1.

Learning Resources for Catch Up Fridays

a. DepEd Commons (https://commons.deped.gov.ph/)
It includes modules, lesson plans, and educational materials aligned with the
curriculum.
b. Kahoot! Philippines (https://kahoot.com/schools/distance-learning/)
Kahoot! is a game-based learning platform. Teachers and students can create quizzes
and interactive games for various subjects.
c. Scribd (https://www.scribd.com/)
Offers a variety of educational materials, including textbooks and reference books
that may be relevant to the Philippine curriculum.
d. Mathalino (https://www.mathalino.com/)
A website offering tutorials, solved problems, and resources for mathematics students.
e. Downloaded printed materials (shared in DepEd Group for Teachers)

2. Feedback Mechanisms

a. Surveys and Questionnaires:

Purpose: Understand students' experiences and perceptions.

b. Attendance and Participation Records:

Purpose: Monitor student engagement.

Metrics:
Attendance rates on Catch Up Fridays.
Active participation in assigned activities or use of recommended resources.
Completion rates for suggested learning modules or tasks.

c. Grade Improvement Tracking:

Purpose: Assess the impact of Catch Up Fridays on academic performance.

Metrics:
Compare pre-Catch Up Friday grades with post-Catch Up Friday grades.
Identify trends in subject-specific improvements.

d. Learning Portfolio Review:

Purpose: Evaluate the diversity and depth of learning.

Process:
 Ask students to maintain a learning portfolio showcasing the topics covered,
projects completed, or skills acquired during Catch Up Fridays.
Conduct periodic reviews or ask for self-reflections.

e. Teacher Feedback:

Purpose: Gather insights from subject teachers.

Questions:
Did you notice positive changes in student engagement or understanding of
topics after implementing Catch Up Fridays?
Were the recommended resources effective for student learning?
Were there any challenges in implementing Catch Up Fridays?

f. Peer Evaluation:

Purpose: Encourage collaboration and shared learning.

Process:
Facilitate discussions or group activities during Catch Up Fridays.
Encourage students to provide feedback to their peers on collaborative efforts.

g. Regular Review Meetings:

Purpose: Discuss feedback and plan adjustments.

Agenda:
Review survey and assessment data.
Identify strengths and areas for improvement.
Discuss possible modifications to the Catch Up Friday program.

h. Continuous Improvement Plan:

Purpose: Implement changes based on feedback.

Steps:
Identify key takeaways from feedback.
Develop an action plan for improvement.
Communicate changes and updates to students and teachers.

i. Parental Feedback:

Purpose: Involve parents in the evaluation process.

Communication:
Share the purpose of Catch Up Fridays and gather parental perspectives through
surveys or meetings.
j. Celebrate Successes:

Purpose: Recognize and motivate students.

Actions:
Highlight individual or class successes resulting from Catch Up Fridays.
Celebrate improvements in grades or skills.

3. Reading Intervention

a. Diagnostic Assessment:

 Purpose: Identify specific reading challenges and determine individual needs.

 Actions:
 Conduct diagnostic assessments to evaluate reading levels,
comprehension, and fluency.
 Use the results to create personalized intervention plans.

b. Targeted Reading Programs:

 Purpose: Provide focused resources for improvement.

 Actions:
 Utilize online platforms or software specifically designed for reading
intervention.
 Choose programs that address areas such as phonics, fluency, vocabulary,
and comprehension.

c. Small Group Sessions:

 Purpose: Facilitate personalized attention and peer collaboration.

 Actions:
 Divide students based on similar reading levels or needs.
 Conduct small group reading sessions, allowing for targeted instruction.

d. One-on-One Reading Support:

 Purpose: Provide individualized attention.

 Actions:
 Allocate time for one-on-one reading support with a teacher or reading
specialist.
 Focus on addressing specific challenges identified in the diagnostic
assessment.
e. Book Clubs or Reading Circles:

 Purpose: Foster a love for reading and enhance comprehension.

 Actions:
 Form book clubs or reading circles where students can discuss and analyze
texts.
 Choose books that align with students' reading levels and interests.

f. Reading Logs and Reflections:

 Purpose: Encourage accountability and reflection.

 Actions:
 Have students maintain reading logs to track their progress.
 Incorporate reflective exercises where students can discuss their reading
experiences.

g. Interactive Read-Aloud Sessions:

 Purpose: Model reading strategies and improve comprehension.

 Actions:
 Conduct interactive read-aloud sessions where teachers model strategies
like predicting, questioning, and summarizing.
 Encourage students to actively participate in discussions.

h. Use of Multimodal Resources:

 Purpose: Cater to different learning styles.

 Actions:
 Incorporate audiobooks, videos, and interactive online resources to
engage students.
 Provide a variety of texts, including digital and print formats.

i. Progress Monitoring:

 Purpose: Track improvements and adjust interventions as needed.

 Actions:
 Regularly assess students' progress using formative assessments.
 Adjust intervention strategies based on ongoing monitoring.

j. Parental Involvement:
  Purpose: Extend support beyond the classroom.
 Actions:
 Keep parents informed about the reading intervention program.
 Provide resources and strategies for parents to support reading at home.

k. Celebrating Achievements:

 Purpose: Boost motivation and self-esteem.

 Actions:
 Acknowledge and celebrate individual and group achievements.
 Share success stories with the school community.

l. Professional Development for Teachers:

 Purpose: Enhance teaching strategies and approaches.

 Actions:
 Provide teachers with training on effective reading intervention methods.
 Encourage collaboration and sharing of best practices among educators.

4. Routine for Reading Enhancement

Morning Session: 8:00 AM - 11:00 AM

8:00 AM - 8:15 AM: Morning Reading Warm-up

 Begin the day with a short reading warm-up activity. This could be a quick
review of the previous day's reading or a brief discussion on a current
event or interesting article.
8:15 AM - 9:15 AM: Guided Reading Groups
 Divide students into small groups based on reading levels.
 Conduct guided reading sessions where teachers work closely with each
group, focusing on specific skills like decoding, comprehension, or fluency.
9:15 AM - 9:45 AM: Reading Workshop
 Implement a reading workshop where students engage in independent
reading.
 Provide a variety of reading materials, including books, magazines, and
online resources.
 Encourage students to choose texts aligned with their interests.
10:15 AM - 11:30 AM: Reading Response and Reflection
 After independent reading, have students write or discuss their thoughts
on the material.
  Encourage them to share their reflections with peers, fostering a
collaborative reading environment.

Break and Physical Activity: 11:30 AM - 12:30 PM

11:30 AM - 12:30 PM: Physical Break / Lunch Break

 Incorporate a short break with physical activities to rejuvenate students for
the next session.

Afternoon Session: 1:00 AM – 2:30 PM

1:00 PM - 1:45 PM: Vocabulary and Word Study

 Dedicate time to building vocabulary and exploring word meanings.
 Engage students in word study activities, such as word games, vocabulary
building exercises, or exploring word roots.
1:45 PM - 2:30 PM: Reading Enrichment Activities
 Implement various reading enrichment activities, such as author studies,
book reviews, or creative projects related to the literature being studied.

Wrap-up and Reflection: 2:30 PM - 3:00 PM

2:30 PM - 3:00 PM: Reflection and Goal Setting

 Have students reflect on their reading accomplishments for the day.
 Set reading goals for the next day, encouraging a growth mindset.

Optional After-School Support: 3:00 PM - 4:00 PM

3:00 PM - 4:00 PM: After-School Reading Support

 Offer additional support for students who may need extra help or want to
engage in reading-related projects or clubs.

5. Stakeholder Participation
Stakeholder participation on Catch Up Fridays is crucial for the success and effectiveness
of the program. Engaging various stakeholders, including students, teachers, parents,
and administrators, ensures a collaborative effort to address academic challenges and
enhance learning opportunities. Here's how different stakeholders can participate:

A. Students:

 Goal Setting:
 Encourage students to set personal goals for Catch Up Fridays. What
subjects or topics do they want to focus on, and what specific learning
outcomes do they aim to achieve?
 Foster a sense of ownership and responsibility for their learning.
 Feedback Mechanism:
 Seek input from students about the effectiveness of Catch Up Fridays.
What resources do they find most helpful? Are there specific challenges
they face that need to be addressed?
 Peer Collaboration:
 Facilitate peer-to-peer learning. Encourage students to form study groups
or engage in collaborative activities during Catch Up Fridays.

B. Teachers:

 Individualized Support:
 Identify students who may need additional support and tailor Catch Up
Friday activities to address their specific needs.
 Resource Development:
 Create or curate learning resources that align with the curriculum and are
suitable for self-paced learning. Share these resources with students on
Catch Up Fridays.
 Monitoring Progress:
 Regularly assess and monitor the progress of students. Adjust Catch Up
Friday activities based on student performance and feedback.

C. Parents:

 Awareness and Communication:

 Inform parents about the purpose and structure of Catch Up Fridays. Share
the importance of their involvement in supporting their child's learning.
 Home-based Activities:
  Provide parents with suggested activities or resources that can be used at
home to reinforce Catch Up Friday lessons.
 Feedback from Home:
 Establish channels for parents to provide feedback on the effectiveness of
Catch Up Fridays. Consider conducting periodic surveys or hosting
feedback sessions.

D. Administrators:

 Resource Allocation:
 Allocate necessary resources, including additional teaching support,
technology, or learning materials, to enhance the effectiveness of Catch
Up Fridays.
 Professional Development:
 Provide professional development opportunities for teachers to improve
their ability to identify and address individual student needs during Catch
Up Fridays.
 Monitoring and Evaluation:
 Establish a system for monitoring the overall impact of Catch Up Fridays
on student performance and well-being. Use data to make informed
decisions about program adjustments.

E. Community and Local Organizations:

 Collaboration Opportunities:
 Explore partnerships with local organizations or community members to
provide additional resources, mentoring, or workshops on Catch Up
Fridays.
 Community Engagement Events:
 Host events or activities that involve the broader community, such as
reading challenges, educational workshops, or career exploration sessions.

F. Feedback and Improvement:

 Regular Review Meetings:

 Schedule regular meetings involving all stakeholders to discuss the
progress of Catch Up Fridays, share feedback, and collaboratively plan
improvements.
 Continuous Improvement Plan:
  Develop an action plan based on the feedback received from stakeholders.
Continuously iterate and improve the Catch Up Friday program to address
evolving needs.

Creating a culture of collaboration and participation among stakeholders fosters a

supportive learning environment and ensures that Catch Up Fridays effectively meet the
diverse needs of students. Regular communication and feedback loops are key
components of a successful stakeholder engagement strategy.
6. Supervisory Areas

A. Helping Individual Students:

 Identify:
 Find students who need extra help or are struggling in certain subjects.
 Plan:
 Make simple, personalized plans for each student, focusing on what they
need to improve.
 Extra Time:
 Spend one-on-one time with students to answer questions and make sure
they understand.

B. Teaching the Right Stuff:

 Check What's Hard:

 Figure out which topics are tricky for students and need more attention.
 Try New Ways:
 Teach in different ways to make sure everyone understands. Use games,
videos, or hands-on activities.

C. Checking Progress:

 Ask Questions:
 Regularly ask students how they're doing and if they need help.
 Simple Tests:
 Give quick tests to see how well students are doing. Use the results to
decide what to teach next.

D. Using Good Resources:

 Find Good Materials:

  Look for simple and helpful resources, like worksheets or online tools.
 Use Technology:
 Try using educational apps or websites to make learning more fun.

E. Working Together with Other Teachers:

 Share Ideas:
 Talk to other teachers about what's working and what's not. Share good
ideas and tips.
 Make Plans:
 Plan together to make sure everyone is helping students in a similar way.

F. Getting Better at Teaching:

 Learn New Things:

 Attend training sessions to learn new ways to teach. Ask experienced
teachers for advice.
 Help Each Other:
 Team up with colleagues. Experienced teachers can help those who are still
learning.

G. Keeping Students Interested:

 Set Goals:
 Work with students to set small goals for what they want to achieve.
 Fun Activities:
 Plan activities that make learning enjoyable. Use games or discussions.

H. Talking to Parents:

 Keep Parents Informed:

 Let parents know how their child is doing and how they can help at home.
 Meet with Parents:
 Schedule regular meetings with parents to discuss how their child is
progressing.

I. Reflect and Improve:

 Think About What Works:

 Reflect on what's working well and what can be improved.
 Try New Things:
  Don't be afraid to try new strategies based on feedback and observations.

7. Themes and Sub themes

A. HEALTH EDUCATION (Gender Equality and Gender Stereotyping)

Theme: Gender Equality Advocacy

1. Subtheme: Education for All Genders

 Sub-subthemes:
 Equal Access to Education
 Promoting STEM Education for All Genders
 Eradicating Gender Disparities in Literacy Rates
2. Subtheme: Economic Empowerment
 Sub-subthemes:
 Closing the Gender Pay Gap
 Entrepreneurship Opportunities for All Genders
 Equal Representation in Leadership and Decision-Making Roles

Theme: Challenging Gender Stereotypes

3. Subtheme: Redefining Gender Roles

 Sub-subthemes:
 Breaking Stereotypes in Occupations
 Encouraging Diverse Career Choices
 Promoting Shared Responsibilities in Families
4. Subtheme: Media Representation
 Sub-subthemes:
 Dismantling Gender Bias in Media
 Positive Portrayals of All Genders
 Media Literacy and Critical Analysis

Theme: Creating Inclusive Spaces

5. Subtheme: Inclusive Language and Communication

 Sub-subthemes:
 Using Gender-Neutral Language
 Promoting Inclusive Communication Practices
 Addressing Microaggressions
6. Subtheme: LGBTQ+ Inclusivity
 Sub-subthemes:
 Creating Safe Spaces for LGBTQ+ Individuals
 Inclusive Policies and Practices
 Promoting Understanding and Acceptance

B. PEACE EDUCATION (Peace Concepts and Cultural Sensitivity)

Theme: Peaceful Coexistence and Conflict Resolution

1. Subtheme: Conflict Transformation

 Sub-subthemes:
 Understanding the Nature of Conflict
 Transformative Conflict Resolution Strategies
 Building Positive Relationships in the Face of Conflict
2. Subtheme: Mediation and Negotiation Skills
 Sub-subthemes:
 Teaching Mediation Techniques
 Negotiation Strategies for Dispute Resolution
 Promoting Diplomacy and Dialogue

Theme: Cultural Sensitivity and Appreciation

3. Subtheme: Cross-Cultural Communication

 Sub-subthemes:
 Developing Effective Communication Across Cultures
 Non-Verbal Communication in Different Cultures
 Navigating Language Barriers
4. Subtheme: Cultural Competence in Education
 Sub-subthemes:
 Incorporating Diverse Perspectives in Curriculum
 Training Educators in Cultural Competence
 Recognizing and Valuing Cultural Differences in the Classroom
Theme: Anti-Bullying and Respectful Relationships

11. Subtheme: Bullying Prevention

 Sub-subthemes:
 Creating Safe and Inclusive Spaces
 Cyberbullying Awareness
 Empowering Bystanders to Intervene
12. Subtheme: Building Empathy and Compassion
 Sub-subthemes:
 Cultivating Empathetic Behaviors
 Encouraging Acts of Kindness
 Understanding the Impact of Compassion on Peace

C. VALUES EDUCATION (Community Awareness – Justice)

Theme: Social Issues Awareness

1. Subtheme: Poverty Alleviation

 Sub-subthemes:
 Understanding the Causes of Poverty
 Advocating for Economic Opportunities
 Providing Support to Impoverished Communities
2. Subtheme: Access to Education
 Sub-subthemes:
 Promoting Education for All
 Addressing Educational Disparities
 Supporting Adult and Lifelong Learning

Theme: Advocacy for Human Rights

3. Subtheme: Gender Equality

 Sub-subthemes:
 Empowering Women and Girls
 Challenging Gender-Based Violence
 Promoting Equal Opportunities in all Sectors
4. Subtheme: LGBTQ+ Rights
  Sub-subthemes:
 Ensuring Inclusivity and Acceptance
 Advocating Against Discrimination
 Supporting LGBTQ+ Youth and Communities

Theme: Environmental Justice

5. Subtheme: Climate Action

 Sub-subthemes:
 Raising Awareness on Climate Change
 Encouraging Sustainable Practices
 Advocating for Climate Policy Changes
6. Subtheme: Conservation and Biodiversity
 Sub-subthemes:
 Protecting Natural Habitats
 Preserving Endangered Species
 Promoting Sustainable Agriculture