Guidelines On PageDesigning v0.4 PDF

Guidelines on
Page Designing
Department of Education * Republic of the Philippines

November, 2017
Overview
One of the major roles of the department through the Bureau of Learning Resources (BLR) is to provide
quality and varied learning resources (LRs) to our learners. To materialize this role, the development
of learning resources must be clearly planned, thus this section presents the processes and guidelines
on page designing in the development of all types of text-based LRs. It provides guidance,
specifications and relevant information that address the competencies/learning outcomes to be
achieved by the learner.
To ensure its provision on quality learning resources and in compliance with the requirements and
actualization of the existing curriculum, below are the specific details on how the LRs are designed
and developed.
Definition of Terms
For the purpose of these guidelines, the following terms have been defined:
Assessment is a process that is used to keep track of the learners' progress in relation to the
predefined learning standards for the development of 21st century skills that promote self-reflection
and personal accountability among learners about their own learning. Assessment also aims to
provide bases for profiling of learner’s performance on the learning competencies and standards of
the curriculum (DepEd Order No. 8, s. 2010).
Camera-ready form/material is a material approved for mass printing.
Content Standards identify and set the essential knowledge and understanding that should be
learned. They cover a specified scope of sequential topics within each learning strand, domain, theme,
or component (DepEd Order No. 8, s. 2015).
Contextualized manuscripts are mother tongue-based learning resources in which the learner' social
context, values, situations, and experiences are considered as references in teaching the
competencies in order to make the learning more relevant, meaningful, and useful.
Copyright is a legal concept, giving the creator of an original work of authorship exclusive rights to
control its distribution for a certain time and/or period after which the work is classified as public
domain (Volume 5 Manual of Procedures for the Procurement of Manuscripts for Textbooks and
Teacher’s Manual, Jan. 29, 2010).
Copyright owner/holder is a person to whom the copyright for a particular work belongs.
Curriculum Guide provides the curriculum standards, performance standards, and competencies for
a specific standards and learning competencies for a specific subject area for a specific grade level.
Curriculum Competencies are the skills or concepts to be mastered through the learning processes.
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Development/Writing Team is a pool of individuals (i.e., authors, editors, layout artists, illustrators,
graphic designers, and proofreaders, etc.) tasked to develop a manuscript for a specific learning areas
in a specific grade level.
Formative Assessment is an assessment in any form that is given to identify strengths and weaknesses
of the learners. It is usually conducted in three parts: before the lesson, the lesson proper, and after
the lesson. The results of formative assessment can inform the teachers for instructional decisions to
make lessons more suitable for the learners’ abilities and levels.
Infringement is the act of reproducing or copying any copyrighted work without the permission of its
author. This act may be vulnerable to lawsuits (IP Code).
Instructional Design is the systematic and developmental template used to process the printed
learning resources. The design is observed in translating the principles of teaching and learning into
plans for teaching-learning strategies, developmental activities, and evaluative measures that
complement the contents.
Learning Competency is a specific statement of knowledge, processes/skills and attitude that learners
are expected to demonstrate in each lesson to attain the content standards.
Learning Module is a learning resource that provides course materials in a logical, sequential, order,
guiding the learners through the content and assessments in the order specified by the learning
facilitators. It is usually conceptualized as self-contained “units” of learning content.
Learning Resource Evaluators (LREs) are subject area experts, curriculum specialists, master teachers,
subject area supervisors, classroom teachers, academicians from colleges, universities, and Centers of
Excellence from public and private institutions who passed the screening and selection criteria
stipulated in DepEd Memo No. 120, s. 2015. They are DepEd’s pool of learning resource evaluators
Learning Resources are any of text-based materials (print or non-print) or nontext-based, materials
(devices, tools, equipment, manipulative toys) aligned with the K to 12 curriculum used a primary
bases or supplements to teaching and learning processes.
Learning Standards refer to how well the learners must perform, at what kinds of tasks, based on
what content, to be considered proficient or effective. They define what learning should be achieved
in specific grades or over certain grade spans.
Mother Tongue refers to the “language or languages first learned by a child, which he or she identifies
with, a native language which he or she knows best, or uses habitually.” (Section 4(d), Implementing
Rules and Regulations of RA 10533).
Manuscripts refer to the TXs and TMs submitted by the publishers and authors in camera-ready form
materials for evaluation (Volume 5 Manual of Procedures for the Procurement of Manuscripts for
Textbooks and Teacher’s Manual, Jan. 29, 2010).
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Performance Standards describe the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of the 21st century skills (DepEd Order No. 8, s.
2015).
Plagiarism is the deliberate and knowing presentation of another person’s original ideas or creative
expressions as one’s own (8th edition of Black’s Law Dictionary).
Summative Assessment is given at the end of a particular unit or period of learning in order to
measure whether the learners met the content and performance standards.
Style Guide is a set of guidelines and standards for writing, organizing, and designing (formatting) any
kind of learning resources for publication.
Textbook is a learning resource that completely and sufficiently develops the prescribed learning
competencies and curriculum standards for a specific grade level in a target subject area. It is produced
for use by the learners in all grade levels.
Textbook Call is an invitation to authors and publishers, and is advertised in a newspaper of general
nationwide circulation to develop manuscript/s prior to the bidding process.
Teacher’s Manual is a learning resource that provides learning objectives, suggested teaching-learning
strategies, developmental activities, and evaluative measures that compliment with the contents of
the accompanying textbook for a specific grade level in a specific subject area.
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General Elements of Text-based Learning Resources
Learner’s Material/Textbook
 Title Page, Copyright Page, Table of Contents (TOC)
 Instructions to the Learner/User (Discusses general description of subject area content and
features)
 Preassessment/Post Assessment (per topic and quarter)
 Content/ Concept Development
 Learning Activities
- Deepening of core understanding
- Engaging, interesting, enriching, integrated, relevant, reflective
 Formative Assessment
 Generalization
 Assessment (Formative and Summative)
 Remediation/ Enrichment Activities
 Reflection (Self-Monitoring/ Self-Assessment)
 Glossary
 References/ Bibliography
Teacher’s Manual/ Teacher’s Guide
 Title page, Copyright Page, Table of Contents (TOC), Curriculum Guide)

 Content and Performance Standards
 Preface/Introduction (Includes rationale for instructional design)
 Overview per unit/chapter
 Objectives/ Learning Competencies
 Preassessment/Post Assessment (Per topic and quarter)
 Learning Activities
- Differentiated Instruction/ Activities
- Engaging, interesting, enriching, integrated, relevant, reflective
- Deepening of core understanding (Processing/ Questioning)
 Generalizations (Through processing questions)
 Integration of Learning (Formative Assessment)
 Presentation of differentiated instruction (Pamamaraan, Mga Proseso ng Pagkatuto)
 Generalization
 Remediation/ Enrichment Activities
 Glossary
 References/ Bibliography/ Acknowledgment
Reader
 Cover Page, Title Page, Copyright Page, Table of Contents (TOC)
 Introduction/Overview/Preface
 Readings
 Guide Questions/Activities
 Salient Point of the Readings
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 Recommended Readings
 Glossary
 References
Storybooks (Big and Small)
 Cover Page
 Title Page
 Copyright Page
 Preface
 Main Body
 Guide Questions
 Translation
 Back Cover
Strategic Intervention Material

 Cover Page
 Title page
 Copyright page
 Table of Contents
 Introduction
 Main Body (Guide Card, Activity Card, Assessment Card, Enrichment Card, Answer Key Card,
Reference Card)
 Back Cover
Activity Sheet/Worksheet
 Name of Learner, Grade Level, Section, Date
 Title of the Activity
 Learning Competency with code
 Directions/ Instructions
 Activity
- Procedure
- Questions
 Rubrics for scoring (if applicable)
 Closure
Note: An Answer Key may be included for Teacher’s use only (separate sheet)
Workbook
 Cover Page
 Title Page
 Copyright Page
 Table of Contents
 Background Information
 Content
 Enrichment
 Summary
 Reference/s
 Back Cover
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Modules
 Cover Page
 To The Learners - Contains an introductory message for the targetted user of the module.
 Title Page including Copy Right - Contains Title, Copyright, Publisher, Author
 What Is This Module About? Contains the specific Competency and its Code, Topic, Learning
Strand/Subject Area, Objectives, Content Standard)
 What You Already Know? Contains questions or activity that serves as pre-assessment
 Lesson Proper
- Review / Let’s See What You Already Know
- Presentation & Discussion/ Content/Concept Development/Let’s Learn
- Activities/Let’s Try These and Self-Check
- Let’s Study and Analyze These
- Abstraction/Generalization/Let’s Learn
- Application/ Let’s See What You Have Learned
 Post Assessment - Contains a number of quaetions/activities to measure the learning gained
by the learner after going through the activities in the module.
 Summary of Learning / Let’s Remember - Contains the general concept learned by the
learners.
 Answer Key
 References - Contains all the sources of information using the CMOS
 Back Page - Contains the DepEd Logo along with the contact number of the BLR
Contextualization Matrix
 Local Heritage Themes
 Objectives
 Content and Materials
 Procedure
 Evaluation
 Assignment/Enrichment
Detailed Lesson Plan (DLP)/ Instructional Plan (iPlan) Tool

 DLP number, Learning Area, Grade Leve, Quarter number, Duration
 Learning competencies
 Key concepts/ key Understandings to be developed
 Learning Objectives (Knowledge, Skills, Attitude, Values), Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015)
 Content, Learning Resources
 Procedures
- Introductory Activity
- Activity/ Strategy
- Analysis
- Abstraction
- Application
- Assessment
o Assessment Method
 Observation
 Talking to Learners/ Conferencing
 Analysis of Learner’s Products
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-
 Tests
 Assignment, Wrap-up/Concluding Activity
 Reflection
Training and Development Resource Package
Preface
A. Training Design
1. General Program Information
- Program Title
- Program Description
- Prerequisite Programs (If necessary)
- Duration
- Management Level Program
- Delivery Mode
- Target Personnel
- Budget Requirements
- Rationale
- Overall Objectives
- End of Program Output
- Expected Final Outcome/Success Indicators
2. Program Delivery
2.1 Program Content Focus for Formal-Face-to-Face (F3) Component
- Session Number & Title
- Objectives
- Content
- Output of Session
- Resource Materials
2.2 Program Schedule Matrix for F3
2.3 Methodology/Learning Approach for the Program
2.4 Program Supplies/Equipment/Materials
B. Session Guide
- Session No. & Title
- Duration of the Session
- Key Understanding to be Developed
- Learning Objectives
- Resources
- Procedures
- Introductory Activity
- Activity 1, 2, …
- Analysis 1, 2, …
- Abstraction
- Application
- Concluding Activity/Evaluation
- Approval Sheet
- Name of the Person who prepared the session guide
- Reviewed by (HRTD)
- Recommending Approval
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- Certifying the availability of funds
- Approval by the Head of Office
C. Activity Guides based on andragogical and constructivism principles (Samples: Teaching

Demonstration Activity Guide, Professional Reading Activity Guide, Job-Embedded Learning (JEL)
Conttract )
D. Hand-outs and Support Materials (include the list of hand-outs )
E. Monitoring and Evaluation Scheme & Tools

- T & D-M & E Form 1-Individual Profile Template
-T & D-M & E Form 2- End of Program Designing Evaluation
- T & D- M & E Form 3- Program design Review/Quality Assurance Tool
- F3- M & E Form 8: Trainee’s End of Program Assessment (with Consolidation Template)
- F3- M & E Form 10: Rapid Competency Assessment Before and After the F3 Program
- JEL- M & E Form 4: Trainee’s End of JEL Evaluation,
Source:
The Training and Development (T&D) System Operations Manual, in five volumes, was
developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental,
Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE
(Strengthening the Implementation of Basic Education in Selected Provinces of the Visayas), in
coordination with the EDPITAF (Educational Development Project Implementing Task Force),
and in consultation with the Teacher Education
Development Program-Technical Working Group (TEDP-TWG), and the
National Educators Academy of the Philippines (NEAP).
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Description of General Elements of Text-based Learning Resources
The following are the description of the general elements of manuscripts.
Front Matter
In general, the front matter of a learning resource serves as a guide to the contents of the resource.
The front matter in a textbook contains the title page, copyright page, table of contents, and preface
or introduction. The front matter in a teacher’s manual also has the same parts and includes the
curriculum guide (CG) for the subject area. The parts of the front matter are paginated using lowercase
roman numerals i, ii, iii, and so on.
1. Title Page–The title page is found on page i, which is a recto page (i.e., an odd-numbered right-
hand page; verso is the even-numbered left-hand page). It indicates the resource’s full title,
subtitle, subject area and grade level, recipient identifier.
2. Copyright Page–The copyright page is located on page ii. It contains the following information:
resource/book title, resource identifier, ISBN, copyright year, copyright notice, name/s of
copyright holder, members of the development team, and printer’s complete address and
contact details name/s of copyright holder/s, copyright notice, members of the
development/writing, printer’s name and contact details (to be included by the publishers
once there is an awarded printer).
3. Preface/Introduction–The preface or introduction explains the conceptual framework or

instructional design, purpose, format and features and development of lessons of the
manuscripts.
4. Table of Contents–The Table of Contents (TOC) starts on page iii. It is a listing of unit/modules,
chapters and lessons with their corresponding page numbers throughout the book. Titles of
lessons, chapters, modules or units should be written as they appear in the inside pages. The
corresponding page numbers should be indicated for each section. It also lists the front matter
and content, and back matter, index, bibliography, references, and acknowledgments.
5. Acknowledgments – The acknowledgments section expresses the author and publisher’s

gratitude to the sources of copyrighted materials that have been used in the book. A short
acknowledgments section may appear on the copyright page or toward the end of the book’s
preface or introduction. A long list of acknowledgments, however, is best placed on a separate
page after the preface. It may also be included with the back matter, preceding the rest of the
end entries of the book.
6. Curriculum Guide – The curriculum guide provides the curriculum standards, performance
standards, and learning competencies for a specific subject area. It is included only in the
teacher’s manual, right after the introduction.
Content/Body Proper (Inside Pages)
The main text of a manuscript should provide sufficient material that will enable learners develop the
competencies required by the K to 12 curriculum for an intended learning area/ learning strand and
grade level.
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1. Unit Divisions – A learning resource is divided into units, which are its main sections. Unit
titles should be consistent in tone, if not in length. In the final layout of the book, each unit
should start on a recto page. Textbooks should also contain a unit opener that consists of the
unit number, the unit title, an appropriate illustration that captures the unit’s content, and a
short overview of the unit. This should also start on a recto page, with the unit content
immediately starting on the next recto page. The main text also includes headings, which
serves as visual cues to the reader. As much as possible, subheads should be kept short,
succinct, and meaningful. They should also be similar in tone. The unit title and all other
headings should be set in boldface. Subheadings should be two to four points smaller than the
main headings.
2. Chapter Divisions – In some learning resources, units are divided into chapters, which are
further subdivided into lessons. In other learning resources, units are divided only into lessons.
A chapter or lesson may start on either recto or verso page. The last page of each chapter or
lesson should occupy at least half of the text area to fully utilize the space, with the following
chapter or lesson starting on the following page. If it occupies less than half of the text area,
then additional activities or text should be added, or the layout adjusted. The next chapter or
lesson may also follow the text on the last page of the preceding chapter or lesson to eliminate
blank spaces or hanging layout. The final chapter of a unit should end on a verso page to avoid
any blank pages.
Back Matter
This provides, in general, useful reference materials. The back matter may contain the following:
1. Glossary–The glossary is a list of definition of technical terms or foreign words used in the
manuscript. The entries in a glossary should be listed in alphabetical order, with each entry
set on a separate line and followed by its definition. A definition ends with a period.
2. Bibliography or Reference List–The bibliography or reference list is a list of the books and
other reference materials that the author/s used while writing the textbook. It is set in a type
size smaller than that of the body text. The format of the bibliography or reference list varies
according to the subject area. DepEd applies the 16th Edition Chicago Style Citation format.
3. Index–The index lists the key subjects and terms that have been incorporated in the textbook,
in alphabetical order. The basic index provides the page numbers where a subject or term can
be found. More detailed indexes indicate materials in the book that are related to the key
subjects and terms. The index is a useful tool to the readers as it helps them find as much
information about a subject or term as they can from the textbook.
4. Appendix–The appendix is used to give additional information on a topic that had been taken
up in the textbook. It may include calculations, laws, graphs, figures, photographs, maps,
surveys, and other similar information. Although not an essential part of the textbook, it has
many uses. The text of an appendix is usually set in type used for excerpts in the text and
smaller than that used for the main text of the textbook. It starts on a new recto page, with
its title Appendix set centered at the top of the page on which the appendix starts. When a
textbook has more than one appendix, the title is set as Appendix A, Appendix B, and so forth.
5. Learning Competency/ies – is/are learning standard to be developed by learners and are

found in the Curriculum Guide.
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6. Directions – are instructions to be followed by the learners.
7. Procedure – the step by step processes in achieving the competency/ies to be developed in

the activity.
8. Closure – the ending statement of the teachers for the learners. (Example: Congratulatory
remarks)
STORY BOOK
1. Cover – the cover of a story book consists of the Title of the story, author and illustrator with
a full page cover art.
2. Title Page – the entries of the title page of the story book are the same as the cover page
except the cover art.
3. Copyright Page – entries of this page are the same as that of LMs.
4. Preface – this page introduces the book including the level of users and identified
competencies and competency code.
5. Main Body/Text – the main body is the story itself which should have 3 to 4 words per line
and 4 to 5 lines per page for English stories and 2 to 4 words per line and 3 to 5 lines per
page for Filipino/ MTB-MLE stories.
6. Guide Questions – this page consists of 3 to 5 questions based on the story.
7. Translation – the entry of this page is a translation of the story from English to MTB-
MLE/Filipino or vice versa.
8. Back cover – entries of this page are the same as that of LMs.
Strategic Intervention Material (SIM)

Strategic Intervention Material (SIM) is an instructional learning resource which is
developed by teachers based on the identified least learned skills. Its purpose is to
reteach the concepts and help the learners master the competency-based skills not
mastered during the regular classroom teaching. The material is intended for remedial
individualized instruction with minimal or no supervision of a teacher. The Strategic
Intervention Material (SIM) is an interactive learning resource that contains activities
in which learners will enjoy to perform even at home. The Strategic Intervention
Material (SIM) has the following elements:
1. Cover Page – The cover page covers the important information about the
Learning Resource. It indicates the resource’s title, subject and grade level
identifier, DepEd identifier and the cover art. A violator can also be seen in the
cover page.
2. Title Page – The title page is page i. It indicates the resource’s full title,
resource and grade level identifier, the DepEd identifier and the feedback box.
3. The Copyright Page – The copyright Page is located on page ii. It contains the
following information: the DepEd Logo, the name of the copyright holders, the
copyright year and the copyright notice. It also contains the name of the
writer, consultants, editors and evaluators.
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4. The Table of Contents (TOC) – The Table of contents (TOC) starts on page
iii. It is a listing of the contents of the resource like the introduction of the
resource, the contents of the body of the SIM with its corresponding page
number/s and the reference which unnumbered.
5. The Introduction/Preface Page – The introduction or the preface page states

the purpose of the SIM, the Learning Competency with the contextualized
objective. It also states the specific skills to be developed/scope of the
learning resource based on the revised Bloom’s Taxonomy (cognitive,
affective and psychomotor domains). It also contains a brief discussion on the
proper utilization of the material.
6. The Body of the SIM – The Body of the SIM contains the following:
6.1 The Guide Card

- presents the big picture of the lesson
- gives the overview of the lesson
- engages the learners’ interests
- leads the learners towards the performance of the tasks
6.2 Activity Card

- contains the task/s that the learner should undertake in order to
develop a skill
- the task(s) is/are competency-oriented and can be individual or
group
- the task(s) provides the learners enough practice for mastery of the
skill not developed during the regular class
Note: The following Principles of Learning shall be embedded in the Activity Card:
- Begin where the learners are.
- Adopt the activity to the learners’ style.
6.3 Assessment Card

- helps the learners measure his/her level of mastery of the skill upon
completion of the task(s)
- identifies the knowledge/skill(s) that the learners may need to
enhance or develop further
6.4 Enrichment Card

- extends learning by providing additional exercises for further
applications of knowledge and skills
- contains additional information to extend knowledge
6.5 Answer Key Card
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- contains the answers of the activities and should not be included
when the material is given to the learner
6.6 Reference Card

- provides additional content to the coverage of the lesson
- contains the list of resources that the learner may refer to for further
reading
Contextualization Matrix
The Division Contextualized Learning Resources are learning resources that
are based from the local heritage of the community. It is developed in
accordance to RA 10533, Rule II Section 10.2 b) the curriculum shall be
relevant, responsive and researched – based and h) the curriculum shall be
flexible enough to enable and allow schools to localize, indigenize and enhance
the same based on their respective educational and social context, thus making
the K to 12 competencies relevant to the learner. The Division Contextualized
Learning Resources are the following:
a. Region Contextualization Matrix (arranged by local heritage themes)
b. Division Local Heritage Theme Matrix (DLHTM),
c. Division Contextualized Curriculum Matrix (DCCM), and
d. Division Contextualized Learning Resources (Teacher’s Guide and
Learners Materials)
Note: refer to sub-section on Processes on Contextualizing Learning
Resources for details
The Region Contextualization Matrix is the compendium of all localization

matrices of schools divisions. These are arranged by themes.
These Division Contextualized Learning Resources contains the
following elements:
1. The Division Local Heritage Theme Matrix (DLHTM) – The Division Local
Heritage Theme Matrix has the following elements: cover page, title page, the
copyright page, the table of contents and preface/introduction. The
specifications for these elements will be the same to that of the Strategic
Intervention Material. The body of the material contains the following: Local
Heritage Theme, what learners should know, what learners should feel and
think about and what learners should do to transfer learning.
2. The Division Contextualized Curriculum Matrix (DCCM) – The Division

Contextualized Curriculum Matrix is a matrix that is similar to the Curriculum
Guide. It contains the Content, Content Standards, Performance Standards, the
statement of the Learning Competency and the code which are taken from the
curriculum guide. In addition to its contents are the learning resource/source of
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the local theme and the contextualized objective which is written below the
learning competency.
3. The Division Contextualized Learning Resources (DCLRs) – The Division

Contextualized Learning Resources has two types;
a. The Teacher’s Guide (TG). The Teacher’s Guide has five parts; namely:
Part I Objectives – In this part of the material is written the learning
competency and below it is the contextualized objective – these
are copied from the Division Contextualized Curriculum Matrix
(DCCM).
Part II Content and Materials – In this part of the learning resource the
following are written: the topic, Code, DLHTM number, the
references and the pages.
Part III Procedure – The procedure may vary from one subject to
another. However, in this part of the material, the contents of the
Division Local Heritage Theme Matrix (DLHTM) particularly the
“what learners should know”, “what learner should feel and think
about” and “what learners should do to transfer learning” will be
the main content.
Part IV Evaluation – The evaluation part contains the test items or
Activities, contextualized or not, that measures the
cognitive/psychomotor performance
of the learner based on the skill to be developed and content to
be learned.
Part V Assignment/Enrichment – This part of the material contains the
activities to be done by the learners either to enhance the skills
developed after the delivery of the lesson or for the learners to
prepare for the next lesson.
In addition to these elements is the integration of values which is stated

below the specific objective of the lesson and is placed in a box. The value
statement shall be taken from the DLHTM, “what learners should feel and think
about.”
b. The Learner’s Material (LM). The Learner’s Material will also serve as
learner’s activity sheet/s (depending upon the topic). It contains the name
of the learner and the date the activity is done. It also contains the activities
to be done by the learners.
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Technical Specifications for DepEd Developed Learning Resources (DDLRs)
and Textbook Call Learning Resources
Page Set-up
These are the required measurements and setup of the page properties for the inside pages of the
book.
Table 2 Page Properties
Page Properties For Print

Paper size 8.25" x 10.75"
Paper orientation Portrait
Top 1"
Margins Bottom 1"

Inside 1"
Outside 1"
Format Mirror margins
Gutter 0.5"
Document Page Set-up

Included in the document page setup is the Verso (left side) Even-numbered page and the–Recto (right
side) Odd numbered page arrangement. Unit openers must be placed in the Recto page.
Document Page
Fig. 2. Document Setup
Page Set-up
VERSO (left side) page RECTO (right side) page

Even-numbered page Odd-numbered page
Margins Gutter Margins
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Art To Text Ratio
It is crucial to remember the art-to-text ratio in Table 9 when determining the placement of art against
text on a page.
Table 9. Art-to-Text Ratio

Textbooks
Grade Level Art-to-Text Ratio
K to 2 65%:35%
3 50%:50%
4 40%:60%
5- 12 30%:70% (For SH, depend on
the content being developed)
Teacher’s Manuals
K to 12 None (or as necessary)
File-Naming Conventions
1. File-naming conventions used should be consistent for all files relating to one manuscript. File
extensions should be visible on the file name.
2. File names should be brief and relevant to the image and the material.
3. The final list of artwork, with its placement information, must include its file name.
4. Color: RGB mode and CYMK mode
5. Resolution: 300 dpi master and 96 dpi for digital online versions
6. Format: Use JPEG or GIF for images for digital online versions as they load faster on Web as
compared to PNG files.
7. For print: Use TIFF or EPS format in master or JPEG in high quality resolution format.
8. For master file: Use PSD and Ai-layered files (to be submitted to DepEd with the master copy)
Typography Standards for Main Text

For manuscripts to be consistent in appearance and form, there are certain minimum
standards to follow involving typeface and other typographic features.
Typeface
A typeface is a set of fonts that share the characteristics of a common design and style. Among
these characteristics include boldface, italics, light, and roman. Table # shows in addition to
kinds of typefaces are the line spaces and alignment of inside pages text of the manuscripts.
Table . Typeface
Recommended Point Size
Grade Line
Font-Family Alignment
Level Text Heads Subheads Spacing
(Serif)
30-20
K to 1 16-pt 18-16 pt
pt, bold
Century Gothic
30-20 Flush left/
2 (except for the “?” 16-pt 18-16 pt
TXs pt, bold ragged right
symbol)
28-18
3 14-pt 16-14 pt
pt, bold Single
28-18 spaced
4 14-pt 16-14 pt
pt, bold
Arial
11-12- 24-15
5 to 12 13-11 pt Justified
pt pt, bold
Times New Roman
11-12- 24-15
TMs K to 12 13-11 pt
pt pt, bold
17
Copyright Page
Entry Font Type Font Size Other Details
Resource/Book Title
Resource Identifier
ISBN
Copyright Year
Copyright Notice
Name of Copyright Holders
Members of the
Development Team
Printer’s Complete Address
and Contact Details (Note:
to be included in the
camera-ready manuscripts
once there is already an
awarded printer)
Title Page
Title page: Title 30-15 pt
Title page: 25-pt
Resource identifier
Title page: Disclaimer 80-pt, Border: rounded
bold rectangle solid black
A serif or sans serif
with 1.5 pt weight
typeface with large x-
Copyright page 12-pt
height, open counters,
Contributors 12-pt Border: rectangle solid
contrast, good linkage,
black with 2 pt weight
uniform proportions
Table of Contents 12-pt Vertical alignment:
Center
Tab leader: dot
Show level: 3
Unit title: Bold
Table of Contents
Table of Contents 12-pt Vertical alignment:
Center
Tab leader: dot
Show level: 3
Unit title: Bold
Unit Opener
Unit Title 12-pt
Unit Opener Artwork
18
Unit Introduction
(OptionaL)
Book Cover
The cover art of a textbook must depict the content of its learning area. For textbooks with
more than one learning area, such as music, arts, physical education, and health, the cover art should
be able to show a montage of the different subject areas. A specific color, with a corresponding
hexadecimal color code, is assigned for the covers of textbooks in each subject area (Table 8). For
Senior High School no specific background cover is required. The hexadecimal color code, also called
hex code, is a six-digit, three byte hexadecimal number used for various computing applications to
represent color. The three bytes represent the red, green, and blue components of color. The code is
used to identify the exact color, especially for color-blind people.
Color Codes for Textbooks per Subject Area

Subject area Color
English cyan/light blue
Filipino dark blue
Science orange
Mathematics green
Araling Panlipunan red
Edukasyon sa Pagpapakatao brown
Music and Arts canary yellow
Physical Education and Health light yellow
Mother Tongue-Based Multilingual white

Education
Edukasyong Pantahanan at
Pangkabuhayan/Technology and violet
Livelihood Education
However, for Teacher’s Manual use duotone/two colors to differentiate the TX and TM.
19
Page Layout
This deals with the style and arrangement of elements on a page. The layout artist is given a free hand
in the layout of the materials provided that the DepEd standards are adhered to and the cost efficiency
of the manuscripts is considered.
The basic design principles that govern page layout are balance, contrast, proportion, rhythm, and
unity. These principles should be observed when preparing and executing designs for the page layout
of learning resources.
Page Readability
This pertains to the quality of text being easy to read. It is dependent on several elements such as the
typeface, type size, line length, and leading of text, along with page layout considerations such as
margins and typographic relationships. It is also influenced by the contrast of type on paper.
To improve readability of text, observe the following rules:

1. The text on facing pages should be equal in length, except where either page contains the end
of a unit, chapter, or lesson.
2. Do not set a heading at the foot of a page. Make sure there are at least two lines of text below
a heading that occurs at the foot or bottom of a page.
3. Only a maximum of three consecutive end-of-the-line breaks is allowed in a paragraph.
4. Camera-ready pages should include all the needed graphics/visuals (with overlays and/or
screen indications, if with color). If graphics/visuals (i.e., line art, tables, charts, etc.) are used
to supplement body text, these should be found on the same page as the text citation.
5. Provide a space after every topic or number in a list, except for those that contain only words
or phrases. This is to promote ease in reading as the space creates a break to differentiate one
item of text from another, especially if there is a lengthy explanation for each.
6. Do not allow bad breaks in the pages. Following are common examples of bad breaks:
a. A widow, or a short line or anything less than a full line at the top of a page
b. An orphan, or the first line of a paragraph stranded at the bottom of a page or column
c. A page or column that ends with the first part of a broken or hyphenated word
d. A main head, subhead, or title falling at the foot of a page or column
20
Specifications for the Book Cover (K to 10)
A. Front Cover
Book Title 48 to72 pt Color: CMYK Mode
Resource Identifier:
TEXTBOOK or
BATAYANG AKLAT
Position: Between the book
18 to 24 pt
title and Name of Author
TEACHER’S
MANUAL
or MANWAL NG
GURO
Position: top right-hand
corner
Grade Level identifier
Box Size: 1.5" x 1.5"
Number:
(K for Kindergarten;
50 to 80 pt Bold
Hindu Arabic Number Background color: white
for 1-10)
GOP text: 8 to 12
Font Color:
pt
GOP–Textbook Funds Grade Level: Black
(for Txtbook call only) GOP Text: Black or white
A serif or
depending on the
sans serif background color
typeface with
Violator:
large
x-height,
Government Property
open
(English Version)
counters, 11-pt, small caps
contrast,
Pag-aari ng Position: rotate 28 degrees’
good linkage,
Pamahalaan top left-hand corner
uniform
(Filipino Version)
proportions
Violator: Border: black; 2 pt. top and
bottom
NOT FOR SALE
18-pt, all caps,
(English Version)
bold
HINDI IPINAGBIBILI
(Filipino Version)
Learner’s material in full
color
Cover art/photo
Teacher’s Guide in duotone
or grayscale
Name/s of author should be
Name of Author/s 14 to 24 pt bold represented in a bulleted
list (●)
DepEd Identifier: Position: Bottom center
Department of
Education ● Republic 15-pt, bold Color: Black or white
of the Philippines depending on the
(English Version) background color
21
Kagawaran ng
Edukasyon ●
Republika ng Pilipinas
(Filipino Version)
B. Spine
Other
Entry Position Font Style Font Size
Details
Top Center Background
Grade level identifier
vertical color (box):
(Hindu Arabic Number)
alignment White
After grade
Book title level
identifier
Same as Elements are
TEXTBOOK or
front cover resized
BATAYANG AKLAT
After book font depending on
title the thickness
TEACHER’S MANUAL or
of the book
MANWAL NG GURO
Only the last
After
name of the
Resource &
Name of author/s authors will
Grade level
be used and
Identifier
in bulleted list
Logo and Name of Bottom
Publisher center
Note: elements identified are applicable only to books with 200 pages and above.
C. Back Cover
Inside rounded rectangle
Border: solid black, 1.5 pt
Background Color: contrasting
the cover design
Feedback Note Arial 12-pt
Font Color: contrast to
background color
Position: Center vertical
alignment
Font color: in black or white
depending on the background
ISBN Arial 13-pt color
with or without barcode
Position: Bottom right
Logo & Name of
Position: Bottom left
Publisher
D. Inside Front Cover: K to 6 LMs, 7 to 10 LMs, and Teacher’s Guides
E. Inside Back Cover: K to 6 LMs only
22
 Soledad Jose-Dilao, Ed.D.
 Julieta G. Bernabe
Julieta G. Bernabe
Soledad Jose-Dilao, Ed.D.
23
Inside Front Cover for K to 6 (Batayang Aklat-Filipino Version)
Talaan ng Paggamit ng Aklat
Paaralan:
Purok:
Sangay:
Rehiyon:
Kailan natanggap sa Paaralan:
Kailan Kailan
Pangalan ng Humiram Kondisyon Kondisyon
Ipinahiram Isinauli
Para sa Guro
Isulat ang pangalan ng mag-aaral sa hanay na “Pangalan ng Humiram.”

Gamitin ang sumusunod na titik sa pagtatala ng kondisyon ng aklat:
A. Bago
B. Gamit na ngunit maayos pa
C. May kaunting sira
D. Maraming sira
24
Inside Front Cover for K to 6 (Textbook-English Version)
Book Record
School:
District:
Division:
Region:
Date received by school:
Issued to Date Date

Condition Condition
(Name of Learner) Issued Returned
To the Teacher
Write the learner’s name clearly under the column “Issued to.”
Use the following letters in recording the condition of the book:
A. New Book
B. Used Book in Good Condition
C. Used Book in Fair Condition
D. Used Book in Poor Condition
25
Inside Front Cover for 7 to 10 (Batayang Aklat-Filipino Version)
Paaralan: Purok: _____________

Sangay: Rehiyon: Petsa na natanggap ng Paaralan:____________
Kailan Kailan
Ipinahiram Isinauli
Sa Mag-aaral
Isulat ang pangalan sa hanay na “Pangalan ng Humiram.”
A. Bago C. May kaunting sira
B. Gamit na ngunit maayos pa D. Maraming sira
Laging isaayos ang mga sirang aklat.
Ingatan ang Iyong Aklat
Mga Dapat Gawin: Mga Di Dapat Gawin:

1. Pabalatan ang aklat ng plastik o manila 1. Huwag itupi ang mga pahina.
paper. Maaari ring gamitin ang lumang 2. Huwag sulatan ang balat at mga pahina
diyaryo o magasin. nito.
2. Tiyaking malinis ang iyong kamay kapag 3. Huwag gupitin ang mga larawan dito.
binubuklat ang mga pahina. 4. Huwag punitin o pilasin ang mga
3. Sa unang paggamit ng aklat, ihiga ito at pahina.
buklatin nang isa-isa ang mga pahina. 5. Huwag hayaang nakabukas ang aklat
Bahagyang diinan ang bahaging kapag hindi ito ginagamit.
pinagdikitan ng mga pahina habang 6. Huwag gumamit ng lapis, ballpen, o iba
binubuklat. pang makapal na bagay sa pagitan ng
4. Gumamit ng panandang papel o mga pahina para pananda.
cardboard sa pagitan ng mga pahina. 7. Huwag isiksik ang aklat sa bag na
5. Idikit at ayusin ang mga punit na bahagi masikip.
ng aklat. 8. Huwag gamitin ang aklat na pantakip sa
6. Pag-ingatan ang aklat kapag ito ay ulo kapag umuulan.
hinihiram o ipinahihiram. 9. Huwag upuan ang aklat.
7. Itago ang aklat sa malinis at tuyong lugar.
8. Ipagbigay-alam kaagad sa iyong guro
kapag ito ay nawala.
26
Inside Front Cover for 7 to 10 (Textbook-English Version)
Book Record
School: __________________________________________District: ________________________
Division:_______________Region:________________ Date Received by School_______________
Issued to Date
Date Issued Condition Condition
(Name of Learner) Returned
To the Learner
Write your name clearly under the column “Issued to.”
A New Book C Used Book in Fair Condition
B Used Book in Good Condition D Used Book in Poor Condition
Always repair damaged textbooks.
Take Care of Your Book
Dos: Don’ts:
1. Cover your book with plastic or manila 1. Do not fold the pages.
paper. Old newspaper and magazines will 2. Do not write on the cover or pages.
do. 3. Do not cut out any picture.
2. Be sure your hands are clean when you 4. Never tear or detach any page.
handle or turn the pages. 5. Do not leave it open or lying face down
3. When using a new book for the first time, when not in use.
lay it on its back. Open only a few pages at 6. Do not use pencils, ballpens, or thick objects
a time. Press lightly along the bound edge as bookmarks.
as you turn the pages. This will keep the 7. Do not force the book into a packed
cover in good condition. schoolbag.
4. Use a piece of paper or cardboard for 8. Do not use it to cover your head when it is
bookmarks. raining.
5. Paste or tape immediately any torn pages. 9. Do not sit on it.
6. Handle the book with care when passing
from one person to another.
7. Always keep your book in a clean dry place.
8. When your book is lost, report it to your
teacher right away.
27
Inside Front Cover for 7 to 10 (Manwal ng Guro-Filipino Version)
Paaralan:
Purok:
Sangay:
Rehiyon:
Petsa na natanggap ng Paaralan:
Kailan Kailan
Ipinahiram Isinauli
Sa Guro

A. Bago
D. Maraming sira
28
Inside Front Cover for K to 6 (Teacher’s Manual-English Version)
Book Record
School:
District:
Division:
Region:
Issued to Date Date

Condition Condition
(Name of Teacher) Issued Returned
To the Teacher

A. New Book
29
Inside Back Cover for K to 6 (Batayang Aklat-Filipino Version)
Mga Dapat Gawin:

1. Pabalatan ang aklat ng plastik o manila paper. Maaari ding gamitin
ang lumang diyaryo o magasin.
2. Tiyaking malinis ang iyong kamay kapag binubuklat ang mga pahina.
3. Sa unang paggamit ng aklat, ihiga ito at buklatin nang isa-isa ang
mga pahina. Bahagyang diinan ang bahaging pinagdikitan ng mga
pahina habang binubuklat.
4. Gumamit ng panandang papel o cardboard sa pagitan ng mga
pahina.
5. Idikit at ayusin ang mga punit na bahagi ng aklat.
6. Pag-ingatan ang aklat kapag ito ay hinihiram o pinapahiram.
8. Ipagbigay-alam kaagad sa iyong guro kapag ito ay nawala.
Mga Di Dapat Gawin:

1. Huwag itupi ang mga pahina.
2. Huwag sulatan ang balat at mga pahina nito.
3. Huwag gupitin ang mga larawan dito.
4. Huwag punitin o pilasin ang mga pahina.
5. Huwag hayaang nakabukas ang aklat kapag hindi ito ginagamit.
6. Huwag gumamit ng lapis, bolpen, o iba pang makapal na bagay sa
pagitan ng mga pahina para pananda.
7. Huwag isiksik ang aklat sa bag na masikip.
8. Huwag gamitin ang aklat na pantakip sa ulo kapag umuulan.
9. Huwag upuan ang aklat.
30
Inside Back Cover for K to 6 (Textbook-English Version)
Dos:
1. Cover your book with plastic or manila paper.
Old newspapers and magazines will do.
2. Be sure your hands are clean when you handle or turn the pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
condition.
4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately any torn pages.
6. Handle the book with care when passing from one person to
another.
7. Always keep your book in a clean, dry place.
8. When your book is lost, report it to your teacher right away.
Don’ts:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
5. Do not leave it open or lying face down when not in use.
6. Do not use pencils, ballpens, or thick objects as bookmarks.
7. Do not force the book into a packed schoolbag.
8. Do not use it to cover your head when it is raining.
9. Do not sit on it.
31
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 634-1072; 634-1054; 631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
PUBLISHER’S
LOGO
32
Specifications for the Title Page
Grade Level identifier
(Hindu Arabic Number) Upper right corner (same as
book cover)
GOP-Textbook Funds
Title page: Title of Book
Resource & Grade
Level identifier
Position: Between the book
font type and size is the same
Resource Identifier: title and Name of Author
with the styles used in the
book cover
TEXTBOOK or
BATAYANG AKLAT
TEACHER’S MANUAL
or MANWAL NG GURO
Author/s represented in a bulleted list
(●)
Inside rectangle box
Recipient Identifier Arial 12-pt
Border: black 1.5 pt
Image size:
DepEd Logo - -
1.3” x 1.3”
33
8
GOP-TextbookFunds
GOP-Textbook Funds
Mathematics
Textbook or Batayang Aklat
 Name of Author
 Name of Author
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTED TO
District/School:
Division:
1st School Year Introduced:
34
8
GOP-Textbook Funds
Araling
Panlipunan
Teacher’s Manual or Manwal ng Guro
 (Pangalan ng May-akda)
 (Pangalan ng May-akda)
PAG-AARI NG PAMAHALAAN
HINDI IPINAGBIBILI
INILAAN PARA SA
Distrito/Paaralan:
Sangay:
Unang Taon ng Paggamit:
35
Textbook Call LRs: Specifications for the Book Cover (SHS)
Specifications for the Book Cover (SHS)
A. Front Cover
Book Title 48 - 72 pt Color: CMYK Mode
TEXTBOOK or
Position: Between the book title
BATAYANG AKLAT 18 to 24 pt
and Name of Author
TEACHER’S MANUAL
or MANWAL NG GURO
Position: top right-hand corner in
rounded rectangle
Size:
Grade Level Identifier: Width: 3
Senior High School Height: 0.45
14-17 pt, bold
GOP–Textbook Funds A serif or Background color: should
(for Textbook Call) sans serif complement the cover design
typeface
with large Font Color:
x-height, Should contrast background
open color
Violator: counters,
GOVERNMENT contrast,
PROPERTY (ENGLISH good
VERSION) linkage, 11 pt,
uniform small caps
proportions Position: rotate 28° top left-hand
PAG-AARI NG
corner
PAMAHALAAN (FILIPINO
VERSION)
Border: black; 2 pt. top and
Violator:
bottom
NOT FOR SALE
(English Version) 18 pt,
all caps, bold
HINDI IPINAGBIBILI
(Filipino Version)
Learner’s material in full color
Cover art/photo
Teacher’s Guide in duotone or
grayscale
14 to 24 pt,
Name of Author/s represented in a bulleted list
bold
(●)
36
DepEd Identifier:
Department of
Education ● Republic of
Position: Bottom center
the Philippines (English
Version) 15-pt, bold
Color: Black or white depending
on the background color
Kagawaran ng
Edukasyon ● Republika
ng Pilipinas (Filipino
Version)
B. Spine
Entry Position Font Style Font Size Other Details
Background color:
Top Center Vertical text should complement
Grade Level
vertical direction, all the cover design
Identifier: SHS
alignment caps, sans Font Color: Should
contrast background
color
After grade
Book title level
identifier
Resource Elements
Identifier: are resized
depending
TEXTBOOK or on the
BATAYANG thickness of
Same as front
AKLAT the book
After book cover font
title
TEACHER’S
MANUAL or
MANWAL NG
GURO
Only the last name of
After book
Name of author/s the author/s will be
title
used, in a bulleted list
Logo and Name Bottom
of Publisher Center
Note: Elements identified are applicable only to books with 200 pages and above.
C. Back Cover
Border: solid color, 1.5 pt
Background Color: contrasting

Feedback Note Arial 12-pt
the cover design
Font color: contrast to

background color
37
Position: Center vertical
alignment
Font color: in black or white
depending on the background
color
ISBN Arial 13-pt
with or without barcode
Position: Bottom right

Logo and Name of
Position: Bottom left
Publisher
D. Inside Front Cover: 11 and 12 Textbook and Teacher’s Manual
38
Senior High School
39
Inside Front Cover for Senior High School Textbook (Filipino)
Paaralan: Purok:
Sangay: Rehiyon: Petsa na Natanggap ng Paaralan:
Kailan Kailan
Ipinahiram Isinauli
Sa Mag-aaral
A. Bago C. May kaunting sira
B. Gamit na ngunit maayos pa D. Maraming sira
Laging isaayos ang mga sirang aklat.

Mga Dapat Gawin: Mga Di Dapat Gawin:
9. Pabalatan ang aklat ng plastik o manila 10. Huwag itupi ang mga pahina.
paper. Maaari ring gamitin ang lumang 11. Huwag sulatan ang balat at mga pahina
diyaryo o magasin. nito.
10. Tiyaking malinis ang iyong kamay kapag 12. Huwag gupitin ang mga larawan dito.
binubuklat ang mga pahina. 13. Huwag punitin o pilasin ang mga
11. Sa unang paggamit ng aklat, ihiga ito at pahina.
buklatin nang isa-isa ang mga pahina. 14. Huwag hayaang nakabukas ang aklat
Bahagyang diinan ang bahaging kapag hindi ito ginagamit.
pinagdikitan ng mga pahina habang 15. Huwag gumamit ng lapis, ballpen, o iba
binubuklat. pang makapal na bagay sa pagitan ng
12. Gumamit ng panandang papel o mga pahina para pananda.
cardboard sa pagitan ng mga pahina. 16. Huwag isiksik ang aklat sa bag na
13. Idikit at ayusin ang mga punit na bahagi masikip.
ng aklat. 17. Huwag gamitin ang aklat na pantakip sa
14. Pag-ingatan ang aklat kapag ito ay ulo kapag umuulan.
hinihiram o ipinahihiram. 18. Huwag upuan ang aklat.
16. Ipagbigay-alam kaagad sa iyong guro
kapag ito ay nawala.
40
Inside Front Cover for Senior High School Textbook (English)
Book Record
School: __________________________________________ District:
Division:_____________Region:____________ Date Received by School___________________
Issued to Date
Date Issued Condition Condition
(Name of Learner) Returned
To the Learner
A. New Book C. Used Book in Fair Condition
B. Used Book in Good Condition D. Used Book in Poor Condition
Always repair damaged textbooks.

Dos: Don’ts:
9. Cover your book with plastic or manila 10. Do not fold the pages.
paper. Old newspaper and magazines will 11. Do not write on the cover or pages.
do. 12. Do not cut out any picture.
10. Be sure your hands are clean when 13. Never tear or detach any page.
you handle or turn the pages. 14. Do not leave it open or lying face down
11. When using a new book for the first when not in use.
time, lay it on its back. Open only a few 15. Do not use pencils, ballpens, or thick objects
pages at a time. Press lightly along the as bookmarks.
bound edge as you turn the pages. This 16. Do not force the book into a packed
will keep the cover in good condition. schoolbag.
12. Use a piece of paper or cardboard for 17. Do not use it to cover your head when it is
bookmarks. raining.
13. Paste or tape immediately any torn 18. Do not sit on it.
pages.
14. Handle the book with care when
passing from one person to another.
15. Always keep your book in a clean dry
place.
16. When your book is lost, report it to
your teacher right away.
41
Inside Front Cover for Senior High School Teacher’s Manual (Filipino)
Paaralan:
Purok:
Sangay:
Rehiyon:
Petsa na Natanggap ng Paaralan: _______________________________________
Kailan Kailan
Ipinahiram Isinauli
Sa Guro

A. Bago
D. Maraming sira
42
Inside Front Cover for Senior High School Teacher’s Manual (English)
Book Record
School:
District:
Division:
Region:
Issued to Date Date

Condition Condition
(Name of Teacher) Issued Returned
To the Teacher

A. New Book
43
Back Cover for for Senior High School Textbook and Teacher’s Manual (English)
For inquiries or feedback, please write or call:
Department of Education
Bureau of Learning Resources (DepEd – BLR)
Ground Floor, Bonifacio Bldg., DepEd Comples

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 634 – 1072; 634 – 1054; 631 – 4985
Email Adress: blr.lrqad@deped.gov.ph • blr.lrpd@deped.gov.ph
44
Back Cover for for Senior High School Textbook and Teacher’s Manual
(Filipino)
45
Specifications for the Title Page
Grade level identifier: Upper right corner (same
Senior High School as book cover)
Title page: Title of
book
Resource identifier:
TEXTBOOK or
font type and size is the Position: upper 1/2 of the
BATAYANG AKLAT
same with the styles page
used in the book cover
TEACHER’S
MANUAL
or MANWAL NG
GURO
Name/s of author should

Author/s be represented in a
bulleted list (●)
Inside rectangle box
Recipient Identifier Arial 12-pt
Border: black 1.5 pt
Image size:
DepEd Logo - -
1.3” x 1.3”
46
Senior High School
General
Mathematics
TEACHER’S MANUAL
 Meriam J. Lepasana
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District / School:
Division:
1st School Year Introduced:
47
Senior High School
PAG-AARI NG PAMAHALAAN
HINDI IPINAGBIBILI
INILAAN PARA SA
Purok/Paaralan:
Sangay:
Unang Taon ng Paggamit:
48
Technical Specifications for Storybooks (Big and Small)
A. Big Storybook
PART PAPER PAGE FONT MARGINS GUTTER ALIGNMENT OTHER
SIZE NUMBERS/ STYLE and DETAILS
and PAGINATION AND SPACING
PAGE SIZE
SET UP
COVER 11 X Century none none Vertical Title of the
17 Gothic alignment: story, author
inches Center and illustrator
(A3) Title:60- should be in
80 pt Line the cover
Portrait spacing: page
Name of double
Author Illustration/
and Bet. Words cover art: full
Illustrator: spacing: 3- page
14-24 pt letter
spaces
TITLE PAGE Century none none Vertical Same as
Gothic alignment: cover page
Center except cover
Title:60- art
80 pt Line
spacing:
Name of double
Author
and Bet. Words
Illustrator: spacing: 3-
14-24 pt letter
spaces
COPYRIGHT Century Saddle Saddle Flush left Entries of this
PAGE Gothic stitching: stitching: page are the
no no gutter same as that
at least margin of textbooks
11 pt Perfect
Perfect binding:
binding: ½ inch
1 inch (on the
side to
be
bound
PREFACE Century Saddle Saddle Line
Gothic stitching: stitching: spacing:
no no gutter double
14-18 pt margin Perfect
binding: Bet. Words
Perfect ½ inch spacing: 3-
binding: (on the letter
1 inch side to spaces
be
bound
49
PAGE SIZE
SET UP
MAIN Mirror Century Saddle Saddle Left Approximately
BODY/TEXT pagination Gothic stitching: stitching: alignment 3 to 4 words
(for “?” no no gutter per line; 4 to 5
Illustration: symbol margin Line lines per page
even- use Arial) Perfect spacing: (English story
numbered Perfect binding: double only)
pages (left 60-80 pt binding: ½ inch
page) 1 inch (on the Bet. Words Approximately
Drop side to spacing: 3- 2 to 4 words
Text: odd- Cap: be letter per line; 3 to 5
numbered double bound spaces lines per page
pages (right size of (Filipino/MTB-
page) the body MLE stories
text
First Illustration:
illustration: full page
page 4
text: no
boarder, no
background
GUIDE Century Saddle Saddle Left

QUESTIONS Gothic stitching: stitching: alignment
16-18 pt no no gutter
margin Line
Perfect spacing:
Perfect binding: double
binding: ½ inch
1 inch (on the Bet. Words
side to spacing: 3-
be letter
bound spaces
TRANSLATION Century Saddle Saddle Left
(MTB-MLE) Gothic stitching: stitching: alignment
14-16 pt no no gutter
margin Line
Perfect spacing:
Perfect binding: double
binding: ½ inch
1 inch (on the Bet. Words
side to spacing: 3-
be letter
bound spaces
BACK COVER Century None None Vertical Inside
with Feedback Gothic alignment: rounded
Note (optional) 12-14 pt Center rectangle
Border: solid
black, 1.5 pt
50
PAGE SIZE
SET UP
Background
Color:
contrasting
the cover
design
Font Color:
contrast to
background
color
Entries: same
in the
textbook
51
B. Small Storybook
Small book is a storybook or collection of short stories used as
supplementary reading material during a read aloud session, shared reading
or other reading activities. It is usually a smaller version of a big book.
Specifications
Parts Font size Typeface Art to Entry Other

Text Details
Ratio
Cover 40 to 60 San Serif 70 Title
points (e.g. Illustration Name of
Helvetica) and 30 Author
text Name of
14 to16 Century Illustrator
points Gothic
(for “?”
symbol,
use Arial)
Copyright 11 to 12 Arial None Book Title Flush left
page points bold Resource
Book Title
Resource
Identifier,
ISBN,
Copyright Year
Copyright
Notice
Name of
Copyright
9 to 11 Holders
points Development Border:
Team rectangle,
solid black
with 1.5 point
weight
Printer’s
Company
name,
address, and
Contact details
Preface 12 to 14 Arial None states the
points purpose of
the LR
describe the
scope of the
52
Text Details
Ratio
learning
resource or a
brief
explanation
or summary
of the book
Main Kinder San Serif 70

Body/Text (English (e.g. illustration
Latin Script Helvetica) and 30
30-32 text
points Century
Thai/Arabic Gothic
Script-36 (for “?”
points) symbol,
use Arial)
Grade 1
(English
Latin Script
28-30
points/
Thai/Arabic
Script-38
points)
Grade 2
(English
Latin Script
26-28
points
Thai/Arabic
Script-34
points)
Grade 3
(English
Latin Script
24-26
Thai/Arabic
Script-32
points)
(Grades 4- San Serif 50
6) (e.g. illustration
Helvetica)
53
Text Details
Ratio
English and 50
Latin Script Century text
(22-24 Gothic
points) (for “?”
symbol,
Thai and use Arial)
Arabic
Script
(30 points)
Guide Same as in San Serif Text only Processing

Questions the main (e.g. questions
body/text Helvetica) about the
stories
Century
Gothic
(for “?”
symbol,
use Arial)
Translation 12 to14 San Serif Text only Translated

(If the points (e.g. version of
learning Helvetica) the materials
resource is from the
in the Century Mother
Mother Gothic Tongue to
Tongue) Filipino or
(for “?” English
symbol,
use Arial)
Back 12 points Arial None Feedback Inside
Cover Note rounded
rectangle
Border: solid
black, 1.5 pt
Background
Color:
contrasting
the cover
design
Font Color:
contrast to
background
color
54
Text Details
Ratio
Position:
Center
vertical
alignment
13 points Arial None ISBN Font color: in
black or
white
depending
on the
background
color
with or
without
barcode
Position:
Bottom right
13 points Arial None Logo &Name Position:
of Publisher Bottom left
Specifications on Letter, Word Spacing and Alignment

Visual Kindergarten Grade 1 Grade 2 Grade 3
Aspect
Note on
number of The number of words per line suggested below is based on studies in
words per countries where the words are of an average length. These
line recommendations would not be suitable, where some of the languages have
words with up to 16 letters in them. Therefore, any development of
supplementary reading materials should take into account the unique context
of the region and the language(s) for which they are being developed.
Number of Approximately Approximately Approximately Approximately 8 to 10
words per 3 to 4 words 4 to 6 words 6 to 8 words words per line
line per line per line per line
Suggested Three letter spaces between words and slightly expanded spacing between
spacing the letters of each word. Standard spacing: the spacing used in normal
Courier text: 1.16 times the width of the lowercase x. Do not expand the
spacing between letters by more than 10 percent— i.e., more than 1.28 times
the width of the lowercase x used in the normal Courier text.
Number of Approximately Approximately Approximately Approximately 8 to 10
lines per 4 to 5 lines of 4 to 6 lines of 6 to 8 lines of lines of text per page;
page text per page text per page; text per page; again, the density should
increase density does remain more or less the
density from not increase same throughout the
beginning of as course of the year
the book to substantially
end of the as in Grade 1
book
55
Visual Kindergarten Grade 1 Grade 2 Grade 3
Aspect
Suggested Text should be right-aligned text (for Arabic scripts) with clear, hierarchical
spacing spacing between elements such as headings, paragraphs, and lines within a
paragraph. If the standard spacing is double spacing between individual
lines, then there should be 4 line spaces between paragraphs and 6 line
spaces between headings/titles and the first paragraph/line of text. If there is
only one paragraph on the page and a heading, then there should be about 4
lines of space between the heading and text.
Bold and The use of bold and italic text (excluding titles) is not recommended for early
italic text grade reading material because they are additional typographic cues that
must be processed by the student. Bold text also adds to the tonality of the
page, so it should be used sparingly.
Typography and Document Setup

Technical Specifications for Typography
Typeface San Serif, Century Gothic
Drop cap At least double size of the body
Technical Specs for Document Setup

Book size Maximum of 8.27 x 11.69 inches (A4)
Cover Fold cote caliper 12

Margins/Gutter No required gutter and margins
Binding Saddle stitch (the life expectancy of materials that are saddle
stitched does not generally surpass one year.) for a
maximum 92 pages
perfect binding (1 inch margin and ½ inch gutter)

Pagination Mirror pagination
Technical Specs for Printing
Paper quality Matte paper (more expensive than the uncoated paper)
Uncoated bond paper
70/80 gsm paper
Covers should be printed on no less than 130 gsm, with 160

gsm offering stronger protection and durability
Ink quality 32 pages (4 spread)
References:
1. USAID, Best Practices for Developing Supplementary Reading Materials. February 2014
2. DepEd Memorandum No. 133 S. 2017. Guidelines for 2017 National a Competition for
Storybook Writing for Kindergarten, Grade 1, Grade 2 and Grade 3 Teachers.
56
Technical Specifications for Workbooks and Activity Sheets
Activity sheet (AS) is a teacher developed materials used to reinforce the

teaching –learning process and intend to help a student become proficient. This is
locally made by teachers to meet the specific learning resources need. If this is to be
catalogued and uploaded in the LR Portal, it must undergo assessment and evaluation
by the School, Division to Region Quality Assurance Team. It may be used to introduce
new topics, during the teaching –learning process and homework. This is applicable
in all learning areas.
Meanwhile, workbook is a compilation of activity sheets that will be used by the
students to practice what they are learning in a class and reinforce the lesson
presented in the textbook. And this material can facilitate teachers achieve desirable
learning outcomes.
The following are the guidelines in the development of workbook and activity sheets
A. Workbook
Table 1. Front Cover Specifications

Workbook Title 48 – 72 pt Color: CYMK Mode
Vertical Alignment: Center
Resource Identifier 18-24 pt Position between the
(Workbook) Workbook title and Name
of the author
Grade level identifier 50-80 pt Position: Top right – hand
(Hindu Arabic Number) Bold corner
Box size: 1.5” x 1.5”
Backbround Color: White
Violator A serif or Sans 11 pt Position: Rotate 28
NOT FOR SALE serif typeface degrees’ top left – hand
HINDI IPINAGBIBILI with large & corner
height, open Border: Solid black: 2 lines
counters, (top & bottom) (inner- light
contrast, good color and outside)
linkage, uniform
Cover Art/ Photo proportions Learners Material in full
color
Name /s of Author/ writer 14 – 24 pt Name/s of developers
Bold should be represented in a
bulleted list (.)
DepEd Identifier 15 pt bold Position: Bottom Center
Department of Education Color: Black or White
Republic of the depending on the
Philippines background color
Kagawaran ng
Edukasyon
Republika ng Pilipinas
57
Table 2. Back Cover Specifications
Border: Solid black, 1.5 pt
Background Color: Contrasting the cover design
Font Color: Contrast to background color
Feedback Note Arial 12 pt Position: center vertical Alignment
Table 3. Color Coding of Workbook Per Learning Area:
Table 4. Table of Specification

Table of K to 3 : Century Gothic 16-18 pt bold Alignment: center
Contents except question mark
Heading (e,g Unit Grades 4 to 12 14-16 pt bold
I) Arial Times New Roman With dot leader
Heading 2 (e.g. 12-14 pt
Lesson 1)
Heading 3 (e.g. 11 – 12 pt
Activity 1)
Table 5. Copyright Page Specification

Workbook Title 11 to 12 pt Flush Left
Resource Identifier bold
Copyright Year Arial
Copyright Notice Border: rectangle. Solid,
Name of Copyright Holders black with 1.5 pt weight
Development Team 9 to 11 pt
Printer’s Company
Name, Address and Contact
Details
58
Table 6. Title Page Specification
Grade Level 50 to 80 bold Upper Right Corner
Identifier Same font (same as front cover)
(Hindu Arabic used in the
Number) cover page
Title Page:Title 48 to 72 Vertical Alignment : Center
of the Workbook
Resource 18 to 24 pt Position: Between the workbook
Identifier combination of small title and Name of Author
& caps
Feedback box Arial 12 pt Border: rectangle, solid black
with 1.5 pt weight
DepEd Identifier 15 pt , bold Position: Bottom Center
Color: Black
Note: For the content specifications, please refer to the guidelines of Activity Sheets.
Document Page Set-up
Included in the document page setup is the Verso (left side) Even-numbered page and
the–Recto (right side)
Odd numbered page arrangement.

Gutter - ½ inch
Margin - 1 inch
Sample:
59
Note: elements identified are applicable only to books with 200 pages and above.
Spine
Grade identifier
Elements are resized depending on the thickness of the book
Book title
Border: solid black, 1.5 pt
Name of
author/s
60
B. ACTIVITY SHEETS
Table 7. Technical Specifications
Technical Specs for Document Setup

Book size 8.27 x 11.69 inches (A4)
Margins 1 inch all sides
Technical Specs for Printing
Paper quality 80gsm
No. of Pages 1 to 3
No. of Words Minimal Wording
Tables Scaffold with Tables – Refer to diagram below
Format Please refer to examples below
Art to text Ratio if needed Kindergarten to Grade1 - 65:35
Grade 2 - 60:40
Grade 3 - 50;50
Grade 4- 40:60
Grades 5 to 12 - 30:70
Table 8. Typeface
Activity Recommended Font Size

Grade Line
Sheets Font-Family Alignment
Level Text Heads Subheads Space
(Serif)
K to 2 Century Gothic 16-pt 30-20 pt, 18-16 pt 4-pt
except for bold
question mark Flush left/
– Arial ragged
3 Century Gothic 14-pt 28-18 pt, 16-14 pt 4-pt right
except question bold
mark – Arial
4 Arial/Times 14-pt 28-18 pt, 16-14 pt 3-pt
New Roman bold
Justified
5 to Arial/Times 11- 24-15 pt,
13-11 pt 2-pt
12 New Roman 12- pt bold
61
Technical Specifications for Strategic Intervention Materials (SIMs)
Strategic Intervention Material (SIM) is an instructional learning resource which is
developed based on the identified least learned skills. Its purpose is to reteach the
concepts and help the learners master the competency-based skills not mastered
during the regular classroom teaching. The material is intended for remedial
individualized instruction with minimal or no supervision by the teacher. The Strategic
Intervention Material (SIM) is an interactive learning resource that contains activities
in which learners will enjoy to perform even at home.
Page Design and Technical Specifications
1. The Cover Page
a. The cover page elements for DedEd developed SIMs are:

Violator
Grade Identifier
SIM Title
Resource
Identifier
Cover Art
Department of Education* Republic of the Philippines

DepEd Identifier
b. The cover page specifications for DepEd Developed SIMs are the
following:

Violator:
 Government
Property
62
(English Version) 11-pt, small Position: rotate 28
caps degrees’ top left-
 Pag-aaring Pamahalaan hand corner
(Filipino Version)
Violator: Border: solid black;
 NOT FOR SALE 2-lines (top &
(English Version) 18-pt, all caps, bottom) & (inner-
Arial/ light color and
bold
Century
 HINDI IPINAGBILI outside),
Gothic
(Filipino Version)
Width: 0.75” x 7”
Position: top right-

Grade Level Identifier Number: hand corner
(Hindu Arabic Number) 50 to 80 pt Bold
Box Size: 1.5" x
1.5"
Background color:
white
Color: CMYK Mode

SIM Title 48 to 72 pt
Vertical alignment:
Center
Position: Between
Resource Identifier 18 to 24 pt the book title and
Name of Author
Please refer to the

Cover Art Photo table on Assigned
Color per Learning
Area (K to 10)
DepEd Identifier: Position: Bottom

 Department of Education ● 15-pt, bold center
Republic of the Philippines
(English Version) Color: Black or
white depending
 Kagawaran ng Edukasyon on the background
● Republika ng Pilipinas color
(Filipino Version)
2. The Title Page

a. The title page elements of Deped Developed SIM are:
63
Grade Level
8 Identifier
Title of the SIM

Structural Harmony
Strategic Intervention Material in English
Resource Identifier
Feedback Box
DepEd Identifier
Department of Education*Republic of the Philippines
b. Title page specifications for DepEd Developed SIMs are the following:
Upper right
Grade Level Identifier Number:
corner (same
(Hindu Arabic Number) Arial/ 50 to 80 pt
as in cover
Century (bold)
page)
Gothic
Vertical
Title of the SIM 48 to 72 pt alignment:
Center
Position:
Resource Identifier: 18 to 24 pt
Between the
combination
title of the SIM
Strategic Intervention of small &
and the
Material caps
Feedback Box
Border:
Feedback Box 12-pt rectangle, solid
black with 1.5 pt
weight
Position:
DepEd Identifier 15-pt, bold Bottom center
Color: Black
64
3. The Copyright Page
a. The copyright page elements of DepEd Developed SIMs are:
DepEd Logo
Name of the
Copyright
Holders
Copyright
Year
Copyright
Notice
Development
Team
65
b. The copyright page specifications for DepEd Developed SIMs are the
following:
Entry Font Font Size Other Details

Type
DepEd Logo Top Center
Name of Copyright Holders 12 pt (Bold) Vertical

alignment:
Arial Center
Copyright Year 12 pt (Bold) Position: Below

the Copyright
Holder
12 pt Justified text
Copyright Notice with indention
Development Team:
a) Name and School of

Writer
b) Name of Illustrator 8-12 pt Border:

Rectangle’ solid
c) Name of Consultants black
d) Name of Editors
e) Name of Evaluators
66
4. The Table of Contents
a. The elements of the table of contents:

Table of
Table of Contents
Contents
Introduction
Guide Card ----------------- 1 TOC Headings
Activity Card and
a. Activity Card 1 ----------------- 2
Page Numbers
b. Activity Card 2 ----------------- 3
c. Activity Card 3 ----------------- 4
Assessment Card
a. Assessment Card 1 ----------------- 5
b. Assessment Card 2 ----------------- 6
c. Assessment Card 3 ----------------- 7
d. Assessment Card 4 ----------------- 8
e. Assessment Card 5----------------- 9
f. Assessment Card 6 ----------------- 10
Enrichment Card
a. Enrichment Card 1 ----------------- 11
b. Enrichment Card 2 ----------------- 12
Answer Key Card
a. Answer Key Card 1 ----------------- 13
b. Answer Key Card 2 ----------------- 14
Reference Card
b. Specifications for the table of contents:

Type
16-18 pt
Table of Contents Century (bold)
Top, Center
Gothic: for K to G3
Alignment
K to G3 14 pt for
(bold)
G4 to G12
14-16 pt
Heading 1 (bold)
(e.g. Activity Card) Arial: for K to 3
G4 to 12 pt for
G12 (bold)
G4 to G12
14-16 pt
Heading 2 for K to 3
Indented
(e.g. Activity Card 1) 12 pt for
G4 to G12
67
5. Introduction
a. Elements of the Introduction
 States the purpose of

the SIM.
 States the Learning

Competency and the
Contextualized
objective, the Code and
the source of the Local
Theme.
 Contains the sub-tasks

and brief instruction on
the proper utilization of
the material.
b. Specifications of the Introduction Page

Type
Introduction Century 16-18 pt

Gothic: (bold)
Top, Center
K to G3 for K to G3
Alignment
14 pt for
(bold)
G4 to G12
Arial:
Body of the Introduction G4 to 14-16 pt Indented,
G12 for K to 3 except
12 pt for G4 “To the user”
to G12
68
6. The Body of the SIM
a. Elements of the Body of the SIM
Title Card
Introductory
Statement
Icon
Instruction
Note: may be
integrated in the
introductory
statement
Activities
Note: Except for
Answer Key Card
and Reference Card
Mirror
Pagination
b. Specifications of the Body of the SIM
Font Type
Entry Font Size Other Details
Left Alignment
Title Cards Century Gothic: 24-28 pt
with simple
K to G3 (bold)
background
Introductory Arial: 14-16 pt May not be indented
Statement G4 to G12 for K to 3 May use Icons: refer
and to Visual Arts
Instruction/s 10-12 pt for Management
Century Gothic: G4 to G12 With
Activities K to G3 pictures/illustrations/
Arial/Arial Black/ graphs/tables/etc.
Calibri/Century Note: refer to visual
Gothic: G4 to 12 arts management
Pagination Arial/Century 14 pt Mirror Pagination
Gothic
69
7. Other important points in the development of the Strategic Intervention Material
(SIM):
a. Congruency of the activities to the objectives and learning
competencies.
b. Activities shall be short, simple and attainable by the target learners.
c. Activities shall be varied to cater to the learning style of the target
learners.
d. The language to be used shall be easily understood by the target
learners.
e. The learning resource shall be light, durable and easy to reproduce.
References:
 Workshop on Developing Strategic Intervention Materials for Science
by: Leonora J. Nofuente, Head Teacher/OIC-PNHS, Don Galo Annex
 How Children Learn, Stella Vosniado
 USAID
Self-paced Learning Modules
General Attributes
1. Paper size
A4 (8.27” x 11.69”), no border
2. Margins
Top – 1”, Bottom – 1”, Inside – 1”, Outside – 1”
3. Page numbers
Centered at the bottom of the page, 12 points Arabic numerals
No page numbers on the front & back cover including their inside pages.
4. Font Type, Size, Spacing & Art to Text Ratio
Recommended Line
Grade Font Size Art-to-
Typeface/Font- Space
Level (Body Text) Text Ratio
Family (Leading)
Century Gothic Text 16 pt
K to
Grade 1 (except for “?” Heads 20 to 30 pt 4 pt 65% : 35%
symbol) Sub Heads 16 to 18 pt
(body text flushed Text 16 pt
60% :
Grade 2 left/ Heads 20 to 30 pt 4 pt
40%
ragged right to Sub Heads 16 to 18 pt
avoid Text 14 pt
Grade 3 hyphenations) 4 pt 50% : 50%
Heads 18 to 28 pt
70
Sub Heads 14 to 16 pt
Arial Text 14 pt
Grade 4 Times New Heads 18 to 28 pt 3 pt 40% : 60%
Roman Sub Heads 14 to 16 pt
Bookman Old
Text 11 to 12 pt
Grades 5 Style
(body text Heads 15 to 24 pt 2 pt 30% : 70%
to 12
Justified) Sub Heads 11 to 13 pt
5. Page Visuals and Illustrations
a. All units/chapters should consistently begin on a new page either on the right-
or left-hand page.
b. The last page of a unit/chapter should occupy at least half of the text area to
fully utilize the paper.
c. There shouldn’t be just one word or half a word on the last line of a
paragraph.
d. Pages shouldn’t end with a hyphenated word or an awkward page turn.
e. Texts on pages should all be of same length – if not, text is manipulated to fit.
f. Spaces between lines should be consistent.
g. Illustrations of animals and people should not be facing outside the page.
h. There should be at least two lines of text below a text head at the foot of a
page.
i. Graphics/visuals should be found on the same page as the text citation.
71
TECHNICAL SPECIFICATIONS
1. FRONT PAGE
Topic Title
Resource
Identifier
Target
Content &
Standards
Author
DepEd Identifier
72
Front Page Specifications: Teacher-Developed
Vertical alignment: Center

48 to 72 pt, All
Topic Title Background: Colored box
A serif or caps
depending on Subject
Resource Identifier sans serif 20 to 24 pt.
typeface Position: Below the Topic
combination of
with large Title
small & Caps
Target Content and x-height,
Table Border: rectangle,
Standards open
14 to 16 pt solid black with 1.5 pt
counters,
weight
contrast,
good Position: Between Target
linkage, Content & Standards and
Author 14 to 16 pt
uniform DepEd Identifier, Center
proportions Alignment
DepEd Identifier 12-pt, bold
Color: Black
2. FRONT COVER (INSIDE PAGE)
• Bullet Form
Icons
• Direct
(to be
Instruction
changed)
• Boxed, left
alignment
73
Front Cover (Inside Page) Specifications
Icon Arial 1” x .75” left of Header
Times New 20 to 24 pt.
“General Instruction to Roman combination
Right of the icon
the Teacher/Student” Bookman Old of small &
Style Caps, Bold
(body text
flushed left/ Round-edged Border:
Text ragged right 14 to 16 pt rectangle, solid black
to avoid with 1.5 pt weight
hyphenations)
3. MAIN/BODY TEXT
1. Pre-Test and Self-Check
2. Comprehensive and Creative Discussion of the
Sub-Topic 1
a. Guided Activity
b.Assessment and Self-Check
3. Comprehensive and Creative Discussion of the
Suggested Sub-Topic 2
Parts of the a. Guided Activity
b.Assessment and Self-Check
Main/Body
4. Generalization
Text
5. Independent Activity
6. Assessment and Self-Check
7. Posttest and Self-Check
8. Module Challenge (Answers are to be
submitted to the teacher)
Main/Body Text Specifications

Recommended Line
Grade Font Size Art-to-
Typeface/Font- Space
Level (Body Text) Text Ratio
Family (Leading)
Text 16 pt
Century Gothic Heads 20 to 30
K to (except for “?” pt 4 pt 65% : 35%
Grade 1 symbol) Sub Heads 16 to 18
(body text flushed pt
left/
Text 16 pt
ragged right to avoid 60% :
Grade 2 Heads 20 to 30 4 pt
hyphenations) 40%
pt
74
Sub Heads 16 to 18
pt
Text 14 pt
Heads 18 to 28
Grade 3 pt 4 pt 50% : 50%
Sub Heads 14 to 16
pt
Text 14 pt
Heads 18 to 28
Grade 4 pt 3 pt 40% : 60%
Sub Heads 14 to 16
Arial
pt
Times New Roman
Text 11 to 12
Bookman Old Style
(body text Justified) pt
Grades 5 Heads 15 to 24
2 pt 30% : 70%
to 12 pt
Sub Heads 11 to 13
pt
4. BACK COVER (INSIDE PAGE)
75
Back Cover (Inside Page) Specifications
16 to 18 pt, all Bold, Center Aligned
Table Heading A serif or caps .5” row height
sans serif
12 to 14pt.
typeface with
combination Bold, Center Aligned
Column Heading large
of small & .3” row height
x-height,
Caps, Bold
open
counters, Border, Solid Black w/
contrast, 1.5 line weight
good linkage, 5 Columns
Table
uniform 1st column – 2.5” wide
proportions 2nd to 4th column – 1”
wide
5. BACK PAGE
Common
Copyright
Feedback,
Contact Info.
DepEd logo
Back Page Specifications

Common Copyright, 12 to 14 pt
Same as front Round-edged Box, Center
Inquiries and Body text
cover font Aligned
Feedback Reminder justified
2” x 2”
DepEd Logo
Center aligned
76
Modules
Technical Specifications
Elements of Learning Resources
Required Elements for DepEd Learning Modules
The learning modules like that of the Alternative Learning System Accreditation and
Equivalency (ALS A&E) is one of the vital elements of the ALS A&E Learning Support Delivery System
(LSDS). The learning materials are the principal source of learning in the ALS A&E LSDS and are designed
to address the skills and competencies contained within the six learning strands of the ALS K to 12
Curriculum.
The learning modules are interactive, suitable for self-learning and use the four A’s of adult
learning (Activity, Analysis, Abstraction and Application) as the basis for their design. The style of
writing is informal and conversational allowing the module to take the place of a classroom teacher.
Lessons find context in everyday situations and problems that a learner encounters. There are specific
modules to help learners develop both their communication skills in English and Filipino, and their
problem solving skills. Many modules, however, use an integrated approach where these skills are
applied to the functional content in the other three learning strands.
The modules are available in English and Filipino versions so that the ALS A&E learners will
have a choice of language to be used in the learning process. The translation of the learning modules in
two languages is also in concurrence with the bilingual policy of the Department of Education (DepEd).
Most of the academic-focused bridging modules are written in English except for seven modules with
Filipino translation.
The ALS learning modules consist of the following elements:
 1. Cover Page
Cover pages of ALS learning differ according to the target learners
1.a Sample cover page for ALS Lower & Advanced Elementary
77
1.b Sample Cover Page for A & E Secondary, Academic Focus Bridging, Formal School ADM and
EASE)
2. To The Learners
Contains an introductory message for the targetted user of the module.
3. Title Page including Copy Right
Contains Title, Copyright, Publisher, Author
4. What Is This Module About?
Contains the specific Competency and its Code, Topic, Learning Strand/Subject Area,
Objectives, Content Standard)
5. What You Already Know?
Contains questions or activity that serves as pre-assessment
6. Lesson Proper
1. Review / Let’s See What You Already Know
2. Presentation & Discussion/ Content/Concept Development/Let’s Learn
3. Activities/Let’s Try These and Self-Check
4. Let’s Study and Analyze These
5. Abstraction/Generalization/Let’s Learn
6. Application/ Let’s See What You Have Learned
7. Post Assessment
Contains a number of quaetions/activities to measure the learning gained by the
learner after going through the activities in the module.
8. Summary of Learning / Let’s Remember
78
Contains the general concept learned by the learners.
9. Answer Key
10. References
Contains all the sources of information using the CMOS
11. Back Page
Contains the DepEd Logo along with the contact number of the BLR
(See sample picture with back page)
Samples of the ALS Modules’ Cover and its descriptions
79
Detailed Lesson Plan (DLP)/ Instructional Plan (iPlan)
General Attributes
Paper size: A4
Margin: 1” all sides
Sample Tool:
Instructional Planning (iPlan)

(The process of systematically planning, developing, evaluating and managing the
instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Tool

DLP No.: Learning Area: Grade Level: Quarte Duration:
r:
Learning Code:
Competency/ies:
(Taken from the Curriculum
Guide)
Key Concepts /
Understandings to
be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives
s. 2015) The learners will:
Knowledge Categories: Behavioral
The fact or Verbs:
condition of
knowing
What should learners know
something with Remembering Behavioral verbs identify, retrieve,
familiarity The learner can recall that can be used in recognize, duplicate,
gained through information and retrieve formulating list, memorize,
experience or relevant knowledge from Enabling Learning repeat, describe,
association long-term memory Objectives (ELO) reproduce
Understanding Behavioral verbs interpret, exemplify,
The learner can construct that can be used in classify, summarize,
meaning from oral, written formulating infer, compare,
and graphic messages Terminal Learning explain, paraphrase,
Objectives (TLO) discuss
Skills What should learners do with what they know
The ability and Applying Behavioral execute, implement,
capacity The learner can use information verbs that demonstrate,
acquired to undertake a procedure in can be used dramatize, interpret,
through familiar situations or in a new way in solve, use, illustrate,
deliberate, formulating convert, discover
systematic, and Analyzing Enabling differentiate,
sustained effort The learner can distinguish Learning distinguish, compare,
to smoothly and between parts and determine Objectives contrast, organize,
adaptively how they relate to one another, (ELO) outline, attribute,
carryout and to the overall structure and deconstruct
complex purpose
activities or the coordinate, measure,
ability, coming Evaluating
The learner can make judgments detect, defend,
from one's judge, argue, debate,
knowledge, and justify decisions
describe, critique,
practice, appraise, evaluate
aptitude, etc.,
Creating Behavioral generate,
to do something
verbs that hypothesize, plan,
80
The learner can put elements can be used design, develop,
together to form a functional in produce, construct,
whole, create a new product or formulating formulate,
point of view Terminal assemble, devise
Learning
Objectives
(TLO)
Attitude What attitude can be integrated in the lesson
Growth in
Categories: Behavioral Verbs that List of Attitudes:
feelings or
can be used in
emotional
formulating Enabling
areas.
Learning Objectives
A settled way of
(ELO):
thinking or
1. Receiving ask, choose, describe, Self-esteem, Self-
feeling about
Phenomena - erect, follow, give, hold, confidence,
someone or
Awareness, identify, locate, name, Wellness, Respect,
something,
willingness to hear, point to, reply, select, Honesty, Personal
typically one
selected attention sit, Study, use discipline,
that is reflected
2. Responding to aid, answer, assist, Perseverance,
in a person’s
Phenomena - Active comply, conform, Sincerity, Patience,
behavior
participation on the discuss, greet, help, Critical thinking,
part of the learners. label, perform, practice, Open-mindedness,
Attends and reacts to present, read, recite, Interest, Courteous,
a particular report, select, tell, write Obedience, Hope,
phenomenon. Charity, Fortitude,
Learning outcomes Resiliency, Positive
may emphasize vision, Acceptance,
compliance in Determined,
responding, Independent ,
willingness to Gratitude, Tolerant,
respond, or Cautious, Decisive,
satisfaction in Self-Control,
responding Calmness,
(motivation). Responsibility,
3. Valuing - Attaches to work, complete, Accountability,
a particular object, demonstrate, Industriousness,
phenomenon, or differentiate, explain, Industry,
behavior. This ranges follow, form, initiate, Cooperation,
from simple invite, join, justify, Optimism,
acceptance to the propose, read, report, Satisfaction,
more complex state select, share, study Persistent, Cheerful,
of commitment. Reliable, Gentle,
Valuing is based on Appreciation of
the internalization of one’s culture,
a set of specified Globalism,
values, while clues to Compassion, Work
these values are Ethics, Creativity,
expressed in the Entrepreneurial
learner's overt Spirit, Financial
behavior and are Literacy, Global,
often identifiable. Solidarity, Making a
4. Organization - adhere, alter, arrange, stand for the good,
Organizes values into combine, compare, Voluntariness of
priorities by complete, defend, human act,
contrasting different explain, formulate, Appreciation of
values, resolving generalize, identify, one’s rights,
conflicts between integrate, modify, Inclusiveness,
them, and creating a order, organize, Thoughtful,
unique value system. prepare, relate, Seriousness,
The emphasis is on synthesize Generous,
comparing, relating, Happiness, Modest,
and synthesizing Authority,
values. Hardworking,
Categories: Behavioral verbs that Realistic, Flexible,
can be used in Considerate,
formulating Terminal Sympathetic,
Learning Objectives Frankness
(TLO)
81
5. Internalizing values act, discriminate,
- (Characterization): display, influence,
Has a value system that listen, modify, perform,
controls their behavior. practice, propose,
The behavior is qualify, question,
pervasive, consistent, revise, serve, solve,
predictable, and most verify
importantly,
characteristic of the
learner. Instructional
objectives are
concerned with the
student's general
patterns of adjustment
(personal, social,
emotional).
Values What values can be integrated in the lesson
A learner's
Categories: Behavioral Verbs List of Values:
principles or
that can be used
standards of
in formulating 1. Maka-Diyos
behavior; one's
Enabling Learning Love of God,
judgment of
Objectives (ELO): Faith,
what is
1. Receiving Phenomena - ask, choose, Trusting,
important in
Awareness, willingness to hear, describe, erect, Spirituality,
life.
selected attention follow, give, hold, Inner Peace,
identify, locate, Love of truth,
Go beyond
name, point to, Kindness,
learner’s life on
reply, select, sit, Humble
earth, include
Study, use
more than
2. Responding to Phenomena - aid, answer, 2. Maka-tao
wealth and
Active participation on the part of assist, comply, Concern for
fame, and
the learners. Attends and reacts to conform, discuss, Others,
would affect
a particular phenomenon. Learning greet, help, label, Respect for
the eternal
outcomes may emphasize perform, practice, human rights,
destiny of
compliance in responding, present, read, Gender
millions
willingness to respond, or recite, report, equality,
satisfaction in responding select, tell, write Family
Intentionally
(motivation). Solidarity,
adding value to
3. Valuing - Attaches to a particular work, complete, Generosity,
people
object, phenomenon, or behavior. demonstrate, Helping,
everyday.
This ranges from simple acceptance differentiate, Oneness
to the more complex state of explain, follow,
commitment. Valuing is based on form, initiate, 3.
the internalization of a set of invite, join, justify, Makakalikasa
specified values, while clues to propose, read, n
these values are expressed in the report, select, Care of the
learner's overt behavior and are share, study environment,
often identifiable. Disaster Risk
4. Organization - Organizes values adhere, alter, Management,
into priorities by contrasting arrange, combine, Protection of
different values, resolving conflicts compare, the
between them, and creating a complete, defend, Environment,
unique value system. The emphasis explain, Responsible
is on comparing, relating, and formulate, Consumerism,
synthesizing values. generalize, Cleanliness,
identify, Orderliness,
integrate, modify, Saving the
order, organize, ecosystem,
prepare, relate, Environmenta
synthesize l
Category Behavioral verbs sustainability
that can be used
in formulating 4. Makabansa
Terminal Peace and
Learning order,
Objectives (TLO) Heroism and
5. Internalizing values - act, discriminate, Appreciation
(Characterization): Has a value display, influence, of Heroes,
system that controls their behavior. listen, modify, National
The behavior is pervasive, perform, practice, Unity, Civic
82
consistent, predictable, and most propose, qualify, Consciousness
importantly, characteristic of the question, revise, , Social
learner. Instructional objectives are serve, solve, responsibility,
concerned with the student's verify Harmony,
general patterns of adjustment Patriotism,
(personal, social, emotional). Productivity
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This Curriculum
part introduces the lesson content. Although at times Contextualizatio
optional, it is usually included to serve as a warm-up n
activity to give the learners zest for the incoming lesson
and an idea about what it to follow. One principle in Localization:
learning is that learning occurs when it is conducted in a Consider/include
pleasurable and comfortable atmosphere. here the
appropriate
4.2 Activity/Strategy (____ minutes). This is an Local Heritage
interactive strategy to elicit learner’s prior learning
Themes:
experience. It serves as a springboard for new learning.
A. Annual Rites,
It illustrates the principle that learning starts where the
Festivals, and
learners are. Carefully structured activities such as
Rituals
individual or group reflective exercises, group
(Historical/Religi
discussion, self-or group assessment, dyadic or triadic
ous Festivals,
interactions, puzzles, simulations or role-play,
Local Cultural
cybernetics exercise, gallery walk and the like may be
Festivals, Local
created. Clear instructions should be considered in this
Delicacies/Produ
part of the lesson.
cts Festivals,
4.3 Analysis (____ minutes). Essential questions are Rituals, Wedding
included to serve as a guide for the teacher in clarifying Ritual, Palihi
key understandings about the topic at hand. Critical Ritual, Burial
points are organized to structure the discussions Ritual,
allowing the learners to maximize interactions and B. Literary
sharing of ideas and opinions about expected issues. Anthologies
Affective questions are included to elicit the feelings of Written In Local
the learners about the activity or the topic. The last Language
questions or points taken should lead the learners to (BALITAW,
understand the new concepts or skills that are to be BALAK,
presented in the next part of the lesson. Folktales/ Short
Stories, Local
4.4 Abstraction (____ minutes). This outlines the Heroes
key concepts, important skills that should be enhanced, C. Historical
and the proper attitude that should be emphasized. This Events, Enduring
is organized as a lecturette that summarizes the Values,
learning emphasized from the activity, analysis and new Indigenous
inputs in this part of the lesson. Materials,
4.5 Application (____ minutes). This part is Indigenous
structured to ensure the commitment of the learners to Cultural
do something to apply their new learning in their own Communities/Ind
environment. igenous People,
Indigenous
4.6 Assessment (___ minutes). For the Teacher to: Games
a) Assess whether learning objectives have been met for
D. Topography,
a specified duration, b) Remediate and/or enrich with
Flora/ Fauna
appropriate strategies as needed, and c) Evaluate
(Falls,
whether learning intentions and success criteria have
Mountains,
been met. (Reminder: Formative Assessment may be
River, Cave,
given before, during, or after the lesson). Choose any
Trees, Flower,
from the Assessment Methods below:
Fauna
E. Food & Local
products
G. Role Model
Family
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of Presentation, Dance, Musical
learners’ performance or behaviors Performance, Skill Demonstration,
83
are recorded, based on assessment Group Activity (e.g. Choral
criteria) Reading), Debate, Motor &
Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written
Work and Essay, Picture Analysis,
Conferencing
Comic Strip, Panel Discussion,
(Teachers talk to and question
Interview, Think-Pair-Share,
learners about their learning to gain
Reading
insights on their understanding and to
progress and clarify their thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay,
Concept Maps/Graphic Organizer,
Products
Project, Model, Artwork, Multi-
(Teachers judge the quality of
media Presentation, Product made
products produced by learners
in technical-vocational subjects
according to agreed criteria)
d) Tests Skill Performance Test, Open-
(Teachers set tests or quizzes to Ended Question, Practicum, Pen
determine learners’ ability to and Paper Test, Pre and Post Test,
demonstrate mastery of a skill or Diagnostic Test, Oral Test, Quiz
knowledge of content)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Wrap-up/Concluding Activity (to complete work on

something; to bring something to an end) (____ minutes).
Describe how you will complete the lesson and bring the work to a
conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong quotation,
a short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.
1. Remar Indicate below 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.
ks
2. Reflecti Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
ons can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.
A. No. of
learners who
earned 80% in
the
evaluation.
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
84
continue to
require
remediation.
E. Which of my
learning
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor can
help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teachers?
(P.S. To the users Comments Suggestions

of this DLP:
To improve this
DLP, please send
your comments
and suggestions
to the writer
whose details
appear below.
Thanks.)
User Name School Division/Of Contact Details
fice Cellphone email
Written by:
Name: School:
Position/Designation: Division/Office:
Contact Number: Email address:
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
85
Elements for DepEd Professional Development Materials (PDM)
1. Training and Development Resource Package

 Preface
A. Training Design
1. General Program Information
 Program Title
 Program Description
 Prerequisite Programs (If necessary)
 Duration
 Management Level Program
 Delivery Mode
 Target Personnel
 Budget Requirements
 Rationale
 Overall Objectives
 End of Program Output
 Expected Final Outcome/Success Indicators
2. Program Delivery
 2.1 Program Content Focus for Formal-Face-to-Face (F3) Component
 Session Number & Title
 Objectives
 Content
 Output of Session
 Resource Materials
 2.2 Program Schedule Matrix for F3
 2.3 Methodology/Learning Approach for the Program
 2.4 Program Supplies/Equipment/Materials
B. Session Guide
 Session No. & Title
 Duration of the Session
 Key Understanding to be Developed
 Learning Objectives
 Resources
 Procedures
 Introductory Activity
 Activity 1, 2, …
 Analysis 1, 2, …
 Abstraction
 Application
 Concluding Activity/Evaluation
 Approval Sheet
 Name of the Person who prepared the session guide
 Reviewed by (HRTD)
 Recommending Approval
 Certifying the availability of funds
 Approval by the Head of Office
86
 C. Activity Guides based on andragogical and constructivism principles (Samples:
Teaching Demonstration Activity Guide, Professional Reading Activity Guide, Job-
Embedded Learning (JEL) Conttract )
 D. Hand-outs and Support Materials( include the list of hand-outs )
 E. Monitoring and Evaluation Scheme & Tools
 T & D-M & E Form 1-Individual Profile Template
 T & D-M & E Form 2- End of Program Designing Evaluation
 T & D- M & E Form 3- Program design Review/Quality Assurance Tool
 F3- M & E Form 8: Trainee’s End of Program Assessment (with
Consolidation Template)
 F3- M & E Form 10: Rapid Competency Assessment Before and After the F3
Program
 JEL- M & E Form 4: Trainee’s End of JEL Evaluation,
Source:
The Training and Development (T&D) System Operations Manual, in five volumes,
was developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental,
Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening
the Implementation of Basic Education in Selected Provinces of the Visayas), in coordination with the
EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the
Teacher Education
Development Program-Technical Working Group (TEDP-TWG), and the
National Educators Academy of the Philippines (NEAP).
The five volumes of the T&D System Operations Manual are:
Volume 1 – The Training and Development System Framework

Volume 2 – The Training & Development Needs Assessment (TDNA) System
Volume 3 - The Professional Development Planning (PDP) System
Volume 4 – The Program Designing and Resource Development (PDRD) System
Volume 5 – The Program Delivery (PDy) System
87
The learning modules have a number of standardized features, which help to identify them and
make them distinctive.
 The modules have a standard cover page design with the ALS A&E logo and a collage of
pictures depicting:
 learners engaged in different learning situations ranging from facilitator-aided sessions to
self-study groups sessions, to individualized instruction
 the themes underlying the five learning strands of the ALS A&E Curriculum Framework
 the practical/functional focus of the ALS A&E curriculum and learning materials drawing
on the life experience of typical learners to equip them with skills and knowledge to solve
problems of daily living
 the openness/flexibility of the learning process of the ALS A&E System
 the truly nonformal context of learning in the ALS A&E System
 The top left-hand corner of each module has been coded with a series of thick diagonal stripes
to indicate the learning level of the module.
1 stripe: Basic Literacy Level (covered by the Basic Literacy Program)
2 stripes: Elementary Level (ALS A&E)
3 stripes: Secondary Level (ALS A&E)
4 stripes: Academic-Focused Bridging Modules
 The cover pages of the learning modules have also been color-coded by learning level:
Red: Basic Literacy Level (covered by the Basic Literacy Program)
Blue: Elementary Level (ALS A&E)
Green: Secondary Level (ALS A&E)
88
Tan: Academic-Focused Bridging Modules
 The layout of the paper orientation also has a meaning. Lower Elementary learning modules,
which have been designed for facilitator-aided instruction, have an accompanying facilitator’s
guide and are landscape or horizontal in page orientation. The page orientation in self-directed
learning modules (Advanced Elementary, Secondary and Academic Bridging levels) is portrait
or vertical.
 A small number of learning modules are supplemented with audio tapes. All learning modules,
however, have been designed so that the print-based materials are complete in themselves. No
learner should be disadvantaged due to lack of access to a tape recorder.
 A Program Design is a conceptual outline that provides succinct and essential information for
a specific professional development program. It delineates the scope and general
requirements of the program, i.e. its objectives, program content, duration, implementation
strategy and projected cost.
Program Design Template
I. General Program Information:
Program Title : (from SPPD/MPPD)
Program Description: (based on SPPD/MPPD)
Prerequisite Programs: (identify any prerequisites or related programs which will follow)
Duration: (outline the period of time which it will take to implement the
Formal Face-to-Face (F3) program e.g. 2 days=16 hrs), and the
Job-embedded Learning (JEL) component (e.g. 20 hours over a
period of 2 months)
Management Level of (e.g. school based/cluster based/division based/regional based)

Program
Delivery Mode: Describe Formal Face-to-Face (F3) [e.g. 3-day training cum
workshop] and Job-embedded Learning (JEL) components of the
program (e.g. mentoring, coaching, LAC session, teaching
demonstration)
Target Personnel: (from the SPPD/MPPD, including the number of paxs e.g. 50
School Heads )
Budget Requirements: (use the budget template provided to calculate the costs)
Rationale: (state the reason why the program is being provided, relate to the goal of the
SPPD/MPPD)
89
Objectives: (to be taken directly from the SPPD/MPPD and should relate to the domains/service
areas, strands and performance indicators)
End of Program Outputs:
A. Formal Face-to-Face Component:
B. Job-Embedded Learning (JEL) Component:
Expected Final Outcomes/Success Indicators: (relate to the overall goal of improving work
performance leading to improved learning outcomes)
II. Program Content Focus
Content Matrix (Plot the scope of program content based on the priority KSAs identified and their
corresponding expected outputs)
Area/ Specific Content Suggested Duration Expected

Domain Objectives Activity Output
Formal-Face-to Face (F3) Component
Knowledge:
Skills:
Attitudes:
Knowledge:
90
Skills:
Attitudes:
Job-Embedded Learning (JEL) Component
Knowledge:
Skills:
Attitudes:
Knowledge:
Skills:
Attitudes:
Activity Schedule: (Outline how the program will be generally conducted day-to-day. Write
tentative activity titles)
A. Formal Face-to Face(F3)
B. Job-Embedded Learning (JEL)
Materials: (identify what supplies, materials and equipment will be required to implement the
program e.g. LCD, manila paper, markers etc )
91
Monitoring and Evaluation: (describe the M&E processes that are to be conducted as part of the
program implementation and identify the specific M&E tools that should be developed)
92
APPROVAL SHEET
This Program Design has been prepared by the following PDRD-WG Members on ________( add
date):
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Reviewed By:
_____________________________
PDRD-WG Head
Recommending Approval:
_____________________________________
T&D Chief/Chair) Date:
Certifying the Availability of Funds:
_____________________________________
(Finance Officer) Dat
APPROVED:
_______________________________________
Regional Director (for Regional Program Design)
Schools Division Superintendent (for Division/School Program Design)
Date:
BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS
93
(A separate electronic file in excel format is available)
Activity :________________________ Level: Region
Venue :________________________ Division
Date :________________________ Cluster
School
Please fill or shade the corresponding mode of Professional Development Delivery
Mentoring Programs Coaching Programs
Professional Learning Teams Peer Observation Programs
Workshop Accredited Courses
Structured Professional Reading Personal Professional Reading
Practicum/School Visit Programs On-line Learning Programs
External Consultant/Critical Friend Others: Please specify __________________
# REQUIRED
(e.g. # of pax / Cost per Total #

ITEM OF EXPENDITURE Amount
units / sets / Unit/Hour of days
hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
94
Sub-total Pre Implementation
B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Sub-total Implementation
Total A & B
Contingency 10%
95
GRAND TOTAL
Prepared by:
Prepared by: Prepared by:
Designation: Designation: Designation:

Date: Date: Date:
96
Attachment 4: Monitoring and Evaluation tools
for Program Designing
M&E for the T&D Program Designing System

M&E tools are provided to support the program designing process. The following tools are available:
Tools for Program Designing:
T&D-M&E Form 1: Individual Profile Template
D-M&E Form 1: End of Program Designing Evaluation
D-M&E Form 2: Program Design Review/Quality Assurance Tool
The matrix below describes the M&E process and tools

What will be How it will be M&E tool to Who will be When will the How will the results be
monitored monitored be used responsible for monitoring used
the monitoring take place
The membership of All members of T&D-M&E PDRD-WG During the The PDRD- WG analyzes
the team the Program Form 1: formation of the profiles to ensure that
responsible for the Designing Team Individual Program members have the relevant
development of the are asked to Profile Designing experience and expertise to
Program Design in provide a Template Team support the program design
relation to the personal profile process.
experiences and outlining their
expertise which work experiences
individuals bring to and Profiles are to be entered
the team. qualifications. into the TDIS database of
Program Designers at the
Region, Division and
School levels.
Team Members Program D-M&E Form : PDRD- WG Following the End of Program Evaluation
perception of the Designing Team 1 End of completion of Forms are collated by the
extent they members will Program the Program PDRD-WG and reviewed to
successfully individually Designing Designing identify how the processes
completed the complete the End Evaluation process can be improved.
designing process of Program
Designing
Evaluation A summary of the results
are included in the Program
Completion Report and the
recommendations are
incorporated in future
processes
97
Completed Program The Program D- M&E Form Program At the The Program Design is
Designs Designing Team 2: Program Designing completion of a refined based on
and a QA Team Design Team and a QA program design recommendations from the
will review and Review/ Team at the review/QA. Based on the
quality assure Quality region, division review, a decision is made
the completed Assurance and school level regarding whether the
Program Designs Tool program is to be
at the region, implemented or not.
division and
school levels Recommendations are
made to improve future
program designing
processes and included in
the Program Completion
Report.
98
I PERSONAL DATA
Name:
(Surname) (First Name) (Middle Name)
Employee Number (If Applicable): Sex: Male Female
Date of Birth:
Home Address:
Contact #: e-mail address:
Region: Division: District:
Office/School: Address:
Current Position: Other Designations:
Highest Educational Attainment:
II. WORK EXPERIENCE

(List from most current.)
LEVEL e.g. Elem/Sec/ALS

MAIN AREA OF RESPONSIBILITY e.g. INCLUSIV
POSITION school, district, division, E PERIOD
subjects taught, level supervised
region
99
Use additional sheet if necessary.
III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three
years.
Training Focus Training Management Level of Training

attended
over last 3 Central Region Division Cluster School
years ()
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify

______________
IV. SIGNIFICANT EXPERIENCES
Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management Monitoring and Evaluation
Quality Assurance Subject Specialization: _____________)
Access Education Policy Development
Education Planning ICT
Learning Resource Materials Development Other, please specify ________________
Delivery of Training
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Certified Trainers by NEAP Central NEAP-Region TEI
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify --
List your significant experiences in the identified areas
V. TRAINING AND DEVELOPMENT EXPERIENCES
Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning
Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
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I certify that the information I have given to the foregoing questions are true, complete, and correct to
the best of my knowledge and belief.
Date: Signature:
Please submit completed form to Training and Development Division/Unit. Information will be incorporated into
the T&D Information System Database.
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Name of Program Designer: _________________________Sex: Male Female
Title of the Program Design: _____________________________________________
Target Personnel Group: ________________________________________________
As a member of the Program Designing Team please rate how you think the team implemented the
following processes involved in the development of the program design. Please tick the appropriate
column for your rating using the scale below.
Numerical Rating Interpretation
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
To what extent did the Program Designing Team implement/demonstrate the 1 2 3 4

following?
1 Examined existing Program Designs for the purpose of adoption/ adaption
2 Supplied adequate general program information for identifying the

Program Design
3 Aligned the rationale of the Program Design to the MPPD/SPPD goal
4 Considered the objectives in the MPPD/SPPD when developing the Program

Design objectives
5 Provided adequate details in the Program Design in relation to:
a. the delivery mechanism to be employed (e.g. F3 and JEL)

b. how the program will be facilitated
6 Provided sufficient information in the Program Content Matrix for both the
F3 and JEL components in relation to:
a. specific objectives
b. content (KSAs)
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c. suggested activities
d. duration of activities
7 Outlined a clear schedule of activities for the F3 and JEL components
8 Described detailed information regarding the materials required to

implement the program
9 Outlined the M&E details of the program with a clear description of the
M&E process to be employed
10 Itemized the budgetary requirements accurately for the implementation of

the Program Design
11 Enhanced competencies in the program designing process
12 Expressed commitment to apply the learning gained in program designing

in future similar activities
13 Expressed willingness to transfer the technology learned to others
Do you have other comments/suggestions/recommendations for the improvement of the program

designing process?
Please submit completed form to PDRD-WG. Results should be incorporated in

the Program Completion Report
104
This form is used by both the PDRD-WG and the Quality Assurance Team to support the review and
quality assurance of the developed program designs at the region, division and school level. The PDRD-
WG will use the form to internally review its work before submitting the Program Design for QA,
through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will establish a
Quality Assurance Team to review the developed program design to ensure that it meets the standards
set for program designs.
Rating Guide:
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
Use the scale above to evaluate the Program Design by checking the appropriate column
To what extent …….. 1 2 3 4
1 does the program design build on quality program design concepts?
2 do the rationale, objectives and competencies identified in the

program design relate to current demands in education as stipulated
in the SPPD/MPPD?
3 does the program design take into consideration the specific need of
the target group and the context in which the work in identifying:
a. the delivery mode (formal and job-embedded)?
b. innovative strategies?
c. research-based practices?
4 does the Program Content Matrix provide sufficient information in

relation to the KSAs to be developed for:
a. the F3 program delivery?
b. the JEL program delivery?
5 is the content described in the program design:
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a. logically sequenced?
b. accurately presented?
c. sufficiently covered?
6 is the schedule of activities:
a. logically organized
b. an accurate reflection of required resources needed to

successfully implement both the formal face-to-face and job-
embedded learning components of the program?
7 have the required support materials been accurately identified?
8 has an accurate budget for the program been prepared?
9 is the program design a product of collaboration between qualified

and competent educators?
10 is the program design user friendly, technology enabled and cost

effective?
11 does the suggested job-embedded learning (JEL) component

encourage the engagement of participants in applying their learning
from the face-to-face (F3) training in their daily work?
12 does the JEL promote opportunities for collaborative learning in the

workplace?
13 does the JEL include an appropriate time frame adequate to complete

expected accomplishments/outputs?
14 does the JEL provide a flow of activities for JEL implementation?
15 does the JEL identify means of verifying accomplishments and

outputs?
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Do you have any comments/suggestions/recommendations for the improvement of the
Program Design:
A. Formal Face-to-Face (F3) Design:
B. Job-Embedded Learning (JEL) Design
Name: _____________________________________
Position: ____________________________________
Date: _______________________________________
Results should be used when developing the Program Completion Report
107
3.1. Write the required General Program Information.
The General Program Information is the same as that in the first section of the Program
Design. This contains the Title, Program Description, Prerequisite Program, if any,
Duration, Management Level of the Program, Delivery Mode, Target Personnel, Budget
Requirements, Rationale, Objectives, End of Program Outputs and Expected Final
Outcomes/Success Indicators.
This may be copied en toto and pasted in the required section of the Resource
Development Template. There may be some minor refinements made in the course of
the development process that need to be adjusted.
3.2. Organize the Detailed Program Content and Expected Outputs Matrix
The scope of the Program Design e.g. the Content Matrix is used as the primary
reference for the development of this section. This section calls for a sequentially
organized conceptualization of the sessions or activities to be conducted and the
corresponding specific objectives, subject matter content, duration of activity, expected
outputs and resource materials that will support the delivery of each activity/session.
This will become the basis of the development of session or activity guides for the
program.
3.3. Finalize the Program Schedule Matrix
Review the Activity Schedule found in the Program Design. This time, organize the
activity/session titles (as identified in Program Content and Expected Outputs matrix
developed in step #3.2) across the matrix. The Program Schedule Matrix guides the
facilitators for the time management of the program delivery. The time allotment
controls the volume of content that is developed for each session, or vice-versa.
3.4. Describe the instructional approach to be used for the program and on which the
resource package is developed with consideration of the following:
3.4.1. Describe the general learning approach and methodology that is used for the
program with consideration of the Formal Face-to-Face (F3) and the Job-
embedded Learning (JEL) components. The andragogical or adult learning
approach, for instance, is widely used for professional development training. The
principles of adult learning are used to get intended results for competency-
based professional development. The learning principles of constructivism may
also be considered in identified professional development activities where these
are appropriately used. (See section #4 below for the principles for andragogical
and constructivist learning.)
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3.5. List the required supplies and materials
There is an initial list of supplies and materials needed to conduct the training found in
the Program Design. This may be reviewed and finalized in this section. The list should
includes the materials and equipment required to facilitate all sessions (e.g. LCD, manila
paper, markers, whiteboard, etc) as well as those needed by the target participants (IDs,
training kit, folder, notebook, and pen).
4. Develop the Activity Guides based on andragogical and constructivist principles.
4.1. Activity Guide Templates for Formal Face-to-Face (F3) training and Job-embedded
Learning (JEL) are suggested in Attachment 1 of this guide. Generally, the strategies
follow the learning approach, which uses the andragogical and constructivist principles
of learning.
4.1.1. Andragogy initially defined as "the art and science of helping adults learn," can
be traced back to Alexander Kapp, a German grammar teacher who used it to
describe Plato’s educational theory in 1833. Malcolm Knowles heard about the
term and in 1968 and used it in an article on “Adult Leadership”. Since then,
Knowles has become known as the principal expert on andragogy.
The term andragogy has taken on a broader meaning since Knowles' first edition.
The term currently defines an alternative to pedagogy and refers to learner-
focused education for people of all ages. The six assumptions of andragogy as
explained in the book, The Adult Learner by Knowles, Holton III, and Swanson
published in 1998 are:
 Adults need to know why they should learn something.

 Adults’ self-concept projects new patterns of learning where they become
self-directed, taking responsibility for their own learning and the direction it
takes.
 Adults have a lifetime of experience and they want to use what they know
and want to be acknowledged for having that knowledge.
 Adults become ready to learn something when they experience a need to
learn it in order to cope more satisfyingly with real-life tasks or problems.
 Adults are life, task or problem-centered in their orientation to learning.
 Internal rather than external motivation for learning are more important
such as increased job satisfaction, self-esteem and quality of life.
4.1.2 Constructivist learning theory says that all knowledge is constructed from a base
of prior knowledge. Constructivism is a philosophy of learning founded on the
premise that, by reflecting on our experiences, we construct our own
understanding of the world we live in. Each of us generates our own “rules” and
“mental models,” which we use to make sense of our experiences. Learning,
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therefore, is simply the process of adjusting our mental models to accommodate
new experiences.
Below are seven of the principles of constructivism that may be used to guide
Trainers/Mentors in engaging adult learners to participate in active learning:
 Encourage and accept learners’ autonomy and initiative.

 Use raw data and primary sources for learning, e.g. student test results,
lesson plans, examination papers, lesson guides, school improvement plans.
 For cognitive-based learning, use terms such as classify, analyze, predict, and
create.
 Use learner responses to build lesson concepts, change instructional
strategies, and modify content.
 Encourage learners to engage in dialogue, both with the Trainer/Mentor and
with other learners.
 Encourage learner inquiry by allowing them to ask thoughtful, open-ended
questions and to ask questions to each other.
 Seek elaboration of learner’s initial responses.
4.2. The session guides for the F3 component of the training could be developed to include
the following elements:
4.2.1. Identifying Information: Session Title, Duration, Key Understandings, Objectives,
and Resources needed for the session.
4.2.2. The body of the session guide contains the suggested conduct of the activities
using the 4A’s: Activity, Analysis, Abstraction and Application.
 Introductory Activity: This part introduces the session content. Although at

times optional, it is usually included to serve as a warm-up activity to give
the learners/participants zest for the incoming session and an idea about
what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
 Activity: This is an interactive strategy to elicit adults’ prior learning

experience. It serves as a springboard for new learning. It illustrates the
principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group discussion,
self-or group assessment, dyadic or triadic interactions, puzzles, simulations
or role-play, cybernetics exercise, gallery walk and the like may be created.
Clear instructions should be considered in this part of the session.
 Analysis: Essential questions are included to serve as a guide for the

facilitator in clarifying key understandings about the topic at hand. Critical
points are organized to structure the discussions allowing the trainees to
maximize interactions and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit the feelings of the learners
about the activity or the topic. The last questions or points taken should lead
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the trainees to understand the new concepts or skills that are to be
presented in the next part of the session.
 Abstraction: This outlines the key concepts, important skills that should be
enhanced, the proper attitude that should be emphasized, and ways to
improve one’s professional competencies. This is organized as a lecturette
that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the session.
 Application: This part is structured to ensure the commitment of the trainees

to do something to apply their new learning in their own environment.
Teachers, for instance, may create a learning structure for trying out a new
teaching strategy. For School Heads, a plan to start a specific action where
application of new learning is demonstrated.
 Concluding Activity: This is usually a brief but affective closing activity such
as a strong quotation, a short song, an anecdote, parable or a letter that
inspires the participants to do something to practice their new learning.
4.3. A Job-embedded Learning (JEL) Contract Template is included as a part of the Resource
package. It is a guide for the trainee to outline his/her plans to further implement learning
activities in the workplace after a professional development activity. The contract
contains the objectives, activities, timeframe; contact time required with the trainee’s
JEL Team, resources needed, and the accomplishments and means of verifying outputs.
This contract is accomplished by the trainee at the end of the F3 and/or in collaboration
with a JEL Adviser. The JEL Adviser is generally a designated trainer of the F3 program
and/or the trainee’s immediate supervisor and takes responsibility for supporting the
trainees in the implementation of the JEL contract.
The JEL basically flows through six stages:
1. Plan Confirmation with JEL Team

2. Implementation of specific JEL activities
3. Reflection of accomplishments
4. Enhancement of identified KSAs with difficulties
5. Internalization for a job-embedded practice
6. Sharing best practice with others
Further details on JEL can be found in the T&D Systems Operations Manual Volume 5:
The Program Delivery System.
4.4 The duration for each section of the session is included in the activity/session guide.
4.5 Notes are provided for the facilitator, whenever needed, at any part of the session guide.
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5. Develop Handouts and Support Materials
This portion is organized as a complete set of materials required for the conduct of the
program. It includes the development of required
 handouts for the trainee’s further study of the session content. The handouts should be
based on the salient points discussed in the Abstraction part of the session.
 templates to support the actually delivery of specific activities during the sessions
 Powerpoint presentations to support the delivery of the sessions.
5.1. For new materials developed, the write-up must be properly documented, i.e. sources
or references are acknowledged and quotations lifted are properly cited. If the whole
material is used, the author must be written right after the title of the material, including
the source.
5.2. Organize the handouts/templates in the order that they are to be used in the sessions.
6. Describe the monitoring and evaluation processes and prepare the tools that are applicable
to the program
Monitoring and evaluation processes ensure that quality professional development programs
are provided. In this section, describe the M&E processes that are conducted as part of the
program.
6.1. Identify and prepare the specific M&E tools that should be used e.g. Participants’ review
of program, Facilitators’ review of program, M&E report on the program.
6.2. Provide templates for summarizing results and reporting M&E results.
7. Develop the Line Item Budget

All costs associated with the implementation of the program need to be identified. An initial
budget estimate was included in the Program Design, but now that the Resource Package is
developed, it is necessary to review the budget and ensure that projected costs of all program
activities are included. A template for the budget was developed and can be found as
Attachment 1. The budget should remain within the allocated and approved funds. If the
costs are above the budget allocation it should be clearly indicated in the Budget
Requirements section of the Identifying Information and recommendations made as to how
the additional funds are to be sourced.
8. Develop the Preface of the Package
A preface narrates elements of the resource package such as the purpose of the package and
provides an overview of the information it contains. It may also contain information relating
to the project that supported its development, an explanation of the perceived users, and an
acknowledgment of those who contributed to the development of the resource package. The
following may guide the writing of the preface:
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 The primary purpose of the resource package is usually written in fewer than 50 words.
This is a description why the package was written not just what it is about, but why it
matters.
 A brief paragraph to explain the beginnings of the resource development. This could be
an opportunity to further present the usefulness of the package.
 An outline of the organization of the resource package. This part points out how the
different sections would be used and their significance to the program.
 A discussion of sources and how they were used in this package.
 An acknowledgment to those who significantly provided assistance, inspiration, and
invaluable contributions in the course of the development of the package.
PREPARED BY THE TRAINING AND DEVELOPMENT TEAM
School---------------------------------------------------------
Division of ___________________________________ Region ________________
Name Designation
________ ______________
________ ______________
________ ______________
________ ______________
Advisers:
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PREFACE
(This is to written once the Resource Package has been developed. It is the last step in the
process.)
an overview of the information it contains. It may also contain information relating to the
project that supported its development, an explanation of the perceived users, and an
acknowledgment of those who contributed to the development of the resource package.
114
1. General Program Information: (Copy from Program Design)
Program Title :
Program Description:
Prerequisite Programs:
Duration :
Management Level of
Program
Delivery Mode
Target Personnel:
Budget Requirements:
Rationale:
Objectives:
A. Formal Face to Face (F3) Component
115
B. Job –Embedded Learning ((JEL) Component
Expected Final Outcomes/Success Indicators:
2. The Program Delivery
A. The Program Content and Expected Outputs:
(List the activities/modules or sessions that will be conducted. Note the specific objectives which
are to be developed, the key understanding to be developed, the duration of the activity and the
expected outputs for each activity. Use the Content Matrix from the Program Design as a guide.
Identify the resource materials which are required to implement each activity/module/ or session.
No. Activity/ Specific Content Duration Expected Output Resource

Module/ Objectives of the activity/ Materials
Session Title Hr/min. session
(KSAs)
1. -Session Guide -
Handout
-PowerPoint
-Activity Sheet
-Video clip
2.
3.
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B. Program Schedule Matrix:
(Outline how the program will be structured and develop the Program Schedule matrix. Use the
Activity Schedule in the Program Design as a guide e.g. for a training workshop you may complete
the following table, develop another template for a different type of mode of delivery e.g. LAC
Sessions, coaching.
A. Formal Face-to-Face (F3)

Time Day 1 Day2 Day3 Day4. . .
AM
AM
PM
PM
B. Job-Embedded Learning Activities

Month 1 Month 2 Month 3 Month 4...
Week 1
Week 2 Start Meeting
Week 3
Week 4
3. Learning Approach/Methodology for the program

(Describe here the learning approach and methodology which will be used to deliver the program.
Refer to Step #4 in the Training and Development Resource Development Guide and Tools.)
117
4. Program Supplies/Equipment/Materials
(List the supplies/equipment/materials which will be needed to support the implementation for the
program. Update the Resource List developed for the Program Design)
EXAMPLE :
 Meta strips, Manila paper

 Marker pens, Chalk, White board markers
 Masking tape, Scissors
 Computer, LCD
 Name tags
 Envelopes with paper strips containing NCBTS Domains, strands and indicators
(see SLE 3)
 Pencils, Ballpoint pens, Note books

 Bond papers
 Crayons
5. Activity Guides based on andragogical and constructivism principles.

See sample
- Session Guide Templates
- Teaching Demonstration Activity Guide Template
- Professional Reading Activity Guide Template
- JEL Contract
118
6. Handouts and Support Materials
(include any handouts and support materials needed for the delivery of the program)
a) List of Handouts and Support Materials
Session No/Title Title of Handout Support Materials
DVD : “------“
Powerpoint
Interactive…
Matrix on ….
b) Handouts (add all handouts in order of delivery. Use the template below)
Handout Title :_________________________________________________
Author : ______________________________________________________
Source/Year : ___________________________________________________
(Develop Handout Here)
119
c) Support materials (e.g. add copies of all the support materials required for delivery e.g.
matrixes, hard copies of Powerpoint presentations)
7. Monitoring and Evaluation

(Describe the M&E processes that will be followed and add the M&E tools which will be used. Tools
have been developed for monitoring and evaluating the F3 and JEL training programs and can be
found in T&D Systems Operations Manual Volume 5: The Program Delivery System, and may be
used here if suitable)
Examples of M&E Tools which may be used include:
F3-M&E Form 8: Trainee’s End of F3 Program Assessment (with Consolidation Template)
This instrument is used to collect information of the Trainees level of satisfaction with the
F3 phase of the training program. All trainees will complete this evaluation at the end of
the F3 phase of the training program and the results will be used to inform future delivery
of the training program and to enhance Program Management and Trainers future
performance. Its consolidated results will be analyzed and used to inform the final F3
Program Completion Report.
F3-M&E Form 10: Rapid Competency Assessment Before and After the F3 Program
This instrument is used to collect information of the Trainee’s self-perception of their level
of competency before and after their involvement in a F3 training program. Completion of
the instrument will be at the beginning of the F3 phase of the program and again at the end
of the F3 program. Results will be used to inform future delivery of the training program.
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Consolidated results will analyzed and used to inform the final F3 Program Completion
Report.
JEL-M&E Form 4: Trainee’s End of JEL Evaluation
All trainees will complete an evaluation of the JEL phase of the training program at the end
of the JEL phase of the training program and the Program Management Staff will be
responsible to consolidate results. This will collect information of the Trainees level of
satisfaction with the JEL phase of the training program. Results will be used to inform future
JEL delivery of the training program, will be analyzed and used to inform the final JEL
121
The Activity Guides
Sample 1:
SESSION GUIDE Template
Session 1: (Title)
Duration of 00 hours
Session
Key  A
Understandings  B
to be developed  C
Learning 1. Discuss
Objectives
2. Analyse
3. Apply…
Resources Handouts on …
Activity Sheet : »
Powerpoint: ,,,,
Introductory
Activity
(Optional)
1. Introduce the activity to the participants by …
Ask the participants to …

Play any particular song and allow the participants
Activity Ask the following Questions :
2. Form 5 groups and have each group do the following:
Distribute the materials to the participants: manila paper, metacards, pair
of scissors, marking pens, masking tape
3. After the allotted time for the activity, give instructions
122
Analysis After the viewing, ask the following questions:
- On Process(skills and values)

- On content
1. Using the published outputs of the five groups, ask the following question:
2. Then direct the participants to …
Abstraction/ Present the power point to introduce the key understandings, skills and attitudes
developed…
Generalization
Allow a discussion of each presentation and direct the attention of the

participants on how to …
Application Develop a creative presentation that highlights key learning about …..
Write a journal describing…..
Develop an action plan demonstrating …..
123
Concluding 1. Ask the participants to …
Activity 2. Ask each group to generate suggestions on how to support …
3. End the session by reviewing the key understandings developed and by
citing to the school head/teacher his or her …
The Activity Guides

Sample 2:
Teaching Demonstration Activity Guide Template
Activity 1: (Title)
Duration of Session 00 hours
Objectives of the 1. Discuss

teaching
demonstration 2. Analyse
3. Apply…
Phases of the Time Method Materials Used

Session
I. Session Overview 10 minutes “Balitaan” (for the succeeding sessions) PSSLC/PELC (PO)
Presentation Lesson Plan (All)
 Learning Competency
 Lesson Content Form 178/TLOC (All except the
 Demonstration Teacher DT)
Distribution of Lesson Plans and Form 178
II. Demonstration 60 minutes Demonstration Teaching Lesson Plan

Teaching Proper
Form 178/TLOC
124
III. Post-Demo 10 minutes Interview Interview Guide Questions (see
Conference sample below for Process
Observers)
IV. Post-Critiquing 10 minutes Interview Peer Critiquing Guide

Conference
(refer to ample below for Process
Observer)
V. Journal Writing 20 minutes Reflective Writing Journal Writing Guide Questions

(see sample below)
VI. Concluding 5 minutes Wrapping Up

Activity
Interview Guide Questions for Post-Demo Conference
1. How do you feel about the conduct of your demonstration teaching?
2. What do you perceive to be your strengths that contributed to the success of your
demonstration?
3. Did you encounter any difficulties in the delivery of the lesson? How did you address these
difficulties?
4. What teaching competencies were you able to enhance through your demonstration?
5. What changes would you make to your teaching-learning practice if you were to teach this
lesson again?
125
SAMPLE PEER CRITIQUING GUIDE
TEACHER ’S PROFESSIONAL
COMPETENCIES BEING STUDENTS ’/PUPILS ’
LESSON STANDARDS YES OR NO ENHANCED LEARNING COMPETENCIES
ADDRESSED
(REFER TO NCBTS KSAS)
1. OBJECTIVES
A. ARE THE OBJECTIVES
PELC/PSSLC-BASED ?
B. DO THE OBJECTIVES FOLLOW
THE SMART STANDARDS ?
2. CONTENT
A. IS THE LESSON CONTENT :
 ACCURATE ?
 RELEVANT ?
 MEANINGFUL ?
 UPDATED ?
 INTEGRATIVE ?
B. ARE THE SUPPORT

INSTRUCTIONAL MATERIALS :
 APPROPRIATE ?
 ADEQUATE ?
 VARIED ?
 UPDATED ?
3. STRATEGIES /ACTIVITIES
A. ARE THE STRATEGIES /
ACTIVITIES:
 APPROPRIATE ?
 ENGAGING ?
 CHALLENGING ?
 CHILD - FRIENDLY ?
 ADAPTABLE ?
4. ASSESSMENT
A. IS THE ASSESSMENT :
 VALID ?
 AUTHENTIC ?
 PERFORMANCE -
BASED ?
5. DELIVERY
A. WERE THE PRELIMINARY
ACTIVITIES (REVIEW ,
MOTIVATION , ETC .)
UNDERTAKEN ?
B. WERE THE ACTIVITIES
PROPERLY EXECUTED ?
C. WAS THE USE OF
INSTRUCTIONAL TIME
MAXIMIZED ?
126
6. CLASSROOM MANAGEMENT
A. IS THE LEARNING
ENVIRONMENT :
 SAFE ?
 ORDERLY ?
 CLEAN?
7. RECOMMENDATIONS /AGREEMEN
T
A. WOULD YOU HAVE
SUGGESTIONS FOR THE
IMPROVEMENT OF A SPECIFIC
PART OF THE LESSON ?
B. WOULD YOU ADOPT /ADAPT
THE LESSON PRESENTED ?
JOURNAL WRITING GUIDE QUESTIONS
1. WHAT CONCEPTS WERE DEVELOPED DURING THE LESSON?

2. WHAT GOOD TEACHING PRACTICES WERE DEMONSTRATED DURING THE LESSON?
3. WHAT RECOMMENDATIONS WOULD YOU MAKE TO ENHANCE THE LESSON ?
127
The Activity Guides
SAMPLE 3
Professional Reading Activity Guide Template

The 5 R’s (Read, Reflect, Relate, Reach out, Revisit)
Title of Reading Material:
Target Competencies (NCBTS-TSNA):
Clientele Group:
Time Duration:
Phases Objective/s Content Time Method/Process Materials

Frame
Read 1 week The SH/facilitator will distribute Bibliographical

(1st wk) reading materials with entries of
questionnaire to the personnel Professional
concerned to study for a week. Reading
Materials
Reflect 2 hours At the end of the week, the Journal

reader should internalize the
(1st wk) materials read by writing a Questionnaire
journal and answering a
questionnaire.
Relate By the second week, a team Portfolio

composed of five members will
(2nd wk) share their responses. They
have to list down the
commonalities and discuss the
differences to arrive at a
conformity/consensus or make
a summary.
Reach out By the third week, the team Ex. IMs/CAIMs

members will showcase the
(3rd wk) significant learning to apply
what they have gained from
their readings to enhance the
target professional
competencies.
Revisit 4 hours At the end of the fourth week, Assessment

all the personnel will convene Tool
128
(4th wk) in a plenary to affirm the
results and findings of the
activity. A self-assessment
checklist will be accomplished
by each participant.
129
Job-Embedded Learning (JEL) Contract Template
(Use electronic version when filling the form.)
Learner (Trainee) Name School/Division/Region
Title of F3 Training Date of F3 Training

Attended
Trainee’s Present Gender

Position
My JEL Team Immediate Trainer/Coach for JEL

Supervisor
Priority Competencies
Addressed/Goal and
Objective for the JEL
Specific Competency
Areas to improve during
the JEL
130
Venue :________________________ Division
Date :________________________ Cluster
School
# REQUIRED

hr)
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
131
B. Implementation
Live-IN:
Live-OUT:
Food
Training materials
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Total A & B
Contingency 10%
132
GRAND TOTAL
Prepared by:

Date: Date: Date:
133
APPROVAL SHEET
This Resource Package has been prepared by the following PDRD-WG Members on ________( add
date):
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Reviewed By:
_____________________________
PDRD-WG Head
_____________________________________
_____________________________________
(Finance Officer) Date:
134
APPROVED:
_______________________________________
Date:
I PERSONAL DATA
Name:
Employee Number (If Applicable):
Sex: Male Female
Date of Birth:
Home Address:
135
II. WORK EXPERIENCE

region
136
years.

attended
years ()
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research

______________
137
138

Date: Signature:
139
RD-M&E Form 1: End of Resource Package
Development Evaluation
Name of Resource Material Developer: ______________________Sex: Male: Female:
Title of Resource Package Developed: ____________________________________
Target Personnel Group: _______________________________________________
Please rate how you think the Training & Development Resource Package Development team
implemented the following processes involved in the development of the resource package. Please
tick the appropriate column for your rating using the scale below.
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
To what extent did the developers demonstrate the following? 1 2 3 4
1 Considered the Program Design when developing the Resource Package
2 Examined existing resource materials/packages for the purpose of adoption/adaption
3 Followed the standards and guiding principles in the development of the resource package
4 Conceptualized the context matrix clearly articulating the requirement of the program in
relation to:
a. activities to be conducted
b. specific objectives to be achieved
c. key understanding to be developed
d. resource materials required
5 Outlined a sequentially organized schedule of activities to support the implementation of the

program including both the F3 and JEL Components
6 Articulated in the resource package a clear learning approach and methodology for both the
F3 and JEL components
140
7 Developed session guides, (including accompanying powerpoint presentations and scripts)
that clearly outline the conduct of all activities
8 Developed all the necessary handouts and reading materials required for the successful
implementation of the program
9 Identified all the materials required to support the delivery of the program
10 Described the monitoring and evaluation process clearly and developed any necessary M&E
tools
11 Reviewed and quality assured the Resource Package
12 Enhanced competencies in program resource development
13 Expressed learning gained during the resource development process
Do you have other comments/suggestions/recommendations for the improvement of the resource

package development process?
Please submit completed form to PDRD-WG. Results should be incorporated into the Program Completion
Report
RD-M&E Form 2: Program Resource Package Review/ Quality

Assurance Tool
quality assurance of the developed program resource package at the region, division, school levels. The
PDRD-WG will use the form to internally review its work before submitting the Program Resource
Package for QA, through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will
establish a Quality Assurance Team to review the developed program resource package to ensure that
it meets the standards set for program resource development.
141
Rating Guide:
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
Use the scale above to assess the Program Resource Package and check the appropriate column for
each item.
Standards for Professional Development Materials 1 2 3 4
1. It is accurate in content and reflects the ways in which knowledge is

conceptualized within the domain.
2. There is logical and smooth flow of ideas.
3. It uses language and symbols of the content domain and its way of
representation, and supports learners in developing and using them.
4 It uses the following correctly and appropriately:
- - terms and expressions

A. Integrity
- - symbols and notations
- - diagrammatic representation
- - graphical representation
5. It assists the learner by identifying and differentiating between

different points of view and perspectives presented.
6. It is supported with content that is based on current research and

incorporates innovative strategies and best practices.
7. Presentation of factual content is accurate and up-to-date.
8. There are no outdated information, improper use of statistics;

inaccurate graphs; over simplified models, examples or simulations.
142
9. Sources of information are identified and properly referenced.
10. It deepens educators’ content knowledge and enhances

competencies?
11. Learning objectives are made explicit to learners/users.

B. Learner-focus
12. It promotes adult learning principles
13. Content is structured to scaffold learning.
14. The resource package takes into consideration the specific needs of
the target group and the context in which they work.
15. Clear instructions for use are provided (i.e. purpose, processes,
intended outcomes are explicit).
16. Learning and information design is intuitive (i.e. the user knows what
to do and how to do it).
17. The context matrix is clearly conceptualized articulating the activities,

specific objectives, key understanding and resource materials
C. Usability
required to deliver the program.
18. It has a clear schedule of activities outlined to support the

implementation of the program.
19. It includes appropriate follow-up and technical assistance that will

support the development of competencies in the work place.
20. The resource package technology enhances the conduct and is cost
effective for training purposes
21. The learning resource connects to trainees’ personal/local

knowledge and experience
- linguistic and cultural experience

D. Accessibility
- local (community/geographic) conditions
- individual and family circumstances- including, gender,

abilities, economic conditions
- interest and degree of engagement (in particular addresses
differently abled learners)
22. Material is free of ideological, cultural, religious, racial, and gender
biases and prejudices.
143
23. Resource does not confront or embarrass learners in any of the
following ways:
- require learner to expose personal data which may

embarrass them
- invade learners’ privacy
- unfavourably compare learners’ learning performance with

learners’ identity
- unfavourably or stereotypically compare family or
community characteristics with learners’ identity
- unnecessarily or indiscriminately confront cultural
beliefs or practices
24. The session guides, including accompanying powerpoints and scripts,

E. Provision of Support
are clear and logically sequenced
25. All the necessary handouts and reading materials required for the
successful implementation of the program have been developed
Materials
26. The resource package reflects a product of group effort among

qualified and competent educators.
F. Collaborative
Development
27. The resource package provides monitoring and evaluation scheme

G. Provision
and tools
for M&E
What are your comments/suggestions/recommendations for the improvement of the resource

package?
144
Name: _____________________________________
Position: ____________________________________
Date: _______________________________________
Results should be shared with the Program Resource Development Working Group and inform the development
of the Program Completion Report
145
Contextualized Matrix and Learning Resources
Elements and technical specifications

1. Division Local Heritage Theme Matrix (DLHTM)
a. The elements
b. Specifications

Center Page
Title of the Theme 20 pt (bold) Only first letter of the
Arial words capitalized
Abbreviation, all
capitalized
Vertical alignment:
Sub Titles 12 pt (bold) Center
Combination
of small and Background: with or
caps without color
Bullet
Body Text 12 pt
Justified
Other Specifications: Paper Size – A4

Margin: gutter – 1.5”
Left, right and bottom – 1”
146
2. Division Contextualized Curriculum Matrix (DCCM)
a. The elements
b. Specifications

Center Page
Title of the Theme 20 pt (bold) Only first letter of the
Arial words capitalized
Abbreviation, all
capitalized
Vertical alignment:
Sub Titles 12 pt (bold) Center
Combination
of small and Background: with or
caps without color
Code
Body Text 12 pt /Reference/Source
bold
147
3. Division Curriculum Learning Resources (DCLRs)
Specifications:
a. Page Set - up
Page Properties For Print
Paper size 8.25" x 10.75"/
Portrait (DCLR)
Paper orientation Landscape (DLHTM and
SCCM)
Top 1"
Bottom 1"
Margins
Inside 1"
Outside 1"
Format Mirror margins
Gutter 0.5"
148
b. Typeface
Recommende Point Size

Grade Line
LMs d Font-Family Alignment
Level Text Heads Subheads Space
(Serif)
K to 2 Century 16-pt 30-20 pt, 18-16 pt 4-pt
Flush left/
Gothic bold
ragged
3 Century 14-pt 28-18 pt, 16-14 pt 4-pt
right
Gothic bold
4 14-pt 28-18 pt, 16-14 pt 3-pt
Arial bold
Justified
12- 24-15 pt,
Arial 13-11 pt 2-pt
5 to 12 pt bold
12- 24-12 pt,
Arial pt bold 13-11 pt 2-pt Justified
TGs K to 12
Professional Development Materials (PDM)

Technical Specifications
A Training and Development (T&D) Resource Package is an organized compilation of the
instructional program and required materials that support the delivery of a specific professional
development activity. It contains the program content, the processes and the support materials that
are carefully developed following the specifications indicated in its program design.
Training and Development (T&D) is defined as the process of providing professional

development for the personnel of the Department of Education. The process is aimed at improving
competencies and work performance through the provision of a wide variety of opportunities for
individual growth in knowledge, attitudes, and skills. It is a personal and professional growth process,
which necessarily integrates the goals of the individual professional with the development goals of
the school, division and region for better student outcomes. The ultimate beneficiaries of T&D are the
learners whose rights to quality education shall be the system’s foremost consideration.
The five volumes of the T&D System Operations Manual are:
Volume 1 – The Training and Development System Framework

Volume 2 – The Training & Development Needs Assessment (TDNA) System
Volume 3 - The Professional Development Planning (PDP) System
Volume 4 – The Program Designing and Resource Development (PDRD) System
Volume 5 – The Program Delivery (PDy) System
149
 A Program Design is a conceptual outline that provides succinct and essential information for
a specific professional development program. It delineates the scope and general
requirements of the program, i.e. its objectives, program content, duration, implementation
strategy and projected cost.
Program Design Template
I. General Program Information:
Program Title : (from SPPD/MPPD)
Program Description: (based on SPPD/MPPD)
Prerequisite Programs: (identify any prerequisites or related programs which will follow)
Duration: (outline the period of time which it will take to implement the
Formal Face-to-Face (F3) program e.g. 2 days=16 hrs), and the
Job-embedded Learning (JEL) component (e.g. 20 hours over a
period of 2 months)
Management Level of (e.g. school based/cluster based/division based/regional based)

Program
150
Delivery Mode: Describe Formal Face-to-Face (F3) [e.g. 3-day training cum
workshop] and Job-embedded Learning (JEL) components of the
program (e.g. mentoring, coaching, LAC session, teaching
demonstration)
Target Personnel: (from the SPPD/MPPD, including the number of paxs e.g. 50
School Heads )
Budget Requirements: (use the budget template provided to calculate the costs)
Rationale: (state the reason why the program is being provided, relate to the goal of the
SPPD/MPPD)
Objectives: (to be taken directly from the SPPD/MPPD and should relate to the domains/service
areas, strands and performance indicators)
C. Formal Face-to-Face Component:
D. Job-Embedded Learning (JEL) Component:
Expected Final Outcomes/Success Indicators: (relate to the overall goal of improving work
performance leading to improved learning outcomes)
III. Program Content Focus
151
Content Matrix (Plot the scope of program content based on the priority KSAs identified and their
corresponding expected outputs)
Area/ Specific Content Suggested Duration Expected

Domain Objectives Activity Output
Formal-Face-to Face (F3) Component
Knowledge:
Skills:
Attitudes:
Knowledge:
Skills:
Attitudes:
Job-Embedded Learning (JEL) Component
Knowledge:
Skills:
Attitudes:
Knowledge:
Skills:
Attitudes:
Activity Schedule: (Outline how the program will be generally conducted day-to-day. Write
tentative activity titles)
C. Formal Face-to Face(F3)
152
D. Job-Embedded Learning (JEL)
Materials: (identify what supplies, materials and equipment will be required to implement the
program e.g. LCD, manila paper, markers etc )
Monitoring and Evaluation: (describe the M&E processes that are to be conducted as part of the
program implementation and identify the specific M&E tools that should be developed)
153
APPROVAL SHEET
This Program Design has been prepared by the following PDRD-WG Members on ________( add
date):
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Reviewed By:
_____________________________
PDRD-WG Head
_____________________________________
_____________________________________
(Finance Officer) Dat
APPROVED:
_______________________________________
Date:
154
Venue :________________________ Division
Date :________________________ Cluster
School
# REQUIRED

hr)
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
155
B. Implementation
Live-IN:
Live-OUT:
Food
Training materials
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Total A & B
Contingency 10%
156
GRAND TOTAL
Prepared by:

Date: Date: Date:
157
Attachment 4: Monitoring and Evaluation tools
for Program Designing
158
M&E for the T&D Program Designing System
M&E tools are provided to support the program designing process. The following tools are available:
Tools for Program Designing:
The matrix below describes the M&E process and tools
What will be How it will be M&E tool to Who will be When will the How will the results be
monitored monitored be used responsible for monitoring used
the monitoring take place
The membership of All members of T&D-M&E PDRD-WG During the The PDRD- WG analyzes
the team the Program Form 1: formation of the profiles to ensure that
responsible for the Designing Team Individual Program members have the relevant
development of the are asked to Profile Designing experience and expertise to
Program Design in provide a Template Team support the program design
relation to the personal profile process.
experiences and outlining their
expertise which work experiences
individuals bring to and Profiles are to be entered
the team. qualifications. into the TDIS database of
Program Designers at the
Region, Division and
School levels.
Team Members Program D-M&E Form : PDRD- WG Following the End of Program Evaluation
perception of the Designing Team 1 End of completion of Forms are collated by the
extent they members will Program the Program PDRD-WG and reviewed to
successfully individually Designing Designing identify how the processes
completed the complete the End Evaluation process can be improved.
designing process of Program
Designing
Evaluation A summary of the results
are included in the Program
Completion Report and the
recommendations are
159
incorporated in future
processes
Completed Program The Program D- M&E Form Program At the The Program Design is
Designs Designing Team 2: Program Designing completion of a refined based on
and a QA Team Design Team and a QA program design recommendations from the
will review and Review/ Team at the review/QA. Based on the
quality assure Quality region, division review, a decision is made
the completed Assurance and school level regarding whether the
Program Designs Tool program is to be
at the region, implemented or not.
division and
school levels Recommendations are
made to improve future
program designing
processes and included in
the Program Completion
Report.
160
I PERSONAL DATA
Name:
Employee Number (If Applicable): Sex: Male Female
Date of Birth:
Home Address:
II. WORK EXPERIENCE


region
161
years.

attended
years ()
Curriculum
Resource Materials
Development
162
Planning
Management
Policy Development
Research

______________
163
164
Date: Signature:
165
166
Name of Program Designer: _________________________Sex: Male Female
Title of the Program Design: _____________________________________________
Target Personnel Group: ________________________________________________
As a member of the Program Designing Team please rate how you think the team implemented the
following processes involved in the development of the program design. Please tick the appropriate
column for your rating using the scale below.
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
To what extent did the Program Designing Team implement/demonstrate the 1 2 3 4

following?
1 Examined existing Program Designs for the purpose of adoption/ adaption
2 Supplied adequate general program information for identifying the

Program Design
3 Aligned the rationale of the Program Design to the MPPD/SPPD goal
4 Considered the objectives in the MPPD/SPPD when developing the Program

Design objectives
5 Provided adequate details in the Program Design in relation to:
c. the delivery mechanism to be employed (e.g. F3 and JEL)

d. how the program will be facilitated
6 Provided sufficient information in the Program Content Matrix for both the
F3 and JEL components in relation to:
e. specific objectives
f. content (KSAs)
167
g. suggested activities
h. duration of activities
7 Outlined a clear schedule of activities for the F3 and JEL components
8 Described detailed information regarding the materials required to

implement the program
9 Outlined the M&E details of the program with a clear description of the
M&E process to be employed
10 Itemized the budgetary requirements accurately for the implementation of

the Program Design
11 Enhanced competencies in the program designing process
12 Expressed commitment to apply the learning gained in program designing

in future similar activities
13 Expressed willingness to transfer the technology learned to others
Do you have other comments/suggestions/recommendations for the improvement of the program

designing process?
Please submit completed form to PDRD-WG. Results should be incorporated in

the Program Completion Report
168
169
quality assurance of the developed program designs at the region, division and school level. The PDRD-
WG will use the form to internally review its work before submitting the Program Design for QA,
through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will establish a
Quality Assurance Team to review the developed program design to ensure that it meets the standards
set for program designs.
Rating Guide:
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
Use the scale above to evaluate the Program Design by checking the appropriate column
To what extent …….. 1 2 3 4
1 does the program design build on quality program design concepts?
2 do the rationale, objectives and competencies identified in the

program design relate to current demands in education as stipulated
in the SPPD/MPPD?
3 does the program design take into consideration the specific need of
the target group and the context in which the work in identifying:
d. the delivery mode (formal and job-embedded)?
e. innovative strategies?
f. research-based practices?
4 does the Program Content Matrix provide sufficient information in

relation to the KSAs to be developed for:
c. the F3 program delivery?
d. the JEL program delivery?
5 is the content described in the program design:
170
d. logically sequenced?
e. accurately presented?
f. sufficiently covered?
6 is the schedule of activities:
c. logically organized
d. an accurate reflection of required resources needed to

successfully implement both the formal face-to-face and job-
embedded learning components of the program?
7 have the required support materials been accurately identified?
8 has an accurate budget for the program been prepared?
9 is the program design a product of collaboration between qualified

and competent educators?
10 is the program design user friendly, technology enabled and cost

effective?
11 does the suggested job-embedded learning (JEL) component

encourage the engagement of participants in applying their learning
from the face-to-face (F3) training in their daily work?
12 does the JEL promote opportunities for collaborative learning in the

workplace?
13 does the JEL include an appropriate time frame adequate to complete

expected accomplishments/outputs?
14 does the JEL provide a flow of activities for JEL implementation?
15 does the JEL identify means of verifying accomplishments and

outputs?
171
Do you have any comments/suggestions/recommendations for the improvement of the
Program Design:
C. Formal Face-to-Face (F3) Design:
D. Job-Embedded Learning (JEL) Design
Name: _____________________________________
Position: ____________________________________
Date: _______________________________________
Results should be used when developing the Program Completion Report
172
6.1. Write the required General Program Information.
The General Program Information is the same as that in the first section of the Program
Design. This contains the Title, Program Description, Prerequisite Program, if any,
Duration, Management Level of the Program, Delivery Mode, Target Personnel, Budget
Requirements, Rationale, Objectives, End of Program Outputs and Expected Final
Outcomes/Success Indicators.
This may be copied en toto and pasted in the required section of the Resource
Development Template. There may be some minor refinements made in the course of
the development process that need to be adjusted.
6.2. Organize the Detailed Program Content and Expected Outputs Matrix
The scope of the Program Design e.g. the Content Matrix is used as the primary
reference for the development of this section. This section calls for a sequentially
organized conceptualization of the sessions or activities to be conducted and the
corresponding specific objectives, subject matter content, duration of activity, expected
outputs and resource materials that will support the delivery of each activity/session.
This will become the basis of the development of session or activity guides for the
program.
6.3. Finalize the Program Schedule Matrix
Review the Activity Schedule found in the Program Design. This time, organize the
activity/session titles (as identified in Program Content and Expected Outputs matrix
developed in step #3.2) across the matrix. The Program Schedule Matrix guides the
facilitators for the time management of the program delivery. The time allotment
controls the volume of content that is developed for each session, or vice-versa.
6.4. Describe the instructional approach to be used for the program and on which the
resource package is developed with consideration of the following:
6.4.1. Describe the general learning approach and methodology that is used for the
program with consideration of the Formal Face-to-Face (F3) and the Job-
embedded Learning (JEL) components. The andragogical or adult learning
approach, for instance, is widely used for professional development training. The
principles of adult learning are used to get intended results for competency-
based professional development. The learning principles of constructivism may
173
also be considered in identified professional development activities where these
are appropriately used. (See section #4 below for the principles for andragogical
and constructivist learning.)
6.5. List the required supplies and materials
There is an initial list of supplies and materials needed to conduct the training found in
the Program Design. This may be reviewed and finalized in this section. The list should
includes the materials and equipment required to facilitate all sessions (e.g. LCD, manila
paper, markers, whiteboard, etc) as well as those needed by the target participants (IDs,
training kit, folder, notebook, and pen).
7. Develop the Activity Guides based on andragogical and constructivist principles.
7.1. Activity Guide Templates for Formal Face-to-Face (F3) training and Job-embedded
Learning (JEL) are suggested in Attachment 1 of this guide. Generally, the strategies
follow the learning approach, which uses the andragogical and constructivist principles
of learning.
7.1.1. Andragogy initially defined as "the art and science of helping adults learn," can
be traced back to Alexander Kapp, a German grammar teacher who used it to
describe Plato’s educational theory in 1833. Malcolm Knowles heard about the
term and in 1968 and used it in an article on “Adult Leadership”. Since then,
Knowles has become known as the principal expert on andragogy.
The term andragogy has taken on a broader meaning since Knowles' first edition.
The term currently defines an alternative to pedagogy and refers to learner-
focused education for people of all ages. The six assumptions of andragogy as
explained in the book, The Adult Learner by Knowles, Holton III, and Swanson
published in 1998 are:
 Adults need to know why they should learn something.

 Adults’ self-concept projects new patterns of learning where they become
self-directed, taking responsibility for their own learning and the direction it
takes.
 Adults have a lifetime of experience and they want to use what they know
and want to be acknowledged for having that knowledge.
 Adults become ready to learn something when they experience a need to
learn it in order to cope more satisfyingly with real-life tasks or problems.
 Adults are life, task or problem-centered in their orientation to learning.
 Internal rather than external motivation for learning are more important
such as increased job satisfaction, self-esteem and quality of life.
4.1.3 Constructivist learning theory says that all knowledge is constructed from a base
of prior knowledge. Constructivism is a philosophy of learning founded on the
premise that, by reflecting on our experiences, we construct our own
174
understanding of the world we live in. Each of us generates our own “rules” and
“mental models,” which we use to make sense of our experiences. Learning,
therefore, is simply the process of adjusting our mental models to accommodate
new experiences.
Below are seven of the principles of constructivism that may be used to guide
Trainers/Mentors in engaging adult learners to participate in active learning:
 Encourage and accept learners’ autonomy and initiative.

 Use raw data and primary sources for learning, e.g. student test results,
lesson plans, examination papers, lesson guides, school improvement plans.
 For cognitive-based learning, use terms such as classify, analyze, predict, and
create.
 Use learner responses to build lesson concepts, change instructional
strategies, and modify content.
 Encourage learners to engage in dialogue, both with the Trainer/Mentor and
with other learners.
 Encourage learner inquiry by allowing them to ask thoughtful, open-ended
questions and to ask questions to each other.
 Seek elaboration of learner’s initial responses.
7.2. The session guides for the F3 component of the training could be developed to include
the following elements:
7.2.1. Identifying Information: Session Title, Duration, Key Understandings, Objectives,
and Resources needed for the session.
7.2.2. The body of the session guide contains the suggested conduct of the activities
using the 4A’s: Activity, Analysis, Abstraction and Application.
 Introductory Activity: This part introduces the session content. Although at

times optional, it is usually included to serve as a warm-up activity to give
the learners/participants zest for the incoming session and an idea about
what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
 Activity: This is an interactive strategy to elicit adults’ prior learning

experience. It serves as a springboard for new learning. It illustrates the
principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, group discussion,
self-or group assessment, dyadic or triadic interactions, puzzles, simulations
or role-play, cybernetics exercise, gallery walk and the like may be created.
Clear instructions should be considered in this part of the session.
 Analysis: Essential questions are included to serve as a guide for the

facilitator in clarifying key understandings about the topic at hand. Critical
points are organized to structure the discussions allowing the trainees to
maximize interactions and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit the feelings of the learners
175
about the activity or the topic. The last questions or points taken should lead
the trainees to understand the new concepts or skills that are to be
presented in the next part of the session.
 Abstraction: This outlines the key concepts, important skills that should be
enhanced, the proper attitude that should be emphasized, and ways to
improve one’s professional competencies. This is organized as a lecturette
that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the session.
 Application: This part is structured to ensure the commitment of the trainees

to do something to apply their new learning in their own environment.
Teachers, for instance, may create a learning structure for trying out a new
teaching strategy. For School Heads, a plan to start a specific action where
application of new learning is demonstrated.
 Concluding Activity: This is usually a brief but affective closing activity such
as a strong quotation, a short song, an anecdote, parable or a letter that
inspires the participants to do something to practice their new learning.
4.3. A Job-embedded Learning (JEL) Contract Template is included as a part of the Resource
package. It is a guide for the trainee to outline his/her plans to further implement learning
activities in the workplace after a professional development activity. The contract
contains the objectives, activities, timeframe; contact time required with the trainee’s
JEL Team, resources needed, and the accomplishments and means of verifying outputs.
This contract is accomplished by the trainee at the end of the F3 and/or in collaboration
with a JEL Adviser. The JEL Adviser is generally a designated trainer of the F3 program
and/or the trainee’s immediate supervisor and takes responsibility for supporting the
trainees in the implementation of the JEL contract.
The JEL basically flows through six stages:
1. Plan Confirmation with JEL Team

2. Implementation of specific JEL activities
3. Reflection of accomplishments
4. Enhancement of identified KSAs with difficulties
5. Internalization for a job-embedded practice
6. Sharing best practice with others
Further details on JEL can be found in the T&D Systems Operations Manual Volume 5:
The Program Delivery System.
4.6 The duration for each section of the session is included in the activity/session guide.
4.7 Notes are provided for the facilitator, whenever needed, at any part of the session guide.
176
8. Develop Handouts and Support Materials
This portion is organized as a complete set of materials required for the conduct of the
program. It includes the development of required
 handouts for the trainee’s further study of the session content. The handouts should be
based on the salient points discussed in the Abstraction part of the session.
 templates to support the actually delivery of specific activities during the sessions
 Powerpoint presentations to support the delivery of the sessions.
5.3. For new materials developed, the write-up must be properly documented, i.e. sources
or references are acknowledged and quotations lifted are properly cited. If the whole
material is used, the author must be written right after the title of the material, including
the source.
5.4. Organize the handouts/templates in the order that they are to be used in the sessions.
9. Describe the monitoring and evaluation processes and prepare the tools that are applicable
to the program
Monitoring and evaluation processes ensure that quality professional development programs
are provided. In this section, describe the M&E processes that are conducted as part of the
program.
8.1. Identify and prepare the specific M&E tools that should be used e.g. Participants’ review
of program, Facilitators’ review of program, M&E report on the program.
8.2. Provide templates for summarizing results and reporting M&E results.
9. Develop the Line Item Budget

All costs associated with the implementation of the program need to be identified. An initial
budget estimate was included in the Program Design, but now that the Resource Package is
developed, it is necessary to review the budget and ensure that projected costs of all program
activities are included. A template for the budget was developed and can be found as
Attachment 1. The budget should remain within the allocated and approved funds. If the
costs are above the budget allocation it should be clearly indicated in the Budget
Requirements section of the Identifying Information and recommendations made as to how
the additional funds are to be sourced.
10. Develop the Preface of the Package
provides an overview of the information it contains. It may also contain information relating
177
to the project that supported its development, an explanation of the perceived users, and an
acknowledgment of those who contributed to the development of the resource package. The
following may guide the writing of the preface:
 The primary purpose of the resource package is usually written in fewer than 50 words.
This is a description why the package was written not just what it is about, but why it
matters.
 A brief paragraph to explain the beginnings of the resource development. This could be
an opportunity to further present the usefulness of the package.
 An outline of the organization of the resource package. This part points out how the
different sections would be used and their significance to the program.
 A discussion of sources and how they were used in this package.
 An acknowledgment to those who significantly provided assistance, inspiration, and
invaluable contributions in the course of the development of the package.
PREPARED BY THE TRAINING AND DEVELOPMENT TEAM
School---------------------------------------------------------
Division of ___________________________________ Region ________________
Name Designation
________ ______________
________ ______________
________ ______________
________ ______________
Advisers:
178
PREFACE
(This is to written once the Resource Package has been developed. It is the last step in the
process.)
an overview of the information it contains. It may also contain information relating to the
project that supported its development, an explanation of the perceived users, and an
acknowledgment of those who contributed to the development of the resource package.
179
180
8. General Program Information: (Copy from Program Design)
Program Title :
Program Description:
Prerequisite Programs:
Duration :
Management Level of
Program
Delivery Mode
Target Personnel:
Budget Requirements:
Rationale:
Objectives:
C. Formal Face to Face (F3) Component
181
D. Job –Embedded Learning ((JEL) Component
Expected Final Outcomes/Success Indicators:
9. The Program Delivery
A. The Program Content and Expected Outputs:
(List the activities/modules or sessions that will be conducted. Note the specific objectives which
are to be developed, the key understanding to be developed, the duration of the activity and the
expected outputs for each activity. Use the Content Matrix from the Program Design as a guide.
Identify the resource materials which are required to implement each activity/module/ or session.
No. Activity/ Specific Content Duration Expected Output Resource

Module/ Objectives of the activity/ Materials
Session Title Hr/min. session
(KSAs)
1. -Session Guide -
Handout
-PowerPoint
-Activity Sheet
-Video clip
2.
3.
182
B. Program Schedule Matrix:
(Outline how the program will be structured and develop the Program Schedule matrix. Use the
Activity Schedule in the Program Design as a guide e.g. for a training workshop you may complete
the following table, develop another template for a different type of mode of delivery e.g. LAC
Sessions, coaching.
A. Formal Face-to-Face (F3)

Time Day 1 Day2 Day3 Day4. . .
AM
AM
PM
PM
B. Job-Embedded Learning Activities

Month 1 Month 2 Month 3 Month 4...
Week 1
Week 2 Start Meeting
Week 3
Week 4
10. Learning Approach/Methodology for the program

(Describe here the learning approach and methodology which will be used to deliver the program.
Refer to Step #4 in the Training and Development Resource Development Guide and Tools.)
183
11. Program Supplies/Equipment/Materials
(List the supplies/equipment/materials which will be needed to support the implementation for the
program. Update the Resource List developed for the Program Design)
EXAMPLE :
 Meta strips, Manila paper

 Marker pens, Chalk, White board markers
 Masking tape, Scissors
 Computer, LCD
 Name tags
 Envelopes with paper strips containing NCBTS Domains, strands and indicators
(see SLE 3)
 Pencils, Ballpoint pens, Note books

 Bond papers
 Crayons
12. Activity Guides based on andragogical and constructivism principles.

See sample
- Session Guide Templates
- Teaching Demonstration Activity Guide Template
- Professional Reading Activity Guide Template
- JEL Contract
184
13. Handouts and Support Materials
(include any handouts and support materials needed for the delivery of the program)
d) List of Handouts and Support Materials
Session No/Title Title of Handout Support Materials
DVD : “------“
Powerpoint
Interactive…
Matrix on ….
e) Handouts (add all handouts in order of delivery. Use the template below)
Handout Title :_________________________________________________
Author : ______________________________________________________
Source/Year : ___________________________________________________
(Develop Handout Here)
185
f) Support materials (e.g. add copies of all the support materials required for delivery e.g.
matrixes, hard copies of Powerpoint presentations)
14. Monitoring and Evaluation

(Describe the M&E processes that will be followed and add the M&E tools which will be used. Tools
have been developed for monitoring and evaluating the F3 and JEL training programs and can be
found in T&D Systems Operations Manual Volume 5: The Program Delivery System, and may be
used here if suitable)
Examples of M&E Tools which may be used include:
F3-M&E Form 8: Trainee’s End of F3 Program Assessment (with Consolidation Template)
This instrument is used to collect information of the Trainees level of satisfaction with the
F3 phase of the training program. All trainees will complete this evaluation at the end of
the F3 phase of the training program and the results will be used to inform future delivery
of the training program and to enhance Program Management and Trainers future
performance. Its consolidated results will be analyzed and used to inform the final F3
186
F3-M&E Form 10: Rapid Competency Assessment Before and After the F3 Program
This instrument is used to collect information of the Trainee’s self-perception of their level
of competency before and after their involvement in a F3 training program. Completion of
the instrument will be at the beginning of the F3 phase of the program and again at the end
of the F3 program. Results will be used to inform future delivery of the training program.
Consolidated results will analyzed and used to inform the final F3 Program Completion
Report.
JEL-M&E Form 4: Trainee’s End of JEL Evaluation
All trainees will complete an evaluation of the JEL phase of the training program at the end
of the JEL phase of the training program and the Program Management Staff will be
responsible to consolidate results. This will collect information of the Trainees level of
satisfaction with the JEL phase of the training program. Results will be used to inform future
JEL delivery of the training program, will be analyzed and used to inform the final JEL
187
The Activity Guides
Sample 1:
SESSION GUIDE Template
Session 1: (Title)
Duration of 00 hours
Session
Key  A
Understandings  B
to be developed  C
Learning 1. Discuss
Objectives
2. Analyse
3. Apply…
Resources Handouts on …
Activity Sheet : »
Powerpoint: ,,,,
Introductory
Activity
(Optional)
1. Introduce the activity to the participants by …
Ask the participants to …

Play any particular song and allow the participants
Activity Ask the following Questions :
4. Form 5 groups and have each group do the following:
Distribute the materials to the participants: manila paper, metacards, pair
of scissors, marking pens, masking tape
5. After the allotted time for the activity, give instructions
188
Analysis After the viewing, ask the following questions:
- On Process(skills and values)

- On content
3. Using the published outputs of the five groups, ask the following question:
4. Then direct the participants to …
Abstraction/ Present the power point to introduce the key understandings, skills and attitudes
developed…
Generalization
Allow a discussion of each presentation and direct the attention of the

participants on how to …
Application Develop a creative presentation that highlights key learning about …..
Write a journal describing…..
Develop an action plan demonstrating …..
189
Concluding 4. Ask the participants to …
Activity 5. Ask each group to generate suggestions on how to support …
6. End the session by reviewing the key understandings developed and by
citing to the school head/teacher his or her …
190
The Activity Guides
Sample 2:
Teaching Demonstration Activity Guide Template
Activity 1: (Title)
Duration of Session 00 hours
Objectives of the 1. Discuss

teaching
demonstration 2. Analyse
3. Apply…
Phases of the Time Method Materials Used

Session
VII. Session 10 minutes “Balitaan” (for the succeeding sessions) PSSLC/PELC (PO)
Overview
Presentation Lesson Plan (All)
 Learning Competency
 Lesson Content Form 178/TLOC (All except the
 Demonstration Teacher DT)
Distribution of Lesson Plans and Form 178
VIII. Demonstr 60 minutes Demonstration Teaching Lesson Plan

ation Teaching
Proper Form 178/TLOC
IX. Post-Demo 10 minutes Interview Interview Guide Questions (see

Conference sample below for Process
Observers)
X. Post-Critiquing 10 minutes Interview Peer Critiquing Guide

Conference
(refer to ample below for Process
Observer)
191
XI. Journal Writing 20 minutes Reflective Writing Journal Writing Guide Questions
(see sample below)
XII. Concluding 5 minutes Wrapping Up

Activity
Interview Guide Questions for Post-Demo Conference
6. How do you feel about the conduct of your demonstration teaching?
7. What do you perceive to be your strengths that contributed to the success of your
demonstration?
8. Did you encounter any difficulties in the delivery of the lesson? How did you address these
difficulties?
9. What teaching competencies were you able to enhance through your demonstration?
10. What changes would you make to your teaching-learning practice if you were to teach this
lesson again?
SAMPLE PEER CRITIQUING GUIDE
TEACHER ’S PROFESSIONAL
COMPETENCIES BEING STUDENTS ’/PUPILS ’
LESSON STANDARDS YES OR NO ENHANCED LEARNING COMPETENCIES
ADDRESSED
(REFER TO NCBTS KSAS)
8. OBJECTIVES
C. ARE THE OBJECTIVES
PELC/PSSLC-BASED ?
D. DO THE OBJECTIVES FOLLOW
THE SMART STANDARDS ?
9. CONTENT
A. IS THE LESSON CONTENT :
 ACCURATE ?
 RELEVANT ?
192
 MEANINGFUL ?
 UPDATED ?
 INTEGRATIVE ?
B. ARE THE SUPPORT

INSTRUCTIONAL MATERIALS :
 APPROPRIATE ?
 ADEQUATE ?
 VARIED ?
 UPDATED ?
10. STRATEGIES /ACTIVITIES

B. ARE THE STRATEGIES /
ACTIVITIES:
 APPROPRIATE ?
 ENGAGING ?
 CHALLENGING ?
 CHILD - FRIENDLY ?
 ADAPTABLE ?
11. ASSESSMENT
B. IS THE ASSESSMENT :
 VALID ?
 AUTHENTIC ?
 PERFORMANCE -
BASED ?
12. DELIVERY
D. WERE THE PRELIMINARY
ACTIVITIES (REVIEW ,
MOTIVATION , ETC .)
UNDERTAKEN ?
E. WERE THE ACTIVITIES
PROPERLY EXECUTED ?
F. WAS THE USE OF
INSTRUCTIONAL TIME
MAXIMIZED ?
13. CLASSROOM MANAGEMENT

B. IS THE LEARNING
ENVIRONMENT :
 SAFE ?
 ORDERLY ?
 CLEAN?
14. RECOMMENDATIONS /AGREEMEN

T
C. WOULD YOU HAVE
SUGGESTIONS FOR THE
IMPROVEMENT OF A SPECIFIC
PART OF THE LESSON ?
D. WOULD YOU ADOPT /ADAPT
THE LESSON PRESENTED ?
193
JOURNAL WRITING GUIDE QUESTIONS
4. WHAT CONCEPTS WERE DEVELOPED DURING THE LESSON?

5. WHAT GOOD TEACHING PRACTICES WERE DEMONSTRATED DURING THE LESSON?
6. WHAT RECOMMENDATIONS WOULD YOU MAKE TO ENHANCE THE LESSON ?
194
The Activity Guides
SAMPLE 3
Professional Reading Activity Guide Template

The 5 R’s (Read, Reflect, Relate, Reach out, Revisit)
Title of Reading Material:
Target Competencies (NCBTS-TSNA):
Clientele Group:
Time Duration:
Phases Objective/s Content Time Method/Process Materials

Frame
Read 1 week The SH/facilitator will distribute Bibliographical

(1st wk) reading materials with entries of
questionnaire to the personnel Professional
concerned to study for a week. Reading
Materials
Reflect 2 hours At the end of the week, the Journal

reader should internalize the
(1st wk) materials read by writing a Questionnaire
journal and answering a
questionnaire.
Relate By the second week, a team Portfolio

composed of five members will
(2nd wk) share their responses. They
have to list down the
commonalities and discuss the
differences to arrive at a
conformity/consensus or make
a summary.
Reach out By the third week, the team Ex. IMs/CAIMs

members will showcase the
significant learning to apply
195
(3rd wk) what they have gained from
their readings to enhance the
target professional
competencies.
Revisit 4 hours At the end of the fourth week, Assessment

all the personnel will convene Tool
(4th wk) in a plenary to affirm the
results and findings of the
activity. A self-assessment
checklist will be accomplished
by each participant.
196
Job-Embedded Learning (JEL) Contract Template
(Use electronic version when filling the form.)
Learner (Trainee) Name School/Division/Region
Title of F3 Training Date of F3 Training

Attended
Trainee’s Present Gender

Position
My JEL Team Immediate Trainer/Coach for JEL

Supervisor
Priority Competencies
Addressed/Goal and
Objective for the JEL
Specific Competency
Areas to improve during
the JEL
197
Venue :________________________ Division
Date :________________________ Cluster
School
# REQUIRED

hr)
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
198
B. Implementation
Live-IN:
Live-OUT:
Food
Training materials
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Total A & B
Contingency 10%
199
GRAND TOTAL
Prepared by:

Date: Date: Date:
200
APPROVAL SHEET
This Resource Package has been prepared by the following PDRD-WG Members on ________( add
date):
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Reviewed By:
_____________________________
PDRD-WG Head
_____________________________________
_____________________________________
(Finance Officer) Date:
201
APPROVED:
_______________________________________
Date:
I PERSONAL DATA
Name:
Employee Number (If Applicable):
Sex: Male Female
Date of Birth:
Home Address:
202
II. WORK EXPERIENCE

region
203
years.

attended
years ()
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research

______________
204
205
206
Date: Signature:
RD-M&E Form 1: End of Resource Package

Development Evaluation
Name of Resource Material Developer: ______________________Sex: Male: Female:
Title of Resource Package Developed: ____________________________________
Target Personnel Group: _______________________________________________
Please rate how you think the Training & Development Resource Package Development team
implemented the following processes involved in the development of the resource package. Please
tick the appropriate column for your rating using the scale below.
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
To what extent did the developers demonstrate the following? 1 2 3 4
1 Considered the Program Design when developing the Resource Package
2 Examined existing resource materials/packages for the purpose of adoption/adaption
207
3 Followed the standards and guiding principles in the development of the resource package
4 Conceptualized the context matrix clearly articulating the requirement of the program in
relation to:
e. activities to be conducted
f. specific objectives to be achieved
g. key understanding to be developed
h. resource materials required
5 Outlined a sequentially organized schedule of activities to support the implementation of the

program including both the F3 and JEL Components
6 Articulated in the resource package a clear learning approach and methodology for both the
F3 and JEL components
7 Developed session guides, (including accompanying powerpoint presentations and scripts)

that clearly outline the conduct of all activities
8 Developed all the necessary handouts and reading materials required for the successful
implementation of the program
9 Identified all the materials required to support the delivery of the program
10 Described the monitoring and evaluation process clearly and developed any necessary M&E
tools
11 Reviewed and quality assured the Resource Package
12 Enhanced competencies in program resource development
13 Expressed learning gained during the resource development process
Do you have other comments/suggestions/recommendations for the improvement of the resource

package development process?
Please submit completed form to PDRD-WG. Results should be incorporated into the Program Completion
Report
RD-M&E Form 2: Program Resource Package Review/ Quality

Assurance Tool
208
quality assurance of the developed program resource package at the region, division, school levels. The
PDRD-WG will use the form to internally review its work before submitting the Program Resource
Package for QA, through the T&D Chief/Chair or School Head. The T&D Chief/Chair or School Head will
establish a Quality Assurance Team to review the developed program resource package to ensure that
it meets the standards set for program resource development.
Rating Guide:
4 Very High Extent
3 High Extent
2 Low Extent
1 Very Low Extent
Use the scale above to assess the Program Resource Package and check the appropriate column for
each item.
Standards for Professional Development Materials 1 2 3 4
1. It is accurate in content and reflects the ways in which knowledge is

conceptualized within the domain.
2. There is logical and smooth flow of ideas.
3. It uses language and symbols of the content domain and its way of
representation, and supports learners in developing and using them.
A. Integrity
4 It uses the following correctly and appropriately:
- - terms and expressions
- - symbols and notations
- - diagrammatic representation
- - graphical representation
5. It assists the learner by identifying and differentiating between

different points of view and perspectives presented.
6. It is supported with content that is based on current research and

incorporates innovative strategies and best practices.
209
7. Presentation of factual content is accurate and up-to-date.
8. There are no outdated information, improper use of statistics;

inaccurate graphs; over simplified models, examples or simulations.
9. Sources of information are identified and properly referenced.
10. It deepens educators’ content knowledge and enhances

competencies?
11. Learning objectives are made explicit to learners/users.

B. Learner-focus
12. It promotes adult learning principles
13. Content is structured to scaffold learning.
14. The resource package takes into consideration the specific needs of
the target group and the context in which they work.
15. Clear instructions for use are provided (i.e. purpose, processes,
intended outcomes are explicit).
16. Learning and information design is intuitive (i.e. the user knows what
to do and how to do it).
17. The context matrix is clearly conceptualized articulating the activities,

specific objectives, key understanding and resource materials
C. Usability
required to deliver the program.
18. It has a clear schedule of activities outlined to support the

implementation of the program.
19. It includes appropriate follow-up and technical assistance that will

support the development of competencies in the work place.
20. The resource package technology enhances the conduct and is cost
effective for training purposes
21. The learning resource connects to trainees’ personal/local

D. Accessibility
knowledge and experience
- linguistic and cultural experience
- local (community/geographic) conditions
210
- individual and family circumstances- including, gender,
abilities, economic conditions
- interest and degree of engagement (in particular addresses
differently abled learners)
22. Material is free of ideological, cultural, religious, racial, and gender
biases and prejudices.
23. Resource does not confront or embarrass learners in any of the

following ways:
- require learner to expose personal data which may

embarrass them
- invade learners’ privacy
- unfavourably compare learners’ learning performance with

learners’ identity
- unfavourably or stereotypically compare family or
community characteristics with learners’ identity
- unnecessarily or indiscriminately confront cultural
beliefs or practices
24. The session guides, including accompanying powerpoints and scripts,

E. Provision of Support
are clear and logically sequenced
25. All the necessary handouts and reading materials required for the
successful implementation of the program have been developed
Materials
26. The resource package reflects a product of group effort among

qualified and competent educators.
F. Collaborative
Development
27. The resource package provides monitoring and evaluation scheme

G. Provision
and tools
for M&E
What are your comments/suggestions/recommendations for the improvement of the resource

package?
211
Name: _____________________________________
Position: ____________________________________
Date: _______________________________________
Results should be shared with the Program Resource Development Working Group and inform the development
of the Program Completion Report
Writers:
Ollyjoy R. Sulian Rustico P. Abalos Jr.
LRMDS Coordinator Education Program Supervisor
Cordillera Administrative Region Region I
Maurita F. Ponce Shirley L. Godoy

Education Program Supervisor Education Program Supervisor
Region VII Region VIII
Elsa A. Usman Purisima J. Yap

Region IX Region X
Djhoane C. Aguilar Peter Van C. Ang-ug

Region XI Region XII
Genevieve S. Verceles Fernando C. Macaraig
212
Region XIII Region V
Ismaelita N. Desabille Ralph Laurent S. Mondoy

Education Program Supervisor Teaching Aide Specialist
Mandaue City Division, Region VII MIMAROPA Region
Aro Rara
Facilitator
Creative Arts Specialist
Bureau of Learning Resources
213

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Guidelines on

Department of Education * Republic of the Philippines

Camera-ready form/material is a material approved for mass printing.

Teacher’s Manual/ Teacher’s Guide

 Title page, Copyright Page, Table of Contents (TOC), Curriculum Guide)

Storybooks (Big and Small)

Strategic Intervention Material

Detailed Lesson Plan (DLP)/ Instructional Plan (iPlan) Tool

Training and Development Resource Package

C. Activity Guides based on andragogical and constructivism principles (Samples: Teaching

D. Hand-outs and Support Materials (include the list of hand-outs )

E. Monitoring and Evaluation Scheme & Tools

3. Preface/Introduction–The preface or introduction explains the conceptual framework or

5. Acknowledgments – The acknowledgments section expresses the author and publisher’s

Content/Body Proper (Inside Pages)

5. Learning Competency/ies – is/are learning standard to be developed by learners and are

7. Procedure – the step by step processes in achieving the competency/ies to be developed in

Strategic Intervention Material (SIM)

5. The Introduction/Preface Page – The introduction or the preface page states

6.1 The Guide Card

6.2 Activity Card

6.3 Assessment Card

6.4 Enrichment Card

6.5 Answer Key Card

6.6 Reference Card

The Region Contextualization Matrix is the compendium of all localization

2. The Division Contextualized Curriculum Matrix (DCCM) – The Division

3. The Division Contextualized Learning Resources (DCLRs) – The Division

In addition to these elements is the integration of values which is stated

Table 2 Page Properties

Page Properties For Print

Margins Bottom 1"

Document Page Set-up

VERSO (left side) page RECTO (right side) page

Margins Gutter Margins

Table 9. Art-to-Text Ratio

Typography Standards for Main Text

Unit Opener Artwork

Color Codes for Textbooks per Subject Area

English cyan/light blue

Filipino dark blue

Araling Panlipunan red

Edukasyon sa Pagpapakatao brown

Music and Arts canary yellow

Physical Education and Health light yellow

Mother Tongue-Based Multilingual white

To improve readability of text, observe the following rules:

Talaan ng Paggamit ng Aklat

Kailan natanggap sa Paaralan:

Isulat ang pangalan ng mag-aaral sa hanay na “Pangalan ng Humiram.”

Date received by school:

Issued to Date Date

B. Used Book in Good Condition

C. Used Book in Fair Condition

D. Used Book in Poor Condition

Talaan ng Paggamit ng Aklat

Paaralan: Purok: _____________

Ingatan ang Iyong Aklat

Mga Dapat Gawin: Mga Di Dapat Gawin:

Take Care of Your Book

Talaan ng Paggamit ng Aklat

Petsa na natanggap ng Paaralan:

Isulat ang pangalan sa hanay na “Pangalan ng Humiram.”