Session Objective

Link Domain 1 Standards to

teachers’ display of Quality
Practice
Outline of Presentation
Unpacking the PPST
PPST Career Stage 2 Domain 1
PPST Display of Practice

Teacher PPST Domain 1 Session Output

Professional
Growth as to
Career Stages
What is the Philippine Professional Standards for teachers?
 The PPST
✓ A public statement of professional accountability

✓ Makes explicit what teachers should know, be able to do, and value in the
profession

✓ Is sufficiently generic to represent practice across grade levels and subject

areas
 The PPST

✓ shall be used as the ✓ Used for the selection ✓ All performance

basis of all learning and promotion of appraisals for teachers
and development teachers. shall be based on the set of
programs for teachers Standards.
to ensure that they are
properly equipped to
effectively implement the
K to 12 program.
 Teacher Professional Growth
Career Career Career Career
Stage 1 Stage 2 Stage 3 Stage 4

Beginning Teacher Exemplary Teacher

It is valuable to have signposts along the way

to help identify progress.
Teacher quality Stages are developmental in
nature and exist in a quality continuum
 DISTINGUISHED
(Career Stage 4)
HIGHLY PROFICIENT
(Career Stage 3)
PROFICIENT
(Career Stage 2)
BEGINNING Teachers who embody
(Career Stage 1) the highest standards
for teaching grounded
Teachers who in global best practice
consistently display and lead colleagues in
Teachers who a high level of promoting quality
independently performance in teaching
Teachers who have
gained the qualification apply teaching their teaching
recognized for the entry principles and practice, mentor
into the teaching strategies vital colleagues and
profession and need to the teaching work collegially
support from more and learning with other staff.
experienced colleagues. process.

1 2 3 4
PROFICIENT (CAREER STAGE 2)
They are professionally independent in the application of skills vital to
the teaching and learning process.
They provide focused teaching programs that meet curriculum and
assessment requirements.
They display skills in planning, implementing, and managing learning
programs.
They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
They are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers.
 THE PPST DOMAINS

Learning Diversity of Curriculum Assessment Community Personal

Content Environment Learners and and Linkages and Growth and
Knowledge Planning Reporting Professional Professional
Engagement Development
and
Pedagogy
DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
Classroom Observable Non-Classroom Observable
Strand 1.1 Content knowledge and its application within Strand 1.2 Use research-based
and across curriculum areas*** knowledge and principles of teaching
and learning to enhance professional
Strand 1.3 Positive use of ICT *
practice *
Strand 1.4 Strategies for promoting literacy and
numeracy ***

Strand 1.5 Strategies for developing critical and creative

* SY 2022 - 2023 (YEAR 1)
thinking, as well as other HOTS **
* SY 2023 - 2024 (YEAR 2)
Strand 1.6 Mother Tongue, Filipino and English in teaching * SY 2024 – 2025 (YEAR 3)
and learning *
Strand 1.7 Classroom communication strategies *
 Let’s unpack DOMAIN 1!

Target Target Key Self - Illustration

Strand Indicator Concepts Reflection of Practice
Content knowledge and its
application within and
across curriculum areas
1.1.2 Apply knowledge of
content within and across
curriculum teaching areas
 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.
 Self - Reflection
1.1.2 Apply knowledge of content within and across curriculum teaching areas

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I KNOW... I DO... I FEEL...

... the subject matter 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.
Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas

The 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.
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas

I. OBJECTIVES
A. Content Demonstrate understanding of lines, texture and shapes and
Standard balance of size and repetition of motifs/patterns through drawing.

B. Performance -Practice variety of culture in the community by way of attire,

Standard body 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
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas

C. Learning Appreciate the rich variety of cultural

Competencies communities in the Philippines and their
(KSA) uniqueness 1.3-MINDANAO (A4EL-la)

II. CONTENT ARALIN 3: Mga Disenyo sa Kultural na Pamayanan

sa Mindanao
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas
IV. PROCEDURES
A. Reviewing Pagpapakita ng larawan ng Pilipinas upang tukuyin kung saang bahagi ng
previous bansa matatagpuan ang mga larawan ng mga kagamitan. Isasagawa ito sa
lesson or pamamagitan ng pagguhit ng linya tungo sa mapa.
presenting the Balik-Aral
new lesson Hal. ng tanong:
1. Ano-ano ang pagkakaiba at pagkakatulad ng mga disenyo na nakikita
ninyo sa larawan? The teacher uses the
2. Bakit mahalaga na malaman natin kung saan matatagpuan sa Pilipinas ang learners’ prior knowledge
mga kagamitang ito? of different geographical
B. Establishing Pagpapakita ng larawan ng iba’t ibang katutubong disenyo na gawang mga locations from the AP
a purpose for pangkat-etniko sa Mindanao (Sumangguni sa TG, p202). subject as a springboard to
the lesson Pagganyak start the new lesson.
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?
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas

IV. PROCEDURES
C. Presenting Pagpapakita ng isang video clip o maaaring larawan The teacher
examples/ ng mga pangkat-etniko (Maranao, T’boli, Yakan) demonstrates
instances of knowledge in ICT
the new lesson
ukol sa kanilang pamayanan at ipinagmamalaking
integration by providing
obra na ang mga disenyo ay hango sa mga bagay sa a video clip to provide
kalikasan o sa kanilang kapaligiran additional information
D. Discussing Ano-ano ang napansin ninyo sa video clip o relevant to the topic
new concepts larawan? May pagkakaiba ba ang kanilang mga
and practicing
new skills #1
disenyo? Alin ang higit ninyong nagustuhan? Bakit?
Bakit nagkakaiba-iba o nagkakatulad ang mga
disenyong mga pangkat-etnikong nabanggit?
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas
The group role-playing
activity requires the
IV. PROCEDURES application of
E. Discussing Hatiin ang klase sa tatlong pangkat. Bigyan ng knowledge learned from
new concepts kalayaang pumili ang bawat pangkat kung anong literature lessons in
and practicing English and Filipino.
new skills #2
pamayanan mula sa mga pangkat-etniko ang kanilang
bibigyang-buhay s pamamagitan ng pagsasadula
batay na rin sa napanood na video clip o ipinakitang
Accomplishing
larawan. Bigyan ng sapat na pahanon at ipakita sa individual
klase ang nabuong konsepto. interdisciplinary activity
F. Developing Gawaing Pansining (Sumangguni sa LM, GAWAIN p. in Arts allows learners
mastery (Leads 203) Ang mga mag-aaral ay guguhit ng iba’t ibang to enhance their
to Formative creativity and to apply
Assessment 3)
disenyo mula sa mga kultural na pamayanan sa previously mastered
Mindanao. Ito ay gagamitan ng cotton buds na drawing skills.
isasawsaw sa chlorine solution at iguguhit sa colored
construction paper upang lumabas ang disenyo
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas
IV. PROCEDURES
G. Finding Itanong:
practical 1. Ano ang naramdaman ninyo habang isinasagawa ang
applications of
concepts and
gawain?
2. Anong kultural na pamayanan ang inyong isinagawa? Reflective questions
skills in daily
3. Nagamit ba ninyo ang iba’t ibang kulay, hugis at linya for the learners to
living
appreciate the
sa inyong ginawang diesnyo? Papaano? importance of cultural
4. Paano ninyo maipagmamalaki ang mga katutubong ethnicity of different
disenyong inyong isinagawa? communities provide
5. Saan maaaring gamitin ang mga disenyong katulad integration to content
nito? in EsP.

H. Making Paano at saan makikilala ang isang kultural na

generalizations pamayanan o pangkat-etniko? Ano-anong kultural na
and abstractions
about the lesson
pamayanan ang nabanggit sa ating talakayan?
Maipagmamalaki ba natin ito bilang isang Pilipino?
Bakit?
 How to do it?
1.1.2 Apply knowledge of content within and across curriculum teaching areas

In applying intra- and interdisciplinary concepts in your teaching

practices, you may consider the following…

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.
 How to do it?
1.1.2 Apply knowledge of content within and across curriculum teaching areas

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?
 How to do it?
1.1.2 Apply knowledge of content within and across curriculum teaching areas

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.

 How to do it?
1.1.2 Apply knowledge of content within and across curriculum teaching areas

7. Determine proper assessment strategies.

8. Develop rubrics based on the measurable lesson

objectives and use criteria that appropriately describe
the target output.
 How to do it?
1.1.2 Apply knowledge of content within and across curriculum teaching areas

9. Reflect on learners’ participation rate, products and

performances.

10. Reflect on the relevance and appropriateness of

interdisciplinary teaching process in your class.
 1.1.2 Apply knowledge of content within and across curriculum teaching areas
Illustration of Practice Examples

The teacher demonstrates Physical Education (PE) teacher does research

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

Illustration of Practice Examples

The teacher motivates During coloring session, when the

learners to investigate the kindergarten Arts class are tasked to color
content area to expand objects like sun, moon, stars and clouds, a
their knowledge and satisfy pupil asks the teacher questions like “Where
their natural curiosity. does the sun sleep?” The teacher promptly
explains the Science concept on day and night,
including that of the earth’s rotation.
 Illustration of Practice
1.1.2 Apply knowledge of content within and across curriculum teaching areas

Illustration of Practice Examples

The teacher applies An English teacher uses content knowledge in

interdisciplinary content different disciplines by teaching academic and
knowledge to teach TVL students the varied types of reaction or
specific learning content review paper and guiding learners to do different
to learners from various outputs depending on their field of specialization
fields of specialization. like movie review, food review, gadget review,
digital commercial review or architectural review
 Reminders
1.1.2 Apply knowledge of content within and across curriculum teaching areas

• 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.
 Reminders
1.1.2 Apply knowledge of content within and across curriculum teaching areas

• 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.

• Teachers may integrate content knowledge within and across

subject areas in any part of the DLL/DLP.
Strategies for promoting
literacy and numeracy
1.4.2 Use a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy skills
 Key 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. Competencies that teachers are expected to master for
them to teach efficiently and effectively.
 Key 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.
 Key Concepts

TEACHING STRATEGIES. These refer to techniques,

practices, approaches, and systems teachers employ in their classroom
practice to advance student learning.
 Key Concepts
LEARNER ACHIEVEMENT. This refers 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.
 Self - Reflection
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

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.
 Illustration of Practice
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Literacy across Curriculum Areas

PRINCIPLE 1:
Literacy instruction is embedded
in all learning areas.
 Illustration of Practice
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Respond to the following 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?
 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Lea teaches Grade 6 learners. Knowing the importance of developing literacy skills among her
learners, she integrates literacy skills in her TLE class. On one occasion, she asks them to collect
empty food packets (for example chips, biscuits, juice, milk), wash them and bring them to school.
At school, the learners are instructed to look at the different packets and what is written on them.
They learn many new words this way, such as the names of the ingredients.

In another activity, Teacher Lea instructs the Grade 6 learners to bring one daily newspaper to
their Filipino class. She tells the learners to select an article that interests them and make notes
about it. Then she arranges them in groups of four to six, putting learners who have chosen the
same article together so they could hear each other’s interpretation of the story and discuss the
different ways of describing the same story.

“Teacher Lea’s activities did not require many resources or much extra
time but made the learning of new terms and vocabulary more
interesting and relevant to the learners.
This would undoubtedly enhance their learning.”
 Illustration of Practice
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Literacy across Curriculum Areas

PRINCIPLE 2:
Literacy instruction considers
the learners’ key stage.
 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

A junior high school teacher A Grade 2 teacher uses explicit

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

Literacy across Curriculum Areas

PRINCIPLE 3:
Teaching literacy is strengthened
by building links to the
real world.
 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Teacher Karen encourages the Teacher Karen writes on the

Teacher Karen is a Grade young learners in her class to board the words that the
3 teacher who wanted hone their observation skills by learners put together in their
her pupils to understand asking them to take note of and list. From this list, Teacher
how important literacy is write down names of streets and Karen can ask learners to use
to all aspects of life. To stores, outdoor advertisements, the words in a sentence or a
do this, she conducted a and other street signs on their paragraph. She can also
project that would way home from school. This encourage the learners to use
encourage her pupils to “noticing” assignment is their creativity to come up
explore literacy at home reviewed during the next class with a story based on the
and in the community. meeting when learners share the words they collected.
words they saw.
 Illustration of Practice
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Numeracy across Curriculum Areas

PRINCIPLE 1:
Numeracy should be developed
consistently across different
areas of learning.
 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

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

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?
 Illustration of Practice
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Numeracy across Curriculum Areas

PRINCIPLE 2:
Numeracy skills are built through
meaningful and fun-filled
activities.
 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

Teacher Andrew, a Grade 6

TLE teacher, asked his DAY DAILY EXPENSES HOW
learners to record daily in a ALLOWANCE MUCH WAS
table their spending for their LEFT?
allowance (baon).
DAY 1
After, he engaged the class DAY 2
to compare their allowance
and their spending. He also DAY 3
asked them to present the DAY 4
data in a bar graph. He
DAY 5
asked them to interpret
their findings. He, then, TOTAL
involved them to devise an
individual financial plan
 Source: Curriculum for excellence: numeracy across learning principles and practice

How to do it?
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

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;
 Source: Curriculum for excellence: numeracy across learning principles and practice

How to do it?
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

• 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;
 Source: Curriculum for excellence: numeracy across learning principles and practice

How to do it?
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

• 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: United Nations Relief and Works Agency, 2013

Reminders
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
Listed are some of the strategies that show how numeracy concepts and skills can be
applied in other subjects:
HISTORY: Teacher Sofia 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 Dominic 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
 Source: United Nations Relief and Works Agency, 2013

Reminders
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

ENGLISH: Teacher Reah includes reading and writing numbers, time and
measurement concepts in English in her Grade 4 English class.

VOCATIONAL EDUCATION AND TRAINING: Teacher Nika 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.
 Source: United Nations Relief and Works Agency, 2013

Reminders
1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

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.
Strategies for developing critical
and creative thinking, as well as
other higher order thinking skills
1.5.2 Apply a range of teaching
strategies to develop critical
and creative thinking, as well as
other higher-order thinking
skills
 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
 Key Concepts
CREATIVE THINKING SKILLS.
These are thinking skills that involve
exploring ideas, generating possibilities and
looking for many right answers rather than
just one
 Key Concepts
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.
 Key Concepts
HIGHER-ORDER THINKING SKILLS.
These are complex thinking processes which
include analysis, evaluation, synthesis, reflection
and creativity.
 Self - Reflection
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-
order thinking skills

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 learners become

experiences of my students, activities that give my productive when the
given their individual pupils opportunities activities I give encourage
familial, social and to analyze, them to think beyond and
cultural backgrounds. explore, and create new without restriction.
concepts.
 Exercise 1.5.2 Apply a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills

Teacher A at the beginning of the lesson asks Teacher B delivers a lecture on

“What will our lives be without heat?” Then, the changes that happen to
she poses the question “What will happen to certain materials under the
the different materials when they are subjected application of heat. In her
to heat?” She then elicits answers from the discussion, she asks her learners
class and writes them on the board. After, she questions, such as “What
guides the learners to conduct experiments on happens to paper when it is
the effect of heat on various materials. She burned?” To evaluate their
then allows them to present and explain their learning, she provides them with
findings. As an enrichment activity, she asks a worksheet that contains
them to think of a new device that produces questions about the topic.
heat and to identify its function.
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

Development through Problem-Based Strategies

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.
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

Development through Problem-Based Strategies

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.
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
Development through Problem-Based Strategies

Can problem-based learning (PBL)

can be employed in all learning
areas and all levels?
 How to do it?
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills

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
 How to do it?
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills

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?
 How to do it?
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills

4. Evaluate the learners’ performance using appropriate

tool/s and provide feedback. Make and deliver activities/
exercises aligned with the lesson objectives.
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

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:
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

Development through Effective Questioning Strategies

a. Who were the characters in e. What do you think did the parents mean
the story? when they say “the world is full of
b. Why was the mouse so eager terror” Do you agree with what they
to go to the seashore? said? Why or why not?
c. Why were his parents alarmed f. What could be another way for the
by his decision? mouse to pursue his dream?
d. What challenges did he g. If you were to pursue your own dream,
encounter on his way to the how would you do it?
seashore?
 Reminders
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills

• 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.
• 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.
 How to do it?
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
thinking skills

For your quick guide, please take note of the following considerations:
WHAT TO DO WITH WHAT TO DO WHEN
HOW TO ASK? STUDENTS’ LEARNERS DON’T
RESPONSES? RESPOND?
• Decide on your goal • Reinforcement • Redirect
• Ask questions that • Probing • Rephrasing
require an extended • Adjust/Refocus (reword/add/break)
response or, at least, a • Using “wait time”
“content” answer.
• Phrase your questions
so that the task is clear
to students.
(Illinois Center for Innovation in Teaching and Learning)
 Illustration of Practice
1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

Development through Visualization

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. “

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.
Positive use of ICT to facilitate
the teaching and learning
process
1.3.2 Ensure the positive use of
ICT to facilitate the teaching
and learning process
 Key Concepts
INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT).
It consists of electronic devices and interactive
resources utilized by the teacher to
communicate, create, disseminate, store, and
manage information to facilitate the teaching
and learning process (Tinio, 2003).
 Key Concepts
POSITIVE USE OF ICT.
It is the responsible, ethical, and
appropriate use of ICT to ensure and
achieve learning (PPST, 2017).
 Self - Reflection
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I KNOW... I DO... I FEEL...

…the responsible, ethical, ...practice positive use of ...accountable to consistently

and appropriate use of ICT to harness responsible, foster positive use of ICT
ICT in the teaching and ethical, and appropriate and make sure that the
learning process in order integration of educational same sense of responsibility
to ensure and achieve technologies toward effective is transferred to my
learning. teaching and learning. learners.
Exercise 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process
 Exercise 1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
process

1.Is the downloaded game-movie version of “Inferno” an

appropriate ICT resource for the lesson of Teacher Donna? How?

2. In terms of downloading videos from social media platforms

such as Youtube, do you think Teacher Donna observed ethical
standards in incorporating such ICT-related resource? How?

3. How will learners benefit from watching a game-movie version

of the story, “Inferno?” Is the ICT-related resource appropriate
to the learners such as their age and the context of the lesson,
for instance?
 Reminders
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process

• USE ICT-RELATED RESOURCES FOR A PRODUCTIVE

PURPOSE.
• OBSERVE ETHICAL CONSIDERATIONS IN UTILIZING ICT-
RELATED RESOURCES.
• ENSURE THE USE OF LEARNER-APPROPRIATE ICT-RELATED
RESOURCES.
 Illustration of Practice
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process

ICT-RELATED HOW TO POSITIVELY USE IT

RESOURCE/MATERIAL
Microsoft Excel Program To better teach concepts in Mathematics, say
for instance, in plotting of points on a graph,
the teacher could create a computer-based
Cartesian coordinate plane using Microsoft
Excel Program. The program could also be
used to teach different formulae and
functions in Statistics, since MS Excel provides
all of these on hand to its users.
 Illustration of Practice
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process
ICT-RELATED HOW TO POSITIVELY USE IT
RESOURCE/MATERIAL
Movie-Maker For real-life depictions of virtues and values,
Applications the teacher may teach learners how to use
movie-maker applications or programs such as
VivaVideo for mobile phones and movie-
maker programs that can be downloaded
and installed in laptop computers. The teacher
may ask learners to upload their outputs on
social media platforms like Facebook and
Youtube for knowledge sharing.
 Illustration of Practice
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process
ICT-RELATED HOW TO POSITIVELY USE IT
RESOURCE/MATERIAL
Facebook The teacher may use real means to teach
learners the basics of entrepreneurship using
Facebook. This is through analyzing the vitality
of online businesses in social media. The
marketing strategies and buying behavior of
consumers online could be better examined
through this social media platform.
 Illustration of Practice
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning process
ICT-RELATED HOW TO POSITIVELY USE IT
RESOURCE/MATERIAL
Instagram The use of Instagram could cut across four
specific learning areas both in Junior High School
and Senior High School. Since Instagram is also
common among learners today, it can be used to
teach them photo journalism (English), story
writing using pictures (Creative Writing),
advertisement campaigns (Media and
Information Literacy), or simply the art of
photography (Contemporary Philippine Arts from
the Regions).
Mother Tongue, Filipino, and
English in teaching and learning
1.6.2. Display proficient use of
Mother Tongue, Filipino and
English to facilitate teaching
and learning
 Key Concepts
PROFICIENT USE. The ability of the teacher to use the
medium of instruction clearly, accurately, and fluently to
facilitate the teaching and learning process.

CLARITY. This refers to word choice and appropriate

expressions of a particular language for teaching. Through
this, teachers will be able to get the message across so
that learners could understand well the lesson (TEFL
Academy, 2017).
 Key Concepts
ACCURACY. This refers to the ability of a teacher to
produce grammatically (placement of words in a phrase or
a sentence) and lexically (word forms) correct sentences of
a language (TEFL Academy, 2017).

FLUENCY. This refers to the ability of a teacher to

produce language in a coherent, effortless way (TEFL
Academy, 2017).
 Key Concepts
MOTHER TONGUE. This refers to the
native language or the first language the learner
learns as a child. Mother Tongue shall be used
as the medium of instruction in all subjects
except Filipino and English and as a subject
from Grades 1 to 3 (DepEd Order No. 31, s.
2012).
 Self - Reflection
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I KNOW... I DO... I FEEL...

... that I can facilitate ... display proficient use of …I am more considerate to
teaching and learning Mother Tongue, Filipino use the language that my
better if I have good grasp and English to facilitate learners know. Through
of Mother Tongue, Filipino teaching and learning in this, I would be more
and English. the classroom. responsive in teaching them
the lessons.
 “In the field of education, language is one
of the important factors that should be given
attention because it is the excellent
key to learning and achievement of students in
various academic subject areas.”
(Gorgonio, 2012)
 Reminders
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

COMMUNICATION DESCRIPTION
STRATEGY
Context Clues Hints or information that can help the learner understand
the meaning of a difficult word or phrase. These hints or
information can be a synonym, antonym, example, or
definition (Nordquist, 2018).
Paraphrasing A restatement or recasting of original statement in
another form or other words usually to simplify the
meaning of the text. (Nordquist, 2018).
 Reminders
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

COMMUNICATION DESCRIPTION
STRATEGY
Verbal Cues Prompts in the form of concise phrases that are used to
indicate a need for a response or reaction from the
listeners (Landin, 2012).
Funneling It involves starting with a general question and then going
down to more specific point in each question in order to
gather more and more details (Manktelow, Swift, et al,
2018).
 Reminders
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

COMMUNICATION DESCRIPTION
STRATEGY
Structural Dividing a word into parts to understand or get the meaning
Analysis of the difficult word (Wilson, 2018).
Visual Imagery The forming of images or objects in the mind of the
learners as they read or listen. The teacher can use rich
and stimulating words and expressions to help learners
activate their prior knowledge in order to help them form
visual images in their minds. This process helps the learners
better understand the reading and listening texts
(Gambrell& Koskinen, 2002).
 Reminders
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

COMMUNICATION DESCRIPTION
STRATEGY
Sentence Frame Is a method of scaffolding that teachers can use to help
learners formulate a comment or a response in sentence
form. The teacher states an incomplete sentence and the
learners will provide the missing words (Donnelly & Roe,
2010).
Translation Is the use of a language to understand or interpret the
meaning of a word from another language (Florentina,
2007).
 Illustration of Practice
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

SCENARIO 1-Applying Paraphrasing

Teacher Marisol - Grade 10 English Teacher

“In adapting to the consequences

of climate change, what is the
most essential thing to do?”
 1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
SCENARIO 1-Applying Paraphrasing
“In adapting to the consequences of climate change, what is the most
essential thing to do?”

1. Use synonyms – change the difficult words to more familiar

terms that learners understand.
(“adapting” is changed to “adjusting”; “essential” is changed to
“important” and “consequences” to “effects”)

“In adjusting to the effects of climate change, what

is the most important thing to do?”
Source: Nordquist (2018)
 1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
SCENARIO 1-Applying Paraphrasing
“In adapting to the consequences of climate change, what is the most
essential thing to do?”

2. Keep the key words – do not change the words for they are
critical in maintaining the meaning of the question.
(the term “climate change” as key word is retained)

“In adjusting to the effects of climate change, what

is the most important thing to do?”
Source: Nordquist (2018)
 1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
SCENARIO 1-Applying Paraphrasing
“In adjusting to the effects of climate change, what is the most important
thing to do?”

3. Change the word form – use the same word but of different
form. (the word “in” is changed to the expanded form ‘”in order
to”)

“In order to adjust to the effects of climate change,

what is the most important thing to do?”
Source: Nordquist (2018)
 1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
SCENARIO 1-Applying Paraphrasing
“In order to adjust to the effects of climate change, what is the most
important thing to do?”

4.Change the sentence structure – use the same ideas but change
the positions of the main parts of the sentence.
(The interrogative pronoun comes first before the rest of the
sentence)

“What is the most important thing to do in order to

adjust to the effects of climate change?
Source: Nordquist (2018)
Illustration of Practice
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

SCENARIO 2-Applying Funneling

Teacher Mark -Media and Information Literacy for Grade 12 learners.
Topic: Intellectual Property Rights

Teacher: “This image is used as print

design of a shirt sold in a store in the
market. The image is not an exact copy of
the original artwork of an artist protected
by intellectual property rights, but it
certainly looks like it.”

Source: DepEd Learning Resource

 Illustration of Practice
1.6.2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

SCENARIO 2-Applying Funneling

Teacher Mark -Media and Information Literacy for Grade 12 learners.
Topic: Intellectual Property Rights

closed question that only 1. Do you think that there is a violation of

Source: DepEd Learning Resource

requires a direct answer intellectual property rights in this case?
2. If there is none, briefly explain your answer.
open questions that give
explanation or require 3. If there is, what type of intellectual
reasoning property rights violation is committed?
4. What reasons made you think that there
question that asks for a are violations of such type?
solution or
5. What corrective measures should be done
recommendation
to avoid a similar incident?
SESSION OUTPUT
• Accomplish the Professional Reflection Worksheet
that captures your key takeaways as well as your way
forward in linking the DOMAIN 1 Standards in your
personal display of Quality Practice.
(Submission of Output will serve as the basis for issuance of
certificate of participation)
“The quality of an education system
cannot exceed
the quality of its teachers.”
(McKinsey, 2007)