What we, trainers,

are expected to communicate

to our teachers
A. On Conceptual Framework
1. KNOW
• The discipline bases of EP
• How the EP CF is organized
• The macro skill contribution of EP to functional
literacy
• The 5 core skills of EP
• The 4 themes of EP in four year levels
• The major teaching-learning approaches
• The theories that underpin teaching-learning in
Ep
1. On Conceptual Framework
B. UNDERSTAND
• Whatever subject one teaches, the
overarching goal is to contribute to the
development of functionally literate Filipinos.

• Teaching for understanding cannot be done

by chance, but by design.
1. On CF
C. DO
• Explain the EP Conceptual Framework
• Draw the implications of the curriculum for
one’s teaching
• Analyze how EP contributes to functional
literacy
B. On Stage 1
1. KNOW
• Elements of Stage 1
• Relationship between EU, CS and PS
• Relationship between EU and EQ
B. On Stage 1
2. UNDERSTAND
• The EU is the most important element of Stage
1. It is the generalization and principles at the
heart of the discipline that we EXPECT students
to infer from the lesson and what they need to
remember and apply throughout life.

• CS define what students are expected to know

and do.
B. On Stage 1
• PS answers the question “What students
should be able to do as a result of their
understanding. It also defines the level of
proficiency that we want them to
demonstrate through their products/
performances.
B. On Stage 1
• Performance Standard:
Expected Proficiency –expressed in terms of
ability to:
-transfer their learning
-create
-add value
B. On Stage 1
• EQ – asked to spark thinking and further
exploration of students’ understanding. The
answer to this is the EQ.
C. On Stage 2
1. KNOW
• Relationship between the EU and
assessment at the level of understanding
• Relationship between PS and Product /
Performance
• 6 FUs (description, verbs, formulation)
• How to assess attainment of CS and PS
C. On Stage 2
2. UNDERSTAND
• When students understand, they can create
and add value to their learning and transfer
their understanding to real-life situations,
and produce products and performances as
evidence.
C. On Stage 2
2. UNDERSTAND

• ATTAINMENT OF EU/CS – assessed at the

level of understanding

• ATTAINMENT OF PS – assessed at the level

of performance
C. On Stage 2
2. DO
• Explain the elements of Stage 2
• Analyze the relationship between product /
performance and the PS
• Formulate questions using the 6 Fus
• Identify the difference bet authentic assessment
and traditional assessment
• Construct tools for assessing products and
performances
On Stage 2
C. On Stage 3
1. KNOW
a. The instructional design based on UbD
b. The WHERETO design principles
c. The teaching-learning sequence using the
four phases of understanding
d. Government thrusts that are integrated in
appropriate lessons
On Stage 3
2. DO
a. Apply the WHERETO principles in their
instructional plans
b.Micro teach a phase of the lesson applying
UbD
c. Integrate government thrusts where
appropriate
d.Reflect on their teaching
e.Express their understanding of Stage 3
 On Stage 3
a) Teaching for understanding recognizes the need
to differentiate instruction to address the
diverse needs, capacities and interests of
learners.
b) The teaching-learning sequence follows a four-
phase process that covers exploration, firming
up, deepening and transfer of students’
understanding.
c) The effectiveness of teaching is seen in the
student’ ability to transfer their understanding
in real-life situations.
On Stage 3
d) Government