Professional Documents
Culture Documents
SanGabriel Camille Wk1-4
SanGabriel Camille Wk1-4
- 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.
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
CAMILLE V. SAN GABRIEL NOVERMBER 17, 2021
12 - EDUCATION WEEK 3 AND 4
MRS. JOCELYN CASINO
Follow-up Questions:
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.
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
Activity 5: ENGAGED
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.
COMMUNITY ENGAGEMENT, SOLIDARITY AND CITIZENSHIP
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