ACCOMPLISHMENT REPORT

SCHOOL LEARNING ACTION CELL (SLAC) No. 1

The Science Department conducted its first School Learning Action Cell (SLAC) last June 28,
2019 at the Public-Private Partnership (PPP) Building of the Tarlac National High School, San Roque,
Tarlac City.
Registration/attendance was first initiated, followed by the introduction of the session by Sir
Macvivar Pastidio. The opening prayer was led by Sir Arnel Jon-Jon Tipay, who also initiated the roll
call of each grade level. Afterwhich, Ma’am Ruvin D. Buendia stated the Financial Report of the
Science Department.
The first part of the SLAC was initiated by Dr. Judy M. Policarpio. Her talk is focused on the
Curriculum Audit Program (CAP) Tool, which is focused on: “ The curriculum audit is a starting point
to examine learning in a collaborative way. An audit consists of five standards, and within each
standard is the opportunity to question and think about where next steps need to be taken in order to
avoid further tornadic turbulence.”
The second topic is all about Understanding RPMS Tools, MOV and Performance Indicators by
Sir Jeffrey A. Cano. The summary of his topic is: “The RPMS is being implemented in consonance
with the Civil Service Commission’s (CSC) Strategic Performance Management System (SPMS). It
follows the four-phase cycle of SPMS prescribed in CSC Memorandum Circular No. 6, s. 2012 and
aims to ensure that both teaching and non-teaching personnel focus work efforts toward achieving the
Department’s vision, mission, values, and strategic priorities. As stipulated in DepEd Order No. 2, s.
2015 (Guidelines on the Establishment and Implementation of RPMS in DepEd), RPMS is a systemic
mechanism to manage, monitor and measure performance, and identify human resource and
organizational development needs to enable continuous work improvement and individual growth.
Furthermore, the changes introduced by various national and global frameworks such as the K to 12
law, ASEAN integration, globalization, and other changing character of the 21st century learners
necessitate the improvements and call for the rethinking of the National Competency-Based Teacher
Standards (NCBTS) which resulted in the development of the PPST. This is enclosed in the DepEd
Order No. 42, s. 2017, otherwise known as National Adoption and Implementation of the Philippine
Professional Standards for Teachers. Over 10,000 pre- and in-service teachers, principals, supervisors,
regional directors and educators, and representatives from government agencies and non-government
organizations were consulted and involved in the development and validation of the PPST. The PPST
outlines the required skills and competencies of quality teachers, enabling them to cope with the
emerging global frameworks. If the required skills and competencies are not met, various professional
development interventions will be given to them. PPST helps assure parents and guardians that their
children receive quality basic education from qualified professionals whose competencies are abreast
with changes and advancements in the information age.”
Generalization of Learning by Faculty Representative per Grade Level was done after the entire
SLAC session.
 ACCOMPLISHMENT REPORT
SCHOOL LEARNING ACTION CELL (SLAC) No. 2
SCIENCE DEPARTMENT
(July 12, 2019)

The Science Department conducted its second School Learning Action Cell (SLAC) last July
12, 2019 at the ESF Building of the Tarlac National High School, San Roque, Tarlac City.
Registration/attendance was first initiated, followed by the introduction of the session by Sir
Macvivar Pastidio. The opening prayer was led by Sir Cameron Jerome Aquino, followed by the roll
call of each grade level led by Ma’am Remedios Pangan.
The first part of the SLAC is all about “How to Deal with Millennial Students” by Sir Romel
Jesus G. Yambao. Millennials prefer a broad spectrum of learning strategies, which is summarized as
follows: “The concept of learner-style is more pronounced in this generation. They prefer learning
materials that are delivered to cater to their visual, auditory and even kinesthetic needs. They need to
experience change in delivery formats to maintain interest. Their attention spans are shorter – they
quickly move on to other forms of learning. Their ideal learning environment involves less lecture and
more collaboration with peers. Group-based projects that emulate the work environment (authentic
assessments) are ideal for these learners. Millennials are aces at “googling” and discovering
information. They do not value a piece of information for its own sake, rather for its relevance to their
lives. Trainers will find millennials engaged in hands-on or application-based case studies, where new
knowledge is discovered and synthesized actively between group members. The goal for trainers here
is to connect the eLearning environment to the performance context of these learners to convince them
of its relevance. Rationale Baby boomers or generation X-ers respond well to an authoritarian teaching
style. They follow orders for the sake of complying with commands. On the other hand, millennials
were raised in a less authoritative environment – where decisions and actions were constantly justified.
Flexibility and recognizing the socio-emotional rationale behind new ideas and processes are
expectations of millennials. When trainers and instructors provide the rationale behind policies and
regulations in a learning environment, these young learners are more likely to respond positively.
Think “laid back” when you conduct your training sessions. Millennials prefer a relaxed learning
environment, with minimum pressure, more freedom to complete assignments and also more freedom
for personal expression and creativity. Millennials strive on personal relationships. When being raised,
they had complete attention from their parents. They are used to older adults showing more interest in
their lives. They prefer and appreciate instructors showing a personal interest in their training and
development plans and achievement goals. These learners also perform better at work and in the
classroom when instructors connect with them on a personal level.”
The second topic is all about 21st Century Teaching/Learning Strategies by Jocelyn T. Yalung
The summary of her topic is: “Being a 21st century educator means the ability to be able to teach and
reach all learners. That means the ability to differentiate learning so that all students are able to learn
using their own unique style and/or by their ability or readiness level. In today’s classrooms, educators
have learned that students learn best when they are taught to their own unique style and ability.
Howard Gardner said it best when he introduced the world to the multiple intelligence theory. He said
that everyone falls into one or more of these eight intelligences. An effective 21st century educator
must have the ability to teach and reach to each characteristic and skill of every student in the
classroom. The ability to not only learn about the new educational gadgets that will help students learn
better and faster, but to also have the ability to know how to use and implement the gadget within the
classroom is an essential skill of a 21st century educator. An effective educator will have the know-
how and the wherewithal of how to efficiently implement and incorporate technology into the
classroom in a way that will be productive for all students. In a digital world where students can count
the number of friends that they have by the likes they get on Facebook and Instagram, it is essential
now more than ever for educators to be able to foster heathy relationships among their students. An
effective teacher will have the ability to facilitate interpersonal relationships within the classroom so
that students will have a sense of community and be able to communicate with their peers on a higher
level than just social media. A 21st century educator is able to anticipate the future and plan for it. They
are able to push their students to ensure that they will be able to navigate their way through this ever-
changing technological world. They have the ability to prepare students for the unknown based on
current trends and technology. The ability to embrace change is an essential characteristic of a 21st
century teacher. With the rapid changes in technology and the way that students learn, educators must
be able to embrace change and adapt to it, not only in technology but in education as well. Technology
changes daily, as do new teaching strategies, testing techniques, and the way we are able to learn and
communicate with others. An effective teacher living the 21st century has the ability to adapt to
anything and everything as well as embrace it.”
Generalization of Learning by Faculty Representative per Grade Level was done after the entire
SLAC session.
 ACCOMPLISHMENT REPORT
SCHOOL LEARNING ACTION CELL (SLAC) No. 3
SCIENCE DEPARTMENT
(September 06, 2019)

The Science Department conducted its third School Learning Action Cell (SLAC) last
September 06, 2019 at the Public-Private Partnership (PPP) Building of the Tarlac National High
School, San Roque, Tarlac City.
Registration/attendance was first initiated by Ma’am Katherine Regio, followed by the
introduction of the session by Sir Cameron Jomar Aquino. The opening prayer was led by Ma’am
Meda Viado, followed by the plenary by Dr. Epifania B. Dungca, principal IV of TNHS-Main.
The first part of the SLAC is all about “Preparation of Lesson Exemplar in Science” by Sir
Guillermo Guillermo, III, which is summarized as follows: “Teachers can utilize exemplar lessons as
models of effective instructional planning based on district planning guides. In addition, as the
exemplar lessons were designed for immediate classroom implementation, teachers can use the lessons
“as is” or modify the content to meet the needs of their students. Lesson exemplars in teaching science
are performance tasks which can be tested in the classroom and used for assessment, instruction and
evaluation.” Afterwhich, a demonstration teaching was done by Ma’am Aika Muan.
Generalization of Learning by Faculty Representative per Grade Level was done after the entire
SLAC session.
 ACCOMPLISHMENT REPORT
SCHOOL LEARNING ACTION CELL (SLAC) No. 4
SCIENCE DEPARTMENT
(September 13, 2019)

The Science Department conducted its fourth School Learning Action Cell (SLAC) last
September 13, 2019 at the Public-Private Partnership (PPP) Building of the Tarlac National High
School, San Roque, Tarlac City.
Registration/attendance was first initiated, followed by the introduction of the session by Sir
Cameron Jomar Aquino. The opening prayer was led by Jona Apolonio, followed by the roll call of
each grade level led by Sir Christian Bonne A. Marimla.
The first part of the SLAC is all about “Innovative Strategies for 21st Century Teaching-
Learning” by Ma’am Ma. Rollaine Esteban, which is summarized as follows: “Teachers have donned
the mantle of facilitators. No longer are we infallible…or ‘the be all and end all’ of education. Instead,
we teachers, currently, have become students, lifelong learners who are accompanying our students on
a journey of exploration and reflection. And it is the students who take the lead in classroom learning.
Ownership is the key element of learner led classrooms. Furthermore, active learning is quite the need
of the hour and the norm in many schools in India and worldwide. And when such a radical change has
been initiated in the classrooms, it goes without saying that newer pedagogical methodologies have
come into existence and are being implemented to provide our learners with simulations of real-life
situations and problems which they have to grapple with and resolve. Experiential/application based
learning has long been the preferred choice in many Boards. Active Learning is indeed the need of the
hour! Even something as simple as asking a question becomes important. Asking open-ended questions
is crucial. This is with reference to Bloom’s taxonomy – Lower Order Thinking and Higher Order
Thinking questions. Active Learning is not about students running and jumping around (though this
could be a part of active learning) but it is actually all about this part of your body being stimulated and
active – the brain. Active Learning takes care of many aspects…above average and average students
are stretched and challenged to overreach themselves, besides it also helps in differentiation as SEN
(Special Educational Needs) learners too are encouraged..”
The second topic is all about “Science Innovation and Research (Project 3G)” by Ma’am
Gracita Principe. The summary of her topic is: “In schools, action research refers to a wide variety of
evaluative, investigative, and analytical research methods designed to diagnose problems or
weaknesses—whether organizational, academic, or instructional—and help educators develop practical
solutions to address them quickly and efficiently. Action research may also be applied to programs or
educational techniques that are not necessarily experiencing any problems, but that educators simply
want to learn more about and improve. The general goal is to create a simple, practical, repeatable
process of iterative learning, evaluation, and improvement that leads to increasingly better results for
schools, teachers, or programs. Unlike more formal research studies, such as those conducted by
universities and published in peer-reviewed scholarly journals, action research is typically conducted
by the educators working in the district or school being studied—the participants—rather than by
independent, impartial observers from outside organizations. Less formal, prescriptive, or theory-
driven research methods are typically used when conducting action research, since the goal is to
address practical problems in a specific school or classroom, rather than produce independently
validated and reproducible findings that others, outside of the context being studied, can use to guide
their future actions or inform the design of their academic programs. That said, while action research is
typically focused on solving a specific problem (high rates of student absenteeism, for example) or
answer a specific question (Why are so many of our ninth graders failing math?), action research can
also make meaningful contributions to the larger body of knowledge and understanding in the field of
education, particularly within a relatively closed system such as school, district, or network of
connected organizations.”
 Action research may also be called a cycle of action or cycle of inquiry, since it typically
follows a predefined process that is repeated over time.”
Generalization of Learning by Faculty Representative per Grade Level was done after the entire
SLAC session.
 ACCOMPLISHMENT REPORT
SCHOOL LEARNING ACTION CELL (SLAC) No. 5
SCIENCE DEPARTMENT
(October 23, 2019)

The Science Department conducted its fifth School Learning Action Cell (SLAC) last
September 13, 2019 at the Public-Private Partnership (PPP) Building of the Tarlac National High
School, San Roque, Tarlac City.
Registration/attendance was first initiated, followed by the introduction of the session by
Ma’am Aisha Bayani. The opening prayer was led by Jairo Gambala, followed by the roll call of each
grade level led by Sir Marsha Cayabyab.
The SLAC is all about “ICT in Teaching-Learning (PowerPointPresentation)” Sir Macvivar
Pastidio, which is summarized as follows: “So why should you consider using PowerPoint for your
teaching and learning activities? There are many reasons but the key ones include: Appropriate use of
PowerPoint can enhance the teaching and learning experience for both staff and students. It provides
encouragement and support to staff by facilitating the structuring of a presentation in a professional
manner. The templates provided have been designed to default to good presentation criteria such as the
number of lines of information per slide and appropriate font sizes and types, etc: using the styles of
the default templates can significantly improve the clarity and structuring of a presentation. This helps
to avoid the common use of excessive text often found on overhead transparencies. By careful mixing
of media, a presentation can appeal to a number of different learning styles and be made more
stimulating. You are encouraged to incorporate more sophisticated visual and auditory media into
presentations although care is required because of the inevitable increase in file sizes and the danger of
excessive use. Incorporation can be done, either directly from within the programme or, sometimes
more successfully, by appropriate pausing of the PowerPoint presentation and using alternative
technology (e.g. tape player or VCR). Note that this does not require switching off either the computer
system or the projector system, one of the most common perceptions that restrict use — instead, use
the ‘B’ character toggle switch during a slide presentation to ‘blank’ the screen temporarily while using
other media. The electronic file format allows distribution and modification for/by students unable to
be present or who have impaired visual or auditory difficulties. PowerPoint comes with a free viewer
programme that can be distributed with the files so that the reader is not required to have PowerPoint
on their personal system. However, if they do have it, they are able to perform a greater variety of
manipulations on the PowerPoint file provided, such as editing the text, etc before printing it out. Most
Virtual Learning Environments (VLEs) are now capable of including PowerPoint presentations if
required. Editing of each PowerPoint file is very easy with minimal associated reprinting costs. This
ease and potential immediacy of revision facilitates reflection upon, and evolution of, teaching
materials by staff whilst minimising the consequences of any revision in terms of either workload or
time. This was a major reason for my own extensive switch of teaching materials to PowerPoint, even
when the end-product was required to be an overhead projection slide. I also find that I can add a new
slide whilst in a lecture if so required: I often use this method to present notices or create a record of
the outcome when collecting information from the class so that it can subsequently be made available
to the entire class. The printing of handouts in a variety of formats is facilitated with a number of
embedded options to print either the slides themselves (useful if there are graphics involved) or the text
from the slides (outlines). The outlines may be saved as .rtf format and opened for further modification
within an appropriate word processor. This allows the easy development of more sophisticated
handouts based on the PowerPoint presentation but with extra interactive elements such as readings
and questions added where appropriate. Extra information can be ‘hidden’ within files for answering
predicted questions or for providing feedback to students using the file in a distance-learning context.
The use of speakers notes as an automated feedback system was described by Mottley (2003) who also
describes other ways to use PowerPoint for development of self-study materials
The portability of the files, especially on compact disks (CDs) with their large capacity, allows
presentations to be given wherever the technology is available or distributed where appropriate.
Presentations can also be set up to run automatically if required e.g. as demonstrations/instructions
within a laboratory.
Generalization of Learning by Faculty Representative per Grade Level was done after the entire
SLAC session.