Teacher Induction Program - Module 4 V1.0

2018
TEACHER INDUCTION
PROGRAM
MODULE 4
DEPARTMENT OF EDUCATION
BEST | CARDNO
Contents
MODULE 4: TEACHING APPROACHES .....................................................................................................
1
I.SESSION 1:
differentiated instruction ............................................................................................
.
2
Desired Learning Outcomes.......................................................
.................................................
2
Objectives..................................................................................................................
..................
2
Pre-Test ....................................................................................................................................... 3
Glossary of Terms........................................................................................................................ 4
Key Concepts............................................................................................................................... 4
Activities and Assessment......................................................................................................... 15
Reflection .................................................................................................................................. 17
Post-Test ........................................................................................................................
...........
18
II.Session 2: Explicit teaching ........................................................................................................... 19
Desired learning Outcomes....................................................................................................... 19
Objectives of the Session .......................................................................................................... 19
III.
P re t e st : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.......................................
20
Glossary of Terms...................................................................................................................... 20
Key Concepts............................................................................................................................. 21
Reflection .................................................................................................................................. 24
SESSION 3: 21ST CENTURY TEACHING........................................................................................ 25
IV. Desired Learning Outcomes...........................................................

...........................................
25
Objectives: ..............................................................................................................
..................
25
Pre-Test ..................................................................................................................................... 26
Key Concepts............................................................................................................................. 28
Reflection .................................................................................................................................. 35
i | P a gSession
e T e a c h e r I n d u c t i o n P r o g r a m ( V e r s i o n 1 . 0 ) 37
4: Daily Lesson Logs......................................................................................................
Desired learning Outcomes.........................................................................
..............................
37
V. Session 5: Contextualization, Localization, and Indigenization of Resource Materials ................ 50
Desired learning outcomes ....................................................................................................... 50
Objectives.................................................................................................................................. 50
Pre-Test ..................................................................................................................................... 51
Key Concepts............................................................................................................................. 52
Reflection .................................................................................................................................. 55
Post Test.................................................................................................................................... 56
VI.Session 6: School Forms and Learner Information System(LIS)................................................ 57
A.Desired Learning Outcomes...................................................................................................... 57
B.Objectives.............................................................................................................................. 57
C.Pre-Test ..................................................................................................................................... 58
D.Vocabulary ................................................................................................................................ 59
E.Key Concepts............................................................................................................................. 61
F.Activities and Assessment:........................................................................................................ 67
G.Reflection .................................................................................................................................. 71
H.Post –Test.................................................................................................................................. 72
VII.Session 7: CLASSROOM MANAGEMENT ................................................................................... 73
A.Desired Learning Outcomes..........................................................
............................................
73
B.Objectives: ..............................................................................................................
..................
73
C.PRE-TEST ....................................................................................................................
...............
74
D.Glossary of Terms...................................................................................................................... 74
E.Key Concepts............................................................................................................................. 75
VIII.
G.Activities and Assessment......................................................................................................... 76
Reflection: .................................................................................................................................
80
POST TEST ............................................................................................................
.....................
81
Session 8: The Child Protection and Anti-Bullying Policies .......................................................
82 Desired Learning Outcomes......................................................................................................
82
Objectives: ...........................................................................................................
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82
Pre-Test ..................................................................................................................................... 83
Glossary of Terms......................................................................................................................
REFERENCES
ANSWER KEYS
iii | P a g e TeacherInductionProgram(Version
1.0 )
MODULE 4: TEACHING
APPROACHES
The use of varied teaching approaches that are appropriate to the needs of the learners
is vital in achieving the desired objectives of the lesson. Teachers engaged in inclusive
learning environments have used variety of pedagogical approaches and methodologies
in carrying out their lessons.
This session is designed to guide teacher inductees like you on pedagogical approaches,
which are aligned on basic principles of inclusive pedagogy such as explicit teaching,
adult learning approach, and differentiated instruction.
1
I. SESSION 1: DIFFERENTIATED
INSTRUCTION
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
3.1.1. Demonstrate knowledge and 3.1.2. Use differentiated,

understanding of differentiated developmentally-appropriate learning
teaching to suit the learners’ gender, experiences to address learner’s gender,
needs and strengths, interests and needs, strengths, interests and
experiences through provision of experiences.
learning practices appropriate to the
needs of the learner.
Objectives
a. Demonstrate understanding of diversity of learners as inputs to planning and

designing learning opportunities; and
b. Plan and design learning opportunities that address diversity of learners.
2
Pre-Test
Write TRUE if the statement is correct and FALSE if otherwise incorrect.
1. Gifted learners can only be catered fully if not mixed in a regular class.
2. Diversity of learners refer to difference in terms of gender, race,
nationality and culture.
3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
4. A learner having a chronic illness can be considered as a
learner in difficult circumstances.
5. Responding to the strengths, needs and learning preferences of
individual students helps create an inclusive learning experiences.
6. IP learners learn best when taught in a contextualized manner.
7. One-size-fits-all approach is possible in addressing diversity of learners.
8. Differentiated Instruction (DI) is the one of the many ways of
addressing diversity of learners.
9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
10. Gender sensitivity is very important in dealing with diverse learners.
3
Glossary of
Terms
Term Definition
Learners a person who is trying to gain knowledge or skill in something
by studying, practicing, or being taught. (Merriam-Webster
Dictionary, ND)
Diversity of an understanding that each individual is unique, and
Learners recognizing our individual differences. These can be along the
dimensions of race, ethnicity, gender, sexual orientation, socio-
economic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies. (
http://www.qcc.cuny.edu/diversity/definition.html)
Learning Needs the needs of a learner represent the gap between what the
learner wants to get out of the learning experience and his or
her current state of knowledge, skill, and enthusiasm
http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm
Learning Styles a term that speaks to the understanding that every student
learns differently. Technically, an individual’s learning
style
refers to the preferential way in which the student absorbs
processes, comprehends and retains information. (teach.com)
Multiple different ways to demonstrate intellectual ability. Each person
Intelligences demonstrates his or her intelligence in each area to differing
degrees and in different ways. (Gardner, ND)
Teachers persons engaged in classroom teaching, in any level of
instruction, on full time basis, including guidance counsellors,
school librarians, industrial arts or vocational instructors, and
all other persons performing supervisory and / or
administrative functions in all schools, colleges and
universities operated by the Government or its political
subdivisions; but shall not include school nurses,
school
physicians, school dentists, and other employees (Republic Act
4670)
Learners’ Profile a comprehensive data of each learner which aid school staff
build relationships with students and understand things from
their perspective. May include information about a student’s
skills, strengths, interests, highlight potential barriers to
learning, and make recommendations about what is needed to
support learning. This may inform planning, classroom layout,
timetabling and supports to enable students to participate and
contribute in all classroom learning.
http://inclusive.tki.org.nz/assets/Uploads/Developing+Learne
Key Concepts r+Profiles+infosheet.pdf
The Diverse Learners
In the early years, the learners seemed to be homogeneous because of simplicity

in needs and way of life. Education is served to the learners in simple and traditional
ways. In the 21ST century, the learners have become more diverse. Teachers have to
address this diversity not because it is their responsibility but it is their professional
teaching needs. Teachers nowadays are served with trainings and other forms of
4
professional development to eventually walk their talk in order to effectively handle
various groups of diverse learners.
In the Philippines the diversity of people with diverse culture were being
addressed during the 6TH International Conference on Teacher Education (2010) that
social class, ethnicity, indigenous origin, religion, gender, language, and other socially
mediated attributes have increased the diversity in local educational agencies and
schools around the world. Learners brought with them their socio-economic, linguistic,
cultural and regional identities, a range of knowledge, skills, and dispositions they need
in their occupations, families, communities, and other civic responsibilities.
In the Philippine Professional Standard for Teachers (PPST), learners may be

grouped in terms of the following:
1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious background
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous group

Today’s learners are indeed more diverse than before. Embracing the diversity of
these learners would pave a way of producing better quality results. Teachers then need
to profile their learners and be knowledgeable in every single learner that gets inside
the classroom in terms gender, needs, strengths, interests, experiences and others.
Gender as defined refers to social attributes and opportunities associated with

being male and female and the relationships between women and men and girls and
boys, as well as the relations between women and those between men. These attributes,
opportunities, and relationships are socially constructed and are learned through
socialization process.
Although there are many exceptions, boys and girls do differ on average in ways
that parallel conventional gender stereotypes and that affect how the sexes behave at
school and in class. The differences have to do with physical behaviors, styles of social
interaction, academic motivations, behaviors, and choices. They have a variety of
sources—primarily parents, peers, and the media. Teachers are certainly not the
primary cause of gender role differences, but sometimes teachers influence them by
their responses to and choices made on behalf of students.1
It is then necessary that teachers at all levels and at all times be gender sensitive
and be able to address the needs of the learners.
One important fact about diversity of learners is that every student learns.
Although no two students come to school with the same culture, learning
strengths, background knowledge, or experiences, and no two students learn in
exactly the same way, every student’s unique personal history enriches classrooms,
schools, and the community. This diversity is our greatest education asset.2
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-differenc
es-in-
the-classroom/
2
https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles5.pdf
5
Another way of knowing your learners is by looking at their learning styles. Here
is an illustration of the VARK model learning styles.
Your mastery of the different learning styles will help you to think and plan of
the most appropriate strategies in class to make your lesson interesting and engaging.
Aside from understanding the learning types of your learners you also must understand
the theory of multiple intelligences which is directly related to addressing learning
styles. The theory on multiple intelligences identifies linguistic, bodily-kinesthetic,
interpersonal, existential, logical-mathematical, musical, naturalist, spatial, and
intrapersonal intelligence as related concepts to the learning styles of your diverse
learners.
6
https://www.google.com.ph/search?q=example+of+9+multiple+intelligences&dcr=0&source=lnms&tbm=isc
h&sa=X&ved=0ahUKEwjez5WN76PWAhVKppQKHWsyBJEQ_AUICigB&biw=1686&bih=836&dpr=1.13#imgr
c=qBHmNF1kV11FHM:
Guided by the illustration, you can appreciate what your learners think and feel,
how they desire to learn and what is most important to them when learning. Diverse
learners learn in various ways that can be said to be different from one another. This
explains why multiple intelligences are an important consideration for a teacher to be
able to provide meaningful teaching-learning experiences in the classroom.
3. Learners’ linguistic, cultural, socioeconomic, and religious backgrounds

The Philippines is very rich in terms of linguistic and cultural diversity. A single
region or province alone has a lot of spoken languages. In this instance, the challenge
is in the early grades particularly in the K-3. It is where learners of diverse languages
come in to school bringing with them their mother tongue.
Classrooms are also a melting pot of various cultures which include differing
worldviews, religious beliefs, values, abilities, languages, and family backgrounds of
students. No matter how school administrators and teachers strive for homogeneity in
7
the classroom, differences are inevitable and thus must be dealt with appropriately as
this diversity may increase or impede students’ learning success.
In most cases, schools have socioeconomic diversity having a mix of students

from different income levels, social backgrounds, and in some cases, racial and ethnic
backgrounds.
4. Learners with disabilities, giftedness, and talents

Learners with disability, according to Individuals with Disabilities Education Act
(IDEA) (P. L. 101-476), means learners with mental retardation, hearing impairments
(including deafness), speech or language impairments, visual impairments (including
blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning disabilities; and who, by
reason thereof, needs special education and related services (Knoblauch, B. S. , 1998).
UNICEF (2007) also states that the term also refers to those who have long-term
physical, mental, intellectual or sensory impairments, which in interaction with various
barriers may hinder their full and effective participation in society on an equal basis
with others.
Gifted and talented learners are learners who exhibit intensity and curiosity
sooner than the average child. They are usually recognized after being subjected to
evaluation by professionals.
Being aware of these learning disabilities or giftedness is a big factor in planning for
relevant learning opportunities.

Learners in difficult circumstances are those learners who are in places of
geographic isolation, chronic illness, displaced due to armed conflict, urban
resettlement or disasters; victims of child abuse and child labor practices.
These are the set of learners that requires extra care and attention for these are
the learners who are affected, physically, psychologically, emotionally, mentally or even
spiritually.
6. Learners from indigenous groups

The Philippines is a culturally diverse country with an estimated 14- 17 million
Indigenous Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly
concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao
(61%), with some groups in the Visayas area. The Philippine Constitution, in
recognition of this diversity and under the framework of national unity and
development, mandates state recognition, protection, promotion, and fulfillment of the
rights of Indigenous Peoples.3
In our present educational system, diversity brought about different indigenous

group are addressed through the implementation Indigenous Peoples Education (IPED)
Program. In this program, IP learners are provided with an education that is sensitive
to, and reflective of their cultural context, aspirations and concerns. It also strives to
http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance
/FastF
acts-IPs.html
8
provide education to IP learners without losing their cultural identity thus preserving
their customs and traditions which they value the most.
DIVERSE LEARNERS AND THEIR LEARNING NEEDS
Learners do not come from the same past experiences, economic status, cultural
background and the like. Regardless of these, each learner deserves equal opportunity
to learn in school. The challenge of giving them learning opportunities now depends on
the skills and know-how as a teacher. It is then important that teacher need to know
the needs of learners as well how they learn.
Learning needs represent the gap between what the learner wants to get out of
the learning experience and his or her current state of knowledge, skill, and
enthusiasm (http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm).
Diversity is an essential factor for teachers to consider in facilitating the learning

process. The learners’ diverse needs should be addressed in school to provide a child-
friendly, culture and gender-sensitive atmosphere as stated in the DepEd Vision and
Mission. To prepare students to be productive in pluralistic diverse societies, there is a
need to expand ways to create new innovative knowledge and technologies. The
enriching nature of diversity and transformative innovations are needed to live in a
complex challenging world and to create a socially-just multicultural, global learning
environment (6TH International Conference on Teacher Education, 2010).
Hughes (2017) added that the most important thing you can do to help educate
your students is to learn as much about them as possible. You can achieve this in a
wide variety of ways, either by spending time talking to the students, giving them
questionnaires to fill out, or engaging them in activities that reveal information about
them. Using a combination of all the above methods can help give you a clear picture of
what each student needs and how they learn best. For example, talking to students
can give you a clear picture of their verbal skills and personality. A questionnaire can
target specific information about the student and help you learn about their interests
and passions. Different icebreaker activities can allow you to observe students
socializing so you can learn how they act in groups. Another key component for
learning about your students is communicating with parents and families. This will
give you background information, such as their cultural identity or personal history.
Knowing about your student's cultural backgrounds, for example, can help you create
a more culturally sensitive classroom environment so every student feels welcome and
safe.
It is important for educational practices to be flexible and responsive to the

strengths, needs and learning preferences of individual students. This helps create
inclusive learning experiences that ensure all students are successful. All children can
learn and reach their full potential when they are given opportunities, effective teaching
and appropriate resources. Decisions related to the placement of students are best
made on an individual basis in a way that maximizes their opportunity to participate
fully in the experience of schooling (Alberta Education, 2017).

Dealing with learners of varied gender, needs, strengths, interests and experiences
pose a great challenge for teachers. Teachers need to make learning relevant, authentic
and valuable.
9
All schools share the mission of helping every student reach his or her full
potential. However, teachers often find students in a class showing much diversity in
their needs and interests. Students differ a lot in their motivation, prior knowledge and
skills, learning styles, multiple intelligences, interests and backgrounds. To tap each
student’s potential, teachers need to value each student as an individual capable of
making progress. Embracing learner diversity is therefore an important direction in
school-based curriculum development. Nevertheless, schools have to realize that there
can hardly be a one-size-fits-all approach to addressing learner diversity. To ensure
effective learning for all students in the classroom, teachers need to develop sensitivity
to individual students’ needs and respond to them by flexibly adapting their teaching
strategies and content. Teachers can develop such sensitivity through analyzing
different sources of information (classroom observations, assessments, portfolios,
learner profiles, etc.) to find out how each student learns and design an appropriate
curriculum for them. With a good grasp of students’ characteristics, teachers can turn
learner diversity into an asset by capitalizing on their different talents, interests and
backgrounds brought to the classroom setting. For instance, students can make unique
contributions by playing different roles or doing different tasks inside and outside the
classroom. Teachers can then give their students opportunities to develop their
potential (Chan, ND).
Learning styles are often categorized and explained in the following way
where the manner of learning shall give the idea on needs of learner depending on
their learning style:
Manner of learning
Learning Style (what makes the learner learn more)
Learner learns more when aided by images,

Visual pictures, and spatial organization of elements.
Learner learns well when aided by music, sound,
Auditory rhyme, rhythm, speaking or listening.
Learner learns well by reading or writing the
Reading/Writing material he wants to learn.
Learner learns well when he can move his body,
Kinesthetic and/or use his hands and sense of touch. Writing
or drawing diagrams are physical activities that can
fall into this category.
Here is another illustration that will provide assistance as you plan and
identify the learning approach suitable to the needs and interests of your learners.
10
Howard Gardner’s Theory of Multiple Intelligences
http://mydiscoverypreschool.org/theory-of-multiple-intelligences/
Closely related to learning styles are thinking styles. These typically describe
how a student organizes information and solves problems. Based on the work of
Gregorc (1982), Judith Dodge presents four general thinking styles.
a. Concrete random thinkers—are creative, make intuitive leaps, enjoy
unstructured problem solving, like choices, are self-motivated, see the big
picture and not the details.
b. Concrete sequential thinkers—like order, respond to step-by-step
instruction, enjoy learning with concrete materials, attend to details, work
within a time line, and appreciate structure.
c. Abstract random thinkers—are guided by emotion and interest, seek
environments that are active, busy and unstructured, like to discuss ideas
and interact with others.
d. Abstract sequential thinkers—enjoy theory and abstract thought, focus
on knowledge and facts, thrive on independent investigation and research,
usually prefer to work alone to prove things for themselves.
11
Furthermore, learning patterns can be influenced by student gender and culture, as
well as unique personality. Some of these influences include:4
 being expressive or reserved in class interactions
 preferring competition or collaboration
 preferring to work individually or in a group
 approaching learning with a creative or practical way of thinking
 preferring part-to-whole or whole-to-part learning
 preferring contextual and personal learning or learning that is discrete
and impersonal
 viewing time as fixed and rigid or fluid and flexible
 being more impulsive or more reflective in one’s thinking and actions
 valuing creativity or conformity.
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

Saban (2013) found out that the learning needs in the multicultural classroom
are culturally responsive teaching, teacher immediacy behaviors, differentiated
instruction and teacher language competence and instructional clarity. Each of these
themes bears implications to equitable teaching. Students need a culturally responsive
teaching, such that if a teacher is culturally sensitive, he/she will endeavor to know
student backgrounds and capabilities and eventually make teaching preparation
relevant to the needs of actual students with no one left behind. Upon knowing
individual students, a teacher can then employ differentiated instruction to meet the
needs of all, considering their strengths and learning styles. This learning need is the
root of all the other themes as the latter build on the former. Moreover, a good teacher
who has committed and taken steps towards culturally responsive teaching will, by all
means, employ various teaching strategies. Teacher verbal and nonverbal immediacy
behaviors will then be manifested as these put across messages of love and concern
towards individual students in spite of who they are. Furthermore, since the teacher
desires to reach out to students’ needs, he/ she will use the language of instruction
masterfully so that effective communication will eventually lead to mutual
understanding and respect.
In a culturally diverse classroom, you will find every learning style, yet students
from particular ethnic cultures may respond more willingly to the kind of instruction
that is reinforced by their culture.5
4https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Note: For more activities and inputs, see
https://books.google.com.ph/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=Learners%E2%8
0%99+gender,+needs,+strengths,+interests+and+experiences&ots=AfjolMfenp&sig=ivGrFsiIgy8o0L6XDp0w
UQObVvw&redir_esc=y#v=onepage&q=Learners%E2%80%99%20gender%2C%20needs%2C%20strengths%
2C%20interests%20and%20experiences&f=true
http://avid.org/_documents/NatCon/Presentations%20and%20Handouts/(16)%20N.%20Carter%20
%20Teaching%20Boys%20versus%20Teaching%20Girls%20-
%20How%20can%20educators%20make%20a%20difference_PPT.pdf
5 https://uk.sagepub.com/sites/default/files/upmbinaries/53987_Davis_CH_6.pdf
Note: For more activities and inputs, see
https://books.google.com.ph/books?id=XwCpBQAAQBAJ&pg=PR21&dq=Learners%E2%80%99+linguistic,
+cultural,+socio-economic+and+religious+backgrounds&hl=en&sa=X&ved=0ahUKEwiCloW-
553WAhUGlpQKHZ2PBhQQ6AEIOTAE#v=onepage&q=Learners%E2%80%99%20linguistic%2C%20cultural
%2C%20socio-economic%20and%20religious%20backgrounds&f=false
12
3. Learners with disabilities, giftedness and talents
Students with disabilities can achieve at high levels when provided with
instructional supports and accommodations, and when educated with students without
disabilities to the maximum extent possible.
Gifted students may be served in the regular classroom through differentiation

and/or in classes with other gifted students taught by a gifted intervention specialist.6
The gifted and talented typically need a more rapid instructional pace
than their
peers.

Learners in difficult circumstances do really have different needs. They are
usually not in the usual classroom setting hence, they need a different kind of
approach. Activities or strategies in addressing their need depend on the circumstance
where they are in. Teachers may use or utilize the Flexible Learning Options (FLOs) that
would cater to their specific needs.
Learners in difficult circumstances usually have the need to learn that can be
addressed by FLOs. One FLO that can be utilized is the Project EASE (Effective and
Affordable Secondary Education). Project EASE sought to provide distance learning
system to high school students who cannot come to school regularly or must leave
school temporarily because of circumstances beyond their control.
As facilitators of learning for learners in difficult circumstances, teachers have to

be flexible enough without compromising quality since some of these learners are just
forced to be in such situation like those who are affected by armed conflict.
5. Learners from indigenous groups

IP learners are truly unique group of learners. Education for them is not just
acquiring competencies stipulated in the K to 12 curriculum but they have that unique
need of preserving Indigenous Knowledge System and Practices (IKSPs). This was
clearly stipulated in the policy statement of Do. 62, s. 2011 letter a which states that
IPED shall, “adopt appropriate basic education pedagogy, content, and assessment
through the integration of Indigenous Knowledge System and Practices (IKSPs) in all
learning areas and processes”.
In dealing with IP learners, there is a need to highlight the relationship between

learning and the student group’s history and culture, thus contextualized learning
plays a very critical role in the learning process.7
What are some activities that can be appropriately used to address the needs of diverse learners?
To effectively meet the learning needs of students, classroom teachers must

begin with an understanding of the needs of the learners, both collectively as a
classroom unit and as individual students. Students often know which ways of learning
are most effective for them and what things get in the way of their success.
6
http://education.ohio.gov/topics/Special-Education/Diverse-Learners
7
Note: For more inputs, see http://www.deped.gov.ph/orders/do-32-s-2015.
13
Learner profiles and class profiles offer a starting point for this planning.
Inventories and other assessment tools also may provide you with valuable information.
A learner profile describes the ways in which students learns best. A

comprehensive learner profile includes information on student interests,
learning preferences and styles, and differences related to gender, culture and
personality. It also might include information on student learning strengths,
needs and types of supports that have been successful in the past. A learner profile
needs to be dynamic, as individual learners are constantly growing and changing.
The goal of a learner profile is to find out as much as possible about how an
individual learns. The goal is not to label students as certain kinds of learners but
rather to help them develop multiple pathways for learning. When working on
unfamiliar and/or challenging tasks, students will be more confident and motivated if
they are able to work in their areas of strength.8
8https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Note: For more inputs see
http://inclusive.tki.org.nz/assets/Uploads/Developing+Learner+Profiles+inf
osheet.pdf
14
Activities and Assessment
Cite your experience during your practice teaching days or first teaching
employment where you were to handle a diverse groups of learners.
a. What particular various groups were you able to encounter?

b. What are the identified different learning needs between and among those
groups?
Match the aspects of Diverse Background in Column A to the given Learning

Needs in Column B. Write the letter of your choice on the space provided before
each number.
Column A Column B
(Diverse Background) ( Learning Need)
1. Gender a. Participation to festivities that

promotes one’s cultural
identity
2. Religion Beliefs b. Participation to extra-curricular
activities with less or no
expenses
3. Socio-economic Background c. Use of the Mother Tongue in the
early stage
4. Geographical Background d. Leadership in group tasks may

be done by either boys or girls
5. Language e. Use of Flexible Learning Options
6. Ethnic Group f. Need for equal opportunities to

lead the morning prayer
7. Culture g. Opportunities for maximum

development
8. Learners with disabilities h. More rapid instructional pace
9. Race i. Free from discrimination
10. Gifted j. Relevant to Indigenous Knowledge

System and Practices (IKSPs)
15
After knowing your diverse learners, what are other learning activities that can be
appropriately used or provide to address the needs of your diverse learners? You
may refer to examples in Activity #2
DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES
1.Gender
2. Religion Beliefs
3. Socioeconomic Background
4. Geographical Background
5. Language
6. Ethnic Group
7. Culture
8. Learners with disabilities
9. Race
10. Gifted
Planning
Based on the inputs provided, develop a learning activity for at least 2–3 varied
groups of learners from the lesson that you are presently/currently teaching.
16
Reflection
1. What teaching strategies did you learn from Module 4 that would help you
organize or develop teaching-learning activities for these various groups of
learners?
II. Were you able to adequately address the diverse needs of these learners?
III. What are the needs to be improved professionally to deal with diverse
learners?
IV. What is your realization on the importance of knowing and providing variation in
learning opportunities?
5. Share what you feel and think after finishing this lesson by completing the
following statements. (i) My knowledge in understanding diversity of learners and
their learning needs will help me to… (ii) I find the lesson…
17
Post-Test
Read the items carefully. Write TRUE if the statement is correct and write FALSE if not
and modify the statement to make it correct.
1. Gifted learners can only be catered fully if not mixed in a regular class.
2. Diversity of learners refer to difference in terms of gender,
race, and culture.
3. Communicating with parents and families is one way of knowing
the
diversity of learners within your care.
4. A learner having a chronic illness can be considered as a
learner in difficult circumstances.
5. Responding to the strengths, needs and learning
preferences of individual students helps create an inclusive
learning experiences
6. IP learners learn best when taught in a contextualized manner.
7. One-size-fits-all approach is possible in addressing diversity of
learners.
8. Differentiated Instruction (DI) is the one of the many ways of
10. addressing diversity of learners.
9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
Gender sensitivity is very important in dealing with diverse learners.
18
II. SESSION 2:
EXPLICIT TEACHING
Desired learning Outcomes

Domain 1. Content Knowledge and Pedagogy
1.2.1 Demonstrate an understanding of research-based knowledge and principles

of teaching and learning
1.2.2 Use researched-based knowledge and principles of teaching and learning to

enhance professional practice.
Objectives of the Session
a) Explain the research-based basic concepts, principles and methodologies of

explicit teaching Demonstrate understanding of the Explicit Teaching Process
b) Develop and demonstrate a Detailed Lesson Plan (DLP) using explicit
teaching.
19
Pretest:
Identify whether the given statements are true or not on explicit teaching. Write
F for fact and B for bluff.
1.In explicit teaching, there is a need for the teacher to model the behavior to
the students.
2. Teachers should be specific and direct enough to make learning accessible
to
all students in the class.
3.In explicit teaching, the students restate the lesson objectives back to the
teacher in their own words.
4.The teacher presents the steps both orally and visually to meet needs of
learners.
5. The teacher explains what the task is, why it is important, and add to it, why
it is done.
6. The teacher may use a visual model to demonstrate a concept being
taught when necessary.
7. Explicit teaching is teacher-centered.
8. Students practice different kinds of problems during the guided practice
time.
9. Students are deprived of working or completing the task independently.
10. The assessment of student performance in explicit teaching must be done
formally.
Glossary of Terms
Term Definition
Explicit Instruction instruction that is systematic, direct,
engaging, and success oriented. It is helpful
not only when discovery is impossible, but
when discovery may be inaccurate,
inadequate, incomplete, or inefficient.
(Archer
& Hughes, 2011). It is a systematic method of
teaching with emphasis on proceeding in
small steps, checking for student
understanding, and achieving active and
successful participation by all students.
(Rosenshine, 1987).
Model method that helps make connections between
material to be learned and the process to
learn it by acting out sequences while
students observe and then imitate the task.
The hallmark of explicit instruction is a clear
model of what students are expected to learn.
This refers to modelling as establishing
conspicuous strategies. (Coyne et al. 2011)
Scaffolding applying stages to learning content and tasks
by first observing the student to see what she
can do and then helping her understand the
how and why until she can perform herself
(direct instruction, tutoring, modelling,
independence).
Skills ability to carry out a task with pre-
determined results within a given amount of
time, energy or both.
20
Term Definition
Strategy over-all or general design on how the lesson
will be executed or delivered; a set of decisions
on what learning activities to achieve an
objective.
Key Concepts
Explicit instruction is characterized by a series of supports or scaffolds, whereby

students are guided through the learning process with clear statements about the
purpose and rationale for learning the new skill, clear explanations and demonstrations
of the instructional target, and supported practice with feedback until independent
mastery has been achieved.
Soviet psychologist Lev Vygotsky developed the scaffolding theory. Scaffolding theory
describes social and instructional support for students learning new concepts,
comparable to structures erected alongside newly constructed buildings. The
scaffolding supports the construction (the introduction of new material) and is taken
away after completion (or when the lesson is understood.)
Explicit Instruction is a sequence of supports:
1. Setting the Stage for Learning

2. Clear explanation of what to do
3. Modeling the process (showing)
4. Guided Practice
5. Independent Practice
6. Assessment/Closure (informal or formal)
The 6 Components of Explicit Instruction

7. Setting the Stage
a) The anticipatory set – the teacher’s hook to capture student interest and connect
prior knowledge to the new learning of the lesson
b) The teacher states/clarifies the standards/learning objective/goal
c) The purpose of the lesson is explained
d) Students are able to restate the lesson objective back to the teacher in their own
words.
e) The teacher specifically connects the lesson to:
i. student interest
ii. background knowledge
iii. the big idea/concept that the skill/standard is linked to, and/or
iv. the previous day’s lesson
8. Explaining to Students What to do

a) Students need explicit details about the lesson.
b) The teacher re-explains in this component what the task is, why it is important,
and adds to it how it is done.
c) Give no-frills explanations that give students just enough information to cover
the basics and get them started. Less is more.
d) Don’t tell the kids that it will be hard. That discourages kids right off the bat.
They may tune the lesson out right then and there.
e) Make it simple and direct enough to make the learning accessible to ALL
students in the class.
21
f) Divide the task into a few steps that are logically ordered.
g) Present the steps both orally and visually to meet needs of kids with different
modality strengths. (Visual Instructional Plans – Fred Jones)
3. Modeling for Students ( I do )

a) Some people believe that explaining is synonymous with instruction. When the
extent of the instruction is ONLY an explanation, without modeling or guided
practice, teachers have no idea whether or not students understand the lesson
content until it is too late. Just hearing or reading directions is not enough.
b) Modeling offers kids the opportunity to watch the process unfold before their
eyes. The teacher engages in whatever is involved in the learning task EXACTLY
as the students will be expected to perform it.
c) The teacher shares inner thoughts – modeling the thinking process, and the
teacher often uses a visual model to demonstrate the concept being taught.
d) It is important during this component for the teacher to connect with the kids, to
see their eyes alert and focused, rather than glazed over!
e) During this component, teachers need to elicit informal input from the kids and
keep them actively engaged –
i. Asking students to underline a portion of text on board or overhead
ii. Use the mini white boards
iii. Repeat to a partner
iv. Ask students to read the completed response aloud with you to make sure
it sounds good and makes sense.
v. Ask for possible revisions.
f.) Teacher makes good strategies conspicuous for kids
i. Ask lots of questions – use Bloom’s Taxonomy
ii. Delve and probe into questions – trying to elicit deeper responses from
kids
iii. Appropriate instructional pacing
iv. Adequate processing time (Think Time)
v. Constant check for understanding
4. Guided Practice (We do)

a) Frey and Fisher believe that guided instruction should consist of cues, prompts
and questions to help the teacher understand the students’ thinking, provide
scaffolding, get students doing some of the cognitive work, and gradually
increase their understanding.
b) Graphic organizers and frames work GREAT during this component. These tools
simplify the task of representing knowledge on paper by providing graphic cues.
They are helpful instructional aids that help kids move easily from teacher-
control toward their own independent application of the learning. BUT…. They
are NOT a substitute for instruction. If kids are to do well in a testing
situation,
they need to have heard the explanation, seen the model, practiced with the
organizer or frame as many times as needed, and then worked backward,
removing one support at a time. After enough trials with the graphic aide, the
teacher can take that away and expect kids to be able to be successful with just
a review of the model. Eventually the model should disappear too!
c) Provide scaffolding as a temporary support/guidance in the form of steps, tasks,
materials, and personal support
d) Provide examples/non-examples, and graphic organizers, study guides, Kate
Kinsella starter stems
e) Check for understanding through ongoing assessment and constant
feedback
f) Highly structured
g) Use mini-white boards, highlighters 22
h) Students summarize in their own words, turn to a neighbor and tell them….
5. Independent Practice (You do)

a) Students practice the SAME kinds of problems as during the guided practice
time.
b) Don’t allow for too much time for this. Students get off task, attention wanders,
and time is wasted.
c) During this time, teacher should be moving about the room, watching, guiding,
and moving students along.
d) Be sure students can accurately complete task independently.
6. Closure/Assessment
a) The assessment portion can be informal - using Fist-to-Five, 12 Word Summary,
Brain Bark, Exit Cards, Idea Wave, Thumbs Up, Thumbs Down, etc.
b) The assessment portion can be formal – a method to measure student
understanding or proficiency of the learning objective in test or quiz format or
essay writing, project, report, etc.
c) It is a time to collect student learning evidence of standards/objectives.
Watch and Learn

To enhance your understanding on explicit instruction, you may watch a sample
video lesson on https://explicitinstruction.org/video-secondary-main/ then accomplish the
table below
Key concepts Role of the Teacher Steps in Explicit
Teaching
Using the template below, choose a least learned skill that can be taught better using explicit teaching
approach then prepare a detailed lesson plan (DLP) appropriate to the grade level of your students.
Explicit Teaching DLP Template

I. Objectives
II. Subject Matter

Topic:
Materials:
References:
III. Procedure
.
23
a. Introduction
b. Modeling
c. Guided Practice
d. Independent Practice
e. Assessment/ Closure
IV. Reflection
DEMO-TEACHING (1 hr.)
Procedure:
1. Use the prepared DLP in demo-teaching.

2. Invite your school head in your class to evaluate how you did well in the
delivery of your lesson
Reflection
Answer the following:

1. Based on your learning experience, what are your realizations? Fill in the needed
information below which you want to stop doing, start doing and continue doing:
Stop Doing Start Doing Continue Doing
24
III. SESSION 3: 21ST
CENTURY TEACHING
Desired Learning Outcomes
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)
4.1.1. Prepare developmentally 4.2.2. Set achievable and appropriate

sequenced teaching and learning learning outcomes that are aligned with
process to meet curriculum learning competencies
requirements.
4.3.1. Demonstrate knowledge in the
4.2.1. Identify learning
outcomes implementation of relevant and
that are aligned with learning responsive learning programs.
competencies.
Objectives:
a. Demonstrate understanding on the nature of 21st Century Learners

b. Adapt learning outcomes that are aligned with learning competencies that
address the diverse learners of the 21st century
c. Develop a sample Detailed Lesson Plan (DLP) on your area based on the
learning outcomes/competencies that addresses the diverse learners of the
21st century.
25
Pre-Test
Identify the key stage of learners (K-3, 4-6, 7-10, 11-12) during which the
following characteristics are demonstrated. Write the key learning stage
opposite the given characteristics.
Characteristics of Learners Key Learning Stage
( K to 3; 4 to 6; 7 to 10
and 11 to 12)
1. Enjoy long periods of free play.
2. Enjoy new materials and equipment.
3. Can play and carry out projects with adult

support.
4. Enjoy physical activities that master specific

skills.
5. Have a growing desire to assert individuality

and independence.
6. Developing strong interest, hobbies and

collection.
7. Experiencing the beginning of puberty.
8. Depend on their peer group to develop

identity.
9. Can plan ahead and organize tasks with

little or no guidance from adults.
10. Beginning to think about their future life

roles.
11. Have a strong desire to assert individuality

and independence.
 Identify the 21st century skills that must be possessed by your learners in
any key learning stage. Write your answers opposite each number.
21st Century Skills
1. The learners are engaged in problem-solving

activities and conducts research
2. The learners analyse data and introduce project

plans
3. The learners uses knowledge to create products

and processes
26
4. They try to do the task assigned in cooperation
with other members of the group
5. Solicits consensus to arrive at a unique solution

to the problem and encourages community-
building practices
6. Able to work with a variety of individuals across

diverse ethnic groups
7. Has a knowledge of organizational cultures and

respects individual beliefs
8. Has the ability to convey information and

messages in a manner that that can be easily
understood by the majority
9. Uses all kinds of media effectively without

compromising the rights of others
10. Effectively using all sorts electronic information

and knowledge tools to gather data before
making conclusions
11. Able to manage change in the workplace
12. Has the eagerness to continue learning beyond

what is discussed in the classroom and shows
interest in a certain discipline as a career in the
future.
 Identify the various learning programs in your school or district that

cater to the needs of the learners in various key learning stages.
Key Learning
Learning Programs Implemented
Stage
K to 3
4 to 6
7 to 10
11 to 12
27
Glossary of
Terms
Term Definition
Key Learning Stages four learning stages in the Philippine
setting that include learners from
kindergarten to grade 3, grade 4 to 6,
Junior High School learners and the
Senior High School learners
21st Century Skills seven identified skills that are essential
to be mastered by the learners in a
21st
century classroom such as critical
thinking, creativity, collaboration,
cross-cultural understanding,
communication, computing / ICT
literacy, and career and learning self-
reliance
Detailed Lesson Plan (DLP) is a teacher’s “road map” for a lesson.
It contains a detailed description of the
steps a teacher will take to teach a
particular topic. A typical DLP contains
the following parts: Objectives,
Content, Learning Resources,
Procedures, Remarks and Reflection
Responsive Learning emphasizes the social, emotional, and
academic growth of learners in any of
the key learning stage in a strong
and safe learning environment
Key Concepts
Session 1. Nature of Learners by Key Stages9
Transition Years Grade K-1 (5-6 years)
Physical Social-Emotional Cognitive
a. Enjoy long periods of a. Eager to receive adult a. Understand language

free play praise. better than they
b. Developing eye- b. Enjoy dramatic play speak
hand coordination c. Eager to engage in b. Are interested in
c. Enjoy small group new present, vague
cooperative activities/adventures concepts of
games led by involved adult
d. May require rest d. Eager to identify past/future
after high energy with older children c. Eager to
play e. Enjoy exploring learn
new materials and d. Ask many
equipment questions
e. Define things by their
9
Adapted from https:/ use
/www.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/Everyone/developme ntal
%20characteristics.pdf
28
e. Improve body f. can be easily frightened f. Developing a sense of
coordination; yet still by novel or strange humor
can fall easily events g. Communicate best
g. Prefer play in within a small group
small groups of peers
h. Like h. May need guidance of
responsibilities adult when starting
they can handle a new task
i. Learning to cooperate
with others, but may at
times display selfish
behavior
Middle Years Grade 2-3 (7-9 years)
Physical Social Emotional Cognitive
a. Enthusiastic about a. Have a strong drive a. Like to talk; use

games towards independence language to express
b. Experiencing b. Develop a strong feelings/tell stories
improvement in both sense of loyalty to
b. Developing a sense
gross and fine friends
of time
motor skills c. Need to belong to
c. Possess a a group c. Enjoy
high activity d. Play with and are collecting
level friends with same-sex things
d. Practice to mast peers
e. Like to take d. Enjoy problem-
variations of
on solving games like
movement for
responsibility treasure hunts
physical activities
e. Enjoy games that f. Live in a world of e. Can plan and
allow for comparison games, rituals and carry out projects
of skills humor inhabited only with adult
f. Enjoy games that by children support
allow for self- g. Like to have best friend
h. have a rigid sense f. Becoming more
improvement of right and wrong self- directed in
i. Need help accepting activities
peers who are different
g. Better able to
or left out of a group
understand and
appreciate
differences of opinion
Pre-Adolescent Years Grades 4-6 (10-12 years)
a. May be careless a. Enjoy small, peer- a. Ask many questions

about their clothes, dominated group and want thoughtful
room and body discussions answers
cleanliness b. Like to join b. Can often
b. Girls may have organized groups understand other
sudden growth spurt c. Are anxious to grow points of view
and beginning signs up
of puberty d. Are intensely
29 loyal
to their peer group
c. Enjoy physical e. form a close one-on-one c. Developing strong
activities that master friendship interests, hobbies
specific skills f. Have a growing desire to and collections
d. Enjoy competitive assert individuality and d. Engage in day
games independence dreaming
e. Possess a g. Can be daring e. Enjoy problem-
high activity and competitive solving games and
level h. Can be critical of peers puzzles, etc.
f. Enjoy games that and adults f. Enjoy rule-based
allow for comparison i. Are self-conscious of games
of skills their abilities g. Are beginning to
g. Enjoy games develop view about
that allow for
self-
improvement social/global issues
h. Beginning to enjoy
humor by telling
jokes and
understanding
sarcasm.
Early Teens Grade 7-8 (13-14 years)
a. May appear awkward a. Sensitive to their a. Capable of high level

as result of rapid appearance of abstract thought
physical growth b. Establishing a b. Beginning to think
b. Experiencing the personal moral code about their future life
beginning of puberty c. Unsure of their place in roles
c. Differ greatly in society c. Need time and
rate of maturation d. Depend on their freedom to engage in
d. Need to become peer group to self-reflection
familiar with develop identity d. Are able to
changing body with e. Critical of their postpone
strong drives peer group to gratification
e. Tend to tire easily develop identity e. Can plan ahead
f. Have a high activity f. Critical of their and organize tasks
parents with little or no
guidance
level and appetite and home from adults
g. Enjoy cooperative g. May adopt extremes f. Beginning to develop
games and and fads in clothing, views about social
competitive sports speech, issues
handwriting and
mannerisms
h. Form close one-to-
one friendships
i. Enjoy small, peer-
dominated group
discussions
j. have a strong desire to
assert individuality
30 and
independence
Session 2. The 21st Century Skills (2)
To thrive in a digital economy, students will need digital age proficiencies. It is
important for the educational system to make parallel changes in order to fulfil its
mission in society, (namely) such as the preparation of (students) learners for the
world beyond the classroom. Therefore, the educational system must understand and
embrace the following 21st century skills within the context of rigorous academic
standards.
The Seven Cs – 21st Century Lifelong Skills10
a. Critical Thinking-and-Doing – Defines thinking skill as “thinking creatively,

making decisions, solving problems, seeing things in the mind’s eye, knowing how
to learn and reasoning.” Furthermore, sound reasoning enables students to plan,
design, execute, and evaluate solutions-processes that are often carried out more
efficiently and effectively using technological tools.
b. Creativity – New knowledge creation, “Best Fit” Design solutions, Artful
Storytelling, etc. Today’s knowledge workers are expected to adjust and adapt to
changing environments. Inherent in such lifelong learning is a curiosity about the
world and how it works. Curiosity fuels lifelong learning as it contribute to the
discovery of new ideas and results in the introduction of new processes that would
contribute to the betterment of our way of life.
c. Collaboration – The rapid pace of today’s society and communications networks
have caused – and enabled - a shift in the level of decision-making. The complexity
of today’s world requires a high degree of specialization by decision-makers –
hence the need for teaming of specialists to accomplish complex tasks in ways that
are efficient, effective and timely.
d. Cross-cultural Understanding – The world is rapidly becoming wired and the
resulting globalization of commerce and trade has increased the need for cultural
literacy. In such a global economy, where everybody is concerned about
interactions, partnerships and competition from around the world, there is a
greater necessity for knowing, understanding and appreciating other cultures,
including cultural formations established as norms in a technological society.
e. Communication – Crafting Messages and Using Media Effectively. In todays
wired, networked society it is imperative that students understand how to
communicate using technology. This includes person-to-person email interactions,
listservs, group interactions in virtual learning spaces, chat rooms, interactive
videoconferencing, phone/audio interactions, and interactions through
simulations and use of models.
f. Computing / ICT Literacy – Effective Use of Electronic Information and
Knowledge Tools, Visual and Information Literacy. Choosing appropriate tools for
the task and applying them to real-world situations in ways that add significant
value results in increased collaboration, promotion of creativity, construction of
models, preparation of publications and other creative works.
g. Career and Learning Self-Reliance – Managing Change, Lifelong Learning and
Career Redefinition. The interconnectedness of today’s world brings with it
unprecedented complexity. Interaction in such an environment requires
individuals to be able to identify and react to changing conditions independently –
10
Adapted from https://www.actfl.org/sites/.../21stCenturySkillsMap/p21_worldlanguagesmap.pdf
31
self-directed learners who are able to analyse new conditions as they arise, identify
the new skills that will be required to deal with these conditions and
independently charts a course that responds to these changes. They must be able
to take into account contingencies, anticipating changes, and understanding
interdependencies within the systems.
Department of Education
Region
Division of
DLP / DLL MONITORING AND
EVALUATION FORM
Name of Teacher: Quarter:
Learning Area: Week:
The DLL Objectives Content:
has the
following stated in behavioral terms SMART objectives
parts:
aligned with content standards Provided Code Book Legend
aligned with performance standards ICT Integration

Learning Resources
listed reference materials TC pages
utilized materials from LR portal LM pages
other learning resources

Procedure / Strategies
linked new lesson to previous learning values/concept integration
purpose of lesson is clearly presented technology integration
new concepts identified government thrust integration
clear/organized assessment Others

selected response (with answer key)
constructed response
performance (with rubric)
Assignment
Overall
Remarks: Reflections
32
Session 3. Relevant and Responsive Learning Programs
Research studies pointed out to four methods for making instruction relevant to the
learners:11
a. Discussing how theory can be applied in practice
b. Making a link to local cases
c. Relating subject matter to everyday applications
d. Discussing and finding applications in current newsworthy

issues and events.
Likewise, Wieman (2007) recommended that students be provided with intentional

and explicit opportunities to discuss, for each topic covered, why the topic is worth
learning, how it operates in the real world, why it makes sense, and how it connects
to things the student already knows.
Here are a few tips for making learning engaging and personally relevant, according
to Willis, Faeth, and Immordino-Yang:
1. Use suspense and keep it fresh.

“Drop hints about a new learning unit before you reveal what it might be, leave
gaping pauses in your speech, etc; all this can activate emotional signals and keep
student interest piqued.
2. Make it student-directed.
“Give students a choice of assignments on a particular topic, or ask them to design

one of their own. “When students are involved in designing the lesson,” write
Immordino-Yang and Faeth, “they better understand the goal of the lesson and
become more emotionally invested in and attached to the learning outcomes.”
3. Connect it to their lives and what they already know.
“Taking the time to brainstorm about what students already know and would like
to learn about a topic helps them to create goals — and helps teachers see the best
points of departure for new ideas. Making cross-curricular connections also helps
solidify those neural loops.
With no reference point and no intrigue, say Willis, Immordino-Yang, and
Faeth, information is fairly likely to go in one ear and straight out the other.”
Two additional ways to provide relevance for students are with utility value
and relatedness:
4. Provide utility value.
Utility value answers the question, “Yeah, but what am I gonna use this for?”
Utility value is purely academic and emphasises the importance that content has for
the students’ future goals–both short-term and long-term. For example, physics tends
to be less than fascinating to your average student, but for a student who wants to be
an engineer, physics is interesting and can also hold great utility value.
11 Adapted from https://www.thoughtco.com › Resources › For Educators › Motivating Students

33
Utility value provides relevance first by piquing students telling them the content is
important to their future goals; it then continues by showing or explaining how the
content fits into their plans for the future.
This helps students realise the content is not just interesting but also worth
knowing.
5. Build relatedness.
Relatedness, on the other hand, answers the question, “What this have to do with
me?” It is an inherent need students have to feel close to the significant people in
their lives, including teachers. Relatedness is seen by many as having non-academic
and academic sides.
The non-academic side of relatedness emphasises the relationship the instructor

has with students: students need to feel close to their teachers and are more likely to
listen to, learn from, and identify with the ones they like. Students come to value
what a likeable instructor says, seeing it as something worth learning because the
instructor sees it as something worth knowing. This is why genuine enthusiasm
expressed during instruction is important; it shows students how important the
content is to the instructor.
Relatedness provides relevance to students first via the developing relationship
between teacher and student. Relevance then helps students see that the content is
worth knowing by showing how it fits into their current and future frame of reference.
1. List the characteristics of your learners in the specific grade level(s) you are
handling. Make sure that you are describing your learners in your school
context.
Key Learning Stage Observable Characteristics
34
- If you have a peer, present to him or her your work and discuss the nature
of the learners in your school. Your partner will do the same with you.
- Consult with another teacher and discuss your answers with him/her.
2. Develop a Sample Detailed Lesson Plan (DLP) in your area of specialization

following the format prescribed in DepED Order #42, s. 2016 on “Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program.” The topic on the preparation of DLP was discussed in Session of
Module 4.
- Incorporate Integrate a specific 21st century skill in your DLP.
- This will be checked by your coach/mentor if done in district or
division In-
Service Training (INSET) or by your school head if done a school-based
training. Your mentor or school head will use the form on following page to
evaluate your DLP.
3. Identify the different learning programs offered in your school or in your
district that are relevant and responsive to the needs of your learners in any of
the key learning stages.
4. Interview a master teacher in your school or district and ask him or her about
the learning programs being offered in the school that cater the needs of the
learners.
5. List all the programs below and indicate the reasons why the programs are
being implemented in the school or district.
Learning Programs Offered Catered/Addressed Remarks
in the school Learners’ Needs
- Discuss your answer with your peer or your coach /mentor.
Reflection
 As a newly-hired teacher, how does the session help you to become a

responsive teacher to the needs of your learners?
35
 How did the session help you in integrating a 21st century skill in your DLP?
 How does the session help you as a newly-hired teacher manage better the
individual differences your learners?
 Which of the skills discussed are you comfortable in teaching given your
current level of professional development?
 Which skill do you find challenging to teach?
36
IV. SESSION 4:
DAILY LESSON LOGS
Desired learning Outcomes
Beginning Teacher Indicators Proficient Teacher Indicators
(BTIs) (PTIs)
4.1.1 4.1.2
Prepare developmentally sequenced Plan, manage and implement
teaching and learning process to developmentally sequenced teaching
meet curriculum requirements. and learning process to meet
curriculum requirements and varied
teaching contexts
Objectives
At the end of the session, you will be able to:

1. Explain the teaching process through the essential elements of the Daily
Lesson Log (DLL) and Detailed Lesson Plan (DLP)
2. Prepare a one-week developmentally sequenced teaching and learning

process following the DLL and DLP requirements.
3. Plan and implement a one session DLP to be observed by a TIP mentor

and the school head.
37
Pretest: Identifying the parts of the DLL and DLP.
As a beginning teacher/proficient teacher, it is necessary for you to be able to

identify the parts of a lesson plan. Read the description below then write your
answer on the space provided.
1. This part of the DLL and DLP includes content
knowledge and competencies
2. This part of the DLL and DLP refers to the learning

area-based facts, concepts, and procedures that students need to learn.
3. It pertains to the particular content that the lesson

focuses on.
4. The knowledge, skills, and attitudes that students need
to demonstrate in a lesson.
5. This part of the DLL and DLP asks teachers to log the
references and that the teacher will use for the lesson. The references include
the particular pages of the TG, LM, textbook, and the additional materials
from the LRMDS portal.
6. This part of the lesson details the steps and activities
the teachers and learners will do during the lesson towards achievement of the
lesson’s objectives.
7. This is a part of the DLL and DLP in which teachers
shall indicate special cases including but not limited to continuation of lesson
plan to the following day in case of re-teaching or lack of time, transfer of lesson
to the following day in cases of class suspension, etc.
8. This part of the DLL and DLP requires teachers to

reflect on and assess their effectiveness.
38
Glossary of
Terms
Term Definition
Daily Lesson Log (DLL) is a template teachers use to log parts of
their daily lesson. The DLL covers a day’s
or a week’s worth of lessons and contains
the following parts: Objectives, Content,
Learning Resources, Procedures,
Remarks and Reflection.
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It
contains a detailed description of the
steps a teacher will take to teach a
particular topic. A typical DLP contains
the following parts: Objectives, Content,
Learning Resources, Procedures,
Remarks and Reflection.
Instruction refers to the methods and processes
used to direct learning.
Instructional planning is the process of systematically
planning, developing, evaluating, and
managing the instructional process by
using principles of teaching and
learning.
Key Concepts
Importance of lesson planning

a) Increases teacher’s chances of carrying out a lesson successfully. It also allows
teachers to be more confident before starting a lesson.
b) Inculcates reflective practice as it allows teachers to think about their
teaching.
c) Helps teachers master learning area content.
d) Helps teachers know their learners and teach what students need to learn and
therefore ensures curriculum coverage.
Elements of a Lesson Plan
What should be taught?

As a teacher, you must have a deep understanding of the curriculum and strive
to teach its content. In planning daily lessons, you need to follow the Curriculum
Guide (CG) of the learning area being taught. Using the CG, teachers can plan
the many ways to teach what it contains including the content standards or the
essential knowledge that students need to learn, performance standards or the
abilities and skills learners need to demonstrate in relation to the knowledge
they have learned, and learning competencies or the knowledge, skills, and
attitudes learners need to demonstrate in every lesson
How should it be taught?
With a lesson plan, you can predict which parts of the lesson learners will have
difficulty understanding. You can then prepare strategies that help learners
learn, build learners’ understanding and respond to learners’ needs.
39
You can explore utilizing different instructional strategies that consider learners’
varying characteristics including cognitive ability, learning style, readiness level,
multiple intelligences, gender, socioeconomic background, ethnicity, culture,
physical ability, personality, special needs, and the different ways learners
master the content of a particular learning area.
A lesson plan therefore should show what the teacher and learners will do in the
classroom to build understanding of the lesson together.
How should learning be assessed?
As a teacher, you do not only prepare lesson plans, you also prepare an
assessment plan or specifically a formative assessment plan.
As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program, formative assessment
“refers to the ongoing forms of assessment that are closely linked to the learning
process. It is characteristically informal and is intended to help students identify
strengths and weaknesses in order to learn from the assessment experience.”
Once the objectives of the lesson have been identified, you need to prepare a formative
assessment plan integrated into the lesson and aligned with the lesson objectives.
As a teacher, you need to rely on multiple ways of assessing learning inside the
classroom. DepEd Order No. 8, s. 2015 presents a list of formative assessment methods
that teachers can use during different parts of a lesson.
You should always remember that lesson planning should embody the unity of
instruction and assessment.
Lesson Preparation
After knowing the parts and elements of a lesson plan, you are now ready to
prepare your DLL/ DLP. Before you proceed, take time to read the following concepts:
a) The instructional process. According to Airasian (1994), the instructional
process is made up of three (3) steps:(1) planning instruction 2) delivery of
instruction; and 3) assessment of learning.
b) Lesson planning is one way of planning instruction, a way of visualizing a

lesson before it is taught. It entails “prediction, anticipation, sequencing, and
simplifying” and is a critical part of the teaching and learning process.
c) Learning Resources are resources that are available which includes the
Teacher’s Guide (TG), Learner’s Material (LM), additional materials from the
Learning Resources Management and Development System (LRMDS) portal,
textbooks, and others supplementary materials, whether digital, multimedia, or
online, including those that are teacher-made.
40
After knowing who should use the DLL or DLP, what format will you follow? If you are
going to use the DLL, it will be helpful for you to fully understand how it is prepared.
41
If you will use the DLP format, refer to DepED Order No. 42 s. 2016.
Issues pertaining to clarifications on how to fill-up DLL/DLP are clarified in the video
presentation of:
Ernani Ofreneo Jaime
Supervising Education Program Specialist
Bureau of Learning Delivery – Teaching & Learning Division
https://www.youtube.com/results?search_query=Daily+Lesson+log+and+detailed+less
on+lan+
42
Activities and assessment
Activity 1 “ Know Me”

*Identify the essential elements of the Daily Lesson Log (DLL) and Detailed Lesson
Plan (DLP).
Activity 2: “Look Closely”

Taking into consideration the elements of preparing the DLL and DLP, review the
one- week developmentally sequenced teaching-learning process which you have
recently prepared for your class. Fill out the table below.
Strong Points Areas for improvement Suggestions/

Recommendations
Activity 3: Enhanced DLL/DLP

Using the template of the Daily Lesson Log (DLL) / Detailed Lesson Plan (DLP),enhance
the one-week developmentally sequenced teaching-learning process which you have
reviewed earlier.
43
DLL Template
GRADES 1 TO 12 School : Grade Level
DAILY Teacher: Learning Area::
LESSON LOG Date & Time: Quarter:
Daily Lesson Log Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's
Materials pages
3. Textbook pages
4. Additional
materials from
LRMDS portal
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing
previous
lesson or
presentingthe new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicingnew
skills #1
E. Discussing new
concepts and
practicing new
skills #2 44
F. Developing
mastery(leads for
formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in
daily living
H. making
generalization and
abstraction or
about the lesson
I. Evaluating
learning
J. Additional
activities for
application
K. Remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your students' progress this
week. What works? What else needs to be done to
help the students learn? Identify what help your
instructional supervisors can questions provide for
you so when you meet them, you ask them relevant
A. No. of learners .
who earned80% in
the evaluation
B. No. of learners
who require
additional
activities for
Remediatio
n
C. Did the
remedial lessons
work? Number of
learners who have
caught up with
the lesson
D. No. of learners
who continue to
require 45
Remediation
E. What
difficulties did my
principal or
supervisor can
help me
solve?
F. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
46
DLP Template
DETAILED LESSON PLAN TEMPLATE

Parts of DLP Day 1 Day 2 Day 3 Day 4 Day 5
Objectives
Content
Learning
Resources
Procedure
A. Warm-up/ Review
B. Introduction
C. Presentation
D. Practice
E. Evaluation
Remarks
Reflection
Activity 4 “Plan and Act”

Prepare and implement a one session- DLP to be observed by a TIP mentor and the
school head.
Reflection
Considering your current situation as a beginning teacher/proficient teacher,
47
How will you maximize the use of DLL/DLP in tracking the learning progress of
your learners?
What assistance do you need to improve the teaching-learning process in your

delivery?
48
Post-Test: Identify the following :
1) It refers to the methods and processes used to direct learning.

2) It is the process of systematically planning, developing, evaluating, and
managing the instructional process by using principles of teaching
and learning.
3) It is a template teachers use to log parts of their daily lesson. The DLL
covers a day’s or a week’s worth of lessons and contains the following
parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection.
4) It is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic.
A typical DLP contains the following parts: Objectives, Content,
Learning
Resources, Procedures, Remarks and Reflection.
5) This is a part of the DLL and DLP in which teachers shall
indicate special cases including but not limited to continuation of
lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day in cases of class
suspension, etc.
6) This part of the DLL and DLP refers to the learning area-based
facts, concepts, and procedures that students need to learn.
7) It pertains to the particular content that the lesson focuses on
8) The knowledge, skills, and attitudes that students
need to demonstrate in a lesson.
49
V. SESSION 5: CONTEXTUALIZATION,
LOCALIZATION, AND INDIGENIZATION
OF RESOURCE MATERIALS
Desired learning outcomes
Beginning Teacher Proficient Teacher
a) Implement teaching strategies a) Show skills in the selection,

that are responsive to the development and use of a
learners’ linguistic, cultural, variety of teaching and learning
socio-economic and resources, including ICT, to
religious address learning goals.
backgrounds. b) Establish a learner-centered
b) Show skills in the selection, culture by using teaching
development and use of a strategies that respond to their
variety of teaching and learning linguistic, cultural, socio-
resources, including ICT, to economic and religious
address learning goals. backgrounds.
Objectives
a) Explain the importance of contextualization in the teaching-learning process

and development of materials;
b) Develop DLP/DLL implementing Contextualization; and
c) Display self-confidence in performing actual teaching demonstration using
Contextualization.
50
Pre-Test
Choose whether the given statements talk about localization, indigenization or

contextualization. Write A for localization or B for indigenization.
1. Use of stories of the learners’ community as a springboard to teach

competencies in language subjects.
2. Use of local resources as materials for instructional aids.
3. Recognizing and including the community’s context and values in the
content and performance standards and competencies.
4. Enhancing the National Curriculum in relation to the community life cycle
while recognizing appropriate scope and sequence of competence.
5. Translating a story specified in the Teacher’s Guide to the locality’s
language.
6. Offering of IP education in and IP Community.
7. Use of specific local terms for symptoms of sickness like diarrhea.
51
Glossary of
Terms
Term Definition
Contextualization the educational process of relating the
curriculum to a particular setting,
situation or area of application to
make the competencies relevant,
meaningful and useful to all learners
Indigenization a process of enhancing curriculum
competencies, education resources,
and teaching –learning processes in
relation to the context of the learners’
community.
Localization the process of relating learning
content specified in the curriculum to
local information and materials in
the learners’ community
Key Concepts
Why do we need to contextualize our lessons?
The K to 12 curriculum framework highlights the fundamental importance of context in

shaping the curriculum, and consequently, the teaching-learning process.
Section 5 of RA 10533 or the Enhanced Basic Education Act of 2013 stated that K to 12
Curriculum shall be learner-centered, inclusive and developmentally appropriate,
relevant, contextualized, global and flexible enough the same based on their respective
educational and social context. K to 12 teachers are allowed to use contextualization
strategies in their lesson.
By contextualization, we mean the process of relating the curriculum to a particular

setting, situation or area of application to make the competencies relevant, meaningful
and useful to all learners.
When you make activities that are related to the actual situation in the community
using materials that are available in the locality, you are already contextualizing.
There are degrees in contextualization-localization and indigenization.
You may get confused about the concepts of localization and indigenization.
For one, localization and indigenization are degrees of contextualization. When you use
either of the two you are already contextualizing.
When you localize you use information and materials in your learners’ community but
when you indigenize, you enhance competencies in the curriculum, the resources, and
the teaching learning processes so that they suit the context of the learners’
community.
52
How do we contextualize our lesson?
The REACT Strategy
Curricula and instruction based on contextual learning strategies should be structured

to encourage five essential forms of learning:
Relating
Learning in the context of life experience, or relating, is the kind of contextual learning
that typically occurs with very young children. With adult learners, however, providing
this meaningful context for learning becomes more difficult. The curriculum that
attempts to place learning in the context of life experiences must, first, call the
student’s attention to everyday sights, events, and conditions. It must then relate those
everyday situations to new information to be absorbed or a problem to be solved.
Experiencing
Learning in the context of exploration, discovery, and invention—is the heart of
contextual learning. However, motivated or tuned-in students may become as a result
of other instructional strategies such as video, narrative, or text-based activities, these
remain relatively passive forms of learning. And learning appears to "take" far more
quickly when students are able to manipulate equipment and materials and to do other
forms of active research.
Applying
Concepts and information in a useful context often projects students into an imagined
future (a possible career) or into an unfamiliar location (a workplace). This happens
most commonly through text, video, labs, and activities, and these contextual learning
experiences are often followed up with firsthand experiences such as plant tours,
mentoring arrangements, and internships.
Cooperating
Learning in the context of sharing, responding, and communicating with other
learners—is a primary instructional strategy in contextual teaching. The experience of
cooperating not only helps the majority of students learn the material, it also is
consistent with the real-world focus of contextual teaching.
Transferring
Learning in the context of existing knowledge, or transferring, uses and builds upon
what the student has already learned. Such an approach is similar to relating.
Students develop confidence in their problem-solving abilities if we make a point of
building new learning experiences on what they already know.
53
To contextualize, we use authentic materials, activities, interests, issues, and needs
from learners’ lives
When we localize, we do not indigenize, when we indigenize, we localize.

In other words, you contextualize to make learning more relevant, meaningful and
useful to all learners!
Activity 1: Let’s Practice It!

Practice applying contextualization (Contextualized Curriculum includes learning
spaces and environment, teaching methodologies and strategies, classroom assessment
and learning resources) (individual, Pair or Group work)
Theme Areas for Contextualization
Competencies (local materials) Learning

Strategies/ Classroom Assessment
Resources
From the CG (may include title) Learning Activities

Space/
Environ
ment
The learners should
be able to describe
the position of a Using the chairs Consider a chair as a
person or an object inside the
classroom. reference point inside the
in relation to a
reference point such classroom, situated
(Localization)
as chair, door or
another person. anywhere. Ask a
S3FE-IIIa-b-1 learner/s to describe his or
her position in relation
to the chair
considered.
Activity 2: Let’s Plan It!

Daily Lesson Plan
You are now ready to craft your Daily Lesson Plan with contextualized competency.
Activity 3: Let’s Show It!
Perform an actual teaching demonstration based on your crafted Daily Lesson Plan.
Note: Necessary arrangements must be done prior to the conduct of the said activity
which include the process observers, teacher observation guide to be used, date, time
and venue.
54
Reflection
1. In what concrete ways does the session help me become a more

agentic/empowered teacher, aligned to standard and domain?
2. Considering your current situation in your station, how can you make
your teaching more meaningful, relevant and useful to the learners?
55
Post Test
Tell whether you Agree or Disagree with the given statements on Contextualization.
Write A if you Agree or D if you disagree
III. When you contextualize a lesson, you are either localizing or indigenizing
it.
IV. We can only contextualize the materials that we use in the teaching-
learning process ex. Reading selections, outputs, teaching
materials.
V. When we translate stories specified in the Teacher’s Guide to the locality’s
language, that is localization.
VI. We contextualize lessons to make them more relevant to the needs and
VII. context of the learners.
Contextualized Teaching and Learning is a group of instructional
strategies designed to link the learning of basic skills, and academic or
occupational content by focusing teaching and learning directly on
concrete applications in a specific context that is of interest to the
VIII. student.
The way teachers act, the way they plan and execute their class programs,
how they manage the classroom and how they set up the teaching and
learning environment are key aspects of students’ success and are central
when defining and conceiving curricular contextualization.
IX. Curriculum contextualization includes contextualizing learning spaces
and environment, teaching methodologies and strategies and classroom
assessment.
X. The recognition and consideration of the community’s context and values
in the content and performance standards and competencies is
contextualization.
56
VI. SESSION 6: SCHOOL FORMS AND LEARNER
INFORMATION
SYSTEM(LIS)
A. Desired Learning Outcomes
Domain 1. Content Knowledge and Pedagogy
1.3.1 Show skills in the positive use of ICT to facilitate learning and teaching
process; and
1.3.2 Ensure the positive use of ICT to facilitate learning and teaching
process.
B. Objectives
a) Identify the different school forms and their uses;

b) Acquire knowledge on the use of the Learner Information System (LIS);
and
c) Demonstrate knowledge of providing timely, accurate and constructive
feedback using the different school forms and the LIS.
57
C. Pre-Test
Column A contains the descriptions, definitions and functions of the school forms or
terms listed in Column B. Match Column A with Column B. Write the letter of your
answer on the space provided before each number.
Column A Column B
1. This School Form contains data on the monthly A. SF 1
learners’ movement and attendance per class. B. SF 2
2. The 6-digit number assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
3. This form gives the daily record of attendance of the E. SF 5
learners. F. SF 6
4. It contains the list of books issued to each G. SF 7
student per subject. H. LRN
5. This serves as the school register of the class. I. School ID
6. The 12-digit number that a learner should keep J. EBEIS
while completing the basic education program K. LRMDS
7. This is referred to as the system for maintaining the
registry of learners.
8. This contains the list of Personnel with their basic profile
and subject/class assignment.
9. This form is used to record the general average, the incomplete
subjects, and other data on promotion
10. It is called the Summarized Report on Promotion and
Level of Proficiency
58
D.
Vocabulary
Term Definition
Modified School a simplified set of school forms introduced and adopted
Forms (SF) - to provide significant information that are valuable in
making evidence-based assessment, planning, resource
allocation, performance monitoring, and evaluation.
Such forms are to be used in all public elementary and
secondary schools with some customized and
specialized forms for Kindergarten (K), Senior High
Schools (SHS) and Alternative Learning System (ALS)ms
(SF) - SF 1- School Register- is a list of learners who
are officially enrolled and attending classes. This
provides detailed information per learner of the
summary data being reported to E-BEIS
SF 2 - Daily a list of the learners’ daily attendance which should be
Attendance Report submitted to the office of the principal/registrar every
of Learners - 5th day of the succeeding month
SF 3 - Books Issued the record of issued and returned books and other
and Returned learning materials per subject per student. This
is
usually filled out at beginning and end of school
year
SF 137 – School tangible by the school enrolled and/or the school the
Permanent Record student will transfer to
of the Learner
SF 138- School what the teacher gives to the parents and the learners
Report Progress to reflect their performance in the said quarter and
Card of the Learner grade/year level
SF 4 - Monthly provides the summary number of learners who moved
Learner’s Movement in/out of the school during the month which is
and Attendance based
upon the submitted SF 2 by the class advisers. This
form tracks the number of drop-out, transferred in and
transferred out during the month and the cumulative
record as of the reporting month.
SF 5- Report on a list of the learners’ academic performance and result
Promotion and of assessment by the end of the school year.
Learning Progress
and
Achievement
SF 5A - End of a list of the Senior High School learners’ academic
Semester and performance and result of assessment and school year.
School Year Learner
Status
SF 5B - List of a list of Grade 12 learners who completed SHS
Learners with requirements and are candidates for graduation.
Complete SHS
Requirements
SF 6-Summarized the summary number of learner status by the end of
Report on 59 / or school year.
the semester and
Promotion and Level
of Proficiency
SF 7- School the list of school personnel’s profile and official duty,
Personnel such teaching assignments, ancillary responsibilities,
Assignment List and etc.
Basic Profile
SF 9 - Learner’s the individual, periodic report of a learner’s academic
Progress achievement per grade level. The Progress Report Card
Report also known as Form 138 was renamed to Learner’s
Card Progress Report Card adopting the format and content
of the existing Progress Report Card as prescribed by
DO 8, s. 2015.
SF 10 - Learner’s the individual record of a learner’s academic
Permanent Record achievement per level. The updated and standardized
SF 10 will be adopted for Grade 1 and 7 effective School
Year 2017-2018 while for Grades 2 to 6 nad Grades 8 to
10, the old/existing format commonly known as Form
137 will be used until the learners complete the
elementary and Junior High School level, respectively.
Moreover, the incoming Grade 11 (SHS) will continue
using the existing format and content of Form 137
as
issued through DO No. 69, s. 2016 but will rename the
form as SF10-SHS.
ALS Form 1 (AF1) - the list of potential ALS learners identified during
List of Mapped and mapping activities.
Potential Learners
ALS Form 2 (AF2) - basic information sheet of individuals who signified
Enrolment Form - interest to enroll in ALS Program.
ALS Form 3 (AF3) - a record of learners who are officially enrolled in ALS
Master List of classes and their individual assessment status at the
Enrolled Learners end of the program for the calendar year.
and End of Program
Assessment
ALS Form 4 (AF4) - contains the list of candidates qualified to take the A&E
Master List of A&E accreditation and Equivalency Exam.
Registration
ALS Form 5 (AF5) - contains the record of learner’s basic personal profile
Learner’s and learning performance.
Permanent Record
Form 6- Application civil service form used when an employee needs to leave
for Leave her post for reasons like sick, maternity/paternity,
vacation and the like.
Form 48- Daily Time civil service form that certifies the true and correct
Record report of the hours of work performed, record of which
was made daily at the time of arrival and departure
from office.
EBEIS and LIS the system tools created and implemented by DepEd in
order to establish accurate and reliable registries of
learners and schools which will ensure availability of
60
data and information needed for planning and
budgeting, allocation of resources and setting
operational targets to provide access to complete quality
basic education.
Enhanced Basic web-based management information system that
Education aims at improving the collection of data from the
Information System schools and field offices and efficiently render delivery of
(EBEIS) data/information to various stakeholders; supporting
information requirements for planning, quality
assurance, monitoring and evaluation and other
decision-making activities; and providing a venue for
sharing, using and reusing knowledge within DepEd
through increasing access to information.
Learner Information a system for maintaining the registry of learners aimed
System (LIS) at providing a standardized registration system for
learners; tracking learner progress / performance;
providing learner information for better program
planning and supervision of schools and learning
centers; and enhancing management of learner records.
Learner Reference a unique and permanent twelve (12)-digit number

Number (LRN) assigned to a person who enters the Philippine Basic
Education Program. LRN is intended to reference a
“Registry of Learners” which serves as a centralized and
authoritative database of learners’ basic information in
the LIS.
School Identification a unique and permanent six (6)-digit number assigned
Number (ID) to a school in order to establish and reference a
“Registry of Schools” which serves as a centralized and
authoritative database of schools’ basic profile in the
EBEIS.
E. Key Concepts
For public schools, the concerned personnel shall follow these steps:
LIS:
a) The school principal and school Information Communications Technology (ICT)
coordinator shall issue the user accounts to all homeroom advisers and shall
give them appropriate access rights to their specific homeroom sections;
b) Using as basis the School Form 1 (School Register), the homeroom advisers shall
enrol all their learners into their section;
c) For Kindergarten and Grade 1 pupils who underwent the catch-up program, the
homeroom adviser shall register them into the LIS. They are automatically issued
new LRNs by the system;
d) For transferees from private schools, Balik Aral learners and learners who were
enrolled in public schools but do not have any LRNs yet after ensuring that a
thorough search in the LIS has been conducted, the homeroom adviser shall
register them into the LIS and submit the learner’s supporting documents to the
61
SDO, through the Division Planning Unit;
e) The Division Planning Unit shall approve the issuance of a new LRN to a learner
after ensuring that the learner’s encoded entails are accurate and he/she does
not yet have an LRN in the system; and
f) The homeroom advisers shall also update all required learners’ data.
EBEIS
g) The school principals shall update all required school data for Beginning of
School Year (BOSY);
h) After ensuring that all required data have been accurately updated, they shall
submit the updated profile in the system; and
i) The school can download its Government Elementary / Secondary School
Profile
(GESP/GSSP), that contains its official BOSY enrolment from the LIS, and school
data from the EBEIS.
The LIS shall be secured, as far as practicable, with the use of the most
appropriate
standard required by the ICT industry. Further, in order to ensure that learner
information are secured and protected, the collection, updating and processing of
information shall be subject to the following accountabilities:
j) The class adviser shall be responsible for collecting and updating of information
on learners in the formal school, ensuring that data capture is supported by
appropriate legal documents;
k) The ALS facilitator shall be responsible for collecting and updating information
on learners in ALS, ensuring that data captured is supported by appropriate
legal documents and that unauthorized access or disclosure; and
l) The School Head shall be responsible for implementing necessary policies and
procedures in his/her school to ensure that the collection and processing of
learning information is carried out in accordance with the guidelines provided in
DO 26, s. 2015 and that sensitive learning information are protected from
unauthorized access or disclosure.
The Class Adviser (only nationally-funded teaching personnel can be assigned
as
Class Advisers) shall be responsible for the following:
m) Enroll and update the profile of all learners in his/her class in any given school
year
Ensure that the learner profile is updated and supported by acceptable
documents (e.g. birth certificate,etc)
Check the LRN and attach it to every learner’s school record (Form 137,
etc)
b) Request corrections of learners profile
c) Finalize his/her Class Register
Getting Started with the LIS

Step 1: Log in to http://lis.deped.gov.ph
Step 2: Using the User Name and Password given by the ICT Coordinator or School
Head, Sign In.
62
Step 3: In the LIS Dashboard, Click Masterlist (you will be automatically directed to
the Section or class you were assigned to by the ICT Coordinator)
Now, you are ready to enroll, update, and request for change of student profile.
How to Enroll
a. Click ENROL. With the use of applicable documents (Birth
Certificate, Baptismal, 138 or 137), Click Proceed Erolment)
63
b. In the Search Parameters, Fill in the needed data of your choice or
as available at hand:
i. Search by LRN
ii. Search by Name
64
c. From the given list in the search result, click the name of student
that matches the data you have at hand.
d. and ENROL
How to Update Student Profile

a. From the Masterlist, CLICK the PROFILE of the student.
65
b. In the Learner Profile, Click Update other data.
c. Then Update the Data of the student based on the available

documents and click SAVE.
66
(A request message shall be automatically sent to the school head
for approval)
Please bear in mind that to be able to successfully and appropriately
use the system, it is a requirement to familiarize the different School Forms and
accurately fill in the needed data for these forms are the bases for data entry in
the system.
F. Activities and Assessment:
Activity 1 Data Gathering

Column A contains the data needed in accomplishing the different
school forms. Tell which of the forms need/require such data by putting a tick
under
Dataits column. SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
SF
1
Name of the
Learner
Gender
Date of Birth
LRN
67
General
Average
Promoted/Reta
ined
Parents Name
Height/Weight
Attendance
AM/PM
Rating per
Grading Period
Number of
Drop-Out,
Transfer in,
Transfer Out
Average Daily
Attendance
Activity 2: Fill Me Up
Here are some of the common forms that teachers need to carefully fill out since these
are the very forms that will be used in uploading learners data in the LIS and EBEIS.
Using your class advisory data on enrolment or Form 137 or SF 10, accomplish the
forms with the necessary data and with your mentor discuss your answer to each item.
Note: The mentor may be an experience class adviser or the school head.
68
Activity Sheet 1
School Form 1
Activity Sheet 2
School Form 2
69
Activity Sheet 3
School Form 5
Note: Seek the assistance and approval from your mentor or school head.
Make sure that you have your output checked by your mentor.
70
Activity 3: Let’s Get
Online
LIS workshop
Log in to http://lis.deped.gov.ph
With the accomplished hard copy of Form 1, Form 10, Form 5, let us take it on line.
Have your mentor or LIS Coordinator check how are you doing with the activity.
G. Reflection
In what concrete ways does the session help me become a more agentic/empowered
teacher aligned to standard and domain)
71
H. Post –Test
Tell what particular School Form provides the information and/or being described in
the following statements. Write the SF number on the space provided before each item.
1. It gives the number of promoted, irregular and retained students of your class.
2. This provides the number of students who belong to the levels of proficiency per
class.
3. This provides the daily attendance of the learners in a class.
4. It is the list of books issued to the learners at the beginning of the school year.
5. This contains the basic profile of the learners in a class.
6. It gives the record of movement and attendance of learners in the school for the
month.
7. This form reflects the General Average and Action Taken per learner.
8. This form provides the school’s summary report on promotion and the level of
proficiency
9. It is the academic profile of the learner per grade or year level.
10. This form tells the student’s health and nutritional status.
72
VII. SESSION 7: CLASSROOM
MANAGEMENT
A. Desired Learning Outcomes
(BTIs) (PTIs)
2.6.1 Demonstrate knowledge of 2.6.2 Manage learner behavior

positive and non-violent discipline in constructively by applying positive and
the management of learner non-violent discipline to ensure
behavior. learning-focused environments
B. Objectives:
a) Illustrate and share the classroom management challenges you have experienced
during the first year week/month/year of your teaching
b) List down observed best practices of seasoned teachers that show positive and
non-violent discipline in managing learner behavior
c) discusses which of the best practices could be easily adapted by a beginning
teacher
d) design/Craft Classroom Rules to ensure positive teaching-learning
environment
73
C. PRE-TEST
Directions: Read the sentences carefully. Reflect and rate yourself honestly in
terms of how you see yourself manage your learners inside the
classroom. Tick the column that best describes you.
Never Seldom Sometimes

Always
1. When the lesson begins, I have to wait
for quite a longtime for students to
settle.
2. I lose quite a lot of time because of
learners interrupting the lesson
3. There is much noise most of the time
in my classroom
4. I create rules in the class that
sometimes
are not strictly enforced
5. I sometimes engage in ambiguous or
inconsistent treatment of
misbehavior
6. Leaners in my class cares to
create pleasing learning
environment
7. All learners in my class are
engaged in the activities that I
give them
10.
8. ILearners
have provided
can asklessons and about
questions tasks our
that
bring my learners
topic/lesson at anytogether
time to build
9. team
I havework and leadership
carefully skills.
arranged the
learner’s work and study area to
minimize
classroom
For numbers distractions
1-5, If you have answered mostly the two boxes at the left, you still need
to work on your classroom management skills. But if you answered mostly the two
boxes at the right, you are in the right track of managing your class. For numbers 6-10,
If you have answered mostly the two boxes at the right, you manage your class well,
but if you answered mostly the two boxes at the left, you have to find ways on how to
better handle your class.
D. Glossary of Terms
Term Definition
Classroom Management refers to the wide variety of skills and
techniques that teachers use to keep
students organized, orderly, focused,
attentive, on task and academically
productive during a class (S. Abbott (Ed.),
The glossary of education reform. Retrieved
from
http://edglossary.org/hidden-curriculum)
74
Is the term educators use to describe
methods of preventing misbehavior and
dealing with it if it arises. It is the
techniques teachers use to maintain
control in the classroom. (Kelly, Melissa,
Thought Co., 2017)
Is defined as the methods and strategies

an educator uses to maintain a
classroom environment that is conducive
to student success and learning.
Although there are many pedagogical
strategies involved in managing a
classroom, a common denominator is
making sure that students feel they are
in an environment that allows them to
achieve. (McCreary, Randy, Fundamental
Skills of Classroom Management,
Synonym.com @ 2001-2017, Leaf Group Ltd.
E. Key Concepts
In the K to 12 Curriculum, there are 4 Key Stage Standards which include Grade
3 (from Kindergarten to Grade 3), Grade 6 (from Grade 4 to Grade 6), Grade 10 (from
Grade 7 to Grade 10) and, Grade 12 (from Grade 11 to Grade 12). It is very important to
understand the level of your learners and their characteristics for you to appropriately
apply classroom management strategies. Effective classroom management work
for all key grade level standards but you will have to acknowledge that different
strategies work well under each level.
Common classroom management problems include irritating classroom

interruptions, dislike with authority, aggressive learners, behavior problems, boastful
and attention-seeking learners, calling-out in class, class clown, demanding learners,
learners who know-it-all, hyperactivity (shift in attention) and hyperactivity and
distractibility.( McCreary, Randy, Fundamental Skills of Classroom Management,
Synonym.com @ 2001-2017, Leaf Group Ltd.)
As newly hired teachers, we need to have a set of strategies in handling our

learners to make sure that goals and standards for learning are met. The following are
suggested key to classroom management and they may include; allowing appropriate
level of dominance, establishing clear expectations and consequences, establishing
clear learning goals, exhibiting assertive behavior, applying appropriate levels of
cooperation, taking a personal interests in the learners, using equitable and positive
classroom behaviors, awareness of high need students and not leaving relationships to
chance.(http://www.ascd.org/publications/educational-
leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx )
75
G. Activities and Assessment
Activity 1A:
“MY FIRST WEEK OF TEACHING”
Get a coupon bond paper, pencil and coloring pens. Think of your class during
your first week of teaching. Sketch or draw that scene or situation. Do this in 5
minutes.
Look at your output. Describe the symbol/diagram that you have

drawn. (2 minutes)
76
Activity 1B:
OUR THROW BACK BOARD

Group the teachers, then say:
Consider this group as your School Learning Action Cell (SLAC) or District Action
Learning Cell (DLAC). Your illustration (from Activity 1A)will be a part of your Small
Group Dynamics Activity where you will be sharing experiences with other newly hired
teachers. Select a leader or group facilitator.
Once all the teachers in your group have shared consolidate the pictures and
experiences of the group using the “Throw Back Board”.
Let your group facilitator present your group’s output.
The common classroom management problems experienced by new teachers

like you are:
a) Annoying classroom distractions which may include noise inside and outside the
classroom, learners out of their seats, working on activities by groups and
others.
b) Antagonism with authority which usually happens when learners refuse to follow
teachers and fellow learners in class
c) Argumentative learners which happens when learners try to challenge or
outsmart the teacher
d) Behavior problems which are the misconduct of learners that are beyond the set
classroom rules
e) Boastful and attention-seeking learners which occurs when they misbehave to
get
your attention and is mostly done by bragging or in a conceited manner
f) Calling-out in class usually happens when students freely say their answers or
comments as answer to your questions/statements without being acknowledged
or call by teacher, or when you expect them to be working quietly and yet
learners continuously talks in their seats/groups
g) Class clown usually is seen when your learners untimely and often make fun of
things inside the classroom
h) Demanding learners exist in the classroom when they tend to require your
constant attention
i) Failure to ask for help exist in the classroom when learners in class refuse to ask
for help even if he/she does not fully understand the task
j) Hyperactivity is encountered when learners divert their attention/interests in
class or in the task on hand, it too may be encountered when learners inject
irrelevant topic or stimuli that may distract the class.
These are just some common problems encountered by teachers. Which of have
you experienced? What did you do? (Ask a few to answer, then proceed to the next
activity).
77
Using your journal, prepare two columns. On the first column, list down all the
classroom management problems you have encountered, while on the second column,
write the action/s that you have undertaken to address the problem. (10 minutes)
Classroom Management Problems Action Taken
Activity 2:
WATCH AND LEARN
As students yourselves before, you may have had teachers who have exhibited excellent
teaching practices that promote a positive teaching-learning environment. Remember
them and recall those practices that you love most. Write those practices in your
journal and prepare for a 5-minute sharing with a partner. Which practices do you
think you could replicate now that you have become a teacher yourself? (Allow for
around 10 minutes sharin
For you to become one of the admired seasoned teachers in school, consider the
following suggestions and apply which is appropriate to the key stage of the learners
that you handle.
When it comes to sharing effective classroom management strategies, there are

different ways of doing it. Some strategies that really work for some teachers are the
following. (Crockett, WL, 5 Classroom Management Strategies That Really Work, July
2017)
a) Write Down the Rules. Give your learners a Student’s Handbook or Student’s
Manual. You may also conceptualize it and adapt it to your classroom level.
b) Let Learner’s Help. Involve your learners in the creation of guidelines/rules
for
they are more apt to follow them.
c) Encourage Questioning. Emphasize to your learners that they can and should
ask questions anytime of the things that they need to know or be clarified about.
Learners must also be given instruction that they need to raise their hand if
they want to ask or raise question/s.
d) Let Learners Lead. Encourage your learners to step into your shoes and lead
their classmates. Leading the class should also be in turns so more learners will
be developed as leaders.
e) Encourage Group Works/Projects. Provide for lessons and tasks that will bring
students together for building teamwork and leadership skills.
78
Talk points before Activity 3:
Now, do you still remember the drawing you made and the Throw Back Board
that your group made in Activity 1? Have you somehow had realizations on how to
overcome the difficulties that you went through in classroom management during your
first year of teaching?
Here are additional classroom management tips that you may want to read and
consider before you complete the next activity.
a) Every student/learner must be engaged in the lesson/activity.
b) Classroom procedures create consistency and strictly followed.
c) Always check for understanding.
d) Create a safe classroom environment using respect.
e) Use classroom consequences to correct wrong student behavior.
f) Use the tone of your voice and body language to communicate.
g) Academically challenge every student/learner.
h) Devise mechanism to easily get your students/learners attention.
i) Use a classroom seating chart.
j.) Increase participation by using collaboration.
(http://www.ngsslifescience.com/classroom_management_strategies.html )
Activity 3
DEAR ME
You are now tasked to write a letter to yourself. The title of this activity is Dear
Me! In your letter, talk to yourself and give advice on how you can be a better
teacher applying the given approaches in this module and the best practices
observed from your co-teachers. Make sure your letter will inspire and will make you
a better classroom manager
How do you feel after reading your letter? Did it make you feel better
and
hopeful? Keep that letter and perhaps after some years you may come across
that letter again, read it and assess how you progressed as a teacher.
Activity No. 4
CLASSROOM RULES
Recall all your outputs, journal and reflection in the previous activities. Have
you collated them all? Hopefully you have learned strategies and techniques that you
want to apply in your class.
One of the useful strategy that a teacher can do to ensure a positive teaching-
learning environment is orientation of the learners to classroom rules/procedures
which can be done at beginning of the school year. When consistently adhered
to and followed, this set of rules could help promote a positive teaching-learning
environment.
j) Consider the guide questions below when crafting your classroom rules and
procedures.
k) Who will be covered by the rules I am crafting?
l) What aspects of teaching-learning should be included in the rules?
m) Are the rules aligned or consistent to standing guidelines and department
orders?
n) Are the rules supportive of learners’ well-being and academic
performance?
f) Will the rules help develop positive behavior and lifelong habits?
79
Reflection:
After learning strategies on classroom management in this session…
I will stop
I will continue
I need my immediate superior/coach to help me in
80
POST TEST
Directions: Below are groups of sentences that describe a classroom situation. For
Group A statements, identify positive action/s that a beginning teacher would do for
each situation to maintain a positive teaching-learning environment. For
statements/situations in Group B, identify creative ways that a teacher could do to
sustain the positive classroom environment.
A.
1. When the lesson begins, I have to wait for quite a long time for students to
settle.…
2. I lose quite a lot of time because of learners interrupting the lesson
3. There is much noise most of the time in my classroom
4. I create rules in the class that sometimes are not strictly enforced
5. I sometimes engage in ambiguous or Inconsistent treatment of

misbehavior
B.
6. Leaners in my class cares to create pleasing learning environment
7. All learners in my class are engaged in the activities that I give them
8. Learners can ask questions about our topic/lesson at any time
9. I have carefully arranged the learner’s work and study area to minimize
classroom distractions
10.I have provided lessons and tasks that bring my learners together to
building team work and leadership skills.
81
VII SESSION 8: THE CHILD PROTECTION AND ANTI-
I. BULLYING POLICIES
Desired Learning
Outcomes
(BTIs) (PTIs)
2.1.1. Demonstrate knowledge 2.1.2. Establish safe and secure

of policies, guidelines and procedures learning environments to enhance
that provide safe and secure learning through the
learning environment. consistent
implementation of
4.4.1. Seek advice concerning policies, guidelines and
strategies that can enrich teaching practice. procedures.
4.4.2. Participate in collegial

discussions that use teacher and learner
feedback to enrich teaching practice.
Objectives:
a) Explain the importance of policies, guidelines and procedures of child protection

and anti-bullying that provide safe and secure learning environment.
b) Cite classroom situations or practices that show adherence to child protection
and anti-bullying policies.
c) Identify people you can go to for help if you are bullied or witness bullying to seek advice
concerning strategies that can enrich teaching practice.
d) List ways to participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice about bullying incidents.
82
Pre-Test
Read the following situations and answer the question/s that follow:
Situation 1.
Student A is a silent type of student. He doesn’t want to talk to anyone in school
because he has a defect in the way he talks. He stammers and can’t talk straight. One
of his classmates always teases him and say bad words about him in front of everybody
in the classroom.
What kind of bullying is this?
Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked,
and teased by three of his classmates because they don’t like him. He pleaded to leave
him alone but they teased him even more. They always do this when there are no
teachers around.

Situation 3
A Grade 9 female student was a very active FB user. One instance, she
mistakenly uploaded a message which has many grammatical errors. She received bad
comments and even humiliated her for her sentence construction.
Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine
ways. Every time he goes out of the classroom, one of his classmates imitated the way
he talks, walks and even the way he laughs. They humiliate him because of his sexual
orientation and gender identity.
What do you call this kind of bullying?

Situation 5
A girl named Karen was always alone. She seldom participates in classroom
activities. Her adviser noticed and called her one afternoon. At first, she hesitated to
open up but later on said that one of her classmates always say bad words to her. She
cried out loud. She does not want to go to school anymore because she was afraid that
she might get hurt by her classmate. She has lost confidence and felt inferior.
Is this an example of bullying? What damage has been caused by the

bullying?
Do you think that an emotional damage was done?
83
Glossary of
Terms
1. Act R.A. No. 10627, otherwise known as the “Anti-Bullying Act of
2013
2. Bullying any sever, or repeated use by one or more students of a
written, verbal or electronic expression, or a physical act or
gesture, or any combination thereof, directed at another
student that has the effect of actually causing or placing the
latter in reasonable fear of physical or emotional harm or
damage to his property; creating a hostile environment at
school for the other student; infringing on the rights of another
student at school; or materially and substantially disrupting
the education process or the orderly operation of a school.
3. Social bullying any deliberate, repetitive and aggressive social behavior

intended to hurt others or to belittle another individual or
group
4. Bully any student who commits acts of bullying as defined by the act.
5. Bystander any person who witnesses or has personal knowledge of any
actual or perceived acts or incidents of bullying or retaliation as
defined by the act
6 .Learning Center learning resources and facilities of a learning program for out-
of-school youth and adults as defined in DepEd Order No. 43,
s.
2013
7. Service provider any person who is not a teacher or school personnel but who
works in the school, such as but not limited to, security guards,
canteen personnel, utility workers, and transportation service
personnel.
8. Student a person who attends classes in any level of basic education,
and
includes a pupil or learner as defined in DepEd Order No. 40, s.
2012
84
Key Concepts
THREE TYPES OF BULLYING ARE MOST PREVALENT IN SCHOOLS:

1. VERBAL BULLYING
A form of bullying in which a bully uses words to exert power or control over his
or her target or to diminish, degrade, or demean a target’s existence.
a) Verbal attacks, such as name-calling, racial slurs, and sexist remarks
b) Taunts and threats
c) Rumors, lies, and unfounded accusation
d) Derogatory comments about sexual orientation or perceived orientation
2. PHYSICAL BULLYING
A form of bullying in which a person uses physical force to hurt, intimidates, or control
a target.
a) Physical attacks, such as hitting, punching, scratching, shoving, kicking,

choking, and spitting.
b) Theft of or damage to someone’s belongings.
3. RELATIONAL BULLYING
A form of psychological bullying, in which a bully attacks a target’s emotions, self-
esteem, self-image, or social status to exert power or control over a target.
a) Exclusion, isolation, rejection, and intimidation
b) Ignoring or ganging up on someone
c) Aggressive stares or body language, eye rolling, and unkind expressions
d) Snickers or whispers
e) Spreading rumors
Warning signs that bullying may be taking place:
a. Certain students exert power and seem to rule the school.
b. Certain students are consistently alone, isolated, excluded, or picked last for
activities.
c. Negative rumors are circulating about particular students.
d. There is vandalism directed at students.
e. Acts of aggression take place on the playground or in other areas where there is limited
supervision.
To ensure that all newly-hired teachers know and understand DepEd Orders and
85
Policies, there is a need to mentor them. Discussions in this session are anchored on :
a) DepEd Order No. 55 s. 2013“ IRR of RA No. 10627, otherwise known as the Anti-
Bullying Act of 2013
b) *DepEd Order No. 59, s.2015,-Change in and Additional Information to DepEd
Memo No. 68, s. 2014 (Submission of School-Based Child Protection and Anti-
Bullying Policies and reports on Compliance)
c) DepEd Order No. 40, s. 2012-“DepEd Child Protection Policy”
d) DepEd Order No. 18, 2015 – “ DepEd Guidelines on Child at Risk and Child in
Conflict with the Law
These DepEd Orders ultimately aim to equip our newly-hired teachers with
the knowledge and information to help them address problems about child protection
and anti-bullying in their respective classroom.
86
Do this on your own: For BTI only

1. KWL Chart- List down what you know about child protection and anti-bullying,
what you want to know and what have you learned about it.
What you Know What you want to Know What have you learned
2. Sentence Completion:
a. I need to learn about child protection and anti-bullying practices because …
b. For me, child protection and anti-bullying policies give me…
c. I believe that child protection is…
d. As a teacher, it is my duty to…
3. Reflective Journal Writing
a. How will you address problems on bullying in your classroom?
b. What teaching strategies will you use to create a safe and motivating
environment?
4. Why might it be hard to tell someone you have been bullied or have seen bullying
take place?
For PTI Only:
5. How will you address problems on bullying in your classroom?
6. What teaching strategies will you use to create a safe and motivating
environment?
7.Prepare classroom procedures on child protection and anti-bullying that are

aligned in DepEd Memo # 59, S.2015.
8.Why is it important to tell someone about the bullying, even if you were able to handle the
situation on your own?
1 .Create a Bullying Intervention Plan by writing down the names and contact
information
Learning /Practice of people
Activities: For BTIyou would trust to help you if you had been bullied or had seen
Only
bullying take place. Staple you Bullying Intervention Plans into your planners for easy
reference.
For PTI
only:2 1. Invite a police officer or school counselor to come to your classroom to talk about
bullying, the importance of talking to a trusted adult after being bullied or witnessing
bullying, and other options you have for dealing with bullying (e.g., joining a group,
learning martial arts to build self-confidence, walking home with friends, or speaking
with a counselor about feelings of revenge or helplessness). Also ask the police officer
87
or counselor to give you advice on what to do if you feel a bully is threatening your
personal safety.
Reflection
In what concrete ways does the session help you become more aware
about child protection and anti-bullying policies?
88
Post Test
Now that you have gone through the different types of bullying and child
protection policy, let us bring back the questions in the Pre-test. Read the
situations again and this time support your answers with the explanations
required.
Situation 1.
Student A is a silent type of student. He doesn’t want to talk to anyone in
school because he has a defect in the way he talks. He stammers and can’t talk
straight. One of his classmates always teases him and say bad words about him
in front of everybody in the classroom.
What kind of bullying is this? As a teacher, what actions are you going to
take to address this?
Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked,
and teased by three of his classmates because they don’t like him. He pleaded to leave
him alone but they teased him even more. They always do this when there are no
teachers around.
If you were the teacher, what are you going to do? Why?
Situation 3
A Grade 9 female student was a very active FB user. One instance, she
mistakenly uploaded a message which has many grammatical errors. She received bad
comments and even humiliated her for her sentence construction.
What kind of bullying is this? Why do you say so?

Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine
ways. Every time he goes out of the classroom, one of his classmates imitated the way
he talks, walks and even the way he laughs. They humiliate him because of his sexual
orientation and gender identity.
What do you call this kind of bullying? If you were the teacher of this pupil,
what would you do?
Situation 5
A girl named Karen was always alone. She seldom participates in classroom
activities. Her adviser noticed and called her one afternoon. At first, she hesitated to
open up but later on said that one of her classmates always say bad words to her. She
cried out loud. She does not want to go to school anymore because she was afraid that
she might get hurt by her classmate. She has lost confidence and felt inferior.
89
Is this an example of bullying? What damage has been caused by the bullying?
Do you think that an emotional damage was done? Why?
90
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93
Answer Keys
Session 1:
1. Tactile
2. Kinesthetic
3. Interpersonal
4. Direct Instruction
5. Debate
6. Graphic organizer
7. Modelling
8. Socratic seminar
9. Visual
10.Auditory
11. Logical
12. bodily
13. intrapers
onal
14. naturalist
ic
15. musical
Session 2:
A. Explicit
Teaching
16. F 6. B
17. F 7. B
18. F 8. B
19. F 9. B
5. F 10.
B
POST TEST:
A. Explicit
Teaching:
Modified True
or False. Write
True if the
statement is
true; if it is
false change
the
underlined
word/words to
make the
statement
correct.
94
1. Explicit Instruction is skill based, but students are passive participants in the
learning process.
2. Explicit Instruction is holistic.
Session 3:
1. Agree
2. Agree
3. Agree
4. Agree
5. Disagree. Collaboration is a skill that must be developed among learners.
Too many individual tasks will keep the students from collaborating and
communicating with others.
6. Agree
7. Disagree. Curriculum should be flexible to allow teachers to enhance and
make use of strategies that are based on the context/situation of the
learners.
Session 4:
1. Instruction
2. Instructional Planning
3. DLL
4. DLP
5. Learning Resources
6. Content Standards
7. Competencies
8. Content
Session 5:
8. Registered Portal User
9. True
10.One
11.False
12.Personal Opinion
13.True
14.Email
15.True
16.True
10.View
Session 6:
Pretest
1. SF 2 4. 138
2. SF5 5. SF3
3. SF1 6. LIS
95
Session 7:
--Answers variable--
Session 8:
1. Verbal- varied responses for actions of the teacher
2. Varied responses (Physical Bullying)
3. Verbal Bullying – use of humiliating words; if comments are posted on social
media, teacher may mention “cyberbullying”
4. Relational Bullying
5. Yes. This is a form of Verbal bullying. It may result to isolation, feeling of
rejection, and lowers self-esteem.
96

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2018

IV. Desired Learning Outcomes...........................................................

Desired Learning Outcomes

3.1.1. Demonstrate knowledge and 3.1.2. Use differentiated,

a. Demonstrate understanding of diversity of learners as inputs to planning and

b. Plan and design learning opportunities that address diversity of learners.

Write TRUE if the statement is correct and FALSE if otherwise incorrect.

The Diverse Learners

In the early years, the learners seemed to be homogeneous because of simplicity

In the Philippine Professional Standard for Teachers (PPST), learners may be

1. Learners’ gender, needs, strengths, interests and experiences

1. Learners’ gender, needs, strengths, interests and experiences

Gender as defined refers to social attributes and opportunities associated with

3. Learners’ linguistic, cultural, socioeconomic, and religious backgrounds

In most cases, schools have socioeconomic diversity having a mix of students

4. Learners with disabilities, giftedness, and talents

5. Learners in difficult circumstances

6. Learners from indigenous groups

In our present educational system, diversity brought about different indigenous

DIVERSE LEARNERS AND THEIR LEARNING NEEDS

Diversity is an essential factor for teachers to consider in facilitating the learning

It is important for educational practices to be flexible and responsive to the

1. Learners’ gender, needs, strengths, interests and experiences

Learner learns more when aided by images,

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

Gifted students may be served in the regular classroom through differentiation

4. Learners in difficult circumstances

As facilitators of learning for learners in difficult circumstances, teachers have to

5. Learners from indigenous groups

In dealing with IP learners, there is a need to highlight the relationship between

To effectively meet the learning needs of students, classroom teachers must

A learner profile describes the ways in which students learns best. A

a. What particular various groups were you able to encounter?

Match the aspects of Diverse Background in Column A to the given Learning

1. Gender a. Participation to festivities that

4. Geographical Background d. Leadership in group tasks may

5. Language e. Use of Flexible Learning Options

6. Ethnic Group f. Need for equal opportunities to

7. Culture g. Opportunities for maximum

8. Learners with disabilities h. More rapid instructional pace

9. Race i. Free from discrimination

10. Gifted j. Relevant to Indigenous Knowledge

DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES

8. Learners with disabilities

Desired learning Outcomes

1.2.1 Demonstrate an understanding of research-based knowledge and principles

1.2.2 Use researched-based knowledge and principles of teaching and learning to

Objectives of the Session

a) Explain the research-based basic concepts, principles and methodologies of

Explicit instruction is characterized by a series of supports or scaffolds, whereby

Explicit Instruction is a sequence of supports:

1. Setting the Stage for Learning

The 6 Components of Explicit Instruction

8. Explaining to Students What to do

3. Modeling for Students ( I do )

4. Guided Practice (We do)

5. Independent Practice (You do)

Activities and Assessment