Anda di halaman 1dari 8

Republic of the Philippines

Department fo Education
Region VIII
Eastern Samar Division
Jipapad District
JIPAPAD CENTRAL ELEMENTARY SCHOOL
Jipapad Eastern Samar

ACTION PLAN ON SCHOOL BASED LEARNING ACTION CELL (SLAC) SESSIONS


SY 2016 2017
I RATIONALE:
School based Learning Action Cell (SLAC) of Jipapad Central Elementary School is consistent with the procedures of the School Based Management
(SBM), and the School improvement Plan (SIP), but this is more focus on the teaching learning process. It is a venue for a continues and const effective in
service training and teachers developement.
This School based Learning Action Cell (SLAC) will provide an opportunity for teachers to sit together, review on some specific instructional concerns
and discuss on topics that can solve everyday problems in the classroom. This will also serve to support the teachers for some innovative practices that would
inhance their skills and competencies. Teachers will be equipped with the necessary teaching strategies and techniques in developing the children literacy and
numeracy skills and attitude.
II OBJECTIVE:
To enhance the teachers pedagogical knowledge, skills and attitudes in early grades literacy and numeracy.
To improve teachers ability in assessing the learners in early grades and literacy and numeracy skills.
To improve the teaching learning process that will lead to improved learning among the pupils.
III PROCEDURES:
AREAS OF
CONCERN

A. PLANNING

OBJECTIVES

STRATEGIES/ACTIVITIES

Organize the School Learning Call the teachers for a


meeting/planning.
Action Cell team and its
members.
Orient the teachers on the
Set the desired schedule for
goals and objectives of
SLAC
SLAC.

TIME FRAME

PERSONS
INVOLVED

May 30, 2016

School Head,
K to 3
Teachers

BUDGET
REQUIREMEN
T
1,000.00

REMARKS

Assign LAC facilitator or


Identify teaching learning
leader and the LAC
problems, its causes and
documenter for every
solutions.
session.
Design programs and activities
Let the teachers list down
for the INSET.
their teaching learning
Determine the budgetary
problems.
requirement.
Setting up of the schedule
most preffered by the
teachers.
Preparation of materials and
other resources needed for
the LAC/INSET.
Determined the required
budget for every LAC
session.
Conduct weekly LAC Sessions Conduct the weekly schedule
of LAC sessions following
based on the attached matrix
the matrix of Mentoring
of the INSET.
Schedule per Topic.
Regular checking of
attendance and outputs of
B. IMPLEMENTATION
the team and its members.
Proper utilization of resources
and materials.
Full implementation of the
proposed LAC/INSET
strategy per session.
C. MONITORING
Monitor the weekly LAC
Determine the performance
AND EVALUATION
sessions-its schedule,
efficacy (e.g. impact to the
attendance, process and
pupils).
outputs.
Assessment of training
Asess the LAC strategies,
strategies.
inputs and outputs.
Application ofskills learnied in

Provide technical assistance


the training.
to LAC strategy and process
when needed.
Evaluate how learned skills

June 8, 2016
to
Aug. 5, 2016
(every Friday
afternoon from
3:00 5:00)

June 8, 2016
to
Aug. 5, 2016
(every Friday
afternoon from
3:00-5:00)

School Head,
K to 3
Teachers

Regional
Supervisors,
SDS District
Head, School
Head

1,000.00

3,000.00

from the training are


applied.
D. FOLLOW UP

Corrective measures. Policy


decisions. Re assignments
Retraining.

TOTAL

5,000.00

Prepared by:

THELMA L. FABULA
MA. MAY BIEN E. MATO
CHARITA M. PAJARES
SHYRELL N. LAMPA
ERNA BAYOTAS
MARIA ETHEL P. MERCADER
LIZA C. GO
MARJORIE P. PAJANUSTAN
NERIO P. PORTON
SLAC MEMBERS

Noted by:

ZALDY M. GELINA
School Head

ZITA P. ENGO
District Head

BERNARDO A. ADINA, CSEE


Schools Division Superintendent

Republic of the Philippines


Department fo Education
Region VIII
Eastern Samar Division
Jipapad District
JIPAPAD CENTRAL ELEMENTARY SCHOOL
Jipapad Eastern Samar

SCHOOL BASED LEARNING ACTION CELL SESSION/INSET


MENTORING SCHEDULE PER TOPIC
SY 2016 2017

NO.

SESSIONS

1 Usec-Status Report on Early Grades


Education

2 K to 3 Learners.

3 14 Domain: Emergent Literacy.


4 14 Domain: Beginning and Early Reading.
5

SESSION OBJECTIVES
Understand the bases of
DEPED policies on Early
Grades Education (Key Stages)
Reflect on current status of
learners and of policy
implementation.
Gain a deeper understanding of
the K to 3 Language Art
Curriculum (Contents Standards
Competencies)
Identify the development
characteristics of 4-7 years old
of children.
Understand how children learn
language and literacy through
their developmental levels.

PERSON
INVOLVED
School Head, Kinder
Teacher, Grade I-III
Teachers.
Schood Head, Kinder
Teacher, Grade I-III
Teachers

MATERIALS
NEEDED
-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards
-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

MENTORING
DATE
June 8, 2016 (Wed.
@ 9:00 - 12:00
P.M.)
June 8, 2016 (Wed.
@ 1:00 - 5:00 P.M.)

Lesson Plan Walk Through Kinder and


Grade 1.
6
Lesson Plan Walk through Grade 2 and 3.

7 Bridging.
8 Evidence-Based Teaching.
9 Phil-IRI: What and How Miscue Analysis.
10

Phil-IRI:Scoring and Using Result.

11 Introduction of Childrens Literature.

Classify domains of literacy


which needed to develop in
each stage of childs
development.
Identify appropriate strategies
and activities and developing
the domain of literacy in a
lessson.

Gain a deeper understanding of


bridging.
Identify the strategies that can
be used evidenced-based
teaching in the classroom.
Understand effective
instructional materials for
Language Literacy instruction.
Gain deeper understanding of
thr Phil- IRI.
.

Schood Head, Kinder


Teacher, Grade I-III
Teachers

12 Formulating Objectives.
13 Pre-Reading Strategies.
14 During Reading Strategies.
15 Post Reading Strategies: The Art of
Questioning.
16 Post Reading Strategies: Engagement and
Writing Activities.
17
Classroom-Based Assessment Tools:
- Attitudes
- Books and Print
- Vocabulary
- Writing
- LC and RC
18
Explicit Teaching Framework: Oral Language

School Head, Kinder


Teacher, Grade I-III
Teachers.

Identify different strategies


during During Reading stage.
Identify different strategies
during the Post-Reading
stage.
Present discussion question for
a selection.
Plan and present post-reading
comprehension study skills and
writing.
Understand Classroom-Based
Assessment of language and
literacy skills.

Schood Head, Kinder


Teacher, Grade I-III
Teachers

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards
-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

June 9, 2016
(Thursday @ 8:00
A.M. - 5:00 P.M.)

June 9, 2016
(Thursday @ 8:00
A.M. - 5:00 P.M.)
June 17, 24 & July
1, 2016 (Friday @
3:00 - 5:00 P.M.)

19

and Grammar.
Classroom-Based Assessment Tools:
- Oral Language
- Grammar

20 Explicit Teaching:
- Phonological Awareness
- Alphabet Knowledge
- PWR and Vocabulary
- Spelling
- Fluency
- Synthetic Phonics
21 Bridging Decoding Instruction Differentiated
Instruction.

22 K to 3 Curriculum.
23 Formulating Objectives for a Math Lesson
Plan.
24 Developing Math Skills.
25

Developing and Assessing Math Skills.

26 Curriculum connections.
27 Putting it All Together.
28 Best Practices.
29

Play and Developmentally Appropriate

Create lesson plans following


the explicit teaching instruction.
Gain an understanding of the
use of explicit instruction to
decodeing, grammar and oral
language development.
Identify principles of decoding
and the use of explicit
insruction in the reading
process.
Identify strategies for
differentiated instruction.
Identify different
strategies for differentiated
instruction.
Identify different
strategies and processes on
how children learn Math.
Plan teaching and
assessment activities for
Math based on the
standard topics in the early
grades.
Identify ways of how to
integrate subject matters or
content areas meaningful.
Identify the correct strategies,
activities, and materials, as well
as other considerations when
creating an integrated lesson.

School Head, Kinder


Teacher, Grade I-III
Teachers.

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

Schood Head, Kinder


Teacher, Grade I-III
Teachers

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

Schood Head, Kinder


Teacher, Grade I-III
Teachers

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

July 8 & 15, 2016


(Friday @ 3:00 5:00 P.M.)

July 20 & 22, 2016


(Wed. & Friday @
3:00 - 5:00 P.M.)

July 27 & 29, 2016


(Wed. & Friday @
3:00 - 5:00 P.M.)

Practices.
30 Classroom Management 1.
31 Classroom Management 2.

Listen to and reflect on best


practices in MTB-MLE.
Distinguish developmentally
appropriate practices for the
classroom and for the school.
Understand components of the
learning environment conducive
for early childhood.

32 Micro - Teaching:
Bridging Decoding Instruction Differentiated
Instruction.

Apply all theory and methods


into a micro teaching session.
Create a lesson plan for a 50 minute class.

33 Learning Action Cell

Formulate individual Plan for:


- Teachers on how they
will apply the
proposed strategies
into their teaching
learning processes.
- School Head on how
she will monitor the
effects of the proposed
strategies.
Participate in a training
simulation.

34 Formulating Individual Action Plan.

School Head, Kinder


Teacher, Grade I-III
Teachers.

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards

Schood Head, Kinder


Teacher, Grade I-III
Teachers

-Laptop
-LCD Projector
-Speaker
-Manila Paper
-Marker
-Meta Cards
-Action Plan
Template

August 3, 2016
(Wednesday @ 3:00
- 5:00 P.M.)

August 5, 2016
(Friday @ 3:00 5:00 P.M.)