Session 1: The K to 12 Basic Education
Program: Legal Bases
Module 1 – Understanding the K to 12 Curriculum
Questions
Which Act enhances the
Philippine basic education system
by strengthening and updating its
curriculum to become at par with
the global education system by
providing two more years for basic
education?
RA 10157
RA 10524
RA 10533
RA 10931
Questions
Which policy guidelines on the K
to 12 Basic Education Program
provides context to and articulate
its contexts, features, and
programs?
DepEd Order (No. 1, s. 2019)
DepEd Order (No. 8, s, 2019)
DepEd Order (No. 9, s. 2019)
DepEd Order (No. 21, s. 2019)
Answers Feedback
Prior to the introduction of this curriculum,
ours was the only country in Asia to receive
10 years of basic education. As a result, the
RA 10533 Philippines needs to catch up with other
countries. This Enhance Basic Education
Law or Republic Act 10533 (K-12) aims to
produce Filipino graduates who are
comprehensively developed with 21st
century skills. For this purpose, the State
shall create a functional basic education
system that will develop productive and
responsible citizens equipped with the
essential competencies, skills and values for
both life-long learning and employment. I
believe that the K-12 system would soon
improve the status of Filipinos. As a teacher,
I always pursue a passion for lovingly
teaching.
Answers Feedback
This policy or D.O. aims to provide
“concrete basis for developing programs,
DepEd Order policies, and issuances” relative to the K to
(No. 21, s. 2019) 12 implementation “at each governance
level” of the department. “The policy also
benefits other stakeholders, such as partners
ad partner schools, NGOs, parents, and
advocates, among others, by providing a
comprehensive explanation of what the
program is, so that they may contribute to its
effective implementation and
improvement,”  This Policy provides a
comprehensive explanation of the K to 12
Basic Education Program and its
components across all key stages.
Questions Answers Feedback
What act made Kindergarten This aims to provide equal opportunities for all
mandatory for all learners? children to avail of accessible mandatory and
RA 10157 compulsory kindergarten education that effectively
RA 10157 promotes physical, social, intellectual, emotional and
RA 10524 skills stimulation and values formation to sufficiently
RA 10533 prepare them for formal elementary schooling. This
RA 10931 Act shall apply to elementary school system being the
first stage of compulsory and mandatory formal
education. Thus, kindergarten will now be an integral
part of the basic education system of the country.
Kindergarten education is very important for the
academic and technical development of Filipino
children. This is because it is the time when the young
mind is most receptive to learning. It is also a
government policy to focus education on learners and
to address the needs, cognitive, cultural abilities,
situations and diversity of learners, schools and
communities through appropriate teaching and
learning.

Questions Answers Feedback

Which does NOT show the characteristics of the

K to 12 graduates? The K-12 program is designed to
provide all Filipino children with
a. They are holistically developed Filipinos who
have built foundations for learning throughout
the education they need to become
life. a competitive one in a global
b. They are individuals equipped with c. They are individuals context.
information, media and technology skills, who pursue their
learning and innovation skills, life and career careers for personal
skills, and communication skills. development to work
c. They are individuals who pursue their careers abroad.
for personal development to work abroad.
d. They can take challenges and take advantage
of the opportunities of the 21st century.

How many key stages does the K to 12 Program Kindergarten to Grade 3

contain? (Four) 4 Grade 4-6
a. 2 Grade 7- 10 (Junior High
b. 3 School)
c. 4 Grade 11-12 (Senior High
d. 5 School)
 Questions
How old is the prerequisite age for
preparatory education as defined
in the Enhanced Basic Education
Act of 2013?
a. 4
b. 5
c. 6
d. 7
The SHS curriculum formulation
is a step towards the realization of
the Philippine Qualifications
Framework (PQF) and is the main
policy for the implementation of
the new 13-year cycle of basic
education. What comprises the
SHS curriculum?
a. Basic Subjects, Applied
Track, Specialized Subjects
b. Basic Subjects, Applied
Track, Selected Subjects
c. Core Subjects, Applied
Track, Specialized Subjects
d. Core Subjects, Selected
Track, Specialized Subjects
Answers
(Five) 5
c. Core Subjects, Applied
Track, Specialized Subjects
Feedback
Pursuant to the Advanced Basic
Education Act 2013, the
mandatory age for preparatory
education is 5 years old. A person
cannot enroll in 1st grade without
completing kindergarten.
Incoming Kindergarten must
strictly adhere to this age
restriction policy, as outlined in
DO number 47, s. 2016, as
modified by the DepEd Command.
This is true because a child must
be ready for regular schooling.
Therefore, this enhanced basic
education is helpful especially to
the learners.
After going through
Kindergarten, the enhanced
Elementary and Junior High
curriculum, and a specialized
Senior High program, every K to
12 graduate will be ready to go
into different paths – may it be
further education, employment,
and/or entrepreneurship. Every
graduate will be equipped with:
Information, media and
technology skills, Learning and
innovation skills, Effective
communication skills, and Life
and career skills.
Students can choose their specialty
based on their aptitude, interests,
and school abilities. The choice of
career path will determine the
content of the courses taken in
grades 11 and 12. SHS subjects
fall into either the core curriculum
or specific tracks.
Required Task 2: Independent Learning
Questions
Is the K to 12 a product of
collaboration with other agencies?
Is the shift from the Basic Education
Curriculum to K to 12 Program
conceptualized by DepEd alone?
Was Kindergarten Education
mandatory before the K to 12
Program?
Is Republic Act No. 10533 the basis
for the additional two years of Senior
High School (SHS)?
Does the K to 12 Program give
importance to the preparation of
graduates on ASEAN Integration?
Answers Feedback
YES
DEPED & CHED
It is the educator who is involved in and responsible for
YES designing the basic education curriculum for programs
from kindergarten to high school.
According to the Kindergarten Education Act,
YES kindergarten is an essential admission level for basic
education and is a prerequisite for admission to first-
class schools.
YES For this purpose, the State creates a functional basic
education system that will develop productive and
responsible citizens equipped with the essential
competencies, skills and values for both life-long
learning and employment. (RA 10533).
YES Although some people would not agree with its
implementation, the K-12 program is still beneficial as it
gives a better quality of education, provides job
opportunities for high school graduates, and prepares the
country for ASEAN Integration.

REQUIRED TASK 3: MENTOR-MENTEE COLLABORATION

Answer the following processing questions by discussing with your mentor.

What are the different issues addressed by the legal bases of the K to 12 Curriculum? Which among them
affects you the most as a teacher?

The challenges faced by the legal foundations of the curriculum from kindergarten to high school
are the lack of resources to implement, the feeling that teachers cannot teach because they believe
their students need more education. The additional two years of basic education called high school
are negative. Impact on parents' poor economic conditions. One of my concerns as a teacher is the
lack of resources such as computers. Since our school does not have internet access, we want our
learners to acquire 21st century skills that we cannot provide due to this situation.

What do you think are the top three factors that are given emphasis by the different K to 12 laws and
orders? Why do you think so?

I think the three most important elements highlighted in the various laws and regulations from
kindergarten to high school are the teachers, learners and school environment at the heart of the
educational process.
SESSION 2: SALIENT FEATURES OF THE K TO 12 PROGRAM
Preliminary Activity
Let us have an inventory of your ideas about the salient features of the K to 12 educations using the chart below.
Salient Features
Inclusive Education
Early Childhood Education
Curriculum Relevance
Curriculum Proficiency
Building
What I Know What I need to Know
System of education builds on that
understanding for the learners especially
when students with disabilities are pulled out
Diverse students of the classrooms and instructed in totally
separate settings, they aren't always accepted
by their peers. 
 5 years old is the pre-
requisite age for schooling “Early childhood care and education (ECCE)
through Universal
Kindergarten.
The competencies should Applicability and appropriateness of a
be relevant to the topic curriculum to the needs, interests, aspirations
and expectations of learners and society in
general.
The Fundamental of Fundamental components of a proficiency-
proficiency-based learning based learning system for schools and
systems for schools and districts.
districts.

REQUIRED TASK 1: CASE STUDIES

Study the following cases and tell what your actions will be on these scenarios. Base your answers on the K to
12 Curriculum and the DepEd Vision and Mission. Limit your response to 100 words.

Case 1: You have a transferee learner who only speaks her mother tongue. As a result, your learners cannot
communicate with her properly and the transferee learner feels left out. What can you do as her teacher?

It is the teacher's responsibility to contact the students, as the language barrier can be hesitant for
everyone. Don't wait for him or her to ask for help. The teacher's solution to these language barriers
may be to match the transferred student with one of her more knowledgeable students. This
knowledgeable companion can serve as their mentor when new students are faced with inevitable
challenges. Another option is to label the subject. This not only helps students learn lesson routines,
but also improves their conversation skills. The teacher can also talk to parents and advise them on
how to teach a new language at home.

Teachers must use plain and simple language, and talk clearly and slowly to aid in comprehension.
Avoid using idioms, metaphors, and sarcasm as this may be confusing for students learning the
language. Demonstrate instructions and always remember that students are more likely to
understand what they “must do” as opposed to what they “shouldn’t do.”

Case 2: You have a learner wanting to take up engineering in college. Upon checking his grades, you have
learned that he has not been good in Mathematics. What can you do to help the learner?

The best practices help students to succeed in math are to be resourceful, to be tenacious,
to be encouraging, and to read the problem repeatedly, until the learner understands what is being
asked. There are several resources available for today’s learner. The school has tutorials which
 give one-on-one time with students. The internet has online tutoring and videos that can be
repeatedly played for understanding to occur until the learner gains the skill. Also, a student has
to persist in their efforts to learn. They should complete assignments, ask questions, and take notes
that are used to guide their independent practice. There are several ways teachers can use to help
their students excel in math. Teachers need to teach their students to be confident in answering
math problems. Another thing teacher should do is ask students questions and encourage them to
make room for curiosity. The more students who seek clarification, the better the results will be
because it means they are paying attention and learning. Another way to help learners improve
their math skills is to provide real problems that increase the student's desire to interact with
math. Teaching children how to apply math to real-life problems enhances their enthusiasm and
understanding.

Case 3: One of the features of the K to 12 Curriculum is spiral progression. Upon seeing your learners’ pre-test
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?

Take specific care when observing how your students receive the lesson. Has the original issue
you previously identified been addressed? You can even ask one or two reliable students what they
thought of the lesson, or distribute a survey student can use to provide anonymous feedback.
Based on its success (or lack thereof), continue to adjust until you find what works for your class.
Remember that every class has different needs, and the need to tailor your approach to lesson
planning to them doesn't mean that you're a bad teacher. In fact, it means just the opposite: that
you care enough to make a change when you notice something isn't working.

Case 4: You have a class which has a sizable number of over-aged learners who have taken the grade level
multiple times. How will you decide on the learning plan considering your other learners?

With the number of non-traditional students growing, many educators have discovered that adult
learners are fundamentally different than their younger counterparts in many ways. Yet, most
instructors have been left to their own devices to figure out how best to reach these students who
come to class with an entirely different set of challenges, demands and expectations, and
generally at a much different level of maturity. When it comes to instruction, careful and thorough
preparation is needed. I need to design a teaching strategy that can cater his needs without
sacrificing the rest of the class
SESSION 3 – THE CONCEPTUAL FRAMEWORK OF THE K TO 12 BASIC EDUCATION
CURRICULUM
KEY TOPIC 1: THE K TO 12 BASIC EDUCATION CURRICULUM FRAMEWORKS

Questions Answer Mentor-Mentee Discussions

How is the learner regarded by the The learner is regarded as the
K to 12 Program? center of education.
As a teacher, what 21st century The 21st century skills should be A 21st century education is
skills should be acquired by our acquired by learners are the about giving students the skills
learners? following: Critical thinking, they need to succeed in this new
problem solving, reasoning, world, and helping them grow the
analysis, interpretation, confidence to practice those skills.
synthesizing information. With so much information readily
Research skills and practices, available to them, 21st century
interrogative questioning. skills focus more on making sense
Creativity, artistry, curiosity, of that information, sharing and
imagination, innovation, personal using it in smart ways.
expression. Perseverance, self-
direction, planning, self-discipline,
adaptability, initiative.
Education provides contextualized When learners finish K to 12 basic
practice for the application of 21st education, they are then able to
century skills as these are apply these to life. The DepEd
embedded in different learning envisions Filipinos who are ready
areas. What are the possible exit for four possible
points of the Filipino K to 12 exits: employment,
graduates? entrepreneurship, middle level
skills development, and higher
education.
One of the salient features of the K There is no difference when it
to 12 Program is ensuring comes to teaching
integrative and seamless learning. Integrative and seamless learning.
How do you think the learning The learning areas taught are more
areas will be taught in the formal on practical application of what
schools and non-formal schools have they learned
such as the Alternative Learning
System?
What support is needed for a Provide intensive training on the
Filipino graduate to become 21st latest technology to help students
century ready? catch up with the global skills of
the 21st century.
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? Functions of Communication
In what content areas will I focus on? The content area that I will focus on is the
different functions of communication. The
examples will be based from real life
situation and from a dyadic discussion
What references will I use? English Book, TG, YouTube, Module
What skills should be developed among my They will learn to communicate effectively
pupils? using the different functions of
communication. This will help them to
verbalize their thoughts and think critically as
they emerged in a conversation.

Question Response
What strategies will I use? I will use oral communicative strategies and
oral negotiation strategies wherein the
students will engage in a conversation and
they will identify the concepts of the lesson
What do I want my learners to become? What I want my students to think critically. A
are the values I want my pupils to possess? person who can communicate effectively and
find practical application based from the
topics taught
What learning theory/ies will I apply? I will use the Cognitive, Constructivism and
Experiential Learning Theory where students
can apply their learnings by constructing their
own ideas based from the topics covered
How will I assess my learners’ understanding Conduct quiz, mini role play or pair up and
of the lesson? talk it out activity
REFLECTION QUESTIONS:
What did you feel in doing the activity?

I feel excited doing the activity because I know that I am familiar doing the lesson guide/plan.

What are some considerations in making a learning plan?

First and foremost, we need to consider the recipient of the lesson. We need to consider their skills and their
interests so that all students will actively participate. In making the Learning Plan Guide the teacher should
consider is what subject to be taught, what strategies to be taught, what skills should be developed of learners
and etc.

What insight/s did you gain from this activity?

I learned that all lessons must be well-planned and executed. That is why we are making the learning guide in
order for us to have meaningful learning experiences. The teacher will benefit as well because it makes you feel
confident that you are well-prepared and you know that you can execute the lesson very well are documents you
give to students so that they are guided by their own learning in the module.

OPTIONAL TASK
Based on your understanding of the K to 12 Curriculum Conceptual Framework, suggest strategies and possible
exit points given the specific types of learners.

Learner Description Subject Matter / Grade Strategies Exit Point

Level

A learner who often PE/Grade 10 To ensure health and

needs to skip classes to safety, we provide Teacher should provide
have his check-ups and learners with a written alternative assessment or
medical procedures. He assessment instead of activities to student who
is good in the languages doing actual activities in have medical conditions.
and mathematics but has sports or TLE.
difficulty learning topics
in PE and TLE.
A learner diligently Filipino/Grade 5 The teacher needs to Teacher needs to assist
attends classes; however, provide activities based learners with learning
she keeps on getting low on the learner's disabilities in order to
grades. Her records understanding. We achieve the learning
reveal that she has a provide intensive goals/tasks.
learning disability. Her improvement classes to
favorite subject is assist learners.
Filipino.
OPTIONAL TASK 2: COMPARE AND CONTRAST
During the meeting of the Grade 6 teachers for their subject assignments, Mrs. Navarro was assigned to teach
both Mathematics and Araling Panlipunan subjects. She decided to study and analyze how the two subjects will
be better understood. She compared the two conceptual frameworks. Tick Yes if they are similar and No if not.

Questions Answers Feedback

Context Yes = correct The situation/context may differ even if the teacher teaches
No = incorrect the same grade. Adaptation to the learner's context (their
prior knowledge, their motivation and interests, and their
cognitive level) is important for developing effective
education for several different subjects.
Content Yes = correct Each learning area has different content that may be similar
No = incorrect but not identical.
Skills and processes Yes = correct According to the frameworks from K to 12, learning areas
No = incorrect have the same process in providing learning.
Values and attitudes Yes = correct The values developed remain the same in all areas of
No = incorrect learning.
Learners Yes = correct All areas of study are treated equally to the learner.
No = incorrect However, in order to plan effective teaching, it is important
to understand the background and respond to the diversity
of learners.

PROCESS QUESTIONS: (OPTIONAL TASK)

What can you say about the similarities and differences between the conceptual frameworks of the two
subjects?

The similarity is that they are empirical and situational learning. The difference between the two
subjects is that Araling Panlipunan aims to promote students' literacy and effective participation as
national citizens, while mathematics teaches students important and problem-solving skills. The
goal is to achieve the two goals of development.

Try to look at the conceptual framework of the other subjects, do they have the same features? How can
you say so?

Yes. All subjects follow the Spiral Progression Approach where it aims to expose the learners into a
wide variety of concepts/topics and disciplines, until they mastered it by studying it over and over
again but with different deepening of complexity.
MODULE 2 – NAVIGATING THE K TO 12
CURRICULUM GUIDES
SESSION 1 – CURRICULUM GUIDES AND ACROSS
LESSON PLANNING CURRICULUM
KEY STAGE
Prior Knowledge Assessment COMPETENCY
After engaging with the content on Module 1,
you are now prepared to explore the parts and DOWN
features of the curriculum guide. Remember that STANDARD
the framework and curriculum guide (CG) set the GUIDE
CONTENT
standards for the curriculum, and they provide
the context such as available resources, teachers’
capabilities, and systems support.

REQUIRED TASK 1: CASE ANALYSIS

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:

What are the contents that she will teach in the subject area?
GRADE 4- Ang Pilipinas
GRADE 5- Pagbuo ng Pilipinas bilang Nasyon
GRADE 6- Mga Hamon at Tugon sa Pagkabansa

What is the difference between Grade 4, 5 and Grade 6 Araling Panlipunan curriculum?

There is no difference between 4th grade, 5th grade and 6th grade Araling Panlipunan syllabus. This is
because the entire design syllabus follows a spiral approach throughout the subject and is based on the
same concept developed in increasing complexity. These grade levels have the same key level standards.

What approaches are appropriate and relevant for Grade 4, Grade 5 and Grade 6 Araling Panlipunan learners?

 Experiential and contextualized learning

 Collaborative learning
 Constructivist approach
 Dramatizations
 Field Trips
 Discussion
 Lecture

Question Option Feedback

1. What are the objectives of the c. “Makahubog ng mamamayang The objectives of teaching k-12
Araling Panlipunan curriculum? mapanuri, mapagnilay, ARALING PANLIPUNAN is to
a. “Functionally literate and mapanagutan, produktibo, develop students understanding in
developed Filipino.” makakalikasan, makabansa, at primary knowledge aspects
 b. “Naipamamalas ang makatao na may pambansa at
panimulang pag-unawa sa pandaigdigang pananaw at
pagkilala sa sarili at pagpapahalaga sa mga usapin sa
pakikipag-ugnayan sa lipunan, sa nakaraan, kasalukuyan,
kapwa bilang pundasyon sa at hinaharap.”
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 They have the same
a. There are no differences between these grade differences important reforms: a
levels because they have the same key stage between these reconstructed learning
standards. grade levels area, a greater
b. There are no differences between these grade because they integration of
levels because they follow the same format as have the same competencies and values
any other subjects and grade level. key stage across the learning area,
c. There are differences between the grade level’s standards. and a greater emphasis
content because the curriculum works in a on learning processes
developmentally progressive framework. and comprehensive
d. There are differences between the grade level’s teaching methods.
content because unlike the previous curriculum,
Grade 5 already covers the Philippine
nationhood.

3. What approaches are appropriate and relevant for Students will deepen
Grade 4 to Grade 6 Araling Panlipunan learners? b. The approaches in their understanding
Araling Panlipunan through the approach at
should be
a. The approaches should follow a constructivist Araling Panlipunan.
constructivist,
approach with emphasis on content They learn their values at
 contextualization. collaborative, and different times and
b. The approaches in Araling Panlipunan should contextual. conditions. They also
be constructivist, collaborative, and contextual. develop their
c. The approaches in Araling Panlipunan should environmental
be; thematic, investigative, and perspective and the
multidisciplinary process of their further
d. The approaches in Araling Panlipunan should development.
be developmentally progressive.

4. How is the content standard different from the a. Content standard

performance standard? answers the Content standards are general
question: “What statements that describe what
a. Content standard answers the question: “What do the do the learners students can know, observe,
learners need to learn?” while the performance need to learn?” and do at each level of
standard answers the question: “What do the learners while the learning. Performance
need to do to demonstrate their knowledge?” performance standards are used to assess
b. Content standard is the outline of content learners standard answers which specific measurable
need to learn while the performance standard is a the question: evidence is acceptable to
performative assessment done by the end of the “What do the determine if content criteria
lesson. learners need to are met.
c. Content standard is a series of chronological events do to demonstrate
in history that learners need to learn while their
performance standard is the part where teachers and knowledge?”
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 AP 4 area
Based on the Araling Panlipunan 4 curriculum, the Learning To teach the pupils standards, we must
Area Standard for AP 4 is: to learn to teach students how
appreciate the to prepare to
“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas different diversity of become better
na may pagpapahalaga sa pagkakaiba-iba ng mga kulturang Filipino cultures citizens in the
Pilipino batay sa paggamit ng mga kasanayan sa heograpiya, community and
pag-unawa sa kultura at kabuhayan, pakikilahok sa understand cultural
pamamahala at pagpapahalaga sa mga mithiin ng bansang diversity.
Pilipinas.”

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

ended question)

1. Study the conceptual framework found in the curriculum guide and reflect on the guiding principles and
philosophies your subject area is anchored on. Are there concepts that are new to you? Which guiding
principles or philosophies do you think are reflected in your current teaching practices?

Yes, the concept is new to me. The guiding principle or philosophy reflected in my educational
strategy is a constructivist teacher.

2. Study the core learning area/learning area standards of your subject area. If you are teaching senior high
school, look for the course/subject description. For Kindergarten and ALS, you may refer to the
Introduction or the description of learning strands. These portions in the curriculum guide give you a
broad idea of expectations and/or expected outcomes of the learning area/course/subject. List down key
words/concepts to help you remember the core learning standards.
Pagkamalikhain
Mapanuri
Pinag kaka -ugnayang yaman
Pang heograpiya
 3. Familiarize yourself with the content and performance standards. How could they help you in planning
your lessons?

Content standards help "what learners want to know, understand, and understand," and
performance standards help "how to leverage learning and understanding." These will help me plan
my lessons as they will help me achieve them. Lesson reach goals.

4. Study the curriculum matrix/guide. You will see that 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?

Content standards need to be met in a short period of time, and performance criteria need to be met
in a longer period of time.

1. D. Daily Lesson Log

2. E. Daily Lesson Plan
3. B. Results-based
4. F. Learning Area Strand
5. A. Outstanding and
C. Very Satisfactory

REQUIRED TASK 1
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.

Question Answer/Possible Answer Mentor-Mentee Collaborative

What is the learning competency
to be taught for that week?
How long do you have to teach the
lesson?
Why do you think this particular
competency will be taught in two
weeks?
Describe different objects based
on their characteristics ( ea..
shape, weight, volume, ease of
flow)
2 weeks
Because this is a broad topic
Points
The learning competency is on-
point and very specific. This
guides the teacher about the
content focus for the day/week.
The duration must be based on the
complexity of the topic
Complex topics must be given
more time to be discussed
 How will you unpack the learning I will use the MELC and BOW Teachers must have this MELC so
competency? to unpack the learning that they will be guided for the
competency. entire curricular year

What guides you in unpacking the If the competency in the BOW To unpack the learning
learning competency? How? Why? and MELC are the same, you competency, teachers must consult
will combine it. to the curriculum guide.
What assessment can be done at Assessment is the tool to identify
the end of the two-week lesson? Summative Assessment if the student has mastered the
topic.

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 you are teaching. Remember that a multi-grade
teacher handles more than one grade level at 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
Pakikisalamuha sa Iba
KMKPPam-00-3 Kindergarten Bilang Kasapi ng Pamilya
QUARTER 1 00 3
(PPam)
Mother Tongue
MT1FIIIa-Ivi1.3 FLUENCY QUARTER 3
1 a-vi 1.3
QUARTER 2
EsP1PIIb – 2 ESP 1 Pagmamahal sa kapwa 2
b
PE10PF-IVc-h56 P.E 10 Physical Fitness QUARTER 4 c-h 56
EN11/12OC-Ia-1 English 11 Oral Communication 1st Semester a 1

PROCESSING QUESTIONS
How important are the learning codes to you as a teacher? Answer in a minimum of twenty (20) words.

This serves as guide to the teacher on how many days they will teach the said learning
competency or learning objective.

How can the learning code help a teacher in budgeting the learning competencies and planning the lesson for a
subject? Answer in a minimum of twenty (20) words.

Learning Code helps the teacher in budgeting the learning competencies and planning the
lesson for a subject through 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
competency number.
 PORTFOLIO OUTPUT

FILLING OUT A
DLL
TEMPLATE
REQUIRED TASK: #4
Use the following checklist to self-assess your daily lesson log.

GUIDE QUESTION YES NO

As a newly hired teacher with 5 years of teaching experience, you can already use the
YES
DLL format in lesson preparation.
Are you capable of using ICT in your classes? YES
Are you open to collaboration with other subject teachers? YES
Are you aware of the learning competencies that your assessments have to meet? YES
Do your activities allow learners to organize or reorganize their thinking and construct
YES
knowledge that is meaningful to them?

Based on the questions above, determine your strengths and points for improvement.
Strengths Points for Improvement

I am capable in utilizing ICT resources in my class What I need to improve is my teaching strategies to
and the activities that I provide to my learners allows meet the competency of the lesson.
them to think critically.

REQUIRED TASK: SCENARIO ANALYSIS

Scenario: Teacher Gina has been an elementary teacher for more than 15 years. She had taught all grade levels
and showed mastery of the subject matter. She regularly submits her lesson plan but admits that she does the
bare minimum in its preparation. She rarely updates and adopts to current teaching strategies and activities and
does not reflect on how her learners performed. Most of her efforts 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.

Question Option Feedback

Teacher Gina’s experience and
mastery of the subject matter
showed that she is a veteran
teacher. Is it advisable that
lesson planning requires only the
bare minimum because the focus
should be placed on the actual
execution of the lesson instead?
Preparing lesson plans and the
actual delivery of the lesson are
not connected with each other. Is
this true?
Yes. Lesson plans take time to prepare.
The important thing is you know the
lesson and how you will deliver it.
No. Lesson plans are an integral part
of the instructional process. It lays out
the plan for the lesson. It ensures that
the lesson will be taught well.
Yes. Lesson planning and actual delivery
of the lesson are different and separate
instructional procedures.
No. Lesson planning and actual
delivery of the lesson are
interconnected with one another.
Gina already know the
material, but the lesson plan is
very important because it
serves as a template/blueprint
for discussing lessons with
her students.
The lesson plan you create is
what you use to actually carry
out the lesson.

Teacher Gina uses the positive
reaction of the pupils to measure
the achievement of learning
outcomes. As a teacher, should
you do the same?
Yes. The pupils’ positive reaction is a
clear indication that they learned
something. It was a favorable learning
experience for them. Teacher Gina
achieved her instructional goals.
Positive feedback from
learners means that they
understood the lesson and the
competencies were met.

No. A positive reaction does not

 necessarily attribute to achievement of
the learning goals. The lesson may be a
pleasurable experience; but it does not
necessarily mean that the pupils learned
the intended outcomes.

SESSION 2: NATURE AND PURPOSE OF LESSON PLANNING

REQUIRED TASK 1: SCENARIO ANALYSIS
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.

Question Option Feedback

Assuming that the lesson plan was well-
crafted, and the activities Teacher Rowel
used are all appropriate, what do you think
contributed to the low results of the learner
evaluation? What could have been done
instead?
Teacher Rowel’s use of an on-line game is
an effective way to integrate ICT in his
lessons. The learners appear to have been
engaged in the process. Aside from the
learner engagement, what other insights
may be derived from his use of this
activity?
If you were Teacher Rowel, how would
you proceed based on the results of the
day’s lesson?
If teacher Rowel noticed that the
results of the review were very bad,
he should not have continued to teach
new lessons. He needs to focus on the
competency that the learner has not
achieved.
Students are actively involved in class
discussions because they find online
games attractive.
Teacher Rowel needs to identify skills
that students have not achieved and
provide learners with additional
activities.
Mastery of the lesson is
important before we proceed
with the new lesson.
The use of ICT facilitates
learning among learners. It
provides them with different
learning opportunities to show
off their knowledge and skills.
Mastery of the lesson is
important before proceeding
with the new lesson.

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.
Required Task 2 (continuation): Moving from Assessment to Progress (Output for Portfolio)

The lesson plan above is very well organized. It provides learners with differentiated activities.
Facilitates collaboration and encourages learners to think logically. We will also take advantage of the use of
ICT in the classroom. Group tasks also address individual learner differences. Based on the lesson plan
example, it's so detailed overall that I have no further suggestions on how to improve it. A lesson plan is a
teacher's roadmap that establishes what students need to learn and how to do it effectively during the lesson.
You can then design appropriate learning activities and develop strategies for receiving feedback on students'
learning. Carefully crafted lesson plans every three hours of lessons give you confidence in your classroom and
maximize your chances of having a meaningful learning experience with your students. The lesson plan
provides a general overview of the lesson goals, learning goals, and the means to achieve them, and is not
exhaustive.

A productive classroom is not a classroom where everything goes according to plan, but a classroom
where students and teachers learn from each other. All learning activities in the classroom are (1) consistent
with the learning goals of the classroom, (2) meaningfully engaging students in a positive, constructive, genuine
and collaborative way, and ( 3) Students will be able to use what they have learned from engaging in activities
in different situations or for different purposes. By sharing with them what they learn and do in class, they can
be more active and on track. Wise lesson time organization not only helps students remember better, but also
helps them follow your presentation and understand the reasons for planned learning activities.

You can share your lesson plan by writing a brief minutes on the whiteboard or telling your students
what to learn and do in class. After each lesson, it takes a few minutes to think about what worked, why it
worked, and what you could do differently. Identifying successful and unsuccessful classroom times and
activities makes it easier to adapt to classroom contingencies. Please revise your lesson plan if necessary.

REQUIRED TASK 3: COMPLETE THE TABLE

Part of the Lesson Plan Comment or Suggestion
Learning Objectives The learning Objects are SMART
Subject Matter Provides curiosity to learners
Learning Tasks Provides collaboration and critical thinking to
learners.
Extension Give supplementary activities to learners to ensure
mastery of the topic.

SESSION 3: PARTS OF A LESSON PLAN

REQUIRED TASK 1: SCENARIO ANALYSIS
Study the given scenario. Give your reaction based on what you have learned from this session.

Scenario: Teacher Dawro’s lesson plan includes the following activities: a recap and review of the previous
lesson, an introduction and analysis of the new lesson, connecting the old and new lessons, and then a summary
of everything. All of these are explicitly stated on his lesson plan.
Question Option Feedback
Looking back at the activities included in Teacher Edawro’s
lesson plan, would you say that they are developmentally
arranged? A. Yes. The sequence The teacher conducts a
a. Yes. The sequence of activities shows the gradual of activities shows review before
transition from the previous lesson connecting it to the gradual proceeding to the next
the new lesson and wrapping up all that transpired. transition from the lesson
b. No. Explanation of the new concept should have previous lesson
been done right after the introduction of the new connecting it to the
lesson. new lesson and
c. Maybe. What a developmentally arranged lesson wrapping up all that
plan needs is to simply provide an introduction at the transpired.
beginning and a closure at the end.
 d. It does not matter since all the activities are
interchangeable.

Teacher Edawro has a series of activities in his lesson plan.

Which part of the lesson plan refers to the main part of the
lesson?
a. introduction of the new lesson C. presentation and Presentation of the
b. establishing connection between the old and new explanation of the new lesson is
lesson new concept of the considered as the main
c. presentation and explanation of the new concept of day’s lesson part of the lesson.
the day’s lesson
d. checking of learners’ understanding

3. The last activity in Teacher Edawro’s lesson plan included

a summary of what was taught. Considering that ample time
and energy had been exerted towards the discussion, why do
you think he still included a summary?
a. It is a form of wrap-up activity that provides closure Summary is used to
for the day’s lesson D. All of the above generalize the lesson
b. It allows learners to synthesize everything that they that has been
learned. discussed.
c. It gives a useful recap of the entire lesson that helps
remind and refresh learners.
d. All of the above

KEY TOPIC 2: LESSON PLANNING IN THE PUBLIC-SCHOOL CONTEXT

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.

Question Option Feedback

1. Teacher Roger is a veteran Although Teacher Roger has 21
teacher with 21 years of teaching years of teaching experience still,
experience. He claims that lesson FALSE he is not exempted in submitting
logs are only for new teachers in DLL. Bases on DepEd order no.
the field. He also contends that he 42 s. 2016, Planning lessons is
should be exempted from fundamental to ensuring the
submitting a DLL. delivery of teaching and learning
in schools that’s why all teachers
are required to submit DLL.
2. Teacher Cecile is a newly hired
teacher in the public school’s TRUE
system. Before this, she was a
teacher for 4 years in a private
school. Her mentor instructed her
to follow the DLL format in
preparing for her lessons.
3. In a mentoring session with a
Master Teacher, Teacher Phoebe TRUE
was told that lessons should be
consistent with the curriculum
guide and the teacher’s manual.
4. In a DLL, other activities do not
include intervention and TRUE
enrichment activities.
5. For DLL, remarks indicate the TRUE
 learners’ mastery level.

Required Task 3: Case Analysis

Help the following teachers use ICT in their teaching process by suggesting the best platform to deliver their
lesson.

Question Option Feedback

1. Teacher Cindy is a Math teacher Works with more interactive
in Grade 6. She hopes to make her Class point activities such as computation and
computation activities more Kahoot games. etc,
interactive using technology. What Canva
platform can you suggest to
Teacher Cindy?

2. Teacher Earl wants to avoid Works with real-time meetings.

using social media as a way to Using browser teacher earl can
announce his academic instruction. Google Meet share videos and presentation to
He intends to use this platform for Microsoft Teams his pupils.
virtual class activities. What Google Classroom
platform can you suggest to
Teacher Earl?

3. Teacher Genneth intends to It is a powerful slide show

present mathematical concepts PowerPoint presentation program. It uses
using slides. Considering logistical slides to convey information.
constraints, she prefers an offline
file to do this task. What platform
can you suggest to Teacher
Genneth?

4. Teacher Demmy is a literature It can be used to create 2D and 3D

teacher who wishes to visualize drawings and models, as well as
book characters in three- AutoCAD 360 construction drawings.
dimensional representation. What
platform can you suggest to
Teacher Demmy?

5. Teacher Carissa plans to give a

synchronous lecture to her Grade 6 It is the collaboration app built for
learners. However, their context Google meet hybrid that help to stay informed
would not allow them to have face Microsoft Teams and connected.
to face classes. What platform can
you suggest to Teacher Carissa?
REQUIRED TASK 5: SCENARIO ANALYSIS
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.

Question Option Feedback

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?
The instructions used by teacher
Gemma helped learners know Let the learners know their
what to learn and where they were learning progress.
already successful.
Teacher activities are very
effective in achieving the goal of Teachers should always monitor
identifying the learner's need for the learner’s progress.
improvement.
Another way to improve learner
performance is to provide the The assessments we give to our
learner with consistent feedback, students are important in
use the feedback-to-loop concept, identifying their growth and
and align the instructions with the achievement.
learner's standards.
In addition to formative
assessment, teacher Gemma can Alternative assessments are
use portfolio assessments, effective ways to build learner’s
academic achievement tests, and reasoning and communication
collaborative discussions. skills.
Teachers should always first
consider learning outcomes before
making an alternative assessment.

MODULE 4 – IMPLEMENTING LEARNING PLANS AND ENRICHING TEACHING PRACTICE

SESSION 1 – CLASS DISRUPTIONS
PRIOR KNOWLEDGE ASSESSMENT:

True or False: Determine whether the following statements are true or false.
 Question Option Feedback
1. 1. The successive local
typhoons such as the Ondoy
(2009) and Pepeng (2013) caused
a major blow to the school TRUE
calendar. According to existing
DepEd protocols, the course of
action of every school is to start
make-up class which will be
derived from Saturdays within the
school calendar and vacations
from months of October,
November, and December.
2. 2. In times of security threats
such as foreign wars that may TRUE
inevitably affect the Philippines,
the education department
mandates that learning has to stop
in order to prioritize the safety of
learners.
3. 3. Home-based learning is a FALSE
new format of instructional The DepEd promoting flex
delivery after the 2020 pandemic. learning
4. 4. When PAGASA raises Signal When SIGNAL NO. 2 is raised by
Number 2, classes in the FALSE PAGASA, classes in the pre-
secondary level are suspended. school, primary and secondary
level are automatically suspended.
5. 5. In case of calamities where
learners are deeply affected, the TRUE
school suggests that they forgo the
school year’s remainder and focus
on rehabilitation.

KEY TOPIC 1: MODULAR APPROACH

REQUIRED TASK 1: CASE ANALYSIS
Identify which of the following scenarios respond to certain considerations in crafting the module.

Question Option Feedback

1. 1. Teacher ____ a public-school teacher in
Batangas, is teaching graphic representation of
statistical data through Microsoft Excel. As an
innovative teacher, she has been recognized by the
school as tech-savvy. Her module particularly
revolves around the activities that need the
software. However, her learners have limited access
to a computer as their town is located in a far-flung
area. What is the best module principle which you
could share with Teacher Ana?
Not everyone has access to the
computer, so teachers had to
consider the learner's resources.
RESOURCES No matter how proficient the
teacher is, if the learner does not
have access to the computer, it will
be of no use.
 2. Teacher ____ is an experienced teacher in a
private school who recently entered the public Teachers should always keep in
school system. As a Business Math teacher, she mind that modules need to be
designed a module that takes much time on tasking Alignment to the standard compliant so that learners
learners to construct a miniature business plant, a curriculum can achieve their expected abilities
task which does not meet curriculum standards. at the end of the lesson.
What consideration do you think is Teacher ____
missing out?
3. Teacher ____ has been teaching oral
communications for five years. In constructing his The summative assessment should
module for the subject, he assigned an entire be based on learning
module for pronunciation which is aligned to the competencies. Teachers should
most essential learning competencies. In his graded align her assessment synonyms
Alignment to the
summative assessment, he asked the learners to list and antonyms based on the topic
curriculum
down 100 words with synonyms and antonyms. In about pronunciation.
this regard, what module principle should he
revisit?
4. Teacher _____ is a PE teacher. He also advocates
that PE subjects must be retained even during
home-based learning schemes. While he cannot Teachers apply realistic
teach dance the way he did, he provided modules assessment principles that fit the
with visual representations so learners can easily learner's context while adhering to
follow the routine. He also added a video REALISTIC curriculum standards.
presentation for those who have internet ASSESSMENT
connectivity. What principle of module writing did
Teacher _____ apply best?

REQUIRED TASK 2: SCENARIO ACTIVITY

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.

There are so many ways to address that kind of problem. As far as ICT is involved, teachers
can let the learners to watch educational videos about successful entrepreneurs. Students will
hear about the lives and contributions of these entrepreneurs and how they began to become
successful one.

Teacher ______ is tasked to write a module for Grade 10 Mathematics. As an experienced teacher, content is
not a problem for him anymore. He has a bank of assessments and activities that are time-tested. Despite these
factors, he worries about the fact that his assessments are prone to leakage and cheating which may result in
problematic learning outcomes.

If the teacher's problem is leakage or cheating on the exam, the teacher needs to create a new
assessment and activity that is relevant to the lesson but suitable for the ability of the class. In
 that case, a teacher needs to be very careful and s/he must have alternative solution before we
encounter such problems.

Riza is a learner in a far-flung province. Sadly, their town 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 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 Mrs. Reyes extend to Riza?

The teacher can help the Liza family recover from the typhoon by raising money with the help
of their classmates. They can donate any amount or things they have at home. With this
simple action, Liza no longer has to stop going to school. Teachers need to become
resourceful and willing to help student with their problems.

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.

Question Option Feedback

1. A diagnostic assessment is a tool taken at the summative assessment is the tool use to
end of the lesson to know what the learners FALSE evaluate student learning at the end of an
learned. instructional.
2. Learning competencies serve as the minimum
requirements which a learner must achieve for TRUE
promotion to the next grade level.
3. Reinforcements are activities/responses that
encourage a learner to continue one’s affirmative TRUE
behavior.
4. Enrichment activities are given to learners who
have difficulty in learning so that they may be FALSE REMEDIAL ACTIVITIES given to learners
able to cope with the lesson. 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 TRUE
competencies.

REQUIRED TASK 1: COMPLETE THE TABLE

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.)

Five Sample Questions
Which of the following is not a function of
communication?
A type of communication that aims to control one’s
behavior is called ____.
How does non-verbal communication help to convey
messages effectively?
Hand gestures, facial expressions etc. are ___ that
helps to deliver message effectively.
Differentiate the difference between verbal and non-
verbal communication.
Five Learning Competencies from the Curriculum
Guide
Classify different functions of communication.
Identify different functions of communication
Describe the functions of non-verbal communication.
Infer that body language is an effective way of
expressing one’s feelings.
Identify the specialized structures of verbal and non-
verbal communication

REQUIRED TASK 2: CASE ANALYSIS

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

Question Option Feedback

1. Teacher Agatha has a Grade 4
learner who is excellent in Math.
For half of the quarter, the learner
shows consistent performance by
leading in quizzes. However, the
learner tends to be rowdy when he
finishes their math activities. What
would be the best course of action
of Teacher Agatha?
2. Teacher Sandy conducted a
diagnostic test for his Grade 10
Science class. When the results
came out, he noticed that 60% of
his learners were not able to
satisfactorily answer items on Earth
Science. What should he do with
the test results?
a. Scold the learner and tell him he should be quiet.
b. Tell the learner to finish tasks of other subjects. Give the learner
rewarding tasks to keep
c. Praise the learner and tell him to be humble. students interested and
make him busy and avoid
d. Provide a challenging task about the lesson. disturbing others.
a. Call a parent-teacher conference to inform them Carry out a brief review
that there was a problem with their previous teacher. of the competencies that
the students did not meet.
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

3. After the second quarter, Teacher
Jessie noticed that three of her
learners performed poorly for the
two consecutive quarters. He
decided to help these learners meet
the set learning competencies.
However, the challenge is that the
first two quarters are critical in
understanding third quarter lessons.
What would be the best course of
action of Teacher Jessie?
4. Based on the diagnostic exam
results, Teacher Christy noticed that
84% of her learners cannot
understand the relation between
Philippine art and history. What
non-classroom-based intervention
in the class for them to pass the subject.
a. Observe the learners’ performance for the next Offer remedial
semester. classes/activities to help
students acquire their
b. Suggest that they should get tutors at their own general knowledge to
cost or else they will fail. meet these learning
abilities.
c. Ask the learners to retake the second quarter
periodic exam.
d. Do a re-teaching /remedial intervention based
on their least mastered skills.
a. Provide an independent study guide on Provide the motivated
Philippine art and history. students with the
opportunity to pursue an
b. Move to the next lesson. They will catch up interest in a topic.
anyway.
can she conduct to address the c. Give them library time after class hours.
concern?
d. Ask them to hire a tutor for the mean time
because the topic is very important.
1. How many items did you get out of 25? 10

2. Based on the questions above, what does this reveal about you as a teacher?
This only means that I used very limited learning resources. in my teaching
instructions.

3. Which among the following materials do you want to explore?

I want to explore more on the Google Play store Application because this is one way to
make my lesson more interactive.

4. Which among the following was effective when you used in the classroom?

The most effective Learning Resources for me that can enhance my teaching strategy is
the use of PowerPoint and video clip.
REQUIRED TASK 1: SCENARIO ANALYSIS
Identify whether the following scenarios demonstrate passive or active learning based on the Dale’s Cone
of Experience.

Question Option Feedback

1. Teacher Kara is teaching art history
for Grade 12 learners. Since her school
is situated in Manila, she asked her
learners to visit the Manila
Metropolitan Museum and the National
Museum of Fine Arts.
2. Teacher Jocelyn is teaching physical
education. The curriculum included the
basic orientation of sports
management. In this regard, she made
her learners organize mini-intramurals.
3. Teacher Trina is teaching the
elements of drama. After giving a
fifteen-minute lecture, she directed the
learners to form an improvisation
where they are expected to play as
actors. When the activity ended, she
processed their insights and
experiences about improvisation.
4. Before going to actual teaching, pre-
service teachers watch demonstration
teachings to witness how a teacher is
expected to manage a class.
Afterwards, they are asked to write a
reflection paper about what they
learned from the demonstration.
Students are Highly Involved and
Passive Learning they will have first-hand experience.
Active Learning
Students are deeply involved in the
learning process as they may be
Passive Learning
able to show what they have
Active Learning
learned in the lesson through the
Mini Intramurals.
Students are deeply involved in the
learning process. They are
responsible for their own learning
Passive Learning
as they demonstrate what they
Active Learning
have learned in the lesson.
This uses hands-on observation.
The teacher takes responsibility of
Passive Learning student’s learning.
Active Learning

5. Teacher Carissa organized a literary

festival where learner-writers will have
a creative writing workshop. In the Students are deeply involved.
workshop, they are expected to state They build their own results based
Passive Learning
their own creative process and how on what they have learned in the
Active Learning
they translate it to their work. Guest writing workshop.
experts critique their works in
response.

REQUIRED TASK 2: CASE ANALYSIS

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

Question Option Feedback

1. Teacher Aaron is a Grade 4 a. Alignment to the curriculum
Science teacher. He found a b. Developmentally Appropriate Teacher Aaron gives priority to the
 National Geographic educational
video that features the concept of
predation. Despite its amazing
features, he instead chose a
cartoon version which covers the
same concept. What did Teacher
Aaron consider?
2. Teacher Pauline teaches Grade
7 Filipino. She uses comic strips to
ease out the difficulty of reading
Ibong Adarna. In this way,
learners are more empowered to
meet learning objectives.
3. Teacher Christian teaches Grade
5 Math. He noticed that his
learners are anxious in solving
word problems. Hence, he uses an
interactive board where learners
can be playful while doing their
computations.
4. Teacher John is teaching Grade
4 English. He always makes it a
point to represent diverse
Philippine ethnicities in his visual
aids.
5. Teacher Ram teaches
entrepreneurship in a mango-
producing town. He takes the
opportunity of their place to
challenge the learners to invent or
innovate mango-based products
that would showcase both their
town and their business skills.
c. Effects on classroom audience. Since his students are in
management the 4th grade, it is most
d. Inclusive appropriate to choose the cartoon
version of the predator concept, as
it is easy to understand and
remember.
a. Alignment to the curriculum Teacher Pauline's strategy of using
b. Developmentally Appropriate comic strips is consistent and
c. Effects on classroom management aligned with the curriculum as
d. Inclusive learners reach their learning goals.
a. Developmentally Appropriate Teacher Christian uses interactive
b. Effects on classroom learning with the use of interactive
management whiteboard. This shows that the
c. Inclusive students are enjoying the activity
d. Localization and learning at the same time. The
learning materials support both
learning and teaching behavior.
a. Developmentally Appropriate Teacher John's teaching materials
b. Effects on classroom emphasize diversity, as evidenced
management by visual aids that emphasize
c. Inclusive different Filipino ethnic groups.
d. Localization
a. Developmentally Appropriate The concept of localization used
b. Effects on classroom by Teacher Ram is based on
management reality, as the activity of inventing
c. Inclusive mango-based products is available
d. Localization there.

SUMMARY

Below are some guide questions that you may use in selecting and developing instructional materials following
the criterion discussed above.

GUIDE QUESTION
1. Does this learning material help you achieve learning objectives with the curriculum?

Yes! This Course greatly helps me to understand the relevance of curriculum in education in Session 1.

2. Is this learning material apt for the age and knowledge of your learners?

Yes! This learning materials is suited to the age and knowledge of the pupils as well as their needs for
learnings.

Does this learning material moderate learner behavior and learning in class?

Yes. This course teaches how to handle learners’ behavior and cater learning in class.

4. Is this learning material sensitive to diverse learner contexts?

Yes. It was discussed on Session 2.

5. Does this learning material maximize the local potential of the school environment?
Yes.