Republic of the Philippines

DEPARTMENT OF EDUCATION
Regional Office VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Senior High School Deparment
Catbalogan City

ACTIVITY COMPLETION
REPORT

SCHOOL LEARNING ACTION CELL (SLAC)

on PROJECT-BASED LEARNING (PBL)

June 27, 2018

Samar National School
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Regional Office VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Senior High School Deparment
Catbalogan City

ACTIVITY ACCOMPLISHMENT REPORT

I. IDENTIFYING INFORMATION
NAME OF PROGRAM SNS-Senior High School (SHS) School
Learning Action Cell (SLAC) on the
Project-Based Learning (PBL)
ACTIVITY/S Lectures and Activities of the
Guidelines in the Implementation by
Groups on Project Based Learning
(PBL)
PROPONENT/S Senior High School Department,
Samar National School
NO. OF PARTICIPANTS twenty (20) teacher-participants; and
one (1) OIC-Department Head (SHS)
VENUE SHS Room 1, Senior High School
Department Building
DATE ACCOMPLISHED June 27, 2018
TOTAL EXPENDITURES None
NAME OF THE SCHOOL HEAD Ruth D. Cabanganan, Secondary School
Principal I

II. NARRATIVE/ EXECUTIVE SUMMARY

The School Learning Action Cell (SLAC) on Project-Based Learning (PBL)

commenced on June 27, 2018 at the SHS Room 1, Senior High School Building.

It was thoroughly organized and facilitated by Mr. Melvin Salazar, MT-II

(SHS). He began his lecture with reminding the teacher-participants that it was a

“reorientation” of contextualization. He went on to ask the audience as to who has

an idea as to what contextualization is. He also answered his own query by stating

that contextualization was a way to localize and indigenize as well as to adopt/ rely

on the teaching-learning process from R.A. 10533.

He stated that contextualization aims at the creation of locally-produced

teaching-learning materials, the necessities to produce local materials. All will

devolve into the regional and division units in accordance with the national policies

and standards. He specifically noted that the educative process shall relate to the

curriculum, likely to specific situations, where the competencies ought to become

more meaningful and relevant to the development of the new skills and knowledge.

These learnings must be able to present any meaningful context based on previous

experiences.

He continued that contextualization is a comprehension aid. It aims to make

learning understandable, since if the lesson is hard, it is also difficult to

conceptualize. Examples ought to be given from real-life situations, and not merely

simple concepts. Teachers then should have to provide applicable daily life

situations.

Then, Mr. Salazar went on to ask as to what degree is localization? He

answered that by stating that it is a process, one that relates the learning content

as stated in the curriculum guide as much as the local information and materials.

The learning content and information should match with the local materials too.

He asked again, How can a teacher apply a local setting? He went on to say that the

same thought and content need to be adopted.

 For example, literature should not be filled with foreign sources. The teacher

must find local ones, either in the locality or anywhere that can be evaluated as

such. The teacher must continue this task as long as he is guided by the learning

competency. This therefore can be adopted, for example translating another

language into the mother-tongue.

To ease the mental of the learner, Mr. Salazar stood that translating Filipino

to Waray can be utilized, but he conceded as to not totally Waray as the medium

of instruction. The medium ought to remain as English. Anyhow, he said that

translating to Waray can prove to be more meaningful. It promotes the

indigenization of the lesson.

Mr. Salazar noted that teachers should refer to the exact process to enhance

any competency, for example “bio-geographical.” This can lead to the

improvement of the curriculum competency, to make the lesson sound more

mature. The use of real examples can improve the message of the topic. For

example, the teacher must think of real life situations that can be taught in a Math

subject. Group activities with localized instructions can also be implemented.

Mr. Salazar gave numerous examples of localized lesson, most notable are

the application of “ration and proportion” in rural Filipino life. In the end, the

degree of contextualization will depend on the amount of localization done in

teaching. If a teacher cannot localize, he therefore cannot indigenize the lesson.

Therefore, instructional materials must be locally made and can also be

enhanced. It would be much better too if the teacher can make various IM’s out of

authentic local materials. It can then result to a tangible experience for the
learners. The teacher must allot time to present materials as to what are available

in the community. The success of the localization scheme will be on the issue of

availability, such as rocks.

Mr. Salazar concluded that contextualization will be sought for in lesson

planning, especially in the part about Resources. The teacher will be graded as to

how localized his LP’s are made; there is a need then to adopt in DLP some degree

of localization and indigenization. The teacher must submit localized lesson plans,

complete with competencies and standards. The teacher must possess the know-

how on which localization strategies to use, depending on the sort of learning

environment. It was also noted that not all competencies can be localized, just

certain competencies. Finally, when it comes to contextualization, the teacher

should only make use of what are given, and what were discussed in the process.

III. ACCOMPLISHMENT OF OBJECTIVES

OBJECTIVES ACTIVITIES STRATEGIES RESULTS

1. Build the Completion The presence It was a

capacity of Senior of Activity skills and developmental
High School (SHS) Materials knowledge to process that
teachers in with aided the facilitated the
Contextualization. Pictures teacher- acquisition of the
participants to participants’
better attitudes of
understand contextualization.
themselves while
doing
contextualization.
 2. Equip SHS Completion Gained a Appreciated the
teachers with of Activity wholesome current
concrete Materials understanding profession, co-
knowledge on with on the basics employees and
Contextualization. Pictures. Contextualization. other professions;
appreciated the
benefits of
Contextualization.
3. Enhance the Completion Better The program
capabilities of of Activity implemented the resulted into
SHS teachers to Materials role of the making the
perform tasks to teacher when participants
effectively deliver implementing engage in
the guides and contextualized informed
activities to the lessons. decisions with
learners through developed
Contextualization. contextualization
in daily lesson
plans to achieve
their learning-
teaching process.

IV. MAJOR PROBLEMS ENCOUNTERED

The planned commencement time of exactly 3:00 p.m. was not carried out;

the SLAC session and preliminary activities always began at 3:15 p.m. since some

of the teacher-participants arrived late.

There were also some rushed setting up of the equipment, preparation of

power-point presentations, setting up the speakers, and other technical matters

minutes before main sessions began.

But the most noticeable inconvenience was the venue itself; SHS Room 1 was

near still under construction. The noise coming from the construction crew was at
times very unbearable; it impeded the audibility of the speakers and other audio

presentations, rendering the delivery of the modules practically useless.

Compounded by the other practice sessions happening near the SNS covered

court, it turned out to be a heavy mix of loud noises that all those involved in the

SLAC session had to terribly bear.

V. OTHER INSIGHTS

To cite the rationale of the program proposal, “in line with the

implementation of the K to 12 Basic Education Program geared towards producing

graduates who are higher for higher education, middle skills development,

employment and entrepreneurship, the Senior High School Department of Samar

National School shall execute a School Learning Action Cell (SLAC) on the

Reorientation of Policy Guidelines on Contextualization.”

The program aimed to equip Senior High School teachers to guide their

students in making contextualized decisions regarding their daily learning process

in the classroom. The following insights were gleaned from the SLAC session:

1. Multi-Various Lecturers. A single speaker possesses consistency and

continuity. For example, during an immersion seminar, changing speakers may

become a little confusing since there can be no connection of ideas from one

speaker to the next. There is no clear re-affirmation from the previous speakers

sometimes. They may not directly contradict, but nonetheless, they may all present
different, varying ways which may not be entirely consistent with other speakers.

It may turn out to be confusing indeed.

2. Knowledge Expansion and Application. There would be multiple

expertise, and with that varying degrees of enjoyment or satisfaction. It feels like

you are experiencing the full width of the seminar. We would know how to take

knowledge from the speakers. When after discussion, going for the workshop, and

we get to practice and exercise the knowledge from the speakers. It turns out to be

very exciting. When most of our classroom is devoted to studies, these seminars

can serve as an alternative for more “hands-on experience” of learning.

Prepared by:

HECTOR BAILEY G. CALUMPIANO

SHST-II

Noted:

GEMMA P. BABON
SSHT-VI, SHS Department

Approved:

RUTH D. CABANGANAN
Secondary School Principal
PICTORIALS

Mr. Melvin Salazar delivers his lecture on Contextualization.

One of the slideshows of Mr. Salazar’s discussion on Contextualization.

The teacher-participants actively tune in and

be engaged with the SLAC session on Contextualization.