Professional Documents
Culture Documents
DLL - Epp 5 - Q2 - W5
DLL - Epp 5 - Q2 - W5
E.Alin sa mga estratehiyang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
pagtuturo ang nakatulong ng ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught up
lubos?Paano ito nakatulong? the lesson the lesson the lesson up the lesson the lesson
F.Anong sulioranin ang aking ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue
naranasan na solusyunansa tulong require remediation to require remediation to require remediation to require remediation to require remediation
ng aking punungguro at
superbisor?
G.Anong kagamitang panturo ang Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
aking nadibuho nanais kong ___Metacognitive Development: ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive
ibahagi sa kapwa ko guro? Examples: Self assessments, note Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self
taking and studying techniques, assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and
and vocabulary assignments. studying techniques, and studying techniques, and studying techniques, and studying techniques, and
___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw
___Schema-Building: Examples:
___Schema-Building: Examples: ___Schema-Building: Compare and contrast, jigsaw
learning, peer teaching, and Compare and contrast, jigsaw Compare and contrast, jigsaw Examples: Compare and learning, peer teaching, and
projects. learning, peer teaching, and learning, peer teaching, and contrast, jigsaw learning, peer projects.
projects. projects. teaching, and projects. ___Contextualization:
___Contextualization: Examples: Demonstrations,
___Contextualization: ___Contextualization: ___Contextualization: media, manipulatives,
Examples: Demonstrations,
repetition, and local
media, manipulatives, repetition, Examples:
Demonstrations, Examples:
Demonstrations, Examples: Demonstrations,
and local opportunities. media, manipulatives, media, manipulatives, media, manipulatives, opportunities.
repetition, and local repetition, and local repetition, and
local ___Text Representation:
___Text Representation: opportunities. opportunities. opportunities. Examples: Student created
drawings, videos, and games.
Examples: Student created
drawings, videos, and games. ___Text Representation: ___Text Representation: ___Text Representation: ___Modeling: Examples:
Speaking slowly and clearly,
___Modeling: Examples: Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. modeling the language you want
Speaking slowly and clearly,
students to use, and providing
modeling the language you want
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: samples of student work.
students to use, and providing Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, Other Techniques and
samples of student work. modeling the language you want modeling the language you want modeling the language you Strategies used:
students to use, and providing students to use, and providing want students to use, and ___ Explicit Teaching
Other Techniques and Strategies samples of student work. samples of student work. providing samples of student ___ Group collaboration
used: work. ___Gamification/Learning
___ Explicit Teaching Other Techniques and Other Techniques and throuh play
___ Group collaboration Strategies used: Strategies used: Other Techniques and ___ Answering preliminary
___Gamification/Learning throuh ___ Explicit Teaching ___ Explicit Teaching Strategies used: activities/exercises
play ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Carousel
___ Answering preliminary ___Gamification/Learning ___Gamification/Learning ___ Group collaboration ___ Diads
activities/exercises throuh play throuh play ___Gamification/Learning ___ Differentiated Instruction
___ Carousel ___ Answering preliminary ___ Answering preliminary throuh play ___ Role Playing/Drama
___ Diads activities/exercises activities/exercises ___ Answering preliminary ___ Discovery Method
___ Differentiated Instruction ___ Carousel ___ Carousel activities/exercises ___ Lecture Method
___ Role Playing/Drama ___ Diads ___ Diads ___ Carousel Why?
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Complete IMs
___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction ___ Availability of Materials
Why? ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama ___ Pupils’ eagerness to learn
___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Group member’s
___ Availability of Materials Why? Why? ___ Lecture Method collaboration/cooperation
___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs Why? in doing their tasks
___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Audio Visual Presentation
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials of the lesson
in doing their tasks ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn
___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation ___ Group member’s
of the lesson in doing their tasks in doing their tasks collaboration/cooperation
___ Audio Visual Presentation ___ Audio Visual Presentation in doing their tasks
of the lesson of the lesson ___ Audio Visual Presentation
of the lesson