PORTFOLIO OF OUTPUTS

(COURSE 5)

ELIZALDE B. PATULOT
Teacher III

ROSE INGRID SALVACION L. CATINOY

Master Teacher I/ TIP Mentor
 Course 5: Responding to Community Contexts
Module 1 – Building Relationships with the Wider School Community

 Session 1: Community as a Source in the Teaching-Learning Process

Required Task No. 1: Scenario Analysis

Analyze the following scenarios and answer the following questions.
Scenario 1:
Miss Pinky Dela Rosa is a newly-promoted Master Teacher who is assigned to teach
in a far-flung school. During her first day of service, she found out that the only
classroom left for her was a makeshift one. Being one of the best teachers in the
Central School where she came from, she felt overwhelmed with the situation. She
could not imagine how she would teach the children without the needed resources.
Since the school has few enrollees, the school only has meager MOOE
(Maintenance and Other Operating Expenses). She also failed to look for donors
within the community. She needs to repair the room and construct a comfort room.
She also needs a bulletin board and she want to introduce ICT in the school.

If you were Miss Dela Rosa, what would you do?

Continue to pursue my passion for teaching. Allow my creativity and passion to serve
as a source of strength while I continue what I've begun. I shall make use of all
available resources in the area, whether they are natural resources or educational
materials. It's an honor to be a part of a student's path toward accomplishing their life
goals.

Scenario 2:
Bucao Integrated School implements blended learning modality in time for the crisis
the country is facing. Miss Lanie Ramos’s Grade 1 class is composed of 30 pupils.
Every Monday and Wednesday, Group A, which is composed of 15 pupils, comes to
school for face to face class with her; while Group B stays at home and does online
learning, and vice versa during Tuesdays and Thursdays. During parents’ orientation
on the new modality of learning, she found out that 6 of her pupils do not have any
gadget at home.

On her way home one afternoon, she happens to pass by the Barangay Hall. She
saw that no one is 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 the Barangay
Captain and asked if it would be possible to borrow the computer for their online
classes. The barangay captain agreed.
It so happened that Mrs. Alma Abela, a businesswoman who is applying for her
business permit, heard their conversation. She pitied the students, and offered her
Computer Shop for the other pupils during their online classes. 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.

Questions:
1. Why did Ms. Ramos talk to the Barangay Captain?
Ms. Ramos asked if it is possible to borrow computers for online
classes .
2. What was the Memorandum of Agreement the School Principal made
for?
For the computer to be used by the students on their online classes.
3. If you were Ms. Ramos, would you do the same? Why?
Yes, because I believe that all students deserve equal access to
education, and we, as teachers, must work with our pupils to ensure that
they receive an education that is conducive to learning in the face of
challenges.What will you do to show appreciation and gratefulness to
them?
I'll tell them how grateful we are for their thoughtfulness and thank them
personally.

Required Task No. 2: Action Plan (Portfolio Output)

The school is organizing classes through different modalities due to COVID-19. Your
students, which came from low-income families, do not have the means to
participate in classes that require gadgets and technologies. While checking your
learners’ Learner Enrolment and Survey Form (LESF), you found out that most of
your students lack guidance from their parents. Some of the parents still have to
work despite the pandemic and their children are left alone in their homes.

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.
 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.

Observable Problems: Reasons: Resources: Action:

What are the problems What might be the What resources do What can you do as
that hinder the learning reason? you have in your their teacher?
process during this time school community
of pandemic? that you can utilize
in easing out the
identified problems
in your school
community?

Parents support. Because of parents' Parent-teacher To have a parent-teaher

work. communication. orientation.

Internet Connectivity. Weak internet Use of modular Look for sponsors who
connection. distance learning. can help in providing
internet connection.

Availability of Gadgets. Family income. Input your answer Look for availbale
here. gadgets/ computers that
may use.

House Location Far from city. Input your answer Home visitation.
here.

Learning resources Lack of learning Providing printed Printing and providing

resources learning materials. learning resources and
learning activity sheets.
 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 Deadline Potential barriers

What tasks should be Who are the people to When should the tasks be What hinders the
done? perform the tasks? accomplished? accomplishment of this
task?

Parent Virtual Teachers and Parents As soon as possible. Low connection of

Orientaion every first internet/Financial/Lack of
day of the week. Gadgets

Ask help/solicit to the Parents/Teachers/ Before end of First Covid pandemic.

stakeholders to have a Stakeholders. Semester.
gadgets for those
learners who does not
have a capability to
have it.

Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV
Session 2: The School and Community Relationships
Prior Knowledge Assessment
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 Correct
learning.
2. Batas Pambansa Blg. 232 is also known as An Act True Correct
Providing for the Establishment and Maintenance
of an Integrated System of Education.
3. The community is required to provide the needs True Correct
of the school.
4. The School Governing Council (SGC) is False Correct
accountable to the learning of the students in the
school.
5. Frequent communication with the learners’ True Correct
parents/guardians contributes to a healthy school-
community relationship.
6. A farmer or fisherman in the community is False Correct
considered an Internal Stakeholder of the school.
7. The school alone can provide for the life-long False Correct
learning skills the learners need.
8. During Family Day, teachers get the chance to True Correct
know the parents/ guardians and some of the
members of the family of the learner.
9. Having open and healthy communication False Correct
between the teacher and the learners’ parents/
guardians has nothing to do with the academic
neither in the social behavior of the learner.
10. An established linkage between the teachers/ True Correct
school and the community can help in the
development of the learner.

Required Task No. 1: Scenario Analysis

Read the Purpose, Mission, Statement and Guiding Principles of the School
Governing Council from the Manual on School Governing Council. After reading,
analyze the following situation and answer the questions given:

Scenario 1
You are a newly-hired teacher following the retirement of Ms. Glenda Sugue, a
teacher who devoted her life to teaching Grade 1 in your present school. Ms. Sugue
was always on time for her class and as soon as she arrives in school, she prepares
all her learning materials and sees to it that the entire classroom and surroundings
are clean before the learners arrive. In the afternoon, she always makes sure that
learners who needed remediation were attended. She often lets those who can
hardly read to stay so she can teach them to read.

Every parent in the community wants his/her child to be taught by Ms. Sugue. Upon
learning that Ms. Sugue has already retired, you heard most of the Grade 1 parents
talk about transferring their children to another school.

Questions:
1. As an adviser of one of the classes in Grade 1, what should you do to gain the
trust and confidence of the parents and the community? Limit your answer to
200 words (maximum)

Show the positive interaction between the community and the parents. Be sincere
in your decisions and behaviors regarding what I'm doing. Encourage individuals
who are concerned without passing judgment, which may cause emotional
problems, and build a strong friendship.

2. Who are the persons in the school community that you can tap to help you
establish a good relationship with parents?

Community stakeholders , school heads, teachers and students.

3. In what ways can you better communicate with the parents?

Find time in giving feedback on the learners achievements and problems. Be warm,
communicate oftenly and foster a sense of trust.

Key Topic 2: The Community Engagement Framework

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 Goal Activities/Tasks/Strategies
Level

Inform Example:
To provide the community with Publicize the program through
balanced, objective information the school’s official social
to assist them in understanding media posts, banners, and
the problem, alternatives and tarpaulins.
solution.

Consult Ask for consultation to the

stakeholders and school
community.
To obtain community feedback
on analysis, alternatives, and
decisions.

Involve Invite the stakeholders to

have an active participation in
To work with the community
Brigada Eskwela by giving
throughout the process to
some kind and effort to
ensure that their concerns and
accomplish.
aspirations are consistently
understood.

Collaborate Everyone has a room for

suggestions.
To partner with the community
in each aspect of the decision
from a development solution.
Empower Successful Brigada Eskwela
Shared leadership of
community-led projects with
final decision-making at the
community level.

Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV
Session 3 – Strengthening and Sustaining Good Relationships with the School
Community

Preliminary Activity: LAC Session

During your first month of teaching, were you able to get to know the parents of your
learners? What were your struggles and how did you overcome them? Limit your
response to 200 words.

Yes by means of online orientation/kamustahan. But because of a weak internet

connection that the parents experienced, we have a hard time to made it at first.
But because of perseverance to know what are the things to be work on during this
time of pandemic, parents made sure that they can attend our orientation through
online platforms, this was the stepping stone on our good communication.

Conduct an online LAC Session with your colleagues (preferably newly-hired

teachers) and share your thoughts with your co-teachers. Write down the ideas you
got from them:

During the LAC Session it has proven an effective way in collaborating and
engaging for some shared challenges that we and may encounter. There was a
critical reflection and understating concepts and knowledge about the curriculum,
for learners and school community and its stakeholders.

Required Task 1: Writing

The following are some common school situations. Write the strategy that you think
will best suit the situation to be able to create a good relationship with the
parents/guardians and the wider school community. Limit your response to 100
words for each question.
1. Claire is always absent and you never receive an excuse letter from her
parents/guardians

With a great respect I can ask the parents what happened to their child. It can be
home visitation so that I can also see the situation of the child. It can also through
calls and messages.

2. Your lesson for tomorrow is about different professions/jobs, you want your
learners to meet professionals and those working in the community. However,
due to some circumstances, you cannot let your learners go outside their
homes. What is the better way to conduct this activity?

Through online platforms.

 3. Mrs. Cruz, a parent, went to your class confronting you because her daughter
told her that you threw her bag outside the room because of your anger.

Apologize for the action I have done to the parent and the child and explained what
happened.

4. The general PTA meeting is fast approaching and you need to ensure at least
90 percent attendance of parents. How are you going to invite the parents to
ensure their attendance and participation?

Giving an invitation for General PTA Meeting through online if possible.

5. Your school offers TVL-ICT for Senior High School, the procurement process
of the ICT equipment is still ongoing, but you already have a lesson needing
ICT equipment. How will you go about the lesson?

I think I will also disseminate my lesson since I work hard for it. But I will appreciate
and support the procurement process that being offer.

Required Task 2: Scenario Analysis

Read the following scenario. Write YES if it tells about a healthy parent-teacher
relationship and NO if it does not.
Yes 1. Benedick, a Grade 1 pupil, never speaks in the class of Ms. Consuelo
Damaso. Ms. Damaso seek for advice from Benedick’s previous teachers.
Contrary to what she knows, the teachers said that Benedick was a talkative
pupil. During the distribution of cards, she talked to the student’s mother and
found out that after his father’s death, he got upset that led to Benedick’s
disinterest in socialization. Ms. Damaso consulted Benedick’s condition with
the School Guidance Counselor.
No 2. Mrs. Maureen De Cello was an alumna of Bucao Integrated School and a
mother of a Kinder learner in the same school. She was impressed by the
improvements made in the school and expressed her willingness to contribute
to the further improvement of the school. She asked the teacher of her
daughter, of what else she can contribute to the school. The teacher just
ignored her.
Yes 3. Angelo always skips class every afternoon. He never does his assignments
too. He is one of the struggling learners in Ms. Bada’s class. Since he has
been acting this way for almost two weeks, Ms. Bada immediately called his
father, Mr. Cruz and set an appointment. She told Mr. Cruz of Angelo’s
behavior in school and he promised that he will be watchful of Angelo.
No 4. During the online class where Janna is attending, she failed to understand the
instructions of the teacher because of internet connection failure. Mrs. Manza,
her mother, sent a message to her teacher and asked for a further discussion
about the instruction because Janna was not able to get it correctly. Her
teacher did not respond to her.
Yes 5. Mrs. Hugo sent three activity sheets to Lerio’s house through the Barangay
Health Worker for her to answer. As soon 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.

Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV
Module 2 – Teaching with the Context in Mind
Session 1 – Theoretical and Legal Anchors of Contextualization
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 colleagues.

Scenario Answer Feedback Insights Gained

1. Mario, a Input your answer here. Input your mentor's Connection theory is a
kindergarten feedback here. theory where you can help
pupil, is learning the learners make
how to read and connection between the
write. He knows content that they learning
the alphabet and the context which will
letters, but
be used.
cannot read or
write words yet.
No matter how
much guidance
given, he could
never read on
his own. With
Teacher
Roselle’s help,
Mario can now
read and write
short words like
"at," "boy" and
"dog".
a. Connec
tion
Theory
b. Constru
ctivist
Theory
c. Active
learning

2. In a carpentry Input your answer here. Input your mentor's Constructivist Theory helps
class, Teacher feedback here. to promote authentic
Bryan provided learning and increases
this activity: learners' success by
“You have been allowing them to make
hired as a connection to gain new
carpenter to knowledge.
help renovate a
family room.
The contractor
has asked you
to submit a cost
estimate for the
base molding
(baseboard)
around the
room. You will
need to include
the following in
your estimate:
a. the
type of
wood
and
style of
molding
you will
use

b. the
number
of
pieces
and
what
lengths
will be
purchas
ed

c. the
cost per
foot

d. the
total
cost of
molding
needed
for the
family
room

In determining
 the cost, you
will need to
measure the
room and make
a scale drawing
of the floor plan
showing
fireplaces,
doors, and
other objects
that may affect
the lengths of
the base
molding you
choose to
install.

d. Connec
tion
Theory
e. Constru
ctivist
Theory
f. Active
learning

3. In the Chemistry Input your answer here. Input your mentor's Action Learning Theory is
class of Teacher feedback here. based on premise that
Paul, he showed learning requires action
a candle. He and action requires
explained the learning.
composition
and function of
the candle.
Later on, he
asked the
students how
the flame is
produced and
how the candle
works. He
encouraged the
students to
discover for
themselves how
the candle
works. They do
this first by
 making simple
observations,
from which they
later build ideas
and hypotheses
which they then
go on to test. At
the end, the
students
successfully
understand the
components of
combustion, an
important
chemistry topic.
a. Connec
tion
Theory
b. Constru
ctivist
Theory
c. Active
learning

Key Concept 3: Legal bases of contextualization

Required Task 2: Think-Pair-Share

Using the legal bases supporting the practice of contextualized teaching, write down
the phrases and clauses referring to contextualization. Discuss them with your co-
newly hired teacher. Use the template below.

Legal Basis Statements highlighting Feedback from the Insights during the
Contextualization mentor Sharing

1. Article XIV The State shall foster Input your mentor's The State recognizes the
Section 14 the preservation, feedback here. vital role of the youth in
enrichment, and nation-building and shall
1987 Philippine
dynamic evolution of a promote and protect
Constitution
Filipino national culture their physical, moral,
based on the principle spiritual, intellectual, and
of unity in diversity in a social well-being. It shall
climate of free artistic inculcate in the youth
and intellectual patriotism and
expression. nationalism, and
encourage their
involvement in public and
 civic affairs.

2. Republic Act Pursuant to Section 3 of Input your mentor's I have learned that this
10533 the Act, basic education feedback here. actually dealt on the
is intended to meet implementation of the “K
Enhanced Basic
basic learning needs to 12”to upgrade
Education Act of
which provides the Philippine education
2013
foundation on which whose quality has
subsequent learning can deteriorated in recent
be based. It decades and improve
encompasses national competitiveness
kindergarten, and also in order to make
elementary, and up for the shortcomings
secondary education as of the Philippine’s 10
well as alternative years of basic education
learning systems for cycle by adding three
out-of-school learners more years in the
curriculum thus making
kindergarten compulsory
and adding another two
more years in the former
basic education which
was 6 years of
elementary education
and 4 years of secondary
education with the vision
of providing students
ample time to acquire
knowledge and skills

3. DepEd’s Mission To protect and promote Input your mentor's The Deped Mission see to
the right of every feedback here. it that every learner must
Filipino to quality, have access to
equitable, culture- quality,equitable,
based, and complete cultured-based,and
basic education where: complete basic eductaion
 Students learn in a curriculum.
child-friendly, gender-
sensitive, safe, and
motivating
environment. Teachers
facilitate learning and
constantly nurture
every learner     

Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV

Session 2 – Teaching Contextually

Key Concept 1: Teaching Contextually

Required Task 1
Give your comments on the following situations. Discuss them with your colleagues
who are with you in the LAC Session. Do this for 20 minutes.
Topic Scenario Localization or Insights
Indigenization?

Visualize the ratio Teacher Rommel used Localization Materials in local

of two given easily observable examples community
numbers of ratio in the community
such as one jeep, 4 wheels;
one kariton, 2 wheels, one
tricycle, 3 wheels

Teacher Mary Ann Indiginization Historical

presented the lesson by
mentioning community
activities or cultural
practices that inherently
use the concept of ratio
like bringing sacks of rice to
markets using carabao (one
carabao to the number of
sacks)

Identify elements Teacher Melody instructed Indiginization It is Indigenization

of a short story her students to interview because it shows the
the chieftains in the historical depicting
villages of the students and their culture
asked for stories of origin
depicting their culture

Teacher Hanadee Localization It shows the history of

presented the elements of localization.
a short story using a local
legend “Ang Alamat ni
Daragang Magayon”

Identify star Teacher Ailyn mentioned Indiginization Is shows local

patterns that can the community’s name for information
be seen at prominent stars while
particular times of retaining the use of the
the year Greek constellations

Teacher Lester discussed Localization Learning content

the community’s own specified in the
calendar of star patterns curriculum to local
and its background before
 discussing the Greek information
constellations

Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV
Session 3 – REACT Strategy
Key Concept 1: The REACT Strategy

Required Task 1
Now to fully understand REACT Strategy, in your LAC Session 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. Do this for 30 minutes.

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.

Now challenge your understanding by answering these questions together with your
colleagues and mentor teacher.

Discussion Questions Answers Feedback

1. Did Teacher Romano Yes Input your mentor's feedback

utilize contextualization? here.

2. What degree of Localization Input your mentor's feedback

contextualization is here.
presented in the sample
lesson?

3. Was the REACT Strategy Yes Input your mentor's feedback

utilized by Teacher here.
Romano?

4. Was the anticipated Yes Input your mentor's feedback

learning outcome here.
realized through the
REACT Strategy?

5. As a teacher, can you Yes Input your mentor's feedback

replicate any lesson or here.
topic using the REACT
Strategy?

Required Task 2
After learning the REACT Strategy, it is your turn to write a lesson outline using the
strategy. Think of a topic that you will be discussing next week and try to incorporate
the five learning stages. Use the template below. Be ready for a discussion in your
next LAC Session.

Topic or Competency Responses

1. What kind of discussion or activity might help Link the concepts to be learned
students in RELATING to the concept?

2. What kind of activity would enable students to Discovering new knowledge.

EXPERIENCE the concept?

3. How can students be shown the way that concept is Relates knowledge to the real world
applied, or they can APPLY it themselves in a way that situation.
simulates an industry situation or other real-life
problem solving scenario?

4. How will the experience be set up so that students Develop collaborative skills.
have the opportunity to interact and COOPERATE in
one another’s learning?

5. What steps can be taken to ensure that students will Apply learning in a new situation.
be able to TRANSFER learning to new and unfamiliar
situations?

Task: Writing
You were assigned to teach in a community with learners from the indigenous group.
What strategies will you apply to promote an inclusive, culture-responsive and
relevant education for your students? Limit your response to 100 words.
Indigenous Peoples tend to have less access to and poorer quality of education than
other groups. Their education often does not incorporate curricula and teaching
methods that recognize their communities’ histories, cultures, pedagogies, traditional
languages and traditional knowledge. If I were assigned to teach from indigenous
group. First, I learning about my individual students is critical in how we design our
curriculum and deliver it. As instructors, it is our duty to learn the behaviors,
backgrounds, and challenges our students face so we are better equipped to
address them. An effective way to learn about students is to break the ice with them
in the first few class meetings. This can be accomplished by brief survey questions,
student inventories, interviews, or questions that can be tailored to be increasingly
sophisticated depending on student level. Questions might include information about
students’ likes and dislikes, personal interests, responsibilities outside of school, and
especially their opinions about courses and/or teachers they have perceived to be
effective or ineffective..
Checked by:
ROSE INGRID SALVACION L. CATINOY
Master Teacher I/ TIP Mentor

Noted:

MARY GRACE L. MENDOZA

Principal IV