New TIP Course 2 DepEd Teacher

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com/
CORE COURSE
The DepEd Teacher
2
in collaboration with
Philippine National
Research Center for Teacher Quality
Module 1 – Understanding the K to 12
Session 1: The K to 12 Basic Education Program: Legal Bases
Required Task 1: Review/Research/Independent Learning

This activity will draw upon your prior knowledge or concepts that you may have learned in Teacher Education Institutions
or seminars that you might have attended. In case you can’t answer the questions, it is an opportunity for you to research
about the topic, or you may even ask your colleagues or your mentor.
Questions Answers Feedback 5

RA10533 is an act that enhances the basic education system in the
Which Act enhances the Philippine basic Philippines. It aims to provide quality education that is relevant,
education system by strengthening and responsive, and inclusive for all learners. It also introduces the K to
updating its curriculum to become at par C 12 curriculum, which adds two years of senior high school to the
with the global education system existing 10-year cycle.
by providing two more years for basic
education?
a) RA 10157
b) RA 10524
c) RA 10533
d) RA 10931
Which policy guidelines on the K to 12 Basic DepEd Order No. 21, s. 2019 is a policy document that outlines
Education Program provides context to and the context, features and programs of the K to 12 Basic
articulate its contexts, features and programs? D Education Program in the Philippines. It aims to provide a
a) DepEd Order (No. 1, s. 2019) comprehensive explanation of the program and its components
b) DepEd Order (No. 8, s, 2019) across all key stages. It also serves as a reference point for the
c) DepEd Order (No. 9, s. 2019) monitoring and evaluation of the program. The policy integrates
d) DepEd Order (No. 21, s. 2019) many of the existing policies and guidelines on K to 12 and
clarifies some of the issues and concerns raised by various
stakeholders.
Questions Answers Feedback
RA10157 is a law that institutionalizes kindergarten education as
part of the basic education system in the Philippines. It aims to
What act made Kindergarten mandatory for all
A provide equal opportunities for all children to avail of accessible
learners?
mandatory and compulsory kindergarten education that effectively
a) RA 10157 promotes physical, social, intellectual, emotional and skills
stimulation and values formation to sufficiently prepare them for
b) RA 10524 formal elementary schooling. It also adopts the mother tongue-based
multilingual education (MTB-MLE) method as the primary medium
c) RA 10533
6 of instruction for teaching and learning in the kindergarten level.
d) RA 10931
Which does NOT show the characteristics of the The K to 12 Program does not only prepare individual to pursue a
K to 12 graduates? C career by working abroad, it aims to prepare individuals for tertiary
a) They are holistically developed education, middle-level skills development, employment, and
Filipinos who have built foundations entrepreneurship.
for learning throughout life.
b) They are individuals equipped with
information, media and technology
skills, learning and innovation skills,
life and career skills, and
communication skills.
c) They are individuals who pursue
their careers for personal
development to work abroad.
d) They can take challenges and take
advantage of the opportunities of
the 21st century.
The K to 12 Program is a comprehensive educational reform that
How many key stages does the K to 12 Program C aims to prepare students for the 21st century. It consists of four key
contain? stages: Kindergarten, Elementary, Junior High School and Senior
a) 2 High School. Each stage has a specific curriculum and learning
b) 3 outcomes that are aligned with the national and global standards.
c) 4
d) 5
How old is the prerequisite age for preparatory B According to the Enhanced Basic Education Act of 2013 (Republic
education as defined in the Enhanced Basic Act No. 10533), the prerequisite age for preparatory education is
Education Act of 2013? five years old. This means that a child must be five years old by
a) 4 October of a given school year to be admitted to kindergarten .
b) 5
c) 6
d) 7
The SHS curriculum is composed of three main components:
The SHS curriculum formulation is a step C core subjects, applied subjects, and specialized subjects. Core
towards the realization of the Philippine subjects are the basic learning areas that all students must take.
Qualifications Framework (PQF) and is the Applied subjects are designed to enhance the skills and
main policy for the implementation of the new competencies of students in their chosen track or strand.
13-year cycle of basic education. What Specialized subjects are specific to each track or strand and
comprises the SHS curriculum? prepare students for higher education, employment, or
a) Basic Subjects, Applied Track, entrepreneurship.
Specialized Subjects
b) Basic Subjects, Applied Track,
Selected Subjects
c) Core Subjects, Applied Track,
d) Core Subjects, Selected Track,
10
Required Task 2: Independent Learning
Since 2012, DepEd already issued infographics on the Frequently Asked Questions about K to 12 Basic Education Program.
Answer the following questions by navigating the Internet or by talking with your colleagues and/or mentor.
You may also click on the link: https://www.officialga- zette.gov.ph/k-12/?fbclid=IwAR3tiokqamN6sww9P-jx-

PwFYM3G0vcbdK2p0i4EsU8MWNgEk7HrlH4JhrSw.
Is the K to 12 a product of YES The K to 12 Basic Education Program is a product of collaboration with other agencies, such
collaboration with other as the Commission on Higher Education (CHED), Technical Education and Skills
agencies? Development Authority (TESDA), Department of Labor and Employment (DOLE), and
various industry partners. The program aims to align the basic education curriculum with the
needs and demands of the 21st century, and to prepare the graduates for higher education,
employment, or entrepreneurship. The program also involves the participation of parents,
teachers, students, and other stakeholders in the education sector.
Is the shift from the Basic The shift from the Basic Education Curriculum to the K to 12 Program in the Philippines was
Education Curriculum to K to not conceptualized solely by the Department of Education (DepEd). The K to 12 Program was
12 Program conceptualized by developed through a collaborative effort involving various stakeholders, including educators,
DepEd alone? experts, policymakers, and representatives from different sectors.
Additionally, consultations and discussions were held with parents, teachers, students, and
educational experts, to gather feedback, insights, and suggestions. These inputs helped shape
the K to 12 Program and ensure that it was aligned with the needs and aspirations of the
Filipino learners.
Overall, the conceptualization of the shift from the Basic Education Curriculum to the K to 12
Program involved a collaborative and consultative process, with the DepEd working in
coordination with other stakeholders to design and implement the program.
Was Kindergarten Education NO Before the implementation of the K to 12 Program in the Philippines, Kindergarten education
mandatory before the K to 12 was not mandatory. The previous basic education system in the Philippines consisted of a 10-
Program? year cycle, starting from Grade 1 (around 6 years old) up to the fourth year of high school
(Grade 10).
Kindergarten education was seen as a preparatory stage for children before entering Grade 1,
but its attendance was not compulsory. However, many parents and schools recognized the
importance of early childhood education and voluntarily enrolled children in Kindergarten
programs to provide them with a foundation for formal schooling.
Is Republic Act No. 10533 YES Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, serves as
the basis for the additional the legal basis for the additional two years of Senior High School (SHS) in the Philippines.
two years of Senior High This law was enacted to implement the K to 12 Program and introduced significant changes to
School (SHS)? the country's education system.
Does the K to 12 Program YES The K to 12 Program in the Philippines gives importance to the preparation of graduates for
give importance to the ASEAN integration. One of the key goals of the K to 12 Program is to produce graduates who
preparation of graduates on are globally competitive and ready to participate in the ASEAN community and the global
ASEAN Integration? workforce.
The K to 12 curriculum incorporates various elements that aim to prepare students for ASEAN
integration. These include the integration of regional content, the development of cross-
Required Task 3: Mentor-Mentee Collaboration
Answer the following processing questions by discussing with your mentor.
1. What are the different issues addressed by the 2. What do you think are the top three factors that are
legal bases of the K to 12 Curriculum? Which given emphasis by the different K to 12 laws and
among them affects you the most as a teacher? orders? Why do you think so?
The legal bases of the K to 12 Curriculum are the following: While there are several factors emphasized by the different
K to 12 laws and orders in the Philippines, the following
1) Republic Act No. 10533, also known as the Enhanced Basic three factors are typically given significant emphasis:
Education Act of 2013, which mandates the implementation of a
12-year basic education program Enhanced Basic Education Cycle: The extension of the
2) The Constitution of the Philippines, which provides that the basic education cycle from ten years to thirteen years is a
State shall establish and maintain a system of free public central focus of the K to 12 Program. This includes the
education at all levels and that education shall be accessible to addition of one year of Kindergarten and two years of
all. Senior High School (SHS).
3) The Education for All (EFA) 2015 Plan of Action, which aims
to provide quality basic education for every Filipino by ensuring Curriculum Reforms and Learning Competencies: K to 12
universal access, improving efficiency and effectiveness, and laws and orders emphasize curriculum reforms to align with
enhancing relevance and responsiveness. international standards and cater to the needs of students.
4) The Philippine Development Plan 2011-2016, which outlines There is an emphasis on the development of learning
the strategies and programs for achieving inclusive growth and competencies that encompass both academic and
poverty reduction, including the provision of quality education technical-vocational skills.
and training.
Specialization and Career Pathways: The K to 12 Program
Among these legal bases, the one that affects me the most as a emphasizes the provision of different tracks or strands in
teacher is Republic Act No. 10533, because it requires me to Senior High School (SHS). These tracks allow students to
undergo retraining on the content and pedagogy of the new K to choose a specialization aligned with their interests, skills,
12 curriculum. It also challenges me to adopt flexible learning and career goals.
options and use appropriate languages of teaching and learning to
meet the diverse needs and capacities of my learners. I believe that the factors mentioned above are consistently
Furthermore, it prepares me to equip my students with the highlighted to address the goals of the K to 12 Program,
essential competencies, skills and values for lifelong learning and such as improving the quality of education, enhancing
employment in a rapidly changing and increasingly globalized students' readiness for the workforce, and fostering global
environment. competitiveness.
6 Session 2: Salient Features of the K to 12 Program As a teacher, I can employ the following:
Assess the transferee learner's language proficiency and provide

Required Task 1: Case Studies Case 2: You have a learner wanting to take up engineering in
appropriate support and materials to help him or her learn the la
college. Upon checking of
hisinstruction.
grades, you have learned that he has
Study the following cases and tell what your actions will be on
not been good in Mathematics. What can
Pair the transferee you do
learner withtoa help
buddythe
or a mentor who can ass
these scenarios. Base your answers on the K to 12 Curriculum
learner? or her in academic and social activities.
and the DepEd Vision and Mission. Limit your response to
Encourage the transferee learner to share his or her culture and m
100 words. As a teacher, I have the responsibility
tongue with thetoclass
helpand
my celebrate
student achieve
the diversity of languages an
his or her goals. Engineering is a challenging
backgrounds field that requires a
in your classroom.
Case 1: You have a transferee learner who only speaks her strong foundation in Mathematics.
Involve theIftransferee
the student is struggling
learner's withcommunity in the sch
family and
mother tongue. As a result, your learners cannot activitiesthe
Mathematics, I need to identify and communicate
root cause of thewith them regularly
problem and about his or her
communicate with her properly and the transferee learner progress
provide appropriate support. Hereand arechallenges.
some possible steps I can
feels left out. What can you do as her teacher? take to help my student: Collaborate with other teachers and staff to create a welcoming
inclusive school culture that respects and values all learners.
- Assess the learner's current level of Mathematics skills and
knowledge. I can use diagnostic tests, quizzes, or assignments to
20 determine what topics or concepts the student needs to review or
learn.
- Create a personalized learning plan for the learner based on the
assessment results. I can use online resources, textbooks, or
worksheets to design lessons and activities that match your
learner's needs and interests. I can also set realistic and achievable
goals and milestones for the learner to track his or her progress.
- Provide feedback and encouragement to the learner throughout
the learning process. I can use formative assessments, such as oral
questions, peer reviews, or self-checks, to monitor the learner's
understanding and performance. I can also give constructive and
specific feedback to help the learner improve his or her skills and
confidence. I can also praise your learner's efforts and
achievements and celebrate his or her successes.
- Connect Mathematics to engineering and real-world applications.
I can use examples, case studies, or projects to show the learner
how Mathematics is used in engineering and other fields. I can also
invite guest speakers, such as engineers or mathematicians, to
share their experiences and insights with the learner. I can also
encourage your learner to explore engineering-related topics or
issues that interest him or her and apply Mathematics to solve
them.
Case 3: One of the features of the K to 12 Curriculum is Case 4: You have a class which has a sizable number of over-aged learners who have taken the grade
spiral progression. Upon seeing your learners’ pre-test level multiple times. How will you decide on the learning plan considering your other learners?
results, you have realized that they are yet to master last
year’s competencies. What will you do to have them meet
the requirements of the new level?
One possible strategy is to conduct a review session

that covers the essential concepts and skills from last As a teacher, I may face the challenge of having a class with a
year’s curriculum. I can use different methods such as diverse range of learners, including some who are over-aged and
games, quizzes, worksheets, or group activities to have repeated the grade level multiple times. Here are some
possible steps I can take:
make the review engaging and interactive. I can also
provide feedback and reinforcement to help the
- Assess the current level of each student using diagnostic tests,
learners recall and apply what they have learned. portfolios, interviews, or other methods.
- Identify the learning goals and standards for the grade level and
Another possible strategy is to integrate last year’s align them with the curriculum and assessments.
competencies into my current lessons. I can design - Differentiate instruction according to the readiness, interests,
tasks and projects that require the learners to use and learning preferences of the students. I can use strategies such
both their prior and new knowledge. I can also use as flexible grouping, assignments, or enrichment activities.
formative assessments to monitor their progress and - Provide feedback and support to each student based on their
identify their strengths and weaknesses. I can then progress and challenges. I can use strategies such as
adjust your instruction accordingly to address their conferencing, peer tutoring, mentoring, or coaching.
learning gaps and needs. - Monitor and evaluate the effectiveness of the instruction and
make adjustments as needed. I can use strategies such as
formative assessments, self-assessments, reflection journals, or
surveys.
By following these steps, you can create a learning plan that is

responsive to the needs and strengths of your over-aged learners
as well as your other students. You can also foster a positive and
inclusive learning environment where everyone can achieve their
potential.
Session 3 – The Conceptual Framework of the K to 12 Basic Education Curriculum
Required Task 1: Creating a Learning Plan (Portfolio Output)
In your LAC session, you are assigned to work on a learning plan for the subject you are currently assigned to teach. Your
task is to make your own detailed lesson plan for the first quarter, week 3 competencies. Initially, you are given the following
questions to guide you.
Complete the table below.
LEARNING PLAN GUIDE
Question Response
What topic will I teach?
In what content areas will I focus on?
What references will I use?
What skills should be developed among my pupils?

Question Response
What strategies will I use?
What do I want my learners to become? What are

the values I want my pupils to possess?
What learning theory/ies will I apply?
How will I assess my learners’ understanding of

the lesson?
Reflection Questions:
1. What did you feel in doing the activity? 2. What are some considerations in making a learning
plan?
3. What insight/s did you gain from this activity?
Module 2 – Navigating the K to 12 Curriculum Guides
Required Task 1: Case Analysis
The best way for you to know more about the curriculum
guides is by exploring it yourself. Read the following
scenario and answer the guide questions:
Sheryll is a new teacher who is assigned to teach Grade 4,
5, and 6 Araling Panlipunan in a small elementary school.
Since she will be teaching three levels of the same subject,
her master teacher told her to check the Araling Panlipunan
curriculum. She reflected on the curriculum by answering
the following questions:
a. What are the contents that she will teach in
the subject area?
b. What is the difference between Grade 4, 5
and Grade 6 Araling Panlipunan curriculum?
c. What approaches are appropriate and
relevant for Grade 4, Grade 5 and Grade 6
Araling Panlipunan learners?
As a colleague, you want to help her figure out these

concerns. Go through the Curriculum Guide for Araling
Panlipunan and answer Sheryll’s questions.
Araling Panlipunan Conceptual Framework

Instructions/Give context to these questions
Question Option Feedback

1. What are the objectives of the Araling Panlipunan curriculum?
a. “functionally literate and developed Filipino.”
b. “Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at

pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng
kamalayan sa kapaligirang sosyal.”
c. “Makahubog ng mamamayang mapanuri, mapagnilay, mapanagutan, produktibo,
makakalikasan, makabansa, at makatao na may pambansa at pandaigdigang
pananaw at pagpapahalaga sa mga usapin sa lipunan, sa nakaraan, kasalukuyan, at
hinaharap.”
d. “Pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na

pagkatuto (collaborative learning), at pagkatutong pangkaranasan at
pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal at
paksain/ konseptuwal, pagsisiyasat, intregratibo, interdesiplinaryo at
multisiplinaryo.”
2. Are there differences between Grade 4, 5, and 6 Araling Panlipunan curriculum?
a. There are no differences between these grade levels because they have the
same key stage standards.
b. There are no differences between these grade levels because they follow the
same format as any other subjects and grade level.
c. There are differences between the grade level’s content because the
curriculum works in a developmentally progressive framework.
d. There are differences between the grade level’s content because unlike the
previous curriculum, Grade 5 already covers the Philippine nationhood.
52
3. What approaches are appropriate and relevant for Grade 4 to Grade 6
Araling Panlipunan learners?
a. The approaches should follow a constructivist approach with emphasis on

content contextualization.
b. The approaches in Araling Panlipunan should be; constructivist,
collaborative, and contextual.
c. The approaches in Araling Panlipunan should be; thematic, investigative, and
multidisciplinary
d. The approaches in Araling Panlipunan should be developmentally
progressive.
4. How is the content standard different from the performance standard?
a. Content standard answers the question: “What do the learners need to learn?”
while the performance standard answers the question: “What do the learners
need to do to demonstrate their knowledge?”
b. Content standard is the outline of content learners need to learn while the
performance standard is a performative assessment done by the end of the
lesson.
c. Content standard is a series of chronological events in history that learners need to

learn while performance standard is the part where teachers and learners reflect
on their learning experience.
d. None of the above.
5. I want to set a goal for my class this coming school year. Based on the Araling
Panlipunan 4 curriculum, the Learning Area Standard for AP 4 is:
“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga

sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga kasanayan sa
heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga mithiin ng bansang Pilipinas.”
What goal would you suggest for my class in AP 4? (open-ended question)

Now, it’s your turn! Go through the curriculum guide of the 2. Study the core learning area/learning area standards
subject area you teach. Be guided by the instructions and of your subject area. If you are teaching senior high
questions below: school, look for the course/subject description.
For Kindergarten and ALS, you may refer to the
Introduction or the description of learning strands.
1. Study the conceptual framework found in the These portions in the curriculum guide give you
curriculum guide and reflect on the guiding principles a broad idea of expectations and/or expected
and philosophies your subject area is anchored outcomes of the learning area/course/subject. List
on. Are there concepts that are new to you? Which down key words/concepts to help you remember the
guiding principles or philosophies do you think are core learning standards.
reflected in your current teaching practices?
54
3. Familiarize yourself with the content and performance
standards. How could they help you in planning your 4. Study the curriculum matrix/guide. You will see that
lessons? it contains the content standards, performance
standards and learning competencies. How are the
learning competencies related to the content and
performance standards? Which do you think could
be met in a short period of time (within a lesson) and
which are expected to be attained in a longer period
of time?
Session 2: Using Curriculum Guide in 4. Teachers must have a deep understanding of
Preparing Daily Lesson Log / Daily the curriculum and strive to teach its content. In
Lesson Plan planning daily lessons, teachers need to follow the
of the learning area being taught.
Prior Knowledge Assessment Using this, teachers can plan the many ways to teach
what it contains including content and performance
Read DepEd Order No. 42 s. 2016 on Policy Guidelines on standards.
Daily Lesson Preparation for the K to 12 Basic Education
5. Newly-hired teachers who earned a rating of
Program then fill in the blanks: or in the RPMS in
a year shall no longer be required to prepare DLPs,
while newly-hired teachers who earned a rating of
a. Outstanding d. Daily Lesson Log (DLL) “Satisfactory” shall still be required to prepare DLPs
until such time that their RPMS assessment has
b. Results-based e. Daily lesson plan (DLP) improved.
c. Very satisfactory f. Learning area standard
1. is a template that teachers use to

log parts of their daily lesson. It covers a day’s or a
week’s worth of lessons and contains the following
parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection.
2. is a teacher’s “roadmap” for a
lesson. It contains a detailed description of the
steps a teacher will take to teach a particular topic.
It typically contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks
and Reflection.
3. Daily lesson preparation is part of the teacher’s
core function as a facilitator of learning inside the
classroom. Lesson plans are considered means
of verification (MOV) in DepEd’s
Performance Management System (RPMS).
Key Topic 1: Learning Codes
As a newly hired teacher, you are asked to make a detailed
lesson plan for the subject assigned to you on the first
week of the First Quarter. Your principal asked you to
use the learning codes in budgeting the activities and in
unpacking the learning competencies. There are things that
you must consider in understanding the learning codes.
Remember that:
• The learning code in every subject contains letters
and numbers that correspond to the subject
and grade level, abbreviation of the quarter title,
quarter number, number of weeks and its order and S3MT-Ia-b-1
competency number
Example:
Study the sample curriculum guide in Science.

Look at the parts of the curriculum guide. Pay attention to the following details.
Parts of the Curriculum Guide Learning Code Meaning

Subject S Science
Grade Level 3 3
Quarter Title/Strand MT Matter
Quarter I First
Weeks the learning competencies will be taught a-b First and Second Week
Learning Competency number 1 1
Required Task 1: Mentor-Mentee Collaboration

How will the learning code help you in planning your
lesson? Please discuss your answer with your mentor,
and list down some collaborative points that emerged
in your discussions. Include in the instructions that
they will refer to the learning code above for this
activity
Mentor-Mentee
Question Answer/Possible Answer
Collaborative Points
1. What is the learning competency to be
taught for that week?
2. How long do you have to teach the

lesson?
3. Why do you think this particular
competency will be taught in two
weeks?
Guide for Mentors and Newly Hired Teachers 59

Mentor-Mentee Collaborative
Question Answer/Possible Answer
Points
4. How will you unpack the learning
competency?
5. What guides you in unpacking the

learning competency? How?Why?
6. What assessment can be done at the
end of the two-week lesson?
Required Task 2: Complete the table

As a newly hired teacher assigned in a multi-grade school, it is very important that you
can easily see the relevance of the learning codes to the subject and grade level grade teacher handles more than one grade level at
you are teaching. Remember that a multi- the same time. To further enhance your skills, unpack
the learning code listed below.
Number of Competency
Code Subject Quarter Title Quarter No.
Weeks/Order Number
KMKPPam-00-3
MT1FIIIa-Ivi1.3
EsP1PIIb – 2
PE10PF-IVc-h56
EN11/12OC-Ia-1
60 The Teacher Induction Program - Core Course 2

Processing Questions
1. How important are the learning codes to you as
a teacher? Answer in a minimum of twenty (20) 2. How can the learning code help a teacher
words. in budgeting the learning competencies and
planning the lesson for a subject? Answer in a
minimum of twenty (20) words.
Learning codes are important as they guide The learning codes help teachers in budgeting the learning
instruction, track curriculum coverage, and competencies and planning the lesson for a subject in three
communicate objectives to students. They are integral ways such as:
to effective lesson planning and instructional practices Clarity and Prioritization: Learning codes provide clarity on
in the classroom. the specific knowledge, skills, and attitudes that students are
expected to acquire. They help teachers prioritize essential
Guiding Instruction: Learning codes help teachers competencies based on the curriculum and educational
structure their lessons and determine the content, standards. By understanding the learning codes, teachers can
skills, and concepts that need to be covered during a identify the most critical competencies that need to be
particular lesson. addressed within the available instructional time.
Tracking Curriculum Coverage: Learning codes help
teachers track the coverage of the curriculum over Sequencing and Progression: Learning codes aid in
time. By consistently including relevant learning codes sequencing the learning competencies. Teachers can organize
in their daily lesson plans, teachers can ensure that and structure the progression of competencies based on the
they are addressing the required content and skills logical order of concepts, skills, and complexity. This ensures
prescribed by the curriculum. This helps ensure a coherent and logical flow of instruction, allowing students to
curriculum alignment and progression throughout the build upon previously learned competencies.
academic year.
Communicating Lesson Objectives: Learning codes Time Allocation: Learning codes help teachers estimate the
provide a means for teachers to communicate the time required for teaching and assessing each competency. By
intended objectives of the lesson to students. By considering the significance and complexity of the learning
sharing the learning codes with students at the codes, teachers can allocate appropriate instructional time for
beginning of the lesson, teachers can clearly convey each competency. This allows for efficient time management
what students are expected to learn and achieve. and ensures that all essential competencies are adequately
addressed.
Required Task 3: Filling out a DLL template (Portfolio Output)
Study the DLL template and samples from DO. 21 s. 2016. Fill-out parts I-III and align them with the
curriculum guide of your respective subject area and grade level. Please use the template attached.
You may collaborate with your mentor. You may use a separate Word file for this output)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
School Grade Level

& Quarter
DAILY LESSON LOG

Teacher SHS Track
SENIOR HIGH SCHOOL
Inclusive Dates Learning Area
Scheduled Topic
Time
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
I. OBJECTIVES necessary procedure must be followed and if needed, additional lessons, exercises, and remedial activities may be
done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.
A. Content Standard
B. Performance Standards
C. Learning Competencies
/ Objectives (Write the
LC Code)
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In
the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in
III. LEARNING
the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
RESOURCES
paper- based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources Portals
B. Other Learning
Resources
Work with your mentor and prepare your lessons for the week. Complete the Daily Lesson Log (DLL) from parts IV-V and
follow the curriculum guide of your respective subject area.
These steps should be done across the week. Spread out the activities appropriately so the learners will learn well.
IV. PROCEDURES Always be guided by demonstration of learning by the learners which you can infer from formative
assessment activities. Sustain learning systematically by providing learners with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Revising previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and
practicing new skills #1
E. Discussing concepts
and practicing new
skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities
for application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the learners learn? Identify what help your Instructional Supervisors
can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who

require additional
activities for
remediation

C. Did the remedial
lessons work? No.
of learners who have
caught up with the
lesson.
D. No. of learners who

continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I used/discover which I
wish to share with other
learners?
Required Task 4: Yes or No
Use the following checklist to self-assess your daily lesson log.
GUIDE QUESTION YES NO
1. As a newly-hired teacher with 5 years of teaching experience, /
you can already use the DLL format in lesson preparation.
2. Are you capable of using ICT in your classes?

/
3. Are you open to collaboration with other subject teachers?

/
4. Are you aware of the learning competencies that your /

assessments have to meet?
5. Do your activities allow learners to organize or reorganize their /

thinking and construct knowledge that is meaningful to
them?
Based on the questions above, determine your strengths and points for improvement.
Strengths Points for Improvement
Module 3: Lesson Planning
Session 1: Curriculum and Instruction Alignment

Required Task 1: Scenario Analysis
Study the given scenario. Give your reaction based on what and showed mastery of the subject matter. She regularly
you have learned from this session. submits her lesson plan but admits that she does the bare
minimum in its preparation. She rarely updates and adopts
Scenario: Teacher Gina has been an elementary to current teaching strategies and activities and does not
teacher for more than 15 years. She had taught all grade reflect on how her learners performed. Most of her efforts
levels are concentrated on the actual linear delivery of instruction.
She believes that following her traditional teaching strategies is enough to indicate that the learners are learning.
Teacher Gina’s experience and mastery of a. Yes. Lesson plans take time to prepare. The Teacher Gina has a lot of experience and
the subject matter showed that she is a important thing is you know the lesson knowledge in her field, which makes her a
veteran teacher. Is it advisable that lesson and how you will deliver it. skilled teacher. However, lesson planning is
still an important part of teaching, because it
planning requires only the bare minimum helps to organize the objectives, activities and
because the focus should be placed on the b.No. Lesson plans are an integral part of the
instructional process. It lays out the plan for assessments of the lesson. Lesson planning also
actual execution of the lesson instead? allows the teacher to anticipate possible
the lesson. It ensures that the lesson will
challenges and prepare alternative strategies.
be taught well. Therefore, lesson planning should not be
neglected or done hastily, but rather done with
care and attention. Lesson planning and lesson
execution are both essential for effective
teaching.
Preparing lesson plans and the actual a. Yes. Lesson planning and actual delivery of Preparing lesson plans and delivering lessons
delivery of the lesson are not connected the lesson are different and separate are closely related activities that require careful
with each other. Is this true? instructional procedures. planning, coordination and evaluation. A good
lesson plan helps the teacher to organize the
b.No. Lesson planning and actual delivery of content, objectives, methods and assessment of
the lesson are interconnected with one the lesson. A good delivery of the lesson helps
the students to engage with the material,
another.
participate in the activities and achieve the
learning outcomes. Therefore, preparing lesson
plans and delivering lessons are both essential
components of effective teaching.
Teacher Gina uses the positive reaction of a. Yes. The pupils’ positive reaction is a clear Using the positive reaction of the pupils as a
the pupils to measure the achievement of indication that they learned something. It measure of learning outcomes can be a useful
learning outcomes. As a teacher, should was a favorable learning experience for indicator of their interest and engagement in the
you do the same? them. Teacher Gina achieved her subject matter. However, it is not sufficient to
instructional goals. rely on this alone, as it may not reflect the actual
level of understanding and skill development
b.No. A positive reaction does not that the pupils have achieved. Therefore, as a
necessarily attribute to achievement of the teacher, you should also use other assessment
learning goals. The lesson may be a tools, such as tests, assignments, feedback and
pleasurable experience; but it does not self-evaluation, to evaluate the learning
necessarily mean that the pupils learned the outcomes of your pupils. These tools can help
intended outcomes. you identify the strengths and weaknesses of
your pupils, as well as their learning styles and
preferences. By using a combination of different
assessment methods, you can ensure that you are
providing a positive and attainable learning
experience for your pupils that caters to their
individual needs and goals.
72
Session 2: Nature and Purpose of Lesson Planning
Study the given scenario. Give your reaction based on what you have learned from this session.
Teacher Rowel plans his lessons well. His lesson plan shows the detailed activities he intends to do during his actual teaching.
He follows a logical sequence of activity as his lesson would unfold. He prepares instructional materials and integrates ICT. He uses
engaging activities that learners find interesting. His school principal observed him during one of his classes. He conducted a
short review of the previous lesson using an on-line game application. It took 10 minutes more than he planned it to be. It is evident
that the class enjoyed the on-line game as a form of review. However, the scores of the learners in the review was not as high as
he expected. This review is essential since the previous lesson is a prerequisite skill for the new lesson. He had given enough
number of items during the review to cover all the needed competencies in preparation for the new lesson. He asked the learners if
they have any questions regarding the previous lesson. When no one asked a question, he moved on to the lesson proper. He
constantly asked his pupils if they understood the lesson. Everyone said yes. They got to the evaluation part of the lesson. Only
50% of the class got mastery level. Teacher Rowel was disheartened by the results. He followed everything in his lesson plan, with
the exemption of a 5-minute overtime, he believes that his lesson went accordingly.

Assuming that the lesson plan was well- One possible factor that could have influenced
crafted and the activities Teacher Rowel used the low results of the learner evaluation is the
are all appropriate, what do you think level of engagement of the students during the
contributed to the low results of the learner lesson. Teacher Rowel may have used
appropriate activities, but if they did not match
evaluation? What could have been done
the students' interests, preferences, or learning
instead? styles, they may not have been effective in
facilitating learning. To address this issue,
Teacher Rowel could have conducted a pre-
assessment or a survey to find out more about
his students' needs and expectations before
designing his lesson plan. He could have also
incorporated more variety and differentiation in
his activities to cater to different types of
learners and to increase their motivation and
participation.
Teacher Rowel’s use of an on-line game is Teacher Rowel's use of an online game
an effective way to integrate ICT in his lessons. not only promotes learner engagement but
The learners appear to have been engaged in also provides insights into active learning,
the process. Aside from the learner collaboration, communication, immediate
engagement, what other insights may be feedback and assessment, problem-
derived from his use of this activity? solving and critical thinking, motivation
and enjoyment, as well as digital literacy
and ICT skills. These insights highlight
the potential benefits of incorporating
gamified activities into lessons and can
inform future instructional strategies and
approaches.
If you were Teacher Rowel, how would you
proceed based on the results of the day’s
lesson?
73
Required Task 2: Moving from Assessment to Progress (Output for Portfolio)
Reflect on the sample lesson plan below. Based on what you have learned about a well-designed lesson
plan, provide inputs on how you could improve it. Please put your answer in another sheet of paper and
compile it as a part of your portfolio. Please talk to your mentor about your inputs.
LESSON PLAN IN SCIENCE 6
I. Learning Objectives:
At the end of the lesson, the pupils are expected to:

• Identify living and nonliving things in an ecosystem.
• Draw samples of living things and non-living things found in an ecosystem.
• Show concern in (to?) the environment.
II. Subject Matter: Living and Non-Living Things
Content Standard: The learners demonstrate understanding of the interactions for survival among living
and nonliving things that take place in tropical rainforests, coral reefs, and mangrove swamps.
Performance Standard: The learner form discussion groups to tackle issues involving protection and
conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically
important plants and animals.
References:
K-12 Curriculum Guide (S5MT-lli-j-
5) Science Links 6 pp. 246-250
Cyber Science 6 pp. 165-170
www.kahoot.com
Materials: Visual Aids, Cartolina, Powerpoint presentation, plant, water, stone, chair, table,
bag, book, picture frame, soil, air, pictures of living and nonliving things, metacards, video clip
Process Skills: Observing, Identifying, Classifying, Investigating
Value Integration:
• Cooperation in performing the activity.
• Honest to the result of the activity.
• Caring for the environment.
III. Learning Tasks:
A. Engagement
1. Health Inspection
The class will use a “Random Word Picker” to determine what will be inspected, the leader will check his/
her member and do the reporting afterwards.
Reference: “Random Name Picker” Accessed October 04, 2019
https://www.classtools.net/random-name-picker/46_HE5ecY
2. Science Trivia
3. Review:
Spore and cone-bearing plant reproduction using online game. www.kahoot.com
4. Motivation:
Activity 1:
LITERACY
Material: chart, metacards,
What to do:
1. Divide the class into 5 groups.
2. The teacher will prepare the materials needed for the activity.
3. Using your prior knowledge, provide five examples of living things and five examples of non-living things,
then explain how you know that they are alive or not. Write your answer on the chart provided.
Living Things Non-living Things

Examples: Examples:
How do you know they are living? How do you know they are NOT living?
2. Presentation
Ask the learners the following processing questions based on their observation:
a. How do you find the activity?
b. How do you classify your examples? What are their characteristics?
Can they move? Grow? Or produce?
c. Which of the materials have life? Have no life?
d. What did you learn from this activity?
B. Exploration
1. Setting Standards during Group Activity
a. Avoiding unnecessary noise during group activity.
b. Focus and cooperation in all activities.
c. Write down important notes to gather information.
d. Observed discipline.
Activity 2: Which is Alive or Not?

Materials: pictures, chart, metacards, marking pen
Procedures:
1. Divide the class into 5.
2. Prepare the materials needed for the activity.
3. Sort the pictures into living and non-living things.
4. Decide as a group, which are living and which are not, then explain WHY you put the picture into the category
you chose.
a. If you’re done with the activity you will have to clap three times and shout the Group’s name.
b. After a specific time, each group will present / report and post their observations.
Picture Living or Non-living Things Evidence/Reasoning
C. Explanation / Reporting
Discussion on the result of each activity
1. How do you find the activity?
2. How do you classify the pictures?
a. What are the characteristics of living things? of non-living things?
b. Where are these living things and non-living things found?
c. What do you call those places where you can find both living and nonliving things,
such as your residences, ponds, rivers, mountain, dessert, waterfall, lake and many more?
VALUE FORMATION:
Do you have pets at home? How should you treat your pet? Why should we treat our pets and other living
creatures properly? How about your school supplies and books, how should you show your care for them? Is it
necessary to take care of them even though they are lifeless? Why?
D. Elaboration / Generalization
• Class do you have question/s?
• Did you understand our lesson?
• What have you learned from our lesson for today?
• (Living and non-living things using a graphic organizer based on the answer of the pupils.)
• Showing a video as a generalization of the lesson.
E. Enrichment:
Rubrics in Participation/Group Activities
Beginning Developing Accomplished Exemplary

1 point 2 points 3 points 4 points
Contribution One or more All members All members All members
members do not contribute, but some contribute equally. contribute equally,
contribute. contribute more than and some even
others. contribute more than
was required.
Cooperation Teacher intervention Members work well Members work well All members work
needed often to help together some of the together most of the well together all
the group cooperate. time. Some teacher time. of the time; assist
intervention needed. others when needed.
On task Team needs Team is on task Team is on task most Team is on task all
frequent teacher some of the time. of the time. Does not of the time.
reminders to get on Needs teacher need any teacher Does not need any
task. reminders. reminders. teacher reminders.
Communication Members need Members need some All members listen Each member
frequent teacher teacher intervention to each other and listens well to other
intervention to listen to be able to listen speak to each other members. Each
to each other and to each other and in equal amounts. member speaks
speak to each other speak to each other in friendly and
appropriately. appropriately. encouraging tones.

Differentiated Instruction
Cooperate with your respective group to come up with an output regarding living and nonliving things in a
mini ecosystem.
Group 1: “ACT IT OUT”

Show through a pantomime activity of living and nonliving things in a pond.
Group 2: “SKETCH ME”

Make a poster on how we can protect our ecosystem.
Group 3: “RAP IT”

Compose a song on living things and non-living things.
Group 4: “INFORM ME”

Create a graphic organizer about living and nonliving things.
Each group will present their output. They will be graded based on the rubric presented by the assigned group and
the teacher. Group 1 will be graded by Group 2, Group 2 by Group 3, Group 3 by Group 4, Group 4 by Group 1.
E. Evaluation
a. Identify the living and non-living things in the pond ecosystem shown in the picture.
Living Things Non-living Things
b. Draw one living thing and one non-living thing found in a river ecosystem.
Living Thing Non-living Thing

Regardless of what subject you teach, Answer

preparingKeya lesson plan helps you prepare for class by mapping a clear outline for the day. Your lesson plans do not
need to be complicated or long. Most importantly, they have to effectively relay your lessons and must be tailored to how you plan to teach the material. It must
Forand
also clearly define and enumerate the goals 1-3:
objectives you want your learners to learn and achieve as part of the curriculum.
Living Thing Non-living Thing Creating an effective lesson plan means you need to
Ducks, dragon flies, Water, rock, air, sand, consider the flow and structure of your lessons. It is a good
water weeds, frog, soil idea to allot some time to think about what it is you want
fish, snail, water lily, to accomplish with this lesson plan and/or the goals you
grasses want to reach with your class. You may take notes or
observe the lesson plans of other teachers if you find them
interesting or effective to help improve your own. This is
For 4-5. Answers may vary not really necessary every time but if you plan to
continually improve your lesson plan, it is a good idea to
IV. Extension:
look at many different sources. One good trick is to create
an outline by initially writing it down then continually
Identify living things and non-living things interacting in tropical rainforest, mangroves, and swamp ecosystems.
improving it as you go on. This can be helpful if you want
to organize your thoughts as you create your lesson plan.

Complete the table below. Reflect on the sample lesson
plan. Choose the part that you would like to comment on
and describe it on the 1st column. Give your comment or
suggestion on how that part could still be improved. Write
your answers on the second column. This could also be
done through an interactive group chat with colleagues.
An intellectual exchange of ideas among fellow newly-
hired teachers would further enrich one’s learnings.
Part of the Lesson Plan Comment or Suggestion

Session 3: Parts of a Lesson Plan
Scenario: Teacher Edawro’s lesson plan includes the following activities: a recap
Required Task 1: Scenario Analysis and review of the previous lesson, an introduction and analysis of the new lesson,
Study the given scenario. Give your reaction based on what connecting the old and new lessons, and then a summary of everything. All of
you have learned from this session. these are explicitly stated on his lesson plan.

Looking back at the activities included in Teacher Edawro’s lesson plan, would you say Teacher Edawro’s lesson plan is well-organized and follows a logical
that they are developmentally arranged? sequence. He starts with a recap and review of the previous lesson,
a. Yes. The sequence of activities shows the gradual transition from the previous B which helps students activate their prior knowledge and recall what
lesson connecting it to the new lesson and wrapping up all that transpired. they have learned. Then he introduces and analyzes the new lesson,
b. No. Explanation of the new concept should have been done right after the which builds on the previous one and introduces new concepts and
introduction of the new lesson. skills. He also connects the old and new lessons, which helps students
c. Maybe. What a developmentally arranged lesson plan needs is to simply provide an see the relevance and coherence of the topics. Finally, he summarizes
introduction at the beginning and a closure at the end. everything, which reinforces the main points and consolidates the
d. It does not matter since all the activities are interchangeable. learning outcomes. However, Teacher Edawro, forgot to include the
presentation and explanation of the new concept.
Teacher Edawro has a series of activities in his lesson plan. Which part of the lesson The main part of the lesson is presentation and explanation of the
plan refers to the main part of the lesson? C new concept of the lesson. It is where the teacher introduces and
a. introduction of the new lesson explains the new topic or skill, and guides the students through
b. establishing connection between the old and new lesson practice and feedback. The development should be aligned with the
c. presentation and explanation of the new concept of the day’s learning objectives and assessment criteria of the lesson.
lesson
d. d.checking of learners’ understanding
The last activity in Teacher Edawro’s lesson plan included a summary of what was Even when ample time and energy have been dedicated to discussion,
taught. Considering that ample time and energy had been exerted towards the discussion, D including a summary in Teacher Edawro's lesson plan serves to
why do you think he still included a summary? recapitulate, clarify, synthesize, provide closure, and reinforce
learning objectives. It ensures that students have a solid grasp of the
material and prepares them for further learning.
a. It is a form of wrap-up activity that provides closure for the day’s lesson.
b. It allows learners to synthesize everything that they learned.
c. It gives a useful recap of the entire lesson that helps remind and refresh learners.
d. All of the above
85
Required Task 2: True or False
Read the DepEd order no. 42 s. 2016 and based on your understanding of it, identify whether the following scenarios are TRUE
or FALSE.

1. Teacher Roger is a veteran teacher with 21 years of teaching FALSE Lesson logs are important tools for teachers to plan,
experience. He claims that lesson logs are only for new teachers in the document, and reflect on their instruction. They are not only
field. He also contends that he should be exempted from for new teachers, but for all teachers who want to improve
submitting a DLL. their practice and student learning outcomes.
2. Teacher Cecile is a newly-hired teacher in the public schools’ system. TRUE My insight on this is that Teacher Cecile may face some
Before this, she was a teacher for 4 years in a private school. Her mentor challenges and opportunities in adapting to the DLL format.
instructed her to follow the DLL format in preparing for her lessons. It may differ from the methods that Teacher Cecile used in
her previous private school, where she may have had more
flexibility and autonomy in designing her lessons. However,
the DLL format also offers some benefits, such as providing
clear objectives, assessment criteria, and learning resources
for each lesson. It may also help Teacher Cecile align her
teaching with the curriculum and the learning needs of her
students. Therefore, I think Teacher Cecile should be open-
minded and willing to learn from her mentor and other
colleagues who have experience with the DLL format. She
should also seek feedback and support when needed, and
reflect on her own practice to improve her teaching skills.
3. In a mentoring session with a Master Teacher, Teacher Phoebe was told TRUE My insight on this is that following the curriculum guide and
that lessons should be consistent with the curriculum guide and the the teacher's manual is important for ensuring alignment of
teacher’s manual. learning objectives, standards and assessments. It also helps
teachers to plan and deliver effective instruction that meets
the needs of diverse learners. However, I also think that
teachers should have some flexibility and autonomy to adapt
and modify their lessons based on their professional
judgment, students' interests and feedback, and contextual
factors. Therefore, I believe that mentoring sessions should
not only focus on compliance, but also on supporting
teachers' growth and development as reflective practitioners.
4. In a DLL, other activities do not include intervention and FALSE Intervention activities are designed to support students who
enrichment activities. may be struggling with the content or require additional
assistance. These activities provide targeted interventions to
address specific learning gaps or challenges. Teachers may
plan intervention activities within their daily lesson log to
ensure that struggling students receive the necessary support
and resources.
On the other hand, enrichment activities are designed to

provide additional challenges and opportunities for students
who have already mastered the learning objectives. These
activities aim to deepen students' understanding, encourage
critical thinking, and extend their learning beyond the basic
curriculum. While enrichment activities may not be a regular
part of every lesson, teachers can plan and incorporate them
into their daily lesson log when appropriate.
Therefore, although not explicitly mentioned, it is crucial for

teachers to include intervention and enrichment activities in
their planning and adapt them based on student requirements.
5. For DLL, remarks indicate the learners’ mastery level. TRUE In a daily lesson log, remarks often include the learners'
mastery level or their performance and understanding of the
lesson content. These remarks provide valuable feedback to
both the teacher and the students regarding the level of
mastery achieved.
The remarks in the daily lesson log can indicate whether
students have achieved a high level of mastery, have partially
mastered the content, or require additional support and
intervention to improve their understanding. These remarks
help teachers monitor individual student progress, identify
areas where students may need further instruction or
reinforcement, and inform future instructional decisions.
Help the following teachers use ICT in their teaching process by suggesting the best platform to deliver their lesson.

1. Teacher Cindy is a Math teacher in Grade 6. She hopes Teacher Cindy is a math teacher in grade 6. She
to make her computation activities more interactive using wants to make her computation activities more
interactive using technology. One platform that she
technology. What platform can you suggest to Teacher
can use is Desmos, which is a free online graphing
Cindy? calculator that allows students to explore math
concepts visually and collaboratively. Desmos also
has a library of ready-made activities that cover
various topics and skills in math.
2. Teacher Earl wants to avoid using social media as a If Teacher Earl wants to avoid using social media for It is important for Teacher Earl to explore and evaluate these
way to announce his academic instruction. announcing academic instruction but still needs a platforms based on his specific needs, school policies, and the
platform for virtual class activities, there are several requirements of his virtual class activities. He should consider
He intends to use this platform for virtual class activities. options available. Here are a few suggestions: factors such as ease of use, compatibility with devices, data
What platform can you suggest to Teacher Earl? privacy and security, collaboration features, and the level of
Video Conferencing Platforms: Video conferencing technical support available.
platforms allow for real-time virtual class activities,
including live discussions, lectures, and interactive
sessions. These platforms often offer features such
as screen sharing, chat functions, and breakout
rooms for group activities. Some popular video
conferencing options include Zoom and Google
Meet.
Collaboration Tools: Collaborative platforms enable

students to work together on projects, share
documents, and engage in group activities. These
platforms can support both synchronous and
asynchronous collaboration. Examples of
collaboration tools include Google Workspace
(formerly G Suite) with Google Docs, Sheets, and
Slides, Microsoft Office 365 with Microsoft
OneDrive and SharePoint, and Dropbox Paper.
3. Teacher Genneth intends to present mathematical One possible platform for Teacher Genneth to
concepts using slides. Considering logistical constraints, present mathematical concepts using slides is
LaTeX. LaTeX is a document preparation system
she prefers an offline file to do this task. What that can produce high-quality typesetting of
platform can you suggest to Teacher Genneth? mathematical expressions and symbols. LaTeX can
also generate PDF files that can be viewed offline on
any device. Teacher Genneth can use a software
such as Beamer to create slides with LaTeX.
4. Teacher Demmy is a literature teacher who wishes to For visualizing book characters in three-dimensional
visualize book characters in three- dimensional representation, Teacher Demmy can consider using
3D modeling and rendering software or platforms.
representation. What platform can you suggest to Teacher
These tools allow users to create and manipulate
Demmy?
three-dimensional objects and characters.
5. Teacher Carissa plans to give a synchronous lecture to or Teacher Carissa to give a synchronous lecture to Before choosing a platform, Teacher Carissa should consider
her Grade 6 learners. However, their context would not her Grade 6 learners in a context that does not allow factors such as ease of use, accessibility for her students,
face-to-face classes, there are several platforms that compatibility with devices and internet connections, security
allow them to have face to face classes. What platform
she can consider for virtual classroom and live video features, and the availability of technical support. It's also
can you suggest to Teacher Carissa? conferencing. Here are a few suggestions: important to comply with any privacy and data protection
regulations in her specific context. Exploring the features and
Zoom: Zoom is a popular and widely used video capabilities of each platform can help Teacher Carissa select
conferencing platform that offers features such as the one that best suits her needs and the requirements of her
screen sharing, chat, breakout rooms for group Grade 6 learners.
activities, and recording options. It supports
interactive live sessions, allowing Teacher Carissa to
deliver her lecture, engage with students, and
facilitate discussions virtually.
Google Meet: Google Meet is a video conferencing

tool integrated into Google Workspace (formerly G
Suite). It enables teachers to hold virtual classes,
present slides or documents, and interact with
students through live video and chat. Google Meet
also integrates seamlessly with other Google tools,
making it convenient for teachers and students
already using Google Workspace.
that would develop 21st century skills among your learners.

Indeed, there are a variety of ways to gather assessment
data to inform and enhance the teaching and learning
process and programs. Thus, it is imperative to take note
that learning assessment should be well planned to achieve
Study the given scenario. Give your reaction based on what you have learned from this session.
Teacher Gemma gives 4 ungraded quizzes in each unit of study. The quizzes are framed sequentially to have an accumulated record of student success
on the unit test. The quizzes are scored (though not included in the unit grade) so that students can identify where they need more study and where they are
already successful. This is an indicator that Teacher Gemma can gauge where she will need to spend more time and energy with her instruction to help
students be successful on the unit test. Using this approach, Teacher Gemma has been able to document significant gains in student achievement in her
classroom, nearly closing the achievement gap entirely with 95% - 98% achievement ratings in all of her units of study.
Program - Core Course 2
As indicated in the practice of Teacher Gemma,
what do you think contributed to the significant
achievement of the learners?
Teacher Gemma gives ungraded quizzes and

keeps a record of the student’s success on the
unit test. The quizzes are scored but not included
in the unit grade. What can be deduced from
this activity?
The scenario gives us an idea of a

formative assessment plan, what other ways
to achieve growth in the learners’
performance?
Teacher Gemma would like to gauge how far

the students’ learning of the topic
can be extended. She decided to give an
alternative assessment. What alternative
assessment can she give her students? What
must one keep in mind and make sure to do
when giving such alternative assessments?
Module 4 – Implementing Learning Plans and Enriching Teaching Practice
Identify which of the following scenarios respond to certain considerations in crafting the module.

1. Teacher a public school teacher in Batangas, is teaching One possible module principle that could
graphic representation of statistical data through Microsoft Excel. help Teacher Ana is to **make the best
As an innovative teacher, she has been recognized by the school as use of resources in-hand**. She could
tech-savvy. Her module particularly revolves around the activities use the available computers to
that need the software. However, her learners have limited access to a demonstrate the basics of Excel and then
computer as their town is located in a far-flung area. What is assign students to work in groups or pairs
the best module principle which you could share with Teacher on the same device. She could also
Ana? provide printed worksheets or handouts
that simulate the Excel interface and ask
students to fill in the cells with formulas
or data. Alternatively, she could
**conduct engaging activities that don't
require resources**, such as asking
students to create charts or graphs using
paper, scissors, glue, and colored pencils.
She could also use real-life examples or
scenarios that involve data analysis and
representation, such as survey results,
weather reports, or sports statistics.
2. Teacher is an experienced teacher in a private school who In this case, Teacher __ should review
recently entered the public school system. As a Business Math the curriculum standards for the Business
teacher, she designed a module that takes much time on tasking Math course in the public school system
learners to construct a miniature business plant, a task which does and design her modules accordingly. By
not meet curriculum standards. What consideration do you think is doing so, she can ensure that her teaching
Teacher missing out? materials and activities align with the
desired learning outcomes and objectives
set by the curriculum. This will help her
effectively deliver the required content
while engaging students in a way that
meets the educational guidelines of the
public school system.
3. Teacher has been teaching oral communications for five In this case, the module principle that
years. In constructing his module for the subject, he assigned an Teacher should revisit is the principle of
entire module for pronunciation which is aligned to the most alignment between learning objectives,
essential learning competencies. In his graded summative assessment, he activities, and assessments. While
asked the learners to list down 100 words with synonyms and teaching pronunciation is aligned with
antonyms. In this regard, what module principle should he revisit? the subject of oral communications and
the essential learning competencies, the
graded summative assessment of listing
down 100 words with synonyms and
antonyms does not directly assess
pronunciation skills. Therefore, there is a
misalignment between the learning
objectives and the assessment.
The principle of alignment suggests that

assessments should be designed in a way
that reflects the intended learning
outcomes and the skills or knowledge
being taught. In this case, the assessment
task of listing down words with
synonyms and antonyms seems to be
more focused on vocabulary rather than
pronunciation. It may not accurately
measure the students' proficiency in the
targeted pronunciation skills.
To address this issue, Teacher should

revisit the module and align the
assessment task with the learning
objectives related to pronunciation. This
could involve designing an assessment
that requires students to demonstrate
their pronunciation skills, such as
recording and evaluating their
pronunciation of specific sounds, words,
or phrases. By aligning the assessment
task with the intended learning outcomes,
Teacher can ensure that students are
being assessed on the skills they were
supposed to develop through the module
on pronunciation in oral
communications.
4. Teacher is a PE teacher. He also advocates that PE subjects he principle of module writing that
must be retained even during home-based learning schemes. While Teacher applied best in this scenario is
he cannot teach dance the way he did, he provided modules with visual the principle of accessibility and
representations so learners can easily follow the routine. He also added inclusivity. By providing modules with
a video presentation for those who have internet connectivity. What visual representations and incorporating a
principle of module writing did Teacher apply best? video presentation, Teacher ensured that
learners with different learning needs and
varying levels of internet connectivity
can still engage in physical education
(PE) activities during home-based
learning.
The principle of accessibility and

inclusivity emphasizes the importance of
designing learning materials that are
accessible to all learners, regardless of
their abilities or circumstances. In this
case, Teacher recognized that not all
learners may have access to internet
connectivity or the ability to participate
in live dance instruction. Therefore, he
adapted his teaching approach by
creating modules with visual
representations, allowing learners to
easily follow the routines even without
live instruction.
By providing visual representations,

Teacher considered learners who may
have different learning styles, as visual
aids can enhance understanding and
engagement. Additionally, incorporating
a video presentation allows learners with
internet connectivity to access a more
dynamic and interactive learning
experience.
Teacher's approach demonstrates a

commitment to ensuring that PE remains
an integral part of the curriculum, even
during home-based learning schemes. By
adapting the module to accommodate
different learning needs and resources,
Teacher promotes inclusivity and
supports the continued physical
development and engagement of all
learners, regardless of their
circumstances.
98
Required Task 2: Scenario Activity 2. Teacher is tasked to write a module for Grade
Advise a Colleague: Below are scenarios where teachers 10 Mathematics. As an experienced teacher, content
need advice on. Write your advice based on the DepEd’s is not a problem for him anymore. He has a bank
institution protocols, guiding principles of module writing, of assessments and activities that are time-tested.
and the mission to continue learning. Limit your responses Despite these factors, he worries about the fact that his
to five (5) sentences. assessments are prone to leakage and cheating which
may result in problematic learning outcomes.
1. Teacher was asked to write a module on
entrepreneurship. Since the expected learning modality
is home-based, she is having a hard time going about
the module because its subject requires community
immersion of business concepts. On a regular school
year, entrepreneurship learners are asked to sell in
school fairs but this year all extra-curricular activities are
cancelled.
Entrepreneurship is a skill that can be learned and

practiced even at home. In this module, you will learn
how to identify the needs and demands of your
potential customers, how to produce simple products
that can meet those needs and demands, and how to
sell them online using various ICT tools. You will also
learn how to post and share your products on wikis
and blogs, how to communicate and collaborate with
other entrepreneurs using video and audio
conferencing, and how to create knowledge products
using multimedia tools. By the end of this module, you
will be able to apply the concepts and principles of
entrepreneurship in a home-based setting.

3. Riza is a learner in a far flung province. Sadly, their town 100
was severely hit by a typhoon which badly affected her
family’s livelihood. To recover from the calamity, Riza
was asked by her parents to stop going to school so she Summary
can help in the family’s rebuilding process – an advice
she resents but is inclined to accept. She informs her
adviser Mrs. Reyes about her situation. What help can The following are some essential questions in making
Mrs. Reyes extend to Riza? modules.
Does your module meet
Alignment the essential learning
to the Curriculum competencies set by the
curriculum
Does your module consider

Nature of the Subject the unique demands of your
subject?
Does your module consider

Resources the material limitations both of
the learners and the teacher?
Does your module prescribe

Realistic assessments that match
Assessments the topic and the learning
competencies of the subject?
Session 2 – Curriculum Requirements
and Needs of Learners
Prior Knowledge Assessment:

True or False: Based on your knowledge as a newly-hired
teacher, determine whether the following statements are
true or false.

1. A diagnostic assessment is a tool taken at the end of the
lesson to know what the learners learned.
2. Learning competencies serve as the minimum

requirements which a learner must achieve for
promotion to the next grade level.
3. Reinforcements are activities/responses that encourage

a learner to continue one’s affirmative behavior.
4. Enrichment activities are given to learners who have

difficulty in learning so that they may be able to
cope with the lesson.
5. DepEd offers free remedial classes for those learners

who did not meet the learning competencies.

Key Topic 1: Meeting Learners Needs
Here are some interventions which will allow the learners to
meet the required learning competencies of the curriculum:
The phrase “no one left behind” along with “education for a. Diagnostic tests - function as a way to assess the criteria,
all” has been long standing thrusts of the DepEd. This teaching, and learning which will take place in a classroom.
thematic consistency informs you that the public school Since it examines a learner’s learning characteristics with
system is serious in its mandate to ensure that every respect to knowledge, motivation, and learning difficulties,
learner gets the chance to have access to quality education. you can use this test to inform your judgment in helping the
Having a reliable education for all is a primary investment of learners reach or exceed curricular requirements.1
the Philippines to have a secure future based on its competent
citizens. While the end goal of education is to form b. Reinforcement – is a system of affirmation for a learner’s
productive citizens for nation building, the baseline of learning progress. More than an apparent reward, it gives
achieving this is when learners meet the learning standards a signal to a learner that he/she is doing good and that
fit for their grade level. he should carry on. This intervention allows a learner to
cement progress throughout the learning process.2
As a new teacher in the Department of Education, you have
to be acquainted with a diverse class composition. In fact, it c. Enrichment – are activities, tasks, or special assignments
makes the teaching profession exciting because there are that challenge a learner to improve their grasp of a lesson.
new insights and experiences everyday which you can gain. This type of learner engagement assures that a learner’s
However, it is also in diversity that challenges take place. In knowledge of the lesson deepens. It may also provide a
a class, learners do not have equal skills or levels of prelude to the next lesson which is related to the previous
preparation. Some learners may be interested in your class, one.3
while some may not. Some may be quick in grasping new
d. Remedial – According to Tan (2018), remedial programs
lessons, some may have difficulty. Harvard professor
“give learners more time to work on their problems toward
Howard Gardner would call these multiple intelligences. By
the desired learning outcome.” As a corrective intervention,
and large, it is crucial that they meet or even exceed the
it may also serve as a “building block” to prepare them
expectations of the curriculum.
to the next lesson.4 Based on existing DepEd protocols,
Differentiating the Learning Process: Diagnostic test, remedial activities are necessary to uncover the potential of
reinforcement, remedial classes, and enrichment a learner.
The previous activity tells us that learners have different

strengths in which they can grasp a lesson. For instance,
classes in Filipino or English may be easier for learners with 1 Jessica Hoth, “Diagnostic Tests” in The SAGE Encyclopedia
linguistic and verbal strengths compared to those with bodily- of Educational Research, Measurement, and Evaluation, ed. Bruce
Frey (London: SAGE Publications, 2018), 512.
kinesthetic intelligence. The point is to empower the learner to
2 Marilyn M. Ault, “Reinforcement” in The SAGE Encyclo-
reach the minimum standards of the curriculum, or if possible, pedia of Educational Research, Measurement, and Evaluation,
surpass it. These learning competencies are crucial because ed. Bruce Frey (London: SAGE Publications, 2018), 1395.
they set the necessary skills as the learner advances or gets 3 Ser Hong Tan, “Mastery Learning” in The SAGE Encyclo-
promoted. Also, these learning skills deem to match the pedia of Educational Research, Measurement, and Evaluation, ed.
demand of the real world which every learner has to confront. Bruce Frey (London: SAGE Publications, 2018), 1024.
4 Ibid., 1021.
Prepare five sample questions and match them to five
different learning competencies based on the curriculum
guide of the subject. The goal of the activity is to articulate
how diagnostic tests should meet curricular expectations.
(You may use an old diagnostic test or you may borrow a
diagnostic test from your mentor.)
Subject:
Grade level:
Five Learning Competencies
Five Sample Questions
from the Curriculum Guide
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Below are classroom scenarios. Provide appropriate
interventions to learners with different needs for them to
meet the learning standards.

1. Teacher Agatha has a Grade 4 learner who is excellent in Math. For a. Scold the learner and tell him he
half of the quarter, the learner shows consistent performance by should be quiet.
leading in quizzes. However, the learner tends to be rowdy when
he finishes their math activities. What would be the best b. Tell the learner to finish tasks of
course of action of Teacher Agatha? other subjects.
c. Praise the learner and tell him to be

humble.
d. Provide a challenging task about
the lesson.
2. Teacher Sandy conducted a diagnostic test for his Grade 10 Science a. Call a parent-teacher conference to
class. When the results came out, he noticed that 60% of his inform them that there was
learners were not able to satisfactorily answer items on Earth a problem with their previous
Science. What should he do with the test results? teacher.
b. At Grade 10, learners can easily
catch up with new concepts in
Earth Science so there is nothing to
worry about .
c. Use the results to conduct review

lessons so that it will be easier for
the 60% to understand new lessons
in Earth Science.
d. Reinforce the idea that they should

be cooperative in the class for them
to pass the subject.

3. After the second quarter, Teacher Jessie noticed that three of her a. Observe the learners’
learners performed poorly for the two consecutive quarters. He performance for the next
decided to help these learners meet the set learning competencies. semester.
However, the challenge is that the first two quarters are critical
in understanding third quarter lessons. What would be the best b. Suggest that they should get
course of action of Teacher Jessie? tutors at their own cost or else
they will fail.
c. Ask the learners to retake the

second quarter periodic exam.
d. Do a re-teaching /remedial
intervention based on their least
mastered skills.
4. Based on the diagnostic exam results, Teacher Christy noticed that a. Provide an independent study
84% of her learners cannot understand the relation between guide on Philippine art and
Philippine art and history. What non- classroom based intervention history.
can she conduct to address the concern?
b. Move to the next lesson. They will
catch up anyway.
c. Give them library time after class
hours.
d. Ask them to hire a tutor for the
mean time because the topic is
very important.

Summary
Here are the following takeaways from the session:
• The Department of Education has a strong
mandate to deliver learning to all learners.
• Diagnostic tests determine learner performance
before instruction.
• Based on learners’ performance, reinforcement,
remedial, and enrichment may be used to reach or
exceed their capabilities.

Session 3 – Selecting, Developing,
Organizing, and Using Appropriate
Learning Resources
Prior Knowledge Assessment:
This is a Bingo Card with types of learning materials. Identify
or mark the item which you have already used as a teacher
whether in your pre-service training or previous teaching
experience. Afterwards answer the following questions.
How many items did you get out of Which among the following materials
25? do you want to explore?
Based on the questions above, what does Which among the following was
this reveal about you as a teacher? effective when you used in the
classroom?
107
Guide for Mentors and Newly Hired Teachers
Key Topic 1: The Importance of Instructional Materials
Instructional materials are vital in the learning process. They provide illustrate its function in the human body. This anchors to the theory of an
a tangible representation of the concepts that our lessons wish to American educator Edgar Dale’s cone of experience which points out
articulate. They stimulate learners’ senses to better understand a how more senses engaged in a lesson assures retention. Thus,
concept in its various dimensions. For instance, in biology classes, the instructional materials such as multidimensional presentations provide
teacher would bring rubber or plastic representations of the digestive an experience which makes learning more meaningful.
system to better
The photo is taken from: https://elearningindustry.com/cone-of-experience-what-really-is

108
The Teacher Induction Program - Core Course 2
Identify whether the following scenarios demonstrate passive or active learning based on the Dale’s Cone of Experience.

1. Teacher Kara is teaching art history for Grade 12 learners. Since her Passive Learning Active By visiting the museums, the students have the
school is situated in Manila, she asked her learners to visit the opportunity to observe, analyze, and interpret
Manila Metropolitan Museum and the National Museum of Fine Arts. Learning the art firsthand. They can actively engage with
the artworks, ask questions, discuss their
observations, and develop a deeper
understanding of art history. This active
involvement allows for a more immersive and
meaningful learning experience compared to
passive forms of learning, such as reading
textbooks or listening to lectures.
2. Teacher Jocelyn is teaching physical education. The curriculum included the Passive Learning Active Organizing mini-intramurals is a direct
basic orientation of sports management. In this regard, she made her purposeful experience that involves planning,
learners organize mini-intramurals. Learning executing, and evaluating a sports event. It
requires learners to use multiple skills and
senses, such as communication, coordination,
creativity, and physical activity. Therefore, it is
a very concrete and active learning experience
that can enhance learners' understanding of
sports management.
3. Teacher Trina is teaching the elements of drama. After giving Passive Learning Active The lecture component, where Teacher Kara
a fifteen-minute lecture, she directed the learners to form an provided a fifteen-minute lecture, can be
improvisation where they are expected to play as actors. When the activity Learning considered a form of passive learning as the
ended, she processed their insights and experiences about improvisation. students are primarily receiving information
through listening. However, it's important to
note that the duration of the lecture is relatively
short.
The subsequent activity, where the learners

formed an improvisation and played as actors,
involves active learning. Improvisation requires
students to actively engage, think on their feet,
and apply their knowledge and creativity in a
practical context. By participating in the
improvisation, the learners are actively
involved in the learning process and have the
opportunity to explore and experiment with the
concepts being taught.
Furthermore, the processing of insights and

experiences after the activity involves
reflective thinking and discussion, which also
aligns with active learning principles. This
processing component allows students to
analyze their experiences, reflect on their
learning, and make connections between theory
and practice.
Overall, the combination of the lecture,

improvisation activity, and subsequent
processing encourages active engagement,
participation, and reflection, making it an
active learning experience for the students.
4. Before going to actual teaching, pre-service teachers watch demonstration Passive Learning Active The act of watching the demonstration teaching
teachings to witness how a teacher is expected to manage a class. can be considered passive learning as it
Afterwards, they are asked to write a reflection paper about what Learning involves observing and receiving information
they learned from the demonstration. without active participation. The pre-service
teachers are primarily spectators, watching how
a teacher manages a class without directly
engaging in the teaching process themselves.
However, the subsequent task of writing a

reflection paper requires the pre-service
teachers to actively process and analyze their
observations. Reflective writing involves
critical thinking, introspection, and the
integration of personal experiences and
knowledge. This component of the activity can
be considered active learning since the pre-
service teachers are actively engaging with the
material and constructing their understanding
through reflection.
While the initial observation of the

demonstration teaching is more passive, the
reflective writing component adds an active
element to the learning process. The
combination of passive and active learning in
this activity provides an opportunity for the
pre-service teachers to observe effective
teaching strategies, reflect on their
observations, and apply their insights to their
own future practice.
5. Teacher Carissa organized a literary festival where learner-writers will have Passive Learning Active
a creative writing workshop. In the workshop, they are expected to state their
own creative process and how they translate it to their work. Guest experts Learning
critique their works in response.

Based on the following scenarios, determine what instructional material criterion do the following teachers strongly demonstrate.

1. Teacher Aaron is a Grade 4 Science teacher. He found a a. Alignment to the curriculum Teacher Aaron considered the age and maturity level of his Grade 4
National Geographic educational video that features students when he chose a cartoon version of a video about
b. Developmentally Appropriate predation. He thought that the National Geographic video might be
the concept of predation. Despite its amazing features,
he instead chose a cartoon version which covers the c. Effects on classroom management too graphic or violent for them, and that they might lose interest or
same concept. What did Teacher Aaron consider? get scared. He also wanted to make the lesson fun and engaging, so
d. Inclusive he picked a cartoon that had humor and colorful animations.
2. Teacher Pauline teaches Grade 7 Filipino. She uses a. Alignment to the curriculum This strategy likely helped students comprehend the story better,
comic strips to ease out the difficulty of reading visualize the events, and engage with the material in a way that
b. Developmentally Appropriate fostered their interest and understanding. By adapting the teaching
Ibong Adarna. In this way, learners are more
empowered to meet learning objectives. c. Effects on classroom management method to suit the needs and interests of her students, Teacher
Pauline demonstrated her ability to create an inclusive and effective
d. Inclusive learning environment.
3. Teacher Christian teaches Grade 5 Math. He noticed that a. Developmentally Appropriate To help them overcome their anxiety, he uses an interactive board
his learners are anxious in solving word problems. that allows them to have fun while doing their calculations. Teacher
b. Effects on classroom management Christian considered his students' emotional needs.
Hence, he uses an interactive board where learners can
be playful while doing their computations. c. Inclusive
d. Localization
4. Teacher John is teaching Grade 4 English. He a. Developmentally Appropriate Teacher John demonstrated cultural sensitivity and inclusivity in his
always makes it a point to represent diverse teaching approach. By making it a point to represent diverse
b. Effects on classroom management Philippine ethnicities in his visual aids, he acknowledges and values
Philippine ethnicities in his visual aids.
c. Inclusive the cultural diversity present in the classroom and the wider society.
This approach helps create an inclusive learning environment where
d. Localization all students can feel seen, represented, and respected. This practice
also fosters a sense of belonging and encourages students to
appreciate and celebrate their own cultural heritage while learning
about others.
5. Teacher Ram teaches entrepreneurship in a mango- a. Developmentally Appropriate By recognizing the mango-producing town as a valuable resource,
producing town. He takes the opportunity of their he utilized the local environment and its characteristics to provide a
b. Effects on classroom management meaningful learning experience for his students. By challenging the
place to challenge the learners to invent or innovate
mango-based products that would showcase both c. Inclusive learners to invent or innovate mango-based products, he encouraged
their town and their business skills. them to think creatively, apply their business skills, and develop a
d. Localization practical understanding of entrepreneurship. This approach not only
fosters critical thinking and problem-solving skills but also nurtures
an entrepreneurial mindset among the students.

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Teacher Induction • http://www.

Required Task 1: Review/Research/Independent Learning

Questions Answers Feedback 5

You may also click on the link: https://www.officialga- zette.gov.ph/k-12/?fbclid=IwAR3tiokqamN6sww9P-jx-

Answer the following processing questions by discussing with your mentor.

Assess the transferee learner's language proficiency and provide

One possible strategy is to conduct a review session

By following these steps, you can create a learning plan that is

LEARNING PLAN GUIDE

In what content areas will I focus on?

What references will I use?

What skills should be developed among my pupils?

What do I want my learners to become? What are

What learning theory/ies will I apply?

How will I assess my learners’ understanding of

Required Task 1: Case Analysis

As a colleague, you want to help her figure out these

Araling Panlipunan Conceptual Framework

Question Option Feedback

a. “functionally literate and developed Filipino.”

b. “Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at

d. “Pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na

a. The approaches should follow a constructivist approach with emphasis on

c. Content standard is a series of chronological events in history that learners need to

“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may pagpapahalaga

What goal would you suggest for my class in AP 4? (open-ended question)

1. is a template that teachers use to

Study the sample curriculum guide in Science.

Parts of the Curriculum Guide Learning Code Meaning

Required Task 1: Mentor-Mentee Collaboration

2. How long do you have to teach the

Guide for Mentors and Newly Hired Teachers 59

5. What guides you in unpacking the

Required Task 2: Complete the table

60 The Teacher Induction Program - Core Course 2

School Grade Level

DAILY LESSON LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. No. of learners who

B. No. of learners who

Guide for Mentors and Newly Hired Teachers 65

D. No. of learners who

F. What difficulties did I

2. Are you capable of using ICT in your classes?

3. Are you open to collaboration with other subject teachers?

4. Are you aware of the learning competencies that your /

5. Do your activities allow learners to organize or reorganize their /

Session 1: Curriculum and Instruction Alignment

Question Option Feedback

LESSON PLAN IN SCIENCE 6

At the end of the lesson, the pupils are expected to:

II. Subject Matter: Living and Non-Living Things

Process Skills: Observing, Identifying, Classifying, Investigating

Material: chart, metacards,

Living Things Non-living Things

Activity 2: Which is Alive or Not?

Picture Living or Non-living Things Evidence/Reasoning

Beginning Developing Accomplished Exemplary