Professional Documents
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DLL - Epp 5 - Q2 - W1
DLL - Epp 5 - Q2 - W1
D.Bilang ng mag-aaral na magpapatuloy ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
sa remediation additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation activities for remediation
E.Alin sa mga estratehiyang pagtuturo ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
ang nakatulong ng lubos?Paano ito ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
nakatulong? the lesson the lesson the lesson up the lesson caught up the lesson
F.Anong sulioranin ang aking naranasan ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who
na solusyunansa tulong ng aking to require remediation require remediation to require remediation to require remediation continue to require
punungguro at superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work
nadibuho nanais kong ibahagi sa kapwa ___Metacognitive ___Metacognitive Development: ___Metacognitive well: well:
ko guro? Development: Examples: Self Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacognitive
assessments, note taking and taking and studying techniques, assessments, note taking and Development: Examples: Self Development: Examples:
studying techniques, and and vocabulary assignments. studying techniques, and assessments, note taking and Self assessments, note
vocabulary assignments. ___Bridging: Examples: Think- vocabulary assignments. studying techniques, and taking and studying
___Bridging: Examples: Think- pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments. techniques, and
pair-share, quick-writes, and anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments.
anticipatory charts. anticipatory charts.
pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory
___Schema-Building: Examples:
Compare and contrast, jigsaw ___Schema-Building: Examples:
Compare and contrast, jigsaw learning, peer teaching, and
Compare and contrast, jigsaw ___Schema-Building: charts.
learning, peer teaching, and projects. learning, peer teaching, and Examples: Compare and ___Schema-Building:
projects. projects. contrast, jigsaw learning, peer Examples: Compare and
teaching, and projects. contrast, jigsaw learning,
___Contextualization:
peer teaching, and
___Contextualization: Examples:
Demonstrations, ___Contextualization:
projects.
Examples: Demonstrations,
media, manipulatives, repetition, Examples:
Demonstrations, ___Contextualization:
___Contextualization:
media, manipulatives, and local opportunities. media,
manipulatives, Examples: Demonstrations,
repetition, and local repetition, and local media,
manipulatives, Examples:
Demonstrations, media,
opportunities. opportunities. repetition, and local
___Text Representation: manipulatives, repetition,
opportunities.
Examples: Student created and local opportunities.
___Text Representation: drawings, videos, and games. ___Text Representation:
___Text Representation:
Examples: Student created ___Modeling: Examples: Examples: Student created ___Text Representation:
Examples: Student created
drawings, videos, and games. Speaking slowly and clearly, drawings, videos, and games. Examples: Student created
drawings, videos, and
___Modeling: Examples: modeling the language you want ___Modeling: Examples: drawings, videos, and games.
games.
Speaking slowly and clearly, students to use, and providing Speaking slowly and clearly, ___Modeling: Examples:
___Modeling: Examples:
modeling the language you want samples of student work. modeling the language you want Speaking slowly and clearly, Speaking slowly and
students to use, and providing students to use, and providing modeling the language you clearly, modeling the
samples of student work. Other Techniques and Strategies samples of student work. want students to use, and language you want
used: providing samples of student students to use, and
Other Techniques and ___ Explicit Teaching Other Techniques and work. providing samples of
Strategies used: ___ Group collaboration Strategies used: student work.
___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching Other Techniques and Other Techniques and
___ Group collaboration play ___ Group collaboration Strategies used: Strategies used:
___Gamification/Learning ___ Answering preliminary ___Gamification/Learning ___ Explicit Teaching ___ Explicit Teaching
throuh play activities/exercises throuh play ___ Group collaboration ___ Group collaboration
___ Answering preliminary ___ Carousel ___ Answering preliminary ___Gamification/Learning ___Gamification/Learning
activities/exercises ___ Diads activities/exercises throuh play throuh play
___ Carousel ___ Differentiated Instruction ___ Carousel ___ Answering preliminary ___ Answering preliminary
___ Diads ___ Role Playing/Drama ___ Diads activities/exercises activities/exercises
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Diads
___ Discovery Method Why? ___ Discovery Method ___ Differentiated Instruction ___ Differentiated
___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Role Playing/Drama Instruction
Why? ___ Availability of Materials Why? ___ Discovery Method ___ Role Playing/Drama
___ Complete IMs ___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Discovery Method
___ Availability of Materials ___ Group member’s ___ Availability of Materials Why? ___ Lecture Method
___ Pupils’ eagerness to learn collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs Why?
___ Group member’s in doing their tasks ___ Group member’s ___ Availability of Materials ___ Complete IMs
collaboration/cooperation ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Availability of
in doing their tasks of the lesson in doing their tasks ___ Group member’s Materials
___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to
of the lesson of the lesson in doing their tasks learn
___ Audio Visual Presentation ___ Group member’s
of the lesson
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation
of the lesson