REACQ-Mathematics REACQ-Mathematics.pdf.pdf
- 1. Approved by: Attendees: Recommending Approval by: Submitted by: REACQ MATHEMATICS A Reacquisition Program of the Competencies in Mathematics JACIE N. RONQUILLO Teacher I DAISY J. BELTRAN Teacher I CHARIES N. PEÑA, MAEd OIC-ASHSP ARA S. VELASCO, EdD School Principal II ☐CHARIES N. PEÑA ☐ELI-RAE V. ALIPIO ☐ERIS C. BARUGSAY ☒DAISY J. BELTRAN ☐RODYLIE C. CALIMLIM ☐MELANIE P. CORTEZ ☐EUGENE M. CUARESMA ☐DIANNE D. DABU ☐DONALD D. DANAN ☐YSABEL ANGELA V. EMBILE ☐EDMAR JOSEPH Q. FLORES ☐JHOANNE S. HERNANDEZ ☐ALEJANDRO M. MALLARI ☐KELVIN S. MALLARI ☐KELVIN JARED F. MANANSALA OIC-ASHSP T-1 T-I T-I T-III T-II SST-I T-II T-II SST-I T-II T-II T-III T-I T-I ☐MARK JERALD S. MENDOZA ☐ROBERT D. OLIVEROS ☐SUZETTE P. PAGUIO ☐MARIBEL T. PALPALATOC ☐MARICRIS P. PANGILINAN ☐TRACY JOHN HENRY M. REYES ☒JACIE N. RONQUILLO ☐ALLEN JOSHUA P. SAPNO ☐NATHANIEL C. SEBASTIAN ☐HANNA FAITH E. VILLAREAL ☐MA. CHRISTINE JOY A. ZAPATA Senior High School Students T-I T-II SST-I T-II T-I T-II T-I T-I T-II SST-I T-I
- 2. ACTIVITY PROPOSAL A. PROPONENT INFORMATION Proponent/s: JACIE N. RONQUILLO, Teacher I DAISY J. BELTRAN, Teacher I B. PROGRAM PROFILE i. Title of the Program The proposed title of the program is “REACQ Mathematics, A Reacquisition Program of the Competencies in Mathematics”. ii. Rationale Stated in the 1987 Philippine Constitution under Article XIV Section 1, “the state shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all”. Each citizen has the right to quality education, and to maintain this quality, each must possess the required competencies prescribed by the governing body concerned with education, the Department of Education (DepEd). The DepEd and its employees are striving and trying their best to stem the fast-growing effects brought by the pandemic. Major efforts have been exerted to ensure that the delivery of education is continued amidst the harsh measures posed by the government to ensure the safety of everyone. Given the challenge brought by the pandemic, the department ensured that the learning delivery in this time of pandemic is focused on what are the most essential competencies, thus the implementation of the Most Essential Learning Competencies (MELCs). With this reduction of learning competencies, the teaching-learning process is expected to continue. Different learning modalities emerged to ensure the learning delivery. One of which is the modular distance learning, where students are expected to study and finish tasks on their own or with the support of their environment immediately inside their home. Traditional monitoring and immediate feedbacking was lacking with the type of learning modality, thus posing concerns today. With this, modular students who are now entering in-person classes are struggling with the pace of the face-to-face classes. Competencies which they were expected to learn were not achieved. The current school year started last August 22, and the classes has been going on after its kick-off. Formative assessment has been given multiple times to students as part of the lesson proper (under the Daily Lesson Log). Failing marks have been observed in multiple classes, particularly classes being handled by the proponent (11 HUMSS Marx, 11 HUMSS Kant, and 11 HUMSS Locke for Jacie Ronquillo). Recitation and classroom participation is also observed to be low or in some cases, no student participation at all. Different approaches has been done inside the inclusive dates of the discussion, one effective way was to
- 3. do a one-on-one sort of tutor-like discussion. But due to the growing number of enrollees, this type of discussion will expect long hours which will not be achieved given the lack of classrooms and teachers. Regional Diagnostic Tests have also been administered among the students, and the same observation can be made. Failing marks from majority of the students, with the competencies they were expected to achieve during their junior high school. A select few have finished the diagnostic test with good scores, and an alarming number have been observed to be needing much more attention. With the aforementioned reasons, the purpose of this program is unveiled. Extension classes or extra time is needed to reacquire the competencies that they were expected to achieve in their previous years. iii. Program Description The program aims to address the issues that arose during the first two weeks of classes by providing the students a brief review of the prerequisite competencies they underwent during their Junior High School. iv. Target Participant Profile The target participants are all identified senior high students lacking the prerequisite competencies and willing senior high students who wants to review the needed competencies. v. Number of Hours The program is planned to take 2 hours per day which will be done for 1 week, with a total of 10 hours for 1 week. Additional hours may be recommended by the proponents if the competencies are not covered within the proposed time frame. vi. Modality The learning modality which the proposed program is planned to be implemented will be purely face-to-face. vii. Indicative Date of Implementation The proposed date of implementation is on September 19, 2022 and will end on September 23, 2022. Early termination and extension of the program is subject to recommendation by the proponents, given that either the competencies are covered before the scheduled end of the program or the competencies needed are not covered within the proposed time frame respectively.
- 4. C. PROGRAM DESIGN i. Objectives At the end of the program, the students are able to solve problems relating to the competencies acquired in Grades 7 – 10. Specifically, it aims to help the learners demonstrate an understanding of the following: 1. key concepts and principles of numbers and number sense (sets and real number system); measurement (conversion of units of measurement);patterns and algebra (algebraic expressions and properties of real numbers as applied in linear equations and inequalities in one variable); geometry (sides and angles of polygons); and statistics and probability (data collection and presentation, and measures of central tendency and variability) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. 2. key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics and probability (probability of simple events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. 3. key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle similarities and basic concepts of trigonometry) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. 4. key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life. ii. Detailed Program The program will be initiated by the proponents, and upon approval, the immediate implementation. Deliberate discussion will be adopted for this program. This type of discussion is encouraging individual learning but at the same time practicing cooperation among students. With this, the delivery of information is ensured. This program will also adopt different theories of education such as social learning theory, constructivism, behaviorism, and the cognitive learning theory. Each session will be composed of two hours covering the competencies stated in this program’s objectives. Quizzes and activities will
- 5. also play a major role in ensuring the quality of the teaching-learning process. A summative test to sum up the skills and competencies of the students will also be given at the end of the program. It can be used by the proponents or the relevant members of the faculty as a basis in giving grades to the students. iii. Modules or Learning Resources to be Used The program will use materials from the Learning Resource Management and Development System (LRMDS) portal. It will utilize Mathematics Learner’s Materials (LM) from Grade 7 up to Grade 10, Grade 7 – 10 Mathematics Teacher’s Guide (TG), Mathematics Grade 7 – 10 Self-Learning Modules (SLMs), Grade 7 – 10 Mathematics Curriculum Guides (CG), and Grade 7 – 10 Mathematics Most Essential Learning Competencies (MELCs). iv. Assessment Plan Formative assessment such as short quizzes and activities will be given during the duration of the program. At the end of the program, a summative test based on the covered competencies will be given to the students. D. PROGRAM IMPLEMENTATION PLAN i. Schedule of Activities Grade 11 Monday : 1:00PM – 3:00PM Tuesday: 1:00PM – 3:00PM Wednesday: 1:00PM – 3:00PM Thursday: 1:00PM – 3:00PM Friday: 1:00PM – 3:00PM ii. Budget Requirements The proposed activity requires little budgetary requirements. Consumable like chalk, and paper will be highly helpful in the conduct of the program. Notebooks and pens were already provided by the provincial government during the first week of classes. Boards and classrooms or auditorium are already available inside the school. iii. Funding Source Given the little budgetary requirement, consumables are expected to be provided by the Admin Office if not readily available within the classrooms of the teachers
- 6. iv. Monitoring and Evaluation Student monitoring will be done before, during, and after the implementation of the program. Evaluation forms will be handed out either via paper or via online or digital platforms. v. Gender and Development Mainstreaming In line with the DepEd Order no. 32, series of 2017 also known as the Gender- Responsive Basic Education Policy, this program ensures that the commitment to integrate principles of gender equality, gender equity, gender sensitivity, non- discrimination, and human rights is strictly implemented. vi. Minimum Health Standards Participants and facilitators are highly encouraged to strictly follow the minimum health protocols prescribed by the Inter-Agency Task Force (IATF). Participants must wear masks at all times, avoid touching the mouth, nose, and eyes, and to maintain social distancing.