This action research studied the coping mechanisms of parents with children in Kindergarten using modular distance learning at Moonwalk Elementary School. A survey of 20 parents found that their main coping mechanisms included: seeking support from family members in helping their children learn, using repetition to teach lessons, and providing positive reinforcement like praise. Parents also relied heavily on learning materials provided by teachers like modules and workbooks. While some parents used online resources like translations and infographics to supplement, most found the modular materials clear enough for their children to understand without added support. The results help teachers understand parent experiences and inform future support for facilitating children's learning at home.
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
Short classroom observations with meaningful feedback can improve teaching practices and student achievement. The principal should regularly visit classrooms to understand teaching and learning, communicate with teachers, and provide support to meet school goals. Feedback should focus on teaching quality, student needs, learning, and progress towards standards. Short observations allow the principal to praise teachers, provide frequent guidance, and identify professional development needs. Effective feedback is specific, honest, focused on improvement, and involves two-way communication between the teacher and principal.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
III. Procedure:
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
Checking of attendance
Checking of Rules
Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
B. MOTIVATION
Let the student read about what happens daily thru mass media.
C. ACTIVITIES
Divide the class into five groups.
Each group will follow the instruction in the given activity.
The teacher will check the work of each group.
D. ABSTRACTION
Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
Introduce the meaning of The Mass Media and Society
Discuss the Mass Media and Society
E. APPLICATION
The teacher let the student read the question on the board and let them answer.
IV. Assessment:
The students will answer the given statements.
V. Assignment
Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
1. How does mass media shape the way you look at reality?
2. How does the mass media influence the way we relate with other and alter social relationship.
Prepared by:
JODI CHARIMAYE FLORES LIDASAN
Teacher
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
Short classroom observations with meaningful feedback can improve teaching practices and student achievement. The principal should regularly visit classrooms to understand teaching and learning, communicate with teachers, and provide support to meet school goals. Feedback should focus on teaching quality, student needs, learning, and progress towards standards. Short observations allow the principal to praise teachers, provide frequent guidance, and identify professional development needs. Effective feedback is specific, honest, focused on improvement, and involves two-way communication between the teacher and principal.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))paj261997
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
III. Procedure:
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
Checking of attendance
Checking of Rules
Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
B. MOTIVATION
Let the student read about what happens daily thru mass media.
C. ACTIVITIES
Divide the class into five groups.
Each group will follow the instruction in the given activity.
The teacher will check the work of each group.
D. ABSTRACTION
Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
Introduce the meaning of The Mass Media and Society
Discuss the Mass Media and Society
E. APPLICATION
The teacher let the student read the question on the board and let them answer.
IV. Assessment:
The students will answer the given statements.
V. Assignment
Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
1. How does mass media shape the way you look at reality?
2. How does the mass media influence the way we relate with other and alter social relationship.
Prepared by:
JODI CHARIMAYE FLORES LIDASAN
Teacher
An Essay for Principles of effective teachingentan
This document discusses principles of effective teaching. It begins by explaining that teaching can be considered a profession, mission, or vocation. As a profession, teaching requires long preparation and commitment to excellence. As a mission, it is a task one is assigned to prepare for. As a vocation, it means committing oneself to a lifetime of transforming learners. The document then discusses principles like clear communication, interaction, recognizing diversity, using appropriate teaching techniques, and allowing breaks. It emphasizes presenting material at students' levels and relating it to their goals and real-world situations. Motivation comes from intrinsic love of learning or extrinsic goals like grades. Intrinsically motivated students tend to perform better. Teachers must make classrooms safe,
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
This document appears to be an exam from a Philippine university on topics related to Philippine history and social studies. It contains 39 multiple choice questions testing knowledge on topics like pre-Spanish Filipino societies, early European explorers and colonizers of the Philippines, Spanish colonial rule, American colonial rule, and the establishment of institutions and infrastructure during those periods. The questions cover a wide range of people, places, events, policies, and contributions to Philippine civilization from different eras.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document outlines the School Based Feeding Program Action Plan for Suba Elementary School for the 2022-2023 school year. The plan aims to distribute buns and milk to severely wasted and wasted pupils from kindergarten to grade 6 to mitigate malnutrition. Strategies include monthly monitoring of pupils' body mass index, encouraging parental and community support, and informing parents of children identified as severely wasted. A working committee will be established to oversee daily delivery and monitoring of the buns and milk distribution to ensure all recipient learners receive the food.
This certificate of acceptance documents a donation made to a school in San Carlos City, Pangasinan, Philippines. It states that the donee, on behalf of the school, accepts and acknowledges the donation from the donor. It expresses gratitude to the donor for their generosity. It provides details of the donation and is signed by the donee and school principal. Witnesses also sign to verify the acceptance.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
Portfolio assessment involves systematically collecting student work over time to document learning progress and achievement of goals. It allows a holistic assessment of individual students by showing effort and accomplishments in relation to instructional goals. In contrast to standardized tests, portfolio assessment engages students in self-assessment, represents a broader range of student work, and links assessment to teaching and learning. The purposes of portfolio assessment include giving students more control over their learning, determining achievement levels, understanding student thinking processes, communicating student progress, and improving curriculum.
1. The document outlines 20 strategies for supporting learners at risk, including gamifying learning, engaging frequently with learners through assistance and feedback, modifying activities to suit individual learning levels, creating parent-teacher partnerships, and utilizing various interactive online tools and platforms.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
This certificate of recognition was awarded to an individual for winning the coach position in the 3rd SMART Quiz Whiz competition held on September 21, 2010 at the Philippine Science High School - Central Mindanao Campus. The competition was part of the 11th SMT Festival celebrating the school's response to environmental challenges. The certificate was signed by the SMART president and adviser as well as the SMT department coordinator, CISD chief, and campus director.
Professional education-test-with-rational-answers1 (1)Rennie Boy Rosadia
This document provides sample test items from a professional education test on child and adolescent development, social dimensions of education, principles and strategies of teaching, and applications of different philosophies in education. It includes multiple choice questions from each topic area along with rationales for the answers. It also provides detailed descriptions and comparisons of different educational philosophies and approaches to curriculum development.
This document provides a concept paper for a study that will examine the effects of modular distance learning instructions on the numeracy and literacy skills of grade 1 pupils in the Philippines. The study will be conducted with 50 grade 1 students and their parents from Gaya-Gaya Elementary School in San Jose del Monte, Bulacan. Questionnaires, interviews, and observations will be used to determine the impact of parental involvement in distance learning on students' development of numeracy and literacy abilities. The findings could provide insights for teachers, parents, students, and future researchers on how to best support learning at home during the COVID-19 pandemic.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
An Essay for Principles of effective teachingentan
This document discusses principles of effective teaching. It begins by explaining that teaching can be considered a profession, mission, or vocation. As a profession, teaching requires long preparation and commitment to excellence. As a mission, it is a task one is assigned to prepare for. As a vocation, it means committing oneself to a lifetime of transforming learners. The document then discusses principles like clear communication, interaction, recognizing diversity, using appropriate teaching techniques, and allowing breaks. It emphasizes presenting material at students' levels and relating it to their goals and real-world situations. Motivation comes from intrinsic love of learning or extrinsic goals like grades. Intrinsically motivated students tend to perform better. Teachers must make classrooms safe,
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
This document appears to be an exam from a Philippine university on topics related to Philippine history and social studies. It contains 39 multiple choice questions testing knowledge on topics like pre-Spanish Filipino societies, early European explorers and colonizers of the Philippines, Spanish colonial rule, American colonial rule, and the establishment of institutions and infrastructure during those periods. The questions cover a wide range of people, places, events, policies, and contributions to Philippine civilization from different eras.
This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
This document outlines the Learning Action Cell (LAC) as a school-based continuing professional development strategy for teachers in the Philippines. It discusses establishing LACs to improve teaching quality through collaborative learning among teachers. Key points include having teachers identify priority learning topics, form LAC groups, and hold regular meetings to critically reflect on practices and curriculum. The roles of school, district, and national education officials in supporting LAC activities are also defined. Progress will be monitored through qualitative measures of changes in teacher knowledge, practices and student outcomes, rather than quantitative targets.
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
1. Teacher Shiela displayed extensive knowledge of content by:
- Examining concepts from other learning areas that could be potentially integrated to the current lesson on Basic Mensuration and Calculation. This shows her familiarity with content across curriculum areas.
- Determining the learners' prior knowledge and skills from a previous lesson on shapes to serve as basis for the level of integration. This demonstrates her understanding of learners' background and sequencing of content.
- Selecting an interdisciplinary concept from Araling Panlipunan and properly integrating it within the Daily Lesson Log. This reflects her ability to make meaningful connections between and among content areas.
2. The learning competencies within the curriculum were integrated into
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document outlines the School Based Feeding Program Action Plan for Suba Elementary School for the 2022-2023 school year. The plan aims to distribute buns and milk to severely wasted and wasted pupils from kindergarten to grade 6 to mitigate malnutrition. Strategies include monthly monitoring of pupils' body mass index, encouraging parental and community support, and informing parents of children identified as severely wasted. A working committee will be established to oversee daily delivery and monitoring of the buns and milk distribution to ensure all recipient learners receive the food.
This certificate of acceptance documents a donation made to a school in San Carlos City, Pangasinan, Philippines. It states that the donee, on behalf of the school, accepts and acknowledges the donation from the donor. It expresses gratitude to the donor for their generosity. It provides details of the donation and is signed by the donee and school principal. Witnesses also sign to verify the acceptance.
The Philippine Informal Reading Inventory (PIRI) is a reading assessment tool developed by the Department of Education to measure reading proficiency among elementary students. It assesses word recognition, comprehension, and reading speed through stories and passages in both English and Filipino. The PIRI evaluates students' reading at literal, interpretive, critical, and applied level questions. It categorizes students as independent, instructional, or frustration readers based on benchmarks for word recognition, comprehension, and reading speed. The PIRI provides forms and procedures for administering the assessment and interpreting student performance.
Portfolio assessment involves systematically collecting student work over time to document learning progress and achievement of goals. It allows a holistic assessment of individual students by showing effort and accomplishments in relation to instructional goals. In contrast to standardized tests, portfolio assessment engages students in self-assessment, represents a broader range of student work, and links assessment to teaching and learning. The purposes of portfolio assessment include giving students more control over their learning, determining achievement levels, understanding student thinking processes, communicating student progress, and improving curriculum.
1. The document outlines 20 strategies for supporting learners at risk, including gamifying learning, engaging frequently with learners through assistance and feedback, modifying activities to suit individual learning levels, creating parent-teacher partnerships, and utilizing various interactive online tools and platforms.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
This certificate of recognition was awarded to an individual for winning the coach position in the 3rd SMART Quiz Whiz competition held on September 21, 2010 at the Philippine Science High School - Central Mindanao Campus. The competition was part of the 11th SMT Festival celebrating the school's response to environmental challenges. The certificate was signed by the SMART president and adviser as well as the SMT department coordinator, CISD chief, and campus director.
Professional education-test-with-rational-answers1 (1)Rennie Boy Rosadia
This document provides sample test items from a professional education test on child and adolescent development, social dimensions of education, principles and strategies of teaching, and applications of different philosophies in education. It includes multiple choice questions from each topic area along with rationales for the answers. It also provides detailed descriptions and comparisons of different educational philosophies and approaches to curriculum development.
This document provides a concept paper for a study that will examine the effects of modular distance learning instructions on the numeracy and literacy skills of grade 1 pupils in the Philippines. The study will be conducted with 50 grade 1 students and their parents from Gaya-Gaya Elementary School in San Jose del Monte, Bulacan. Questionnaires, interviews, and observations will be used to determine the impact of parental involvement in distance learning on students' development of numeracy and literacy abilities. The findings could provide insights for teachers, parents, students, and future researchers on how to best support learning at home during the COVID-19 pandemic.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
Transition to school: a community perspectiveCandKAus
The document discusses strategies for successful transitions from early childhood education to school. It summarizes research and guidelines from experts like Robert Pianta and Dockett and Perry. Their research emphasizes the importance of relationships, continuity of learning, family involvement, individualized support, and collaboration between early education and school staff. The document then describes a research project exploring perceptions of school readiness from teachers and parents. It finds that strengthening connections between early education centers and schools may help better prepare children and assess their readiness. It outlines steps taken in one early education center to facilitate relationships with local schools through forums, shared documentation, and transition activities.
The document summarizes a proposed research study on students' perceptions and attitudes towards modular distance learning. The study will focus on students at Sta Barbara Integrated High School who used modular learning during the 2020-2021 school year due to the COVID-19 pandemic. A questionnaire will be used to examine students' demographic characteristics and views on modular learning support services. The results could help administrators and teachers improve modular learning and support students.
The document proposes developing a mobile application to improve communication between a school and parents/guardians. It would allow parents to access classroom blogs, school news, and contact lists. Research suggests parental involvement is important for student achievement and motivation. The intervention plan involves gathering input from teachers, parents, and students on important app features. An 8-week timeline is outlined that includes proposal, surveying stakeholders, compiling findings, and meeting with app development companies. Ethical considerations focus on maintaining parental involvement to support students' education. Data collection will utilize surveys and checklists to determine how to increase parental involvement through the app.
This document provides a group profile of an 18-student 5th grade class at Rufino Vigo Elementary School. The profile includes various charts and analyses of demographic information gathered from student questionnaires. Key findings include that most students are female, between 10-12 years old, born in Puerto Rico, live with parents or guardians, have computers at home but limited internet access, enjoy physical activities and watching educational TV, and have various health conditions. The teacher concludes that this information will help with lesson planning, classroom management, and emergency preparedness to better support the students.
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Coping mechanisms of parents in kinder with modular distance learning delivery at moonwalk es
1. Venus St., Moonwalk Village, Talon 5, Las Piñas City
(02) 8-8069160
moonwalkelementaryschoolmain@yahoo.com
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City
MOONWALK ELEMENTARY SCHOOL
VENUS ST., PHASE II, BRGY. TALON V, LAS PIÑAS CITY
COPING MECHANISMS OF PARENTS IN KINDER
WITH MODULAR DISTANCE LEARNING AT
MOONWALK ELEMENTARY SCHOOL
An Action Research
Presented to
Moonwalk Elementary School
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I
February, 2022
2.
3. TABLE OF CONTENTS
Title Page i
Endorsement Letter ii
Page
Research Title 1
Abstract 1
Context and Rationale 2
Action Research Questions 2
Innovation, Intervention
and Strategy
3
Participants and /or Other
Sources of Data and Information
3
Data Gathering Methods 4
Discussion of Results and
Reflections
4
Action Plan 9
Financial Report 9
References 10
APPENDICES
Declaration of Anti Plagiarism 11
Research Instrument 13
4. COPING MECHANISMS OF PARENTS IN KINDER
WITH MODULAR DISTANCE LEARNING AT
MOONWALK ELEMENTARY SCHOOL
Abstract
In accordance with DepEd Order No. 018 S. 2020 indicating the
provision of learning resources in the implementation of the Basic Education
Continuity Plan, learning opportunities are provided to the learners in a safe
manner, through different learning delivery. The Modular Learning Delivery
Modality was most preferred in most of the schools at Las Pinas. However,
the shift on learning delivery posed a lot of challenges primarily to the
parents.
This paper aimed to determine the coping mechanisms of the parents
in Kinder whose children are in the modular distance learning delivery where
a survey questionnaire was given to 20 parent-respondents. Data gathered
was treated using percentage. Results revealed that parents develop coping
mechanisms such as seeking family support, referring to available learning
materials both online and offline, and providing positive reinforcement to
deal with the challenges encountered in modular distance learning delivery.
Keywords: modular learning delivery, coping mechanisms
5. Context and Rationale
No Filipino learner will be left behind amidst the crisis (Secretary Leonor
Briones, 2020). In the midst of crisis, the Department of Education
persisted on their mission to ensuring that learning must continue.
Different Learning Delivery Modalities were introduced and implemented
according to the condition of the learners. At Moonwalk Elementary
School, Modular Distance Learning Delivery is the most preferred in
almost all of the classes upon survey. Research shows that parents as
proxy educators experienced heightened levels of mental health distress
when their child struggles to adapt to a distance learning pedagogy, (Davis
et. al. , 2020). In this setting, the parents play a crucial role in imparting
instruction to their children as learners, thus determining the coping
mechanisms of parents in Modular Learning Delivery is timely and
significant for this study.
Action Research Questions
This action research sought to answer the following question:
What are the coping mechanism of parents in Kinder with Modular
Distance Learning Delivery?
This question would lead the researchers to assimilate how parents
respond to the challenges with Modular Distance Learning and will aid
teachers to formulate interventions to help parents with the challenges.
6. Innovation, Intervention and Strategy
This action research aimed to determine the coping mechanisms of
parents in Kindergarten with Modular Distance delivery as their child’s
learning modality. It intends to help the parents with the challenges they
experienced by formulating appropriate interventions that will maximize
teacher and parent collaboration that will result in a pupil's active learning.
The researchers sent a letter to the principal indicating their plan of
conducting an action research. When the letter was approved, the
researcher prepared the questionnaire through Google Forms. Parent-
respondents were randomly selected and the researchers explained the
details of the research to them. The researchers then, analyzed and
interpreted the gathered data and planned an appropriate intervention
rooted on the result of the survey.
Participants and /or Other Sources of Data and Information
Purposive sampling design was employed to obtain the possible
parent respondents based on the purpose of this study. The respondents
are from Kindergarten sections- Makabayan and Makakalikasan. Out of 57
parents, 20 were randomly selected as respondents. Moreover, secondary
data was taken from different articles, books, and other reading materials
including the internet.
7. Data Gathering Methods
The researchers utilized survey research using likert scale to attain
the needed data. A questionnaire in google form was validated by the
action research coordinator and utilized. Respondents were oriented
through messenger and upon their approval; responses were attained with
utmost confidentiality.
Discussion of Results and Reflections
Table 1: Coping Mechanisms of Parents in Kinder with Modular
Distance Learning
PALAGI MADALAS MINSAN HINDI
1. Humihingi ako ng tulong sa guro
ng aking anak sa mga mahihirap
na aralin sa pamamagitan ng
pagtawag o pagkontak sa kanyang
messenger o iba pang
communication platform.
5% 5% 50% 40%
2. Ginagamit ko ang mga
pagsasalin (translation) galing sa
internet upang aking maging
gabay para sa mas lalong
maintindihan ang ituturong aralin
sa aking anak.
10% 10% 60% 20%
3. Nakatutulong sakin ang pagse-
search sa internet upang lubusan
kong maintindihan ang mga aralin
na dapat kong ituro sa aking anak.
35% 15% 35% 15%
4. Pinauulit-ulit ko'ng itinuturo ang
mga aralin para mas lalo niyang
maintindihan ang mga ito.
70% 20% 10% 0%
5. Isinusulat ko sa malinis na
kwaderno o papel ang mga napag
uusapan tuwing nagkakaroon ng
talakayan ang aking anak at
kanyang guro.
45% 15% 25% 15%
6. Nagsisilbing gabay ko sa
pagtuturo sa aking anak ang
kagamitang ibinibigay ng guro
95% 5% 0% 0%
8. katulad ng libro, modules at
workbook.
7. Tuwing nagkakaroon ng birtual
na pagtuturo ang guro sa kanilang
kamustahan, nirerecord ko ito
upang maari ko'ng balikan sa oras
na may ma.imutang bahagi ng
aralin ang aking anak.
25% 10% 25% 40%
8. Gumagamit ako ng mga
Inforgraphics na nahahanap sa
internet para mas lalong
maiintindihan ng aking anak ang
kanilang mga aralin.
30% 30% 20% 20%
9. Gumagamit ako ng positive
reinforcement tulad sa pagbibigay
papuri at reward sa aking anak
upang ganahansiya sa knyang
pag-aaral.
70% 15% 10% 5%
10. Sa pag-aaral ng aking anak,
katuwang ko sa paggabay ang iba
pang miyembro ng aming pamilya.
45% 10% 30% 15%
Table 1 shows the frequency of coping mechanisms done by the
respondents. The first statement: Humihingi ako ng tulong sa guro ng
aking anak sa mga mahihirap na aralin sa pamamagitan ng pagtawag o
pagkontak sa kanyang messenger o iba pang communication platform
revealed that 5% answered “PALAGI” & “MADALAS”, 50% answered
“MINSAN” and 40% answered “HINDI”. This implies that the parents
seldom or not at all contacted the teacher for learning assistance.
The second statement: Ginagamit ko ang mga pagsasalin galing sa
internet upang aking maging gabay para sa mas lalong maintindihan ang
ituturong aralin sa aking anak revealed that 10% answered "PALAGI" &
“MADALAS", 60% answered "MINSAN" and 20% answered "HINDI".
Results revealed that the respondents seldom used online translation as
9. learning guide which implies that the content of the self-learning modules
is within the level of understanding of parents and learners.
The third statement: Nakatutulong sakin ang pagse-search sa internet
upang lubusan kong maintindihan ang mga aralin na dapat kong ituro sa
aking anak showed that 35% answered "PALAGI" & “MINSAN”, 15%
answered "MADALAS” & "HINDI". Results revealed that most of the
parents utilized the internet. This implies that internet helps the parents
fully-understand a specific lesson.
The fourth statement: Pinauulit-ulit ko'ng itinuturo ang mga aralin para mas
lalo niyang maintindihan ang mga ito showed that 70% answered
"PALAGI", 20% answered "MADALAS", and 10% answered "MINSAN".
Results revealed that most of the parents used repetition strategy in
teaching their children implying that parents exert much effort for their
children to achieve mastery of the lessons.
The fifth statement: Isinusulat ko sa malinis na kwaderno o papel ang mga
napag uusapan tuwing nagkakaroon ng talakayan ang aking anak at
kanyang guro showed that 45% answered "PALAGI", 15% answered
"MADALAS" & “HINDI”, and 25% answered "MINSAN". Results revealed
that most of the parents take down notes whenever their children have
discussions with their teacher. This implies that most of the parents have
note taking strategies to help them remember specific concepts or topics
which might be helpful in teaching their children.
10. The sixth statement: Nagsisilbing gabay ko sa pagtuturo sa aking anak
ang kagamitang ibinibigay ng guro katulad ng libro, modules at workbook
showed that 95% answered "PALAGI", and 5% answered "MADALAS".
Results revealed that all parents relied on the materials provided by the
teacher implying that respondents highly recognized the importance of
teacher provided materials in their children's learning.
The seventh statement: Tuwing nagkakaroon ng birtual na pagtuturo ang
guro sa kanilang kamustahan, nirerecord ko ito upang maari ko'ng balikan
sa oras na may malimutang bahagi ng aralin ang aking anak showed that
25% answered "PALAGI" & “MINSAN”, 10% answered "MADALAS",
and 40% answered "HINDI". Results revealed that parents rarely record
the virtual learning discussion implying that they find no difficulty in
addressing the learning needs of their children.
The eighth statement: Gumagamit ako ng mga Inforgraphics na
nahahanap sa internet para mas lalong maiintindihan ng aking anak ang
kanilang mga aralin showed that 30% answered "PALAGI" &
MADALAS", 20% answered "MINSAN", & "HINDI". Results revealed that
most of the parents utilized infographics from the internet implying that
respondents find online infographics helpful in managing the learning
needs of their children.
The ninth statement: Gumagamit ako ng positive reinforcement tulad sa
pagbibigay papuri at reward sa aking anak upang ganahansiya sa knyang
pag-aaral showed that 70% answered "PALAGI", 15% answered
11. "MADALAS", 10% answered "MINSAN", and 5% answered "HINDI".
Results revealed that most of the parents used positive reinforcement as a
reward for their children implying their knowledge on the importance of
reward-recognition as motivation to learn.
The tenth statement: Sa pag-aaral ng aking anak, katuwang ko sa
paggabay ang iba pang miyembro ng aming pamilya showed that 45%
answered "PALAGI", 10% answered "MADALAS", 30% answered
"MINSAN", and 15% answered "HINDI". Results revealed that some
parents relied on the assistance of other family members in teaching their
children. This implies that they recognized the contribution and support of
other family members in their children's learning.
In conclusion, parents from kinder developed coping mechanisms to
address challenges encountered in modular learning. It can be said that
referring to learning materials distributed and online learning resources;
seeking family support and providing positive reinforcement as coping
mechanisms were enough to address the learning needs of their children.
Furthermore, it can be said that no intervention is needed since the
parents were able to cope and address the learning needs of their children
effectively and efficiently.
12. Action Plan
Activities
February
17
February
18
February
21-22
February
24
Submit Letter of
Permission to the
Principal
*Prepare Action
Research Proposal
*Inform Parent-
respondents of the Action
Research & Send Survey
Questionnaire
Evaluate and Interpret
Responses
Financial Report
Activity
Eligible
Expenditures
Quantity Cost
Conduct virtual
meeting on the
preparations
and
implementation
of the activities
for the Action
Research
Communication
Expenses:
Prepaid Wifi
Expenses
3 Php. 300.00
Interpret,
evaluate data
gathered and
develop final
paper for the
action research
online.
Prepaid Wifi
Expenses
3 Php. 300.00
TOTAL Php. 600.00
13. References
1. Dargo, J. M. (2021, October 16). Modular Distance Learning: Its Effect
in the Academic Performance of Learners in the New Normal | Dargo |
JETL (Journal of Education, Teaching and Learning)
2. Briones, education ministers unite to ensure learning continuity amid
COVID-19 | Department of Education (deped.gov.ph)
3. DO_s2020_012 Adoption Of The Basic Education Learning Continuity
Plan For SY 2020-2021 In Light Of The COVID-19 Public Health
Emergency| AuthDocs (deped.gov.ph)
4. Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A. A., & Vargas, E.
(2020). Distance Learning and Parental Mental Health During COVID-
19. Educational Researcher, 50(1), 61–64.
14. APPENDICES
Declaration of Anti Plagiarism
1. I, Bryan A. Padilla, Teacher II, understand that plagiarism is an act of
taking and using another’s ideas and works and passing them off as one’s
own. This includes explicitly copying the whole work of another person or
that o the undersigned proponents and or/using the same parts of their work
without proper acknowledgement and referencing.
2. I hereby attest to the originality of this research proposal and has cited
properly all the references used. I/We further commit that all deliverables
and the final research study emanating from this proposal shall be of original
content. I/We shall use appropriate citations in referencing other works from
various sources. I/We also hereby attest that this research has not yet been
finished and is not part and is not part of the proponent’s thesis/dissertation.
3. I understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the
Department of Education.
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I
15. Declaration of Absence of Conflict of Interest
1. I, Bryan A. Padilla, Teacher II, understand that conflict of ineterest refers
to situations in which financial or other personal considerations may
compromise my judgement in evaluating, conducting, or reporting
research.
2. I hereby declare that I do not have any personal conflict of interest that
may arise rom my application and submission of my research proposal.
I understand that my research proposal may be returned to me if found
out that there is conflict of interest during the initial screening.
3. Further, in case of any form of conflict of interest (possible or actual)
which may inadvertently emerge during the conduct of my research, I
will duly report it to the research committee for immediate action.
4. I understand that I may be held accountable by the Department of
Education and for any conflict of interest which I have intentionally
concealed.
Proponent: BRYAN A. PADILLA
Signature:
Date: February 27, 2022
Proponent: SHERONA R. NOVALES
Signature:
Date: February 27, 2022
Proponent: ICY J. CLORION
Signature:
Date: February 27, 2022
16. Research Instrument
COPING MECHANISMS OF PARENTS IN KINDER WITH MODULAR
DISTANCE LEARNING AT MOONWALK ELEMENTARY SCHOOL
Minamahal naming Respondente,
Isang Pagbati!
Kami ay mga guro ng Paaralang Elementarya ng Moonwalk at
kasalukuyang nagsasagawa ng isang pananaliksik na may titulong Coping
Mechanism of Parents in Kinder with Modular Distance Learning at
Moonwalk Elementary School. Ito ay naglalayong matukoy ang iba’t-ibang
mekanismong pagkaya o interbensyon na ginagawa ng mga magulang
upang mapunan ang pangangailangan ng mga bata sa kanilang pag-aaral
sa Modular Distance Learning delivery.
Kaugnay nito, inihanda po namin ang survey-questionnaire na ito upang
makapangalap ng mga datos na kailangan sa pananaliksik na ito.
Mangyari po lamang na sagutin ng may buong katapatan ang mga
sumusunod na aytem. Ang mga datos na makakalap sa survey na ito ay
mananatiling kumpidensyal.
Maraming Salamat po!
BRYAN A. PADILLA
Teacher II
SHERONA R. NOVALES
Teacher I
ICY J. CLORION
Master Teacher I
Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Las Piñas City
MOONWALK ELEMENTARY SCHOOL
VENUS ST., PHASE II, BRGY. TALON V, LAS PIÑAS CITY
17. Pangalan (opsyonal):
Lagyan ng tsek ang inyong sagot.
PALAG
I
MADALA
S
MINSA
N HINDI
1. Humingi ako ng tulong sa guro
ng aking anak sa mga mahihirap
na aralin sa pamamagitan ng
pagtawag o pagkontak sa
kanyang messenger o iba pang
communication platform.
2. Ginagamit ko ang mga
pagsasalin (translation) galing sa
internet upang aking maging
gabay para sa mas lalong
maintindihan ang ituturong aralin
sa aking anak.
3. Nakatutulong sakin ang pagse-
search sa internet upang lubusan
kong maintindihan ang mga aralin
na dapat kong ituro sa aking
anak.
4. Pinauulit-ulit ko'ng itinuturo ang
mga aralin para mas lalo niyang
maintindihan ang mga ito.
5. Isinusulat ko sa malinis na
kwaderno o papel ang mga
napag uusapan tuwing
nagkakaroon ng talakayan ang
aking anak at kanyang guro.
6. Nagsisilbing gabay ko sa
pagtuturo sa aking anak ang
kagamitang ibinibigay ng guro
katulad ng libro, modules at
workbook.
7. Tuwing nagkakaroon ng birtual
na pagtuturo ang guro sa
kanilang kamustahan, nirerecord
ko ito upang maari ko'ng balikan
sa oras na may ma.imutang
bahagi ng aralin ang aking anak.
8. Gumagamit ako ng mga
Inforgraphics na nahahanap sa
internet para mas lalong
maiintindihan ng aking anak ang
kanilang mga aralin.
18. 9. Gumagamit ako ng positive
reinforcement tulad sa pagbibigay
papuri at reward sa aking anak
upang ganahansiya sa knyang
pag-aaral.
10. Sa pag-aaral ng aking anak,
katuwang ko sa paggabay ang
iba pang miyembro ng aming
pamilya.