ATG Intersubjectivity

ADAPTIVE TEACHING GUIDE Template
MET # 6 Lesson # 6: The Human Person and Intersubjectivity
Prerequisite Content-knowledge:
1. Understand the true essence of the Freedom of the Human Person
2. Differentiate a holistic perspective from a partial perspective
Prerequisite Skill:
1. Reflect on a concrete situation from a holistic perspective.
2. Demonstrate freedom of choice and the consequences of choices.
Prerequisites Assessment: (Describe the type and content of the Prerequisite

Assessment and
Use a separate sheet for the copy of a full-
blown assessment.)
(Prompting Attention to Prior Knowledge and Prompting for effortful thinking)

Direction: Write 2 good and bad decisions you have made and give the
consequences of it.
My Good Consequence My Bad Consequence

Decisions Decisions
1. 1.
2. 2.
Guide Question: What have you learned from your good and bad decisions in life?
Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for the
copy of a full-blown assessment.)
1. For Students with an Insufficient Level of Prerequisite Content-knowledge

and/or Skill(s):
A. What is Freedom?
B. Define and explain the concept (Drawing attention to meaning +
Prompting connection to prior knowledge)
C. PICTURE ANALYSIS (Analyzing): Analyze the Picture (Drawing
attention to meaning + Prompting for effortful thinking )
 What emotions and ideas can be derived from the picture when it
comes to freedom? Why?
 Could there be a considerable amount of change if animals are
given the
freedom and roam freely in their natural habitat? Expound your
answer.
SKILSS:
 Give some moments in your life when you had to make a
decision.
 How did you use your freedom of choice in decision-making?
 What are the things you considered in making that decision?
(Prompting for effortful thinking + Using examples and non-
examples)
Processing and feedbacking on the Results of the Prerequisite

Assessments through giving individual remarks or interactive
discussion [K] Clarification of terms and concepts. Giving reading
materials that illustrate the topic [U]. Using concrete examples.
[U/D].
2. For Students with a Fairly Sufficient Level of Prerequisite Content-

knowledge and/or
Skill(s):
A. SHORT-STORY ANALYSIS (Analyzing): Read or watch the short story
entitled “The Lady, or the Tiger” by Frank R. Stockton and explain how
it illustrates freedom of choice? (Drawing attention to meaning +
Prompting for effortful thinking )
Article:
https://learningenglish.voanews.com/a/frank-stockton-the-lady-or-the-
tiger/4190859.html
Video Clip:
https://youtu.be/QLDmUA3Dzmc?si=13N7m2fOByJXC2e8
SKILSS:
 Give some moments in your life when you had to make a
decision.
 How did you use your freedom of choice in decision-making?
 What are the things you considered in making that decision?
(Prompting for effortful thinking + Using examples and non-
examples)
Processing and feedbacking on the Results of the Prerequisite

Assessments through giving individual remarks or interactive
discussion [K] Clarification of terms and concepts. Giving reading
materials that illustrate the topic [U]. Using concrete examples.
[U/D].
Introduction: Must include the following parts:

1. Time frame a student is expected to finish learning the lesson
(and where to contact the teacher when concerns arise): 2 Sessions
2. Using the (RUA) the learner is expected to gain from learning the
topic/lesson. (Drawing Attention to Meaning)
At the end of the lesson, students are expected to:

a. discuss intersubjectivity and how it defines human interactions and
relationships.
b. appreciate the talents and contributions to society of differently-abled
persons
and those from the underprivileged sectors of society;
c. Explain that authentic dialogue means accepting others even if they
are different from themselves and,
d. perform activities that demonstrate the talents of differently-abled
persons and
those from the underprivileged sectors of society.
3. Context where the student is going to apply their learning (In

what PAA/EFAA and personal use?)
(a) This lesson is directly applied in EFAA 3 : Reflective Essay that will
notice all kinds of differences of people in the world that may result in
inequality, injustice, and all sorts of abuses. This formative assessment will
enable the learners to share their perception of the reality of human
beings. (Drawing Attention to meaning and prompting connections to prior
knowledge)
4. Overview of the Lesson
Intersubjectivity deals with people's shared understanding and its

consequences for human life. The importance of intersubjectivity in
ethics, communication, and social theory will be discussed, along with
the concept's historical evolution and an analysis of major philosophical
arguments. Applying philosophical ideas to practical situations,
students will participate in current conversations, reflections, and
source readings
The lesson focuses on intersubjectivity that discusses the relations among
human persons which give respect to each other personhood and
appreciate the uniqueness of every person with different abilities and life
status through sharing awareness and understanding between individuals.
Additionally, the learners will be able to recognize the diversity of each
person and influence others through sharing interests and experiences that
shape a person. Lastly, the lesson would help the students reflect on their
actions by using the importance of philosophy in real-life situations.
(Drawing Attention to meaning and prompting connections to prior
knowledge)
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy.
Number of chunking of topics will be dependent on the teacher’s
plan.)
Chunk 1: What is Intersubjectivity

Learning Competency: Realize that intersubjectivity requires accepting
differences and not to imposing on others.
(PPT11/12-IIc-6.1)
Formative question
Chunk 2
Formative question
Synthesis
RUA of a Student’s Learning:
Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the
copy of a full-blown activity.)
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified
for the topic/lesson relative to the General Enabling Teaching Strategy. Number of
chunking of topics will be dependent on the teacher’s plan.)
Chunk 1
Topic: Introduction to Intersubjectivity
Activity: Lecture with a video from YouTube to introduce the concept of
intersubjectivity and its importance in our daily lives.
Title: What is Intersubjectivity?
youtube link: https://www.youtube.com/watch?v=MA2bGORUyq0
Formative question
1. How does intersubjectivity differ from viewing things from just a subjective or
objective view?
2. How does intersubjectivity relate to concepts like empathy, compassion, and
social justice?
3. How does intersubjectivity influence our sense of self and our relationships
with others?
Chunk 2
 Explain that authentic dialogue means accepting others even if they are
different from themselves
Formative question
Activity: Who are these people? Choose one person whose picture is shown below
and research his life and works. Write a reflection paper about their significant
contributions.
Chunk 3
 The teacher groups the class into 5 members each.
 The teacher instructs the learners about the following:
 State the distinct ideas of the three philosophers.
 Pinpoint the ideas on which all three philosophers agree.
 The teacher provides a template to the learners.

 The brainstorming would only last for 15 minutes, after which sharing begins.
 The teacher calls a volunteer to share their output to the class.
 The teacher synthesizes the answers of the volunteers.

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ADAPTIVE TEACHING GUIDE Template

MET # 6 Lesson # 6: The Human Person and Intersubjectivity

Prerequisites Assessment: (Describe the type and content of the Prerequisite

(Prompting Attention to Prior Knowledge and Prompting for effortful thinking)

My Good Consequence My Bad Consequence

1. For Students with an Insufficient Level of Prerequisite Content-knowledge

Processing and feedbacking on the Results of the Prerequisite

2. For Students with a Fairly Sufficient Level of Prerequisite Content-

Processing and feedbacking on the Results of the Prerequisite

Introduction: Must include the following parts:

At the end of the lesson, students are expected to:

3. Context where the student is going to apply their learning (In

4. Overview of the Lesson

Intersubjectivity deals with people's shared understanding and its

Chunk 1: What is Intersubjectivity

RUA of a Student’s Learning:

 The teacher provides a template to the learners.

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