Professional Documents
Culture Documents
DLL - Esp 5 - Q2 - W1
DLL - Esp 5 - Q2 - W1
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for
remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito nakatulong? ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who ____ of Learners who
the lesson the lesson the lesson caught up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
solusyunansa tulong ng aking punungguro at require remediation to require remediation to require remediation continue to require continue to require
superbisor? remediation remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that
nadibuho nanais kong ibahagi sa kapwa ko ___Metacognitive Development: ___Metacognitive ___Metacognitive well: work
guro? Examples: Self assessments, note Development: Examples: Self Development: Examples: Self ___Metacognitive well:___Metacognitive
taking and studying techniques, assessments, note taking and assessments, note taking and Development: Examples: Development:
and vocabulary assignments. studying techniques, and studying techniques, and Self assessments, note Examples: Self
vocabulary assignments. vocabulary assignments. taking and studying assessments, note
___Bridging: Examples: Think-
techniques, and vocabulary taking and studying
pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think-
assignments. techniques, and
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and
vocabulary
anticipatory charts. anticipatory charts. ___Bridging: Examples:
assignments.
___Schema-Building: Examples: Think-pair-share, quick-
writes, and anticipatory ___Bridging: Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick-
learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw charts.
writes, and anticipatory
projects. learning, peer teaching, and learning, peer teaching, and charts.
projects. projects. ___Schema-Building:
___Schema-Building:
___Contextualization: Examples: Compare and
contrast, jigsaw learning, Examples: Compare
Examples: Demonstrations, media, ___Contextualization: ___Contextualization: and contrast, jigsaw
peer teaching, and projects.
manipulatives, repetition, and Examples: Demonstrations, Examples: Demonstrations, learning, peer teaching,
local opportunities. media, manipulatives, media, manipulatives, and projects.
repetition, and local repetition, and local ___Contextualization: ___Contextualization:
___Text Representation: opportunities. opportunities. Examples: Demonstrations, Examples:Demonstrati
Examples: Student created media, manipulatives, ons,
drawings, videos, and games. ___Text Representation: ___Text Representation: repetition, and local media,manipulatives,
___Modeling: Examples: Speaking Examples: Student created Examples: Student created opportunities. repetition,andlocal
slowly and clearly, modeling the drawings, videos, and games. drawings, videos, and games. opportunities.
language you want students to ___Modeling: Examples: ___Modeling: Examples: ___Text Representation: ___Text
use, and providing samples of Speaking slowly and clearly, Speaking slowly and clearly, Examples: Student created Representation:
student work. modeling the language you want modeling the language you want drawings, videos, and Examples: Student
students to use, and providing students to use, and providing games. created drawings,
Other Techniques and Strategies samples of student work. samples of student work. videos, and games.
___Modeling: Examples:
used: ___Modeling: Example
Speaking slowly and clearly,
___ Explicit Teaching Other Techniques and Other Techniques and s: Speaking slowly and
modeling the language you
___ Group collaboration Strategies used: Strategies used: clearly, modeling the
want students to use, and
___Gamification/Learning throuh ___ Explicit Teaching ___ Explicit Teaching language you want
providing samples of
play ___ Group collaboration ___ Group collaboration students to use, and
student work.
___ Answering preliminary ___Gamification/Learning ___Gamification/Learning providing samples of
activities/exercises throuh play throuh play student work.
Other Techniques and
___ Carousel ___ Answering preliminary ___ Answering preliminary Other Techniques and
Strategies used:
___ Diads activities/exercises activities/exercises Strategies used:
___ Explicit Teaching
___ Differentiated Instruction ___ Carousel ___ Carousel ___ Explicit Teaching
___ Group collaboration
___ Role Playing/Drama ___ Diads ___ Diads ___ Group
___Gamification/Learning
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction collaboration
throuh play
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___Gamification/
___ Answering preliminary
Why? ___ Discovery Method ___ Discovery Method Learning throuh play
activities/exercises
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Answering
___ Carousel
___ Availability of Materials Why? Why? preliminary
___ Diads
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs activities/exercises
___ Differentiated
___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Carousel
Instruction
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Diads
___ Role Playing/Drama
in doing their tasks ___ Group member’s ___ Group member’s ___ Differentiated
___ Discovery Method
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation Instruction
___ Lecture Method
of the lesson in doing their tasks in doing their tasks ___ Role
Why?
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs Playing/Drama
of the lesson of the lesson ___ Availability of Materials ___ Discovery Method
___ Pupils’ eagerness to ___ Lecture Method
learn Why?
___ Group member’s ___ Complete IMs
collaboration/cooperati ___ Availability of
on Materials
in doing their tasks ___ Pupils’ eagerness
___ Audio Visual to learn
___ Group member’s
Presentation collaboration/coope
of the lesson ration
in doing their
tasks
___ AudioVisual
Presentation
of the lesson