Learning Action Cell-REFLECTION-ATHENA.docx

Address: Sitio Hiwalayan, Brgy. Bacong, San Luis, Aurora
Contact No.: (042) 724-9190
Email Address: aurora@deped.gov.ph
Official Website: https://depedaurora.ph
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF AURORA
LAC REFLECTION JOURNAL
LAC SESSION NO. 1
TOPIC: EARLY LANGUAGE LITERACY AND NUMERACY
Date: November 23-24, 2023
Name: ATHENA A. TEH Position: Teacher III
Designation: LAC Facilitator
This program's main goals are to provide Kindergarten through third-grade
teachers and instructional leaders with the fundamental knowledge and pedagogical
skills in literacy and numeracy, as well as to establish and oversee a school-based
mentoring program as a means of fostering ongoing professional development for
educators, administrators, and instructional leaders.
Its primary goals are to: enhance the reading and numeracy skills of K–3
students who are enrolled in the K–12 program; fortify teachers' capacity to instruct
and evaluate students in these areas; enhance program management and
administration; and create a school-based mentoring/learning partnership program
through SLAC.We instructors will be able to learn more about ELLN and implement
new tactics and procedures with the support of this type of mentoring through school-
based LAC.
By providing this kind of mentoring through school-based LAC, teachers will
be able to learn more about ELLN and implement new tactics and ideas that will
enable students to acquire basic literacy and numeracy skills.
The most evident difficulty for non-native English speakers is comprehending
and interacting in the language. This covers issues with vocabulary, grammar,
pronunciation, and comprehension. Another issue is motivation, which can be
difficult to sustain when learning progresses slowly or when students don't
immediately realize how their English skills will be used in the real world.
Another issue is that not all schools have equal access to good learning resources,
tutors, and practice chances. This is particularly true in underprivileged
neighborhoods or schools where English is not a common language.
Due to conflicting schedules and school commitments, we are unable to create
teaching materials in the period allotted.

Contact No.: (042) 724-9190
Region III
Changes in policy, educational programs, and community involvement can all
be used to improve English Language Learning and Literacy (ELLN).
Increase funding for schools so that they can offer greater help. This can be achieved
by providing resources for language development, specialist teachers, and
instructional materials.
Provide teachers with chances for professional development and continual training to
help them become better English language instructors. This can involve effective
language acquisition methods, cultural awareness, and individualized education
tactics.
To meet the students' learning needs, the schools should keep up their early reading
program and give us time to create more ELLN educational resources.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 3.1
TOPIC: Give appropriate teacher and learner feedback
Date: November 23, 2023
Designation: LAC Member
A vital component of the teaching and learning process that helps both teachers
and students is providing appropriate feedback. Upon contemplation of the
characteristics and effectiveness of feedback, one discovers its diverse function in
promoting advancement, maturation, and ongoing enhancement.
Giving constructive criticism, encouragement, and practical insights in equal
measure is necessary for teachers to deliver good feedback. It necessitates a thorough
comprehension of every student's unique learning preferences, shortcomings, and talents.
Creating a supportive and inclusive learning environment requires customizing feedback
to fit the needs of varied learners. Timely feedback also helps teachers assess how well
their approaches are working, pinpoint areas that need work, and adjust their approach to
the classroom.
In addition, feedback ought to be a constant conversation between instructors and
students rather than a one-time occurrence. Both sides are able to track development,
deal with obstacles, and recognize successes along the road thanks to frequent check-ins,
formative evaluations, and self-reflection opportunities. Establishing a feedback-friendly
culture in the classroom fosters candid communication, mutual respect, and teamwork,
which enhances the educational process for all participants.
In summary, providing relevant feedback is an ongoing, mutual process that is
essential to encouraging development, progress, and academic achievement. Teachers
enable students to realize their full potential and develop into lifelong learners by
creating a conducive learning environment and giving timely, constructive feedback.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 3.2
TOPIC: Select, organize, develop, and use appropriate teaching and learning resources
Appropriate resource selection, organization, development, and utilization are
crucial elements of successful pedagogy. Considering these factors emphasizes how
crucial it is to prepare carefully, be adaptable, and fit with the requirements of both
students and the aims of education.
A thorough grasp of the subject matter, the learning objectives, and the various
learning styles and preferences of the students are necessary in order to choose the
appropriate materials. In order to meet the various requirements and backgrounds of their
students, educators must choose resources that are interesting, timely, and easily
accessed. Incorporating a range of tools such as interactive textbooks, multimedia
materials, internet resources, and hands-on activities allows educators to cater to various
learning styles and foster a more profound comprehension and recall of lesson
information.
To maximize instructional time, promote learning continuity, and enable seamless
transitions between topics, teaching resources must be arranged logically and coherently.
Developing lesson plans that are in line with curriculum standards and learning
objectives is one way to be effectively organized. Teachers can offer students clear
advice and scaffolding to help their learning journey by organizing materials in a
systematic manner.
Creating educational materials calls for imagination, flexibility, and a dedication
to new ideas. To suit the unique requirements of their pupils and close learning gaps,
teachers might need to alter already-existing materials or produce new ones. Creating
bespoke resources enables educators to better engage students, adapt material to their
interests and skill levels, and increase the relevance and authenticity of learning
experiences.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 3.3
TOPIC: Design, select, organize, and use a range of effective assessment strategies
Designing, choosing, organizing, and implementing a variety of effective
assessment procedures is critical for understanding student development, guiding
instruction, and achieving educational outcomes. Thinking about these elements
emphasizes how crucial it is to differentiate instruction, be in line with learning
objectives, and provide continuous feedback.
The first step in creating assessment strategies is to clearly define the learning
objectives and results. For assessments to effectively gauge what knowledge and
skills students should possess, they must be in line with these objectives.
Assessments, whether formative or summative, ought to offer significant insights into
students' knowledge, abilities, and potential development areas. A thorough
assessment of students' learning across a range of contexts and modalities can be
achieved by designing a variety of assessment kinds, including as quizzes, projects,
presentations, and performance activities.
When choosing effective assessment procedures, one must take into account
both the type of content being tested and the needs of varied learners. Differentiation
accounts for variances in learning styles, aptitudes, and backgrounds to guarantee
that evaluations are fair and accessible to all students. Teachers may provide students
the chance to display their knowledge and abilities in ways that suit their interests
and capabilities by choosing evaluations that provide numerous channels for
expression and participation.
Timing, sequencing, and balance must all be carefully planned and taken into
account when organizing assessment strategies. Throughout the learning process,
teachers can strategically distribute assessments to track students' progress, give
timely feedback, and make well-informed judgments about their education.
Formative assessments, which drive instruction and continuous learning, and
summative assessments, which assess learning, are both components of a balanced
assessment strategy.
Effective use of assessment methodologies entails analyzing assessment data,
giving helpful criticism, and integrating assessment findings into lessons to promote

Contact No.: (042) 724-9190
Region III
student development. In order to encourage self-directed learning and a development
mindset in students, feedback should be precise, actionable, and customized to each
student's needs. Through the analysis of assessment findings, educators can pinpoint
areas of strength and progress, modify their instructional tactics accordingly, and
offer focused support to ensure the success of their students.
In summary, fostering student learning and development requires the
development, use, selection, and organization of a variety of efficient assessment
techniques. Teachers can establish a supportive learning environment that enables
students to reach their greatest potential by coordinating assessments with learning
objectives, adapting instruction to fit the requirements of a diverse student body, and
giving timely, insightful feedback.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 3.4
TOPIC: Monitoring and evaluation strategies of attainment data
When attainment data monitoring and evaluation methodologies are
considered, it becomes clear how important they are for guiding instructional
decisions, fostering student development, and fostering continuous improvement in
educational environments.
In order to gauge progress made toward learning objectives and pinpoint areas
in need of development, monitoring and assessment of attainment data entails
continuous data collection, analysis, and interpretation of student performance. With
the use of these techniques, educators may monitor the progress of both individuals
and groups over time, spot trends and patterns in student behavior, and make data-
driven decisions that enhance both the teaching and learning process.
A crucial element of proficient monitoring and assessment tactics is the
identification of suitable data sources and metrics. A variety of quantitative and
qualitative data, such as results from standardized tests, evaluations from the
classroom, observations, and comments from students, must be taken into account by
teachers. Teachers can uncover both academic and non-academic factors influencing
accomplishment and obtain a more thorough knowledge of student learning by
triangulating data from numerous sources.
The timeliness and frequency of data gathering and analysis are other important
factors. Frequent monitoring enables educators to watch students' progress in real
time, spot early indicators of academic challenges, and take proactive measures to
offer focused help. Teachers can help their learning communities develop a culture of
responsibility and continuous improvement by holding regular data review meetings
and assessment cycles.
Moreover, cooperative data analysis and interpretation between educators,
administrators, and other stakeholders is a crucial component of successful
monitoring and assessment techniques. In order to address systemic issues and
attainment gaps in students, collaborative data conversations offer chances for group

Contact No.: (042) 724-9190
Region III
problem-solving, best practice sharing, and utilizing collective expertise. Through the
cultivation of a data-driven culture of inquiry and contemplation, academic
establishments can encourage group responsibility for students' achievements and
propel significant structural transformation.
In order to support student achievement, ongoing development, and
educational equity, monitoring and assessment procedures for attainment data are
crucial. Teachers can use data to drive positive change and improve student learning
outcomes by choosing relevant data sources, creating frequent assessment cycles,
encouraging collaborative data discussions, and placing equality first.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 4
TOPIC: PEDAGOGICAL APPROACH IN TEACHING MATH
Name: ATYHENA A. TEH Position: Teacher III
Enhancing conceptual knowledge, developing problem-solving abilities, and
establishing a positive attitude toward mathematics are all critical components of
effective instructional approaches in mathematics education.
Conceptual knowledge should be given priority over rote memorization while
teaching math, according to good pedagogy. Instructors ought to prioritize students'
strong conceptual comprehension of mathematical topics over rote memorization of
procedures and algorithms. Through investigating the fundamental concepts and
relationships among mathematical ideas, students build a strong foundation that
empowers them to use their knowledge adaptably and confidently handle intricate
challenges.
pertaining to ELLN teaching resources.
Math teaching pedagogical techniques can face a number of difficulties, some of
which are as follows:
 Abstract Concepts: Students may find it challenging to understand the abstract
ideas that mathematics frequently deals with.
 Diverse Learning Styles: Since every kid learns differently, what suits one
student may not suit another.
 Fear and anxiety: When it comes to learning mathematics, a lot of students
suffer from fear and anxiety, which is frequently caused by bad experiences in
the past or the idea that math is tough.
 Absence of interest: Students may occasionally think that mathematics is
uninteresting or unimportant.
 Critical thinking and problem-solving abilities are necessary for mathematics,
which may not come easily to all pupils.
 Time constraints: Teachers may find it difficult to cover all the required topics
in adequate depth when they have a full curriculum and little class time.

Contact No.: (042) 724-9190
Region III
 Prioritizing important ideas and abilities while making sure that pupils have a
strong foundation before moving on to more complex subjects is crucial for
educators.
 Technology integration: As technology develops, there's a growing focus on
incorporating technology into math teaching. But not every school has access
to the tools or instruction needed for a successful integration of technology.
RECOMMENDATIONS FOR EXTENSIONS
In order to improve the pedagogical approach to teaching arithmetic, creative
solutions to the previously described problems must be implemented. The following
are some ideas for enhancements:
Differentiated instruction: Adapt lessons to meet the needs of students with
varying learning preferences and skill levels. Offer a range of educational resources
and activities that cater to kinesthetic, auditory, and visual learners.
Hands-on learning: To make abstract mathematical topics more relatable and
interesting, use games, manipulatives, and real-world examples. Deepening
comprehension can be achieved through exercises like measuring ingredients for
cooking in fractions or utilizing blocks or geometric shapes to practice spatial
reasoning.
Problem-based learning: Provide students with real-world issues that call for the
application of mathematical ideas and critical thinking to emphasize problem-solving
abilities.
Visual aids: When illustrating mathematical ideas, use visual aids like charts,
graphs, diagrams, and animations. Students who struggle to grasp abstract concepts
or make connections between disparate mathematical ideas can benefit from visual
aids.
Active Learning: Rather than just having students absorb knowledge passively,
immerse them in active learning events where they can actively participate in the
learning process. Peer instruction, group conversations, and practical exercises that
encourage inquiry and discovery can all fall under this category.
Professional Development: Provide teachers with continual opportunities for
professional development so they may remain current on the best practices in
mathematics teaching, including instructional tactics, pedagogical approaches, and
technological integration. In order to facilitate ongoing development, teachers should
be encouraged to collaborate and share resources.

Contact No.: (042) 724-9190
Region III
Teachers may create a more dynamic and productive learning environment that
supports students' development by putting these tips into practice.
LAC SESSION NO. 5
TOPIC: STRATEGIES FOR READING REMEDIATION AND
ENHANCEMENT
Date: December 12, 2023
Key Takeaways
When considering remediation and enhancement options for reading, it is important
to recognize the variety of student needs and the complex process of literacy
development. The following are some important observations about successful
tactics: individualized approaches, multisensory methods, clear instructions,
organized literacy, technological integration, continuous assessment, and progress
tracking.
A thorough, tailored strategy that incorporates evidence-based approaches, immerses
children in relevant learning experiences, and encourages educator collaboration is
needed for reading remediation and enhancement. Through careful and adaptable
application of these tactics, teachers may assist every student in acquiring the reading
skills necessary for success.
Challenges
Due to a number of obstacles, putting reading remediation and improvement tactics
into practice might be difficult. It might be difficult to pinpoint the exact areas in
which pupils struggle with reading. Some pupils could struggle with vocabulary,
phonemic awareness, comprehension, fluency, decoding, or any combination of
these. It can be difficult to keep kids motivated and involved in reading interventions,
particularly if they have repeatedly failed or become frustrated with reading.
Maintaining student attention requires incorporating information and activities that
are interesting, pertinent, and culturally sensitive.

Contact No.: (042) 724-9190
Region III
restricted resources, such as little money, a lack of employees, and insufficient access
to technology and supplies. These restrictions may make it more difficult to put
remediation programs into place and may reduce the resources accessible to
struggling readers. In addition, educators have a finite amount of time during class to
meet every student's unique demand while still teaching the essential material.
Remedial efforts and regular education can be difficult to balance, particularly in
large class sizes. Keeping up reading remediation efforts over time can also be
challenging, especially if interventions rely significantly on outside financing. Long-
term planning and funding are needed to increase schools' and districts' capacity to
maintain successful reading programs.
Suggestions for improvements
A comprehensive strategy including sufficient funding, continual
professional development, stakeholder participation, and a dedication to
evidence-based procedures is needed to address these issues. Teachers
may improve reading outcomes for every kid by recognizing and
proactively addressing these difficulties.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 6
TOPIC: INTEGRATIVE APPROACH OF GMRC AND VALUES
EDUCATION IN OTHER LEARNING AREA
Date: JANUARY 19, 2024
Key Takeaways
The integration of values education and Good Manners and Right Conduct
(GMRC) into other subject areas provides a comprehensive strategy for encouraging
students' ethical awareness and character development. Integrating into other subject
areas is consistent with the objective of giving pupils a comprehensive education that
includes social, emotional, and ethical growth in addition to academic understanding.
Teachers highlight the role of moral character and ethical decision-making in all
facets of life by incorporating values into the curriculum.
Challenges
There are various obstacles to overcome when integrating values education and
GMRC (Good Manners and Right Conduct) into other subject areas:
A packed curriculum can result from first-curriculum overload, particularly in
systems where there is already demand to cover a lot of ground. Instructors could
find it difficult to find enough time to properly handle academic material and values
instruction. Another is a lack of teacher preparation; it's possible that many educators
haven't gotten specialized instruction on how to incorporate values education into
their lesson plans. Insufficient professional development and support might leave
educators feeling unprepared to successfully integrate values education into their
teaching.
Cultural sensitivity is another important factor. Values education needs to be
sensitive to the varied origins and beliefs of pupils as well as culturally appropriate.

Contact No.: (042) 724-9190
Region III
Provide instructors with frequent opportunities for professional development
that center on incorporating GMRC and values education into their instructional
strategies. Offer materials, lesson plans, and techniques suited to various disciplines
and academic levels.
Provide a structure for the curriculum that is adaptable so that values education and
GMRC can be seamlessly integrated into various subject areas. Give teachers
standards and guidelines so they can modify and add moral principles to activities
and content that are relevant to their particular subjects.
Encourage parents and other caregivers to actively participate in the integrative
approach by giving them access to tools, training, and chances to uphold moral
principles in their homes. To guarantee consistency in messaging and expectations on
behavior and character development, promote open communication between the
family and school.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 6
TOPIC: ICT PEDAGOGICAL APPROACHES INTEGRATION IN HE, IA
AND AFA
Date: JANUARY 26, 2024
Key Takeaways
Enhancing teaching and learning practices, encouraging student autonomy and
engagement, and cultivating lifelong learning skills necessary for success in the
digital age are all made possible by the integration of ICT pedagogical approaches in
Higher Education, Initial Assessment, and Assessment for Learning. To reach its full
potential, though, rigorous planning, continual professional growth, and a dedication
to equity and inclusiveness are needed.
Challenges
There are unique issues associated with integrating educational approaches
based on information and communication technology (ICT) into Higher Education
(HE), Initial Assessment (IA), and Assessment for Learning (AFA). The following
are some typical difficulties in each area:
The digital gap in higher education (HE) can be widened by student access to
technology and internet connectivity, which limits the usefulness of ICT integration
in HE. It's possible that students from underprivileged neighborhoods or remote
locations lack the equipment or infrastructure needed to engage completely in online
learning.
Ensuring the validity and reliability of assessments carried out utilizing ICT
tools and platforms during Initial Assessment (IA) can present difficulties. In order to
effectively test students' knowledge, abilities, and competencies, educators must

Contact No.: (042) 724-9190
Region III
carefully plan assessment assignments and choose digital tools that suit their needs.
Additionally, Technical issues, such software flaws, server breakdowns, or internet
outages, can also cause havoc with online assessment administration and jeopardize
the accuracy of the results.
Giving students timely and insightful feedback in digital learning
environments can be difficult when using Assessment for Learning (AFA),
particularly in big classes or online forums.
A few recommendations for enhancing the integration of ICT pedagogical
approaches in Higher Education (HE), Initial Assessment (IA), and Assessment for
Learning (AFA) include faculty development initiatives such as training programs
and peer mentoring, infrastructure investments such as access to technology and
other digital resources, and curriculum redesign to the greatest extent feasible.
putting into practice formative assessment techniques, such as online forums, peer
evaluations, and self-assessment tests, that give students quick and useful feedback.
By putting these recommendations into practice, educational institutions can improve
the way ICT pedagogical techniques are integrated into HE, IA, and AFA. This will
increase the effectiveness of instruction, improve student engagement and learning
outcomes, and get students ready for success in the digital age.

Contact No.: (042) 724-9190
Region III
LAC SESSION NO. 8
TOPIC: Teaching and learning practices that apply existing codes, laws and
regulations that apply to the teaching profession, and the responsibilities
specified in the Code of Ethics for Professional Teachers. (PPST 6.3.3)
Date: FEBRUARY 2, 9,16, 2024
Key Takeaways
A framework for ethical decision-making, professional development, and the
creation of supportive learning environments is provided by viewing teaching and
learning practices through the prism of current codes, laws, and regulations that are
relevant to the teaching profession as well as the obligations laid out in the Code of
Ethics for Professional Teachers. Educators can maintain the greatest standards of
professionalism, integrity, and commitment to the achievement of their students by
adopting reflective practice.
Challenges
For educators, navigating the intricacies of teaching and learning
methodologies while abiding by current laws, rules, codes of conduct, and ethical
obligations can provide a number of difficulties. The first is legal compliance and
awareness; due to the complexity of laws, it can be difficult for educators to keep up
with pertinent laws, rules, and policies. Another issue is interpretation and
application; it can be challenging to comprehend how legal requirements relate to
particular teaching situations and instructional approaches, which leaves teachers
feeling unclear and ambiguous.
Teachers frequently face moral conundrums that force them to strike a balance
between conflicting interests, such as the need to protect student privacy while

Contact No.: (042) 724-9190
Region III
attending to concerns about the welfare or safety of their students. Ethical issues can
also be exceedingly difficult.
Professional conduct and responsibility are also important, and it can be
difficult to set and uphold appropriate boundaries with parents, coworkers, and
students in settings where personal and professional duties overlap.
In the era of computers, we face issues related to technology and digitalization. In
order to ensure legal compliance, educators must negotiate data privacy and security
risks when utilizing digital resources and educational technology platforms. It can be
difficult to handle problems like cyberbullying, digital plagiarism, and online safety
while fostering digital literacy and civic engagement while teaching students about
the ethical and responsible use of technology.
Provide frequent training workshops and professional development sessions
with an emphasis on legal compliance, moral decision-making, and the obligations
listed in the Code of Ethics for Professional Teachers. Clearly define expectations for
ethical behavior and legal compliance in schools and other educational institutions by
establishing policies and guidelines. Make certain that educators have easy access to
materials that provide pertinent laws, rules, and ethical guidelines, like handbooks,
manuals, and internet portals. In order to seek advice and help when faced with
difficult legal or moral decisions, we also require access to support networks, such as
ombudsman services, ethics committees, and legal counsel.
Educational institutions can improve their teaching and learning procedures to better
comply with current laws, rules, regulations, and ethical obligations by putting these
recommendations into effect.

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