Activity Completion Report (Acr) Slac Project Based Learning (PBL)
Activity Completion Report (Acr) Slac Project Based Learning (PBL)
Activity Completion Report (Acr) Slac Project Based Learning (PBL)
DEPARTMENT OF EDUCATION
Regional Office VIII
Division of Catbalogan City
SAMAR NATIONAL SCHOOL
Senior High School Deparment
Catbalogan City
ACTIVITY COMPLETION
REPORT
commenced on June 27, 2018 at the SHS Room 1, Senior High School Building.
(SHS). He began his lecture with reminding the teacher-participants that it was a
that contextualization was a way to localize and indigenize as well as to adopt/ rely
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
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.
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.
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
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
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
Mr. Salazar noted that teachers should refer to the exact process to enhance
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
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
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
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-
environment. It was also noted that not all competencies can be localized, just
should only make use of what are given, and what were discussed in the process.
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
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
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
V. OTHER INSIGHTS
To cite the rationale of the program proposal, “in line with the
graduates who are higher for higher education, middle skills development,
National School shall execute a School Learning Action Cell (SLAC) on the
The program aimed to equip Senior High School teachers to guide their
in the classroom. The following insights were gleaned from the SLAC session:
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.
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
Prepared by:
Noted:
GEMMA P. BABON
SSHT-VI, SHS Department
Approved:
RUTH D. CABANGANAN
Secondary School Principal
PICTORIALS