MODULE

Adapt and Implement learning programs that ensure

19
relevance and responsiveness to the needs of all learners

MODULE 19
4.3.2 Adapt and
Implement learning
programs that
ensure relevance and
responsiveness to the
needs of all learners

1
MODULE

19
4.3.2 Adapt and
Implement learning
programs that
ensure relevance and
responsiveness to the
needs of all learners
 PPST RESOURCE PACKAGE

“
INTRODUCTION TO TEACHERS’ RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Rey!

And I am Teacher Dulce!

We are members of your support group in the Department

of Education (DepED). Together with your Principal, Master
Teachers, and colleagues, we are pleased to be your
mentors and companions as you use this resource package.

Are you ready?

W e begin by letting you know the journey of how we put together this resource
package.

In August of 2017, the Department of Education Secretary Leonor Briones signed

the Philippine Professional Standards for Teachers (PPST) into policy through
DepEd Order No. 42, S. 2017. The policy states, among other things, that the PPST
“shall be used as a basis for all learning and development programs for teachers.”

The Department of Education is committed to supporting your continuing

professional development. This resource package hopes to contribute to this
commitment.

As a teacher, understanding the PPST is crucial in order for you to grow and
flourish in your profession. The PPST identifies what you are expected to know, be
able to do, and value in your profession.

ii
 Adapt and Implement learning programs that ensure
Introduction
relevance and responsiveness to the needs
to Teachers’ of all learners
Resource Package

MODULE 19
How can this resource package help you?

This resource package can help you as it:

• serves as your guidebook towards becoming better acquainted with the

PPST;
• provides you with another 12 modules for Proficient Teachers based on
12 indicators 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 the curriculum teaching areas and key stages of learners’ education.

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

Why do you need this resource package?

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 next 12 indicators for Proficient Teachers;
• are 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 with practices using the samples in the
resource package 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 resource
package.

If learning is your passion, this

resource package is for you.

iii
 “
PPST RESOURCE PACKAGE

You will discover that each module discusses a specific indicator

on becoming a Proficient Teacher. There are key concepts that
will be unpacked as you read the next few parts of these modules.
Most importantly, they will show you relevant illustrations of
practices that may help you understand and attain the indicators.

The modules explore the following indicators.

MODULE 13
1.3.2 Ensure the positive use of ICT to
facilitate the teaching and learning process

MODULE 14 MODULE 20
1.6.2. Display proficient use of Mother 5.3.2 Use strategies for providing timely,
tongue, Filipino and English to facilitate accurate and constructive feedback to
teaching and learning improve learner performance

MODULE 21
MODULE 15
5.5.2 Utilize assessment data to inform
2.1.2 Establish safe and secure learning
the modification of teaching and learning
environment to enhance learning through
practices and programs
the consistent implementation of policies,
guidelines and procedures

MODULE 16 MODULE 22
2.4.2. Maintain supportive learning 6.2.2. Build relationships with parents/
environments that nurture and inspire guardians and the wider school
learners to participate, cooperate and community to facilitate involvement in the
collaborate in continued learning educative process

MODULE 17 MODULE 23
3.2.2. Establish a learner-centered culture 7.3.2 Participate in professional networks
by using teaching strategies that respond to share knowledge and enhance practice
to learners’ linguistic, cultural, socio-
economic and religious backgrounds MODULE 24
7.4.2 Develop personal professional
MODULE 18 improvement plan based on reflection of
4.2.2. Set achievable and appropriate one’s practice and ongoing professional
learning outcomes that aligned with learning
learning competencies

MODULE 19
4.3.2 Adapt and Implement learning
programs that ensure relevance and
responsiveness to the needs of all learners

iv
“
Adapt and Implement learning programs that ensure
Introduction
relevance and responsiveness to the needs
to Teachers’ of all learners
Resource Package

MODULE 19
Each module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator for the Proficient walks you through sample
career stage and why you need illustrations of specific teaching
to achieve it; practices that show how the
standards are put into action;
SELF-REFLECTION allows you
to reflect on your knowledge, PROFESSIONAL DEVELOPMENT
skills and attitude related to the PLAN helps you identify your
indicator; strengths, development needs
and plans for specific action for
KEY CONCEPTS defines professional development;
operationally the concepts used
pertinent to the indicator; RESOURCE LIBRARY provides
resources with annotations that
SUPPORT GROUP allows you to can help you further understand
consult and collaborate with your the indicator.
teacher-friends who will provide
suggestions on how to improve
your current practice;

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

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

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

“
use the Philippine Professional Standards for Teachers as your guide towards professional
development.

We will be with you every step of the way.

Have a happy journey.

v
 PPST RESOURCE PACKAGE

vi
 MODULE

19
ADAPT AND IMPLEMENT
LEARNING PROGRAMS THAT
ENSURE RELEVANCE AND
RESPONSIVENESS TO THE
NEEDS OF ALL LEARNERS
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: Adapting and
Implementing Every Child a Reader Program (ECARP)

- Illustration of Practice No. 2: Adapting and

Implementing Multigrade Program in Philippine
Education (MPPE)

- Illustration of Practice No. 3: Adapting and

Implementing Special Education (SPED) through
Mainstreaming of Learners with Special Needs

- Illustration of Practice No. 4: Adapting and

Implementing Culture-based Education
for Indigenous Peoples (IPED)
22 PROFESSIONAL DEVELOPMENT PLAN

23 RESOURCE LIBRARY
- Bibliography

26 ACKNOWLEDGEMENTS

01
PPST RESOURCE PACKAGE

“
OVERVIEW

Hello! Welcome to Module 19.

I am Teacher Dulce. Teacher Rey and I will walk you through this module.

Together, we will also help you explore the practices on adapting

and implementing learning programs that ensure relevance and
responsiveness to the needs of all your learners.

Let’s begin!

As you know, DepEd implements several learning programs along with the core
principle of the K to 12 Basic Education Program which puts premium on “inclusivity.”
These programs are based on international legal and standard-setting instruments
such as the UN Conventions on the Rights of the Child (1989), World Declaration on
Education for All (1990), UNESCO Salamanca Statement and Framework for Action
(1994), 2007 UN Declaration on the rights of the Indigenous Peoples, and the
Education 2030 Framework for Action.

The DepEd program for inclusive education also has a number of Philippine legal
bases like the 1987 Philippine Constitution (Art. XIV, Sec 1 & 2); RA No. 10533,
The Enhance Basic Education Act of 2013; RA No. 8371, The Indigenous Peoples
Rights of 1997; P.D. 603 - The Child and Youth Welfare Code; RA No. 7610 –
Special Protection of Children against Child Abuse, Neglect, Cruelty, Exploitation and
Discrimination; RA No. 9344, The Juvenile Justice and Welfare Act of 2006 and
others.

Adapting and implementing any of these learning programs are among the important
attributes of a Proficient Teacher. These learning programs follow a system to make
learning equitable and cater learners’ unique needs.

This module will provide you illustrations of practice of adapting and implementing
DepEd learning programs that ensure relevance and responsiveness to the needs
of all learners. It hopes to make you more aware and better demonstrate these
practices considering the interests and background of your students and also the
contexts of learning.

In this module, we will focus on:

STRAND: Relevance and responsiveness of learning programs

INDICATOR: 4.3.2 - Adapt and implement learning programs

that ensure relevance and responsiveness to the needs of all
learners.

2
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
“
KEY CONCEPTS

Let us now acquaint ourselves with the key concepts

used in this module. Reviewing and understanding them
facilitates deeper appreciation of the given indicator.

ADAPTION AND IMPLEMENTATION are processes involved to suit

learning programs and execute plans for them in addressing learning
needs. Adaption of a learning program may contextualize, modify, or
localize the current plan. While, implementation of a learning program
entails preparation of needs assessment, understanding of goals,
setting and following guidelines, conduct relevant activities, teacher
resources, setting a time table, and monitoring and evaluation.

LEARNING PROGRAM is an organized and sequenced set of

strategies, activities and tasks that effect learning. It refers to the
various DepEd learning programs that are responsive and relevant to
the needs of all learners (PPST, 2017).

RESPONSIVENESS refers to DepEd’s commitment of quality,

equitable, culture-based and complete education for all through all
its learning programs. It highly considers contexts of learning in an
increasingly diverse learners, schools and communities (DepEd Core
Principle of the K-12 Basic Education Program, 2017)

RELEVANCE refers to the appropriateness of the DepEd learning

program to students’ learning needs based on their interests,
inclinations, cultural background, gender, and other aspects that
need important considerations. It may be connected in some ways to
real-world issues, problems, and contexts (DepEd Core Principle of
the K-12 Basic Education Program, 2017).

NEEDS OF ALL LEARNERS refers to the important aspects of

all learners such as physical, social, intellectual, emotional, and
psychological challenges that need to be addressed by the learning
programs of DepEd. These needs may include those with various
exceptionalities, contexts of learning and sensitivity to culture.

3
PPST RESOURCE PACKAGE

“
SELF-REFLECTION

Now that you have become acquainted with the key concepts
that I have just shared to you, it is time to reflect on your practice
of adapting and implementing relevant and responsive learning
programs for your diverse learners.

“
Now that you have become acquainted with the key
concepts that I have just shared to you, it is time to reflect
on your practice of adapting and implementing relevant and
responsive learning programs for your diverse learners.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
…the processes involved …adapt and implement … that I am well-prepared
in adapting and learning programs that to adapt and implement
implementing the recognize diversity and learning programs that suit
appropriate learning uniqueness learners with the needs of all learners.
programs in my class. respect to learning contexts.

KNOWLEDGE SKILLS ATTITUDES

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

4
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
“
SUPPORT GROUP

Welcome to our support group for Proficient Teachers!

It is our pleasure to help you improve your teaching practice.

We encourage you to take part in helping other teachers to
gain deeper understanding of ensuring the relevance and
responsiveness of their learning programs to the needs of all
learners.

Before we proceed, let us take a look at how Teacher Dory

prepares the profile sheet and utilize it in understanding the
needs of her learners. She will use it for a learning program.

Teacher Dory is a Junior High School Teacher. At the start of the school year, she
identifies the needs of all her learners by profiling and conducting a needs assessment.
Teacher Dory also gets the following information about her students: student’s
complete name, address, gender, birthday, age, nationality, religion, father’s and mother’s
or guardian’s names, parents’/guardians’ occupation, hobbies/interests, subject (s) they
find easy and difficult to study, learning styles, aspirations, and motto.

Aside from profiling, Teacher Dory also administers a needs assessment with the help
of a school guidance counselor. From the profile, Teacher Dory identifies the needs of
every learner in her class. The learner’s address may indicate that he or she is living in
a remote area, parent’s occupation may reflect a learner’s socio-economic status, easy
and difficult subjects may tell about the learner’s interests and challenges, and so on.

Teacher Dory uses the results of the learner profiles and needs assessment as bases
for adapting and implementing learning programs suited to her leaners’ needs.

“ We would like you to reflect on the practice of Teacher Dory.

Then, we will get back to you on this.

5
PPST RESOURCE PACKAGE

“
Probing

Hi there. After you read through the practice of

Teacher Dory in profiling in identifying the needs of her
students, I would like you to answer and reflect on the
following questions posted below.

1 Why did Teacher Dory to get the Profile of her learners?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 Did Teacher Dory get the right amount of information about her students in profiling them
for a learning program? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 Is it clear to Teacher Dory what learning program she should adapt and implement that is
appropriate to the needs of all her learners? Why?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 Did Teacher Dory get the right person to help her in administering the needs analysis?
Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
6
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
5 If you were Teacher Dory, what would be a better way of ensuring that the learning
programs to be adapted and implemented are relevant and responsive to the needs of all
learners?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

“
Suggestions for Improvement

If you are done answering the questions, this part of the module
will provide you information regarding the questions posted earlier.
Teacher Dulce and I thought of this out very well so we could
share with you valuable information of getting information about
your learners’ needs before you adapt and implement a learning
program. Remember, a learning program should cater the needs of
all your learners. No student should be left behind in learning new
things in the class.

Profiling learners is important in adapting and implementing learning programs. It is

a process of getting information about the learners with consent from the parents or
guardians. It can only be used as a reference to understand learners’ learning needs in the
class. Thus, this learner information is confidential.

The following are the important aspects of the learners that should be captured in the
Profiling.

1. Demographic information includes gender, age, ethnicity, location, religion, and

family economic background. This information can be used in understanding the
learners in adapting and implementing a learning program that is beneficial to
them.

2. Learner characteristics include learners’ learning preferences and styles,

literacy and numeracy, prior learning, and learners’ needs and skills for learning.
Getting this inform is a good reference of designing a learning program that is
contextualized and responsive to the needs of the learners.

7
PPST RESOURCE PACKAGE

3. Interests/aspirations/learning drivers are essential in motivating the learners

to pursue meaningful learning. There serve as intrinsic motivators that should be
considered in adapting and implementing a learning program for them to strive and
thrive not only in the class, but also in the wider community.

In adapting and implementing a learning program, teachers should determine first the needs
of all the learners through needs assessment. A Student Needs Assessment (SNA) is a
diagnostic tool intended to identify developmental needs of a learner in a school environment.
There are two primary types of SNAs that are typically administered individually. The first
examines general development needs of the learner as a growing youth. These diagnostics
generally include self-reporting style questions, such as how well the learner is getting along
with peers, personal issues, family issues, how he or she feels about school, and even his or her
desired career goals. The other type of SNA looks specifically at learners’ individual situations
that directly determine academic needs.

In administering SNA, teachers should properly coordinate with a school guidance counselor.
The guidance counselor could help teachers analyze learners’ learning needs based on the
information about the students.

8
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
“
ILLUSTRATIONS OF PRACTICE

Teacher Rey and I will now walk you through various

illustrations of practice that show specific ways to
demonstrate knowledge and understanding of adapting
and implementing learning programs that ensure
relevance and responsiveness to the needs of all
learners.

The K to 12 Basic Education Program goes with Policy Framework which guides all learning
programs in DepEd, both formal and non- formal education and the support systems that
enable their effective implementation. The guiding principles of inclusive education are as
follows:
1. Responsiveness to rights – Education helps realize DepEd commitments of quality,
equitable, culture-based and complete education for all. Rights-based Approach (RbA)
of recognition, promotion and protection are observed.

2. Sensitivity and Responsiveness to Context – Education recognizes and value the

diversity of learners, schools and communities.

3. Inclusion – Education recognizes and respects learners’ rights and is responsive to

their contexts. The principle of “no learner left behind” is consistently observed.

These principles are realized through learner-centered and context responsive programs. In
particular, inclusive education promotes institutional sensitivity and responsiveness in terms of
the nature, situation, and realities of the learners.

With “inclusion” as a key standard and principle, the K to 12 curriculum offers a number of
learning programs such as Mother Tongue-based Multilingual Education (MTB-MLE), varied
TLE offerings, Senior High School Tracks and Strands, Special Education (SPED), Madrasah
Education, Indigenous Peoples Education (IPED), Special Interest Programs (Arts, Sports and
Journalism), Alternative Delivery Modes (ADMs), Flexible Learning Options (FLOs), Alternative
Learning System (ALS), and Quality Differentiated Instructions thru:
- Contextualization of curriculum and learning materials
- Equal opportunities for active participation in teaching-learning process
- Provision of options to create, learn and share what they know and what they can do in
both curricular and co-curricular activities

All teachers are implementers of inclusive education. The table below presents some of these
DepEd programs that teachers should adapt and implement to ensure their relevance and
responsiveness to the needs of all learners.

9
 PPST RESOURCE PACKAGE
DEPED LEARNING OVERVIEW RELEVANT DEPED ORDERS
PROGRAMS

Philippine Education for Along with “Education for All”, the • DO 36, s. 2002 – Education
All (EFA) Philippines is committed to pursue for All (EFA) 2015 Plan
eight timebound and specific Preparation
targets under the Millennium • DO 27, s. 2006 –
Declaration which it signed on Implementation of the
September 2000. The Declaration, Philippine Education for All
in general, aims to reduce (EFA) 2015 Plan’s Critical
poverty by half in 2015. With the Task on Regular Monitoring
adoption of the Declaration, the of Progress
Philippines likewise affirmed its
commitment to the Millennium
Development Goals (MDG) geared
towards reducing poverty, hunger,
diseases, illiteracy, environmental
degradation and discrimination
against women. These goals
have been mainstreamed in the
country’s Medium Term Philippine
Development Plan (MTPDP)
2004-2010 including policies and
plans related to children, access
to primary education and gender
equality.

Every Child a Reader The ECARP is a national program • DO 45, s. 2002 – Reading
Program (ECARP) that addresses the thrust of DepED Literacy Program in The
to make every Filipino child a reader Elementary Schools
at his/her own level. It is designed • DO 18, s. 2017 – Guidelines
to equip elementary pupils with on the Utilization of the
strategic reading and writing skills 2017 Every Child a Reader
to make them independent young Program Funds for the
readers and writers. It also provides Early Language, Literacy,
a year-long training for teachers and Numeracy Program:
to make them multi-literate and Professional Development
independent problem solvers. Component

Early Language, Literacy In DepEd Order No. 12, Series of • DO 12, s. 2015 – Guidelines
and Numeracy Program 2015, the Department recognizes on the Early Language,
(ELLN) that the foundation of learning is Literacy, and Numeracy
in a child’s early language, literacy, Program: Professional
and numeracy skills. These skills, Development Component
according to DepEd, do not develop • DO 24, s. 2018 – Guidelines
naturally, and thus require careful on the Utilization of The
planning and instruction. There is Early Language Literacy and
thus, a need, for children to have Numeracy Program Funds:
access to age-appropriate and Professional Development
culturally-sensitive materials to help Component
them develop the habits of reading,
speaking, writing, and counting.

10
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
DEPED LEARNING OVERVIEW RELEVANT DEPED ORDERS
PROGRAMS

Multigrade Program in The Multigrade Education is one • DO 63, s. 2010 –

Philippine Education of the Department’s strategies to Enhancing DO 81, s.
(MPPE) provide access to quality education 2009 “Strengthening
for all school-age children in remote The Implementation Of
communities where enrolment does The Multigrade Education
not warrant the organization of Program In Philippine
monograde classes. Education”
Special Education (SPED) Special Education is a program • DO 26, s. 1997 –
for learners with special needs Institutionalization Of SPED
who cannot profit from general Programs in All Schools
or Regular Education because of • DO 11, s. 2000 – Recognized
disabilities or Exceptional Disabilities Special Education (SPED)
including those who are gifted and Centers in The Philippines
talented.

Indigenous Peoples The Indigenous Peoples Education • DO 62, s. 2011 – National

Education (IPED) (IPEd) Program aims to improve IPED Policy Framework
the appropriateness and • DO 32, s. 2015 – Adopting
responsiveness of the curriculum; the Indigenous Peoples
build the capacity of teachers, Education Curriculum
managers and concerned personnel; Framework
support the development of • DO 3, s. 2017 – Multi-Year
culturally appropriate learning Implementing Guidelines on
resources and learning environment the Allocation and Utilization
and strengthen the policy of the Indigenous Peoples
environment supportive of IPED. Education Program Support
It is, likewise, intended to address Fund
the learning needs of IP learners
who lack access to basic education
services.

11
 “
PPST RESOURCE PACKAGE

Let us see how Proficient Teachers adapt and implement these

learning programs in their own classroom to ensure relevant
and responsive learning among the learners

ILLUSTRATION OF PRACTICE NO. 1

Adapting and Implementing Every Child a Reader
Program (ECARP)
As a Proficient Teacher, Teacher Dory is well aware of the various learning programs that
the DepEd implements. She reads relevant DepEd orders and adapts the necessary learning
programs to respond to the needs of all her learners.

In particular, Teacher Dory adapted the Every Child a Reader Program (ECARP) to respond to
the learners’ varied needs in reading. She used a tool based on the Philippine Informal Reading
Inventory (Phil-IRI). The 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.

Teacher Dory used this form in administering the pre-reading test (oral/silent) to the learners.
She noted 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.

She noted the information from the learner during the pre-reading test to guide her in designing
or adjusting classroom, small group or individualized instruction to fit the learners’ needs and
12
abilities.
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
One of Teacher Dory’s learners got a word recognition rating of 85 which means “Frustration”
and a reading comprehension rating of 71 or “Instructional”. The learner who has a word
recognition of “Frustration” and reading comprehension of “Instructional” corresponds to an
overall FRUSTRATION reading level.

After the pre-reading assessment, Teacher Dory consolidated the individual records of the
learners and grouped them according to reading level.

13
 PPST RESOURCE PACKAGE

To adapt and implement the ECARP in her own classroom, Teacher Dory did the following:

1. Assigned her non-readers and frustrated readers to a reading recovery program,

instructional readers to a reading remediation program, and independent readers to a
reading enrichment program. Parents or guardians of non-readers and frustrated readers
were notified for extra support at home. She also kept track of the learners’ reading
progress through continual assessment.

2. Ensured that each reading program consists of organized and sequenced set of
strategies, activities and tasks tailored to the learners’ varying reading needs. For instance,
non-readers and frustrated readers in the Reading Recovery Program were taught using
direct instruction and phonics method. Instructional readers in the Reading Remediation
Program were taught specific reading skills that they have difficulty with. Basic skills
such as noting significant details were taught for the learners to develop more complex
reading skills like drawing conclusions and making inferences. Finally, independent readers
were given access to a wide variety of reading materials. They respond to the text and
demonstrate quality literate behaviors.

3. After the learners completed the reading programs, Teacher Dory conducted a post-
reading assessment to determine if there were improvements in specific difficulties and
overall reading level of the learners. She consolidated the reading assessment data of all
classes using another table for analysis.

4. She made a report of the reading profile of her learners. The complete report presents
the pre-reading and post-reading assessment results wherein the learners’ reading
achievement can be gauged.

14
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
5. Teacher Dory used the learner attainment data to evaluate the effectiveness of the
reading programs she adapted and implemented that ensure relevance and responsiveness
to all her learners’ different reading needs. The assessment serves as one of the bases in
planning, designing/redesigning the reading programs in the school to improve the overall
school reading performance.

ILLUSTRATION OF PRACTICE NO. 2

Adapting and Implementing Multigrade Program in
Philippine Education (MPPE)
The Multigrade Education is one of the Department’s strategies to provide access to quality
education for all school-age children in remote communities where enrolment does not warrant
the organization of monograde classes.

Ballesteros and Ocampo (2016) presented in their study the best practices of multigrade teachers
in Luna, Apayao, Philippines. Apayao is the youngest province in the Cordillera Administrative
Region (CAR) which has numerous remote elementary schools. Luna, the government center of
the province, has twenty four multigrade teachers in Luna District. These teachers live far from
the schools where they are assigned to teach.

Here is an illustration of practice in adapting and implementing MPPE taken from the study of
Ballesteros and Ocampo (2016):

Teacher Gigi is an elementary teacher who handles grade five and six classes. To implement the
multigrade education program, she uses varied strategies in her work routine and instructional
delivery. One of these strategies is the use of a “To Do List” in which she organizes her tasks in
order of priority or importance, like preparing DLL and instructional materials before the reports.
By doing so, she is able to effectively manage her multigrade class and submit school reports on
time.

With the lack of teachers and classrooms to accommodate multigrade classes, Teacher Gigi
chooses learners to be para-teachers. In one of her multigrade classes, she allowed an advanced
learner to teach a reading lesson to struggling ones. It turned out to be effective as the learners
learned how to help themselves and one another. Teacher Gigi strived to establish a multigrade
classroom environment that promotes and develops independence among the learners.
15
 PPST RESOURCE PACKAGE

Multigrade classes can be chaotic during instructional delivery since learners from one grade
level may disturb another. This hampers the effective implementation of multigrade education
program in the classroom. To make the program responsive to the learners, Teacher Gigi used her
resourcefulness by placing partition of classes. She used a movable divider which also serves as
a bulletin board to divide her multigrade class during discussion. She observed that both grades
became more focused on their work and that problems in their behavior were minimized.

Here are more ways to effectively adapt and implement multigrade education program in your
classrooms (Adapted from Watson, n.d.):

HOW TO DO IT

1. Communicate with school administrators

Talk to your school head or principal about what is required of you. Some multigrade
classes are taught with two separate curricula. There are also subjects that can be
combined. Inquire how your colleagues can help you in teaching multigrade classes.

2. Orient parents before the school year begins

Parents may question how you will manage a multigrade class which often has a big size.
You may orient the parents by showing them how you will effectively handle two grade
levels. You may create a brochure or poster with your teaching schedule and details on
how you are going to meet the needs of your learners.

3. Consider you multigrade class as a rich resource of abilities

Realistically, you are handling two or more grade levels in one classroom. Some teachers
find such perspective discouraging. However, consider looking at your multigrade class as
a range of abilities. You can tap advanced learners to be para-teachers, or older learners
to guide younger ones in lessons that they have already tackled.

4. Use collaborative and individual tasks

Lessons in reading and writing can be taught to the whole class. Then, the same class
may be broken into small groups or individuals for guided reading or direct instruction.
In this way, you can effectively respond to the needs of all your learners through the
multigrade education program.

5. Use appropriate resources to facilitate multigrade instruction

Teaching two or more grade levels means you have to use multiple teaching resources
as well. It may be tempting to teach the same subject matter with the same approach to
different grade levels, but this is shortchanging the learners. Use different and appropriate
resources based on the curriculum guide to ensure the relevance of the multigrade
program to the learners.

16
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
6. Set an optimistic mindset
Teaching any subject to one grade level is not a joke. Teaching different subjects to two or more
grade levels is even more serious. As a multigrade teacher, it is important to maintain good
physical and mental health. Stay positive by being open to great experiences with your learners.
Also, do not hesitate to reach out to others when you need help.

ILLUSTRATION OF PRACTICE NO. 3

Adapting and Implementing Special Education (SPED)
through Mainstreaming of Learners with Special Needs
The ultimate goal of special education shall be the integration or mainstreaming of learners with
special needs into the regular school system and eventually in the community. Mainstreaming of
special education learners provides their right to be in a regular classroom for at least one class
to see if they are ready for the challenge. Inclusion involves bringing special education services
to a child who is in regular classes, rather than bringing the child to the services, as in a special
education classroom. It focuses on the benefits of being in the class, but the requirements for that
learner are tailored to the child’s special needs. With full inclusion, all learners are brought into the
regular classroom, no matter what their disability might be.

When learners with disabilities or special needs enter the mainstream classroom, it can be a
challenge for teachers. Let us see how a teacher managed to respond to the needs of a learner
with special needs in his regular class.

Teacher Chad identified a learner who has special needs. For a week, he could not get him to
participate in the regular class. The learner had major anger issues attributed to attention
deficit hyperactivity disorder (ADHD) and he would not complete classroom activities.

Teacher Chad tried to encourage the child, but the learner merely responded what he was
dumb and could not do the activity. He decided to conduct an parent conference and consult
with a special education teacher. He learned that arts was one of his favorite subjects,
although he was performing poorly in that class as well. It was though he had given up.

Then, the teacher assigned a reading activity that also utilized drawing and coloring. The
learner with special needs became motivated to do the task, and created a beautiful picture
story that is consistent with the text he read.

Instead of just saying good job and moving on, Teacher Chad looked over his paper and
enthusiastically said that he was doing a great job over and over again. He kept telling him
how smart and creative he was. He continued with this strategy with every activity for several
weeks, until he finally noticed that all his papers showed a great improvement.

The learner was participating in class and had fewer cases of outbursts. He was making
a passing grade or higher on all his activities. Through modification of the lessons and
enthusiastic encouragement, the learner with special needs went from being a quitter to being 17
an achiever.
 PPST RESOURCE PACKAGE

Special needs learners need a great deal of encouragement. All learners want to achieve
something at school and in life, but special learners often feel separated from other
learners when he or she fails to accomplish certain tasks. Such predicament causes
intense frustration and often manifests into behavioral problems.

Proper encouragement and reassurance help special needs learners to realize that they
are capable of achieving success which can prevent apathy toward school. An effective
way for a teacher to develop a positive attitude among learners with special needs is to
focus on their strengths.

Here some of the best practices for mainstreaming learners with special needs (Adapted from
Stevens, 2012):

HOW TO DO IT

1. Review the needs of all learners with disabilities prior to planning the lessons.
Extra planning helps teachers tailor their offerings to the learners’ needs. This extra time
will also allow them to arrange more classroom helpers for those days when the curriculum
might prove to be more than their special needs learners can manage.

2. Use teacher resources to help improve the instruction of all learners

Inclusive schools look at their resources as in a sense all being devoted to improving the
instructional program for all learners. Teachers who handle special needs learners should
use those resources effectively.

3. Value children with disabilities; value the inclusion of children with disabilities.
Mainstreaming learners with disabilities is not going to be beneficial if the school heads and
teachers do not see the value of creating inclusion classrooms for these learners. This will
only create a negative environment for these learners.

4. Undergo training to deal with the special needs population.

Teachers need to know how to deal with the behavioral and emotional challenges they are
faced with every day in their classrooms. Whether that training comes from the parents
of the children in their classrooms, school counselors, school psychologists, or outside
consultants – they need to know what to do in difficult situations.

5. Work together to solve problems created by inclusion.

Two heads are always better than one. Collaborating with other teachers can help solve
problems that one may have never faced. Teacher collaboration also allows teachers to
share what has worked for them in similar situations.

6. Do not segregate learners in prior grades.

If special needs learners are going to attend mainstream classrooms, they need to do so at
every grade level. Teachers cannot expect them to suddenly adjust because they are in a
higher grade.

18
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
ILLUSTRATION OF PRACTICE NO. 4
Adapting and Implementing Culture-based Education
for Indigenous Peoples (IPED)

The Indigenous Peoples Education (IPED) Program aims to improve the appropriateness
and responsiveness of the curriculum; build the capacity of teachers, managers and
concerned personnel; support the development of culturally appropriate learning
resources and learning environment and strengthen the policy environment supportive of
IPED. It is, likewise, intended to address the learning needs of IP learners who lack access
to basic education services.

To strengthen the education of millions of indigenous peoples in the Philippines will be

vital for the country, especially in the context of the ASEAN Integration. An education
curriculum that is anchored on Filipino culture will be crucial in maintaining the indigenous
identities to prevent the erosion of traditions, beliefs and local stories.

Teaching IP leaners requires sensitivity for their special needs and knowledge about their
culture. Successful programs relate content to the real life experiences of all learners
including the IPs. Let us see how a particular teacher adapted and implemented a
culture-based education to promote cultural responsiveness among his learners. This
illustration of practice is based on an article written by Cerise Santoro (2017), who
was an English Language Fellow and teacher trainer at the University of Saint Louis,
Tuguegarao, Philippines.

Teacher Edgar Maranan taught indigenous learners from the tribe Ata-Manobo at Gupitan
Elementary School, located deep in the mountains. In his first teaching assignment, Teacher Edgar
faced many challenges. Aside from the lack of books, he had only 20 desks for 48 learners. He had
to travel an hour and a half by motorcycle through the mountains, which was rocky and often muddy,
to reach the school. But he put extra effort to attending his class regardless of the circumstances
knowing that many of his Ata-Manobo learners had to walk for miles just to reach the school. The
learners’ daily commute included crossing and sometimes swimming across rivers when boats were
not available. The greatest challenge for Teacher Edgar is leaving his own family. He and his co-
teachers headed to the mountains together every Sunday and returned home every Friday afternoon.
During the teaching week, they lived together in a teachers’ cottage inside the school.

In spite of the challenges, Teacher Edgar was able to apply productive classroom strategies
throughout his 25-hour teaching week. Some of his learners sat on plastic chairs due to the shortage
of desks, but he realized that the constant changing of seating arrangements increased the chance
for learners to interact with one another. His classroom had two chalkboards on the front wall of the
classroom and two more on the back wall. Those chalkboards provided a collaborative writing platform
in place of desks. He used the front boards for teacher writing and the back boards for the learners’
output. The lack of individual desks allowed for additional peer tutoring opportunities, as he usually
grouped high- and low-proficiency learners together.

Teacher Edgar also contextualized lessons and used examples related to the learners’ lives which
required more planning time than a typical class. He placed importance on the use of indigenous
materials in teaching language. For example, when learners were asked to draw based on descriptions

19
PPST RESOURCE PACKAGE

they heard, they used leaves to color their drawings if they did not have crayons. He also
introduced materials that were helpful in English learning such as newspapers, brochures,
magazines, and high-tech devices.

Teacher Edgar provided many of his learners their first encounter with a laptop and cell phone.
He brought his own laptop to class and introduced computer basics to his learners. He also used
educational videos to class which contained a compilation of English rhymes with core subjects
such as Science and English. He believed it was his responsibility to give students a glimpse of
the modern world.

One good practice of teaching indigenous learners is through storytelling. The learners can
relate well to such practice because indigenous culture has been passed on through the telling of
stories. Teacher Edgar used different stories, especially fairy tales and Filipino legends originally
in Tagalog, including local stories that helped learners relate to the content, so they were more
willing to share their ideas and prior knowledge about the story. As an activity, he grouped his
class according to the number of characters in the story. Each group was assigned a character
and a chant related to the personality of that character. Whenever a certain character’s name
was mentioned in the story, the assigned group immediately shouted out the chant. Chants could
include sounds or short expressions that the teacher had made before the story was read. His
learners cherished the stories, and that led to increased participation in class discussions.

Teacher Edgar believed that his indigenous learners deserved quality education because they are
part of society, and opening the world to them also made them dream bigger for their future. He
made sure no one in his class was left behind.

Culturally responsive teaching practices can improve academic outcomes for indigenous
learners. However, indigenous peoples are a heterogeneous group, with unique histories,
languages, cultural practices and ways of operating within the classroom. One approach
to culturally responsive teaching that works with one indigenous learner may not
necessarily work with another.
.
Below are more ways to adapt and implement culture-based education to indigenous
learners (Adapted from Korff, 2019):

HOW TO DO IT

1. Know cultural needs

Indigenous learners can avoid direct eye contact to an adult as it is considered rude in their
culture. When teachers misinterpret indigenous learners’ classroom behavior, it may be
considered as ‘soft racism’. Indigenous learners are also less likely to answer questions in
the classroom because traditionally, their culture has been passed on through the telling of
stories. Use story telling with visual cues in your teaching to support indigenous learners
better, rather than having them read and process materials directly.

2. Give them equal opportunity like other learners

If they are only few indigenous learners, teachers might ignore them and expect them to
deliver low results or victimize them. Just like everyone else, there are many indigenous
people who become successful in their chosen fields.
20
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
3. Relate examples to their environment and community
Teaching indigenous learners needs to convey a “relatedness” which is a key feature of
indigenous world views. It stems from the connectedness to every living thing, which is
the foundation of indigenous tradition, culture and spirituality. Including local stories and
achievements also helps indigenous learners feel more valued and accepted, and boosts
their sense of identity.

4. Be aware of a greater sense of autonomy

Indigenous children have been raised to be independent individuals with a right to express
their needs and opinions and have them taken seriously. But a strong character can get
them into trouble in a classroom. Many behavioral problems can be managed and properly
addressed by taking the time to listen and be empathetic to the learners.

5. Include community spirit

Indigenous learners are more used to working for the collective good rather than focusing on
individual achievement. It is foreign for them to be tested as ‘individuals’ for their knowledge,
when their usual context is seeing what the group can achieve collectively. Every morning,
learners, and often parents, may play traditional games in morning assembly. Parents and
guardians often join sack races and tugs of war at sports carnivals and eat lunch with
children.

6. Use indigenous learners’ first language as resource

Teachers should explain things in more than one way and more than once to enable
indigenous learners to understand and learn. Indigenous culture knowledge was passed on
through repetitive story-telling. Indigenous children should be taught in their first language
before introducing second languages.

7. Promote indigenous culture

For indigenous learners to have a full and productive life, they need to receive an education
that enhances and promotes their culture. Teachers can encourage cultural pride through
programs such as music and dance.

8. Prepare indigenous learners for walking in two worlds

Many indigenous people are afraid of losing their children to a bigger world, and their
children losing their identity and culture. Educational systems designed to Western
standards give indigenous people little to motivate them to have faith--on the contrary,
many feel disrespected and marginalized. Teaching both worlds might be the answer to
these problems.

21
PPST RESOURCE PACKAGE

“
PROFESSIONAL DEVELOPMENT PLAN

You have just gained knowledge and understanding on PPST

Proficient Indicator 4.3.2 - Adapt and implement learning programs
that ensure relevance and responsiveness to the needs of all
learners.

Now, you can reflect on your profession as a Proficient Teacher

based on what you have learned from this module.

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!

“
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
RESOURCE LIBRARY

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

“
Ballesteros, M. and Ocampo, R.O. (2016). Best Practices of Multigrade Teaching In Luna, Apayao,
Philippines. Accessed from: http://www.noveltyjournals.com/downloadphp?file=BEST%20
PRACTICES%20OF%20MULTIGRADE-848.pdf&act=book
This research article presents best practices of multigrade teaching in Luna, Apayao,
Philippines.

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).

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 Philippines and describes the roles of
teachers, the professional standards for teachers, teacher quality in the Philippines, the
seven domains which collectively comprise 37 strands, and the career stages.

International Summit and Seminar on Inclusive Education. (2017) DepEd Core Principle of the
K-12 Basic Education Program. (2017). UP Film Institute, Diliman, Quezon City. Retrieved
from http://iamyouinclusion.com/wp-content/uploads/2017/12/DepEd-Inclusive-
Education-Policy-Framework-Dr-Lorna-Dino.pdf
This is a powerpoint slides presented in International Summit and Seminar on Inclusive
Education on Nover 27-29, 2017 at the UP Film Institute, Diliman Quezon City. This
presentation includes the guiding principles and key dimensions K to 12 Philippine Basic
Education Curriculum Framework for inclusive education.

Department of Education. (2011). National IPED Policy Framework. Department Order No. 62, s.
2011
This DepEd Order presents the National IPED Policy Framework intended to be an
instrument for promoting shared accountability, continuous dialogue, engagement,
and partnership among government, IP communities, civil society, and other education
stakeholders.

23
PPST RESOURCE PACKAGE

Department of Education. (2010). Strengthening The Implementation Of The Multigrade Education

Program In Philippine Education. Department Order No. 63, s. 2010 – Enhancing DO 81, s.
2009.
This DepEd Order provides policy guidelines for the implementation of The Multigrade Program
in Philippine Education (MPPE) as one of the viable mechanisms for increasing access to
quality elementary education.

Department of Education. (2002). Reading Literacy Program in The Elementary Schools. Department
Order No. 45, s. 2002.
This DepEd Order provides guidelines in enforcing the policy “Every Child A Reader” and in
developing a School-Based Reading Program that includes the conduct of an inventory of
the children’s reading ability, a diagnosis of those who need further reading instruction and
appropriate measures to improve reading comprehension.

Department of Education. (1997). Institutionalization of SPED Programs in All Schools. Department

Order No. 26, s. 1997.
This DepEd Order presents the guidelines for the implementation and institutionalization
of SPED Programs to ensure that children with disabilities are provided equal educational
opportunities.

Dino, L.D. (2017). Inclusion: Core Principle of the K to 12 Basic Education Program. Accessed from:
http://iamyouinclusion.com/wp-content/uploads/2017/12/DepEd-Inclusive-Education-Policy-
Framework-Dr-Lorna-Dino.pdf
This is a presentation by Lorna Dig Dino, Undersecretary for Curriculum and Instruction,
during the International Summit and Seminar on Inclusive Education (Part 2) in UP Diliman,
Quezon City last November 27, 2017.

Gasser, K. W. (June 2011). Five Ideas for 21st Century Math Classrooms. American Secondary
Education, 39(3), 108–16.
This reference material gives ideas on how to develop 21st Century skills in a Mathematics
classroom.

Korff, J. (2019). Ways of Teaching & Engaging Aboriginal Students. Accessed from: https://www.
creativespirits.info/aboriginalculture/education/teaching-aboriginal-students
This online article includes tips for teaching aboriginal or indigenous learners intended for
teachers who do not have a lot of experience teaching and engaging aboriginal or indigenous
children.

Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-Directed Learning in Problem-Based
Learning and its Relationships with Self-Regulated Learning. Educational Psychology Review,
20(4), 411 – 427. doi:10.1007/s10648-008-9082-7
This book explains the relationship between self-directed and self-regulated learning in
Problem-Based Learning.

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). Is there a URL where this can found?
This manual discusses the elaboration of Domain 3 in the Philippine Professional Standards

24
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19
for Teachers (PPST).

Santoro, C. (2017). My Classroom Philippines. Accessed from: https://americanenglish.state.

gov/files/ae/resource_files/etf_55_2_p38-42_1.pdf
This is a feature story about Edgar Maranan who taught indigenous students from the
tribe Ata-Manobo at Gupitan Elementary School, located deep in the mountains, for
five years.

Stevens, A. (2012). 6 Best Practices for Mainstreaming Students with Disabilities. Accessed
from: https://www.readinghorizons.com/blog/post/2012/05/10/mainstreaming-
students-with-disabilities
This online article provides effective practices for mainstreaming learners with
disabilities based on research.

Watson, A. (n.d.). Tips for Teaching Combined Class/Multi-Grade Classes. Accessed March
22, 2019 from https://thecornerstoneforteachers.com/combined-classmulti-grade-
classes/
This post gives tips and tricks from teachers in combined or multigrade class schools.

Yee, K. (2018). 101 Interactive Techniques. Creative Commons BY-NC-SA. Accessed from:
http://www.usf.edu/atle/documents/handout-interactive-techniques.pdf
This digital source provides interactive techniques applicable for diverse learners.

25
 PPST RESOURCE PACKAGE

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

ACKNOWLEDGMENTS
PROJECT TEAM WRITER-COORDINATORS Christopher A. Cantos
Carmina L. Patriarca
Philip Jay N. Alcoberes, Ph.D. Jennifer E. Lopez Ma. Julieta San Jose
Senior Program Manager and Project OIC Director III Nancy D. Landicho
Leader Bureau of Human Resources and Merlinda C. Dominguez
Organizational Development Vilma S. Fernando
Christine Reading, Ph.D. Joyce Karen D. Dulnuan
Senior Research Fellow Maria Concepcion Beltran - Montenegro Isabel U. Bongtiwon
UNE-SiMERR Faculty, Ateneo de Manila University Miltrudes A. Dango
Delia A. Macalalad
Jan Albert G. Suing WRITERS Leonora C. Rubio
Research Officer Alfred James A. Ellar, Ph.D. Imee P. Aldea
PNU-RCTQ Annie Michelle F. Laurzano Ronald C. Dumapias
Arcangel Q. Bañez Jr. Jose Ariel S. Padsoyan
Rejelyn L. Vega Domingo R. Cueto Ronald C. Lontoc
Research Officer Gregorio T. Mueco Merlyn Conchita O. De Guzman
PNU-RCTQ Hermes P. Vargas
John Paul O. Dela Rosa EDITOR
May Grace D. Salazar Leonore L. Mingo, Ph.D.
PNU-RCTQ and UNE-SiMERR National Ma. Regaele A. Olarte
Research Centre Ryan G. Dela Torre GRAPHICS & LAYOUT ARTIST
Shiela Nina L. Rea-Santes Raymond S. Bermudez
Gina O. Gonong, Ph.D. Vilma A. Buhay
Director, PNU-RCTQ
REVIEWERS PNU PRESS
Jennie V. Jocson, Ph.D. Neil Vincent C. Sandoval, Ph.D.
Deputy Director, PNU-RCTQ Allen U. Bautista. Ed.D.
Vivian Buhain, Ed.D. Special Thanks
Allan S. Reyes. Ph.D. Leonardo Munalim, Ph.D.
Senior Program Manager, PNU-RCTQ Amparo M. Muñoz, Ed.D. AUSTRALIAN EMBASSY
Mary Ann P. Malipe
John Pegg, Ph.D. Jacinto S. Bose Francesca Lawe-Davies
Director, UNE-SiMERR Karen Clarissa L. Perez First Secretary-Education
Francis G. Baltazar
Joy Hardy, Ph.D. Marcela B. Lazaro BASIC EDUCATION SECTOR
Deputy Director, UNE-SiMERR Ofelia C. Ribot TRANSFORMATION (BEST)
Mercedes S. Oplas PROGRAM
Ken Vine, Ph.D. Maricel D. Ambid Alison Atwell, Ph.D.
Principal Research Adviser Bobby P. Caoagdan Team Leader
UNE-SiMERR Eliseo P. Buhain
Leah C. Vidal
Support Staff Odessa R. Duping
Silvia Danieli, FCA, MBA, B Bus Estrella B. Bulay Special thanks: All Regional
June Billings Christine Joy T. Beloken
Ambrose McDermott Richard Rizalino S. Salazar Directors, Superintendents and
Pamela L. Lamparas Gemma S. Santiago Principals who supported the
Beverly E. Estocapio Lederma A. De Guzman
Ruby Ann G. Gantalao Marvin R. Victorio Project
Michael Wilson I. Rosero Jobert Rodriguez
Mikkey Mari M. Tuazon Diane Marie B. Lavarias
Sarah Joy T. Alimboyong Aileen I. Carbonell
Rey L. Galido Jennie Joie A. Malangis
26
 Adapt and Implement learning programs that ensure
relevance and responsiveness to the needs of all learners

MODULE 19

27
PPST RESOURCE PACKAGE

28