Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

ACCOMPLISHMENT REPORT

Topics and Strategies on the Implementation of 2024

INSET – Re: School-Based Acceptance

I.INTRODUCTION
On December 17, 2024, at Del Remedio Elementary School, the
Master Teacher organized and facilitated a School Learning Action Cell
(SLAC) session with the primary objective of summarizing the
accomplishments and key insights gained from the recently concluded
Master Class online seminar. This initiative was specifically aimed at
enhancing the professional competencies and instructional practices of
Grade Six teachers. By sharing knowledge, skills, and innovative teaching
strategies acquired from the seminar, the Master Teacher sought to foster
a culture of continuous learning and collaboration among educators,
ultimately striving to elevate the standards of instructional excellence
within the school community.

II.HIGHLIGHTS OF ACCOMPLISHMENTS

1. The teachers who actively participated in this School Learning Action

Cell (SLAC) session are expected to share their significant takeaways and
valuable insights gained from the Master Class online seminar, which was
organized and conducted by the Department of Education (DepEd) Central
Office. Through this collaborative platform, the teachers will have the
opportunity to reflect on and discuss the knowledge, strategies, and
innovative practices they acquired during the seminar. This process not
only allows them to articulate their personal and professional growth but
also enables them to contribute to the collective learning and development
of their peers. By sharing their experiences, they can help identify
actionable steps and practical applications that will enhance teaching
effectiveness, promote best practices, and ultimately improve learning
outcomes within their classrooms and the broader school community.

2. Through a variety of engaging and well-structured activities, teachers

who participated in the session were given the opportunity to gain
exposure to a wide range of innovative teaching strategies while
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

simultaneously developing their creative abilities to effectively apply the

knowledge and skills they acquired from the Master Class seminar. These
activities introduced teachers to cutting-edge approaches such as scratch
programming, which empowers educators to integrate coding into their
lessons, and game-based applications that make learning more interactive
and enjoyable for students. Additionally, teachers explored project-based
learning strategies in science, enabling them to foster critical thinking and
problem-solving skills among their students by engaging them in
meaningful, real-world projects.

The session also emphasized the importance of understanding social

studies, or AP (Araling Panlipunan) subjects, equipping teachers with
techniques to make these lessons more relevant and relatable for their
students. Furthermore, the seminar included strategies for enhancing
reading competency and literacy, providing teachers with tools and
methods to address diverse reading levels and improve overall literacy
rates in their classrooms. Lastly, participants gained valuable insights into
assessing game performance and tactical skills through the
implementation of Teaching Games for Understanding (TGfU)-based
assessment strategies, which focus on evaluating students’ abilities in a
more holistic and meaningful manner.

By engaging in these activities, teachers not only expanded their repertoire

of teaching methods but also strengthened their confidence in applying
these strategies to create a more dynamic, inclusive, and effective learning
environment for their students.

III.OVERALL ACCOMPLISHMENT OF PROGRAMS AND

PROJECTS
BEST PRACTICES,
Value added
Target Accomplishment contributions,
INNOVATIONS and
other activities

Provide a The guidelines and To ensure the smooth and

comprehensive detailed schedule of effective implementation
orientation to sessions for the of the School Learning
teachers regarding School Learning Action Cell (SLAC), it is
all the essential Action Cell (SLAC) essential to establish a
details of the School were communicated dedicated and well-
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Learning Action Cell to all teachers in a structured Technical

(SLAC) session, clear and organized Working Group (TWG).
including its manner to ensure that This group will be
purpose, objectives, everyone was well- composed of competent
and overall informed and and experienced
significance in adequately prepared individuals who will take
enhancing for the event. These on specific roles and
professional important details responsibilities critical to
development. This were disseminated to the success of the SLAC.
orientation should maximize accessibility The TWG will be tasked
include clear and convenience for with the overall planning,
information about all participants. coordination, and
the venue, date, and Specifically, the execution of activities to
time of the session, information was guarantee that the
as well as the shared through chats objectives of the SLAC are
specific topics and (GCs), which allowed met efficiently and
activities to be for direct and real- effectively.
covered. time communication
Additionally, among the teachers,
teachers should be ensuring that they
briefed on the could ask questions,
expected outcomes clarify details, and
of their participation, stay updated on any
such as the changes or additional
acquisition of new instructions.
teaching strategies,
the opportunity for .
collaborative
learning, and the
application of
insights gained from
the Master Class
Seminar.

IV.EDUCATIONAL OUTCOMES/RESULTS

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

This School Learning Action Cell (SLAC) focused on giving insights

and key take ways from Master Class online seminar. The performance of
the Grade Six Teachers manifested significant progress. The SLAC include
varied activities that help everyone to collaborate. These outcomes
contribute to a positive and enriching learning experience for students and
holistic improvement of the teaching ang learning process.

The recently conducted School Learning Action Cell (SLAC) session

placed a strong emphasis on providing meaningful insights and
highlighting the key takeaways from the Master Class online seminar. This
initiative served as an avenue for fostering professional growth and
capacity building among the participating teachers, particularly those
handling Grade Six classes. Through this platform, educators were able to
reflect on and share the innovative teaching strategies, methodologies,
and practices they had learned, ultimately contributing to their individual
and collective professional development.

The outcomes of this SLAC were evident in the significant progress

observed in the performance of Grade Six Teachers, who demonstrated
notable improvements in their instructional techniques, classroom
management skills, and ability to engage students in more dynamic and
effective ways. The session included a variety of carefully planned and
engaging activities designed to promote collaboration, teamwork, and the
exchange of ideas among the participants. These activities encouraged
open communication and knowledge-sharing, enabling teachers to learn
from one another’s experiences and perspectives.

Furthermore, the positive impact of this SLAC extended beyond the

teachers themselves, as the improvements in their competencies
translated directly into a more positive and enriching learning experience
for their students.
The collaborative and holistic approach adopted in this SLAC not
only enhanced the teaching and learning process but also contributed to
creating a supportive and nurturing educational environment. By fostering
professional growth and promoting best practices, this SLAC has played a
crucial role in elevating the overall quality of education within the school,
ensuring that both teachers and students benefit from this transformative
initiative.

V.OUTSTANDING ACCOMPLISHMENTS

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

A well-executed SLAC can truly be a game-changer in Del Remedio

Elementary School, nurturing teachers into confident, articulate, and
transformative educators that impact on educational experiences to enrich
students learning.

A well-implemented School Learning Action Cell (SLAC) has the

potential to bring about significant transformation at Del Remedio
Elementary School. By offering teachers the essential tools, resources, and
opportunities for professional growth, the SLAC helps cultivate educators
who are not only confident, articulate, and skilled in their teaching but also
dedicated to ongoing self-improvement. Through this initiative, teachers
will gain the expertise and self-assurance needed to foster dynamic and
engaging learning environments that positively influence their students'
academic journeys.

This initiative empowers teachers to refine their pedagogical techniques,

adopt new methods, and create an environment of cooperation and shared
learning. As they enhance their understanding and application of best
teaching practices, they become more effective at addressing the diverse
needs of their students, adapting lessons to various learning styles, and
encouraging greater student participation and enthusiasm. The positive
outcomes of a thoughtfully designed SLAC go beyond just the teachers, as
the knowledge and skills gained directly enhance the student learning
experience, helping them thrive in classrooms that are better equipped to
meet their individual needs.

In the long run, a successful SLAC at Del Remedio Elementary School

fosters a culture of excellence, where teachers not only improve their
abilities but also inspire and empower their students to achieve their full
potential. By elevating the overall quality of instruction, the SLAC serves as
a powerful driver of positive change, ensuring that students receive a
comprehensive education that prepares them for success in both their
academic pursuits and future endeavors.

VI.FINANCIAL PERFORMANCE

Procured
Beneficiary Amount
Materials
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Materials used for Grade Six -Teachers MOOE -Php. 300.00

SLAC and
refreshments

VII.RELEVANT PHOTOS

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Activities Per Session

Session 1
Date: December 17, 2024
Modality: Face to Face
Location: BFF 1 Building
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
Exchange of Inset Knowledge by Subject Area
Focus:
To improve educators' comprehension and application of efficient
attendance regulations and procedures. The goal of the program is to give
teachers the tools they need to raise student attendance rates, deal with
absenteeism, and create a school climate that encourages regular
attendance. The INSET assists teachers in fostering an atmosphere where
students are inspired to attend class on a regular basis and recognize the
value of being on time and dedicated to their studies by offering useful
resources and ideas.
Objectives
 Boost Teacher Effectiveness: Give educators cutting-edge tactics and
industry best practices to enhance teaching methodologies, boost
student involvement, and create a supportive learning environment.

 Encourage the exchange of materials that will assist educators

improve their teaching methods as a group.

 Encourage Professional Development: By offering chances for

ongoing professional development through group seminars, training
sessions, and peer learning, educators can keep current on trends in
education and enhance their instructional strategies.

Processes:
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

1. The approach starts with a requirements assessment to determine the

most important areas for professional development in order to successfully
implement the 2024 INSET. Careful planning and preparation, including the
creation of training facilitators and resource materials, come next. In order
to keep participants interested, the implementation phase includes
interactive events like workshops and group discussions. Regular
monitoring and evaluation are carried out to gauge progress and make
required corrections. Last but not least, continued assistance and follow-up
meetings guarantee that educators may put the techniques they have
learned into practice, encouraging continual professional development and
better attendance records.

2. The first step in implementing inquiry and project-based learning in

science is developing an interesting curriculum that incorporates real-world
issues and stimulates curiosity. Instructors create exercises that let
students pose queries, carry out experiments, and delve deeply into ideas.
As students study scientific phenomena, this practical method aids in the
development of their critical thinking and problem-solving abilities.

3. The process emphasizes ongoing evaluation and input. Formative

assessments, like project evaluations, journals, and observations, are used
by teachers to track students' progress and give prompt feedback. In order
to ensure that students fully grasp scientific concepts and inquiry
techniques, this continuous assessment aids in modifying instructional
methodologies and assisting students in their educational journey.

Conformity

The 2024 INSET's implementation is centered on giving educators

cutting-edge tools to improve their efficacy in the classroom. Creating
thorough attendance regulations, dealing with absence, and cultivating a
healthy school atmosphere are important subjects. The curriculum places a
strong emphasis on interactive workshops, group projects, and ongoing
evaluation to make sure teachers are equipped to design a stimulating and
encouraging learning environment. Critical thinking and a thorough
comprehension of scientific concepts are fostered by this methodology's
integration of real-world situations and encouragement of exploration. This
method not only improves academic performance but also equips students
with critical abilities for upcoming difficulties.
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Facilitated by: Jennalyn M. Dimaculangan

Session 2
Date: December 17, 2024
Modality: Face to Face
Location: BFF 2 Building
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
Exploring Game-Based Approach in Teaching Mathematics

Focus:
The focus is to help the teachers to understand how games can enhance
student engagement and comprehension of mathematical concepts.
Hands on activities, discussion and collaborative design, will effectively
integrate games into teaching practice to create a more dynamic and
student-centered learning environment.
This will help us transform the way we teach math instruction.
Objectives
 To help the teachers understand how games can enhance student
engagement and comprehension of mathematical concepts
 To differentiate gamification of lesson from game-based learning
 To deeply understand how to use game-based learning in teaching
mathematics concepts
Processes:
The process of course starts with;
 identifying the learning objectives then

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

 designing engaging game and incorporating math concepts naturally

into gameplay
 as the students playing and enjoying the game they will learn the
topic at the same time.

Conformity

Game-based learning conforms with different benefits such as

cognitive benefits this may improve problem-solving skills, their critical
thinking and analytical reasoning of the students, this will boost their
engagement in learning mathematics thru fun and exciting games. This
has social benefits as well like collaborative, peer-to-peer and healthy
competition with other students.
Align with curriculum standards ensure games address specific math
objectives. This also conforms with balanced approach, combine games
with traditional instruction.

Facilitated by: Maria Janice D. Abaja & Ma. Leonora M. Panganiban

Session 3
Date: December 17, 2024
Modality: Face to Face
Location: BFF 1 Building
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
Exchange of Inset Knowledge by Subject Area
Focus:
To improve educators' comprehension and application of efficient
attendance regulations and procedures. The goal of the program is to give
teachers the tools they need to raise student attendance rates, deal with
absenteeism, and create a school climate that encourages regular
attendance. The INSET assists teachers in fostering an atmosphere where
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

students are inspired to attend class on a regular basis and recognize the
value of being on time and dedicated to their studies by offering useful
resources and ideas.
Objectives
 Boost Teacher Effectiveness: Give educators cutting-edge tactics and
industry best practices to enhance teaching methodologies, boost
student involvement, and create a supportive learning environment.

 Encourage the exchange of materials that will assist educators

improve their teaching methods as a group.

 Encourage Professional Development: By offering chances for

ongoing professional development through group seminars, training
sessions, and peer learning, educators can keep current on trends in
education and enhance their instructional strategies.
Processes:
1. The approach starts with a requirements assessment to determine the
most important areas for professional development in order to successfully
implement the 2024 INSET. Careful planning and preparation, including the
creation of training facilitators and resource materials, come next. In order
to keep participants interested, the implementation phase includes
interactive events like workshops and group discussions. Regular
monitoring and evaluation are carried out to gauge progress and make
required corrections. Last but not least, continued assistance and follow-up
meetings guarantee that educators may put the techniques they have
learned into practice, encouraging continual professional development and
better attendance records.
2. The first step in implementing inquiry and project-based learning in
science is developing an interesting curriculum that incorporates real-world
issues and stimulates curiosity. Instructors create exercises that let
students pose queries, carry out experiments, and delve deeply into ideas.
As students study scientific phenomena, this practical method aids in the
development of their critical thinking and problem-solving abilities.

3. The process emphasizes ongoing evaluation and input. Formative

assessments, like project evaluations, journals, and observations, are used
by teachers to track students' progress and give prompt feedback. In order

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

to ensure that students fully grasp scientific concepts and inquiry

techniques, this continuous assessment aids in modifying instructional
methodologies and assisting students in their educational journey.

Conformity

The 2024 INSET's implementation is centered on giving educators

cutting-edge tools to improve their efficacy in the classroom. Creating
thorough attendance regulations, dealing with absence, and cultivating a
healthy school atmosphere are important subjects. The curriculum places a
strong emphasis on interactive workshops, group projects, and ongoing
evaluation to make sure teachers are equipped to design a stimulating and
encouraging learning environment. Critical thinking and a thorough
comprehension of scientific concepts are fostered by this methodology's
integration of real-world situations and encouragement of exploration. This
method not only improves academic performance but also equips students
with critical abilities for upcoming difficulties.

Facilitated by: Mary Grace C. Rivera

Session 4
Date: December 17, 2024
Modality: Face to Face
Location: BFF 1 Building
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
1. Topics and Strategies on the implementation of 2024 Inset- RE:
School Based Attendance
2. Unleashing Curiosity: The Power of Inquiry and Project-Based
Learning in Science

Focus:

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

To enhance teachers' understanding and implementation of effective

attendance policies and practices. The training aims to equip educators
with strategies to improve student attendance rates, address absenteeism,
and foster a positive school culture that values consistent attendance. By
providing practical tools and insights, the INSET helps teachers create an
environment where students are motivated to attend school regularly and
understand the importance of punctuality and commitment to their
education.
Objectives
 Enhance Teacher Effectiveness: Equip teachers with innovative
strategies and best practices to improve instructional methods,
increase student engagement, and foster a positive learning
environment.

 Strengthen School-Based Attendance Policies: Develop and

implement effective attendance policies and practices to reduce
absenteeism, promote regular attendance, and highlight the
importance of consistent school participation.

 Promote Professional Development: Provide opportunities for

continuous professional growth through collaborative workshops,
training sessions, and peer learning, enabling educators to stay
updated on educational trends and improve their teaching skills.

Processes:
1. To implement the 2024 INSET effectively, the process begins with
conducting a needs assessment to identify key areas for professional
development. This is followed by meticulous planning and preparation,
including the development of resource materials and training facilitators.
The implementation phase involves interactive sessions such as workshops
and group discussions to engage participants. Monitoring and evaluation
are conducted regularly to assess progress and make necessary
adjustments. Finally, ongoing support and follow-up sessions ensure that
teachers can apply the strategies learned, fostering continuous
professional growth and improved attendance practices.

2. To implement Inquiry and Project-Based Learning in Science, the first

process involves creating an engaging curriculum that integrates real-world
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

problems and encourages curiosity. Teachers design activities that allow

students to ask questions, conduct experiments, and explore concepts
deeply. This hands-on approach helps students develop critical thinking
and problem-solving skills as they investigate scientific phenomena.

3. The process focuses on continuous assessment and feedback. Teachers

use formative assessments, such as observations, journals, and project
evaluations, to monitor student progress and provide timely feedback. This
ongoing evaluation helps to adjust teaching strategies and support
students in their learning journey, ensuring they gain a thorough
understanding of scientific principles and inquiry methods.

Conformity

The implementation of the 2024 INSET focuses on equipping

teachers with innovative strategies to enhance their effectiveness in the
classroom. Key topics include the development of comprehensive
attendance policies, addressing absenteeism, and fostering a positive
school culture. The program emphasizes interactive workshops,
collaborative learning, and continuous assessment to ensure that
educators are well-prepared to create an engaging and supportive learning
environment. Through these targeted strategies, the INSET aims to
improve overall educational outcomes and promote professional growth
among teachers.

Alternatively, "Unleashing Curiosity: The Power of Inquiry and Project-

Based Learning in Science" emphasizes a transformative approach to
teaching that engages students in active learning. By integrating real-world
problems and encouraging exploration, this methodology fosters critical
thinking and deep understanding of scientific concepts. Inquiry and project-
based learning empower students to take ownership of their learning
journey, promoting curiosity and creativity. This approach not only
enhances academic outcomes but also prepares students with essential
skills for future challenges.

Facilitated by: Lahaina Y. Ederon

Session 5

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Date: December 17, 2024

Modality: Face to Face
Location: BEFF Building 1
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
Strategies for Enhancing Reading Competency and Literacy

Focus:
The focus of this report is to explore and highlight innovative
strategies for enhancing literacy and reading competency among Grade 4-
6 learners. It aims to delve into four specific approaches—Play-Based
Education, Shared Reading, Guided Reading, and Reciprocal Teaching—
each offering unique methods to address the diverse needs of young
readers. By examining these strategies, the report seeks to emphasize
their effectiveness in improving comprehension, fluency, and overall
literacy skills. Additionally, it underscores the importance of fostering
engaging, collaborative, and personalized learning environments to
overcome common challenges in literacy development and empower
learners for academic success.
Objectives
 Play-Based Education: To engage learners in interactive activities
that promote reading comprehension and foster a love for learning.
 Shared Reading: To develop collaborative learning and enhance
comprehension through teacher-led and group discussions of texts.
 Guided Reading: To provide personalized reading support tailored
to individual learners’ levels, ensuring steady progress in literacy
skills.
 Reciprocal Teaching: To encourage critical thinking and strategic
reading by teaching students to predict, question, clarify, and
summarize texts.

Processes

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

1. The process of implementing Play-Based Education begins by

designing interactive and engaging reading activities that
incorporate games, storytelling, and role-playing. These activities
aim to make learning enjoyable while improving reading skills.
2. The process of using Shared Reading begins with selecting age-
appropriate and engaging texts. Teachers model fluent reading and
facilitate discussions to enhance comprehension and foster
collaborative learning.
3. The process of applying Guided Reading begins by grouping learners
according to their reading levels. Teachers provide targeted support
by guiding small groups through texts tailored to their specific needs,
ensuring individual progress.
4. The process of executing Reciprocal Teaching begins by introducing
the four strategies: predicting, questioning, clarifying, and
summarizing. Teachers model these strategies, then guide learners
in applying them through collaborative reading sessions.

Conformity

The strategies discussed in this report—Play-Based Education,

Shared Reading, Guided Reading, and Reciprocal Teaching—align with
current best practices in literacy instruction, which emphasize learner
engagement, collaborative learning, and personalized support. These
methods encourage active participation, helping students build essential
reading skills while fostering a love for learning. The integration of these
approaches ensures that all learners, regardless of their current reading
level, are provided with opportunities to improve their literacy in a
meaningful and supportive environment.
Play-Based Education aligns with the constructivist theory of
learning, where students build their knowledge through hands-on activities
and active engagement. This strategy fosters intrinsic motivation, allowing
students to connect with texts in a playful, non-threatening way, which
helps improve reading fluency and comprehension. Shared Reading and
Guided Reading, on the other hand, are grounded in Vygotsky’s concept of
the Zone of Proximal Development, where teachers scaffold learning to
bridge the gap between what a student can do independently and what
they can achieve with support. These methods allow students to learn at
their own pace while receiving the necessary guidance to advance their
skills.

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Reciprocal Teaching is consistent with recent trends in collaborative

learning and metacognitive strategies. By having students take on the role
of the teacher and engage in the reading process through prediction,
questioning, clarification, and summarization, they develop critical thinking
skills that are essential for deeper comprehension. This strategy also
supports the development of self-regulation, as learners actively reflect on
and control their reading process. Together, these methods create a
holistic, learner-centered approach that aligns with the evolving needs of
today’s diverse classrooms.

Facilitated by: John Breion D. Belen

Session 6
Date: Month of December 2024
Modality: Face to Face
Location: BFF 2 Building
Participants:
Grade 6 teachers, supported with attendance sheet
Agenda:
Assessing Game Performance and Tactical Skills:
Implementing TGfU-based Assessment Strategies

Focus:
Teaching Games for Understanding (TGfU) is a comprehensive
approach focusing on decision-making, problem-solving, spatial awareness,
teamwork and game sense. This holistic methodology evaluates tactical
components, including attacking strategies, defensive tactics, transition
play, set pieces and adaptability. Effective TGfU assessment integrates
game observation, video analysis, peer and self-assessment, game journals
and tactical awareness tests. TGfU-based strategies prioritize player-
centered learning. Game observation allows coaches to identify strengths
and weaknesses, while video analysis provides detailed review
opportunities. Peer assessment fosters constructive feedback, and self-
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

assessment promotes player reflection. Game journals encourage players

to log experiences, insights and goals. Tactical awareness tests, quizzes
and scenario-based evaluations gauge strategic understanding. Evaluation
tools include rubrics, checklists, rating scales and game analysis software.
Rubrics provide detailed criteria, while checklists ensure comprehensive
assessment. Rating scales offer quantitative evaluations. Pre-assessment
establishes baseline performance levels. Formative assessment monitors
progress during instruction. Summative assessment evaluates final
performance, and continuous assessment ensures regular review and
adjustment. This cyclical approach ensures targeted instruction and
optimal player development. Players demonstrate enhanced tactical
understanding, decision-making and spatial awareness. Engagement,
motivation and critical thinking improve. Successful implementation
requires clear communication, technological integration and ongoing
evaluation. By embracing TGfU, educators and coaches cultivate players
who excel in game performance, tactical skills and lifelong learning.
Objectives
 Encourage learners/players to comprehend game principles,
strategies and tactics.
 Foster critical thinking and problem-solving in game-like situations.
 Develop understanding of attacking, defending and transitional
phases.
 Enhance players’ understanding of space, position and movement.
 Motivate players through enjoyable, game -based learning.
 Promote communication, cooperation and role understanding.

Processes:
1. Choose games relevant to learning objectives.
2. Identify specific skills or tactics to focus on.
3. Design instructional sequences and activities.
4. Simplify or modify games to focus on special skills.
5. Allow players to experiment and discover game principles.
6. Help players reflect on their performance.

Conformity
Teaching Games for Understanding (TGfU) conformity encompasses
instructional design, teaching methods and player behavior alignment with

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

TGfU principles. Instructional conformity involves game-centered

approaches, player-centered instruction, experiential learning and holistic
development. Teaching methods conform through modified games, guided
discovery, peer feedback and self-assessment. Player behavior conformity
includes active participation, collaboration, problem-solving and reflective
learning. Philosophical conformity emphasizes understanding, long-term
development, player autonomy and inclusivity. Conformity yields benefits
like enhanced engagement, improved game sense, creativity, teamwork
and holistic development. However, challenges arise from resistance to
change, adapting to diverse learning styles, balancing technical and
tactical skills, managing classroom dynamics and maintaining consistency.

Facilitated by: Jenny Ver M. Putungan

Submitted by: Noted by:

LUIS C. HERRERA KRISTEL IRIS E.

IGOT
Master Teacher1 Principal -III
LAC Facilitator

SLAC PROPOSAL

Training LUIS C. HERRERA

Proponent
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Position MASTER TEACHER 1

School DEL REMEDIO ELEMENTARY SCHOOL
Name of Project Topics and Strategies on the
Implementation of 2024 INSET – Re:
School-Based Acceptance
Date of DECEMBER 16, 2023
Proposal

Summary of Project

Relevance of Proposal to School Activities

The application of these newly acquired strategies will significantly

benefit the teaching process, as it will help educators tailor their
approaches to better engage students, foster critical thinking, and
promote deeper understanding. Furthermore, the strategies learned will
enable teachers to create more dynamic and interactive learning
environments, which can lead to increased motivation and participation
from students. By intensifying the development of essential skills such as
problem-solving, creativity, collaboration, and independent thinking, this
training ultimately contributes to the holistic growth of learners, ensuring
that they are well-prepared to succeed academically and in their future
endeavors.

Details

This training session is scheduled to take place on December 17,

2024, at the school’s covered court, with the event beginning promptly at
3:00 PM and concluding at 5:00 PM. The training will be attended by
Intermediate school teachers, specifically those working with students
from Kindergarten through Grade Six. This professional development
initiative aims to equip teachers with valuable knowledge and practical
skills that they can immediately apply in their classrooms.

The core focus of this training is to enhance the teachers’ ability to

foster and strengthen the proficiency of their students. By gaining a
deeper understanding of effective learning development techniques,
teachers will be empowered to create a more engaging and supportive
learning environment for young learners. The skills and insights gained
during this session will help educators design activities and exercises
that not only improve students.
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Funding Sources
Source Amount
MOOE P 400.00

Expected Outcome
Through this process, teachers will have the chance to personalize the
strategies to fit the unique needs of their students and teaching contexts,
fostering a deeper connection between their professional development
and the everyday teaching and learning experience. The reflective and
practical elements of this exercise are designed to reinforce the training’s
core objectives, ensuring that the strategies are implemented effectively
and contribute to the ongoing improvement of teaching practices and
student outcomes.

Comments
The successful execution of the School Learning Action Cell (SLAC) was
made possible through the collaborative efforts of the dedicated
facilitator and the enthusiastic participation of the Grade Six Teachers.
The facilitator played a crucial role in guiding the session, ensuring that
the content was presented clearly and effectively, and fostering an
environment where teachers felt comfortable engaging, asking questions,
and sharing their experiences. Their expertise and leadership were
instrumental in helping participants navigate through the various
strategies and concepts introduced during the training of Master Class.

TRAINING MATRIX
TIME TOPIC/S
3:00-3:05 Roll- call Luis C. Herrera
3:05-3:10 Prayer Through video presentation
Nationalistic
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Song
3:10-3:15 Message from Kristel Iris Estrellado Igot
School Head
3:15-4:50 LAC Session Facilitator and all participants
Proper
4:50-5:00 Closing Luis C. Herrera
program

Approved:
Proposed by :

KRISTEL IRIS E. IGOT

Luis C. Herrera Principal III
Master Teacher 1
LAC Facilitator

Minutes of the SLAC

Topics and Strategies on the Implementation of 2024

INSET – Re: School-Based AcceptancE
Name / Title of Lac Session

I. Date and Time: December 17, 2024, 3:00 t0 5:00 P.M.

II. Venue: Del Remedio Elementary School
III. Participants:
KRISTEL IRIS ESTRELLADO IGOT - Instructional

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

Coach
ELOISA I. SARMIENTO - LAC Leader
REALYN F. BELEN - LAC
Facilitator
All teacher participants - LAC Member
MARIA JANICE D. ABAJA - LAC Encoder
LAHAINA EDERON - LAC Documenter

IV. Key Topic: Topics and Strategies on the

Implementation
V. Delivery of the SLAC

The School Learning Action Cell (SLAC) session held at Del

Remedio Elementary School on December 17, 2024 served as an
inspiring platform for teachers to reflect on the insights and key
takeaways from the Master Class seminar. The facilitator, who also
served as the master teacher, effectively refreshed the teachers’
understanding of essential strategies, techniques, and resources that
could be applied to enhance their collaborative efforts in the classroom.
This SLAC session was designed to ensure that educators remain
updated on the latest trends and best practices in teaching and
learning, especially in the context of today’s evolving educational
landscape.
Beyond providing teachers with the opportunity to acquire new skills
and knowledge, the session also motivated them to implement positive
changes in their curriculum and teaching methods. It fostered an
environment where teachers could freely share their own experiences and
expertise with their colleagues, while also learning about innovative
pedagogical approaches. By creating this collaborative learning
environment, the SLAC not only enhanced the teachers’ professional
growth but also empowered them to drive improvements in their
instructional practices and contribute to the ongoing development of their
school’s teaching community.

The LAC documenter facilitated the Registration of the participants at

3:00 P.M ,Del Remedio Elementary School

The Opening Program of the School Learning Action Cell (SLAC)

session officially began at 3:00 PM, starting with a meaningful prayer that
DEL REMEDIO ELEMENTARY SCHOOL
Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
DEL REMEDIO ELEMENTARY SCHOOL
BRGY. DEL REMEDIO, SAN PABLO CITY, LAGUNA
_________________________________________________________________________________________________________________________________________________________________________________

was presented through a video. This moment of reflection set a positive

and respectful tone for the entire event, inviting participants to center
themselves and prepare for a productive and collaborative learning
experience. Following the prayer, a short energizer activity was conducted,
encouraging all participants to actively engage and shake off any lingering
fatigue. This energizer, which involved light physical activity or a fun group
exercise, was designed to refresh the participants, stimulate their energy,
and promote a sense of camaraderie among the group.
The energizer was well-received, as it not only helped to break the
ice but also fostered a sense of unity and teamwork right from the
beginning. By participating in this activity, teachers were able to establish
a connection with one another, creating a supportive and lively
atmosphere that encouraged active involvement throughout the session.
This structured yet informal opening allowed the participants to ease into
the learning process and approach the upcoming discussions with a
positive and focused mindset.

DEL REMEDIO ELEMENTARY SCHOOL

Brgy. Del Remedio, San Pablo City, Laguna
(049) 800-2893
[email protected]