SanGabriel Camille Wk1-4

COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
CAMILLE V. SAN GABRIEL NOVERMBER 17, 2021

12 - EDUCATION WEEK 1 AND 2
MRS. JOCELYN CASINO
 Activity 4: Poster Making

 Activity 5:
1. In your community, write down 1 problem that need to be addressed based on

Principles of Core Values in Community Action Initiative.
- Fair Distribution of Vaccines to Residents. Many individuals in our
community register and fulfill the basic guidelines and requirements to get
vaccinated. However, some of them are still unable to get vaccinated and
still waiting. While others exploited their connections to make their
vaccination procedure go easy. And it is one of the issues that must be
addressed by the Community Action Initiative's Core Values Principles. We
should have social equality and a fair distribution of public services.
2. In your locality, describe the participation of your community in eliminating

cases of Covid 19 . Cite at least two (2) programs in preventing Covid 19.
- There are certain initiatives in our community that its aims are preventing
in COVID-19. Strict adherence to COVID-19 Guidelines and Resbakuna for
all residents are the two of them.
 Activity 3: Video Analysis
1. What features of individual empowerment can you find in Zolekha’s story?

- The features of Zolekha's empowerment seen in her story include self-
confidence, making positive decisions, and fighting for her rights.
2. Discuss Zolekha’s social participation, education experiences, and livelihood.

What care and support did Zolekha receive (or not) from her family and the
community?
- Zoleckha is an active member in social participation, although others
disregard her due to her disabilities. She learned to read and write as a
result of her educational experiences. But she has been excluded by her
peers since everyone regards her as a burden. Her classmates also called
her kana, which is a derogatory slang term for a blind person. Her teachers
were also doubtful of her potential. Because of her disability, she has faced
a great deal of discrimination, but it doesn't stop her from being herself.
- Her parents are doing everything they can to provide for her while she is
studying. She is also able to purchase a cow, which generates income for
her family. Her family was the ones that cared and supported Zolekha the
most. They allowed her to live a normal life, which she deserved. They
allow her to go to school and enjoy her life. And, with the assistance of
others in their community, she was able to join a self-help group. This
training enables her to save money and overcomes her fear of speaking
with others. It lifted her confidence more.
3. At the end of the video, Zolekha asks,”Is there no limit to the things I can do?”
What role did advocacy organizations play in Zolekha’s story? How did their
collective stand create change?
- Advocacy organizations played a part in Zolekha's story by raising awareness
about the need to eliminate discrimination against individuals with
disabilities. Everyone deserves to be treated fairly. Despite our many
differences in life, we all have rights. Their collective action affects the lives
of persons with disabilities. They help in raising awareness to overcome
unfavorable, misinformed perceptions.
CAMILLE V. SAN GABRIEL NOVERMBER 17, 2021
12 - EDUCATION WEEK 3 AND 4
MRS. JOCELYN CASINO
 Activity 4: COMMUNITY PROJECT EVALUATION
Programs/Activities that display the Programs/Activities that display the

sustainable use of resources misuse of resources
Barangay San Jose Program: ECO-BRICKS PROGRAM
Barteran sa Barangay - The collected eco-bricks are not
- Recycled Materials in exchange being used by our barangay and
for food and school supplies to are simply piling up in the MRF.
the residents.
Barangay San Jose Material Recovery
Recycled Christmas Tree Making
Facility (MRF)
Contest
- Recycled resources are utilized to
- After Christmas, everything gets
make a new product. It also helps
thrown away and cannot be
to limit the amount of waste
reused to create a new product.
dumped at our local landfill.
Barangay San Jose Program: Excessive mining and quarrying
Gulayang Pangkabuhayan - Mining and quarrying may be
- It aims to advance the living extremely damaging to the
conditions of the urban poor while environment. It is the primary
also reducing urban waste. It also cause of serious flooding in our
provides people with a means of community.
earning money.
 Follow-up Questions:
1. What mechanism/s should your community adopt in order not to misuse

resources?
- Before implementing a program, we should assess if it would have a
detrimental impact on our natural resources. We must constantly prepare
carefully so that the program does not hurt or exploit our community
resources while still being effective.
2. How can you help your community in making those implemented projects
sustainable?
- I can help our community in making those projects that have been
implemented sustainable by promoting them on social media. As a result,
more individuals are becoming involved and supporting this. I feel that the
more volunteers there are, the more effective the initiative will be. In addition,
we should evaluate the project regularly so that we can address any concerns
that arise.
 Activity 5: ENGAGED
Applying the different phases of community action in relation to pandemic COVID

19 or known as corona virus, discuss how the school/DepEd acted to assist the
teachers and students to facilitate academic progression amid the situation. You
may use facts and articles from newspapers or internet. Just make sure that they
are from reliable source.
The coronavirus disease (COVID-19) pandemic has caused an enormous crisis in

all areas. In education, this emergency has resulted in the massive shutdown of
face-to-face activities of educational institutions in over 190 countries to limit the
virus's spread and reduce its impact.
The Department of Education (DepEd) proposed measures to promote "academic

ease" and assist teachers and students who are still adjusting to the distant
learning setup. In Memorandum OUCI-2020-307, released on October 30, 2020,
Undersecretary for Curriculum and Instruction Diosdado San Antonio specified
ten highly recommended measures to field units. In response to a request from
the teacher and student groups to make the remote learning implementation
components easier to apply.
To help learners, learning facilitators navigate the obstacles of the new normal in
the teaching and learning process and make appropriate modifications during the
school year.
The proposed alternatives consider the time a student must complete and submit
activity and support the mental health or social-emotional well-being of teachers,
students, and parents through group wellness meetings. Teachers and Learning
Guides also provide additional support for households who have difficulty
completing a Self-Learning Module (SLM) or Learning Activity Sheet (LAS) on
their own. Schools are also encouraged to keep teachers' lesson management
obligations as high as possible so that printing and distribution of modules are
not burdensome. In addition, the school can determine and optionally declare the
activities included in the first quarter SLM or LAS. For fast learners, they can offer
additional activities to enhance SLM. In the next quarter, they can streamline
SLM's learning tasks so that activities develop sufficient learning abilities that
lead to proficiency. On the other hand, external stakeholders and partners can
provide materials, equipment, and mechanisms to address distance and home
learning challenges.
Participatory Action Planning and Leadership Development, Resource

Mobilization, Plan Implementation, and Monitoring and Evaluation are all options
for DepEd proposals. These four Community Action phases were identified as
highly recommended methods to field units to provide flexibility in teaching and
learning for all teachers and learners. Everyone's life has been affected by the
pandemic. All governments in all countries are also looking at ways to help
teachers and students promote academic growth in these situations. All we could
do to support is to modify the activity they were taking. It is the only option to
continue our education now. That is why we must study hard and persevere in
the meanwhile. There will also come a moment when everything will be back to
normal, and we will be able to see each other personally while studying.
References:
 https://www.deped.gov.ph/2020/11/04/deped-recommends-academic-ease-
measures-to-help-teachers-learners/
 https://www.cepal.org/en/publications/45905-education-time-covid-19

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COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP

CAMILLE V. SAN GABRIEL NOVERMBER 17, 2021

 Activity 4: Poster Making

1. In your community, write down 1 problem that need to be addressed based on

2. In your locality, describe the participation of your community in eliminating

1. What features of individual empowerment can you find in Zolekha’s story?

2. Discuss Zolekha’s social participation, education experiences, and livelihood.

 Activity 4: COMMUNITY PROJECT EVALUATION

Programs/Activities that display the Programs/Activities that display the

1. What mechanism/s should your community adopt in order not to misuse

Applying the different phases of community action in relation to pandemic COVID

The coronavirus disease (COVID-19) pandemic has caused an enormous crisis in

The Department of Education (DepEd) proposed measures to promote "academic

Participatory Action Planning and Leadership Development, Resource

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