Module 1

Apply Knowledge of Content Within and

Across Curriculum Teaching Areas
Group Task: Identify entry points for integrating content from other
learning areas given a topic from particular learning area
Topic: Adding Similar Fractions
Part of the Lesson Content from Other Suggested Activity
Learning Areas to be
Integrated
NO. LEARNING AREAS Part of the Lesson Activity Remarks

1 FILIPINO

2 ENGLISH

3 SCIENCE

4 MATH

5 ARAL PAN

6 EsP

7 TLE

8 MAPEH

9 CONTENT WITHIN
 Module 2
Used a range of Teaching Strategies
that Enhance Learner Achievement in
Literacy and Numerical Skills
 Remarks
SKILLS BEING  if Observed
(Description of the activity used to enhance literacy or
ENHANCED X if not observed
numeracy skill)

LITERACY

NUMERACY
ENTRY POINTS FOR
LITERACY AND REMARKS/ACTIVITY
NUMERACY

Motivation

Activity

Analysis

Abstraction

Application
 Module 3
Apply a Range of Teaching Strategies to
Develop Critical and Creative Thinking Skill,
as well as Higher-Order Thinking Skills
 3 4 5 6 7

The teacher The teacher The teacher The teacher The teacher
provided uses employs a challenges provides a
straightforward questions range of learners to broad range of
questions and and targeted justify their questions and
activities which activities follow-up thinking and activities,
lead learners that mostly questions and successfully including those
through a require the activities that engages most of higher-order
single path of learners to encourage learners in the that challenge
inquiry. interpret, learners to discussion learners to
explain, or explain, using well- analyze their
describe demonstrate, directed thinking to
ideas and use ideas questions and promote deeper
learned. learned. activities. understanding.
 3 4 5 6 7

1. The teacher 1. The teacher 1. The teacher employs 1. The teacher 1. Learners
asks, “Who has makes some a range of strategies to challenges compare and
an idea about attempt to ensure that most learners contrast ideas.
this?” The usual engage learners learners are given cognitively to 2. Learners
same learners in genuine opportunities to give advance high-level synthesize or
offer discussion rather opinions to the lesson thinking and summarize
comments. than simple, and to react to the discourse. information within
2. Many factual, or rote- opinions of others. 2. Learners extend or across
questions type discussion. 2. The teacher creates a the discussion by disciplines.
require rote- 2. The teacher genuine discussion inviting comments
type responses. asks, “Can you among learners, from their
please explain providing adequate classmates during
this idea?” time for them to the discussion and
respond; as well as to challenge one
step aside when doing another’s thinking.
so is appropriate. 3. Learners,
themselves,
ensure that all
voices are heard in
the discussion.
 Module 4
Manage Classroom Structure to Engage
Learners, Individually or In Groups, In
Meaningful Exploration, Discovery and
Hands-On Activities Within a Range of
Physical Learning Environments
  if Description of the
SKILLS BEING ENHANCED Remarks
Observed activity used

TEACHER SPACE UTILIZATION

FEEDBACK

DIAGRAM OF VERBAL INTERACTION

NON-VERBAL

ACCOUNTABLE TALK

INDICATORS OC CULTURALLY
DIVERSE LEARNERS
 ENTRY POINTS FOR
HANDS ON ACTIVITIES
Description of the activity
WITHIN RANGE OF REMARKS
used
PHYSICAL LEARNING
ENVIRONMENTS

Motivation

Activity

Analysis

Abstraction

Application
Lesson:

Activity:

Does the DLP/DLL submitted

Does the activity require a include a drawing of the floor
special set-up of the learning plan of the learning space Remarks
environment? Yes or No? required to facilitate the activity
effectively?
 Module 5
Manage Learner Behaviour
Constructively by Applying Positive and
Non-violent Discipline
 Remarks(Description of what was
Teacher’s Response to observed learner Check if actually said or done by the teacher in
behavior Observed response to observed learner
behavior)

Referring to the set of house

rules/guidelines
Providing Motivation

Praising the learners/giving positive

feedback
Ensuring learners’ participation

Allowing learners to express their ideas and

opinions

Giving equal opportunities to learners

Encouraging learners to ask questions

Learning episodes in the
Consequences when Incentives when
classroom Rules
violated manifested

Before class starts

During the Lecture

During group activities

During Learning Assessment

(quizzes, Quarterly exams,
Performance Task)
After the class

On attendance and punctuality

On submission of required
academic outputs
 Module 6
Use Differentiated Appropriate Learning
Experiences to Address Learners’ Gender,
Needs, Strengths, Interests and
Experiences
Content:

Indicators Is the indicator evident Remarks

in the submitted (Suggestions for
DLL/DLP? improvement when
(Yes or No) necessary)
Clear basis for
differentiation (e.g.
gender, interests,
readiness)
Clear description of
differentiated
products/performances
expected
1. Content:

Indicators Is the indicator evident in Remarks

the submitted DLL/DLP? (Suggestions for
(Yes or No) improvement when
necessary)

Expected
products/performance are
appropriate to learners’
gender, interests, or
readiness

Choice of content are

appropriate to learners’
gender, interests, or
readiness
 Remarks
(Description of how the
Intelligences Check if Addressed particular intelligence was
addressed)

Logical/ Mathematical

Bodily Kinesthetic

Visual

Musical
 Check if Addressed Remarks (description of
Intelligences how the particular
intelligence was addressed)

Interpersonal

Intrapersonal

Linguistic

Naturalistic
 Module 7
Plan, Manage and Implement
Developmentally-Sequenced Teaching and
Learning Processes to Meet Curriculum
Requirements Through Various Teaching
Contexts
Learning Competency: Playing Basketball

Day Specific Objectives Suggested Activity

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
Learning Competency:

Number of Related DLPs/DLLs submitted:

Are the submitted Is there evidence that the Remarks:

DLLs/DLPs related to each learning capacity of the learners
other in a way that they is primarily considered in the
scaffold learning? (Yes or DLPs/DLLs submitted? (Yes or
No) No)
 Module 8
Participate in Collegial Discussions That
Use Teacher and Learner Feedback to
Enrich Teaching
 Suggested Topics for Significance of the
Month Resources Needed Expected Output Expected Outcome
LAC Session topic

July 2019

August 2019

September 2019

October 2019

November 2019

January 2020
 Module 9
Select, Develop, Organize and Use
Appropriate Teaching and Learning
Resources Including ICT to Address
Learning Goals
 3 4 5 6 7

The teacher The teacher The teacher The teacher The teacher
utilizes utilizes utilizes learning utilizes integrates
learning learning resources, learning extensive and
resources, resources, including ICT, resources, multidisciplinary
including ICT, including ICT, which including ICT, learning
which are which are generally which resources,
loosely- are aligned with the are including
aligned with occasionally learning goals. consistently ICT, which are
the learning aligned with aligned with appropriate and
goals. the the learning aligned with the
learning goals. learning goals.
goals.
 3 4 5 6 7
Instructional Instructional Instructional All Instructional
materials materials materials instructional materials
and and and materials are
resources resources resources and diverse and
are are are fairly resources are
minimally incompletely aligned are aligned consistently
aligned with aligned with with the with the aligned with
the learning the instructional instructional the
goals instructional purposes. purposes. instructional
purposes. purposes.
Lesson/Topic:

Parts of the Lesson Is the use of ICT or How ICT or Appropriate Actual ICT – based materials or
Appropriate T-L T-L Resources were Appropriate T-L Resources
Resources evident? Y/N integrated in the Lesson? used
Y/N
Motivation

Review

Activity

Analysis

Abstraction

Assessment

Application/Assignment
 Module 10
Design, Select, Organize and Use
Diagnostic, Formative and Summative
Assessment Strategies Consistent with
Curriculum Requirements
 Module 11
Monitor and Evaluate Learner Progress
and Achievement using Learner
Attainment Data
 Module 12

Communicate Promptly and Clearly the

Learner’s Needs Progress and
Achievement to Key Stakeholders including
Parents and Guardians
DIVISION-PROPOSED IPCRF