COURSE 2

Module 1 – Understanding the K to 12 Curriculum

THE FOLLOWING FEEDBACK IS DEPEND ON MENTOR-MEN TEES DISCUSSION.
GOD BLESS EVERYONE!

Questions Answers Feedback

Which Act enhances the
Philippine basic education Before this curriculum was
system by strengthening implemented, our country
and updating its curriculum RA 10533 was the only one in Asia
to become at par with the with a 10-year basic
global education system by education. As a result, the
providing two more years Philippines needs to catch
for basic education? up to other countries. This
RA 10157 Enhance Basic Education
RA 10524 Law, or Republic Act
RA 10533 10533, (K-12) aims to
RA 10931 produce Filipino graduates
who are holistically
developed with 21st
century skills. I believed
that the K-12 system would
soon improve the Filipinos'
status. As a teacher, I will
always pursue my passion
for teaching with love.

Questions Answers Feedback

Which policy guidelines on This Policy provides a
the K to 12 Basic Education comprehensive explanation of
Program provides context to DepEd Order the K to 12 Basic Education
and articulate its contexts, (No. 21, s. 2019) Program and its components
features, and programs? across all key stages.
DepEd Order (No. 1, s. 2019)
DepEd Order (No. 8, s, 2019)
DepEd Order (No. 9, s. 2019)
DepEd Order (No. 21, s.
2019)

Questions Answers Feedback

What act made Kindergarten This Act is a prerequisite, for all
mandatory for all learners? children that they need to pass
RA 10157 RA 10157 through kindergarten, the first
RA 10524 stage of elementary education
RA 10533 system before going or moving
RA 10931 to Grade 1. This also stated that
the Mother Tongue Based
Multilingual Education shall be
implemented as the medium of
instruction for kindergarten
students, according to this act.
Questions Answers Feedback

Which does NOT show the

characteristics of the K to K-12 Program is not
12 graduates? implemented for
a. They are holistically individuals who wants to
developed Filipinos who pursue their careers
have built foundations for c. They are individuals who abroad but rather it is
learning throughout life. pursue their careers for implemented to provide
b. They are individuals personal development to every Filipino child with the
equipped with information, work abroad. education s/he needs to
media and technology compete in a global
skills, learning and context.
innovation skills, life and
career skills, and
communication skills.
c. They are individuals who
pursue their careers for
personal development to
work abroad.
d. They can take
challenges and take
advantage of the
opportunities of the 21st
century.

How many key stages Kindergarten to Grade 3

does the K to 12 Program (Four) 4 Grade 4-6
contain? Grade 7- 10 (Junior High
a. 2 School)
b. 3 Grade 11-12 (Senior High
c. 4 School)
d. 5

Questions Answers Feedback

How old is the prerequisite Based on the Enhanced

age for preparatory Basic Education Act of
education as defined in the (Five) 5 2013, the prerequisite age
Enhanced Basic Education for preparatory in
Act of 2013? education is 5 years old.
a. 4 One cannot enroll in Grade
b. 5 1 if he did not finish
c. 6 Kindergarten. Incoming
d. 7 Kindergarten must strictly
comply with this cut-off age
policy as stated in DO No.
47, s. 2016, as amended
by the DepEd Order.
The SHS curriculum Students may choose a
formulation is a step specialization based on
towards the realization of aptitude, interests, and
the Philippine Core Subjects, Applied school capacity. The
Qualifications Framework Track, Specialized choice of career track will
(PQF) and is the main Subjects define the content of the
policy for the subjects a student will take
implementation of the new in Grades 11 and 12. SHS
13-year cycle of basic subjects fall under either
education. What comprises the Core Curriculum or
the SHS curriculum? specific Tracks.
Basic Subjects, Applied
 Track, Specialized
Subjects
Basic Subjects, Applied
Track, Selected Subjects
Core Subjects, Applied
Track, Specialized
Subjects
Core Subjects, Selected
Track, Specialized
Subjects

Required Task 2: Independent Learning

Questions Answers Feedback
Is the K to 12 a product of YES
collaboration with other DEPED & CHED
agencies?
Is the shift from the Basic
Education Curriculum to K YES It is the educators who are
to 12 Program involved and responsible in
conceptualized by DepEd conceptualizing the Basic
alone? Education Curriculum to K-
12 program.

Was Kindergarten Based on the 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?
YES Education Act, Kindergarten is
mandatory entry stage to basic
education and is a pre-requisite
for admission to Grade 1.
YES
Section 6 of The Republic
Act No. 10533
YES The programs address K-
12 and ASEAN integration
will provide a bigger
chance for graduates to
become regionally and
globally competitive.

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 different issues addressed by the legal bases of the K-12 Curriculum are the lack of
resources for implementation, teachers do not find themselves equipped to teach students
because they believe they need more training, and the additional two years of basic education
known as the senior high school have had a negative impact on the lower economic status of
parents.
Among these issues, what greatly affects me as a teacher is the lack of resources like
computers. Our school has no access to internet, that’s why even we want the learners to be
equip with the 21st century skills we cannot provide them because of this dilemma.
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 top 3 factors that are given emphasis by the different K to 12 laws and orders are the
teachers, the learners and the school environment because they are the center of the education
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
Diverse students
5 years old is the pre-
requisite age for schooling
through Universal
Kindergarten.
The competencies should
be relevant to the topic
The Fundamental of
proficiency-based learning
systems for schools and
districts.
What I need to Know
How to provide better
opportunities for learning to
pupils with disability
How early education helps kids
improved holistically.
What is the relevance of
curriculum proficiency building
in education?

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?
Language barriers can make anyone feel hesitant, therefore it's responsibility of the teacher to
reach out to the student. Don't wait for him or her to request assistance. The teacher's solution
to these linguistic hurdles may be to pair the transferee pupils with one of her more
knowledgeable students. This knowledgeable companion can serve as a mentor to new
students as they face the inevitable challenges. Labeling classroom objects is another
alternative. This not only helps students learn classroom routines, but it can also help them
improve their conversation skills. The teacher can also speak with the parents and advise them
about how to teach the new language to their children at home.
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?
There are several methods in which the teacher might assist the student in excelling in
mathematics. The teacher should teach the students to be confident when answering math
problems. Another thing the teacher should do is encourage students to ask questions and
create space for curiosity. The more students ask for clarification, the better because it only
means they are paying attention and learning. Another way to assist the learner be good at
mathematics is to provide authentic issues that improve students' desire to interact with math.
Teaching kids how to apply math to real-world problems increases their enthusiasm and
comprehension.
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?
To meet the requirements of the new level, the teacher should conduct a short review of the
certain topic. He/she can give activities that are aligned to the competency of the lesson.
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?
The teacher should provide varied activities that are suitable to the aged and understanding of
his/her learners. The Teacher can provide group tasks wherein they can collaborate with each
other.

Session 3 – The Conceptual Framework of the K to 12 Basic Education Curriculum

Key Topic 1: The K to 12 Basic Education Curriculum Framework

Questions Answer Mentor-Mentee

How is the learner
regarded by the K to 12
Program?
As a teacher, what 21st
century skills should be
acquired by our learners?
Education provides
contextualized practice for
the application of 21st
century skills as these are
embedded in different
learning areas. What are
the possible exit points of
the Filipino K to 12
graduates?
One of the salient features
of the K to 12 Program is
ensuring integrative and
seamless learning. How do
you think the learning
areas will be taught in the
formal schools and non-
formal schools such as the
Alternative Learning
System?
What support is needed for
a Filipino graduate to
become 21st century
ready?
Discussions
The learner is regarded as
the center of education.
DEPEND ON YOUR
The 21st century skills MENTOR
should be acquired by
learners are they should
learn to think critically,
learn t collaborate,
enhance their creativity The focus of the 21st
and innovation skills, and century teacher is on
equip them with student by developing
technology skills and higher order thinking skills,
digital literacy skills. effective communication,
collaboration, and other
Filipino graduates will skills that they need in the
become more prepared to 21st century. The teachers
compete in the global must develop new
economy. teaching strategies that will
challenge our 21st century
learners.
There is no difference
when it comes to teaching
Integrative and seamless
learning. The learning
areas taught are more on
practical application of
what have they learned
Provide them trainings
about the latest technology
so that they are capable to
cope up with the 21st
century global
competencies.
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? MATTER
In what content areas will I focus on? CHANGES IN SOLID MATERIALS
What references will I use? SCIENCE BOOK, TG, YOUTUBE, MODULE

What skills should be developed among my COLLABORATION SKILLS

pupils?

Question
What strategies will I use?
What do I want my learners to become?
What are the values I want my pupils to
possess?
What learning theory/ies will I apply?
How will I assess my learners’ understanding
of the lesson?
Response
Collaborative Learning, Groupwork,
Cooperative Learning
To learn how to dispose materials that are
harmful to the environment.
Constructivism Theory and Experiential
Learning Theory
Conduct quiz or pair up and 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.

What are some considerations in making a learning plan?

In making the Learning Plan Guide the teacher should conder 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 learning guide are documents you give to students so that they are guided by
their own learning in the module.

Optional Task Only

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 / Strategies Exit Point

Grade Level

A learner who often PE/Grade 10 Provide the learner

needs to skip classes written assessment Teacher should
to have his check-ups instead of doing provide alternative
and medical actual activities in assessment to
procedures. He is P.E and TLE to student who have
good in the ensure his health medical conditions.
languages and safety.
 mathematics but has
difficulty learning
topics in PE and TLE.
A learner diligently Filipino/Grade 5 The teacher should Teacher should also
attends classes; provide activities help learners with
however, she keeps based on the learning disability to
on getting low understanding of the achieve learning
grades. Her records learner. Give goals.
reveal that she has a intensive remedial
learning disability. instruction to help the
Her favorite subject is learner.
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 context may differ even if
No = incorrect the teacher teaches the same
grade level. Adjusting to the
learners’ context (their prior
knowledge, motivation and
interest, and cognitive level)
is important in developing
effective lessons for several
different subjects
Content Yes = correct Each learning area has a
No = incorrect distinct set of content which
can be similar but not
identical to each other.
Skills and processes Yes = correct According to the K to 12
No = incorrect frameworks, learning areas
have the same processes in
delivering learning.
Values and attitudes Yes = correct The values that are to be
No = incorrect developed remain the same
across all learning areas.
Learners Yes = correct All learning areas have the
No = incorrect same treatment to the
learners. However,
understanding their context
and considering the diversity
of learners are crucial to
planning effective lessons

Process Questions: (Optional Task only)

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

The similarities are they are both experiential and situated learning. The difference between the
two subjects is the Araling Panlipunan aims to develop the pupil’s literate and effective
participation as a citizen of the country while the Mathematics aims to achieve the twin goals of
developing students critical and problem solving skills.
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

Module 2 – Navigating the K to 12 Curriculum Guides

Session 1 – Curriculum Guides and Lesson Planning
Prior Knowledge Assessment
After engaging with the content on Module 1, you are now prepared to explore the parts and
features of the curriculum guide. Remember that the framework and curriculum guide (CG) set
the standards for the curriculum, and they provide the context such as available resources,
teachers’ capabilities, and systems support.
ACROSS
CURRICULUM
KEY STAGE
COMPETENCY
DOWN
STANDARD
GUIDE
CONTENT
Optional Task: KWL Chart (OPTIONAL TASKS ONLY)
Add label for this K W L
column (What I Know) (What I want to (What I Learned)
Know)
The DepEd Curriculum Standards- and How can the teacher I learned that GC is
Guide Competence- achieve all the important to teachers,
based competencies written it guides the teacher
in the curriculum in the delivery of the
guide? lesson.
Learning Area Standard shows the How should teachers
learners’ expected implement this Make the standards
level of proficiency learning standards? fit into the student’s
interest
Focus on the skills
and language
learning.
Content Standard “Benchmarks of What is the The topic or the
knowledge and importance of content lesson that were
skills” as defined in standards? going to tackle or
DO 31 s. 2012 discuss.
Performance Standard benchmarks of What kind of I learned to give
transfer of performance I’m simple yet meaningful
learning’ as going to give to my to the pupil’s
defined in DO 31 pupils? And how can performance.
s. 2012 assess it.
Key Stage Standard Key stage refers to What particular level Different stages have
stages in the K to I’m going to prepare different ability to
12 program for my activity sheet? acquire knowledge.
reflecting distinct
 developmental
milestones.
Grade Level Standard shows the degree What kind of activity Different stages have
or quality of I’m going to give different ability to
proficiency that the based on their Grade acquire knowledge.
learner is able to level?
demonstrate in
each grade level

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 Grade 4, 5 and Grade 6 Araling Panlipunan curriculum because
the overall design curriculum follows the spiral approach across subjects by building on the
same concepts developed in increasing complexity. These grade levels have the same key
stage 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

Depend on you and your
What are the objectives of MENTOR FEEDBACK
the Araling Panlipunan
curriculum?
“Functionally literate and
developed Filipino.”
“Naipamamalas ang The objectivesof teachin k-
panimulang pag-unawa sa 12 ARALING
pagkilala sa sarili at “Makahubog ng PANLIPUNAN is to
pakikipag-ugnayan sa mamamayang mapanuri, develop students
kapwa bilang pundasyon mapagnilay, mapanagutan, understandingin primary
sa paglinang ng kamalayan produktibo, makakalikasan, knowledge aspects
sa kapaligirang sosyal.” makabansa, at makatao na
“Makahubog ng may pambansa at
mamamayang mapanuri, pandaigdigang pananaw at
mapagnilay, mapanagutan, pagpapahalaga sa mga
produktibo, makakalikasan, usapin sa lipunan, sa
makabansa, at makatao na nakaraan, kasalukuyan, at
may pambansa at hinaharap.”
pandaigdigang pananaw at
pagpapahalaga sa mga
usapin sa lipunan, sa
nakaraan, kasalukuyan, at
hinaharap.”
“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.”
Are there differences
between Grade 4, 5, and 6
Araling Panlipunan
curriculum?

There are no differences They have the same

between these grade levels featured key reforms like
because they have the There are no differences restructured learning areas
same key stage standards. between these grade levels stronger integration of
There are no differences because they have the competencies and values
between these grade levels same key stage standards. across learning areas and
because they follow the greater emphasis on the
same format as any other learning process and
subjects and grade level. integrative modes of
There are differences teaching.
between the grade level’s
content because the
curriculum works in a
developmentally
progressive framework.
There are differences
between the grade level’s
content because unlike the
previous curriculum, Grade
5 already covers the
Philippine nationhood.
What approaches are Through approaches in
appropriate and relevant The approaches in Araling araling panlipunan,students
for Grade 4 to Grade 6 Panlipunan should be develop their
Araling Panlipunan constructivist, collaborative, understanding .They will
learners? and contextual. learn about their values in
different time and
The approaches should condition.They also
follow a constructivist develop the perspective of
approach with emphasis on their environment and the
content contextualization. process of its
The approaches in Araling advancement.
Panlipunan should be
constructivist, collaborative,
and contextual.
The approaches in Araling
Panlipunan should be;
thematic, investigative, and
multidisciplinary
The approaches in Araling
Panlipunan should be
developmentally
progressive.
How is the content
standard different from the Content standards are
performance standard? broad statement explaining
what students should
Content standard answers Content standard answers know,care and be able to
the question: “What do the the question: “What do the do in each level of
learners need to learn?” learners need to learn?” learning.Performance
while the performance while the performance standard are usedt o
standard answers the standard answers the evaluate what
question: “What do the question: “What do the specific ,measurable
learners need to do to learners need to do to evidence is acceptable in
demonstrate their demonstrate their determining whether
knowledge?” knowledge?” content standards have
Content standard is the been met.
outline of content learners
need to learn while the
performance standard is a
performative assessment
done by the end of the
lesson.
Content standard is a
series of chronological
events in history that
learners need to learn
while performance
standard is the part where
teachers and learners
reflect on their learning
experience.
None of the above.
I want to set a goal for my Based in Area Standard
class this coming school For AP 4 you will preparing
year. Based on the Araling your students to become a
Panlipunan 4 curriculum, better citizens in their
the Learning Area To teach the pupils to learn community and teaching
Standard for AP 4 is: to appreciate the different how to learn to appreciate
diversity of Filipino cultures diversity of culture.
“Naipagmamalaki ang
pagka-Pilipino at ang
bansang Pilipinas na may
pagpapahalaga sa
pagkakaiba-iba ng mga
kulturang Pilipino batay sa
paggamit ng mga
kasanayan sa heograpiya,
pag-unawa sa kultura at
kabuhayan, pakikilahok sa
pamamahala at
pagpapahalaga sa mga
mithiin ng bansang
Pilipinas.”

What goal would you

 suggest for my class in AP
4? (open-ended question)

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 principles or philosophy that are reflected in my
teaching strategies is being c constructivist teacher.

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

Familiarize yourself with the content and performance standards. How could they help you in
planning your lessons?

Content standards helps, “What do learners want to know, be able to do, and understand?”
while the performance standards “how do we want them to use their learning or
understanding?” This helps me in my lesson planning because they help me meet my
objectives for the lesson

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?

The content standard should be met in a short period of time and the performance standard are
expected to be attained in a longer period of time.

Session 2: Using Curriculum Guide in Preparing Daily Lesson Log / Daily Lesson Plan
Prior Knowledge Assessment
D. Daily Lesson Log
E. Daily Lesson Plan
B. Results-based
F. Learning Area Strand
A. Outstanding and C. Very Satisfactory
 Question
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?
How will you unpack the
learning competency?
Answer/Possible Answer Mentor-Mentee Collaborative
Points
Describe different objects
based on their characteristicsDepends on you and your
( ea.. shape, weight, volume, mentee discussion (your
ease of flow) mentors comment)
2 weeks Depends on you and your
mentee discussion (your
mentors comment)
Because this is a broad topic Depends on you and your
mentee discussion (your
mentors comment)
I will use the MELC and BOW Depends on you and your
to unpack the learning mentee discussion (your
competency. mentors comment)

What guides you in
unpacking the learning
competency? How? Why?
What assessment can be
done at the end of the two-
week lesson?
If the competency in the
BOW and MELC are the
same, you will combine it.
Summative Assessment
Depends on you and your
mentee discussion (your
mentors comment)
Depends on you and your
mentee discussion (your
mentors comment)

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.

Code Subject Quarter Title Quarter Number of Competency

No. Weeks/Order Number
KMKPPam Kindergarten Pakikisalamuha
-00-3 sa Iba Bilang QUARTER 00 3
Kasapi ng 1
Pamilya (PPam)
MT1FIIIa- Mother FLUENCY QUARTER
Ivi1.3 Tongue 1 3 a-vi 1.3
EsP1PIIb ESP 1 Pagmamahal sa QUARTER 2
–2 kapwa 2 b

PE10PF- P.E 10 Physical Fitness QUARTER c-h 56

IVc-h56 4
EN11/12O English 11 Oral 1st a 1
C-Ia-1 Communication Semester

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.

Required Task 3: Filling out a DLL template (Portfolio Output)

(Another file)
Work with your mentor and prepare your lessons for the week. Complete the Daily Lesson Log
(DLL) from parts IV-V and follow the curriculum guide of your respective subject area.
(Another file)
Required Task 4: Yes or No
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 YES
experience, you can already
use the DLL format in lesson
preparation.
Are you capable of using ICT YES
in your classes?
Are you open to collaboration YES
with other subject teachers?

Are you aware of the learning YES

competencies that your
assessments have to meet?
Do your activities allow
learners to organize or YES
reorganize their thinking and
construct knowledge that is
meaningful to them?

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

I am capable in utilizing ICT resources in my What I need to improve is my teaching

class and the activities that I provide to my strategies to meet the competency of the
learners allows them to think critically. lesson.

Required Task 1: 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 Yes. Lesson plans take time Lesson plan is very important
matter showed that she is a to prepare. The important because it serves as your
veteran teacher. Is it thing is you know the lesson blueprint in discussing the
advisable that lesson and how you will deliver it. lesson to the pupils, even
 planning requires only the
bare minimum because the
focus should be placed on
the actual execution of the
lesson instead?
No. Lesson plans are an though teacher Gina already
integral part of the master the subject matter.
instructional process. It lays
out the plan for the lesson. It
ensures that the lesson will
be taught well.

Preparing lesson plans and Yes. Lesson planning and

the actual delivery of the
lesson are not connected
with each other. Is this true?
Teacher Gina uses the
positive reaction of the pupils
to measure the achievement
of learning outcomes. As a
teacher, should you do the
same?
actual delivery of the lesson The lesson plan that you
are different and separate prepare is the one you will
instructional procedures. use in your actual delivery of
No. Lesson planning and the lesson.
actual delivery of the lesson
are interconnected with one
another.
Yes. The pupils’ positive
reaction is a clear indication
that they learned something. Positive feedback from the
It was a favorable learning learners means that they
experience for them. Teacher understand the lesson and
Gina achieved her they meet the competency of
instructional goals. the lesson.
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?
When Teacher Rowel
identifies that the result of the Mastery of the lesson is
review is very low, he should important before proceeding
not have continued to teach with the new lesson.
the new lesson. He should
have focus on the
competency that the learners
did not meet.
 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?
The students are actively
participating in the class
discussion because they find
the online games exciting.
Teacher Rowel should
identify what competency did
his pupils did not meet and
provide additional activities
for the learners.
The use of ICT promotes
learning among learners. It
provides a different learning
opportunity for them to
showcase 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.
The lesson plan above are very well-organized. It provides differentiated activities to learners. It
promotes collaboration and encourage learners to think logically. It utilizes also the use of ICT
in the lesson. The group tasks also caters the inidividual diffrences of the learners. Based on
the example lesson plan, I have no other inputs on how to improve it because over all it is very
detailed.

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 A. Yes. The sequence of The teacher conducts a
that they are developmentally activities shows the gradual review before proceeding to
arranged? transition from the previous the next lesson
Yes. The sequence of lesson connecting it to the
activities shows the gradual new lesson and wrapping up
transition from the previous all that transpired.
lesson connecting it to the
new lesson and wrapping up
all that transpired.
No. Explanation of the new
concept should have been
done right after the
introduction of the new
 lesson.
Maybe. What a
developmentally arranged
lesson plan needs is to
simply provide an
introduction at the beginning
and a closure at the end.
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 presentation and explanation Presentation of the new
lesson? of the new concept of the lesson is considered as the
introduction of the new day’s lesson main part of the lesson.
lesson
establishing connection
between the old and new
lesson
presentation and explanation
of the new concept of the
day’s lesson
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 Summary is used to
been exerted towards the All of the above generalize the lesson that
discussion, why do you think has been discussed.
he still included a summary?
It is a form of wrap-up activity
that provides closure for the
day’s lesson
It allows learners to
synthesize everything that
they learned.
It gives a useful recap of the
entire lesson that helps
remind and refresh learners.
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.
Note: according to our mentors if your answer is true no need to justify

Question Option Feedback

 1. Teacher Roger is a Although Teacher Roger has
veteran teacher with 21 years 21 years of teaching
of teaching experience. He FALSE experience still, he is not
claims that lesson logs are exempted in submitting DLL.
only for new teachers in the Bases on DepEd order no. 42
field. He also contends that s. 2016, Planning lessons is
he 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 TRUE
school’s 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, TRUE
Teacher Phoebe 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 TRUE
and enrichment activities.
5. For DLL, remarks indicate TRUE
the 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 Works with more interactives
teacher in Grade 6. She Class point activities such as
hopes to make her Kahoot computation and games..etc,.
computation activities more Canva
interactive using technology.
What platform can you
suggest to Teacher Cindy?
2. Teacher Earl wants to Works with real-time
avoid using social media as a meetings.Using browser
way to announce his Google Meet teacher earl can share videos
academic instruction. He Microsoft Teams and presentation to his
intends to use this platform Google Classroom pupils.
for virtual class activities.
What platform can you
suggest to Teacher Earl?
3. Teacher Genneth intends It is a powerful slide show
to present mathematical PowerPoint presentation program. It uses
concepts using slides. slides to convey information.
Considering logistical
constraints, she prefers an
offline file to do this task.
What platform can you
suggest to Teacher
Genneth?
4. Teacher Demmy is a It can be used to create 2D
literature teacher who wishes and 3D drawings and
to visualize book characters AutoCAD 360 models,as well as
 in three-dimensional construction drawings.
representation. What platform
can you suggest to Teacher
Demmy?
5. Teacher Carissa plans to
give a synchronous lecture to It is the collaboration app built
her Grade 6 learners. Google meet for hybrid that help to stay
However, their context would Microsoft Teams informed and connected.
not allow them to have face
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 The instruction used by Let the learners know their
you think contributed to the Teacher Gemma where in learning progress.
significant achievement of the she let the learners identify
learners? what to study and where they
are already successful.
Teacher Gemma gives
ungraded quizzes and keeps The activity of the teacher is
a record of the student’s very effective because she Teachers should always
success on the unit test. The achieves her goals of monitor the learner’s
quizzes are scored but not identifying the learners needs progress.
included in the unit grade. improvement.
What can be deduced from
this activity?
The scenario gives us an Other ways to achieve growth
idea of a formative in the learner’s performance The assessment we give to
assessment plan, what other is provide consistent the pupils are important to
ways to achieve growth in the feedback to the learners, use identify students’ growth and
learners’ performance? the feedback to loop concept performance.
and Align instructions to
learners’ standards.
Teacher Gemma would like
to gauge how far the Aside from formative
students’ learning of the topic assessment, Teacher Alternative assessment is an
can be extended. She Gemma can use the portfolio effective method of building
decided to give an alternative assessment, Performance learners' logical reasoning
assessment. What alternative test, and collaborative and communication skills.
assessment can she give her discussions. The teacher
students? What must one should always consider first
keep in mind and make sure the learning outcomes before
to do when giving such giving alternative
alternative assessments? assessments.

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.
Note: according to our mentors if your answer is true no need to justify

Question Option Feedback

1. 1. The successive local
typhoons such as the Ondoy
(2009) and Pepeng (2013)
caused a major blow to the TRUE
school 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 TRUE
that may 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 FALSE
a new format of instructional The DepEd promoting flex
delivery after the 2020 learning
pandemic.
4. 4. When PAGASA raises When SIGNAL NO. 2 is
Signal Number 2, classes in FALSE raised by PAGASA, classes
the secondary level are in the pre-school, primary and
suspended. secondary level are
automatically suspended.
5. 5. In case of calamities
where learners are deeply TRUE
affected, the 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 RESOURCES The teacher had to consider
has been recognized by the the resources of the learners
school as tech-savvy. Her because not all of them have
module particularly revolves access to computer, no
around the activities that matter how the teacher is
need the software. However, tech-savvy if the learners
her learners have limited can’t access it there is no use
access to a computer as their at all.
town is located in a far-flung
area. What is the best
module principle which you
could share with Teacher
Ana?
2. Teacher ____ is an
experienced teacher in a
private school who recently
entered the public school Alignment to the curriculum Teacher should always bear
system. As a Business Math in mind that the modules
teacher, she designed a must meet the standards so
module that takes much time that learners may gain the
on tasking learners to expected competencies at
construct a miniature the end of the lesson.
business plant, a task which
does not meet curriculum
standards. What
consideration do you think is
Teacher ____ missing out?
3. Teacher ____ has been
teaching oral
communications for five
years. In constructing his
module for the subject, he The summative assessment
assigned an entire module for Alignment to the curriculum given should be aligned to
pronunciation which is the learning competencies.
aligned to the most essential The teacher should align her
learning competencies. In his assessment synonyms and
graded summative antonyms to the topic about
assessment, he asked the pronunciation.
learners to list down 100
words with synonyms and
antonyms. In 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. The teacher applies the
While he cannot teach dance REALISTIC ASSESSMENT principle of realistic
the way he did, he provided assessment that fits the
modules with visual context of a learner and at
representations so learners the same time respond to
can easily follow the routine. curriculum standards.
He also added a video
presentation for those who
have internet 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.

The teacher could either let the learners watch educational videos about successful
entrepreneurs. The pupils will listen to the life and contribution of this entrepreneurs on how
they started and become successful businessman,

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 problem of the teacher is the leakage and cheating on the exam then what she should do
is to create a new assessments and activities that are still aligned to her lessons that will still
meet the competency of the lesson.

3. 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 with the help of her classmates can either conduct a donation drive to help the
family Riza recover from the typhoon. They can donate whatever amount or things they have at
home. Through this simple action, Riza will no longer have to stop going to school.

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.

Note: according to our mentors if your answer is true no need to justify

Question Option Feedback

1. A diagnostic assessment
is a tool taken at the end of FALSE summative assessment is the tool use to
the lesson to know what evaluate student learning at the end of an
the learners learned. instructional.
2. Learning competencies
serve as the minimum TRUE
requirements which a
learner must achieve for
promotion to the next
grade level.
3. Reinforcements are
activities/responses that TRUE
encourage a learner to
continue one’s affirmative
behavior.
4. Enrichment activities are
given to learners who have FALSE REMEDIAL ACTIVITIES given to learners
 difficulty in learning so that who have difficulty in learning so that they
they may be able to cope may be able to cope with the lesson.
with the lesson.
5. DepEd offers free
remedial classes for those TRUE
learners who did not meet
the learning competencies.

Required Task 1: Complete the table

Five Sample Questions
Which of the following materials could
absorb water?
How are these materials harmful to the
environment?
How the major internal organs such as the
brain, heart, lungs, liver, stomach,
intestines, kidneys, bones, and muscles
keep the body healthy?
Which body parts of the fish helps him
survive in the water?
Differentiate the difference between
aquatic and terrestrial animals.
Five Learning Competencies from the
Curriculum Guide
Classify materials based on the ability to
absorb water, float, sink, undergo decay;
Identify changes in materials whether
useful or harmful to one’s environment.
Describe the main function of the major
organs.
Infer that body structures help animals
adapt and survive in their particular
habitat.
Identify the specialized structures of
terrestrial and aquatic plants.

Required Task 2: Case Analysis

Question
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?
3. After the second quarter,
Teacher Jessie noticed
that three of her learners
performed poorly for the
two consecutive quarters.
Option Feedback
a. a. Scold the learner and
tell him he should be quiet.
b. b. Tell the learner to Provide the learner
finish tasks of other challenging tasks about the
subjects. lesson that would make
c. c. Praise the learner and him busy and avoid
tell him to be humble. disturbing his classmates.
d. d. Provide a challenging
task about the lesson.
a. a. Call a parent-teacher Conduct a short review on
conference to inform them the competency where the
that there was a problem students failed to meet.
with their previous teacher.
b. b. At Grade 10, learners
can easily catch up with
new concepts in Earth
Science so there is nothing
to worry about.
c. c. Use the results to
conduct review lessons so
that it will be easier for the
60% to understand new
lessons in Earth Science.
d. Reinforce the idea that
they should be cooperative
in the class for them to
pass the subject.
a. a. Observe the learners’ Provide remedial teaching
performance for the next to help pupils gain their
semester. general knowledge to meet
b. b. Suggest that they those set of learning
should get tutors at their competencies.
 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 can she
conduct to address the
concern?
own cost or else they will
fail.
c. 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. a. Provide an Provide a way for well-
independent study guide motivated students to
on Philippine art and pursue topic interest .
history.
b. b. Move to the next
lesson. They will catch up
anyway.
c. c. Give them library time
after class hours.
d. Ask them to hire a tutor
for the mean time because
the topic is very important.

Session 3 – Selecting, Developing, Organizing, and Using Appropriate Learning Resources

Prior Knowledge Assessment:

BINGO
How many items did you get out of 25? 6
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.

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
your lesson more interactive.

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. 1. Teacher Kara is
teaching art history for Passive Learning
Grade 12 learners. Since Active Learning Students are Highly
her school is situated in Involved
Manila, she asked her
learners to visit the Manila
Metropolitan Museum and
the National Museum of
Fine Arts.
2. 2. Teacher Jocelyn is Passive Learning Students are Highly
teaching physical Active Learning Involved in the learning
education. The curriculum process because the
included the basic students can be able to
orientation of sports showcase through the mini-
management. In this intramurals what they have
regard, she made her learned on the lesson.
learners organize mini-
intramurals.
3. 3. Teacher Trina is
teaching the elements of Passive Learning Students are Highly
drama. After giving a Active Learning Involved in the learning
fifteen-minute lecture, she process. They are the one
directed the learners to responsible of their own
form an improvisation learning because they are
where they are expected to the one who will going to
play as actors. When the demonstrate what they
activity ended, she have learned on the
processed their insights lesson.
and experiences about
improvisation.
4. 4. Before going to actual
teaching, pre-service Passive Learning
teachers watch Active Learning This uses hands-on
demonstration teachings to observation. The teacher
witness how a teacher is takes responsibility of
expected to manage a student’s learning.
class. Afterwards, they are
asked to write a reflection
paper about what they
learned from the
demonstration.
5. 5. Teacher Carissa
organized a literary festival Passive Learning
where learner-writers will Active Learning Students are Highly
have a creative writing Involved. They construct
workshop. In the workshop, their own outputs based on
they are expected to state what they have learned on
their own creative process the writing workshops.
and how they translate it to
their work. Guest 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
1. 1. Teacher Aaron is a
Grade 4 Science teacher.
He found a 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. 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. 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. 4. Teacher John is
teaching Grade 4 English.
He always makes it a point
to represent diverse
Philippine ethnicities in his
visual aids.
5. 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.
Summary
Option Feedback
a. Alignment to the
curriculum Teacher Aaron prioritizes
b. Developmentally his target audience. Since
Appropriate his learners are Grade 4, It
c. Effects on classroom is best suited to choose the
management cartoon version of the
d. Inclusive concept of predation
because it is easy for them
to understand it and easy
to remember.
a. Alignment to the The strategy of using comic
curriculum strips use by Teacher
b. Developmentally Pauline is Aligned to the
Appropriate curriculum because the
c. Effects on classroom learners meet the learning
management objectives.
d. Inclusive
a. Developmentally Teacher Christian uses
Appropriate Interactive learning using
b. Effects on classroom interactive board; this
management shows that the pupils enjoy
c. Inclusive the activity and learns at
d. Localization the same time. The
learning materials both aid
learning and manage the
classroom behavior.
a. Developmentally
Appropriate The instructional materials
b. Effects on classroom of Teacher Jhon give
management emphasis on diversity as
c. Inclusive seen on his visual aids
d. Localization highlighting the diverse
Philippine ethnicities.
a. Developmentally The Localization concept
Appropriate used by Teacher Ram is
b. Effects on classroom reality based because the
management activity of inventing mango-
c. Inclusive based product is available
d. Localization to their place.
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.