ACTIVITY COMPLETION REPORT.docx

RepublicofthePhilippines
DepartmentofEducation
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
MATHOINTEGRATED SCHOOL
Matho,Cortes,Surigao del Sur
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
surigaodelsur.division@deped.gov.ph
Page 1 of 8
ISO Cert. No. AW/PH909100102
ACTIVITY COMPLETION REPORT
School Year 2021-2022
Title of Activity
COACHING AND MENTORING TEACHERS ON FACILITATING BLENDED LEARNING APPROACH, MELCS
AND BOW GUIDELINES CUM PROVISIONS OF THE SCHOOL SAFETY ASSESSMENT TOOL FOR THE
IMPLEMENTATION OF PROGRESSIVEEXPANSION OF LIMITED FACE-TO-FACE CLASSES FOR SCHOOL
YEAR 2021-2022
Date March 21, 2022
Venue Grade 9 Room, Matho Integrated School, Cortes, Surigao del Sur
Participants Teaches and Admin Staff
Attendance 100% of the expected participants
Objectives
1. Determine and explain the guidelines on blended learning approach, most-essential learning
competencies, budget of work, and the provisions on school safety assessment tool for the up-coming
limited face-to-face classes.
2. demonstrate proper guidance on facilitating learners during the conduct of the of limited face-to-face
classes; and
3. incorporate creativity and resourcefulness on the implementation of the progressive expansion of limited
face-to-face classes for School Year 2021-2022.
Narrative Reports
The Division of Surigao del Sur throughDiv. Memo. No. 222, s. 2022 mandated every school on the conduct
of the regional monitoring and evaluation to public/private schools implementing the progressive expansion
of limited face-to-face classes on March 23 – 25 and April 5-7, 20922 for this school year 2021-2022 and
onwards. In like manner,a District Mmeo. No. 019, s. 2022 also informed all schoolsof Cortes District that
there will be also a conduct of onsite validation and document analysis of the school applying for the

Caraga Region
(086) 211-3225
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expanded face-to-face classes through the District Field Technical Assistance Team (DFTAT) on March 22-
25, 2022. With the said mandates from the higher authorities, the school had responded immediately for
the conduct of LAC Session based on the indicators stipulated on the SSAT for the pilot study on the face-
to-face learning modality. Last March 21, 2022 the LAC Session focused on Coaching and Mentoring
Teachers on Facilitating Blended Learning Approach, MELCS And BOW GuidelinesCum Provisions of the
School Safety Assessment Tool for the Implementation of Progressive Expansion of Limited Face-To-Face
Classes for School Year 2021-2022. The said activity had made every teacher and admin staff aware of the
needed MOV’S to do and comply since the monitoring and evaluation has fast approaching this monthonly.
Every participant had agreed on their assigned tasks and the dateline to comply those things ready for
onsite validation on March 24, 2022.
Photos see attached photos
QAME Reports see attached summary of monitoring and evaluation reports
Prepared by: Noted by:
EMMANUEL II L. GADDAO MARIA ELENA F. MORALES, EdD
INSET Coor/LAC Leader School Head

Caraga Region
(086) 211-3225
Page 3 of 8
ACTIVITY COMPLETION REPORT
School Year 2021-2022
Title of Activity
Upskilling of Teachers on the Positive Use of ICT in Developing Interactive Digitized Instructional Materials
(DIMs)
Date December 7-8, 2021 – Batch 1
Venue Kamaleg Catering and Lodging Services, Cortes, Surigao del Sur
Participants Elementary Teachers, JHS Teachers, SHS Teachers, and School ICT Coordinators
Attendance 100% of the expected participants
Objectives
4. Determine and explain digital publishing platform used to create and publish interactive instructional
materials;
5. demonstrate skill in creating and publishing interactive digitized instructional materials; and
6. incorporate creativity and resourcefulness in the creation of interactive digitized instructional materials
Narrative Reports
With the advent of technology in education, several ways have been employed in developing printed
instructional materials into interactive digitized one. Based on the reviewed literature from an evaluative
study of Rice and Ortiz (2021), digital instructional materials have the potential for increased individual
interactivity (Choppin & Borys, 2017). This is partly due to a fact that its content allows learnersto deepen
understanding and increase interest while engaging the key concepts within the material. As aimed by the
Digital Rise Program of the Department of Education, educators are encouraged to promote and solidify the

Caraga Region
(086) 211-3225
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innovation and digitization project that will support the needed requirements of the K-12 Curriculum in
delivering a quality, accessible,relevant, and liberating education for all. Out from several innovations, the
edge of this training is about its usability, hence it utilizes a digital publishing platform that can be used
offline by learners whenpublished. The content of this digitized instructional material significantly includes
pop-up illustrations or pictures, video-audio clips, and an interactive quiz which addressesvaried learning
styles. Given access to devices(both online and offline),educators can maximize the opportunity to increase
interactivity and learner’s interest in modular distance learning.
Given the risks of the pandemic, the program management team ensures that basic health protocols
were followed through the helpof School Nurses who constantly monitor the engagements. The activity was
started with an opening program which was followed by series of plenary topics and workshops. Topics
discussed were: (1) Instructional Technology in Distance Learning: Pedagogy in the Digital Age ; (2)
Navigating Google Classroom and URL Shortener for Teaching and Learning; (3) ClassPoint: PowerPoint-
Based Interactive Quizzing Tool; and (4) Utilization and Development of Interactive Digital Instructional
Materials using Kotobee Author. The first topic was delivered in a lecture-seminar type while the other
topics were delivered using demonstration method. An intensive workshop was done in the first day
especially on developing interactive digitized instructional material. In this workshop, the participants were
directed to use ready-made instructional materials for remediation or supplementary materials. The first
day of the training was ended by recognizing concerns and accomplishing the QAME.

Caraga Region
(086) 211-3225
Page 5 of 8
Second day of the training was started by facilitating management of learning (MOL) allowing
participants to encapsulate previous discussions and their takeaways. Afterwards, the participants
continued to develop interactive digitized instructional material.Learning facilitators assessed some of the
participants. Around 10:30 in the morning, the presentation of outputs was started early. There were 16
total presentersidentified to share their output. These outputs were assessed with the helpof the learning
facilitators. Several potential teacher-presenterswere able to present their output creatively and the content
including pop-up illustrations or pictures and texts, videos, and audio clips were interactive. Some of the
presenters were also able to make their quizzing tool more interactive and informative which provides
immediate feedback to learner’s response. The other participants, who are audience, observed the
interaction between the presenter and the evaluator. Each evaluator addressed additional inputs not only
for the proponent but including the audience which serve as their guide.
The 2-day activity was concluded with a closing program by highlighting the inspirational message
of the District In-Charge, distribution of certificates, and special recognition to the presenters.
Photos see attached photos
QAME Reports see attached summary of monitoring and evaluation reports

Caraga Region
(086) 211-3225
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Caraga Region
(086) 211-3225
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Prepared by: Noted by:
JESTHONY D. MALUBAY JONATHAN L. AMBEL
District L&D Assistant Focal Principal II, District L&D Focal
Approved:
LUCENA B. ESTRADA, PhD

Caraga Region
(086) 211-3225
Page 8 of 8
District In-Charge

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