Strands Indicators Definition Existing Policies Content Teacher Activities Illustrations of Practice

Proficient Republic Acts, DepEd The requisite knowledge and Active and intentional Specific examples of teacher-guided a
Teacher Orders, International understanding for the application role in supporting the
(Career Stage policies, documents, of Domain 3 in class learning experience of
2) rules the learners

3.1 3.1.2 Uses Learner interests - 1. RA 10627 (An - 1. Classroom experiences that 1. Using gender-fair 1. The teacher uses gender-neutral terms (e.g. camera-oper
Learners’ differentiated, pertain to student’s Bullying Act of affects a learner’s gender language in the spokesperson, letter carrier etc.)
gender, developmenta personal preferences, 2013) 
 development (e.g. learning classroom.
needs, lly appropriate likes or dislikes, which about the defined 2. The teacher helps the learners develop gender sensitivity
strengths, learning must be considered in 2. DepEd Order No. characteristics and and illustrations that show men and women in a variety of
interests experiences the teaching- learning 27 s. 2013 socialized aspects of gender; interests and choices (e.g. female/male plumber, driver, p
and to address process. The first step (Guidelines and the consolidation of gender
experiences learners’ to differentiate for procedure on the identity; and the peak of 3. The teacher uses humor and comments that are wholesom
gender, interests is to find out establishment of rigidity or fluidity of gender). He or she does not put down male or female learners or jo
needs, what learners’ care DepEd Gender 
 and backgrounds.
strengths, about and like to do. and Development 2. Gender-neutral terms and
interests and (GAD) Focal Point expressions that provide a 2. Providing equal 1. The teacher initiates learning experiences that are equitab
experiences. Learner needs - refer System (GFPS) at balanced perspective of opportunities for does not show preferences for any group over the other (e
to an observable gap the Regional, gender roles. 
 learners that female learners are working better than male learners
between the learner's Division and regardless of male and female leaders in small group discussions and a
present knowledge or School Levels.) 
 3. Approaches to ensure that gender.
competence and the all learners are protected 3. Taking measures 1. The teacher conducts after-class sessions or holds class
curriculum standards 3. UNICEF’s against violence and to prevent the whole class or with specific learners involved, to addre
identified as Inclusive bullying. Bullying occurs bullying. This can take the form of giving advice or reminders, listen
necessary for the Education Core when: (1) a student fears positive peer relations, among others.
grade level. Values: possible physical or
• Valuing emotional harm or damage 2. The teacher integrates the importance of respect for indiv
learner to his or her property; (2) a may ask learners to recognize bullying and ways to preve
Learner strengths - diversity.
 student sees the school as a such as modules, literature, films and real life experiences
refer to the learner's hostile and unsafe
• Supporting all
present knowledge or environment; and (3) when a 3. The teacher reinforces the school’s an -bullying policy in c
competence that learners.

student’s rights have been formative, corrective and remedial measures on bullying (
helps him/her in • Working with
violated.
meeting the standards specialists 4. The teacher immediately reports bullying incidents that ar
identified. and the address, to the school head and the Child Protect on Com
4. Informal assessment
community.
measures (e.g. observations,
Learning experiences • Personal and 5. The teacher shares good practices with his or her colleag
file reviews and interviews)
- refer to any professional
and formal assessment
interaction, course, development. 4. Responding to 1. The teacher integrates in his or her lessons, activities that
measures (e.g. adaptive
program, or other 
 functioning, IQ tests and learners’ being of the learners. He or she encourages learners to w
involvement in which other standardized emotional needs. ship skills (e.g. helping others, sharing toys or books, takin
learning takes place, assessments) that can help The teacher also provides positive comments when learne
whether it occurs in teachers identify learners’
traditional academic needs and plan a relevant 2. The teacher makes himself or herself available to provide
settings (schools, education program. 
 learners with emotional concerns. He or she discusses wi

classrooms) or learners when needed. He or she refers concerns that are
nontraditional settings
address, to the school’s guidance counselor.
 (outside-of-school 5. Various approaches in 3. The teacher gives learners, the opportunity to express the
locations, outdoor engaging the learners’ out-put based activities such as artwork, essays, poems, j
environments), or personal and situational uses these outputs to understand the learners’ emotional
whether it includes interests in class.

traditional educational 4. The teacher teaches learners how to manage and how to
interactions (students 6. Concrete experiences and emotions (e.g. through the use of emo on words or emotio
learning from practices on how to engage emotional charades; creating feelings collage; using soun
teachers and learners with the materials songs that express different emotions and keeping a feelin
professors) or they are studying.
nontraditional 5. The teacher helps learners respond to their overwhelming
interactions (students 7. How lessons can be made anxiety, fear, frustration etc. He or she can facilitate exerc
learning through relevant to the learners’ and proper breathing exercises. 

games and interactive experiences. 

software 5. Encouraging the 1. The teacher gathers information on the interests of the lea
applications). learners’ 1
forms and activities such as The Party Game and The H
appropriate
allow the learners to group themselves according to their
interests.
2. The teacher provides varied opportunities for learners to e
individual interests. He or she offers choices on how learn
according to the learners’ interests (e.g. In a music class,
interpret a song by creating a relevant art-work; presentin
composing a different lyric or reporting on the background

6. Providing 1. The teacher considers the learners’ diverse strengths (e.g

opportunities and public speaking) when developing learning activities.
activities that
enhance 2. The teacher provides activities that help learners celebrat
learners’ use prompts such as “I was proud of myself when I...” or “
strengths. He or she can also facilitate activities such as Strength Ch
Day and Identity Day.

7. Relating lessons 1. The teacher facilitates reflective learning exercises such a

and activities to essays, and learners’ portfolio that integrate the students’
the learners’ experiences.
personal
experiences. 2. The teacher facilitates activities that draw out the learners
to the lesson (e.g. The Talking Stone Activity) He or she g
purpose and meaningful application of the lessons in their

The Talking Stone Activity: The students gather around in

center of the group; anyone who wishes to share a story c
up the stone.