LAC DOCUMENTATION TOOL
Date: March 15, 2024
Venue: SBM Office
Start time 12:30 pm
End time 2:00 pm
Name of LAC Facilitator Michelle T. Cagurangan
Objectives: At the end of the session, the Filipino teacher-participants are expected to:
1. share effective practices and prepare materials together for the effective implementation
of Catch-up Fridays,
2. realize the relevance of learning recovery in numeracy, and
3. provide the latest initiatives and strategies in teaching the subject matter.
Topic: UNIFIED CLASSROOM ACTIVITIES IN MATH FOR CATCH-UP FRIDAYS (PART
1)
Discussion:
Catch-Up Fridays is a learning mechanism intended to strengthen foundational,
social, and other relevant skills necessary to realize the objectives of the basic education
curriculum. For us to aid this latest initiative on learning recovery, the Mathematics
coordinator, Mrs. Michelle T. Cagurangan called the attention of the Mathematics
Department and asked for possible recommendations of the possible unified activities that
will be anchored in the numeracy development of the students during Catch-Up Fridays
sessions. The department agreed and came up with the following:
Three-phased mastery of the Multiplication Tables using flashcards.
First Phase. The teacher will present the set of multiplication flashcards to
the class to be answered by choral for conditioning.
Second Phase. The teacher will conduct an individual oral recitation to the
class with the same set of multiplication flashcards.
Third Phase. With the use of the same set of learning materials, the teacher
will conduct a quiz to determine whether the class has already developed
mastery in multiplication.
If there are identified students who cannot catch up until the third phase, the
teacher will conduct a one-on-one remediation.
Mastery of multiplying more one-digit numbers performed by group.
Mastery of dividing numbers following the process performed in multiplication.
Mrs. Vallespin also shared some of her strategies for numeracy development, like
conducting a 3-minute Drill before presenting the lesson and Rolling a Die in a group
activity aside from the purpose of motivating but also arousing the preparedness attitude of
the students.
Topic: SOLO TAXONOMY and DEVELOPING LEARNERS’ HIGHER-ORDER THINKING
SKILLS IN MATHEMATICS FOR GRADES 7,8,9 AND 10 (PART 2)
Discussion:
In this part, the LAC presenter, Mrs. Nerissa D. Driz, recapitulated Bloom’s Taxonomy and
how it was revised from Noun to Verb Forms and even gave examples of math problems
corresponding to each level of Bloom’s Taxonomy. She also introduced the SOLO Taxonomy and
how it differs from our known Bloom’s Taxonomy.
Mrs. Driz also clarified that SOLO Taxonomy already existed by 1999 but lately
introduced and realized by DepEd last 2022. She added that Bloom’s Taxonomy refers to
the type of thinking skills or processing required in completing tasks or answering questions,
while SOLO Taxonomy describes the processes involved in asking and answering a
question on a scale of increasing difficulty or complexity. It emphasized the ways of learning
structures as follows:
Prestructural. The student might not understand at all or might not understand the
problem and may not even know where to begin.
Unistructural. The student understands one aspect of the problem.
Multistructural. The student can understand several aspects of the problem, but
they are not integrated.
Relational. The student can integrate different aspects of the problem and make
connections between them.
Extended abstract. The student can think abstractly and apply the concept in new
and unfamiliar contexts.
Mrs. Driz also suggested that we have Addition first before Multiplication so that the
students will be able to create connections between these four basic operations.
A. Monitoring and Evaluation Report
Good Practices Shared:
Mrs. Vallespin also shared some of her strategies for numeracy development,
like conducting a 3-minute Drill before presenting the lesson and Rolling a Die in a
group activity aside from the purpose of motivating but also arousing the
preparedness attitude of the students.
Challenges Shared:
A lot of competencies are given per quarter that don’t have any relevance to
the quarterly topics.
B. Lessons Learned and Insights or Realizations
Teachers can’t do it alone. The responsibility for filling these gaps can’t fall solely on
overworked teachers. While we are the best people to identify the particular challenges
various student groups face, it is “an almost insurmountable obstacle” for us to address
those myriad issues as we work to keep pace with the curriculum and milestones we need to
hit. Maybe the success of this venture in education truly relies on the best-planned
curriculum structure like what previous curricula (BEC, RBEC) had. Honestly, “spiral
progression” roots the learning
gap in the students of the K-12 Program, and creates a domino effect across the learning
process. We are looking forward to the possible improvement for the betterment and
success of the MATATAG Curriculum which regard to this matter.
C. Major Points
Reinforcement of the four basic mathematical operations with the use of flashcards,
etc. has a big role in improving the abilities of students in dealing numbers and word
problems. For the teachers, further training, and coaching were needed or even approaching
colleagues was the ideal way of learning and loving as well in teaching the subject matter.
D. Next steps
Get ready for the application of what insights were agreed upon during the session.
ATTENDEES NAME DESIGNATION/POSITION LAC ROLE
1. Mitchelle T. Cagurangan LAC Facilitator
2. Nerissa D. Driz LAC Presenter
3. Aneilyn L. Vallespin Grade 7
4. Anecita D. Albon Grade 8
5. Evangeline J. Asentista Grade 10
6. Mary Rose B. Torres Grade 11
7. Harper Cael Grade 11
8. Maritess Abu-Habil Grade 11
9. Reliza S. Samijon LAC Minutes In-charge
Documented by:
RELIZA S. SAMIJON
Date: March 15, 2024
DOCUMENTATIONS
