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
Pretest......................................................................................................................................20
Glossary of Terms.....................................................................................................................20
Key Concepts............................................................................................................................21
Activities and Assessment........................................................................................................23
Reflection.................................................................................................................................24
III. SESSION 3: 21ST CENTURY TEACHING.......................................................................................25
Desired Learning Outcomes.....................................................................................................25
Objectives.................................................................................................................................25
Pre-Test....................................................................................................................................26
Glossary of Terms.....................................................................................................................28
Key Concepts............................................................................................................................28
Activities and Assessment........................................................................................................34
Reflection.................................................................................................................................35
IV. Session 4: Daily Lesson Logs.....................................................................................................37
Desired learning Outcomes......................................................................................................37
Objectives.................................................................................................................................37
Pretest: Identifying the parts of the DLL and DLP.....................................................................38
Glossary of Terms.....................................................................................................................39
Key Concepts............................................................................................................................39
Activities and assessment.........................................................................................................43
Reflection.................................................................................................................................47
Post-Test: Identify the following..............................................................................................49

i|Pag TeacherInductionProgram(Version1.0)
V. Session 5: Contextualization, Localization, and Indigenization of Resource Materials.................50
Desired learning outcomes......................................................................................................50
Objectives.................................................................................................................................50
Pre-Test....................................................................................................................................51
Glossary of Terms.....................................................................................................................52
Key Concepts............................................................................................................................52
Activities and Assessment........................................................................................................54
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
G. Activities and Assessment........................................................................................................76
Reflection.................................................................................................................................80
POST TEST................................................................................................................................81
VIII. Session 8: The Child Protection and Anti-Bullying Policies.......................................................82
Desired Learning Outcomes.....................................................................................................82
Objectives.................................................................................................................................82
Pre-Test....................................................................................................................................83
Glossary of Terms.....................................................................................................................84
Key Concepts............................................................................................................................85
Activities and Assessment........................................................................................................87
Reflection.................................................................................................................................88
Post Test...................................................................................................................................89

i|Pag TeacherInductionProgram(Version1.0)
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 Proficient Teacher Indicators

(BTIs)
(PTIs)
3.1.1. Demonstrate knowledge 3.1.2. Use differentiated,
and understanding of developmentally-appropriate
differentiated teaching to suit learning experiences to address
the learners’ gender, needs and learner’s gender, needs,
strengths, interests and strengths, interests and
experiences through provision experiences.
of 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 Definitio
n
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
Intelligences person 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 r+Profiles+infosheet.pdf

4
 Key Concepts

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

5
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

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

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

6
greatest education asset.2

1
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-
differences-in- the-classroom/
2
https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles5.pdf

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 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.

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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

9
differing worldviews, religious beliefs, values, abilities, languages, and
family backgrounds of students. No matter how school administrators and
teachers strive for homogeneity in

1
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.

5. Learners in difficult circumstances

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
1
3

http://www.ph.undp.org/content/philippines/en/home/library/
democratic_governance/FastF acts-IPs.html

1
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).

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

1
 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,
Auditory sound, rhyme, rhythm, speaking or listening.
Learner learns well by reading or writing
Reading/Writing the material he wants to learn.
Learner learns well when he can move his
Kinesthetic body, 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.

1
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.

1
 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

https://education.alberta.ca/media/384968/makingadifference_2010.p
df 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

1
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

1
 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.

4. Learners in difficult circumstances

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

1
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.

2
 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

2
8

https://education.alberta.ca/media/384968/makingadifference_2010.
pdf Note: For more inputs see
http://inclusive.tki.org.nz/assets/Uploads/Developing+Learner+Profiles+infosheet.pdf

2
 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)

2
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.

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 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…

2
 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
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.

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 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.

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 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,

2
 independence).
Skills ability to carry out a task with pre-
determined results within a given
amount of time, energy or both.

2
 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

1. 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

2. 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.

3
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.

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 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!

3
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

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 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.

Activities and Assessment

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

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 II. Subject
Matter
Topic:

Materials:

References:

III. Procedure
.

3
 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

3
III. SESSION 3: 21ST CENTURY TEACHING
Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)
4.1.1. Prepare developmentally 4.2.2. Set achievable and
sequenced teaching and appropriate learning outcomes that
learning process to meet are aligned with learning
curriculum requirements. competencies
4.2.1. Identify learning
4.3.1. Demonstrate knowledge
outcomes that are aligned
in the implementation of
with learning competencies.
relevant and responsive
learning programs.

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.

3
 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

3
 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

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 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 a. Eager to receive a. Understand
periods of free adult praise. language better
play b. Enjoy dramatic play than they speak
b. Developing eye- c. Eager to engage in b. Are interested
hand new in present,
coordination activities/adventur vague
c. Enjoy small es led by involved concepts of
group adult past/future
cooperative d. Eager to identify c. Eager to learn
games with older d. Ask many

4
 d. May require children questions
rest after high e. Enjoy exploring e. Define things by
energy play new materials their use
and
equipment

9
Adapted from https://www.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/
Everyone/developme ntal%20characteristics.pdf

4
e. Improve body f. can be easily f. Developing a
coordination; yet frightened sense of humor
still can fall easily by novel or strange g. Communicate best
events
g. Prefer play in within a small
small groups group of peers
h. Like h. May need
responsibilities guidance of adult
they can handle when starting a
i. Learning to new task
cooperate with
others, but may at
times display selfish
behavior
Middle Years Grade 2-3 (7-9 years)

Physical Social Emotional Cognitive

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

Physical Social-Emotional Cognitive

a. May be careless a. Enjoy small, a. Ask many
4
 about their peer- questions and
clothes, room dominated want thoughtful
and body group answers
cleanliness discussions b. Can often
b. Girls may have b. Like to join understand
sudden growth organized groups other points of
spurt and c. Are anxious to grow view
beginning signs up
d. Are intensely loyal to
of puberty their peer group

4
c. Enjoy physical e. form a close one-on- c. Developing strong
activities that one friendship interests,
master specific f. Have a growing hobbies and
skills desire to collections
d. Enjoy assert individuality d. Engage in
competitive and independence day
games g. Can be daring dreaming
e. Possess a and e. Enjoy problem-
high activity competitive solving games
level h. Can be critical of and puzzles,
f. Enjoy games that peers and adults etc.
allow for i. Are self- f. Enjoy rule-
comparison of conscious of based games
skills their abilities g. Are beginning to
g. Enjoy games that develop view about
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)

Physical Social-Emotional Cognitive

a. May appear a. Sensitive to a. Capable of high
awkward as their level of abstract
result of rapid appearance thought
physical growth b. Establishing a b. Beginning to think
b. Experiencing the personal about their future
moral code life
beginning of c. Unsure of their roles
puberty place in society c. Need time and
c. Differ greatly in d. Depend on their freedom to
rate of peer group to engage in self-
maturation develop identity reflection
d. Need to become e. Critical of their d. Are able to
familiar with peer group to postpone
changing body develop identity gratification
with strong f. Critical of their e. Can plan ahead and
drives parents organize tasks
e. Tend to tire easily with little or no
f. Have a high activity guidance
level and appetite and home from adults
g. Enjoy cooperative g. May adopt f. Beginning to
games and extremes and fads develop views
competitive sports in clothing, about social issues
speech,
handwriting and

4
 mannerisms
h. Form close one-to-
one friendships
i. Enjoy small, peer-
dominated group
discussions
j. have a strong desire
to
assert individuality
and independence

4
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
4
 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

4
 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:
Content:

The DLL Objectives

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

Reflections

Overall
Remarks:

4
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.

4
11
Adapted from https://www.thoughtco.com › Resources › For Educators › Motivating Students

5
 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.

Activities and Assessment

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

5
 - 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 Catered/Addressed Remarks

Offered Learners’ Needs
in the school

- 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?
5
 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?

5
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 Plan, manage and implement
sequenced teaching and developmentally sequenced
learning process to meet teaching and learning process to
curriculum requirements. 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.

5
 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.

5
 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
5
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.

5
 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,
5
including those that are teacher-made.

5
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.

6
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+

6
 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 Suggestions/

improvement 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.

6
DLL Template
GRADES 1 TO School : Grade Level
12 Teacher: Learning Area::
DAILY Date & Time: Quarter:

LESSON LOG
Daily Lesson Log Monday Tuesday Wednesda Thursda Friday
y y
I. OBJECTIVES
A.
Content
Standard
s
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/instan
c es of the new

6
lesson
D. Discussing
new concepts
and
practicingnew
skills #1
E. Discussing
new concepts
and practicing
new
skills #2

6
GRADES 1 TO School : Grade Level
12 Teacher: Learning Area::
DAILY Date & Time: Quarter:

LESSON LOG
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
Remediation
6
C. Did the
remedial
lessons work?
Number of
learners who
have caught up
with
the lesson
D. No. of
learners who
continue to
require
Remediation

6
GRADES 1 TO School : Grade Level
12 Teacher: Learning Area::
DAILY Date & Time: Quarter:

LESSON LOG
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?

6
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,

6
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?

6
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.

7
 V. SESSION 5: CONTEXTUALIZATION,
LOCALIZATION, AND INDIGENIZATION OF
RESOURCE MATERIALS
Desired learning outcomes

Beginning Teacher Proficient Teacher

a) Implement teaching a) Show skills in the

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

7
 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.

7
 Glossary of Terms

Term Definitio
n
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.

7
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.

7
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
7
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.

7
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!

Activities and Assessment

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

Learning
Competenci (local Resourc
Strategies/ Classroom Assessment
es
es From materials) (may Learning Activities
Space/
the CG include title)
Environmen
t
The learners
should be able to
describe the Using the Consider a chair as a
position of a chairs inside
the reference point inside
person or an
object in relation classroom.
the classroom,
to a reference
(Localization)
point such as situated anywhere.
chair, door or
another person. Ask a

S3FE-IIIa-b- learner/s to describe his

1
or her position in relation

to the

chair

considere

d.

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
7
guide to be used, date, time and venue.

7
 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?

7
 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 context of the learners.
VII. 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 student.
VIII. 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.

8
 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.

8
 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 student
G. SF
7 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 while J.
EBEIS 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

8
 D. Vocabulary

Ter Definitio
m n
Modified School a simplified set of school forms introduced and
Forms (SF) - adopted 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
Attendance should be submitted to the office of the
Report of principal/registrar every 5th day of the
Learners - succeeding month
SF 3 - Books the record of issued and returned books and
Issued and other learning materials per subject per student.
Returned This is
usually filled out at beginning and end of school
year
SF 137 – School tangible by the school enrolled and/or the school
Permanent the student will transfer to
Record of the
Learner
SF 138- School what the teacher gives to the parents and the
Report Progress learners to reflect their performance in the
Card of the said quarter and grade/year level
Learner
SF 4 - Monthly provides the summary number of learners who
Learner’s moved in/out of the school during the month
Movement and which is based upon the submitted SF 2 by the
Attendance 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 a list of the learners’ academic performance
on Promotion and result of assessment by the end of the
and Learning school year.
Progress
and Achievement
SF 5A - End of a list of the Senior High School learners’
8
Semester and academic performance and result of assessment
School Year and school year.
Learner
Status
SF 5B - List of a list of Grade 12 learners who completed
Learners with SHS requirements and are candidates for
Complete SHS graduation.
Requirements
SF 6- the summary number of learner status by the
Summarized end of the semester and / or school year.
Report on

8
Promotion and
Level
of Proficiency
SF 7- School the list of school personnel’s profile and official
Personnel duty, such teaching assignments, ancillary
Assignment List responsibilities, etc.
and
Basic Profile
SF 9 - the individual, periodic report of a learner’s
Learner’s academic achievement per grade level. The
Progress Progress Report Card also known as Form 138
Report Card was renamed to Learner’s 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 achievement per level. The updated and
Record 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 mapping activities.
List of Mapped
and Potential
Learners
ALS Form 2 (AF2) - basic information sheet of individuals who
Enrolment Form - signified interest to enroll in ALS Program.
ALS Form 3 (AF3) - a record of learners who are officially enrolled
Master List of in ALS classes and their individual
Enrolled Learners assessment status at the end of the program
and End of for the calendar year.
Program
Assessment
ALS Form 4 (AF4) - contains the list of candidates qualified to take
Master List of the A&E accreditation and Equivalency Exam.
A&E Registration
ALS Form 5 (AF5) contains the record of learner’s basic personal
- profile and learning performance.
Learner’s
Permanent
Record
8
Form 6- civil service form used when an employee needs
Application for to leave her post for reasons like sick,
Leave maternity/paternity,
vacation and the like.
Form 48- Daily civil service form that certifies the true and
Time Record correct 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

8
 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
Education that aims at improving the collection of data
Information from the schools and field offices and efficiently
System (EBEIS) render delivery of 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 a system for maintaining the registry of learners
Information aimed at providing a standardized registration
System (LIS) 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 a unique and permanent twelve (12)-digit
Reference number assigned to a person who enters the
Number (LRN) 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 a unique and permanent six (6)-digit number
Identification assigned to a school in order to establish and
Number (ID) 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.
8
 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

8
 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
a) The school principals shall update all required school data for
Beginning of School Year (BOSY);
b) After ensuring that all required data have been accurately updated,
they shall submit the updated profile in the system; and
c) 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:
a) 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;
b) 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
c) 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:
a) 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.

8
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)

9
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

9
 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.

9
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.

9
 (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 its column.
Data S SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF1
F 0
1
Name of the
Learner
Gender

Date of Birth

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LRN

9
 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.

9
Activity Sheet 1
School Form 1

Activity Sheet 2
School Form 2

9
 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.

9
 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)

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 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.

1
 VII. SESSION 7: CLASSROOM MANAGEMENT
A. Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs) (PTIs)

2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior

of positive and non-violent constructively by applying
discipline in the management of positive and non-violent
learner behavior. discipline to ensure 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

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 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
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
build team work and leadership
skills.

For numbers 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

1
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)

1
 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 )
1
1
 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)

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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).

1
 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

1
 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.

1
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.
a) Consider the guide questions below when crafting your classroom
rules and procedures.
b) Who will be covered by the rules I am crafting?
c) What aspects of teaching-learning should be included in the rules?
d) Are the rules aligned or consistent to standing guidelines and
department orders?
e) Are the rules supportive of learners’ well-being and
academic performance?
1
f) Will the rules help develop positive behavior and lifelong habits?

1
 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

1
 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.

1
VIII. SESSION 8: THE CHILD PROTECTION AND ANTI-BULLYING
POLICIES

Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs) (PTIs)

2.1.1. Demonstrate 2.1.2. Establish safe and

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

1
 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.

What kind of bullying is this?

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?

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?

1
 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

1
 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.

1
To ensure that all newly-hired teachers know and understand DepEd Orders
and

1
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.

1
 Activities and Assessment

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 What you want to What have you

Know Know 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:

1. How will you address problems on bullying in your classroom?

2. What teaching strategies will you use to create a safe and motivating
environment?

3. Prepare classroom procedures on child protection and anti-

bullying that are aligned in DepEd Memo # 59, S.2015.

4. Why is it important to tell someone about the bullying, even if you were able to handle the
situation on your own?
Learning /Practice Activities: For BTI Only
1 .Create a Bullying Intervention Plan by writing down the names and contact
information of people you would trust to help you if you had been bullied or had seen
bullying take place. Staple you Bullying Intervention Plans into your planners for easy
reference.
For PTI only:

1
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

1
 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?

1
 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
1
classmate. She has lost confidence and felt inferior.

1
 Is this an example of bullying? What damage has been caused by the
bullying?
Do you think that an emotional damage was done? Why?

1
References

Abbot, S., ed.. TheGlosary of Education Reform. http://edglossary.org/hidden-curriculum

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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. intrapersonal
14. naturalistic
15. musical

Session 2:

A. Explicit Teaching

1. F 6. B
2. F 7. B
3. F 8. B
4. 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.

1. Explicit Instruction is skill based, but students are passive participants in the
learning process.
2. Explicit Instruction is holistic.
3. Explicit Instruction integrates smaller learning units into meaningful wholes.
4. Explicit Instruction is definitely “one size fits all”.
5. Explicit Instruction is developmentally appropriate. Instruction is tailored specifically
to students’ learning and attentional needs
6. Explicit Instruction teaches basic skills in isolation from meaningful contexts.
7. Explicit Instruction is rote leaning .
8. Explicit Instruction is all teacher directed.
9. Explicit Instruction is boring and alienating.
10.Explicit Instruction is used in diverse contexts and curricular areas.

1
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:
1. Registered Portal User
2. True
3. One
4. False
5. Personal Opinion
6. True
7. Email
8. True
9. Tru
e
10.Vie
w

Session 6:

Pretest

1
1. SF 2 4.
2. SF5 138
3. SF1 5. SF
3
6. LIS

1
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.