Project

MaRCEL 2.0
Student Tracking
System (STS)
(Numeracy)

Grade 1 Luna
S.Y. 2023-2024
Module
Learning Process
Module
The School and
Community Linkages
Module
Teaching
Approaches
Module
The K-12
Curriculum
Module
The Filipino
Teacher
Module
 TABLE OF CONTENTS
YEAR ONE (1)

Teachers Prayer
Mentees Profile
Acknowledgement

MODULE 1

I. Session 1: Mandates, Vision, Mission (VMV) and Strategic Directions

C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
II. Session 2: Deped Organizational Structure and School Processes
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
III. Session 3: Teaching as a Profession and as a Vocation
C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
IV. Session 4: Philippine Professional Standards for Teachers (PPST)
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
V. Session 5: Career Path Within the Department of Education
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VI. Session 6: Magna Carta for Public School Teachers
C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
VII. Session 7: Code of Ethics
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VIII. Session 8: Results-Based Performance and Management System (RPMS)
E. Activities and Assessment
F. Reflection
IX. Session 9: Salaries, Wages, and Benefits of Teachers
C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
MODULE 2: The Filipino Teacher

I. Session 1: Self-Awareness, Self-Mastery and Teacher Agency

D. Activities and Assessment
E. Reflection
II. Session 2: Personal Professional Development
C. Pre-Test
F. Activities and Assessment
G. Reflection
III. Session 3: financial Literacy
D. Pre-Test
F. Activities and Assessment
G. Reflection
IV. Session 4: Health and Wellness Program
C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
V. Session 5: Gender and Development
C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
MODULE 3: The K-12 Curriculum

I. Session 1: Early Language Literacy and Numeracy

C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
II. Session 2: Flexible Learning Options (FLO’s)
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
III. Session 3: The K-12 Curriculum Inclusive Education
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
IV. Session 4: Key Stages of the Basic Education Program
C. Pre-Test
F. Activities and Assessment
G. Post-Test
V. Session 5: Special Education
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VI. Session 6: Diversity of Learners-Alternative Learning System
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VII. Session 7: Student Inclusion Program-Muslim Education
C. Pre-Test
F. Activities and Assessment
G. Reflection
VIII. Session 8: Special Interest Programs in the Basic Enhanced Curriculum
B. Pre-Test
E. Reflection
F. Post-Test
IX. Session 9: Indigenous Peoples’ Education Program
C. Pre-Test
E. Activities and Assessment
F. Post-Test

MODULE 4: Teaching Approaches

I. Session 1: Differentiated Instruction

C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
II. Session 2: Explicit Teaching
C. Pre-Test
F. Activities and Assessment
G. Reflection
III. Session 3: 21st Century Teaching
C. Pre-Test
F. Activities and Assessment
G. Reflection
IV. Session 4: Daily Lesson Logs
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
V. Session 5: Contextualization, Localization and Indigenization of Resource Materials
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VI. Session 6: School Forms and Learner Information System (LIS)
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VII. Session 7: Classroom Management
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
VIII. Session 8: The Child Protection and Anti-Bullying Policies
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test

MODULE 5: Learning Process

I. Session 1: Learner-Centered Learning

C. Pre-Test
E. Activities and Assessment
F. Reflection
G. Post-Test
II. Session 2: Learning Environment
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test

MODULE 6: The School and Community Linkages

II. Session 1: Community as the Resource in Teaching-Learning Process

C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
II. Session 2: The School and Community Relationships
C. Pre-Test
F. Activities and Assessment
G. Reflection
III. Session 3: Parents as Teachers’ Partners in the Students’ Learning and as
Stakeholders of the School
C. Activities and Assessment
D. Reflection
IV-Session 4: Strengthen and Sustain Good relationships with the
Parents/Guardians and the Wider Community
C. Activities and Assessment
D. Reflection
E. Post-Test
V. Session 5: Building Partnership and Establishing Linkages
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
Mentoring and Classroom Observations
II. Session 2: The School and Community Relationships
C. Pre-Test
F. Activities and Assessment
G. Reflection
III. Session 3: Parents as Teachers’ Partners in the Students’ Learning and as
Stakeholders of the School
C. Activities and Assessment
D. Reflection
IV-Session 4: Strengthen and Sustain Good relationships with the
Parents/Guardians and the Wider Community
C. Activities and Assessment
D. Reflection
E. Post-Test
V. Session 5: Building Partnership and Establishing Linkages
C. Pre-Test
F. Activities and Assessment
G. Reflection
H. Post-Test
Mentoring and Classroom Observations

YEAR TWO (2)

First Quarter: Mentoring, Differentiated Supervision, Formal Classroom Observation
Second Quarter: Mentoring, Differentiated Supervision, Formal Classroom Observation
Third Quarter: Formal Classroom Observation
Fourth Quarter: Formal Classroom Observation
Coursebook Certificates
YEAR THREE (3)
First Quarter: Mentoring, Formal Classroom Observation
Second Quarter: Mentoring Formal Classroom Observation
 Acknowledgement
I would like to express my sincere gratitude to all these individuals for
guiding, mentoring and supporting me throughout this course.

To our Public Schools District Supervisor, Maricel O. Noquiao PhD, Sir

Jayson E. Barnes our TIP Coordinating Principal, Ma’am Liza Paderanga and Ma’am, Dothy
De Leon our TIP Coordinators, thank you for providing us invaluable insights and direction
as we go along our TIP courses.

I would also like to acknowledge our Principal Maam Nelia A. Ong for
always reminding and checking us if we do our tasks in every modules and and to all our
speakers who extend their time, knowledge and effort to help us know the things that we
need to follow as an educator of the Department of Education.

My mentor Ma’am Carmela F. Venezuela and Ma’am Flora Mae T. Abbe,

thank you very much for always being there for me, for your continuous guidance,
encouragement, and expertise. I am grateful for the knowledge and skills I have gained
under your mentorship.

Lastly, I am deeply grateful for the collective efforts and support of

everyone involved in this course. Thank you all for your valuable contributions and for
making this Teacher Induction Program a fulfilling and enriching experience.
School Library (Under Repair)
Name: RASSEL D. DULOS

Age: 31 Years old

Birthday: JANUARY 12, 1993

Permanent Address: WATUSI STREET, BUHANGIN DAVAO CITY

Education Qualification: BACHELOR OF ARTS MAJOR IN LITERATURE

(Holy Cross College of Calinan)

Position: TEACHER I

Date of Appointment: FEBRUARY 03, 2020

Assigned School: GUMALANG ELEMENTARY SCHOOL

Mentor
Name: FLORA MAE T. ABBE

Age: 43 Years old

Birthday: MAY 17, 1981

Permanent Address: Purok 4A Gumalang Baguio District

Davao City

Education Qualification: MA in Educational

Management
(Holy Cross of Davao College)

Position: MASTER TEACHER I

Date of Appointment: November 15, 2022

Assigned School: GUMALANG ELEMENTARY SCHOOL

 Functional
Handwashing
 I. SESSION 1:
LEARNER-CENTERED LEARNING

C. Pre-Test
Below are phrases/statements about teaching approaches. Group them whether
they characterize/describe a Learner-centered or not by writing their
corresponding numbers under the appropriate column. F if Learner-centered and
B if otherwise.

___B___ 1. Learning is based on repetition.

___F___ 2. Consideration for HOTS tasks.

___F___ 3. Learning is interactive.

___B___ 4. Skills are treated in isolation.

___F___ 5. Students learn how to learn.

___B___ 6. Collaboration is not evident.

___F___ 7. Teacher’s role is interactive, rooted in

negotiation.

___F___ 8. Background knowledge taken in

consideration as well as new knowledge.

___F___ 9. Interdisciplinary exploration is considered.

 SECOND QUARTER

Summary of Quarterly
Grades and E-Class
Record
Prepared by:

RASSEL D. DULOS
Teacher-1
Gumalang E/S

Checked by: Observed by:

REAH F. PAMA NELIA A. ONG

Master Teacher 1
Principal-II
Gumalang E/S Gumalang E/S
Below are a range of teaching methods. Tag them to the given teaching
strategy to which you think how they will be employed in your classroom.

compare and contrast, demonstrations, guides for reading,

listening and viewing, lecture, role play, simulations,
case study, cloze procedure, inquiry, problem solving, reflective
discussion, small group discussion, games, experiments,
brainstorming, debates, cooperative learning, interviewing, field
observations, assigned questions, computer assisted instruction,
essays, reports, research projects

INDIRECT INSTRUCTION
DIRECT INSTRUCTION
1. case study
1. compare and contrast
2. cloze procedure
2. demonstrations
3. inquiry
3. guides for reading
4. problem solving
4. listening and viewing
5. reflective discussion
5. Lecture
6. Iinquiry

INTERACTIVE INSTRUCTION EXPERENTIAL INSTRUCTION

1. small group discussion 1. role play
2. Brainstorming 2. simulations
3. debates 3. games
4. cooperative learning 4. experiments
5. Interviewing 5. field observations

INDEPENDENT INSTRUCTION
1. role play
2. assigned questions
3. computer assisted instruction
4. essays
5. reports
6. research projects
 E. Activities and Assessments

Cite an actual classroom situation where the different principles are applied.

PRINCIPLE ACTUAL CLASSROOM SITUATION

Student-centered learning shifts the balance of During my lesson about mixtures I, prepared
classroom power from teacher to student thus sets of activities that my students will perform
fostering active learning and engagement and they have the power to choose what
among peers. activity they want to take based on their
interest and strength.

Student-centered learning enables critical This principle was applied during our discussion
thinking and is a means to develop knowledge in variation. The students will make a story line
rather than a collection of facts by building based on the pictured I presented and I
upon and challenging prior learning. encourage them to think beyond what they can
perceive.

Student-centered learning situates the teacher This was applied every time we have group
as facilitator and contributor rather than activity and presentation e.g. role play. I
authoritarian and director of knowledge. facilitate their performance and asking them
how and why questions.

Student-centered learning returns the The actual situation using this principle was
responsibility for learning to the students, so when their performance did not meet the
students are able to discover their strengths standards based on the rubrics, I allow them to
and weaknesses and take part in directing be responsible to their action and come up
their own knowledge gain. with a new idea.

Student-centered learning employs effective Giving differentiated activities that is anchored

assessment to promote learning and inform to my students multiple intelligences.
future practice.
 Select one of the learner-centered learning
approaches and strategies. Design a
classroom activity using the
approach/strategy. Indicate also the
competency/skill to be developed,
objective, method of assessment and
procedure of the activity.

Approach/Strategy : Reflective Approach

Name of Activity : Think of Me!

Competency/Skill : Knowing the

importance of safety precautionary before,
during and after the typhoon.

Objective : To make
learners realized the importance of safety
precautionary.

Method of Assessment : Self Assessment

Procedure of Activity :
Step 1: Groupings (5 members each)
Step 2: Teacher will make a set of questions that will be
 F. Reflections

As a teacher how can these principles help you make your learning environment a nurturing and
inspiring for learner’s participation?
Reflect on your role as a Teacher in promoting Learner-centered Learning.

What have I done?

In a learner- centered Learning, as a teacher I am their coach in the learning process
and mold their ability to make the most of their knowledge and experience.

What am I doing?
As a teacher, I am continuing to help the child become independent, responsible. I am
using this approach to engage active learning process.

What will I do next?

Motivate the learner to study hard. Initiate collaboration with parents and other learning
process.

After going through all the sessions, gather your thoughts and reflect once more. Answer the
questions below:
What was new?
Aside from learner-centered approaches, I can also use different strategies that students
learn easily.

What was exciting?

The combination of teaching strategies and of course the respect of the learners
towards their teachers every time they are inside or outside the school premises.

What was worrisome?

The different approaches and strategies that might not applicable for all learners and if
they did not met the objective of the lesson.
 G. Post-Test

You are about to finish this session on Learner-Centered Learning. But before you proceed
to the next session in this module, your knowledge acquisition in this session will be
challenged by answering TRUE f the statement below is correct and FALSE if the
statement is wrong based on the principles of learner-centered learning.

___True___ 1. Learners are responsible for each other.

___False__ 2. Learners are passive receptors of information.
___True___ 3. Teachers are seen as a facilitator and guide.
___False__ 4. Learners are keeping on their own seats.
___False__ 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.

___False__ 6. The use of lecture methods, note-takings and memorizing information

for later recognition or reproduction.

___True___ 7. Learners actively participate in the learning process.

___True___ 8. Learners shape their own learning paths.
___True___ 9. Learners are encouraged to be more inquisitive.
___False_ 10. Curricular design is based on low levels of students’ participation.

Directions: List down at least three more teaching methods in each strategy
which you may similarly employ in your classroom.

Direct Instruction: lecture, demonstration, compare and

contrast
Indirect Instruction: cooperative learning. Think-Pair-Share,
Interview
Interactive Instruction: cooperative learning. Think-Pair-Share,
Interview
Experiential Instruction: games, role play, simulations
Independent Instruction: essay, report, research
 SESSION 2: LEARNING ENVIRONMENT

C. Pre-Test
My Map, My Imagination!

Have you used mind mapping in your daily activities?

Mind mapping is a quick and powerful technique for organizing your thoughts. Some
people may try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is
your map. Your imagination is the limit. Be creative and make your own mind map
about Learning Environment in the blank space provided below.

SAFE

Well DISCREMINA
Lighted -TION FREE

WELL Learning FAIR

Environment
VENTILATED

GENDER CONDUCIVE
SENSITIVE FOR
LEARNING

SECURED
 F. Activities and Assessments

1. How is learning environment defined in both articles?

The learning environment defined in the first article as “‘Learning environment refers to
the diverse physical locations, contexts, and cultures in which students learn” while in
the second article defined as “a classroom that captures three fundamental ideas from
the environmental psychology of teaching and learning”.

2. What does this definition of learning environment tell about the way
students learn?

Students learn depending on the culture they have thus, environment may affect
the learning process of the students. They interact also depending on their physical
environment.

3. What is the critical role of teachers in providing and managing learning

environment that promotes learner responsibility and achievement?

The critical role of teachers in providing and managing learning environment that
promotes learner responsibility and achievement is using range of resources that
will benefit the students and promote fair classroom environment.
 4. Since learners must do the learning, how do you think will you create a
total environment for learning that optimizes the ability of the students to
learn?

Since the learners must do the learning, I will make sure that they will have
a classroom that is conducive for learning. Setting rules for everybody
promotes fairness and set plan for classroom management.

Having learned more about learning environment, how will you handle the following
learning situations/contexts?

Strategies you may use to provide and manage the

learning environment that are learning-focused and
Situations learner-centered.

Multi-grade classes of I will use cooperative learning where students group

60 in a far-flung area based on their age. And I will provide different resources
with no internet aligned to their respective age group.
connectivity

Large class of 80 grade I group them into 3, then give learning opportunities
7 students in a covered depending on their capacity and I focus most of my time
court to the group that is least learners so they can catch up
with the others. There will be division of places in the
covered court so they will not overpower each group.

8 hearing impaired I will make a seat plan where the 8 students with hearing
students mainstream impaired will be at front so I can closely monitor them as I
with regular grade 8 monitor the whole class.
students of 60

Insufficient number of I will assign them with pair or by group to maximize the
instructional materials number of available instructional materials and other
and other resources resources and if I have means then I will provide.
 G. Reflection
To deepen your understanding of Learning Environment, you may now engage yourself
in a personal and professional reflection guided by the templates provided below. Get
ready to document your thoughts in a reflective learning journal.

Area 1 Explore the learning experience…

Awareness Evaluation Regulation

Content What have I learned? Do I understand what I have

learned?
What can I do in order to
gain a better
(What) I learned the importance of Yes understanding? Where can
I find more information?
having a positive learning
environment. What else do I need to learn? I can attend
The different strategies in seminars/trainings to
managing learning understand this
environment. concept more.

Process How did I learn / do it? How effective is this strategy? How can I make this
strategy more effective?
(How) I learn it through practicing It is effective because I can make this strategy
more effective by
and mentoring. whenever I do not
understand the concept I managing my time and
What strategy have I used in can re-read anytime. work space.
learning this topic?
Is the way I do it the best
The strategy that I used in way?
learning this topic is I don’t think so, I can
through taking notes. improve this from time
to time.

Reasons Why learn it?

It is because it will help me
Why would I think so?
I think this way because of
What would be a more
useful way to understand
(why) in promoting positive my experiences and learning?
Through experience
learning. learning that I take from
this session. and application.
What is learning?
Learning means retaining Is this the only purpose of How could this learning
the knowledge that you learning? experience be interpreted
gained. No, there are lots and it differently?
needs more time. It can be interpreted as
telling stories and
expressing emotions
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation

Professional How does this learning

experience contribute to
What does this learning
experience tell about my
All things considered, is this
goal a suitable goal?
development my professional choice of professional goal Yes
development? and path?
This learning This learning Are there any other
experience contributes experience tells me options?
to my professional that I should improve No
development by means myself and I have the
of understanding the good decision in taking What other paths can I take
importance of learning this choice. to achieve my goals?
environment in the Attending seminars and
teaching process. Am I making good trainings
progress?
What is/are my short- Yes
term / long term
professional goal(s)? Am I on the right track?
Finish my Master’s Yes
degree

What obstacles have I What is the source of the How can I remove those
encountered? obstacles? obstacles?
Time management. Workload I need to manage my
time and plan ahead
Am I on the right track? before starting.
Yes
What other paths can I take
to achieve my goals?
Attending seminars and
trainings

Personal What does this learning What does this learning

experience mean to me? experience tell me about
What do I know about
myself?
development This learning my potentials, and myself I know about myself
experience mean to me as a person? that I am motivated
because I can improve It tells me that I still and trying to make
myself. need to learn more things different.
about my profession
How does it matter to me if and never be afraid to How am I living the most
I failed or succeeded? take risk. of myself?
If I failed, I will try again Take the journey of
until I succeed. trying everything.
 Post-Test

My Map, My Imagination!

My Map, My Learning! After engaging on this session, how will your mind map on Learning
Environment change? Make a new mind map on this topic on the space provided below.

SAFE/ child-
friendly

CLEAN AND DISCREMINA

SMOKE FREE -TION FREE

WELL VENTILATED AND

Learning FAIR
Environment
LIGHTED

CONDUCIVE
GENDER SENSITIVE
FOR
LEARNING

SECURED/God
Fearing

Now, compare your previous and current mind maps using a Venn diagram.

Previous Current

It is focus on physical It is more clear and more

aspects of the environment. focus on both the physical
aspect and behavioral aspects
of the classroom and the
students, respectively.
Hallway Minor
Repair
 Functional
Computer
Laboratory and
Classroom
Functional Electricity
Grade 5-Alonzo
School Library (Under
Renovation)
2024-2025
Functional Internet Facilities
Repaired Water Pipeline
Repainting of Classroom
Walls and Stairs
Functional Drinking Area
S.Y 2024-2025
School Library
2024-2025
37

 School Building
Project Minor
Repair
 FINANCE AND
RESOURCE
MANAGEMENT AND
MOBILIZATION

MOV’s

• MOOE
LIQUIDATION
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:
36. The school inspects its
infrastructure and facilities

MOV’s
• NSBI
2022-2023
2023-2024
• Property Inventory
2021-2022
2022-2023
2023-2024
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:
36. The school inspects its
infrastructure and facilities

MOV’s

• Pictures of
Equipments
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:

37. The school initiates

improvement of its
infrastructure and
facilities
MOV’s
• School Property
Building Project
(Minor Repair)
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:
38. The school has a
functional library

MOV’s
• SF3 2023-2024
• SF3 2024-2025
• Library Logbook
• Pictures
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:
39. The school has a
functional water, electric,
and internet facilities

MOV’s
• Pictures of functional
handwashing area
• Pictures of functional
electricity
• Pictures of internet
facilities
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:
40. The school has a
functional computer
laboratory/classroom
MOV’s
• Pictures of functional
computer
laboratory/classroom
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:

41. The school achieves

a 75-100% utilization
rate of its Maintenance
and Other Operating
Expenses (MOOE)
MOV’s
• MOOE Liquidation Report
FINANCE AND RESOURCE
MANAGEMENT AND
MOBILIZATION

INDICATOR:

42. The school

Liquidates 100% of its
utilized MOOE
MOV’s

• Certificate of
Liquidation
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
23. The school’s strategic
plan is operationalized
through an implementation
plan.

MOV’s
• SIP
• AIP
• PPM
P
• APP
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
24. The school has a
functional School
Governance Council

MOV’s
• SGC Minutes of
Meeting
• SGC Officers
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
25. The school has a
functional Parent –Teacher
Association (PTA)

MOV’s
• List of PTA Officers
• Minutes of Meeting
• Pictorials
• Attendance
• Letters
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
26. The school collaborates
with stakeholders and other
schools in strengthening
partnerships
MOV’s
• Adopt-A-School
SY 2024-2025
SY 2023-2024
SY 2022-2023
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
27. The school monitors
and evaluates its program,
projects and activities

MOV’s
• Brigada
• MOA
• SMEA
 GOVERNANCE
AND
ACCOUNTABILITY
INDICATOR:
28. The school maintains
an average rating of
satisfactory from its
internal and external
stakeholders
MOV’s
• QUAME
SY 2024-2025
SY 2023-2024
SY 2022-2023
2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022

2022 2023 2024 2022
2022 2023 2024 2022
2022 2023 2024 2022