Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division Office - Iloilo City
JARO NATIONAL HIGH SCHOOL

LAC REFLECTION
Topic 1: Designing Meaningful Experiences to Help Students Reach Mastery
Speaker: Diana Rose Arsenal, HT IV
Making learning meaningful is important to learner's understanding of the learning
concepts and the world around them. Teachers make learning meaningful when they, link
new learning to learner's previous experience, relate concepts to learner's lives and provide
learners with hands-on learning
Meaningful learning teaches students how to apply their cognitive skills to relate to the
content, acquire new information, and apply the learned knowledge to new problems. Even
in these difficult times, education must thrive. Thus, it is it's crucial to establish the proper
procedures and measures to assure success in our delivery of educational services.
By incorporating active learning into the curriculum, teachers can transform their classroom
into a “real” one with an exciting, dynamic learning environment. Encouraging debates and
brainstorming sessions, teaching case-based problem-solving exercises, holding group
discussions, are all great ways to actively engage students in learning.

Topic 2: Aligning Teaching Strategies with MELCS to Develop 21st-Century Skills

Speaker: Rovie Mae Ganzon, T I
Prominent examples of 21st century skills include critical thinking, creative thinking,
and collaboration. Successful integration of these skills requires alignment at a system level,
encompassing curricula, assessment and pedagogy, as well as approaches tailored to
national contexts. The most important instrument for anyone to succeed in life is education.
It inspired everyone to take the lead and succeed in making a positive impact where
accomplishment and recognition can be obtained. It gave everyone the capacity to think
critically in both directions, to make better judgments in order to deal with various obstacles
in life and to provide motivation for everyone to have better possibilities needed to advance
along their own personal chosen career route. As students develop skills such as critical
thinking and perspective taking, they will be more flexible and adaptable in our constantly
changing workforce, increase their ability to work cross-culturally, and be able to take on
positions of leadership.
Topic 3: Managing Intervention/Remediation Strategies
Speaker: Girlie Sumagaysay, T III
One of the most rewarding experiences as a teacher is to watch students learn
something they previously struggled to grasp. There’s nothing quite like seeing a student’s
face light up when s/he realizes “I’ve got it!” As students return to the classroom this fall,
many teachers are encountering more students who need additional support to be
successful with grade-level material. Between a global pandemic, summer break, and many
schools having to provide instruction in virtual or hybrid models, teachers are searching for
new and different ways to support students through remediation and intervention.
The goal of both remediation and intervention is to help students make progress towards
grade-level standards. Remediation is usually completed shortly after instruction for a
particular skill or concept is completed. Teachers may reteach the information from the
original lesson in a different way to clarify student misconceptions. Intervention typically
involves a more structured and formalized process that targets specific skills students have
not mastered, which have created gaps in the students’ learning. Teachers provide
additional instruction for students and measure their progress, often using a progress
monitoring tool.
Once the need for remediation and intervention has been identified, it’s important to
consider what instructional strategies and materials could be used to support the student. In
the areas of math and literacy, research has shown that the use of hands-on learning with
manipulatives has a variety of benefits for students. Manipulatives help students engage
and visualize abstract concepts.

Topic 4: Using Instruction Design Model for ICT Integration

Speaker: Romark John Jerez, MT II
Information and communication technology (ICT) in teaching learning means making
the effective use of ICT to teach the subject matter in a more interesting manner to make
learning easy and fast for the students. It makes use of projectors, internet, multimedia,
audio- visual aids and much more for teaching. The use of ICT in teaching learning have
changed the whole concept of education and had proved to be of great benefit both for the
teachers as well as the students. Through ICT, teachers get an opportunity to use new
innovations in their teaching and present the study material in a more refined manner
which is easily understood by the students and apart from this, ICT usage in teaching
learning by the teachers gives an opportunity to the teacher to get acquainted with the new
innovation and become contributors to its use in education. The students gain a lot by
learning through ICT and they learn to seek knowledge on their own by using ICT. They also
get an opportunity to share their knowledge with others through ICT. But there are certain
factors which effect the successful ICT integration in teaching learning. This paper throws
light on the benefits of ICT usage in teaching learning, three phases to successful ICT
integration, factors influencing ICT by teachers, the barriers to successful ICT integration,
implications to check barriers, and the changed role of the teachers.
An instructional design model is a tool, a framework to develop instructional materials. It
helps instructional designers provide a structure and meaning to the learning material. It
allows them visualize the training need and break down the process of designing training
material into steps. Instructional design is the process by which educational tools and
resources are designed, developed, and implemented to help others achieve their learning
outcomes. Information and Communications Technology (ICT) increasingly plays a role in
instructional design. ICT integrated instruction is a way of learning in an interactive way with
the excessive use of ICT. It typically includes the learning interactively with an online support
and use of techno-based tools between the teachers and the learners, and the peers.

Topic 5: Integrating Differentiated Instruction in Inclusive Classroom

Speaker: Paula Jess Bernal, T II
Differentiated instruction is a process to teaching and learning for students of
differing abilities in the same class. The intent of differentiating instruction is to maximize
each student's growth and individual success by meeting each student where he/she is and
assisting in the learning process. Differentiated instruction is a teaching approach that
tailors instruction to all students' learning needs. All the students have the same learning
goal. But the instruction varies based on students' interests, preferences, strengths, and
struggles.
Learners vary greatly in as far as experience, socioeconomic status, culture, ethnicity,
learning styles and cognitive ability are concerned. Such diverse learners bring their
own learning and personal character to the classroom, which influence the classroom
atmosphere, time management, content to be taught and the educator’s teaching style.
Different types of instructional methods should be applied to meet all the learners’
needs and improve their strengths, and the natural diversity in the classroom should not
prevent any learner from achieving the instructional goals. When all students are
thoroughly engaged in the learning environment and the instructional methods are
adapted to suit the different learners, the teacher manages to establish an inclusive
classroom environment. One approach towards creating an inclusive classroom is
differentiated instruction.

Topic 6: Checking for Understanding through Formative Assessment

Speaker: Libety Rose Jalandoni, MT I
It's breathtaking (and a bit intimidating) to witness the changes in education in this
century. The most obvious change, of course, is the role technology has assumed in
classrooms. Where once we talked about enhancement, now we recognize that technology
is an essential tool
For communication and collaboration. Less apparent, at least on the surface, is the way in
which data has become an essential element in any conversation about teaching and
learning. Most schools have a data room to display information, and nearly every school is
required to report these data annually to the community. And our profession's focus on
post-secondary outcomes is causing all of us to consider what happens to our graduates
after they leave high school.
Checking for Understanding is the teacher continually verifying that students are learning
what is being taught while it is being taught. There are varied forms of assessment utilized
by the teacher to aid him/her to pursue better learning activities. These assessments are
diagnostic, formative, and summative. Formative assessment is one of those which provide
immediate feedback to the teacher on whether learning transpired after several activities
given in class. In preparing a formative assessment, the teacher should have in-hand data on
the level and phase of learning of learners.

Topic 7: Integrating Metacognitive Skill in Formative Assessment Tasks

Speaker: Clotilde Galia, T I
Metacognition is a way of noticing our thinking that can lead to improving upon it.
Metacognitive practices offer us ways to refine and expand on our range of skills, especially
those in our areas of automaticity, which comprise a lot of what goes on in our brains on
any given day. For teachers and students, many of their daily behaviors in the classroom fall
into the category of automatic activity. Enter metacognition: thinking about our thinking,
about what we notice, how we react, where we go next. When we give our attention to
otherwise automatic functions, we have a chance to notice what’s not working so well, and
also to embrace and amplify the things that are helping us to meet our goals.
One of the best ways to bring metacognition to the classroom is through the practice of
formative assessment (FA). When educators develop and implement FA, they build
awareness in their own practice and demonstrate for students the habits of mind that are
conducive to learning. Examples of metacognitive activities include planning how to
approach a learning task, using appropriate skills and strategies to solve a problem,
monitoring one’s own comprehension of text, self-assessing and self-correcting in response
to the self-assessment, evaluating progress toward the completion of a task, and becoming
aware of distracting stimuli.

Topic 8: Creating Metacognitive Task in the Self Learning

Speaker: Joan Dela Cruz, T I
Metacognition is beneficial in student learning because it allows learners to reflect
on what they know, who they are, what they wish to know, and how they can reach that
point. Reflection is an important aspect of learning and teaching. Teachers must be
reflective in their practice so that they can keep on growing, continue to meet their
students’ needs, and evaluate their own growth and skills. It is important to motivate
students to practice reflection so that they can build their individual reflective practices and
develop metacognitive skills to prepare for their future. For students, having metacognitive
skills means that they are able to recognize their own cognitive abilities, direct their own
learning, evaluate their performance, understand what caused their successes or failures,
and learn new strategies. It can also help them learn how to revise. This is because it
optimizes their basic cognitive processes, including memory, attention, activation of prior
knowledge, and being able to solve or complete a task. It makes them learn more efficiently
and more effectively, and so they are able to make more progress.

Prepared by:
EUNICE IZOBELLE M. GULMAYO
Teacher I