NLC Narrative Report

Republic of the Philippines

Department of Education
Region X – Northern Mindanao
DIVISION OF CAGAYAN DE ORO CITY
EAST I DISTRICT
GUSA ELEMENTARY SCHOOL
Purok 5 Old Road Gusa, Cagayan de Oro City

Accomplishment Report
National Learning Camp 2024 – Intervention
LCV: Exequiel B. Cebrian, Jr.

One of the learning curves that must be achieved in the teaching-learning

process is the acquisition of lifelong skills. The three long week National Learning
Camp was designed to cater and address the learning gap of the students who have
not yet able to master the desired learning competencies that must be possessed for
our incoming Grade III students for this school year 2024 -2025.
Relative to the result of learner’s post diagnostics test done in Grade two
level, the students were clustered into three groups based on their specific learning
needs of the students - Enhancement, Consolidation and Intervention. Students who
belong to the intervention camp were identified as slow to non-readers.
For this National Learning Camp 2024, I was tasked to handle the Intervention
group wherein the learners were identified as non-readers. It aims to assist
underperforming students in helping to improve their academic performance. The
structured academic framework was designed to enhance, engage and equip
learners through focused and collaborative activities.
On the first one (1) week of our classes, I spent two and one-half (2 1/2) hours
a day on my Reading lessons about Phonemic Awareness Instruction and Phonics
Instruction whereby the students hear and manipulate the sounds in words such as
blending sounds. They also learn to demonstrate understanding the relationship
between letters and sounds using digital flashcards which I do believe effective.
Another two (2) hours in basic math lessons on the key concepts and skills
involving numbers and number sense (whole numbers up to 1000, ordinal numbers,
money up to Php1000 and place value) using indigenous learning materials which I
do believe relatable on real-life and practical applications of math concepts. This
helps develop a deeper conceptual understanding of mathematical concepts moving
beyond rote memorization.
On the second week of our classes, we spent on shared reading and reading
comprehension strategies wherein the teacher read aloud the story together with the
students. The teacher asked relevant questions and clarifications to help students
understand and retain what they read. We also continued our lessons involving
numbers and numbers sense in Adding 2 to 3 digit numbers in columns with
regrouping.
On the third week of our class, I am proud and feeling fufilled to say that half
of my class in Intervention Camp are now book readers. They now learn to decode
difficult words and able to recognize high-frequency words. We also had read aloud
and storytelling activities in our class in order to develop with them the love for
reading. I also paired proficient readers with CVC readers for practice and support.
In our math class, we tackled subtracting 2 and 3 digit numbers without regrouping.
The journey of teaching may not be easy and always comes with unique
challenges and often doesn’t offer financial rewards may be seen in our career.
However, the profound and long lasting impact you have created in the lives of the
students is invaluable. That’s why the three (3) long weeks of NLC for me is a well-
spent vacation.
Republic of the Philippines
Department of Education
Region X – Northern Mindanao
DIVISION OF CAGAYAN DE ORO CITY
EAST I DISTRICT
GUSA ELEMENTARY SCHOOL
Purok 5 Old Road Gusa, Cagayan de Oro City
Brigada Ekwela 2024

Theme: "Bayanihan Para Sa Matatag na Paaralan"
In preparation for the opening of classes, the Gusa Elementary School is set
off to launch one of the DepEd programs to bring together the spirit of volunteerism
and community service to prepare public school facilities for the upcoming school
year 2024 – 2025, in accordance with DM no. 33, s. 2024. The program was started
on July 22 Monday to July 27, 2024 Saturday for Culminating Activity which was held
at the school covered court.
The active participation of the community in ensuring a conducive learning

environment for the students is a big help to disseminate work assignments to the
parents in order to speed up the work. This also fosters a sense of responsibility and
able to establish harmonious relationships among our external stakeholders.
The tasks were divided according to their gender roles, with tasks considered
“appropriate” for men and women volunteers. Since, I am very much aware of
Gender Role and Sensitivity in pursuance to R.A 9710 or also known as Magna
Carta for Women which I am fully committed as public servant. The men were
assigned to do the tasks like heavy lifting while women were assigned in wiping the
jalousie window, sweeping the floor and applying floor wax. Some children were also
tasked to arranged books and chairs. It was a collective effort and shared
responsibilities to help reduce the burden in preparing my classroom. And also, I do
believe it also promotes teamwork and cooperation among our stakeholders.
Through collaborative efforts Bridaga Eskwela program helps to address the
physical needs of the classroom. And also ensure that our students have a safe and
well-maintained environment conducive to learning.
Prepared by:
EXEQUIEL B. CEBRIAN, JR.

Teacher In-charge

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Republic of the Philippines

One of the learning curves that must be achieved in the teaching-learning

Brigada Ekwela 2024

The active participation of the community in ensuring a conducive learning

EXEQUIEL B. CEBRIAN, JR.

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