Learning Outcomes:

After completion of the module, the students will be able to:

1. identify and describe different concepts of community and the different values
and principles, steps and strategies of community development;
2. appreciate the values of community immersion as a means of developing
themselves as citizens and helping people improve their way of life and in
alleviating their living conditions;

Introduction:
Community means different things to different people. There are numerous
definitions and various theories used to analyze the concept of community. Community,
in many ways represents a valid and meaningful social concept that has found a
prominent place in social work practice. Community social work signifies “the practice
of professional social work with communities as target population or setting for
interventions”. Communities are the context for community social work and community
social work recognizes the diversity of communities. So, understanding different
perspectives and dimensions of community is significant for effective community social
work practice and community development.

Lesson Proper:
Concepts of Community Development

A. Community and Community Development

The word “community” is derived from Latin and has been used in the English
language since the 14th century. It refers to both the development of a social
grouping and also the nature of the relationship among the members. The term
is often associated with one or more of the following characteristics:

a. common people, as distinguished from those of rank or authority;

b. a relatively small society;
c. the quality of holding something in common; and
d. a sense of common identity and characteristics;

The concept of community was further developed in the 19th century to contrast
the dynamics and relationships of residents within a local setting to that of larger
and more complex industrial societies. It is related to the terms commune
(French) and Gemeinshaft (German), in terms of denoting particular kind of
relationships. Relationships within a community were thought to be more direct,
holistic and significant than the more formal and abstract relationships with the
larger society.

Three main types of communities

1. Geographic communities share physical space, so that residents come into
contact with each other by virtue of proximity, rather than intent. However, to be
 a “real” community, residents must feel a sense of belonging and hold at least
some values and symbols in common.
2. Communities of interest are sometime referred to as “communities within
communities”. Members of these communities choose to associate with each on
the basis of a common interest (e.g. bike club) or shared concerns (e.g. poor air
quality).
3. Virtual communities are groups of people that primarily interact via
communication media rather than face to face. If the mechanism is a computer
network, it is called an online community.

Community Development
“Community Development” (CD) is a process to create conditions of economic
and social progress for the whole community with its active participation and
fullest possible reliance upon the community’s initiative.

B. Values and Principles of Community Development

Community development is sometimes confused with community-based
programs, community research and other forms of community interventions. The
most significant feature that distinguishes community development from other
community work is its values and principles:
a. Democratic: The will of the majority must be carried out, but only after all
voices are heard and considered and minority rights are protected.

b. Inclusive: There are many barriers to participation in society; poverty,

disability, age, race and ethnicity are some other characteristics that often
marginalize people. A healthy community embraces diversity and recognizes
that all community members have a right to be heard and participate in
processes that affect their lives.
c. Non-authoritarian: Organizational structures are as flat as possible, with all
participants being seen as equally important and having equal input.
d. Community self-determination: Community members come together to
discuss their concerns, assess options and arrive at their own conclusions. They
may seek advice form “experts”, but consider it along with other sources of
information and their own experience and make their own decisions that are right
for them.
e. Community ownership: Communities thrive when they develop their own
assets, but also when they “own” their problems and issues. When communities
accept that it is “their” problem, then they are more likely to work together to
develop a solution, and the solution will be better than one provided solely by an
external “expert”.
f. Enhance natural capacities and networks: There are sources of strength
in every community; for example, informal networks and social support systems,
or certain individuals that have particular talents or are able to help others in
need. A community developer identifies these existing community assets and
works with them. It is important not to duplicate existing structures and functions
as that may weaken rather than strengthen the community.
 g. Social justice and equity: This is the fundamental to community
development and is at least implicit in all CD work, if not an explicit goal of a CD
program.
h. Universality: Services are available to everyone, without requiring means or
needs testing.
i. Service integration: Often services provided to persons in need are
fragmented, so that one service provider doesn’t know what other services are
available or being used, resulting in gaps, duplications and sometimes conflicting
advice or treatments.

C. Community Development Steps and Strategies

1. Learn about the community – Whether you want to be an active member of
the community, an effective service provider or a community leader, you will have
to be familiar with its issues, resources, needs, power structure and
decision-making processes. Your initial operation could include reading your
local newspaper regularly, attending community events, reading reports and
familiarizing with available services as well as community projects and activities.
Close observation of the community as you interact with it will also provide
significant insights into the strengths and weaknesses of the community.
2. Listen to community members – You won’t be able to learn everything you
need to know by reading and observation. You will need to talk to others about
their interests and perceptions to put it into context. You can contact community
members through formal channels, such as joining local organization, or
informally by chatting with people that visit the library or that you encounter in
other situations, such as shopping at local stores or attending school activities.
By listening to the community, you may identify an area in which there seems to
be a common interest in making a change.
3. Bring people together to develop a shared vision – In some
circumstances it may be appropriate to invite representatives of specific
organizations or sector to attend, but more often it would be a public event for a
neighborhood or, for other types of communities, for all the identified members.
The purpose of this gathering would be to develop a shared “community vision”;
i.e., through imagining their ideal community and discussing their ideas together
they will determine arrive at a common vision and some broad strategic
directions that all are committed to working towards.
4. Asses community assets and resources, needs and issues – It is
extremely helpful to undertake a comprehensive community assessment which
will collect both qualitative and quantitative data on a wide range of community
features.
5. Help community members to recognize and articulate areas of concern
and their causes – It is the community members that are most familiar with the
situation and, in many cases, have knowledge and wisdom that an “external”
experts lacks. By providing tools, resources, meeting space, and facilitation,
community developer empowers the community to start take ownership of the
issues and the development of solutions.
 6. Establish a “vehicle for change” – In most circumstances it will be
necessary to create a “vehicle for change” for an organizational change, which in
most cases will start as a steering committee. A group of people ranging from a
few unaffiliated individuals or a coalition of organizations and institutions. There
is a wide range of activities that the steering committee will need to undertake to
ensure that it will be able to plan, organize, implement and evaluate the initiative
effectively, including developing a charter or terms or reference, establishing
governance policies, obtaining sufficient resources to carry out the work and
identifying potential partners who can contribute to its success.
7. Develop an action plan – A well thought out plan that is easily
comprehended by the community members, clearly links activities with objectives
and indicates responsibilities, time frames and resources required.
8. Implementation of action plan – mobilization of all resources to take
actions such as but not limited to: working with community workers to identify
needs and appropriate services; developing informational brochures; eliciting
support from targeted organizations; distributing the brochures to the
organizations; and meeting with organizational representatives to provide further
information.
9. Evaluate results of action – Check whether you have not caused any harm
to others through your actions. Other reasons to evaluate may be to
demonstrate the effectiveness of the initiative so that it will be continued, to
satisfy funder requirements and to provide information that will be useful to
others or to subsequent initiatives.
10. Reflect and regroup – Allow time for the group to catch its breath before
embarking on the next initiative. Thank everyone that contributed. Celebrate
success. Reflect on disappointments.

D. Immersion as Component of Community Development

A strategy of transforming DDU (deprived, depressed and underserved)
communities and trainees into self-sustaining ones as men for others imbued
with good citizenship values of being: MAKADIYOS, MAKATAO, MAKABAYAN, &
MAKAKALIKASAN.

Forms of Integration in Community Immersion

- Home visits
- Living with selected families preferably with key informants
- Informal discussions with individuals or groups
- Sharing in household and community activities
- Attendance in social gatherings (fiestas, etc.)
- Assistance in production work (selling, farming)

Whom do you immerse in the community?

- The student-trainees together with the community partners: parents, youth,
the differently-abled constituents, professionals, members of people’s
organizations and other formal/informal groups.
 What re the personal gains a student gets from community immersion?
- Opportunity to comprehend other people’s lives
- Social acceptance from community relations and the right to offer service
- Enhance experiences in conducting asset mapping
- Establish rapport and relationship with different people
- Develop their conscientization ability – realizing issues that will help solve
problems in the community
- Acquire first-hand experiences in dealing with community works
- Chance to learn life skills that will enrich and better mold persons

E. Do’s and Don’ts of Community Immersion

Before the conduct of community immersion

THINGS TO REMEMBER THINGS TO AVOID
1. Familiarize yourself with the basic Never forget to inform and get the
information and theories regarding consents of your partners/guardians
community life about the activities lined up.
Coordinate with the local/barangay
2. Secure a waiver from the NSTP officials
office
3. Always inform your faculty in-charge Do not to the community either through
of your destination. Be on time. public transport or private vehicle.
Do not go to the community either
4. Be armed with background without determining the background
information about the area of information about it.
immersion.
5. Pay courtesy call to community
leaders, whether formal or informal.
6. Secure documents like a letter of Avoid bringing original copies of signed
acceptance form the community. documents in the community.
Whenever possible and not offensive,
7. Bring your own personal provisions decline in receiving gifts from the
like water, snacks and shirt. community.

During the actual community immersion

THINGS TO REMEMBER THINGS TO AVOID
Avoid labeling and naming people with
8. Be courteous to everyone. politically incorrect terms. Try to be
more discreet in your use of words.
9. Act properly and discretely.
Do not show off in terms of get-ups.
10. Wear proper uniforms and IDs. Avoid drawing attention.
Never bring out your valuable things
11. It is highly advised to keep your like cellphones, jewelry and money in
valuables secured. public places.
12. Always document your visits.
13. Always ask for permission from Never promise and commit to a task
concerned people when you have to that is beyond your and your school’
take pictures. capability.
14. Do the assigned task, stay on task,
help the group review and understand
the task, work to complete the task and
be proud of the outcome of the task.
15. Contribute/share relevant ideas and
listen carefully to other group member’s
ideas.
16. Encourage participation from all
group members.
17. Share materials with the group,
divide the workload fairly and contribute
to the activities of the group.

After community immersion

THINGS TO REMEMBER THINGS TO AVOID
18. Validate and evaluate if the
programs and activities were conducted
appropriately and as planned.
19. Provide copies of your final
documentation output to the NSTP
Office and to the community where you
conducted your immersion.
 UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES
Learning Outcomes:
After completion of the module, the students will be able to:
1. define volunteerism and discuss its nature and concepts;
2. Identify the reasons and benefits of volunteering
3. recite the Volunteers Creed through a creative presentation ;
4. classify the levels of volunteerism in community service
5. analyze the different community problems through volunteering response;
6. describe servant leaders and their qualities

Introduction:

Service to the community is the heart and soul of the National Service Training
Program. NSTP students should not only be aware of the issues that confront the
society today especially that of the community where they belong. They should be
conscious enough to contribute in their own little way to remedy the said social concern.
Thus there is a need to Integrate volunteerism in all dimensions of the NSTP. The
free-will of volunteering oneself in solving problems in the community where they
belong is the highest form of community service.

Lesson Proper:

Volunteerism, Defined

In 1980’s, Ivan Scheier, a noted expert in volunteerism, defined volunteerism with

four (4) key elements:
1. The activity is relatively un-coerced;
2. The activity is intended to help;
3. The activity is done without primary or immediate thought of financial
gain; and
4. The activity is work, not play.
(McCurley and Lynch,
1996)

In the Philippines, Republic Act 9418 or The Volunteer Act of 2007 provides this
definition of volunteerism which is formulated in consideration of universal tenets as well
as the Philippine perspective and experience in volunteer service.
 “An act involving a wide range of activities, including traditional forms of mutual
aid and developmental interventions that provides an enabling and empowering
environment both on the part of the beneficiary receiving, and the volunteer
rendering the act, undertaken for reasons arising from socio-developmental,
business or corporate orientation, commitment or conviction for the attainment of
the public good and where monetary and other incentives or reward are not the
primary motivating factors. (From RA 9418 or The Volunteer Act of 2007).

Both definitions, sums up to three key principles of volunteerism , which are:

1. free will- meaning the volunteer was not forced to engage in the activity
2. no financial gain – people involved in the activity does expect to be financially
compensated; and
3. benefit to others- activity intended to help others

Volunteer, Defined

Volunteer refers to an individual or group who for reasons arising from their socio-
developmental, business and corporate orientation, commitment or conviction,
contribute time, service and resources whether on full-time or part time basis to a
just and essential social development cause, mission or endeavor in the belief
that their activity is mutually meaningful and beneficial to public interest as well
as to themselves. (From RA 9418 or The Volunteer Act of 2007).

Reasons to Volunteer
Some of the factors that motivates people to volunteer include:
1. To share and to help - People want to give back to society especially those
who are in need while others want to make difference and touch other
people’s lives.
2. To be part of or to belong to society - Volunteers want to want to be part of a
group, community or the society and feel valued.
3. To learn - Volunteering is not a one-way process, volunteers, do not only give
but also expect to learn from the interaction in terms of skills, experience or
knowledge as well as new friends and partners.

The Power Of Volunteering // Top 5 Reasons To Volunteer ...

https://www.youtube.com/watch?v=3ibI9jDmuNI

https://www.youtube.com/watch?v=adgTRvUJ_XI
What can a Volunteer Offer?
In volunteering, there is no big or small contribution; every volunteer effort
is measured by the goodwill that comes from the heart. Whether it is time,
talent/skill, knowledge, interest or material support, there is always someone
who will benefit from a volunteer service. One is never too young or too old to
make an impact to the lives of the people and this may be done through
volunteerism

Benefits of Volunteering
1. Health Benefits
a. improve self esteem
b. physical well-being
2. Social Benefits
a. Connects you to people
b. Improves your outlook
3. Career Benefits
a. Work-life balance
b. Skills and leadership

https://www.youtube.com/watch?v=DuD8Rd61q18

https://www.youtube.com/watch?v=ClrFW2Y2Bv8

Volunteer Act of 2007 or Republic Act 9418 is an act institutionalizing a strategy for
rural development, strengthening volunteerism and for other purposes.The
objectives of the Volunteer Act is to provide an enabling environment for
volunteering and integrate the volunteer undertakings of the different sectors to
support development efforts. The law highlights the importance of a
multi-sectoral approach to recognize that
(a) major stakeholders must be involved to promote inclusivity,
(b) national and local mechanisms must be coordinated for sharing of resources and
information and strengthening each other’s capacities, and
(c) partnerships must be sustained to create lasting impact.

Under the Volunteer Act of 2007, the following are the Modalities of Volunteerism
in the country:
 The act also gave rise to the creation through Executive Order No. 134 of the
Philippine National Volunteer Service Coordinating Agency ( PNVSCA), which shall
undertake the implementation and execution of the provisions of the Act. Among its
function is to review and formulate policies and guidelines concerning the national
volunteer service program consistent with national development priorities.

Examples of Community Service Volunteer Projects of The Private Sector

Not-for-Profit Organization
Foundation of Our Lady of Peace Mission - organized by Sister Eva Fidela Maamo in 1984
to provide services to indigenous communities and underserved sectors such as medical-
dental missions, health and nutrition programs, establishment of Aeta Resettlement
and Rehabilitation Area in Zambales

Corporate Sector
Teleperformance Philippines – has the corporate social responsibility to help
underserved sectors of society with participation of its employees

International Volunteer Organization

United States Peace Corps- longest running and biggest international volunteer service
program in the Philippines which have worked in a wide range of development
programs and projects like teaching English, mathematics, and science, volunteer
assistance later covered other sectors such as social services, health and nutrition,
agriculture, fisheries, livelihood, development planning, and disaster preparedness,
among others

Academe
UP Ugnayan ng Pahinungod - university-based volunteer program engaging faculty,
students and other university personnel in providing services in education, health,
social services and disaster response.

Possible Community Service Volunteer Projects for NSTP Students

There is no need for NSTP students to go far for their volunteer work to be able
to contribute to local and national development. They could help their communities in
the following aspects:
 1. drug prevention and peer counselling to lead other youth away fro use of illegal
drugs
2. disaster preparedness and response to help reduce risk associated with disaster
3. preservation and protection of environment
4. stewards of peace for national development

Guiding Principles for an Effective Community Service Volunteer Projects

• Responsive
• Inclusive
• Collaborative
• Results-based
• Sustainable
• Transformational

Guidelines for Student Volunteers

As the representative of your university/college during community service, you

are expected to behave properly and be a responsible individual. You have to arrive at
the given location on time, wear the proper uniform and respect all rules and regulations
of the barangay/agency with whom you are volunteering.
1. Appearance.- personal appearance and wearing of proper attire for the volunteer
work are both important. It is recommended that you wear the prescribed uniform to
facilitate identification
2. Accountability – the student volunteer should be accountable for his or her actions
while on duty as community service .volunteer . Accountability should likewise be
observed in the submissions of all the required reports prior to the completion of the
course.
3. Benefits- engaging in the Community Service Volunteer Projects will benefit both the
student and the recipients. The student volunteer can build on his/her leadership
strategies, communication abilities and decision making skills. Involvement in
volunteerism activities may increase the sense of personal effectiveness and self-
worth among NSTP students

Lastly, community service is a worthy academic endeavor which is rewarding for

in your own little ways you have contributed significantly in the development of the
community where you belong.
Learning Outcomes:
After completion of the module, the students will be able to:
1. identify and describe different steps, approaches, and strategies of
community development and data gathering;
2. observe and keep updated on the daily news to understand a particular
community issues or problem; and
3. apply the concepts of community development by conducting basic
community profiling.

Introduction:
In this module, community needs assessment will be defined, reasons why it
needs conduct, steps on how to conduct it, and the like will be discussed here to
help the students in preparing to conduct the activity. This is very crucial in the
preliminary preparation of the activities for NSTP since certain programs and
activities of the stakeholders will be identified based on the need of the community.
More so, sample template will be shown to show as guide but format will vary
depending on the important details needed by the activity.

Lesson Proper:
Overview of Community Needs Assessment (CNA)

Community needs assessment is a process used to determine the needs of

individuals or a group of individuals to design a program that will respond effectively to
the needs an bring about desired changes in behavior.

A community needs assessment provides community workers with a snapshot of

local policy, systems, and environmental change strategies currently in place and helps
to identify areas for improvement. With this data, communities can map out a course for
improvement by creating strategies to make positive and sustainable changes in their
communities.

A community needs assessment identifies the strengths and resources available

in the community to meet the needs of children, youth and families. The assessment
focuses on the capabilities of the community, including its citizens, agencies, and
organizations.

Why Should a Needs Assessment Survey Be Conducted?

 This survey is effective on finding out what people are thinking of and how they
feel about it and while information from a needs assessment study is valuable and
useful, the process of gathering the information is valuable, to Needs assessment
studies allow citizen groups or a sponsoring agency to:

1. Gather information about citizen attitudes and opinions regarding

precisely defined issues, problems, or opportunities;
2. Determine how citizens rank issues, problems, and opportunities to order
of importance and urgency;
3. Give citizens a voice in determining policies, goals and priorities;
4. Determine citizen support for initiatives;
5. Evaluate current programs and policies; and
6. End speculation about “what people are thinking of” or “what people really
want.

Steps involve in conducting CNA

1. Identify the goals of needs assessment
Example:
▪ New possible community program
▪ Additional support community program
▪ Evaluation of current or existing community service program
2. From and establish a needs assessment committee and develop a plan of
action
3. Determine the community to assessed
Example:
▪ URS adopted communities
▪ Any marginalized group
4. Identify the population to be surveyed (whom to be the respondents)

5. Determine the information that is needed (Primary data and Secondary data)
Example:
▪ Description of community
▪ Needs identified by the community leaders
▪ Current action being taken (if there is any) to meet the needs
▪ Local resources
▪ Opportunities
▪ Challenges
▪ Involvement of the community
6. Conduct a review of past and current programs and activities
Example:
▪ Successful and not successful programs
▪ To check overlapping services and programs
7. Select a community needs assessment tool
Example:
▪ Survey
 ▪ Interviews
▪ Focus group discussion
▪ Public forum
▪ Youth forum
▪ Secondary data analysis
▪ Asset mapping
▪ Consultation
▪ Test and direct observation
8. Identify existing community resources
Example:
▪ Human resources
▪ Financial resources
▪ Equipment and materials
▪ Community organizations/groups
9. Develop a pretest questionnaire
10. Gather and collect key information from and about the target audience
11. Synthesize and analyze all assembled data
12. Implement assessment using the selected tool/s and analyze the data results
13. Prepare report derailing the results and use the report to determine
appropriate community interventions/programs
14. Report the results
15. Identify possible solution and growth opportunities
16. Generate and communicate your developed community program

Checklist for Selecting Community

1. Willingness to collaborate
- Available for regular communication (i.e., phone calls, meeting0
- Responsive to mutual problem solving
- Open to meeting both student needs and school goals
- Ability to supervise and interact with college students
2. Congruence of learning and service goals
- Interest in learning objectives of class or program
- Flexibility in adjusting service projects to meet learning goals
3. Intercultural sensitivity of School and community
- Demonstrates culture of respect for diversity
- Receptive to working with students of different backgrounds and abilities
- Provides orientation to culture and traditions of agency
4. Accessibility
- Near public transportation
- Location is convenient for students
- Appropriate compliance with CHED and or similar policies and guidelines

General Guideline for Conducting Interviews

a) Preparation for Interview

- Choose a setting with little distraction
 - Explain the purpose of interview
- Address terms of confidentiality
- Explain the format of the interview
- Indicate how long the interview usually takes
- Tell them how to get in touch with you later if they want to
- Ask them if they have any questions before you both get started with the
interview
- Don’t count on your memory to recall their answers
b) Conducting Interview
- Occasionally verify the voice recorder (if used) is working
- Ask one question at a time
- Attempt to remain as neutral as possible
- Encourage responses with occasional nods of the head
- Be careful about the appearance when note taking
- Provide transition between major topics, e.g., “we’ve been talking about
(some topic) and now I’d like to move on to (another topic).’
- Don’t lose control of the interview
c) Immediately after Interview
- Verify if the tape recorder, if used, worked throughout the interview
- Make any notes on your written notes, e.g., clarify any scratchings, ensure
pages are numbered, fill out any notes that don’t make sense, etc.
- Write down any observations made during the interview

Sample Community Assessment Form

Name: ____________________________________ Score:

____________________
Subject and Course: _________________________ Year and Section:
___________
Instructor: _________________________________ Date:
_____________________

Community Needs Assessment Form

1. Name of Community/Institution Being Assessed

2. Venue or Description of the Location

3. Names of Company Leaders and Representatives

4. Description of the Community and Basic Community Statistics

I. Community Leaders and Members’ Opinions

1. What activities are usually/currently conducted?

____ Social ____ Educational

____ Spiritual ____ Recreational
____ Livelihood ____ All of the Above
____ Others, please specify _____________________________

2. How frequent are the activities being conducted?

____ Weekly _____ Semi-monthly

____ Monthly _____ Semi-annually
____ Annually
____ Others, please specify _____________________________

3. Who conducts the activities?

____ Barangay Council _____ Nongovernment Organizations

____ C0mbination _____ Community/Civic Groups
____ Youth/Students
____ Others, please specify _____________________________

4. What is the rating of the community leaders and members for the following
community current programs? Encircle your ratin for each question using the scale
below:

0 - Not in a position to evaluate/No idea at all

1 - Poor/Never
2 - Needs improvement/very seldom
3 - Satisfactory/Seldom
4 - Very satisfactory/Oftentimes
5 - Excellent/Always

Social Activities (parties, singing/dancing contests, 0 1 2 3 4 5

feast day celebration, swimming, etc.)
Spritual activities (recollection, retreat, mass, etc) 0 1 2 3 4 5
Recreational activities (sportsfest, league, etc.) 0 1 2 3 4 5
Educational Activities (seminars, trainings, workshops, 0 1 2 3 4 5
etc.)
Livelihood Activities (microfinancing, subsidies, etc.) 0 1 2 3 4 5
 Environmental Activities (cleaning, waste management, 0 1 2 3 4 5
garbage collection, etc.)

5. Who are the active participants of the community activities being conducted?

____ Parents ____ Mothers

____ Fathers ____ Youth
____ Students ____ Out-of-school youth
____ Kids
___ Others, please specify _______________________

Involvement of the Members of the Community in the Project

0 - Not in a position to evaluate/No idea at all

1 - Poor/Never
2 - Needs improvement/very seldom
3 - Satisfactory/Seldom
4 - Very satisfactory/Oftentimes
5 - Excellent/Always

Rate the following constituents in terms of involvement or participation in community

activities. Encircle your rating for each questions using the scale below:
Mothers 0 1 2 3 4 5
Fathers 0 1 2 3 4 5
Students 0 1 2 3 4 5
Out-of-School 0 1 2 3 4 5
Youth
Kids 0 1 2 3 4 5

1. Who benefits from the activities?

____ Barangay constituents

____ NGOs
____ Others, please specify _______________________

2. What are the facilities available in the community?

____ Library ____ Plaza

____ Sports center ____ Social hall
____ Day-care center ____ Health Center
____ Others, please specify _______________________

3. What activities are perceived to be mostly needed by the community?

____ Livelihood activities ____ Jobs fair

____ Spiritual activities ____ Feeding Program
____ Social mobilization
____ Others, please specify _______________________

4. Issues, problems, and opportunities present in the community

____ Family problem ____ Lack of support for activities

____ Drug addiction ____ Education
____ Vices ____ Garbage
____ Health ____ Peace and Order
____ Sanitation
____ Others, please specify __________________________

5. Issues/concerns that the community leaders/members think should be

prioritized

____ Cleanliness ____ Livelihood

____ Peace and Order ____ Sports
____ Others, please specify __________________________

II. Evaluation by the Team Conducting the Needs Assessment

1. Needs identified by community leaders and members

2. Current action being taken to meet community needs

3. Local resources available to help meet community needs

____ Human Resources- people with necessary skills

 ____ Financial Resources-financial assets available

____ Equipment and Materials-all equipment, materials and supplies that will
be available to support the activities

____ Community Organizations/Groups-agencies, organizations, firms, and

institutions within the community that can be considered assets to the community in
same way.

4. Name/s of Assessor/Evaluator:

MODULE 4

Learning Outcomes:
After completion of the module, the students will be able to:
1. create an appropriate and good project proposal.
2. apply approaches that would fit to the demands of the community and/or
stakeholders.
3. identify the different parts of a project proposal.
4. discuss the parts of a project proposal.

Introduction:

In this module, making a sample project proposal is the aim. That’s why, terms
and discussion on the parts of a project proposal is included in the topic. Also,
framework or sample project proposal will also be presented. But, to clear it out, project
proposal varies all the time depending on the nature of the activities needed to achieve,
the status of the community and/or stakeholders.
 Lesson Proper:

What is a project proposal?

A project proposal is a document that is used to convince a sponsor that a

project needs to be kicked-off to solve a particular business problem or opportunity. It
describes in depth, how the project is going to be commenced so that the sponsor
understands what is involved early.

In the non-profit world, a proposal is a document with which an NGO puts

forward a specific project to a donor for funding consideration. Thus, a proposal is a tool
for NGOs to gain funding, and for donors to decide who to fund. In other words, a
project proposal explains the plan and purpose for the set of activities an NGO wishes
to implement, and requests funding from a donor.

When to use a Project Proposal?

Whenever you start a new project then you need to complete a project proposal
document. The document is provided to the sponsor of the project for approval. Only
then can the project officially commence. A project proposal may also be used to set the
roadmap for the project, so that everyone is working towards the same goals.

The basic parts of a proposal are fairly standardized, every proposal is unique.
Each NGO, project, and donor is different, so good project proposals take all of these
factors into account. Additionally, each donor may have their own application
requirements to include.

A good proposal is often essential to securing a grant, it is only one piece of the
larger application process. Even before putting pen to paper, creating a good project to
write about requires a lot of background research and planning.

Why write a proposal?

A project proposal does more than just secure grants. The process of drafting a
proposal helps NGOs plan a project from the idea stage to reality. It provides a way to
flesh out, explain, test, prove, critique and share the project details. Additionally, donors
pay great attention to the contents of the proposal. Donors cannot read your mind, and
very few are able to visit the project site of every applicant. So, donors have to make do
with the information they receive in the proposal and learn to read between the lines.
Beyond project details, donors read proposals to answer questions such as:

● Does the NGO have the capacity to implement the project? If an NGO does not have
the capacity to write a good proposal, it may not have the capacity to run a good
project.
● Can the NGO be trusted? NGOs who trust donors with honest and transparent
explanations of project costs, risks, and weaknesses are more likely to be trusted in
return.
● Are all partners and officers on the same page? Inconsistencies in the proposal may
indicate that there is a lack of coordination within the NGO.
● Will the NGO be a good communicator? Communication is vital to relationships.
Donors see spelling, grammar, tone of voice, and clarity in proposals as a reflection of
future communications.
● Will the NGO make a good partner? Donors look to see if you have researched them,
to understand their needs, and to pay attention to application instructions.
● Will the NGO still be around in five or ten years? The NGO’s history, current
resources, and long-term vision help donors determine if the NGO will be a long-term
player in the development field.

Six Types of Project Proposal

1. Formally solicited
2. Informally solicited
3. Unsolicited
4. Continuation
5. Renewal
6. Supplemental

These might sound intimidating and dull, but bear with me – they’re all pretty
simple once you get past the name.

Although I’ll be providing a sample template for every type of project proposal,
the templates for a formally solicited, informally solicited, and unsolicited proposals are
identical. The approach for writing these three categories differs with the level of detail
and extra research, but you’ll only create inconsistencies and confusion by using more
than one type of new project proposal, so the same template can be applied to each.
Basically, if you’re creating a proposal for a new project, use the general template in the
section below.

Formally solicited

A formally solicited project proposal is made in response to an official request for

a proposal. In a way, this is the easiest way to create a proposal for a new project, since
the Request For Proposal (RFP) document will usually tell you exactly what the
customer or audience wants and sometimes even directions for preparing the proposal.
RFP forms aren’t to be confused with project request forms though – the former is a
way to directly react to specific needs and desires, whereas the latter is a way for higher
management to request a project of their teams.
Therefore, for formally solicited proposals you should take a more structured
approach. You have to respond directly to the contents of whatever rough details have
been relayed to you, essentially turning feedback into a quantifiable project which you
can then judge the worth of starting. Your project proposal checklist doesn’t need to be
complicated.

Informally solicited

Informally solicited project proposals are the same as formally solicited ones,
except the information they are based on isn’t set out in a specific document. This
makes them a little harder to deal with (more research is involved in analyzing them) but
you at least have a rough starting point.

It’s pretty much just a lack of detail that separates formal from informal – formal
proposal requests have set details, goals, deliverables, and potentially even methods,
while informal ones could be based on a conversation. If you’ve been asked for a
proposal but haven’t been given any specifics, it’s an informally solicited one.

Again, the approach for this isn’t too different from a formally solicited one, but
you’ll have to put in some extra legwork in defining details like the objectives and
method, and in assessing how viable the whole thing is.

Unsolicited

Unsolicited project proposals are the project equivalent of cold calls – nobody
asked to receive one, but (if you’ve done your homework) it can still provide a ton of
value. These are proposals which are thought of by the person submitting them and can
be inspired by anything, from a eureka moment in the employee’s daily work to a casual
conversation with a customer.

Arguably these are the hardest proposals to write, as you’ll have to be extra
persuasive (nobody asked for the proposal so they’ll need extra nudging). This means
gathering more evidence than usual to prove the proposal’s worth and taking extra care
when writing to make sure that it’s convincing.

Continuation

Continuation project proposals are by far and away the easiest to write, since
these are essentially reminders/updates for ongoing (and already approved) projects.

These are almost not even proposals, in the sense that you’re not asking for
anything new or pitching your case. Instead, all you have to do is remind the audience
of the project they previously approved, report on its progress, account for any changes
and ask for permission to continue.

Usually, continuation proposals are reserved for requesting funds when starting a
new phase in a project.

Renewal
 Once an ongoing project has finished or outlived its usefulness (and support for it
is going to be terminated), a renewal project proposal can be written to make the case
for its continued support.

Much like continuation proposals, these are less about convincing the audience
of the project’s worth by itself and more about showing why it’s valuable to continue
doing it. This usually means weighing up the return benefits with the resources it takes
to upkeep the practice.

It’s also good to compare the project you’re trying to get renewed support for with
other continuing projects – this puts its worth in the context of other ongoing efforts, and
can indicate areas better suited to being discontinued.

Supplemental

A supplemental project proposal is required when you need to ask for extra
resources for a project (beyond those originally proposed). The main aim when writing
these proposals is to be able to justify the extra resources and produce updated
estimates of what the project will now take to complete.

If the project’s scope is being increased to have a further reach then this will read
as an extension of the original document with a focus on explaining the benefits of
expanding the scope.

However, if problems or new information have arisen that mean the original goals
require extra resources, you should instead focus on reiterating the benefits that the
project will bring, explain why such problems and/or information weren’t seen in
advance, and reassure the audience that the operation is still worth the investment.

Planning your project proposal

Once you know what kind of proposal you’re writing you need to research and
plan out the document to make sure you don’t miss out any vital information. Although
what you write will vary a little depending on the type of proposal you’re submitting and
the format it’s using, you’ll generally want to:
1. Define your audience
2. Know what problem the proposal tackles
3. Research the current state of the issue
4. Clearly define the proposal
5. Predict the effect this will have
6. Assess the time and resources this will take
7. Create an outline of the document
Proposed Format for a Full Project Proposal

A full proposal should have the following parts:

● Title page: A title page should appear on proposals longer than three to four
pages. The title page should indicate the project title, the name of the lead
organisation (and potential partners, if any), the place and date of project
preparation and the name of the donor agency to whom the proposal is
addressed.

● Project title: The project title should be short, concise, and preferably refer to a
certain key project result or the leading project activity. Project titles that are too
long or too general fail to give the reader an effective snapshot of what is inside.

● Abstract/Executive Summary: Many readers lack the time needed to read the
whole project proposal. It is therefore useful to insert a short project summary, an
abstract or executive summary. The abstract should include: the problem
statement, the project’s objectives, implementing organisations; key project
activities; and potentially the total project budget. Theoretically, the abstract
should be compiled after the relevant items already exist in their long form. For a
small project the abstract may not be longer than 10 lines. Bigger projects often
provide abstracts as long as two pages.

● Context: This part of the project describes the social, economic, political and
cultural background from which the project is initiated. It should contain relevant
data from research carried out in the project planning phase or collected from
other sources.

● Project justification: A rationale should be provided for the project. Due to its
importance, this section is sometimes divided into four or more sub-sections:

● Problem statement: The problem statement provides a description of the

specific problem(s) the project is trying to solve, in order to “make a case”
for the project. Furthermore, the project proposal should point out why a
certain issue is a problem for the community or society as a whole, i.e.
what negative implications affect the target group. There should also be
an explanation of the needs of the target group that appear as a direct
consequence of the described problem.
 ● Priority needs: The needs of the target group that have arisen as a direct
negative impact of the problem should be prioritised. An explanation as to
how this decision was reached must also be included.

● The proposed approach (type of intervention): The project proposal should

describe the strategy chosen for solving the problem and precisely how it
will lead to improvement.

● The implementing organisation: This section should describe the

capabilities of your organisation by referring to its capacity and previous
project record. Describe why exactly your organisation is the most
appropriate to run the project, its connexion to the local community, the
constituency behind the organisation and what kind of expertise the
organisation can provide. If other partners are involved in implementation
provide some information on their capacity as well.

● Project aims: This information should be obtained from the Logframe

Matrix, including the project goal (a general aim that should explain what
the core problem is and why the project is important, i.e. what the
long-term benefits to the target group are), project purpose (that should
address the core problem in terms of the benefits to be received by the
project beneficiaries or target group as a direct result of the project) and
the outputs (i.e. results describe the services or products to be delivered
to the intended beneficiaries).

● Target group: define the target group and show how it will benefit from the
project. The project should provide a detailed description of the size and
characteristics of the target groups, and especially of direct project beneficiaries.

● Project implementation: The implementation plan should describe activities and

resource allocation in as much detail as possible. It is exceptionally important to
provide a good overview of who is going to implement the project’s activities, as
well as when and where. The implementation plan may be divided into two key
elements: the activity plan and the resource plan. The activity plan should include
specific information and explanations of each of the planned project activities.
The duration of the project should be clearly stated, with considerable detail on
the beginning and the end of the project.

In general, two main formats are used to express the activity plan: a
simple table (a simple table with columns for activities, sub-activities, tasks,
timing and responsibility in a clear and readily understandable format) and
 the Gantt chart (a universal format for presenting activities in certain times
frames, shows the dependence and sequence for each activity, see project
management for more info. The resource plan should provide information on the
means necessary to undertake the project. Cost categories are established at
this stage in order to aggregate and summarize the cost information for
budgeting.
✔ Budget: An itemized summary of an organization’s expected income and
expenses over a specified period of time.
✔ Monitoring and evaluation: The basis for monitoring is set when the indicators
for results are set. The project proposal should indicate: how and when the
project management team will conduct activities to monitor the project’s progress;
which methods will be used to monitor and evaluate; and who will do the
evaluation.
✔ Reporting: The schedule of project progress and financial report could be set in
the project proposal. Often these obligations are determined by the standard
requirements of the donor agency. The project report may be compiled in
different versions, with regard to the audience they are targeting.
✔ Management and personnel: A brief description should be given of the project
personnel, the individual roles each one has assumed, and
the communication mechanisms that exist between them. All the additional
information (such as CVs) should be attached to the annexes.
ODULESIT 1: NSTP COMMON MODULES

Learning Outcomes:
After completion of the module, the students will be able to:
1. define Project and Project Implementation;
2. discuss what Service Learning is all about;
3. enumerate the types of Service Learning activities done under the New
Normal; and
4. create an outline based on the implemented project.

Introduction:

After the students have finished doing the need assessment and the approved
project proposal, they are now ready to start the project implementation phase. The
implementation phase involves putting the approved project plan into action. It’s here
that the proponent (students) will coordinate and direct project resources to meet the
objectives of the project plan. As the project unfolds, it’s the students’ job to direct and
manage each activity, every step of the way. That’s what happens in the implementation
phase of the project: students follow the plan they have put together and handle any
problems that come up.
 This module includes compilations about how to implement an approved project
proposals during new normal situations. Copyrighters are acknowledged.

Lesson Proper:

Before anything let’s define project in its simplest definition. A project is a series
of tasks that need to be completed in order to reach a specific outcome. For school
and university setting, a project is an individual or joint activity that is carefully planned
and researched about by students. It can be a research or community extension
assignment - given to a student - which generally requires a larger amount of effort and
more independent work than that involved in a normal essay assignment.

On the other hand, implementation is to put into action a certain project or to

carry out activities proposed in the project with the aim to achieve the objectives and
deliver results and outputs. Unfortunately there are certain projects especially those that
were done in the community like outreach and extension projects were stopped due to
the pandemic.

The COVID-19 pandemic created an incredible impact to the education sector

around the world. From the traditional face-to-face, in-classroom classes, professors
have to shift to virtual learning suddenly, making good use of the available technologies
in their locality. Studying and working from home has become the new normal. While
there are still a lot to debate about its feasibility, educators and learners do not have
much choice in the school year. As President Duterte made in his speech, physical
distancing is a must, and unless there is a vaccine available for this virus, no face – to
face contact is allowed. The government is strict in the implementation of safety
measures to avoid contracting the virus. Many schools, universities and colleges have
already begun their shift to online classes and blended learning. In this scenario,
students and professors need not come to their classrooms but as an alternative,
modules will be given online to ease the learning of the students and meet the courses’
objectives.

With such dilemma, there is a bigger challenge to Schools, Universities, and

Colleges (SUCs) who are offering the NSTP components which is a service – learning
subject – If SUCs are not allowed to physically meet the students, how do they engage
the students to Service-Learning activities in the new normal? How do the students
complete the community-based learning experiences if they will be prohibited to render
services to partner communities?

Service-Learning is the combination of the service component aligned with the

objectives of the course to communities who have the need for such service.
Communities informally educate the students through sharing of local knowledge
experiences and practices which may not be taught in the classrooms. Students may
also learn from their community experiences which are vital to their personal growth and
development.

Normally, in a regular semester before this epidemic, students enrolled in NSTP2

components are prepared for service engagement in a partner community at the start of
classes. Throughout the semester, they are guided to plan, organize, and lead a
program or project that is in line with the needs of chosen community. These include
several visits to the partner communities and develop interaction with the residents. At
the end of the semester, they implement the program or project to the community and
are evaluated by both the teacher and community leader or coordinator. A reflection,
usually in a form of writing, is submitted to measure the learning of the students based
on the objectives of the course.

In the new normal, this may not be possible any longer. Learners may be
forbidden to visit communities, more so render physical services to them.
Communication among students and teachers is also limited online, thus logistics may
also not work. And if they decide to the Service-Learning activities virtually, there will be
questions on the willingness of both the server (student) and the served (client/
beneficiary), particularly the latter, to the relevantly new technology because of the
digital divide especially in less developed countries.

How to conduct Service-Learning or project implementation in the new normal?

The National Service Training Program (NSTP), which is a General Education

course taken by students from all programs, may utilize the Service – Learning such as
indirect service, advocacy, and research. These types of services have minimal or no
physical interaction with the community they are serving. For example:

1. Students can produce a Public Service Announcement (PSA) or a video related to a

particular advocacy and share it in social networking sites.

2. Students can organize Facebook groups, (or other

social media sites) to give micro-entrepreneurs in
partner communities a venue to sell their products.
*Sewing face mask, on line cooking and selling
products etc.

3. Students can develop learning materials and

distribute to parents of pre-school and elementary
pupils who have difficulty accessing the internet in the
blended learning scheme.
4. Students can demonstrate clean and green projects like planting (how to plant and
grow) and sell harvest as part of on line business.

These are already considered as a form of service and does not need direct contact
with the ‘served.’

There is no hard rule in the implementation of Service-Learning. Each course can

be flexible in the integration of the service component in their lessons. In the planning
stage, the teacher and the students can decide on how much weight they are going to
give to the service component. It could be the culminating or final project of their course,
or it could also be just a “quiz.” It can also be a class project (which may not be possible
in Flexible Learning Option), group, or an individual requirement. This flexibility is
brought by the relative freedom given by the teachers to let the students drive the
direction of the course. Both the teacher and the students should feel free to explore the
wonderful world of Service-Learning.

The definition of community may be squeezed to include not just the formal
communities the universities partnered with, but also the immediate environments of the
students. These may include, but not limited to their family and neighborhood,
non-government organizations, minority groups, online groups, people with similar
needs, and the like. Just a word of caution to teachers and students, it is important to
know the needs of their “community” and how the course is aligned into it. It shall be the
responsibility of the teacher to validate the “community” their students are serving.
Projects may also be short term in the meantime, while we are still in transition, unlike in
the old normal where there is continuity in project in partner communities.

COVID - 19 may have changed the setting of how we learn but the purpose of
education remains the same – that is for the students to be able to apply what they have
learned for the greater good of the community. It is a must that teachers and learners
get used to to the new normal. As Charles Darwin said, it is not the most knowledgeable
and the strongest of the species that survive but the one that is able to become
accustomed and adjust to the environment in which it finds itself.

The implementation phase is where the project works to produce the

deliverables. The word “deliverable” means anything the project delivers. The
deliverables for the project include all of the products or services that the student is
performing for the client, or beneficiary. In creating an outline in the implementation of
the project, the following items should be indicated:

PROJECT IMPLEMENTATION OUTLINE:

1. What is your Project Title?

 2. What is the duration of your project?
3. When did your project start? Finish?
3. Who are your client/s?
4. How much did your project cost? (if any)
5. Who helped you with your project?
6. How did you implement your project?
7. How did your project help your client/s?

a. Project Approach Summary

Phase 1 Phase 2 Phase 3

Beginning the Project Developing the Project Concluding the Project
Activity Tools Use Activity Tools Use Activity Tools Use

b. Task Breakdown and Time Estimates

SCHEDULED DATES

LIST OF TASKS Week/ Week/ Week/ Week/ Week/ Week/

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

c. Material/s Costing

No Description Units Costs

 Total Cost

The implementation of a project requires creativity, problem-solving, and

innovation that helps prepare students for increasingly complex life and work
environments. Because many performances cannot easily be quantified, teachers want
to be as specific about their expectations on the student project as possible. Therefore,
there are things to consider in making a project. There should be clear expectations for
the project. It should help students understand how the project will not only benefit them
but also their clients.

UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES

Learning Outcomes:
After completion of the module, the students will be able to:
1. determine the purpose and importance of functional literacy and numeracy
and the different principles and techniques to facilitate learning
2. select appropriate instructional materials for the selected learners in the
community
1. acquire the essential skills in teaching children, out-of-school youth, and any
other segments of society in need of their services on the fundamentals of
literacy
2. enhance their active participation in imparting the essential skills on literacy
among adopted communities
3. learn the basics of lesson planning as a guide to effectively teach the children
in adopted communities
4. develop their sense of self-worth as student-teachers in adopted communities
5. develop practical instructional materials to cater needs of the learners

Introduction:

Literacy traditionally means the ability to read and write. The modern term’s
meaning has been expanded to include the ability to use language, numbers, images,
computers, and any other basic means to understand, communicate, gain useful
knowledge,solve mathematical problems, and use the dominant symbol systems of a
culture
In a civilized like the Philippines, every citizen should be able to read and write. If
not, he will be counted among those labeled as illiterates. As an illiterate person, one
has to endure realistic complexities and intricacies in life. If one is unable to read and
write, he cannot compute his own income and expenses,not preserve his own financial
records. It other words,an illiterate person feels unconfident and frail; hence,he suffers
from an unrealistic feeling of general inadequacy.
When RA9163 or the NSTP Act of 2001 was enacted into law, students in tertiary
schools enrolled in any of the three (3) components of NSTP somewhat contributed to
the betterment of the community. Literacy Training service (LTS), as one component
that is designed to train students in teaching literacy and numeracy skills to school
children and out-of-school youth, readily conducts programs and advocacies that will
enhance the learning of children within the partner communities.
.
Lesson Proper:

Basic Lesson Planning

An effective LTS usually refers starts with the proper profiling of children and
out-of-school youth in partner communities. This will be the basis of NSTP students on
what approach to utilize in their community outreach activities. On the other hand, it is
necessary for these NSTP students to be acquainted with the basics of lesson planning
that will serve as guide in their instruction.
The Department of Education recognizes that instructional planning is essential
to successful teaching and learning (Enclosure to DepEd Order No. 42, s2016). The
legal basis of which is Article IV, Section 2 of the Code of Ethics for Professional
Teachers adopted in 1997 through Board Resolution No. 435 by the Board of
Professional Teachers stating that, “Every teacher the highest standards of quality
education, shall make the best preparations for the career of teaching, and shall be at
his best at all times in the practice of his profession.”

Instructional Planning
Instructional planning is the process of determining what learning opportunities
students in school will have by:

1. Planning the content of instruction

2. Selecting teaching materials
3. Designing the learning activities and grouping methods; and
4. Deciding on the pacing and allocation of instructional time.

Below are the benefits of instructional planning:

1. Increases teacher’s chance of carrying out of a lesson successfully;

2. Allows teachers to be more confident before starting a lesson;
3. Inculcates reflective practice as it allows teachers to think about their teaching;
4. Facilitates learning and responds to learner’s needs inside the classroom;
5. Helps teachers have mastery of learning and responds to learner’s needs inside
classroom;
6. Helps teachers relearn what they need to teach;
7. Helps teachers know their learners, teach what students need to learn – ensures
curriculum coverages, and;
 8. Helps teachers identify expectations for learners, choose the materials, and
organize the sequential activities.

Lesson Planning
The following is a detailed discussion of lesson planning as indicated in
enclosure to DepEd No. 42, s. 2016.
Lesson planning is one way of planning instruction. Lesson planning is a way of
visualizing a lesson before it is taught. According to Scrivener (2005), a planning a
Lesson entails “prediction, anticipation, sequencing, and simplifying.” Lesson
planning is a critical part of the teaching and learning process. The objective of
lesson planning is learning. Lesson planning helps teachers set learning targets. It
also helps teachers guarantee that learners reach those targets. By planning
lessons, teachers are able to see to it that daily activities inside the classroom lead
to learner progress and achievement or the attainment of learning outcomes.

Elements of a Lesson Plan

a. What should be taught? The teacher must have a deep understanding of the
curriculum and strive to teach its content. In planning daily lessons, teachers
need to follow the curriculum guide of t e learning area being taught. Using the
guide, teachers can plan the many ways to teach what it contains including the
content standards or the essential knowledge that students need to learn,
performance standards or the abilities and skills leaners need to demonstrate in
relation to the knowledge they have learned, and learning competencies or the
knowledge, skills and attitudes learners need to demonstrate in every lesson.
b. How should it be taught? With a lesson plan, teachers can predict which part of
the lesson learners will have difficulty understanding. Teachers can then prepare
strategies that help learners learn, build learners’ understanding, and respond to
learners’ needs.
c. How should learning be assessed? Effective teachers do not only prepare
lessons plans,they also prepare an assessment or specifically a formative
assessment plan. This means that a lesson plan should embody the unity of
instruction and assessment. While planning lessons, teachers need to be able to
identify reliable ways to measure learner’s understanding.

Teaching Strategies
An instructional strategy is what a teacher uses in the classroom to achieve the
objectives of a lesson. A teacher can use a strategy or a combination of strategies.

*Note: Please see pages 185-188

Espiritu, R. I. (2018). National Service Training Program. Malabon: Mutya Publishing House, Inc.
.
Evaluation Tools
Evaluation tools are necessary to assist teachers, specifically NSTP students,
assess engagement practices and evaluate the progress of the children being taught.
This will also enable them to implement strategies to further strengthen their
engagement. Further, the NSTP students will be able to identify where they are placed
on a continuum of engagement and where work can be celebrated and further
developed.
Ron Spreeuwenberg (August 25, 2015), listed a number of education
assessment tools that can be used to better assess the progress of the children.

*Note: Please see pages 189-190

Espiritu, R. I. (2018). National Service Training Program. Malabon: Mutya Publishing House, Inc.
.
C Emergent Literacy

Considering that most of the children being taught in partner communities are a
street children and/ or those who have not attended a formal school yet, it is important
to understand the concept of emergent literacy, which is an appropriate approach in the
conduct of Literacy Training Services.

What is Emergent Literacy?

Emergent literacy is defined as the developmental steps a young child takes prior
to actually reading a text, including interacting with a book, responding to texts, and
pretending at reading or writing before actually being able to do so. A student who has
achieved emergent literacy has oral language skills, phonological awareness, print
awareness, and letter awareness. Emergent Literacy builds future reading and
vocabulary skills.
Required Skills and Knowledge for Emergent Literacy

A number of skills and abilities define a student’s acquisition of emergent literacy.

To successfully achieve this, a student should manifest:

1. Print Motivation
Print motivation is the first step of emergent literacy. Through this step, children
become interested in print materials because this step occurs the child can
actually read or write. The child’s interest is seen through the enjoyment of being
read to, playing with books, and pretending to read and write.

2. Vocabulary
Vocabulary development is a significant predictor to a child’s overall academic
achievement. Vocabulary can be measured or seen as a child’s ability to know to
read or write.

3. Print awareness
Print Awareness is the step in which children learn how to handle a book and
begin to recognize the differences between letters and words. During this step
children also learn how texts are organized, realizing that reading is completed
from left to right and from the top of the page to the bottom of the page.

4. Narrative skills
 Narrative skills refer to the literacy step when children develop the ability to tell a
story or describe a sequence of events.

5. Letter awareness
Letter awareness occurs when children understand that letters are unique from
each other and begin to recognize different letters and their sounds.

6. Phonological awareness
Phonological awareness is the process by which children begin to understand
that words are made up of different sounds or phonemes, and that stringing
these sounds together creates words and results in meaning.

D Numeracy Training Course

The development of numeracy skills involves the act of teaching children the
concepts and skills in ways that relationships and connections are formed and apply
them meaningfully in their daily experiences.
When children first come to a preschool center, they bring with them knowledge
and experiences about numbers, shapes, and space in the environment. They see
numeracy concepts and skills being used at home and in the community. For children to
make sense of their daily encounters with numeracy, teachers should build on this prior
knowledge by designing learning activities that enable them to make connections
between what they already know and can do, and what we have planned for them to
learn in relevant and realistic contexts. Children should be provided with many hands-on
learning experiences so that they can construct their own understanding. When children
have opportunities to manipulate concrete materials, they will notice relationships in
numeracy, how they connect to one another and with other learning areas.

Numeracy in the Early Years

Children’s thinking in the early years is naturally dominated by their perception or
what their senses tell them. To help them in the learning and development of various
abstract numeracy concepts, teachers must provide them with opportunities to:

● explore with objects

● hear the sounds of the words representing the objects
● look at pictures of the objects
● recognize written words or symbols in their daily play experiences
● talk about their solutions when solving problems

These opportunities will help them in the development of skills and concepts,
such as matching, sorting,comparing,ordering, patterning, counting ad number sense,
basic shapes, and space.
*Note: Please see pages 190-196
Espiritu, R. I. (2018). National Service Training Program. Malabon: Mutya Publishing House, Inc.
.
E Computer-Based Literacy
A computer-based literacy training course is a comprehensive series of training
courses that teaches the essential computer concepts and skills needed in today’s
digital world.
The computer literacy training course is the basis for lifelong learning. This is
especially applicable to children in an environment that is full of information from
multiple technologies. In other words, this course is a set of cognitive and practical skills
with a proper for a better appreciation of the intended recipients.
Some of he topics in the computer literacy training course are the following:
a. basic computer skills
b. surfing the internet
c. email
d. Microsoft office
F Suggested Community Outreach Activities for LTS

Talking, singing, playing sound and word games, reading, writing, and drawing
with children are great ways to set a good literacy foundation.

*Note: Please see pages 189-190

Espiritu, R. I. (2018). National Service Training Program. Malabon: Mutya Publishing House, Inc.

Talking and Singing

a. Talking and singing with young children helps them to develop listening and
speaking skills. Here are some ideas to get you started:
b. Use rhyme whenever you can. Use phrases like ‘snug as a bug in a rug’ or
make up nonsense rhymes about things you’re doing – for example, ‘putting fish
in the cat’s dish’.
c. Sing nursery rhymes with your child. Nursery rhymes teach your child
language, rhyme, repetition and rhythm. You could try ‘Baa baa black sheep’,
‘Miss Polly had a dolly’ or the ‘Alphabet song’.
d. Repeat sounds your child makes, or make up sounds and see whether your
child can copy them. For example, ‘Cows say moo. Can you say moo?’
e. At mealtimes, talk about the food you’re preparing, what you’re doing to it,
how it tastes and what it looks like.
f. Talk about objects inside and outside the house – for example, the rustling of
leaves, or the sounds of the birds or traffic. Ask your child if she can make the
sounds for wind, rain, water, aeroplanes, trains and cars.
g. Play games like ‘I spy’ using colours. This can be lots of fun, especially
for preschoolers. For example, ‘I spy with my little eye, something that’s green.
What’s something green I might be looking at?’.

Phonological Awareness – Hear and Know Sounds in Words

 When children recognize rhymes, syllables and beginning sounds in words, they
can figure out how to break words into parts when trying to sound them out.
To help children hear and know the sounds in words, read

● Stories with rhyming words.

● Songs written in a book's format.
● Poetry or nursery rhymes.
● Books with alliteration (where the first letter in words begin with the same letter).
● Books featuring different sounds (animals, instruments, etc.).

Put literacy into motion to help children develop phonological awareness:

READ poems and Mother Goose rhymes. The rhythm of the rhymes mimics English
patterns of speech and promotes expression and fluency in reading.
TALK about rhymes and beginning sounds. Take a word from a story and make up
words that rhyme with it or other words that start with the same sound.
SING songs with animal sounds, like “Old MacDonald Had a Farm” or “Six Little Ducks.”
WRITE a book with children that contain pictures and words of objects that rhyme or
have the same beginning sound.
PLAY a variety of games:

● Play “I Spy” where children find objects in a room that rhyme with words.
● Clap the syllables in their names or choose words from a story.
● Create tongue twisters that begin with the same sound. (“Sam went to the store
to select soup, sausage and steak.”)

About Literacy Activities

https://www.playgroupnsw.org.au/ParentResources/EarlyChildhoodDevelopment/Talkingsingin
g-Literacyactivitiesforlittleones

G Instructional Materials

● Learning materials in teaching are crucial to

the success of student achievement. That is, the
instructional components of lesson planning in
teaching depend on the selection of teaching
materials. "Teaching materials" is a generic term used
to describe the resources teachers use to deliver
instruction.
● Teaching materials can support student
learning and increase student success. Ideally, the
teaching materials will be tailored to the content in
which they're being used, to the students in whose
class they are being used, and the teacher.
 ● Teaching materials come in many shapes and sizes, but they all have in common
the ability to support student learning.
● Teaching materials can refer to a number of teacher resources; however, the
term usually refers to concrete examples, such as worksheets or manipulatives.
Learning tools or games help students develop new knowledge. As students
develop new learning skills, they practice with new learning tools. Teaching
materials are different from teaching resources, the latter including more
theoretical and intangible elements, such as essays, support from other
educators, and/or places to find teaching materials.

Instructional materials
https://www.theclassroom.com/importance-learning-materials-teaching-6628852.html

Learning Outcomes:
After completion of the module, the students will be able to:
1. develop awareness on the importance of monitoring and evaluation;
2. identify the steps and types of monitoring and evaluation;
3. acquire concrete ideas in preparing a modified monitoring and evaluation
system.
Introduction:
Monitoring and Evaluation (M&E) is used to assess the performance of projects,
institutions and programmes set up by governments, international organizations and
NGOs. Its goal is to improve current and future management of outputs, outcomes and
impact. This topic focuses on the students’ understanding and learning the effective and
efficient process on the latter.

Lesson Proper:
TYPES OF MONITORING AND EVALUATION (M&E)

Monitoring is the systematic and routine collection of data during project

implementation for the purpose of establishing whether an intervention is moving
towards the set objectives or project goals. In this case, data is collected throughout the
life cycle of the project. The data collection tools are usually embedded into the project
activities in order to ensure that the process is seamless. There are several types of
monitoring in M&E and they include process monitoring, technical monitoring,
assumption monitoring, financial monitoring and impact monitoring.

Process monitoring/ physical progress monitoring

In process monitoring, routine data is collected and analyzed in order to establish
whether the project tasks and activities are leading towards the intended project results.
It authenticates the progress of the project towards the intended results. This kind of
monitoring measures the inputs, activities and outputs. In other words, process
monitoring answers the questions “what has been done so far, where, when and how
has it been done?” Most of the data collected during project implementation usually
serves this kind of monitoring.

Technical monitoring
Technical monitoring involves assessing the strategy that is being used in project
implementation to establish whether it is achieving the required results. It involves the
technical aspects of the project such as the activities to be conducted. In a safe water
project for example, physical progress monitoring may show that there is little or no
uptake of chlorination as a water treatment strategy. Technical monitoring may establish
that this could be a result of installing chlorine dispensers at the water source and
women are too time constrained that they have no time to line up to get chlorine from
the dispensers. This may prompt a change of strategy where the project might opt for
household distribution of bottled chlorine.

Assumption monitoring
Any project has its working assumptions which have to be clearly outlined in the
project log frame. These assumptions are those factors which might determine project
success or failure, but which the project has no control over. Assumption monitoring
involves measuring these factors which are external to the project. It is important to
carry out assumption monitoring as it may help to explain success or failure of a
project1. For example, a project that was promoting the use of contraceptives may
realize that uptake of use of contraceptives has dropped. The drop in use of the
contraceptive could however, be attributed to increased taxation on the importation of
contraceptives in the country which makes them more expensive, rather than on project
failure.

Financial Monitoring
Just like the name suggests, financial monitoring simply refers to monitoring
project/ program expenditure and comparing them with the budgets prepared at the
planning stage. The use of funds at the disposal of a program/project is crucial for
ensuring there are no excesses or wastages. Financial monitoring is also important for
accountability and reporting purposes, as well as for measuring financial efficiency (the
maximization of outputs with minimal inputs).

Impact Monitoring
Impact monitoring is a type of monitoring which continually assesses
the impact of project activities to the target population. Indeed, impacts are usually the
long term effects of a project. However, for projects with a long life span or programs
(programs have no defined timelines) there emerges a need for measuring impact
change in order show whether the general conditions of the intended beneficiaries are
improving or otherwise2. In this case, the manager monitors impact through the
pre-determined set of impact indicators. Monitoring both the positive and negative
impacts, intended and un-intended impacts of the project/program becomes imperative.

References
1. Water Affairs and Forestry Department, Republic of South Africa. Project Monitoring
and Evaluation. 2005

2. Dannish Demming Group. Impact Monitoring: An Introduction. 2012

TYPES OF EVALUATION

1. Participatory Evaluation in which representatives of agencies and stakeholders

work together in designing, carrying out and interpreting an evaluation.

2. Process based an evaluation of the internal dynamics of a project, its policy

instruments, its service delivery mechanisms, its management practices, and the
linkages among these.

3. Outcome based evaluation it facilitates the asking if the organization is doing

right activities to bring about the expected outcomes.

10 Steps To Design a Monitoring and evaluation (M&E) System

Before launching into the steps, please note that the development of a M&E
system is a participatory exercise. Staff at different levels of the organisation who will be
expected to maintain or use the new M&E system should always be consulted. This
might include staff at head offices or secretariats, staff in regional or country offices, and
staff at programme or project level.
Step 1: Define the scope and purpose
This step involves identifying the evaluation audience and the purpose of the
M&E system. M&E purposes include supporting management and decision-making,
learning, accountability and stakeholder engagement.
Will the M&E be done mostly for learning purposes with less emphasis on
accountability? If this is the case, then the M&E system would be designed in such a
way as to promote ongoing reflection for continuous programme improvement.
If the emphasis is more on accountability, then the M&E system could then collect and
analyse data with more rigor and to coincide with the reporting calendar of a donor.
It is important that the M&E scope and purpose be defined beforehand, so that the
appropriate M&E system is designed. It is of no use to have a M&E system that collects
mostly qualitative data on an annual basis while your ‘evaluation audience’ (read:
'donor') is keen to see the quantitative results of Randomised Controlled Trials (RCTs)
twice a year.

'Be on the same page as the ‘evaluation audience''

Step 2: Define the evaluation questions

Evaluation questions should be developed up-front and in collaboration with the
primary audience(s) and other stakeholders who you intend to report to. Evaluation
questions go beyond measurements to ask the higher order questions such as whether
the intervention is worth it or if it could have been achieved in another way (see
examples below).
Step 3: Identify the monitoring questions
For example, for an evaluation question pertaining to 'Learnings', such as
"What worked and what did not?" you may have several monitoring questions such as
"Did the workshops lead to increased knowledge on energy efficiency in the home?" or
"Did the participants have any issues with the training materials?".

The monitoring questions will ideally be answered through the collection of

quantitative and qualitative data. It is important to not start collecting data without
thinking about the evaluation and monitoring questions. This may lead to collecting data
just for the sake of collecting data (that provides no relevant information to the
programme).

Step 4: Identify the indicators and data sources

In this step you identify what information is needed to answer your monitoring
questions and where this information will come from (data sources). It is important to
consider data collection in terms of the type of data and any types of research design.
Data sources could be from primary sources, like from participant themselves or from
secondary sources like existing literature. You can then decide on the most appropriate
method to collect the data from each data source.

“Data, data and more data”

Step 5: Identify who is responsible for data collection, data storage, reporting,
budget and timelines
It is advisable to assign responsibility for the data collection and reporting so that
everyone is clear of their roles and responsibilities.

Collection of monitoring data may occur regularly over short intervals, or less
regularly, such as half-yearly or annually. Likewise the timing of evaluations (internal
and external) should be noted.
You may also want to note any requirements that are needed to collect the data
(staff, budget etc.). It is advisable to have some idea of the cost associated with
monitoring, as you may have great ideas to collect a lot of information, only to find out
that you cannot afford it all.
Additionally, it is good to determine how the collected data will be stored. A
centralised electronic M&E database should be available for all project staff to use. The
M&E database options range from a simple Excel file to the use of a comprehensive
M&E software such as LogAlto.
LogAlto is a user-friendly cloud-based M&E software that stores all information
related to the programme such as the entire log frame (showing the inputs, activities,
outputs, outcomes) as well as the quantitative and qualitative indicators with baseline,
target and milestone values. LogAlto also allows for the generation of tables,
scorecards, charts and maps. Quarterly Progress reports can also be produced from
LogAlto.

Step 6: Identify who will evaluate the data and how it will be reported
In most programmes there will be an internal and an independent evaluation
(conducted by an external consultant).
For an evaluation to be used (and therefore useful) it is important to present the findings
in a format that is appropriate to the audience. A 'Marketing and Dissemination Strategy’
for the reporting of evaluation results should be designed as part of the M&E system.
See my article, ‘4 Reasons Why No One Reads Your Evaluation Report’ for more
information on this.

‘Have a strategy to prevent persons from falling asleep during the presentation of
evaluation findings’
Step 7: Decide on standard forms and procedures
Once the M&E system is designed there will be a need for planning templates,
designing or adapting information collection and analysis tools, developing
organisational indicators, developing protocols or methodologies for service-user
participation, designing report templates, developing protocols for when and how
evaluations and impact assessments are carried out, developing learning mechanisms,
designing databases and the list goes on Simister, 2009.
However, there is no need to re-invent the wheel. There may already be examples of
best practice within an organisation that could be exported to different locations or
replicated more widely. This leads to step 9.

Step 8: Use the information derived from Steps 1- 7 above to fill in the 'M&E
System ‘template
You can choose from any of the templates presented in this article to capture the
information. Remember, they are templates, not cast in stone. Feel free to add extra
columns or categories as you see fit.

Step 9: Integrate the M&E system horizontally and vertically

Where possible, integrate the M&E system horizontally (with other organizational
systems and processes) and vertically (with the needs and requirements of other
agencies). Simister, 2009
Try as much as possible to align the M&E system with existing planning systems,
reporting systems, financial or administrative monitoring systems, management
information systems, human resources systems or any other systems that might
influence (or be influenced by) the M&E system.

Step 10: Pilot and then roll-out the system

Once everything is in place, the M&E system may be first rolled out on a small
scale, perhaps just at the Country Office level. This will give the opportunity for
feedback and for the ‘kinks to be ironed out’ before a full scale launch.
Staff at every levels be should be aware of the overall purpose(s), general overview and
the key focus areas of the M&E system.
It is also good to inform persons on which areas they are free to develop their
own solutions and in which areas they are not. People will need detailed information
and guidance in the areas of the system where everyone is expected to do the same
thing, or carry out M&E work consistently.
This could include guides, training manuals, mentoring approaches, staff
exchanges, interactive media, training days or workshops.

Final Thoughts
In conclusion, a good M&E system should be robust enough to answer the
evaluation questions, promote learning and satisfy accountability needs without being
so rigid and inflexible that it stifles the emergence of unexpected (and surprising!)
results.

Kruno Karlovcec, a fellow blogger made a valid observation that the 10 steps
should be envisioned as a loop, with the last step feeding back into Step 1. This is
better than a sequentially ordered process. A feedback loop facilitates continuous
development and improvement. I quite agree! Thanks Kruno.

UNIT 1: NSTP COMMON MODULESIT 1: NSTP COMMON MODULES

Learning Outcomes:
After completion of the module, the students will be able to:
1. Identify an accomplishment and Narrative Report;
2. Differentiate accomplishment from Narrative Report; and
3. Create an accomplishment and Narrative report based on the community
project made

Introduction:

Whenever an objective is met, that means that something has been done in
order to accomplish it. So let’s say that you’ve completed your implemented project. You
have to learn how to write down the details of your accomplishments and of course your
narrative report which will be submitted before the end of this semester. The reason for
this is to find out what you have learned and how you accomplished all the needed
requirements in this NSTP 2 subject.
This module includes compilations about how to create an accomplishment and
narrative report based on the project being implemented. Copyrighters are
acknowledged.

Lesson Proper:
What is an Accomplishment Report?

An accomplishment report details the goals that were met within a specific time
period. It requires a lot of information gathering and prep work. Before starting to make
an accomplishment report, it’s important to have the necessary data on hand before.
Start taking down all major accomplishments as they happen in a timeline. That way,
when it comes time to write the report, a lot of the prep work is completed.
Source: https://www.template.net/business/report-templates/accomplishment-report/

Preparing to Write an Accomplishment Report

Accomplishment report is the summary of the things you have done or made
throughout the whole service learning course from the (community) survey, planning,
until the evaluation of the project. In order to do this, you have to write down the time
frame for your report. An accomplishment report can be done from the date you started
recording all the activities and accomplishments.

How to Format an Accomplishment Report

Instead of writing several pages of dense paragraphs, which can be difficult to

absorb, it’s best to vary the formatting of your report. It can be done in a tabular format.
You can include photographs of your activities and those who helped accomplish your
goals. You can also create info-graphics that engage the reader and tell a story about
the accomplishments. Use desktop publishing software to create a polished and formal
document that invites the reader to engage with all of the content. Be sure to use a
combination of paragraph form and bullet points, as well as a variety of headings to
organize your report. Example:

I. Project Title:
II. Duration:
III. Proponent/S:
IV. Budget/ Source Of Fund:
V. Project Summary:
VI. Accomplished Activities:

NO. TITLE DATE

STRATEG RECIPIEN VENUE DOCUME
Y/ T/S NTATION
ACTIVITY
MADE
Covid19 May 24, Story 12 children Brgy. San (Pictures)
Awarene 2020 Telling in the Jose
ss Neighborh
ood
 Based on the accomplishments you’re going to have to include all of the
necessary details. Understanding how to write such a report well can make a big
difference in whether you are perceived as a success or someone that isn’t exactly
meeting the standards of the company.
So here are the steps that will help you make a proper accomplishment report
summary:
1. Open With a Summary Paragraph
At the very top of your accomplishment report, you’re going to have to provide a
summary of the report’s entire overview. This will basically give the reader a short
rundown of the things that you’ve managed to accomplish.
2. Provide Details That Will Backup the Points in Your Summary
Since you’ve already provided your points, the next step is to back them up. This
would mean you’re going to have to point out specifics further down in the report. Use
outline form.
3. Make Use of Professional Formatting
You don’t want your report to look like a jumbled mess or something that you just
decided to cook up last minute. You want the document to look organized, in a
professional font, and on paper that will make it look even better.

4. Keep Track of Time Period Where You Have to Write Down all
Accomplishments
It’s best that you have a journal in which you can write down all of the details
regarding how certain goals have been accomplished. Also, having the journal will make
it much easier for you end as you gather accomplishments as soon as they happen.
5. Provide Visuals
Include a few charts or graphs if you think they will help the reader visualize all of
the data you want to present in the report.
6. Focus on the Challenge, Actions, and Results
This is one of the best techniques that will help you document and organize your
accomplishments and it’s recommended that you do this.
7. Focus on Your Accomplishments
This is the main reason for your entire report. While you’re picking out all of the
school – related accomplishments that you want to present in the report, you have to
think about the ones that are relevant to the objectives and those that you are
particularly proud of. While it’s important to tell your reader about your
 accomplishments, don’t throw in too many details that could possibly overwhelm or
wastes the reader’s time. Focus on things such as how difficult it was for you to achieve
these goals or the impact once you were able to achieve them.
8. Explain Your Value
Don’t just point out the results of what you’ve worked hard for, you also
want to point out just how valuable these accomplishments are to you.
9. Proofread the Report Before Submission
Remember to treat this as a formal document as the information in here is what
you’re going to present to your professor and classmates if ever. It won’t exactly make
you look good if you create something that looks as if it were just tossed together as
unprofessionally as one could possibly make it.
● You’re going to have to proofread the report for any grammar, punctuation, and spelling
errors. Remember that you should also spot for errors in terms of information. You might
end up writing down an accomplishment that you didn’t achieve and fail to mention
those who helped you.

DISCUSSING NARRATIVE REPORT

The following discussion is based on the source:
https://snappyessays.com/blog/how-to-write-a-narrative-report/ Acknowledge:
Copyright. SnappyEssays.com 2016 - 2020
Before we cover the details of narrative report writing, it is important we define
what it is. Narrative Report Writing is the process of writing a report in a story-like
manner. It narrates events in a sequential manner that has a beginning, body, and
conclusion. Making these reports in a narrative form helps the reader to grasp the sense
of what the report contains because they can get a clear picture of what happened and
in a chronological order.

THE DETAILS OF NARRATIVE REPORT

When making a narrative report, you need to stick to the details that should be
known by the readers. Since this report focuses on what happened, you need to spice it
with journalistic elements. By giving it a journalistic angle, you have to make the reader
get the following essential details: who did what, where, why, and when it happened.
This way, you give your reader a graphic description of events.
NEED HELP?
THE STRUCTURE OF A NARRATIVE REPORT
 This section will show you the format to follow when writing a narrative report.

The introduction
You should ensure that this section of your report gives the reader the topic you
are going to discuss. Let it grab the attention of your reader.

The body

This section of your report will have all the details that strengthen what you
introduced in the first paragraph.

The conclusion

This section of your narrative report should summarize your ideas as you
presented them in the body. Ensure that your conclusion interweaves everything in a
single theme.

1. Proofing and editing your report

You have to proofread the report to spot and remove any grammar errors. You should
also check it to ensure that it flows as per the instructions and whether you have written
everything within your topic.

Additionally, check the report to ensure that you have not go off the pointed into
irrelevant details that your readers don’t need to know and delete them. Likewise, you
should examine your narrative report to make sure you include any relevant information
you may have forgotten to write.

This lesson has provided you with a comprehensive coverage of what you need
to know about how to write an accomplishment and narrative report for a project. An
example of a narrative report format is given on the next page.

Page 1:

1. Title: Narrative Report

2. A Compilation Of Narrative Experiences In
3. In Partial Fulfillment Of The Requirements For Nstp 2
4. Name Of Student
5. Date Submitted
6. Name Of Facilitator
Page 2: ACKNOWLEDGEMENT/ DEDICATION

For the Next Pages it should include the following:

I. INTRODUCTION
a. Background of the project and Recipient
b. Location Map:
II. NARRATIVE ACTIVITIES WITH PICTURES :
III. ADDITIONAL DOCUMENTS (IF ANY)

a) Student Weekly Logbook

b) Pictures With Caption.
IV REFLECTION EXPERIENCES: This can be included in the Narrative Paragraph.

A. This is what I did: (Assignments or given responsibilities)

B. This is what I learned:
C. I helped:
D. I think that the project made a difference because:
E. My thoughts and feelings as I did the project were:
F. Next time I would:
G. As I look back at the WHOLE NSTP EXPERIENCE, those that I accomplished
were:
H. I would apply the skills that I learned from the project in this way:
I. Overall I feel that the project:
This is how I can share what I learn:

V. DOCUMENTATIONS WITH CAPTIONS: