INTRODUCTION

Various professions were scattered all over the globe yet there’s a profession
whom everybody started to learn before achieving individual dreams. It is a profession
that measures people through their individual abilities. A profession that tests the
capability in dealing with diverse people especially in leading them to success.

Teaching is a noble profession because teachers must go beyond to the fullest of

having a great effort to deliver a good quality of education to educate their students.
Teaching as profession requires a great motivation and moral strength, it aims at
enlightening and contentment of mind in men broadens and illuminates the corners of
human hearts and mind.

A teacher is always on a fight, he is an army for the future of his students. An army
who is willing to sacrifice everything just to win the battle. A teacher is somewhat like that,
he sacrifices himself willingly just to give his students the quality education they deserved.
The knowledge that a teacher imparted for his students to learn and to help them achieved
their individual goals in their lives. That is why a teacher is not just a teacher who teaches
but a teacher who sacrifices everything to feed wisdom for his students.

“When an individual learns from a teacher, he sees the true meaning of a teacher.”

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 TEACHER’S PRAYER

Dear Father, our God whom created the world, the

almighty source of knowledge and wisdom, above all

you are everything.

Thank you Lord God for giving me opportunity to touch

the lives and hearts of my students.

Bless us each day and guide us through your loving

presence in every journey of our lives.

Help me to be a fine teacher, to be merciful to my

students, to balance mercy and discipline in the right

measure for each students, to keep my genuine love

as much as possible, to keep my lessons always

interesting, to recognize what motivates each of my

students, to be fair to all, to be a good role model, but

most of all, make me your instrument to show your

great love to all of my students.

Amen.

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 TEACHER’S CREED

Dear students,

I promise….

To be nice and smile often. To care about each of you.

To be understanding. To help you when you are

struggling.

To be patient with you.

To be fair and consistent.

To enjoy teaching you.

To be trustworthy. Never scream at you.

That I will get to know you.

To believe you.

To make learning interesting and meaningful.

That I will not embarrass you in front of your peers.

That I will challenge you to be your very best.

To do everything I can to help you succeed.

And I promise that no matter what….

I will never give up on you…

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MY PERSONAL EDUCATIONAL
PHILOSOPHY

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RESUMĚ

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 BRIEF DESCRIPTION OF THE
COOPERATING SCHOOL

VISION

The Seguinon National High School is an educational

institution of excellence with competent teachers and

administration that provides quality secondary education to

develop every child as GOD - fearing, honest, service -

oriented, and which strive for excellence through a strong

and dynamic school - community collaboration and a

sustained with intensified holder.

MISSION

To provide the community an access for quality

learning through the concerned effort and contribution of

committed, competent teachers in collaboration with

community leaders and the community at large as

stakeholders for the development of every child to be

GOD - fearing, service - oriented, and who strive for

excellence.

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 HISTORICAL BACKGROUND

Seguinon National High School was established on January 1967. The parcel of
the land was declared in the name of Floramie D. Batol under Tax Declaration No. 0438
with Property Index No. 044-0-012-05017 situated at Barangay Seguinon. Albuera, Leyte
with a total land area of 3,000 square meters. This parcel of land paid by the Local
Government Unit (LGU) of Albuera, Leyte represented by Hon. Sixto B. Dela Victoria, in
his capacity as the Municipal Mayor and was SELL, TRANSFE and CONVEY by way of
Absolute Sale unto the said municipality. The Deed of Sale of portion of a parcel of land
under Resolution No. 2004 - 42 was signed on September 2, 1993. The school is located
which is situated along the national highway four kilometers away from the Poblacion and
can be reached by tricycle, jeep or bus. The nearest public elementary is adjacent ot the
school. The nearest private elementary school is located in the Poblacion which is four
kilometers, the nearest public and private secondary schools and the District Office are
also located at the Poblacion which is four kilometers away. The distance from the school
to Division Office is about 116 kilometers away passing Ormoc City and can be reached
bus or van.

It has nine feeder - barangays, where five barangays are located along the national
highway with easy access to transportation, and other four are interior barangays which
is moderate access where learners have different difficulty on going to school where some
has to walk, cross rivers, ride expensive habal - habal just to attend classes. When heavy
rain comes, students cannot report to school because the river overflowed. The growth
and sustainability of enrolment depends on the elementary graduates from the nine
complete elementary schools namely: Seguinon Elementary, Sherwood Elementary,
Benolho Elementary, Cambalading Elementary, Talisayan Elementary, Macagpo
Elementary, Panhugan Elementary, Macabug Elementary, and Mabini Elementary.

The school is managed by a School Head Teacher III with three designated
Department Heads with Teacher III items, five other Teacher III items, two Teacher II
items, twenty - two Teacher I items, and one Disbursing Officer (all are nationally funded),
one watchman and one utility worker (under Job Contract).

As a center of excellence, the school offers public education in Junior High School
(Grade 7 to Grade 10) and Senior High School (Grade 11 and 12) with academic strands
in Accounting, Business Management (ABM) and Humanities and Social Sciences
(HUMMS) strands. The school is geared towards the increased performance in learners’
academic achievements, while targeting efforts to maximize utilization of curriculum
materials and apply appropriate teaching strategies.

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SNAP SHOT OF SEGUINON
NATIONAL HIGH SCHOOL

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DETAILED LESSON PLAN

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SEMI-DETAILED LESSON PLAN

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BRIEF LESSON PLAN

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MY BEST LESSON PLAN USING
CREATIVE STRATEGY

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EVALUATION FORM

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14
SAMPLES OF LEARNER’S
WORKS AND FEEDBACKS

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 MEETING WITH THE
PRINCIPAL

It was on the 29th day of November when we arrived at Seguinon National High School.
We, the mathematics practice teachers were with our professor, Dr. Erenita V. Bahian
because she will be the one introducing us to the school. Unfortunately, the principal
wasn’t there so the head of related subjects, Marcelino D. Ocares, accommodated us. He
assigned us to our cooperating teachers and gave us a good luck look. The principal had
a numerous travel that time and was so busy to be with us.

MEETING WITH THE

COOPERATING TEACHER

November 29, 2018, I met my cooperating teacher. She is Aurora A. Entino, having
a thirteen years of teaching experience, married and had two healthy children. In that
time, she was the disbursing officer of the school; junior and senior high school. She was
very busy because she needs to finish the documents that the Division Leyte asked for.
The entire December was a busy month for her, she wasn’t able to demonstrate before I
handle the class. I was the one teaching the two classes for the whole December.

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 WORKING WITH MY
COOPERATING TEACHER

It isn’t difficult to work with my cooperating teacher because she is very

approachable, kind, generous, thoughtful and easy to go with. She is a helping hand in
times of trouble. She gives me strategies through her expertise in doing lessons a
success. I am very lucky for having her as part of journey in the field of practice teaching
because she never fails to amaze me the reality when you are in the field of teaching. We
share different experiences and stories of our lives and she always says that even though
catastrophes may conquer our dreams, giving up isn’t the choice instead keep on moving
on and aim higher.

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 MY UNFORGETTABLE
EXPERIENCE

MEETING WITH MY COOPERATING STUDENTS.

It chills me when I was the one who would be handling the Grade 10 in Seguinon
National High School. It was really a challenge for me since higher years threatens me
because of my height. I was thinking back then that I might receive bullies and they might
not respect me because I was the shortest among them all. Luckily, I only had two classes
and every class was set in the morning, I breathe heavily with that news.

My first day wasn’t that formal, I was tasked to watch over the class, Grade 10 -
Cattleya, because Ma’am Aurora was very busy that day liquidating the papers of their
school. When she was done introducing me to the class she hurriedly went down. I
introduced myself simply and distributed the test papers which is their summative test. In
my second class, which is Grade 10 - Jasmine challenges me because almost of the
class were boys and few of them catches my attention while some of them continue their
unnecessary activities.

First impression last as what everybody says, but for me every first impression
changes when you had the chance to get closer and be attached to somebody. Thank
you for the meaningful journey students.

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 HOW DID I ESTABLISH MY
CLASSROOM ROUTINES?

Upon entering the room, I always had this kind of routine that before starting the
class we always pray first and everybody was assigned to pray according to their
schedule. After the prayer, I always reminded them to arrange their chairs and pick up
the pieces of papers as well as to keep away all unnecessary things. After the class, they
voluntarily arranged their chairs and erased the writings on the board for the next subject
teacher to enter.

It is our everyday routine that sometimes I didn’t need to remind them what to do
instead they will just arrange their chairs, clean their rooms and keeping all unnecessary
things in order the class not to be disturbed. They were very responsible for the duties
that was assigned to them.

PREPARATION FOR MY
INSTRUCTIONAL MATERIALS

My instructional materials is prepared always a day before my lesson. Everything

is all settled before I start my class. I always take note that my IM’s is connected to the
objective that I will tackle. When learning mathematics, the students fear that it might be
difficult to understand and very hard to analyze, that is why I’m making my class more
enjoyable for them to understand quickly. I had several motivations and group activity for
them to participate and be active in brainstorming. I do not display dull instructional
materials instead I made my IM’s very artistic and attractive. I also had flash cards that
will give them ideas to express their answers in chorus.

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 THE AUTHENTIC ASSESSMENTS
I USED

Authentic assessment is very important in teaching learning process among

students and teachers. It determines the student’s performance throughout the
discussion. It measures the learning improvement of the students and through assessing
the quality of teaching performance of the teacher could determine. Every end of
discussion I gave my students an evaluation. Sometimes I gave them a big amount of
time for them to think about their and answer and also I practiced them to solve quickly
with a limited time given.

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 SCHOOL ACTIVITIES I
PARTICIPATED IN

ALBUERA NIGHT. Seguinon National High School was scheduled to present for the
Albuera night. On the 15th day of December we went to the gym of Albuera, Leyte,
everybody was excited for they were much prepared for the event. Each talented students
had their own presentation, some students danced with different genre, sing songs for
Christmas, beatbox and even presented a fire dance. We, from the Math department
presented a jingle for everybody.

FOUNDATION DAY. December 19, 2018, Albuera celebrates their 100 th Founding
Anniversary. All the staffs, teachers and every agencies inside the Municipality of Albuera
joined the parade with some float to entertain the audience. As part of the Seguinon
National High School we joined the parade and had a pose with the band of Seguinon
National High School.

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SIBUG-SIBUG FESTIVAL. The town of Albuera celebrates a festival as a thanksgiving
for the blessings they received throughout the year. It is a traditional dance for the Albuera
citizens who believes and was thankful that they had a bountiful harvest. Each school in
Albuera, Leyte has different presentation of Sibug-Sibug dance, there are five schools
who presented. Seguinon National High School won the second prize for the year’s
competition.

VALENTINE’S DAY. The celebration of the love month was celebrated on the 15 th day
of February. Since Valentine’s Day was been crashed by a low pressure weather, the
class was suspended, the students were so sad because they cannot celebrate the day
of expressing their love towards someone special instead they celebrate it in their
respective homes. The day after the catastrophe, the students were very happy because
they celebrated the event with a nice weather. The event were very entertaining because
of the different activities made by the Supreme Student Government (SSG). Everybody,
even teachers were very enjoy with the post-valentine’s day.

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MASKARA RAMPA. As part of the Grade 9 students’ objective, their subject teacher in
Mathematics, Jerwin Cinco, create an event which is a mascara ramp with the theme of
making mascara’s into different shapes. We, the practice teachers were the judge of the
said ramp, two from MAPEH department and also two from Mathematics Department.
The event was successfully done as planned.

GRADE 10 RESEARCH DEFENSE. As one of our objective in Mathematics 10 which is

to formulate a mini-research and calculate it statistically. The two sections which is under
my class was assigned to have a research about the monthly income in the assigned
sitio/barangay. Everybody had different tasks to make the research completely a success.
I was one of the facilitator in the defense with me were the three panelist which includes
my cooperating teacher. The defense took three days (February 26 – 28, 2018), though
each groups receives few comments but their research was a success. On the last day
of the defense, each panelist received a certificate of appreciation for giving their time for
the defense.

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 WHAT I LEARNED FROM THOSE
ACTIVITIES

What I learned from those activities? Well, all I can say that a teacher needs to be
flexible. A teacher can multi-task especially when it is really in need. As a practice teacher
I was able to experience such skills, I learned how to develop my ability in making plans
quickly, and do tasks simultaneously. The capability of handling such activities to be a
success.

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 MY FINAL DEMONSTRATION DAY

On the fifth day of February, I felt much tensed. It was the day of my demonstration
day. I was used that my cooperating teacher was at the back observing but that day I
considered it as my final countdown. I look very nervous and sleepless, much true
because my instructional materials were unprepared. My lesson plan was furnished and
studied by my CT before my demonstration and all I need to do is to present it to the
class.

I was scheduled for the second period which is 8:30 - 9:30 am, I started my class
late because the first subject teacher consume an additional 30 minutes. The class went
well but I was distracted when my cooperating keeps on signaling me on things that I
must avoid. After my observation, I breathed heavily and smiles for a success. I knew that
it wasn’t that perfect but at least I was able to perform everything detail in my planned
lesson.

WHAT WENT WELL TO MY LESSON?

The lesson went well because in spite of my anonymous feeling that day - nervous,
fear and uneasiness. I was so thankful that my students cooperated and participated very
well, they were able to answer the questions and the activity given to them. I saw the
outcomes from the result of my student’s assessment based on what they learned from
the discussion.

WHAT DID NOT GO WELL?

I was very intimidated with the limited time for my lesson. Even though I didn’t have
enough sleep that day still I was able to manage the class and the lesson. If I had the
chance to go

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 WHAT DID MY STUDENTS LEARNED?

According to my students, they learned on how to calculate the measures of

position since our objective was part of statistics. They learn on how important to know
how to measure the position in a data. They also learn on how to calculate frequency
distribution statistically. And so, I had higher results of their quizzes which is a 5-item test.

WHAT WAS LEARNED ABOUT

PLANNING?

Objective, creativity and time management in planning were most important factors
in the success of every man’s craft.

Planning must be done before doing. In my case, everything in my lessons were

planned but was planned a day before it must be conducted. Because of an anxious
feeling of mine that it won’t be successful, that was the day of my final demonstration, my
confidence was eaten by my fear. Afterwards, it went to a success. I never thought that it
would be better enough if I did the planning in doing my instructional materials a week
before my big day. I might be able to change the flow of my lessons and make it more
meaningful, since my lesson plan was checked by my cooperating teacher a week before
the big day of mine. But through the guidance, help and encouragement of Ma’am Aurora,
the level of my confidence went back on its track that even though I prepared my IM’s
with lack of time I knew I could still make it a success. But I have to make sure that
unpreparedness won’t be a cause to fail.

WHAT WAS LEARNED ABOUT

TEACHING?

Teaching plays a significant role in every teacher. It is where students learn and
develop skills. My passion in teaching wasn’t the high, since teaching wasn’t my line but
I was able to fulfill the duties of being a teacher. Teaching is a fun job, it develops strong
relationship between a teacher and students. In this profession, patience is much
measured, it tests the level of patience towards the students’ capability to learn. A

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teacher’s role isn’t just teaching and cope’s the objectives that they were to discussed but
a teacher also puts himself into the student’s shoes, teaching them with excellency and
superb for there are a lot of diverse learners who is doing their best to learn.

Students have their intelligences that are essential in teaching-learning process. A

productive teacher knows what is best for his students to learn in meaningful ways. It is
not enough just to spoon feed our learners with knowledge without giving any value on it
and relates every lesson in real life situation. I learned to be responsible in everything, to
be a role model, to be an actress and especially to be students’ best friend but I set limit
not to get too attached with them.

WHAT IMROVEMENTS WILL I MAKE TO

BE MORE EFFECTIVE IN MY CLASS?

There is a room for improvement in everything we do. Practice teaching gives way
for me to know my strength and weaknesses when it comes to teaching. Sometimes I
speak very fast, sometimes very gradual that I never recognized having lapses in my
lesson. I have to practice the manner of speaking in a calm way and I must be aware of
every word that I utter. The good thing was I have well-modulated voice which is effective
in delivering the subject matter. I need to catch up the allotted time for the lesson, but is
sometimes observe. For me to improve more, I need to be more disciplined especially in
handling the class attention and consuming the time effectively.

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 ARTICLE 1

“The K to 12 Challenges”

Now is not the time to hit the brakes on a national reform we desperately need and
have been working towards for the past years - Senator Paolo Benigno 'Bam' Aquino
IV.

As we welcome a new school year, we are reminded of our need to constantly

improve the quality of education for Filipinos across the country.

Aligned with this goal is the Enhanced Basic Education Act of 2013 or Republic
Act No. 10533, which was signed into law on May 15, 2013 and resulted in the
implementation of the K-12 Basic Education Program.

The last country in Asia with a 10-year pre-university education, the Philippines is
one of the three, Angola and Djibouti that stuck to a 10-year basic education curriculum.

Far from being a quick fix to our laggard status, the K to 12 program was carefully
studied and designed by both private and public education stakeholders based on
research from other countries and our own local successes and failures in education.

Many would agree that actualizing the K-12 system in the Philippines would result
in more young Filipinos equipped with the necessary knowledge, skills and attitudes to
enter the workforce. And even though there are those that disagree and question whether
or not there should be transition to a K to 12 education system, this article is not about
that.

The challenge we face now, in my view, is not whether we should or shouldn’t,

implement it but whether we can or can’t do it.

Are we ready to bring the K to 12 vision of progressive and transformative

education to reality? Are we ready with classrooms and infrastructure to accept 2 more
grade levels? Are we ready with the curriculum to move our education system to the
world-class standard we have long been aspiring for? To be fair to the Department of
Education (DepEd), they have made progress in terms of infrastructure and curriculum
development.

The backlog of 66,800 classrooms in 2010 was addressed with DepEd building
over 86,478 classrooms from 2010 to 2014 with plans to build over 40,000 more this year.

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The shortage of 145,827 teachers in 2010 was addressed with DepEd hiring over 128,000
teachers from 2010 to 2014 with over 39,000 more to be hired this year.

Increased budget.

But what about the 25,000 or so teaching and non-teaching staff that will be
displaced once the K-12 program is completely implemented? DepEd reports that there
will be at least 30,000 teaching positions in public senior high schools open for hiring, not
to mention the need for principals and other non-teaching staff. A P12-billion Tertiary
Education Transition fund is also in the pipeline to offer grants, scholarships, and financial
assistance to displaced employees so they may be qualified to continue working in the
field of education.

With more classrooms and more teachers, congestion in our public schools has
gone down and this is evidenced by the big reduction in schools that employed a two,
three, even four-shift system. When in 2011, 21.24% of our elementary schools resorted
to shifting; only 3% utilized a shifting system in 2014.

(Writer’s Note: Most of the schools that fall under the 3% are located in the National
Capital Region (NCR) where DepEd has no more space or land to expand schools and
build new facilities.)

Looking at these figures, we can clearly say that tremendous improvements have
been made. But, to be frank, not a lot of our citizens know that DepEd has hit these
numbers in the last 5 years. In fact, when I go around schools, students still ask me why
the government keeps cutting the budget for education.

In truth, we’ve actually increased the budget by over 200% from 2010 to 2015,
from P174.75 billion to P364.66 billion. These gains we have had in the past years put
into perpective the ability of DepEd and our education stakeholders to make necessary
preparations and improvements in the condition of education across the Philippines.

These small victories should give us reason to believe in our ability to overcome
challenges in improving the quality of Philippine education, or at least dispel any doubts
about our capability to perform. But the truth of the matter is, even with these numbers
facing us, there is so little trust in the government’s ability to implement major reforms.And
from the feedback of some of our countrymen, a number of Filipinos don’t believe we can
get this done by 2017. Definitely, there are legitimate concerns that demand solutions.
Definitely, a lot of work still needs to be done. Definitely, there will be unforeseen
challenges along the way. It will definitely not be easy. But the good news is, we still have
time.

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 There is an entire year before the full nationwide implementation of the K-12
Program and the performance of DepEd thus far gives us enough reason to trust that we
can get this done together. Now is the time for our communities to get involved. Now is
the time for the private sector to offer their expertise and resources. Now is the time for
all of us to get behind a program that will empower our youth with knowledge and skills
that can propel them and their families to live better, more comfortable, and more
meaningful lives. Now is not the time to hit the brakes on a national reform we desperately
need and have been working towards for the past years. Now is not the time to
prematurely declare that we cannot make it happen. We have a year to implement this
major education program and DepEd has asked for our help For those who believe that
we need to improve our educational system in the Philippines, this is our chance. We
must not miss another opportunity to raise the level of our education to one that is world
class. Let us support DepEd in creating a better, more robust, more effective, and more
progressive education system for our young Filipinos through the K to 12 Basic Education
Program.

Source/Reference:

http://www.rappler.com/thought-leaders/96459-k-12-challenge

Feedback:

Critics presented valid concerns regarding the K to 12 program. The government

must therefore continue to address such concerns to further develop the model.

Though the program is ready to take off this year, continuous monitoring,
evaluation, and program enhancement must be ensured. And foremost, it must be made
clear that a longer education cycle alone could be useless without corresponding
improvements in other aspects of the education system. Proper training of teachers,
additional classrooms and textbooks, better facilities such as libraries and computer
rooms must therefore be deemed as urgent as the implementation of this program.

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 ARTICLE 2

DISTANCE EDUCATION

Nowadays, a student can earn a college or master’s degree or a doctorate even if

he or she does not attend classes. One can also earn a degree in the Philippines while
the student is working abroad. This has been made possible by distance education, which
has been facilitated by the availability of Internet services in many parts of the country.

Distance education offers several advantages. Unlike traditional education in

which one goes to school regularly to meet teachers and classmates, a student availing
himself or herself of distance learning can attend classes while at home or in the
workplace with the use of e-mail, chat and video conference.

Assignments and announcements are posted online. Like the mainstream learning
experience, distance education follows a curriculum. Deadlines are set but studying can
be done at one’s pace. At the University of the Philippines Open University (UPOU) face-
to-face sessions between the teacher and student are done four to five times per
semester. At least 19 schools offer distance learning in the country. At the moment, UPOU
offers the biggest number of courses among the schools. A total of 1,738 students are
enrolled at the UPOU this second semester, 129 of whom are abroad, according to Eden
Salon of the UP Learning Center Administration. Last semester, there were more than
2,000 students enrolled at the Open University. A study by the UPOU has found that there
is little difference in the quality of learning received by distance education students and
regular students. SHARON CUNETA was reported to have not only passed in April 2006
but also placed second in the admission exam of the University of the Philippines Open
University (UPOU), which provides learning through distance education. A year later,
singer Sarah Geronimo followed in the footsteps of the singer actress and passed the
exam. Cuneta and Geronimo are among the students availing themselves of distance
education. Distance education is unlike the usual classroom setup where students and
teachers are supposed to be present regularly for education to take place. In distance
education, learning normally occurs in a different place from teaching, with the use of
different forms of medium. With this system, it is easier for individuals, who do not have
the opportunity for a traditional learning experience, to still pursue their studies. Students
are left to learn in the comfort of their homes or workplace. Distance education still follows
a certain curriculum. While students are usually left to study at their own pace, learning
materials have deadlines. In the Philippines, apart from the UPOU, 18 other universities

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and colleges offer undergraduate and graduate programs using distance education
through open universities. All the 19 schools make use of the Internet, specifically e-mail,
chat (voice or via web cam) and/or video conferencing, to provide distance education.

The schools also require regular face-to-face interaction between teachers and
students at their respective learning centers. Others like the University of Santo

Tomas and the ABS-CBN use distance education to help the less privileged get a
high school diploma. UP Open University Established on Feb. 23, 1995, students at
UPOU follow a semestral schedule. Teacher-student interaction usually takes place with
the help of snail mail, telephone, electronic communication and occasional face-to-face
interaction. Face-to-face sessions are done at about four to five times per semester under
the supervision of a tutor. To ensure that the exams are done by the students themselves,
examinations are supervised, whether face-to-face or online. Examinations and
assignments are the bases for the students? Face-to-face examinations are done at the
UPOU learning centers that may be located on UP campuses in Diliman, Los Baños,
Manila, Baguio, Cebu College, Tacloban College, the Visayas and Mindanao or in other
cooperating institutions like Universidad de Sta. Isabel, Cagayan State University and the
Department of Education-Cagayan de Oro. The learning centers are also used for study
sessions.

The programs offered are Diploma in Science Teaching, Diploma in Mathematics

Teaching, Diploma in Research and Development Management, Diploma in Computer

Science, Diploma/Master in Environment and Natural Resources Management, Diploma
in Language Studies for Teachers, Diploma/Master in Social Studies Education,
Diploma/Master of Social Work, Master in Hospital Administration, Master in Public
Health, Master of Arts in Nursing, Master in Public Management., Master of Professional
Studies in Development Communication, Ph.D. in Education, and Associate in Arts.
Tuition for formal or diploma courses range from P300/unit to P600/unit while non-formal
or certificate programs cost P 3,000/course. Although the Polytechnic University of the
Philippines Open University was officially launched in 1990, its distance education project
started in the 1970s. The project was intended to be an extension of the PUP on its
provincial campuses where it offered technical vocational courses to mostly out-of-school
youth and the poor.

Starting with 360 beneficiaries, the PUP Open University’ student population has
grown to almost 2,000.Since 1970, PUP has been able to open other learning centers in
Manila, Quezon City, Taguig, Bulacan, Batangas, Quezon, Nueva Ecija and Camarines
Sur. hen Philippine Women?s University president, Dr. Jose Conrado Benitez, in his
inaugural address on Feb. 19, 1993, formally announced the university’s policy on

32
distance education. “It is the classroom that will have to go to the students and not the
students to the classrooms. It will enter the homes through distance education; it will take
place in the offices and workplaces through various career development and continuing
education programs; it will situate itself in our communities through accredited experiential
learning activities designed for community immersion” ,he said. In March 1994, the PWU
EDTV or educational television program was launched. It was the first and only cable
television channel exclusively dedicated for educational programming. On July 15, 1996,
the PWU College of Distance Education was formally created.

The PWU College of Distance Education says its learning centers are on its
campus in Manila, and in participating schools in Makati, Las Piñas, Bataan, Bulacan,
Imus in Cavite, Camarines Norte, Kalinga, Lipa in Batangas, Pampanga, Bacolod and
Hong Kong. The Ateneo de Manila University’s (AdMU) distance education program is
focused on just one course: Journalism. The Konrad Adenauer Center for Journalism,
together with the universities.

Department of Education, designed [the program] primarily for working journalists

who seek excellence and advancement in their craft through a comprehensive academic
graduate-level training. The program offers three core courses: Advanced Reporting and
Writing, Media Ethics and Media Law. Electives consist of: Advanced Computer-assisted
Reporting, Creative Writing, Editorial and Opinion Writing, Investigative Journalism,
Issues in Broadcast Journalism, Leadership in the Newsroom, Media Economics, Media
and Politics, Newsroom Management, Online Journalism, Photojournalism, Reporting
Business, Reporting Conflict and Peace, Reporting about the Environment, Reporting
Information Technology, Reporting Social and Development Issues, Science Reporting,
Visual Literacy, Writing for Broadcast and Writing about Culture. The program also lets
students choose any three graduate-level courses in Humanities, Social Sciences,
Management, Natural Sciences and Engineering, called cognate courses. The core
courses are taught online using on-campus methods while elective courses are taken
purely online. The cognate courses are held onsite on AdMU’s Loyola campus. Students
are required on campus for only two brief periods during the two-year program: two weeks
in August and the six-week summer semester from April to May.

The University of Santo Tomas organized a distance education program to help

less privileged individuals who do not have the opportunity or the money to study. USTs
project began in 1999. Classes were conducted through a two-way radio with a teacher
supervising five sitios in Bamban, populated mostly by Aetas who had never gone to
school. Through distance education, the Aetas learn basic literacy and functional skills,
reading, writing and simple arithmetic.

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 Each radio set in every sitio runs on car batteries. The radio sets, including the one
in the radio room of the university, are licensed by the National Telecommunications
Commission, and Distance Learning Center (DLC), established in 1998, was intended to
be a school for young actors and actresses who have no time for regular schooling.
Originally, DLC had only nine students, all actors. The DLC now accepts students,
regardless of age or stature. It also gives much consideration to students with special
needs like those who have to undergo regular medication. The latter gives students the
leeway to study at their own pace, in the comfort of their homes. Still, a student under the
home school program is required to come to the learning center to take their periodic
trimestral exams, to submit projects, and to participate in special school activities.

Reference:

http://opinion.inquirer.net/inquireropinion/talkofthetown/view/20071111100168/Distanc_
education

SchatziQuodala. “Distance education.” Inquirer.net. (Posted on Nov. 11, 2007). Retrieved

on February 4, 2012

Feedback:

Learning using telecommunications and general school learning can be very

similar experiences. While distance learning as it is practiced in today’s virtual schools
uses technology that is less than ten years old and advances rapidly, the literature has
shown that a student’s education online can be as effective as it is in a classroom,
provided that a classroom with the appropriate course is accessible to the student. As the
power of communication technology and educational technology grow, the skill of
distance educators and designers will be challenged to provide experiences that use that
power to provide an experience for students that improves on classroom instruction with
its limits of time and place. Research in K-12 distance education is maturing alongside
the technology and those who use it, but current web-based distance education systems
have only been studied for about the last five years at the K-12 level, a very short time in
which to build a body of literature.

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 ARTICLE 3

DOST Training Math, Science Teachers for K-12 Program

The Department of Science and Technology (DOST) has joined the preparations
for the implementation of the K to 12 curriculums in 2016, particularly in the training of
250 trainers for science and mathematics teachers. DOST’s Science and Education
Institute (DOST-SEI) partnered with six universities for the training of the 250 to prepare
them for K to 12′s implementation. The agency said the training is part of the effort to
hasten the development of innovative teachers nationwide. Headed by Director Dr.
Josette Biyo, the SEI said the training project was called Science Teacher Academy for
the Regions (STAR), which aims “to provide an organized scheme of innovative trainings
in science, technology, engineering and mathematics.” Biyo is optimistic of the STAR
project’s role in boosting the teaching of science and mathematics in the country, which
is presently on a transition to the K to 12 curriculum. “We know that one of the goals of
the science and math curriculum is to develop the critical and analytical thinking skills of
students. STAR, therefore, is our response to this curriculum change by offering an
organized scheme of innovative trainings in STEM (science, technology, engineering, and
math.) education to teachers around the country,” said the SEI chief. In order to carry out
the training, DOST-SEI signed a Memorandum of Understanding (MOU) with Bicol
University (BU), Central Luzon State University (CLSU), Mariano Marcos State University
(MMSU), Philippine Normal University (PNU), Western Visayas State University (WVSU),
and Mindanao State University-Iligan Institute of Technology (MSU-IIT) for the training of
50 in-service science and mathematics teacher trainers per university on the latest
innovations in teaching. The K to 12 Basic Education Program is the Department of
Education’s (DepEd) flagship program “in its desire to offer a curriculum which is attuned
to the 21st century.” Presently, the six universities have already trained 250 mathematics
teacher trainers on teaching elementary mathematics through problem solving, the
DOST-SEI said.

Reference:

www.mb.com.ph/dost-training-math-science-teachers-for-k-12-program/ byEdd K.
Usman February 23, 2015

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Feedback:

Education officials, especially those involved in science education, have a lot to do

to raise the quality of science and technology education in the country. It is notable that
government and non-government organizations have devised interagency programs and
projects to improve science and technology education.

Curricular review of the science and technology programs in both levels is ongoing.
Summer teacher training programs are focused on science and technology. The DECS
registers its appreciation to the DOST, particularly the Science Education Institute for its
programs on science and technology manpower development and for promoting science
and technology culture.

Appreciation also goes to the University of the Philippines’ Institute for Science
and Mathematics Education Development for in service teacher and materials
development. They are DECS’ partners in the quest for quality science and technology
education.

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 ARTICLE 4

K To12: Lessons to Be Taught In Mother Tongue to Help Students Learn Better

and Stay in School

Besides increasing the number of years in school, the K to12 program of the
Department of Education (DepEd) has introduced another change in the country’s
schooling system – using the mother tongue as medium of instruction.

The “Mother Tongue-based Multi-lingual education” (MTB-MLE) shall be applied

from kindergarten to Grade 3 in both public and private schools. It shall be part of the new
curriculum for incoming Grade 1 pupils. The 12 languages as mediums of instruction are:
Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,
Tausug, Maguindanaoan, Maranao, and Chabacano. DepEd.

Undersecretary Yolanda Quijano explains that the MTB-MLE will help students
understand their lessons better, at the same time infuse a sense of nationalism that she
adds is still lacking among the youth. “Etotalaga ay paranaman maaware angbata kung
saansiyagaling, ang roots niya, ang culture niya, angsariliniyangkwento at songs,
angpagka-Pilipino niya,” Quijano says. Studies show that students learn better when
taught in their native language than in a foreign tongue. Diane Dekker and Walter Stephen
of the Summer Institute Linguistic International in 2007 studied 240 elementary students
in Lubuagan, Kalinga to gauge whether they learn better when taught in their native
language or in English. They found out that majority of the top 40 students performed
better after being taught in their first language – 32 of the top students in Grade 1, 30 in
Grade 2, and 32 in Grade 3. Meanwhile, the bulk of the bottom 40 students performed
relatively poorly when taught in a foreign language – 36 students in Grade 1, 40 in Grade
2, and 31 in Grade 3. Multi-language education, however, does not mean English and
Filipino will no longer be required. Quijano says Filipino subjects will still be taught in the
first semester, while English will be taught in the second semester. Both language
subjects shall focus on oral fluency, she adds. The students shall also be taught the other
components of language – such as listening, oral development, speaking, reading and
writing – from Grades 2 to 4.

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Addressing the dropout rate

More than improving the comprehension skills of students, the mother language
education also aims to address another long-standing problem in the country’s
educational system – the increasing dropout rate among the youth. According to a 2000
United Nations report, the dropout rate in the Philippines at the public school elementary
level has remained high in a span of five decades since the 1960s – 28 to 34 percent of
that student population fail to reach Grade 6 level. Based on the 2008 data from the
Commission on Higher Education, out of every 100 Grade 1 students, 66 finish Grade 6,
58 reach first year high school, and only 43 finish high school. Of these high school
graduates, only 23 enroll in college, while 14 manage to even finish their degrees. Quijano
explains that the lack of students’ preparedness when they enter Grade 1 affects their
learning, thus forcing them to drop out of their classes.“Angisakasing reason kung bakit
nagda-drop out ang mga bata as early as grade 1, wala kasi tayong preparedness for
formal schooling,” Quijano says. She adds that multi-language education – boosted by
the universal kindergarten also under the K to12 program – shall prepare these students
to learn better in school so they wouldn’t have to drop out of their classes. “Para pagpasok
ng mga bata sa grade 1, hindi naman sila mabigla na ito pala ang gagawin kung papasok
na sila. Kasi 'yun ang isang cause ng tinatawag nating dropout,” Quijano says.

Reference:

http://www.gmanetwork.com/.../k-to12-lessons-to-be-taught-in-mothertongueRichelleSy-
Kho June 18, 2012 3:46pm

Feedback:

Mother tongue-based bilingual education not only increases access to skills but
also raises the quality of basic education by facilitating classroom interaction and
integration of prior knowledge and experiences with new learning; Theeffects of bilingual
schooling mentioned above depict the progress made by traditionally marginalized
students in the process of:

1. Becoming access to communication and literacy skills in the L2.

2. Having a language and culture that are valued by formal institutions like the school.

3. Feeling good about the school and the teacher.

4. Being able and even encouraged to demonstrate what they know.

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5. Participating in their own learning

6. Having the courage to ask questions in class (students) or ask the teacher what is
being done (parents).

7. Attending school and having an improved chance of succeeding (all children and
especially girls)

8. Not being taken advantage of (all children and especially girls).

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 ARTICLE 5

The Challenges of Basic Education: Dealing With K-12

An astonishing number of petitions have been presented to the Supreme Court

about a matter that, in the minds of many, should have been settled years ago. I’m not
referring to the Bangsamoro Basic Law here or some other equally momentous piece of
legislation. I’m referring to the implementation of the K-12 law mandated by the 2013
Enhanced Basic Education Act (RA 10533).And what is the issue being brought before
the nation’s highest court? The question: should our country have the same number of
years (12) of basic education as virtually the rest of the entire world—except for Djibouti
and Angola. For people who love to roll their eyes and exclaim, “Only in the Philippines!”
this puts basic education right in there with divorce. And it would be bad enough if the
situation were merely an embarrassment. In fact, the downsides of our globally outmoded
10-year basic education program are all too real, dumping millions of underage high
school grads on our already bloated labor market, requiring three to four effectively
wasted semesters of remedial work on the part of our colleges and universities, and, in
the larger world, damaging the prospects of the nation’s youth both in foreign universities
and foreign jobs. Though some of the points of the less self-interested petitioners have
genuine validity, trying to insist—by court order—that our educational system should cling
to its antiquated K-10 mode of operation for even another day are understandable, they
remain short-sighted.

Does our educational system have problems? Many. Are there rough spots ahead
in the implementation of K-12? Without a doubt. Is the transition going to cost money and
cause personal and institutional discomfort? You can count on it. But does the
preponderance of all these issues combined in any way call for a continuation of the
presently inferior K-10 rather than proceeding—even in haste—to the globally accepted
K-12 system? Not for a minute. We can return to some of these issues below, but first we
should get an idea of what’s about to happen: Students in Grade 10 are on their final year
in Junior High School as they are set to enter Senior High in 2016 upon the full
implementation of RA 10533. That makes them the first batch to embark on the additional
two years of basic education made compulsory by the new law.Despite five petitions
having been filed at the Supreme Court to prevent the implementation of K-12, the

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Department of Education (DepEd) is certain that the new curriculum—which covers
Kindergarten, six years of Primary Education, four years of Junior High School, and two
years of Senior High School—will enhance the quality of education in the Philippines, and
they are equally confident that they are prepared for the pioneering batch of Senior High
School students in June 2016.

So what exactly is the nature of the K-12 curriculum and how does it differ from the
previous 10-year basic education curriculum?

Aside from the additional two years of Senior High School (SHS), the K-12 program
totally restructures the basic education system in the country, aiming to provide some
solutions to the widespread unemployment of the youth. As Isagani Cruz put it, “The
whole point of the entire K to 12 reform is to answer the needs of about 30 million young
people (those below 24 years of age) who have not finished Fourth Year High School. Of
the out-of-school youth of employable age, more than six million are unemployed,
primarily because they do not have the skills that employers want.”

The two years of SHS consists of two parts: Track Subjects—covering the
development of skills for immediate employment or entrepreneurship, and Core
Subjects—to ensure college readiness of K-12 graduates. It also facilitates four career
tracks for students to choose from: Academic, Technical-Vocational Livelihood, Sports,
and Art & Design.

The four different career tracks provide flexibility. Depending on the goals of the
student, as well as the community and industry requirements in a particular region, the
Track Subject Curriculum enhances the value and relevance of the high school diploma.
Equally important, the Core Subject Curriculum, remaining invariable for all schools,
provides an opportunity for everyone to be equally well prepared for a college education
academically. By integrating the awarding of TESDA National Certificates at the high
school level, K-12 students—now of employable age upon graduation—would already
qualify for decent entry-level jobs. This also increases the financial capabilities of high
school graduates who desire to pursue advancement through higher education.

Moreover, the SHS curriculum also addresses the redundancy of college-level

general education programs, which presently cover material that should have already
been mastered at the pre-university level. This can result in higher education institutions
being more focused on the specifics of various degrees, rather that consuming so much
of the first two years remedying the inadequate competencies of the old 10-year program.
The K-12 curriculum is the present world standard and would be too difficult, if not
impossible, to compress into only 10 years. Globally, the Philippines remains far behind,
the only Asian country—and one of only three countries in the world—providing only 10

41
years of basic education. Inevitably, there are also downside implications resulting from
this shift in the education system. With the introduction of K-12, there will be an increase
in student population, translating into a requirement for 20,000 to 28,000 additional
classrooms for each additional year-level; 40,000 to 56,000 classrooms for the two years
of SHS. Another pressing issue is the retrenchment of teaching and non-teaching college
personnel. An estimated 25,000 are being held at bay. DepEd, however, says that it has
closed the gap of 66,800 classroom shortage in 2010 and has built 86,478 classrooms
between 2010 to 2014. This year, an additional 27,499 classrooms are on line to be
constructed to cover the SHS implementation in 2016.DepEd has announced that it will
be hiring 39,000 additional teachers in 2016 to meet the personnel requirements of the
program. This demand for SHS teachers is proposed as mitigation for the faculty lay-offs
in higher education institutions. This is an important point, since many junior faculty look
to their teaching careers for funding to pursue higher academic degrees. Thus, the
roughly 50 percent cut in pay that comes from the move from college to SHS teaching is
particularly bad news. But, besides student and teacher concerns, there is a third factor:
the additional cost to parents for food and transportation expenses to send their children
for two more years of high school. Worsening parental expenses, well over half—5800
out of 7,976—of the nation’s public high schools are set to implement SHS.

As a result, DepEd is in talks with 2,000 private education institutions to

accommodate incoming seniors that would not be able to attend public SHS schools. The
current plan is for DepEd to subsidize the cost of private tuition—but this is one of the
most controversial issues around RA 10533’s implementation. Many parents—and
others—complain that the proposed subsidizes are too low and will constitute their child’s
high school diploma being held hostage to costs they might find impossible to meet. Still
others object to giving a taxpayer financed windfall to private schools. All these complaints
are valid. Until recently, our school system has suffered much neglect in many areas,
including a chronic shortage of classrooms. Likewise, the almost criminally low pay our
public schoolteachers receive is scandalous. There is a very serious loss of junior college
teachers as well—many of whom are pursuing higher degrees that will benefit the nation.

That they should be forced into lower paying jobs even as they struggle to advance needs
to be dealt with—it is an all-too-typical example of how neoliberal pressures such as
privatization can gut the aspirations of a developing country and force it into the “race to
the bottom” that has become a linchpin of globalization. Among teachers, there are deep-
seated anxieties about the new duties expected of them. DepEd has been conducting
numerous teacher trainings to address these concerns, but there is a sense that things
remain confused and unsettled. Most likely, uneasiness and suspicion among teachers
will linger until the new system is in place and they have a chance to actually work through

42
it and make the needed adjustments. In addition, there still remains the problem of
language: what to do with Filipino, how to sustain its place in the curriculum, and what will
the changes mean for teaching the language in colleges and universities? For that matter,
has the English curriculum been chosen in haste, as some critics allege? What of the
adequacy and quality of some of our textbooks and instructional materials? Can schools
coordinate better to strengthen job placement for their students? Likewise, tuition costs
for parents whose children have no public SHS available should not hold those students
hostage to the financial capabilities of the parents. That is not what we mean when we
talk about “public education” as a constitutional right. All that said, I still tend toward
proceeding with K-12. The K-10 approach is as problematic as—indeed, is part of—the
continued neglect our public educational system has suffered since the Marcos years. It
is time and past time to begin making amends.

Reference:

http://www.philstar.com/opinion/2015/06/15/1466151/challengesbasic-education-
dealing-k-12 CONJUGATIONS By Lila Ramos Shahani (philstar.com) | Updated June
15, 2015

Feedback:

We should not ignore the serious challenges of shifting to a K-12 program. At the
same time, we should seize upon its very real potential to improve the lives of everyone.
K-12 is obviously a work in progress that will go through many changes as it is
implemented. Top-down planning will invariably be reshaped and modified by bottom-up
concerns and existing practices of teaching and learning. What remains imperative is that
we provide our youth with all the skills they need, especially education, to prepare them
to live meaningful and productive lives. This means, among other things, preparing for
the constantly changing demands of the workplace. But they should also be able to
question those changes and craft alternatives for a better world. There are many
problems to be fixed in education and we should pursue these solutions with zeal. To do
so means dealing with the many challenges of K-12 rather than simply putting them on
hold.

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PROFESSIONAL DEVELOPMENT
PLAN

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DAILY TIME RECORD

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FORM 138 - E

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