Department of Education: Teacher Induction Program

Republic of the Philippines
Department of Education
TEACHER INDUCTION PROGRAM
MODULE 3
DEPARTMENT OF EDUCATION
Module 3: The K to 12 Curriculum

The Department of Education’s goal to reach out all school-aged children be in
school to provide quality basic education. Recognizing that all children and youth,
including those with disabilities, Indigenous People, Muslim learners, child laborers, in
conflict situation, and those that are hardest to reach has the right to education. Our
department has come up with a system that will address the needs of different types of
learners.
With the advent of K to 12 Basic Education Program, our department strengthen

the programs, projects and activities anchored on a long-term goals of inclusive
education, which is also aligned to the Sustainable Development Goals (SDGs) officially
known as Transforming our Word: the 2030 Agenda for Sustainable Development is set
of 17 “Global Goals” wherein goal 4 speaks on Quality Education…, thus producing
globally competitive graduates.
I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY
A. Desired Learning Outcomes
1. Demonstrate the knowledge of the different strategies that promote

literacy and numeracy skills. ( 1.4.1)
2. Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. ( 1.4.2)
B. Objectives
a. Enumerate the different teaching strategies that promote language literacy

and numeracy skills.
b. Apply various teaching strategies that promote language literacy and

numeracy skills in the daily lesson plan.
c. Appreciate the importance of understanding children’s emerging needs

and abilities in inculcating love for reading and numbers among them.
d. Adopt interactive and ICT-mediated teaching strategies that will enhance

learner achievement in language literacy and numeracy skills.
C. Pre-Test
A. Fill-in the KWL chart with the needed information in the KWL chart.
 For column K, write all the things you know about the Early Language Literacy
and Numeracy
 For column W, write all the things you want to know about different teaching
strategies that promotes literacy and numeracy skills.
 After going through the module, fill up the L column of the chart by writing all
the things you learned about the ELLN Program and the different teaching
strategies that promotes literacy and numeracy skills.
K (What I Know) W (What I Want to know) L (What I Learned)
ELLN is a different
teaching strategies that
the teacher used to I want to know a lot of different I learned that using different
encourage the learners teaching strategies to develop my teaching strategies the pupils
to study well.. teaching skills. easily understand the lesson.
B. Directions: Put a check mark (/) if the statement below refers to the aims of the
Early Language Literacy and Numeracy (ELLN) Program and a cross mark (X) if not on
the space provided.
___/___ 1. The ELLN program was designed to provide the newly hired teachers a
full understanding of the importance of the ELLN Program.
___/__ 2. ELLN program aims to improve reading and numeracy skills of
kinder to grade 3 pupils following the k to 12 basic education curriculum.
___/___ 3. ELLN program establishes a sustainable and cost-effective
professional development system for teachers.
___/___ 4. The study of child development helps teachers understand how children
influence their environment, and in turn, how the environment influences
them.
___/___ 5. The ELLN program intends to explain how domains of child
development are intertwined and in turn affect how children grow,
develop, and learn.
____/___6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong learning.
____X___7. Beginning teachers may not be given a sustainable and cost-effective
professional development system since they are responsible for their own
professional growth.
____/___8. Studying child development helps teachers explain individual
variations in rate of development of their students
____/___9. Developmentally appropriate practice is a perspective within
early childhood education whereby a teacher or child caregiver nurtures a
child's social/emotional, physical, and cognitive development by basing all
practices and decisions on (1) theories of child development, (2)
individually identified strengths.
____X___10. Development in the context of education maybe defined as holistic. It is
often divided into four categories that makes it easier to observe and
understand children’s behavior. These dimensions are interdependent.
Progress in one area affects progress in others.
F. Activities and Assessment

List down the appropriate teaching strategies that will promote literacy and numeracy
according to each developmental stage.
Grade level Topic Appropriate Teaching Strategies
Using videos or different song related to the

Kindergarten Counting numbers topic the pupils easily understand the lesson
Addition and
subtractions of ones to
tens numbers without
Grade1 regrouping. Cooperative learning Approach
Grade 2 Place Value Cross Curriculum Teaching
Grade 3 Convertion of time Cooperative Learning approach
Reflection
1. Based on the readings, I have learned that……
Using different teaching approach the learners easily understand the lesson.
2. I have realized that ……

By used of different teaching strategies your lesson become enjoyable and
easily to understand.
H. Post-Test
A. Directions: Put a check mark (/) if the statement below refers to the aims of the
Early Language Literacy and Numeracy (ELLN) Program and a cross mark (X) if not on
the space provided.
___/___ 1. The ELLN program was designed to provide the newly hired teachers a
full understanding of the importance of the ELLN Program.
__/___ 2. ELLN program aims to improve reading and numeracy skills of
kinder to grade 3 pupils following the k to 12 basic education curriculum.
___/___ 3. ELLN program establishes a sustainable and cost-effective
professional development system for teachers.
___/___ 4. The study of child development helps teachers understand how children
influence their environment, and in turn, how the environment influences
them.
___/___ 5. The ELLN program intends to explain how domains of child
development are intertwined and in turn affect how children grow,
develop, and learn.
___/____6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong learning.
___X____7. Beginning teachers may not be given a sustainable and cost-effective
professional development system since they are responsible for their own
professional growth.
___/____8. Studying child development helps teachers explain individual
variations in rate of development of their students
___/____9. Developmentally appropriate practice is a perspective within
early childhood education whereby a teacher or child caregiver nurtures a
child's social/emotional, physical, and cognitive development by basing all
practices and decisions on (1) theories of child development, (2)
individually identified strengths.
___/____10. Development in the context of education maybe defined as holistic. It is
often divided into four categories that makes it easier to observe and
understand children’s behavior. These dimensions are interdependent.
Progress in one area affects progress in others.
II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure to

managing classroom structure that engage learners, individually or in groups, in
engages learners, individually or in meaningful exploration, discovery and
groups, in meaningful exploration, hands-on activities within a range of
discovery and hands-on activities within physical learning environments.
the available physical learning
environments.
C. Objectives
a. Explain classroom structure for flexible learning options (FLOs) in

engaging learners individually or in groups;
b. Understand and identify the existing programs that espouses FLOs to

address learners’ needs whether individual or in groups;
c. Develop learning plan using varied materials, hands-on activities and

strategies that address learners’ individual or group needs.
d. Help the FLO learners in preparing their Individual Learning Activity

(ILA) Plans to show them empathy.
C. Pre-Test
Directions: Fill-up the crossword puzzle below. If you miss one item, find out which
item is it and you might need to go back to that particular text and re-read that
part.1-
CROSSWORD PUZZLE
Activity 1. Self-directed Reading and understanding the Nature of FLO Learners
Read the following text/materials.

 DepEd Press Release on FLOs. –DepEd Rolls out ALS to K-12 Basic
Education
 DepEd Order 46, s. 2017 entitled: Framework for the Pilot Implementation
of the Alternative Learning System- Education and Skills Training (ALS-
EST)
Interview some learners who are into FLOs using the following interview guide:
1. Reflect on the materials you read in this module and enlist at least three (3)
questions that you wanted to ask either from peer or from learners involved in
FLOs;
2. Set an appointment with your peer who is knowledgeable about ADMs,
FLOs, and other related programs intended for learners under peculiar
situations.
3. Observe how a peer facilitates learning or guides learners enrolled in FLOs;
Validate your observation by asking further questions that you want answers.
4. Request your peer to assign you at least three learners enrolled in the program
and conduct an informal interview. You may need your peer’s assistance in
conducting the interview as most learners may not be readily open to share their
situations in life.
5. If you are successful in getting the information you need straight from an FLO
learner, make sure that you keep the learners’ information confidential.
6. Complete the template below to capture your relevant learnings:
Learners’ Code Reason/s why Action to Take to Observation/

Name learner availed of Help the Learner Reflection
FLOs
Activity 2: Simulated Activity

Complete the following items below with your personal thoughts on these certain
situations especially in addressing the needs of your students. Write your suggested
flexible learning strategy as well.
1. A student accidentally got pregnant and decided to discontinue her education.

LEARNING APPROACH: Encourage the learner to continue her education.
DepEd provides program like “Open High School “ which the learners only need
to went school ones a week . The teacher give modules which the learners need to
study this on her own.
2. How would you challenge your student who is about to drop his classes because
of financial problems?
LEARNING APPROACH: Tell them that in public schools education is free. In
case the problem is his/her allowance the feeding section provides food for them.
3. A highly gifted student manifests behavioral problems and has very poor
attendance record.
LEARNING APPROACH: Home visitation is advised. Encouraged him to go
to school. Make the learners realized that education is very important in life.
Reflections
If you will make a # (hashtag) post, what would be your hashtag to encapsulate your
greatest learning in this module?
# Education for All
Complete the following statements….
I can be a more effective teacher when I learned how to used different teaching strategies.
I realized that the crucial role I play in the life of my FLO learners I am the one who
encourage them to study, we teachers are the gateway to success.
I can be a better teacher when the DepEd limit paper works.

I realized that the crucial role I play in the life of my FLO learners …
H. Post-Test
Directions: Take another challenge of filling-up the crossword puzzle below. If you
miss one item, find out which item is it and you might need to go back to that
particular text and re-read that part. Attempt to take the test again after 30 minutes
CROSSWORD PUZZLE
III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE

EDUCATION

a. Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences. (3.1.1)
b. Implement teaching strategies that are responsive to learners’ linguistic, cultural,
socioeconomic and religious backgrounds. (3.2.1)
c. Use differentiated developmentally appropriate learning experience to address
learners’ gender, needs, strengths and experiences. (3.1.2)
d. Establish a learner-centered culture by using teaching strategies that respond to
their linguistic, cultural, socioeconomic and religious backgrounds. (3.2.2)
B. Objectives
a. Explain the components of a comprehensive inclusive education program, its
principles and teaching approaches to suit diverse learners’ gender, needs,
strengths, interests, and experiences;
b. Describe the program options in providing education services to children with
various linguistic, cultural, socioeconomic, and religious background;
c. Use experiences with diverse learners to develop teaching-learning materials to
practice inclusive education; and
d. Develop and demonstrate a lesson to establish a learner-centered culture by using
teaching strategies that respond to their linguistic, cultural, socioeconomic, and
religious backgrounds.
C. Pre-Test
Directions: Choose the best answer and write the letter only.
1. Inclusive classrooms offer many benefits for children. Which of the following
statements demonstrate an inclusive classroom?
a. Increased acceptance and appreciation of diversity
b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above
2. Which of the following is one of the philosophical bases for inclusion?

a. the belief that all members of a learning community should be alike
b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable
3. An important philosophical principle underlying inclusive education for students with

disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation
4. Collaboration between professionals and families in the interest of children with

disabilities:
a. is usually not possible due to lack of interest and involvement on the part of
parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their child
5. The provision of sufficient resources is a major concern of many teachers and parents
when inclusive education is proposed.
a. True
b. False
6. The practice of fully integrating all students into classroom instruction regardless of
race, gender, religion, socioeconomic status, ethnicity, physical or mental ability, or
language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities
7. In general, research into inclusive education has shown______.

a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion
8. Inclusive education enhances approach in _____.

a. Democracy
b. Socialism
c. Imperialism
d. Colonialism
9. In which type of inclusion the disabled children get regular classroom learning?
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion
10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encouraging students
c. Improving textbooks
d. None of the above
Activity 1. Child Find

Think of ways on how you can coordinate with community partners (barangay officials,
health care workers, parents) in order to locate children in the community and convince
them to enroll in the school.
COMMUNITY WAYS AND MEANS TO COORDINATE FOR CHILD
PARTNERS FINDING
Parents 1. Mapping
2 Make parents to realize how education was very
important.
Health Care
Workers 1.Coordinates to Health Care Workers
2
Barangay Officials 1. Coordinates to Barangay officials
2
Activity 2: Assessment
From the pool of assessment tools written in the box, pick the best that could address the
situations which describe the strengths and weaknesses of each child with additional
needs.
ASSESSMENT
Self-assessment
Performance Task
Presentation
Presentation1. Jason’s family belongs to an indigenous group and is slightly intimidated

by larger groups in the class, but he has a certain ability to narrate or answer questions
about a given task and is able to verbally demonstrate his understanding.
Presentation 2. Miranella grew up in an orphanage having been abandoned by her parents

right after birth. She feels uncomfortable speaking in a big class but is able to share ideas,
reason out, and explain a concept through an informal one-on-one with the teacher.
Performance Task 3. Anna has a cleft palate resulting to her inability to pronounce some
words properly. This makes her less confident to speak in front of the class for fear of
being ridiculed, however, she feels a little comfortable when talking with her teacher with
whom she is able to answer questions and clarify understanding of a specific concept.
Performance Task 4. Nurhalem is classified as a displaced student having come from the
war-stricken place. From the first day in class, he has seemed to be inconsistent with his
behavior and degree of participation in group dynamics; sometimes he is persistent, other
times impatient.
Performance Task 5. Elizabeth has been diagnosed with dyscalculia, a learning disability
in Mathematics. She does not perform well in paper-and-pencil test but she is able to
show her skill and ability when given a learning task such as drawing.
Self-assessment6. Cynthia is a gifted child who sometimes fails to acknowledge

criticisms from other people. However, given a set of self-check questions from the
teacher, she is led to discover her own strengths and weaknesses and develop a better
sense of understanding of her own learning.
Activity 3: Program Options
Study the following cases and identify the best program option that is most appropriate
for each case.
1. In the middle of the school year, Sitti and Aliwan were placed in your school from
an armed conflict area. Since the day they came to school, they were observed to
have shown peculiar behavior of inferiority and naivete as result of the trauma which
they experienced in their previous place. They seem to struggle in keeping up with
the classroom lessons and in performing activities which call for group discussions.
What program option can you recommend for Sitti and Aliwan? Resources room
program
2. Cynthia is a happy child. She is active in class and in extracurricular activities.
Recently, she was voted by her classmates as the class representative in the student
government. However, toward the middle of the school year she started to manifest
behavior which has called your attention. She started to lose enthusiasm and came to
class without assignments. She began to isolate herself from her classmates and
oftentimes stayed in the corner of the classroom absent-mindedly looking afar. One
day, she arrived with bruises visibly marked on her arms and a wound on her upper
left eye. When you invited her for a one-on-one talk, she hesitantly mentioned that
she is being sexually and physically abused by her stepfather to whom she is
entrusted by her mother who went abroad. What program option can you recommend
for Cynthia in order to revive her enthusiasm in class and to save her from her
situation? Resources room program
Activity 4. Parental Involvement
Conduct an interview with the parents of students with identified additional

needs. You may use the interview questions cited below. However, feel free to add more
probing questions as the needs arises along your conversation.
This activity aimed to help you determine the reasons why some parents have
low level of involvement when it comes to the academic needs of their children.
Interview Guide Questions:

1. What do you do for a living?
None
2. How often do you talk to your child about his school work?
Often
3. Does your child openly communicate to you about his academic needs? What was
the recent story or aspect of concern that he has shared with you?
No
4. How often do you go to school to inquire about your child’s performance?

I don’t asks to the teacher.
5. Was there any invitation for parent-teacher conference where you failed to come?
Yes
6. What could be the reasons why you fail to come to school for a conference about
your child’s performance? (In case this is true to the parents)
(In case this is true to the parents) Because my kids don’t have someone to look
often.
7. What do you think are the advantages [on the part of your child] of getting you more
involved in the academic performance of your child?
I can identify my child needs.
8. What do you think should the teachers or the school do in order to encourage you
to get you more involved in the academic performance of your child?
Communicate to both of us.
Activity 5. Sharing
This is an activity of sharing experiences and best practices by the experienced

or distinguished teachers of the teaching-learning materials they used to practice
inclusive education and use these materials to address learners’ gender, needs,
strengths, and experiences.
Conduct an interview with experienced and distinguished teachers and

identify the teaching materials they used in the teaching learning-learning process
to practice inclusive education. After the sharing or interview, you are supposed to
apply and use these teaching materials in your own classes to practice inclusive
education.
Activity 6. Writing
Using the DLL format, you have to develop and demonstrate a lesson that
establish a learner-centered culture by using teaching strategies that respond to
their linguistic, cultural, socioeconomic and religious backgrounds.
Note: Outputs may vary.

G. Reflection
1. What were your thoughts or Inclusive Education is a program by which all
ideas about Inclusive Education prior learners are welcome to join or go to a regular
to the discussion of this lesson? class.
2. What new ideas did you I learned that all learners deserve to join in a
learn after taking up this regular class.
lesson?
3. How did you apply your More efforts in teaching because if you have
learning about Inclusive Education in a child with special needs in your class is not
your own classroom? an easy work.
H. Post-Test
Directions: Choose the best answer and write the letter only.
1. Inclusive classrooms offer many benefits for children. Which of the following
statements demonstrate an inclusive classroom?
a. Increased acceptance and appreciation of diversity
b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above
2. Which of the following is one of the philosophical bases for inclusion?

a. the belief that all members of a learning community should be alike
b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable
3. An important philosophical principle underlying inclusive education for students with

disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation
4. Collaboration between professionals and families in the interest of children with

disabilities:
a. is usually not possible due to lack of interest and involvement on the part of
parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their child
5. The provision of sufficient resources is a major concern of many teachers and parents
when inclusive education is proposed.
a. True
b. False
6. The practice of fully integrating all students into classroom instruction regardless of
race, gender, religion, socioeconomic status, ethnicity, physical or mental ability, or
language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities
7. In general, research into inclusive education has shown______.

a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion
8. Inclusive education enhances approach in _____.

a. Democracy
b. Socialism
c. Imperialism
d. Colonialism
9. In which type of inclusion the disabled children get regular classroom learning?
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion
10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encouraging students
c. Improving textbooks
d. None of the above
SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM

PRE-TEST
Choose the letter of the correct answer. Write the letter of your answer on the space
provided.
__ d. ___1.The provision of Kindergarten Education (KE) to all will increase young
learners chance of completing formal schooling, reduce incidence of school leavers, and
ensure better school performance is embodied in
a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
__ d. __ 2.One of the goals of the Kindergarten to Grade 3 curriculum is to develop
among learners the following except one. Which one is NOT?
a. An enhanced sense of self and community
b. A deeper understanding of key concepts and ideas in the different learning
areas
c. A positive attitude toward learning
d. An increasing degree of independence in applying knowledge, skills, and
values learned.
__b___3.Which among the following is the most distinct feature of the Kindergarten
curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
__b___4.As defined in the Enhanced Basic Education Act of 2013, kindergarten
education is the first stage of compulsory and mandatory formal education, which
consists of one (1) year of preparatory education for children at least ______ years old as
a prerequisite for Grade 1.
a. 4 c. 6
b. 5 d. 7
___a__5.Which is true about secondary education?
I. It composed of 2 key stages, Junior HS and Senior HS
II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III
___b__6.Fred, an 8-year old boy, was accompanied by his mother to enroll in Grade 1.
Upon interview, it was revealed that Fred never attended schooling and his mother cannot
show any proof that he finished his kindergarten education. The decision was for Fred to
enroll in KE. Do you think the decision made is right?
a. Yes, because he needs to be exposed in the classroom first.
b. Yes, because KE is a prerequisite to Grade 1
c. No, because he met the age requirement for grade 1
d. No, because it does not matter whether he finished KE or not
___d__7.The following are features of learning assessment except one. Which one is
NOT?
a.Assessment provides vital information that would advise parents of the child’s
progress.
a. Assessment is crucial to identifying the child’s total developmental needs and
at the same time should determine academic achievement.
b. Assessment is best conducted on a regular basis so that a timely
response or intervention can be made to improve learning.
c. Assessment ratings should be more qualitative or descriptive and less
numerical.
__c___8. The SHS curriculum formulation is a step toward the realization of the
Philippine Qualifications Framework (PQF), and is the main policy tool for the
implementation of the new 13-year cycle of basic education. What comprises the SHS
curriculum?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
__d___9. After delivering his lesson on motion, Mr. Cruz gave a summative assessment,
recorded data on students’ scores and identified students who passed and those who
failed. He provided enrichment and intervention activities to those who passed and failed
respectively. Which part of the learning log is being accomplished by Mr. Cruz in this
situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection
___b__10. According to DepEd Order 31, s. 2012 entitled Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC)
Effective School Year 2012–2013, at the end of Senior High School, the learner is
expected to be prepared and equipped with knowledge and skills for Tertiary Education,
middle-level skills development, employment, and entrepreneurship. After finishing SHS,
Gorio devoted his time preparing and selling delicacies in his locality for him to earn for
his higher education. Which goal of the K to12 BEP is illustrated?
a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education
No. Characteristics Kindergarte Grade Grade Grade

n
4 to 6 7 to 10 11 to 12
to Grade 3
The onset of puberty
happens when young
teens undergo
physiological changes √
triggered by the release
1 of hormones.
2 Physiological √
development will be
almost complete at this
stage.
Children at this stage use
symbols that allow them
to think creatively and
slowly as they are √
learning to process
3 information logically.
They develop the

capacity to share and take
turns, and they are able to
play cooperatively with √
their peers.
4
The ability to learn grows
substantially at this age
because of their
increasing capacity to
think conceptually, solve
5 problems, and use √
language.
They learn what is
expected of them by
observing and imitating
6 models, who are usually
their parents, but can also
be other significant
people like older siblings, √
teachers, or peers.
Children’s self-concept
(how they see
themselves) at this age is
influenced in larger part √
by their physical,
7 intellectual, and social
skills
Their sense of identity,
including their sexual
orientation and gender
identity or gender √
expression (SOGIE), is
firmer and clearer.
8
They also develop the
capacity to share and take
turns, and they are able to
play cooperatively with √
their peers.
9
They begin to experience
feelings of attraction,
which occur as they
encounter gender identity √
or gender expression
10 issues.
Read and answer the guide questions below.
How would you describe children of ages 5-8 in terms of:

 physical development?
The onset of puberty happens when they undergo physiological changes
triggered by the release of hormones
 cognitive development?
The ability to learn grows substantially at this age because of their increasing
capacity to think conceptually, solve problems and use language.
 learning style?
Children, self- concept at this age is influenced in larger parts of their
physical, intellectual and social skills.
How would you describe children of ages 9-12 in terms of:

Become more self-conscious about her appearance particularly in clothe
preferences and they become more critical
They have longer distinctions between reality and fantasy and high standards
for one self.
 learning style?
Enjoying task that will increase the sense of being independent
How would you describe learners in the secondary education in terms of:
The growth hormones gradually increases. Body dimensions changes such as
height, leg length, shoulder width and trunk growth
Think abstractly, can reason deductively and plan for the future
 learning style?
They learned collaboratively using logic reasoning.
Direction: Fill-in the KWL chart with the needed information.

 For column K, write all the things you know about the curricular goals in each
key stage
 For column W, write all the things you want to know about the curricular
goals in each key stage
Key Stage K (What I Know) W (What I Want to L (What I Learned)
know)
KE to Grade 3 Use word Learning styles, Continues support of
identification innate tendencies, learners strength,
strategies learning preferences interest, learning
appropriately when and behavior preferences through
encountering management monitoring
unknown words
Grade 4-6 Formative and Physiological In computing
summative changes, behavior learners grades we
Classroom changes and social use the result of
assessment are development summative
given during this assessment
grade level to
improve student
learning outcome
Grade 7-10 SIP – evaluation for Courses offered by Level of exam and
grade 7 TESDA to further its corresponding
students select a contents
NCAE- Grade 9
better area of
NAT- Grade 10 specialization
Grade 11-12 Learners are given Assessment for Entry as well as exit
as much positive student learning to assessment for the
feedback about their respond to the needs deiff. Tracks may
performance of learners vary.
After going through Activity 2, fill-up the L column of the chart by writing all the things
you have learned about the curricular goals.
What have you realized from the lesson? How would knowing the curricular goals affect
your teaching plans in the key stage you are handling?
Matching Curricular goals, Instruction and Assessment Strategies

1. After you have read the preceding materials, you will match curricular goals,
instruction and assessment strategies.
2. Select a certain learning competency in one of the subjects you are currently
handling using the curriculum guide. Write the LC code.
3. Think of appropriate instruction and assessment strategy/ies for the selected
LC.
4. Accomplish table below
Learning Competency/ Instructional Strategy Assessment
LC Code
Ex.- Identification of a The students will Performing an experiment
problem determine the variable they in getting data
need to manipulate
Collecting data
Formulating Hypothesis
Analysis and interpretation
of data
What do you need to consider in planning your instruction to ensure that standards are
achieved?
Preparing a Detailed Lesson Plan
1. After going through sessions 1 to 3 of this module, you are going to prepare a
detailed lesson plan by applying the knowledge you gained.
2. Read DepEd Order No. 42, s. 2016, Policy Guidelines on Daily Lesson
Preparation for the Kto12 Basic Education Program
3. Answer the following:

a. In what way is the detailed lesson plan (DLP) useful to you as a newly hired
teacher?
- It is useful to me, in organizing and managing my classes and lesson effectively and
efficiently and to ensure achievement of learning outcome.
b. Which part of the DLP do you find the easiest to accomplish? Why do you say so?
- For me drill and motivation is the easiest to accomplish, because there are many
resources that we can use like pictures, videos and flash cards
c. Which part of the DLP do you find difficult to accomplish? Why do you say so?
- Evaluation, because in making assessment or test question you have to consider
your pupils learning ability/level in order for them to cope up with better results.
1. This time, think of a learning competency on the area and key stage you are
handling. Review on the content and performance standard of the chosen LC and
prepare a detailed lesson plan. Please be guided with DepEd Order No. 42, s.
2016.
2. Seek for technical assistance from your school head or instructional supervisor to
ensure that curriculum requirements are achieved. Take note of suggestions and
comments and do some revisions if needed.
POST-TEST
Each item consists of options lettered a, b, c, and d. Read each item carefully and choose
the letter of the correct answer. Write the letter of your answer on the space provided.
__d___1.The provision of Kindergarten Education (KE) to all will increase young
learners chance of completing formal schooling, reduce incidence of school leavers, and
ensure better school performance is embodied in
a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
___d__2.One of the goals of the Kindergarten to Grade 3 curriculum is to develop among
learners the following except one. Which one is NOT?
a. an enhanced sense of self and community
b. a deeper understanding of key concepts and ideas in the different learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in applying knowledge, skills and values
learned.
__b___3. Which among the following is the most distinct feature of the Kindergarten
curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
___b__4. As defined in the Enhanced Basic Education Act of 2013, kindergarten
education is the first stage of compulsory and mandatory formal education, which
consists of 1 year of preparatory education for children at least ______ years old as a
prerequisite for Grade 1.
a. 4
b. 5
c. 6
d. 7
__a___5. Which is true about secondary education?
I. It composed of 2 key stages, Junior HS and Senior HS
II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III
___b__6. Fred, an 8-year old boy, was accompanied by her mother to enroll in Grade 1.
Upon interview, it was revealed that Fred never attended schooling and his mother cannot
show any proof that he finished his kindergarten education. The decision was for Fred to
enroll in KE. Do you think the decision made is right?
a. Yes, because he needs to be exposed in the classroom first.
a. Yes, because KE is a prerequisite to Grade 1
b. No, because he met the age requirement for grade 1
c. No, because it does not matter whether he finished KE or not
___d__7. The following are features of learning assessment except one. Which one is
NOT?
a. Assessment provides vital information that would advise parents
of the child’s progress.
b. Assessment is crucial to identifying the child’s total developmental needs and
at the same time should determine academic achievement.
c. Assessment is best conducted on a regular basis so that a timely
response or intervention can be made to improve learning.
d. Assessment ratings should be more qualitative or descriptive and less
numerical.
__c___8. The SHS curriculum formulation is a step toward the realization of the
Philippine Qualifications Framework (PQF), and is the main policy tool for the
implementation of the new 13-year cycle of basic education. What does the SHS
curriculum composed of?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
___d__9. After delivering his lesson on motion, Mr. Cruz gave a summative assessment,
recorded data on students’ scores and identified students who passed and those who
failed. He provided enrichment and intervention activities to those who passed and failed
respectively. Which part of the learning log is being accomplished by Mr. Cruz in this
situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection
__b___10. According to DepEd Order 31, s. 2012 entitled Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC)
Effective School Year 2012–2013, at the end of Senior High School, the learner is
expected to be prepared and equipped with knowledge and skills for Tertiary Education,
middle-level skills development, employment, and entrepreneurship.
After finishing SHS, Gorio devoted his time preparing and selling delicacies in his
locality for him to earn for his higher education. Which goal of the Kto12 BEP is
illustrated?
a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education
V. SESSION 5: SPECIAL EDUCATION

PRE-TEST
Write words or phrases in the graphic organizer below to represent your understanding of
Special Education.
Why this particular

program?
Who are the clients?
SPECIAL Creating alternative
Adolescents
EDUCATION environments for
People with disabilities unconventional learners
How is SPED implemented?

Activities and Assessment
Current practices
Read the situations below and identify the
Action Planning
disabilities evident in the learner. Choose from
the types of disabilities enumerated inside the
box.
Vision Impairment
 Deaf or hard of hearing
 Mental health conditions
 Intellectual disability
 Physical disability
1. You have observed that one of your students Anabel does not pay attention to what
you are illustrating on the board. You noticed that she squints and blinks frequently as
she stares at the writings on the board.
Deaf or hard of hearing
2.In a number of instances, you have called Albert but he does not seem to respond to
you. He manifested some level of inattentiveness or misbehavior. Mental health
conditions
3. Anton’s grades in all the learning areas were exceptionally impressive. However, he
got 77 in Mathematics. You have observed him struggle with numbers. Intellectual
disability
List down the characteristics of the gifted learners shown in the video. While the video is
being played you will point out the characteristics of each child being described. Use the
chart below to organize your ideas.
Name of the Gifted Child Characteristics/ Giftedness

Hyperactivity
Have a great sense of humor
Interview a mentor who is an expert in the field of special education and discuss
with him or her specific strategies that may be employed in dealing with learners with
disabilities and giftedness. You will then be enhancing this interview by having further
readings on the said topic.
You may interview a teacher handling the last sections or those teaching remedial
reading or SPED teachers themselves. Coaches, trainers, advisers of gifted learners may
also be your interviewees.
You may use the interview questions given or you may formulate your own
depending on the subject of your interview. The interview feedback form will guide and
help you in noting down important points of discussion.
Using the points you that you have gathered from the discussions in this session
and from the interview, you will now enumerate activities that you can use in order to
address the needs of a particular learner in your class who has a learning disability or
giftedness.
You may use the graphic organizer below.
DISABILITIES
Characteristics 1 Characteristics 2 Characteristics 3
Activities Activities Activities
Reflection
You have accomplished the task with great proficiency and it is commendable.
Looking back at the discussions and activities, write your reflections on the following:
What concepts about special education had a great impact on you?

- A Concept that giving what they need is to assist, teach and advise them or
treat them like your own child in order for them to get what the need.
-
What is your professional obligation towards these learners with disabilities and
giftedness?
- You have to provide them instruction according to their specific academic,

social, and psychological needs.
- To provide effective instruction and support which facilities the participation
of pupils in a regular classroom.
What is your personal commitment in helping your learners with special needs?
- Giving them extra time in teaching and learning process and treat them as a
real family.
POST-TEST
Let us test how far have you gone in understanding special education by having the post-
test. Write key concepts or ideas for each heading. setting
Why this program?
Who are the Clients? SPECIAL Creating alternative

EDUCATIO environment for
People with disabilities unconventional learners
N
How is SPED Implemented?

Action Planning
VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING

SYSTEM(ALS)
PRE-TEST
Directions: TRUE or FALSE. Write T if the statement is correct and if it is

FALSE write F on the space provided for.
____T_____ 1. The Alternative Learning System is a parallel learning system in the Philippines
that provides a practical option to the existing formal instruction.
____T____ 2. Family Basic Literacy Program (FBLP) focuses on packaging of short-

term educational activity that addresses the special needs and interest of the street and
working children.
Alive in ALS3. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
____T_____ 4. The potential learner in ALS goes through a screening process to
determine whatever prior learning that he/she may have through the National Assessment
Test.
Family Basic Literacy Program5. Mobile teachers are “specialized” teachers who live
among the people in remote barangays of the country.
T. Basic Literacy Program is a community-based program for nonliterate out-of-school
children, youth, and adults to acquire basic reading, writing, and numeracy skills.
Informal Education for Disadvantage Program 7. Indigenous People Education is a
program for Muslim migrants to be able to positively contribute to the peace efforts of
our government improve the quality of life of Muslim out-of-school youth and adults.
1987 Constitution 8. Radio-Based Instruction (RBI) is an alternative delivery mode using
radio broadcast to deliver the ALS programs, as a form of distance learning. Listeners are
able to acquire equivalency in basic education through the broadcast of lesson.
Functional Literacy Test 9. The Basic Literacy Program is a literacy service learning
intervention utilizing literate family members to help non-literate members upgrade their
literacy skills and improve the educational opportunities of poor families.
_____T____ 10. Parent education is a short-term course that addresses the special needs
and interest of the parents to promote pride of their work and show ownership of their
responsibilities as family and community members.
Fill in the missing phrase or word to complete the nature, salient feature and the legal
bases of Alternative Learning System (ALS).
1. The potential learner in the ALS goes through a screening process to determine
whatever prior learning that he/she may have through the Accreditation and Equivalency
Test (A&E0 test
2. The Basic Literacy Program is a program aimed at providing an alternative
pathway of learning for out-of-school children, youth, and adults who are basically
literate but who have not completed the 10 years of basic education mandated by the
Philippine Constitution.
3. The Adolescent Reproductive Health is a project for out-of-school adolescents
ages 9-24 years old years old. It is a life skills-based education program for adolescents
who are in high-risky behavior, sex-related or non-sex related behavior.
4. Every Filipino has a right to free basic education, the government establishes
ALS to provide all Filipinos the chance to have access to and complete basic education in
a mode that fits their distinct situation and needs.
5. As stated in Republic Act No. 7277 “the state shall promote the right of every
individual to relevant quality education regardless of sex, age, creed, socio-economic
status, physical and mental conditions, racial or ethnic origin, political or other
affiliation,” the State shall promote and maintain equality of access to education as well
as attainment of the benefits of education by all its citizens.
6. The Parent Education is an informal education which is a life skills
short-term course that addresses the special needs and interest of the parents to
promote pride in their work and ownership of their responsibilities as members of
the family and their community.
7. The Arabic Language and Islamic Values Education in Alternative Learning
System (ALIVE in ALS) is design for the Muslim Migrants to positively contribute to the
peace efforts of our government to improve the quality of life of Muslim OSY and adults.
8. The ALS program follows a uniform learning Lesson Modules for all academic
subjects covering the sciences, mathematics, English, Filipino, social studies, current
events among others.
9. The Alternative Learning System only requires learners to attend learning
sessions based on the agreed Schedule between the learners and the learning facilitators.
10. Community Learning Center (CLC) is also called Punlaan ng Karunungan,
which is similar to a school but different in many aspects.
REFLECTION:
After understanding the nature, salient feature and the legal bases of Alternative
Learning System, on what particular part of what you have read ignites your enthusiasm
to go beyond your limitations as a beginning teacher? Why? Support your answer.
The salient feature which ignites my desire as a beginning teacher is how ALS
provide basic education to all Filipinos in a mode that fits their distinct personality
POST-TEST
Modified TRUE or FALSE. Write TRUE if the statement is correct and if it is FALSE
underline the phrase or word makes it wrong and write the correct phrase or word on the
space provided for.
Family Basic Literacy Program1. Mobile teachers are “specialized” teachers who
live among the people in remote barangays of the country.
True_ 2. Basic Literacy Program is a community-based program for non-literate
out-of-school children, youth, and adults to acquire basic reading, writing, and numeracy
skills.
Informal Education for Disadvantage Program 3. Indigenous People Education is
a program for Muslim migrants to be able to positively contribute to the peace efforts of
our government in order to improve the quality of life of Muslim OSY and adults.
1987 Constitution 4. Radio-Based Instruction (RBI) is an alternative delivery
mode using radio broadcast to deliver the ALS programs, as a form of distance learning.
Listeners are able to acquire equivalency in basic education through the broadcast of
lesson.
Functional Literacy Test5. The Basic Literacy Program is a literacy service
learning intervention utilizing literate family members to help non-literate members
upgrade their literacy skills and improve the educational opportunities of poor families.
True 6. The Alternative Learning System is a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction.
True 7. Family Basic Literacy Program (FBLP) focuses on packaging of short-term
educational activity that addresses the special needs and interest of the street and working
children.
Alive in ALS 8. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
True 9. The potential learner in ALS goes through a screening process to determine
whatever prior learning that he/she may have through the National Assessment Test.
True 10. Parent education is a short-term course that addresses the special needs and
interest of the parents to promote pride of their work and show ownership of their
responsibilities as family and community members.
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION
Pre-Test
Below are the listed practices. Write down in column A those practices which are more
important to Muslim learners, column B those which are lesser important and column C
those that must be avoided
1. Attending Madrasah
2. Going to Mosque
3. Learning Arabic Language
4. Watching movies
5. Going to Karaoke Bar
6. Love and respect to parents and elderly
7. Fasting in the holy month of Ramadhan
8. Going on Pilgrimage to Makka
9. Reading Qur’an
10. Gossiping
11. Attending Eid al-Adha prayer
12. Gambling
13. Charity
14. Modesty
15. Eating Haram
Column A Column B Column C
Attending Madrasah Watching movies Going to Karaoke
Bar
Going to Mosque Gossiping
Learning Arabic Language Gambling
Love and respect to parents and Eating Haram

elderly
Fasting in the holy month of

Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an
Attending Eid al-Adha prayer
Charity
Complete the table by writing your important learning..
NAME OF LEGAL BASES POSSIBLE IMPACT TO MUSLIM

PROGRA LEARNERS
M
K to 12 RA10533/ The K to 12 Curriculum was designed to address
BEP diverse learner needs, and may be adapted to fit
K to 12 Law specific learner groups like Muslim Learners.
ALIVE/ DO51, s.2014 This program enhances the education system for the
Filipino Muslim Learners and ensure that they will have
Madrasah DO41, s.2017
access to quality and relevant education that is also in
Education line with the Islamic Cultural heritage and values.
PRIME EFA The program not only provided interventions to address
the issues on dropouts, absenteeisms, and poor
BESRA
participation of said group of learners in schools but
engaged in the communities to take part in preserving
their culture.
BEAM- RA10533/ Some of the programs of Australia to aid Philippine
ARMM Educational System.
K to 12 Law
BEST RA10533/ Some of the programs of Australia to aid Philippine
Educational System.
K to 12 Law
a. My Identity
Below are words in the box. Select and write down in the appropriate column those
which are permissible for Muslim learners. (Note: Words which are not permissible
must be explained by the teacher).
hijab mini skirt swim wear abaya kuppiya
Eid al-Fitr ham Amun Jadid Hajj Ramadhan
Zakat bagnet chicharon bulaklak bacon
altar mimbar Cross Patron Saints Feast
meat bread Sinulog Christmas Madonna wudu
Dress Food Way of worship Holidays

Hajj Eid al-Fitr
hijab meat (Halal
chicken/beef) Ramadhan Amun Jadid
abaya
bread Zakat
kuppiya (halal certified)
wudu
(mimbar?)
Reflection
1. In your Journal Notebook write a reflection on how you can be responsive to the
needs of our Filipino Muslim learners.
Make sure your classroom and school are safe spaces for all students. Every
child deserves dignity and respect—no student should be made to choose between
practicing their faith and getting an education.
If you are not Muslim, learn about Islam to better understand your Muslim
students. Just as Christianity is a faith with many forms of expression, so is Islam.
Observing Ramadan is universal for practicing Muslims, but its expression can look
different depending on community and culture. Not all Muslims fast, not all Muslims
can fast, and not all Muslims begin to fast at the same age.
Give them options that will help them succeed. Communicate with parents. Let
them know you’re supportive of their child.
And by creating a safe space for people to be different without being
marginalized, teachers can show their students what it looks like to Love Anyway.
2. Post KWL Workshop: Working with your Group, complete the third column of the
KWL chart.
What already KNOW about What do you WANT to What have you LEARNED
DepEd’s MEP? know about DepEd’s MEP? in the Session? (to be filled
up at the end of the session)
This is a program for the I want to know about how can MEP or Madrasah Education
education of Muslim Muslim learners be supported Program is a comprehensive
Learners. through this program. program for Muslim learners
in public schools and private
madaris, which provides
appropriate and relevant
educational opportunities
within the context of their
culture, customs, traditions
and interests. This is done
through the integration of the
Arabic Language and Islamic
Values Education (Alive
Program).
III. SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC

EDUCATION CURRICULUM
Pre-Test
Identify the special interest program being described in each number by writing the
letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
___B____1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
___C____2. Teachers who handle this special program must have specialization in English
and must be knowledgeable of foreign languages like French, Mandarin, etc.
____E___3. This is a program for learners who would like to develop skills in the fields of
home economics, industrial arts, agri-fishery arts and ICT.
___E____4. Teachers in this special program must be National Certificate II holders of the
subject that handle
___E____5. To assess the skills of learners in this special program, teachers must be a
Trainer’s Methodology Level I or II holder of the subject they are handling
___E____6. The National Festival of Talents (NFOT) is a national event that allow learners
to display their skills in the four areas of technology livelihood education under
the old curriculum and currently under the TVL track of the Senior High School
Program
___A____7. This program nurtures learners who are endowed with gifts in dancing, acting,
and singing.
____D___8. Learners enrolled in this special program are given the opportunity to invent
and showcase their invention on Science, Engineering and Technology at the
national and international level.
___C____9. This program offers learners the opportunity to explore the field of media arts,
broadcasting, newswriting and photography.
___E___10. Learners with interest in carpentry, cosmetology, computer programming, fish

processing and similar skill-based learning must be enrolled in this special program.
___A____11. It is the counterpart of Senior High School Sports track
___A____12. It is the counterpart of Senior High School Arts track
____E___13. It is the counterpart of Senior High School Technical-Vocational Track
____B___14. It is the counterpart of Senior High School Science, Technology and

Engineering strand
On the space provided before each number, write the word ‘Track’ if what is
described is a Senior High School ‘Track’, otherwise write ‘Strand’ if what is being
described is a SHS strand.
____Strand______1. Leaners with special inclination in Science, Technology, Engineering

and Mathematics attend SHS schools offering STEM.
____Track______2. Learners who opt to pursue tertiary education take the ‘Academic’
____Strand______3. Those who are not sure what to course to take in college are given the
opportunity to explore through the General Academic Subject (GAS)
____Track______4. Learners who like to obtain National Certificate Level II, III or IV join
the Technical Vocational (TVL)
____Strand______5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Tour Guiding take NC II or higher to be able to work
____Track______6. Learners who plan to become sports trainer explore on this
____Track______7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
___Strand______8. Those learners who want to become marine engineers take pre
baccalaureate Maritime
____Strand______9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
___Track______10. These are SHS courses or subjects
Reflection
1. My knowledge about Special Interest Programs under the K to 12 Program has become
more meaningful after my exchange of ideas with my peers because…. I learned that it is
a special program that meets a special need of a learner.
2. As a teacher, it is important to consider individual differences of learners because… this

will make them interested to learn.
3. I realized that I play an important role as a teacher in

the lives of my learners’ by… being a role model and
identifying their interests and needs.
Post-Test
Identify the special interest program being described in each number by writing the
letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
___B____1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
___C____2. Teachers who handle this special program must have specialization in English
and must be knowledgeable of foreign languages like French, Mandarin, etc.
____E___3. This is a program for learners who would like to develop skills in the fields of
home economics, industrial arts, agri-fishery arts and ICT.
___E____4. Teachers in this special program must be National Certificate II holders of the
subject that handle
___E____5. To assess the skills of learners in this special program, teachers must be a
Trainer’s Methodology Level I or II holder of the subject they are handling
___E____6. The National Festival of Talents (NFOT) is a national event that allow learners
to display their skills in the four areas of technology livelihood education under
the old curriculum and currently under the TVL track of the Senior High School
Program
___A____7. This program nurtures learners who are endowed with gifts in dancing, acting,
and singing.
____D___8. Learners enrolled in this special program are given the opportunity to invent
and showcase their invention on Science, Engineering and Technology at the
national and international level.
___C____9. This program offers learners the opportunity to explore the field of media arts,
broadcasting, newswriting and photography.
___E___10. Learners with interest in carpentry, cosmetology, computer programming, fish

processing and similar skill-based learning must be enrolled in this special program.
___A____11. It is the counterpart of Senior High School Sports track
___A____12. It is the counterpart of Senior High School Arts track
____E___13. It is the counterpart of Senior High School Technical-Vocational Track
____B___14. It is the counterpart of Senior High School Science, Technology and

Engineering strand
On the space provided before each number, write the word ‘Track’ if what is
described is a Senior High School ‘Track’, otherwise write ‘Strand’ if what is being
described is a SHS strand.
____Strand______1. Leaners with special inclination in Science, Technology, Engineering

and Mathematics attend SHS schools offering STEM.
____Track______2. Learners who opt to pursue tertiary education take the ‘Academic’
____Strand______3. Those who are not sure what to course to take in college are given the
opportunity to explore through the General Academic Subject (GAS)
____Track______4. Learners who like to obtain National Certificate Level II, III or IV join
the Technical Vocational (TVL)
____Strand______5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Tour Guiding take NC II or higher to be able to work
____Track______6. Learners who plan to become sports trainer explore on this
____Track______7. Humanities and Social Sciences (HUMSS) is under ‘Academic’.
IX. SESSION 9: INDIGENOUS PEOPLES’

EDUCATION PROGRAM
Pre-Test
Put a check (/) on the statement which you think is true of the Indigenous
Peoples Education Program and some IP characteristics. If not, mark it with X.
A. Indigenous Peoples Education Program
__/__1. Indigenous Peoples’ Education Program (IPED) address the special Educational
needs of the students from the different indigenous group.
__/__2. The IPED falls under the Student Inclusion Programs of DepEd.
__/__3. A teacher must always be ready to accept and teach an IP learner who may be
displaced by difficult circumstances like urban resettlement or disaster.
__/__4. A reflective teacher can inspire and change the life of an IP learner.
__X__5. An IP learner has a similar learning style and needs with other non-IPs.
__X__6. All strategies are applicable to IP learners.
__X__7. A teacher should stick to one strategy in teaching IPs.
__X__8. An IP learner should be isolated in the classroom so that teachers can respond
directly to his/her learning needs.
__/__9. A teacher should allow an IP learner to mix with others during games and sports
activities.
B. IP Characteristics
__/__1. One of the characteristics of the Indigenous People (IP) is their reverent attitude
to their cultural beliefs and traditions.
__/__2. The cultural beliefs and traditions of the IPs vary from place to place thus a
teacher must be well versed with the type of IPs in his/her locality.
__/__3. Everyone has an opportunity to be educated regardless of race, tribe, culture,
traditions and dialect.
__X__4. IPs can only learn through observation, repetition and practice.
Fill in the columns below to identify the characteristics and needs of IP learners and
the possible challenges and actions to address their needs.
Characteristics of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges
innocent To be unsderstood It entails a lot of Must be familiar
by others creativity to prepare with the multiple
varied instructional intelligences that
activities for the varied learners can
same lesson. have.
simple
Recognizes their
culture
What are the appropriate teaching strategies that will be used to address the need
interests, and experiences of Indigenous People?
Name of Target skills Activities localized resources/

Student/ grade materials
level
1. Vocabulary
development Role
Playing
Post-Test
Put a check (/) on the statement which you think is true of the Indigenous
Peoples Education Program and some IP characteristics. If not, mark it with X.
A. Indigenous Peoples Education Program

__/__1. Indigenous Peoples’ Education Program (IPED) address the special Educational
needs of the students from the different indigenous group.
__/__2. The IPED falls under the Student Inclusion Programs of DepEd.
__/__3. A teacher must always be ready to accept and teach an IP learner who may be
displaced by difficult circumstances like urban resettlement or disaster.
__/__4. A reflective teacher can inspire and change the life of an IP learner.
__X__5. An IP learner has a similar learning style and needs with other non IPs.
__X__6. All strategies are applicable to IP learners.
__X__7. A teacher should stick to one strategy in teaching IPs.
__X__8. An IP learner should be isolated in the classroom so that teachers can respond
directly to his/her learning needs.
__/__9. A teacher should allow an IP learner to mix with others during games and
sports activities.
B. IP Characteristics
__/__1. One of the characteristics of the Indigenous People (IP) is their reverent attitude
to their cultural beliefs and traditions.
__/__2. The cultural beliefs and traditions of the IPs vary from place to place thus a
teacher must be well versed with the type of IPs in his/her locality.
__/__3. Everyone has an opportunity to be educated regardless of race, tribe, culture,

traditions and dialect.
__X__4. IPs can only learn through observation, repetition and practice.
Fill in the columns below to identify the characteristics and needs of IP learners and
the possible challenges and actions to address their needs.
Characteristics of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges
They have a close Need to be Their way of living A teacher must be
attachment to accepted. and culture is ready to accept that
ancestral land, different. his/her classes are
territory and composed of unique
resources. learners.
Unique learners Financial Their socio-cultural It entails a lot of
with different level beliefs and creativity to prepare
of understanding traditions vary. varied instructional
materials.
Their family are Right to Education They have different Must be familiar
among the poorest level of with
and the most understanding, contextualization.
disadvantaged social culture and
group in the country. tradition.
TEACHER INDUCTION PROGRAM
MODULE 4
DEPARTMENT OF EDUCATION
MODULE 4
Teaching Approaches
The use of varied teaching approaches that are appropriate to the needs of the learners
is vital in achieving the desired objectives of the lesson. Teachers engaged in inclusive
learning environments have used variety of pedagogical approaches and
methodologies in carrying out their lessons.
This session is designed to guide teacher inductees like you on pedagogical
approaches, which are aligned on basic principles of inclusive pedagogy such as
explicit teaching,
adult learning approach, and differentiated instruction.
I. SESSION 1: DIFFERENTIATED INSTRUCTION
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators (PTIs)
3.1.1 Demonstrate knowledge and 3.1.2 Use differentiated developmentally

understanding differentiated teaching to aprropriate learning experiences to
suit the learners gender, needs, and address learner’s gender, needs,
strengths, interests and experiences strengths,interests, and experiences.
through provision of learning practices
appropriate to the needs of the learner.
B. Objectives
a. Demonstrate understanding divesity of learners as inputs to planning and

designing
learning oppotunities; and
b. Plan and designing learning opportunities that address diversity of the learners.
C. Pre- Test
Write TRUE if the statement is correct and FALSE if otherwise incorrect.
TRUE 1. Gifted learners can only be catered fully if not mixed in a regular class.
TRUE 2. Diversity of learners refer to difference in terms of gender, race, nationality

and culture.
TRUE 3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
FALSE 4. A learner having a chronic illness can be considered as a learner in difficult

circumstances.
TRUE 5. Responding to the strengths, needs and learning preferences of individual

students helps create an inclusive learning experiences.
FALSE 6. IP learners learn best when taught in a contextualized manner.
TRUE 7. One-size-fits-all approach is possible in addressing diversity of learners.
FALSE 8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
TRUE 9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
TRUE 10. Gender sensitivity is very important in dealing with diverse learners.
Activities and assessment
Cite your experience during your practice teaching days or first teaching employment
where you were to handle a diverse groups of learners.
a. What particular various groups were you able to encounter?
b. What are the identified different learning needs between and among those
groups?
Match the aspects of Diverse Background in Column A to the given Learning

Needs in Column B. Write the letter of your choice on the space provided before
each number.
Column A Column B
(Diverse Background) ( Learning Need)
d 1. Gender a. Participation to
festivities that promotes
one’s cultural identity
f 2. Religion Beliefs b. Participation to extra-
curricular activities with
less or no expenses
g 3. Socio-economic Background c. Use of the Mother
Tongue in the early stage
b 4. Geographical Background d. Leadership in group
tasks may be done by
either boys or girls
e. Use of Flexible
c 5. Language
Learning Options
j 6. Ethnic Group f. Need for equal
opportunities to lead the
morning prayer
a 7. Culture g. Opportunities for
maximum development
h. More rapid instructional
i 8. Learners with disabilities
pace
h 9. Race i. Free from discrimination
j. Relevant to Indigenous
e 10. Gifted Knowledge
System and Practices (IKSPs)
After knowing your diverse learners, what are other learning activities that can be
appropriately used or provide to address the needs of your diverse learners? You may
refer to examples in Activity #2
Planning
Based on the inputs provided, develop a learning activity for at least 2 – 3 varied
groups of learners from the lesson that you are presently/currently teaching.
Diverse Background Learning Needs/ Activities
1. Gender Create a role playing activities where

learners showcase their skills and talents
with accordance to their gender.
2. Religion beliefs Do a storytelling which came from the
bible stories to instill learners mind the
importance of one’s faith.
3. Socio- economic background Choose a topic and perform a debate
where learners will show their potential
in oral arguments to enhance their
communication skills.
4. Geographical background Conduct home visitation to those
learners who are not use to go to school
and conduct counseling with them.
5. Language Manage activities related to own
language like joining some poem
recitation or balagtasan.
6. Ethnic Group Give opportunities to them on how the
importance of education within their
group.
7. Culture Respect their custom and tradition on
how they relate and motivate their own
defintion of education.
8. Learners with Disabilities Consider learners with disabilities by
giving special treatment for their special
needs.
9. Race Anticipate those learning activities that
suit to their needs on how they perform
in their own diverse experiences.
10. Gifted Provide same environment of learning
but giving advance activities compare to
regular learners.
G. Reflection
1. What teaching strategies did you learn from Module 4 that would help you
organize or develop teaching-learning activities for these various groups of
learners?
The teaching strategies learned from this module that as educators we need
established good rapport to every learners by identifying their backgrounds so
that we will know on how to cater their learning needs. Also, putting some
learning activities that could enhance their skills and talents according to their
own special needs.
II. Were you able to adequately address the diverse needs of these learners?
Yes! We were able to adequately address the diverse needs of these learners by
simply engaging to their own special needs. As educators, should knowledgeable
to deal with those group of learners if we have complete data to consider.
III. What are the needs to be improved professionally to deal with diverse learners?
To deal with these group of diverse learners, the educators should have more
seminars that subjected to these group of learners. Also, the attitude toward on
how to address their own special needs.
IV. What is your realization on the importance of knowing and providing variation in
learning opportunities?
The variation of learning oppotunities
5. Share what you feel and think after finishing this lesson by completing the
following statements. (i) My knowledge in understanding diversity of learners and
their learning needs will help me to… (ii) I find the lesson…
Post-Test
Read the items carefully. Write TRUE if the statement is correct and write FALSE if
not and modify the statement to make it correct.
True1. Gifted learners can only be catered fully if not mixed in
a regular class.
True 2. Diversity of learners refer to difference in terms of
gender, race, and culture.
True 3. Communicating with parents and families is one way of
knowing the diversity of learners within your care.
A learner having a chronic illness can be considered as a
True 4.
learner in difficult circumstances.
True 5. Responding to the strengths, needs and learning
preferences of individual students helps create an
inclusive learning experiences
True 6. IP learners learn best when taught in a contextualized
manner.
True 7. One-size-fits-all approach is possible in addressing
diversity of learners.
True 8. Differentiated Instruction (DI) is the one of the many
ways of addressing diversity of learners.
True 9. Teachers can turn learner diversity into an asset by
capitalizing on their different talents, interests and
backgrounds.
True 10. Gender sensitivity is very important in dealing with diverse
learners.
SESSION 2: EXPLICIT TEACHING
Desired learning Outcomes
Domain 1. Content Knowledge Domain 1. Content Knowledge and Pedagogy

1.2.1 Demonstrate an understanding of research-based knowledge and principles of
teaching and learning
1.2.2 Use researched-based knowledge and principles of teaching and learning to
enhance professional practice.
B. Objectives of the Sessions
a) Explain the research-based basic concepts, principles and methodologies of

explicit teaching Demonstrate understanding of the Explicit Teaching Process
b) Develop and demonstrate a Detailed Lesson Plan (DLP) using explicit teaching.
Pretest:
Identify whether the given statements are true or not on explicit teaching. Write F for
fact and B for bluff.
___F___ 1. In explicit teaching, there is a need for the teacher to model the behavior to
the students.
___F___ 2. Teachers should be specific and direct enough to make learning accessible
to all students in the class.
___F___ 3. In explicit teaching, the students restate the lesson objectives back to the
teacher in their own words.
___F___ 4. The teacher presents the steps both orally and visually to meet needs
oflearners.
___F___ 5. The teacher explains what the task is, why it is important, and add to it, why
it is done.
___B___ 6. The teacher may use a visual model to demonstrate a concept being taught
when necessary.
___B___ 7. Explicit teaching is teacher-centered.
___B___ 8. Students practice different kinds of problems during the guided practice
time.
___B___ 9. Students are deprived of working or completing the task independently.
___B___ 10. The assessment of student performance in explicit teaching must be done
formally .
WatchandLearn
To enhance your understanding on explicit instruction, you may watch a sample
video lesson on https://explicitinstruction.org/video-secondary-main/ then accomplish
the
Key concepts Role of the Teacher Steps in Explicit Teaching

Teacher – Learner Model of learning Examine what do we need to do in

approach teaching effectively and how the
learning may do in team learning
Actively engage the learner
Allows students to take ownership of

their own learning
Learner –Centered Facilitator of learning Focus on how students learn

approach
Explicit instruction in learning
strategies
Explicit goal setting by students for

themselves
Student self -evaluation
Reflection
Answer the following:

1. Based on your learning experience, what are your realizations? Fill in the needed
information below which you want to stop doing, start doing and continue doing:
STOP DOING START CONTINUE DOING
Time consumable Setting the Stage for Guided Practice
activities if it’s not Learning Independent Practice
necessary to the Clear explanation of Assessment/Closure
lesson. what to do (informal or formal)
Teacher – centered Modeling the process
instruction, the (showing)
teachers are the
facilitator of learning.
III. SESSION 3: 21ST CENTURY TEACHING
C. Pre-Test
Identify the key stage of learners (K-3, 4-6, 7-10, 11-12) during which the following
characteristics are demonstrated. Write the key learning stage opposite the given
characteristics. Characteristics of Learners Key Learning Stage
Characteristics of Learners Key Learning Stage

( K to 3; 4 to 6; 7 to 10
and 11 to 12)
1. Enjoy long periods of free play. k-3
2. Enjoy new materials and equipment. K–3
3. Can play and carry out projects with K-3

adult
support.
4. Enjoy physical activities that master 4-6
specific
skills.
5. Have a growing desire to assert 4-6

individuality and independence.
6. Developing strong interest, hobbies and 4-6
collection.
7. Experiencing the beginning of puberty. 7 -10
8. Depend on their peer group to develop 7-10

identity.
9. Can plan ahead and organize tasks with 7-10

little or no guidance from adults.
10. Beginning to think about their future 11-12

life roles.
11. Have a strong desire to assert 11-12

individuality
and independence.
 Identify the 21stcentury skills that must be possessed by your learners in any key
learning stage. Write your answers opposite each number.
21st
Century Skills
1. The learners are engaged in problem- Critical Thinking-and-Doing
solving
activities and conducts research
2. The learners analyze data and Critical Thinking-and-Doing

introduce project
plans
3. The learners uses knowledge to create Creativity

products
and processes
4. They try to do the task assigned in Collaboration

cooperation
with other members of the group
5. Solicits consensus to arrive at a unique Cross-cultural Understanding

solution to the problem and encourages
community building practices
6. Able to work with a variety of Cross-cultural Understanding

individuals across
diverse ethnic groups
7. Has a knowledge of organizational Cross-cultural Understanding

cultures and
respects individual beliefs
8. Has the ability to convey information Communication

and
messages in a manner that that can be
easily
understood by the majority
9. Uses all kinds of media effectively Computing / ICT Literacy

without
compromising the rights of others
10. Effectively using all sorts electronic Computing / ICT Literacy

information
and knowledge tools to gather data before
making conclusions
11. Able to manage change in the Career and Learning Self-Reliance

workplace
12. Has the eagerness to continue learning Career and Learning Self-Reliance
beyond
what is discussed in the classroom and
shows
interest in a certain discipline as a career
in the
future.
 Identify the various learning programs in your school or district that cater to the
needs of the learners in various key learning stages.
Key Learning Stage Learning Programs Implemented
K to 3 MOTHER TONGUE BASED

4-6 LEARNING BY DOING/
DIFFERENTIATED INSTRUCTION
1. List the characteristics of your learners in the specific grade level(s) you are
handling. Make sure that you are describing your learners in your school context.
Key Learning Stage Observable Characteristics
K TO 3 a. Understand language
better than they
speak
b. Are interested in
present, vague
concepts of
past/future
c. Eager to learn
d. Ask many questions
e. Define things by their

use
f. Enjoy problemsolving games like

treasure hunts
g. Can plan and carry out projects with

adult support
4 TO 6 a. Ask many questions

and want thoughtful
answers
b. Can often
understand other
points of view
c. Developing strong
interests, hobbies
and collections
d. Engage in day
dreaming
e. Enjoy problem solving games and

puzzles, etc.
f. Enjoy rule-based
games
g. Are beginning to
develop view about
social/global issues
h. Beginning to enjoy
humor by telling
jokes and
understanding
sarcasm
G. Reflection
 As a newly-hired teacher, how does the session help you to become a Responsive
teacher to the needs of your learners?
This helps me by understanding the different stages of learners and what strategies are
needed to cope up the needs of my learners.
 How did the session help you in integrating a 21stcentury skill in your DLP?
The educational system must understand and embrace the 21st century lifelong skills
within the context of rigorous academic standards. These must be integrate in our lesson
curriculum to achieve the needs of our learners.
 How does the session help you as a newly-hired teacher manage better the
individual differences your learners?
Molding our learner and to embrace diversities inside and outside the school
 Which of the skills discussed are you comfortable in teaching given your
current level of professional development?
Collaborative and creative learning skills
 Which skill do you find challenging to teach?
Cross-cultural Understanding
Career and Learning Self-Reliance
IV. SESSION 4: DAILY LESSON LOGS
PRE TEST/POST TEST
1. Instruction
2. Instructional Planning
3. DLL
4. DLP
5. Learning Resources
6. Content Standards
7. Competencies
8. Content
Activities and assessment
Activity 1 “ Know Me”
*Identify the essential elements of the Daily Lesson Log (DLL) and Detailed Lesson
Plan (DLP).
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional materials from LRMDS portal
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the new lesson

D. Discussing new concepts and practicingnew skills #1
E. Discussing new concepts and practicing new skills #2
F. Developing mastery(leads for formative assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. making generalization and abstraction orabout the lesson
I. Evaluating learning
J. Additional activities for application
K. Remediation
V. REMARKS
VI. REFLECTION
Activity 2: “Look Closely”
Taking into consideration the elements of preparing the DLL and DLP, review the
oneweek developmentally sequenced teaching-learning process which you have
recently prepared for your class. Fill out the table below.
Strong Points Areas for improvement Suggestions/

Recommendations
Motivations are Classroom structuring Consulting the principal
satisfactory Amount of time Lessen unrelated activities
Well prepared lesson plan Instructional materials Prepare the instructional
on time before the lesson
Evaluations were Arrange the classroom that
successful is conducive for learning
The lesson were
successfully delivered
Activity 3: Enhanced DLL/DLP
Weekly Lesson Plan Template/ Lesson plan during observation
G. Reflection
Considering your current situation as a beginning teacher/proficient teacher,
How will you maximize the use of DLL/DLP in tracking the learning progress of
your learners?
By checking the objectives of daily lesson plan if they attained it or not through
evaluation and recording the learner’s progress.
What assistance do you need to improve the teaching-learning process in your

delivery?
Instructional material supplied by the school and accessing the multimedia in my lesson,
classroom structure, allotted space for experiment like science laboratory/field
V. SESSION 5: CONTEXTUALIZATION, LOCALIZATION, AND

INDIGENIZATION OF RESOURCE MATERIALS
C. Pre-Test
Choose whether the given statements talk about localization, indigenization or
contextualization. Write A for localization or B for indigenization.
A 1. Use of stories of the learners’ community as a springboard to teach

competencies in language subjects.
B 2. Use of local resources as materials for instructional aids.
A 3. Recognizing and including the community’s context and values in the

content and performance standards and competencies.
A 4. Enhancing the National Curriculum in relation to the community life cycle

while recognizing appropriate scope and sequence of competence.
A 5. Translating a story specified in the Teacher’s Guide to the locality’s

language.
A 6. Offering of IP education in and IP Community.
A 7. Use of specific local terms for symptoms of sickness like diarrhea.

Activity 1: Let’s Practice It! Practice applying contextualization (Contextualized
Curriculum includes learning spaces and environment, teaching methodologies
and strategies, classroom assessment and learning resources) (individual, Pair or
Group work)
Theme Areas for Contextualization
Classroom
Competencies (local
Learning Learning Strategies/ Assessment
From the CG materials)
Space/ Resources Activities
(may include
Environment
title)
The learners Using the Typical school Improvized Hide and Consider a chair as
should be able to chairs inside play-ground compass Seek Game; a
describe the the and or made of Treasure reference point
position of a classroom. classroom. cardboard Chest Hunt inside the
person or an (Localization or sticks Game; Drive classroom, situated
object in relation ) easily and and anywhere. Ask a
to a reference readily Navigate learner/s to
point such as available describe his or
chair, door or her position in
another person. relation
S3FE-IIIa-b-1 to the chair
considered.
Activity 2: Let’s Plan It! Daily Lesson Plan You are now ready to craft your Daily
Lesson Plan with contextualized competency.
Activity 3: Let’s Show It! Perform an actual teaching demonstration based on

your crafted Daily Lesson Plan.
Note: Necessary arrangements must be done prior to the conduct of the said
activity which include the process observers, teacher observation guide to be used,
date, time and venue.
G. Reflection
1. In what concrete ways does the session help me become a more agentic/empowered
teacher, aligned to standard and domain?
By following and applying the principles of contextualization and indigenization in the

actual learning process and utilizing these to our daily lesson planning then this session is
truly helpful among teachers to be more empowered, and aligned to standard and domain.
2. Considering your current situation in your station, how can you make your teaching
more meaningful, relevant and useful to the learners?
Considering my current situation in my station, I can still make my teaching more

meaningful, relevant and useful to the learners’ through being resourceful, open-
minded and creative in using indigenous materials found locally in our vicinity.
Conducting more research and reading varied reading material sources and applying
local concepts use in the community in the actual teaching-learning process makes our
teaching become more relevant and useful to learners.’ As much as possible, the
teacher should use concepts, vocabularies, indigenous materials which are known by
the learners so that they may able to grasp the essence of what they are learning and
what the teachers are teaching. Learners should be able to understand their lessons well
when teachers’ uses variety of materials alongside with appropriate teaching methods
and strategies. Thus, allowing learners to relate themselves to what the teacher teaches
when every aspect of teaching and learning coincides with the interests, needs and
culture of the learners.
H. Post Test
Tell whether you Agree or Disagree with the given statements on
Contextualization. Write A if you Agree or D if you disagree
A III. When you contextualize a lesson, you are either localizing or indigenizing
it.
D IV. We can only contextualize the materials that we use in the teaching-
learning process ex. Reading selections, outputs, teaching materials.
A V. When we translate stories specified in the Teacher’s Guide to the locality’s
language, that is localization.
A VI. We contextualize lessons to make them more relevant to the needs and
context of the learners.
A VII. Contextualized Teaching and Learning is a group of instructional
strategies designed to link the learning of basic skills, and academic or
occupational content by focusing teaching and learning directly on concrete
applications in a specific context that is of interest to the student.
A VIII. The way teachers act, the way they plan and execute their class programs, how
they manage the classroom and how they set up the teaching and learning
environment are key aspects of students’ success and are central when defining and
conceiving curricular contextualization.
A IX. Curriculum contextualization includes contextualizing learning spaces and
environment, teaching methodologies and strategies and classroom assessment.
A X. The recognition and consideration of the community’s context and values
in the content and performance standards and competencies is contextualization.
VI. SESSION 6: SCHOOL FORMS AND LEARNER INFORMATION

SYSTEM(LIS)
C. Pre-Test
Column A contains the descriptions, definitions and functions of the school forms
or terms listed in Column B. Match Column A with Column B. Write the letter of
your answer on the space provided before each number.
Column A Column B
D 1. This School Form contains data on the monthly A. SF 1
learners’ movement and attendance per class. B. SF 2
I 2. The 6-digit number assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
B 3. This form gives the daily record of attendance of the E. SF 5
learners. F. SF 6
C 4. It contains the list of books issued to each student G. SF 7
per subject. H. LRN
A 5. This serves as the school register of the class. I. School ID
H 6. The 12-digit number that a learner should keep while J. EBEIS
completing the basic education program K. LRMDS
J 7. This is referred to as the system for maintaining the
registry of learners.
G 8. This contains the list of Personnel with their basic profile
and subject/class assignment.
E 9. This form is used to record the general average,
the incomplete subjects, and other data on promotion
E 10. It is called the Summarized Report on Promotion and
Level of Proficiency
F. Activities and Assessment:
Activity 1 Data Gathering Column A contains the data needed in accomplishing

the different school forms. Tell which of the forms need/require such data by
putting a tick under its column.
Data SF 1 SF 2 SF 3 SF 4 SF 5 SF 6 SF 7 SF 8 SF 9 SF 10
Name of the / / / / / / / /
Learner
Gender / / / / / / / /
Date of Birth / / /
LRN / / / /
General Average / / /
Promoted/Reta / / /
ined
Parents Name / / /
Height/Weight
Attendance / / / /
AM/PM
Rating per / / /
Grading Period
Number of / /
Drop-Out,
Transfer in,
Transfer Out
Average Daily /
Attendance
Activity 2: Fill Me Up Here are some of the common forms that teachers need to
carefully fill out since these are the very forms that will be used in uploading
learners’ data in the LIS and EBEIS.
Using your class advisory data on enrolment or Form 137 or SF 10, accomplish the
forms with the necessary data and with your mentor discuss your answer to each item.
Note: The mentor may be an experience class adviser or the school head.
Note: Seek the assistance and approval from your mentor or school head. Make sure
that you have your output checked by your mentor.
Activity 3: Let’s Get Online
LIS workshop
Log in to http://lis.deped.gov.ph With the accomplished hard copy of Form 1,

Form 10, Form 5, let us take it on line. Have your mentor or LIS Coordinator
check how are you doing with the activity.
G. Reflection
In what concrete ways does the session help me become a more
agentic/empowered teacher aligned to standard and domain?
Through this session, I will become more knowledgeable and efficient in my duties and
responsibilities as a teacher.
H. Post –Test
Tell what particular School Form provides the information and/or being
described in the following statements. Write the SF number on the space provided
before each item.
5 1. It gives the number of promoted, irregular and retained students of your class.
5 2. This provides the number of students who belong to the levels of proficiency
per class.
2 3. This provides the daily attendance of the learners in a class.
3 4. It is the list of books issued to the learners at the beginning of the school year.
1 5. This contains the basic profile of the learners in a class.
4 6. It gives the record of movement and attendance of learners in the school for the
month.
5 7. This form reflects the General Average and Action Taken per learner.
5 8. This form provides the school’s summary report on promotion and the level
of proficiency.
9 9. It is the academic profile of the learner per grade or year level.
10. This form tells the student’s health and nutritional status.
III. SESSION 7: CLASSROOM MANAGEMENT
C. Pre-Test
Read the sentences carefully. Reflect and rate yourself honestly in terms of how you see
yourself manage your learners inside the classroom. Tick the column that best describes
you.
Never Seldom Sometimes Always
1. When the lesson begins, I
have to wait for quite a long time
for students to settle. ____ __/__ ____ ____
2. I lose quite a lot of time because
of learners interrupting the lesson. ____ __/__ ____ ____
3. There is much noise most of the
time in my classroom. ____ __/__ ____ ____
4. I create rules in the class that
sometimes are not strictly enforced ____ __/__ ____ ___
5. I sometimes engage in ambiguous
or inconsistent treatment of
misbehavior ____ __/__ ____ ___
6. Leaners in my class cares to create
pleasing learning environment ____ ___ __/__ ____
7. All learners in my class are engaged
in the activities that I give them ____ ___ ____ __/__
8. Learners can ask questions about our
topic/lesson at any time ____ ____ ____ ____
9. I have carefully arranged the learner’s
work and study area to minimize
classroom Distractions ___ ___ __/__ ___
10. I have provided lessons and tasks that
bring my learners together to build team
work and leadership skills. ____ ___ __/__ ____
For numbers 1-5, If you have answered mostly the two boxes at the left, you still need to
work on your classroom management skills. But if you answered mostly the two boxes at
the right, you are in the right track of managing your class. For numbers 6-10, If you have
answered mostly the two boxes at the right, you manage your class well, but if you
answered mostly the two boxes at the left, you have to find ways on how to better handle
your class.
G. Activities and Assessment
Activity 1A: “MY FIRST WEEK OF TEACHING”
Get a coupon bond paper, pencil and coloring pens. Think of your class during your first
week of teaching. Sketch or draw that scene or situation. Do this in 5 minutes.
Look at your output. Describe the symbol/diagram that you have drawn. (2 minutes)
My pupils and I are adjusting with each other. They are enjoying the group works and
activities I am giving them. They behave very well and follow my rules and regulations
in class.
Using your journal, prepare two columns. On the first column, list down all the classroom
management problems you have encountered, while on the second column, write the
action/s that you have undertaken to address the problem. (10 minutes)
Classroom Management Problems Action Taken
LEARNERS SPAN OF ATTENTION By having good motivation, involving

them in activities, calling their attention
after class
MISBEHAVIOR
Calling their attention after class, giving
them individual activities
I. Reflection:
After learning strategies on classroom management in this session…
I will stop having strategies which are not effective during my class and entertaining class
destruction
I will continue performing my profession on my best way of teaching. Allow healthy

instruction; implement good discipline inside the classroom or during the lesson.
I need my immediate superior/coach to help me in classroom structuring and suggestion

for best strategies they know.
J. Post Test:
Directions: Below are groups of sentences that describe a classroom situation. For
Group A statements, identify positive action/s that a beginning teacher would do for each
situation to maintain a positive teaching-learning environment. For statements/situations
in Group B, identify creative ways that a teacher could do to sustain the positive
classroom environment.
A.
1. When the lesson begins, I have to wait for quite a long time for students to settle.…
Let them realize that their behaviour is undesirable. When they stop, talk to them
sincerely and give them a lesson for their bad behaviour.
2. I lose quite a lot of time because of learners interrupting the lesson
I will talk to the pupils who are interrupting the lesson one on one.
3. There is much noise most of the time in my classroom.
Make an interesting activities that they can relate.
4. I create rules in the class that sometimes are not strictly enforced
Be firm and stick with the rules next time.
5. I sometimes engage in ambiguous or Inconsistent treatment of misbehavior
Be fair and firm.
B.
6. Leaners in my class cares to create pleasing learning environment
Make your lesson more engaging and interesting to the learners.
7. All learners in my class are engaged in the activities that I give them
Make strategies and more activities that they will always enjoy
8. Learners can ask questions about our topic/lesson at any time

Give interesting lesson and relatable to them.
9. I have carefully arranged the learner’s work and study area to minimize classroom
distractions
I will organize my classroom very well.
10. I have provided lessons and tasks that bring my learners together to building team
work and leadership skills.
I will give group activities that is interesting and that they will be willing to learn and
build team work with others.
VIII. SESSION 8: THE CHILD PROTECTION AND ANTI-BULLYING

POLICIES
C. Pre Test
Read the following situations and answer the question/s that follow: Situation 1.
Student A is a silent type of student. He doesn’t want to talk to anyone in school because
he has a defect in the way he talks. He stammers and can’t talk straight. One of his
classmates always teases him and say bad words about him in front of everybody in the
classroom.
What kind of bullying is this?
Verbal- varied responses for actions of the teacher
Situation 2.
While eating his snacks one morning, Jerry was being pushed, shove, kicked, and teased
by three of his classmates because they don’t like him. He pleaded to leave him alone but
they teased him even more. They always do this when there are no teachers around.
Varied responses (Physical Bullying)
Situation 3
A Grade 9 female student was a very active FB user. One instance, she mistakenly
uploaded a message which has many grammatical errors. She received bad comments and
even humiliated her for her sentence construction.
Verbal Bullying – use of humiliating words; if comments are posted on social

media, teacher may mention “cyberbullying”
Situation 4
Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways.
Every time he goes out of the classroom, one of his classmates imitated the way he talks,
walks and even the way he laughs. They humiliate him because of his sexual orientation
and gender identity.
What do you call this kind of bullying?
Relational Bullying
Situation 5
A girl named Karen was always alone. She seldom participates in classroom activities.
Her adviser noticed and called her one afternoon. At first, she hesitated to open up but
later on said that one of her classmates always say bad words to her. She cried out loud.
She does not want to go to school anymore because she was afraid that she might get hurt
by her classmate. She has lost confidence and felt inferior.
Is this an example of bullying? What damage has been caused by the bullying? Do you
think that an emotional damage was done?
Yes. This is a form of Verbal bullying. It may result to isolation, feeling of rejection, and
lowers self-esteem.
Do this on your own: For BTI only
1. KWL Chart- List down what you know about child protection and anti-bullying, what
you want to know and what have you learned about it.
What you Know What you want to What have you learned
Know
Physical bullying More about bullying Bullying any sever, or repeated use by
Relational bullying and what are the one or more students of a
Verbal Bullying sanctions written, verbal or electronic
expression, or a physical act or
gesture, or any combination thereof,
directed at another
student that has the effect of actually
causing or placing the
latter in reasonable fear of physical or
emotional harm or
damage to his property; creating a
hostile environment at
school for the other student; infringing
on the rights of another
student at school; or materially and
substantially disrupting
the education process or the orderly
operation of a school
2. Sentence Completion:
a. I need to learn about child protection and anti-bullying practices because I am a

teacher that always deals with children.
b. For me, child protection and anti-bullying policies give me guidelines of what to do
and what not to do.
c. I believe that child protection is helpful for the children who undergo harassments
d. As a teacher, it is my duty to know this law and how avoid unnecessary actions and
inform the parents about this.
3. Reflective Journal Writing
a. How will you address problems on bullying in your classroom?
By posting rules and regulation inside the classroom
b. What teaching strategies will you use to create a safe and motivating environment?
Teacher centered instruction
4. Why might it be hard to tell someone you have been bullied or have seen bullying take
place?
Because of fear and shameful to tell the problem, to avoid further issues
I. Reflection:
In what concrete ways does the session help you become more aware about child
protection and anti-bullying policies?
Explain the importance of policies, guidelines and procedures of child protection and
anti-bullying that provide safe and secure learning environment. Cite classroom situations
or practices that show adherence to child protection and anti-bullying policies. Identify
people you can go to for help if you are bullied or witness bullying to seek advice
concerning strategies that can enrich teaching practice. List ways to participate in
collegial discussions that use teacher and learner feedback to enrich teaching practice
about bullying incidents

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Republic of the Philippines

TEACHER INDUCTION PROGRAM

Module 3: The K to 12 Curriculum

With the advent of K to 12 Basic Education Program, our department strengthen

I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY

A. Desired Learning Outcomes

1. Demonstrate the knowledge of the different strategies that promote

a. Enumerate the different teaching strategies that promote language literacy

b. Apply various teaching strategies that promote language literacy and

c. Appreciate the importance of understanding children’s emerging needs

d. Adopt interactive and ICT-mediated teaching strategies that will enhance

K (What I Know) W (What I Want to know) L (What I Learned)

F. Activities and Assessment

Grade level Topic Appropriate Teaching Strategies

Using videos or different song related to the

Grade 2 Place Value Cross Curriculum Teaching

Grade 3 Convertion of time Cooperative Learning approach

2. I have realized that ……

II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure to

a. Explain classroom structure for flexible learning options (FLOs) in

b. Understand and identify the existing programs that espouses FLOs to

c. Develop learning plan using varied materials, hands-on activities and

d. Help the FLO learners in preparing their Individual Learning Activity

F. Activities and Assessment

Activity 1. Self-directed Reading and understanding the Nature of FLO Learners

Read the following text/materials.

Learners’ Code Reason/s why Action to Take to Observation/

Activity 2: Simulated Activity

1. A student accidentally got pregnant and decided to discontinue her education.

Complete the following statements….

I can be a better teacher when the DepEd limit paper works.

III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE

A. Desired Learning Outcomes

2. Which of the following is one of the philosophical bases for inclusion?

3. An important philosophical principle underlying inclusive education for students with

4. Collaboration between professionals and families in the interest of children with

7. In general, research into inclusive education has shown______.

8. Inclusive education enhances approach in _____.

10. Which of the following is not a strategy to improve inclusive education?

F. Activities and Assessment

Activity 1. Child Find

Presentation1. Jason’s family belongs to an indigenous group and is slightly intimidated

Presentation 2. Miranella grew up in an orphanage having been abandoned by her parents

Self-assessment6. Cynthia is a gifted child who sometimes fails to acknowledge

Activity 3: Program Options

Activity 4. Parental Involvement

Conduct an interview with the parents of students with identified additional

Interview Guide Questions:

4. How often do you go to school to inquire about your child’s performance?

This is an activity of sharing experiences and best practices by the experienced

Conduct an interview with experienced and distinguished teachers and

Note: Outputs may vary.

2. Which of the following is one of the philosophical bases for inclusion?

3. An important philosophical principle underlying inclusive education for students with

4. Collaboration between professionals and families in the interest of children with

7. In general, research into inclusive education has shown______.

8. Inclusive education enhances approach in _____.

10. Which of the following is not a strategy to improve inclusive education?

SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM

No. Characteristics Kindergarte Grade Grade Grade

T 2. Family Basic Literacy Program (FBLP) focuses on packaging of short-

_E_10. Learners with interest in carpentry, cosmetology, computer programming, fish

_A__11. It is the counterpart of Senior High School Sports track

_A__12. It is the counterpart of Senior High School Arts track

__E_13. It is the counterpart of Senior High School Technical-Vocational Track

__B_14. It is the counterpart of Senior High School Science, Technology and

Strand__1. Leaners with special inclination in Science, Technology, Engineering

Strand__5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Track__7. Humanities and Social Sciences (HUMSS) is under ‘Academic’

_Track____10. These are SHS courses or subjects

_E_10. Learners with interest in carpentry, cosmetology, computer programming, fish

_A__11. It is the counterpart of Senior High School Sports track

_A__12. It is the counterpart of Senior High School Arts track

__E_13. It is the counterpart of Senior High School Technical-Vocational Track

__B_14. It is the counterpart of Senior High School Science, Technology and

Strand__1. Leaners with special inclination in Science, Technology, Engineering

Strand__5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Track__6. Learners who plan to become sports trainer explore on this

Track__7. Humanities and Social Sciences (HUMSS) is under ‘Academic’.

/3. Everyone has an opportunity to be educated regardless of race, tribe, culture,