Community Engagement Activity Proposal 1

Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY
KALAYAAN NATIONAL HIGH SCHOOL
BLISS ROAD, KALAYAAN VILLAGE, PASAY CITY

COMMUNITY ENGAGEMENT

Theme:
“Tawid Edukasyon Mula sa Puso”
April 2, 2022
KNHS
MS. JACQUELINE D. REYES, MS. LYDIA S. LABAGUIS,

MS. CELSA V. CHICO, MS. ANDRELYN T. CLAVERO
MS. WILZA PANGANIBAN, MS. MINERVA A. ROBISO
MR. REYNALDO P. CORDOVA, MR. PHILIP SINLAO,
MS. MARY ANNE C. MARQUEZ
Proponent
MR. AGAPITO TEODORO N. MANAOG

Principal III
I. INTRODUCTION / RATIONALE
The role of a teacher does not begin and end at the four corners of the
classroom or at the virtual class's scheduled hour. Virtual class, as well as teaching
with paper and pencil work, does not encourage critical thinking; nonetheless, it may
be used to assess material retention over a certain length of time. In addition to
mentoring students in academics and extracurricular activities, teachers are
responsible for shaping a child's future and making him or her a better human being. A
teacher instills information, good values, tradition, current concerns, and solutions in
his or her students.
The significance of teachers in students' educational journeys extends beyond
facilitating teaching-learning situations. Teachers are frequently required to serve not
only as facilitators in the development of students' intellectual capacities, but also to
respond to discovering the potentials of the students such as teaching them hands-on
skills in home economics. The sort of learning that cultivates empathy, supports
resilience, stimulates creativity, and enhances cognitive processing is required to
provide kids with the variety of abilities they need to become healthy and productive
members of society. Learning happens best when it is practical, relevant, and
engaging, rather than theoretical and decontextualized, and it happens anywhere, at
any time. With this in mind, several researchers worldwide are looking for new ideas
that might help revolutionize education and schooling throughout the world. One of
these are hands-on techniques on the ground in a number of circumstances, and they
are not a privilege reserved for the wealthy.
Hands-on learning is also called experiential learning, that can be activities
like making an analog clock from a paper plate, brass fastener, and two strips of paper
in the shape of arrows or any other items at home that can be made into something
useful and potentially marketable, with the notion that this could be their additional
source of income.
Many students' families and livelihoods have been affected by the pandemic,
which has increased the number of children who do not eat a complete meal, including
ALS students, who, according to the researchers, are experiencing trouble owing to
the hardships of life today as a result of the pandemic. As an outcome, the KNHS
teachers wanted to conduct a feeding program among them, since they believed in the
importance of food, particularly breakfast, in keeping students in the right frame of
mind when studying, as well as the aggregated problems of lack of money to buy food,
which causes them to stop studying and deserve to work rather than finish their
studies. As a result, the KNHS Teachers decided to teach them hands-on techniques
to help them earn additional income and concentrate on their studies while earning.
Fostering breadth of skills requires a transformation of the traditional education
model to one that puts research from the learning sciences into action, employing a
hands-on, minds-on approach to education that capitalizes on children’s natural
propensity to learn.
II. OBJECTIVES
At the end of the activity, the participants are expected to:
1. Able to learn different activities that they may undertake at home, as well as
recognize their value and realize their productivity.
2. Discover their potentials and appreciate their handworks as an output of this

activity.
3. equip themselves with the various technical know-how on how to convert

resources at home that do have the potential of turning it into something useful
and valuable.
4. Intensify their entrepreneurial potential, ability to respect life, and ability to pay it
forward by emulating what they learned throughout this exercise.
III. WORKING COMMITTEES
Below are the working committees by department per assignment.
TWG Assignment
Ms. Jacqueline Reyes Program and Invitation
Mr. Donald Patenga Certificates
Ms. Celsa V. Chico Narrative Reports
Dr. Andrelyn T. Clavero Documentation
Ms. Minerva A. Robiso/Ms. Wilza Proposal / Activity Matrix

Panganiban
Ms. Lydia S. Labaguis /Ms. Mary Anne C. In-Charge for Feeding
Marquez
Ms. Gemma Cotoner Master of Ceremony
Mr. Reynaldo P. Cordova/Mr. Philip Technicals

Sinlao
IV. PARTICIPANTS
The expected participants are stipulated in the table below.
Departments No. of Participants

Filipino
1
English 1
Mathematics 1
Science and Technology 3
TLE/TVL 5
ALS Students 30
Total 41
V. EXPECTED OUTPUT
At the end of the activity, the participants are expected to have:
1. learned different activities that they may undertake at home, as well as

recognize their value and realize their productivity.
2. Discovered their potentials thru their finish products/output of this activity.
3. equipped with the various technical know-how by converting resources at home

that they have into something useful and valuable.
4. Intensified their entrepreneurial potential and ability to pay it forward by

emulating what they learned throughout this exercise.
Prepared by:
WILZA PANGANIBAN
Master Teacher I-TLE
MINERVA A. ROBISO
Master Teacher I-TLE
Recommending Approval
DR. CYNTHIA D. ABELLA

Assistant Principal II
Approved by:
MR. AGAPITO TEODORO N. MANAOG

Principal III
GENDER AND DEVELOPMENT
Theme: “Tawid Edukasyon Mula sa Puso”

April 2, 2022/Library
Time April 2/Saturday
9:00 – 10:00 Registration
9:00 – 10:00 Prayer, Opening Remarks, Message
Session: Feeding Program
10:00 – 12:00
Lunch
12:00 – 1:00
1:00 – 3:00 Session: Lecture and Hands – On Activities

Closing
3:00-3:30
Prepared by:
WILZA T. PANGANIBAN
Master Teacher I
MINERVA A. ROBISO
Master Teacher I
Approved by:
AGAPITO TEODORO N. MANAOG

Principal III

Community Engagement Activity Proposal 1

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Republic of the Philippines

“Tawid Edukasyon Mula sa Puso”

MS. JACQUELINE D. REYES, MS. LYDIA S. LABAGUIS,

MR. AGAPITO TEODORO N. MANAOG

2. Discover their potentials and appreciate their handworks as an output of this

3. equip themselves with the various technical know-how on how to convert

III. WORKING COMMITTEES

Below are the working committees by department per assignment.

Ms. Jacqueline Reyes Program and Invitation

Mr. Donald Patenga Certificates

Ms. Celsa V. Chico Narrative Reports

Dr. Andrelyn T. Clavero Documentation

Ms. Minerva A. Robiso/Ms. Wilza Proposal / Activity Matrix

Ms. Gemma Cotoner Master of Ceremony

Mr. Reynaldo P. Cordova/Mr. Philip Technicals

The expected participants are stipulated in the table below.

Departments No. of Participants

At the end of the activity, the participants are expected to have:

1. learned different activities that they may undertake at home, as well as

2. Discovered their potentials thru their finish products/output of this activity.

3. equipped with the various technical know-how by converting resources at home

4. Intensified their entrepreneurial potential and ability to pay it forward by

DR. CYNTHIA D. ABELLA

MR. AGAPITO TEODORO N. MANAOG

GENDER AND DEVELOPMENT

Theme: “Tawid Edukasyon Mula sa Puso”

1:00 – 3:00 Session: Lecture and Hands – On Activities

AGAPITO TEODORO N. MANAOG

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