Scribd
Upload
344 views4 pages

2024-Inset-Accomplishment-Report (1) - 1-1

Uploaded by

ernaednalyn88
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
344 views4 pages

2024-Inset-Accomplishment-Report (1) - 1-1

Uploaded by

ernaednalyn88
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
Jose Lopez Manzano National High School
Mataywanac Tuy, Batangas

2024 INSET ACCOMPLISHMENT REPORT


IN-SERVICE TRAINING SY 2024-2025
NOVEMBER 25-29, 2024
Actual Accomplishment / Output
Actual Days of Attendance

COLLABORATIVE APPROACH FOR ENHANCING TEACHING MUSIC AND


ARTS COMPETENCIES

INSIGHTS:
November 25, 2024 The most valuable lesson I learned is, adopting a collaborative approach to
improving teaching competencies in music and the arts can significantly
enrich learning experiences, nurture creativity, and drive professional growth
for educators. When teachers work together—sharing knowledge, strategies,
and insights—they create a dynamic and supportive professional community
that benefits both their students and their own practice.

ADDRESSING DIVERSE NEEDS: DIFFERENTIATED INSTRUCTION IN


MUSIC AND ARTS
November 26, 2024

INSIGHTS:
For today’s insights, I have learned that, in music and the arts, students enter
the classroom with varying levels of prior knowledge, skills, and experiences,

Phone No.: 0917 837 8133


Email: 307710@deped.gov.ph
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
Jose Lopez Manzano National High School
Mataywanac Tuy, Batangas

creating a rich tapestry of individual strengths and learning needs.


Differentiating instruction in this context involves recognizing and valuing
each student’s unique abilities—whether they excel in musicality, creativity,
technical proficiency, or other areas—and designing lessons that both
capitalize on these strengths and address their specific challenges. By
adopting a personalized approach, educators can create a learning
environment that is inclusive, engaging, and responsive to diverse needs.

GENRE AND STYLE SPECIFIC DANCE TECHNIQUES/ASSESSING GANE


PERFORMANCE AND TACTICAL SKILLS: IMPLEMENTING TGFU-BASED
ASSESSMENT STRATEGIES

INSIGHTS:
I have learned that understanding (TGFU) framework in dance education
November 27, 2024 significantly enhances students' grasp of technique and style by integrating
elements of tactical decision-making, creativity, and adaptability into the
learning process. This approach moves beyond simply mastering steps and
routines, encouraging dancers to engage in genre-specific movement
challenges that simulate real-life or performance-like scenarios. By focusing
on these dynamic contexts, students learn to refine their technical abilities
while also developing a deeper understanding of how to adapt and apply their
skills in meaningful and effective ways.

Phone No.: 0917 837 8133


Email: 307710@deped.gov.ph
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
Jose Lopez Manzano National High School
Mataywanac Tuy, Batangas

GENRE AND STYLE SPECIFIC DANCE TECHNIQUES/ASSESSING GANE


PERFORMANCE AND TACTICAL SKILLS: IMPLEMENTING TGfU-BASED
ASSESSMENT STRATEGIES

INSIGHTS:
November 28, 2024 The most valuable lesson I gained from today’s masterclass is the significance
of designing assessments that go beyond mere evaluation. Effective
assessments should be actionable, providing learners with clear, constructive
feedback that fosters their growth and encourages self-reflection. By focusing
on actionable insights, educators can guide students in understanding their
progress and identifying areas for improvement, ultimately supporting their
development and long-term success.

November 28, 2024 RECONCEPTUALIZINGTEACHER IDEOLOGY IN MULTILINGIAL ENGLISH


LANGUAGE CLASSROOM: AN ACELT SOCIOLINGUISTIC IN ENGLISH
EDUCATION PROJECT

INSIGHTS:
Reconceptualizing teacher ideologies in multilingual English language classrooms,
particularly within frameworks like the SEED project, calls for a transition to more
inclusive, culturally responsive, and student-focused teaching methods. Educators must
recognize multilingualism as an asset, consider students’ overall development by
incorporating social-emotional learning, and adapt their instruction to cater to diverse
Phone No.: 0917 837 8133
Email: 307710@deped.gov.ph
Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
Jose Lopez Manzano National High School
Mataywanac Tuy, Batangas

learner needs. By redefining their approach in this manner, teachers can cultivate
classrooms that are not only linguistically welcoming but also emotionally nurturing,
helping multilingual students thrive academically, socially, and emotionally.

Prepared and submitted by: Checked by:

EDNALYN E. DE CASTRO ROSELLE B. RIVERA


Teacher I Head Teacher II

Noted by:

MARICEL D. MERCADO
Principal II

Phone No.: 0917 837 8133


Email: 307710@deped.gov.ph

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy