‘ Republic ofthe Philippines Department of Education Region VII, Central Visayas DIVISION OF CEBU PROVINCE DepED Sudlon, Lahug, Cebu City October 20, 2014 om JORANDUM No, 8 8.2014 REPRODUCTION, DISTRIBUTION, AND UTILIZATION OF INSTRUCTIONAL ‘SUPERSVISION (IS) MATERIALS To: Assistant Superintendents Education Supervisors/Coordinators District SupervisorsiOICs Elementary and Secondary School Heads 1, Attached is Regional Memorandum No. 638, s, 2014, entiled, “Reproduction, Distribution, and Utilization of Instructional Supervision (IS) Materials.” 2. Immediate and wide dissemination of and compliance with this Memorandum is directed asa INISIT, Ed.D. Schobls Divisio) Superintendent Tekephone Numbers: ‘Website = www depedecbuprovince com Schools Divison Superintendent emi Add dpedseprovanse @yaton com {uct Schoo Dison Supenntendent Accounting Sexton Disbursing Seton (32) 285.4401 Adin Lega: (032) 253-7807[REPUBLIKANG FILIPINAS NG, DEPARTMENT OF EDUCATION REHIYON VII, GITNANG VISAYAS REGION VII, CENTRAL VISAYAS. ea ee OCT 1 6 204 Regional Memorandum No. 6 38 , s.2014 REPRODUCTION, DISTRIBUTION, AND UTILIZATION OF INSTRUCTIONAL SUPERVISION (IS) MATERIALS To: Schools Division Superintendents/OICs 1. The main goal of the Instructional Supervision (IS) Training-Workshops (Phases 1 and 2) conducted recently by this Office was to assist Instructional Leaders and Teachers in improving teaching-learning and learning outcomes. 2. To sustain the gains of the said Training-Workshops, this Office instructs all Schools Divisions to reproduce the following |S Materials for distribution and utilization by all Teachers: 2.1 Instructional Plan (iPlan) Template 2.2 Verb List for Writing Operational/Behavioral Objectives 2.3 List of Attitudes 4.4 Sample Comments and Remarks After Observing Class Instruction 3, tis further instructed that all Instructional Leaders (Education Program Supervisors, Public Schools District Supervisors, School Heads, Department Heads, Master Teachers) shall provide professional, technical, and instructional assistance for teacher effectiveness and efficiency. 4, Expenses incurred for the reproduction and distribution of the said IS materials are chargeable against Local/MOOE funds subject to the usual accounting and auditing rules and regulations. 5, Immediate dissemination and compliance of this Memorandum is desired. cab ealecnger, Director Itt Officer-in-Charge cTD/eBEL “ote te Biren(ORD TL Now: 052) 8-163 291-100; 41-79 TS, 255-4402. el cnt Anime ron TAD, "Two (447 Corin Leraing Nanogen! ren (CLAD), TN: (2) 414733 ‘cnt Aras Dron GAD), Te No. (2) 2110 Hae Rownre Deempet Dirt (HRDO) Te No (52)255- 509 ann apres Din (2350), Ne (2) 24-0 Phaing, Poly ed Rete Dri (PRD), Nex (52) 2-908, “Tes hates Deon News (02) 414305, OT 1-0 47S AT Prnae Divi, To Ne: (032) 962575 25406414721 “ £50. 2015: Kanapaton ng Labat, Funanagatan og Labat ”Instructional Plan (iPlan) Template Name of Teacher Grade/Year Level Learning Area: Competencies: Quarter: ‘Module No.: iPlan No. 1 Duration {minutes/hours) Key Understandings tobe developed Learning Knowledge Objectives Skills Attitudes Resources Needed Elements of the Plan Methodology Preparations Introductory Activity - How will | make the {ptional) learners ready? = How do I prepare the learners for the new lesson? = How will connect my new lesson with the past lesson? Presentation ‘Activity ~ (How will | present the ‘new lesson? = What materials will use? = What generalization Jeancept /conclusion [abstraction should the earners arrive at? ‘Abstraction | Practice ‘Application = What pra exercises/application activities will | give to the learners?“Assessment ‘Assessment Matrix Levels of Assessment What wall How will | assess? How will! score? | (Refer to assess? | DepED Order | Knowledge No. 73,.2012 |_ for the Process or Skills examples) Understanding(s) Products/performances (Transfer of Understanding) ‘Assignment | Reinforcing the | day's lesson 2 Enriching the day's lesson. Enhancing the day's lesson - Preparing for the new lesson Concluding | Wrap-up. =o Activity Finale (Optional)BEHAVIORAL OBJECTIVES ‘The Three Types of Learning by Benjamin Bloom (1956) 1. Cognitive: mental skills (Knowledge); involves knowledge and the development of intellectual skills. ‘This includes the recall or recognition of specific facts, procedural pattems, and concepts that serve in the development of intellectual abilities and skills, i aor Catngorag se SOuPREFENSION ALO ‘SYRTTESIE tar | EVALUATOR VO] ‘cowrr E i = ‘Bais wake ions | earome | ero ond conic, Inset orcon=pts | asnctr orate | judgments bra te Tmoconpters:o | tam dene Gomes. | vate ofc Attachments: 1, Verb List for Writing Operational/Bchavioural Objectives VERB LIST FOR WRITING OPERATIONAL! Sed mepeeston of tetiscraniatora” | Pipes tga | eal. meme Sacer seae” | Salsa = ee Sheri | ecinmainde | Songs | ceaasnen cranes j faeewton |sioimrwactonee | Boeeeets | Some aie ‘associate | solve analyze ‘arrange | appraise ‘count classify ‘translate appraise ‘assemble | assess define compare utilize break down: ‘categorize choose ‘describe ‘comprehend | show ‘compare: ‘collect ‘compare discover ‘compute apply contract ‘combine ‘conclude draw contrast calculate contrast compile contrast, identify ‘convert complete criticize ‘compose, ‘criticize [Identify | defend use debate ‘construct critique Indicate describe demonstrate deconstruct, create defend ‘know differentiate __| dramatize detect _ design describe Tabel discuss change diagram [detect determine list distinguish employ differentiate devise discriminate match estimate examine discriminate explain estimate name explain ‘compute. distinguish | formulate evaluate name. ‘explore ‘construct ‘experiment | generalize | explain outline ‘express Illustrate identify ‘generate grade q [point extend discover [usta iniegraié | interpret quote extrapolate Interpret infer manage judge read generalize ‘manipulate inspect, ‘modify justify recall give modify inventory, organize measure | fecord interpret ‘operate relate prescribe | recommend relate locate prepare. select produce relate repeat | paraphrase order. separate propose revise reproduce predict predict summarize | rearrange ‘soore ‘select report practice reconstruct | select state restate relate relate ‘summarize tabulate review teport reorganize | support tell rewrite produce revise test ‘race summarize restate rewrite write translate review specify ‘schedule ‘summarize sketch ‘synthesize tell write recite infer —_| interpolate outline plan rank | recognize | interpolate locate question prepare rate, q2. Psychomotor: manual or physical skills (Skills) Categories ‘Mechanism: 2 Tonite ‘i | ‘acme age interning canter a ear Fesponis hve differentiate distinguish proceed respond display dismantle ‘reorganize construct, identify react trace, fasten display revise create isolate show fix fasten vary design. relate [state grind fix initiate select ‘volunteer heat, grind make ‘manipulate | heat ‘originate ‘measure | manipulate mend ‘measure mix mend organize | mix : sketch organize —_| C sketch aan ywth in feelings or emotional areas (Attitude) Categories Receiving | Responding to] Valuing: The work or | Organization: | Tnteraalizing values Phenomena: | Phenomena: Acive valuc a WM anaches wo2 | Onpanuacs valucs ito (characterization): Has « amen, Phenomena: acre | value person meme’ | ewstyocmine | ( : see a, | cement | ma iorereaees | amor eneee sescr | Seeseeeis® | Seca | entre Leetseeeccorin | tecienarnerainnctasc | Sat. Teens samo’, | Tgelichacesmraces | mores, rane nd Sevier: |eraenemne |= Settee | Lemcreentsor on ne Sram aid work adhere answer complete aher assist ‘demonstrate arrange: comply differemate ‘combine conform explain ‘compare discuss — [follow complete greet form defend help initiate explain label invite formulate perform join ‘generalize practice “justify identify present ‘propose integrate read read modify recite report [order report select organize select [share prepare | tell study [relate write 7 [synthesize2,_Psyehomotor: manual or physical skills (Skills) Categories Guided | Mechanism: | Complex Overt | Adaptation: | Origination: Response: | Tasie Site wll | Cringe Response: | area sme treo nd te | eovemeat ps9 Bese | interne icdveinican | Geapuncalr seleereat | comin ‘mantymoveneat_| ston specie pene | Sa at ance | ptember ‘eld ener cal caer expt: ‘opens te marie Nty dor Ehevelty a meine Snr oas ony ‘assemble ‘adapt | arrange follow build alter build react, calibrate ‘change combine reproduce construct rearrange | compose respond dismantle reorganize | construct ‘race display revise create fasten vary design fix initiate = ‘grind make heat originate ‘manipulate measure ‘mend mix CL organize E sketch _ Responding to Valuing: The worth or Tnteraalizing values Phenomena: | Phenomena: save | value a person auctai02 (characterization): tase vara, pericpon onthe patohe | pr tj pao | Biss SO | wales cor ‘Sitnpestwhcar, | Etim anadeand race | betmve Th cups fom ne raise roains | Saver The by perm, TERERMe” | Spuveatphowmenn, | scence ete merecampiex | TUM LeTIe A | nite real ad mest UZiingouconss may | af contnt. Valin tng wie: | nora, mcf he omplamet | tssdonthe mennizabon oesct | S== s, | kw inten obec ee sr Simms | cfd vn nodecheswo™ | SUSIE SW. At} Scr wih he wn rl Topodermoicionn | Bomabersmenrened mae | SMSHAE pare ofodusmen pe ‘Soding (mcrae) | mar oer tor an oe Socal ens). ‘en aie. ask aid ‘work adhere act choose answer ‘complete —_[aker discriminate describe assist ‘demonstrate arrange display [erect ‘comply differentiate ‘combine influence follow ‘conform explain compare. listen = give discuss follow complete modify Hold greet defend identify help explain Tocate label formulate ‘name ‘perform generalize point i practice identify reply present integrate select read modify sit recite order stud) report organize use select prepare, a tell [relate ‘write - [ synthesizeBloom's Revised Taxonomy Lorin Anderson, a former student of Bloom, revisited the cognit ies and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new taxonomy reflects a more active form of thinking and is perhaps more accurate: ‘domain in the learning taxonorny in the mid- Categories z ‘Remembering: | Understanding: | Applying: Use | Analyzing: sowma | Evaluating: | Creating: sates Reailyrenot toned | Conprekntinetie | acme mare | maerilercoceps nw | Maksuiement stow | sre pte fon iamatoe, ‘oct tion, | Sumter | Simp perso nati | eval ofiden or | dene ces Pt fmepotiin end” | imprest we ofaa | opal core my | gaan ester fom 8 repeater of Shtacton Apps | Seendenoot Dang Wk, ght insrceneand ‘tht nee nh | ewe et ores, mawaingancr Frobews Sites | Casnom san novel. | esning rar Freon ones oxn | Sastre nthe work wo pie define comprehend | apply analyze appraise {categorize describe ‘convert ‘change break down ‘compare ‘combine. ‘identify defend compute ‘compare ‘compile know distinguish construct contrast ‘compose | label estimate demonstrate | diagrams create omer explain discover ‘deconstruct devise match extend ‘manipulate | differentiate design ‘name generalize modify explain outline ‘operat discriminate | generate recall predict evaluate ‘modify recognize prepare explain ‘organize reproduce produce interpret plan select relate justify rearrange state show relate reconstruct summarize | solve ‘summarize | relate i translate [use support reorganize revise rewrite — summarize tell write Nonfunctional verbs: ‘The following verbs cannot be measured or are redundant. They should be avoided when writing objectives: Able t0 Appreciation for Awareness of Capable of Comprehend Conscious of Familiar with will be able to ‘hupy/ebisie teachers or index php Behavioral Terms that are NOT measurable and do NOT meet ANCC's criteria for approval. Appreciate Communicate Increase Be able to know Grasp the significance of Learn how to Be aware of Enjoy Know how to Be familiar with Have an understanding of ‘Motivate Believe Implement Understand ‘Approved Verb List;pdf (Application/pdf object) ~ Mozilla firefox www.ndna.orgList of Attitudes A E i i Unity/Oneness Respect Honesty Personal discipline © Concem for Others © Respect for ‘human rights, Perseverance Sincerity Generosity Patience Critical thinking Open-mindedness. Gender equality Interest Courteous Considerate Kind Humble Sympathetic Helping Obedience ‘Appreciation of One’s Rights Peace and order Care of the environment Love of God Hope Charity Fortitude Family Solidarity Kindness Disaster Risk Management Resiliency Faith Positive vision Global concern Acceptance Determined Independent Gratitude Tolerant Cautious ‘Trusting Hardworking Love of truth Self-Control Calmness Responsibility/ Accountability Heroism and Appreciation of Heroes Civic Consciousness Industriousness Industry National Unity Care and protection of the Environment Productivity Patriotism ‘Cooperation Optimism Satisfaction Persistent Cheerful Reliable Gentle Decisive Inclusiveness Obedience ‘Appreciation of Ones Culture Globalism Concer for others Compassion Work Ethics Creativity Entrepreneurial Spirit Responsible Consumerism ‘nancial Literacy Global Solidarity Making a Stand for the Good Spirituality’ Inner Peace Voluntariness of Human Act Social responsibility ‘Thoughtful Seriousness Generous Happiness Modest Realistic Flexible Frankness AuthoritySAMPLE COMMENTS AND REMARKS AFTER OBSERVING CLASSROOM INSTRUCTION Preparation: 1 2 “The new lesson is connected withthe previous lesson through a review. This is good! It will help the learners recall and link up the old and new lesson. it will aid their retention of their learning, ‘The day's lesson started with a motivation In the form of a dance. All the learners participated in the dance. "This made the learners interested and feel ready for the new lesson! Very good! “The teacher's question is focused on the new lesson. ‘Through the pictures, the learners’ mind st is centered on the new lesson. ‘The day's lesson started with a dril in multiplying mumbers by 5, Good! It will ‘gradually lead the leaners to master the multiplication table. ‘The teacher showed pictures of some places and people in China. Well done! The learners are able to get some background information about China and the Chinese people. Presentation: L “The presentation ofthe new lesson is done through a role playing ‘The learners have actively participated in the activity. “The learners can answer the teacher's questions about the role-play. 2. Theteacher is using real objects to present the new lesson. Good! “This makes the lesson realistic and meaningful! 3. The learners arrived at the generalization/abstraction/concept and expressed it using their own words. 4. ‘The learners shared their experiences with one another through the group activity. This is good. There is active learning and the lesson is relevant to theie real life. 5, The learners expressed their thoughts, feelings, and emotions. This is a good way to ‘make the lesson realistic, interesting, and meaningful 6 ‘The objectives of the lesson are achieved. Practice/Applicatior 1. The practice exercises/application required learners todo an artwork and write a short description. Good! ‘This shows the integration ofthe English lesson with Arts. 2. ‘The learners are given problems to solve. The problems are based on reablife situations. This good! ‘The problems are realistic and meaningful. They are retated to the learmers’ real ife situations. 3. ‘The learners applied their new learning through the practice exercises given by the teacher. OCT. Dulangon 1Assessment: “The assessment/evaluation is congruent to the objecive/s ofthe lesson. ‘The teacher gave assessment on distinguishing between organic and non-organic farming. This is congruent to the objective ofthe day's lesson. Well-done! “The assessment was on Performance. The teacher used rubrics for scoring. This is a ‘200d way to measure the actual performance ofthe earners. Assignment: 4 ae 10, n. 2 13 4 15, ‘The learners were given questions to answer. This is in preparation for the next day's lesson. This is good. ‘The learners will be made ready forthe new lesson. ‘The group of learners were instructed to create and present a dance number for the next meeting, This is fun! ‘The learners will be challenged to show their creativity and to work collaboratively. SAMPLE SUGGESTIONS ‘Try using real objects, too. This will make the lesson realistic ad meaningful Use big pictures, so thatall the earners can see dearly. ‘You may use role-playing to present your new lesson. ‘There are other ways to present your new lesson. Try dramatic reading games cc. Let the learners do group activity and let them report orally on their observations. Callon shy learners to share their experiences, t00. ‘Ask relevant questions. Let the learners relate the lesson to their own lives. Let them talk about/share their experiences/thoughts/feelings/ emotions. “To get 100% learners’ participation, let them use Response Cards (black tag boards). ‘They can wre their answers on their Cards and then raise them up for you to see. Practice less teacher-talk and more learner-response. Encourage/Guide learners to state or express the generalization/abstraction/concept in their own words. Give clues and guide questions to enable learners to give the correct answers. ‘Ask high-order-thinking skills questions, too. Let them give suggestions/make decisions. x. How can students, ike you, help your community in promoting a clean and green environment? Ifyou were a government official, what would you do with government funds? Minimize choral answers, Call on individual learners/small groups. Let learners group themselves and create an art work on preserving our natural ‘Acknowledge/recognize the learner's correct responses. Correct learners’ the mispronunciation in a gentle way. Say the word correctly/Model the correct pronunciation Ietall learners repeat ater you. 7 Give some star-awards or wow applause for correct answers. OCT. Dulangon