Professional Regulation Commission

APPLICATION FOR ACCREDITATION OF CPD

PROGRAM

CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS

Part I. General Information

Name of Provider: National Educators Academy of the Philippines – Region 12
Accreditation No.: PTR-2022-364 Expiration Date: March 10, 2025
Contact Person: Johnny S. Bantulo Designation: Education Program
Supervisor
Contact No.: E-mail add.: Date of Application: June 18, 2024
09477619880 johnny.bantulo@deped.gov.ph
Proposed Program: SCHOOL-BASED TRAINING OF SCHOOL-BASED TRAINERS ON MATATAG CURRICULUM
FOR
KINDERGARTEN, GRADES 1, 4 AND 7
Conference Seminar Online Learning
Convention Forum Workshop Training Educational/Study Tour
Program Others:
Title of the Program: DIVISION TRAINING OF SCHOOL-BASED TRAINERS ON MATATAG CURRICULUM FOR
KINDERGARTEN, GRADES 1, 4 AND 7

Date to be offered: 15-19, 2024 Duration: 5 days Time: 8:00 a.m. – 5:30
p.m.
Venue and Address: Within the municipality of Alabel No. of times program to be conducted: 1

Course Description:

The training rollout of the MATATAG Curriculum using the SBMTP to be implemented by the school heads is more
effective, efficient, and responsive to the needs of teachers. Through their quality leadership and management, the
Department of Education (DepEd) will upskill and reskill quality teachers and “holistic learners who are steeped in values,
equipped with 21st-century skills, and able to propel the country to development and progress” (DepEd Order No. 42, s.
2017). This is consonant with the DepEd’s vision of producing “Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute meaningfully to building the nation” (DO
No. 36, s. 2013) along with the MATATAG Agenda.

By conducting national training on the MATATAG curriculum according to the levels of governance, school leaders and the
education system can foster effective leadership, encourage collaboration and networking, and ensure that school leaders are
competent to enable the teachers to move forward to bring about positive change and eventually improve learning outcomes.

Objectives

Results Objectives: Ensure improved student learning through effective implementation of the Curriculum by teachers,
master teachers, and school leaders (school heads, SEPSs, PSDSs, Chiefs)

Application Objectives:

Back in the workplace, Chief

EPSs will be able to:
● implement their Workplace Application Plan (WAP) as PMT member and/or resource persons in the
succeeding trainings
● provide instructional supervision in the implementation of the MATATAG Curriculum
PSDSs and EPSs will be able to:
● implement their Workplace Application Plan (WAP) as PMT member and/or resource persons in the
succeeding trainings
● provide instructional supervision in the implementation of the MATATAG Curriculum
SCHOOL heads will be able to:
● implement their Workplace Application Plan (WAP) as PMT member and/or resource persons in the
succeeding trainings
● provide instructional supervision in the implementation of the MATATAG Curriculum
Master teachers will be able to:
● implement their Workplace Application Plan (WAP) through facilitation of MATATAG-aligned teaching and
learning sessions, and
participation in various collaborative learning sessions TEACHERS
CPDD-02
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 will be able to:
● implement their respective Workplace Application Plan (WAP) articulating their required competencies to be
developed and/or
enhanced using school LACs through Collaborative Expertise (CE) aligned with the PPST.

Terminal Objectives:

By the end of the five-day PD program, Chief

EPSs will be able to:

● develop an instructional supervisory plan for supervisors on the implementation of the MATATAG
Curriculum
EPSs/PSDSs will be able to:
● develop an instructional supervisory plan for school heads on the implementation of the MATATAG
Curriculum
School heads will be able to:
● develop a school-based MATATAG curriculum training implementation plan
● develop an instructional supervisory plan for teachers on the implementation of the MATATAG Curriculum Master
teachers will be able:
● develop a lesson plan and instructional supervisory plan that show understanding of the connections among
instructional elements (standards, instruction, assessment, and evaluation and feedback) of the MATATAG
curriculum

Teachers will be able:

● develop a lesson plan that shows understanding of the connections among instructional elements
(standards, instruction, assessment, and evaluation and feedback) of the MATATAG curriculum

Enabling Objectives:
Specifically, the participants [teachers, master teachers, school leaders (Chiefs, EPSs, PSDSDs, and School Heads) will be
able to:

1. identify the overall structure and salient features of the general shaping paper and learning area curriculum guide
2. demonstrate knowledge and skills on unpacking/merging/clustering competencies per grade level and learning area.
3. discuss the key principles of the Matatag Curriculum Instructional Design Framework
4. design a classroom-based assessment tool for an identified learning competency within the MATATAG
Curriculum, ensuring alignment with instructional objectives and diverse assessment methods.
5. integrate 21st century skills, inclusion principles and brain-based learning theories in teaching and learning
processes
6. apply pedagogical approaches and assessment per learning area for effective lesson planning
7. develop a lesson plan for Q1 and Q2 of the MATATAG Curriculum for demonstration teaching
8. simulate collaborative learning expertise
9. facilitate and give feedback to a teaching-learning session using the co-developed lesson plan
10. exhibit positive /inclusive attitude towards the implementation of the MATATAG curriculum
11. discuss the key steps and strategies in organizing and managing school-based training programs.
discuss the principles for an effective learning session facilitation

Number of Target Participants: 440 Registration fee to be collected: None

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Part II. Acknowledgment
I hereby certify that the above information written by me are true and correct to the best of my knowledge and belief. I
further authorize PRC and other to investigate the authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and giving my consent to the collection and processing of my personal data in
accordance thereto.

JOHNNY S. BANTULO
(Signature Over Printed Name
agencies)
Schools District Supervisor
Position
June 18, 2024
Date

Part III. Assessment

Regulation Division: Cash Division:
Assessed by : Date Amount : O.R. No.:
: Date :
Remarks : Issued by :
Part IV. Action taken by the CPD Council

Approved for credit units Accreditation No.

Deferred pending compliance
_
Disapproved due to

Chairperson

Member Member
Date:

PROCEDURE FOR ACCREDITATION OF CPD

PROGRAM
Step 1. Secure application form at Regulations Division of any of the PRC Regional Offices or download at PRC
website (www.prc.gov.ph).
Step 2. Fill-out Application Form and attach supporting documents listed hereunder. Provide one (1) set for
receiving copy.
Step 3. Proceed to Regulations Division of any of the PRC Regional Offices for checking and assessment.
Step 4. If the assessment is favorable, pay prescribed fee of One Thousand Pesos (₱ 1,000.00) per program
offering. Government agencies and instrumentalities offering CPD Programs free of charge, do not
have to pay a fee. If not favorable, go back to Step 3.
Step 5. Submit Application Form with attached supporting documents and photocopy of official receipt to Regulations
Division of any of the PRC Regional Offices, at least fifteen (15) working days prior to offering.
Step 6. Follow-up the application ten (10) working days after submission at CPD Division (Central Office), telephone
numbers (+632) 8810-84-15 (PRC-PICC), or email at cpdd.applications@gmail.com

CHECKLIST OF REQUIREMENTS
Supporting Documents
[ ] Instructional Design as prescribed by the relevant Board.
[ ] Program of Activities showing time/duration of topics/workshop and resource persons with position and
office, and evaluation period.
[ ] Evaluation method or tool that measures the learning gained by the participants specific and
appropriate to course objectives set
[ ] Resume of resource persons relevant to CPD program applied for.
[ ] Photo copy of valid Professional Identification Card of resource persons if registered professional.
Otherwise, submit photocopy of government-issued or company Identification Card.
[ ] Valid Special Temporary Permit if the resource person is a foreigner and if engagement is more than three (3)
days or there is physical contact with patients in the case of medical and allied professions.
[ ] Breakdown of expenses for the conduct of the CPD program.
[ ] For Online Learning, Declaration of Minimum Technical Requirements (e.g. Operating System,
Processor, Memory, Browser, Internet Connection, etc.)
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 Additional Requirements
[ ] Short brown envelope for the Certificate of Accreditation
[ ] One (1) set of metered documentary stamps worth Twenty-Five Pesos (₱ 25.00) each to be affixed to the
Certificate of Accreditation. (Available at PRC Customer Service and PRC Regional Offices)
[ ] Soft copy of the Application including supporting attachments in PDF format saved in flash drive.
Note:
1. Application for accreditation should be filed 15 working days before the offering of the program/training.
2. Representative/s filing application/s for accreditation and claiming the Certificate of Accreditation on behalf of the
applicant must present a letter of authorization and valid identification cards of both the authorized signatory and
the representative. In the case of national organizations with chapters/councils, endorsement from the national
board.
3. The period for processing the application is 10 working days, subject to the stipulations in these guidelines.
4. If additional requirement/s is/are needed, a period of another 10 working days is given to submit the same. Failure
to comply within the period shall be construed as abandonment of application and the prescribed fee shall be
forfeited in favor of the government.
5. The CPD Council shall have the right to specify additional requirements if deemed necessary and appropriate.

CPDD-02
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 Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION- DIVISION OF SARANGANI

Certificate of Participation
Presented to

JUAN DELA CRUZ

as

Participant
(if Resource Person, include the topic discussed or presented)

on the

DIVISION TRAINING OF SCHOOL-BASED TRAINERS ON MATATAG

CURRICULUM FOR KINDERGARTEN, GRADES 1, 4 AND 7

WITHIN GENERAL SANTOS CITY

JULY 3-7, 2024

PROG-2024-
PTR-2022-364

RUTH L. ESTACIO, CESO V

Schools Division Superintendent

CPDD-14
Rev. 00
June 29, 2020
Page 1 of 1
 DIVISION TRAINING OF SCHOOL-BASED TRAINERS ON MATATAG CURRICULUM FOR KINDERGARTEN, GRADES 1, 4 AND 7

ACTIVITY MATRIX

Person Responsible/
Date/Day Duration Topic Resource Speaker
July 15, 2024
8:00-9:15 c/o Program Management Team
Opening Program
9:15-9:45 Pretest c/o Program Management Team

9:45-10:00 Health Break

10:00-11:00 S1: The General Shape of the MATATAG Curriculum

Context of the MATATAG Curriculum,
Curriculum Review Process and Factors which guided the revision Johnny S. Bantulo
DAY 01

Salient Features of the MATATAG Curriculum

Ways Forward and Aspirations
11:00-12:30 S2: 21st Century Skills in the MATATAG Curriculum
21st Century Skills Framework
Four (4) Domains in the 21st Century Skills Framework: Information,
Media and Technology Skills; Learning and Innovation Skills; Tito Maslog
Communication Skills and Life and Career Skills
Ramon Tamayo
Skills, Competencies, Values and Attributes of the Four (4) Domains of
21st Century Skills Framework
Implications of teachers and school leaders cognizance to the 21st
Century Skills
12:30-1:30 LUNCH BREAK
 1:30-2:30 S3: Walkthrough of [Learning Area] Shaping Paper By Learning Area (please see attached
file for the names of resource persons
per learning area)
2:30-2:45 Health Break
2:45-4:00 Continuation of S3
4:00-4:15 End-of-Day Evaluation & Reminders c/o Program Management Team
July 16, 2024
8:00-8:30 Management of Learning c/o Program Management Team
8:30 - 10:00 S4: Quarter 1 Curriculum Standards and Unpacking/ Clustering of By Learning Area (please see attached
Learning Competencies file for the names of resource persons
per learning area)
DAY 02

10:00-10:15 Health Break

10:15 -12:00 Continuation of S4
12:00-1:00 Lunch Break
1:00-3:00 S5: Quarter 2 Curriculum Standards and Unpacking/Clustering of By Learning Area (please see attached
file for the names of resource persons
Learning Competencies
per learning area)
3:00-3:15 Health Break
3:15-4:30 Continuation of S5
4:30-4:45 End-of-Day Evaluation & Reminders

July 17, 2024

8:00-8:30 Management of Learning c/o Program Management Team
8:30 - 10:00 S6: MATATAG
Curriculum: Instructional Design Framework
 Understanding the Instructional Design (ID) Framework Evan Campos
DAY 3

 Understanding how learning happens in the brain

Maria Lissa Parreno
 Principles, Key Aspects, and Essential Facets of ID
 Curriculum, Teaching, and Assessment
10:00-10:15 Health Break
 10:15 - 12:00 S7: MATATAG (Learning Area) IDF Pedagogy and Assessment By Learning Area (please see attached
file for the names of resource persons
per learning area)
12:00-1:00 Lunch Break

1:00-2:00 Continuation of S7

2:00 - 3:00 S8: MATATAG (Learning Area) Walkthrough of Learning Resources By Learning Area (please see attached
file for the names of resource persons
per learning area)
3:00-3:15 Health Break
3:15-4:15 Continuation of S8
4:15-4:30 End-of-Day Evaluation & Reminders c/o Program Management Team
July 18, 2024
8:00-8:30 Management of Learning c/o Program Management Team
8:30 - 10:15 S9: Integrating 21st Century Skills in Classroom- based Assessment
 Revisiting the Classroom Assessment (DO 8, s. 2015) Implementing
Johnny Bantulo
the 21st- Century Skills in Assessment Integrating 21st-Century Ferdinand Simon
Skills in Assessment
 Utilizing the Formative Assessment Instructional Resources
10:15-10:30 Health Break
10:30-12:00 S10: Classroom Practices to Promote Inclusion for Special Needs
DAY 04

Education (SNED)
1. Understanding of inclusion, inclusive education, and different types Tito Maslog
of disabilities Evan Campos
2. Understanding accommodations and modifications for learners with
disabilities
12:00-1:00 Lunch Break
 1:00 - 3:00 S11: Collaborative Expertise
 Collaborative Expertise
 DepEd Order No. 35, s. 2016 (LAC) Ferdinand Simon
 DepEd Order No. 14, s. 2023 (NLC)
 John Hattie’s Visible Teacher Mind Frames
3:00-3:15 Health Break

3:15 - 5:00 S12: Class Observation in the Context of MATATAG Curriculum

Ramon Tamayo
Classroom Observation
Ferdinand Simon
Classroom Observable Indicators

5:00-5:15 End-of-Day Evaluation & Reminders c/o Program Management Team

July 19, 2024
8:00-8:30 Management of Learning c/o Program Management Team
8:30-10:00 S13: Management of School-based Professional Development
Programs

Roles and Responsibilities of School Heads in the Management of Johnny Bantulo

DAY 05

School-based Professional Development Programs Ferdinand Simon

Effect Size and Why Does It Matter
Learners’ Overall Performance in the NATG10 and NATG12
Whole-School Approach
10:00-10:15 Health Break
10:15-12:15 Continuation of S13
12:15-1:15 Lunch Break
1:15 - 2:45 S14: Creating Excellent and Powerful Learning Facilitation
Evan Campos
Elements in excellent and powerful learning facilitation Ramon Tamayo
Interim Guidelines in Learning Facilitation Tito Maslog
2:45-3:00 Health Break

3:00-3:30 Post-test c/o Program Management Team

3:30-4:30 Closing Program c/o Program Management Team

 RESOURCE PERSONS / SUBJECT-MATTER EXPERTS
Per Learning Area

No. NAME LEARNING AREA Position

1 Evan L. Campos Kinder Teacher III

2 Rhea Roleen Jumawan Kinder

3 Shirley May F. Andico English 4
4 Jo-Ann Tomaquin English 4
5 Randy P. Dakay English 7
6 Jasielle Cordua Mathematics 4
7 Johnny S. Bantulo Mathematics 4 Public Schools District
Supervisor
8 Arbert B. Lanchita Mathematics 7
9 Elma M. Tejero Science 4
10 Lujurica Tabugo Science 4

11 Genevieve D. Ducena Science 7

12 Marissa P. Jamili Filipino 4
13 Rizza A. Sibag Filipino 4
14 Marjorie P. Entero Filipino 7
15 Charlotte Dimaudtang ArPan 4
16 Marlon U. Lejarso ArPan 4
17 Marco Arturo D. Cavan ArPan 7
18 Lanie D. Cavan GMRC
19 Tito D. Maslog ESP
20 Dave Carl S. Sichon Music 4
21 Ronel Acharon Arts 4
22 Ferdinand Simon P.E. 4 Principal 2
23 Cherry Mae F. Tiburcio Health 4
24 Ciaron C. Olaver Music 7
25 John Mark J. Oliveros Arts 7

26 John Elward V. Villamora P.E. 7

27 Cheyserr P. Lim Health 7
28 Jommel C. Albarracin TLE 4
29 Jeneva Morsal TLE 4
30 Maria Lissa Parreñ o TLE 4
31 Maricel Letigio TLE 4
32 Jim Ado M. Naya TLE 7
33 Paul Angelo Bergado TLE 7
34 Ramon Tamayo TLE 7
35 Junie M. Lorenzo TLE 7
36 Annaliza Jolo READING
37 Chezelle Joyce Oraiz LANGUAGE
38 Kimberly Patenia NUMERACY
39 Genovilla Lalisan MAKABANSA
 Professional Regulation Commission

INSTRUCTIONAL DESIGN OF PROPOSED CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

PROGRAM
CPD Council for PROFESSIONAL TEACHERS

I. Course/Program Title: DIVISION TRAINING OF SCHOOL-BASED TRAINERS ON MATATAG CURRICULUM FOR KINDERGARTEN, GRADES 1, 4 AND 7

II. Course/Program Brief Description

The Division Training of School-based Trainers on the MATATAG Curriculum for Kindergarten, Grades 1, 4, and 7 shall be delivered at various governance
levels including National Core Trainer Orientation (ONCT), National Training of School Leaders (NTSL), Regional Training of School Leaders (RTSL), Division Training of
School Leaders (DTSL), and School-Based Management Training Program (SBMTP).

The ONCT is implemented by a team of experienced educators and experts in curriculum development, learning delivery, and assessment, particularly for Kindergarten, Grade
1, Grade 4, and Grade 7. They are responsible for providing the necessary training and guidance to the core trainers who will disseminate the curriculum and appropriate
pedagogical approaches to educators nationwide. This team ensures that the core trainers have a thorough understanding of the curriculum and are equipped with the knowledge
and skills to effectively implement training in their respective regions, school divisions, and schools.

The NTSLs shall be conducted by the National Core of Trainers. The Regional Team of Trainer-School Leaders shall be participated by Regional CLMD, HRDD, QAD,
Division CID and SGOD chiefs, Regional and Division Education Program Supervisors, Public Schools District Supervisors, NEAP-R Focal and Specialists, SGOD HRD and
Specialists, Division M&E SEPS and EPS II. The NTSLs builds the capability of school leaders, equipping them with the necessary skills and knowledge aligned with the
overarching educational priorities and goals set by the MATATAG Curriculum, likewise, it also aims to provide school leaders across regions and divisions during the Regional
Training of School Leaders and Division Training of School Leaders.

The training rollout of the MATATAG Curriculum using the SBMTP to be implemented by the school heads is more effective, efficient, and responsive to the needs of
teachers. Through their quality leadership and management, the Department of Education (DepEd) will upskill and reskill quality teachers and “holistic learners who are
steeped in values, equipped with 21st-century skills, and able to propel the country to development and progress” (DepEd Order No. 42, s. 2017). This is consonant with the
DepEd’s vision of producing “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DO No. 36, s. 2013) along with the MATATAG Agenda.

By conducting national training on the MATATAG curriculum according to the levels of governance, school leaders and the education system can foster effective leadership,
encourage collaboration and networking, and ensure that school leaders are competent to enable the teachers to move forward to bring about positive change and eventually
improve learning outcomes.
 III. Proposed PQF level: PQF Level 6

IV. Particular Continuing Professional Competency/ies: V.

Philippine Professional Standards for Teachers

PPST Targets Domain Strand Indicator
Philippine Domain 1: Content 1.1. Content knowledge and its 1.1.2. Apply knowledge of content within and across curriculum areas
Professional knowledge and application within and across 1.1.3. Model effective applications of content knowledge within and across curriculum areas
Standards for Pedagogy curriculum areas
Teachers
1.2 Research-based knowledge 1.2.2 Use research-based knowledge and principles of teaching and learning to enhance professional practice.
and principles MT:1.2.3 Collaborate with colleagues in the conduct and application of research to enrich knowledge of content
and pedagogy

1.5. Strategies for developing
critical and creative thinking
Domain 3. 3.3. Learners with disabilities,
Diversity of giftedness and talents
Learners
4.1. Planning and management of teaching 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum
and learning process
Domain 4. Curriculum
and Planning
4.2. Learning outcomes aligned with
learning competencies;
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills.
MT:1.5.3 Develop and apply effective teaching strategies to promote critical and creative thinking, as well as
other higher-order thinking skills.
3.3.2. Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and
talents.
requirements and varied teaching contexts.
MT:4.1.3 Develop and apply effective strategies in the planning and management of developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with learning competencies.
MT:4.2.3 Model to colleagues the setting of achievable and challenging learning outcomes that are aligned with learning competencies to
cultivate a culture of excellence for all learners.

4.5 Teaching and learning resources 4.5.2 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals.
including
MT: 4.5.3 Advise and guide colleagues in the selection, organization, development and use of appropriate teaching and learning
resources, including ICT, to address specific learning goals)
 Domain 5: Assessment 5.1. Design, selection, organization and 5.1.3. Work collaboratively with colleagues to review the design, selection, organization and use of a range of effective diagnostic,
and Reporting utilization of assessment strategies formative and summative assessment strategies consistent with curriculum requirements.

5.2. Monitoring and evaluation of learner 5.2.2. Monitor and evaluate learner progress and achievement using learner attainment data
progress and achievement
5.2.3. Interpret collaboratively monitoring and evaluation strategies of attainment data to support learner progress and achievement

5.4 Strand Communication 5.4.2. Communicate effectively in speaking and in writing to teachers, learners, parents, and other stakeholders through positive use of
communication platforms, to facilitate information sharing, collaboration, and support.

Domain 7. Personal 7.3 Professional links with 7.3.3 Contribute actively to professional networks within and between schools to improve knowledge and enhance practice
Growth and colleagues
Professional
Development 7.5 Professional development goals 7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan personal professional development goals and assist
colleagues in planning and achieving their own goals.

Philippine Professional Standards for School Heads

PPSSH Domain Strand Indicator
Targets Domain 1. Leading 1.5. Program Design and 1.5.2 Implement programs in the school that support the development of learners
Strategically Implementation
Philippine
1.7 Monitoring and Evaluation 1.7.2 Utilize available monitoring and evaluation processes and tools to promote learner achievement.
Professional process and tools
Standards for 1.7.3 Design supplemental monitoring and evaluation tools following standard processes to promote earner achievement.
School Heads 3.2. Teaching standards and 3.2.2 Provide technical assistance to teachers on teaching standards and pedagogies within and across learning areas to improve their
pedagogies teaching practice.

Domain 3. Focusing on 3.2.3 Engage school personnel such as master teachers, head teachers, department heads in providing technical assistance to teachers on
Teaching and Learning teaching standards and pedagogies within and across learning areas to improve their teaching practice.
3.5 Learning Assessment 3.5.2 Provide technical assistance to teachers in using learning assessment tools, strategies, and results consistent with curriculum
requirements to ensure accountability in achieving higher learning outcomes.

Domain 4: Developing 4.1 Personal and Professional 4.1.2 Set personal and professional development goals based on self-assessment aligned with the Philippine Professional Standards for
Self and Others development School Heads.

4.3 Professional networks 4.3.2 Participate in professional networks to upgrade knowledge and skills to enhance practice.

4.3.3. Engage actively in professional networks within and across schools to advance knowledge, skills, and practice.
 Domain 5. Building Strand 5.3 Inclusive practice 5.3.1 Demonstrate knowledge and understanding of inclusive practices, such as gender sensitivity, physical and mental health
Connections awareness, and culture responsiveness to foster awareness, acceptance, and respect.

Philippine Professional Standards for

Supervisors
PPSS Domain Strand Indicator
Targets Domain 1. Supporting to 1.1 Curriculum Implementation 1.1.2 Support curriculum implementation through the management of programs, projects and activities aligned with curriculum
Philippine Curriculum standards.
Management and
Professional Implementation
Standards for 1.5 Learning Resource Management 1.5.2 Apply relevant processes to support learning resource management in divisions/districts, schools/or learning centers
Supervisors
Domain 2: Strengthening 2.2 Technical Assistance Provision 2.2.2 Adopt and implement appropriate technical assistance modalities to divisions/districts/schools and/or learning centers based on
Shared Accountability quality assurance and evaluation results.

2.2.3 Mentor and coach colleagues in providing efficient and effective technical assistance to a targeted cluster of divisions/districts/schools
and/or learning centers based on quality assurance, and monitoring and evaluation results.
Domain 3: Fostering a Strand 3.1 Support for Instructional 3.1.2 Apply appropriate instructional leadership support strategies to help divisions/districts/schools and/or learning centers with the
Culture of Continuous Leadership continuous improvement of the teaching-learning process.
Improvement
3.1.3 Mentor and coach colleagues in adapting relevant instructional leadership support strategies to address the harmonized needs of
clusters of divisions/districts/schools and/or learning centers.
Domain 4: Developing Strand 4.1 Learning and Development 4.1.2 Ensure the delivery of different learning and development interventions to support divisions/districts/schools and/or learning
Self and Others centers.

Strand 4.2 Professional Networks 4.2.2 Participate actively in professional networks to enhance knowledge and skills in improving practice.
 4.3 Personal and Professional 4.3.2 Set achievable personal and professional development goals based on the Philippine Professional Standards for
Development Supervisors.

VI. Content Details:

Area of CPD Activity

Sub-Topics and Time (Ethics = 5 CUs Assessment Strategies
Expected Learning Activities to Achieve
Allotment for every topic Professional including, Assessment Requirements/Outputs
Outcomes Learning Outcomes
(in hours) Development = 40 CUs Tools
in a compliance period)
Professional Development Understand the context of INTRODUCTION: Pretest/Posttest Accomplished
Session 1 (Plenary)
the MATATAG K to 10 Greet/Welcome Worksheet
THE GENERAL SHAPE Program. participants, introduce (Reflection)
OF THE MATATAG yourself, session title,
CURRICULUM Describe the curriculum objectives, and outline.
(1 hour) revision process and
factors which guided the ACTIVITY: Hot Air Balloon
revisions. Retrospective
1. Explain the
Identify the salient features of mechanics of the Hot
the MATATAG Curriculum. Air Balloon
Retrospective.
Reflect on the aspirations
and ways forward of the 2. Using colored
MATATAG Curriculum. metacards, ask the
participants to write their
answers about the four
questions posted on the
screen
(word or phrase)
Orange or yellow: Hot
air
Blue: sunny skies,
Brown: sandbags
Gray: dark clouds

ANALYSIS

CPDD-PTR-02
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 1. To process the
activity, raise guide
questions to the
participants. Ask some
participants to share
their answers
to the plenary.

2. Close the analysis

activity by reminding
the participants
that failure to align
instructional practices with
curriculum standards can
lead to a lack of clarity in
educational
outcomes such as
misalignment of learning
objectives and
inconsistent classroom
practices.

ABSTRACTION

1. Play the recorded

video which discusses
the following contents:

a. Context of the
MATATAG K to
10
Curriculum
b. Curriculum Revision
Process

c. Factors which
Guided the Revision

CPDD-PTR-02
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 d. Salient Features of
the MATATAG
Curriculum

e. Ways Forward and

Aspirations of the
MATATAG
Curriculum

2. To check the
participants’
understanding, the
video has
been spliced per key
content. Elicit answers
from the
participants on the
provided questions.

APPLICATION: My
Learning Journey

1. In two minutes, ask

the participants to write
down what
they have learned at
every stage of the
general shape of the
MATATAG
Curriculum?

2. The participants may

opt to share their answers
using the online
interactive platform
PADLET or the printed
worksheet.

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 3. Provide the
mechanics in using the
PADLET and show the
QR Code for the
activity.

4. After 2 minutes,
present the PADLET
interface then read the
live responses of the
participants.

CLOSING

1. Wrap up the session

by going back to the Hot
Air Balloon
Retrospective and relate
it to the key contents of
the MATATAG
Curriculum.

2. Share the quote to

the participants about

“A good curriculum is
not about covering
content; it's about
creating experiences
for students to engage
with and make
meaning of the
content." - Grant
Wiggins
Session 2 (Plenary) Professional Classify discipline- INTRODUCTION: Pretest/Posttest 21st Century
21ST CENTURY Development specific competencies Greet/Welcome pax, Assessment/Technical
SKILLS IN THE according to the four (4) introduce yourself, session Assistance/Instructional
MATATAG domains of 21st Century title, objectives, and Supervision
CURRICULUM Skills Framework; outline. Strategies vis
(1 hour and 30 mins) à-vis the
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Design assessment/ ACTIVITY chosen
technical/assistance/ 1. Ask the learning
instructional supervision participants to go to competency
strategies requiring the mentimeter.com and
integration of the 21st use the
Century Skills; and code xxxxxx. Using
the pictures shown,
Appreciate the need to they will guess
recognize and determine the 21st Century
the integration of 21st Skills mentioned in
Century Skills vis-à vis the the MATATAG
MATATAG Curriculum Curriculum.

ANALYSIS
1. Ask how many
have/ have not
accessed the
mentimeter?

2. Call participants to
share their experience
while accessing
mentimeter.

3. Ask whether our

students will have the
same experience as we
had.

4. Emphasize that in
today’s fast-paced
and changing world,
it is becoming
increasingly
important to have a
deeper

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 knowledge of 21st
Century Skills.

ABSTRACTION

1. Discuss the four

(4) Domains which
comprise the 21st
Century Skills
Framework, namely:
a. Information,
Media, and
Technology Skills;
b. Learning and
Innovation Skills;
c. Communication
Skills, and
d. Life and Career
Skills.

APPLICATION

1. Present the four

(4) domains of the
21st Century Skills
with
the skills,
competencies, values
and attributes.

2. Project a specific
competency taken
from the subject
specific Curriculum
Guides.

3. Let them
determine the CPDD-PTR-02
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 domain of the
projected
competency.
21st Century
Assessment/
Technical
Assistance/
Instructional
Supervision
Strategies vis
à-vis the
chosen
learning
competency

4. Call participants to
share their thoughts,
learnings, realizations
and or insights
regarding 21st
Century Skills.

CLOSING

1. Wrap up the
session by presenting
key ideas about the
topic and by asking
them if the objectives set
were met.

2. Let them watch a

video titled Lessons
from Geese

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Session 3 (Breakout Explain the Salient a. The participants Pretest/Posttest Activity
per Learning Area) Features of the Learning will be divided into Outputs/Worksheets
Area Shaping Paper groups. CPDD-PTR-02

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WALKTHROUGH OF
SHAPING PAPER Share one’s appreciation b. Each group will
(2 hours and on the importance of the be asked to provide
15 minutes) Shaping Paper to the words/ideas regarding
teaching and learning the MATATAG
process. Curriculum (refer to the
session guide, each
learning area has an
identified phrase/topic)

c. Each group will

also compare and
contrast the K-12
Curriculum (MELCS)
and the MATATAG
Curriculum

d. The facilitator will

ask the
groups/representatives to
present their outputs.

e. The RP will
process the outputs of
the groups through
guide questions (refer
to the session guides)

f. The RP will
proceed with the
discussion on the goals of
the curriculum.

g. The session will

continue with interactive
lecture discussion
covering the curriculum,
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Learning Area
Standards/structure.

CLOSING
Recap key takeaways
from the session.

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Session 4 (Breakout Acquire skills in 1. The RP will Pretest/Posttest Unpacking of Learning
per Learning Area) identifying critical present and have an in- Competencies
QUARTER 1 contents. depth discussion on
CURRICULUM acquiring skills on how
STANDARDS AND Identify critical contents to identify critical
UNPACKING/ of Quarter 1. contents
CLUSTERING OF
LEARNING 2. The discussion will
COMPETENCIES focus on familiarizing
(3 hours and oneself on the standards
15 minutes) and learning competencies
for Quarter 1.

3. The RP will elicit

possible challenges and
solutions in handling
critical contents of the
curriculum.

4. The RP will
present and have an in-
depth discussion on
understanding learning
competencies and
acquiring skills on how
to unpack/merge learning
competencies.

5. The RP will also

elicit possible teaching
strategies on how to
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 deliver the scope of
Quarter 1.

6. The participants
will be divided into
groups to demonstrate
learning on identifying
critical contents and
unpacking/merging
learning competencies.

7. To close the
session, the RP will
proceed with the
question and answer
session to clarify
contents of Quarter 1.
Session 5 (Breakout Familiarize oneself on the 1. The RP will Pretest/Posttest Unpacking of Learning
per Learning Area) learning area curriculum present the curriculum Competencies
QUARTER 2 guide for quarters 3-4 guide for quarters 2-4, but
CURRICULUM the discussion will be
STANDARDS AND Familiarize oneself on the focused on quarter 2.
UNPACKING/CLUSTE Learning Area Standards/
RING OF structure and competencies 2. The participants
LEARNING for Quarter 2 will be asked to share
COMPETENCIES their insights on the
(3 hours and Identify effective curriculum guide per
15 minutes) strategies that can be quarter.
maximized for topics in
Quarter 2. 3. Using the
acquired knowledge in
Demonstrate acquired session 2, the
skill in unpacking/ participants will be
merging of learning asked to identify the
competencies for Quarter critical content/s for
2 quarter 2 and possible
strategies on how to
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 teach the identified
Identify possible critical contents.
pedagogical approaches
and assessment for quarter 4. The groups will
2. be given 5 minutes to
present their work.

5. The RP will
provide feedback on every
presentation. To close, a
reflective activity will be
conducted to consolidate
the learning or insights of
the participants.

6. The RP will have

an in-depth discussion on
the learning
competencies for quarter
2.

7. The participants
will be divided into groups
to demonstrate learning on
unpacking/merging
learning competencies and
identify effective
pedagogical approaches
and assessment for quarter
2

8. Each group will be

given 7-10 minutes to
present their outputs.

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9. The RP will
provide feedback for every
presentation and will have
a question and answer
activity to clarify
misconceptions amongst
participants.

10. The RP will also

elicit insights/appreciation
regarding the MATATAG
Curriculum.

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Session 6 (Plenary) Define Instructional
MATATAG Design Framework
CURRICULUM: (IDF).
INSTRUCTIONAL
DESIGN FRAMEWORK Identify the different
(1 hour and components of the
30 minutes) Instructional Design
Framework (IDF); and
Express appreciation of the
importance of Instructional
Design as a foundation for
designing learning
opportunities using the
reflective journal.
INTRODUCTION: Pretest/Posttest Reflective Journal
Greet/Welcome pax,
introduce yourself, session
title, objectives, and
outline.
ACTIVITY
1. Form 5 groups
2. Provide each group
with a copy of the
anticipation guide
3. Present the
mechanics of the
activity
ANALYSIS
1. Process the
responses of the
participants.
2. Allow group
discussion to enrich
the conversation.
ABSTRACTION
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1. Present and
discuss the:
a. Overview and
foundations of the
instructional design
framework

b. Fundamental
principles directing
successful
instructional design,
4 C’s

c. Key elements for

the development of
an appropriate
teaching and
learning process, 4
I’s and 4 E’s

d. Significance of
the curriculum,
Teaching
(Pedagogy) and
assessment in the
IDF Reflective
Journal

e. Adopting reflective
practices to improve
teaching and learning
process

f. Better
understanding of the
K to 10 Instructional
design
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 as articulated in the
reflection paper

APPLICATION
1. Ask the
participants to
complete the
reflection journal
template.

2. By pairs, the
participants will
share briefly their
reflections.

CLOSING
1. Read the
quotation shown in
the slide.
Session 7 (Breakout Explain the principles, The session includes the Pretest/Posttest Lesson Exemplar
per Learning Area) aspects, and the facets of following topics:
MATATAG the Instructional Design ● K to 10
IDF PEDAGOGY AND Framework. Instructional Design
ASSESSMENT Framework
(2 hours and Identify pedagogy and ● Three Interrelated
45 minutes) assessment strategies that Content Strands of
align to the targeted Learning Area
learning competency. Curriculum
Framework
Appreciate the value of Suggested
aligning pedagogy and Pedagogical
assessment strategies Approaches
vis-à-vis targeted ● Suggested
learning competency. Assessment Strategies

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Session 8 (Breakout Explain the design of the The session includes the Pretest/Posttest Lesson Exemplar
per Learning Area) lesson plan for the following topics:

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MATATAG (LEARNING MATATAG Curriculum
AREA) per Learning Area
WALKTHROUGH OF
LEARNING Enhance a sample lesson
RESOURCES exemplar following a
(2 hours) prescribed design, and
considering its alignment
with the IDF, and
pedagogies for a specific
learning area
Appreciate the value of
designing a lesson plan
that align with the K to 10
IDF, pedagogies and
assessment per learning
area.
Session 9 (Plenary) Identify the key
INTEGRATING 21ST principles of effective
CENTURY SKILLS IN assessment.
CLASSROOM
BASED ASSESSMENT List down suggested
(1 hour and strategies for integrating
45 minutes) the 21st century skills in
classroom assessment.
Discuss formative
assessment instructional
resource (FAIR)
integrating
21st century skills in the
context of MATATAG
curriculum.
Share a reflection on the
key principles and
importance of integrating
● Lesson Design for
MATATAG
Curriculum
● Features of the
Lesson Plan
● Parts of the Lesson
Plan
● Walkthrough of the
Teaching and
Learning Resources
INTRODUCTION: Pretest/Posttest Reflection
Greet/Welcome pax, Notes through a
introduce yourself, session Short Note or
title, objectives, and Messsage
outline.
ACTIVITY
Classroom Genie
1. Present the Stress
Check Slide and tell
the participants to look
at both dolphins and
find more than one or
two differences.
2. Instruct the
participants to think of
one thing about
assessing students that
they find
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21st century skills in challenging or
classroom assessment. confusing and would
like the genie's help
with?

ANALYSIS

1. Ask questions about

the activity and gather
responses from the
participants.
2. Highlight some
points that lead to the
idea of the session
which is the
implementation of
classroom assessments
that seamlessly
integrate 21st-century
skills.

ABSTRACTION

1. Ask participants to
raise an item: g. green
= true h. red = false
2. Encourage
participants to share
their understanding of
classroom assessment
for each item.

APPLICATION

1. Ask participants to
revisit their outputs

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from the sessions on
unpacking learning
competencies,
formulating learning
objectives, determining
21st- century skills, and
understanding pedagogy
and assessment.

2. Ask them to
analyze their learning
objectives and
teaching strategies to
identify which 21st-
century skills can be
targeted within the
context of their
subject area.

3. Ask them to
review their
previously identified
assessment methods.
With reference to the
identified 21st-
century skills, they
will modify their
assessment strategies.

4. Participants will
use the provided
worksheet template
to document their

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 analysis and
modifications.

5. Ask them that they

will share their
insights and key
takeaways from the
activity.

CLOSING

1. Ask them to write a

short note or
message to the
Classroom Genie,
summarizing what
you gained from
the session and
expressing your
gratitude.
2. Show quote from
Carol Ann
Tomlinson and
thank them.
Session 10 (Plenary) Differentiate inclusion, INTRODUCTION: Pretest/Posttest List of types of
CLASSROOM inclusive education, types Greet/Welcome pax, accommodations and
PRACTICES of disability and how introduce yourself, modifications
TO PROMOTE they impact students’ session for learners with
INCLUSION FOR learning experiences. title, objectives, and disabilities
SPECIAL NEEDS outline.
EDUCATION Identify equitable
LEARNERS (SNED) learning opportunities ACTIVITY
(1 hour and through classroom 1. Organize seven
30 minutes) accommodations and groups.
modifications in an 2. Each group will
inclusive classroom. be given an
envelope
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containing a task CPDD-PTR-02

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Appreciate the activities to to be done and
promote inclusive they will also be
education. assigned to an
area in the room
to perform the
task.
3. After the task, the
participants will be
asked to return to
their seats.

ANALYSIS
1. Processing
questions will be
asked through
padlet.

2. Summarize the
responses and
provide insights to
the group.

ABSTRACTION
1. Present and
discuss:
a. Inclusive
Education
b. Universal
Design for
Learning
c. Modification/
Accommodation.
2. Encourage
participants to share
their thoughts and
insights
about the concepts.
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APPLICATION
1. Provide
mechanics of the
activity
2. Flash on screen
the scenarios
3. Provide inputs on
the responses

CLOSING
1. Provide a
synthesis of the
session
2. Flash on screen the
quote, “Inclusion is
not just about
changing the
education system: It’s
about changing
attitudes,
attitudes, values,
teaching strategies
and perceptions
towards diversity.”

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Session 11 (Plenary) Analyze situations INTRODUCTION: Pretest/Posttest
COLLABORATIVE illustrating collaborative Greet/Welcome pax,
EXPERTISE expertise. introduce yourself, session
(2 hours) title, objectives, and
Acknowledge the value outline.
of diversity in teaching
styles and perspectives ACTIVITY
within a team. How’s your LAC?

Practice collaborative 1. Flash and read the

expertise through review question. Pause for at
and improvement of a least 5 seconds
lesson exemplar. CPDD-PTR-02

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 and call from the
group to share their
answer.
2. Affirm their
responses and reactions
and connect it to the
review of DO no. 35,
s. 2016

ANALYSIS
1. Flash and read the
question. Pause for at
least 5 seconds
and call from the
group to share their
answer.
a. What are the
topics delivered
during LAC
sessions?
b. How are the topics
chosen when
conducting LAC
sessions?
2. Read the scenario or
ask a participant to
read the
scenario then call a
random participant
from the
registration list. Enrich
the processing by
allowing the
group to pitch in
ideas.

ABSTRACTION
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 1. Discuss the
characteristics of a
“Visible Teacher” of
John
Hattie. Ask them if
they possess the 8
mind frames.
2. Present a timetable
that can be used in
conducting CE through
LAC.

APPLICATION

1. Read the activity

instructions and
provide the template.

CLOSING

1. Wrap up the
session by having a
quick reflection with
the
help of emojis.
2. Read the question
and call one or two
participants to share
their insight.
3. Provide 5 summary
points to end the
session.
4. Present the session
objectives and confirm
with the

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 participants if all
objectives were
achieved.
Session 12 (Plenary) Revisit the nature of INTRODUCTION: Pretest/Posttest Demonstration Teaching
CLASS OBSERVATION classroom observation, Greet/Welcome pax,
IN THE CONTEXT OF its protocols, tools and introduce yourself, session
MATATAG key players; title, objectives, and
CURRICULUM outline.
(1 hour and Review some of the
45 minutes) classroom observable ACTIVITY
indicators relative to the 1. Read instructions
implementation of 2. Encourage
MATATAG participants to share
Curriculum; and their experiences

Refine the prepared ANALYSIS

lesson plan based on 1. Synthesize
the indicators participant’s
presented leading to experiences to the
demonstration literature on
teaching. classroom observation.

ABSTRACTION
1. Present and discuss
the important points of
classroom observation
2. Present sample
indicators observed
during classroom
observation.
3. Review prepared
lesson plans or
exemplars and
identify
which indicators are
present.

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 4. After each presentation
and processing of sample
indicators,

APPLICATION
1. Discuss the
demonstration
teaching mechanics
2. Provide adequate
time for final
preparation and actual
conduct of the
demonstration teaching.

CLOSING
1. Show references
used in the discussion
2. Close with the
statement, “mananatili
tayong MATATAG,
maraming salamat po!”

Session 13 Discuss the significant INTRODUCTION: Pretest/Posttest Accomplished

(Plenary) roles of school leaders in Greet/Welcome pax, Work Application
MANAGEMENT OF leading and managing introduce yourself, session Plan (WAP)
SCHOOL-BASED School Based title, objectives, and
PROFESSIONAL Professional outline.
DEVELOPMENT Development Programs to
PROGRAMS improve teacher practice. ACTIVITY
(1 hour and Keepin’ My Memory On
30 minutes) Integrate the concept and
elements of the whole- 1. Read the instructions and
school approach to distribute the template.
curriculum planning and Make sure that each
its link to teachers’ participant has a copy of the
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ongoing professional Session Template A:
learning, articulating the Keepin’ My Memory On.
effect size and its impact
on learning outcomes. 2. Ask them to share
their answers in
Discuss the triads.Call participants to
Implementation Strategies share their insights.
for the Conduct of
SchoolBased Training on ANALYSIS
the MATATAG 1. Call participants to
Curriculum. answer the processing
questions.
Develop a WAP
capturing the general 2. Write key concepts
concepts of MATATAG mentioned by the
Curriculum articulating a participants on the white
doable school-based board or sheets of manila
professional development paper.
plan for teachers on the
MATATAG Curriculum. ABSTRACTION
1. Discuss effect size
Display willingness to and the relationship
implement the WAP to between variables
improve learning or the difference
outcomes. between groups.

2. Discuss DepEd
policies and the issues
the agency faces.

3. Facilitate group
processing
a. Human Carousel
b. Paper Carousel
My Story

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 CPDD-PTR-02

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4. Ask participants to
individually accomplish
the MSBPDP Template
B: My Story.

5. Ask them to share

their responses in
groups and note
common roles and
responsibilities in the
conduct of the
activities, processes,
and programs at the
school level.

6. Process the activity by

asking them to share
usual
concerns or challenges
and proposed solutions to
support
our schools so they can
effectively implement these
PD
activities

7. Discuss the
significance of the
whole-school approach
8. Discuss the school-
based PD programs
such as:
a. InSET
b. LAC
c. CE
9. Discuss the TPDC
Framework.
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Thumbs Up, Thumbs
Down, and Thumbs
Straight”

10. Ask them to show a

thumb up/down for the
suggested
strategies appropriate in
their school context in
implementing the
Training on MATATAG
Curriculum for
K147.

11. After performing the

activity, solicit from the
participants
best practices and
suggestions doable in
their respective contexts.

12. Organize the

participants by 5's.

13. Provide each one of

them with a copy of the
caselet.

14. Engage each

participant to read the
caselet provided.

15. Let the participants

answer some questions
about the
caselets in their groups.

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16. Call some participants
to share their answers in
plenary.

Work Application Plan

(WAP)

17. Discuss the content

of the WAP template

APPLICATION
WAP’s Up!

1. Provide each
participant with a WAP
template.

2. Ask them to complete

the WAP template and
share it with
their partner.

CLOSING

1. Wrap up the session

by asking them if the
objectives set
were met.

2. Share a quote and

thank them.

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Session 14 (Plenary) Discuss the important INTRODUCTION: Pretest/Posttest Commitment Paper
CREATING elements in creating an Greet/Welcome pax,
EXCELLENT excellent and powerful introduce yourself,
AND POWERFUL learning Facilitation; session
LEARNING title, objectives, and
FACILITATION Demonstrate ways on outline.
effective learning CPDD-PTR-02

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(1 hour and facilitation; and ACTIVITY
45 minutes) 1. By pair, answer and
Express commitment to discuss answer to the
apply the tips in learning posted questions
facilitation of the
MATATAG curriculum. ANALYSIS
1. Post processing
question.
2. Call participants to
answer.

ABSTRACTION
1. Present and discuss:
a. Elements in
presentation
b. Facilitating learning
c. Presenting content
d. Using technology
effectively
e. Managing oneself
f. Tips for an excellent
and powerful
presentation
g. Facilitating conditions

APPLICATION
1. Provide the
mechanics.
2. Read the flashed
commitment and follow
the mechanics

CLOSING

1. Read the quote, “Erase

the board of your
achievements and
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 allow yourself to be a
beginner again.” - Steve
Jobs

VI. Financial Projection:

A. Expected Number of Participants: 440
B. Proposed Charge per Participant: None
C. Relevant Details in Support of the Financial Viability of the Program

JOHNNY S. BANTULO
Printed Name and Signature of Official Proponent

Public Schools District Supervisor

Position

National Educators Academy of the Philippines – Region 12

Proposing Agency/Association

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 DIVISION TRAINING OF SCHOOL-BASED TRAINERS ON
MATATAG CURRICULUM FOR KINDERGARTEN, GRADES 1, 4 AND
7

PRETEST/POSTTEST

1. Which program aims to enhance the Philippine basic education system by

strengthening its curriculum and increasing number of years of basic education from
the usual 10 years?
a. K to 10 Program
b. K to 12 Program
c. RBEC Program
d. MATATAG Curriculum

2. Which of the following is NOT one of the findings of the curriculum review?
a. congested curriculum content
b. mispacked prerequisite learning competencies
c. age-appropriate competencies
d. imbalance distribution of cognitive demand

3. What are some features of the MATATAG Curriculum?

I. Focus on Foundation Skills
II. Decongested Curriculum
III. Increased Learning Areas
IV. Clearer Articulation of 21st Century Skills
a. I, II, III
b. II, III, IV
c. I, III, IV
d. I, II, IV

4. How many learning areas are there in Grade 1 of MATATAG Curriculum?

a. five
b. six
c. seven
d. eight

5. What is one of the essential contents of MAKABANSA?

a. technology
b. innovation
c. civics
d. language
6. What learning area focuses on nurturing the learner’s essential socio-emotional
skills such as empathy and resilience, contributing to their emotional well-being
and interpersonal relationships?
a. Reading and Literacy
b. Araling Panlipunan
c. Science
d. GMRC/Values Education

7. With focus on the aim of developing foundational skills, which of the following is
being strengthened in the Mathematics Curriculum among early grade leaders?
a. early numeracy
b. mathematics achievement
c. reading proficiency
d. scientific literacy

8. What issuance mandates the implementation of GMRC/VE Curriculum?

a. RA 11587
b. RA 11206
c. RA 11476
d. RA 10533

9. Which among the options is correct based on the content of the following
statements?
I. Performance standards describe the abilities and skills that learners are expected
to demonstrate in relation to the content standards
II. Content standards identify and set the essential knowledge and understanding
that should be learned.
a. Both statements are true
b. Both statements are false
c. Only state I is true
d. Only state II is true

10. What does the K-10 Instructional Design Framework aim to achieve?
a. To provide learners’ immediate feedback.
b. To encourage among learners’ creativity and collaboration.
c. To gauge the competencies and skills of learners.
d. To assist teachers in creating educational opportunities.

11. Which four instructional principles are stated in the framework?

a. context, connection, collaboration, and creativity
b. constructivist, inquiry-based, reflective, collaborative
c. engage, explore, experience, empathize
d. inclusive, ideational, integrative, innovative

12. What is the main emphasis of the “inclusive” educational principle?

a. Producing concepts or ideas to explain a mental process.
b. Creating educational opportunities that are accessible to all learners.
c. Combining various components to create a cohesive whole.
d. Investigating fresh and inventive approaches of teaching.
13. What role does assessment play in the process of instructional delivery?
a. To give educators prompt feedback.
b. To gauge the values and attitudes of learners.
c. To assess the efficiency of instructional techniques.
d. To direct the activities and considerations of education.

14. What is the key feature of Cooperative Learning as a pedagogical approach?

a. It encourages individual competition for academic success
b. It emphasizes a teacher-centered approach with minimal student interaction.
c. It promotes collaborative efforts among students to achieve common learning
goals.
d. It focuses solely on traditional lecture-based instruction.

15. What is the key characteristic of the Behaviorist pedagogical approach?

a. It gives emphasis on student-centered learning.
b. It focuses on observable behaviors and external stimuli.
c. It promotes critical thinking skills.
d. It emphasizes collaborative group activities.

16. What is the role of the teacher in creating learning activities based on the
framework?
a. The teacher adheres to a specified procedure.
b. The teacher presents pedagogical approaches.
c. The teacher gives out standardized tests.
d. The teacher does not include learners in decision-making.

17. Which instructional principle is concerned with creating concepts for a mental
model or process?
a. ideational
b. inclusive
c. integrative
d. innovative

18. In the Constructivist pedagogical approach, learning is viewed as:

a. passive process where knowledge is transmitted from teacher to student.
b. an active process where students construct their own understanding through
exploration and reflection.
c. centered around standardized testing and assessments
d. primarily based on rote memorization and repetition

19. What DepEd Issuance introduced the concept of Collaborative Expertise through
the Learning Action Cell?
a. DO 14. 2. 2023
b. DO 16, 2. 2017
c. DO 30, s. 2020
d. DO 35, s. 2016
20. Which skill set under 21st centiru skills empower students to face challenges,
recover from setback, adapt to change, and persevere in the face of hardships?
a. Digital Literacy
b. Resilience and Adversity Management
c. Critical Thinking and Problem Solving
d. Future Thinking