Midterm FIELD STUDY 1 PDF

FIELD STUDY 1 REVIEWER ideas, yet they still benefit from concrete, relatable information​. Developmental Stages of Learners Teaching Strategies: hands-on Early...

FIELD STUDY 1 REVIEWER ideas, yet they still benefit from concrete, relatable information​. Developmental Stages of Learners Teaching Strategies: hands-on Early Childhood (3–5 years): activities (experiments, projects), During this stage, children are collaborative work, scaffolded developing motor skills, learning instruction, games, and activities from interactions with others, and (puzzles, math games). engaging in imaginative play. They Activities: Science experiments focus on learning through sensory (planting seeds, simple circuits), experiences, symbols, and language Group research projects, acquisition. Egocentric thinking Role-playing (conflict resolution, prevails, where the child believes community issues). their own perceptions are reality. Adolescence (12–19 years): Teaching Strategies: play-based Abstract thinking and identity learning, sensory activities (e.g., formation are central. Adolescents sand, water, and textured materials), become more self-aware, develop stories, songs, and rhymes, and reasoning skills, and are highly visual aids and manipulatives (e.g., influenced by social acceptance​. blocks, puzzles). Teaching Strategies: discussions Activities: Imaginative play and debates, project-based learning, (dress-up, role-playing), Art projects peer collaboration, real-world (finger painting, clay molding), and connections, and self-reflection. Simple group games (Simon Says, follow the leader). Activities: Group debates or discussions on current events, Middle Childhood (6–11 years): Creative projects (videos, blogs), Cognitive and social development and Community-based projects progresses; children learn to apply (volunteering, social campaigns). logic and engage with peers in a more cooperative manner. They become more independent and capable of understanding complex Domains of Growth and Development: Early Childhood: Visual stimuli, short and interactive sessions, Physical: Motor skills, sensory role-playing. perception, and biological Middle Childhood: Encourage maturation. independence, use logical Cognitive: Logical thinking, memory explanations, and group activities. development, and problem-solving Adolescents: Focus on abstract abilities. ideas, peer support, and Psychosocial: Social interactions, self-expression​ self-awareness, emotional regulation, and identity development​ Erikson's Eight Stages of Physical, Cognitive, and Psychosocial Psychosocial Development Characteristics Influencing Learning at Erikson's theory outlines eight key Different Stages: psychosocial stages, each marked by a Infants/Toddlers: Dependent on crisis that must be resolved to progress caregivers, focus on sensory and healthily. This explains human development motor activities. across the lifespan, focusing on how social Early Childhood: Egocentric, interactions and experiences shape focused on concrete and literal development and growth at different stages. thinking. Each of the eight stages presents a conflict Middle Childhood: Beginning or challenge that an individual must resolve, logical reasoning and cooperative and successful resolution leads to the play. development of a psychological virtue that Adolescents: Abstract thought, helps in later stages of life. These stages social identity formation are: Teaching Strategies for Different Infancy (Trust vs. Mistrust): Developmental Stages: Developing trust when caregivers provide reliability, care, and Infants and Toddlers: Use affection. Success leads to hope. repetition, sensory engagement, and 0-18 months. caregiver involvement. Toddlerhood (Autonomy vs. Shame and Doubt): Building a sense of personal control and  independence. Success leads to will. and nurturance from a physical, emotional, 18 months - 3 years. and intellectual standpoint Preschool (Initiative vs. Guilt): 2. Independence occurs when a child Taking initiative in play and activities. develops the ability to physically, Success leads to a sense of intellectually, and emotionally care for purpose. 3-5 years. himself or herself and make his or her own School Age (Industry vs. choices, including taking responsibility for Inferiority): Gaining competence learning. through mastering skills. Success leads to competence. 5-13 years. 3. Interdependence occurs when an Adolescence (Identity vs. Role individual has sufficiently advanced in Confusion): Developing a personal maturity to achieve self-reliance, a sense of identity and sense of self. Success self-esteem, and the ability to give and leads to fidelity. 13-21 years. receive, and when that individual Young Adulthood (Intimacy vs. demonstrates a level of respect for others. Isolation): Forming intimate, loving Full physical maturity does not guarantee relationships with others. Success simultaneous emotional and intellectual leads to love. 21-39 years. maturity. Middle Adulthood (Generativity vs. Stagnation): Contributing to LAW OF READINESS (Edward L. society and helping the next Thorndike) generation. Success leads to care. - Individuals learn best when they are 40-65 years. physically, mentally, and emotionally Older Adulthood (Integrity vs. ready to learn, and they do not learn Despair): Reflecting on life and well if they see no reason for feeling a sense of fulfillment. learning. Success leads to wisdom. 65 and up. Syllogistically - is a form of deductive reasoning consisting of a major premise, a THREE PHASES OF LEARNING by minor premise, and a conclusion. Musinski (1999) Ex. All humans are mortal (major premise) 1. Dependence is characteristic of the I am a human. (minor premise) infant and young child, who are totally dependent on others for direction, support, Therefore, I am mortal. (conclusion) - ▪ Allow manipulation of objects and reasoning from the general to the specific; equipment ▪ Give care with explanation The Developmental Stages of Childhood ▪ Reassure not to blame self by Jean Piaget and Erik Erikson ▪ Explain procedures simply and briefly ▪ Provide safe, secure environment Infancy-Toddlerhood ▪ Use positive reinforcement Approximate age: Birth–2 years ▪ Encourage questions to reveal Cognitive stage: Sensorimotor perceptions/feelings Psychosocial stage: ▪ Use simple drawings and stories Trust vs. mistrust (Birth–12 mo) ▪ Use play therapy, with dolls and puppets Autonomy vs. shame and doubt (1–2 yr) ▪ Stimulate senses: Visual, auditory, tactile, motor Dependent on environment Needs security Middle And Late Childhood Explores self and environment Approximate age: 6–11 years Natural curiosity Cognitive stage: Concrete operations Psychosocial stage: Industry vs. inferiority Teaching Strategies Use repetition and imitation of information Teaching Strategies Stimulate all senses ▪ More realistic and objective Provide physical safety and emotional ▪ Understands cause and effect security ▪ Deductive/inductive reasoning Allow play and manipulation of objects ▪ Wants concrete information ▪ Able to compare objects and events Early Childhood ▪ Variable rates of physical growth Approximate age: 3 years-5 years ▪ Reasons syllogistically Cognitive stage: Preoperational ▪ Understands the seriousness and Psychosocial stage: Initiative vs Guilt consequences of actions Teaching Strategies ▪ Subject-centered focus ▪ Use warm, calm approach ▪ Immediate orientation ▪ Build trust ▪ Use repetition of information Middle And Late Childhood Teaching Strategies  Encourage independence and active ▪ Intense personal preoccupation, participation appearance extremely important (imaginary Be honest, allay fears audience) Use logical explanation ▪ Feels invulnerable, invincible. Allow time to ask questions ▪ immune to natural laws (personal fable) Use analogies to make invisible processes real Teaching Strategies Establish role models Establish trust, authenticity Relate care to other children’s Know their agenda experiences; Identify control focus Use a subject-centered focus Use peers for support and influence Use play therapy Negotiate changes Provide group activities Focus on details Use diagrams, models, pictures, digital Make information meaningful to life media, printed materials, and computer, Ensure confidentiality and privacy tablet, or smartphone applications as Arrange peer group sessions in person or adjuncts to various teaching methods. virtually (e.g., blogs, social networking, podcasts, online videos) Adolescence Use audiovisuals, role play, contracts, Approximate age: 12–19 years reading materials Cognitive stage: Formal operations Provide for experimentation and flexibility Psychosocial stage: Identity vs. role confusion Young Adulthood (20–40 years): ▪ Abstract, hypothetical thinking General Characteristics: ▪ Can build on past learning Autonomous, self-directed, use ▪ Reasons by logic and understanding personal experiences to enhance scientific principles learning, able to analyze critically, ▪ Future orientation intrinsic motivation, ▪ Motivated by the desire for social competency-based learner. acceptance Teaching Strategies: Use ▪ Peer group important problem-solving methods, focus on application, recognize social role, and allow to set own pace. Middle Adulthood (41–64 years): Philippine Professional Standards for Teachers (PPST) General Characteristics: - DepEd Order no. 42 s. 2017 Middle-aged adults focus on - built on NCBTS productivity and societal - articulates what constitutes teacher quality contributions, experiencing physical in the K to 12 Reform through well-defined changes and has confidence in domains, strands, and indicators that abilities. provide measures of professional learning, Teaching Strategies: Use practical competent practice, and effective applications, address stress factors, engagement. and assess positive and negative - This set of standards makes explicit what past experiences with learning. teachers should know, be able to do and Older Adulthood (65+ years): value to achieve competence. - It is founded on teaching philosophies of General Characteristics: Older learner-centeredness, lifelong learning, and adults may face cognitive decline, inclusivity/inclusiveness, among others. reduced physical abilities, are at risk - a professional accountability that can help of social isolation, and focus on past teachers reflect on and assess their own life experiences. practices as they aspire for personal growth Teaching Strategies: Use and professional development. repetition, allow for more time in - The PPST aims to: learning, minimize distractions, a. set out clear expectations of teachers speak slowly, avoid shouting, build along well-defined career stages on past life experiences, and involve of professional development from beginning family support. to distinguished practice; b. engage teachers to actively embrace a continuing effort in attaining proficiency; and c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. DepED Order No. 36, s. 2013 - DEPED VMV. “One Deped” - “Filipinos who passionately love their appropriate and meaningful country and whose values and pedagogy grounded on content knowledge and current research. competencies enable them to realize their They display proficiency in Mother full potential and contribute meaningfully to Tongue, Filipino and English to building the nation” facilitate the teaching and learning process, as well as exhibit the needed skills in the use of National Competency-Based Teacher communication strategies, teaching Standards (NCBTS) strategies and technologies to promote high-quality learning - CHED Memorandum Order No. 52, s. outcomes. 2007 and DepED Order No. 32, s. 2009. 2. provide learning environments that - It emerged as part of the implementation are safe, secure, fair and supportive of the Basic Education Sector Reform in order to promote learner responsibility and achievement. They Agenda (BESRA), and was facilitated by create an environment that is drawing on the learning considerations of learning-focused and they efficiently programs, such as the Basic Education manage learner behavior in a physical and virtual space. They Assistance for Mindanao (BEAM), the utilize a range of resources and Strengthening Implementation of Visayas provide intellectually challenging and Education (STRIVE) project and the Third stimulating activities to encourage constructive classroom interactions Elementary Education Project (TEEP). geared towards the attainment of high standards of learning. K to 12 Reform 3. establish learning environments that are responsive to learner diversity. - R.A. 10533 in 2013 They respect learners’ diverse characteristics and experiences as The breadth of 7 Domains that are required inputs to the planning and design of by teachers to be effective in the 21st learning opportunities. They encourage the celebration of diversity Century in the Philippines. Quality teachers in the classroom and the need for in the Philippines need to possess the teaching practices that are following characteristics: differentiated to encourage all learners to be successful citizens in a 1. recognize the importance of mastery changing local and global of content knowledge and its environment. interconnectedness within and across 4. interact with the national and local curriculum areas, coupled with a curriculum requirements. They sound and critical understanding of translate curriculum content into the application of theories and learning activities that are relevant to principles of teaching and learning. learners and based on the principles They apply developmentally  of effective teaching and learning. 7. value personal growth and They apply their professional professional development and exhibit knowledge to plan and design, high personal regard for the individually or in collaboration with profession by maintaining qualities colleagues, well-structured and that uphold the dignity of teaching sequenced lessons that are such as caring attitude, respect and contextually relevant, responsive to integrity. They value personal and learners’ needs and incorporate a professional reflection and learning to range of teaching and learning improve their practice. They assume resources. They communicate responsibility for personal growth and learning goals to support learner professional development for lifelong participation, understanding and learning. achievement. 5. apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress The 7 Domains collectively comprise 37 and achievement. They use assessment data in a variety of ways strands that refer to more specific to inform and enhance the teaching dimensions of teacher practices. and learning process and programs. They provide learners with the Domain 1, Content Knowledge and necessary feedback about learning outcomes that informs the reporting Pedagogy: cycle and enables teachers to select, 1. Content knowledge and its application organize and use sound assessment within and across curriculum areas processes. 2. Research-based knowledge and 6. establish school-community partnerships aimed at enriching the principles of teaching and learning learning environment, as well as the 3. Positive use of ICT community’s engagement in the 4. Strategies for promoting literacy and educative process. They identify and respond to opportunities that link numeracy teaching and learning in the 5. Strategies for developing critical and classroom to the experiences, creative thinking, as well as other interests and aspirations of the wider school community and other key higher-order thinking skills stakeholders. They understand and 6. Mother Tongue, Filipino and English in fulfill their obligations in upholding teaching and learning professional ethics, accountability 7. Classroom communication strategies and transparency to promote professional and harmonious relationships with learners, parents, Domain 2, Learning Environment: schools and the wider community. 1. Learner safety and security 2. Fair learning environment 3. Feedback to improve learning 3. Management of classroom structure and 4. Communication of learner needs, activities progress and achievement to key 4. Support for learner participation stakeholders 5. Promotion of purposive learning 5. Use of assessment data to enhance 6. Management of learner behavior teaching and learning practices and programs Domain 3, Diversity of Learners: 1. Learners’ gender, needs, strengths, Domain 6, Community Linkages and interests and experiences Professional Engagement: 2. Learners’ linguistic, cultural, 1. Establishment of learning socio-economic and religious backgrounds environments that are responsive to 3. Learners with disabilities, giftedness community contexts and talents 2. Engagement of parents and the 4. Learners in difficult circumstances wider school community in the educative 5. Learners from indigenous groups process 3. Professional ethics Domain 4, Curriculum and Planning: 4. School policies and procedures 1. Planning and management of teaching and learning process 2. Learning outcomes aligned with Domain 7, Personal Growth and learning competencies Professional Development: 3. Relevance and responsiveness of 1. Philosophy of teaching learning programs 2. Dignity of teaching as a profession 4. Professional collaboration to enrich 3. Professional links with colleagues teaching practice 4. Professional reflection and learning 5. Teaching and learning resources to improve practice including ICT 5. Professional development goals Domain 5, Assessment and Reporting: Career Stages 1. Design, selection, organization and Career Stage 1 or Beginning Teachers have utilization of assessment strategies gained the qualifications recognized for 2. Monitoring and evaluation of learner entry into the teaching profession. They progress and achievement have a strong understanding of the subjects/areas in which they are trained in problem solving and optimize opportunities terms of content knowledge and pedagogy. gained from experience. Career Stage 3 They possess the requisite knowledge, Teachers work collaboratively with skills and values that support the teaching colleagues and provide them support and and learning process. They manage mentoring to enhance their learning and learning programs and have strategies that practice. They continually seek to develop promote learning based on the learning their professional knowledge and practice needs of their students. They seek advice by reflecting on their own needs, and those from experienced colleagues to consolidate of their colleagues and students. their teaching practice. Career Stage 4 or Distinguished Teachers Career Stage 2 or Proficient Teachers are embody the highest standard for teaching professionally independent in the grounded in global best practices. They application of skills vital to the teaching and exhibit exceptional capacity to improve their learning process. They provide focused own teaching practice and that of others. teaching programs that meet curriculum and They are recognized as leaders in assessment requirements. They display education, contributors to the profession skills in planning, implementing, and and initiators of collaborations and managing learning programs. They actively partnerships. They create lifelong impact in engage in collaborative learning with the the lives of colleagues, students and others. professional community and other They consistently seek professional stakeholders for mutual growth and advancement and relevance in pursuit of advancement. They are reflective teaching quality and excellence. They practitioners who continually consolidate the exhibit commitment to inspire the education knowledge, skills and practices of Career community and stakeholders for the Stage 1 teachers. improvement of education provision in the Philippines. Career Stage 3 or Highly Proficient Teachers consistently display a high level of Piaget's Stages of Cognitive Development performance in their teaching practice. They ❑ Sensorimotor stage: birth to 18-24 months manifest an in-depth and sophisticated Goal: Object Permanence understanding of the teaching and learning ❑ Preoperational stage: 2 to 7 years process. They have high education-focused Goal: Symbolic thought situation cognition, are more adept in ❑ Concrete operational stage: 7 to 11 years that involve objects as well as actions Goal: Logical thought involving their own bodies. Ex: infant ❑ Formal operational stage: ages 12 and up who shakes the rattle for the pleasure Goal: Scientific thought of hearing the sound that it produces. 4. Co-ordinating Secondary Schemes - How Piaget Developed the Theory 8-12 months babies now show signs of He became intrigued with the reasons an ability to use their acquired children gave for their wrong answers to the knowledge to reach a goal. Ex: the questions that required logical thinking. infant will not just shake the rattle, but will reach out and knock to one side an object that stands in the way of it Sensorimotor getting hold of the rattle. - Infants develop an understanding of the 5. Tertiary Circular Reactions - The infant world through coordinating sensory who once explored an object by taking experiences (seeing, hearing) with motor it apart now tries to put it back together. actions (reaching, touching). Ex: stacks the bricks it took out of its wooden truck back again or it puts back 6-sub stages: the nesting cups – one inside the other. 1. Reflex Acts - The neonate responds to 6. Symbolic Thought - This is transitional external stimulation with innate reflex to the pre-operational stage of cognitive actions. Ex: if you brush a baby’s development. Babies can now form mouth or cheek with your finger it will mental representations of objects. suck reflexively. Babies have developed the ability to 2. Primary Circular Reactions - the baby visualize things that are not physically will repeat pleasurable actions centered present. on its own body. Ex: babies from 1 – 4 months old will wiggle their fingers, kick Preoperational their legs and suck their thumbs. These - Children are thinking at a symbolic level but are not reflex actions. They are done are not yet using cognitive operations. intentionally – for the sake of the - Symbolic thought - young children can think pleasurable stimulation produced. about things symbolically. This is the ability 3. Secondary Circular Reactions - It to make one thing a word or an object stand typically lasts from about 4 – 8 months. for something other than itself. Now babies repeat pleasurable actions Key features How does asking only one question about 1. Centration conservation affect the ability of children 2. Egocentrism over a wide age range? 3. Symbolic Representation Samuel & Bryant conclude that the problem 4. Pretend (or symbolic) Play lies with the effect of the experimenter asking 5. Animism a second question and unwittingly implying 6. Artificialism to the participant that a different answer is 7. Irreversibility required. Asking both the pre and post-transformation questions causes children who can conserve Stages of Animism to make conservation errors. 1st stage (4 or 5 years), the child believes that almost everything is alive and has a purpose. 2nd stage (5-7 years), only objects that Formal operational move have a purpose. - As adolescents enter this stage, they gain 3rd stage (7-9 years), only objects that the ability to think in an abstract manner by move spontaneously are thought to be manipulating ideas in their heads, without alive. any dependence on concrete manipulation. 4th stage (9-12 years), the child understands that only plants and animals The child who needs to draw a picture are alive. or use objects is still in the concrete operational stage, whereas children Concrete Operational who can reason the answer in their - A major turning point in the child's cognitive heads are using formal operational development, because it marks the thinking. beginning of logical or operational thought. Hypothetico Deductive Reasoning Key Features - is the ability to think scientifically through 1. Conservation generating predictions, or hypotheses, about 2. Classification the world to answer questions. This type of 3. Seriation thinking involves hypothetical "what if" situations that are not always rooted in reality, i.e. counterfactual thinking It is often 1.) Senses - “there is nothing in the mind required in science and mathematics which was not first in some manner in the senses.” 2.) Instincts - derived from the Latin word instinct us which means impulse. - the learner has a natural or inherent capacity or tendency to respond to environmental stimuli such as danger signs for survival or self preservation. 3.) Imagination - It is the ability to form a mental image of something that is not perceived through the senses. The Nature of the Learner 4.) Memory It is the cognitive faculty of ✓The learner is an embodied spirit. retaining recalling past experiences ✓He is the union of sentient body and a rational soul. 5.) Intellect The learner can engage in ✓His body experiences sensations and feels cognitive process such as forming ideas or pleasure and pain. concepts, reasoning and making judgement. The learner has the power to Appetitive Faculties see hear touch smell taste perceive imagine retain recall recognize past 1.) Feelings and Emotion - It is an affective mental acts conceive ideas make state of consciousness in which joy, sorrow, judgment reason out feel choose fear, hate, or like is experienced. The learner is equipped with cognitive 2. Learner’s Will - It serves as guiding faculties and appetitive faculties force, main integrating force in his/her character. Cognitive Faculties Factors That Contribute To The Differences Among Learners 1. Ability - It dictates the prospects of 1. Verbal Linguistic – Word Smart: Ability to success in purposeful activity. It determines read, write, and use language to their capacity to understand and assimilate communicate. information for their own use and 2. Math Logic – Number Smart: Ability to application. analyze and understand math and science 2. Aptitude - refers to the students’ innate concepts. talent or gift. It indicates a natural capacity 3. Bodily Kinesthetic – Body Smart: Ability to learn certain skills. to learn by doing, good at body movement 3. Interest - Learners interest in learning and sports. makes no longer a task. But a PLEASURE! 4. Musical – Music Smart: Ability to Interests are not inherited. They are understand, play, and compose music. developed! 5. Spatial – Picture Smart: Ability to 4. Family & Cultural Background - Students understand patterns, maps, and spaces. who come from different socioeconomic 6. Interpersonal – People Smart: Ability to background manifest a wide range of interact with others, resolve conflicts, and behaviors organize teams. 5. Attitudes and Values - Students have 7. Intrapersonal – Self Smart: Self-aware, unique way of thinking and reacting. understanding personal thoughts, feelings, Confronted with the same situation in the and motivations. learning environment each one would react 8. Naturalist – Nature Smart: Understanding differently depending on their personal and appreciating nature, plants, animals, characteristics.. and ecology. 5 Elements Dunn And Dunn Learning Styles Model Howard Earl Gardner 1. ENVIRONMENTAL ELEMENTS - born July 11, 1943, is an American This refers to where students like to developmental psychologist. learn, and the physical environment - Since 1995, he has been the codirector of that is most conducive to learning. the Good Work Project. He is best known a. Sound for his theory of Multiple Intelligence b. Light c. Seating Multiple Intelligences: d. Temperature 2. EMOTIONAL ELEMENTS  Learning can be emotional, and a. Hemispheric - Left and Right Brain emotions definitely affect how mode students learn. Emotional elements b. Impulsive or reflective - How some of a learning style include support, people leap before thinking and motivation, and/or structure. These others scrutinize the situation before play a part in the complex and highly moving an inch. personal identity of a learning style. c. Global vs analytic - Global learners a. Motivation prefer working with soft lighting and b. Responsibility informal seating. Breaks, snacking, c. Persistence sound Analytic learners prefer d. Structure working with bright lighting and formal seating. No interruptions, quiet environment, little or no 3. SOCIOLOGICAL ELEMENTS snacking How we interact with others plays a role in What can the community do for schools? our learning styles. Working independently 1.Brigada Eskwela - this program engages or working in a team, whether under all education stakeholders to contribute their supervision of an instructor or without it, time, effort and resources in ensuring that may play a role in how we learn. public school facilities are set in time for the a. Independence forthcoming school opening. It takes place b. Authority more or less two weeks before classes 4. PHYSIOLOGICAL ELEMENTS begin in June. This is a school maintenance Learning happens with the body — so how program that has been institutionalized the body can be best utilized to be a since 2009 when DEPED issued DEPED conductor of learning, is what the Order #100. physiological elements address. a. Mobility 2.Curriculum Development -This can mean b. Intake the use of community resources for learning c. Time of Day eg. museum, elders of the community as 5. PSYCHOLOGICAL ELEMENTS key informants in research or resource The elements in this strand correspond to persons in the study of local history. the following types of psychological processing: - 3. Work Experience Programs -Business establishments and officers in the community can service training ground for head involved in planning local celebrations, learners. Teachers managing programs, projects, Example: activities school band playing in fiesta Work Immersion Partner offices for parade immersion provide Senior High School students with opportunities: What can schools do for communities in 1) to become familiar in the work place, return? 2) for employment simulation , and - Schools may allow the community to use 3) to apply their competencies in areas of school resources. specialization /applied Subjects in authentic a. Classroom used by community work environments Enclosure to DEPED organizations for meetings Order No. 30. 3. 2017). Some schools call b. School used as a polling place and this service learning since it actively venue for medical mission which it involves students in a wide range or may co-sponsor with the Rural experiences which benefits students and Health Unit the Community at the same time fulfilling c. School used by the Rural Health the requirement of a curriculum. Unit for mothers’ class on child-care d. School used as an evacuation 4. Remediation and enrichment classes center -Parents and retired teachers may be e. School facilities used for community involved in the School Reading remediation assemblies and Learning Enrichment Programs. f. School basketball court used for local celebrations and barangay 5. Youth Development Programs - The sports league young may involve themselves in youth g. Schools conduct livelihood skills development programs and develop their training programs for parents and skills and talents, learn how to deal out-of-school youths by using school positively with peers and adults and serve resources as resources in their communities. h. Livelihood skills training for parents and out- of-school-youths by 6. Community Service - Student teachers themselves participation in tutorial programs, community reforestation programs, clean up drive for a Sociological Basis of School-Community river, assisting in medical mission, School Partnership  - “Every educational institution shall provide FUNCTIONALIST THEORY for the establishment of appropriate bodies - states that institutions must perform their through which the members of the respective functions for the stability of educational community may discuss society. Other institutions must come in if relevant issues and communicate one institution fails to do its part for the sake information and suggestions for assistance of society. and support of the school and for the promotion of their common interest. Representatives from each subgroup of the educational community should sit and participate in these bodies, the rule and procedures of which must be approved by and duly published.” LEGAL BASIS FOR PARENTS AND COMMUNITY- INVOLVEMENT RA. 8525 Adopt-A-School Program Act - “private entities to assist a public school, RA 9155 Governance of Basic Education elementary or secondary or tertiary... in but Act Section E 10 not limited to, the following areas: staff and - one of the responsibilities of school heads faculty development For training and further is establishing school and community education; construction of facilities; networks and encouraging the active upgrading of existing facilities come up a participation of feature organizations, provision of books come up applications non-academic personal public schools, and and other instructional materials; and parent-teacher community associations. Modernization of instructional technologies.“ Section 3F Philippine Education For All (EFA) 2015 “Schools and learning centers and to Plan provide the means by which... - then a vision and holistic program of Improvements may be achieved and reforms that aimed to improve the quality of sustained. “ basic education for every Filipino by the end of 2015 likewise states “Schools shall Batas Pambansa Blg. 232 Education Act of continue to harness local resources and 1982 Section 7 facilitate the involvement of every sector of the community in the school improvement process.“ Education for All Beyond 2015 - Agenda 2030 - Agenda 2030 has seven new educational targets from 2015 to 2030 that must involve education stakeholders which in essence is a school community partnership. Dr. Qian Tang, UNESCO assistant director general for education, admits that Agenda 2030 cannot be realized without schools partnering with the community. “Our vision must be more aggressive, more committed not just involving government non-government agencies but all stakeholders.“ RA. 9155 - Partnership between schools and community also ensures that 1. educational programs, projects, and services take into account the interest of all members of the community 2. the schools and learning centers reflect the values of the community by allowing teachers/ learning facilitators and other staff to have the flexibility to serve the needs of all learners 3. local initiatives for the improvement of schools and learning centers are encouraged and the means by which these improvements may be achieved and sustained or provided so schools and communities function better when they work as a team.