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