Republic of the Philippines
Department of Education
Region V
DIVISION OF C
REFLECTION ON THE APPLICATION OF A LEARNER-CENTERED
TEACHING PHILOSOPHY
Resilience is one of the biggest themes of this school year. For many, this is a return
to normality. However, we have to truly understand that this is a “new normal”, not only in the
fact that we have to be aware of health and social distancing, but also with regard to how we
frame our pupils’ learning experience. Learners and teachers both have to adapt to new ways
of learning and teaching in challenging circumstances. Whether it was dealing with things in
or outside of school, or coping with the stress that is put onto learners and teachers during
the year, everyone in the school has had to dig deep to find new ways to keep going.
As we go back to face-to-face classes, we “return to school with a tool-kit of strategies,
techniques, and the attitude of a lifelong learner.” Teachers are life-long learners. Our
learning process doesn’t end up in doctorate degree. We employ creative ways on how to
deliver lessons that would be appealing and more exciting to learn, yet focusing on skills that
improves the analytical and critical thinking skills of our pupils. We continued the transition to
more constructive assessments, like essays, project-based learning assignments, and the
like. These constructive assessments anchor on higher-order thinking, and minimize our
reliance on quizzes which focus on memorization and rote learning.
One thing that helps me deal with some challenges this school year is utilizing the
different teaching methods and adopting learner-centered classroom where most of the time I
shifted the focus of content and activity to my pupils. I let them formulate questions of their
own, answer questions, discuss with their classmates, explain, do cooperative learning, and
have them relate the lessons to real-world experiences. While experiential learning methods
can be effective during Science experiments and group projects, certain methods and styles
are perfect for different learning environments.
During the first quarter, I assessed the prior knowledge, level of reading ability, skills,
interests, and needs of my pupils. In English, specifically in reading, I provided materials that
aligned with my pupils’ reading level. In EsP, they were taught to inculcate values and use
moral reasoning skills independently. In Science and TLE, I engaged my pupils in a concrete
experience, each learner engages in an activity or task. The key to learning is involvement. In
order to acquire new knowledge, learners must actively engage in the task.
In the second quarter, pupils were taught to manipulate perception and processing in
learning. Accurate, organized delivery of information and more exploration in different
subjects. In third quarter, lessons become more interactive. Learners are given the freedom
to converse openly and to reason from concrete, specific information. They now prefer to
have information presented to them in a detailed, systematic, reasoned manner. Pupils make
use of problem analysis and decision making method in most of their activities. They have
lots of discussions with their peers and teachers, and they were encouraged to ask
questions, which is linked to inquiry-based learning. Struggling pupils in reading and Math
were given interventions.
During the last quarter, pupils were taught in a variety of ways. Open communication,
curiosity, creativity and exploration are encouraged. They are allowed to demonstrate their
understanding in a number of ways. They could write an essay, give an oral presentation,
create an illustration or comic, or play to any other strengths they have including books and
verbal presentations. This gives different learners the opportunity to get involved and
understand the lesson content. It is important to ensure that we, teachers create an inclusive
classroom where learners of all abilities are welcome regardless of their ability.
Experiential learning is a great teaching method because it encourages creativity,
helps students learn from mistakes, fosters reflective thinking, and prepares students for
future experiences. It can be effective for several subjects, especially during Science
experiments, and group projects.
Cooperative Learning provide experiences that develop both good learning skills and
social skills. Creative thinking and cooperation are skills not only essential in academic
achievements. They help learner develop better attitudes, greater social support, and a more
positive relationships and a wider circle of friends.
There were many positive lessons from the pandemic. Teachers and learners
developed resilience, determination, grit, patience, and hope. Looking back on the school
year, there were definitely challenges and setbacks we all faced. But there were also
moments of growth. We realized that we can adapt to new circumstances and find ways to
thrive even in challenging situations. We learned that we are stronger when we work together
and support each other. Most of all we have learned that even in those difficult times, there
can be moments of pure fun and happiness. As we move forward into the next school year,
it’s important to take those lessons with us and continue to grow.
Prepared by:
SARAH MICHELLE GRAS
Teacher III – Ratee
Noted:
MARIA MAGDA BONIFACIO
Master Teacher I – Rater
Republic of the Philippines
Department of Education
Region V
DIVISION OF
LAC SESSION REFLECTION
The conduct of LAC is advantageous and timely. Despite the challenges of new
normal, it is imperative to continuously create professional learning communities that help
teachers to have a wider scope of teaching content and methodologies. The topics discussed
were appropriate to our needs and significant to solve shared challenges such as learners’
diversity, content and pedagogy, assessment, and integration.
The LAC sessions made me realize that teaching diverse learners in terms of
knowledge, skills and capabilities requires a more inclusive methods that gives learning
opportunities for all learners. There is no best teaching method that would suit in all learning
areas, thus knowing different teaching strategies is a need. Teaching strategies play an
important role in classroom instruction. Without the use of a strategy, we would be aimlessly
projecting information that does not connect with learners or engage them. Strategies help
learners participate, connect, and add excitement to the content being delivered.
Assessing pupils’ learning capabilities provides a key pillar in development of a
successful teaching strategy. It helped me determine their strengths and weaknesses. I
adopted the learner-centered classroom where I started the school year by getting to know
my pupils, including their aspirations and needs. I occasionally provide direct instruction and
use the K-W-L where I ask my pupils what they already know about the topic/lesson, and
what they wonder about, but for the most part, I facilitated and provide them with
opportunities and guidance as they do the responsibility for other aspects of their own
learning such as decision making, problem solving, and team work.
LAC sessions engage us to work collaboratively and encourage critical reflection of the
curriculum and classroom practices. I perceived that we must get a hang of innovative
pedagogy, interactive assessment techniques and use of differentiation in the classroom to
enliven the teaching-learning process. Likewise, continuous professional development makes
us better goal-setters and set SMART goals. The DepEd continues to find ways to improve
the teaching-learning process by continuously capacitating us so that we will be able to
deliver the curriculum successfully.
Prepared by:
SARAH MICHELLE GRAS
Teacher III – Ratee
Noted:
MARIA MAGDA BONIFACIO
Master Teacher I – Rater
Republic of the Philippines
Department of Education
Region V
DIVISION OF
INSET/LAC SESSION REFLECTION
The conduct of INSET and LAC are advantageous and timely. Despite the challenges
and time constraint, it is imperative to continuously create professional learning communities
that help teachers to have a wider scope of teaching content and methodologies. The topics
discussed were appropriate to our needs and significant to solve shared challenges such as
learners’ diversity, content and pedagogy, assessment, and integration.
The INSET and LAC sessions made me realize that teaching diverse learners in terms
of knowledge, skills and capabilities requires a more inclusive methods that gives learning
opportunities for all learners. There is no best teaching method that would suit in all learning
areas, thus knowing different teaching strategies is a need. Teaching strategies play an
important role in classroom instruction. Without the use of a strategy, we would be aimlessly
projecting information that does not connect with learners or engage them. Strategies help
learners participate, connect, and add excitement to the content being delivered.
Assessing pupils’ learning capabilities provides a key pillar in development of a
successful teaching strategy. It helped me determine their strengths and weaknesses. I
adopted the learner-centered classroom where I started the school year by getting to know
my pupils, including their aspirations and needs. I occasionally provide direct instruction and
use the K-W-L where I ask my pupils what they already know about the topic/lesson, and
what they wonder about, but for the most part, I facilitated and provide them with
opportunities and guidance as they do the responsibility for other aspects of their own
learning such as decision making, problem solving, and team work.
INSET and LAC sessions engage us to work collaboratively and encourage critical
reflection of the curriculum and classroom practices. I perceived that we must get a hang of
innovative pedagogy, interactive assessment techniques and use of differentiation in the
classroom to enliven the teaching-learning process. Likewise, continuous professional
development makes us better goal-setters and set SMART goals. The DepEd continues to
find ways to improve the teaching-learning process by continuously capacitating us so that
we will be able to deliver the curriculum successfully.
Prepared by:
SARAH MICHELLE GRAS
Teacher III – Ratee
Noted:
MARIA MAGDA BONIFACIO
Master Teacher I – Rater
Republic of the Philippines
Department of Education
Region V
DIVISION OF
REFLECTION ON COACHING AND MENTORING
With the end view of sustaining continuous improvement of the teaching-learning
delivery and technical assistance provision for teacher’s professional learning and
development, coaching and mentoring of Master Teachers is paramount to this objective.
We, teachers need to work collaboratively to improve the teaching practice with the ultimate
goal of affecting learners’ achievement.
“Teachers affect eternity; they can never tell a teacher’s influence stops.” This quote of
Henry Adams has been widely used and conveys a message that teachers play a crucial role
in nation-building. As teachers and being the frontliners in the teaching-learning process, we
must equip with the necessary knowledge, skills, and competencies to be able to deliver the
teaching-learning process effectively. For teachers to be effective as possible, we must
continually expand our knowledge and skills to deliver better and improved educational
practices. However, teaching is difficult in many ways. To address this situation, we
(Teachers I-III) need technical assistance from Master Teachers to help us be equipped with
the needed understanding of the concepts and the competence to effectively teach the
different subjects.
Coaching and mentoring of key teachers such as Master Teachers, as a strategic
intervention program for professional and personal development, promotes positive
relationships, boost self-esteem of teachers and positive teaching results specifically
learners’ achievement and performance. Thus, it is essential that mentor-mentee relationship
be based on trust and mutual respect to develop, capacitate and improve the teaching
competence of the mentee to make teaching more effective to achieve higher learning
outcomes.
As we go back to our classes after the capacity-building activities (INSET/LAC), we
“return to classroom with a tool-kit of strategies, techniques, and the attitude of a lifelong
learner.” Teachers are life-long learners. Our learning process doesn’t end up in doctorate
degree. We employ creative ways on how to deliver lessons that would be appealing and
more exciting to learn, yet focusing on skills that improves the analytical and critical thinking
skills of our pupils. We continued the transition to more constructive assessments, like
essays, project-based learning assignments, and the like. These constructive assessments
anchor on higher-order thinking, and minimize our reliance on quizzes which focus on
memorization and rote learning.
Looking back on the school year, there were definitely challenges and setbacks we
faced. But there were also moments of growth. I always believe that we are stronger when
we work together and support each other.
Prepared by:
SARAH MICHELLE GRAS
Teacher III – Ratee
Noted:
MARIA MAGDA BONIFACIO
Master Teacher I – Rater
PROCEDURES FOR SECURING APPROVAL
1. Write a formal letter at least a month before the event informing the council
of the scheduled camp starting the following:
a. Venue
b. Campers
c. Leaders and Staff Qualifications
d. Program of Activities
e. Menu
f. Budget
g. Information Sheet
Note: Kindly use forms for letters d to g
2. The Council check the submitted requirements prior to approval.
3. Once approved, Council notifies in writing the Patrol, Troop and District
concerned.
Note: Please use the attached Approval Sheet.
4. The applying unit ( Patrol, Troop & District ) undertakes the Camp.
5. The Council monitors the camping activities based on the submitted
requirements.
6. The unit sends report to the Council Headquarters.
7. Council send to the National Headquarters thru the Regional office the
Camping report every 15th day of the month.