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INTRODUCTION TO TEACHER RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Jen!

And I am Teacher Mike!

We are members of your support group. Together with

your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.

These modules Are you ready?

are standalone
sections that We begin by letting you know how the journey started for
you can select us in putting together this resource package.
based on your
needs and In August 2017, Department of Education Secretary
interests. This Leonor Briones signed the Philippine Professional Standards
means that for Teachers (PPST) into policy through DepEd Order No.
you can choose 42, S. 2017. The policy states, among others, that the PPST
and read any “shall be used as a basis for all learning and development
module that is programs for teachers.”
most relevant
to you. You can The Department of Education is committed to supporting
take your time your continuing professional development. This resource
in familiarizing package hopes to contribute to this commitment.
yourself
with any one As a teacher, understanding the PPST is crucial in order
module with for you to grow and flourish in your profession. The PPST
no pressure to identifies what you are expected to know, be able to do, and
finish reading value in your profession.
all 12.

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 Apply knowledge
Introduction of content
to Teacher within
Resource and
Package
across curriculum teaching areas

MODULE 1
This resource package:

• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.

You will find the materials here useful if you:

• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.

If learning is your passion,

this resource package is for you.

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What can you expect to find in each module?

You will discover that each module discusses a specific

indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.

The modules explore the following indicators:

MODULE 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas. MODULE 7
4.1.2 Plan, manage and implement
MODULE 2 developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies learning processes to meet curriculum
that enhance learner achievement in requirements through various teaching
literacy and numeracy skills. contexts.

MODULE 3 MODULE 8
4.4.2 Participate in collegial discussions
1.5.2 Apply a range of teaching strategies
that use teacher and learner feedback to
to develop critical and creative thinking, as
enrich teaching practice.
well as other higher-order thinking skills.
MODULE 9
MODULE 4 4.5.2 Select, develop, organize and
2.3.2 Manage classroom structure to use appropriate teaching and learning
engage learners, individually or in groups, resources, including ICT, to address
in meaningful exploration, discovery and learning goals.
hands-on activities within a range of
physical learning environments. MODULE 10
5.1.2 Design, select, organize and use
MODULE 5 diagnostic, formative and summative
2.6.2 Manage learner behavior assessment strategies consistent with
constructively by applying positive and curriculum requirements.
non-violent discipline to ensure learning-
focused environments. MODULE 11
5.2.2 Monitor and evaluate learner
MODULE 6 progress and achievement using learner
3.1.2 Use differentiated, developmentally attainment data.
appropriate learning experiences
to address learners’ gender, needs, MODULE 12
strengths, interests and experiences. 5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.

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Introduction of content
to Teacher within
Resource and
Package
across curriculum teaching areas

MODULE 1
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PART OF THE MODULES

The module contains the following parts:

OVERVIEW introduces you to the ILLUSTRATIONS OF PRACTICE

indicator and why you need to walks you through sample
achieve the indicator; illustrations of specific teaching
practices that show how the
SELF-REFLECTION allows you Standards are put into action;
to reflect on your knowledge,
skills and attitude related to the PROFESSIONAL DEVELOPMENT
indicator; PLAN helps you identify your
strengths and development
KEY CONCEPTS defines key needs and plans for specific
concepts pertinent to the action for professional
indicator; development; and

SUPPORT GROUP allows you to RESOURCE LIBRARY provides

consult and collaborate with our you with resources (which may
teacher-friends who will provide include bibliography, forms,
suggestions on how to improve templates, appendices and
your current practice; links) that can help you further
understand the indicator.

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.

We encourage you to actively engage with the text as you read through the module.

We hope you find the information, materials and resources in this package helpful as you engage

“
with the Philippine Professional Standards for Teachers towards your professional development.

We, Teacher Jen and Teacher Mike, will be

with you every step of the way.

Have a happy journey.

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 MODULE

1
APPLY KNOWLEDGE OF
CONTENT WITHIN AND ACROSS
CURRICULUM TEACHING AREAS

CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: DAILY LESSON LOGS
- Illustration of Practice No. 2: CULMINATING
ACTIVITIES
- Illustration of Practice No. 3: BUDGET OF WORK

23 PROFESSIONAL DEVELOPMENT PLAN

24 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

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Hello! Hi! I am Teacher Jen and with me is Teacher Mike,

your teacher support group! We’re here to help you better
understand the indicator highlighting your vital roles in the
application of knowledge of content.

Every day in our teaching profession is an opportunity

for us to share with our diverse learners our knowledge of
content within and across curriculum teaching areas.

Did you know that content knowledge application influences how we engage our
learners with the subject matter, how we evaluate and use instructional materials and
how our teaching creates impact on the achievement of our learners?

Imperative to our profession is our ability to demonstrate accurate, in-depth and

broad knowledge of the concepts we deliver in every teaching opportunity. Likewise,
our proficiency to make every learning occasion a meaningful way to connect one
lesson to another and to the real world is a necessity.

That is why, in this module, we will show you sample teaching practices that apply
content knowledge within and across the curriculum teaching areas.

In this module, we will focus on:

STRAND: Content knowledge and its application within and

across curriculum areas

INDICATOR: 1.1.2 Apply knowledge of content within and across

curriculum teaching areas.

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 Apply knowledge of content within and
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MODULE 1
KEY CONCEPTS

“ Understanding the following significant concepts

facilitates deeper appreciation of the indicator and
helps you deliver lessons that are responsive to content
knowledge and pedagogy. So, let us now acquaint ourselves
with the following key concepts.

CONTENT KNOWLEDGE. Competencies that teachers are expected to

master for them to teach efficiently and effectively.

CURRICULUM AREAS. Different learning/subject areas taught and

learned in the basic education curriculum.

WITHIN CURRICULUM TEACHING AREAS. Inclusion of appropriately

chosen intra-disciplinary topics and enabling learning competencies
within the curriculum guide of a specific learning area and grade level.

ACROSS CURRICULUM TEACHING AREAS. Making meaningful

connections and including appropriate interdisciplinary topics and
learning competencies cited in the curriculum guide of other learning
areas in any grade level.

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SELF-REFLECTION

Before we go further, let us first reflect on our current

practice. As Proficient teachers, we have our knowledge, skills
and attitudes regarding application of content knowledge
within and across curriculum teaching areas.

By looking at the indicator, I have written down my own

reflections on this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
... the subject matters I …plan and organize teaching … that my learners acquire
teach and the ways I learning strategies to apply the content better when I
integrate my topics to my expertise in my subject relate my subject matter to
other subjects. matter and to integrate my their enabling competencies
content knowledge of other and learning experiences
learning areas. from other disciplines.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Jen! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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MODULE 1
SUPPORT GROUP
Welcome to our support group! It always feels great to help
teachers who like to improve their practices.

Teacher Shiela is a Grade 8 teacher in Technology and

Livelihood Education (TLE). She handles Mechanical Drafting as
part of the exploratory TLE. In her lesson on Basic Mensuration and
Calculation, she integrates enabling competencies in Mechanical
Drafting and content in Araling Panlipunan (AP) in the teaching
procedures.

Would you like to examine her DLL and help her improve it
later? Below are Teacher Shiela’s notes:

I. OBJECTIVES
A. Learning Competencies Perform Basic Mensuration and Calculation First, I examined concepts
B. Learning Outcome LO1. Select and use measuring instruments from other curriculum
C. Learning Objectives (KSA) 1. Identify the drafting tools and drawing instruments. learning areas that could
2. Use the drafting tools and drawing instruments. be potentially integrated to
3. Show appreciation of the use of the drafting tools and drawing instruments by
thinking of ways on how to apply them in daily lives. the current lesson.
II. CONTENT Drafting tools and drawing instruments Next, I determined the
III. LEARNING RESOURCES
learners’ knowledge and
A. References K to 12 Mechanical Drafting Learning Module
skills necessary to serve
Pages 31 – 44 as basis for the level of
https://etc.usf.edu/clipart/galleries/706-mechanical-drawing-tools integration to the subject
B. Other Learning Resources https://www.draftingsteals.com/catalog-drafting---drawing-aides.html
https://www.mathsteacher.com.au/year8/ch10_geomcons/03_circles/comp.html
matter. So, I used previous
IV. PROCEDURES
discussion on shapes as
reference to the current
A.Reviewing previous lesson The students will give a recap about the previous lesson.
or presenting the new lesson Questions to be asked: lesson.
-What are the two drawing papers used in mechanical drafting? Then, I selected
-Why is it important to know the different kinds of eraser and pencil?
-How can you differentiate the kinds of T-square?
interdisciplinary content to
B. Establishing a purpose for “FLAG QUIZ”
be integrated into that of
the lesson Directions: Identify the flags of the different Southeast Asian countries and give the the current lesson. In this
shapes and symbols used. case, I used a concept from
Questions to be asked:
1. What country does this flag represent?
Araling Panlipunan.
2. What are the shapes/symbols used in this flag? I integrated properly
3. What do you think are the tools and instruments used to draw this flag? Explain chosen content knowledge
your answer.
within and across
curriculum areas in specific
parts of the Daily Lesson


Log or Daily Lesson Plan to
C. Presenting examples/ The teacher will present actual measuring tools and instruments that the students
instances of the new lesson will identify. aid learning and instruction.
Further, I ensured that
the integration would not
D. Discussing new concepts Drawing materials and tools/drawing instruments replace the main lesson
and practicing new skills #1 The students will identify the drafting tools and drawing instruments used on the
given shapes.
and would not hinder
the attainment of the
Questions to be asked:
competency.
1. What drafting tools and drawing instruments are used on the given object?
2. Why is it important to use appropriate drafting tools and drawing instruments in
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F. Developing mastery Recitation#_:

(Leads to Formative The students will identify the different tools and instruments based on the given
Assessment 3) pictures and give an example on how to apply it in drawing.

Questions to be asked:
1. What kind of drawing tools should you use in creating angles?
2. When should you use a 45x45 degree triangle/30x60 degree triangle?
3. How can you differentiate a compass from a divider?

G. Finding practical How can you apply the drawing tools and instruments in your daily lives?
applications of concepts
H. Making generalizations Questions to be asked:
and abstractions about the a. What are the tools used for measurement?
lesson b. Why is it important to use appropriate tools and instruments in drawing?
c. How do you use the tools and instruments in doing a specific drawing?
I. Evaluating learning PERFORMANCE ACTIVITY
Directions: Using different drafting tools and drawing instruments in mechanical
drafting, create a flag of any Southeast Asian country that is not presented on the
discussion.
Base the activity on the rubrics below.

Scoring Rubrics
Criteria 5 points 3 points 1 point
Accuracy The tools were The tools were Guidance from Lastly, I developed
accurately used used in performing the teacher was an assessment
in performing the the operation with needed to the whole
operation without some help from the operation.
strategy that would
any help from the teacher. incorporate intra-
teacher. and interdisciplinary
Quality of The output was The output was The output was un- content in the
work neatly done without neatly done but with pleasant with errors
errors and mistakes. minimal errors and and mistakes. performance task.
mistakes.
Time Finished the task Finished the task on Needs more time to
before the given time. finish the given task.
time.

Points Earned Descriptive Rating

12-15 Very Good
8 - 11 Good
4 -7 Fair
1 -3 Needs Improvement

PERFORMANCE CHECKLIST YES NO

Did you...
1. Identify the drafting materials, tools/instruments correctly.
2. Use proper materials, tools/instruments to do the specific
job.
3. Demonstrate the proper usage of tools.
4. Produce a passable quality of work.

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Apply knowledge of content within and
across curriculum teaching areas

MODULE 1
Probing
Have you seen how Teacher Shiela applied
content knowledge within and across curriculum
teaching areas in her DLL?

Later, Mike will provide feedback for her lesson

but for now, please answer the following probing
questions.

1 How did Teacher Shiela display extensive knowledge of content?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 How were the learning competencies within the curriculum integrated into the teaching-
learning procedures?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 How did she establish the connection of the concepts from other learning areas in her
current teaching objectives?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 If you were to enhance this DLL, what activities would you add to emphasize the application
of content knowledge within and across curriculum?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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After answering the probing questions, you may

compare your answers with Mike’s feedback for Teacher
Shiela’s DLL.

Teacher Shiela displayed extensive knowledge of content during discussion as

she labeled the drafting tools and instruments, gave their functions and discussed
procedures on their proper uses.

The integration of the learning competency within the curriculum teaching area
was shown in the presentation of new topic, where she provided sample shapes to
integrate previous lesson in ICT. This is a good starting point for preparation and
interpretation of technical drawing.

The lesson’s connection to the other learning area (AP) was established by
presenting several examples of flags with basic shapes and by asking the learners
to do their own in the evaluation part.

“
Suggestions for Improvement

Now, here are some suggestions to

enhance the previous DLL:

In establishing the purpose of the lesson, a short discussion or trivia on the history and
meaning of shapes and symbols to relate this lesson to learners’ prior knowledge in AP may be
added. This interdisciplinary integration will further demonstrate the teacher’s familiarity with
basic information on the expected outputs at the end of the lesson.

In discussing the first new concept and skills, a discussion on the history of drawing tools
and instruments may be included. Doing this can also help learners create a cognitive map on

“
the significance of their skills in drawing and on the impact that their outputs can make.

Great suggestions, Mike! We hope that these suggestions can

help you and other teachers too.

To further guide you in applying content knowledge within and
across curriculum teaching areas, we provided several teaching
practices in the next section.

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MODULE 1
“
ILLUSTRATIONS OF PRACTICE

We will now walk you through some illustrations of practice

that could help you apply content knowledge within and across
curriculum teaching areas.

Just to give us a short refresher on content knowledge and

pedagogy, here are some additional notes from Mike:

Our fundamental task as a teacher is to help our learners understand the content
standards and to teach in accordance with the performance standards. Therefore, our
prime instrument in teaching is a strong foundation of knowledge within and across the
curriculum teaching areas, which we will use in the development of teaching instructions
for learners’ target competencies.

In this segment, you will encounter varied illustrations of practice that adhere to
Indicator 1.1.2. The first one is a set of Daily Lesson Logs for Kindergarten, Elementary and
Secondary; the second is a variety of Culminating Activities in the classroom, in the school
and in the community; and the third is Budget of Work for a specific learning area.

ILLUSTRATION OF PRACTICE NO. 1:

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Daily Lesson Logs
1.1 KINDERGARTEN

The first illustration of practice is a DLL for Kindergarten,

which shows connection of the activities provided for the
developmental domains in different learning blocks. The same
set of activities allows the teacher to apply content knowledge in
different curriculum teaching areas.

Particularly, the connections were established between

Meeting Time 1 and Work Period 1, and Meeting Time 2 and
Story.

Now, let us look at the specific parts which demonstrate

integration of a developmental domain to other curriculum
teaching areas.

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PROCEDURES OBJECTIVES CONTENT

(BLOCKS OF MONDAY
TIME)
In developmental domain
ARRIVAL TIME Developmental Domain(s): Daily Routine:
Language, Literacy and Communication National Anthem of Pagpapaunlad sa
Content Standard:
Opening Prayer Kakayahang Sosyo-
Exercise
The child demonstrates an understanding of increasing his/her
Kamustahan
Emosyunal, the teacher
conversation skills uses the pupils’ names to
Attendance
Performance Standard: Balitaan deliver the message of the
The child shall be able to confidently speak and express his/her feelings
and ideas in words that makes sense
lesson.
Learning Competency Code:
LLKVPD-Ia-13, LLKOL-Ia-1-2, LLKOL-Ig-3 & 9. LLKOL-00-10
MEETING TIME 1 Developmental Domain(s): Message: Counting the letters in the
Pagpapaunlad sa Kakayahang Sosyo-Emosyunal I have a name. I pupils’ names as a working
share part of my full activity enhances learners’
Content Standard:
name with my family.
Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin skills in Mathematics.
Some people have
Performance Standard: nicknames.
Ang bata ay nagpapamalas ng kakayahang kontrolin ang sariling
damdamin at paguugali, gumawa ng desisyon at magtagumpay sa kanyang Question:
Meanwhile, doing the
mga gawain. What is your name? suggested independent
Learning Competency Code: activities relates the lesson
SEKPSE 00-1, SEKPSe-Ia-1.1, SEKPSE-Ia-1.2, SEKPSE-Ia-1.3 to contents and skills in
WORK PERIOD 1 Developmental Domain(s): Teacher Supervised: Arts.
• Pagpapaunlad sa Kakayahang Sosyo-Emosyunal
• Language, Literacy and Communication Graph: How many
letters are in your
Content Standard:
name?
Ang bata ay nagkakaroon ng pag-unawa sa:
• sariling ugali at damdamin
Independent
• similarities and differences in what he/she can see
Activities:
Performance Standard: 1. Name Necklace After using the yellow
Ang bata ay nagpapamalas ng: 2. Name Dot Designs paint in one of the
• kakayang kontrolin ang sariling damdamin at pag-uugali, gumawa ng (Yellow paint)
desisyon at magtagumpay sa kanyang mga gawain 3.Playdough: Make previous independent
• critically observes and makes sense of things around him/her My Name activities, an explicit link to
4. Boy Girl Simple
Learning Competency Code: Meeting Time 2 focuses
SEKPSE 00-1, SEKPSe-Ia-1.1, SEKPSE-Ia-1.2, SEKPSE-Ia-1.3, LLKV-00- Puzzle
5. Birthday Cake on the yellow objects in
2
the surroundings. The
MEETING TIME Developmental Domain(s): Message:
2 Pagpapaunlad sa Kakayahang Sosyo-Emosyunal We see yellow objects activity also encourages
Content Standard:
around us. the learners to make their
Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin
Questions:
preferences.
Performance Standard: Whose favorite color
Ang bata ay nagpapamalas ng kakayang kontrolin ang sariling damdamin is yellow? What
at paguugali, gumawa ng desisyon at magtagumpay sa kanyang mga yellow objects do you
gawain. see around you?
Learning Competency Code:
SEKPSE 00-1, SEKPSE-Ia-1.1, SEKPSE-Ia-1.2, SEKPSE-Ia-1.3

NAP TIME Also, connected to the

STORY Developmental Domain(s): Story:
identified yellow objects in
Book and Print Awareness Si Digong Dilaw the Meeting Time 2 is the
Content Standard: story entitled “Si Digong
The child demonstrates an understanding of book familiarity, awareness Dilaw” for Developmental
that there is a story to read with a beginning and an end, written by
author(s), and illustrated by someone
Domain on Book and Print
Performance Standard:
Awareness,
The child shall be able to: use book – handle and turn the pages; take care Language, Literacy and
of books; enjoy listening to stories repeatedly and may play pretend- Communication Domains.
reading and associates him/herself with the story
Learning Competency Code: LLKBPA-00-2 to 8
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MODULE 1
“
1.2 ELEMENTARY

The next DLL in Music, Arts, Physical Education and Health

(MAPEH) for Grade 4 integrates interdisciplinary contents in
Araling Panlipuan (AP), English/Filipino and Edukasyon sa
Pagpapakatao (EsP).

AP is used as a springboard of the lesson while English/

Filipino concepts of role playing are applied in the discussion
part. Lastly, the reflective questions, which promote aesthetic
appreciation, cultural awareness and sense of nationalism
among learners, are connected with certain values taught in
EsP.

Are you ready to examine the parts where integrations

in various learning areas are made? Let’s take a look at the
annotated segments of the DLL.

I. OBJECTIVES
A. Content Standard Demonstrate understanding of lines, texture and shapes and
balance of size and repitition of motifs/patterns through drawing.
B. Performance - Practice variety of culture in the community by way of attire, body
Standard accessories, religious practices and lifestyle
- Create unique design of houses and other household objects
used by cultural groups
- Write a comparative description of houses and utensils used by
selected cultural groups from different provinces
C. Learning Appreciate the rich variety of cultural communities in the
Competencies (KSA) Philippines and their uniqueness 1.3-MINDANAO (A4EL-la)
II. CONTENT ARALIN 3: Mga Disenyo sa Kultural na Pamayanan sa Mindanao

IV. PROCEDURES
A. Reviewing previous Pagpapakita ng larawan ng Pilipinas upang tukuyin kung saang
lesson or presenting the bahagi ng bansa matatagpuan ang mga larawan ng mga The teacher uses the
new lesson kagamitan. Isasagawa ito sa pamamagitan ng pagguhit ng linya learners’ prior knowledge
tungo sa mapa. of different geographical
Balik-Aral locations from the AP
Hal. ng tanong:
1. Ano-ano ang pagkakaiba at pagkakatulad ng mga disenyo na subject as a springboard
nakikita ninyo sa larawan? to start the new lesson.
2. Bakit mahalaga na malaman natin kung saan matatagpuan sa
Pilipinas ang mga kagamitang ito?
B. Establishing a Pagpapakita ng larawan ng iba’t ibang katutubong disenyo na gawa
purpose for the lesson ng mga pangkat-etniko sa Mindanao (Sumangguni sa TG, p202).
Pagganyak
Hal. ng mga tanong:
1. Ano ang nais ninyong malaman sa ating aralin batay sa mga
larawang inyong nakikita?
2. Sa inyong palagay, saang bahagi ng bansa makikita ng mga
larawang ito?
3. Ano ang masasabi ninyo sa mga larawan ipinakita?
4. Ano-ano ang mga hugis, linya at kulay na ginamit ng bawat
pangkat-etniko?
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The teacher demonstrates

knowledge in ICT integration by
providing a video clip to provide
additional information relevant to
the topic.

C. Presenting examples/ Pagpapakita ng isang video clip o maaaring larawan ng

instances of the new lesson mga pangkat-etniko (Maranao, T’boli, Yakan) ukol sa
kanilang pamayanan at ipinagmamalaking obra na ang
mga disenyo ay hango sa mga bagay sa kalikasan o sa The group role-playing activity
kanilang kapaligiran. requires the application of
D. Discussing new concepts and Ano-ano ang napansin ninyo sa video clip o larawan? knowledge learned from
practicing new skills #1 May pagkakaiba ba ang kanilang mga disenyo? Alin ang literature lessons in English and
higit ninyong nagustuhan? Bakit? Filipino.
Bakit nagkakaiba-iba o nagkakatulad ang mga disenyong
mga pangkat-etnikong nabanggit?
E. Discussing new concepts and Hatiin ang klase sa tatlong pangkat. Bigyan ng kalayaang
practicing new skills #2 pumili ang bawat pangkat kung anong pamayanan mula
sa mga pangkat-etniko ang kanilang bibigyang-buhay s
pamamagitan ng pagsasadula batay na rin sa napanood
na video clip o ipinakitang larawan.
Bigyan ng sapat na pahanon at ipakita sa klase ang
nabuong konsepto.

F. Developing mastery (Leads Gawaing Pansining (Sumangguni sa LM, GAWAIN

to Formative Assessment 3) p. 203) Ang mga mag-aaral ay guguhit ng iba’t
ibang disenyo mula sa mga kultural na pamayanan
sa Mindanao. Ito ay gagamitan ng cotton buds na
isasawsaw sa chlorine solution at iguguhit sa colored Accomplishing individual
construction paper upang lumabas ang disenyo. interdisciplinary activity in Arts
allows learners to enhance their
G. Finding practical applications Itanong: creativity and to apply previously
of concepts and skills in daily 1. Ano ang naramdaman ninyo habang isinasagawa ang
living gawain?
mastered drawing skills.
2. Anong kultural na pamayanan ang inyong isinagawa?
3. Nagamit ba ninyo ang iba’t ibang kulay, hugis at linya
sa inyong ginawang diesnyo? Papaano?
4. Paano ninyo maipagmamalaki ang mga katutubong
disenyong inyong isinagawa?
5. Saan maaaring gamitin ang mga disenyong katulad
nito?
H. Making generalizations and Paano at saan makikilala ang isang kultural na Reflective questions for the
abstractions about the lesson pamayanan o pangkat-etniko? learners to appreciate the
Ano-anong kultural na pamayanan ang nabanggit sa importance of cultural ethnicity
ating talakayan? of different communities provide
Maipagmamalaki ba natin ito bilang isang Pilipino?
Bakit?
integration to content in EsP.
I. Evaluating learning Sumangguni sa LM, SURIIN p. 156-157.
J. Additional activities for Pagpapakita ng ilan pang larawan ng mga pangkat-
application or remediation etnikong nabanggit sa talakayan kabilang ang iba pa nilang
disenyo o obra upang lubos na makilala at maunawaan ng
mga mag-aaral. Maaari ring magsagawa ng pagsasaliksik
ang mga mag-aaral upang lubos na maunawaan ang aralin.

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MODULE 1
1.3 SECONDARY

“
The next illustration of practice is a three-day Daily Lesson Log
(DLL) that demonstrates the application of content knowledge in
Reading and Writing Skills (a core subject in Senior High School).
The lesson establishes meaningful connection of some teaching
procedures across learning areas like English for Academic and
Professional Purposes (EAPP), Oral Communication in Context
(OCC), Understanding Culture, Society and Politics (UCSP), and
General Science.

To show that indicator 1.1.2 can be observed in any part of the

teaching procedures, this DLL has many intra- and interdisciplinary
integrations. However, it does not necessarily require us to do the
same in our everyday teaching.

Are you ready to examine the teaching procedures?

IV. PROCEDURES Session 1 Session 2 Session 3

A. Reviewing previous The teacher shows a The teacher facilitates The class reviews their
lesson or presenting screenshot social media post a review session on the summary of supporting
the new lesson about the coal-fired thermal important points discussed ideas for the pros and cons
power plant in a nearby and presented during the of establishing a coal-fired
municipality. forum. power plant in the barangay.

Teacher asks the following

questions: Did you know
that the same structure is
proposed to be erected in our
place? Do you want that to
happen? What do you think
are the effects of having
such structure here in our
barangay?

Presenting a new lesson in the context of the learners’ real-life

experience allows the teacher to establish meaningful connections
across curriculum content.

Linking this lesson in UCSP content: new challenges to human

adaptation and social change like global warming and climate
change; responding to social, political and cultural change, including
social movements like environmentalism (UCSP11/12CSC-IIh-33 to
35), the teacher localizes the content and uses the learners’ social
context or information in their immediate community as springboard
for new writing concepts.
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B. Establishing a The teacher leads the students to attend The teacher lets the students watch
purpose for the lesson a parish-organized forum regarding the video clip about the development and
establishment of the coal-fired thermal effects of coal-fired thermal power plant.
power plant in their barangay.
C. Presenting The students listen to the speakers invited After viewing and analyzing the video
examples/ instances by the parish priests, who discuss the effects clip, the teacher presented examples of
of new lesson of the same coal-fire power plant in a nearby explicit and implicit claims of fact, policy
town and describe their experiences and the and value using direct instruction.
destruction of lives and natural environment
in the place.
Students can also take notes while they
observe and evaluate the speaker in the
forum.

The teacher applies knowledge on interdisciplinary

curriculum areas like General Science by using direct
The teacher uses experiential instruction
instruction in reinforcing teaching concepts and
by directly involving the learners in societal
providing guide questions in the viewing activity.
activities like symposia and fora.
Supplementing the information from the forum, the
teacher’s use of video clips also demonstrates ICT
integration in teaching and learning.

D. Discussing new The teacher facilitates an open Forum or The teacher asks the students to
concepts and practicing Question and Answer Portion. determine their own claim or argument
new skills #1 about the issue.
D. Discussing new The teacher facilitates the class in
concepts and practicing identifying the types of claim in the
new skills #2 arguments and other evaluative
statements that they present to the class.

In formulating evaluative statements, which is part of the target

learning competency, the teacher uses indirect instruction through
reflective discussion. Facilitating this activity requires the teacher
to demonstrate in-depth knowledge to qualify the learners’ claim.

F. Developing mastery The teacher gives each group of learners

(Leads to Formative a graphic organizer for them to organize
Assessment) their ideas on the pros and cons of the
establishment of the said power plant.

The teacher attempts to meet group or individual learning needs by using graphic
forms to organize learners’ arguments and evidences, and by explaining to them
the importance of voicing one’s argument or position in a particular issue in the
society. Both activities are also relevant to another SHS applied subject, EAPP
(CS_EN11/12A-EAPP-IIe-j-11 & (CS_EN11/12A-EAPP-IIa-d-2).

This part is also an excellent venue for the teacher to provide incidental teachings
by responding to learners’ questions and giving them more opportunities to
construct their knowledge.
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MODULE 1
G. Finding practical The teacher explains the
applications of concepts importance of voicing out their
and skills stand and writing their argument
or position in a particular issue.
H. Making The class summarizes supporting The class consolidates their
generalizations and ideas for the pros and cons of identified significance of writing
abstractions about the establishing a coal-fired power the argumentative essay.
lesson plant in the barangay by reporting The teacher leads them to review
group works and using whole the properties of well-written
class discussion. text before giving them the
rubrics to be used in writing their
argumentative essay.

The teacher uses intra-disciplinary content relationship by By using the students’ outputs in the
incorporating previously learned enabling competencies within first two days of the lesson, the teacher
the Reading and Writing Skills curriculum (EN11/12RWS-IIIgh-4). is able to show the congruency of the
This also supports the spiral progression feature of the curriculum current task to the big structure of the
learning area. Reading and Writing curriculum.

I. Evaluating learning The teacher observes how The teacher explains the The teacher gives instructions in
student representatives voice importance of voicing out their writing argumentative essay on the
out their opinions regarding the stand and writing their argument or issue by using the individual claims
establishment of the coal-fired position in a particular issue. and supporting details the students
power plant. learned in the first two days.
A rubric which embeds the
concepts of identifying claims,
formulating evaluative statements,
and the properties of well-written
text is also presented to the class.
J. Additional activities Students may be asked to make a Paper Exhibit can be done to
for application or research on additional evidences to showcase learners’ outputs
remediation support their arguments. in the form of collaborative
creation and development
of advocacy project for
Social Change relating to
“environmental conservation
and action”

Showcase of learners’ outputs in collaboration

Promoting independent study and with the Empowerment Technology learning
research, the teacher also directs the competencies on developing an ICT project for social
learners to functionally link their tasks to change: advocacy projects (CS_ICT11/12-ICTPT-
another learning competency from EAPP

“
IIm-p16 and 17) also requires the teacher to apply
(CS_EN11/12A-EAPP-Id-f-12). broad knowledge and meaningful interdisciplinary
relationship.

From the given illustrations of practice, you have noticed how the
teacher displays in-depth and broad knowledge of different concepts by
selecting significant, appropriate and timely issue for her Reading and
Writing class. Bringing the learners to a community-organized forum
provides interdisciplinary teaching and learning opportunities for the class,
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? HOW TO DO IT?
In applying intra- and interdisciplinary concepts in your teaching practices, you may consider
the following steps.
1. Analyze the target learning competencies. Think of how you can translate these
competencies to learning objectives.
2. Assess learners based on their diverse learning styles, needs, interests, engagement
level, previously mastered enabling competencies, and progression in the past
lessons.
3. Assess the setting, time and resources. Consider possible involvement of other
teachers/resource persons and expanding learning locale.
4. Localize or contextualize the lesson and use relatable issues/concerns. You may use
the following criteria:
a. Is it a real issue?
b. Are you personally interested in it?
c. Is the scope of the issue manageable?
5. Plan activities for each part of the DLL.
a. Make and deliver activities/exercises aligned with the lesson objectives.
b. Have each activity reinforce ideas and/or skills from different subjects to
indicate the importance of combining disciplines.
c. Vary activity types to increase engagement level.
6. Give time for learners to reflect on their answers/outputs.
7. Determine proper assessment strategies.
8. Develop rubrics based on the measurable lesson objectives and use criteria that
appropriately describe the target output.
9. Reflect on learners’ participation rate, products and performances.
10. Reflect on the relevance and appropriateness of interdisciplinary teaching process in
your class.

ILLUSTRATION OF PRACTICE NO. 2:

“
Culminating Activities
2.1 CLASSROOM-BASED

Doing final tasks or performance standards in specific

disciplines is also a good platform to carry out content knowledge
application within and across curriculum teaching areas.

Briefly demonstrated in a simple activity plan are instructions

for a final task in English which attempts to connect the current
task to other learning areas.

Further, the task also promotes independent study,

collaborative learning, localization and contextualization in the
learning process, and integrates ICT skills in developing their
brochures.
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MODULE 1
Aiming to promote local tourism industry, you are tasked to
develop a travelogue brochure that will showcase distinct
features of your community. In constructing your statements,
use embedded sentences and figures of speech in describing
the tourist destination/s and potential experiences in your Giving the learners different
community. You may use photos and other illustrations to focus for their final output clearly
enhance the layout of your brochure. sets interdisciplinary connection
of the current lesson (writing a
Each group shall focus on the following details: travelogue) to specific concepts
Group 1: Landmarks and their historical significance in Araling Panlipunan, Language
Group 2: Popular foods, dishes and the predominant cuisine subjects like Filipino and Mother
Group 3: Special features of language spoken in the area Tongue, and TLE specialization
Group 4: Cultural events that take place in the town areas, namely: Architectural
Group 5: Budgetary allotment for suggested itinerary Drafting, Cookery, Food and
Beverage, and Tourism and Travel
Services.

? HOW TO DO IT?
1. Analyze the learning competencies and lesson objectives.
2. Review the Learners’ Material (LM) and Teaching Guide (TG) in your subject to align your
target culminating activity with the DepEd-suggested set of activities.
3. Consider interdisciplinary connections and enabling competencies that can be applied by
your learners in the target output.
4. Create the task card or activity plan for your target output.

“
2.2 SCHOOL-BASED

School culminating activities can also demonstrate application of

content knowledge within and across curriculum teaching areas. These
activities are considered learning experiences that complement and
supplement the content of the National Curriculum.

The excerpt of an action plan in Youth for Environment in School

Organization (YES-O) exemplifies application of content knowledge
within and across curriculum teaching areas by providing variety of
learning activities and competitions as part of the National Science Club
Month. Such celebration attempts to create meaningful and experiential
connections among different disciplines that require teachers to apply
in-depth and high level knowledge of content and pedagogy.

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General Activities/Strategies Target Date Persons Budget Source Expected Output

Objective Responsible
To promote National Science Club Month September Students Science Club Increased academic
academic Culminating Activities: 26-30, 2016 Club Offi- Fund excellence, developed
excellence, cers talents and skills of stu-
scientific skills, Quiz Bee Science Science teach- dents ready for Regional
and talents On-the-Spot Painting Teachers ers’ donations competitions
students Sci-Dama
Sci-Doku Solicited Funds
Sci-Photojournalism
Sci-Writing
Collage Making
Impromptu Speaking
Essay writing
Film viewing
Robotics Dance
Shadow puppetry
Sci-Kalokalike
Science Exhibits
Creative Sci-Modeling

All the activities are relevant to one or more content areas in the Junior High School
Curriculum. To wit, Sci-quiz bee entails vertical integration of Science content; on the
spot painting, collage making, shadow puppetry, Sci-Kalokalike, Robotics Dance and
Creative Sci Modeling can be linked to Music, Arts, Physical Education and Health
(MAPEH); Sci-Dama and Sci-Doku integrate Mathematics skills; Sci-Writing, Film
viewing, and impromptu speaking contests enhance communication skills in language
subjects like English and Filipino.

? HOW TO DO IT?
1. Review the national theme of the target culminating activity (e.g., Science Month
Celebration).
2. Create a general objective for the culminating activity.
3. Coordinate with your colleagues from other grade levels to review intra-disciplinary learning
competencies and select which ones to target in the culminating activity.
4. Identify learning competencies essential in choosing appropriate and meaningful activities to
display the acquired knowledge and skills of learners in a specific discipline.
5. Plan varied activities aligned with the learning goals.
6. Develop specific objectives and mechanics for each activity.
7. Identify responsible persons and resources necessary to carry out all activities.

“
8. Evaluate the processes and outputs of the culminating activity.

2.3 COMMUNNITY-BASED

Application of content knowledge within and across curriculum

learning areas can also be observed in school or community
programs/projects.

Both of these activities incorporate interdisciplinary content

relationships by applying relevant concepts to meaningful and
authentic activities.

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MODULE 1
BUDGET OUTPUT FOR
PROJECT TITLE PROJECT OBJECTIVE ACTIVITIES PERSON(S)
SOURCE THE YEAR
Apple Drive Educate children about Seminar on SHS Donation Promoted
Project the importance of having a proper hygiene Coordinators, from private the school to As illustrated in this
(2nd Bite) healthy lifestyle Subject individuals elementary excerpt of a school’s
Promote good personal Giving of apples Group Heads, school
hygiene. and hygiene kits Teachers,
annual implementation
Inspire children to dream plan, the first project
bigger dreams through Storytelling dubbed as Apple Drive
storytelling.
Give apples and hygiene promotes contents
kits to elementary students. in Health, Literacy
Teach children the value of
and Edukasyon sa
giving and sharing.
Pagpapakatao.
Trash to Cash To alleviate the problem of Collection of ABMSS Funds for
Project trash in school campus in plastic bottles, members, use in other
economical way. white paper, Advisers, projects were
To generate funds for the colored paper Teachers, generated.
accomplishment of other and the like. Students Cleanliness is
projects observed and
To develop the value of trash lessen
cleanliness and care for the
environment

The Trash to Cash Project aims to provide solution to

cleanliness concerns in school campus by applying science
concepts of Reduce, Reuse, Recycle while generating funds
for future school projects and inculcating the values of
cleanliness and environmental care.

? HOW TO DO IT?
1. From the identified needs or problems in your community, select one that your school
wants to attend to or solve.
2. Determine curriculum learning areas that will be reflected in the culminating activity.
3. Develop your objectives for the target activity.
4. Plan activities to deliver your objectives.
5. Seek for potential partnership to shoulder expenses and all other resources.
6. Identify responsible persons and create set of instructions for each activity.
7. Evaluate the success of the undertaking and the use of interdisciplinary activities to
deliver the service.

“
ILLUSTRATION OF PRACTICE NO. 3:
Budget of Work

The excerpt of a typical Budget of Work in English for

Academic and Professional Purposes (EAPP) shown on the
next page includes the learning competencies taken from the
Curriculum Guide of the subject.

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CONTENT PERFORMANCE LEARNING NO. OF

CONTENT TOPIC STRATEGIES ASSESSMENT REFERENCES
STANDARD STANDARD COMPETENCIES DAYS
Writing The learner... The learner... The learner... 1 Defining Concept Lecture/ Pen and Paper EAPP Reader,
Concept understands produce a well- 1. defines what a concept paper is and Concept Discussion Test TG, seminar
Paper the principles balanced concept CS_EN11/12A-EAPP-Ia-c-19 Paper papers, online
and uses of paper in a specific Powerpoint references
(Weeks 7 a concept discipline Presentation
to 10) paper
2. determines the ways a writer 3 Formal Sentence Small Group Pen and Paper EAPP Reader,
Exam
can elucidate on a concept Definition Discussion Test TG, seminar
by definition, epxlication and papers, online
clarification references
CS_EN11/12A-EAP-Ia-c-20
3. identifies situations in which a 1 Analyzing Sample Research Group EAPP Reader,
concept paper may be effectively Concept Papers: Activity Presentation TG, seminar
used to improve our society HUMSS (focused papers, online
CS_EN11/12A-EAPP-Ia-c-21 Boondocks on Paper references
Months of the Objectives and/
Year or Significance
Days of the Week
4. comprehends what kinds of 3 Presentation of Writing Test EAPP Reader,
Words to the
concept paper Sample Papers TG, seminar
Intellectuals
CS_EN11/12A-EAPP-Ia-c-22 papers, online
references
HE: Cookery
5. explains and clarifies concepts in Ketchup Powerpoint Writing Test EAPP Reader,
field (CS_EN11/12A-EAPP-Ig-j-2) Why Sinigang? Presentation (Analyzing TG, seminar
such as: concept papers papers, online
a. Art b. Business FSTEM: Video on speicific references
c. Law d. Philosophy Fusion vs. Fission Presentation disciplines
e. Politics f. Religion Mercury Pollution applying
g. Science h. Sports Lecture/ critical reading
i. TechVoc j. Agro-fishery Arts/Technical Discussion strategies)
k. LA l. ICT Drafting

?
These parts require the teacher to involve concepts
in different fields and to analyze sample papers for
different specializations.
HOW TO DO IT?
1. Review the Curriculum Guide (CG) in your learning area.
2. Look for components that are suggestive of intra- and interdisciplinary connections.
3. Identify topics, concepts, activities, materials or assessment strategies that can be used
to establish meaningful and appropriate relationship among curriculum learning areas.

“
4. Embed such teaching-learning opportunities to apply content knowledge within and
across curriculum areas in the development of your budget of work.

After showing you the Illustrations of Practice, we also want to leave you
the following reminders, which can be useful in our adherence to indicator
1.1.2:
• Aside from integrating topics or activities to the lesson, content
knowledge application can also be shown in our skillful facilitation of
our teaching practices.
• Incidental teaching is also a good venue to demonstrate and apply
content knowledge within and across learning areas.
• Teachers may integrate content knowledge within and across subject
areas in any part of the DLL/DLP.
• Culminating activities integrating learning competencies from different
subjects can also be considered as an application of this indicator.
• Calendared school activities like Nutrition Month, Buwan ng Wika, and
Science Fair, can also include interdisciplinary teaching applications.

Applying this indicator is actually a practice we do in our classrooms.

We just have to emphasize, enhance and sustain its application to ensure
20 achievement of our teaching and learning goals.

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 Apply knowledge of content within and

“
across curriculum teaching areas

MODULE 1
Having seen how Indicator 1.1.2 can be achieved, we believe that
you are now ready to make your own lesson, or in-school or out-of-
school activity proposals where you can demonstrate your content
knowledge application within and across curriculum teaching areas.
You may consult your mentors in school or from other institutions for
their comments and suggestions. You may also collaborate with your
colleagues to share your best teaching practices.

Further, below are illustrations of practice that you may consider

in aligning your teaching practices with this indicator.

CONTENT KNOWLEDGE APPLICATION WITHIN CURRICULUM TEACHING AREAS

ILLUSTRATIONS OF PRACTICE EXAMPLES

The teacher demonstrates accurate and A Physical Education (PE) teacher does research to ensure
in-depth knowledge by delivering error- accurate information is given to learners in every teaching
free foundational knowledge and finer and learning opportunity. In presenting a new concept, the
details of curriculum learning areas. He teacher gives a comprehensive discussion on Philippine
or she applies broad knowledge of all folk dances. Additional information like history and cultural
concepts within and across curriculum significance of the dance is also given to the class. To better
teaching areas in the presentation of the exemplify such folk dances, the teacher also demonstrates
lesson. both basic and intricate dance steps.

The teacher promotes learning and After discussing ways to solve two-step word problems,
responds to learners’ questions in a a learner, who still finds difficulty in comprehending
manner that is responsive to learners’ and solving given word problems, asks the teacher to
developmental needs. He or she answers reteach the process and to give more tips in performing
learners’ questions by providing extensive mathematical operations correctly. The teacher extends
discussion of content learning areas to the discussion of this content and provides more board
create opportunities for the learners to exercises and paired problem-solving activities to help all
fully understand the content. the learners to fully understand the topic.

The teacher motivates learners to During coloring session, when the kindergarten Arts
investigate the content area to expand class are tasked to color objects like sun, moon, stars and
their knowledge and satisfy their natural clouds, a pupil asks the teacher questions like “Where
curiosity. does the sun sleep?” The teacher promptly explains the
Science concept on day and night, including that of the
earth’s rotation.

The teacher cites intra-disciplinary content In a Grade 6 Mathematics class, the teacher uses her
relationships. He or she establishes linear learners’ knowledge on LCD as part of the fifth grade
connection of his or her current lesson to curriculum) to present the new lesson on adding and
the enabling learning competencies within subtracting dissimilar fraction.
the current or previous curriculum guide
of the subject he or she teaches.

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ILLUSTRATIONS OF PRACTICE EXAMPLES

The teacher has a repertoire of A teacher employs different instructional strategies inside
appropriate teaching strategies to deliver the classroom to achieve objectives of a lesson. Such
the content teaching areas. strategies include direct, indirect, interactive, experiential
instructions, independent study as described in DO 42,
s. 2016 (Policy Guidelines on Daily Lesson Preparation
for the K to 12 Basic Education Program).

CONTENT KNOWLEDGE APPLICATION ACROSS CURRICULUM TEACHING AREAS

ILLUSTRATIONS OF PRACTICE EXAMPLES

The teacher applies interdisciplinary An English teacher uses content knowledge in different
content knowledge to teach specific disciplines by teaching academic and TVL students the
learning content to learners from various varied types of reaction or review paper and guiding
fields of specialization. learners to do different outputs depending on their field
of specialization like movie review, food review, gadget
review, digital commercial review or architectural review.

The teacher shares content knowledge A teacher in Araling Panlipunan (Social Studies) mentors
and expertise across teaching areas by in an oratorical contest featuring the town’s local hero
training his or her learners for scholastic and prepares the learner for the speech competition. In
competitions. another example, a school paper adviser trains school
journalists in various areas like news, feature, Science,
sports, editorial cartoon, layouting, photojournalism,
collaborative publishing, and radio and TV broadcasting.

The teacher extends content knowledge Learners’ outputs in Contemporary Philippine Arts in
application in conceptualizing and the Region (CPAR) are arranged for a school exhibit.
implementing school or community The teacher invited different school stakeholders
outreach programs. to attend the exhibit and incorporates the learners’
entrepreneurial skills in selling their outputs for a cause.

“
The proceeds are proposed to be used in a community
project to feed children in a nearby barangay.

With your aspiration to deliver quality teaching practices and

with the new ideas that you can take home from this module, let’s
be confident that we can conform to the Philippine Professional
Standards for Teachers.

Happy teaching!

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MODULE 1
“
PROFESSIONAL DEVELOPMENT PLAN

After exploring the different key concepts on applying content

knowledge within and across curriculum teaching areas, you now
have a better appreciation of the indicator.

Based on your learning in this module, think of what you can do to

enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

Happy planning!

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“
RESOURCE LIBRARY

This section provides you with resources that can help you further
understand the indicator.

Annotated Bibliography
Comat, H. (2011). Technology Integration Lesson Planning for Teachers in 4 Easy Steps. Retrieved from http://www.
technokids.com/blog/technology-integration/lesson-planning-for-teachers/.
The author explains the importance of incorporating technology education in lesson planning by providing four
easy steps, including a sample application.

Department of Education (2013). Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program. Department Order No. 42, s. 2016).
This department order provides policy guidelines that “aim to empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom, is committed to learners’ success,
allows the use of varied instructional and formative assessment strategies including the use of ICTs and
enables (them) to guide, mentor, and support learners in developing and assessing their learning across
the curriculum.” Two of the Daily Lesson Logs presented in this module are taken from the Annexes of this
Department Order, specifically Annex 2A, a kindergarten DLL by Nanelyn T. Bontoan and Fatima Corina A.
Robles, and Annex 2B.1, a MAPEH 4 DLL by Marilou Vispo and Blesseda Cahapay.

Department of Education (2017). National Adoption and Implementation of the Philippine Professional Standards for
Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of teachers, the
professional standards for teachers, the teacher quality in the Philippines, the seven domains which
collectively comprise 37 strands, and the career stages. Further, the definitions of some key concepts in this
module are taken from the PPST glossary of terms.

Department of Education. (2018). Results-based Performance Management System (RPMS) Manual for Teachers
and School Heads.
The RPMS Manual contains Classroom Observation Tool for teacher I-III, which includes a rubric summary
used to measure the level of teachers’ performance in different career stages. The COT also includes features
of practices per level and clarifications on certain key words or phrases used in the rubrics.

Educational Broadcasting Corporation. (2004). Step-by-step Guide to Interdisciplinary Curriculum Design. Retrieved
from https://www.thirteen.org/edonline/concept2class/interdisciplinary/implementation.html#s6p.
This material gives suggestions on how to realize interdisciplinary teaching concepts from assessing students
and learning setting to planning integrated activities and evaluating the process. A downloadable template on
developing a unit plan is also provided. Likewise, this material also provides an interdisciplinary learning rubric
with the following criteria: rationale, interdisciplinary component, designed to benefit the learner, essential
questions, skills, assessments, procedures, use of resources, mechanics and language usage. he said rubric
was crafted by Heidi Hayes Jacobs, Ed.D. (2000).

Heaggart, K. (2016). How Important is Subject Matter Knowledge for a Teacher? Retrieved from https://www.
edutopia.org/discussion/how-important-subject-matter-knowledge-teacher.
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The author explains the importance of teachers’ knowledge on the subject matter. The material also
emphasizes that teachers need broad knowledge and skills of curriculum teaching areas to help learners meet
the standards and achieve high performance.

How to Plan a Successful Interdisciplinary Thematic Unit at Your School. Retrieved from https://plandisc.com/how-
to-plan-a-successful-interdisciplinary-thematic-unit-your-school/.
This material includes best practices and steps in delivering interdisciplinary thematic units and a link to
circular academic plans, which can be used to plan integration of topics between and among teaching areas.

Hughes, Derek (n.d.). The Importance of Knowing Your Students. Retrieved from https://study.com/academy/lesson/
the-importance-of-knowing-your-students.html.
The author presents a transcript about the importance of knowing the learners well. The author explains how
different the learners are in terms of their learning styles, cultural backgrounds, relationships, interests and
personalities. The author also provides different scenarios that need different approaches to attend to learner
diversity.

Jacobs, H. H. (2004). Concept to Classroom. Retrieved from https://www.thirteen.org/edonline/concept2class/

interdisciplinary/index.html.
The author explains the concept and structure of an interdisciplinary curriculum through online workshop.
The online workshop focuses on the history of interdisciplinary curriculum, impact of integration to the
teachers and learners and teaching styles. The workshop also contains video clips of different schools with
interdisciplinary content.

Lutucan National High School. (2017). Annual Implementation Plan. Sariaya, Quezon.
The school’s annual implementation plan summarizes programs and projects that cater to access, quality and
governance. Some programs and projects exemplify how intra and interdisciplinary content knowledge can be
applied in culminating activities in the school and community.

Lutucan National High School – Science Department. (2016). Science Club Action Plan. Sariaya, Quezon.
This organizational action plan includes a summary of activities proposed by the club for school year 2016-
2017. It includes the program objectives, specific activities, target dates, persons involved, source of fund and
expected output.

Medrano, F. V. A. (2018). Daily Lesson Log (DLL) in Technology and Livelihood Education (TLE) – Mechanical Drafting
Grade 8. Governor Luis A. Ferrer Jr. East National High School, Gen. Trias City, Cavite.
The author presents a Grade 8 DLL in TLE - Mechanical Drafting with integration of content in Araling
Panlipunan (AP). The sample DLL shows how the current lesson incorporates another lesson from Grade 8
AP, i.e., presentation of new concepts, and ending, i.e., evaluating learning, parts of the lesson to enhance the
delivery of target learning competencies.

Mossgrove, J. (2014). Deepening Content Knowledge for Teaching. Retrieved from https://knowlesteachers.org/blog/
deepening-content-knowledge-teaching.
The author presents different school scenarios that require teachers to draw out multiple decisions on the
understanding of learning engagement and opportunities. The author also emphasizes that there is no best
approach/strategy/method/technique appropriate in different situations.

Regulto, D. C. (2017). Daily Lesson Log in Reading and Writing Skills Grade 11. (Rea-Santes, S. N.L., Ed) Castanas
National High School, Sariaya, Quezon.
The DLL shows how a writing lesson is used as an opportunity to develop awareness and social responsibility
among learners by integrating contents in UCSP, EAPP, ET and General Science. Using interdisciplinary
content knowledge, the teacher contextualized and localized the lesson by soliciting the learners’ stand on a
timely issue in their community.

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 MODULE

2
USE A RANGE OF TEACHING
STRATEGIES THAT ENHANCE
LEARNER ACHIEVEMENT IN
LITERACY AND NUMERACY
SKILLS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: LITERACY ACROSS
CURRICULUM AREAS
- Illustration of Practice No. 2: NUMERACY ACROSS
CURRICULUM AREAS
- Illustration of Practice No. 3: NUMERACY AND
LITERACY IN CLASSROOM INSTRUCTION

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Annotated Bibliography

22 ACKNOWLEDGEMENTS

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Hello! I am Teacher Mike and with me is Teacher Jen.

Welcome to Module 2.

Look at the illustration above. As teachers, central to our role is to build a strong
foundation in literacy and numeracy among learners, and strengthen their ability to
engage in education, reach their potential and participate fully in the community.

Literacy and numeracy skills are crucial for accessing the broader curriculum as
they are used in many aspects of our lives. Obtaining an acceptable level of literacy
and numeracy can greatly enhance learners’ achievement because they are used in
many aspects of their lives. Workplace numeracy, literacy and employability skills are
often used in conjunction with one another. These required skills often overlap and are
necessary for any task.

In this module, Teacher Jen and I will introduce you to a range of teaching strategies
that promote literacy and numeracy and how becoming literate and numerate expand
the learners’ opportunities to access wider understandings.

We will also help you examine the knowledge and skills that all teachers, regardless
of learning area and grade level, need to understand in order to help learners gain
these fundamental skills necessary to achieve success in learning and in life.

In this module, we will focus on:

STRAND: Strategies for promoting literacy and numeracy

INDICATOR: 1.4.2 Use a range of teaching strategies that

enhance learner achievement in literacy and numeracy skills

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KEY CONCEPTS

“ Understanding the following key concepts facilitates

deeper appreciation of the indicator. So, let us now
acquaint ourselves with literacy and numeracy concepts.

LITERACY. This refers to the capability one acquires in order to read,

understand, and construct textual material. This ability is useful in
regular academic and non-academic situations and contexts within the
school community and in different occupational areas. Literacy is not
confined to merely learning to read and write; it also encompasses a
range of more complex skills including the ability to apprehend ideas and
concepts.

NUMERACY. This refers to the ability to understand and use

mathematical knowledge for calculating, problem solving, and
interpreting information in order to arrive at educated and well-informed
decisions. Numeracy is an important skill for learners to master to help
them prepare for life beyond the school and within the workplace and
greater community.

TEACHING STRATEGIES. These refer to techniques, practices,

approaches, and systems teachers employ in their classroom practice to
advance student learning.

LEARNER ACHIEVEMENT. This efers to the realization by a learner of

academic material or content knowledge within a given period. Within
a given period, teachers have a certain amount of academic material
they need to teach and learners need to learn. Learner achievement
increases when teachers provide quality teaching aligned with set
standards.

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“
SELF-REFLECTION

This time, let us reflect on our current practice regarding

the use of a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

Considering the key concepts, I have written down my

reflections.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… a range of teaching … use a range of teaching …that learners learn best
strategies to enhance strategies to enhance learner and achieve more when
the learner achievement achievement in literacy and their literacy and numeracy
in literacy and numeracy numeracy skills. basics are well established.
skills.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Mike! Now, it is your turn to reflect on
your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP
Hi there! Once again, this is Mike. How’s everything going? I
hope that you are getting the rationale behind this Module.

I welcome you now to our Support Group, where we can help

you examine the knowledge and skills that all teachers, regardless
of learning area and grade level, need to understand in order to
help learners gain these fundamental skills necessary to achieve
success in learning and in life.

Before we proceed, let us read and reflect on this excerpt from

the United Nations Relief and Works Agency (2013) for us to be
reminded of our roles as teachers.

“As soon as a child is born, he or she begins to ‘read’ the world, to make sense of what
he or she sees, hears and does, over time. Parents, siblings and the wider family help
the child become involved in the community and culture, and learn different ways of
communicating. This is the starting point of the development of literacy skills. A strong
foundation in literacy takes time to build; it requires exposure to listening, speaking,
reading and writing.

Many young pupils may lack exposure to preschool education and a culture of reading
and storytelling at home. Therefore, the role of the elementary school teacher is crucial
in making sure possible gaps in the development of literacy skills are compensated for
during the first years of schooling. Indeed, elementary school teachers have a huge
role to play in ensuring that children develop a strong foundation in literacy skills.

Then the responsibility for literacy must not just lie with the language teachers, who
admittedly are at the center of the task, but with teachers of all subjects who have
the responsibility of supporting children in developing their literacy skills. Developing
literacy skills not only supports learning but also enhances understanding within the
curriculum area and is a key way of raising standards and outcomes in all subjects.”

“
Having reflected on this, how critical is our role as
teachers to help our learners gain these fundamental skills?

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“ Now, let me introduce you to Teacher Dan’s case. Take time to

read his case. Reflect on it. Then answer the questions that follow:

Teacher Dan administered the group reading test to his class of 45 Grade 7 learners.
He later found out that two of his learners were stalled readers. When he asked
them to read orally, he found out that they could read words but were too slow. When
asked about the passage they read, they could answer questions at the literal level but
struggled with critical questions.

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Use a range of teaching strategies that enhance learner
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MODULE 2
Probing
Can we all relate to Teacher Dan’s case? If so,
let us further understand his case by answering the
following probing questions:

1 Based on Teacher Dan’s case, how important are the fundamental skills to our learners?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 What is/are your role/s to help these learners gain these fundamental skills in order to enjoy
success in learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 What is/are your role/s to further strengthen these fundamental skills in each of your
learners for them to thrive further?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 What have you realized about your impact on your learners’ literacy and numeracy skills
development regardless of their grade level?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

Now, here are some suggestions to enhance

our learners’ literacy and numeracy skills.

Fellow Teacher, literacy is not just about learning to read and write. It is necessary
in order to learn any subject at school. Similarly, numeracy is more than counting
numbers. Both skills are at an interplay in the holistic performance of our learners.

As teachers of literacy and numeracy across the curriculum, we should provide

our learners a range of different contexts in which they can use these skills. We all
have the responsibility to promote these skills in our classroom. In all levels and
curriculum areas, we should explore the possibilities of extending and complementing
numeracy and literacy.

We should give our children quality instruction so that they can have the best
chances to succeed in life.

“
Great suggestions, Mike! We hope that these can help you and
other teachers, too!

To deepen your understanding of our roles as literacy and numeracy

teachers, regardless of our grade level and learning area, we have
provided several illustrations of practices in the next section.

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“
ILLUSTRATIONS OF PRACTICE

Teacher Jen and I will now walk you through the different
illustrations of practice that provide multiple opportunities for
learners to gain these fundamental skills across curriculum
areas.

Together, let us explore some ways on how a teacher can

weave literacy and numeracy instruction into the content they
teach.

ILLUSTRATION OF PRACTICE NO. 1:

Literacy across Curriculum Areas

“
Principle 1: Literacy instruction is embedded in all learning areas.

If you are a math, history, science, or art teacher, where

does literacy fit into your classroom instruction? With content
standards looming, it’s easy to only focus on the content we
teach. We have so much to tell learners and share with them.
However, are we affording learners enough time daily to practice
crucial communication skills?

There are an endless number of engaging, effective

strategies to get learners to think about, write about, read
about, and talk about the content you teach. The ultimate goal of
literacy instruction is to build a learner’s comprehension, writing
skills, and overall skills in communication.

Ask yourself these questions: How do I mostly convey the

information and knowledge to my learners? Do I turn primarily to
straight lecture, or teacher talk? Do I allow multiple opportunities
for learners to discover information on their own? Let’s read the
strategies employed by Lea, a Grade 6 teacher, as she integrates
literacy skills in her lessons.

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Lea teaches Grade 6 learners. Knowing the importance of developing

literacy skills among her learners, she integrates literacy skills in her TLE Teacher Lea’s
class. On one occasion, she asks them to collect empty food packets (for activities did not
example chips, biscuits, juice, milk), wash them and bring them to school. require many
At school, the learners are instructed to look at the different packets resources or much
and what is written on them. They learn many new words this way, such extra time, but made
as the names of the ingredients. the learning of new
terms and vocabulary
In another activity, Teacher Lea instructs the Grade 6 learners to more interesting
bring one daily newspaper to their Filipino class. She tells the learners to and relevant to the
select an article that interests them and make notes about it. Then she learners. This would
arranges them in groups of four to six, putting learners who have chosen undoubtedly enhance
the same article together so they could hear each other’s interpretation their learning.
of the story and discuss the different ways of describing the same story.

“
Thank you, Mike!

As a teacher, you can explore varied ways to develop your

learners’ literacy and life skills. In developing your lessons, you
just have to consider your learners’ level, learning goals and the
appropriate teaching resources.

For instance, to expose your learners in real setting for

language, you may take them to offices, museums, shops, and
other places in your community. This can give them exposure
in reading and understanding language in authentic use.
Likewise, you may integrate ICT such as computers, mobile
phones and other ways of utilizing them for information sharing
and communication. To develop their writing skills, encourage
your learners to compose varied text types- advertisements,
announcements, letters, stories, factual texts and so on (United
Nations Relief and Works Agency, 2013).

Now, let’s explore the practices employed by Teacher

Jonalyn in her Music class which enhance the literacy skills of
her Grade 7 learners.

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Jonalyn teaches MAPEH to Grade 7 learners. Many of her It can be observed that
learners have difficulty in reading Music textbooks so Jonalyn plans Teacher Jonalyn used
a way of teaching Music that makes it easier for them to access the flashcards and working
information in the textbook. together to develop the
learners’ literacy skills, as well
Teacher Jonalyn plans to teach the class about the different as to extend their ways of
types of instruments. She starts the lesson by showing the learners learning by seeing, drawing,
names of the different instruments: wind, percussion and string. writing, singing and working
together.
She writes these on flashcards. These flashcards are displayed This practice of emphasizing
on the board. She also gives each learner a picture of an instrument. key content such as the
She asks each learner to come up in front and put the picture next terminology of the subject,
to the flashcard with the name of the instrument to which they think will improve your learners’
it belongs. Then she asks questions about what they know about the subject knowledge and
different types of instruments, the characteristics of each type and literacy skills. Other ways
the difference between and among them. of learning might include
encouraging them to observe
Jonalyn then divides the class into three groups and gives each and search for resources,
group one of the types of instruments. She asks them to create or using storytelling, role
something, for example, make up a song or design a poster to show play or brainstorming, all of
what they know about the instruments. Or they can draw different which involve literacy skills.
instruments under the type of instrument and write about them, Understanding that you need
which they could make into a book. to use a variety of teaching
strategies in your class to
In the next lesson, Jonalyn asks each group to present their work cater to individual needs is
to the rest of the class. The learners are excited about the activities very important when teaching
and some ask if they could do more work on their instruments at any subject and when trying to
home. extend learner’s literacy skills
(United Nations Relief and
Works Agency, 2013).

“
Great, Jen!

Now, we also have to remember that the teaching of literacy

skills at any key stage is important. Let us take note how these
skills are developed in each key stage as we explore more of
these sample teacher practices.

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Principle 2: Literacy instruction considers the learners’ key stage.

A Grade 2 teacher uses explicit teaching to A junior high school teacher engages her class
develop vocabulary knowledge among her learners. to write an argumentative text. She presents a
Prior to the reading of the story, she first chose key newspaper editorial about bullying. She facilitates
unfamiliar words and introduced these through the discussion about its text structure and
various modes, e.g., pictures, context clues. Then development. Later, she poses another realistic
she modelled and used each word. She allowed learner issue: Should learners be required to wear
her pupils to use the words through guided and a specific haircut? Brainstorming was used to
independent practice exercises. Learners were draw their claims. She then guided the learners
encouraged to use them in meaningful structures. to organize these claims according to degree
of importance. After, she allows them to write
independently their editorials. Learners were then
encouraged to read their compositions.

“ Have you seen the distinct difference between the instruction in

these two key stages? Literacy instruction for the young learners
focus on vocabulary building and making meaning of what they
read. This is important to help them develop skills and strategies to
access the content of the simple texts they are reading. Meanwhile,
as they become more proficient readers, the skills of skimming,
questioning and reviewing texts become much more important. As
a teacher, you will need to plan and adapt activities to match their
levels and skills in reading depending on your learners’ age and
needs (United Nations Relief and Works Agency, 2013).

“
Indeed, Mike!

Let me now bring you to the classroom of Teacher Karen and

see how teaching literacy is strengthened by building links to the
real world.

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Principle 3: Teaching literacy is strengthened by building links to the real world.

Teacher Karen is a Grade 3 teacher who wanted her pupils to understand

how important literacy is to all aspects of life. To do this, she conducted a
project that would encourage her pupils to explore literacy at home and in the
community.

Teacher Karen encourages the young learners in her class to hone their
observation skills by asking them to take note of and write down names of
streets and stores, outdoor advertisements, and other street signs on their
way home from school. This “noticing” assignment is reviewed during the next
class meeting when learners share the words they saw. Teacher Karen writes
on the board the words that the learners put together in their list. From this
list, Teacher Karen can ask learners to use the words in a sentence or a
paragraph. She can also encourage the learners to use their creativity to
come up with a story based on the words they collected.

“
Generally, as we are all teachers of literacy, we should adapt
a variety of strategies.

Many other activities can be planned and created based on

authentic and real-life situations from the learners’ own contexts.
Issues that learners identify with, topics that they are interested
in, as well as problems they normally encounter in their everyday
lives can be sources of lessons and activities. These are relatable
to the learners and can be venues for interaction among learners,
across areas of learning, and within the school setting and beyond.

Source: Stirling Council (2016)

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ILLUSTRATION OF PRACTICE NO. 2:

Numeracy across Curriculum Areas
According to the United Nations Relief and Works Agency (2013), numeracy is not
perceived as easy to teach by most teachers and many may feel that they need more
support to teach numeracy than literacy, perhaps, because they themselves did not like
math at school. However, to develop numeracy across the curriculum provides opportunities
for children to improve their accuracy and learn how to interpret information. Learning how
to present information in a quantitative way and developing children’s problem solving and
thinking skills go beyond the mathematics lessons. Making learning numeracy across the

“
curriculum a success needs the support of all teachers if it is to be effective and have an
impact on children’ learning.

Think about your current practice. Do you ever link numeracy

to the activities you plan in your subject area? Think how you could
do this more and how you can help support children’s learning in
mathematics. Now, read the following teacher practice to explore
how numeracy concepts and skills can assist children’s learning in
social studies.

PRINCIPLE 1: Numeracy should be developed consistently across different areas of learning.

A social studies teacher wanted to deepen the understanding of his Grade 4

learners to compare the local agricultural products in their community.

As part of the extended classroom activity, he asked his learners to conduct

data gathering among the locals on the amount of agricultural products harvested
for a week. The next day, he facilitated the learners’ discussion that included these
numeracy concepts: Which agricultural product got the highest produce? Which
was least produced? Which area harvested the most?

After, he engaged more his learners by asking them to conduct investigatory

projects focusing on key concepts such as: What could be attributed to the

“
differences in the harvest? What possible solutions could you give so that produce
will increase?

All teachers have a responsibility for promoting numeracy

subjects. In the sample teacher practice, the social studies
teacher demonstrates knowledge of the key areas of numeracy
that makes her explore within the subject the opportunities for
extending and complementing numeracy teaching and learning in
mathematics lessons. Great job, teacher!

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“
achievement in literacy and numeracy skills

MODULE 2
Fellow Teacher, numeracy can be taught across curriculum. It
need not be taught only by a Mathematics teacher.

? HOW TO DO IT?
Listed are some of the strategies that show how numeracy concepts and skills can be
applied in other subjects (United Nations Relief and Works Agency, 2013):
• History: Teacher Marites includes concept of time, concept of number and dates,
sequencing events and dates, understanding and comparing large numbers, using a
timeline, logical reasoning. She includes activities, such as sequencing numbers and
dates to help learners see why some events, such as the start of a war, happened.
• Science: Teacher Melody includes making measurements, collecting data, comparing,
and interpreting data, graphs and diagrams, estimation, logical reasoning. In her
Grade 8 Science class, she asks learners to measure the extension of a spring with
different weights that will involve them in various measuring tasks and devising ways
of recording their results.
• English: Teacher Lalaine includes reading and writing numbers, time and
measurement concepts in English in her Grade 4 English class.
• Vocational education and training: Teacher Ronnie includes making measurements
(distance, area, volume, timing), geometry (shapes), and estimation in his SHS Tile
Setting class. He asks learners to estimate how much of each material they will
need to tile a floor and work out the actual cost to help them see how to judge the
possibility of being able to afford to do the job.
• Physical education: Teacher Jho includes number concept, measurements, and
practical activities of measuring distance. In her Physical Education class, she asks
her learners to measure heartbeat, pulse rates and recovery rates to judge their
fitness.
• Arts: Teacher Imelda includes geometry (shapes) perspective in her Grade 8 Arts
class. She knows that understanding how shapes tessellate will help her learners
design their own patterns in traditional styles.

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“
Did you know that we can use meaningful and fun-filled
activities to teach numeracy skills?

According to studies, in a meaningful and fun-filled context,

children can acquire skills without the pressure and fear of failure
in quite the same way as they might feel in a more structured
learning environment.

Now, read and reflect on some of the teacher practices which

tell the story of teachers who use these suggested activities to
help their pupils deepen their understanding of mathematics. As
you read, think how you might employ such strategies in your
teaching.

PRINCIPLE 2: Numeracy skills are built through meaningful and fun-filled activities.

Teacher Andrew, a Grade 6 TLE teacher, asked his learners to record daily in a table their
spending for their allowance (baon).

Day Daily Allowance Expenses How much was left?

Day 1
Day 2
Day 3
Day 4
Day 5
Total

After, he engaged the class to compare their allowance and their spending. He also asked
them to present the data in a bar graph. He asked them to interpret their findings. He, then,
involved them to devise an individual financial plan.

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“
Now, let us take a look at these teacher practices utilizing
games. Let’s take a look at how the teacher employed these
strategies.

The teacher
Game: Simon Says Geometry understands that it
1. Choose someone to be “Simon.” is important to get
2. Have “Simon” give a command to the other players: learners out of their
a. Point = Fist seats as moving make
b. Segment = Arm bent at elbow across chest them think. With that in
c. Ray = Arm straight across her mind, she employs
d. Line = Both arms extended (right arm to right side, left a game Simon Says
arm to left side) Geometry which is a
e. Perpendicular = One arm up, one to the side fun-movement based
f. Parallel = Both arms up activity that gets
3. If the command starts with “Simon says…” the players have to learners using and
do it. listening to mathematics
4. If the command doesn’t start with “Simon says…” and a player terminology. It allows
does it, they’re “out.” teachers to combine
5. The last person standing wins! visual, kinesthetic,
and audio learning
techniques (Feldman,
2007).

Using number lines can help

learners figure out simple Game: Johnny Walks the Number Line
math equations. They can 1. You will work in groups of five.
use the line to create a 2. Choose who will be ‘Johnny’ in the group.
visual image of a problem. 3. You will draw an equation from the fish bowl.
It also helps learners realize 4. Read the equation and be able to answer it.
that numbers do not end at 5. The groupmates will walk ‘Johnny’ to the answer on
zero and introduces them to the number line.
negative numbers. Learners
can use this activity to apply For example, 2+2. Starting at zero, the groupmates walk
imagery, movement, and touch Johnny to two, then he walks 2 more.
to math equations (Feldman, Note: A number line will be drawn inside or outside the room.
2007).

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“
You might want to consider in your lessons activity-based
learning or ABL that are meaningful and fun-filled. It describes a
range of pedagogical approaches to teaching. Its core premises
include the requirement that learning should be based on doing
some hands-on experiments and activities. The idea of activity-
based learning is rooted in the common notion that children are
active learners rather than passive recipients of information. If a
child is provided with the opportunity to explore and an optimum
learning environment, learning becomes joyful and long-lasting.

? HOW TO DO IT?
To strengthen numeracy, you should create a rich and supportive learning
environment that will support a skillful mix of a variety of approaches,
including:
• active learning and planned, purposeful play;
• development of problem-solving capabilities;
• developing mental agility;
• frequently asking children to explain their thinking;
• use of relevant contexts and experiences, familiar to children and
young people;
• using technology in appropriate and effective ways;
• building on the principles of Assessment is for Learning, including
understanding the purpose and relevance of the activities;
• both collaborative and independent learning;
• making frequent links across the curriculum, so that concepts and
skills are developed further by being applied in different, relevant
contexts;
• promoting an interest and enthusiasm for numeracy.

Source: Curriculum for excellence: numeracy

across learning principles and practice

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ILLUSTRATION OF PRACTICE NO. 3:
Numeracy and Literacy in Classroom Instruction

Literacy goal:
I should enable my learners to:
Note details in a story- character, setting, events.

Numeracy goal:
I should enable my learners to:
Read and write numbers up to 1 000 in symbols and in words.

Ms. Kathleen, a Grade 2 teacher, has developed a holistic perspective in planning

her instruction. She considers literacy and numeracy skills as interconnected skills
and equally important in every instruction. She crafts her instruction to develop
these skills.

In one of her daily teachings, she utilized a story about a family. Using this
as a springboard, she engaged the class to discuss the story details –characters,
setting, and events.

In her Math session, she utilized the same story but instead of story elements
as the focus, she directed the learners’ attention on number sense by asking her
pupils to read and write the number that represents the members of the family.

As an extended activity, she told her pupils to report about their families
including the number and names of the members.

“
Teacher Kathleen demonstrates understanding of literacy and
numeracy skills. This is reflected in her instructional activities for
the day. Her instructional intentions are clear – to instill among her
learners that literacy and numeracy skills go together.

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PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, you now have a better appreciation

of the indicator. Based on your professional reflection, think of ways
on what you can do to further enhance your knowledge, skills and
attitudes in this indicator.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

20
Happy planning!

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“
RESOURCE LIBRARY

This section provides you with resources that can help you further
understand the indicator.

Annotated Bibliography
Curriculum for excellence: numeracy across learning principles and practice (n.d) Retrieved from
https://education.gov.scot/Documents/numeracy-across-learning-pp.pdf
This presents significant principles and practices in teaching numeracy.

Feldman, D. (2007). Mathematics Strategies for Middle-School Students. http://www.

schoolsofwestfield.org/UserFiles/Servers/Server_952612/File/2Departments/Title%201/
Dissemination%20PDF%27s/math%20strategies%20for%20MS%20students.pdf
The author suggests several highly-interactive strategies to teach mathematics.

Northwest Missouri State University (NWMSU) (n.d). Definition of strategies and activities. Retrieved
from http://www.nwmissouri.edu/dept/peu/learnerteach/mopta.htm
This website provides articles that define teaching strategies and activities.

Stirling Council (SC), (2016). Improving life through learning. Literacy strategy schools, learning and
education. Retrieved from https://www.stirling.gov.uk/__documents/education-and-learning/
curriculum/literacystrategy.pdf
This presents literacy strategies to promote learner achievement and educational attainment.

Study.com (2018). Student Achievement: Definition, Factors & Research Retrieved from https://study.
com/academy/lesson/learner-achievement-definition-factors-research.html
This provides definition of key terms related to learner achievement.

United Nations Relief and Works Agency. (2018). School Based Teacher Development Programme
Transforming classroom practices. Retrieved from https://www.unrwa.org/sbtd
The website provides resources for school-based teacher development which includes literacy
and numeracy.

Victorian Curriculum and Assessment Authority (VCAA), (2018). Literacy learning progressions.
Retrieved from http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/literacy/intro.
aspx
This presents aspects of literacy expressed in content descriptions and achievement standards.

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 MODULE

3
APPLY A RANGE OF TEACHING
STRATEGIES TO DEVELOP
CRITICAL AND CREATIVE
THINKING, AS WELL AS HIGHER-
ORDER THINKING SKILLS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: DEVELOPMENT
THROUGH PROBLEM-BASED STRATEGIES
- Illustration of Practice No. 2: DEVELOPMENT
THROUGH EFFECTIVE QUESTIONING STRATEGIES
- Illustration of Practice No. 3: DEVELOPMENT
THROUGH VISUALIZATION
- Illustration of Practice No. 4 DEVELOPMENT
THROUGH PLUS, MINUS, INTERESTING (PMI)
STRATEGY
- Illustration of Practice No. 5: DEVELOPMENT
THROUGH R.A.F.T. STRATEGY

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Annotated Bibliography

22 ACKNOWLEDGEMENTS

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Hello! I am Teacher Jen. Welcome to Module 3. I invite

you to look at the illustration below.

How’s the teacher in the illustration? Is he really facilitating critical thinking among
his students?

As Proficient teachers, we come to class every day with a hope that we will make
learning for every learner meaningful. Equipped with sufficient knowledge and skills, we
embrace the world of diverse learners. One of the challenges we face is how to engage
them into classroom activities that foster critical, creative and higher-order thinking
skills.

More than making our learners remember what we teach, we also want them to use
the knowledge they learn to analyze problems, evaluate options and create solutions.
This can only be possible when learners are provided with classroom environments
that develop and nurture their thinking skills.

In this module, we will focus on:

STRAND: Strategies for developing critical and creative thinking,

as well as other higher order thinking skills

INDICATOR: 1.5.2 Apply a range of teaching strategies to

develop critical and creative thinking, as well as other higher-order
thinking skills
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higher-order thinking skills

KEY CONCEPTS

“ Understanding the following significant concepts

facilitates deeper appreciation of the indicator and helps
you deliver lessons that are responsive to creative, critical,
as well as higher-order thinking skills. So, let us now
acquaint ourselves with the following key concepts.

TEACHING STRATEGIES. These refer to the structure, system, methods,

techniques, procedures and processes that a teacher uses during
instruction. These are strategies the teacher employs to assist student
learning.

CREATIVE THINKING SKILLS. These are thinking skills that involve

exploring ideas, generating possibilities and looking for many right
answers rather than just one.

CRITICAL THINKING SKILLS. These are high level thinking skills such
as analysis, evaluation, interpretation, or synthesis of information and
application of creative thought to form an argument, solve a problem, or
reach a conclusion.

HIGHER-ORDER THINKING SKILLS. These are complex thinking

processes which include analysis, evaluation, synthesis, reflection and
creativity.

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“
SELF-REFLECTION

Let us first reflect on current practice regarding our

application of teaching strategies for developing critical,
creative, and other higher-order thinking skills.

Considering the key concepts, I have written down my

reflections on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… the diversity of personal …various classroom activities …that learners become
experiences of my students, that give my pupils productive when the
given their individual opportunities to analyze, activities I give encourage
familial, social and explore, and create new them to think beyond and
cultural backgrounds. concepts. without restrictions.

“
I know…
KNOWLEDGE
Now, it’s your turn to reflect on your knowledge, skills and
teaching strategies to develop the learners’ critical, creative,
and other higher-order thinking skills

As a Proficient Teacher,

_________________________
________________________
I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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SUPPORT GROUP

Welcome to our support group! We are here to help you enrich

your teaching practice.

Below are current practices of teachers in the classroom. Take

time to read and compare the strategies they used.

Two Grade 5 Science teachers teach the same competency in Science: S5MTIc-d-2
Investigate changes that happen in materials under the following conditions: 2.2
application of heat.

Teacher A delivers a lecture on the changes that happen to certain materials

under the application of heat. In her discussion, she asks her learners questions,
such as “What happens to paper when it is burned?” To evaluate their learning,
she provides them with a worksheet that contains questions about the topic.

Teacher B at the beginning of the lesson asks “What will our lives be without
heat?” Then, she poses the question “What will happen to the different materials
when they are subjected to heat?” She then elicits answers from the class and
writes them on the board. After, she guides the learners to conduct experiments
on the effect of heat on various materials. She then allows them to present and
explain their findings. As an enrichment activity, she asks them to think of a new
device that produces heat and to identify its function.

What can you say about their instructional practice?

Please answer and reflect on the probing questions on the
following page.

“
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Probing
Below are some of the key questions that you
may answer to help Teacher A and Teacher B
improve their practice.

1 In what way(s) do the teachers’ practice differ?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Which teacher practice is more engaging for the learners? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 Which teacher practice will create more meaningful learning experience for the learners?
Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 Which teacher practice demonstrates a strategy to develop critical thinking?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

You are doing a wonderful job! Here are

our suggestions for you to further enrich your
current practice.

The teacher’s application of instructional strategy is crucial in the development of critical,

creative and higher-order thinking skills.

In the presented sample teacher practice, both teachers work on similar content but deliver it
differently.

Teacher A’s traditional lecture method centers on the role of teachers as transmitters and
sources of knowledge. Consequently, learners are viewed as passive receivers of information.

On the other hand, Teacher B demonstrates guided inquiry in instruction. She engages the
learners through problem-based activities. She encourages them to experiment, to test their
hypotheses, and to communicate their findings. As post-teaching activity, she asks them to
create as an extension and application of what the learners learn in the class. These strategies
stimulate them to infer, make decisions, formulate ideas and solve complex problems.

We need to remember that our instruction should apply a range of strategies to develop creative,
critical and higher-order thinking skills. Our learners are thinking and creative individuals. Our
role then is to unleash the creativity in each of our learners.

“ Wow! We hope we are able to help you! You can incorporate

your suggestions in your lesson next time.

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“
ILLUSTRATIONS OF PRACTICE

Teacher Mike and I will walk you through the different

illustrations of practice that apply a range of teaching
strategies to develop critical and creative thinking, as well as
other higher-order thinking skills.

We hope you’ll have fun! Let’s go!

ILLUSTRATION OF PRACTICE NO. 1:

“
Development through Problem-Based Strategies

1
Read the following practices of teachers using
problem-based learning.

“
Mila, an elementary Science teacher, facilitates the teaching process that will
enable her learners to describe the effects of a typhoon on the community
(S5FEIVe-5).

To allow her learners to demonstrate profound understanding of this competency,

she engages her class to work on a problem-based task as presented below:

Application :
Your community is prone to destructive typhoons. In groups of 5, think of a
possible structure of a typhoon-proof house. Explain the reasons behind its
structure.

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2 Maritess, an elementary Araling Panlupunan teacher, enables her learners to

patronize locally made products (AP6TDK-IVgh-7: Naiuugnay ang kahalagahan ng
pagtangkilik sa sariling produkto sa pag-unlad at pagsulong ng bansa).

To facilitate understanding of the topic, she employs a group activity:

Pangkatang Gawain
Bilang mga empleyado ng isang advertising company, naatasan kayong
ipromote ang local na produkto ng inyong bayan. Gumawa ng isang ad

“
campaign para rito.

It can be noted that problem-based learning (PBL) can

be employed in all learning areas and all levels. As you
noted with the cited illustrative practices, PBL as a teaching
method uses complex real-world problems to promote
student learning of concepts and principles. Aside from
the understanding of content, it promotes critical thinking
skills, problem-solving and communication skills. Likewise,
it can provide opportunities for working in groups, finding
and evaluating materials and life-long learning (Duch, Groh,
and Allen, 2001).

? HOW TO DO IT?
Problem-based learning can be implemented by considering these steps (Duch, Groh, and
Allen, 2001).

1. Choose a learning goal for the learners to attain at the end of instruction.
2. Think of a real-world context for the understanding of the content. Build realistic
applications of the concept being taught.
3. Identify the teaching contexts where the problem may be introduced. In doing such,
be guided by these questions:
a. What open-ended questions can be asked?
b. What learning issues will be identified?
c. How will the problem be structured?
d. What resources will the students need?
e. What end product will the students produce at the completion of the
problem?
4. Evaluate the learners’ performance using appropriate tool/s and provide feedback.
Make and deliver activities/exercises aligned with the lesson objectives.
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ILLUSTRATION OF PRACTICE NO. 2:

Development through Effective Questioning Strategies

Teacher Joe reads a story to his Grade 4 learners. After

reading the story, he asks among his learners questions about
it. .

Let’s take note of his effective questioning strategies by

focusing on the set of questions he prepared for the class:

a. Who were the characters in the story?

b. Why was the mouse so eager to go to the seashore?
c. Why were his parents alarmed by his decision?
d. What challenges did he encounter on his way to the
“
seashore?

e. What do you think did the parents mean when they say “the
world is full of terror” Do you agree with what they said? Why
or why not?
f. What could be another way for the mouse to pursue his
dream?
g. If you were to pursue your own dream, how would you do it?

As you note, these questions require

the learners to recall information On the other hand, these questions
from the text read. These call for low- require learners to answer by
order thinking skills like remembering. analyzing, synthesizing, and
These questions, answered by single evaluating. These are divergent,
responses, are called convergent open-ended questions and may have
questions. multiple answers.

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From the practice, effective questioning can be used as an important classroom tool to
develop critical, creative and higher-order thinking skills. It is also important that teachers like you
have deep understanding of the learning objectives as constructed.

According to McComas and Rossier (2005), if you want your students to recall and
remember certain knowledge, ask them low-level convergent questions; however, if you want to
see if students understand and are able to transfer knowledge, ask them divergent questions.
Similarly, they indicated that low-level divergent questions should be asked to see if students can
make inferences, find the causes and effects of an issue, and make generalizations; on the other
hand, to make them speculate, make evaluations, and think creatively, they should be asked high-
level divergent questions.

As teachers, we should have a profound understanding of how learning goals are structured
so we can formulate questions appropriate to the levels of thinking we want to develop among
our learners.

To develop critical thinking among your learners, your questioning should encourage them to
analyze, evaluate and create with sample tasks as presented in the table:

lower order thinking skills higher order thinking skills

remember understand apply analyze evaluate create
recognizing interpreting executing differentiating checking generating
• identifying • clarifying • carrying out • discriminating • coordinating • hypothesizing
recalling • paraphrasing implementing • distinguishing • detecting planning
• retrieving • representing • using • focusing • monitoring • designing
• translating • selecting • testing producing
exemplifying organizing critiquing • constructing
• illustrating • finding • judging
• instantiating coherence
classifying • integrating
• categorizing • outlining
• subsuming • parsing
summarizing • structuring
• abstracting attributing
• generalizing • deconstructing
inferring
• concluding
• extrapolating
• interpolating
• predicting
comparing
• contrasting
• mapping
• matching
explaining
• constructing
models
Source: Table adapted from Anderson and Krathwohl (2001) pp. 67-68, as cited in http://www.celt.iastate.edu/
wp-content/uploads/2015/09/RevisedBloomsHandout-1.pdf
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? HOW TO DO IT?
For your quick guide, please take note of the following considerations (Illinois Center for Innovation
in Teaching and Learning):

HOW TO ASK? WHAT TO DO WITH STUDENTS’ WHAT TO DO WHEN LEARNERS DON’T

RESPONSES? RESPOND?

Decide on your Reinforcement: You should Redirect: When your student responds to
goal for asking reinforce student responses a question, you can ask another student
the questions. and questions in a positive way to comment on his statement. One
in order to encourage future purpose of using this is to enable more
participation. learners to participate.

Ask questions Probing. As a questioning Rephrasing: When your student provides

that require strategy, this encourage learners an incorrect response or no response,
an extended to explore initial comments. you may:
response or, at Probes are useful in getting a. reword the question to make it
least, a “content” students more involved in critical clearer.
answer. Avoid analysis of their own and other b. provide additional information for
Yes-No questions. students’ ideas. the learner.
Refrain also c. break the question into
from asking manageable parts.
implied response
questions, e.g.,
Don’t we all need
to follow traffic
rules?

Phrase your Adjust/Refocus: When a student Using “wait time”: Employ “wait time”
questions so that provides a response that appears between asking a question and doing
the task is clear out of context, you can refocus to something else (calling on a student
to students. encourage the learner to tie his or or rewording the question). Give the
her response to the content being learners one to three seconds for them
discussed. to comprehend the questions.

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ILLUSTRATION OF PRACTICE NO. 3:
Development through Visualization

Mhawi teaches Grade 7 English. In order to develop the

creative and critical thinking skills of his learners, he uses
visualization strategy in his lesson on The Centipede by Rony V.
Diaz.

Let us take a look at the procedures employed in his class. “

Teacher Mhawi: I will read an excerpt from the story The Centipede by Rony V. Diaz. As I read
to you, I will visualize the text in my mind.

“Beyond the ipil grove, in a grass field we spotted a covey of brown pigeons. In the open, they
kept springing to the air and gliding away every time we were within range. But finally, they
dropped to the ground inside a wedge of guava trees. My father pressed my shoulder and I
stopped. Then slowly, in a half-crouch, we advanced. The breeze rose lightly; the grass scuffed
against my bare legs. My father stopped again. He knelt down and held my hand. “

(Teacher Mhawi takes 5 minutes to sketch what’s on his mind. After that, he shows to the
class his sketch.)

Now, I will read a passage for you to visualize. Close your eyes and create an image based on
the text read. Accomplish the Sketch-to-Stretch template based on your interpretation of the
excerpt. Do not worry about your sketches.

Sketch-to-Stretch
Directions: Sketch your response to the excerpt in the box below. Remember not to worry
about artistic quality; just sketch your reaction.

“
Teacher Mhawi incorporates visualization strategy in
his English class. It is a creative thinking strategy which
promotes insight, enhances creativity, expands imagination,
and strengthens problem-solving skills. This strategy opens
up thinking by using sensory information to stimulate
imagination with both spoken and written words (Calagua
& Tenally, 2014).

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“
? HOW TO DO IT?
So how do you teach students to use visualization? Here are
some points to consider when using visualization strategy (Miller,
2004):

1. Teachers should directly model the thought processes involved

in visualizing. They should read familiar text and describe the
images they see in their mind.

2. Read a passage for students to visualize. Choose something

that is descriptive so they can easily create vivid images in their
mind. Explain to students that when they visualize, it is important
to use their background knowledge and words in the text to help
them imagine a picture in their mind. It is important students
understand that there is not one correct answer. For younger
students, start with an object and describe it by color, size, shape
and smell. Ask students to close their eyes and create an image.

3. Students should share their images with a partner. They

can use the “Think, Pair, Share.” technique. After forming an
image, they should pair up with a partner, and share what they
have visualized. Allow students to choose their own subjects to
describe to each other.

4. Teachers should use a different selection from the same text

and ask students to illustrate while they listen to the teacher
read a passage. Students should share and discuss their images.

5. Students should practice the strategy frequently. They should

use visualization during read-alouds and silent reading. Teachers
should incorporate both drawings and mental imagery to meet
the needs of all students.

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ILLUSTRATION OF PRACTICE NO. 4:

Development through Plus, Minus, Interesting (PMI) Strategy

Teacher Mandy prepares her learners to facilitate discussion

in their carpentry class. Their class is working on the following
competency: formulate safety nets to control hazards and risks
in the work place (TLE_IACP7/8ID-0i2).

Take note of the activity using the PMI Tool in Teacher

Mandy’s class.
“
You are working on a project of restoring an ancestral house in the locality. You noticed
that there are hazards and risks in your workplace. What are the positive, negative and
interesting points you can derive from the situation?

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Teacher Mandy exposes the learners to PMI (plus, minus,

interesting) strategy. It is a brainstorming, decision making and
critical thinking tool. It is used to encourage the examination of
ideas, concepts and experiences from more than one perspective.
PMI was developed by Dr. Edward de Bono, a proponent of lateral
and critical thinking.

This is simply represented by this three-column chart:

? HOW TO DO IT?
The following might help you in using PMIs:

Step 1. Consider the Plus Points

In this step, simply enumerate all of the positive things you can think of. Don’t
critique yourself along the way; simply spill out all the positive points that you can
think of.

Step 2. Consider the Minus Points

In this step, enumerate all of the negative things you can think of. Again, don’t
critique yourself. Simply spill out all the negative points you can think of.

Step 3. Consider the Interesting Points of the Situation

In this step, enumerate all the interesting points that you can think of. Rather than
positive or negative, they are simply points of interest that you should direct your
attention to.

Step 4. Make your conclusion

In this step, you make your judgement because you’ve scanned and organized
three important aspects: the positives, the negatives, and the interesting.
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ILLUSTRATION OF PRACTICE NO. 5:
Development through Role, Audience, Format and Topic (RAFT)

“
Strategy

The learners in Teacher Maricris’ class learn about the

relationship between the visible constellations in the sky and the
Earth’s position along its orbit in their Grade 9 Science class.

After the discussion of all the topics, Teacher Maricris

prepares a culminating activity for her learners through Role,
Audience, Format and Topic (RAFT).

Take time to ponder on the RAFT activity.

Name: Date:
Grade and Section:

Directions: Choose one row.

Role Audience Format Topic

Super giant star Younger stars Dialog A look back on my
life
Moon Astronauts Advice column What to expect
when you visit
Constellation Earth Letter of concern We are growing
apart
A planet Protoplanets Motivational You, too, can
speaker be a strong
independent planet

“ It can be noted that Teacher Maricris does not only

focus on the content subject area but also develops the
critical and creative thinking skills of the learners through
the use of RAFT strategy. According to Buehl (2009),
RAFT is a writing strategy that helps learners understand
their role as a writer and they can communicate their ideas
effectively. It also helps the learners focus on their writing
task and discover ideas from writing. By using this strategy,
the teacher can encourage the learners to write creatively
and effectively.
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Having seen how Indicator 3.1.2 can be achieved, you are now
better equipped to develop your learners’ critical and creative
thinking skills, as well as other higher-order thinking skills.

Further, below are illustrations of practice that you may

consider in aligning your teaching practices with this indicator.

Happy working!

OTHER ILLUSTRATIONS OF PRACTICE

The teacher challenges learners cognitively to advance high-level thinking and discourse.
CRITICAL THINKING
• The teacher asks directive and purposeful questions to exercise learners’ problem-
solving and decision-making skills.
• The teacher encourages learners to ask questions not just to provide answers but to
nurture their problem-solving skills.
• The teacher allows time for learners to ponder on questions, issues or problems.
• The teacher gives learners a variety of experiences that prompt learners to
formulate, infer, make decisions, consider possibilities, make judgements and solve
complex problems, e.g.,
• writing reflective journals to state their stand, to reason out, and to present
both sides of an issue or argument,
• participating in peer group activities where members analyze arguments, judge
the credibility of every statement, interpret the statements, and generalize
ideas,
• reflecting on what they know, what they will learn and what they have learned.
• categorizing things in many possible ways.

CREATIVE THINKING
• The teacher employs divergent thinking strategies which encourages learners to
think “out of the box” by asking them to define a problem, provide solutions and
explain implications of the solution. Learners think of many different and unusual
ideas and points of view, then adds details to improve those ideas.
• The teacher uses instruction that is designed to aid learners in finding meaning in an
academic material and keep it by connecting it to their daily lives, e.g.,
• providing opportunities for open-ended questions and questions with multiple
responses,
• finding relationships between two seemingly unrelated ideas.
• The teacher uses visualization strategies where learners are tasked to create mental
images of something that cannot be seen or that does not exist.
• The teacher employs Creative Dramatics where learners explore ideas through
physical activities (e.g., pantomime, mirrors, debriefing).
• The teacher uses analogy where learners compare similar objects or abstract
processes (direct) or write about something in another’s perspective (personal).

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OTHER HIGHER-ORDER THINKING

• The teacher gives learners opportunities to assess their own work based on the learning
goals and make necessary adjustments.
• The teacher teaches learners how to think aloud through modelling (e.g., Thinking Hats).
• The teacher engages learners to think aloud about engaging themselves on a problem.
Pupils are paired where one is the problem solver and the other is the listener. The pair
shares experience with the group (i.e. thinking aloud through collaborative inquiry).

Learners extend the discussion by inviting comments from their classmates and challenging one
another’s thinking.

CRITICAL THINKING
• The teacher creates an environment where teacher and learners can freely
communicate with each other, express ideas and exchange views that others may not
necessarily agree with.

CREATIVE THINKING
• The teacher asks learners to offer multiple varied solutions to complex problems
through brainstorming.

OTHER HIGHER-ORDER THINKING

• The teacher adopts activities that allow learners to monitor their learning (i.e.
learning logs, wrap-up, reflective narratives).

Learners themselves ensure that all voices are heard in the discussion.

CRITICAL THINKING
• The teacher ensures that questions are within the learners’ level of ability or within
the context of their experiences.

CREATIVE THINKING
• The teacher generates creative ideas from learners by providing a “big picture” of
what they are learning for them to have something to think flexibly about.

OTHER HIGHER-ORDER THINKING

• The teacher uses cooperative group work where learners are tasked to discuss
understanding, evaluate their own work and other’s work, and reflect on learning.

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PROFESSIONAL DEVELOPMENT PLAN

After you have explored the different key concepts on applying a

range of teaching strategies to develop critical and creative thinking,
as well as other higher-order thinking skills, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

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RESOURCE LIBRARY

We also provide you with resources that can help you further
understand the indicator.

Annotated Bibliography
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom’s Taxonomy of educational outcomes: Complete edition, New York : Longman.
The authors present a comprehensive discussion of the learning outcomes offering a revised perspective of
Bloom’s Taxonomy of Educational Outcomes.

Buehl, Doug. 2009. Classroom Strategies for Interactive Learning. Chicago: International Reading Association, Inc.
This book provides discussion of classroom strategies for interactive learning of which RAFT is included.

Calagua, O. & Tenally, R. (2014). In School-based program overview (levels I – III). Retrieved from https://www.fcps.
edu/academics/elementary-school-academics-k-6/advanced-academics/critical-and-creative-thinking.
This web page provides description of nine critical and creative thinking strategies than can help learners
become better thinkers as they practice these in different content areas.

Center for Excellence in Learning and Teaching Iowa State University (CILT) (n.d). A model of learning
objectives based on a taxonomy for learning, teaching, and assessing: a revision of Bloom’s Taxonomy
of educational objectives Retrieved from http://www.celt.iastate.edu/wp-content/uploads/2015/09/
RevisedBloomsHandout-1.pdf
This presents a revised model of Bloom’s taxonomy presenting knowledge and cognitive process
dimensions.

Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning. Sterling, VA: Stylus.
The authors present the effectiveness of problem-based learning in the development of critical, creative
and other higher-order thinking skills among the learners.

Gillard, M. (2012). PMI - Plus Minus Interesting. Innovation-creativity.com. Retrieved from:

http://www.innovation-creativity.com/pmi.html
The authors present the PMI as a tool for developing creative and critical thinking skills.

Illinois Center for Innovation in Teaching and Learning (ICITL) (n.d.) Questioning Strategies Retrieved from http://
citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-strategies
This web page provides comprehensive discussion about questioning as an effective tool to develop critical
thinking among the learners.

McComas, William F. and Rossier, Linda Abraham (n.d). Asking more effective questions. Retrieved from https://
uwaterloo.ca/centre-for-teaching-excellence/sites/ca.centre-for-teaching-excellence/files/uploads/files/
asking_better_questions.pdf
This material discusses the importance of questions in classroom instruction.

Miller, C. P. (2004). Opening the Door: Teaching Students to Use Visualization to Improve Comprehension.
Education World. Retrieved from http://www.educationworld.com/a_curr/profdev/profdev094.shtml
This web page presents visualization as a proven strategy used to improve reading comprehension and
provides step-by-step plan on how to teach visualization 21

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 MODULE

4
MANAGE CLASSROOM
STRUCTURE TO ENGAGE
LEARNERS, INDIVIDUALLY OR
IN GROUPS, IN MEANINGFUL
EXPLORATION, DISCOVERY
AND HANDS-ON ACTIVITIES
WITHIN A RANGE OF PHYSICAL
LEARNING ENVIRONMENTS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustrations of Practice No. 1: MANAGING
CLASSROOM STRUCTURE BASED ON ACTIVITIES
- Illustrations of Practice No. 2: MANAGING
CLASSROOM STRUCTURE BASED ON STRUCTURE
- Suggested Classroom Activities for the Classroom
Structure
- Other Illustrations of Practice

17 PROFESSIONAL DEVELOPMENT PLAN

18 RESOURCE LIBRARY
- Annotated Bibliography
- Appendices

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 4.

Teacher Jen and I invite you to take a look at this

picture and imagine yourself in it.

As Proficient teachers, we do not allow the form of behavior shown above to

happen in our classroom. Yes, our learners are busily doing different activities but they
are focused on learning.

As part of our DepEd mission, we’d like to ensure that our learners are in a
child-friendly, safe and motivating environment by establishing sets of routines and
procedures in the classroom. More importantly, we know that classroom management
does not end with managing learners’ behavior. We also manage our classroom
structure and activities because we aim for a classroom that runs smoothly so that
maximum learning can be attained.

In this module, we will see how we can enrich our skills in managing classroom
structure and activities. As part of an enabling and supportive environment, we
encourage you, from time to time, to think of ways to better enhance the practices that
are contained in this module.

Are you ready? Let’s go!

In this module, we will focus on:

STRAND: Management of classroom structure and activities

INDICATOR: 2.3.2 Manage classroom structure to engage

learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical
learning environments.
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KEY CONCEPTS

“
Understanding the following significant concepts
facilitates deeper appreciation of the indicator and helps
you deliver lessons with a set of well-managed activities
in an appropriately structured classroom. Let us now
acquaint ourselves with the following key concepts.

CLASSROOM STRUCTURE. This refers to the physical set-up of

the learning environment, which generally includes the arrangement
of chairs, tables, and other equipment in the classroom designed to
maximize learning.

CLASSROOM ACTIVITIES. These are activities that the teacher intends

to use based on the lesson objectives which can be:

-discovery learning activities that require learners to draw on

their past and existing knowledge to discover facts, relationships,
and new knowledge to be learned.

-hands-on learning activities that require physical participation of

learners to construct, consolidate or explain concepts.

-meaningful exploration that leads to learners’ full understanding

of concepts and how they relate to other concepts.

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“
SELF-REFLECTION

Let us now reflect on our current practice regarding

management of classroom structure and activities.

Considering the key concepts, I have written down

my own reflection on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…that classroom structure …structure my classroom …that my learners are
helps my learners discover in a way that will suit better engaged with the
new concepts during the meaningful activities activities if I give them
activities. to encourage active opportunities to work in
participation among my groups while maximizing
learners. the little space we have.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Mike! Now it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Welcome to our support group! It always feels great to

help teachers who would like to improve their practices. We
encourage you and your colleagues, including the Master
Teachers, Head Teachers and School Head, to take part in
helping other teachers in need. You may extend your fruitful
discussion by using this module in your next LAC session.

For now, let us see what we can do to address Teacher Adz’

concern.

Teacher Adz is a sixth grade Math teacher. Though she handles

large classes, she makes it a point to prepare her classroom based
on the activities that she prepared for the day. To highlight her
competency on managing classroom structure and activities, she
prepared her Math 6 lesson on calculating speed, distance and
time, and then turned her classroom into a racing area with multiple
racetracks to ensure understanding of the concept of speed.
However, her observer took note of the following.

Will you please take a look at it and help her improve her
strategy?

Observation Note:

The teacher made sure that the concept of the

to
relationship among time, distance and speed was clear
h
the learners when she grouped the learners to play wit
pull back cars on improvised racetracks and assigned them
, the
to record the time and the distance travelled. However
to
pupils, probably due to overexcitement, were not listening
e
the teacher’s instructions and that motivation activity alon
d the
ate up almost the whole period. Nevertheless, I commen
teacher for preparing such an engaging activity.

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“
Probing

Looking closely at the given sample

excerpt, please try to answer and reflect on the
questions presented below.

1 Was Teacher Adz able to efficiently manage the:

a. classroom structure?
b. classroom activities?
Why do you say so?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

What do you think Teacher Adz can do to address this comment from her observer: “However,
2 the pupils, probably due to overexcitement, were not listening to the teacher’s instructions and
that motivation activity alone ate up almost the whole period.”?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

If you were to teach the same lesson, how would you show your skills in managing classroom
3 activities and structure in the classroom? Would you restructure the classroom based on the
activities? Would you change the activities based on the structure of the classroom?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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Suggestions for We commend Teacher Adz for engaging her class in a “racing” activity.
Improvement For us to enhance lessons like this, we may take note of the following
suggestions on management of classroom structure and activities.

Set clear expectations. Before starting any activity, we may set clear
expectations on how learners should perform the activity.

Maximize the use of school facilities. We may opt to restructure the

classroom for it to become more appropriate for the activities but if we
feel the need for a wider or more flexible space, we may also choose
from a range of other physical learning environments. We may use the
school covered court, the stage, the school garden, under the shade of a
big tree or any other area away from the four corners of the classroom.

Be careful in choosing the activities. There may be different learning

activities for a particular lesson so we have to carefully select those
which will give meaningful experiences to our learners. Learning activities
which engage and lead learners to discovery and manipulations are
encouraged.

Be conscious about time. Time plays an important role in managing

classroom structure and activities. We may establish routines to go
seamlessly from one activity to the next so as to avoid disruptions and
time stealers.

Make safety a priority. In the conduct of the varied activities in any

physical learning environment that we prefer to use, we have to make
sure that we and our learners are safe while making learning meaningful
and fun.

“ Great suggestions! We hope that these can help you and

other teachers, too!

To guide you in managing classroom structure and

activities, we have provided several teaching practices in the
next section.

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“
ILLUSTRATIONS OF PRACTICE

Jen and I will now walk you through the different

illustrations of practice that show specific ways to
demonstrate knowledge and understanding of management
of classroom structure and activities.

Just to give us a short refresher on management of

classroom structure and activities, here are some additional
notes.

A classroom with a well-managed structure and activities is a task-oriented and predictable

environment. When we say ‘classroom’, we do not limit ourselves to the four walls of the room.
It can be in any place in school or outside the school where we think the learners can engage
in meaningful explorations, discoveries and hands-on activities.

As Proficient teachers, we set up our classroom in such a way that it facilitates learning
while considering our own safety and, of course, the welfare of the learners under our care. We
have our set of routines and procedures which are the tools we use for a smooth flow of the
lesson. We maximize our time with our learners by coming up with well-planned, well thought-
through activities.

Misbehavior in class is not a primary concern because we know that once our learners are
engaged in meaningful activities, they have little or no time for misbehavior. If we manage our
classroom structure and activities, we also manage the behavior of our learners.

“
ILLUSTRATION OF PRACTICE NO. 1:
Managing Classroom Structure
Based on Activities

In this illustration of practice, we will show you a summary of

the activities in the lesson plan that is presented in the Resource
Library. You will see suggested classroom structure based on the
activities but this does not mean that you are required to draw
the classroom structure and attach it in your Daily Lesson Plan
(DLP) or Daily Lesson Log (DLL). This does not also prescribe
any classroom structure because the teacher appropriately
structures the classroom based on the meaningful activities,
and the selected activities also depend on the structure of the
classroom. What we are suggesting here is that as we plan our
activities, we also need to bear in mind the structure or the setup
of our classroom to make it more facilitative of learning.

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 Manage classroom structure to engage learners, individually or

“
in groups, in meaningful exploration, discovery and hands-on

MODULE 4
activities within a range of physical learning environments

In this illustration of practice, we will show you the

objectives and activities that Teacher Grace prepared for her
Grade 2 class.

Here are the objectives

that Teacher Grace set for
her English 2 lesson.

This is Teacher Grace’s

Review activity – her first
activity in her plan.

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Just to make things clear, there is nothing wrong with

Teacher Grace’s plan. In fact, the activities that she prepared
were appropriate for this classroom structure.

This is how Teacher Grace

sets up her classroom. This
Plant
may not be different from Boxt
the way we set up our own
classrooms because this

Updated Bulletin Board

allows us to immediately see
BLACKBOARD

all our learners. However, we Table for the

Teacher’s
FRONT

BACK
materials
can also explore other options. needed for table
We can always restructure the day
our classroom to make it more
facilitative of learning.

Storage / Display of other relevant materials which are not

“
needed for the day’s activities

What we are going to present next is a suggested

classroom structure which can help in enhancing the activities
that Teacher Grace originally planned.

Plant
Boxt

For Teacher Grace’s

Updated Bulletin Board

lesson, she may have this

BLACKBOARD

classroom structure in mind

FRONT

BACK

as she plans the activities.

This U-shape chair formation
encourages participation
among learners. In this
classroom structure, the floor
Table for the
materials Teacher’s space in the center may be
needed for Storage / Display of other relevant materials which are not
table used to showcase not only
the day needed for the day’s activities the learners’ singing ability
but also their dancing ability
in the song “The Sailors Met
Upon the Sea”.
10

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MODULE 4
activities within a range of physical learning environments

Thinking about a classroom structure that is appropriate

for the meaningful activities gives us a clearer picture of
the learning environment that we are going to have with our
learners.

Now, let us try to see if we can still enhance Teacher

Grace’s activities, with the given classroom structure in mind.

Instead of posting on
the board a tree made of
cartolina, Teacher Grace
may use the plant box
near the door to make
the fruit-picking activity
more realistic. It could be
her learners’ first time to
experience fruit-picking.

?
HOW TO DO IT?
The following steps may be done:
1. She may hang yellow and green
mangoes (made of paper) on the
branches of the tree/plant since
mangoes are common in the
Philippines.
2. Learners may be asked to read
the word in the fruit they picked,
and then put the mangoes in the
correct baskets for the yellow
and the green mangoes.
3. In the yellow mangoes, words like
coin, soil and boil may be written.
In the green mangoes, words like
boy, toy and soy may be written.
4. Teacher may ask her learners
to count the yellow mangoes as
she brings them out to post the
mangoes on the board. Then she
will do the same for the green
mangoes.
5. Teacher may also introduce
words like ripe and unripe to
describe the mangoes. 11

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Teacher may ask the

learners to go to their
respective groups in the
conduct of the group
activities. Teacher may
check on the learners from
time to time, assisting
them whenever they need
help.

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These new learning experiences and hands-on activities could

lead to the learners’ discovery of new concepts. Considering the
time allotted for the subject, Teacher Grace may proceed to the
next activities as planned. For activities that require groupings,
she may rearrange the chairs accordingly, like the ones shown
below.

Different arrangements may be rehearsed with the learners

during the orientation period at the beginning of the school year
or at the beginning of the quarter. When our learners know how
to make formations based on the required groupings, we can go
seamlessly from one activity to the next without consuming so
much time.

Suggested grouping arrangement for classrooms with armchairs inside

Plant
Boxt 3 9

Updated Bulletin Board

1 8
BLACKBOARD
FRONT

BACK
7
2

5 6
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities

This illustration suggests a structure for a classroom

with armchairs inside. In this room, the teacher establishes
a routine for learners to silently move their armchairs
from the traditional set-up to another set-up shown in
the figure. Learners start to organize themselves after
she mentions “Everyone, please go quietly to your groups.”

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Suggested grouping arrangement for classrooms with desk inside

GROUP GROUP
1 4
Plant GROUP
Boxt 5
GROUP This illustration

Updated Bulletin Board

2 suggests a structure
GROUP for a classroom with
BLACKBOARD

7
FRONT

BACK
desks inside. Since it
is difficult for learners
GROUP
to move their desks to
GROUP
3 form another set-up, the
6 teacher establishes a
different routine.
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities

?
HOW TO DO IT?
The following steps may be done:
1. After saying “Everyone, please go quietly to your groups”, let the
learners silently go to the different parts of the classroom to
form their groups.
2. Allow two groups to go out of the classroom to occupy the
hallway because additional space is needed.
3. Establish your own style of sending the learners to form a new
structure. They may do this by clapping or singing for as long as
the activities do not hinder transfer of learning.

“
ILLUSTRATION OF PRACTICE NO. 2:
Managing Classroom Activities
Based on Structure

Teacher Ian, a Math 6 teacher in Bicol, encountered difficulty in

executing his plans when their school became an evacuation center
for the people living in the permanent danger zone near Mt. Mayon.
They used tents as their classrooms while the evacuees were using
the classrooms as temporary shelter. It was the fourth quarter and
he had problems with how he could conduct his lessons. In times
like this, schools which are used as evacuation sites may have tents
which are structured like the one shown in the figure.

14

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Classrooms which serve as temporary shelter

for evacuees
In this school set-up,
it is difficult for both
teachers and learners
to conduct classroom

School stage also used

Grade 6 Grade 6 Grade 6 Grade 6 Grade 6 Grade 6 activities as planned.
Section A Section B Section C Section D Section E Section F The tents are only

as classroom
separated by loose
boards which make it
difficult for learners
Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 to hear what their
Section A Section B Section C Section D Section E Section F teachers are saying.
The noisy environment
makes transfer of
School ground with tents used as classrooms learning almost
impossible.

Statistics and Probability

Content Standard: The learner demonstrates understanding of pie graphs

Here are some of the objectives
in Math for the fourth quarter. Performance Standard: The learner is able to create and interpret
Teacher Ian tried his best to come representations of data (tables and pie graphs) and applies it in
up with a plan of activities that mathematical problems and real life situations
would realize the given objectives,
Learning Competencies:
but he ended frustrated because of
The learner...
their current situation. - collects data on one or two variables using any source
- constructs a pie graph based on a given set of data

“
- interprets data presented in a pie graph

The suggested activities could be unforgettable for his

learners because the teacher made use of the difficult situation
to work to his advantage.

Difficult circumstances challenge us to become innovative for

the sake of our learners. Many successful stories inspire us to keep
going. Whatever classroom structure is given to us, resilient and
resourceful Filipino teachers, we can always manage to provide
meaningful, hands-on activities that lead to new discoveries for
our learners.

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?
HOW TO DO IT?
Since Teacher Ian and his learners are in a classroom structure where discussion is almost
impossible, the following activities may be suggested:

Teacher Ian may make the necessary arrangements for his learners to be able to conduct
a short interview/survey with the evacuees. Measures should be taken to ensure safety of the
learners.

He may give out pointers on how to conduct an interview/survey.

He may also let the learners write down the guide questions for the interview. These
questions may lead the learners to understand the situation of the evacuees better, making
them realize how to help the evacuees even in small ways.

After the short interview, ask the learners to let the evacuees answer the survey form. The
survey form may include questions about the number of evacuees in one room, the number of
males and females, the number of children, age range, and the like.

“
Using the data that they have gathered, he may let the learners present the result in a form
of pie graphs.

Having seen how Indicator 2.3.2 can be achieved, you are

now ready to develop lesson plans, instructional materials and
assessment tools applicable to your teaching contexts.

Following is a summary of illustrations of practice that you

may also consider in making your teaching practices aligned
with this indicator.

Other Illustrations of Practice

The teacher arranges and rearranges the chairs in the classroom depending on the purpose
and needs of the lesson to allow being in close proximity to all learners. Seating arrangement
can be in classic or traditional rows, cooperative clusters, horseshoe or U-shape or full circle
(Dañocup, 2010). Usually, traditional rows are used for teacher-centered lessons while other
non-conventional arrangements are for learner-centered or activity-centered lessons.

The teacher takes into consideration the location and lighting of the classroom in planning
the activities. A classroom with poor ventilation may be a cause for learners’ misbehaviors while
a room with insufficient lighting may make the learners feel sleepy.
The teacher designs the physical set-up of the learning environment. Though it is not a very
spacious classroom, the teacher wisely makes use of the available floor space for the learners
to be able to perform group activities. If the group activity requires more space, then the teacher
uses another venue and designs it based on the activity to be done.
The teacher spends time in making the classroom safe and conducive to learning by making
sure that the materials, equipment and devices inside the classroom are appropriate for teaching
and learning.
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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on management
of classroom structure and activities, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

Happy planning!

“ 17

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RESOURCE LIBRARY

Annotated Bibliography
We also provide you with resources that can help you further
understand the indicator.

Dañocup, O.B. (2010). Classroom management: Preparing special education teachers.

Quezon City: Lorimar Publishing, Inc.
“
This book provides help to special education teachers in managing a classroom, including classroom
structure and activities. This is helpful not only for special education teachers but also for teachers in the
regular classes.

Department of Education (2013). Our Department of Education vision, mission and core
values. (D. O. No. 36, s. 2013). Retrieved from http://www.deped.gov.ph/sites/default/files/order/2013/
DO_s2013_36.pdf
This order provides information on the meaning and message of our DepEd vision, mission and values.

Department of Education (2017). National Adoption and Implementation of the Philippine Professional Standards
for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of teachers, the
professional standards for teachers, the teacher quality in the Philippines, the seven domains which
collectively comprise 37 strands, and the career stages. Further, the definitions of some key concepts in
this module are taken from the PPST glossary of terms.

Department of Education (2005). Instituting measures to increase engaged time-on-task and

ensuring compliance therewith. Department Order No. 9, s. 2005. Retrieved from
http://www.deped.gov.ph/orders/do-9-s-2005
This order has the objective to meet the required number of school days in every school year and the time
allotment for the different subjects in every school day by lessening activities that take teachers and/or
learners away from the classroom, maximizing the use of the time allotment for every subject and reducing
the non-teaching duties of teachers.

McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management.
Alexandra, VA: Association for Supervision and Curriculum Development (ASCD).
This book contains strategies and solutions to some of the most perplexing classroom management
problems through the three key elements: (a) efficient use of time and classroom space, (b) implementation
of strategies that influence learners to make good choices, rather than the ones that attempt to control
learner behavior, and (c) wise choice and effective implementation of instructional strategies.

Salvatus, G. U, (2017).Daily lesson log in English grade 2[Lesson plan]. Calauag East Central Elementary School.
Calauag Quezon.
This lesson plan is enhanced in this module to see how proper management of classroom structure and
18 activities can help improve teachers’ lessons.

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Appendices
NOTE: This presents a revised Detailed Lesson Plan (DLP) incorporating the suggestions made in this
module to show attainment of the indicator.

I. OBJECTIVES

A. Content Standards
Demonstrate understanding of the relationship of phonetic principles of Mother
Tongue and English to decode unknown words in English (CG p. 22).

B. Performance Standards
Analyze pattern of sounds in words for meaning and accuracy (CG p. 22).
Ably read and spell out grade appropriate regular and irregular words in English
(CG p. 22). Here are the objectives
that Teacher Grace set
C. Learning Competencies/Objectives for her English 2 lesson.
Match sounds with their corresponding letter patterns (oi, oy)- En2PAIIIc-e.6.2.
• Match the picture to its correct letter patterns (/oi/, /oy/).
• Identify words with diphthong /oy/.
• Complete the sentences by choosing the correct word with diphthong /oy/.
• Show appreciation in reading and writing words with diphthong /oy/.

II. CONTENT: Diphthongs /oy/

A. Learning Resources
1. Teacher’s Guide pages: pp. 38-39
2. Learner’s Materials pages: 310-313
3. Textbook pages: FRONT
4. Additional Materials from Learning Resource (LR) portal:

Plant
BLACKBOARD

Boxt
Table for the
needed for
materials
the day

B. Other Learning Resources:

Video-Jolly Phonics Oi Song: The Sailors Met Upon the Sea, pictures, cut-outs
Storage / Display of other relevant materials which are not

of a tree, fruits, and two baskets, activity sheets, show-me board, story problem
Integration: Math, Music
needed for the day’s activities

III. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Use I do (teacher), We Do (teacher and pupils), and You Do (pupils) in singing
“The Sailors Met Upon the Sea” to the tune of “Old Mac Donald.” Let them act
out like real sailors around the plant box.
Teacher’s
table

Updated Bulletin Board

The Sailors Met Upon the Sea BACK

The sailors met upon the sea

/Oi/, /oi/, /oi/, /oi/, /oi/
They found some oil
Way down deep
/Oi/, /oi/, Ship ahoy!
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Talk about the song.

Analyze pattern of sounds in words for meaning and accuracy (CG p. 22).
Ably read and spell out grade appropriate regular and irregular words in English
(CG p. 22).
Ask:
What is the song all about?
What did the sailors find?
What did they say when they found some oil?
What sound was repeatedly mentioned in the song?
Will you please say it again?

B. Establishing a purpose for the lesson

Say:
Can you think of other words with the same sound?
Today, you shall learn more words with the same sound that you heard
from the song, the /oy/ sound. This will enrich your vocabulary as Grade 2
learners.

C. Presenting examples/instances of the new lesson

Activity 1: Let’s pick word fruits!

Putting the plant box in
NOTE: Make use of the plant box for the fruit-picking activity. Hang yellow and the center makes the
green mangoes made of paper. fruit-picking activity more
engaging.
Read and analyze the story problem. Answer the questions that follow.

Story Problem:

Mother gave two baskets to her sons – one for Moi and one for Troy. She
FRONT
told Moi to pick yellow mangoes. She told Troy to pick green mangoes. These BLACKBOARD

mangoes have hidden words in them. Mother requested them to read the word,
Table for the
needed for
materials
the day

count the number of word-fruits in each basket and write the total number of
fruits after picking them.
Storage / Display of other relevant materials which are not

Plant
1. How many baskets did Mother give Troy and Moi? Boxt
needed for the day’s activities

2. What did Mother request Troy and Moi to do after picking word-fruits?

Say: Let us help them in reading and picking fruits and count the mangoes later.
Let us help Moi first.
Teacher’s
table

Updated Bulletin Board

BACK

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I do (Modeling)
Pick a word fruit and read its name.
Show the word to the pupils and read the word with you.
Let the pupils read alone.
Place the word fruit inside the basket.

We do (Guided Practice)
Call a pupil to pick a word fruit and read its name.
Guide the pupil in showing the word to his fellow pupils and read the word
with him/her.
Guide the pupil to let his/her fellow pupils read alone.
Guide the pupil to place the word fruit inside the basket.

You do (Independent Practice)

Call on pupils to take turns in doing the same activity as previously shown
from the Guided Practice.

Processing:
How many word-fruits are there in Moi’s basket? Help him count them as I
take them out of the basket?

Note:
Teacher posts the mangoes on the board as she takes them out
How many word-fruits are in Troy’s basket?
Help him count them as I take them out of the basket.
How many word-fruits are there in the two baskets?
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D. Discussing new concepts and practicing new skills #1

Let the pupils read the words in Moi’s basket and Troy’s basket in small groups
and let them answer these questions:

Say: “Everyone, quietly go to your groups.”

1. What do you notice in the words in Moi’s basket? How about in Troy’s
Teacher Grace has
basket?
established a routine for
2. What letters do the words in Moi’s basket have in common? How about in
her pupils to go to the
Troy’s basket?
formation shown below
3. What sound does /oi/ produce?
as soon as she mentions
4. What letters does the words in basket B have in common?
“Everyone, quietly go to
5. What sound does /oy/ produce?
your groups.”
Say: Words with /oy/ and /oi/ sounds are called diphthongs.
Teacher Grace believes
that children participate
Ask: What are diphthongs?
more when there are only
four members in a group.

Plant
Boxt 3 9

Updated Bulletin Board

1 8
BLACKBOARD
FRONT

BACK
7
2

5 6
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities

E. Discussing new concepts and practicing new skills #2

Activity 2

TDAR (Think, Discuss, Act, Reflect) Strategy

Group pupils according to their ability level.
Tell each group to think of the task given to them.
Let them discuss how to do their task.
Let them act or answer their task.
Let them reflect on how they were able to finish their task.

Groups 1 and 5: What sound do I make?

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Groups 2 and 6: Hear me right!

Read each word with your group. Check (/) inside the box if you hear a diphthong
/oy/, cross out (x) if you don’t.

Groups 3 and 7: Which word completes me?

Read the sentences with your group.
Supply the sentence with the correct word.

1. Ben likes to (join, joy, coin) the basketball game.

2. He has a loud (foil, boil, voice).
3. The girls (point, toil, coil) to the stars.
4. The children (enjoy, join, point) flying their kites.
5. There is (soil, foil, oil) in the pan.

Groups 4, 8 and 9: Look for me please!

Read and understand the situation.
Encircle all the words with diphthongs.

Roy lost his coin box his uncle had given him for his birthday. He asked his friend
Joy to help him find it. She looked upstairs while he searched downstairs. Finally,
he found it under the couch. They were overjoyed to have his coin box again!

How many diphthongs are there in the short story? _____________

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F. Developing mastery (Leads to Formative Assessment)

Process the activities done by each group using the following questions:
1. Were you able to answer your task correctly?
2. What did you do to finish your task?
3. What words are commonly used in your activities?
After processing the
4. What do we call these words?
different group activities,
5. What are diphthongs?
Teacher Grace will now
say “Everyone, quietly
go back to your lines.”
so that the learners
will quietly move their
chairs to go back to the
formation shown below.
Plant
Boxt This structure prepares
the class for the big
group sharing.

Updated Bulletin Board

BLACKBOARD
FRONT

BACK
Teacher Grace has
established this routine
by rehearsing it during
the first few days of
school. From then on,
Table for the
materials Teacher’s she was able to move
needed for table
the day
Storage / Display of other relevant materials which are not seamlessly from one
needed for the day’s activities
activity to the next.

G. Finding practical application of concepts and skills in daily living

Big Group Sharing:

Read the situation; then answer the questions that follow. Share your
answer to the big group.

Your mother gave you Php50.00 to buy her a bottle of oil and a bottle of
soy sauce. How much change will the store keeper give you if the bottle of oil
costs Php23.00 and the bottle of soy sauce costs Php12.00?

1. What is asked in the situation?

2. What are given in the situation?
3. What will you do to get the answer?
4. What is the answer?
5. What are the words with diphthong from the situation?

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J. Additional activities for application or remediation

List words with diphthong /oy/ that are not mentioned in the lesson using word
map.

IV. REMARKS
This is a part of the DLL in which teachers shall indicate special cases, including,
but not limited to, continuation of lesson plan on the following day in case of re-
teaching or lack of time, transfer of lesson on the following day in cases of class
suspension, etc.

V. REFLECTION
This part of the DLP should be filled out right after the delivery of the lesson.
Teachers are encouraged to think about their lessons particularly the parts that
went well and the parts that were weak and write about it briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things
about the lesson that were successfully implemented, that needed improvement,
or that could be adjusted in the future. As in the DLL, teachers can also talk about
their learners who did well in the lesson and those who need help.

Revisions based on the module made by:

ADELYN R. BARTOLOME
Teacher I
Balara Elementary School
Division of Quezon City

Based on the DLP originally prepared for

demonstration teaching by:
GRACE URBIEN-SALVATUS
Master Teacher II
Calauag East Central Elementary School
Calauag East District
Division of Quezon

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 MODULE

5
MANAGE LEARNER BEHAVIOR
CONSTRUCTIVELY BY
APPLYING POSITIVE AND
NON-VIOLENT DISCIPLINE TO
ENSURE LEARNING-FOCUSED
ENVIRONMENTS

ii INTRODUCTION
CONTENTS

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: TRANSCRIPT OF TEACHER-
LEARNER CONSULTATION
- Illustration of Practice No. 2: LEARNER WANDERING
AROUND
- Illustration of Practice No. 3: TAKING ONE’S PERSONAL
BELONGINGS
- Other Illustrations of Practice

23 PROFESSIONAL DEVELOPMENT PLAN

24 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 5.

I am Teacher Jen. Teacher Mike and I will assist you in

enriching your skills in managing learner behavior.

We will explore some teaching practices focusing on the application of positive

and non-violent discipline to ensure a safe and nurturing school environment for our
learners.

As classroom managers, we do have the responsibility to equip our learners with

skills to build their sense of community, to improve academic performance, and to
prepare them to be productive individuals. With positive and non-violent discipline, our
learners will see a connection among their behavior, the personal consequences and
the impact of their actions to others.

Here, we work as a team and we will provide realistic and helpful illustrations of
practice on managing learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environment anchored in the Philippine
Professional Standards for Teachers (PPST) to assist in the improvement of your
current practice.

In this module, we will focus on:

STRAND: Management of learner behavior

INDICATOR: 2.6.2 Manage learner behavior constructively

by applying positive and non-violent discipline to ensure learning-
focused environments.

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KEY CONCEPTS

“
To better appreciate the indicator, let us study the
following key concepts in the context of this module.
Knowing these concepts aids us to have a deeper
understanding of the indicator and assists us in managing
learner behavior.

LEARNER BEHAVIOR. This refers to the learner’s manner of conducting

himself/herself involving action and response to stimulation. It emphasizes
the crucial link between the way in which learners learn and their social
knowledge and behavior.

POSITIVE AND NON-VIOLENT DISCIPLINE. This involves the constructive

discipline through non-violent, respectful and diplomatic means. It is a way
of disciplining a learner or managing learner behavior through dialogue
and counseling. It avoids the use of punishment such as spanking, verbal
abuse and humiliation.

LEARNING-FOCUSED ENVIRONMENT. This refers to a classroom

atmosphere that encourages maximum learner participation free from
disruptions by unpleasant learners’ behavior.

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“
SELF-REFLECTION

Let us reflect first on our current practice regarding

management of learner behavior by applying positive
and non-violent discipline to ensure a learning-focused
environment. Are you ready?

By looking at the components found inside the yellow

box, I have written down my own reflections on learner
behavior.
KNOWLEDGE SKILLS ATTITUDES
As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…that learners’ difficult …identify and analyze the …that understanding my
behavior can create roots of behavioral and learners’ behavior will
barriers to learning and learning difficulties of my build a learning-focused
inhibit the well-being of learners and implement environment and establish
strategies that are positive and
both the learner and those relationships that support
non-violent to engage them in

“
around him/her. learning and well-being.
the teaching-learning process.

Wow! That was a good reflection, Jen! Now, it is your turn

to write your thoughts on the knowledge, skills and attitudes
in relation to the indicator. You may write them in the boxes
below.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Welcome to our support group! It always feels great to help

teachers who would like to improve their practices.

Let me introduce Teacher Angel to you. Teacher Angel

is handling Grade 4 classes. She will share with us one of her
experiences on management of learner behavior. Let us see how
we can help Teacher Angel on her concern.

In this particular incident, she talked to her students and told

them not to do things that may affect their grades. Here are the
details of what happened inside her class.

e learners were absent.

I was checking the attendance when I noticed that thre
saw the three learners
One of their classmates told me that earlier that day, he
got worried because they
playing games at a computer shop outside the school. I
the previous quarter. I
were the same learners who failed in my subject during
decided to inform the learners’ adviser about the incident.
. I continued with my
The following day, the three learners attended my class
ers go with me to the
planned activities for the day. I requested the three learn
e, I asked them why they
faculty room after our class period. When we got ther
that they had to finish
were absent the previous day. One of the boys told me
not telling the truth
a project given by another teacher. I knew that they were
reason for their absence
because prior to the meeting, I already investigated the
to confide in me the real
from my class. With a caring voice , I encouraged them
slowly opened up the
reason for their absence in my class. With reluctance, they
truth.
again; otherwise, their
In a gentle yet firm voice , I advised them not to do it
erence. I also reminded
parents would be called to the guidance office for a conf
ng grades again.
them that if they incur more absences, they might get faili

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“
Probing

Looking closely at the experience shared

by Teacher Angel on the previous page, please
answer the following questions below.

1 When is the right time to talk to learners who misbehave in the class? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

Do you think it is important to ask learners the reason why they preferred to play computer
2 games rather than to attend their class? Please elaborate.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

Do you think Teacher Angel was able to manage learners’ behavior by telling them that they
3 might fail in their subject or their parents would be called to the guidance office? Why or
why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

If you were Teacher Angel, how would you demonstrate positive and non-violent discipline in
3 dealing with the issue?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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You might want to compare your answers with

the given suggestions below.

Suggestions for Effective teachers choose positive and non-violent discipline that
Improvement encourages positive behavior and motivate learners to feel good about
themselves and the decisions they make. Below are suggestions that will
aid you enrich your practice.

• Talk to the learner immediately after class. This is important to stop

the misbehavior and reestablish positive discipline. Show compassion
and encouragement. Make your learners feel they are important.
• Identify the reasons behind the learners’ behavior by asking them
why they behave that way. Knowing how they feel will help you
understand why they did such action. They might have been seeking
attention. Listen and let them feel safe and respected by not sharing
with others what they have told you. Your learners confided in you
because they trust you.
• Do not tell your learners that they will fail if they do not change
their behavior: that sounds like a threat. Elicit from them the possible
consequences of the action. Then, guide them in finding solutions to
the problem.
• Transforming your learner’s behavior cannot be done overnight.
There must be clear and consistent communication. After talking to
your learner after the incident, you should make a follow-up meeting/
conversation with them. Make sure you build a mutually respectful
relationship with your learner and that will surely help in solving the
problem through positive and non-violent discipline.

“ To give you more ideas about how you can apply those
suggestions in other situations, we will show you different
practices demonstrating management of learner behavior
through positive and non-violent discipline in the next section.

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“
ILLUSTRATIONS OF PRACTICE

In this section, Teacher Mike and I will present more

teaching practices aligned with the PPST that could assist
teachers achieve the target indicator.

“ We will guide you through several illustrations of practice

that display specific ways of managing learner behavior
through positive and non-violent discipline.

Are you ready?

Managing learner behavior is not an easy task. Even the most experienced
teacher knows that positive discipline does not just happen overnight. Managing
learner behavior is a learned skill which every teacher must master. Classroom
management begins even before the learners enter the classroom. Teachers have
their own way of managing their learners’ behavior but it has to be kept in your mind
that learners need to feel valued and respected as individuals. Teachers must show
them that they have honest interest in each one of the learners, not just as a class,
but also as individuals.

Sometimes, learners go against the rules because they do not see that what
they are doing is wrong. Others do it to test how far teachers can control them.
There are many potential influences on learner behavior and many factors that can

“
lead to challenging behavior that teachers have to deal with.

Here are some of the factors that lead to challenging

behavior that the teacher has to deal with.

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FACTORS LEADING TO MISBEHAVIOR EXAMPLES

Biophysical Medical conditions or disabilities

Psychological Emotional trauma or lack of social

skills
Historical community Student transferee from conflict area who
has difficulty adjusting to his/her new learning
environment
Learner group dynamics Bullying and teasing, cliques or learner apathy or
hostility

Environmental Level of classroom noise or classroom seating

arrangements

Classroom organization issues Inconsistent routines, inadequate materials or

ignorance to individual differences
Teacher behavior Boring or disorganized lessons, over-reaction to
misbehavior or over-reliance on consequences of

“
learners’ actions

In most cases, there is no single “cause” of challenging

behavior. It is the result of several factors operating in
combination. To reinforce positive discipline among your
learners, certain behaviors are necessary on the part of the
teacher. Below are just few of the many strategies which
you may use.

?
HOW TO DO IT?
• Be consistent. Establish the rules on the first day. Involve your learners in
formulating the rules so they will feel responsible to stick to the rules. You may
post the rules on the wall of your classroom so that the learners will always
be reminded.
• Make sure that learners understand the rules. They need to know how to behave
in any given situation.
• Be fair in applying the rules to all who have committed mistakes, not just to a
chosen few.
• Be prepared for the learners who will test the rules. Let the learners feel in a
gentle way that you are the authority in the class.
• Do not threaten learners with a consequence unless you are ready to carry it
out. Learners will view you as inconsistent if you fail to do what you say.
• Establish trust to the learners for them to open up honestly.

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• Handle any behavioral problem consistently when it occurs to avoid learners’

disciplinary action.
• Show a sincere interest in all your learners. Treat each one of them with respect.
Use his or her name when giving praise. It pleases them to hear their name
used in a good light.
• Implement well-planned lessons. Know what to teach and how to teach it. Be
well prepared when facing your learners.
• Be flexible. Things do not always happen the way you plan them.

“
We hope that your learner behavior management skills
are enriched with the tips and suggestions we have just
provided for you. In the next pages, we will show you how
you can manage learner behavior by providing you with
classroom situations highlighting the application of positive
and non-violent discipline.

Come on! Let’s go!

“
ILLUSTRATION OF PRACTICE NO. 1:
Transcript of Teacher-Learner Consultation

In the situation below, the teacher was having a group

activity in his class when suddenly a commotion started at
the back. He found out that two of his learners were fighting.
According to their classmates, Learner A started teasing
Learner B. Learner B got angry and punched Learner A. Then,
they threw punches at each other. The teacher privately
talked to each learner immediately and separately. Here is
the transcript of the dialogue with Learner B.

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Teacher Learner
The teacher listens Pwede mo bang sabihin sa akin kung ano Gumagawa po kasi ako ng activity tapos
attentively to the talaga ang nangyari? inasar n’ya ako. Sinabi ko na nga pong tigilan
learner. ako pero ayaw n’yang tumigil kaya ayun po…
(Can you to tell me what the fight is all about.) sinuntok ko po s’ya.

(I was doing the activity and he kept on

teasing me. I told him to stop but he didn’t so
I punched him.)
The teacher Ipaaalala ko lang sa’yo ‘yung house rules na Hindi po, Ma’am.
reminds the ginawa ninyong magkakaklase nung pasukan.
learner of the class Sabi ninyo sa rule number 1, “Respect yourself
rules which they and others”. Sa palagay mo, ginawa mo ba ‘yon
have created for kanina?
themselves.
(Let me remind you about the house rules
that you, together with your classmates, have (No, Ma’am.)
created during the beginning of the school year.
Rule number 1 states “Respect yourself and
others”. Did you demonstrate it a while ago?)
Without being Gusto kong marealize mo ‘yung epekto ng Sorry po, Ma’am. Naabala po ang klase dahil
judgmental, the ginawa mo sa’yo at sa buong klase. Ano ang sa pag-aaway namin.
teacher asks the naging bunga ng action mo?
question calmly
and lets the I want you to realize the effect/s of your I am sorry, Ma’am. The class was disrupted
learner realize his behavior not only to both of you but also to because of our fight.
or her mistakes. the whole class. How was the class affected
because of your action?
Mabuti naman at narealize mo ‘yan. (Natutuwa Sa susunod po, magpofocus na po ako sa
ako at narealize mo ‘yan) Ano ang p’wede mong ating activity. Kung meron pong mang-aasar
i-suggest para maiwasan at hindi na maulit ang sa’kin, hindi ko na lang po papansinin.
ganyang pag-aaway?

(Next time, I will focus on our activity and if

(I appreciate you have realized that. Now, someone teases me again I will not mind him/
what can you suggest to avoid or prevent such her. )
fighting from occurring again?)
Tatandaan ko ‘yan, ha?. Lagi mong iisipin na Opo, Ma’am.
ang pananakit sa kapwa ay hindi makalulutas
sa inyong away. Sa katunayan, lalo lamang itong
lalala. Okey?

The teacher (I will take note of that, Okay? Always (Yes, Ma’am.)
involves the remember that hitting or hurting others will not
learner in finding resolve the conflict. In fact, it will only worsen it,
ways to resolve okay?)
the issue. He lets Kung ganon, paano natin mareresolve ang Mag-aapologize po ako sa kanya at sa aking
the learner feel problema n’yo ng iyong kaklase? mga classmates sa pang-aabala ko sa klase,
that he or she Ma’am. Nangangako din po akong hindi ko na
can be trusted (So, how can we now resolve your conflict with uulitin.
in making sound your classmate?)
decisions for (I will apologize to him for hurting him and to
himself or herself. all my classmates for disrupting our class. I
will also promise not to do it again.)
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You may encounter learners who are aggressive.

Knowing what causes aggressive behavior among learners
is very important in order for you to identify which strategy
to use in dealing with them. In general, teachers typically
respond in one of two ways, authoritatively or through
positive discipline.

The highlighted parts of the transcript exemplifies

dealing with the aggressive learner using positive discipline.
Below are some suggestions on how you could do that.

?
HOW TO DO IT?

Listen to your students attentively and don’t get angry.

Remind them of the class rules which they have created for
themselves

Let them realize their mistakes without being judgmental.

Involve the students in finding ways to resolve the issue.

Let them feel that you trust them in making sound decisions
for themselves.

12
“ Following the suggested steps, a learner gains the
confidence to make good decisions; therefore, he or she
chooses positive behavior.

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“
ILLUSTRATION OF PRACTICE NO. 2:
Learner Wandering Around

A learner who has an extremely high energy level,

acts impulsively, and distracts other learners is another
challenging situation in our classroom that we need to
deal with. If you have this kind of learner, it is important
to keep in mind that most of the time, this learner is not
aware that he/she is misbehaving. Here is another situation
where the Teacher is able to manage the learner behavior
constructively by applying positive discipline.

John, in Teacher Leah’s Grade 1 class, refuses to sit down. He roams

around while Teacher Leah reads a story. He is distracting other children
in the class. Teacher Leah tells the class that there will be a game after
her reading of the story. She makes sure that John hears what she said
to get his attention. And she is right, John looks at her. “But you have to
listen very carefully before you could join the game later,” she adds. John
remains standing and keeps on teasing his classmates. Teacher Leah
announces that winners from the game will be awarded. John’s eyes
get big and he looks interested with what he just heard. He goes to his
chair and begins to listen to his teacher. Teacher Leah approaches him
and tells him that he will be joining the game later. She encourages him
to listen very carefully so he could answer the questions. John excitedly
nods and smiles at her.

“ The scenario above exemplifies a suggested strategy

in managing an overactive pupil inside the classroom. John
has an extremely high energy level and is distracting his
classmates. You probably may have noticed that Teacher
Leah did not reprimand him for roaming around; instead,
she caught his attention by simply saying something that
interests him, a game.

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Below are the different strategies that you may use in

dealing with learners with this kind of behavior. The decision
of which technique works well among your learners is yours.

“
?
HOW TO DO IT?

Call learners’ names in a polite manner.

Refocus learners’ attention by restating relevant points and

asking them to summarize the main point.

Ask them if they have questions about the lesson. This may
prompt them to go back to their desk and listen.

If step numbers two and three do not work, approach him or her
without getting other’s attention.

In 5 to 10 seconds, instruct him or her to be the class monitor

of learners who are wandering around.

14
Hello, Teacher! That was really challenging! We are sure
you are able to relate with the given classroom scenarios! We
have to always remember that our overactive/hyperactive
learner should not disrupt our opportunity to teach and
other learners’ opportunity to learn. To help you more, we
have some tips from an expert to help you manage this
kind of situation. (Adapted from Dr. Ken Shore’s Classroom
Problem Solver)
“
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?
HOW TO DO IT?
Identify the source of the learner’s high level activity.
Learner’s excess energy might emanate from attention deficit disorder. It might be also
a result from other causes, such as lack of interest with the activity or simply not
understanding the given instructions. It is important to take note if this high level of
activity reflects agitation or stress.

Adjust your classroom standard.

You may get away from the traditional classroom set-up where learners are seated
while the teacher is discussing. Allow your learner to stay or sit where he or she is
comfortable to learn for as long as he or she does not disrupt other learners.

Give the learner a break.

An overactive/hyperactive learner gets restless sooner than other learners inside the
classroom. Allow him or her to have a break, a quiet moment when he or she can
compose himself or herself.

Provide opportunities for the learner to release excess energy.

Engage him or her in constructive activities instead of moving around aimlessly. He or
she will learn to become more responsible and may contribute to the class.

Ticket, please.
Provide your learner with a limited number of tickets. Have an agreement with the
learner that whenever he or she has to leave his or her seat, he or she needs to give
you one ticket. If the learner runs out of ticket, he or she will not be allowed to leave his
or her seat anymore.

“
ILLUSTRATION OF PRACTICE NO. 3:
Taking One’s Personal Belongings

Our responsibility with our learners does not end inside

the classroom. Wherever they are, whatever they do, we
have a duty to watch over their behavior inside the school.
The next situation happens in the school canteen during
lunch break. Since our accountability for our learners
does not stop during break time, we need to monitor their
behavior during this time, too.

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While Teacher John is having lunch in the school canteen, one of his learners, Sofia,
approaches him and tells him that her classmate Migs took her lunch and ate it without
her permission. Teacher John asks Sofia if she has something to eat. Sofia says she has
nothing to eat and that she does not have money to buy food anymore. Teacher John
buys food for Sofia and reassures her that he will talk to Migs.

Privately, Teacher John talks to Migs. He asks him how he is doing. Migs says he’s doing
fine but is having difficulty in some subjects. He tells him that it’s good to hear that he is
fine. Teacher John encourages him to be more active in class and be open to his subject
teachers about his concern and difficulty in other subjects. Then, gently, he inquires
about Sofia’s lunch. Migs smiles and looks down on the floor. He says it was just a joke
for Sofia.

Teacher John explains to him that it was not a good joke. That taking another’s belongings
whether things, money, or food is a violation of another’s right. He clearly explained to
him the concept of ownership. He asks him how he would feel if his classmate takes
something that belongs to him. He lets him think for a while and asks him how he could
show respect for another’s belongings.

“
This is another demonstration of management of learner’s
behavior. In this scenario, Teacher John shows us that we
can help our learner realize his mistake without making him
feel bad about himself.

Teacher John wants to make sure that Migs will not be

humiliated in front of other learners. That is why, he talked
to him without the presence of other learners. He is very
diplomatic and never raises his voice while speaking. He
makes Migs feel at ease and comfortable by asking him how
he was doing.

16
What we have just presented here is just one type of
misconduct in school. Here are some suggested steps that
you may adopt to manage this kind of learner behavior.

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?
HOW TO DO IT?
If you are sure who took the item, talk to the student privately after
class. Ask him/her if there is a reason he or she needed the money/food/
cellphone or any item. Listen and understand the problem the learner may
have.

Let the learner understand the idea of ownership. Make him or her realize
that taking things that belong to others is wrong.

If you are not sure who took the item, give the “taker” the opportunity to
return it and save face. Say to the class, “Whoever found Angel’s wallet/
cellphone needs to return it”. Or say, “Everybody, please look in your bag to
see if Angel’s wallet/cellphone was accidentally put in it”.

Do not label the learner “bad” or “thief”.

Ask yourself why the behavior occurred:

- What personal problems could the learner be having?
- Is the learner stealing to get attention?

“
Deal with the learner with kindness and understanding.

The suggested activities could be unforgettable for his

learners because the teacher made use of the difficult situation
to work to his advantage.

Difficult circumstances challenge us to become innovative for

the sake of our learners. Many successful stories inspire us to keep
going. Whatever classroom structure is given to us, resilient and
resourceful Filipino teachers, we can always manage to provide
meaningful, hands-on activities that lead to new discoveries for
our learners.

Positive and non-violent discipline is emphasized in the

scenario when Teacher John explains the rules of behavior which
is the golden rule. Whatever the motivation for stealing, when
responding to a theft, you have three goals: to return the item
to its owner (if it’s applicable), to identify the guilty learner, and
to respond to him/her with firmness and understanding. And of
course, allow the learner to reflect and realize the importance
of respect for another’s belongings. Because this kind of incident
may create conflict and distrust among learners, you need to deal
with the situation promptly and sensitively.

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Having seen how Indicator 2.6.2 can be achieved, you are

now ready to manage your learners who have challenging
behavior.

OTHER ILLUSTRATIONS OF PRACTICE

The teacher responds appropriately to misbehavior of learners at all times without any loss of instructional
time. Look at the following examples:

1. Talking out of turn/Talkative

When learners are talking out of turn or being talkative, you may use non-verbal cues to quieten
them down. Using this strategy, you are able to discipline the learners with respect, without
humiliating them in front of their classmates. Classroom discussion/activity is also not disrupted.

?
HOW TO DO IT?
The following steps may be taken:
• Stop talking mid-sentence and look in a non-aggressive way at the learner making the
noise. Peer pressure makes him or her quiet.
• Go near the learner.
• Tap quietly on the desk and mime zipped lips.
• Remain in the area for a little while to keep him or her quiet.
• If this happens frequently, you may always isolate the learner and keep him or her in front
of you where you can keep an eye on him or her.
• If this persists, talk to the learner and remind him or her of the value of keeping quiet and
respecting others who are talking.
• If this can’t be stopped despite your repeated attempts to quiet him or her down, then it is
time to call in the parents. With the parents and learner, you can probably figure out why
the learner is so talkative and find a solution to the problem.

2. Out of Seat
A learner who is always out of seat, changing seats or wandering around the classroom may
be assigned as a class monitor of learners who are not in their seats. Being a class monitor
is a matter of respect, at least that way, the learner will gain self-esteem and become more
responsible.

?
HOW TO DO IT?
Here are some suggested steps that you may adopt:
• Call the learner’s name in a polite manner.
• Refocus the learner’s attention by restating relevant points and asking him or her to
summarize the main point.
• Ask the learner if he or she has questions about the lesson. This may prompt him to go
back to his or her desk and listen. If this happens during quiz or test taking, simply do the
18 first step.

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• If the second and third steps do not work, approach him or her without getting others’
attention.
• And in 5 to 10 seconds, instruct him/her to be the class monitor of learners who are
wandering around.

3. Sleeping in class
When a learner is sleeping in class, get the rest of the class started on an activity that would
make them occupied. For lower grades such as kinder and grade 1, sleeping is allowed but not
for higher levels like junior and senior high school. The suggested strategy below makes it almost
impossible for learners to respond in a rude, disrespectful manner – after all, you do not come
over and kick the learner’s foot or drop a book next to his or her ear; you express concern
about the learners’ well-being. This goodwill will come in handy later when you remind them that
sleeping in class is not going to be tolerated.

?
HOW TO DO IT?
Here are some tips to get the learner to stay with you and be back on track:
• Get the rest of the class started on an activity that occupies them while you quietly pat
the sleeping learner on the arm or shoulder to wake him/her.
• Begin the dialogue not with a demand that he or she stays awake, but rather with a
question about whether or not he/she is feeling well.
• Ask if he or she needs a drink or needs to stand up for a bit. It lets him or her know that
you understand he or she is not falling asleep on purpose.

4. Verbal and Physical Aggression

When learners become verbally and physically aggressive, you stay cool and calm. By waiting and
observing, you can assess the situation and the behavior of the learners. This strategy keeps you
from losing your temper and establishes you as the person in control of the classroom.

?
HOW TO DO IT?
Here are some suggested steps that you may adopt:
• Keep calm to gain control of the situation.
• Stand firmly and observe the aggressing learner and show the class you are in control.
• Stay far enough away to keep an eye on all your learners.
• Keep your other learners from giving comments; otherwise, they will involve themselves
with the angry learner.
• Allow the learner to cool off.
• Continue with the discussion or activity until you know the learner is ready to listen.
• When he or she is in a calm emotional state, talk to the learner and explain to him or her
how he or she could be held accountable.
• Document the learner’s behavior.
• Severe misbehavior must be reported to parents, the guidance counsellor and school
head.
• Unless the behavior is physically aggressive, handle it yourself. Involving the principal
weakens your authority and your ability to manage your classroom.

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5. Disrespecting a Teacher
Disrespecting a teacher may happen in many different ways such as disobedience, refusing to
carry out instructions, rudeness, talking back or arguing with the teacher. When a learner
disrespects you, you must enforce accountability.

?
HOW TO DO IT?
Here are ways how to deal with the situation:
• Do not yell, scold, admonish, lecture or get even with the learner if he or she disrespects
or talks back at you.
• Take a deep breath to control any angry feelings rising inside you.
• Do not say any word but maintain eye contact with the learner and wait.
• End the situation as quickly as possible. Your refusal to react will leave the learner
speechless.
• Talk to the learner when he or she is calm and deliver the logical consequences of his or
her action.
• For overt disrespect, document the incident and notify the parents, the guidance counsellor
and the school head.

If you follow the above steps, even the most stubborn learner will be affected by his or her
mistake. The next thing to follow is receiving a sincere and voluntary apology.

6. Public Display of Affection or PDA

It is common for high school learners to show public display of affection or PDA in class. When
you confront learners about inappropriate public display of affection, they become disagreeable
or feel humiliated so it is best to talk to them in private.

?
HOW TO DO IT?
Here are suggestions on how to deal with the situation:
• Go near the students who are showing public displays of affection in class. Stay there for
a while until they become aware that you are actually sending them a message “stop your
cuddling.”
• Give the class a group activity and allocate the “couple” to different groups to divert their
attention.
• You may talk to them individually and privately after class emphasizing that the school is
not the right place to show their explicit affection.
• Set a clear policy and consequences. It may be the best solution to create a classroom
atmosphere that is comfortable for all learners and teachers.

Clear expectations for learner behavior are evident. Standards of conduct are clear to all learners and have
modest impact on learning.

1. Using cell phone during Direct Instruction (Texting, watching youtube/movie, listening to music)
When learners use a cell phone during direct instruction, it is important that you stick to the use
of cell phone policy. At the beginning of the school year or semester, it’s a good idea to be direct
with the learners about what you expect from them when it comes to using their cell phones
in class. This is also the time to tell them about any plan to incorporate technology into the
classroom. The best way to create a set of rules when it comes to cell phone usage is to do it
together with your learners. Tolerating cell phone use in class is a clear demonstration of you not
20 paying attention to the rules.

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?
HOW TO DO IT?
Here is some guidance for you:
• Remind the class about cell phone policy in school.
• Take the time to walk around the classroom to let the students know you are checking on
who is using a cell phone.
• If a learner uses his or her cell phone despite your reminder, ask him or her what’s wrong.
If the text/call is important, give the learner a minute or two to answer the call/text outside
the classroom.
• If a learner uses his or her cell phone for no valid reason, tell him or her in a polite tone that
you will be forced to get his or her phone for the duration of the period.

2. Habitual Failure in Submitting Assignments/Homeworks

When learners fail to submit assignments habitually, you model trust. Sometimes, learners lack
the motivation to do their homework; that is why, strong encouragement from you is needed.
They need to know that you believe in their ability to do assignments so that they, too, believe in
themselves.

?
HOW TO DO IT?
The following steps may help you:
• Do not take it personally. Students do not fail to submit their homework because they
simply do not like the teacher. There are many reasons why students could not do their
assignment.
• Give the students the benefit of the doubt the first time they do not submit their assignment,
but get really suspicious the second and third time.
• Talk to the students if failure in submitting assignment is becoming a habit. Explain to
them the logical consequences of not submitting assignments.
• Guide them on how they could manage their time so that they could do their assignment
on time.
• Inspire the students by telling them that you trust that they can do their assignments next
time.

3. Tardiness
When learners come late to class, you may use the latecomer policy. The latecomer policy prompts
the students to become responsible of being on time.
?
HOW TO DO IT?
The following steps may be taken:
• Leave one or two empty chairs by the back door for latecomers.
• Do not talk to latecomers. Don’t accept an explanation during class for it will interrupt the
class discussion. Motion them to take the “late seat”.
• Make sure that your learners understand your latecomer policy at the beginning of the
school year.
• Mark anyone not in his or her seat absent in your attendance log. If a learner wants to
change the “absent” mark into “late”, tell them they need to see you after class.
• Let them understand the classroom policy that three late marks would be considered one
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4. Cheating
When learners cheat, you do not reprimand them in the middle of taking the test. Such an action
will cause a disturbance during the test and it will give other learners the opportunity to cheat.

?
HOW TO DO IT?
These suggestions may be helpful to you:
• Let the learner whom you caught cheating complete the exam, or give him or her a copy
and let him or her continue on the new one, noting where you exchanged tests.
• Remind learners to keep their eyes on their own paper. This will warn learners with
“wandering eyes” to stop looking at their seatmates’ test paper.
• Go near the learner whom you caught cheating and quietly warn him or her.
• For learners who are exchanging information, move them away from one another.

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PROFESSIONAL DEVELOPMENT PLAN

“
You have just learned the different key concepts on management of
learner behavior through positive and non-violent discipline.

Based on your learning in this module, reflect on how you can further
your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

“
Mike and I hope that we are able to help you better
understand the indicator and to enrich your practice in
terms of management of learner behaviour by applying
positive and non-violent discipline.

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RESOURCE LIBRARY

Annotated Bibliography
We also provide you with resources that can help you further
understand the indicator.

Bluestein, Jane. 2014. Managing 21st Century Classrooms: How do I Avoid Ineffective
“
Classroom Management Practice. Accessed from:
http://www.teachhub.com/classroom-management-handling-overactive-learners
This reference is useful for both novice and seasoned teachers because it includes a chart
contrasting the ineffective, destructive approaches with the effective, proactive strategies.

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein

(Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp.
17-43). Mahwah, NJ: Lawrence Erlbaum Associates.
This handbook addresses teachers’ managerial tasks and presents research about classroom
management.

Cox, Janelle. Classroom Management: Handling Overactive Students. Accessed from:

http://www.teachhub.com/classroom-management-handling-overactive-students
This guide will help teachers to respond to difficult learners’ behavior quickly and effectively. It
also includes how to maintain teachers’ self-control.

Department of Education. 2012. DepEd Child Protection Policy. DepEd Order No. 42 s. 2012.
This is the Department of Education’s policy and guidelines on protecting children in school
from abuse, violence, exploitation, discrimination, bullying and other forms of abuse. The child
protection policy does not only protect children but also protects teachers.

Department of Education. 2015. Positive Discipline In Everyday Teaching: A Primer for Filipino Teachers
This Primer’s purpose is to help teachers apply a positive approach in classroom management. It
presents classroom situations and steps that teachers may follow in applying positive and non-
violent discipline.

Linsin, Michael. 2010. How To Handle An Angry, Verbally Aggressive Student. Accessed from:
https://www.smartclassroommanagement.com/2010/05/08/how-to-handle-an-angry-
verbally-aggressive-student/
This reference provides tips and suggestions that teachers may adopt in dealing with different
kinds of learners’ misbehavior in and outside the classroom. It will be helpful to teachers because
it includes classroom scenarios that allows teachers to reflect.
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Lynch, Matthew. 2017.How To Manage Cell Phone Use In Your Classroom. Accessed from:
http://www.interventioncentral.org/blog/self-management/how-help-students-complete-missing-
work-late-work-teacher-student-conference
This article points out how smartphones can be a great educational tool and at the same time a
great distraction in the classroom. The author suggests useful tips on how to manage cell phone use
in the classroom that will benefit both teachers and learners.

Shore, Ken, Classroom Problem Solver: Hyperactive Students. Accessed from:

http://www.educationworld.com/a_curr/shore/shore068.shtml
This reference will help teachers create an optimal learning environment for very active learners
inside the classroom. With the suggestion provided by the author, teachers may minimize or totally
avoid the disruptions in class.

How To Handle Talkative Students

Retrieved: April 27, 2018 from https://www.smartclassroommanagement.com/2009/11/25/how-
to-handle-talkative-students/
Having talkative students inside the classroom is just normal. This reference suggests ways on how
a teacher can reverse poor attitudes or stop unruly behavior in its tracks including students who are
talking without permission.

Responding to Misbehaviour. (2018). Retrieved: April 27, 2018 from https://www.responsiveclassroom.

org/responding-to-misbehavior/
The book provides teachers with the essentials of setting up and running a classroom full of joy. It
will give new and experienced teachers helpful information and advice about teaching with success.

Sheldrick, Wayne. 2011. Seventeen Classroom Management Strategies For Students Who Wander
During Lessons. Retrieved: April 27, 2018 from http://ezinearticles.com/?Seventeen-Classroom-
Management-Strategies-For-Students-Who-Wander-During-Lessons&id=6127985
This article provides teachers with 17 strategies on how to handle wandering students during
discussions. The strategies are proven to eliminate problems before they occur.

Teaching Excellence & Educational Innovation: Address Problematic Student Behavior

Retrieved: April 29, 2018 from https://www.cmu.edu/teaching/designteach/teach/problemstudent.
html
This reference identifies classroom incivilities among students and their possible causes. It offers
strategies to reduce or totally eliminate them.

25 Non-violent Discipline Options. Retrieved: April 27, 2018 https://suzukiassociation.org/news/25-

nonviolent-discipline-options/
This reference includes 25 strategies that will help parents and teachers to discipline their children
and students. The teaching techniques provided enable both parents and teachers to tailor their
choices based on the needs of their children/students.

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 MODULE

6
USE DIFFERENTIATED,
DEVELOPMENTALLY
APPROPRIATE LEARNING
EXPERIENCES TO ADDRESS
LEARNERS’ GENDER, NEEDS,
STRENGTHS, INTERESTS AND
EXPERIENCES
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: DIFFERENTIATED
INSTRUCTION BASED ON LEARNERS’ INTERESTS
- Illustration of Practice No. 2: DIFFERENTIATED
INSTRUCTION BASED ON LEARNERS’ GENDER
- Illustration of Practice No. 3: DIFFERENTIATED
INSTRUCTION BASED ON LEARNERS’ EXPERIENCE
- Illustration of Practice No. 4: DIFFERENTIATED
INSTRUCTION BASED ON LEARNERS’ NEEDS &
READINESS

17 PROFESSIONAL DEVELOPMENT PLAN

18 RESOURCE LIBRARY
- Annotated Bibliography

20 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 6.

I’m Teacher Mike and with me is Teacher Jen. We are your

teacher-friends who can help you better appreciate the indicators
of the Philippine Professional Standards for Teachers (PPST).

As teachers, we are expected to meet the needs and strengths

of learners with different backgrounds in order to provide effective
and developmentally-appropriate instruction. We also need to
take into account various factors to highly engage learners in daily
classroom instruction.

We will act as a support group and will offer authentic and

instructive illustrations of practice anchored on the Philippine
Professional Standards for Teachers (PPST) to help enhance
current practice.

In this module, we will focus on:

STRAND: Learners’ gender, needs, strengths, interests and

experiences

INDICATOR: 3.1.2 Use differentiated, developmentally

appropriate learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
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KEY CONCEPTS

“ Let us now be familiar with the key concepts

on learners’ gender, needs, strengths, interests and
experiences. Understanding these concepts facilitates
deeper appreciation of the indicator and helps you deliver
lessons that are responsive to learner diversity.

DIFFERENTIATED TEACHING STRATEGIES. These refer to the

approaches or tactical procedure used to reach a goal involving a wide
variety of texts, tasks, processes and products suited to the various
learning needs of diverse range of students.

LEARNERS’ GENDER. This refers to the social attributes and

opportunities associated with being male and female and the
relationships between women and men and girls and boys, as well
as the relationships between women and those between men. These
attributes, opportunities, and relationships are socially constructed and
learned through socialization processes (DepEd Order No. 32, s. 2017).

LEARNERS’ NEED. These are observable gaps between a learner’s

present knowledge or competence and the curriculum standards
identified as necessary for the grade level.

LEARNERS’ STRENGTHS. These are pre-existing knowledge or

competence that helps a learner meet required standards.

LEARNERS’ INTERESTS. These are learners’ personal preferences, likes

or dislikes, which must be considered in the teaching-learning process.

LEARNERS’ EXPERIENCES. These refer to skill or knowledge that a

learner gets from doing something.

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“
SELF-REFLECTION

Before we go further, let us first reflect on our current

practice. As Proficient Teachers, we have our knowledge,
skills and attitudes regarding the use of differentiated
strategies to address learner diversity.

By looking at the indicator, I have written down my

reflections on this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… the diversity of personal … various classroom … that my students learn
experiences of my students, activities and instructional my lesson in their own
given their individual, strategies to integrate personal way, through their
familial, social and students’ personal own personal encounter
cultural backgrounds. experiences with my lesson. with my lesson.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Mike! Now, it is your turn to reflect on
your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Hello, Teacher! Welcome to our support group!

Teacher Grace is a 2nd grade Edukasyon sa Pagpapakatao

(EsP/Values Education) teacher. In the excerpt daily lesson
plan, she prepares a small group activity.

Will you please take a look at the excerpt below?

I note my observations as I read.

E. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2

Small Group Activity
Pangkatin ang mga mag-aaral sa tatlo (3).
Ipaliwanag ang nilalaman ng kanilang task card.

Pangkat 1: I-arte Natin!

Tapos nang kumain ang pamilya Udani. Ano ang dapat nilang
gawin? Ipakita ang inyong sagot sa pamamagitan ng dula-dulaan.
NOTE: Teacher Grace
Pangkat 2: Iguhit Natin! groups the learners into
Ang pagtatanim ng mga halamang namumulaklak ay three: Group 1: I-arte Natin
nagpapaganda sa ating paligid. Ito ay maituturing ang biyaya (Let’s act it out); Group 2:
mula sa Diyos. Ano ang dapat ninyong gawin upang maipakita Iguhit Natin (Let’s draw it);
ang pagpapahalaga sa mga halaman? Ipakita ang inyong sagot and Group 3: Mag-rap tayo
sa pamamagitan ng pagguhit. (Let’s rap!). This grouping
is based on the strengths
Pangkat 3: Mag-rap Tayo!
and the interests of the
Ang pagkakaroon ng maayos na kalusugan at pagiging ligtas sa
anumang kapahamakan ay masasabi ring biyaya. Dapat din itong learners.
ipagpasalamat sa Diyos.
Gumawa ng awit/chant/tula tungkol dito at ipakita sa klase.

“ Now that you have read the activity, can you help Teacher
Grace improve on her practice to address learner diversity?

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Probing
We, your teacher friends, can help you in
understanding this indicator through our sample
situation.

Below are some of the key questions that you

may answer to help Teacher Grace improve her
practice.

1 What kind of activities were given by Teacher Grace? How did she differentiate the
activities?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Did the activity correspond to learners’ diversity? Why or why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 Was Teacher Grace able to use the differentiated teaching strategies to suit the learners’
gender, needs, strengths, interests and experiences. If yes, can you cite some?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 If you were to enrich the same activity, how would you ensure that learners’ diversity is
addressed?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

You are doing a wonderful job! Here are our suggestions

for you to further enrich your current practice.

As shown in the excerpt, Teacher Grace provided a small group activity for her learners in
Edukasyon sa Pagpapakatao (EsP/Values Education) based on their strengths and interests.
This attempts to differentiate the activity in her lesson. This differentiation can also be done in
other aspects of the lesson, such as content, process, product and learning environment.

Differentiation means tailoring instruction to meet individual needs. Whether teachers

differentiate content, process, product, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.

At its most basic level, differentiation consists of the efforts of teachers to respond to
variance among learners in the classroom. Whenever a teacher reaches out to an individual or
small group to vary his or her teaching in order to create the best learning experience possible,
that teacher is differentiating instruction.

Teachers can differentiate, at least, four classroom elements based on student readiness,
interest, or learning profile:
Content – what the student needs to learn or how the student will get access to the
information;
Process – activities in which the student engages in order to make sense of or master
the content;
Product – culminating projects that ask the student to rehearse, apply, and extend what
he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.

Source: Tomlinson (2000)

“
We hope we were able to help you! You can incorporate
our suggestions in your lesson plan next time.

This time, we will show you different practices that will

serve as guide on how to use differentiated, developmentally
appropriate learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
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ILLUSTRATIONS OF PRACTICE

Teacher Grace requested our Support Group to show

examples of teaching practices anchored on the PPST that
could help teachers attain our target indicator.

Teacher Jen and I will walk you through the different

illustrations of practice that show specific ways on how to use
differentiated, developmentally appropriate learning experiences
to address learners’ gender, needs, strengths, interests and
experiences.

Have fun! Let’s go!

Creating a diverse classroom and maintaining a positive learning climate are both
a challenge and an opportunity.

It is a challenge because the moment you start conceptualizing the lesson, you
begin to ask yourself how to develop a sense of belongingness among your students.

It is also an opportunity for you to think out of the box and view learners with
different backgrounds, sets of experiences, cultural contexts and capabilities, thus
establishing an inclusive classroom.

In this module, we will show you how you can use differentiated, developmentally
appropriate learning experiences to address learners’ gender, needs, strengths,
interests and experiences through lesson exemplars, instructional materials and

“
assessment tools and strategies.

Are you ready?

In this section, you will see different instances that

illustrate how differentiated teaching strategies are utilized
to suit learners’ gender, needs, strengths, interests and
experiences.

Fellow Teacher, the principle one-size –fits-all does not

apply in our instruction and is retroactive for our students.
The key for meaningful learning at any level and across
learning areas is differentiated instruction. In the context of
education, differentiation is defined as a teacher’s reacting
responsively to a learner’s need (Tomlinson and Allan,
2000). We have presented here some illustrative examples
of differentiation for you to explore.

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strengths, interests and experiences
ILLUSTRATION OF PRACTICE NO. 1:
Differentiated Instruction Based on Learners’ Interests
Teacher Angel is a 7th grade Science teacher. The classes she handles are heterogeneous, that
is, she handles diverse learners in the classroom. Let us try to explore the differentiated teaching
strategy she used to teach the learning competency: investigate properties of unsaturated or
saturated solutions (S7MT-Ic-2).

Teacher Angel decided to unpack the learning competency by teaching the properties of unsaturated
solutions first, instead of teaching both types the same day.

She used cubing strategy in her lesson by requiring the learners to look at a topic from six different
angles. The following are the steps undertaken by Teacher Angel:

1. Distribute three samples of unsaturated solution: vinegar.

2. Assign groups based on their readiness to study the samples of unsaturated solutions from
different angles.
3. Using the samples of unsaturated solutions as the topic, ask the students to:
a. Describe it: How does vinegar look like?
b. Compare it: Compare vinegar with something else. What is it similar to or
different from?
c. Associate it: What do you associate unsaturated solutions with? What
does it make you think about?
d. Analyze it: Describe the components of each saturated solution. What are
the its components? How is it made?
e. Apply it: What can you do with a vinegar? How can you use vinegar?
f. Argue for or against it: Present an argument for or against unsaturated
solutions.
Associate it

Apply it

Compare it Analyze it

Analyze it

Describe it
4. Each member shall roll the cube and answer the question based on the cube.
5. Give students about 10 minutes to build a mini-presentation based on their interests.

Teacher Angel uses cubing as differentiated strategy that is based on learners’

interest and readiness. The groups were based on the readiness levels since the cubing
perspectives begin at the least complex level and become increasingly complex.

Meanwhile, the presentation of the output is based on their interests. The visual cube
serves as a starting point for the students to analyze or consider various aspects of
unsaturated solutions.

This strategy allows students to think critically about a topic. When students work
with cubes, they apply information in new ways. Cubes can be differentiated by interest
and readiness (Prezler, 2016). 9

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ILLUSTRATION OF PRACTICE NO. 2:

Differentiated Instruction Based on Learners’ Gender

Teacher Maynard, a Grade 3 Science teacher, considers his

learners’ diversity in teaching. In his instruction of the competency
S3LT-IIa-b-2 Enumerate healthful habits to protect the sense
organs, he provides freedom among his pupils to choose the
mode of their performance as reflected in his verbal instructions.

Below are performance tasks. Choose one which you can definitely do.
In a , present the different healthy habits to protect your
sense organs.
Teacher’s jingle roleplaying comic strip slogan
Instructions rap poster poem rhyme
song mime letter report
After, each will look for classmates who choose the same task and form a
group.

From the illustration, Teacher Maynard

?
HOW TO DO IT?
differentiates teaching through flexible
grouping. He groups the class in such a way Adopting flexible grouping:
that it respects the learners’ diversity. It 1. Plan student working
breaks the rigid conventional gender-based arrangements depending on the
groupings of learners (all-boys, all-girls). His learners’ needs. You may adopt
technique respects all learners because it whole-class, small-group or
considers their preferences. individualized activities.
2. Allow your students with
Similarly, differentiation is evident in mixed strengths and readiness
the delivery of the teaching process. For or learning patterns to work
the learning activities, he offers a variety of together.
performance tasks reflective of the learners’
interests. He provides the pupils opportunity
to do what they want to and relate it to what
they are learning. This makes learning more ?

“
meaningful and purposeful. HOW TO DO IT?
Differentiating the teaching
process:
1. Identify the learning goals.
2. Provide varied options of
learning activities considering
the learners’ interests and
abilities.
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ILLUSTRATION OF PRACTICE NO. 3:

Differentiated Instruction Based on Learners’ Experiences

Teacher Arwin, a 4th grade English teacher develops learning

tasks on the competency EN4WC-IIIb27 Write or compose a
news story. After explicitly teaching the structure and language
feature of news stories, he tells his students to write a sample
news story with the following prompt:

Task: Write a news report about an event that happened

in your barangay last week. Be guided by the following
questions:
What happened?
Who were in the event?
Where did it happen?
When did it happen?
Why did it happen?
How did it happen?

“
The illustration of practice clearly demonstrates that
Teacher Arwin considers the learners’ experience in his
lesson. Here, the content of the formative assessment is
drawn from the learners’ experience; hence, it becomes more
meaningful for the learners. Instead of isolated events as the
topic for the writing activity, the teacher provides a common
and familiar topic for the learners to work on.

Differentiation enables teachers to adopt one or more of

the curricular elements (content, process, products) based
on one or more of the student characteristics (readiness,
interest, learning profile) at any point in a lesson or unit.
However, you need not differentiate all elements in all possible
ways. Modify a curricular element only when (1) you see a
student need and (2) you are convinced that modification
increases the likelihood that the learner will understand
important ideas and use important skills more thoroughly as
a result (Tomlinson, 1999).

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ILLUSTRATION OF PRACTICE NO. 4:

“
Differentiated Instruction Based on Learners’ Needs & Readiness

Teacher Filomena is a 6th Grade Mathematics teacher

handling heterogeneous classes. She decides to use tiered
strategy in teaching graphs to learners with varying needs and
readiness.

Below is the transcript of the tiered instruction.

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“
strengths, interests and experiences

Teacher Filomena is able to cover what the learners know

and understand about graphs including its application. She bears
in mind the readiness and needs of the learners in this tiered
instruction.

When teachers tier assignments, they make slight adjustments within the same lesson to meet
the needs of students. All students learn the same fundamental skills and concepts but through
varying modes and activities. The tiers appropriately challenge students at their ability levels. The
teacher’s challenge is to make sure all tasks, regardless of the tier level, are interesting, engaging, and
challenging (Tomlinson, 1999).

?
HOW TO DO IT?
The following are the steps for a tiered instruction:
1. Identify key concepts, skills, and essential understandings that you want all students to
achieve. These elements become the basis for your on-level tasks.
2. Identify how you will cluster groups/activities. Although you can create multiple levels of tiers,
keep the number of levels consistent with your group of students. Don’t make three tiers if
only two groups of students exist in your classroom—those students who are working at grade
level and those students who are struggling, for example.
3. Select elements to tier.
4. Create your on-level tier.
5. Next, design a similar task for struggling learners. The task should make adjustments based
on student readiness.
6. If needed, develop a third, more advanced activity for learners who have already mastered
the basic standard or competency being addressed. Make sure the task actually requires
higher-level thinking than the on-level tasks. The advanced tier shouldn’t just be more of the
same thing.

You might consider the following ways to tier a lesson (Heacox, 2002):
• Tier by challenge level (Bloom’s Taxonomy)
• Tier by complexity (When you tier by complexity, you address the needs of students at
introductory levels, as well as the needs of students who are ready for more advanced
work.)
• Tier by resources (When you choose materials at various reading levels and complexity of
content, you are tiering assignments by resources.)
• Tier by outcomes (Students use the same materials but end products vary.)
• Tier by process (The end products are the same but the ways students arrive at those
outcomes may vary.)
• Tier by product (Group by multiple intelligences or learning styles followed by assignments
that fit those preferences.)

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We listed some differentiated strategies that you can use

in addressing learners’ gender, needs, strengths, interests and
experiences.

Come and check it out.

Anchor Activities Tasks for students to work on independently after assigned work is
completed at a high level of quality. Tasks that a portion of the class can be
working on when the other part of the class is meeting with the teacher to
“sponge” up time without wasting instructional time.

Centers Areas in the classroom containing collections of activities and/or materials

designed to reinforce, or to extend certain skills or concepts, or to motivate
students to explore topics of interest.

Choice Boards Students select from assignments that are placed in pockets and changed
as necessary. Teachers can target student need and readiness by directing
them to select from a certain row.

Compacting A three-stage process where teachers assess students prior to teaching a

unit or skill to determine what the student does know, does not know, and
what alternate experiences will replace those activities already mastered.

Flexible Grouping Temporarily grouping students by interest, achievement level (readiness),

learning profile, activity preference, or special needs.

Group (Interest Groups & Interest Inventory): Students are introduced to topics
Investigations related to something being studied in class and grouped by interests, then
are guided through the investigation of a topic with teacher support.

Jigsaw A cooperative strategy where students work with peers who study one
fact of a topic and then return to a “home-base” group for sharing what
they have learned.

Learning A negotiated agreement between teacher and student which gives students
Contracts freedom in acquiring knowledge and skills, provides for student choice,
delineates working conditions, and establishes what information will be
learned and how it will be shared.

Stations Different spots in the classroom where students work with various tasks
simultaneously, which are linked by a set of concepts and skills.

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Socratic Seminar A discussion format where students share with each other their thoughts
on a particular piece from literature, history, current events, issues, or
hypothetical situations.

Tic-Tac-Toe A menu or options arranged in a 3 x 3 block grid. Students choose their

tasks in a vertical, horizontal, or diagonal line.

Tiered Changing the depth or complexity of a lesson to create multiple levels of

Assignments tasks and assigning students to a level according to their readiness.

Web Quests A teacher designed Internet lesson developed with specific learning goals in
mind, some specified and relevant Internet links, and guidelines that support
students in the research or inquiry process.

“
Having seen how Indicator 3.1.2 can be achieved, you are
now ready to develop lesson plans, instructional materials and
assessment tools applicable to your teaching contexts.

Below are illustrations of practice taken from the Philippine

Professional Standards for Teachers Domain 3 Elaboration
Document for Proficient Teachers that you may also consider
in planning your lessons and activities and in developing your
instructional materials and assessment tools.

Happy working!

KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

Gender The teacher initiates learning experiences that are equitable for all
learners. The teacher does not show preference for any group over the
other (e.g, the teacher does not say that female learners are working
better than male learners). The teacher can also assign male and
female leaders in small group discussions and activities.

Needs The teacher integrates into the lessons, activities that promote the
emotional well-being of the learners. The teacher encourages learners to
work together and practice friendship skills (e.g, helping others, sharing
toys or books, and taking turns in games or activities). The teacher also
provides positive comments when learners manifest these skills.

The teacher teaches learners how to manage and how to appropriately

express their emotions (e.g, using of emotion words or emotional
vocabulary; playing emotional charades; creating feelings collage; using
sounds to express emotions; using songs that express different emotions
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KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

Strengths The teacher provides activities that help learners celebrate their
strengths. The teacher can use prompts such as “I was proud of myself
when I...” or “The things I am good at are...” The teacher can also facilitate
activities such as Strength Chats, Genius Hour, Innovation Day and
Identity Day.

Interests The teacher provides varied opportunities for learners to express and
pursue their individual interests. He or she offers choices on how learners
can accomplish tasks according to the learners’ interests (e.g, in a music
class, a teacher can assign learners to interpret a song by creating a
relevant artwork; presenting an interpretative dance; composing a
different lyric or reporting on the background of the song).

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts and illustrations
of practice on differentiated strategies, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to strengthen your use of differentiated
strategies to address learners’ gender, needs, strengths, interests and
experiences.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

Happy planning!

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RESOURCE LIBRARY

Annotated Bibliography
We also provide you with resources that can help you further
understand the indicator.

“
Department of Education (2017). National Adoption and Implementation of the Philippine Professional
Standards for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of
teachers, the professional standards for teachers, the teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages. Further, the
definitions of some key concepts in this module are taken from the PPST glossary of terms.

Gregory, Gayle. (2002). Differentiated instructional strategies: One size doesn’t fit all. Thousand Oaks,
CA: Corwin Press.
This book showcases different differentiated strategies that can be used in teaching diverse
learners.

Heacox, Diane, Ed.D. (2002). Differentiating instruction in the regular classroom: How to reach and
teach all learners, Grade 3-12. Minneapolis, MN: Free Spirit Publishing.
This book showcases different differentiated strategies that can be used in teaching diverse
learners in a regular classroom.

Kingore, Bertie. (2004). Differentiation: Simplified, realistic, and effective. Austin, TX: Professional
Associates Publishing.
This book highlights simplified, realistic and effective differentiation for diverse learners.

Research Center for Teacher Quality. 2017. Philippine Professional Standards for Teachers Domain 3
Elaboration Document for Proficient Teachers. Version 1. Manila: RCTQ
This manual discusses the elaboration of Domain 3 in the Philippine Professional Standards for
Teachers (PPST).

Salvatus, Grace U. 2017. Detailed Lesson Plan in Edukasyon sa Pagpapakatao Grade 2. Calauag East
Elementary School. Calauag, Quezon.
The author highlights the use of differentiated activity in her detailed lesson plan in Edukasyon
sa Pagpapakatao.

Tomlinson, Carol Ann. (2001). How to differentiate instruction in a mixed ability classroom, 2nd Edition.

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strengths, interests and experiences

Alexandria, VA: ASCD.

This book capitalizes on how to differentiate instruction in a mixed ability classroom.

Tomlinson, C.A. & Doubet, K.J. (2005). Reach them to teach them. Educational Leadership, 62 (7),
8-15.
This article gives sample differentiated activities for a diverse classroom.

Winebrenner, Susan. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques
every teacher can use to meet the academic needs of the gifted and talented, 2nd Edition.
Minneapolis, MN: Free Spirit Publishing.
This book gives suggestions on teaching learners with giftedness.

Yee, Kevin. 2018. 101 Interactive Techniques. Creative Commons BY-NC-SA. Accessed from: http://
www.usf.edu/atle/documents/handout-interactive-techniques.pdf
This electronic source gives interactive techniques applicable for learners’ diversity.

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 MODULE

7
PLAN, MANAGE AND
IMPLEMENT DEVELOPMENTALLY
SEQUENCED TEACHING AND
LEARNING PROCESSES TO MEET
CURRICULUM REQUIREMENTS
THROUGH VARIOUS TEACHING
CONTEXTS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

11 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: PLANNING FOR
DEVELOPMENTALLY SEQUENCED LESSONS
- Illustration of Practice No. 2: MANAGING AND
IMPLEMENTING DEVELOPMENTALLY SEQUENCED
LESSONS
- Other Illustrations of Practice

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Annotated Bibliography

22 ACKNOWLEDGEMENTS

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Hello! I am Teacher Mike and with me is Teacher Jen. Welcome

to Module 7. Together, we will delve into the content of this module,
which focuses on how to plan and manage developmentally-
sequenced teaching and learning processes. Before going into
details, let us look at what Teacher Abby is thinking about her task
as a language teacher.

What does Teacher Abby consider as one of her goals in teaching? Looking at
the image, we can see that she imagines her learners being activated to climb up
the ladder of education and eventually succeed. Regardless of learners’ background,
skills, and abilities, Teacher Abby is ought to nurture effective teaching and learning
processes in her classroom. Adding up to this task is to ensure that learners step
into developmental stages in learning, which is the result of developmentally-fashioned
teaching episodes. This crucial task of fostering developmentally-sequenced teaching
and learning processes encourage teachers, like Teacher Abby, to be mindful of effective
instructional planning which also includes successfully managing and implementing
lessons.

In this module, we will be identifying concepts in planning and managing

developmentally-sequenced teaching and learning processes, following curriculum
requirements and anchoring these processes on various teaching contexts. The module
also includes discussions on how to specifically plan for a lesson – from the Daily
Lesson Log (DLL) template to knowing appropriate management and implementation
procedures to effectively execute instructional plans. Careful planning and management
preserves quality teaching and learning processes in our respective classrooms. Let us
learn and fulfill these tasks together!

In this module, we will focus on:

STRAND: Planning and management of teaching and learning

processes

INDICATOR: 4.1.2 Plan, manage and implement developmentally

sequenced teaching and learning processes to meet curriculum
requirements through various teaching contexts.
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KEY CONCEPTS

“ To better understand the purpose of this module and

to help you clearly realize your role as an effective planner,
manager, and implementer of developmentally-sequenced
teaching and learning processes, key concepts have to be
unlocked. Let’s get to know each of them in this module!

CURRICULUM AREAS These are different learning/subject areas taught

and learned in the basic education curriculum.

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING

PROCESSES. These refer to the order of activities that keeps learners
engaged in the content and purposely scaffolds learners towards
achieving the lesson’s objectives by maximizing allotted class time.

INSTRUCTIONAL PLANNING. This refers to the process of systematically

preparing, developing, evaluating and managing the instructional process
by using principles of teaching and learning.

TEACHING/LEARNING CONTEXTS. These refer to teaching/learning

situations and all the circumstances in which learners learn from
instruction.

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SELF-REFLECTION

This time, let us reflect on our current practice in

terms of planning, managing, and implementing teaching
and learning processes in our respective classrooms.
In keeping with the key concepts previously given, my
reflections are the following:

KNOWLEDGE SKILLS
As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… that planning lessons …create developmentally- …that consistent efforts and
entails carefully aligning sequenced teaching and patience lead to successful
objectives and activities to learning encounters inside planning, management,
the competencies laid out the classroom, coupled with and implementation of
in the Curriculum Guide effective management and developmentally-sequenced
(CG), taking into account implementation of lessons. teaching and learning
different teaching/learning processes.

“
contexts.

Good reflection, Mike! Now, it is your turn to reflect on your

knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.
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SUPPORT GROUP

Hi there! Once again, this is Mike. How’s everything going?

I hope that you are getting the rationale behind this Module. I
welcome you now to our Support Group, where we can examine
and address teaching-related concerns. Still remember Teacher
Abby? She is our first case. Let us see what she does in terms
of planning and managing lessons. Get ready to help Teacher
Abby. Are you ready?

Teacher Abby is a Grade 10 English Teacher. One of her practices is to plan her lessons
before the next day comes. She believes that preparation is everything, so she always tries
to think of how she will come up with engaging activities in her Daily Lesson Log (DLL) and
imagine all her plans get concretized during teaching-learning encounters.

First, we will look closely into her plans which she writes down in her personal notebook.
Her topic concerns a literary piece, “The Gorgon’s Head” written by Anne Terry White.
Let us see what’s on the page of Teacher Abby’s notebook and evaluate if she plans for
developmentally-sequenced teaching and learning processes for her lesson.

My Plans for “Gorgon’s Head”

1. Refer to the Curriculum Guide and the Learner’s Material (pp. 35-36).
2. Fill in the needed parts in the DLL.
3. Make the reviews engaging for women.
4. Give thought-provoking questions.
5. Integrate Mulan’s story (from Grade 8).
6. Have learners do sustained silent reading.
7. Focus on discrimination in the society.
8. Use the activities/tasks from the Learner’s Material.
9. Assessment - if time will permit...
10. Identify famous oral literary pieces for homework.

We’ll give you time to think about this and we’ll surely get
back to you.

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Probing
Now, let us look intently at the plans
of Teacher Abby for her lesson. Using the
enumerated plans from the notebook, provide
answers to the questions presented below.

1 What can you say about Teacher Abby’s practice of keeping a notebook that
contains her plans for the day’s lesson? Do you think it is helpful in instructional
planning? Why do you say so?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Are the plans written down by Teacher Abby logically sequenced? If “yes,” provide your
evidence.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 If you were Teacher Abby, what item/s from your plans will you remove or improve? Justify
your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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through various teaching contexts

For us to better visualize the plans laid out by

Teacher Abby for her day’s lesson, let us examine
an excerpt from her actual Daily Lesson Log (DLL).
Only the plans for the first day (July 11, 2017) were
retained for purposes of review and critiquing. Provide
answers to the succeeding questions given below.
This time, we will focus on the excerpted DLL given
below.

Monday
Date: July 11, 2017
I. OBJECTIVES Determine the effect of textual aids on the understanding of the text.
A. Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts; how strategies in linking textual information, repairing,
enhancing communication and public speaking, and in incorporating
emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns are used.
B. Performance Standards The learner composes a short but powerful persuasive text using a
variety of persuasive techniques and devices.
C. Learning Competencies/ EN10RC-lb-2.15
Objectives
Write the LC Code for each
II. CONTENT Mythological Story: The Gorgon’s Head by Anne Terry
III. LEARNING RESOURCES Learners’ Material and Multimedia Presentation
A. References
1. Teacher's Guide Pages pp. 24-26
2. Learner's Materials Pages pp. 35-36
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURES
B. Other Learning Resources
A. Reviewing previous lesson or Review the plight of a discriminated woman through a song.
presenting new lesson
B. Establishing a purpose for the Ask learners the connection of Mulan's life to the concept of
lesson discrimination.
C. Presenting examples/instances Relay other instances where discrimination occurs in the society.
of the new lesson
D. Discussing new concepts and Task 2 - DISCRIMINATION CHECK, p. 32
practicing new skills #1
E. Discussing new concepts and Task 12 - MY COAT OF ARMS, pp. 43-44
practicing new skills #2

J. Additional activities for Have learners identify famous oral literary pieces and share them
application or remediation before the class.

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1 Revisit the plans Teacher Abby wrote in her notebook. Are they consistently reflected in the
given Daily Lesson Log (DLL)? Please note any missing item/s if there is/are.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Refer to the objective set in the Daily Lesson Log (DLL). In reference to the activities presented,
will the objective for the day’s lesson be achieved by Teacher Abby? How about the time? Will
the plans be accomplished in a 60-minute class period? Justify your answers.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 Are the activities in the Procedures developmentally sequenced in such a way that learners
are guided from understanding basic concepts until they master and apply the competency
needed to be developed? Why? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

It’s good that Teacher Abby carefully takes into

account the practice of consistently planning her
lessons. Keeping with her a notebook for her plans is
also a good way to strengthen instructional planning,
but does it all end with writing the plans? How about
checking if the plans are appropriate for our aim – to
plan for developmentally-sequenced lessons? Let us
consider some suggestions for improvement to help
Teacher Abby!

1. SCAFFOLDING IS EVERYTHING. Scaffolding refers to a variety of instructional

strategies used to guide or support learners progressively toward better
understanding and greater independence in the learning process (The Glossary
of Education Reform, 2015). Scaffolding is crucial for learners to move from
one ladder of learning to another. To concretize things, the learners need to be
guided using simple, basic activities at the beginning, leading to more complex
learning encounters so as to reach the point where learners are able to master
a specific learning competency.

2. KEEP LEARNING ACTIVITIES CONTEXTULAIZED. One of the priorities in

coming up with developmentally-sequenced teaching and learning processes
is to make learning activities contextualized, if possible, tailor-made for the
context of situation and the type of learners that we have. For instance, if
issues about discrimination are highlighted in the lesson, it is better to anchor
discussions and activities on discrimination issues in the Philippines or on
the learners’ immediate community. Activities to acquaint learners about
discrimination should not only involve women but also situations where men
are discriminated or ostracized, too. The appropriateness of activities to the
age and pacing of the learners are also crucial to make the teaching and
learning processes meaningful and developmental.

3. FOCUS ATTENTION ON THE OBJECTIVE. The objective of the lesson goes

hand-in-hand with the target learning competency from the curriculum guide.
To match our aim of providing developmentally-sequenced teaching and
learning processes, our activities should be geared towards the objective of
the lesson. Enabling activities like preliminary ones would help the learners
shape prerequisite knowledge and skills that lead to the attainment of the
learning competency. On the one hand, culminating or final activities are given
to gauge where the learners are in terms of mastering the competency or if
the set objective was successfully met or not.

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4. ASSESSMENT IS A MUST. In trying to help learners develop the competencies

set in the curriculum guide, the teacher should not only give inputs but also
provide assessment activities to identify learners’ learning status and, at the
same time, create appropriate instructional decisions. Two important types of
assessment are formative and summative assessments. Formative assessment
is used to identify misconceptions, struggles, and learning gaps during the
teaching and learning processes. How to close such gaps is also involved in
this type of assessment (Trumbull & Lash, 2013). Remember that formative
assessment is recorded but not included in the computation of learners’ final
grades/ratings. Summative assessment helps the teacher evaluate student
learning, knowledge, proficiency or success at the end of an instructional
period like a unit, course or program (Theall & Franklin, 2010). This kind of
assessment is heavily graded or weighted. Hence, assessment in the teaching
and learning processes is not optional but is significantly obligatory.

“
Great job! We hope that you find these suggestions
helpful.

To further guide your planning, management and

implementation of developmentally sequenced teaching and
learning proceses, we have provided some teacher practices
in the succeeding pages.

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ILLUSTRATIONS OF PRACTICE

Hi! It’s Teacher Mike once again. We will now continue

our journey through this module with our aim of developing
developmentally-sequenced teaching and learning processes.
For this part, we will be illustrating model practices that
would address some issues raised from reviewing the way
Teacher Abby planned her lesson. Since keeping a notebook
for instructional plans is optional for teachers, we will focus
on recalibrating the Daily Lesson Log (DLL) of Teacher Abby,
underscoring more developmentally-sequenced activities for
her class.

Planning is everything. The planning aspect of teaching is very important that

it alone can determine the failure or success of a teacher. However, it is the weekly
lesson plan and the specific day-to-day task of planning for instruction that are most
lacking in teachers’ educational preparation (Arnold, 2010). Planning for a lesson does
not end with enumerating the things the teacher will implement in the classroom once
the delivery of the lesson has commenced. The bigger challenge is to make the lesson
or the embedded activities more developmental.

As Proficient Teachers, we are driven to design lessons that satisfy the need to
make teaching and learning processes seamless and progressive for our learners. We
start by familiarizing ourselves with the content of the curriculum as the “Bible” from
which we refer to in planning our lessons. The competencies found in the curriculum
guide (hereafter, CG), are what should be mastered by the learners at the end of every
lesson. In terms of designing a developmentally-sequenced learning plan, teachers
just need to religiously follow the parts of the Daily Lesson Log (DLL) template. As
per DepEd Order 42, s. 2016 also known as the “Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program,” the use of the Daily Lesson Log
(DLL) or the Detailed Lesson Plan (DLP) enables the teacher to guide, mentor, and
support learners in developing and assessing their learning across the curriculum.
Even in this Department Order, learner scaffolding is given much attention. Hence,
teachers need to be guided by what the DLL or the DLP suggests to capture the
conduct of more developmental teaching and learning procedures.

For the first illustration of practice, we will be breezing through the procedures
set in the DLL to have a better grasp of how to plan for developmentally-sequenced
teaching and learning processes. Once these are established in the lesson preparation,
we will then be able to fulfill our role as effective facilitators of learning.

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ILLUSTRATION OF PRACTICE NO. 1:

Planning for Developmentally Sequenced Lessons

“
Get ready to look at how planning for developmentally-sequenced
lessons can be done in your Daily Lesson Log. We are to see how the
lessons from Ma’am Abby’s DLL could be made more developmental. You
will notice that the procedures are modified and calibrated to encompass
a more engaging and progressive series of learning activities. We will
strictly adhere to the developmental nature of the DLL template, which
starts with reviewing previous lessons, going to evaluation of learning
and provision for additional activities in the form of an assignment or
homework. We basically track how a lesson is delivered in a regular lesson
plan. However, you have to remember that the following illustration of
practice is suggestive in nature. Still, the teacher is the one who will design
for developmentally-sequenced lessons applicable to his or her learners.
The illustration, hence, is only a recommendation that may provide more
inputs towards the realization of the focus of this module.

Monday
GRADE 10 DAILY LESSON LOG
Date: July 11, 2017
I. OBJECTIVES Determine the effect of textual aids on the
understanding of the text (EN10RC-IB-2.15).

Your springboard will be the objective of the

lesson which also reflects the competency (in
code) to be mastered.

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For a developmentally-sequenced teaching and learning

processes, we start with the REVIEW of the previous lesson to
activate learners’ schema or prior knowledge. In this DLL, the
review taps on the life story of an inspirational speaker who also
survived challenges brought about by his physical condition. The
review will help the learners begin with combining their prior
knowledge to the new knowledge they will be developing from the
main lesson.

Monday
IV. PROCEDURES
Date: July 11, 2017
A. Reviewing previous Have learners share the life lessons they learned from
lesson or presenting new the story of Nick Vujicic.
lesson
B. Establishing a purpose Make learners listen to the song, “Reflection” from the
for the lesson movie Mulan and react on its message

Helping learners establish the purpose of the lesson could be a form

of MOTIVATION. A motivation may be a creative activity that could
help engage learners to the new lesson. It gives ideas or clues on
what to expect with the new lesson, thereby touching on its purpose.
The use of the song “Reflection” is a motivation or a way to establish
the purpose of the text the learners will be dealing with. The text
relates to the message of the song which centers on discrimination.

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To make the activities more developmental, it is

necessary for the teacher to provide learners with
prerequisite information about the texts they are to
explore. This is also a form of establishing their mood
to ensure a smooth flow of lesson delivery. Hence,
for this particular lesson, they are to read about the
background of the author and the genre to which
the main text is related. The learners will also be
accomplishing a prereading activity which requires
them to give their anticipations/expectations about
the text.

Monday
IV. PROCEDURES
Date: July 11, 2017
E. Discussing new Group the class into five (5) and let each group do
concepts and practicing sustained silent reading of the featured text.
new skills #2
F. Developing mastery As a group, let them dissect the main text by answering
( Leads to Formative relevant questions.
Assessment 3)

This part of the procedure touches on the accomplishment

of the learners during reading activities. This is in
connection to the prereading activity which will collect
learners’ anticipations about the text. The teacher could
incorporate collaborative activities in the process of
“actually reading” the text. Sustained silent reading, where
learners read the text silently together, is highlighted in
this lesson procedure. On the one hand, after reading
the text, the next activity could be one that will activate
the new knowledge the learners have developed out of
reading the main text. In this case, the teacher may ask a
series of questions in relation to the text or the featured
narrative. This underscores the formative assessment
that teachers need to provide to confirm how well the
learners have understood the text. It also allows for
important instructional decisions like reteaching the
concept or moving forward to the next activities.

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Monday
IV. PROCEDURES
Date: July 11, 2017
G. Finding practical Have learners discuss how the characters from the
applications of concepts text conquered discrimination issues, and encourage
and skills in daily living them to relate it to real-life scenarios.
H. Making generalizations Lead learners into completing “The Hero in Me” Chart
and abstractions where they will be listing the acts of heroism and
struggles of the main character of the narrative. They
are to provide their realizations about these details.

After making sense of the text through the reading

activities, post reading activities have to be dealt with.
They include applying what they learned from the text
to practical means or real-life scenarios. This makes
learning new knowledge more relatable and meaningful.
Generalizations and abstractions of learning also count
as postreading activities because the learners need to
encapsulate what they have produced out of reading the
text. For this particular lesson, the learners will be listing
the acts of heroism and struggles of the characters found
in the text which aligns with the concept of battling out
discrimination. Realizations about these details are also
expected from the learners.

Monday
IV. PROCEDURES
Date: July 11, 2017
I. Evaluating Learning Prompt each group to design a coat of arms featuring
Perseus’ line of defenses to kill the Gorgon. A holistic
rubric will be used.

Evaluating learning outcomes is the last step towards

planning for developmentally-sequenced teaching and
learning processes. It comes with either a paper-and-
pencil or a performance-based activity that will gauge
where learners at in terms of the competencies they
need to master. This lesson features a performance-
based evaluation of students’ learning which has to be
coupled with a rubric. This is because assigning scores
or grades for performances must be based on criteria
or standards which should be communicated to the
learners prior to the accomplishment of the task.

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Monday
IV. PROCEDURES
Date: July 11, 2017
J. Additional activities for Have learners identify famous oral literary pieces
application or remediation that center on heroism and human fallacies for class
sharing.

It is also crucial for the teacher to extend any

learning encounter in the classroom beyond it.
Follow-up activities or homework may be given to
strengthen new knowledge acquired by the learners
or to remediate or further lead them towards better
understanding of the lesson for the day. This will
make the concepts taught more memorable for the
learners.

“
ILLUSTRATION OF PRACTICE NO. 2:

Managing and Implementing Developmentally Sequenced Lessons

Hi there! I hope you were able to grasp the progressive

nature of the procedures found in the previously given DLL for a
Grade 10 English lesson, which targets a competency in reading
comprehension. At this point, let us take note of the ways on how
to appropriately manage and implement the learning activities
you included in your DLL. Again, these are only suggested
procedures to keep up with this module’s aim to help teachers
manage and implement developmentally-sequenced teaching
and learning processes. We take a closer look at how these
plans could be better actualized in the classroom. Let us see
how Teacher Adz, a Head Teacher III in English, made sense of
the embedded developmentally-sequenced activities from the
previously-given DLL using her observation notes.

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Observation Notes:
planned activities
The teacher was able to manage and implement all the
previous concepts
written on her DLL. She started with a review of the
ured lesson. The
which relate to the new knowledge presented in the feat
use they are
motivation engaged the learners well with the lesson beca
relate realistic
familiar to the song the teacher played and were able to
udices. I think
examples of issues with regard to discrimination and prej
wledge about the
the story-anticipation guide helped the learners build kno
how to teach learners
narrative text on their own. It gave a little hint about
the collaborative
independent learning. That’s commendable. In terms of
ing, at first, they
activity, where learners need to do sustained silent read
p, but this mechanism
were unsure of how to start reading the text as a grou
She scaffolded each
was given clarification and justifications by the teacher.
tive activity. After
group until they were able to get a feel of the collabora
job to finish the given
which, each member of the group was doing his or her
s provided in the
task. Another difficulty is the complexity of the question
challenging for a
learners’ material. It seemed that the questions are too
, changed the way
majority of learners. The teacher, right there and then
made accomplishing
questions were structured for easy understanding. This
were already
the task easier for the learners until such time that they
It was a successful
accomplishing the postreading activities independently.
was met and the
delivery of the lesson because the objective of the lesson
the text. All
learners were able to generalize or abstract learning from
ented their coat of
the groups artistically and effectively produced and pres
presentation! The
arms as part of the evaluation. They really enjoyed each
teacher started and
assignment given allows for extension of learning. The
It was an excellent
ended her delivery of the lesson within the given time .
job for the teacher.

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The observations of the Head Teacher on the management

and implementation of the planned activities are actually
describing developmentally-sequenced teaching and learning
processes. The lesson started with a review and followed by the
motivation, the during reading activity, the postreading tasks, and
finally, the evaluation and the giving of homework or additional
activities. What is more meritorious with the management
and implementation skills of the teacher was her “instructional
instinct” to modify what has been planned to accommodate
learners who are at different levels of cognition in the classroom.
She also made sure that everything was understood and made
clear before proceeding to the next tasks or activities. Scaffolding
“
and guidance were apparent at the beginning until such time that
learners were independently working on the other tasks. What the
teacher did as regards management and implementation of the
teaching and learning processes is progressive and successful.

“ Having been acquainted with the things you need to know

to meet Indicator 4.1.2, you are now ready to plan, manage, and
implement developmentally-sequenced teaching and learning
processes in your classroom. Whatever the learning area is,
it is imperative that we give the best teaching and learning
experiences to our learners. Remember that learning becomes
successful when the teacher is able to guide the learners in each
step of the teaching-learning process leading to independent
practice.

To give you more inputs, you may consider other illustrations

of practice that will make teaching and learning processes in the
classroom developmental, considering the requirements of the
curriculum and the varied teaching contexts at hand.

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OTHER ILLUSTRATIONS OF PRACTICE

The curriculum guide (CG), as mentioned before, should dictate the competencies and standards
of learning to be set in a given lesson or teaching-learning encounter. It is a must that the teacher
reviews or familiarizes himself or herself with how the curriculum works to meet teaching and
learning requirements. As you plan, manage, and implement developmentally-sequenced lessons,
the use of the curriculum guide (CG), the teacher’s guide (TG), and the learner’s material (LM) would
make teachers adhere to the requirements of the learning area and the curriculum at large.

The teacher should not be afraid of modifying or changing what has been planned in terms of
instruction. Versatility in effectively delivering lessons requires teachers to be sensitive to their
learners’ needs during the fulfillment of the teaching and learning processes. Remember that the
learners will not have the same pacing or levels of learning. For as long as the changes would still
meet the objective/s set, then, this should not be considered as a deviation from the actual lesson
but rather, it should be seen as a form of shaping a lesson based on a given teaching context.

Be careful with observing the minor but still important details in planning, management, and
implementation of lessons. For instance, the time allotted for the learning area should be strictly
followed, or else, it will create a ripple of problems in terms of budgeting time to develop necessary
competencies. Also, the use of other references or materials to supplement learning should be within
the scope of the curriculum and must be carefully screened or reviewed in consonance with the
characteristics and learning contexts experienced by Filipino learners in the classroom.

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on the planning,
management, and implementation of developmentally-sequenced
teaching and learning processes to meet curriculum requirements and
varied teaching contexts, you now have a better grasp of the featured
indicator.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

20
Happy planning!

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RESOURCE LIBRARY

Annotated Bibliography
This section provides you resources that can help you further
understand the indicator.

“
Arnold, V. D. (2010). Planning for effective instruction. Retrieved from https://www.tandfonline.com/
doi/abs/10.1080/08878738809554938?journalCode=utte20.
This article discusses how planning of lessons determines the failure or success of a teacher in
delivering meaningful learning experience inside the classroom.

Department of Education (2016). DO 42, s. 2016 - Policy guidelines on daily lesson preparation for
the K to 12 Basic Education Program. Retrieved from http://www.deped.gov.ph/orders/do-
42-s-2016.
This order presents the guidelines on daily lesson preparation aligned with the K to 12 curriculum
and highlights the essence of instructional planning through Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) preparation in upholding quality education standards.

The Glossary of Education Reform (2015). Scaffolding. Retrieved from https://www.edglossary.org/

scaffolding/.
This webpage explores the definition of scaffolding and its distinction from instructional
differentiation. Some examples to illustrate a few common scaffolding strategies were also listed.

Theall, M. & Franklin, J.L. (2010). Assessing teaching practices and effectiveness for formative
purposes. In: A guide to faculty development. KJ Gillespie and DL Robertson (Eds). Jossey
Bass: San Francisco, CA.
This article focuses on identifying sources of data that may be useful for improving teaching
and learning as part of ongoing programs that support professional development and learner
achievement.

Trumbull, E. & Lash, A. (2013). Understanding formative assessment: Insights from learning theory
and measurement theory. Retrieved from https://www.wested.org/online_pubs/resource1307.
pdf.
This paper explores formative assessment, a process intended to yield information about learner
learning – information that teachers can use to shape instruction to meet learners’ needs.

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 MODULE

8
PARTICIPATE IN COLLEGIAL
DISCUSSIONS THAT USE
TEACHER AND LEARNER
FEEDBACK TO ENRICH TEACHING
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: COLLEGIAL
DISCUSSION BETWEEN PEERS
- Illustration of Practice No. 2: PROFESSIONAL
LEARNING COMMUNITIES
- Illustration of Practice No. 3: COACHING SESSION
- Illustration of Practice No. 4: LEARNING WALK

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Annotated Bibliography
- Appendices

26 ACKNOWLEDGEMENTS

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Hello! I am Teacher Mike and with me is Teacher Jen. We

are part of your support group! We’re here to help you better
understand the indicator highlighting your vital roles in collegial
discussions.

We know that you had experienced difficulty in your
teaching. From whom do you usually seek advice? It’s good
practice that you’re collaborating with your colleagues.

Our profession demands collaboration so we can continuously improve our

teaching-learning processes. As members of our school communities, we need to
participate in various activities that highlight collaboration with our colleagues.

To help you build strong collaboration among your colleagues and school leaders,
we will provide you with several illustrations of practice of collegial discussions which
you can adopt. These are important in collectively thinking, reflecting and acting to
enrich your current teaching practices.

In this module, we will focus on:

STRAND: Professional collaboration to enrich teaching practice

INDICATOR: 4.4.2 Participate in collegial discussions that use

teacher and learner feedback to enrich teaching practice.

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KEY CONCEPTS

“ Hi! This is Teacher Jen. Let us start by introducing

to you the key concepts in professional collaboration.
Understanding these concepts will guide you in
appreciating your roles embedded in the indicator 4.4.2
Participate in collegial discussions that use teacher and
learner feedback to enrich teaching practice.

PROFESSIONAL COLLABORATION. This refers to teachers working

together with colleagues and other stakeholders to enrich the teaching-
learning process.

COLLEGIAL DISCUSSION. This refers to mutually respectful

professional conversation with colleague/s, which can be formal or
informal, that promotes shared responsibility in enhancing the current
practice.

FEEDBACK. This refers to information given about the teacher’s and

learners’ performance for enriched teaching practice.

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“
SELF-REFLECTION

Let us first reflect on our current practice regarding

professional collaboration in our school. As Proficient
Teachers, we have knowledge, skills and attitudes
regarding professional collaboration.

By looking at the indicator, I have written down my

own reflections on this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… … that professional …share my best practices to … that collaboration with
collaboration is working my colleagues in my school. my colleagues will enhance
together with my my teaching practice.
colleagues.

“
I know…
KNOWLEDGE
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

As a Proficient Teacher,

_________________________
________________________
I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Take time to read the transcript and find out how a group
of teachers utilized the focus group discussion (FGD), one of
the mechanisms for professional collaboration, to address
the challenge in teaching by drawing various feedback from
teachers.

Master Teacher: We have received the summary of classroom observations from the
office and findings have identified that our pupils do not participate that
much in the class. Any reaction?

Teacher A: I think that’s not the case in my classroom.

Master Teacher: Really? I assume that it might have been observed in your class. When I
came to pass by your room one time, I noticed that your learners at the
back were just playing. How about you, Ma’am?

Teacher B: I think we need to figure out the reasons why such observations were
noted.

Master Teacher: Obviously, your activities might be too dull and boring. You should have
prepared exciting tasks for your learners. You should have established
rules. You should have performed better during class observations. I
think if you do these things, then you’ll engage your learners.
Does everybody agree with me?

Teachers: Yes, Ma’am.

“ We’ll give you time to think about this and we’ll surely get
back to you.

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“
Probing
Based on the FGD presented earlier, try to
answer and reflect on the following questions.

1 What specific challenge to the teaching practice was discussed in the focus
group discussion?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Did the Master Teacher engage the teachers to address the challenge? Why? Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 If you were the Master Teacher, what questions would you have asked to draw feedback
from your colleagues?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 Did the discussion reflect teacher collegiality? Why? Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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5 What roles do teachers play in collegial discussions?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

“
Suggestions for Improvement

Have you finished answering the questions

posed earlier? We’re providing you here the
possible responses.

In the presented FGD, the Master Teacher (MT) initiated the discussion. However, the MT
failed to engage the teachers in the discussion tackling the reasons behind the learners’ low
level of engagement in the class.

Generally, the discussion lacked collegiality because the MT dominated the entire
conversation. It also turned to be a fault-finding session. Since the discussion became person-
directed, the MT was not able to establish shared inquiry into the practice.

For deep probing into the teaching difficulty, instead of imposing the rules, the MT should
have asked questions like “What do you think were the reasons? How could we address this?
What could be done?”

Collegial discussion is built on mutual respect and trust. For it to become a meaningful
professional conversation, the teachers should be actively listening and providing honest
feedback. These will provide a common ground for collaboratively reflecting and directing

“
efforts to the enhancement of the teaching practice.

How are your answers? We hope that you’re

starting to appreciate the importance of this indicator.

Now, we’ll be showing you different practices that

highlight collegial discussions which you can adopt in
your schools.

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ILLUSTRATIONS OF PRACTICE

“
As a Proficient Teacher, you are expected to demonstrate professional collaboration. In this
module, together let us discover the different illustrations of practice aligned with the Philippine
Professional Standards for Teachers that show specific ways on how you can participate in
collegial discussions.

The Focus Group Discussion (FGD) is just one of the

various modes that engage teachers in collegial discussion.
You need to remember that collegial discussions can include a
range of professional conversations, which can either be formal
or informal.

For your better understanding, we will present you various

practices for participation in collegial discussions using
teachers’ and learners’ feedback to enrich teaching practice:

ILLUSTRATION OF PRACTICE NO. 1:

Collegial Discussion between Peers
In a school, a 2nd grade teacher finds teaching reading challenging. She knows that her
colleague has a broad knowledge of different reading strategies. She talks to her and requests for
a peer observation. On the agreed date, the peer teacher models the reading technique that she
finds effective for her class. After, they engage in a discussion clarifying how the new teacher can
apply the technique to her own class.

Teacher Jennifer Macatangay shares her knowledge on strategies to her

colleague, Teacher Vicky Rebay (Photo credit: Monaliza Cabahug, 2018).

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and learner feedback to enrich teaching practice

MODULE 8
Take time to read the transcript of their collegial discussion after the peer observation.

Teacher A: I’d like to thank you, Ma`am, for accepting my In this conversation, we can observe
request for peer observation. that there is more freedom of exchange
of views regarding practices. Here, the
teacher’s feedback is channeled through
Teacher B: You’re very much welcome. So how did you
find the strategy that I used? a less threatening and more friendly
conversation. Likewise, the decision to
enrich one’s practice is already built
Teacher A: I thought that my kids would really enjoy the

“
lesson, too. through effective modelling.
When you showed the video, the children
really enjoyed rapping. The chant on words
with initial /p/ sound really caught their
attention and they even sang it, too.

Teacher B: What else do you think would work for your

own class?

Teacher A: I particularly liked the guessing game that

you did. Kids were really excited to guess the
object inside the box.

Teacher B: That’s nice. I hope I have helped you.

You have noted that peer observation involves teachers observing each other’s practice and
learning from each other. Here, teachers have the opportunity to give and receive feedback about
teaching practice and develop awareness about their own teaching (Australian Institute for Teaching
and School Leadership).

?
HOW TO DO IT?
In its three stages: pre-observation, during observation and post-observation, you can consider
these roles depending whether you will be the observer or the host-teacher (americanenglish.state.gov,
n.d.):
1. For the pre-observation meeting, the observer meets with the teacher before the class to
learn about the lesson’s focus and objectives. The teacher should define a focus area and make
sure you are both in agreement about how the observation will be conducted (duration, seating,
etc.).

2. During the observation stage, the observed teacher should inform learners about the
observation before the lesson. The observer should arrive a few minutes early and be as discreet
as possible: sit in the back of the room; focus solely on the observation and observe the entire
lesson and make detailed descriptive records for the post-observation meeting.

3. In the post-observation meeting, both the teacher and the observer should reflect and
discuss what happened in the classroom. Teachers should treat each other with respect and
offer opinions in a kind and constructive way. Participants should set action plans/goals based
on what they learn.
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Fellow Teacher, you need to remember that peer observation

is generally a friendly classroom observation.

It should NOT be a surprise classroom observation. This
should be well-communicated. To do this, you may engage in a
pre-conference with your colleague to identify your role, as well
as the specific areas in the instructional practice for the focus of
peer observation.

ILLUSTRATION OF PRACTICE NO. 2:

Professional Learning Communities (PLCs)

In an elementary school, the teachers, with the Master Teacher as the LAC leader, conduct
school-based professional learning sessions that focus on the different instructional approaches
for K to 12. Teacher-experts lead the discussion and the demonstration teaching.

The LAC leader then evaluates the teachers’ application of learnings from the LAC through
classroom observation.

“
Teachers of Rosario Elementary School engage in a collaborative learning
session that discusses the different strategies in learning areas in K to 12
(Photo credit: Edna Pangilinan, 2018).

As you observed, the teachers in the sample illustration of

practice participated in the school-based Learning Action Cell
(LAC). Teachers like you can improve your practice through
its collaborative learning sessions. Your active participation in
LAC will equip you with the content knowledge and pedagogical
skills which you can utilize to enrich your instructional practices.
Likewise, you can also share your best classroom practices in
the LAC for your colleagues to reflect on and apply.

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Remember, that professional learning communities like LAC sessions can be maximized to
improve learner performance, with teachers discussing a range of topics to support teaching
and learning. They are also vital in addressing their professional development needs, sharing
challenges in teaching, strategies and best practices, and even sharing new skills and knowledge
learned in other trainings.

For successful LAC implementation, our department highlights its stages and the underlying
processes. The first stage generally aims to build trust and clarifies purpose by setting the norms
for the LAC session. The next stage emphasizes working together and planning to identify the
focus and direction of the LAC. The final stage describes how the LAC team will track their
progress.

?
HOW TO DO IT?
As a member of your school’s professional learning community, you have significant roles
to make it succeed (As stated in the DepEd Order No. 35 s. 2016):
1. Serve as LAC facilitator or documenter or resource person for certain topics
when assigned such roles;
2. Develop plans to apply what has been learned and implement agreed action
plan in one’s classroom;
3. Monitor one’s progress in relation to the LAC Plan;
4. Prepare and submit documents or materials as needed and bring materials
relevant to the topic;
5. Reflect on the implementation;
6. Share learnings with colleagues in informal settings;
7. Prepare to share in each LAC session; and
8. Allow LAC leader to observe how the learning was applied.

“
Remember, LAC is NOT just a meeting. It is a purposeful
professional learning activity for us teachers which focuses on
addressing critical areas in instruction that need improvement.

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Aside from LAC, you can also enrich your practice by

engaging in instructional coaching. Find time to read the
illustration of this practice below.

ILLUSTRATION OF PRACTICE NO. 3:

Coaching Session

Teacher Lina Pasicolan encourages Teacher Karen Vergado to self-

reflect on her teaching practice in an instructional coaching session
(Photo credit: Monaliza Cabahug, 2018).

Master Teacher: I’d like to commend you for trying your best in teaching.

Teacher: Thank you, Ma’am.

Master Teacher: How’s your teaching? Which part of the lesson did you enjoy the most?

Teacher: I found it truly enjoying particularly when I presented the lesson.

Master Teacher: Why did you say it?

Teacher: My pupils were all active and they particularly enjoyed the game.
Master Teacher: What did you realize after?

Teacher: I thought that using games really helped. My learners were really engaged.

Master Teacher: Well, that’s good. How about the part of the lesson you found difficult or was
challenging for your learners?
Teacher: I found that my learners struggled in discussing the concepts. They were not
able to say it in their own words.

Master Teacher: What do you think was the reason for such?

Teacher: Probably they don’t know the right words for their answers. I thought that
I should have presented vocabulary words that were related to volume of
cylinder.
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Master Teacher: So what will be your plans after this?

Teacher: Ma’am, I’m going to reteach this lesson. I’ll reinforce the understanding of key
concepts like volume by using different exercises and activities.

Master Teacher: How will you do it?

Teacher: I’ll try a different strategy, Ma’am. Today, I just used a word problem. I’ll let
them work on real problems tomorrow probably. I’m thinking of letting them
work on a problem that they need to measure volume using concrete objects
like beaker and measuring cups.

Master Teacher: Very well said, Ma’am.

“
As you have observed, the collegial discussion is established
by building rapport and trust. Here, the Master Teacher starts
the conversation by acknowledging the teacher’s effort.

Through probing, the MT then enables the teacher to reflect

on the specific strong instructional points. This draws the teacher
to be more open for feedback since the discussion is centered on
the practice.

As the conversation progresses, the MT guides the teacher

to self-reflect on areas that need improvement.

As closure, the MT allows the teacher to think and build on

“
their conversation to improve the instruction without necessarily
imposing the strategy to be used.

After reading the transcript, have you realized the importance

of instructional coaching to enrich your practice? Have you had a
similar experience of being involved in a post-conference with your
principal or your mentor?

Through the instructional coaching session, you are enabled to

explain and reflect on your practices while opening also yourself for
constructive feedback.

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Based on this practice, instructional coaching can become a meaningful and powerful tool
to engage teachers in professional learning. It comprises a collaborative partnership supporting
teachers’ goal-setting, using research-informed teaching practices. The coach focuses on supporting
the professional growth of individual teachers through modelling practice, classroom observation
and reflection, joint problem-solving, and conversations about teaching practice (AITSL, n.d.)

?
HOW TO DO IT?
You’ll definitely get the most from every instructional coaching session if you:
1. Provide honest evaluation of your personal teaching practices.
2. Seek and be open to suggestions.
3. Reflect on your practices, build on them and modify them if necessary.

Fellow Teacher, I know that you are quite hesitant to engage

in instructional coaching. But you should not be. Bear in mind
that it is NOT a session for finding faults in the teachers’
practice. Rather, it will guide you to enhance your practices

“
“
through self-directed reflection.

Collegial discussions can also happen through a classroom

visit. Read the sample illustration of practice and find out how
this can help you enhance your teaching.

ILLUSTRATION OF PRACTICE NO. 4:

Learning Walk
The teachers participate in a classroom visit to
learn from the classroom management styles of the
host-teacher. Prior to the visit, they communicate
the idea to the host-teacher who positively agrees
and prepares for it. On the scheduled date, the
teacher-walkers visit her classroom while she
teaches. They are able to collect evidence of her
effective techniques. After the visit, they engage in
a professional dialogue that highlights sharing of
the host-teacher’s effective practices like pair work
and differentiating learning activities. Grade six teachers of Rosario Elementary School engage in a
professional conversation after a collegial visit to Teacher Jean
14 Hernaez’s classroom (Photo credit: Edna Pangilinan, 2018).

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“
Take time to read the transcription of their professional dialogue:

Teacher-Walker A: I’d like to thank you, Ma’am, for accommodating us

in your class.

Host Teacher: You’re welcome, Ma’am.

The transcription
Teacher-Walker B: We have observed that pair work really works in
presented highlights
your class. How did you do it, Ma’am?
professional conversation
after a learning walk.
Host Teacher: Well at first I tried to do it with their seatmate,
Here, the host-teacher
but it didn’t turn out that well. There are times that
and the teacher-walkers
they don’t actually work together. But the idea
discuss a specific area in
really is that I want them to have a buddy while
the instructional practice
studying so that they would find the challenging
that impacted learners’
tasks quite manageable. So, I asked my learners
performance. They
to choose somebody, maybe a friend in the class
collaboratively probe the
whom they want to study with.
reasons for such practice
and the way they implement
Teacher-Walker B: So how did your learners find pair work?
the practice in class.
Host Teacher: They really enjoyed it because they’re studying
together. When I employed it in Math, I allowed
them to solve challenging problems together.
Aside from they completed the tasks accurately
and fast, they also developed friendship.

The practice described illustrates Learning Walk which consists of a group of teachers, and
perhaps school leaders (usually called walkers), visiting and observing the practices of the teacher
(host) in the classroom. Here, the group identifies a relevant teaching and learning focus, and gathers
evidence related to this focus from across the school. Observers, then, build a whole school picture of
practice in the identified focus area while also developing insights into their own professional practice
(Australian Institute for Teaching and School Leadership).

?
HOW TO DO IT?
If you take the role of the host, you may consider these:
1. Provide authentic evidences for the agreed area of focus of the
learning walk.
2. Provide your colleagues/walkers with sample evidence of your best
practices.
3. Seek for clarifications in your practices.
4. Reflect on the discussion and apply relevant learning.

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You might have developed the stigma of threatening

unplanned visits in the classroom, but a learning walk is different.

It is NOT a surprise classroom visit. It should be well-

communicated. The observer-walkers and the host-teachers
should identify and agree on a common area for discussion.

It should also be non-disruptive and non-invasive to the host

classroom activities.

It is not evaluative nor is it designed for individual feedback

(Williamson and Blackburn, 2013).

“
Aside from these formal and structured modes of collegial
discussion, you may also have engaged in these similar informal
professional conversations:

?
HOW TO DO IT?
1. During the learners’ recess, a teacher-adviser approaches and asks the
MAPEH teacher of the class to check if his or her learner has obeyed
the class rules they both set.
2. A teacher in an informal dialogue airs his or her concerns about the
frequent absences of his or her learner to a teacher-friend. In their
exchange, the teacher agrees with the friends advice to conduct a home
visit and to talk to the learner’s parents.
3. A teacher engages in an informal discussion in a social media platform
when he or she seeks advice about her problem in finalizing his or her
class list in the Learners’ Information System.

16
Fellow Teacher, you also have to consider that your
professional collaboration is not exclusive with your colleagues
in your school because you may also collaborate and engage
in collegial discussions that are beyond your immediate school
environment, as illustrated in the practices shown on the
following page: “
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?
HOW TO DO IT?
1. After attending a seminar, a teacher engages in a conversation with
the speaker/resource person/trainer on the topic. The teacher asks the
speaker possible ways of how the learnings from the seminar could be
applied to his or her practice.
2. As part of the Leader School team, a teacher shares her practices with
the teachers of the Partner School in a capability-building session. The
receiving teachers also seek her assistance in the development and
evaluation of their localized materials (Based on DepEd Order 44, s.
2016 School to School Partnership).
3. In a regional training of learner-writers, the school paper advisers and
trainers from different divisions collaborate and implement an intensive

“
writing workshop based on individual learner’s needs.

Collegial discussions are generally built on feedback, whether

they are about teacher performance or learner performance.
Feedback should be timely and specific and can take many
forms. Informal verbal feedback is usually unplanned and brief.
An observer might stop by a teacher’s classroom after class
to give positive comment about an observation earlier in the
day. It can also be written such as an email. On the other hand,
formal verbal feedback is more extensive and is usually given
during structured sessions. When written, they are detailed
and specific about what the teacher/learner did that was not
effective or which needed to be adjusted (Marzano, Simms,
Roy, Heflebower, & Warrick, 2012).

“ For your participation in collegial discussions, you need

to develop trust and respect for your colleagues because
they can provide you with significant feedback which you
can utilize to enrich your teaching practices.

Likewise, your commitment to apply whatever learnings

you have gained from these professional collaborations will
contribute immensely to the enrichment of your teaching
practices.

Having seen how Indicator 4.4.2 can be achieved, you

are now better equipped to engage in collegial discussions.

Happy collaborating!
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For your better appreciation of this indicator, here are other illustrations of practices.

KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

Professional To address the cases of struggling readers, a group of reading teachers

collaboration collaborate in planning and implementing a reading program. After, they
evaluate the impact of their intervention program.

In their LAC session, teachers work together to develop a module to help

learners who have difficulty in solving math problems.

Collegial discussion Teachers seek the feedback of their colleagues in the periodic tests
(collegial discussion they developed in a learning area.
among teachers of the
same level)

(collegial discussion A teacher talks to her principal to seek technical assistance to improve
between the school her teaching techniques for struggling learners. The principal advises
head and the teacher) the teacher to utilize game-based techniques.

(collegial discussion In a meeting, the principal asks the teachers possible mechanisms to
between teachers and recognize learners with exemplary conduct. The teachers cite and
the school head) explain various strategies. With the principal-led discussion, the teachers
unanimously agree to conduct an Appreciation Day.

(collegial discussion A senior high school teacher engages in a professional dialogue with the
between a teacher school’s guidance counselor. This concerns the report about his learners’
and the guidance misconduct during the flag-raising ceremony.
counselor)

(collegial discussion A senior high school teacher engages in an informal talk. She seeks her
between a teacher and teacher-friend’s advice about dealing with the learners’ unruly behavior.
a teacher-friend)

(collegial discussion A teacher engages in a professional discussion with a colleague to

between teachers reflect on the outcomes of his instructional plan. He refers to his lesson
teaching the same for teaching two-step word problems involving improper fractions.
subject) He emphasizes the importance of partner and small group learning,
connecting new learning to previous learning and learner evaluation. Both
teachers draw on their expertise in working with learners of different
ages to evaluate effective strategies for achieving successful learning
outcomes.

(informal collegial
With learner discipline being a challenge, an English teacher seeks
discussion between
advice from the teachers of other department.
teachers of different
disciplines)

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KEY CONCEPTS ILLUSTRATIONS OF PRACTICE

(informal collegial A teacher in an informal dialogue airs her concerns about the frequent
discussion among absences of her learner to a teacher-friend. In their exchange, the
teachers) teacher agrees with the friend’s advice to talk to the learner.

(informal collegial A teacher engages in an informal discussion with co-teachers in a

discussion using social group chat. He or she seeks advice on how he or she can deal cases of
media) absenteeism among his or her learners.

Teacher feedback After the class observation, the Master Teacher (MT) of an elementary
(collegial discussion school conducts a post-conference with the teacher. As an instructional
based on MT/mentor’s coach, the Master Teacher guides the teacher to reflect on her
feedback) instructional technique. They both agree on the schedule of another
classroom observation so the MT can determine the teacher’s extent of
application of the learnings from their coaching.

Learner feedback A physics teacher in a junior high school conducts a simple survey among
(collegial discussion his learners. His teacher-made questionnaire focuses on questions
among teachers using that seek the learners’ feedback on their preferred teaching style. The
learner feedback to teacher discovers that majority of the learners like the use of video clips
enrich current practice) in instruction rather than the conventional lecture. The teacher, in turn,
modifies his techniques and adopts the video clips. He later observes
that his learners are more engaged in the teaching-learning process. In
one of his conversations with his colleague, he shares his insights from
this experience.

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts and illustrations
of practice on professional collaboration, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to strengthen your participation in collegial
discussions in your school.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

20
Happy planning!

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RESOURCE LIBRARY

Annotated Bibliography
This section provides you resources that can help you further
understand the indicator.

American English. (n.d.). Teachers helping teachers: Peer observations. Retrieved from
“
https://americanenglish.state.gov/files/ae/resource_files/peer_observation_handout.pdf
This material stresses the significance of peer observation as a method for teacher
collaboration. It also discusses its stages and the roles of both the observer and the observed
teacher.

Australian Institute for Teaching and School Leadership (n.d.). The essential guide to
professional learning: Collaboration. Retrieved from https://www.aitsl.edu.au/docs/default-
source/default-document-library/the-essential-guide-to-professional-learning---collaborationc
e4a8891b1e86477b58fff00006709da.pdf?sfvrsn=86a2ec3c_0
This online material provides insights and practical strategies to help teachers and school
leaders engage in effective professional collaboration. It explores the importance of
collaborative professional learning, as well as the role of the school leader/mentor in supporting
a collaborative learning culture.

Cueto, D. R. (2017). Minutes of a focus group discussion. Rosario Elementary School.

This reports the collaborative probing of teacher practice through a focus group discussion. It
also describes the priority areas for improvement by drawing the participants’ feedback.

Department of Education (2017). National Adoption and Implementation of the Philippine Professional
Standards for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of
teachers, the professional standards for teachers, the teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages. Further, the
definitions of some key concepts in this module are taken from the PPST glossary of terms.

Department of Education. (2016). The Learning Action Cell as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the Improvement of Teaching
and Learning. Department Order No. 35 s. 2016.
This provides the guidelines that support continuing professional development of teachers
through the school-based Learning Action Cell (LAC) which primarily functions as a
professional learning community to help them improve practice and learner achievement.

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Department of Education. (2016). Guidelines on the School-to-School Partnerships for Fiscal Year
2016. Department Order No. 44, s. 2016.
This document presents the department guidelines that strengthen collaboration among
schools. It highlights school-to-school partnerships where high performing schools are tapped
as valuable resource as coaches, mentors and role models for schools that need technical
support in instruction.

Marzano, R., Simms J., Roy, T., Heflebower, T., & Warrick, P. (2012). Coaching classroom
instruction. Marzano Research.
The authors discuss the various mechanisms for instructional coaching that teachers, school
leaders and mentors can utilize to enrich their current practice.

Panaligan, Mary Joy. (2017). Peer observation notes. Rosario Elementary School.
This document describes the practice of a teacher during a peer observation. It also identifies
the instructional techniques used and their impact on learning from the perspective of a
colleague.

Peer observation. (n.d.). The University of Newcastle Australia. Retrieved from

https://www.newcastle.edu.au/__data/assets/pdf_file/0020/211853/Guide-to-Peer-
Observation.pdf
This material presents the significance of peer observation as a mode for professional
develpment among teachers. It suggests processes and steps teachers may follow in
conducting peer observation.

Professional learning communities. (n.d.). Retrieved from from https://www.aitsl.edu.au/docs/default-

source/feedback/aitsl-professional-learning-communities-strategy.pdf?sfvrsn=c42dec3c_2
This material highlights the significance of professional learning communities in improving
teacher practices by suggesting techniques for their implementation.

Williamson, R. & Blackburn, B. (2013). Five collaborative professional learning activities.

Retrieved from https://www.naesp.org/communicator-october-2013/five-collaborative-
professional-learning-activities
The authors suggest strategies and offer new ways for teachers to work collaboratively and
gain the knowledge and skills necessary to positively impact learner learning.

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Appendices
Appendix 1: Minutes: Focus group discussion on classroom observation findings

MINUTES
FOCUS GROUP DISCUSSION (FGD) ON CLASSROOM OBSERVATION FINDINGS

Date and Time: July 21, 2017 4:30 p.m

Attendees:
Name Position
Marissa Barrera Master Teacher II
Domingo R. Cueto Master Teacher I
Jennifer Macatangay Teacher III
Ricardo Abeledo Teacher III
Ludivina Brosas Teacher III
Elizalde Dura Teacher III
Vicelinda Mallari Teacher III
Edna Pangilinan Teacher III
Gina B. Baluyot Teacher II
Monaliza Cabahug Teacher I
Bryan Dave Brito Teacher I
Karen Vengado Teacher I

A.The FGD was conducted to discuss the findings of the recent classroom observation and propose
possible intervention.
B. Among the classroom observation findings were:

1. Good points
a. Teachers displayed mastery of the subject matter. They knew their content well.
b. Instructional materials were provided. Majority used charts and textbooks. Some utilized slide
presentations.
c. Positive classroom discipline was highly-evident.

2. Areas for Enhancement

a. Feedback Mechanism for Pupils
Learners’ responses, particularly the correct ones, were provided verbal feedback such
as “Good, Very Good’. However, feedback should also be provided to the learners as they
perform individual activities. The teachers reported that they need to understand deeply the

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varied types of feedback mechanism for the pupils so they can apply them appropriately.

b. Time Management
Some class exceeded the time allotment. The group decided that instructional planning
should consider the allotted time. They told that they need to be acquainted with various
teaching techniques in classroom management particularly maximizing contact time in
the classroom.

C. To address the areas for improvement, the group agreed to conduct Learning Action Cell on:
1. Utilization of Learner Feedback
2. Techniques for Time Management in the Class

D. The Master Teachers will serve as the LAC Facilitators on July 28, 2017 at 4:00 p.m in the RES
Library.

Prepared by:

DOMINGO R. CUETO
Master Teacher

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Appendix 2: Peer observation notes

January 13, 2018

PEER OBSERVATION NOTES

Since I found teaching beginning reading challenging, I asked my teacher-friend and

Grade II English teacher, Ms. Rocell Bautista, for a peer observation.

On the agreed date, she modeled explicit teaching on the beginning /p/ sound. She
prepared various teaching-learning materials. When she showed the video, the children
really enjoyed rapping. Similarly, the chant on words with initial /p/ sound really
caught their attention and they even sang it too. I particularly found the guessing game
to be effective for the kids. They were really excited to guess the object inside the box.

In guided practice, she allowed the learners to work in small groups to help the
learners overcome their anxiety in reading words with /p/ sound. In her evaluation,
she used worksheets where kids can draw objects with the initial /p/ sound.

After, we had a collegial discussion. She told me that instruction should consider the
interests of the learners. Activities which integrated games, songs and drawings are
generally engaging to the kids.

MARY JOY L. PANALIGAN

Peer Observer

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 MODULE

9
SELECT, DEVELOP, ORGANIZE
AND USE APPROPRIATE
TEACHING AND LEARNING
RESOURCES, INCLUDING ICT, TO
ADDRESS LEARNING GOALS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: SELECTING
APPROPRIATE TEACHING AND LEARNING
RESOURCES
- Illustration of Practice No. 2: DEVELOPING AND
ORGANIZING APPROPRIATE TEACHING AND
LEARNING RESOURCES
- Illustration of Practice No. 3: ORGANIZATION AND
UTILIZATION OF APPROPRIATE TEACHING AND
LEARNING RESOURCES
- Other Illustrations of Practice

22 PROFESSIONAL DEVELOPMENT PLAN

23 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 9. I am Teacher Jen and, with

a little help from Teacher Mike, I will be your guide throughout
this module.

As teachers, we are expected to provide appropriately

developed teaching and learning resources to effectively
deliver our lesson. These teaching and learning resources
(TLRs) support the learning experience of learners in order to
enhance their academic achievement.

The proper selection, development, organization and utilization of teaching and learning
resources, including ICT, helps enhance and maximize learners’ participation through
providing them with teaching and learning resources that can be seen or heard which
provide concrete experiences about the lessons.

These TLRs should not only give vibrancy to the classroom setting by adding color and
appeal to the learners but also help the teachers address the learning goals.

In this module, we will focus on:

STRAND: Teaching and learning resources including ICT

INDICATOR: 4.5.2 Select, develop, organize and use appropriate

teaching and learning resources, including ICT to address learning
goals.

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KEY CONCEPTS

“ Hello! I am Teacher Mike. Before we discuss TLRs in

detail, let us be familiar with the key concepts of teaching
and learning resources. Understanding these concepts
facilitates a deeper appreciation of the indicator and
helps you deliver lessons using appropriately-developed
teaching and learning resources.

LEARNING GOALS. These are broad statements of learning outcomes

which include Content and Performance Standards.

TEACHING AND LEARNING RESOURCES. These refer to resources

used in the teaching and learning process such as teaching resources
(e.g., curriculum guides, teacher’s manuals); learning resources (e.g.,
learner’s materials, worksheets).

INCLUSION OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

(ICT). This refers to the integration of ICT in the teaching and learning
process. This also includes digital resources downloaded from the
Learning Resource Management and Development System (LRMDS)
Portal, YouTube and the like.

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“
SELF-REFLECTION
Let us first reflect on our current teacher practices on
the selection, development, organization and utilization of
the teaching and learning resources. As Proficient Teachers,
we need to have the knowledge, skills and attitude about
TLRs.

Considering the key concepts, I have written down my

reflections on these.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… that learning resources … prepare learning … that lessons are best
are the learning materials materials that are mastered and remembered
that help me deliver my appropriate to my lessons. when learning materials are
lessons effectively. used.

“
I know…
KNOWLEDGE
Now, it’s your turn to reflect on this indicator.

As a Proficient Teacher,

_________________________
________________________
I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
I feel…
ATTITUDES
As a Proficient Teacher,

_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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MODULE 9
“
SUPPORT GROUP

Welcome to our support group! Let us consider the case of

Teacher Noemi and see how she tries to apply the indicator in
her practice.

Teacher Noemi is an English 9 teacher. She prepares

her Daily Lesson Log (DLL) targeting the competency on
distinguishing text types (EN9WC-Ia-8). Let me lead you
through the highlighted part and reflect on the notes.

Monday Tuesday Wednesday

Date: _________ Date: ________ Date: _________
I. OBJECTIVES During the lesson, the learners During the lesson, the learners During the lesson, the learn-
need to: need to: ers need to:
• identify the text types of • compare and contrast • justify what text type
the texts given informative, journalistic was given in the
• discuss the text type and literary writing and samples and
characteristics and • classify samples • compose original
features; and according to text types. sample of text types Teacher Noemi
• present findings before based on the given job stated the
the class. card
learning goals in
A. Content Standards The learner demonstrates understanding how Anglo-American literature and other text her DLL.
types serve as means of enhancing the self; how to use processing, assessing, summarizing
information, word derivation and formation strategies, appropriate word order, punctuation
marks and interjections to enable him/her to participate actively in a speech choir.
B. Performance The learner actively participates in a speech choir through using effective verbal and non-
Standards verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expression, Body
Movements/ Gestures and Audience Contact.
C. Learning EN9WC-Ia-8:
Competencies/ Distinguish between and among informative, journalistic, and literary writing.
Objectives
Write the LC Code
for each

III. LEARNING Monday Tuesday Wednesday

RESOURCES Date: _________ Date: ________ Date: _________
2. Other Learning 1. Reading texts lifted from the 1. LCD projector 1. LCD projector
Resources internet, books, magazines, 2. Venn-Diagram Activity 2. Job Card Teacher Noemi
journals, recipe book, car Sheet
manual, newspaper, brochure, 3. Concept mapping Activity
selects and
cell phone manual, and comics Sheet organizes
2. Metacards 4. Manila Paper the learning
https://www.slideshare. 5. Job Cards
net/ronacatubig07/grade- resources that
9-informative-writing- she will use for
journalistic-writing-and- the day’s lesson.
literary-writing

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IV. PROCEDURES Monday Tuesday Wednesday

Date: _________ Date: ________ Date: _________
B. Establishing a How many among you are fond How to Cook Sinigang from The teacher does the
purpose for the lesson of writing? The Afro-Asian Literature following:
What kind of write-ups have Text by GEMS Publishing • He or she asks the class
you produced? if they understood what
Do you follow patterns or rules How to Cook Sinigang by was discussed in the
in writing? Mama Sita previous meeting and if
Coconut: A Tree of Life they still have questions.
(A recount on the different • He or she gives the
uses of the coconut tree class the final outputs.
parts) - The students will
Sports Article from Manila be made to work in
Bulletin groups
- Each group identifies
The Legend of Maria a leader.
Makiling - The group leaders
Trees by Joyce Kilmer are going to draw lots
as to what job card
An Editorial each group will work
on. Written on the job
cards are the three
basic text types.
- From the list of
suggested topics
for each text type,
the group will write
a composition with
a minimum of three The highlighted
paragraphs and a parts of the DLL are
maximum of five
paragraphs.
the various types of
learning materials
used by Teacher
Noemi to help meet
Monday Tuesday Wednesday
the competency of
Date: _________ Date: ________ Date: _________ the lesson.
F. Developing Mastery The teacher shall elicit from The teacher shall now present The outputs of the learners
(Leads to Formative the learners the definition of another graphic organizer shall be given to other groups
Assessment) the text types based on the in the form of Concept to evaluate if they have
samples given. Map to help the learners followed the instructions
abstract what they learned given them.
Learners shall give their and lead the students in the
personal definition of the classification of write-ups. The learners give their
text types considering their comments as to how the
characteristics and features. work of the other groups
INFORMATIVE could be improved.
TEXTS
The teacher shall write the key
concepts, terms or phrases In case the writing output has
coming from the students in not met the minimum criteria
the Manila paper. following the text type, the
TEXT JOURNALISTIC
TYPES TEXTS
learners may ask the writer
to revise the output to come
up with the required text type
assigned to them.

LITERARY
TEXTS

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Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals

MODULE 9
Probing
Looking closely at the given sample excerpt,
please try to answer and reflect on the
questions presented below.

1 How will you describe the types of teaching and learning resources Teacher Noemi used to
help learners achieve the competency?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2 How did the teaching and learning resources help the learners demonstrate content knowledge?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

3 Did the teaching and learning resources lead to the learners’ demonstration of what they
need to learn and how they learn it? If yes, please elaborate.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

4 How did Teacher Noemi employ the process of selecting the teaching and learning resources?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5 Did you find the developed teaching and learning resources useful in the teaching and
learning process?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ 7

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6 What can you say about the way the teaching and learning resources were organized in the
lesson plan?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

7 How did the teacher help the learners meet their learning goals through the utilization of
teaching and learning resources?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Suggestions for Improvement

We commend Teacher Noemi for coming up with a good lesson log about text types. She
used teaching and learning resources throughout the three-day lesson. She also adapted other
learning resources that are generic and surely engaged the learners to actively participate in
the class discussion.

However, to better help her enhance her lesson log, the following suggestions may be
considered:
• For Part F, Developing Mastery, Teacher Noemi directed the learners to write their
answers on a Manila paper. It would have been better had she illustrated the Learning
Wall in the Manila paper using the metacards. This would have helped the learners
categorize ideas and concepts about text types.
• Though Teacher Noemi used guided tables and metacards to evaluate learning, the
activity is not aligned with the learning goals. The learning goal is to distinguish the
text types and not to define them. It would have been better had she provided another
activity or TLR to evaluate learning.

“
Great job! We hope that you find these suggestions
helpful.

To further guide you in the selection, development,

organization and utilization of the teaching and
learning resources, including ICT, to address learning
goals, we have provided some teacher practices in
the succeeding pages.
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MODULE 9
“
ILLUSTRATIONS OF PRACTICE

Mike and I will walk you through the various illustrations of

teacher practices that will show specific ways on how to meet
the indicator of this module.

We will consider the following scenario to help us fully understand the indicator.

Teacher Mark needs to teach his learners the lesson on recount. He ensures
that the learners will fully understand the processes on how to write interesting
recounts using varied sentence structures.

In his compilation of Instructional Materials (IMs), he finds some related materials-

pictures and charts. He also searches the Learning Resource Management and
Development System (LRMDS) portal for additional appropriate teaching and
learning resources.

Considering his learning goals and the nature of his learners, he finally thinks
that interactive materials from the portal will greatly aid him in instruction.

ILLUSTRATION OF PRACTICE NO. 1:

“
Selecting Appropriate Teaching and Learning Resources
In the earlier cited situation, Teacher Mark includes in his selection
process the existing materials. With an array of available teaching
materials, his decision is primarily based on the nature of his learners. Here,
the selection of appropriate teaching and learning resources (TLRs) plays
an important role in curriculum delivery. These TLRs set the foundation for
developing deeper engagement of learners that will facilitate the completion
of knowledge and skills (Bunga, et al., 2016).

You may consider the following guidelines in selecting appropriate

teaching and learning resources (Guidelines and Processes for LRMDS
Assessment and Evaluation).

TYPES OF RESOURCES SAMPLE KEY QUESTIONS

Workbooks, dictionaries, • Is the material suitable for the learners’

Print
encyclopedias, development needs?
newspapers, magazines, • Does the material cover the content?
handouts, wordless • Does the material promote higher cognitive skills
books, fliers, reference such as critical thinking, creating, learning by doing,
books, maps, laboratory inquiry and problem solving?
manuals, syllabi, • Is the material free from ideology, cultural and
brochures, pamphlets, gender biases?
show-me boards • Does the material reflect values and traits of being9

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TYPES OF RESOURCES SAMPLE KEY QUESTIONS

a Filipino?
• Does the material address the interests of the
learners?
• Is the material free from any kinds of error?
• Does the material address the learning goal?

Charts, posters, flash • Are the presented facts accurate?

Charts
cards, diorama boxes, finger • Are visuals clear and adequate?
Posters
puppets, movie roll boxes, • Are the materials age appropriate?
Flash Cards
TV roll boxes, origami • Does the material serve its purpose?
Manipulatives
dioramas, gardening tools, • Is the material durable?
anatomy models • Is the material free from any kind of error?
• Does the material address the learning goal?

CD-Rom, VCD, DVD, • Is the material consistent with the content of the
Non-Print slide deck presentation, DepEd Learning Competencies?
Materials transparencies, TV, digital • Is the content accurate?
interactive • Is the material logically developed and
organized?
• Is the material relevant to real-life situations?
• Is the language appropriate?
• Is the material free from any kinds of error?

“
• Do the materials support values formation?

Now that we are done and guided with how the learning
materials were selected and how the learning goals were
considered, we are ready to move forward to organizing and
using our TLRs in our lessons.

However, when there are no available appropriate TLRs, we

are encouraged to develop them. Take time to read the following
illustrations of practice.

ILLUSTRATION OF PRACTICE NO. 2:

Developing and Organizing Appropriate Teaching and Learning Resources
Teacher Faye is preparing her learners for a listening activity. She is looking for a literary piece from
Anglo-American literature which will enable her learners to infer thoughts, feelings, and intentions in
the material viewed (EN9VC-Ia-3.8); analyze literature as a means of discovering the self(EN9LT-
Ia-14); distinguish between and among informative, journalistic, and literary writing (EN9WC-Ia-8);
and use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic
features of speech when delivering lines of poetry and prose, such as speech choir, jazz chants and
raps (EN9OL-Ic-1.15).

She is able to find a suitable resource in YouTube. However, she intends to maximize the existing
material in targeting the development of other skills. She is challenged to develop her own learning
material which will integrate four domains in one lesson presentation.
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MODULE 9
I. OBJECTIVES
The learning competencies
A. Content The learner demonstrates understanding of how Anglo-American literature targeted in this Daily Lesson
Standards and other text types serve as means of enhancing the self; how to use
processing, assessing, summarizing information, word derivation and Plan (DLP) help meet the
formation strategies, punctuation marks and interjections content and performance
B. Performance The learners actively participate in speech choir through using effective standards which are the
Standards verbal and non-verbal strategies based on the following criteria: Focus, Voice, learning goals.
Delivery, Facial Expression, Body Movements/Gestures and Audience Impact.

C. Learning Compe- EN9VC-la-3.8 Infer thoughts, feelings, and intentions in the material viewed
Therefore, Teacher Faye
tencies/Objectives EN9LT-la-14 Analyze literature as a means of discovering the self considers the learning goals in
Write the LC Code EN9WC-la-8 Distinguish between and among informative, journalistic and selecting the TLRs to be used in
for each literary writing
EN9OL-lc-1.5 Use the appropriate segmentals (sounds of English and the the lesson.
suprasegmentals or prosodic features of speech when delivering lines of
poetry and prose, such as speech choir, jazz chants and raps)
Let us focus on how Teacher
Faye comes up with the use of
IV. PROCEDURES
TLR in this Review of Previous
A. Reviewing the The class will be given a sentence written on metacards. Metacards are Lesson.
previous lesson or pictorial cards founded on Neurolinguistic Programming principles. This helps
presenting the new in engaging learners in the learning process.
lesson She wants her learners to
I love you I love you I love you apply their learning on stress.
Tell the learners that the words in bold letters receive the primary stress and Since she wants the review to
that means that the words should be spoken with appropriate pitch, length be interactive and engaging to
and loudness. The learners are expected to identify the changes in meaning everyone, she comes up with a
as the words being stressed is changed.
developed material.

What things did Teacher Mary Faye consider in developing unavailable TLRs?

QUESTIONS TO PONDER POSSIBLE RESPONSES AND REMARKS

Is there a need to develop a new TLR? Yes.

What is my target goal? Refer to the content and performance standard
as realized through the learning competencies.
What type of TLR should I develop? It may be audio, print, non-print, video, or
audio-video resources.
Are there localized and/or indigenized Yes.
materials to be used? If none, proceed to the availability of materials
to be used in the development of TLRs.
What material should I use in the The materials to be used in the development of
development of the material? TLRs depend on their availability.
Are the materials to be used in the Yes.
development of the TLR available? If not available, look for possible or alternative
materials to be used.
When do I start planning and developing Planning to develop new resources starts once
the new resources? the teacher has identified the learning goals
to be addressed, the necessary and available
materials to be used, and the learners’
background. 11

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What things did Teacher Mary Faye consider in developing unavailable TLRs?

QUESTIONS TO PONDER POSSIBLE RESPONSES AND REMARKS

Should I pretest the developed Yes. Look at how the learning resources
resources? would contribute to the teaching and learning
process.

How should I use the developed Organize the materials used in the lesson plan.
materials? Consider the simplicity or the complexity of the
materials to appropriately address the learning

“
goals.

Remember that locally crafted TLRs substitute expensive

ones which are not readily available. Our ability to localize or
indigenize materials makes us adaptable to our classroom
situation. It is encouraged that we develop localized and
indigenized materials that are aligned with the learning goals.

I. OBJECTIVES
Teacher Faye selects
B. Establishing the purpose for The teacher discusses the objectives of the lesson.
the lesson the existing learning
C. Presenting examples/ materials. She also finds
instances of the new lesson out that there is a need to
Group Activity (10 minutes) develop other materials
The class will be divided into four groups. Each group will be given the following that will support the
printed materials to study and will be informed that they are going to present
their understanding of the materials. Below are the printed materials: learning competency that
Group 1: Biography of William Shakespeare - interview is aligned to the learning
Group 2: Summary of Hamlet – press release
goals.
Group 3: Character Sketch of Ophelia - commentaries
Group 4: Character Analysis of Ophelia – monologue
Teacher Faye also
The following are the presentations:
takes time to develop
Interview Photocopy of Shakespeare’s biography and her activity materials,
Interview Sheet
particularly the Interview
Press Release Photocopy of the summary of Hamlet and sample
press release sheet. She also includes
Commentaries Photocopy of character sketch and sample rubrics in her lesson
commentaries plan to ensure that all
Monologue Photocopy of the character analysis of Ophelia and the learning experiences
sample monologue and deliverables of the
learners shall be graded
D. Discussing new concepts Each group will present their output.
and practicing new skills #1 Rubrics will be used in grading the outputs:
accordingly.
Group 1: Rubrics in Presenting an Interview
Group 2: Rubrics in Publicly Announcing a Press Release
Group 3: Rubrics in Presenting a Public Commentary
Group 4: Rubrics in Delivering a Monologue

12

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MODULE 9
Teacher Mary Faye also
IV. PROCEDURES considers the availability
of online sources. She
E. Discussing Watching YouTube presentation of Five Truths: Stanislavski
new concepts and (https://www.youtube.com/ acknowledges the learners’
practicing new watch?v=2OD7phopWWk&list=PL5DE67813461897E6 retrieved January interest toward technology.
skills #2 7, 2018)
She takes into consideration
The students will use a teacher-made observation sheet about getting the learners’ learning styles
inferences about thoughts, feelings, and intentions on the material viewed. since most of them are inclined
to technology.

The inter-connectedness of
the varied TLRs used is also
considered in the organization of
IV. PROCEDURES
the TLRs in the lesson.
J. Additional Digital Comic Strip
activities for Rubrics in Evaluating Digital Comic Strip
application or
Teacher Mary Faye
remediation demonstrates positive use of
ICT in her lesson as she asks
for an authentic output from the

“
learners which is ICT-enabled.

The wise, logical and appropriate selection, development and

organization of the teaching and learning resources contribute
to its effective use in the classroom. This does not only address
the learning goals but also engages the learners in a meaningful
experiential learning.

Now that TLRs are appropriately selected, developed and

organized, we are ready to use them to make learning more
engaging and interesting to the learners. Join me in our quest of
ensuring the appropriate use of the TLRs as we go to the next
illustration of practice.

“
ILLUSTRATION OF PRACTICE NO. 3:
Organization and Utilization of Appropriate Teaching and Learning
Resources

As Proficient Teachers, you may opt to consider the following

various ways to appropriately use teaching and learning
resources for each of the subject learning areas.

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The first table presents various learning resources in Teaching Math.

USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS

MANIPULATIVES USES

Counters To teach one-on-one correspondence, ordinal numbers,

and basic addition and subtraction
Counting cubes To solve simple addition and subtraction equations
Fraction strips/pieces To add and subtract fractions or to show equivalent
fractions
To represent different fractional concepts and
relationships
Pattern blocks, attribute blocks, To assist learners in learning basic algebra
geometric shapes of different To assist learners in classifying and patterning tasks
colors, sizes, and scales
Base ten blocks To represent and perform operations on multidigit
numbers, such as 352+461

USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS

MANIPULATIVES USES

Geoboards To identify simple geometric shapes

Geometrical solid models To learn about spatial reasoning
Standard and non-standard rulers To represent length or volume in measurement lessons
and measuring cups
Tiles To calculate the area or perimeter of an object
Spinners To find the probability of landing on a designated area
Number of cases or dice To find the probability of rolling a certain number or

“
combination of numbers
*Source: Bunga, et al. (2016)

While manipulatives are usually very effective, their

use does not sufficiently guarantee meaningful learning.
Teachers must ensure that they are used in the context of
the educational tasks to actively engage learners’ thinking
with the guidance of the teacher. This ensures that the use
of manipulatives will lead to the ultimate goal of learning
math which is to do math without them.

To further illustrate, let us consider the following scenario

of Teacher Zachary, a Grade 4 Mathematics teacher, in his
use of the manipulatives.

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MODULE 9
Teacher Zachary teaches his class the lesson on fractions. He provides them with
a lot of manipulatives, such as counting sticks, geoboards, dice, and solid blocks. He
explains the activity and asks his Grade 6 learners to use manipulatives to explore
and familiarize concepts about fractions. Before the end of the lesson, he gives a five-

“
item quiz and, to his surprise, none of the learners answered them correctly.

What could be the problem in the scenario? Actually, there is no

problem with the use of manipulatives in the activity or in any mathematics
or mathematics related-subjects. However, Teacher Zachary did not
identify first the specific learning goal or goals; hence, he was not able to
identify the objectives for using the manipulatives.

Manipulatives can be extremely helpful or not helpful at all to our

learners. Our learners must understand the mathematical concept being
taught rather than simply moving the manipulatives around. The math
manipulatives should be appropriate for the learners and should be
chosen to meet the specific goals and objectives of the mathematical
program.
In the next table, we present various instructional materials used in teaching Science.

VARIOUS INSTRUCTIONAL MATERIALS AND THEIR USES IN TEACHING SCIENCEV

MEDIUM USES ADVANTAGES DISADVANTAGES

Charts • Attract attention • Inexpensive • Limited to two

Posters • Arouse interest • No equipment needed dimensions
Bulletin Boards • Reinforce and add • Easy to use and store • No motion
dimension • Readily available
• Provide concrete meaning
to abstract ideas
Overhead • Graphic • Inexpensive software • Impermanent
Transparencies Presentations • Availability • Require less common
• Size equipment
Handouts • For important information: • Can be prepared in • Some learners do not
as a quiz, as a guide and as advance like to read handouts
a reminder • Can be retained for
• To emphasize a point future reference and
• For a complete explanation review
Audiotapes • Music fitness • Ease of production of • Portable player is bulkier
Compact Disk • Create a mood tapes and heavier than other
(CD)-audio • Low cost, accessible equipment like MP3
player
Videotapes • Evaluation of learner • Instant replay • They require equipment
Films performance • Can be saved for such as portable players
CD-visual • Self-evaluation of learner future use and other audio-visual
DVDs or teacher • Inexpensive devices
• Magnify small objects • Portable • May not guarantee
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MEDIUM USES ADVANTAGES DISADVANTAGES

Videotapes • Learners can make their • Ease of operation • learning; thus, they need
Films own videos • Can be interfaced to be supplemented by
CD-visual • Stimulate verbal with a computer other teaching methods
DVDs communication and for individualized
creativity instruction
• Present meaning involving
motion
• Compel attention
• Heighten reality
• Promote understanding of
abstract concepts

Computers • Computer-assisted • High interest • Equipment offer limited

instruction • Fast to computer lab or
• Record keeping resource center
• Word processing
Illustrated lecture • Enhancement of concepts • Inexpensive software • Requires darkened room
with computer or • Can be combined with
slide projector audio

Magnetic boards • Strategy talks • Easy to use • More expensive than

• Attention getting chalkboard
• Less hazardous • Not available in all stores
specially for the
asthmatic people
Objects and • Exemplifies real-life • High reality- 3D • Sometimes displays are
Displays situation expensive but not very
engaging for learners.

*Source: Bunga, et al. (2016)

16
The appropriate choice of learning resources, including ICT,
can contribute to the teacher’s effectiveness in instruction.

The next table presents the instructional materials for

language teachers (English, Filipino, Mother Tongue, and Foreign
Language). “
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MODULE 9
LEARNING RESOURCES USES

Audio Books • Improve the learners’ listening comprehension and vocabulary

Dictionaries • Bilingual dictionaries are useful for beginners and intermediate
learners.
• Monolingual dictionaries are useful for advanced learners.
• Pocket dictionaries are easy to carry and good for quick reference.
• Electronic dictionaries are portable, easy and quick to search.

Video tapes • Enhance the listening experience of the learners

• Provide important visual stimulus for language production as
observed in the setting, action, emotions and gestures.
Recording devices (tape • Record conversations, radio programmes, songs, classes and
recorders, video cameras) lectures and help the learners improve listening comprehension
Computer software • Some computer programs are designed to accelerate language
acquisition.
• Supplements the core language program used in the classroom
Flash cards • Useful for learning vocabulary and grammar
• Used to write words, phrases, or sentences on one side and
meaning or definition or translation on the other side
Chart • Useful in learning sounds, words, connected speech
Pictures • Improve the learners understanding of language through pictures
of objects, people, animals, plants and others
Newspaper and Magazine • Brings real-life situation to learners and used to enhance skills in
reading, writing, listening and speaking.
• Used to reflect the culture of a certain community through the
language they contain

“
*Source: Bunga, et al. (2016)

With the wide range of available materials presented,

it is important for a language teacher to know what kind
of resources to use and when to use them for the specific
language lesson and which materials are best suited to
the different ability levels of the learners.

The following illustration presents the instructional

resources which can be used as auxiliary tools in text,
visual or audio media both in print and in digital format in
Araling Panlipunan.

• Maps • Models
• Charts • Slogans
Instructional Materials for • Pamphlets • Guide Cards
Araling Panlipunan • Globes • Bulletin Boards
• Posters • Whiteboards
• Graphics • Worksheets
• Photographs
17
*Source: Bunga, et al. (2016)

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The use of computer, powerpoint slide decks, projectors,

videos, films is effective in teaching Araling Panlipunan.

“
Every teacher needs instructional materials that best suit
the method and strategy that could fully develop the technical
skills of learners. To assure meaningful and effective Edukasyong
Pantahanan at Pangkabuhayan (EPP) or Technology and
Livelihood Education (TLE) instruction, the teacher should
identify proper tools and equipment to use.

The following must be considered in identifying tools to use in EPP or TLE.

• Variety of tools appropriate for different content areas
• Availability of tools in each subject area
• Availability of raw materials to be used
• Adequate number of tools to be used by the learners
• Adequate classroom or laboratory work space

APPROPRIATE LEARNING RESOURCES TO USE IN TLE

SUBJECT AREA APPROPRIATE MATERIALS TO USE

Home Economics • Pictures and images can be used when tools are not available
• Videos, powerpoint slide decks and projectors
• Real materials like:
1. Sewing or Garment Materials
a. Handsewing needles g. Safety pins
b. Rotary cutter h. Flat iron
c. Scissors i. Thread
d. Machine needles j. Marking pencil
e. Pincushion k. Seam ripper
f. Pinking shears/ l. Tape measure
scissors
2. Cooking utensils:
a. Knife e. Vegetable peeler
b. Chopping board f. Frying pan
c. Tweezers g. Cooking pot
d. Ladle
Agriculture • Pictures and images can be used when tools are not available
• Simple tools like the ones that follow could be used, too:
a. Shovel g. Insecticides
b. Axe h. Cutlass
c. Bolo i. Hoes
d. Pick j. Spades
18 e. Crowbar k. Wheel barrow hoe
f. Pitch forks
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MODULE 9
APPROPRIATE LEARNING RESOURCES TO USE IN TLE

SUBJECT AREA APPROPRIATE MATERIALS TO USE

Industrial Arts 1. Hand tools:

Pliers, hammers, screwdrivers, saw (ripsaw, crosscut saw,
keyhole saw), push-pull rule, nails, adhesive tapes, cutter,
pair of compasses
2. Electrical tools:
Hammers (claw hammer, ball peen hammer, mallet), portable
electric drill, slide cutting pliers
3. Videos and powerpoint slide decks can also be used to
discuss other ways of using tools

Information and • Computer-aided materials

Communications Technology • Powerpoint slide decks
(ICT) • Computers (desktop computer, laptop computer)
• Tablets
• Videos

“
*Source: Bunga, et.al. (2016)

The use of appropriate learning resources in Music and Arts

is equally important as those earlier mentioned. The use of
recorded teaching materials in the classroom has proven
to improve music performance. Specific and actual musical
instruments may also be considered in teaching music.

*Source: Bunga, et al. (2016)

For the Arts, the use of tangible

materials in the classroom is
important.

*Source: Bunga, et al. (2016) 19

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Physical Education (PE) has a wide range of materials and technology to use to enhance and
supplement PE instruction. The use of instructional materials has become a major instructional
platform to facilitate cognition and skill performance. The following table gives suggestions in the
use of learning materials in teaching PE.

MATERIALS AND EQUIPMENT USED IN TEACHING PE

EDUCATIONAL GAMES EDUCATIONAL DANCE EDUCATIONAL PHYSICAL FITNESS

GYMNASTICS ASSESSMENT

Playground balls Plastic hoops Foam vaulting Sit and reach box for
Balls for striking Styrofoam hoops Trapezoid styrofoam measuring flexibility
Beach balls holders Shapes (circles, Stopwatches
Yarn alls Rhythmic equipment triangles, ovals, wedge) Skinfold callipers
Balloons -ankle wrist bells Mats Modifies chin up bar
Flying disks -rain stick Landing mats and standards
Deck rings -rap stick Inclined mats Fitness assessment
Plastic bottle bats -drum with mallet Balance beams package
Tennis rackets -lummi sticks Benches
Sticks with styrofoam Stretchy material Balance boards
Portable bym Bands nylon scarves Jumping boxes
Standard nets Jump bands Shapes of varying
Cones or jug markers CD/Tape player heights
Spotmarkers Cordless microphone Connecting ladder
Basketballs Sound system Hanging ropes
Adjustable basketball Jump ropes
Goals
Soccer balls

“
Parachute
*Source: Bunga, et.al. (2016)

Having seen how Indicator 4.5.2 can be targeted and attained,

I am confident that you are now ready to incorporate in your lesson
plans the appropriate selection, development, organization and
utilization of the teaching and learning resources, including ICT, to
address learning goals.

The following table presents other illustrations of practice that

you may also consider in making your teaching practices aligned to
this indicator.

OTHER ILLUSTRATIONS OF PRACTICE

1. Teaching and Learning Resources to address learning goals

The teacher strategically selects from a huge array and wide variety of teaching and learning
resources consistently aligned to the learning goals. He or she picks teaching and learning
materials that help the learner understand the key concepts or key skills (e.g. the teacher is
teaching independent reading. Part of the process is the learners’ understanding of the unfamiliar
words. The teacher encourages the learners to use a handy dictionary or offline dictionary
installed in an android phone to look for word meanings.)
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MODULE 9
The teacher considers the diversity of the learners in the development of the teaching and learning
materials.

He or she sees to it that the materials to be crafted may be basic or supplementary to the
curriculum.
The teacher utilizes learning resources which are consistently aligned with the learning goals. He or
she aligns all instructional materials to the instructional purposes.

The teacher modifies activities and materials found in the Learner’s Materials and Teacher’s Guide,
if any, to suit the learning needs and interest of the learners.

He or she further looks for the need of developing new teaching and learning materials to
appropriately suit the learning goals to ensure learners’ active participation.
The teacher also considers the level of the learners’ development and readiness. He or she selects
existing teaching and learning resources that are age appropriate, individual appropriate and
cultural & social context appropriate (e.g. vocabulary level and difficulty of concepts.)
The teacher sees to it that he or she uses the variety of educational technology tools: auditory
aids, visual aids, audio-visual aids and activity aids (e.g. Manila paper, chalkboards, charts,
diagrams, books, magazines, projectors, TV, video clips, flip charts, markers, handouts, worksheets,
activity sheets, modules, Strategic Intervention Materials, metacards, pictures, learning trips/field
trips, task cards, observation notebook, journal, globes, calculator, maps, blocks, number charts,
sticks, stones, and other manipulatives.)
The teacher considers the time element relative to the use of the teaching and learning resources
ensuring that materials are not used to consume the entire teaching and learning contact time.

2. Teaching and Learning Resources, including ICT, to address learning goals

The teacher considers the Learning Resource Management and Development System(LRMDS)
Portal of the Department of Education (DepEd) which are used across curriculum areas (e.g. the
teacher looks for a teaching material to be used to teach how to write a recount in English Grade
7. In the LRMDS portal, the teacher found one material entitled “Here, boy!” a show and tell online
illustrations on how to write a recount.)

The teacher prepares ICT-aided instruction, if available, aligned to the learning goals considering
the learners’ development, interest, and readiness (e.g. the use of android phones, tablets and
interactive white boards which direct learners to interact face-to-face with the technology.)

The teacher utilizes online platform to download related materials aligned to the learning goals
(e.g. a science teacher would like to show the vast relationship of the celestial bodies and the solar
system; instead of using just pictorial presentations, she looks for a video snap shot presentation of
the universe in YouTube to catch the attention of the learners)
The teacher modifies ICT-based instruction, if needed, aligned to the learning goals (e.g. the use of
social networking platforms, learners manipulation and presentation of output through a software)

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on the selection,
development, organization and utilization of teaching and learning
resources, including ICT, you now have a better appreciation of the
indicator. Based on your learning in this module, think of what you
can do to enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

22
Happy planning!

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MODULE 9
RESOURCE LIBRARY

Annotated Bibliography
This section provides you with resources that can help you further
understand the indicator.

“
Aboukhadijeh, F. (2012, November 17). Great War [Sample informative essay]. Retrieved from
StudyNotes.org website
https://www.apstudynotes.org/english/sample-essays/informative-essay-great-war/
The author, who is a Grade 11 learner, presents a sample of an Informative Essay entitled “The
Great War”, a literary write-up, used in the Daily Lesson Log of Teacher Noemi.

Antofina, Jr., V. R. (2016). Teaching and learning materials [Presentation slides]. Retrieved
from https://www.slideshare.net/En_Teng/teaching-and-learning-materials
These are slide deck presentations prepared by the author about Teaching and Learning
Materials (TLMs) in the context of the Department of Education. This includes definition of the
TLMs, the purpose and importance of the TLMs, and the types of TLMs.

Bunga, J. B., Pilariza, C. A., & Serrano, E. D., (2016). Principles of teaching 2. Quezon City:
Adriana Printing Co., Inc.
This book features chapters on the appropriate selection of instructional materials for specific
subject learning areas. These chapters are helpful in providing the list of learning materials,
their uses, advantages and disadvantages.

Chanda, D. H., Phiri, S. N. A., & Nkosha, D. C. (1998). Teaching and learning materials analysis
and development in basic education (G. Tambulukani, Ed.). [Training manual]. Retrieved
from http://unesdoc.unesco.org/images/0013/001320/132019eo.pdf
This online toolkit on the teaching and learning material analysis and development talks about
the need to analyze the materials to be used in the basic education and the need to develop
materials if there are no available resources.

Hamza, M. (2012). Training material development guide. Retrieved from

https://www.msb.se/RibData/Filer/pdf/26433.pdf
This handbook serves as a guide in the development of training materials. This includes
information on the main steps and stages in sequence of designing training materials.

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Lewis, B. (2018). TLM-Teaching/learning materials. Retrieved from

https://www.thoughtco.com/tlm-teaching-learning-materials-2081658
This online article gives discussion about the use of teaching and learning materials and their
samples.

Multi-Media Educational Resources for Learning and Online Teaching (MERLOT). (n.d.).
Learning resources – Material types. Retrieved from Skills Commons.org website
http://support.skillscommons.org/home/contribute-manage/metadata-and-apprendices/
learning-resouce-material-types/#
This online source defines the material types of the learning resources that can be selected
during the selection process.

Nikky. (2010, July 13). Teaching aids, their needs, types and importance of teaching aids in
teaching learning process. Retrieved from http://www.indiastudychannel.com/
resources/120148-Teaching-Aids-Their-Needs-Types-and-Importance-Of-Teaching-Aids-In-
Teaching-Learning-Process.aspx
This online article presents the teaching aids, their needs, types and importance of teaching
aids in the learning process. This enumerates the many aids that are available like audio, visual,
and audio-visual aids.

Quality learning and teaching resources - Facilitating effective learning. (n.d.). Senior Secondary
Curriculum Guide [Booklet]. Retrieved from
http://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/main06.html
This webpage provides a spectrum of educational materials that teachers use in the
classroom to support specific learning objectives, as set out in lesson plans. These can be
games, videos, flashcards, project supplies, and more.

Salandanan, G. S. (2012). Methods of teaching. Quezon City: Lorimar Publishing, Inc.

The author of this book provides a chapter on the appropriate selection and use of the
teaching and learning materials (TLRs).

The importance of learning materials in teaching. (2017). Guyana: Ministry of Education.

Retrieved from http://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2036-
the-importance-of-learning-materials-in-teaching
The online article gives explanation on the importance of the learning materials in teaching.
This also expounds the relation of the use of the TLRs to learner learning, lesson structure, and
differentiated instruction.

UNESCO HIV and Health Education Clearinghouse. (2002). Quality checklist for selecting
teaching and learning materials. New York: UNESCO. Retrieved from
http://hivhealthclearinghouse.unesco.org/sites/default/files/resources/qualitychecklist.
pdf
The online PDF article contains a three-page sheet on the Quality Checklist for Selecting
Teaching and Learning Materials.

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MODULE 9
LINKS

The following links are your access to further readings on the enhancement of the teaching and
learning resources. You will find related literature, studies, list of TLRs, different kinds of teaching
strategies using TLRs, criteria on how to select, develop, organize and use teaching and learning
resources. You will also find in the following links studies conducted and recommendations on the
positive use of TLRs.

Department of Education and Training, Victoria State Government. (2017).Retrieved from

http://www.education.vic.gov.au/Pages/default.aspx

https://chenloyola.wordpress.com/eds-151-instructional-media-resources/visual-aids-
importance-selection-and-usage/

https://fs3techinlearningenvtgroup4.weebly.com/fs-3-outputs.html

https://www.csbsju.edu/Documents/Internship/Sample%20of%20Learning%20Goals%20
by%20
Major(0).pdf

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

http://www.ilfsets.com/educationservices/TeachingLearningResources/

https://www.slideshare.net/AbbieLaudato/informative-journalistic-literary-writings

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 MODULE

10
DESIGN, SELECT, ORGANIZE AND
USE DIAGNOSTIC, FORMATIVE
AND SUMMATIVE ASSESSMENT
STRATEGIES CONSISTENT WITH
CURRICULUM REQUIREMENTS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: PRE-ASSESSMENT
STRATEGIES
- Illustration of Practice No. 2: FORMATIVE
ASSESSMENT STRATEGIES
- Illustration of Practice No. 3: SUMMATIVE
ASSESSMENT STRATEGIES
- Illustration of Practice No. 4: COMPONENTS OF
SUMMATIVE ASSESSMENT

24 PROFESSIONAL DEVELOPMENT PLAN

25 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 10.

I’m Teacher Mike and with me is Teacher Jen. We are

your teacher-friends who can help you better appreciate
the indicators of the Philippine Professional Standards for
Teachers (PPST).

As we move along, let’s consider this picture.

Can you relate to the presented situation in the picture? Are you that kind of
teacher? Do you think our learners will fare well in this kind of assessment considering
leaners’ needs, strengths, interests and experiences?

As teachers, we must be able to grasp assessment as an integral part of the

teaching and learning process that allows us to track and measure learner’s progress
and adjust instruction accordingly.

We will act as support group and will offer authentic and instructive illustrations
of practice anchored on the Philippine Professional Standards for Teachers (PPST) to
help enhance current practice.

In this module, we will focus on:

STRAND: Design, selection, organization and utilization of

assessment strategies

INDICATOR: 5.1.2 Design, select, organize and use diagnostic,

formative and summative assessment strategies consistent with
curriculum requirements.
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KEY CONCEPTS

“
Let us now be familiar with the key concept assessment
strategies. Understanding this concept facilitates deeper
appreciation of the indicator and helps you to deliver
lessons that are responsive to learners’ varied needs.

ASSESSMENT STRATEGIES. These refer to approaches or tactical

procedures used to reach a goal. Likewise, these are strategies the
teacher employs to gauge student learning.

These are assessments used to identify each learner’s strengths,

weaknesses, knowledge and skills prior to instruction (diagnostic); used
to identify the parts of the lesson where learners need improvement
(formative); and used to identify learner achievement (summative).

These are embedded as an integral part of the lesson and are aligned
with the intended instructional goals consistent with the content
standards.

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“
SELF-REFLECTION

Before we go further, let us first reflect on our current

practice. As Proficient Teachers, we have our knowledge,
skills and attitudes regarding assessment strategies.

By looking at the indicator, I have written down my own

reflections on this. How about you?

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… assessment as a tool to … select assessment … that my learners’
measure learners’ learning strategies that are performance should be
in a particular lesson. congruent to the curriculum measured using varied
requirements. assessment tools since one
tool does not fit all.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Mike! Now, it is your turn to reflect on
your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Hello, Teacher! I am Teacher Mike, your teacher-friend, and I

will guide you through this indicator.

Teacher Lorelie teaches 10th Grade Araling Panlipunan.
She prepares a lesson on the learning competency: Natatalakay
ang tatlong uri ng karapatan ng bawat mamamayan sa isang
demokratikong bansa (AP10MKPIVe-5).

Let’s explore Teacher Lorelie’s practice. Take time to read

through her DLP focusing on the highlighted parts.

I note my own observations as I read.

III. PAMAMARAAN
A. Balik-Aral Gawain 1: Unahan Tayo!
sa nakaraang Ang klase ay mahahati sa dalawang grupo. Pipili ang bawat grupo ng
aralin at limang kinatawan upang sagutan ang mga tanong na ibibigay ng guro.
pagsisimula ng Mag-uunahan ang bawat isa at kung sino ang unang makaupo sa
bagong aralin unahan, siya ang sasagot.

Mga Tanong:
NOTE: Prior to the lesson,
1. Ano ang Universal Declaration of Human Rights? she prepares a game for
2. Sino ang tagapangulo ng Human Rights Commission ng United the learners to assess
Nations? their knowledge about
3. Ano ang bansag sa UDHR noong tinanggap ito ng UN General the topic.
Assembly noong Disyembre 10, 1948?
4. Magbigay ng halimbawa na nangyayari sa kasalukuyan mula sa
Artikulo 26. Karapatang mabigyan ng Edukasyon.
5. Magbigay ng halimbawa na nangyayari sa kasalukuyan mula sa
Artikulo 4. Walang sino mang aalipinin o bubusabusin.
B. Paghahabi Gamit ang objective board, babasahin at ipaliliwanag ng guro ang mga
sa layunin ng layunin ng aralin.
aralin Nasusuri ang bahaging ginagampanan ng mga karapatang pantao
upang matugunan ang iba’t ibang isyu at hamong panlipunan
AP10MKPIVe-5
1. Natatalakay ang tatlong uri ng mga karapatan ng bawat
mamayan sa isang demokratikong bansa.

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D. Paglinang Gawain 3: 1 for 10!

sa kabihasaan Aatasan ng guro ang mga mag aaral na pumili ng isang uri
(Tungo sa ng karapatan at ipaliwanag ito sa pamamagitan ng sampung
Formative pangungusap.
Assessment)
(Gawin sa loob ng 5 minuto) Integrative Approach
E. Paglalapat ng Gawain 4: Larawan ng Aking Karapatan
aralin sa pang
araw-araw na Ang klase ay hahatiin ng guro sa tatlong grupo. Sa pamamagitan During the lesson,
buhay ng dala nilang mga drawing materials, gagawa ang bawat grupo Teacher Lorelei conducts
ng poster tungkol sa uri ng karapatan. Pipili sila kung anong uri ng
an individualized activity
karapatan at iguguhit nila ang pagkakaintindi nila dito.
to give immediate
(Gawin sa loob ng 15 minuto) (Reflective Approach) feedback to learners
about their learning.
F. Paglalahat ng Ipapaliwanag ng mga mag-aaral kung ano ang ipinapahayag ng
aralin larawan.

NOTE: At the end of the

Source: https://www.flickr.com/photos/nccaofficial/18448073641 lesson, Teacher Lorelie
(Gawin sa loob ng 5 minuto) (Reflective Approach) prepares a quiz to check
G. Pagtataya ng Quiz muna Tayo! on learners’ achievement.
aralin Tukuyin kung ano ang isinasaad sa bawat pahayag. Piliin sa kahon
ang iyong sagot at isulat ito sa inyong sagutan.
Cyrus Cylinder International Magna Carta for all Mankind

“
Eleanor Roosevelt Artikulo 22 hanggang 27
Universal Declaration of Human Rights Statutory Rights
John I Natural Rights
Haring Cyrus Artikulo 3 hanggang 21
1. Ito ay isa sa mahalagang dokumentong naglalahad ng mga
karapatang pantao ng bawat indibiduwal na may kaugnayan sa
bawat aspekto ng buhay ng tao.
2. Siya ang hari na sapilitang lumagda sa dokumento na Magna
Carta?
3. Karapatang mabuhay, maging malaya at magkaroon ng ari-arian.
4. Siya ang hari na nagpanukala ng Cyrus Cylinder. Now that you
5. Binubuo ang mga artikulong ito ng karapatang sibil at pulitikal. have read Lorelie’s
6. Karapatang kaloob ng binuong batas at maaaring alisin sa DLP, do you have any
pamamagitan ng panibagong batas. ideas on how you can
7. Ang mga artikulong ito ay binubuo ng mga karapatang soyal,
help her improve it?
ekonomiko at kultural.
8. Karapatang maging malaya ang mga alipin.
9. Siya ang nagtatag ng Human Rights Commission.
10. Ito ang bansag sa UDHR noong malugod itong tinanggap ng UN
General Assembly.

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“
assessment strategies consistent with curriculum requirements

MODULE 10
Probing
We, your teacher-friends, can help you in
understanding this indicator through our sample
situation.

Below are some of the key questions that

you may answer to help Teacher Lorelie improve
her practice.

1 What are the assessment strategies employed by Teacher Lorelie before, during and after
her lesson?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

Do the assessment strategies address the learning goal? Why or why not?
2
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

If you were to provide assessment strategies before, during and after in the same lesson,
3 what would it be?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

How do you assess learners? What aspects do you consider prior to assessment?
4
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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“
Suggestions for Improvement

You are doing a wonderful job! Here are our suggestions

for you to further enrich your current practice.

In the presented detailed lesson plan, Teacher Lorelie used varied assessment strategies in her lesson.
She was able to provide a pre-assessment to gauge the learners’ understanding on the topic. It is suggested
that pre-assessment must be done prior to instruction to identify each learner’s strengths, weaknesses,
knowledge and skills.

She was able to use assessment during her lesson to check on the progress of the learners. Nevertheless,
the activity was too heavy for the learners. The learners could have been given a guided activity instead of
asking them to write about the topic in ten sentences.

Lastly, she was able to assess what the learners learned after the lesson by having a ten-item quiz. This
allowed her to measure the achievement of the learners in the day’s lesson.

As teachers, we consider some aspects in determining the assessment strategies to use in each type
of assessment.

PRE-ASSESSMENT
• Teachers need to take into account the purpose (what knowledge or skill is being assessed) of the
pre-assessment, the needs of the learners (age, readiness levels, learning preferences, etc.), and their
own teaching styles.
• Teachers need to use strategies that fit in their teaching styles to get maximum results from the pre-
assessment.

FORMATIVE ASSESSMENT
• Teachers need to determine what aspect of student learning they want to measure.
• Formative assessment strategies can be given to learners individually, as partners, in small groups,
or as a class.

SUMMATIVE ASSESSMENT
• Teachers need to determine the purpose for the summative assessment.
• Teachers need to look at all the outcomes and goals of the unit and determine what types of evidence
they will need to demonstrate student learning.
• They should consider how they can gather that evidence throughout the unit in order to establish the
mastery level of their learners regarding specific curriculum outcomes.
• Forefront in a teacher’s mind should be the need to triangulate evidence through conversations,

“
observations, and products.
Source: Regier, 2012

We hope you can make use of these suggestions when you plan
your lessons.

This time, we will show you different practices that will serve as your
guide on how to design, select, organize and use diagnostic, formative
and summative assessment strategies consistent with curriculum
8 requirements.

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“
ILLUSTRATIONS OF PRACTICE

Teacher Lorelie has requested our Support Group to show

examples of teaching practices anchored on the PPST that could
help teachers attain our target indicator.

Dear Teachers, Jen and I will walk you through the different
illustrations of practice that show specific ways on how to design,
select, organize and use diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.

We hope you’ll have fun! Let’s go!

As Proficient teacher, you are expected to design, select, organize and use diagnostic,
formative and summative assessment strategies consistent with curriculum requirements. In
this module, let us discover the different illustrations of practice aligned with the Philippine
Professional Standards for Teachers that show specific ways on how you can make use of
assessment strategies.

Assessment and instruction are parallel in a classroom that focuses on the learner. Teachers
need to use a variety of strategies to assess learner readiness for a particular unit of study and
to plan their instruction around the needs the learners demonstrate. Ongoing assessment of
student learning is an important part of the planning process.

There are three main types of assessment. They are pre-assessment, formative assessment,
and summative assessment. As we move along, we will come across a selection of assessment
strategies applicable in each type of assessment.

We hope that the table below clears up some misconceptions about assessment.

PRE-ASSESSMENT FORMATIVE SUMMATIVE

ASSESSMENT ASSESSMENT

What is it? Assessment that is used Assessment that Assessment that shows
to collect information gathers information what learners have
about learners’ strengths, about student learning learned
weaknesses, knowledge and
skills prior to instruction

When is it Before a lesson or new During a lesson or unit At the end of a lesson
used? unit of study of study or unit of study

Why is it To determine the readiness To track learners’ To provide evidence of

used? level of learners and to progress and to make what learners learned
inform instruction changes to instruction
Source: Regier, 2012
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“
ILLUSTRATION OF PRACTICE NO. 1:
Pre-Assessment Strategies
Teacher Mike has walked you through Teacher Lorelie’s DLP.
He also showed you suggestions for improvement. This time, let
me discuss with you Teacher May Grace’s lesson plan.

Teacher May Grace prepares this lesson plan for Grade 10

English. Let us focus on the use of a particular pre-assessment
strategy embodied in her lesson.

I. OBJECTIVES
A. Content The learner demonstrates understanding of how world
Standards literatures and other text types serve as vehicles of expressing
and resolving conflicts among individuals or groups and how
to use strategies in critical reading, listening, and viewing and
affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
B. Performance The learner composes a short but powerful persuasive text using
Standards a variety of persuasive techniques and devices.
C. Learning At the end of the lesson, the students should be able to:
Competencies/ 1) determine the effect of textual aids like advance organizers,
Objectives titles, non-linear illustrations, etc. on the understanding of a
Write the LC text (EN10RC-Ib-2.15.2); As pre-assessment,
Code for each 2) appreciate the value of using textual aids in understanding Teacher May Grace uses
a text; and a memory matrix chart
3) identify the appropriate textual aid to be used in a given to expose each learner’s
situation. prior knowledge before the
presentation of the lesson.
IV. PROCEDURES
A. Reviewing The class will be divided into four groups. Each group will Notice that the teacher
previous lesson accomplish the memory matrix chart on textual aids, in which row wants to discover what
or presenting and column headings are complete but whose cells are empty. learners know about a textual
the new lesson (10 minutes) aid by allowing the learners
Textual Aids What it is? Where to find it? to complete the matrix.
Glossaries
Through the use of pre-
Index/Indices
assessments, teachers can
Key/Guide Words plan instruction that is at
Diagrams the readiness level of the
learners.
Graphs/Charts

“
Tables/Maps
Table of Contents

We have provided you with several suggested pre-

assessment strategies that you can incorporate in your
lessons. You can check these out in the next section.

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Hello, Teacher! Take note that informal pre-assessments
are used to determine what learners know and these usually
occur during instruction. They are quick to administer and will
give you immediate feedback. This informal nature reduces the
test anxiety of learners who feel anxious during more formal
assessment processes.

INFORMAL ASSESSMENT STRATEGIES

Ponder and Pass. It is a way to obtain learner input for an upcoming topic.

? Sample
HOW TO DO IT?
1. Announce the topic of the upcoming unit
or skill.
2. Pass a piece of paper with the graphic
organizer (see sample) to the members of
the class.
3. Challenge learners to write the facts they
know related to the topic.
4. They may include information they want to
learn and explore, including questions and
comments of interest or concern.

Content Knowledge Boxes. It is used to uncover what learners know about a topic and
to identify misconceptions they may have.
Sample
? Country
HOW TO DO IT?
Location Food, clothing Resources
1. Depending on the topic, design content and shelter
knowledge boxes to identify entry points for
planning instruction.
2. Tell the learners about the topic. Government Population and Customs
people
3. Use any of the prompts that follow:

“We will learn about the areas listed on

the chart during our study of _____.”

“Complete the chart with the information Geography Economy Historical Ways of
landmarks Life
you know about _____.”

4. If the learners do not know specific facts

about the topic, ask them to write what
they want to learn about it.

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Signal and Action Response. This individual response technique is used to gather
informal data in quick and engaging format.

?
Sample

HOW TO DO IT?
1. Identify a particular signal and its
corresponding meaning.
2. Present this to the learners.
3. Explain that a learner shall choose
one action to fit his or her appropriate
knowledge-based level on the topic.

Anticipation Guide. It is a tool for gathering information on what learners know about a new unit of study.
It allows learners to self-assess their knowledge before a unit of study and then to re-assess their
knowledge after the unit is completed (Regier, 2012).

? Sample
HOW TO DO IT?
1. The learners write their responses before
participating in the target unit or study.
2. The learners respond either “Agree” or
“Disagree” to statements on a particular
topic.
3. The learners can answer the same
anticipation guide at the end of the lesson
to revisit their answers prior to the lesson.

Knowledge Base Corners. It is an assessment to use before the introduction of a unit to reveal learner’s
content knowledge (Chapman & King, 2012).

?
Sample

HOW TO DO IT?
1. Display four large strips of paper and label
each one with phrases that match the
following four-corner grids. Be creative and
use your content terminology to label the
corners.
2. Post each strip of paper in a corner of the
room. Read the corner name aloud.
3. Emphasize that this activity will assist to
guide plans for their lessons.
4. Ask the learners to write down the name
of the corner that matches their knowledge
level for the topic.
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5. Tell the learners to move to the selected Notes: As learners stand in their selected corners,
corner to join others with the same view. observe the number of learners and the information
6. Have each group select a recorder to write on gathered at each knowledge level. Use the data to
the chart paper. Group members brainstorm plan in the near future in a unit or topic of study.
information they already know about the topic Assure learners that it is acceptable to be in the
and what they want to learn. novice group because the upcoming information is
7. Record the brainstormed information and new.
prioritize the items with consensus.
8. Call on volunteers from each other to share
their findings.
9. Tell each group to collectively select a unique
way to present the information on the chart.
10. Provide time for each group to report the key
discussion points to the class.

“
FORMAL ASSESSMENT STRATEGIES

One more thing, formal pre-assessments are used to

determine the overall achievement level of learners and to
identify possible strengths and areas to develop, usually pencil
and paper tests for easy administration. It is important to note
that the scores of pre-assessments should be recorded but
never be graded and should only be used to gather information
about learners in order to plan instruction.

STRATEGY
?
HOW TO DO IT?
Pretest. It is a formal
The following guidelines can be helpful in creating an effective pretest
assessment given before
(Chapman & King, 2012):
planning to gather vital
• Administer the pre-assessment one to three weeks before
information to customize
teaching the new topic or unit. This provides time for data
instruction. A well-developed
gathering, analysis processing and using the results in curriculum
pretest saves time because
planning.
the data reveal the learners’
• Design the test items so no one can achieve a 100 to 0 percent
needs before planning
score. Select items to challenge each learner taking the test.
designed instruction.
• Plan the test to address the various levels of learners.
• Present items ranging from concrete to abstract to simple to
Design the pretest to provide
complex.
a comprehensive overview
• Disperse easy and difficult questions or tasks throughout the
that addresses the simple
assessment. This deters learners from assuming that easiest
to complex essentials. It
items are at the beginning. Often learners stop trying when they
takes time to strategically
come to several consecutive, difficult questions because they
develop a pretest. However,
assume that the remaining tasks will be more difficult.
it is a valuable tool to gauge
• Include manipulatives in the pre-assessment if they are used in
learners’ prior knowledge.
related lessons.
• Use the same pretest as a posttest to analyze growth.
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Before we proceed to the next sections of this module, Jen and I

want to remind you that:
As learners engage in pre-assessment tasks, their knowledge
base expands. They build a foundation for learning with each
discovery.
Learners become responsible for their own learning as they
actively participate in preparation for the new topic of study.
Teachers create opportunities for learners to share the results
of their discoveries as a prelude to planning optimal learning
opportunities.
Source: Chapman & King, 2012

“
ILLUSTRATION OF PRACTICE NO. 2:

Formative Assessment Strategies

Let’s take a look at more examples of assessment

strategies. My own notes alongside the sample material point
out how the strategies are helpful.

The following are excerpts from Teacher May Grace’s

lesson on textual aids. Look at the different assessment
strategies that she uses in her class.

EXCERPT NO. 1

Teacher May Grace uses

response strategy as formative
assessment during the lesson.

Using formative assessment

provides immediate feedback
to learners, identifies what
hinders learning and facilitates
learning, tracks learner
progress, and makes decisions
on whether to proceed with
the next lesson, re-teach,
or provide for corrective
measures or reinforcements.

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FORMATIVE ASSESSMENT STRATEGIES (DURING THE LESSON)

Observation. It is considered as one of the most effective formative assessment tools (Chapman
& King, 2012).

? Sample
HOW TO DO IT?
1. Develop keen visual, auditory, and
perceptual skills to identify a learner’s
academic competency, strengths, needs,
abilities, behaviors, social interactions,
health, emotions, reactions, feelings and
attitudes.
2. This flexible assessment tool can be used
anytime, in any environment and any
circumstance.

Show of Hands. A simple strategy to gauge the understanding level of your learners is through a show
of hands.
Sample
? In a unit on problem solving, you may ask your
learners if they recall the steps needed to solve a
HOW TO DO IT?
1. Ask learners about the topic. problem or to determine the operation of a problem.
2. Allow ‘thinking time’ for the learners.
3. Then, ask the learners for a quick show of Through a quick show of hands, you can decide
hands in relation to the question raised. whether you need to review with a few learners or
with the whole class.

Demonstration Station. The use of demonstration stations is a great way for learners to show what
they know and help you determine the direction of future instruction.

? Sample
HOW TO DO IT? Measure Me (for TLE class)
1. Set up the classroom in such a way that 1. Set up two stations: dry and wet ingredients
learners can move around. in baking a sponge cake.
2. In each station, prepare the materials, 2. Ask the learners to take turns in measuring
tools, manipulatives, etc. for demonstration each set of ingredients.
of skills. 3. Provide different sets of activity sheets for
3. Be able to monitor learner’s progress in each learner in each station.
each station.

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EXCERPT NO. 2

I. Evaluating The learners take the 10-item quiz. (15 minutes)

learning 1. _________ helps readers enhance their learning as they read through
the material.
2-3. Give two purposes of using a textual aid. At this part of the lesson,
4. _________ fulfills the purpose of giving an overview of the parts of a Teacher May Grace assesses
book. whether learning objectives
5. _________ fulfills the purpose of providing a summary of the main are met in the day’s lesson
points.
6. _________ fulfills the purpose of showing relationships of different by giving a quiz.
text elements.
7. _________ textual aid best fulfills the purpose of providing visual She uses these bits of
variety on the page? information to decide
8. Jose was assigned to make a report on the improvement of tech-
whether to remediate and/
nology since 1900s. What is the best textual aid that he can add to
his report to show the information in chronological order? or enrich with appropriate
9. Nina is reviewing Chapter 2 of her physics textbook. She encoun- strategies as needed, and
tered some words that are not familiar to her. What textual aid will to evaluate whether learning
help her find the definition of these words? intentions and success
10. Lorena and Bryan are doing a paired-work for English class. They
need to quickly find the definition of several terms in a book in the criteria are met.
library. What is the best textual aid that they can use are used to
quickly find key terms and their definitions in a book?

FORMATIVE ASSESSMENT STRATEGIES (AFTER THE LESSON)

Open-Ended Questions

? Sample
The following examples of open-ended questions
HOW TO DO IT? are provided below:
1. Provide a situation to the learners. Explain how…
2. Allow the learners to communicate their What is the reason…
thoughts and ideas in the answer. Tell more about…
3. The answers may include many details, an Describe…
explanation, or a process. Give your step-by-step thinking on…
How did you solve the problem?
How can you use the information?
What happened next?
Why is this important?

Graffiti Wall
The graffiti wall is a fun activity for learners and gives you a visual representation of what your
learners have learned during a unit of study.

?
HOW TO DO IT?
1. Each class member writes the most important information in the lesson on a small piece of
paper or sticky note.
2. Learners bring their notes and join a community group or small circles.
3. The learners take turns sharing one information with the rest of the class.
Variation:
1. If there are no available material, you can make a template similar to the sample shown.
2. This can be done in small groups.
16 3. Allow learners to write their thoughts depending on your lesson.

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Rhythmic Fanfare

?
HOW TO DO IT?
1. Each small group selects or is assigned a chunk of important information in review.
2. Have each group create a song, poem, jingle, rap, chant or cheer to review and celebrate the
selected content information.
3. Provide time for groups to practice and present to the class.
4. Ask the rest of the class to share what they learned from the musical beat.
5. Celebrate!
Reflection Journals
Reflection journals are a type of journal that encourages learners to think about what they have
learned and make connections to their own lives.

One Sentence Summaries

Asking learners to provide you with a one-sentence summary of what they have learned
provides you with information about what your learners know about a topic.

Exit cards
This could be used on a regular basis to formatively assess what your learners know,

“
understand, and have learned during a current unit of study. Before learners leave at the end of
class, ask them a question or pose a problem for them to solve.

How are you, dear Teacher? There are more to this list. We
have provided you with references regarding these strategies in
the Resources Library section. Come and check it out!

“
ILLUSTRATION OF PRACTICE NO. 3:

Summative Assessment Strategies

Teacher Dave wants to provide summative assessment
to learners in Grade 4 Mathematics at the end of the quarter.
He hopes to measure the growth of learners in applying the
four fundamental operations involving fractions and decimals
in mathematical problems. He provides several summative
assessment strategies.

?
HOW TO DO IT?

1. One-on-One. He meets with the learners one-on-one to provide evidence to

support learner understanding of targeted outcomes. Before beginning an
interview, he constructs a number of questions that focus on higher level
thinking such as the application of the knowledge gained in the four fundamental
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2. Checklists. He uses checklists to record observations of learner

learning and provide support for evidence gathered through other
sources. Throughout the unit, he uses the checklist to gather
information. At the end of the unit, the checklist provides evidence of
what learners mastered.
3. Performance Task. Teacher Dave prepares MATH Race for the
4th Grade Math learners. The learners are asked to solve several
mathematical problems involving fractions and decimals using some
food products sold in the canteen. Each group will be given problem
sheets to solve using these products. The group to finish first will be
declared winner of the MATH Race. Rules and rubrics of the game
will be discussed thoroughly by Teacher Dave.

“
Take note that summative assessments provide evidence of
overall learning and should reflect the findings of the formative
assessments. Results of summative assessments are usually
used to create a final mark for an outcome. The following are
ways to gather evidence of student learning.

CONVERSATIONS FORMATIVE SUMMATIVE

ASSESSMENT ASSESSMENT

Explain Thinking Anecdotal Notes Acting Performance Task

Informal Conversations (General) Artwork Picture Books
Journals Anecdotal Notes Blog Poems
Learning Logs (Target Behavior) Chapter Tests Portfolios
One-on-One Interviews Checklists Comic Books Posters
Peer Assessment Compare and Power Point
Questioning Contrast Charts Presentations
Reader Response Debates Projects
Self-Assessments Demonstrations Puppet Plays
Teach a Friend Dioramas Puzzles
Experiments Response Journals
Games Role Plays
Goal Setting Sequels
“How-To” Books Song Writing
Mind Maps Speeches
Models Surveys Timelines
Newspaper Web Pages
Articles Work Samples
Oral
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“
ILLUSTRATION OF PRACTICE NO. 4:
Components of Summative Assessment

The following section discusses the components of

summative assessment based on DepED Order No. 8 s.
2015 Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program.

Summative assessments are classified into three

components, namely: Written Work (WW), Performance
Tasks (PT) and Quarterly Assessment (QA).

These three will be the bases for grading.

“
4.1. WRITTEN WORK (WW) COMPONENT

You might want to remember the following about written work

(WW) component:
This ensures that learners are able to express skills and
concepts in written form.
This may include long quizzes and unit or long tests to help
strengthen test-taking skills among learners.
It is strongly recommended that items in long quizzes/tests
be distributed across the cognitive dimensions so that all are
adequately covered. This enables the learners to practice and
prepare for quarterly assessments and other standardized
assessments.
Other written works may include essays, written reports, and
other written outputs.
Source: DepED Order No. 8, s. 2015

“
4.2. PERFORMANCE TASK (PT) COMPONENT

The following are performance tasks prepared by several

teachers in different key stages. Notice how they craft the
performance-based tasks that are meaningful and contextualized
at the same time.

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KEY STAGES PERFORMANCE PERFORMANCE TASK

STANDARD

Kinder to Grade 3 Grade 3 SCIENCE Teacher Aires conceptualizes the States of

(Quarter 1) Matter Exhibit for her 3rd Grade Science class.
The learners should be
able to group common Inside the room are common objects found at
objects found at home home and in school. These objects range from
and in school according solid, to liquid and to gas.
to solids, liquids and gas.
The leaners are instructed to go around the
exhibit and identify each object. They are asked
to fill out the chart.

Rubrics will be used for grading the learners’

performance.

Grade 4 to Grade 6 Grade 6 Edukasyon sa Teacher Angel uses RAFT strategy for the
Pagpapakatao (Quarter 1) 6th Grade Edukasyon sa Pagpapakatao (EsP)
Naisasagawa ang learners.
tamang desisyon nang
may katatagan ng loob The learners are asked to assume a role,
para sa ikabubuti ng consider their audience, while examining a topic
lahat from their chosen perspective, and writing in a
particular format.
Role Audience Format Topic
Learner Parents Advertise- Critical
ment Thinking
Learner Classmate Slogan Fortitude
Teacher Learner Letter Persever-
ance
Teacher Parents Poem Open-mind-
edness
Rapper 6th Graders Rap Love of
truth
Song 6th Graders Song Patience
writer
Learner Learners Poster Calmness

Teacher Angel considers the readiness of her

learners by allowing them to choose their role,
audience, format and topic.

Grade 7 to Grade 10 Grade 10 ENGLISH Teacher Vilma uses GRASPS strategy in

(Quarter 1) assessing the 7th Grade learners in her
The learner composes English class.
a short but powerful
persuasive text using Task:
a variety of persuasive You are an advocate of promoting
techniques and devices. tourist spots and want to promote the local
tourist spot in your area by writing a short
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KEY STAGES PERFORMANCE
PERFORMANCE TASK
STANDARD

Grade 7 to Grade 10 Grade 10 ENGLISH but powerful persuasive text. You will send
(Quarter 1) this composition to the Secretary of the
The learner composes Department of Tourism (DOT) for possible
a short but powerful funding and free promotion. As a requirement,
persuasive text using you will write a short but powerful persuasive
a variety of persuasive text using a variety of techniques and devices.
techniques and devices.
Goal: You will write a persuasive text.
Role: You are an advocate of promoting tourist
spots.
Audience: You will write to the Secretary of
the Department of Tourism (DOT) for possible
funding of the redevelopment of the area and
its free promotion through advertisements.
Situation: As an advocate of promoting tourist
spots in your locality, you will try to convince
the Secretary of the Department of Tourism
(DOT) for possible funding and free promotion
of your local tourist spot.
Product: You will write a persuasive text.
Standards & Criteria: The persuasive text
must be short but powerful using a variety of
persuasive techniques and devices.
Rubrics will be used for grading the learners’
performance.

Grade 11 to Grade 12 Grade 12 PRACTICAL As a final performance task for PR2, Teacher
RESEARCH 2 (Second Jan highlights learners’ achievement through
Semester) a Research Plenum.
The learner is able to
form logical conclusions, The learners present their research
make recommendations paper highlighting logical conclusions and
based on conclusions, recommendations based on the conclusions.
write and present clear
report. There will be two rubrics to use: for the final

“
paper and presentation.

You might want to remember this:

The teacher enables the learners to complete a performance

task about innovative products or do performance-
based (skills demonstration, group presentation, oral work,
multimedia presentation, research project etc.) tasks allowing
them to show what they know and what they are able to do in
diverse ways.

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4.3. QUARTERLY ASSESSMENT (QA) COMPONENT

Teacher Mark plans to administer a teacher-made test for his Oral

Communication in Context class to measure student learning at the end
of the quarter.

Prior to this, he prepares a table of specifications (TOS). From the

TOS, he crafts a multiple choice test for the targeted competencies.

However, an objective test cannot solely measure learner achievement.

Teacher Mark still needs to validate a learner’s achievement through a
performance-based assessment.

Based on DepED Order No. 8, s. 2015, Quarterly Assessment (QA)

measures student learning at the end of the quarter. These may be in the
form of objective tests, performance-based assessment, or a combination
thereof.

To emphasize the components of summative assessments, here is a

table highlighting their purposes and identifying when they are given as
stated in DepED Order No. 8, s. 2015.

COMPONENTS PURPOSE WHEN GIVEN

Written Work (WW) 1. Assess learners’ understanding of At the end of the topic or unit
concepts and application of skills in
written form
2. Prepare learners for quarterly
assessments
1. Involve learners in the learning process
Performance Tasks individually or in collaboration with At the end of a lesson
(PT) teammates over a period of time focusing on a topic/skill
2. Give learners opportunities to lesson
demonstrate and integrate their
knowledge, understanding, and skills Several times during the
about topics or lessons learned in a quarter
specific real-life situation by performing
and/or producing evidence of their
learning
3. Give learners the freedom to express
their learning in appropriate and diverse
ways
4. Encourage learner inquiry, integration
of knowledge, understanding, and
skills in various contexts beyond the
assessment period
Quarterly Synthesize all the learning skills, concepts, Once, at the end of the
Assessment (QA) and values learned in an entire quarter quarter
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assessment strategies consistent with curriculum requirements

MODULE 10
Having seen how Indicator 5.1.2 can be achieved, you are
now ready to develop lesson plans, instructional materials and
assessment tools applicable to your teaching contexts.

Below are illustrations of practice that you may also consider

in planning your lessons and activities and developing your
instructional materials and assessment tools.

Happy working!

ILLUSTRATIONS OF PRACTICE

DIAGNOSTIC ASSESSMENT
The teacher uses assessment strategies to identify each learner’s strengths, weaknesses, knowledge
and skills prior to instruction.

FORMATIVE ASSESSMENT
The teacher applies assessment strategies to identify the parts of the lesson where learners need
improvement.
Before the lesson
The teacher gets information about what the learners already know and can do about the new
lesson, determines misconceptions, shares learning intentions and success criteria to the learners
and identifies what hinders learning.
The teacher utilizes several strategies such as, but not limited to, agree/disagree activities,
ponder and pass, signal action responses, content knowledge boxes, content surveys, games,
interviews, inventories/checklist, KWL activities, open-ended questions, practice exercises.
During the lesson
The teacher provides immediate feedback to learners, identifies what hinders and facilitates
learning, tracks learner progress, and makes decisions on whether to proceed with the next lesson,
re-teach, or provide for corrective measures or reinforcements.
The teacher draws these parts for improvement through several strategies such as, but not
limited to, recitation, activities, seatworks, observation, anecdotal assessment, response cards,
checkpoint tests, simple activities drawn from specific topic, and simulation activities.
After the lesson
The teacher assesses whether learning objectives have been met for a specific duration,
remediates and/or enriches with appropriate strategies as needed, and evaluates whether learning
intentions and success criteria have been met.
The teacher employs several strategies such as, but not limited to, checklists, discussion, games,
performance tasks emanated from the lesson objectives, practice tests, short quizzes, written works
and group presentations.

SUMMATIVE ASSESSMENT
The teacher employs assessment strategies to identify learner achievement.
• The teacher assesses learners individually through unit tests and quarterly assessment
that are crafted based on cognitive process dimensions.
• The teacher assesses learners collaboratively by allowing them to participate in group
activities to showcase the evidence of their learning.
• The teacher recognizes the three components of summative assessment which are bases
for grading: written work (WW), performance tasks (PT) and quarterly assessment (QA).
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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on assessment
strategies, you now have a better appreciation of the indicator. Based
on your learning in this module, think of what you can do to enhance
your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

24
Happy planning!

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RESOURCE LIBRARY

“
We also provide you with resources that can help you further
understand the indicator.

Annotated Bibliography
Chapman, C., & King, R. (2012). Differentiated assessment strategies (2nd ed.). Thousand Oaks, Calif.: Corwin
Press.
This book contains a variety of differentiated assessment strategies that can be used in assessing diverse
learners.

Department of Education. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program. Department Order No. 8, s. 2015.
This department order encompasses the policy of classroom assessments in line with the implementation
of the Enhanced Basic Education Act of 2013 (RA No. 10533).

Jasul, L. (2018). Daily lesson plan in grade 10 Araling Panlupunan Karapatang Pantao [Lesson plan]. Lucena
Dalahican National High School. Lucena City, Quezon.
The author uses several assessment strategies before, during and after the lesson as displayed in this
daily lesson plan.

Regier, N. (2012). Book one: 50 preassessment strategies [Booklet]. Regier Educational
Resources. Retrieved from http://blogs.gssd.ca/csmith/files/2012/08/Book-One.pdf
This online booklet presents 50 pre-assessment strategies that can be used in assessing learners.

Regier, N. (2012). Book two: 60 formative assessment strategies [Booklet]. Regier Educational Resources.
Retrieved from http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf
This online booklet presents 60 formative assessment strategies that can be used in assessing learners.

Regier, N. (2012). Book Three: 50 summative assessment strategies [Booklet]. Regier

Educational Resources. Retrieved from
https://gssdelementarymath.wikispaces.com/file/view/Book+Three.pdf
This online booklet presents 50 summative assessment strategies that can be used in assessing learners.

Salazar, M. G. D. (2017). Daily lesson plan in grade 10 English textual aids [Lesson plan]. Lucena Dalahican
National High School. Lucena City, Quezon.
The author uses several assessment strategies before, during and after the lesson as
displayed in this daily lesson plan.

Zoletal, J. (2018). Long quiz in Grade 10 MAPEH [Long quiz]. Lucena Dalahican National High School. Lucena
City, Quezon.
The author make use of this long quiz focusing on a specific learning competency in Health, that is,
describing a healthy community.

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 MODULE

11
MONITOR AND EVALUATE
LEARNER PROGRESS AND
ACHIEVEMENT USING LEARNER
ATTAINMENT DATA

CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

10 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: MONITORING
LEARNER’S PERFORMANCE THROUGH PORTFOLIO
ASSESSMENT
- Illustration of Practice No. 2: EVALUATING LEANER
ACHIEVEMENT THROUGH ANALYSIS OF TEST
- Illustration of Practice No. 3: MONITORING
AND EVALUATING LEARNERS’ READING AND
PROGRESS AND ACHIEVEMENT THROUGH PHIL-IRI

24 PROFESSIONAL DEVELOPMENT PLAN

25 RESOURCE LIBRARY
- Annotated Bibliography

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 11. I am Teacher Jen and with

me is Teacher Mike. Together, we will walk you through this
module.

You are about to explore various strategies and identify

the whys and hows of monitoring and evaluating your learners’
progress and achievement.

As Proficient Teachers, we are expected to continuously assess and monitor

learners’ performance as part of classroom instruction. This is to determine whether
our instructional strategies are working well for all learners and to identify learners who
need instructional interventions. We also need to evaluate how effective our learning
programs are and what adjustments can be done in the way we teach our learners.

In this module, we will find authentic and instructive illustrations of practice

anchored onn the Philippine Standards for Teachers (PPST) intended to help teachers’
current practice.

In this module, we will focus on:

STRAND: Monitoring and evaluation of learner progress and

achievement

INDICATOR: 5.2.2 Monitor and evaluate learner progress and

achievement using learner attainment data.

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KEY CONCEPTS

“
Understanding the following key concepts facilitates
deeper appreciation of the indicator and helps you
practice monitoring and evaluation of learner progress
and achievement effectively.

MONITORING. This refers to the continuous and systematic use of data in order to
track learner progress through a variety of forms such as daily learning log, class
record, progress chart, checklist, and anecdotal record. Formative assessment,
checking for understanding, providing feedback, and other strategies that are
not standardized are used to monitor learner progress in order for teachers to
appropriately address misconceptions and other learning problems.

EVALUATION. This refers to the periodic and systematic use of assessment forms
and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge
learner achievement; that is, how well the learner has learned the knowledge and/
or skills covered in a unit. Summative assessment, essays, presentation, group
work, performances and standardized tests are used to inform the teachers about
their teaching. Learners are marked on formal evaluation tasks and this mark is
usually part of their report card grade.

LEARNER ATTAINMENT DATA. This pertains to evidence(s) and results of various

assessments that are used in the monitoring and evaluation of learner progress
and achievement.

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SELF-REFLECTION

Let us now reflect on our current practice regarding

monitoring and evaluation of learner progress and
achievement using learner attainment data.

Considering the key concepts, I have written down my

own reflection on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…the various ways on how …monitor and evaluate …the need to keep and
to monitor and evaluate learners’ progress and provide accurate, holistic
my learners’ progress and achievement based on data and immediate feedback
achievement based on using various strategies. based on data to guide me
learner attainment data. and my learners to the
right track.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Jen! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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“
SUPPORT GROUP

Welcome to our support group! We always feel great

to help teachers who would like to improve their practices.

Teacher Carla is a Grade 9 teacher of English. She

needs help on how to track her learners’ performance more
effectively.

Let us take a look at the different documents that she

uses to monitor her learners’ performance.

1 DAILY LESSON LOG (DLL)

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

A. Content The learners demonstrate understanding of how Anglo-American literature and other text types serve as means of enhancing
Standards the self; how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word
order, punctuations and interjections to enable him/her to participate actively in a speech choir.
B. Performance The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the
Standards following criteria: Focus, Voice, Delivery, Facial Expression, Body Movements/ Gestures and Audience Contact.
C. Learning EN9LC-Ic-3.12: EN9V-Ic-15: Explain how EN9LT-Ic-14: Analyze EN9VC-Id-21: EN9RC-Ii-18: Identify
Competencies/ Paraphrase the text words are derived from literature as a means of Summarize the advance organizers,
Objectives listened to names of persons and enhancing the self contents of the material titles, subtitles,
(Write the LC places viewed illustrations, etc.
Code for each) given in a text

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

J. Additional -Guided reading for
activities for instructional and frustrated
application or readers
remediation -Use of creative/localized
reading materials to
motivate the learners to
read

V. REMARKS
VI. REFLECTION
A. Number of Innovativeness= 30 Innovativeness =30 Innovativeness = 30 Innovativeness = 30 Innovativeness = 30
learners who Awareness= 47 Awareness = 47 Awareness = 42 Awareness = 47 Awareness = 47
earned 80% in the Ingenuity= 30 Ingenuity= 30 Ingenuity = 30 Ingenuity= 30 Ingenuity= 30
evaluation Sincerity= 50 Sincerity= 50 SinceritY = 40 Sincerity= 50 Sincerity= 50
B. Number. of Innovativeness= 0 Innovativeness= 0 Innovativeness = 0 Innovativeness= 0 Innovativeness= 0
learners who require Awareness= 0 Awareness= 0 Awareness = 5 Awareness= 0 Awareness= 0
additional activities Ingenuity= 0 Ingenuity= 0 Ingenuity= 0 Ingenuity= 0 Ingenuity= 0
for remediation who Sincerity= 0 Sincerity= 0 Sincerity= 10 Sincerity= 0 Sincerity= 0
scored below 80%
C. Did the remedial (remedial lesson was not (remedial lesson was not Yes, the remedial lessons (remedial lesson was not (remedial lesson was not
lessons work? needed) needed) worked. There are 5 needed) needed)
Number of learners learners in Awareness and
who have caught up 10 in Sincerity who have
with the lesson caught up with the lesson.

Part VI of the daily lesson log is the “Reflection” which tracks

the following: i) number of learners who passed in the formative
assessment; ii) number of learners who required additional activities
for monitoring; and iii) number of learners who have caught up with
lessons among others.
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The sample presented on the previous page is a daily lesson log for a
week. It shows the lesson for each day with the index of mastery computed
accurately. The index of mastery contains the learner attainment data
that measure the learners’ mastery level of the competency. It guides the
teachers in their instruction and allows them to determine whether the
learners are ready to proceed to the next lesson, or if they need additional
activities for remediation. Likewise, the teacher may also use the data
to modify or adjust her instruction in order to address the needs of her

“
learners.

Now, let me introduce you to the other documents that you

may use to monitor and evaluate the learners’ progress and
achievement.

The electronic class record, including the grading sheet and

summary of quarterly grades, allows the teacher to monitor
individually the learner attainment data per specific learning area
and assesses whether the learner passed or failed. With this tool,
the teacher can clearly assess the progress and achievement
of each learner and can provide him or her with instructional
intervention or enrichment.

Electronic Class Record (ECR)

“
Teacher Carla has one learner who missed taking a
summative assessment and doing a performance task due to
non-attendance during the remaining days of the first quarter.
The learner failed to report to class despite the interventions
given. This is a strong indication for the teacher to have a close
monitoring of the learner’s performance in the succeeding
grading periods.

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Grading Sheet

With close monitoring

of the learner who
underperforms, the
teacher was able to
successfully exhaust
all efforts to improve
the learner’s progress
and performance as
shown by the learner
attainment data across
grading periods.

Summary of Quarterly Grades

“
Progress Chart
Teachers must take extra care in using this type of electronic tool
since unnecessary actions, like deleting rows or columns, may alter the
whole data and report learner attainment inaccurately.

Teacher Carla also

uses a progress chart to
to monitor her learners’
progress quarterly based
on class average. The
chart helps her to have
a general assessment of
her learners’ progress
and to design activities
appropriate to their level
of proficiency.

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“
These forms, particularly the DLL and ECR, used by
Teacher Carla are provided by the school. Templates
are also available for download in DepEd websites. The
templates can easily be modified using Word File or Excel
Spreadsheet. The progress chart, on the other hand, can
be replicated using the mentioned computer programs.
Always feel free to ask for technical assistance from your
teacher-friends in using, modifying, or creating these forms.

“
Probing
Looking closely at the given samples, please
try to answer and reflect on the questions
presented below.

1 What kind of forms were given and how were they used?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Did the documents suit different learners? Why or why not?
2
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How could these documents help teachers monitor the progress and evaluate
3 the achievement of their learners?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
If you were to monitor and evaluate your learners’ progress and achievement, how would you do it?
4
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8 ______________________________________________________________________

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Suggestions for Improvement

You are doing a wonderful job! Here are our suggestions

for you to further enrich your current practice.

We acknowledge Teacher Carla for showing us how she tracks her learners’ performance
using learner attainment data computed and described by different monitoring documents. For
us to use these documents more effectively, we may take note of the following suggestions:

Plan monitoring and evaluation activities. Before the school year begins, we may identify
monitoring and evaluation activities to be conducted daily, weekly, quarterly, and yearly. The
documents or school forms needed for these activities may already be prepared and saved in
folders or in the computer.

Monitor and evaluate learners’ performance regularly and consistently. A day without
monitoring and evaluation may cause us to miss serious problems in the learners’ learning.
If left unchecked, this will certainly hamper the learners’ academic success. Monitoring and
evaluating learners’ performance religiously according to plan is the best way to avoid potential
problems in the process.

Explore varied monitoring and evaluation documents. Although our schools provide us with
the standard documents and school forms, such as DLL and ECR, we can always find or create
additional ones that can help us in the monitoring and evaluation process. For instance, we
may also use a daily checklist to track our learners’ performance. A daily progress chart, not
just quarterly, may give us immediate information about the learners’ achievement of the daily
target so as to provide a prompt intervention. Another strategy is to have an anecdotal record
of each learner in order to gain a more individualized assessment of the learner’s progress.

Validate monitoring and evaluation documents to ensure accuracy of learner attainment data.
A number of monitoring and evaluation documents maybe used. However, we must ensure
that these documents are validated and reliable such as those provided by DepEd. Do some
research and testing of the assessment documents before using them so that the learners are
evaluated accurately and fairly.

Involve the learners in certain types of monitoring and evaluation. Monitoring and evaluation
is definitely hard work especially for teachers handling large classes. As a strategy, we may
also instruct our learners to have group or peer monitoring within the class and check their
progress weekly. This may help the learners become more conscious of the quality of their

“
performance and aim for a higher achievement.

Great suggestions! We hope that these can help you and other
teachers, too!

To guide you in the monitoring and evaluation of learner progress

and achievement, we have provided several teaching practices in the
next section.
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ILLUSTRATIONS OF PRACTICE

Teacher Mike and I will now walk you through the different
illustrations of practice that provide multiple opportunities in
monitoring and evaluating learners’ performance.

To give us a jump-start in tackling PPST indicator 5.2.2,

here is a preliminary illustration of practice:

Most teachers monitor learner progress informally, that is, they may not always
record their impressions in any formal way or undertake more formal tasks. Monitoring
and evaluating learner progress and achievement will only be effective if done religiously,
systematically and accurately. In this line, the table below presents a year-round plan of
monitoring and evaluation practices done by teachers:

QUARTER ACTIVITY MONITORING AND EVALUATION DOCUMENTS/STRATEGIES

Pretest /Diagnostic Test Pretest Paper with Table of Specifications (TOS),

Frequency of Scores, Pre-reading Assessment Tools
Profiling of the Learners Learner’s Profile Form, Interest Surveys

Formative and Summative Daily Lesson Log, Written Works, Performance Tasks,
First Assessments Rubrics, E-Class Record, Progress Chart, Portfolio,
Quarter Checklist, Anecdotal Record
Quarterly Assessment 1st Quarter Assessment with TOS, Test Item Analysis
Culminating Task Final Performance Task, Rubric

Computation of Grades E-Class Record, Grade Sheets, Consolidation of Grades

in All Learning Areas
Formative and Summative Daily Lesson Log, Written Works, Performance Tasks,
Second Assessments Rubrics, E-Class Record, Progress Chart, Portfolio,
Quarter Checklist, Anecdotal Record

Quarterly Assessment 2nd Quarter Assessment with TOS, Test Item Analysis
Culminating Task Final Performance Task, Rubric

Computation of Grades E-Class Record, Grade Sheets, Summary of Quarterly

Grades, Consolidation of Grades in All Learning Areas
Formative and Summative Daily Lesson Log, Written Works, Performance Tasks,
Assessments Rubrics, E-Class Record, Progress Chart, Portfolio,
Third Checklist, Anecdotal Record
Quarter Quarterly Assessment 3rd Quarter Assessment with TOS, Test Item Analysis
Culminating Task Final Performance Task, Rubric
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QUARTER ACTIVITY MONITORING AND EVALUATION DOCUMENTS/STRATEGIES

Third Computation of Grades E-Class Record, Grade Sheets, Summary of Quarterly

Quarter Grades, Consolidation of Grades in All Learning Areas

Formative and Summative Written Works, Performance Tasks, Rubrics, E-Class

Assessments Record, Progress Chart, Portfolio, Checklist, Anecdotal
Record
Quarterly Assessment 4th Quarter Assessment with TOS, Test Item Analysis
Fourth Culminating Task Final Performance Task, Rubric
Quarter Posttest/Achievement Posttest with TOS, Frequency of Scores, Pretest &
Test Posttest Results Form with Mean Percent Increase,
Post-reading Assessment and Reading Profile Report
E-Class Record, Grade Sheets, Summary of Quarterly
Computation of Grades
Grades, Consolidation of Grades in All Learning Areas,

“
Report on Promotion and Learning Progress and
Achievement

From among the monitoring and evaluation practices

presented, the following illustrations of practice will give
different opportunities to track and evaluate learner
progress and achievement using learner attainment
data. Teachers may modify these forms, except for the
mandatory school forms prescribed by DepEd, according
to the needs of their learners.

ILLUSTRATION OF PRACTICE NO. 1:

Monitoring Learner’s Performance through

Portfolio Assessment

“
1.1 Portfolio Assessment and Checklist (Monitoring)

The major purpose of a working portfolio is to serve as a

holding tank for learner work (Danielson & Abrutyn, 2000). A
portfolio may also be used to diagnose learners’ needs. Both
learners and teachers should have evidence of the learners’
strengths and weaknesses in achieving learning objectives.
This type of assessment allows teachers to be more accurate
in evaluating learners’ mastery of the content.

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From a teacher’s perspective, a portfolio can provide a holistic

evaluation of the learners’ written language proficiency. These
products or outputs can be used as concrete evidence and as bases
for teachers’ instructional decisions because they provide learners’
general and individual performance.

For the learners, a portfolio can serve as tool for self-reflection.

Questions like, “What have I learned?’” “What do I still need to
learn?” and “How can I get through it?” can be provided to learners
as reflection guides for their own learning.

Below are sample portfolios with the learners’ outputs:

The contents of a
portfolio vary based
on its type (working,
display, or assessment).
This should be
communicated clearly
to the learners.

Learners can access their

portfolios regularly by hanging
them on a specific spot in the
classroom or by keeping them in
shelves and safety lockers.

“
?
HOW TO DO IT?
1. Start gathering documents/outputs at the
You may let beginning of the school year.
your learners 2. Collect all documents/outputs in the
note the following portfolio.
tips to help 3. Check/monitor the completeness of
them produce a the needed contents of the portfolio by
well-organized preparing a checklist.
portfolio: 4. Keep your portfolio simple yet
presentable.

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If properly utilized, a portfolio assessment can help
teachers monitor and evaluate their learners’ progress and
achievement effectively.

?
HOW TO DO IT?
Here are some suggestions on how we can maximize the use of
learners’ portfolio.
1. Communicate clearly to the learners the objectives and rubric for
the portfolio.
2. Ensure that the collected works of learners are related to the
learning objectives. With this, sufficient work must be collected to
provide ample evidence of learners’ achievement.
3. The teacher may provide an individual record of the learner for him
or her to monitor his or her own progress weekly.
4. Keep a daily checklist of each learner’s outputs. The checklist shows
all the portfolio requirements for a particular grading period with the
names of each learner.
5. Monitor the completeness of the portfolio. If the work is not complete,
the learner may be given a chance to finish it.
6. Review and evaluate the component and items in the portfolios to
determine whether the learners complied with the requirements.

“
Teachers may keep track of their learners’ outputs by
using a daily checklist. The checklist shows all the portfolio
requirements (e.g., localized materials, journalistic writings,

Learner Name Portfolio

Localized Journalistic Reflection of Movie Analysis
Materials Writings Activities
Learner 1 / / / x
Learner 2 x / / x
Learner 3 / / / x
Learner 4 / / / /
Learner 5 / x / /
Learner 6 / x x /
Learner 7 x / x /
Learner 8 / / x /
Learner 9 x / x /
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1.2 Assessment Rubric (Evaluation)

Scoring guides or rubrics with clear criteria and descriptions

of different levels of performance must also be developed and
communicated clearly to the learners. The content must be
focused and documented.

Compilation of learners’ achievement data in the portfolio

defeats its purpose if learners are only graded for their
compliance. They must be informed about their own progress
through the portfolio. Learners should have regular access to
their portfolio. Those portfolio should also contain a copy of
rubrics given by the teacher.

“
Rubric as an assessment tool has two types: holistic and
analytic. The type of rubric to be used in assessing learners’ output
or performance depends on the objectives and type of the activity.

The sample portfolio assessment rubrics presented in this

module may be modified or may serve as basis for developing your
own, to suit your learners’ needs and learning objectives.

Analytic Rubric - Each criterion (dimension, trait) is evaluated separately.

Excellent (4 points) Good (3 points) Fair (2 points) Poor (1 point) Unsatisfactory
(0 point)
Requirements All artifacts are present. 7 artifacts are present 5-6 artifacts are present. 4 or fewer artifacts are No work submitted.
x4 present.
Completion All work is completed fully Portfolio contains Portfolio contains fair Portfolio contains No work submitted.
Level x 2 and on time. adequate amount of amount of completed inadequate amount of
completed work. work. work.
Writing (Writing All 3 journals and OERs are Portfolio contains 2 Portfolio contains one Portfolio does not No work submitted.
Process) present with evidence of the pieces of work with evi- piece of work with show evidence of the
x4 writing process (brainstorm, dence of writing process evidence of the writing writing process in its
rough draft.) (brainstorm, rough draft) process (brainstorm, journal and OERs
rough draft)
Organization x 1 Portfolio is very neat and Portfolio is mostly neat Portfolio is not very Portfolio is not neat No work submitted.
logically organized. and logically organized. neat and/or lacks and/or work is sloppy
professionalism Excellent and unprofessional in
(4 points) appearance
Knowledge Portfolio demonstrates a Portfolio demonstrates Portfolio demonstrates Portfolio demonstrates No work submitted.
Displayed master of knowledge in advanced knowledge in basic understanding of an approaching basic
x4 subject area subject area. knowledge in subject area understanding of
knowledge in subject
area.

In this specific sample rubric, the points received by a learner

based on the indicator met are multiplied by the weight of the
corresponding criterion. For example, a learner who gets 3 points
(Good) in ‘Requirements’ will have his or her score multiplied by 4
which equals to 12 points, and so on with the rest of the criteria.

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Holistic Rubric - All criteria (dimensions, traits) are evaluated simultaneously.
Score If the learner...

includes a piece of work for each item on the checklist that clearly
meets the criteria suggested; writes a short paragraph about each
5 item, weaves a connection between the pieces and describing
what was learned; shows reflection about his or her thinking and
learning over time.
includes a piece of work for each item on the checklist; writes a
4 short paragraph about each item; is somewhat reflective of how
his or her thinking has changed.

includes a piece of work for each item; writes something about

3
each piece.
includes a piece of work for most items; writes little about the
2 pieces of work

does not complete the task or gives information that has nothing
1 to do with the work chosen.

ILLUSTRATION OF PRACTICE NO. 2:

“
Evaluating Leaner Achievement through Analysis of Test
2.1 Item Analysis (Evaluation)

Item analysis is a process which examines learner

responses to individual test items in order to assess the
quality of each test item and of the test as a whole. This is
to improve test items and to enhance the teacher’s skills in
test construction, and to identify specific areas which need
improvement.

An effective item analysis starts from a carefully

written test based on the table of specifications (TOS). The
competencies covered for the grading period are included and
organized according to the domains of learning. The teacher
makes sure that the test construction aligns with the TOS.

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Percent of class time is

calculated by multiplying the
time spent for the competency
by 100 divided by the total
number of teaching hours for
that quarter.
Example: 4 x 100 = 10
40

Number of items is computed

by multiplying the time spent
for the competency by the total
number of test items divided by
total number of teaching hours
for that quarter.
Example: 4 x 50 = 5
40
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The contents of the item analysis form are
congruent to the TOS and constructed test.

The data may be easily

computed by entering
the number of correct
responses in an Excel
Spreadsheet and creating
simple formulas in
particular groups of cells.

With the standard set

by the teacher, he or
she will able to gauge
from the item analysis
the competencies that
the learners still need to
master. The items with
low mastery may also
reflect the quality of test
construction.

“
In this example of test item analysis of a Grade 9 class,
you can evaluate the achievement of the class in their
respective learning areas.

You can also determine the least mastered skills or

competencies and evaluate their attainment data. In addition,
you can compare the mastery level of a group of learners
with other groups. You may also change the item that only
a few learners answered correctly which may indicate that
the question is ambiguous or is not part of the learning
competency.

“
2.2 Frequency Table with Mean Score, Standard Deviation and Mean Percentage (Evaluation)

In addition to item analysis, you may also measure learner

achievement by using a frequency table for pretest and posttest
results.

The mean score, standard deviation, and mean percentage

of pretest and posttest are computed and compared.
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The frequency of scores

is manually entered in
Excel Spreadsheet.

The mean score, standard

deviation, and mean
percentage of pretest and
posttest are automatically
computed for comparison.

Learner achievement is
determined by calculating
the mean score or mean
percentage increase from
pretest to posttest.

“
By analyzing tests results, we can evaluate learner
achievement in several areas. Specific weaknesses of an
individual learner or a class can also be determined using this
approach. The results of item analysis may inform us of the
necessary interventions (e.g. enrichment, activities, reteaching,
remediation) that we can provide to the learners.

Aside from analyzing test results, the following tips may be

useful:
1. Monitor and evaluate learners’ progress and
achievement based on their formative and summative
assessments (written work or performance task) and
determine if they meet the learning goals each week.
2. Include descriptive notes of the learners’ performance
after weekly measurement.
3. Track and evaluate learners’ progress and achievement
using graphs or charts to see if they attain the learning
goals. Write a succinct interpretation of these graphs.

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ILLUSTRATION OF PRACTICE NO. 3:

“
Monitoring and Evaluating Learners’ Reading
and Progress and Achievement through Phil-IRI

Reading is a big challenge for learners and a major

concern for all teachers. Hence, monitoring and evaluating
the reading progress and achievement of learners is requisite.

The Philippine Informal Reading Inventory (Phil-IRI)

provides a classroom-based assessment tool that aims to
measure and describe the learners’ reading performance
in both English and Filipino languages in oral reading, silent
reading and listening comprehension.

Phil-IRI is used mandatorily in specific grade levels, but

teachers in other grade levels may also adapt their reading
assessment forms from the Phil-IRI, or use it in combination
with other reliable tools of assessment, as shown in the
following illustration of practice.

This form is used in

administering the
pre-reading test
(oral/silent) to the
learners.

The teacher notes a

couple of data from
the learner such
as the number and
types of miscues,
attempts to self-
correct, responses
to comprehension
questions, word
recognition and
comprehension levels,
among others.

“
The information noted by the teacher from the learner
during the pre-reading test will guide him or her in designing or
adjusting classroom, small group or individualized instruction
to fit the learners’ needs and abilities.

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Test Criteria for Word Recognition and Reading Comprehension

(adapted from Phil-IRI)

?
HOW TO DO IT?
To compute the word recognition level (WR), the following formula is applied:
WR = (No. of words - No. of miscues) x 100
No. of words
Example: WR = (71 - 11) x 100
71
60 x 100
71
WR = 85
The level of reading comprehension (RC) is computed using the formula below:
WR = Total correct answer x 100
Total no. of questions
Example:
RC = 5 x 100
7

“
RC = 71

In the example above, a word recognition rating of 85 means

“Frustration” while a reading comprehension rating of 71 means
“Instructional”.

A learner who has word recognition of “Frustration”

and reading comprehension of “Instructional” has an overall
FRUSTRATION reading level.

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The teacher
consolidates the
individual records
of the learners
and groups them
according to reading
level.

“
The teacher keeps track of the learners’ reading progress
through continual assessment. This may be effectively done
by setting a developmental plan to address the needs of the
learners.

For example, the learners may be grouped according

to their reading levels and may undergo different reading
programs. Non-readers and frustrated readers may undergo
reading recovery program; instructional readers may go
through reading remediation program, while independent
readers may undertake reading enrichment program. Parents
or guardians of non-readers and frustrated readers will have
to be notified for extra support at home.

3 Reading Profile Report (Evaluation)

?
HOW TO DO IT?
Finally, the teacher conducts a post-reading assessment to determine if there are
improvements in specific difficulties and overall reading level of the learners. He or
she consolidates the reading assessment data of all classes using another table for
analysis.

The teacher makes a report of the reading profile of classes handled. The complete
report presents the pre-reading and post-reading assessment results wherein the
learners’ reading achievement can easily be gauged.

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The teacher uses learner

attainment data to
evaluate the effectiveness
of the reading programs
or activities he or she
conducted and adjusts
instructional strategies to
better meet the learners’
needs.

“
The assessment serves as one of the bases in planning,
designing/redesigning the reading programs or activities in the
school to improve the overall school reading performance.

“
Report on Promotion and Learning Progress and Achievement

At the end of the school year, teachers make a report on

promotion and learning progress and achievement in accordance
with the policy guidelines on classroom assessment provided by
DepEd.

This school
form presents
the learners’
status and
learning
progress and
achievement
based on
their general
average.

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MODULE 11
Monitoring of learner progress is a practice that helps
teachers use learner attainment data to keep track of learners’
daily performance and acquisition of skills. On the other hand,
evaluation of learner achievement tells teachers whether the
learner has learned the particular skills covered in a unit, but not
whether the learner is learning at a pace that will allow him or her
to meet annual learning goals. This is the key difference between
learner progress monitoring and achievement evaluation, while
both practices help teachers determine the effectiveness of
their teaching and make more informed instructional decisions.

“
Having seen how Indicator 5.2.2 can be achieved, you are now
ready to think of strategies or interventions to help your learners attain
their learning goals through the proper use of suitable monitoring and
evaluation tools.

The following table presents a summary of illustrations of practice

that you may also consider in making your teaching practices aligned
with this indicator.

OTHER ILLUSTRATIONS OF PRACTICE

The teacher regularly (daily or weekly) gives his or her learners assessment activities, such as
quizzes, seat works, group works, performance tasks, among others to test their learners’ progress
and achievement. He or she tracks their progress using available monitoring sheets (e.g. checklist),
and identifies their least mastered skills. The teacher uses graphs or charts to analyze the test results.
He or she modifies the instructional strategies based on the analysis of the learner attainment data.

The teacher keeps a daily checklist of the learners’ outputs. The teacher regularly checks the
portfolio to monitor if the learner is on track. The checklist shows all the portfolio requirements for
the quarter with the names of each learner. The teacher monitors whether the work is complete or
inadequate and whether the portfolio is regularly submitted or not.

The teacher tracks the achievement of learners through achievement chart record. Using the
achievement chart record, the teacher audits the record in a form of checklist, indicating competencies
that the learners successfully achieved.

The teacher uses variety of techniques in tracking the developmental sequences of a learner’s
school and academic status. Variety of techniques includes appropriate utilization of data from class
records and report card through Progress Chart Review or Competency Monitoring Grid.

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on monitoring
and evaluation of learner progress and achievement, you now have
a better appreciation of the indicator. Based on your learning in
this module, think of what you can do to enhance your professional
development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

24
Happy planning!

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“
RESOURCE LIBRARY

We also provide you with resources that can help you further
understand the indicator.

Annotated Bibliography
Association for Supervision and Curriculum Development. (1997). Retrieved from http://www.ascd.org/
publications/books/197171/chapters/The-Types-of-Portfolios.aspx
The author explains the use of portfolio in the classroom, the different types of portfolio, the purpose of
using it inside the classroom to monitor the learner’s progress and the innovative technique of using it.

Bartolata, Blanche M. (2017). Learning Outcome Assessment. GFMNHS-San Francisco Annex.

Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, Va., USA:
Association for Supervision and Curriculum Development.
This material is a useful resource for teachers who wish to use learner portfolio in the classroom

Department of Education. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program. Department Order No. 8, s. 2015.
In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533),
the Department of Education is adopting the enclosed Policy Guidelines on Classroom Assessment for the
K to 12 Basic Education Program. Classroom Assessment is an integral part of curriculum implementation.
It allows the teachers to track and measure learners’ progress and to adjust instruction accordingly.
Classroom assessment informs the learners, as well as their parents and guardians, of their progress.

Department of Education. (2018). Policy Guidelines on the Administration of the Revised Philippine Informal
Reading Inventory. Department Order No. 14, s. 2015
This DepEd Order provides the guidelines for the administration of the revised Philippine Informal
Reading Inventory (Phil-IRI). The tool is administered to Grades 3 to 6 learners in public elementary
schools nationwide. It defines the responsibilities of the different levels of governance pertaining to the
dissemination and utilization of the said tool.

Fuchs, L.S. & Fuchs, D. (2002). What is scientifically-based research on progress monitoring? (Technical report).
Nashville, TN: Vanderbilt University.
The author explains how learner progress monitoring improves instruction. The teacher determines
current learner level of performance within the year, identifies achievement goals that the learner needs to
reach at the end of the school year, and establishes the rate of progress the learner must make to meet
those goals.

Learning Science International. (2016). Retrieved from https://www.kyrene.org/cms/lib/AZ01001083/Centricity/

Domain/42/Art%20and%20Science/Enhanced%20Developmental%20Scales/Enhanced_Developmental_
Scale_E2.pdf.
This article explains how the teacher facilitates tracking of learner progress on one or more learning goals
and/or targets using a formative approach to assessment.

Safer, N. & Fleischman, S. (2005). Educational Leadership, 66, 81-83.

These authors explain how learner progress monitoring improves instruction and reiterated that learner 25
progress monitoring is a practice that helps teachers use performance data to continually evaluate
effectiveness of their teaching.
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 MODULE

12
COMMUNICATE PROMPTLY AND
CLEARLY THE LEARNERS’ NEEDS,
PROGRESS AND ACHIEVEMENT TO
KEY STAKEHOLDERS, INCLUDING
PARENTS/GUARDIANS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

8 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: PERSONAL DIALOGUE
WITH PARENTS
- Illustration of Practice No. 2: GROUP
CONSULTATION
- Illustration of Practice No. 3: HOME VISITATION
- Illustration of Practice No. 4: GENERAL ASSEMBLY/
FORUM
- Illustration of Practice No. 5: UTILIZING
DOCUMENTATION AND COMMUNICATION TOOLS

21 PROFESSIONAL DEVELOPMENT PLAN

22 RESOURCE LIBRARY
- Annotated Bibliography
- Appendices

26 ACKNOWLEDGEMENTS

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Hello! Welcome to Module 12.

Communication with key stakeholders offers a stable

path for teachers to deliver better academic services to
learners.

Modes of communication to stakeholders include

personal dialogue, group consultation, home visitation and
general assembly/forum.

In this module, we will learn to improve our practices in communicating learners’

needs, progress and achievement to our stakeholders, specifically to parents or
guardians.

We will explore (a) how we can utilize the various modes of communication in the
school setting, (b) when to communicate learners’ information through these modes,
and (c) how we can enrich these modes through devising/using documenting tools that
will allow us to have accessible reference about learners’ school and academic status.

There are sections in this module where Jen and I provide some illustrations of
practice, as well as some parameters of consideration in choosing appropriate modes
of communication. Nevertheless, the entire module invites us to understand further the
documenting and reporting procedures in stakeholder communication.

In this module, we will focus on:

STRAND: 5.4 Communication of learner needs, progress and

achievement to key stakeholders

INDICATOR: 5.4.2 Communicate promptly and clearly the

learners’ needs, progress and achievement to key stakeholders,
including parents/guardians.
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KEY CONCEPTS

“ Understanding these facilitates deeper appreciation

of the indicator so let us now acquaint ourselves with the
following significant key concepts.

COMMUNICATION. This refers to various modes, either directly or

indirectly, for transferring relevant information about learner’s need,
progress and achievement to stakeholders.

LEARNER NEEDS. This refers to the observable behavior or attitude of

a learner that the teacher must address immediately.

LEARNER PROGRESS. This refers to a trail of stages of a learner’s

school and academic status.

LEARNER ACHIEVEMENT. This pertains to the remarkable curricular or

co-curricular performance of a learner recognized by the school.

STAKEHOLDER. This refers to either internal (teachers, school

administrators and personnel) or external (parents/guardian, community
and industry partners) individuals or group of individuals who participate
or collaborate towards the attainment of the school’s academic and
institutional goals.

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“
SELF-REFLECTION

Let us now reflect on our current practice regarding

communicating learners’ needs, progress and achievement.

Considering the key concepts, I have written down my

own reflection on this.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…various means and …personal dialogue, …my stakeholders, especially
procedures to communicate consultation, home parents/guardians, have
with our key stakeholders, visitation and quarterly their own preferences on the
specifically to parents/ assembly or forum with way I communicate with
guardians. parents/guardians. them.

“
I know…
KNOWLEDGE
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

As a Proficient Teacher,

_________________________
________________________
I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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SUPPORT GROUP

Welcome to our support group! We always feel great to help

teachers who would like to improve their practices. We encourage
you and your colleagues, including the Master Teachers, Head
Teachers and School Head, to take part in helping other teachers
in need. You may extend your fruitful discussion by using this
module in your next LAC session.

For now, let us look at how Teacher Ching communicates to

key stakeholders. She said that she wants to enhance her skills on
this. What advice can we offer her?

Teacher Ching engages in a personal dialogue with a

parent and a learner regarding school status.

At the end of the dialogue, she asks the parent to affix

his or her signature in the anecdotal report.

She presents the report card to the parent.

She also shows some performance activities in support

of the learner’s academic record.

She conducts home visitation to learners with school

and academic needs.

She shows records of school performance of the

learner to the parent, and takes notes on the details of
their conversation for documentation.

She facilitates a stakeholders’ (teachers, parents,

community officials and industry partners) general
assembly/forum.

She then reports on the performance of the learners,

and some other pertinent information about their
school and academic status. 5

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“
Probing
We, your teacher-friends, can help you in
understanding this indicator through our sample
situation.

Below are some of the key questions that

you may answer to help our teachers improve
their practice.

1 How did Teacher Ching communicate learners’ needs, progress and achievement to
stakeholders, particularly parents/guardians?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

How do you assess the suitability of the modes of communication chosen by Teacher Ching?
2
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

If you were in those situations, how would you facilitate the prompt and clear communication
3 regarding learners’ needs, progress and achievement?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

All efforts exerted by our teachers are highly

appreciated. In the conduct of prompt and clear
communication of learners’ needs, progress and
achievement to key stakeholders, here are other
important things which we can consider.

MAKE IT CLEAR. In communicating with stakeholders, especially to parents and guardians, we

make sure that they have a clear understanding of the situation. In many instances, we make
time to meet personally with them rather than just write a letter for them to read and sign.

MAKE IT PROMPT. We communicate learners’ progress and learners’ achievement accordingly

through quarterly parents’ assembly or group consultation with different stakeholders. However,
we may also consult with them as soon as we see the need for it.

CONFIDENTIALITY MATTERS. The four possible modes of communication are (a) personal
dialogue, (b) group consultation, (c) home visitation and (d) general assembly or forum. We may
choose from among these depending on the confidentiality of the information that we want to
communicate and on the situation of the stakeholder who we need to communicate with.

DEVISE TOOLS TO TRACK COMMUNICATION. For us to track or follow up on the needs,

progress and achievement that we communicate with key stakeholders, we may devise tools
which we and the stakeholders can sign as a form of agreement.

LOOK AT THE BRIGHTER SIDE. Oftentimes, we call on parents to communicate negative

behaviors shown by the learners. This may make the parents feel that we call on them only
when there is a problem. Let us not forget that besides learners’ needs and progress, we also
communicate learners’ achievements.

“ Great suggestions! We hope that these can help you and

other teachers, too!

To guide you in the conduct of communicating with key

stakeholders the needs, progress and achievement of the
learners, we have provided several teaching practices in the
next section.

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ILLUSTRATIONS OF PRACTICE

Teacher Jen and I will now walk you through the different
illustrations of practice that show specific ways to demonstrate
knowledge and understanding of communicating promptly and
clearly the learners’ needs, progress and achievement to key
stakeholders, including parents/guardians. Before that, let us
read some important points.

In selecting the most appropriate mode of communication with stakeholders, we may take note of
the following parameters of consideration:

Information Confidentiality. The nature and content of the information — is it a personal concern of
the learner or is it a matter of public interest that is to be shared?
Content of information, such as academic difficulties or behavioral delinquencies, can be highly
personal. Such information must be in a mode of communication that will preserve the integrity
of the learner. Learners’ progress updates and achievement can be communicated to the
general public especially for stakeholders such as community or industry partners.

Stakeholder Accessibility. The communication preference of the stakeholder — is the stakeholder an

individual or a group?
An appropriate mode of communication can be characterized by sensitivity to the preferences
of the stakeholders. Individual stakeholders may have a different preference on the mode of
communication, as compared to preferences of stakeholders that are collectively considered
a group. Individual stakeholders can easily be accessed while group stakeholders may have
requirements, since they may follow some organizational protocols.

Learner’s Concern. The learner’s details of concern — is it about the learner’s need, the learner’s
progress, or the learner’s achievement?
Any mode of communication is possible in addressing learner’s concern. However, in
communicating the needs, progress or achievement, other considerations have to be
highlighted in such a way that information confidentiality is protected, stakeholder accessibility
is recognized, and teacher’s accountability is preserved.

Teacher’s Accountability. The purpose of the teacher in communicating the information — is it an

academic concern or is it about the learners’ welfare?
The teacher has the responsibility on the information she communicates to stakeholders and

“
on the possible consequences that there may be. Hence, the teacher has to be clear about the
purpose of communicating any information to stakeholders.

Now that we know the parameters of consideration in

choosing the appropriate mode of communication, let us
take a look at the following illustrations of practice.

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ILLUSTRATION OF PRACTICE NO. 1:

“
Personal Dialogue with Parents

In conducting personal dialogue, probable stakeholders may

include parents/guardians, teachers, school administrators,
industry partners and learners. Let us see what prompted
Teacher Aldrin, a Grade 6 English teacher, to conduct a
personal dialogue with the parents of one learner.

During the first month of the school year, Teacher Aldrin

noticed that one of his learners had difficulty in focusing on
the lessons. While his other classmates were very enthusiastic
in doing the activities, Rene kept distracting his classmates
and transferring from one place to another. His classmates As soon as Teacher Aldrin
complained about him. At first, he thought that Rene was realized that there is a need
an attention-seeker. Fortunately, in one of the reading to communicate with Rene’s
activities that he prepared, Teacher Aldrin called on Rene to parents, he did not wait
read the story in front of the class. Despite Teacher Aldrin’s for the end of the quarter.
encouragement, the child was too shy to stand and he just He promptly called on the
mumbled the words. It was then that Teacher Aldrin found out parents so that proper
that Rene could not read well in English. He then decided to remediation could be made
promptly call on the parents for a personal dialogue regarding to address Rene’s needs.
Rene’s case. He made sure that the situation was clear to the
parents and his aim was to help Rene improve in his studies. The teacher’s responsible
After the dialogue, he asked the parents to sign the agreement act will not only help the
and scheduled the next meeting for follow-up. learner but also the teacher
himself. There are instances
where learners seek
attention because they need
help.

“
Personal dialogue is suited to concerns related, but not
limited to, learners’ grades, learners’ interpersonal behavior,
school and academic counseling/coaching, and learners’ personal
concerns/matters such as relationships, pregnancy, behavioral
delinquencies, psychosocial trauma, etc.

To facilitate a productive personal dialogue with stakeholders,

we may bear the following in mind.

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?
HOW TO DO IT?
DOs DON’Ts

• Keep information secured and intact, • Overstate the information, especially

yet accessible. learners’ personal matters.
• Devise a communication plan in • Show special treatment to any
meeting stakeholders. stakeholder.
• Always do quarterly track • Take for granted a learner’s concern,
assessment of needs; focus on the even the tiniest detail of an event.
positive lead for needs. • Underestimate reactions of
• Always be courteous in facilitating stakeholders.
personal dialogue.

“
ILLUSTRATION OF PRACTICE NO. 2:
Group Consultation

When conducting group consultation, your possible

stakeholders are the following: teachers, school administrators,
parents/guardians, school personnel/staff, industry partners,
and community officials.

The learners’ concerns may include, but not limited to,

classroom/school activities and/or programs, deliberation of
learners’ grades, class schedules, learners’ curricular and/or co-
curricular participation and learners’ subject progress status.

To facilitate group consultation, take note of the following:

In the junior high school where Teacher Jona is teaching, the

learners are heterogeneously distributed in all the sections in
Grade 8. Teacher Jona did her
job well as an adviser.
When she was recording the scores of student performance, she When she realized that
noticed that Matthew was performing very well in her subject. It there was a change in
was surprising for her for she knew that Matthew was always in Matthew’s performance, she
the Guidance Office the last school year. His anecdotal records immediately consulted the
from the previous years revealed the same. Puzzled if it was only other teachers. She knew
in her subject that Matthew was doing well, she decided to have that she should not only
a group consultation with her colleagues and she was happy to watch out for the negative
learn that Matthew was, indeed, performing well in almost all of behavior of the learners
his subjects. Teacher Jona believed that she and her colleagues to surface but also for the
must be doing something right for Matthew. The positive change positive ones.
they saw in Matthew’s performance inspired them to work harder
for their learners. Eventually, Teacher Jona communicated
Matthew’s achievements to his parents and to the learner himself.

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progress and achievement to key stakeholders,

MODULE 12
including parents/guardians

The teachers’ keen attention to the performance of the learners

helps them to immediately see progress and achievements of the
learners. Learners will be inspired to persevere more and trust
in their own abilities, knowing that their teachers trust them and
care about the things they do.

Learners’ concerns which can be addressed by group

consultation may include classroom/school activities and/or
programs, deliberation of learners’ grades, class schedules,
learners’ curricular and/or co-curricular participation and
learners’ subject progress status.

In facilitating group consultation, we may take note of the

following:

?
HOW TO DO IT?
DOs DON’Ts

• Always be honest, rational and • Overlook information presented

systematic in disclosing information. during consultation.
• Maintain transparency between and • Misinterpret opinions of the group in
among stakeholders. place of the factual information.
• Provide relevant and sufficient data • Confuse a learner’s concern as
of learners’ needs, progress and a problem, when interpreted as
achievement. problem by the group.
• Take note of the available feedback • Make your responsibility the sole
from the stakeholders. responsibility of the group.

“
ILLUSTRATION OF PRACTICE NO. 3:
Home Visitation

During home visitation, the usual stakeholders are parents

or guardians, together with the learners.

Let us see what prompted Teacher Jamie, a Grade 11

teacher, to conduct home visitation regarding a concern about
one of her learners.

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During the second quarter, Teacher Jamie noticed the drastic

change in the performance of John. From being a happy and As teachers, a sudden
participative learner, he suddenly turned into a quiet, timid change in our learners’
learner. For Teacher Jamie, who had been teaching for 20 behavior bothers us.
years now, this was an area of concern. She knew that John Manifestations come
was not ready to talk about it. She even started talking to when there is a decline
some of his closest friends and neighbors but they had no in performance or when
idea. She then handed a letter to John to ask his parents to learners suddenly become
visit the school but no one came over. indifferent. This leads us to
look for clues and, ultimately,
Finally, Teacher Jamie, together with the Guidance teacher to confer with the parents
who happened to live in the same area where John lives, went to know how we can help.
for a home visitation. She talked to John’s mother to ask if she If all possible means are
noticed any changes in John’s behavior. After the visitation, exhausted but no one from
Teacher Jamie found out that there was a problem in the home visits the school, home
family and that was the root cause of the drastic change. visitation is our final resort.
Knowing that the problem at home was beyond her control,
Teacher Jamie planned to help John in whatever way she

“
could while at school.

Conducting home visitation could be our final resort in

communicating concerns like learners’ absenteeism, classroom
performance and personal matters such as relationships, health
issues, and family problems which affect learners’ behavior and
performance.

For safety concerns, we may request assistance from

someone we trust who is familiar with the place or from the local
officials.

In facilitating home visitation, consider the following:

?
HOW TO DO IT?
DOs DON’Ts

• Focus on informing the parents • Discuss information which is not

regarding the learner’s concern. validated or confirmed.
• Determine which stakeholder’s • Underestimate the information or
feedback is relevant, and which is not opinions given by stakeholders.
essential. • Exaggerate the extent of the
• Communicate the most important learner’s concern.
concern of the learner. • Reveal details of location, address
• Make the conversation as and other similar information of the
comfortable and friendly as possible. stakeholders.

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“
ILLUSTRATION OF PRACTICE NO. 4:
General Assembly/Forum

During a general assembly/forum, the information being

disseminated is for general interest; hence, the presence of all
stakeholders is strongly encouraged.

Let us see what prompted Teacher Raffy, the school’s MAPEH

coordinator, to call for a general assembly of the concerned key
stakeholders.

In his MAPEH classes, it is inevitable for Teacher Raffy to

discover learners with talents in the performing arts. In one
of the batches he handled, many learners were undeniably Apart from the parents
inclined to baseball but the equipment that they had that and the learners, we can
time was too old to be used during trainings. Because of communicate with other
this, he decided to communicate the learners’ needs to the stakeholders. They are
neighboring subdivisions, some barangay officials, the PTCA helpful people who we can
and alumni. He presented the situation, and then he let the tap to help us address
learners showcase their skills in playing baseball using the old learners’ needs. After certain
equipment. They convinced the stakeholders that they are in needs are addressed, we
need of new baseball equipment and that they have the desire can also communicate with
to give honor to the school. them the learners’ progress
and/or achievements
In the end, the learners’ skills prompted the stakeholders to because of their help.
address their needs and to provide them with uniform for the
upcoming District Meet. The next time that Teacher Raffy
invited the stakeholders was during the awarding ceremonies.

This mode of communication may not only address learners’

needs but also issues/concerns related to school affairs, such
as consultation for school activities and programs, school’s
updates and development and learners’ achievements or
accomplishments.

To facilitate a stakeholders’ general assembly/forum, you

can provide the stakeholders with copies of the classroom/
school newsletters to update them on the different events and
milestones of the school. Communication reports must be also
readily available for dissemination.
“
In facilitating a stakeholders’ general assembly/forum, you
may consider the following:
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HOW TO DO IT?
DOs DON’Ts

• Organize the information suited to • Give “side comments” on information

various stakeholders. during the assembly.
• Keep stakeholder profiling for • Label stakeholders inappropriately.
appropriate communication. • Conceal or obscure the information
• Always be fair in discussing needs, about learners’ concern.
progress and achievement of the • Inject personal opinions on
learners during an assembly. information, other than what the
• Provide copies of the agenda data speak of.
and minutes of resolution of the

“
assembly.

Now that Teachers Aldrin, Jona, Jamie and Raffy have

communicated with key stakeholders, their next question could
be ‘How can we properly document the communications we’ve
had?”

In the next illustration, Jen and I will present suggested

templates which you may use at your discretion.

“
ILLUSTRATION OF PRACTICE NO. 5:
Utilizing Documentation and Communication Tools

In most cases, although we may be prompt and clear in

communicating learners’ needs, progress and achievements to
stakeholders, we could be neglecting another important part —
documentation.

In this illustration of practice, we will present suggested tools

and how we can utilize them. Samples of accomplished templates
are also provided.

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Template No. 1: Learner’s Needs, Progress and

Achievement Cardex
The template consists of the following parts:
• Date Reported. This indicates the date
when a behavioral incident was observed
or an academic comment is recorded.
• Report Intended for. This determines the
category of the reported observation
which can be need, progress or
achievement.
• Details of Concern. This presents a brief
description of the report.
• Action to be Taken. This indicates
the appropriately chosen mode of
communication which can be dialogue,
consultation, home visitation or assembly/
forum.
• Remarks of Action Taken. This contains
the status of reported observation or
incident. It also serves as our general
evaluation about the concern. We may
also write the persons we communicated
with.
• Remarks. This provides additional space
for important notes.

Template No. 2: Parent/Guardian Communication

Cardex
The template consists of the following parts:
• Date Reported. This indicates the date of
encounter with the parents.
• Type of encounter. This shows the mode
of communication used during the
encounter.
• Details of concern. This provides a
brief description of the reason why the
encounter has to be done.
• Agreed Resolution. This specifies a brief
description of the agreed resolution
between the parent and the teacher
regarding the details of concern.
• Signature over Printed Name. This
column provides space for the parent
and teacher to sign. This confirms
that there was, indeed, an agreement
between both parties.
• Remarks. This provides additional space
for important notes.

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Template 1: Learner’s Needs, Progress and Achievement Cardex

At this point, let us take a look at some examples of accomplished

templates for learners’ needs, progress and achievement:

Basic information about

the learner in a given
school year

Status of
action to
be taken in
relation to
the details of
concern

Notice that the two sets of details of

concern are interrelated. The first is Brief information details
Notice that the action to be as to whom the action
intended to report the “need” of the taken can be more than one
learner and the second is the “progress” to be taken will be
mode of communication based communicated
or a report if need has been adressed. on the details of concern, as
well as to whom the action to be
taken will be communicated.

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including parents/guardians

Template 2: Parents/Guardians Communication Cardex

We may use this cardex to keep track of our encounter with the
parents. We may use the details in the upper portion to record
the basic information of the parent/guardian of the learner. The
tool has columns which are described below.

Basic
information
about the
parent/
guardian of the
learner

Basic
information
about the
learner in a
given school
year

Signature
specimen of
the parent/
guardian
and teacher
(adviser) as
evidence of
the meeting

Mode of Details regarding the concern/

communication issue at hand. Notice that the Agreed upon resolution regarding
for this particular contents are in outline format details of concern by the involved
concern for easy reference of the stakeholders, particularly the parents,
concern/issue. and teachers and the learners
themselves

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These tools may go with the Anecdotal Records that we

already have in school. In completing these, always remember to
treat the records with high confidentiality. Disclose the information
only to the proper office or authority, if needed.

To comprehensively present samples in utilizing these

documentation tools, here are samples of document entry for
achievement of the learner:
“

Notice that the data

entry for achievement of
learner in a given quarter
is reported in the Learner’s
Cardex and in the Parent’s
Cardex.

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?
HOW TO DO IT?
Here is a sample procedure in utilizing and introducing the templates
to stakeholders:
• Affix your school header on the template.
• During the first homeroom or parents’ general assembly,
distribute the cardex for parents to fill out; then retrieve the
cardex for filing.
• State the purpose of the cardex to parents/guardians clearly.
• Make a portfolio folder for the parents/guardians’ cardex and a
separate folder for learners’ cardex.
• Assign synchronized reference numbers for both learner and
parents/guardians cardex.
• Record student’s details of concern immediately upon receiving
the report from other teachers or from your own observation.
• Follow up details of concern regularly, periodically, or as the
situation occurs.

“
You, too, can devise your own template for documenting and
reporting learner’s need, progress and achievement.

?
HOW TO DO IT?
You may follow the process below:
• Review the type and nature of your stakeholders.
• Determine clearly the goal, aim, objective, purpose of
function of your template.
• List down possible contents or elements of your
template.
• Use terms or phrases that are self-instructive, e.g.
“Agreed Resolution.”
• Design your template in a simple, visually appealing, yet
comprehensive way.
• Pilot test your template.
• Revise your template as per comments or suggestions
of the users and/or stakeholders.

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OTHER ILLUSTRATIONS OF PRACTICE

The following are some other illustrations of practice in facilitating stakeholder

communication in every key concept. Please take note that these are suggested practices
that you may considerably adopt in your own school or classroom context:

• The teacher develops a semestral stakeholders’ communication plan, including the use
of learners and parents cardex, to strategically organize and facilitate communication
encounters with the key stakeholders.
• The teacher devises a consolidated information sheet to be used in communicating report to
key stakeholders, such as teachers, school administrators, community officials and industry
partners.
• Having accessible information, the teacher utilizes media technology such as texting or calling,
as well as through email or social media such as Facebook.

• The teacher addresses immediately the school and academic needs, specially behavioral or
attitudinal concerns of the learners, through personal dialogue.
• The teacher engages in group consultation with other subject teachers of the learner and/or
school administrators for support and suggestion.
• The teacher devises a teacher’s reflection diary as his/her own weekly personal classroom
journal.

• The teacher holds homeroom meeting every quarter to discuss learners’ progress and
achievement.
• The teacher prepares a classroom-based newsletter weekly, monthly, quarterly, or even every
semester to provide updates to stakeholders.
• The teacher can also call for group consultation among selected parents/guardians about
special concern like academic or school activities such as festival of talents, student research
forum, etc.
• The teacher can also provide feedback in some classroom observable skills and behaviors
of learners. She can also solicit suggestions from stakeholders to better provide academic
services to the learners.

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“
PROFESSIONAL DEVELOPMENT PLAN

After you have explored the different key concepts on communication

to stakeholders, you now have a better appreciation of the indicator.
Based on your learning in this module, think of what you can do to
enhance your professional development.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

Happy planning!

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RESOURCE LIBRARY

“
We also provide you with resources that can help you further
understand the indicator.

Annotated Bibliography
Department of Education. (2015). Positive discipline in everyday teaching: A primer for Filipino
teachers. Retrieved from http://www.deped.gov.ph/sites/default/files/page/2016/
POSITIVE%20DISCIPLINE%20IN%20EVERYDAY%20TEACHING%20%20A%20Primer%20
for%20Filipino%20Teachers.pdf.
This primer discusses in detail the process of facilitating positive discipline in different grade
levels. This is useful information for teachers to know how and why implementing positive
discipline is necessary in the academic formation of the learners under the K-12 educational
system.

Institute of Education Sciences. (2011). Stakeholder communication: Tips from the states. SLDS best
practices brief. Institute of Education Sciences (IES) SLDS Grant Program. Retrieved from
https://nces.ed.gov/programs/slds/pdf/best_practices.pdf
This article presents a variety of approaches in conducting communication. Approaches are
designed according to the types of stakeholders.

School Communication Planning Guide. Retrieved from http://cdn2.hubspot.net/hubfs/296999/

School-Communication-Planning-Guide.pdf
This learning package presents comprehensive information regarding the conduct of school
communication including the sustainable ways to maintain communication with school
stakeholders.

Te Puri Kokiri. (2007). Communicating with stakeholders. Retrieved from https://www.tpk.govt.nz/

documents/.../93/tpk-commicatewithstakeholders-2007.pdf
This booklet describes the basic nature of stakeholder communication. It also presents various
modes of communication through media technology.

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Appendices
Template No. 1: Learner’s Needs, Progress and Achievement Cardex

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Template No. 2: Parents/Guardians Communication Cardex

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Matrix of Stakeholders’ Mode of Communication and Parameters of Consideration

Suggested Facilitation in relation to
Mode of Possible Type of Learner’s Parameters of Consideration
Communication Stakeholder Concerns
Dos Don’ts
Personal • Parents/ • Learner’s grade • For [IC], keep information • For [IC], overstate the
Dialogue • Guardians • Learner’s secured and intact, yet information.
• Teachers behavior accessible. • For [SA], keep special
• Administrators • School/academic • For [SA], keep treatment of particular
• Industry counseling and/ communication plan in stakeholders.
partners or coaching meeting stakeholders. • For [LC], take for granted
• Learners • Learner’s • For [LC], always do quarterly learner’s concern.
personal track assessment of needs; • For[TA], underestimate
concerns/ focus on the positive lead for reactions of stakeholders.
matters needs.
• For [TA], be courteous in
facilitating personal dialogue.
Group • Teachers • Classroom/ • For [IC], be honest, rational • For [IC], overlook
Consultation • Administrators school activities and systematic in disclosing information presented
• Parents/ • Grade information. during consultations.
Guardians deliberation • For [SA], facilitate • For [SA], misinterpret
• Personnel/Staff • Class schedules consultation as transparent opinion of the group
• Industry • Learner’s as possible among in place of the actual
partners curricular and/ stakeholders. information.
• Community or co-curricular • For [LC], have relevant and • For [LC], confuse learner’s
participation sufficient data of learner’s concern as problem, when
• Learner’s subject needs, progress and interpreted as problem by
progress status achievement. the group.
• For [TA], take note of the • For [TA], make your
available feedback from the responsibility the sole
stakeholders. responsibility of the group
Home Visitation • Parents/ • Learner’s • For [IC], focus on informing • For [IC], include information
• Guardians absenteeism the parents regarding the which is not validated or
Learners • Learner’s learner’s concern. confirmed.
classroom • For [SA], determine which • For [SA], underestimate
performance stakeholder’s feedback is the information or opinions
• Learner’s relevant, and which is not given by stakeholders.
personal essential. • For [LC], exaggerate
concerns/ • For [LC], communicate the the extent of learner’s
matters most important concern of concerns.
the learner. • For [TA], reveal details of
• For [TA], make the location, address and other
conversation comfortable as similar information of the
possible. stakeholders.
General • Parents/ • Consultation for • For [IC], organize the • For [IC], give side comment
Assembly/ • Guardians school activities information suited to various on information during the
Forum Teachers and programs stakeholders. assembly.
• Administrators • Learner’s • For [SA], keep stakeholder • For [SA], label stakeholders
Personnel/staff achievements/ profiling for appropriate inappropriately.
• Industry accomplishments communication. • For the [LC], make cover
Partners • School updates • For [LC], be fair in discussing up of the information about
Community and development needs, progress and learner’s concern.
achievement of the learners • For [TA], inject personal
during assembly. opinions on the information,
• For [TA], provide copies other than what the data
of agenda and minutes of speak of.
resolution of the assembly.

Legend: [IC] – Information Confidentiality; [SA] – Stakeholders Accessibility; [LC] – Learner Concern; [TA] – Teacher Accountability
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TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Guillen Nabong Amparo M. Muñoz
Ezra de Jesus Natividad V. Nacino
John Pegg, Ph.D. Aufric Alma N. Navarro
Joint Project Team Leader and Director WRITER-COORDINATORS Carlo Donato E. Olivan
UNE-SiMERR Jose Ariel S. Padsoyan
Jennifer E. Lopez Jennifer M. Rojo
Christine Reading, Ph.D. Education Program Supervisor Gemma A. Realo
Senior Research Fellow Region IV-A Neil Vincent C. Sandoval
UNE-SiMERR
Maria Concepcion Beltran - Montenegro EDITOR
Michael Wilson I. Rosero Faculty, Ateneo de Manila University Myrna L. Macalinao, Ph.D.
Senior Research Officer
PNU-RCTQ WRITERS GRAPHICS & LAYOUT ARTIST
Adelyn R. Bartolome Raymond S. Bermudez
Mikkey Mari M. Tuazon Domingo R. Cueto
Research Officer Alfred James A. Ellar AUSTRALIAN EMBASSY
PNU-RCTQ Mark Anthony P. Idang
Gerlie C. Lopez Francesca Lawe-Davies
PNU-RCTQ and UNE-SiMERR National Francis Victor A. Medrano First Secretary-Education
Research Centre May Grace D. Salazar
Shiela Niña Rea-Santes BASIC EDUCATION SECTOR
Jennie V. Jocson, Ph.D. Ryan G. dela Torre TRANSFORMATION (BEST)
Deputy Director, PNU-RCTQ John Paul dela Rosa PROGRAM
Grace Urbien-Salvatus
Allan S. Reyes. Ph.D. Karina Angela C. Celestial Kaye Cox
Senior Program Manager, PNU-RCTQ Arlene M. Hernandez Team Leader
Christian Mespher A. Hernandez
Joy Hardy, Ph.D. Alison Atwell, Ph.D.
Deputy Director, UNE-SiMERR Component Lead
REVIEWERS
Teaching and Learning
Ken Vine, Ph.D. Shirley N. Cerbo
Principal Research Adviser Jerome A. Chavez, Ed.D.
Soledad L. Lecaroz
UNE-SiMERR Mary Leigh Ann C. Perez
Teacher Development Adviser
Vivian I. Buhain, Ed.D.
Support Staff Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D. Special thanks: All Regional
Silvia Danieli
June Billings Maricel D. Ambid Directors, Superintendents and
Ambrose McDermott Manuel R. Apuli Principals who supported the
Florpina B. Galay
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