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CORE COURSE
Translating the Curriculum into Classroom Practice
4
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 4
Responding to Community Contexts

Introduction

W
ELCOME TO COURSE 4 of the
Teacher Induction Program. This
course will guide you towards building
relationships with the wider school community to
facilitate its involvement in the learning process.
It will help you better understand the school
community’s context and contextualize the
teaching and learning practices. This course will
also guide you to comply with the policies and
procedures to foster harmonious relationships
with learners, parents, and stakeholders.
Intended Course Learning Outcomes

1. Build relationships with parents/guardians and the wider school

community to engage them in the educative process (6.2.2)
2. Maintain learning environments that are responsive to learners’ needs
based on the wider school community contexts (6.1.2)
3. Comply with and implement school policies and procedures to foster
harmonious relationships with learners, parents, and other stakeholders
(6.4.2)
4. Plan and deliver teaching strategies that are responsive to the needs of
learners in difficult circumstances (3.4.2)
5. Adapt and use culturally appropriate teaching strategies to address the
needs of learners from specific community contexts, including learners
from indigenous groups (3.5.2)

Course Outline:

Module 1: Building Relationships with the Wider School Community

Module 2: Teaching with the Context in Mind

Estimated time required: 4 hours

Portfolio Output: Action Plan (Module 1, Session 1)

 Module 1 – Teaching with the Context in Mind

Intended Module Learning Outcomes: Required Resources

At the end of the module, you should be able to: • DepEd Order No. 43 s. 2013 on Implementing
1. plan and deliver contextualized/localized/ Rules and Regulations (IRR) of Republic No. 10533
indigenized teaching strategies that are • DepEd Order 32, s. 2015 on Indigenous Peoples
responsive to the needs of learners under difficult Education Curriculum Framework
circumstances; and
• DepEd Order no. 42 s. 2017 on National Adoption
2. adapt and use culturally appropriate teaching and Implementation of the Philippine Professional
strategies to address the needs of learners from Standards for Teachers (PPST).
specific community contexts, including learners
from indigenous groups, through contextualization,
localization, and/or indigenization.
Session 1 – Theoretical and Legal Anchors of
Module Outline Contextualization
Session 1: Legal Anchors of Contextualization
Session 2: Teaching Contextually
Session 3: The REACT Strategy

Estimated Time Required: 2 hours

Required Tasks:
• Scenario Analysis
• Think-pair-share
• Formative assessments

4 The Teacher Induction Program - Core Course 4

Prior Knowledge Assessment
Below are statements about contextualization. Determine whether the statements are True or False.

Statements Answers Feedback

1. Learners relate better to concrete, tangible examples and Concrete examples help make complex ideas more
TRUE
experiences than to abstract conceptual models. relatable and understandable.
2. Action learning is based on the premise that learners will learn The concept emphasizes problem-solving in a collaborative
TRUE setting, where learners work together to address real
from their mistakes and/or learn from one another. problems and learn from both their successes and failures.
This often involves localizing content, ideas, or practices to make them
3. Contextualization is a degree of localization. TRUE more relevant and meaningful to the people, culture, or situation at hand.

4. When you incorporate activities that are related to the actual By using locally available materials and making
situation in the community and you utilize materials that lessons relevant to the community's context, you
are available in the locality of the school, you are already TRUE are making education more culturally responsive
indigenizing. and meaningful for students.
5. Contextualization is one of the main features of the K to 12 TRUE This approach helps students better understand and
Curriculum. apply knowledge in practical ways.
6. DepEd mission highlights that the curriculum shall be flexible
It ensures that learning is relevant, responsive, and
enough to enable and allow schools to localize, indigenize, and TRUE reflective of the diverse cultures, traditions, and
enhance the curriculum based on their respective educational
needs of different communities.
and social contexts.
7. Contextualization is also one of the provisions in Republic Act It ensures that students can relate lessons to their own
TRUE experiences and communities, making learning more effective and
10533 or the Enhanced Basic Education Act of 2013. meaningful.
8. Zone of Proximal Development (ZPD) is the gap between what is This support, often provided by a teacher or peer, is called
TRUE scaffolding and helps the learner gradually master new skills or
known and what is being learned.
knowledge.
9. Contextual learning should be an integrated learning process of By applying knowledge to real-world situations, students
problem-solving learning and work-based learning to encourage TRUE develop critical thinking, creativity, and problem-solving
and stimulate a higher-level thinking. abilities, making learning more meaningful and effective.

10. Situational learning is based on the premise that learning TRUE

It emphasizes experiential learning, where learners gain skills and
understanding through hands-on experiences, problem-solving,
requires action and action requires learning. and real-world applications.

Key Topic 1: Legal Bases of Contextualization

Contextualization is one of the main features of the K to 12 Curriculum. When you plan for your lessons, make sure that the
examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the

Guide for Mentors and Newly Hired Teachers 5

 lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and Read and understand the following clipped legal documents.
attitudes through continuity and consistency across all Take note of the provisions of each legal basis. Share your
levels and subjects. Discussions on issues such as Disaster understanding with your colleagues and mentor teacher.
Risk Reduction (DRR), Climate Change Adaptation, and
Information and Communication Technology (ICT) are
Required Task 2: Think-Pair-Share
included in the enhanced curriculum.
Using the legal bases supporting the practice of contextualized
There are legal documents that you need to be knowledgeable teaching, write down the phrases and clauses referring to
about to fully understand contextualization. contextualization. Discuss them with your co-newly hired
teacher/s or mentor. Use the template below.
1. The 1987 Philippine Constitution particularly Article
XIV Section 14 resonates with contextualization.
2. The Republic Act 10533 or the Enhanced
Basic Education Act of 2013 has a provision on
contextualization.
3. The Department of Education’s Mission statement
which highlights contextualization.
The K to 12 curriculum framework underscores the
significance of context in implementing the curriculum. This
will later on transcend to the teaching and learning delivery.
Through contextualization, you relate the curriculum to
particular settings, situations or areas of application to
make competencies relevant, meaningful and useful to the
learners.
When you incorporate activities that are related to the
actual situation in the community and you use materials
that are available in the locality of the school, you are
already contextualizing. There are different degrees in
contextualization – localization and indigenization. You will
learn more about this in the next session.

6 The Teacher Induction Program - Core Course 4

 Statements/phrases Insights during the
Legal Basis Feedback from the mentor
highlighting Contextualization Sharing
1. Article XIV Section 14 Culture- based – The State shall foster A culture-based approach
the preservation, enrichment, and It is well-structured and effectively strengthens national identity
1987 Philippine Constitution dynamic evolution of a Filipino national conveys the importance of a culture- while embracing diversity. It
culture based on the principle of unity in
based approach in fostering Filipino ensures that Filipino values,
national identity. traditions, and artistic
diversity in a climate of free artistic and expressions continue to
intellectual expression. thrive in a way that is
progressive, inclusive, and
respectful of different cultural
perspectives.

2. Republic Act 10533 The curriculum shall be contextualized The curriculum shall be
A contextualized and
global curriculum creates
and global contextualized to reflect local well-rounded learners who
Enhanced Basic Education are deeply connected to
Act of 2013 realities, cultures, and needs their roots while being
capable of thriving in a
while also being globally globalized world. It
The curriculum shall be flexible aligned to ensure learners are ensures that education is
equipped with skills and both culturally responsive
and forward-thinking,
knowledge relevant to the preparing students to be
international landscape. responsible citizens,
Based on their respective educational and innovative thinkers, and
social contexts globally competitive
professionals.
3. DepEd’s Mission Culture-based DepEd’s mission to integrate DepEd’s culture-based
culture-based education is mission ensures that
education is not just about
commendable, as it ensures that
acquiring knowledge but also
learning is rooted in the Filipino about building identity,
identity while embracing diversity.
Family, community and other The emphasis on localization,
fostering inclusivity, and
preparing students to be
stakeholders are actively engaged indigenization, and globally competitive while
staying true to their roots. It
contextualization strengthens creates a generation that is
learners’ appreciation of their deeply connected to Filipino
heritage and fosters inclusivity heritage yet capable of
among various cultural groups. adapting to the modern world.

Guide for Mentors and Newly Hired Teachers 7

 Key Topic 2: Contextualization in the K to 12 and Whisler (2007, p.54-58) noted that the ideal
Curriculum connection process would be three-fold. Learners
review what they already know related to the new
Did you know? concept; they learn about and practice the new
concept; and they tie what they have learned to a
For more than a century, educators and research practitioners
real-life scenario.
have been discussing the role of experience in education.
That discussion still remains a part of John Dewey’s work 2. Constructivist Theory - Contextual teaching
of the early 20th century. Although experience and context helps to promote authentic learning and increases
are closely related terms, the relationship between them learners’ success by allowing them to make
provides some guidance on how each can be used to inform connections as they construct new knowledge.
an understanding of the other. This session will help you In contextualized learning, learners use the new
embrace contextualization for successful teaching. Knowing information they have learned and organize and
the K to 12 curriculum standards allows the teachers to combine it with information they already have so
make their teaching contextualized. Prior to the start of the that it makes sense to them. Learners are active
school year, unpacking of competencies helps the teachers constructors of knowledge.
to identify lessons and topics to be contextualized for better
learning outcomes. 3. Active Learning Theory - Chickering and
Gamson, as cited in Hudson and Whisler, (2007, p.
Contextual Teaching and Learning (CTL) incorporates several 54-58) emphasized that contextual learning should
existing theories and it is based on sound pedagogical be an integrated learning process of problem-based
practices. In their article, Contextual Teaching and Learning learning and work-based learning to encourage and
for Practitioners, Hudson and Whisler (2007) explain three stimulate a higher-level thinking. Active learning, or
theories that form the basis of CTL. These three underlying learning by doing as it is also called, divides active
theories support Contextualized Teaching Learning that will learning in three categories:
help the teachers make sound pedagogical practices.
a. Action learning is based on the premise
1. Connection Theory - Contextual teaching is all that learning requires action and action
about helping learners make connections between requires learning.
the content they are learning and the context in
which it will be used. Learners must first be made b. Situational learning because learning
aware of how the work they are doing, depends on knowledge and skill are taught in the
the skills that they already have. Vygotsky, as cited context of how it will be used in real-world
in Hudson et.al., (2007, p. 54-58) refers to this as situations.
the “gap between what is known and what is being c. Incidental learning is based on the premise
learned, the Zone of Proximal Development (ZPD).” that learners will learn from their mistakes
Learners draw from previous experiences to give and/or learn from one another.
new meaning to what they are learning. Hudson

8 The Teacher Induction Program - Core Course 4

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/or colleagues.

Scenario Answer Feedback of Mentor Insights Gained

Mario, a kindergarten pupil, is learning how to read and write. He It suggests that Students will learn from
knows the alphabet letters, but cannot read or write words yet. No B.
learners build their own
understanding through
others, scaffolding and step
by step example.
matter how much guidance was given, he could never read on his Constructivist experiences and
guidance.
own. With Teacher Roselle’s help, Mario can now read and write Theory
short words like “at,” “boy” and “dog”.

a. Connection Theory

b. Constructivist Theory

c. Active learning
In a carpentry class, Teacher Bryan provided this activity: “You As a teacher, you should
teach students apply
have been hired as a carpenter to help renovate a family room. The their knowledge by
This type of task
promotes critical
contractor asked you to submit a cost estimate for the base molding measuring, calculating, thinking, collaboration,
and making a scale
(baseboard) around the room. You will need to include the following C. Active drawing.
and practical
application, making it a
in your estimate: Learning They must engage in
perfect example of
real-world problem-
solving, similar to what active learning. As a
i. the type of wood and style of olding you will use a professional carpenter teacher, I will promote
would do. an active participation
ii. the number of pieces and what lengths will be purchased And they will actively of every student in
participate in decision- classroom engagement.
making, such as
iii. the cost per foot choosing materials and
estimating costs.
iv. 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.

a. Connection Theory

b. Constructivist Theory

c. Active learning

Guide for Mentors and Newly Hired Teachers 9

 Scenario Answer Feedback of Mentor Insights Gained
In the Chemistry class of Teacher Paul, he showed a candle. He B. As a teacher, you As a teacher, I learned
explained the composition and function of the candle. Later on, he Constructi should encourage that learning happens
students to explore,
asked the learners how the flame is produced and how the candle vist
make observations,
through experience and
Theory reflection, not just
works. He encouraged the learners to discover for themselves how form hypotheses, memorization.
the candle works. They do this first by making simple observations, and test their ideas
so that they
from which they later build ideas and hypotheses which they then formulate a good
go on to test. At the end, the learners successfully understand the idea and develop a
components of combustion, an important chemistry topic. critical thinking
skills.
a. Connection Theory

b. Constructivist Theory

c. Active learning

Now from the scenarios above, what is common? In teaching, you should always consider the context of your learners. You
need to relate the topic or lesson to your learners. In this case, you are teaching contextually.

10 The Teacher Induction Program - Core Course 4

Summary

• Contextualization is reflected in the following legal

documents:
o Article XIV Section 14 of the 1987 Philippine
Constitution
o Republic Act 10533 or the Enhanced Basic
Education Act of 2013
o DepEd’s Mission
• Contextualization is a major curriculum thrust of the
K to 12 Curriculum.
• Contextualized Teaching and Learning (CTL) is
anchored in these theories:
o Connection Theory
o Constructivist Theory
o Active Learning Theory
• The convergence of learning theories suggests
similar methods for more effective teaching and
learning.

Guide for Mentors and Newly Hired Teachers 11

 Session 2 – Teaching Contextually 2. Learning occurs when learners process new
information in such a way that makes sense to them in
Key Topic 1: Teaching Contextually their own frame of reference.
3. The mind naturally seeks meaning in context, in relation
As a newly-hired teacher, can you incorporate to a person’s environment, doing so by searching for
contextualization in your teaching? Is it easy for you to relationships that make sense and appear useful.
think of activities that learners can easily relate with? Can
you exert more effort in understanding the biographical- How to Contextualize?
historical, and cultural background of your learners and the Contextualization is the process of matching the
school community? Can you go beyond your limitations curriculum content and instructional strategies relevant to
for the learners to appreciate the lessons more? Read the learners. (Deped Order no. 35, s. 2016) It happens when a
following key concepts on contextualization. teacher encourages design of learning environments that
use multiple teaching modalities and incorporate different
Are you teaching contextually? forms of learning experiences. You allow learners to discover
meaningful relationships between abstract ideas and real-
Is there a best way to teach so that all learners can remember world applications. Students are exposed to discovery
and utilize all information? How can a teacher discuss the learning, reinforcement and modelling, and problem solving.
topic effectively? How can a teacher teach contextually? While teaching is progressing, you as a teacher provide
These are the questions that confront teachers every day to ongoing feedback that promotes further learner interaction
ensure learning is happening according to the contexts of the with the content. This will enable the learners to be engaged
learners. Teachers serve a diverse student population. This and motivated to do well in the class.
means that it is important for the teachers to understand the
context of their learners and what life experiences they bring The degree of contextualization may be described and
in the teaching-learning process. Students’ learning styles, distinguished into Localization and Indigenization.
their background information and the different theories on
learning will help teachers to communicate properly with Localization refers to the process of relating learning
learners and eventually build their trust. content specified in the curriculum to local information
and materials in the learners’ community. Localization
Contextualized teaching is highlighted in an online article in happens when a learning content is taught using the
Center for Occupational Research and Development (CORD) local information and local materials. A teacher starts the
(2016) and recognizes the following: lesson by using the examples in the locality and making
instructional materials from the local materials are just ways
1. Learning is a complex, multi-faceted process that on how to localize. Indigenization refers to the process
goes beyond drill-oriented, stimulus-and-response of enhancing the curriculum competencies, education
methodologies resources, and teaching-learning processes in relation to
the bio-geographical, historical, and socio-cultural context

12 The Teacher Induction Program - Core Course 4

of the learners’ community. Indigenization involves the When you use either of the two you are already contextualizing.
enhancement of the curriculum framework, curriculum When you localize, you use information and materials in your
design, and learning standards of subject areas, guided learner’s community but when you indigenize, you enhance
by the standards and principles adhered to by the national competencies in the curriculum, the resources, and the
curriculum. teaching learning processes so that they suit the context of
the learners’ community.

Required Task 1
Give your comments on the following situations. Discuss them with your colleagues.

Localization or
Topic Scenario Insights
Indigenization?
Visualize the ratio of Teacher Rommel used easily observable examples of ratio in the Localization
In this case, Teacher Rommel used everyday objects
(jeep, kariton, tricycle) that are common in the
two given numbers community such as one jeep, 4 wheels; one kariton, 2 wheels, one students' environment to explain the concept of

tricycle, 3 wheels Indigenization ratio. This helps learners connect abstract

mathematical concepts to real-life experiences in
their community.
Teacher Mary Ann presented the lesson by mentioning community Localization In this case, Teacher Mary Ann uses
local activities (such as transporting
activities or cultural practices that inherently use the concept of ratio sacks of rice using a carabao) to
like bringing sacks of rice to markets using carabao (one carabao to the Indigenization explain the concept of ratio in a way
that is familiar and relatable to the
number of sacks) students.

Identify elements of a Teacher Melody instructed her learners to interview the chieftains in the Localization In this scenario, Teacher Melody asks
learners to interview chieftains and collect
short story villages of the learners and asked for stories of origin depicting their stories of origin that reflect their culture,

culture Indigenization which helps preserve and integrate

indigenous knowledge into learning.

Teacher Hanadee presented the elements of a short story using a local Localization In this case, Teacher Hanadee used a local
legend (“Ang Alamat ni Daragang Magayon”)
legend “Ang Alamat ni Daragang Magayon” to teach the elements of a short story,
Indigenization making the lesson more relatable and
meaningful to the students.

Identify star patterns Teacher Ailyn mentioned the community’s name for prominent stars Localization In this case, Teacher Ailyn uses the local names for stars
while still referring to Greek constellations, which means
that can be seen at while retaining the use of the Greek constellations she is adapting the lesson to the local context without

particular times of the Indigenization completely replacing the original content.

year Teacher Lester discussed the community’s own calendar of star patterns Localization Teacher Lester prioritizes the community’s own
star calendar before introducing Greek
and its background before discussing the Greek constellations constellations, centering indigenous knowledge
Indigenization in the discussion.

Guide for Mentors and Newly Hired Teachers 13

 Required Task 1: Tell whether the following situations illustrate Localization or Indigenization.

Situations Answer Feedback

1. The barangay will be having its annual fiesta. Teacher Marilou In this case, Teacher Marilou connects
the business planning lesson to the
requested her students in TLE to create a business plan using the barangay fiesta, which is a local
concepts discussed. The business plan is a requirement for the LOCALIZATION event. Students apply their learning in
learners to be allowed to participate in the bazaar on the day of the a real-world, community-based setting,
fiesta. making their education more relevant
to their environment.
2. “Inutak” is a native delicacy of the people of Taguig and Pateros. In this case, Teacher Arnel and his
The dish is a reflection of the early customs of the local inhabitants of students are studying "Inutak," a native
Taguig and Pateros. Teacher Arnel together with his students in Araling delicacy that reflects the customs of the
Panlipunan will conduct a research on this. He instructed his students
INDIGENIZATION people of Taguig and Pateros.The
students interview native residents to
to interview some prominent native residents of the area and ask understand the cultural significance of the
questions about the relationship of culture and the dish. dish, making the lesson deeply connected
to the local way of life.
3. In the ICT class of Teacher Rodel, after discussing video and animation, Teacher Rodel integrates local products
he instructed his students to produce an online advertisement using and delicacies into an ICT lesson,
making learning relevant to the students'
the famous local products and delicacies in their place. LOCALIZATION community. The students apply their
skills using familiar, locally available
content rather than general or foreign
materials.
In this case, Teacher Diane integrates local traditions and
4. Teacher Diane is teaching in a provincial school. In her English customs into her English lesson to make the learning
Class, one of the activities was the reading of the short story “How My experience more relevant and relatable to her students.The
Brother Leon Brought Home a Wife” As a priming activity, she asked LOCALIZATION short story "How My Brother Leon Brought Home a Wife"
by Manuel Arguilla is a well-known Filipino literary piece,
the learners to share their traditional customs. and by connecting it with students' own customs, the lesson
becomes more engaging and meaningful.
5. After learning the elements of a play, the class is tasked to perform In this case, the students are applying
a stage play for the upcoming fiesta. The story of the play revolves LOCALIZATION what they learned (elements of a play) to
around a local hero during World War II named Jose Ozamis. a real-life local hero (Jose Ozamis) and a
community event (fiesta).

14 The Teacher Induction Program - Core Course 4

 Required Task 2: Reflection
Create your #Commitment that manifests the significance of contextualization to you as a teacher, for your learners, and to the
community. Write it down in the hearts below and discuss your answers with a co-newly hired teacher or mentor.

As an educator, I commit to making learning meaningful, I commit to promoting and embracing contextualized learning to
relevant, and engaging for my students by embracing make education more meaningful, relevant, and impactful for my
contextualization in my teaching. I will: community. I will:
Relate lessons to real-life experiences so students see Support Learning Rooted in Local Culture and Experiences – I will
As a teacher, I commit to making learning meaningful, relevant, and
the value of what they learn in their daily lives. encourage the integration of local history, traditions, language, and
engaging by contextualizing my teaching practices. I will:
Integrate local culture, history, and community knowledge real-life situations into education to strengthen our cultural identity
to foster a deeper connection to their roots. and pride.
Relate lessons to real-life experiences so students can see the
Encourage problem-solving and critical thinking by using Apply Education to Solve Community Challenges – I will advocate
connection between what they learn and their everyday lives.
real-world examples that challenge students to apply their for learning that addresses real-world community issues, helping
Incorporate local culture, history, and community resources to make
learning. students become problem-solvers and critical thinkers who can
learning more inclusive and reflective of students' identities.
Adapt my teaching methods to meet the diverse needs of contribute to local development.
Adapt teaching strategies to meet the diverse needs, backgrounds, and
my students, ensuring that every learner is supported. Encourage Inclusive and Engaging Learning Methods – I will support
learning styles of my students.
Prepare my students for both local and global hands-on, interactive, and real-world learning experiences that make
Foster critical thinking and problem-solving skills by designing lessons
opportunities, helping them build confidence and skills for education more accessible and engaging for all.
that encourage students to apply knowledge in real-world situations.
the future. Empower the Youth for Global Readiness – While staying connected
Promote a learning environment where students feel valued, respected,
to our roots, I will also promote learning that equips students with
and motivated to explore their own communities and beyond.
By doing this, I will empower my students to become 21st-century skills to help them thrive in both local and global
active, engaged, and lifelong learners who can contribute contexts.
By embracing contextualization, I will help students develop a deeper
Through this commitment, I aim to help create a responsive,
understanding of their lessons, a stronger sense of identity, and the ability meaningfully to their communities and beyond.
culturally relevant, and empowering education system that benefits
to thrive in both local and global settings.
not only individuals but also the entire community.
Guide for Mentors and Newly Hired Teachers 15
 Summary

• Contextualized teaching empowers teachers to

make learning meaningful for the learners.
• Contextualization has two degrees namely
localization and indigenization.
• Localization refers to the process of relating
learning content specified in the curriculum to
local information and materials in the learners’
community.
• Localization happens when a teacher
incorporates the following in the learning content:
o local information
o local materials
• Indigenization refers to the process of enhancing
the curriculum competencies, education
resources, and teaching-learning processes in
relation to the following:
o bio-geographical;
o historical; and
o socio-cultural context of the learners’
community
• Indigenization enhances the curriculum
framework, curriculum design, and learning
standards of subject areas, guided by the
standards and principles adhered to by the
national curriculum.

16 The Teacher Induction Program - Core Course 4

Session 3 – REACT Strategy
Key Topic1: The REACT Strategy

The Center for Occupational Research and Development information. Teachers use REACT strategies to ensure active
(CORD) advocates a constructivist approach to teaching participation of the learners. Teachers guide the learners
that incorporates five essential learner engagement to observe and record data, to communicate effectively, to
strategies- the REACT strategy. REACT stands for Relating, build new skills and to finish the learning activity individually
Experiencing, Applying, Cooperating, and Transferring. and as a group. The detailed explanation of the strategy is
The strategy allows the learners to learn, retain, and apply presented below.

Learning in the context of life experience, or relating, is the kind of contextual learning that typically
occurs with very young children. With adult learners, however, providing this meaningful context for
Relating learning becomes more difficult. The curriculum that attempts to place learning in the context of life
experiences must, first, call the student’s attention to everyday sights, events, and conditions. It must then
relate those everyday situations to new information to be absorbed or a problem to be solved.
Learning in the context of exploration, discovery, and invention –is the heart of contextual learning.
However, motivated or tuned-in learners may become as a result of other instructional strategies such
as video, narrative, or text-based activities, these remain relatively passive forms of learning. Learning
Experiencing appears to “take” far more quickly when learners are able to manipulate equipment and materials and to
do other forms of active research.

Concepts and information in a useful context often project students into an imagined future (a possible
career) or into an unfamiliar location (a workplace). This happens most commonly through text, video,
Applying labs, and activities, and these contextual learning experiences are often followed up with firsthand
experiences such as plan tours, mentoring arrangements, and internships.
Learning in the context of sharing, responding, and communicating with other learners, is a primary
Cooperating instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of
students learn the material, it also is consistent with the real-world focus of contextual teaching.
Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has
Transferring already learned. Such an approach is similar to relating. Students develop confidence in their problem-
solving abilities if we make a point of building new learning experiences on what they already know.

Guide for Mentors and Newly Hired Teachers 17

 Required Task 1: Pre-assessment Activity
Before you undergo this session, take this pre-assessment activity. Determine whether the statement is stating a fact or not.
Write TRUE if the statement is a fact and FALSE if not.

Statement Answer Feedback

1. Teachers can use the REACT Strategy in localizing TRUE It helps teachers connect learning to real-life situations, local contexts, and
the lesson. students' experiences, making education more relevant and meaningful.

2. When learners take what they have learned and TRUE This stage is essential in deep learning, as it shows that
apply it to new situations and context, the transferring learners can adapt and use what they have learned in real-
stage happens. world scenarios rather than just memorizing information.
3. Experiencing happens when learners solve problems By working as a team to solve problems, learners deepen
as a team to reinforce knowledge and develop TRUE their knowledge and enhance essential life skills like
collaborative skills. teamwork, critical thinking, and communication.
4. Understanding real-world connections to course By making learning practical and relevant, students feel
content increases student engagement which often more connected to their education, increasing persistence
leads to increased persistence and successful TRUE and achievement.
transitions.
5. For learning to happen, the teacher allows the By allowing learners to discover meaningful relationships
learners to discover meaningful relationships between
TRUE between ideas and their applications, education becomes
concrete ideas and real-world application. more engaging, practical, and long-lasting.

18 The Teacher Induction Program - Core Course 4

Required Task 2
Now to fully understand REACT Strategy, 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 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.

Guide for Mentors and Newly Hired Teachers 19

 Applying: He assigned students the role of greenhouse
technicians, requiring them to apply their knowledge to
troubleshoot plant vitality issues.
Cooperating: Students worked in pairs to complete lab
and internet research activities, promoting teamwork
Now challenge your understanding by answering these questions together with your colleagues and mentor. and discussion.
Transferring: The teacher asked students to compare
photosynthesis to animal nutrition, encouraging them
to connect biological processes across different
systems.

Discussion Questions Answers Feedback

Yes, Teacher Romano utilized contextualization by making the lesson He used fallen leaves from the school premises to introduce
Did Teacher Romano utilize contextualization? relevant to the students’ environment and real-life experiences. the topic, making it more relatable.
What degree of contextualization is presented in The lesson demonstrates a high degree of contextualization Allowing students to construct knowledge through
because it integrates real-life applications, hands-on activities,
the sample lesson? and problem-solving tasks.
direct engagement.

Which part in Teacher Romano’s lesson showed Relating: He used fallen leaves from the school premises to explain pigmentation The REACT Strategy includes
and chlorophyll breakdown, making the lesson relevant to students’ surroundings.
the REACT Strategy? Outline the portions that Experiencing: The students conducted an experiment covering leaves with gauze,
five key components: Relating,
Experiencing, Applying,
demonstrated the REACT strategy. foil, or plastic wrap to observe the effects on photosynthesis Cooperating, and Transferring.
Was the anticipated learning outcome realized Yes, the anticipated learning outcome was effectively By engaging in problem-solving and real-world applications,
realized. Students not only described the process and they developed a deeper understanding of the topic and its
through the REACT Strategy? outcomes of photosynthesis but also explored its variables connections to other biological systems.
As a teacher, can you replicate any lesson or Yes, the REACT Strategy can be applied to various By integrating real-life examples, experiments, and
subjects. For example, give a real-world problem that will collaborative work, the REACT strategy makes learning
topic using the REACT Strategy? How? relate to their personal life. more engaging and meaningful.

The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers establish a
teaching-learning environment where problem-based and work-based approaches work. The strategy allows learners to retain
the knowledge and information of the lesson. Learners establish connections between what they learn and how that knowledge
can be used. The strategy increases the motivation of the learners to a higher level (CORD, 2016).

20 The Teacher Induction Program - Core Course 4

Required Task 3
You were assigned to teach in a community with learners from an indigenous group. Think of a topic that you will be discussing
and Write a lesson outline using the REACT Strategy. Think of ways to promote an inclusive, culture-responsive and relevant
education for your learners.. Use the template below. Be ready for a discussion with your mentor and colleagues.

Lesson Outline using REACT Strategy Responses

Topic or Competency Explain how human activities affect the balance of an

ecosystem and propose solutions to environmental
issues.

1. What kind of discussion or activity might help learners in RELATING to the concept? Relating (Connecting to Students’ Lives & Cultural
Backgrounds) Allow students to share stories about how
their families or cultures interact with nature (e.g.,
sustainable fishing, farming techniques).
2. What kind of activity would enable learners to EXPERIENCE the concept? Experiencing (Hands-on and Experiential Learning)
Conduct a simulation activity where students act as different
organisms in a food web and experience the effects of
ecological imbalance.
3. How can learners be shown the way that concept is applied, or they can APPLY it Assign students the role of environmental consultants and
have them develop solutions for local environmental issues.
themselves in a way that simulates an industry situation or other real-life problem-solving
scenario?
4. How will the experience be set up so that learners have the opportunity to interact and Encourage peer teaching by letting students present
COOPERATE in one another’s learning? solutions in their native languages and translating them for
the class.

5. What steps can be taken to ensure that learners will be able to TRANSFER learning to new Relate lessons to future careers (e.g., environmental
and unfamiliar situations? scientist, urban planner, marine biologist).

Guide for Mentors and Newly Hired Teachers 21

 Summary

• REACT Strategy is a constructivist approach to teaching that incorporates five essential learner engagement strategies:
º Relating: Relating links the concept to be learned with something the student already knows.
º Experiencing: Experiencing allows learners to discover new knowledge through hands-on activities.
º Applying: Applying relates learner’s knowledge to the real-world situation.
º Cooperating: Cooperating involves solving problems as a team to develop collaborative skills.
º Transferring: Transferring paves the way for application of learning in the new situation and contexts.

• The REACT strategy helps the teachers to easily identify activities that will suit the context of the learners. Teachers
establish a teaching-learning environment where problem-based and work-based approaches work. The strategy
allows learners to retain the knowledge and information of the lesson. Learners establish connections between what
they learn and how that knowledge can be used (CORD, 2016).

22 The Teacher Induction Program - Core Course 4

Module 2 – Building Relationships with the Wider
School Community

Intended Module Learning Outcomes Required Tasks

At the end of this module you should be able to: • Scenario analysis
• establish strong partnership with the wider school • Preparing an action plan (Portfolio Output)
community and involve them in the teaching- • Formative assessments
learning process;
• LAC Session
• maintain learning environment that are responsive to
learners’ needs by engaging parents and the wider
school community in the educative process; and
Required Resources
• comply with and implement school policies and
procedures to foster harmonious relationships with • DepEd Order no. 42 s. 2017 on the National Adoption
learners, parents, and other stakeholders. and Implementation of the Philippine Professional
Standards for Teachers.
Module Outline • Republic Act no. 232 on An Act Providing for the
Session 1: Community as a Resource in the Teaching- Establishment and Maintenance of an Integrated
Learning Process System of Education (year?)
Session 2: The School and Community Relationships • School Governing Council manual

Session 3: Strengthening and Sustaining Good

Relationships with the Parents/ Guardians and the
Wider Community

Estimated Time required: 2 hours

Guide for Mentors and Newly Hired Teachers 23

 Session 1 – Community as a Resource in the Teaching-Learning Process

Prior Knowledge Assessment

Identify the term being referred to in the following statements. Choose the letter of the correct answer from the box below and
write it on the space provided.

A. Action Plan D. School community

B. Partnership E. School Governing Council
C. Stakeholders F. Parent-Teacher Association (PTA)

Statement Answer Feedback

1. It is a school association composed of parents/guardians and
F. They are important in supporting our
teachers, which serves as support groups and partners of the
school for the welfare of the learners. Parent-Teacher school. and they helps foster a culture
Association (PTA) of respect, inclusivity, and community
involvement in school activities.
2. It is composed of government agencies, NGOs, Alumni, They contribute through resources,
Parents, retirees, and other sectors in the community which C. expertise, and collaboration to
give support to the school in the achievement of its goals and
objectives.
Stakeholders enhance education and student
development.
3. It refers to the sustainable governance structure that operates It aims to improve school effectiveness by
under the principle of shared accountability and responsibility E. School decentralizing decision-making and involving the
community in managing school operations,
among school community stakeholders. Governing Council resources, and policies
4. It is a detailed list of the steps or tasks that you need to It serves as a roadmap for teachers,
accomplish to attain the goals set. A. Action Plan administrators, and students to improve learning
outcomes, implement programs, and address
school-related challenges.
5. It is a relationship between the school and the community, These partnerships provide resources,
organization, or individual who seeks a common goal, which is support, and real-world learning opportunities
to contribute to the learning outcome of the children. B. Partnership that contribute to better educational
outcomes.

24 The Teacher Induction Program - Core Course 4

Guide for Mentors and Newly Hired Teachers 25
 Key Topic 1: support adolescent and adult learners to become more
productive and more involved in their communities which
The School Community and the Teacher overall creates a positive impact on industry and the society
at large.
Bronfenbrenner (1994) said that there are numerous factors Some concepts you must be familiar with:
that affect child development. Among these factors are the
interaction of different social spaces that the child is exposed
to such as the home, school, and communities. Epstein • School Community refers to the different individuals,
(2011) contends that when the dimensions of social spaces groups, businesses, and institutions that invest in
and the ‘spheres of influence’ overlap, development is further the well-being and vitality of the public school and
enhanced. As a teacher, it is very important to facilitate the its community — that is, the neighborhoods and
interaction of the child and the school community. municipalities served by the school.
According to the Australian Council for Educational Research • Wider School Community – refers to both internal
(2013), “When partnerships are well-planned, sustainable, and external stakeholders.
collaborative, and based on a mutual sharing of expertise, • Partnership refers to linkage or relationship
knowledge, resources and skills, they are effective and established by DepEd with other organizations to
are able to make an impact.” When different stakeholders implement projects or programs aligned with the K
recognize each other’s contributions and learnings and are to 12 curriculum.
able to collaborate to create quality and relevant programs,
partnership outcomes improve. Schools and business and • A stakeholder is anyone concerned in the welfare
industry groups derive mutual benefits by strengthening links and the progress of a school and its learners,
with each other. Partnerships pave the way for opportunities including administrators, teachers, staff, learners,
for learners, additional training resources for teachers, and parents, other LGU Officials, and Non-Government
a pool of well-trained workers for industry. Through these Organizations.
partnerships, stakeholders and the community are able to: • Adopt-A-School Program refers to a program
where any qualified private individual, group,
organization or institution offers to provide public
• Share knowledge and expertise with schools
school assistance during a given period in a
• Offer learning opportunities to learners particular area of its education program.
• Provide industry and career mentoring to learners
In turn, schools can contextualize and better match their
programs and skill training to industry needs. They help

26 The Teacher Induction Program - Core Course 4

Introductory task I or E:
Identify if internal or external stakeholder

INTERNAL
Teachers:
INTERNAL
Students:
EXTERNAL
LGUs:
EXTERNAL
NGOs:
Civil Society: EXTERNAL
School administrator: INTERNAL

Optional Task: Complete the table

Get to know your community. Complete the table below to

get acquainted with your school community. If you have no
answer for some items, you may leave it blank.

Guide for Mentors and Newly Hired Teachers 27

 Name of School Community (School name and Barangay):

Description (name, location, background, etc.)

1. Type of community (urban, rural, etc.)

2. Topography

3. Available establishments

4. Tourist spots/parks

5. Indigenous group/s (if applicable)

6. Religion

7. Celebration/feasts

8. Source of income

9. Songs/folklores

10. Local heroes

11. Learning Resource Centers/Learning Hub

28 The Teacher Induction Program - Core Course 4

Required Task No. 1: Scenario Analysis Questions:
Analyze the scenario below and answer the following 1. Why did Ms. Ramos talk to the Barangay Captain?
questions.

Scenario 1:
Bucao Integrated School adopts a blended learning modality. Ms. Ramos talked to the Barangay
Miss Lanie Ramos’s Grade 1 class is composed of 30 pupils. Captain because she noticed that some
Every Monday and Wednesday, Group A, which is composed of her students lacked access to gadgets
of 15 pupils, comes to school for face to face class with her;
while Group B stays at home and does online learning, and
for online learning. She wanted to borrow
vice versa during Tuesdays and Thursdays. During parents’ the unused computers in the Barangay
orientation on the new modality of learning, she found out Hall so that these students could fully
that 6 of her pupils do not have any gadget at home. participate in the blended learning setup.
On her way home one afternoon, she happened to pass
by the Barangay Hall. She saw that no one was 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 their School Head and asked if she could
coordinate with the Barangay and ask to use the spare
computers. The School Head let her arrange a meeting
with the Barangay Captain as a representative of the school
and asked if it would be possible to borrow the computer
for their online classes. The barangay captain invited Mrs.
Alma Abela, a businesswoman, who also expressed her
eagerness to help the school and their learners and offered
some of her computers to be donated to the Barangay. 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.

Guide for Mentors and Newly Hired Teachers 29

 2. What was the Memorandum of Agreement the 3. If you were Ms. Ramos, would you do the same?
School Principal made for? Why?

Yes, I would do the same because every

The Memorandum of Agreement child deserves equal learning
(MOA) was created to formalize the opportunities. Ms. Ramos showed
donation and use of computers offered initiative, resourcefulness, and
by Mrs. Alma Abela for the benefit of dedication to ensure that all her students
the school and students. This could access quality education despite
document serves as a legal their limitations. It also fosters strong
agreement outlining the terms, school-community partnerships, which
responsibilities, and conditions for are essential for addressing educational
both parties, ensuring proper use and challenges.
accountability.

30 The Teacher Induction Program - Core Course 4

4. What will you do to show appreciation and gratitude Required Task No. 2: Action Plan (Portfolio Output)
to them?

To show appreciation and gratitude to the

Barangay Captain and Mrs. Abela, I
This activity will be submitted to your
would:
mentor as an output of the Course.
Organize and compile this activity
Send a formal letter of appreciation from into a Portfolio.
the school, signed by the principal and
students.

Organize a small recognition event in

school to honor their generosity. The school is organizing classes through different modalities
to respond to the inability to conduct face-to-face classes
Have students create thank-you cards or due to a national health crisis. Your students, who came from
low-income families do not have the means to participate
a banner expressing their gratitude.
in classes that require gadgets and technologies. While
checking your learners’ Learner Enrolment and Survey Form
Share their good deeds on social media (LESF), you found out that most of your learners’ parents are
or school publications to inspire others to incapable of providing academic guidance that affects the
support education. learners’ performance in class.

Ms. Ramos’ story highlights the Given this situation, you decided to prepare an Action Plan
to identify problems and provide solutions. You also decided
importance of collaboration between
to involve the community with the help of the parents as well
schools and the community in as other stakeholders.
overcoming challenges and ensuring
inclusive education for all learners.

Guide for Mentors and Newly Hired Teachers 31

 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. You may also refer to the existing action plans from the school
to accomplish the tasks.

Observable Problems: Reasons: Resources: Action: Action:

What are the problems What might be the reason? What resources do you have What can you do as their What can your school do
that hinder the learning in your school community teacher? to face the challenge?
process during this time of that you can utilize in easing Are there any efforts your
pandemic? out the identified problems school is doing to ease the
in your school community? problem?

Limited Access to Many students didn’t have Poor or no internet Offer modular, online, and
I give them other mode of
access to gadgets like connection made it hard to blended learning based on
Technology and attend online classes or
learning like pintable
the students' resources and
smartphones, tablets, or modules
Internet laptops. access learning materials. situations.

Lack of Parental Some parents were working Create parent-teacher chat Help parents understand Conduct Parent
full-time, had limited groups for updates and their role in their child's Orientation and Support
Guidance or education, or were unable to support. learning through training Programs
Support help with schoolwork. or orientations
Some children experienced Isolation, anxiety, and Assign guidance
Mental Health depression, stress, or uncertainty during the pandemic Organize wellness
activities, journaling, and counselors or trained
and Emotional trauma, making it difficult to affected learners’ motivation
teachers to conduct check-
and mental health. With these open forums to express
Stress focus or engage in learning.
teachers can talk individually feelings. ins with students.

32 The Teacher Induction Program - Core Course 4

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 Personnel Time frame Potential barriers

What tasks should be done? Who are the people to perform the When should the tasks be What hinders the accomplishment of
tasks? accomplished? these tasks?
School Principal, Teachers, First week of school year / quarter Limited school funds or external
Conduct a Needs Assessment support
Guidance Counselors

Develop a Flexible School Head, Teachers, Before classes start /

planning week Low Parent Engagement
Learning Plan Curriculum Planners
Principal, Teachers, PTA Ongoing; initial effort before Poor Internet or Tech
Mobilize Resources Officers, LGU & Barangay school year, with regular
updates Access
Officials, NGOs

Guide for Mentors and Newly Hired Teachers 33

 Summary

In this session, we learned the following concepts:

• It is important to know the profile of your school
community and the roles of teachers and other
stakeholders.
• There are different resources from the community
which can contribute to the facilitation of learning. It
is important to identify these resources and involve
the community in finding solutions to problems
concerning student learning.
• As a teacher, it is helpful for you to formulate an action
plan to solve emerging problems in and outside of
your class. Involving the parents/ guardians and
the wider school community are important in the
learning process.

34 The Teacher Induction Program - Core Course 4

Session 2: The School and Community • Batas Pambansa Blg. 232 Section 3, Chapter 2,
states that it is “the policy of the state to establish
Relationships
and maintain a complete, adequate and integrated
Key Topic 1: Laws and Existing Policies system of education relevant to the goals of national
development”. The educational system is expected
to contribute to the following national development
goals:
Establishing good relationships with the school community
bears rewarding results over time. As you transition towards 1. To achieve and maintain an accelerated
being a public-school teacher, teaching will not only be rate of economic development and social
your primary duty. Relating to your learners, co-teachers, progress;
colleagues, and the wider community will be essential
2. To ensure the maximum participation of all
in creating a healthy environment both for you and your
the people in the attainment and enjoyment
learners. In this part of the module, you will learn more about
of the benefits of such growth; and
existing policies that anchor to this concept.
3. To achieve and strengthen national unity
and consciousness and preserve, develop,
Read the following laws and policies that you need to know
and promote desirable cultural, moral and
in alignment with establishing good relationships with your
spiritual values in a changing world.
school community:

• Republic Act 9155 or the “Governance of Basic The State shall encourage local initiatives for improving the
Education Act of 2001” Chapter 1 of Section 2, quality of basic education. The State shall ensure that the
provides the principles that guide the implementation values, needs, and aspirations of a school community are
of the act and the application of its rules: reflected in the program of education for the children, out-
º The parents and the community shall be of-school youth and adult learners. Schools and learning
encouraged for active involvement in the centers shall be empowered to make decisions on what
education of the child. The participation and is best for the learners they serve.” In school governance,
coordination between and among schools, stakeholders with harmonized perspectives and experiences
the local school boards, the Parent Teachers are crucial in improving the lives of children, youth, families
Associations (PTAs) must be maximized; and and the community. These groups of stakeholders may be
formally represented in a governance structure in the school
º Volunteerism from among all sectors shall system. In the SBM Framework and Standards adopted by
be emphasized and encouraged to ensure the DepEd, these School Governance structures are called
sustainable growth and development in School Governing Councils (SGCs). They are composed of:
education.

Guide for Mentors and Newly Hired Teachers 35

 Internal Stakeholders • The SGC provides a forum for parents, students,
º Students and student organizations teachers, community stakeholders and the school
head to work together towards continuously
º Parents of students/pupils and Parent
improving student learning outcomes. SGCs provide
associations
the opportunity and the environment to (DepEd-
º Teachers BESRA, 2009)
º Non-teaching and • Some of the activities that would involve the parents/
º Teacher Associations in the school guardians and the community are Brigada Eskwela,
Family Day, Recognition Day, Festival Celebrations,
Clean-Up Drive, Career Guidance Day and many
External Stakeholders others.
º Various Government Agencies
º Non-Government Agencies
º Civic and Social Organizations
º Alumni
º Retirees
º Professionals
º Basic Sectors: Businesses, Fisherfolks,
Farmers, Indigenous People, Cultural Minority,
others

36 The Teacher Induction Program - Core Course 4

Required Task 1
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 The community provides real-life experiences, local knowledge,
learning. and cultural context that can enhance student learning.
2. Batas Pambansa Blg. 232 is also known as An Act TRUE This law is also known as the "Education Act of 1982,"
Providing for the Establishment and Maintenance of an which aims to establish and maintain a complete,
Integrated System of Education. adequate, and integrated system of education.
3. The community is required to provide the needs of The community is encouraged to support schools, but it is not required by law
FALSE to provide for their needs. Responsibility mainly lies with the government and
the school. the Department of Education.
4. The School Governing Council (SGC) is accountable to TRUE The SGC helps in planning, decision-making, and ensuring
the learning of the students in the school. that learners achieve better educational outcomes.
5. Frequent communication with the learners’ parents/ TRUE Regular communication builds trust and strengthens the
guardians contributes to a healthy school-community partnership between home and school, which benefits the
relationship. learner.
6. A farmer or fisherman in the community is considered Farmers and fishermen are external stakeholders because they are not directly
FALSE involved in the day-to-day operations of the school but can still support learning in
an Internal Stakeholder of the school.
meaningful ways.
7. The school alone can provide for the life-long learning FALSE Lifelong learning is a shared responsibility. Families, communities,
skills the learners need. and other institutions also play crucial roles in developing learners'
skills and values.
8. During Family Day, teachers get the chance to know Events like Family Day strengthen school-home
the parents/ guardians and some of the members of the TRUE relationships and allow teachers to better understand their
family of the learner. students' backgrounds.
9. Having open and healthy communication between Open communication directly influences both academic
the teacher and the learners’ parents/ guardians has FALSE
nothing to do with the academic nor in the social
performance and social behavior by ensuring consistent
behavior of the learner. support and intervention when needed.
10. An established linkage between the teachers/ Strong school-community linkages provide students with
school and the community can help in the development TRUE more resources, support, and real-world learning
of the learner. experiences that contribute to holistic development.

Guide for Mentors and Newly Hired Teachers 37

 Required Task 2: Scenario Analysis Questions:
Read the Purpose, Mission, Statement and Guiding 1. As an adviser of one of the classes in Grade 1, what
Principles of the School Governing Council from the Manual should you do to gain the trust and confidence of
on School Governing Council and other relevant documents the parents and the community? Limit your answer
that can help you analyze the scenario such as the Magna to 200 words (maximum)
Carta for Public School Teachers, etc. After reading, analyze
the scenario below and answer the questions given:
To gain the trust and confidence of the parents
and the community, I will start by introducing
myself formally and expressing my sincere
Scenario 1
intention to continue the legacy of quality
You are a newly-hired teacher following the retirement of teaching that Teacher Glenda has built. I will
Teacher Glenda, a teacher who devoted her life to teaching ensure that I am always punctual, well-prepared,
Grade 1 in your present school. Teacher Glenda was always and approachable. Like her, I will maintain a
on time for her class and as soon as she arrives in school, clean and safe classroom environment and
she prepares all her learning materials and sees to it that attend to learners' individual needs through
the entire classroom and surroundings are clean before the differentiated instruction and remediation
learners arrive. In the afternoon, she always makes sure sessions. I will consistently update parents about
that learners who needed remediation were attended to. their children's progress and listen to their
She often lets those who can hardly read to stay so she can concerns with empathy and respect. I will also
teach them to read. involve them in classroom activities, celebrate
students' milestones, and encourage open
Every parent in the community wants his/her child to be communication. By showing genuine care,
taught by Teacher Glenda. Upon learning that she has professionalism, and consistency, I hope to
already retired, you heard most of the Grade 1 parents talk assure the parents that their children are in good
about transferring their children to another school. hands and that learning remains a priority.

38 The Teacher Induction Program - Core Course 4

2. Who are the persons in the school community 3. In what ways can you better communicate with the
that you can tap to help you establish a good parents?
relationship with parents?

Regular Parent-Teacher Conferences

School Principal
Daily/Weekly Communication Notebooks
Fellow Grade 1 Teachers
Text Messages or Group Chats
Guidance Counselor
Phone Calls for urgent concerns
Parent-Teacher Association (PTA) Officers
Monthly Newsletters
Community Leaders
Social Media Groups (with proper guidelines)
Former Teacher Glenda (as a mentor or bridge
for transition) Home visits (when appropriate)

Homeroom Parent Representative Suggestion box for anonymous concerns or

feedback

Guide for Mentors and Newly Hired Teachers 39

 Key Topic 2: The Community Involvement
Continuum
• Communication is the foundation of good • Plan out the involvement of the community. The
relationships. It is essential to involve your learners’ framework below is helpful in planning out how you
parents and the community in the learning process. can involve and empower the stakeholders:
Giving regular updates on their child’s progress and
involving parents in planning learning interventions
will build their confidence and trust in you as a • In the digital age, there are so many communication
teacher. platforms to choose from. It is important to survey
what is available and accessible to the community.
Most importantly, you need to develop and sustain
a communication system where every stakeholder
can be informed and updated.

40 The Teacher Induction Program - Core Course 4

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 Level Goal Activities/Tasks/Strategies

Inform To provide the community with balanced, objective Example:
information to assist them in understanding the
problem, alternatives and solution. Conduct information drives on certain community
issues or advocacies

Infer To obtain community feedback on analysis, Focus Group Discussions (FGDs)

Invite selected community members (parents, leaders,
alternatives, and decisions.
stakeholders) to a guided discussion.
Purpose: Gain deeper insights and reactions to proposed
actions or alternatives.
Involve To work with the community throughout the process Participatory Planning Workshop
to ensure that their concerns and aspirations are Conduct planning sessions with representatives from the
community.
consistently understood.
Let them help define goals, identify needs, and co-create
action plans.

Integrate To partner with the community in each aspect of the Joint School-Community Action Planning
decision. Develop school improvement plans or project goals
with community leaders, parents, LGUs, NGOs, and
To synergize the effort from all the stakeholders to learners.
reach the goals Ensure alignment of efforts and shared ownership.

(to solve school problems)

Empower (INVEST) To provide shared leadership of community-led projects Community-Led School Projects
with final decision-making at the community level. Let the community initiate, plan, and implement projects
like a reading corner, school garden, disaster-
preparedness drills, or feeding program.
The school acts as a support system, while the
community takes charge of planning, resource
mobilization, and implementation.

Guide for Mentors and Newly Hired Teachers 41

 Summary of Key Learning

• The School Governing Council (SGC) is accountable

to the school community for improved learning
outcomes (A Manual on School Governing Council).
• School and community partnership are a tie between
schools and community resources.
• Communication is the foundation of good
relationships. Same with your learners’ parents and
the community, it is essential to involve them in the
learning process.
• Giving regular updates of their child’s progress and
involving parents in planning learning interventions
will build their trust and confidence in you as a
teacher. Frequent communication with the learners’
parents/guardians contributes to a healthy school-
community relationship.
• There are levels of community involvement: (1)
Inform (2) Infer (3) Involve (4) integrate (5) Empower.

42 The Teacher Induction Program - Core Course 4

Session 3 – Strengthening and Sustaining Reach out to your colleagues (preferably newly-hired teachers)
and share your thoughts with your co-teachers. Write down
Good Relationships with the School
the ideas you got from them:
Community
Preliminary Activity: Build relationships early. One colleague shared that
conducting home visits, when possible, helped her gain a
deeper understanding of her learners' backgrounds and earn
parents' trust more quickly.
During your first month of teaching, were you able to get to
know the parents of your learners? What were your struggles Use simple, consistent communication tools. Another
and how did you overcome them? Limit your response to teacher recommended using a dedicated class group chat
200 words. (e.g., via Messenger or SMS) for easy and quick updates—
especially for parents who aren't comfortable with formal
letters or emails.
Yes, during my first month of teaching, I made it a priority to
get to know the parents of my learners. I introduced myself Be visible and approachable. A co-teacher mentioned how
through a welcome letter and invited them to a short staying a few minutes after class during pick-up time gave
orientation meeting. Some parents were very responsive and parents a chance to talk casually and get to know her without
eager to collaborate, but I also faced challenges—particularly scheduling formal meetings.
with those who were too busy, unresponsive, or hesitant to
engage with the school.

One major struggle was establishing communication with

working parents who had limited time or access to digital
platforms. I overcame this by being flexible—sending
updates through text messages, printed notes, and even
setting short appointments during dismissal. I also made
myself available before and after class for quick check-ins.

Another challenge was building trust, especially as a new

teacher. I addressed this by showing genuine care for their
children and being transparent with my teaching plans. I
made sure to acknowledge the learners’ strengths and keep
parents informed about their progress.

Over time, consistency, respect, and sincere efforts to involve

them helped foster a stronger connection. I learned that
parents appreciate being listened to, and when they feel
valued, they become willing partners in their child’s learning
journey.

Guide for Mentors and Newly Hired Teachers 43

 Key Topic: Role of Parents? (K Melhuish, • A Parents-Teachers Association (PTA) is organized
in every school to provide a forum for the discussion
S., E. Sammons, P. Siraj-Blatchford, & B. of issues and solutions related to the overall school
Taggart (2004)) program and ensure that parents cooperate fully in
the effective implementation of the program (DepEd
Concepts: Order 54, s. 2009).
• Research shows that parents who get involved • At the end of every School Year, it is essential to
in the learning process of their children lead to an give recognition to parents who actively share their
improved learning outcome. time, talent, and finances in your class. Recognize
• Parental Engagement is the sharing of responsibility the parents who fully supported their children may it
of both parents and teachers to meet the educational be academically or in co-curricular activities.
needs of the children.
Required Task 1: Writing
• A healthy relationship with frequent communication
between the teacher and the parents benefits both.
Teachers learn about the learners’ characters and The following are some common school situations. Write
attitudes through their parents and teachers get to the strategy that you think will best suit the situation to be
understand their behavior. In the same way, parents able to create a good relationship with the parents/guardians
learn from the teachers how his/her child behaves in and the wider school community. Limit your response to 100
school and what support they could give to the child words for each situation.
to improve his/her learning outcome.
• Having parents who are involved in the educative
process is essential in the education of the learners.
Teachers find it easy to check learner’s homework
and evaluate the development of the learners.
Having parents who are involved in the school can
help in addressing the learners’ needs.
• The more the parents are involved in the school
activities of the learners, the more the parents feel
that they are welcome and trusted. In return, the
school receives more support from them through
volunteerism, funding for school projects, active
PTA organization and support/involvement in school
activities.

44 The Teacher Induction Program - Core Course 4

 1. Claire is always absent and you never receive an 2. Your lesson for tomorrow is about different
excuse letter from her parents/guardians. professions/jobs. You want your learners to meet
professionals and those working in the community.
To build a good relationship, I would first reach out to the In planning the lesson, you wanted to prioritize the
parents or guardians through a respectful phone call or safety and maximize the learning experience at the
home visit to express concern, not reprimand. I would same time. You thought about conducting a field
emphasize that Claire’s consistent absences may affect her trip but it will be very costly and will require rigorous
learning and that I genuinely want to help. I’d also ask if planning to make sure that the activity will be safe.
there are underlying reasons—such as health, financial, or What is an alternative way to conduct this activity?
family issues—and offer support from the school, if possible.
Establishing an open line of communication can encourage
cooperation and accountability. As an alternative to a costly field trip, I would organize a
“Career Day” in the classroom by inviting parents, local
community workers, or alumni to speak about their
professions. Each guest can briefly share what they do,
show their tools or uniforms, and answer students’ questions.
This makes the experience interactive and real-world without
financial strain. I would coordinate with the school
administration and ensure all guests follow school safety
protocols. This also helps strengthen school-community ties.

Guide for Mentors and Newly Hired Teachers 45

 3. Mrs. Cruz, a parent, went to your class confronting 4. The general PTA meeting is fast approaching and
you because her daughter told her that you moved you need to ensure at least 90 percent attendance of
the child’s seat away from her friends to make her parents. How are you going to invite the parents to
concentrate on your lessons. Your actions were ensure their attendance and participation?
triggered by her non submission of assignment and
throwing a crumpled paper at you. How will you
explain your side to Mrs. Cruz? To ensure maximum attendance, I would send out multiple
invitations: printed letters, text reminders, and even verbal
announcements through the students. I would highlight the
I would calmly and respectfully listen to Mrs. Cruz's concerns importance of the meeting and how it will benefit their child’s
without interrupting her. Then, I would explain the situation learning. I might include a short program teaser or incentives
from a professional standpoint, stating that the seat change like student performances or free school supplies. I would
was done to help her daughter focus better, as I noticed some also coordinate with the class officers and parent leaders to
off-task behavior. I would also share that I care deeply about help encourage attendance and follow up with parents who
her child’s learning and that my intention was never to isolate, may need personal reminders.
but to guide. I would suggest working together—teacher and
parent—to support her child’s academic success and
behavioral growth.

46 The Teacher Induction Program - Core Course 4

Required Task 2: Scenario Analysis
Read the following scenarios. Write YES if it tells about a
healthy parent-teacher relationship and NO if otherwise.

YES
YES
___________ 1. Benedick, a Grade 1 pupil, never speaks ___________ 3. Angelo always skips class every afternoon.
in the class of Teacher Consuelo. Teacher He never does his assignments too. He is
Consuelo seeks for advice from Benedick’s one of the struggling learners in Ms. Bada’s
previous teachers. Contrary to what she class. Since he has been acting this way for
knows, the teachers said that Benedick almost two weeks, Ms. Bada immediately
was a talkative pupil. During the distribution called his father, Mr. Cruz and set an
of cards, she talked to the student’s mother appointment. She told Mr. Cruz of Angelo’s
and found out that after his father’s death, behavior in school and he promised that he
he got upset, which led to Benedick’s will be watchful of Angelo.
disinterest in socialization. Teacher NO
___________ 4. During the online class where Janna is
Consuelo consulted Benedick’s condition
attending, she failed to understand the
with the School Guidance Counselor.
instructions of the teacher because of
NO
___________ 2. Mrs. Maureen De Cello was an alumna of internet connection failure. Mrs. Manza,
Bucao Integrated School and a mother of a her mother, sent a message to her teacher
Kinder learner in the same school. She was and asked for further discussion about the
impressed by the improvements made in instruction because Janna was not able to
the school and expressed her willingness get it correctly. Her teacher did not respond
to contribute to the further improvement of to her.
the school. She asked the teacher of her YES
___________ 5. Mrs. Hugo sent three activity sheets to
daughter, of what else she can contribute
Lerio’s house through the Barangay Health
to the school. However, nothing came into
Worker (BHW) for her to answer. As soon
fruition.
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.

Guide for Mentors and Newly Hired Teachers 47

 Optional task: Summary
List down top 5 strategies to increase parental involvement • Parents/guardians are the first teachers of every
in school and share it with your co-teachers. child. Parents/guardians who involve themselves
Regular and Open Communication Channels in their children’s education tend to develop a
1. _____________________________________________ child who loves and enjoys learning. It is also the
parents/guardians who can help the teachers in
giving extra support to struggling learners.
Invite Parents to School Activities and Decision-Making
2. _____________________________________________ • Parents play a vital role in the educative process
of the child. They should be supported, assisted
Flexible Parent-Teacher Meetings and empowered to take on responsibilities in the
3. _____________________________________________ learning process.
• A Parents-Teachers Association (PTA) is organized
Parent Volunteer Programs
in every school to provide a forum for the
4. _____________________________________________
discussion of issues and their solutions related to
the overall school program and ensure that parents
Parent Education Workshops cooperate fully in the effective implementation of
5. _____________________________________________ the program (DepEd Order 54, s. 2009).
• Research shows that parents who get involved
in the learning process of their children lead to
improved learning outcomes.
• Parental Engagement is the sharing of
responsibility of both parents and teachers to meet
the educational needs of the children.

48 The Teacher Induction Program - Core Course 4

Glossary

Community A barangay where the school is located. However, it may also be expanded to refer to the following; a.
adjacent barangays where a significant number of children enrolled in the school come from b. Municipality/
City/Ancestral domain (DepEd Order No. 44 s. 2015). It is a shared attribute of the people and/or the strength
of the connections among them which led to continuous improvement.

Contextualization The educational process of relating the curriculum to a particular setting, situation or are of application to
make the competencies relevant, meaningful and useful to all learners

Contextual Teaching and Learning (CTL) An approach involving active learners in the learning process to discover the concepts learned through to
knowledge and experience of the learners.

External stakeholders Individuals or groups who have an interest in the product, but do not produce or consume it directly. These
groups are the parents, LGUs, NGOs, alumni, private organizations, and companies.

Indigenization A process of enhancing curriculum competencies, education resources, and teaching-learning processes in
relation to the context of the learners’ community

Internal stakeholders Individuals or groups who directly produce and consume the product (education). These are the groups in the
school like teachers, pupils, and staff.

Localization The process of relating learning content specified in the curriculum to local information and materials in the
learners’ community

Parent-Teacher Association An organization operating in a school both in elementary and in high school. It is composed of all parents,
enrolled students, Board of Directors, School Head, Teachers, and Non- Teaching Personnel (DO 54 s. 2009)

REACT Strategy The curricula and instruction based on contextual learning should be structured to encourage the five
essential student engagement strategies: relating, experiencing, applying, cooperating, and transferring

Guide for Mentors and Newly Hired Teachers 49

 Resources Supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order
to function effectively (Merriam Dictionary).

School Governing Council A sustainable governance structure in school to produce stable and effective leadership which underpins
achievement of the school’s objectives. It is composed of various gov’t agencies, non- government agencies,
students, civic and social organizations students organization, alumni, parents of students, parents of
alumni, parents association, retirees, professionals in the school, basic sectors (business, fisherfolk, farmers,
indigenous peoples, cultural minorities and others) ( DepEd SGC Manual)

Stakeholder A person who has an interest or concern in the organization at hand. In terms of education, a stakeholder
is someone who has a vested interest in the success and welfare of a school or education system. This
includes all parties that are directly affected by the success or failure of an educational system, as well as
those indirectly affected. (Roundy, 2016).

Teaching-learning process Processes by which learners acquire the necessary competencies and skills for lifelong learning

Zone of Proximal Development (ZPD) The difference between what a learner can do without help and what he or she can do with help

50 The Teacher Induction Program - Core Course 4

References

Bronfenbrenner, U . (1994). Ecological models o f human development. I n T. Husen & T. N . Postlethwaite (Eds.), International
encyclopedia of education (2nd ed., Vol. 3, pp. 1643-1647). Oxford , UK : Pergamon.

Government of the Philippines, Department of Education. Basic Education Sector Reform Agenda (BESRA). Manual on
School Governing Council (2009). Pasig City.

Government of the Philippines, Department of Education. D.O no. 42 s. 2017 on the National Adoption and Implementation of
the Philippine Professional Standards for Teachers. Pasig City

Senate of the Philippines, Republic Act no. 232. An Act Providing for the Establishment and Maintenance of an Integrated
System of Education. 1982. Manila City

Government of the Philippines. Department of Education. http:/;m /www.deped.gov.ph 2015. Adopting the Indigenous People
Education Framework. DepEd Order No. 32, s. 2015. Manila.

Breaking Through: Contextualizing Toolkit. (2010). Literacy Information and Communication System. http://lincs.ed.gov/
professional-development/resource-collections/profile-233

Center for Occupational Research and Development, accessed June 15, 2020, https://www.cord.org/index.php.

“How We Teach.” Contextual Teaching and Learning Toolkit (2016). Accessed June 15, 2020. http://cordonline.net/CTLtoolkit/
how-we-teach.php.

“Learning Theories.” Contextualized Teaching Strategies. Accessed June 15, 2020. http://contextualizedteachingstrategies.
weebly.com/learning-theories.html.
Curriculum Contextualization published September 9, 2016, retrieved from https://www.slideshare.net/rtipolo/contextualization-
presentation

Hudson,C.C.,& Whistler, V.R. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemics, Cybernetics
and Informatics, 6(4),54-58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf

Guide for Mentors and Newly Hired Teachers 51

 Journal of Physics: Conference Series, Volume 895, Number 1, Published September 1, 2017, IOP Publishing Ltd. retrieved
from https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012171#:~:text=The%20Contextual%20
Teaching%20and%20Learning,and%20experience%20of%20the%20students.

Teaching and Learning in Adult Contexts. (2007). National Centre for the Study of Adult Learning and Literacy. http://www.
ncsall.net/fileadmin/resources/teach/jacobson/pdf

Sylva, K Melhuish, E, Sammons, P Siraj-Blatchford, I and Taggart, B (2004) Effective Pre-School Education. Final Report. DfES.
London: Institute of Education

“Inform, Consult, Involve, Collaborate, Empower. INTOSAI Journal.” INTOSAI Journal, April 29, 2019. http://intosaijournal.org/
inform-consult-involve-collaborate-empower/.

“Community Engagement.” Edmonton Community Development Company, August 15, 2020. https://edmontoncdc.org/
community-engagement/.

52 The Teacher Induction Program - Core Course 4

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment: _____________________

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.

Once you’re done, kindly input your score here: Input your score here.

Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.

Guide for Mentors and Newly Hired Teachers 53

 Department of Education

National Educators Academy

of the Philippines

Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Guide for Mentors and Newly Hired Teachers 55

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

56 The Teacher Induction Program - Core Course 4