questioning requirements, and logistical complexities.
students about their absences. Through
experience, I've found that if there's a valid One alternative worth considering is
reason, students tend to share it willingly.
introducing your class to documentaries
However, some may be dealing with personal
showcasing various professions and jobs.
or family matters they prefer to keep private.
Upon a returning student's reappearance, it's Films possess a remarkable capacity to
crucial to warmly welcome them back and immerse learners in diverse settings, and
assist them in catching up with missed work. documentaries, in particular, offer rich
Adopting a punitive attitude towards educational insights into distant places or
attendance issues only serves to alienate subjects. Regardless of the topic, there's
students and diminish their motivation to bound to be a documentary that piques
engage with schooling in the future. your students' curiosity and engages
them effectively.

Guide for Mentors and Newly Hired Teachers 45

 3. Mrs. Cruz, a parent, went to your class confronting
you because her daughter told her that you moved 4..The general PTA meeting is fast approaching
the child’s seat away from her friends to make her and you need to ensure at least 90 percent
concentrate on your lessons. Your actions were attendance of parents. How are you going to invite
triggered by her non submission of assignment and the parents to ensure their attendance and
throwing a crumpled paper at you. How will you participation?
explain your side to Mrs. Cruz? To ensure that parents attend and actively
participate, I plan to dispatch personalized letters
informing them of the conference dates. These
Immediately express gratitude to the letters will highlight the agenda, tailored to pique
their interest, and stress the pivotal role of the
4. parent for raising her concerns with you. conference in enhancing their children's
Extend a sincere apology for the issue at educational journey. I'll prioritize scheduling
hand and for any distress it may have conferences for students with siblings attending
caused the parent. Take proactive the same school, coordinating with their
measures to reassure Mrs. Cruz and respective teachers to avoid conflicting timings.
It's essential to streamline scheduling, minimizing
alleviate her worries. any disruptions by arranging siblings' conferences
on the same day or at closely aligned times. The
Engage Mrs. Cruz in a respectful duration of each conference will be tailored to
conversation regarding her child's suit the individual needs of the students, with the
behavior, gently addressing the reasons flexibility to allocate extended time slots for
parents who may require additional attention.
behind relocating the child from their Personalized invitations will be sent out, urging
friends to enhance focus during lessons. parents to confirm their attendance by a
Exercise caution in your language when specified deadline. For those who do not
communicating with parents. Conclude respond, I will make proactive phone calls, gently
the discussion by reaffirming your persuading them to participate. A week before
the conferences, reminders will be dispatched to
commitment to resolving the matter ensure maximum turnout. In the event of any
effectively. absences, I will reach out to the parents directly
to facilitate rescheduling, ensuring that no one
misses out on this crucial opportunity for
engagement.
46 The Teacher Induction Program - Core Course 4
Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.

NO 1. Benedick, a Grade 1 pupil, never speaks YES 3.Angelo always skips class every afternoon.
in the class of Teacher Consuelo. Teacher He never does his assignments too. He is
Consuelo seeks for advice from Benedick’s one of the struggling learners in Ms. Bada’s
previous teachers. Contrary to what she class. Since he has been acting this way for
knows, the teachers said that Benedick almost two weeks, Ms. Bada immediately
was a talkative pupil. During the distribution called his father, Mr. Cruz and set an
of cards, she talked to the student’s mother appointment. She told Mr. Cruz of Angelo’s
and found out that after his father’s death, behavior in school and he promised that he
he got upset, which led to Benedick’s will be watchful of Angelo.

disinterest in socialization. Teacher NO

4. During the online class where Janna is
Consuelo consulted Benedick’s condition
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,
Bucao Integrated School and a mother of a her mother, sent a message to her teacher
Kinder learner in the same school. She was and asked for further discussion about the
impressed by the improvements made in instruction because Janna was not able to
the school and expressed her willingness get it correctly. Her teacher did not respond
to contribute to the further improvement of to her.

the school. She asked the teacher of her YES

5. Mrs. Hugo sent three activity sheets to
daughter, of what else she can contribute
Lerio’s house through the Barangay Health
to the school. However, nothing came into
Worker (BHW) for her to answer. As soon
fruition.
as Lerio finished answering, her mother
brought back the activity sheets to school.
She explained that she is on her way to the
market so she didn’t wait for the BHW to
come over and get back the activity sheets.
Mrs. Hugo was very grateful.
Guide for Mentors and Newly Hired Teachers 47
 Optional task: Summary
List down top 5 strategies to increase parental involvement • Parents/guardians are the first teachers of every
in school and share it with your co-teachers. child. Parents/guardians who involve themselves
in their children’s education tend to develop a
child who loves and enjoys learning. It is also the
1.Connect parents and schools
parents/guardians who can help the teachers in
2.Create an organizational structure giving extra support to struggling learners.
3.consider parent’s time
4.Identify and support learning environment • Parents play a vital role in the educative process
of the child. They should be supported, assisted
5.Home visits and parent teacher conferences
and empowered to take on responsibilities in the
learning process.
• A Parents-Teachers Association (PTA) is organized
in 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 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.

48 The Teacher Induction Program - Core Course 4

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

Guide for Mentors and Newly Hired Teachers 49

 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

50 The Teacher Induction Program - Core Course 4

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

Guide for Mentors and Newly Hired Teachers 51

 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/.

52 The Teacher Induction Program - Core Course 4

 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.

Guide for Mentors and Newly Hired Teachers 53

 Department of Education

National Educators Academy

of the Philippines

Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development 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 Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 55

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

56 The Teacher Induction Program - Core Course 4