COURSE 2

Module 1 – Understanding the K to 12 Curriculum

THE FOLLOWING FEEDBACK IS DEPEND ON MENTOR-MENTEES DISCUSSIOn.GOD
BLESS EVERYONE!

Questions Answers Feedback

Which Act enhances the
Philippine basic education
system by strengthening
and updating its curriculum
to become at par with the
global education system
by providing two more
years for basic education?
RA 10157
RA 10524
RA 10533
RA 10931
Before this curriculum was
implemented, our country
RA 10533 was the only one in Asia
with a 10-year basic
education. As a result, the
Philippines needs to catch
up to other countries. This
Enhance Basic Education
Law, or Republic Act
10533, (K-12) aims to
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
the K to 12 Basic Education
Program provides context to
and articulate its contexts,
features, and programs?
DepEd Order (No. 1, s.
2019)
DepEd Order (No. 8, s,
2019)
DepEd Order (No. 9, s.
2019)
DepEd Order (No. 21,
s. 2019)
Questions Answers
What act made Kindergarten
mandatory for all learners?
RA 10157
RA 10524
RA 10533
RA 10931
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This Policy provides a
comprehensive explanation of
DepEd the K to 12 Basic Education
Order Program and its components
(No. 21, s. across all key stages.
2019)
Feedback
This Act is a prerequisite, for all
children that they need to pass
RA 10157 through kindergarten, the first stage
of elementary education system
before going or moving 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.
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 Questions Answers Feedback

Which does NOT show the

characteristics of the K to K-12 Program is not
12 graduates? implemented for
individuals who wants to
a. They are pursue their careers
holistically c. They are individuals abroad but rather it is
developed Filipinos who pursue their careers implemented to provide
who have built for personal every Filipino child with the
foundations for development to work education s/he needs to
learning throughout abroad. compete in a global
life. context.
b. They are
individuals
equipped with
information, media
and technology
skills, learning and
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 School)
a. 2  Grade 11-12 (Senior
b. 3 High School)
c. 4
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.
One cannot enroll in Grade
a. 4 1 if he did not finish
b. 5 Kindergarten. Incoming
c. 6 4 0 Kindergarten must strictly
d. 7 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

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the Philippine
Qualifications Framework
(PQF) and is the main
policy for the
implementation of the new
13-year cycle of basic
education. What comprises
the SHS curriculum?
a. Basic Subjects,
Applied Track, Specialized
Subjects
b. Basic Subjects,
Applied Track, Selected
Subjects
c. Core Subjects,
Applied Track, Specialized
Subjects
d. Core Subjects,
Selected Track,
Specialized Subjects
Required Task 2: Independent Learning
Questions
Is the K to 12 a product of
collaboration with other
agencies?
Is the shift from the Basic
Education Curriculum to K
to 12 Program
conceptualized by DepEd
alone?
Was Kindergarten
Education mandatory
before the K to 12
Program?
Is Republic Act No. 10533
the basis for the additional
two years of Senior High
School (SHS)?
Does the K to 12 Program
give importance to the
preparation of graduates
on ASEAN Integration?
Required Task 3: Mentor-Mentee Collaboration
Answer the following processing questions by discussing with your mentor.
1. What are the different issues addressed by the legal bases of the K to 12 Curriculum?
e. Core Subjects, school capacity. The
Applied Track, Specialized choice of career track will
Subjects define the content of the
subjects a student will take
in Grades 11 and 12. SHS
subjects fall under either
the Core Curriculum or
specific Tracks.
Answers Feedback
YES
DEPED & CHED
YES It is the educators who are
involved and responsible in
conceptualizing the Basic
Education Curriculum to K-
12 program.
Based on the Kindergarten
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.
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 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

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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.

2. 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 What I Know What I need to Know
Inclusive Education How to provide better
Diverse students opportunities for learning to
pupils with disability
Early Childhood Education 5 years old is the pre-
requisite age for schooling How early education helps kids
through Universal improved holistically.
Kindergarten.
Curriculum Relevance The competencies should
be relevant to the topic
Curriculum Proficiency The Fundamental of What is the relevance of
Building proficiency-based learning curriculum proficiency building
systems for schools and in education?
districts.

Required Task 1: Case Studies

Study the following cases and tell what your actions will be on these scenarios. Base your
answers on the K to 12 Curriculum and the DepEd Vision and Mission. Limit your response to
100 words.
Case 1: You have a transferee learner who only speaks her mother tongue. As a result, your
learners cannot communicate with her properly and the transferee learner feels left out. What
can you do as her teacher?
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.
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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

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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
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
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Integrative and seamless
learning. The learning
areas taught are more on
practical application of
formal schools and non- what have they learned
formal schools such as the
Alternative Learning
System?
What support is needed for Provide them trainings
a Filipino graduate to about the latest technology

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become 21st century so that they are capable to
ready? 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:
1. 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.

2. 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.

3. 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.
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Learner Description Subject Matter / Strategies Exit Point

 Grade Level
1. A learner who PE/Grade 10 Provide the learner
often needs to written assessment Teacher should
skip classes to instead of doing provide alternative
have his actual activities in assessment to

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 check-ups and P.E and TLE to student who have
medical ensure his health medical conditions.
procedures. safety.
He is good in
the languages
and
mathematics
but has
difficulty
learning topics
in PE and
TLE.
2. A learner Filipino/Grade 5 The teacher should Teacher should also
diligently provide activities help learners with
attends based on the learning disability
classes; understanding of to achieve learning
however, she the learner. Give goals.
keeps on intensive remedial
getting low instruction to help
grades. Her the learner.
records reveal
that she has a
learning
disability. Her
favorite
subject is
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
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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

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 planning effective lessons

Process Questions: (Optional Task only)

1. 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.

2. 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
1. CURRICULUM
2. KEY STAGE
3. COMPETENCY
DOWN
1. STANDARD
2. GUIDE
3. 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 I learned that GC is
Guide Competence- teacher achieve all important to
based the competencies teachers, it guides
written in the the teacher in the
curriculum guide? delivery of the
lesson.
Learning Area Standard shows the How should
learners’ expected teachers implement Make the
level of proficiency this learning standards fit into
standards? the student’s
4 0 interest
Focus on the
skills and
language
 learning.
Content Standard “Benchmarks of What is the The topic or the
knowledge and importance of lesson that were
skills” as de昀椀ned content standards? going to tackle or
in DO 31 s. 2012 discuss.
Performance Standard benchmarks of What kind of I learned to give

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 transfer of performance I’m simple yet
learning’ as going to give to my meaningful to the
de昀椀ned in DO 31 pupils? And how pupil’s
s. 2012 can assess it. performance.
Key Stage Standard Key stage refers What particular Different stages
to stages in the K level I’m going to have different
to 12 program prepare for my ability to acquire
re昀氀ecting distinct activity sheet? knowledge.
developmental
milestones.
Grade Level Standard shows the degree What kind of Different stages
or quality of activity I’m going to have different
pro昀椀ciency that give based on their ability to acquire
the learner is able Grade level? knowledge.
to 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:
a. 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

b. 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.

c. 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 4 0
Option Feedback
Depend on you and your
1. What are the MENTOR FEEDBACK
objectives of the
 Araling Panlipunan
curriculum?
a. “Functionally literate
and developed The objectivesof teachin
Filipino.” k-12 ARALING

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b. “Naipamamalas ang c. “Makahubog ng PANLIPUNAN is to
panimulang pag- mamamayang develop students
unawa sa pagkilala mapanuri, understandingin primary
sa sarili at mapagnilay, knowledge aspects
pakikipag-ugnayan mapanagutan,
sa kapwa bilang produktibo,
pundasyon sa makakalikasan,
paglinang ng makabansa, at
kamalayan sa makatao na may
kapaligirang sosyal.” pambansa at
c. “Makahubog ng pandaigdigang
mamamayang pananaw at
mapanuri, pagpapahalaga sa
mapagnilay, mga usapin sa
mapanagutan, lipunan, sa
produktibo, nakaraan,
makakalikasan, kasalukuyan, at
makabansa, at hinaharap.”
makatao na may
pambansa at
pandaigdigang
pananaw at
pagpapahalaga sa
mga usapin sa
lipunan, sa
nakaraan,
kasalukuyan, at
hinaharap.”
d. “Pagsunod sa
teorya sa pagkatuto
na kontruktibismo,
magkatuwang na
pagkatuto
(collaborative
learning), at
pagkatutong
pangkaranasan at
pangkonteksto at
ang paggamit ng
mga pamaraang
tematiko-
kronolohikal at
paksain/
konseptuwal,
pagsisiyasat,
intregratibo,
interdesiplinaryo at
multisiplinaryo.”
2. Are there
differences between
Grade 4, 5, and 6
Araling Panlipunan
curriculum?
They have the same
a. There are no featured key reforms like
differences between a. There are no restructured learning areas
these grade levels 4 differences
0 between stronger integration of
because they have these grade levels competencies and values
the same key stage because they have
across learning areas and
standards. the same key stage greater emphasis on the
b. There are no standards. learning process and
differences between integrative modes of
these grade levels teaching.
because they follow
the same format as
any other subjects

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

Content standards helps, “What do learners want to know, be able to

and understand?” while the performance standards “how do we w
them to use their learning or understanding?” This helps me in my les
planning because they help me meet my objectives for the lesson

4. Study the curriculum matrix/guide. You will see that it contains the content standa
performance standards and learning competencies. How are the learning competen
related to the content and performance standards? Which do you think could be met
short period of time (within a lesson) and which are expected to be attained in a lo
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
1. D. Daily Lesson Log
2. E. Daily Lesson Plan
3. B. Results-based 4 0
4. F. Learning Area Strand
5. A. Outstanding and C. Very Satisfactory
 Ques琀椀on
1. What is the learning
competency to be taught
for that week?
2. How long do you
have to teach the lesson?
3. Why do you think
this particular competency
will be taught in two
weeks?
4. How will you unpack
the learning competency?
Answer/Possible Answer Mentor-Mentee
Collabora琀椀ve Poin
Describe different objects
based on their Depends on you and you
characteristics ( ea.. shape, mentee discussion (you
weight, volume, ease of mentors comment)
flow)
2 weeks Depends on you and you
mentee discussion (you
mentors comment)
Because this is a broad Depends on you and you
topic mentee discussion (you
mentors comment)
I will use the MELC and Depends on you and you
BOW to unpack the mentee discussion (you
learning competency. mentors comment)

5. What guides you in
unpacking the learning
competency? How? Why?
6. 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 you
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
easily see the relevance of the learning codes to the subject and grade level you are teach
Remember that a multi-grade teacher handles more than one grade level at the same time
further enhance your skills, unpack the learning code listed below.

Code Subject Quarter Title Quarter Number of Competen

No. Weeks/Orde y Numbe
r

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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 QUARTER c-h 56

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

Processing Questions
1. How important are the learning codes to you as a teacher? Answer in a minimum of twen
(20) words.
This serves as guide to the teacher on how many days they will teach the said learnin
competency or learning objective.

2. 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 numb
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 L
(DLL) from parts IV-V and follow the curriculum guide of your respective subject area.
(Another file)
Required Task 4: Yes or No
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Use the following checklist to self-assess your daily lesson log.
GUIDE QUESTION YES NO
1. As a newly hired teacher
with 5 years of teaching YES
experience, you can
already use the DLL format
in lesson preparation.
2. Are you capable of using YES
ICT in your classes?
3. Are you open to YES
collaboration with other
subject teachers?

4. Are you aware of the YES

learning competencies that
your assessments have to
meet?
5. 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 4 0 Points for Improvement

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

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
taught all grade levels and showed mastery of the subject matter. She regularly submits
lesson plan but admits that she does the bare minimum in its preparation. She rarely upd
and adopts to current teaching strategies and activities and does not reflect on how her lear
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
learners are learning.
Question Option Feedback
Teacher Gina’s experience
and mastery of the subject a. Yes. Lesson plans take Lesson plan is ve
matter showed that she is a time to prepare. The important because
veteran teacher. Is it important thing is you serves as your blueprint
advisable that lesson know the lesson and how discussing the lesson
planning requires only the you will deliver it. the pupils, even thoug
bare minimum because the b. No. Lesson plans are an teacher Gina alread
focus should be placed on integral part of the master the subject matter
the actual execution of the instructional process. It
lesson instead? lays out the plan for the
lesson. It ensures that
the lesson will be taught
well.

Preparing lesson plans and a. Yes. Lesson planning and

the actual delivery of the actual delivery of the The lesson plan that yo
lesson are not connected lesson are different and prepare is the one you w
with each other. Is this true? separate instructional use in your actual delive
procedures. of the lesson.
b. No. Lesson planning
and actual delivery of
the lesson are
interconnected with one
another.
Teacher Gina uses the a. Yes. The pupils’ positive
positive reaction of the pupils reaction is a clear
to measure the achievement indication that they Positive feedback from th
of learning outcomes. As a learned something. It learners means that the
teacher, should you do the was a favorable learning understand the lesson an
same? experience for them. they meet the competenc
Teacher Gina achieved of the lesson.
her instructional goals.
b. No. A positive reaction
does not necessarily
attribute to achievement
of the learning goals. The
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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 sess

Teacher Rowel plans his lessons well. His lesson plan shows the detailed activities he inte
to do during his actual teaching. He follows a logical sequence of activity as his lesson w
unfold. He prepares instructional materials and integrates ICT. He uses engaging activities
learners find interesting. His school principal observed him during one of his classes
conducted a short review of the previous lesson using an on-line game application. It too
minutes more than he planned it to be. It is evident that the class enjoyed the on-line game
form of review. However, the scores of the learners in the review was not as high as
expected. This review is essential since the previous lesson is a prerequisite skill for the
lesson. He had given enough number of items during the review to cover all the nee
competencies in preparation for the new lesson. He asked the learners if they have
questions regarding the previous lesson. When no one asked a question, he moved on to
lesson proper. He constantly asked his pupils if they understood the lesson. Everyone said
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They got to the evaluation part of the lesson. Only 50% of the class got mastery level. Tea
Rowel was disheartened by the results. He followed everything in his lesson plan, with
exemption of a 5-minute overtime, he believes that his lesson went accordingly.

Question Option Feedback

Assuming that the lesson
plan was well-crafted, and
the activities Teacher
Rowel used are all
appropriate, what do you
think contributed to the
low results of the learner
evaluation? What could
have been done instead?
Teacher Rowel’s use of an
on-line game is an
e昀昀ective 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?
When Teacher Rowel
identi昀椀es that the result
of the review is very low,
he should not have
continued to teach the
new lesson. He should
have focus on the
competency that the
learners did not meet.
The students are actively
participating in the class
discussion because they
昀椀nd the online games
exciting.
Teacher Rowel should
identify what competency
did his pupils did not
meet and provide
additional activities for
the learners.
Mastery of the lesson is
important before
proceeding with the new
lesson.
The use of ICT promotes
learning among learners. It
provides a di昀昀erent lear
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
designed lesson plan, provide inputs on how you could improve it. Please put your answ
another sheet of paper and compile it as a part of your portfolio. Please talk to your me
about your inputs.
The lesson plan above are very well-organized. It provides differentiated activities
learners. It promotes collaboration and encourage learners to think logically. It utili
also the use of ICT in the lesson. The group tasks also caters the inidividual diffren
of the learners. Based on the example lesson plan, I have no other inputs on how
improve it because over all it is very detailed.

Required Task 3: Complete the table

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