Session

No. 3
Empowering
MTs in
Integrating
Content
Within and
Across
Learning
Areas
 Domain Strand Indicator

1 1.1
1.1.4. Model exemplary
Content Content
Knowledge and knowledge practice to improve the
and its
Pedagogy
application
applications of content
within and knowledge within and across
across
curriculum
curriculum teaching areas.
areas
Terminal Objective
At the end of the
session, you are
expected to model
exemplary practice of
content knowledge
application within and
 across curriculum
teaching areas

Enabli
ng Objectives:
More specifically,you shall be able
to:

1. identify exemplary practice ( best

practices ) to improve the application
of content knowledge within and
across curriculum areas;

2. demonstrate exemplary practice

of content knowledge application
WITHIN and ACROSS learning areas
through simulation

Key Contents
Content knowledge
within and across
curriculum

Clarifications on
classroom observation
Content review form
 “Synergy is the highest
activity of life; it creates
new untapped alternatives;
it values and exploits the
mental, emotional, and
psychological differences
between people.” -
Stephen
Covey

Synergy - New Latin

synergia, from Greek
synergos (working
together),a mutually
advantageous
conjunction or
compatibility of distinct
business participants or
elements (such as
resources or efforts)
webster.com/dictionary/synergy. Accessed 16 Feb. 2022
• BALIKAN
NATIN
Activity 1: BALIKAN NATIN

∙ Take a look at your outputs in the

previous 2 sessions, on “within”, and on
“across”.
∙ Accomplish the table that follows
∙ Be ready to present your consolidated

output
What have I learned What have I learned What are the
in Content in Content misconceptions that I
Knowledge Knowledge would like to be
WITHIN Curriculum ACROSS clarified?
Teaching Areas Curriculum
Teaching Areas
 • I-

PROSESO
• NATIN
 I-

PROSESO NATIN
1. How would you describe
the formation and
identification of “within”
and “across” of the
 content in the specific
LC/MELC?
2. Can you cite school
practices in your area
about the identification of
“within “ and “across” of
the content knowledge?
 •

Analysis
• (Suriin Natin)
Activity 2: SURIIN NATIN
DIRECTION: Looking back at the
Lesson Exemplar/IDEA Lesson
your group examined in Sessions 1
& 2, revisit its content as to
curriculum content “within” and
“across” by
using the Content Review
Form by considering the
following :
a. Learning Competencies/MELCs and Budget
of Work
b. Written Works and Performance Tasks

Quarter Learning Area: Grade Level: Date:

____ ____ ____ _________
Competencie Learning Content Content
s/ MELC Objectives Knowledge Knowledge
WITHIN ACROSS
Curriculum Curriculum
Teaching Areas Teaching Areas
 • I-

PROSESO
• NATIN
 I-

PROSESO NATIN
1. Were you all given
the opportunity to
share your idea(s)
 during the
activity?
2. From the concept
board, what
answers do you
have in common?
 •

Abstraction
• (Himayin Natin)
 • Policies
and
Guidelines
Review
DM 89 s. 2020
Clarification on the Most
Essential Learning
Competencies & Other

DepEd Order No. 42, s. Related Issues

PPST Resource
2017 System-
 Philippine for School
Professional Year 2021-
2022
Standards
for Package No. 1
Teachers

DepEd Memo no. 004 s.

2022
Implementation of the
Results-
Based
Performanc
e
Manageme
nt System
Philippine Professional
Standards
for
Teachers
 of
Work

RA 10533 K to 12
Regiona Progra
l Order
m
no 10 s.
(Enhanc
2020
Regiona ed
l Order Basic
no 10 s. Educati
on Act
of 2013

Power
Curriculum
Areas Synergy
Content
Knowledge
 Across
Curriculum Learning Areas

ACCURATE KNOWLEDGE.. Error-

free content
IN-DEPTH KNOWLEDGE.
Foundational
knowledge and finer details
within the
curriculum teaching areas.. F
FOU

BROAD KNOWLEDGE.
Knowledge across
curriculum teaching
areas FOU
HIGH-LEVEL KNOWLEDGE..
Accurate, in-depth, and
broad knowledge within
and across curriculum
teaching areas

EXCEPTIONAL
KNOWLEDGE.
Knowledge
grounded on global
 best practices.

I-
PROSESO NATIN
Accomplish the table below by
revisiting the Lesson Exemplar/IDEA
Lesson plan you used in the earlier
sessions.
Grade Level: ____ Learning Area: ________________ Quarter: _______

Learning Competency: Accurate Knowledge

In-depth Knowledge

Objectives: Broad Knowledge

High-Level Knowledge

Exceptional Knowledge
 •DLL/
IDEA
EXEMPLAR
 DLL/
IDEA EXEMPLAR
IDEA EXEMPLARS - Are samples
of Lesson Guides that can be
utilized by teachers within and
across learning areas. The lessons
cover all the learning competencies
needed / required for each learning
areas to address immediate concerns
on learning delivery. IDEA means
introduction, Development,
Engagement and Assimilation.

• Written
Works
and
 Performance
Task

Perfor
mance Task
 Performance tasks refer to
assessment tasks that “allow
learners to show what they
know and are able to do in
diverse ways. They may create
or innovate products or do
performance-based tasks
[including] skill demonstrations,
group presentations, oral work,
multimedia presentations, and
research projects. It is
important to note that written
outputs may also be
 considered as performance
tasks” (DepEd, 2015, pp. 7–8).

Perfor
mance Task
Performance tasks must be designed
to provide opportunities for learners to
apply what they are learning to real-
life situations. • a. Each task must be
accompanied with clear directions
and appropriate scoring tools (i.e.
checklists, rubrics, rating scale, etc.) to
help learners demonstrate their
learning. • b. Teachers are advised to
collaboratively design and implement
performance tasks that integrate two
or more competencies within or across
subject areas. Complex tasks may be
broken down into shorter tasks to be
completed over longer periods of
time.
 Perfor
mance Task
c. Learners must be given
flexibility in the
accomplishment of the
performance tasks to
consider time and
resources available to
them.
d. Teachers should set
realistic expectations and
use their professional
judgment to find a good
balance between what is
effective and what is
feasible to accomplish
remotely.

Performance
Task Performance tasks
may involve interviews,
multimedia
presentations, projects,
campaigns, case
studies, multimedia
production, portfolios,
investigatory projects,
collages and diorama
 making,
designing and
implementation of
action plans and
experiments or
investigations.
 Written
Works
Written works shall be
administered to assess
essential knowledge and
understandings through
quizzes and long/unit tests.
Items should be distributed
across the Cognitive
Process Dimensions (DepEd,
 2015, p. 4) using a
combination of selected
response and constructed-
response formats so that all
are adequately covered.

Written
Works For students using
other modes of learning,
written outputs may
include book or article
reviews, essays, journals,
reaction or reflection
papers, reports, data
recording and analysis,
laboratory reports, and
 development of
work designs
and charts.

• SCHOOL-
BASED/
 COMMUNITY- BASED
• CULMINATING
PERFORMANCE

Culminating Activity
• This subject is designed to
provide students the
opportunity to integrate their
learning in the different
learning areas of the
Humanities And Social
Sciences through a creative
culminating activity. It
focuses on the
exhibitions/exhibits of
authentic products and
performances as evidence
of their learning in the
 humanities and
social sciences.

Culmina
ting Activity
1. Teachers must program
the activities of learners
where they can perform
the learning competencies
within the confines of their
home.
2. Since the subject’s
performance standard is to
produce a creative portfolio
that will integrate their
learning in specialized
learning areas under
humanities or social sciences
 Cr
eative Portfolio1.
create a plan to make their
portfolio including its timeline,
processes involved, and key
concepts;
2. write a concept paper that
will encapsulate their learning
in humanities or social
sciences;
3. write insights after each part
of portfolio has been
completed;
4. compile all outputs to include in
their portfolio; and 5. write an
overall reflection and learning
based on the evaluation of their
teachers which will be given
based on the condition of the
locality.

Busines
 s Simulation This subject integrates
all the key concepts and
processes of Accountancy,
Business and Management (ABM)
as applied in real-life activities
following the business cycle:
business opportunity search,
product/service development,
business formation and
organization, business
implementation and control,
 business wind-up, and relevant
management reporting in the
context of ethical standard and
social responsibility.

Busines
s Simulation
Model A– Simulation or operation of a
micro business enterprise in the
Barangay
1. Planning, establishment, and operation
 of micro business enterprise Requried
documents

- Product or Service Feasiblity Report

- Business Plan
- Parent’s Consent
- Barangay Business Permit
- Business Report
- Inspection of business simulation

- Post-busines Simulation Requirements

Busi
ness Simulation Model B–
Taking part in the
operation of an existing
business fora community
with an industry
partnership
The teachers will
conduct pre-business
simulation orientation to
all students Planning,
establishment, and
operation of micro
business enterprise

Busin
ess Simulation Model C –
Online selling or online
business simulation for ABM
 students especially when a
lockdown is being implemented
in the community
The aforementioned
models need to follow the Most
Essential Learning
Competencies (MELCs) which
are derived from the curriculum
guide of Business Simulation
and the expected output for the
enabling tasks/activities and the
business
simulation proper.
 Model D
Business Simulation

• Drafting a business
proposal
employing the
different analysis tools
like SWOT and
appropriate in the
current condition of
their locality

Capstone
Project
(Science, Technology, Engineering, and
Mathematics (STEM)
Capstone Project
In lieu of the Work
Immersion, a Capstone
Project may be done
by SHS learners under
the Science,
Technology,
Engineering, and
Mathematics (STEM).

Capstone
Project
(Science, Technology, Engineering,
and Mathematics (STEM)
Capstone Project
In lieu of the Work
Immersion, a Capstone
Project may be done
by SHS learners under
the Science,
Technology,
Engineering, and
Mathematics (STEM).
 Suggested
Activities in
Arts and
Design, Sports,
and TVL Tracks

• Schemes for
the Conduct of
 In-School. The school
shall provide a mock
environment given the
available school
facilities. Arrangements
shall be made between
the school
management and
parents/guardians.
Guided by the learning
competencies, SHS
learners will perform the
activities.
 Home-based. The
learners shall perform their
activities at home but will
be monitored regularly by
the SHS teacher. This
scheme is applicable only
for learners with available
materials, tools, or devices
that can be used to
demonstrate their
competencies. Guided by
the learning
competencies, the
teacher and learners need
to select the activities to
be performed.

Community-based. The
school may arrange with
the government and non
governmental
organizations, such as local
government unit or private
sector, the necessary
environment. They can
participate in
government’s projects,
community development
activities, and other
relevant community
projects guided by the
learning competencies.

School and Industry Tie-

up. The school and partner
institution shall arrange the
needed environment of
learners provided that
physical distancing is
observed at all times.
 Implementation of the
Results-Based
Performance
Management System
Philippine
Professional
Standards for
• Content Teachers for School
Year 2021-2022)
Review
Form
• (DepEd Memo no.
004 s. 2022
 Content
Review
Form
Within
Illustration of Practice Subject Area/ Evidence of Remarks /
Key Stages teaching practice Collegial notes
(Idea
Exemplar/ DLL)

1.The teacher demonstrates accurate and in-depth

knowledge by delivering error- free foundational
knowledge and finer details of curriculum learning
areas. He or she applies broad knowledge of all
concepts within and across curriculum teaching
areas in the presentation of the lesson.

2.The teacher promotes learning and responds to

learners’ questions in a manner that is responsive to
learners’ developmental needs. He or she answers
learners’ questions by providing extensive discussion
of content learning areas to create opportunities for
the learners to fully understand the content.

3.The teacher motivates learners to investigate

 the content area to expand their knowledge and
satisfy their natural curiosity.

4.The teacher cites intra-disciplinary content

relationships. He or she establishes linear
connection of his or her current lesson to the
enabling learning competencies within the current or
previous curriculum guide of the subject he or she
teaches.

5.The teacher has a repertoire of appropriate

teaching strategies to deliver the content teaching
areas.

Content
Review Form Across
Illustration of Practice Subject Area/ Evidence of Remarks /
Key Stages teaching practice Collegial notes
(Idea
Exemplar/ DLL)
1. The teacher applies interdisciplinary
content knowledge to teach specific
learning content to learners from
various fields of specialization.
2. Theteacher shares content
knowledge and expertise across
teaching areas by training his or her
learners for scholastic competitions.
3. Theteacher extends content
knowledge application in
conceptualizing and implementing
school or community outreach
programs.
RECOMMENDED READING:

PPST Resource
Package 1
•
 Application
• (Ilapat Natin
Application 1.A (Ilapat Natin)
1. You will be observing a
classroom teaching episode. 2.
You will be provided with the copy
of the Lesson Plan which you will
be browsing for 5 mins.
3. You will also be provided with the
classroom observation notes form
and the Classroom Observation
Rubric on the application of
knowledge of content within and
across learning areas.
4. From the observation, identify teacher
practices which calls for the application
of the application of knowledge of
content within and across learning
areas. 5. Get read to share our
findins with the rou.
Application 1.B (Ilapat Natin)
1. Provided with the technical
knowledge on the
application of content
knowledge within and across
curriculum teaching areas,
enhance your Lesson
Exemplar/IDEA Exemplar
following the suggested
inputs from Sessions 1, 2,
and 3.
2. Be ready to share it and
present it with the group. 3.
Afterwhich, your output shall be
turned in to Google Classroom.
 • I-

PROSESO
• NATIN
 •

Reflection
 REFLECTIONS
1. What learnings
do I have today? 2.
What clarifications
were done?
3. What practice will I
share?

REFLECTIONS
Direction: Use the paper
strips and post it on your
respective wall your key
takeaways/
reflections.

Use #Hashtag in writing your

reflection.
“Synergy – the
bonus that is
achieved when
things work
together
harmoniously.”

- - MARK TWAIN
References
DepEd Order No. 42, s. 2017
PPST Booklet / Classroom Observation Rubric
DM 89 s. 2020 Clarification on the Most Essential Learning
Competencies
PPST Resource Package No. 1
webster.com/dictionary/synergy. Accessed 16 Feb. 2022
DepEd Memo no. 004 s. 2022 Implementation of the Results-
Based Performance Management System-Philippine
Professional Standards for Teachers for School Year 2021-2022
Regional Order no 10 s. 2020 regional Order no 10 s. 2020 Budget
of Work
MEMORANDUM DM-CI-2020-00085 Guidelines For Work
Immersion Implementation During Crisis Situation
DO_s2020_031 Interim Guidelines For Assessment And Grading
In Light Of The Basic Education
Learning Continuity Plan
Thank you for listening.

Thank
Thank========

you!