Division-Memorandum s2020 206 PDF

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF BATANGAS
June 9, 2020
DIVISION MEMORANDUM
206 s. 2020
No. ______,
SIMPLIFIED GUIDELINES ON THE PREPARATION OF PIVOT I-D-E-A

LESSON EXEMPLARS
DepEd - Division of Batangas
TO: Assistant Schools Division Superintendent RECEIVED
RECORDS UNIT
Chief – Curriculum Implementation Division (CID) TRACKING NO.: MEM20-298
Chief – School Governance and Operations Division (SGOD) DATE: 06/10/2020
Education Program Supervisors TIME: 3:56 PM
Public Schools District Supervisors
Public Elementary and Secondary Schools Heads
All Others Concerned
1. Regional Memorandum No. 296, s. 2020 Re: Guidelines on the Preparation of PIVOT I-
D-E-A Lesson Exemplars, Section 9 states that “In line with the preparation for the
Opening of Classes come August 24, 2020 all public elementary and secondary school
teachers shall prepare their PIVOT Lesson Exemplars beginning June 8, 2020.”
2. In order to have a clear understanding and ease of preparation of exemplars aligned with
the learning modules, this Office through the Curriculum Implementation Division CID
issues a simplified guideline on Lesson Exemplar preparation.
3. Teachers are advised to accomplish the MELC - IDEA Template while waiting for the
Learning Modules in order to map and plot the competencies with the available learning
materials/activity sheets that can be used to enrich the exemplars. They may opt to draft
their IDEA Template with the available essential parts to be fitted to the module later.
4. School heads are held responsible for these activities for the teachers in relation to
curriculum and instruction.
5. Attached are the Simple Guidelines and MELC-IDEA Matrix for perusal.
6. Immediate dissemination of this memorandum is desired.
MERTHEL M. EVARDOME, CESO V

Schools Division Superintendent
Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

(043)722-1840 / 722-1796 / 722-1437 / 722-2675 / 722-1662
deped.batangas@deped.gov.ph
www.depedbatangas.org
CRN 44 100 18 93 0045

MELC in IDEA MODEL TEACHING-LEARNING PLOT TEMPLATE

SY 2020 -2021
Name of Teacher: ______________________ Quarter: _______________________

School: ______________________________ Subject : _______________________
District:_______________________________ Grade Level:____________________
Date: ____________________________________
COT BASED ACTIVITIES Materials/

MELC BOW IDEA (WITH ICLEA 21ST CENTURY SKILLS and 2C2I R) Learning Resources Assessment
Kagamitang Panturo Pagtataya
APPROACH STRATEGY ACTIVITY
DULOG ISTRATEHIYA GAWAIN
(this includes Enrichment/ Remedial Activities
kasama din ang Panlinang/ Remedyal na Gawain)
Introduction Titles:
Panimula
Development Titles:
Pagpapaunlad
Address: Provincial Sports Complex, Bolbok, 4200Batangas City

(043)722-1840/722-1796/722-1437/722-2675/722-1662
CRN 44 100 18 93 0045

Engagement Titles:
Pakikipagpalihan
Assimilation Titles:
Paglalapat
Prepared by: Checked by: Noted by:
Name of Teacher Name of Subject Head/Grade level Chair Name of Principal
Address: Provincial Sports Complex, Bolbok, 4200Batangas City

(043)722-1840/722-1796/722-1437/722-2675/722-1662
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SIMPLE GUIDELINES OF MAKING IDEA MODEL EXEMPLAR
This material is intended to give the summary of the IDEA framework. This also gives the most important information on the ICLEA and IDEA.
Contents:
1. IDEA Framework
2. Paradigm of IDEA and ICLEA
3. Paradigm of IDEA and 21st Century Skills
4. Comparison of DO 2 s. 2016 and RO 10 s. 2020 with the IDEA MODEL Outline and Keypoints for Making the Exemplar
5. 21st century Skills Indicators of Performance and the suggested assessments to meet for each part of IDEA
6. 2C 2I R approaches and suggested activities
IDEA framework (According to RO 10 s. 2020, p 9.)
PIVOT 4A Bow IDEA Instructional Process and Focus R4AQUBE/PIVOT4A Specificities in the
Teaching – 21st Century Skills Adjustments (4Rs) DLL/ DLP
Learning Process
Introduction Communication Core Knowledge  Learning Recall In the I Phase, the
Panimula Competency teacher utilizes:
(I phase)  MELCs  appropriate
 Desired Learning strategies in
Outcomes presenting the
 Content and learning competency
Values and the desired
learning outcomes of
the day

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 expound on
previous
experiences and
core knowledge of
the learners
 purpose of the
lesson, core
content and
relevant samples
*This allows teachers

to maximize learners’
awareness of their
own knowledge as
regards to the content
and skills required for
the session.
Development Collaboration Concepts and  Concepts and Basic Remediation In the D Phase, the
Pagpapaunlad Skills Skills teacher:
(D Phase)  Developmental
Activities  presents activities,
tasks and contents
of value and interest
to the learners
*Most of these
activities and tasks

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must simply and

directly revolved
around the concepts
to develop and
master the skills or
the competency
Engagement Critical Thinking Cognitive Tasks  Learning Reflection In the E Phase, the
Pakikipagpalihan Opportunities teacher:
(E Phase)  Hands-on Engaging
Activities  allows the learners
 Learning Points to be engaged in
 Performance or various tasks and
Output opportunities in
building their
KSAVs to
meaningfully
connect their
learnings.
This further requires

teachers to:
 engage and
expose all
learners to real life
situations that will
ignite their
interests to meet

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the expectations
 make their
performance
satisfactory or
produce a product
or performance.
Assimilation Creativity and Competencies  Learning Delivery Relearning In the A Phase, the
Paglalapat Innovation Outcomes teacher brings the
(A Phase) Core Values and  New Skills/New learners to a process
Habits of Mind  Knowledge/Idea where they:
 Habits of Mind
 Life Skills  demonstrate
ideas,
interpretations,
mindset or values
and
 create pieces of
information that will
form part of their
knowledge in
reflecting, relating or
using it effectively in
any situation or
context.
This also requires

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teachers to:
 encourage learners
in creating
conceptual
structures giving
them the avenue to
integrate new and
old learnings.

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Comparison of DO 2 s. 2016 and RO 10 s. 2020 with the IDEA MODEL Outline and Keypoints for Making the Exemplar
DO 42, s. 2016 RO 10, s. 2020 OUTLINE DLL in IDEA MODEL with

some key points to write the exemplar
I. Objectives I. Objectives
a. Content Standard a. Most Essential Learning
b. Performance Standards Competencies (MELC)
c. Learning Competencies or b. Enabling Competencies
Objectives Objectives
**Containing KSAV
Examples:
Write clear instructions
Present an argument for or against an

emotionally charged proposition
Design a test for scientific questions

II. Content II. Content
III. Learning Resources III. Learning Resources All materials should be from the Modules
A. References A. References
a. Teacher’s Guide Pages a. Teacher’s Guide Pages Exemplar and Modules are aligned with one
b. Learner’s Material Pages b. Learner’s Material Pages another
c. Textbook Pages c. Textbook Pages
d. Additional Materials from Learning Resource d. Additional Materials from Learning
B. Other Learning Resources Resource
B. List of Learning Resources for

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Development and Engagement

Activities
IV. Procedures IV. Procedures
a. Lesson Review a. Introduction Introduction
b. Purpose of the Lesson a How will you present the lesson to all types of  take into account the diversity of
c. Presentation of Samples learners? learners
d. Discussion  Communication Skills are
b embedded and communicative skills
e. Mastery Development
f. Application activated
g. Generalization and Abstraction d  must trigger the interest of the
h. Evaluation learners
i. Additional Activities or  consider the principle of authentic
Remediation c learning (prior knowledge can be
based from the experience of the
learners)
 make learning objectives obvious
and objectives must be close to
achieving the learning outcome
 express the context of learning
(how they will use it in real life)
 consider the needs of the learners,
their attitudes and values
 appreciate the learners
 clear and simple instructions
directing them to specific use in
daily life
Examples of objectives in Introduction

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Phase:
Write clear instructions on how to change a
bicycle tire
Present an argument for or against assisted

suicide
Design fair test for scientific questions

about preferred habitats or bugs or ants
***the needs of the learners in the

Introduction Phase:
- Acknowledgement of ones abilities,

interest and values
Activities in the introduction must be
varied to cater different kinds of
learners:
1. Visual learners
2. Kinesthetic learners
3. Auditory learners
4. Stress learners
5. Ease learners
6. Scribble learners
7. Trust learners
8. Teach learners

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9. Copy learners
- Appreciation of the learners’

differences
The teachers should be conscious that
the way of teaching and learning now is
new and different from the traditional, so
the teachers should be careful in giving
tasks. It must be in the context of the
learners and can be done independently.
- Clear simple instructions

Make the instructions easier to follow, and
simpler to understand.
Example:
For the first activity, get a piece of paper
and a pen. I want you to write the first three
emotions/feelings you have felt this
morning.
Or:
Draw three emoticons that will show the

three emotions you felt this morning. Why
did you feel it? Write a sentence beside
each emoticon.

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Parts of the Module in the Introduction:

What I need to know?
What is new?
b. Development
How will you develop the content as part of
the enabling and foundation skills? How will Development
you develop learners’ mastery of the given  this part exposes the learner of what
competency? he knows, what he knows but did
not understand, and he does not
know
 the teacher must expose the
learners into three activities
corresponding to what he knew,
what he knew but did not
understand, and he did not know
 Collaboration is embedded in the
development part
 the teacher will present activities,
tasks and contents of value and
interest to the learners
 activities should revolve around the
MELC
 in the face to face delivery mode,
the learners should be grouped in
such a way that their learning levels
are unidentified. They will work
together to strengthen collaborative
work

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 in the modular delivery most, it is

reiterated that the learners will deal
with the 3 activities
**the needs of the learners in the
Development Phase:
-Directive assistance (first activity
which corresponds to what they know)
Cues:
In the module, the activity of the teacher
must give clear and simple step by step
instruction on how the activity is to be done
Example:
In the paragraph above, encircle the words
you did not understand
-Collaborative assistance (second

activity which corresponds to what they
know but did not understand)
Cues:
In the module, the teacher will instruct
again the learner to ask for assistance from
their parents or other members of the family
to guide him/her in answering the follow up
questions. The learner can be also
instructed to browse books and other

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related materials to accomplish the tasks.
Example:
Now, let us play a game, we call it Chain of
Knowledge.
Directions:
1. List all the difficult words you found
in the paragraph.
2. Once the list is ready, set the timer
of your cellphone or any gadget in 5
minutes.
3. You will go around your house to
ask help to discover the meaning of
the difficult words.
4. When the members of the family
were able to answer one or some of
the words, give them a hug after
saying Thank you.
5. Repeat steps nos. 3 and 4 until all
your difficult words are unlocked.
6. Do not forget to set the timer before
you start.
Or:
After identifying the words you do not

understand, please ask your parents to
assist you to look for a book or any other
reference that will give you the meaning of

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the difficult words.
-Non Directive assistance (third activity

which corresponds to what they do not
know)
Cues:
In the module, the teacher must supply
other materials to support the learning to
master the MELC
Example:
Now, open the file I sent you with the
filename: Activity1_unlockvocab
You will see there a song entitled “Let us
Change for the better” by Teresa Basilan.
Read the poem and look for the words
similar to the one you have unlocked
earlier. Then answer the questions with at
least 2 to 3 sentences.
Or:
Go to youtube using this link:

www.youtube.com/Letuschangeforthebetter
Follow the same instructions.
Parts of the Module for Development

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Phase:
What I know
What’s In?
What is it?
c. Engagement
What appropriate pedagogical or real- Engagement
world tasks and learning opportunities will  In the old format of DLL, this is the
be presented and implemented for all learners deepening part.
to learn?  Critical Thinking is embedded.
 The teacher allows the learners to
be engaged in various tasks and
opportunities in building their KSA to
meaningfully connect their
learning to real life situations.
 This will lead the learners to ignite
their interest
-to meet their expectations
- make their performance
-produce a product or
Performance
Note: the tasks must be connected with

the activities in the D.
 The activities and learning of the

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learners must be sustained

 Follow up activities should be
done for what he knows, what he
knows but did not understand and
what he does not know
**the Needs of the learners in the

engagement Phase:
Varied Cognitive tasks

 Do not ask the learners not
available in his learning
environment at the moment
Learning Opportunities
 The learners must realize that the
lessons and the tasks given are
ways for him to learn and are part
of his academic progress.
Real or relevant life tasks/ Varied

Learning spaces
 The modules must explicitly
express the reasons why the
lessons are being taken
specifically its relevant to the
context of real life.

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Parts of the Module for the Engagement

Phase:
What’s more
What I can do
What other enrichment activities can I
engage in
d. Assimilation
What are the ideas or contexts that will be
assessed and processed so that learners can Assimilation Phase
assimilate and refine their knowledge,  The teacher brings the learners to a
skills and attitude/ values? process where they develop ideas,
interpretations, mindset or values
and create pieces of information
that will form part of their
knowledge in reflecting, relating,
or using them effectively in any
situation or context.
 This phase requires teachers to
encourage the learners in creating
conceptual structures giving them
the opportunities to integrate new
and old learnings.
 Maximize their experiences and old
learnings.
 Reflection is strengthened.
 Creativity is embedded.

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****Realizations must be done in

this part whether directly or
indirectly, implicit or explicit.
**the needs of the learners in the

assimilation phase
- Community Contexts
This is the reason why we always
mention that the activities from I – D – E
must be continuous, interrelated and
connected. It must lead to community
context
-Processing time
Give enough time to the learners to
do the tasks and process them
-Acceptance
It is much easier to see the
acceptance in F2F. But the acceptance
in the Modular approach will be reflected
in the weekly portfolio
Parts of the Module for Assimilation phase:
What I have learned

What I can show

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***The teacher will give simple and clear

instruction to accomplish this phase
V. Remarks V. Reflection on the Type of Formative In the form of open ended statement
Assessment Used for This Particular
Lesson Example:
The teacher will ask the learners to write
in their notebook, journal or portfolio their
personal insights about the lesson using
the prompts below.
I understand that ______________.

I realize that __________________.
21st century Skills Indicators of Performance

These are suggested assessments to meet for each part of IDEA
Communication Skills Critical Thinking
 Verbal Communications Skills  Networking
 Body Language  Interpersonal Relationships
 Physical Communication  Personal Branding
 Writing  Emotional Intelligence
 Visual Communication  Self -awareness

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 Humor  Emotional Management

 Quick Wittedness  Adaptability
 Listening  Assertiveness
 Presenting/Storytelling  Competitiveness
 Interviewing  Resilience
 Public Speaking  Self - leadership
Collaboration Skills Creativity
Leadership  Analysis
 Team Building  Open-mindedness
 Strategic Planning  Problem Solving
 Coaching and Mentoring  Organization
 Delegation
 Diplomacy
Responsiveness
 Influencing
 Selling
 Inspiring
 Persuasion
 Negotiation
 Collaboration
 Decision Making
 Supervising

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2C-2I-1R PEDAGOGICAL APPROACH
(With Suggested Activities)
1. CONSTRUCTIVIST APPROACH- Allows learners to construct their own meaning and knowledge.
Types-
*Thinking Skills Strategies- let learners develop their own ideas, analyze perspectives, solve problems and make their own decisions.
*Activity-Based Teaching Strategies- more on Experiential learning opportunities. (hands-on, project planning and product creation)
*Direct Instruction Strategies- quickest way of learning because teachers provide the learning; students model teachers word and
actions.
Examples of Constructivist Approaches-
*Experiments/PROBEX
* Field Trips
*Film Showing (Reaction Paper)
*Discussions

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Ways on how to Assess Constructivist Approach-
*Oral Discussions
*KWLH Chart
*Mind Maps
*Pre-Testing
2. COLLABORATIVE APPROACH- Requires learners to work together towards a common goal.

Types:
1. Online-Collaborative Teaching- Uses the internet for assigning task or group work, teachers prepare the learners in becoming a
responsible netizen.
2. Jigsaw Method- Learners work in a small group and letting them interact with other group to gather small pieces of information that
would later be combined to form more information.
*develop learners LISTENING, EMPHATY, and INTERACTION to each other.
3. Think-Pair-Share - the teacher provides a specific inquiry and let the learner initiate the 3 stages THINK-PAIR-SHARE.
4. Integrated Process Approach- in this type learners can involve their community, other subjects, books, any viewed or listened
information that is related to the topic that is given by the teacher. Simply involving other things were in they can integrate or solve
problems by using different resources.

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5. Peer Teaching- involves learners taking on a teaching role in School Setting.

*Reciprocal Teaching- involves 2 different individual (different sexes, level of intelligence, social status, religion etc.)
*Peer Tutoring- could be a one-on-one basis or can be perform on small groups.
*Cooperative Learning- involves a larger crowd (a certain student standing in front of the class)
Other Suggested Activities:
* Think Aloud Pair Problem Solving (TAPPS) - one student is reading the question, the other is on the board to solve or answer.
* Group Grid- the teacher could give a blank concept with jumbled information, students will work as group to arrive on the desired
concept, idea or general concept)
3. INTEGRATIVE APPROACH- Focuses on learning across the curricula focuses on connections than teaching isolated facts. Focuses on
teachers teaching techniques.
Types:
*Educational Technology- uses technological tools like medias, machines and networking hardware.
*Lecture Method- An ORAL presentation by the teacher that relays on factual information, learners role is just to listen. (a book, article
etc.).
*Discussion Method- TWO-WAY communication between Teacher and Learner. (take into consideration that lecture is different from
discussion).

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*Buzz Groups- larger groups are divided to smaller groups and given 1 or more topics to discuss.
*Brainstorming- ALL information under the sun from all the learners are welcomed as long as its RELATED to the given topic.
Suggested Activities on Integrative Approach:
*Demonstration
*Socratic Method(Direct Approach)
*Computer Integration
*Simulation/Games (Human Simulation-Role Playing/ Person-Computer Simulation-Games or Application downloaded that can be
manipulated by the learner)
*Graphic Organizer (Sequential-Timeline, Sequencing Events is also considered as graphic organizer/ Single Main Concept- Mind Maps,
Info- graphics, Concept Maps, Fish Bone Charts)
4. INQUIRY BASED APPROACH- new knowledge is used to answer a question, develop solution and support a position or point or view.
Types:
*Simulation (role plays, games, models)
*Demonstration (concrete and visual way of explaining the topic, REALIA.)
*Experiment (not only done in a laboratory, any activities which includes scientific processes such as observing, predicting, concluding,
data

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collection etc. can be considered as experiment.)
*Field Study (Allowing the learners to the real word setting wherein they can experience a real time setting the knowledge they can gain
on a real environment.)
*Project Work (Involves Visual and Tangible Output, before giving a project make sure that teachers only gave the learners the criteria of
the project not the total look or package of the project, do not make a standardize project.)
5. REFLECTIVE APPROACH- this is the approach wherein teachers can reflect and analyze their own practice or teaching strategies. This
is where teachers can consider alternative means as tools when standard tools are not available. (Localization)/(Evaluation)
Types:
*Multimedia Presentation (Uses Multimedia instructional materials as tools in teaching. Multimedia materials are any materials that uses
Electricity.) examples are-T.V., Radio, Lapel, Cellphones, etc.
*Drill and Practice (Repetition after the learners reflect on their skills or learning)
*Mental Modelling (Strategies that allows the Learners to have the ability to direct their own learning)

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Republic of the Philippines

SIMPLIFIED GUIDELINES ON THE PREPARATION OF PIVOT I-D-E-A

6. Immediate dissemination of this memorandum is desired.

MERTHEL M. EVARDOME, CESO V

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

MELC in IDEA MODEL TEACHING-LEARNING PLOT TEMPLATE

Name of Teacher: ______________________ Quarter: _______________________

COT BASED ACTIVITIES Materials/

Address: Provincial Sports Complex, Bolbok, 4200Batangas City

CRN 44 100 18 93 0045

Prepared by: Checked by: Noted by:

Name of Teacher Name of Subject Head/Grade level Chair Name of Principal

Address: Provincial Sports Complex, Bolbok, 4200Batangas City

CRN 44 100 18 93 0045

SIMPLE GUIDELINES OF MAKING IDEA MODEL EXEMPLAR

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

*This allows teachers

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

must simply and

This further requires

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

This also requires

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

DO 42, s. 2016 RO 10, s. 2020 OUTLINE DLL in IDEA MODEL with

Write clear instructions

Present an argument for or against an

Design a test for scientific questions

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Development and Engagement

Examples of objectives in Introduction

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Present an argument for or against assisted

Design fair test for scientific questions

***the needs of the learners in the

- Acknowledgement of ones abilities,

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

- Appreciation of the learners’

- Clear simple instructions

Draw three emoticons that will show the

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Parts of the Module in the Introduction:

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

 in the modular delivery most, it is

-Collaborative assistance (second

Address: Provincial Sports Complex, Bolbok, 4200 Batangas City

CRN 44 100 18 93 0045

Name of Teacher: Quarter: _