FinalSG Eng4 Session7A Varron

(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
Republic of the Philippines

Department of Education
National Educators Academy of the Philippines
Session Guide Form
Title of the Session MATATAG English 4 Instructional Design Framework (IDF):

Pedagogy and Assessment
SG Developer
(First Name, MI Last Name) BRIGET V.VARRON
Professional Standards PPST 1: Content Knowledge and Pedagogy

Covered (Domain/s,
1.2 Research-based knowledge and principles of teaching and
Strand/s, and
learning;
Indicator/s)
1.5 Strategies for developing critical and creative thinking, as well
as other higher-order thinking skills;
PPST 2: Learning Environment

2.3 Management of classroom structure and activities;
2.4 Support for learner participation; and
2.5 Promotion of purposive learning.
PPST 4: Curriculum and Planning

4.1. Planning and management of teaching and learning process;
4.2 Learning outcomes aligned with learning competencies
PPSSH 3.2 Teaching standards and pedagogies

PPSS 3.1 Support for instructional leadership
Session Schedule and Day 3|135 mins.

Duration
Objectives At the end of the session, the participants will be able to:
a) explain the instructional design framework of MATATAG
Curriculum in the context of English 4;
a) apply the pedagogy and assessment strategy aligned with
the targeted learning competency through IDF alignment
plan
b) appreciate the value of applying appropriate pedagogy and
assessment in attaining the targeted competency
(Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)

Session Guide Form
Expected Outputs Appropriate pedagogical and assessment strategies aligned and

applied with the targeted learning competencies through IDF
alignment plan.
Key Content The session includes the following topics:
● K to 10 Instructional Design Framework

● Communicative Language Teaching (CLT)
● Suggested Pedagogical Approaches
● Suggested Assessment Strategies
Learning Resource ● slide decks
Materials ● markers
● manila paper
● masking tape
● Application Template 6a
References Department of Education. 2015. "DepEd Order No. 8, s. 2015:
Policy Guidelines on Classroom Assessment for the K to 12
Basic Education Program."
Department of Education. 2020."DepEd Order No. 31, s. 2020:
Interim Guidelines for Assessment and Grading in Light of
the Basic Education Learning Continuity Plan."
Department of Education. 2016. "DepEd Order No. 42, s.
2016: Policy Guidelines on Daily Lesson Preparation for
the K to 12 Basic Education Program."
● K to10 Instructional Design Framework

● MATATAG Curriculum Framework
Scrivener, Jim. 2024. Learning Teaching: The Essential
Guide to English Language Teaching. 3rd ed. Chicago:
Macmillan Books for Teachers

Session Guide Form
Schedule Detailed Content Detailed Description of Learner’s Output Materials

Outline Methodology/Activities
(Time (Slide Number)
distribution)
DO: Create a welcoming and relaxed

atmosphere. Gather materials needed.
Ensure that all materials for the session are
ready and accessible. Slide 1 - 4
SHOW: Title card on slide number 4.
Introduction and SAY: "Good morning, everyone! My name is

5 minutes Presentation of Session Briget V. Varron, from the Teaching and
Overview Learning Division of the Bureau of Learning
Delivery. It's a pleasure to be your facilitator
for today's sessions."
SAY: "Today, our focus will be on the

session titled 'MATATAG English 4.
Instructional Design Framework: Pedagogy
and Assessment.'"

Session Guide Form
SHOW: Session objectives on slide 5, PPST

Standards on slide 6 (to be read by the
facilitator), followed by Session Flow on
slide number 7. Slide 5 - 7
SAY: “At the end of the session,
participants will be able to:
explain the instructional design framework
of MATATAG Curriculum in the context of
English 4.
apply the pedagogy and assessment
strategy aligned with the targeted learning
competency through IDF alignment plan
appreciate the value of applying pedagogy
and assessment in attaining targeted
competency.”
SAY: “Today, our aim is to deepen your
understanding of the K to 10 Instructional

Session Guide Form
Design Framework, in this session, we'll

cover three key areas.
First, we'll explore the fundamental
principles, aspects, and facets of the
Instructional Design Framework (IDF),
emphasizing its importance in teaching and
learning.
Next, we'll pinpoint effective pedagogies
and assessment strategies aligned with
learning competencies.
Lastly, we'll highlight the significance of
aligning and applying these approaches
with intended outcomes for enhanced
learner engagement and educational
effectiveness, focusing on the curriculum's
intended pedagogy.”
Readiness Check and DO: Readiness Check. (Simple thumbs up or
Transition to Main heart sign check)
Content

Session Guide Form
SAY: “Before we dive into the session, I'd

like to check if everyone is ready and
comfortable to proceed."
10 minutes
Transition to the SAY: "Thank you for confirming your
Activity1 readiness. Now, let's gauge your teaching
experience. Raise your hands if you have
teaching experience. How many with 5
years? 10? 15 or more? Great, we have a
diverse group today.”
SHOW: Slide deck no. 8 Slide 8 - 9
SAY: “Now let’s proceed with our first

activity, I named it Steel Majesty”.
DO: Watch the short video clip, about a

bridge, then answer the following
questions:
DO: Flash on the screen are the guide

questions.

Session Guide Form
SHOW: Slide no. 9 (Viewing of video)

SAY: “Let’s all watch the short video.”
SHOW: Slide no. 10 Slide 10
SAY: “Let’s look again the guide question

and let’s answer them one by one.”
ASK:
What is the main purpose of the bridge?
Do you think the bridge is strong? Why do
you think so?
Note: Get responses/ideas from the

participants.
SHOW: Slide number 11 Slide 11
SAY: “In designing bridges, or any other

structure such as houses and buildings,

Session Guide Form
what is that one document vital in the

construction?”
SHOW: Slide number 12 - 13

Slide 12 - 13
SAY: “Now let us look on the screen,
Describe the picture. What do you think it
is? Alright it’s a….
Yes, it’s a blueprint, when do we usually
use blueprint?”
Analysis Slide 14 – 15
SHOW: Slide number 14
(Introduction to
Instructional Design SAY: “In Instructional Design concept, we
10 minutes may associate a blueprint as our “guide”
Framework)
and, what do you think is our guide before
creating a lesson plan?
SHOW: Slide number 15


Session Guide Form
SAY: “Great! The blueprint may be

associated to our lesson plan template.
In relation to the bridge, it’s very important
to create a strong lesson plan to ensure
that the transfer of teaching- learning is
effective.
Look at the picture, and it shows that the
constructed bridge may be associated with
the teacher made lesson plan.
Try to look intently. What do you think
made the bridge so strong? What geometric
shape can you see in the trusses of the
bridge?”
Slide 16 - 17
SHOW: Slide no 16 -17


Session Guide Form
SAY: “Yes, that is correct it’s the triangle

shape. Among all the shapes the triangle is
the strongest shape (MATATAG shape)”
SAY: “The Department of Education,

continuously work on strengthening the Slide 18 -19
quality of education by giving more
emphasis on the learner’s learning
process”
SHOW: Slide no. 18
SAY: “As you can see the “trusses” were

assembled in a triangular shape on the
bridge for it makes the bridge strong. Same
thing with the learning process were
curriculum, teaching, and assessment work
hand in hand to strengthen the lesson
plan.”
SHOW: Slide no. 19


Session Guide Form
SAY: “In the K to 10 Instructional Design

Framework (IDF), “Teaching” is anchored
on four instructional principles where
learning must be inclusive, ideational,
integrative, and innovative. Teachers
must be able to discern and demonstrate
how various pedagogical approaches in the
curriculum will reflect the design of
learning activities.
Also, teaching adheres to the four (4)
aspects of the Instructional Design on
planning and delivering the instruction.
These are the context, connection,
collaboration, and creativity which will
emanate as learners take charge of their
own learning while teachers are responsive
to learners' needs.
Lastly, are the four (4) facets or the events
of IDF. These facets were necessary to
create an optimal learning environment that

Session Guide Form
entails learners to engage, explore,

experience and empathize at any point
Slide 20 – 21
in the lesson through appropriate and
judicious selection of strategies, support
and resources.”
SHOW: Slide 20 – 21
ASK:
1. How do you relate the importance of
Abstraction having a “strong” bridge in the
(Juxtaposition of IDF instructional design framework of a
and Languages curriculum?
15 minutes 2. What are the potential challenges
Curricula Framework
and Key Stage that teachers may face if they lack
Domains) knowledge about the instructional
design framework of a curriculum?
SAY: “Now I will present to you the IDF of

the MATATAG Curriculum”.
Slide 22 – 31

Session Guide Form
DO: Explain briefly the meaning and

purpose of IDF, including its critical
features.
SHOW: Slide no 22 -31

Show the Framework for the Languages
Curricula and the Domains of Different
Key Stages and discuss how they relate
with the IDF. Slide 32
Transition to emphasizing the pedagogy of

key stage 2, which is the Communicative
Language Teaching approach, and its
focus on language.
Transitioning to Activity
2
SHOW: Slide 32
SAY: “The Villanueva family went out for
a weekend getaway.

Session Guide Form
Let’s find out what happen to the family

during their travel.
Based on the proceeding scenarios, how
would you respond to their situation and
help?”
Activity 2: Bridge Woes- Double Trouble

15 minutes Activity 2
SHOW: Slide no. 33 - 38
Slide 33 -39
DO: Show on screen a specific scenario.
SAY: “Group yourselves into four. You will

work together on a specific task based on a
scenario that I will give you.
1. Show the slide of the scenario.
2. Distribute copies of the differentiated
tasks, cartolina, and pentel pens.

Session Guide Form
3. Give the groups 10 mins to work on their

assigned task.
4. After 10 minutes, have each group
present their output to the class.”
DO: Assist participants as they find their

groups.
SHOW: Timer on slide number 39
SAY: “Once everyone is done with the

preparation let’s proceed to the
presentation.”
DO: Let each group present their Slide 40 - 42

scenario/situation and perform the given
task.
SHOW: Slide 40
10 minutes SHOW IT!

Session Guide Form
DO: Facilitate presentation of outputs.

NOTE: The group will showcase their
output
SHOW: Slide 41 - 42
Analysis
Let’s Mull Over!
(Introduction to
Communicative ASK:
Language Teaching)
1. How does the role play contribute to our
learner's development of communication’s
fluency, and what specific skills are
targeted in this exercise?
2. How does the collaborative storytelling
process help enhance learner's fluency in
storytelling?
3. What is the focus of the Vocabulary
Building - Scenic Setting exercise, and how
does it contribute to learner's language

Session Guide Form
development, specifically in accurately

describing scenes using vivid language?
4. How does the Dialogue Reconstruction
task contribute to strengthening learner's
accuracy in expressing gratitude, and what
elements of language use are emphasized
in this activity?
Note: Process the responses of the

participants.
SHOW: Slide 43 Slide 43 - 59
Abstraction ASK: Based on the Shape of the

Curricula for Languages, what is the
20 minutes A. Pedagogy for English
pedagogy prescribed for English in Key
4
Stage 2?
SHOW: Slide 44 - 47

Session Guide Form
SAY: “I would like to refer you to this

paragraph that encapsulates the pedagogy
of English for Key Stage 2 indicated in the
MATATAG curriculum”.
SHOW: Slide 48 - 59
SAY: “After having an in-depth knowledge

on the IDF let us now focus on the
B. Introduction to connection to how English must be taught
Communicative in the classroom as we gear towards the
Language Teaching framework in English wherein it serves as
Approach step-by-step guide through the various
levels of language, describing the
morphological, lexical, grammatical, and
phonological frameworks of English in a
logical way”.
SAY: “From the bigger picture of the
English framework let us reminisce how
the curriculum manage to focus on the
specifics with emphasis on the Cultural
factors (contextualization). The key stage 1

Session Guide Form
focuses on the literacy honing the fluency

and the oracy of the students where we
keep on instilling to them the value of
reading. While in our key stage 2 which is
our focus now is the Language where it
serves as a tool for communication and the
foundation of all learning and other
literacies. As the culture enriches the
language students will develop the
communicative skills, grammatical
knowledge and understanding of the
culture while developing their vocabulary
and the patterns of language.
The student must be taught explicitly and
systematically on the foundation of
knowledge about the sound, symbols,
words, structures, meaning and usage from
their knowledge from key stage 1. Before
moving to key stage 3, where the focus is
the text (genre-based approach) student
must be exposed on the usage of 4 macro

Session Guide Form
skills as taught in Communicative language

Teaching (CLT) in the classroom”.
SAY: “Now let us just focus on the

conceptual framework for Key Stage 2
wherein the pedagogy for language focuses
on the student’s communicative
competence. The emerging approach for
this key stage is the Communicative
Language Teaching (CLT) that focuses on
the importance of using language for
meaningful communication. The instruction
must be focused on recognizing the
importance of learner’s first language in the
process of acquiring target language to the
use of translanguaging”.
SHOW: Slide 60 - 64
SAY: Assessment for language focuses on Slide 60 - 67

measuring learners' ability to use language
effectively and appropriately in different

Session Guide Form
contexts, including personal, social, and

academic settings.”
SAY: “Authenticated Assessments are

designed to reflect tasks and challenges
encountered in the real world. This
connection to authentic situations enhances
the relevance and practicality of the
assessment”.
The Following is the Key Characteristics of
Authentic Assessment.
Note: Facilitator will discuss the different
characteristics of Authentic Assessment.
SHOW: Slide 65
SAY: “Let us incorporate 21st century skills

in our discussion and find out if we are
able to use in the activity that we had
earlier.”
SHOW: Slide 66 - 67

Session Guide Form
SAY: “Let us revisit the SOLO Framework”

Accomplished Application Slide 68 - 70
Activity 3: Master’s Jun Problem 6A Template
Application: Session 6A Application
SAY: “After gaining understanding on the Template
Applying pedagogy and
assessment in attaining connection of Strategies and Assessment Printed IDF Framework
targeted competency. Methods for the lessons in English 4 as
well as their alignment to IDF, we will now Manila paper and Meta
try to apply these to a specific learning cards
competency in the MATATAG Curriculum.”
45 minutes
SHOW: Slide 68 - 69
DO:
● Present the mechanics of the activity
of the different classroom problem
scenarios.
● Provide materials for the activity.
● Give the groups fifteen (15) minutes
to work on the task.

Session Guide Form
SAY: “Analyze which Pedagogical

Approach, Teaching Strategy/ies, and
Assessment Methods is/are applicable to
the given learning competency including the
IDF features. You will write your answers
on the meta cards given. Share and
discuss within your group and present
solutions with a focus on effective
communication.
After fifteen (15) minutes, you will be
requested to post your meta cards on the
manila paper.
Instructions:
SAY: “Group yourselves into (3) three. Each
group receives a different unexpected
classroom challenge scenario.
Group 1: #thetransferee - tackle language
difficulty.

Session Guide Form
Group 2: #theworkingstudent - address

absenteeism from family financial
responsibilities.
Group 3: #non-reader - overcome
challenges with reading.
SHOW: Slide 70
SAY: “Complete the IDF alignment plan

based on the scenarios given. Analyze and
match the suitable teaching methods,
strategies, and assessment techniques for
the specified learning competency and
considering IDF features. Refer to the
English Curriculum Guide for guidance.”
SHOW: Slide 71
Slide 71
ASK:

Session Guide Form
“How important is aligning pedagogy and

assessment strategies to the targeted
learning competency?”
Note: Process their answers.
SHOW: Slide 72 - 73
Slide 72 - 73
SAY: “The session unfolds seamlessly,
starting with a review of the Instructional
Design Framework (IDF) in Activity 1,
providing participants with a foundation for
understanding the MATATAG Curriculum in
the context of English 4. Building upon this,
Activity 2 delves into Communicative
Language Teaching (CLT) principles and
suggested teaching strategies, encouraging
participants to apply this knowledge in

Session Guide Form
crafting an IDF plan aligned with targeted

learning competencies. The synthesis
activity in Activity 3, "Master Jun’s
Problem," acts as a practical culmination,
reinforcing the appreciation of applying
appropriate pedagogy and assessment to
achieve desired learning outcomes.
This structured progression ensures that
participants not only grasp theoretical
concepts but also gain practical insights and
skills, aligning with the overarching
objectives of the session.”
SAY: “I hope we will be able to make all our
grade 4 teachers as CLT teachers. Also, I
want to thank you for your engagement and
insights. We've covered the key aspects of
the K to10 Instructional Design Framework
in relation to Grade 4 English. Remember,
the real impact lies in applying these
strategies in your classrooms.

Session Guide Form
SHOW: Slide 74 Slide 74
SAY: “Let us all be reminded of the quote

from one of the famous geniuses of 21st
Century -
“If you can't explain it simply, you don't
understand it yourself” – Albert Einstein
5 minutes Looking ahead, our next session titled
'MATATAG English 4 Curriculum Learning
Closure Resources' will build upon what we've
learned today. Thank you, and see you at
the next session!”
SHOW: Slide 75
SAY: These are our references. Slide 75 – 76`
SHOW: Slide 76

Session Guide Form
SAY: Again, from the Bureau of Learning

Delivery – Teaching and Learning Division,
I am Briget V. Varron. Maraming Salamat.”

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(Enclosure No. 6 to DepEd Memorandum No. ______ s.

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Title of the Session MATATAG English 4 Instructional Design Framework (IDF):

Professional Standards PPST 1: Content Knowledge and Pedagogy

PPST 2: Learning Environment

PPST 4: Curriculum and Planning

PPSSH 3.2 Teaching standards and pedagogies

Session Schedule and Day 3|135 mins.

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Expected Outputs Appropriate pedagogical and assessment strategies aligned and

Key Content The session includes the following topics:

● K to 10 Instructional Design Framework

● K to10 Instructional Design Framework

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Schedule Detailed Content Detailed Description of Learner’s Output Materials

DO: Create a welcoming and relaxed

Introduction and SAY: "Good morning, everyone! My name is

SAY: "Today, our focus will be on the

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

SHOW: Session objectives on slide 5, PPST

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Design Framework, in this session, we'll

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

SAY: “Before we dive into the session, I'd

SHOW: Slide deck no. 8 Slide 8 - 9

SAY: “Now let’s proceed with our first

DO: Watch the short video clip, about a

DO: Flash on the screen are the guide

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

SHOW: Slide no. 9 (Viewing of video)

SHOW: Slide no. 10 Slide 10

SAY: “Let’s look again the guide question

Note: Get responses/ideas from the

SHOW: Slide number 11 Slide 11

SAY: “In designing bridges, or any other

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

what is that one document vital in the

SHOW: Slide number 12 - 13

SHOW: Slide number 15

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

SAY: “Great! The blueprint may be