Nevay: Ovomber 15 2018

r Republic of the Philippines
Department of Education
National Capital Region
SCHOOLS DIVISION OFFICE
CALOOCAN CITY
OepEd
SCHOOLS OrVIS^ON OP'FICC
DIVISION MEMORANDUM CALOOCAN CITY
TO: Officers-ln-Charge, Assistant Schools Division Superinteneh

ovomber 15 2018
Officer-ln-Charge, Curriculum Implementation Division
Officer-In-Charge, School Governance and Operations Divisidr
Education Program Supervisors and Public Schools District Supervisors
Public Elementary and Secondary School Heads
All Others Concerned
SUBJECT: TEACHER INDUCTION PROGRAM (TIP) MODULES
DATE: November 13. 2018
1. Concomitant to the recently conducted Division Teacher Induction Program vis-

d-vis the implementation of the Philippine Professional Standards for Teachers
(PPST), the field is hereby enjoined to use the TIP Modules in assisting newly hired
teachers issued by the Teacher Education Council.
2. The modules shall be used by the nevAy inducted teachers for SY 2018-2019 and
the succeeding years thereafter as part of the school-based mentoring program
headed by the School Head and facilitated by the School TIP Focal Person and
duly identified School TIP Mentors.
3. Enclosed is DepEd Order No. 43, s. 2017 entitled Teacher Induction Program Policy
for guidance on the implementation of Teacher Induction Program in the school.
4. To provide technical assistance, the Division TIP Management Team is hereby

reiterated, to wit:
Chairperson: Dr. Cecllle G. Carandang, CESE, OIC-SDS

Dr. Aurelio G. Alfonso, OIC-ASDS
Co-Chairpersons:
Ms. Carolina T. Rivera, CESE, OIC-ASDS
TIP Manager: Dr. Ivee C. Perez, OlC-Chief, SGOD
TIP Coordinator: Mr. Ernesto D. Ylasco, EPS II, HRTD
Members Mr. Ferdinand A. De Leon, OlC-Chief, CID
(for curricufum-relafed Education Program and Public Schools District Supervisors
concerns} Education Proqram Specialists, ALS
5. Immediate and wide dissemination of this Memorandum is desired.
Wc
CECILLE G. cJ^RANDANG, CESE
Assistant Schools Division Superintendent
Officer-ln-Charge
Office of the Schools Division Superintenden
Ref. Np SM1] s. 20JL

/V
Enel; As stated
Dedicating Individual Viabilfty and Integrity in Nurturing Excellence

10th Avenue cor. P. Sevilla St., Grace Park, Caloocan City Telephone Nos. 3611463/4420029
Email address: caloocan.ciry@deped.gov.ph | web site: sdocaloocan.org Fax No. Local 106
Eetiiiblit of t()e |}Jj(li(jpiiietf
JBcpartmcnt of (Ebucation
1 1 AUG 2017
DepEd ORDER
NO-43.S. 2017
TEACHER INDUCTION PROGRAM POLICY
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
ARMM Regional Secretary
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the Teacher Induction Program (TIP) for the newly hired
teachers, the Department of Education (DepEd), through the Teacher Education
Council (TEC), issues the enclosed Teacher Induction Program Policy on the
implementation of the TIP.
2. DepEd fully supports the continuing professional development and progress
of the newly hired teachers based on the principle of lifelong learning and the
Department’s commitment to the development of new and begiiming teachers.
3. This policy will remain in force and in effect unless sooner repealed,
amended, or rescinded.
4. Immediate dissemination of and strict compliance with this Order is
directed.
LE rOR mGTOLIS BRIONES

Secretary
End.:
As stated
Reference:
None
To be indicated in the Perpetual Index
under the following subjects:
ASSESSMENT
COUNCIL
CURRICULUM
POLICY
PROGRAMS
TEACHERS
MCDJ/ R EK) Teacher Induction Program PoIicy

0558/June 21/Ju!y 3. 2017
TEACHER INDUCTION PROGRAM POLICY
I. Rationale
Schools worldwide use induction programs to support new teachers in their

first years of teaching by way of contributing to their sense of well-being and
professional development (Partlow, 2006). In the Philippines, Bilbao et.al.
(2013) conducted an evaluation of the Teacher Induction Program (TIP) and
recommended the need to induct newlyhired teachers in DepEd to orient
them on the programs and projects of the department. TIP has contributed
positively in enhancing teachers' knowledge, skills, values, and commitment
to the profession, and in improving the students' learning outcomes (Bilbao
et.al., 2013).
Support and assistance for newlyhired teachers have positive impacts on

three sets of outcomes: first, on teacher commitment and retention; second,
on the teachers' classroom instructional practices; and third, on student
achievement (Ingersol 86 Strong, 2011). Additionally, it has been reported
that induction programs for teachers produced positive results such as;
1. strong commitment of teachers
2. retention of teachers in the profession
3. keeping students on task
4. using effective student questioning practices
5. maintaining the students’ interests
6. establishing a positive classroom atmosphere
7. demonstrating successful classroom management
Republic Act 10533 or Enhanced Basic Education Act of 2013 Section 7

states that DepEd and the Commission of Higher Education (CHED), in
collaboration with relevant partners in government, academe, industiy, and
nongovernment organizations (NGOs), shall conduct teacher education and
training programs to ensure that the enhanced basic education curriculum
meets the demand for quality teachers and school leaders. Specifically, new
teachers shall undergo additional training, upon hiring, to upgrade their
skills to the content standards of the K to 12 Basic Education Program
(BEP).
The Teacher Education Council (TEC), created by virtue of Republic Act

7784, is mandated to strengthen teacher education in the country. One of
its directives, as stipulated in Section 7-F of the RA, is to design
collaboration programs and projects to enhance preservice and in-service
teacher training, retraining, orientation, and teacher development. Hence,
DepEd implements the institutionalization of TIP.
n. Scope
This DepEd order provides guidelines on the implementation, procedure,

and monitoring and evaluation of TIP. This covers teachers who are
Page 1 of 10
newlyhired and with 0-3 years of teaching experience in the public school
system.
III. Definition of terms
For a clear and common understanding, the following terms are hereby
defined:
Differentiated Supervision is a type of supervision that recognizes the

newlyhired teachers’ level of experience, different teaching needs, and their
goals to improve instructional skills.
Job-embedded learning refers to the learning that is grounded in the daily

activity of teachers, and is characterized as learning by doing to encourage
teacher engagement and reflection on teaching practice.
Newlyhired teacher is a teacher with 0-3 years experience in the public

school system and further classified as beginning or experienced teachers.
Teacher Induction Program <TIP) is a systematic and comprehensive

training scheme for newlyhired teachers as part of professional development
toward effective teaching and commitment for the profession.
Mentoring Program is a school and division program executed by the school

heads, master teachers, and education supervisors to help newlyhired
teachers.
National Competency-Based Teachers Standards (NCBTS 2017) refers to a

set of standards that define teacher quality in the Philippines. It makes
explicit what teachers should know, be able to do, and value to achieve
competence, improve student learning outcomes, and eventually quality
education.
TIP Mentor is a Department Head, Master or Key Teacher who is assigned to

orient, mentor, and supervise a newlyhired teacher.
TIP Trainer is one who undergoes the National Orientation of Training for
the mass implementation of TIP.
IV. Policy Statement
TIP is institutionalized to provide a systematic and comprehensive support

system for the newlyhired teachers in order to seamlessly immerse them in
the teaching profession in the public school system. This program is
anchored in the NCBTS 2017, K to 12 Basic Education Program, and the
TEC Law (also known as Republic Act 7784). Generally, it intends to
improve their knowledge, skills, attitude, and values (KSAVs), and increase
Page 2 of 10
their confidence in teaching to make them effective and efficient, and
eventually commit themselves to nurture every learner and become
passionate in teaching. This program employs different TIP Learning
Activities such as the use of modules either through organized in-service
training or self-directed learning; job-embedded learning; mentoring;
differentiated supervision; SLAC sessions; and other INSET activities in
different modes such as face-to-face, online, blended learning, and other
related modalities. It also utilizes learning approaches and activities that are
developmental, learner-centered, inclusive, research—based, culture
responsive and gender sensitive, need and competence based, integrative,
and flexible and dynamic.
THE TIP Framework
Inventory and The TEACHER Improved

Entry of Current INDUCTION competencies of
Competencies of PROGRAM the Newlyhired
Newlyhired Teachers
Teachers
Monitoring and Evaluation
Figure 1. Conceptual Framework
TIP is represented by the Input, Process, and Outcome (IPO) framework. The
Input is the result of the inventory to diagnose the current competencies of
the newlyhired teachers as to their KSAVs, level of experience, different
teaching needs, and their goals. The process includes all the learning
activities in different modalities and pacing. The outcome in the program is
improved and enhanced competencies and KSAVs of newlyhired teachers.
The monitoring and evaluation provides a mechanism to continuously
improve the program from the entry level, program implementation, and its
impact on the teaching and learning process.
V. Procedure
A. Modules
The modules cover the six common and Key stages topics to be
undertaken by the newlyhired teachers.
1. COMMON TOPICS
The common topics provide the newlyhired teachers additional
information about the system in the department.
Module 1: THE DEPARTMENT OF EDUCATION

1. Mandate
Page 3 of 10
2. Vision, Mission, Goals, and Core Values
3. Strategic Directions
4. DepEd Organizational Structure and Processes
5. Teaching as a profession and a vocation
6. Career Paths within the Department of Education
7. Magna Carta for Public School Teachers
8. Code of Ethics for Professional Teachers of the Philippines
9. The Governance of Basic Education Act of 2001(RA 9155)
10. Philippine Professional Standards for Teachers (PPST)
11. Results-based Performance Management System (RPMS)
12. Salaries, Wages, and Benefits
Module 2: THE FILIPINO TEACHER

1. Self-awareness and Self-mastery
2. Personal and Professional Development
3. Financial Literacy
4. Health and Wellness Program
5. Gender and Development
Module 3; THE K TO 12 CURRICULUM

1. Goals of the K to 12 Basic Education Program
2. Inclusive Education
3. The Basic Education Program in Schools
3.1 Key Stages in the basic education program
3.2 Special Interest Programs
4. Student Inclusion Programs
4.1 Indigenous Peoples’ Education Program
4.2 Muslim Education Program
4.3 Special Education
5. The Alternative Learning System (ALS)
6. Flexible Learning Options (FLO)
Module 4: THE TEACHING PROCESS

1. Pedagogies for Inclusive Education
1. Differentiated Instruction
2. Adult Learning (4As Approach)
3. Explicit Teaching
4. The 21st-century Teaching
2. Daily Lesson Logs (DLL)/Detailed Lesson Plan (DLP)
3. Learning Resource Management Development System
(LRMDS)
1. Contextualization, Localization, and Indigenization of
Resource Materials
2. Preparation and Utilization of Interactive, Digitized,
and Disaster-resilient Instructional Materials
3. Utilization of LR Portal
4. School Forms and Learner Information System (LIS)
5. Classroom Management and Discipline
6. The Child Protection and Anti-Bullying Policies
Page 4 of 10
Module 5: THE LEARNING PROCESS
1. The 21 st-century Learners
2. Understanding the Diversity of the Learners
3. Learner-centered Learning
4. Assessment and Evaluation of Learning
5. Diverse learning environments
Module 6: THE SCHOOL as COMMUNITY LINKAGES

1. Community as a Resource in the Teaching-Learning Process
2. The School and Community Relationships
3. Building Partnerships and Establishing Linkages
2. TOPICS by Key Stages
The topics in the Key stages provide learners access to carefully selected and
developmentally appropriate learning methodologies and approaches,
resources, assessment, and interventions.
Kindergarten to Grade 3 Stage

The Nature of the K to 3 Learners
Early Language Literacy and Numeracy (ELLN)
Early Grade Reading Assessment (EGRA)
Early Grade Math Assessment (EGMA)
Mother-Tongue Based - Multilingual Education (MTB-MLE)
Domains of Literacy - Convergent and Beginning Literacy
Explicit Teaching
Flexible options for K-3
ALS equivalency for K-3
Grades 4 to 6 Stage
The Nature of the 4 to 6 Learners
Curriculum, Curricular Goals, Assessment and Interventions
The Learning Delivery
The Learning Resources
Flexible options for Grades 4-6
ALS equivalency for Grades 4-6
Junior High School (JHS) Stage

The Nature of the JHS Learners
Curriculum, Curricular Goals, Assessment, and Interventions
Senior High School (SHS) Stage

The Nature of the SHS Learners
Curriculum, Curricular Goals, Assessment and Interventions
Page 5 of 10
B. Implementation
Quarter Activity
• Rollout of the National Orientation of Trainers
(NOT); Orientation of the newlyhired teachers
• Execution of Modules 1,2, and topics by Key
First Stages
• Mentoring
• Differentiated Supervision
• 1 Formal Classroom Observation
• Execution of Modules 3, 4, and topics by Key
Stages
Second • Mentoring
YEAR 1 • Differentiated Supervision
• Execution of Modules 5, 6, and topics by Key
Stages
Third • Mentoring
• Mentoring
Fourth
• Evaluation of the newlyhired for Year 1
Note: Mentoring and differentiated supervision must be employed at
least twice in a quarter.
• Mentoring
First • Differentiated Supervision
• Mentoring
Second • Differentiated Supervision
YEAR 2 • Mentoring
Third • Differentiated Supervision
• Mentoring
Fourth • Differentiated Supervision
Note: Mentoring and differentiated supervision must be employed at least
once everu quarter.
• Mentoring
YEAR 3 First Sem
Page 6 of 10
• Mentoring
Second Sem • 1 Formal Classroom Observation
• Completion of the Program
Note: Differentiated supervision may still be employed on the third
year.
C. other Provisions
• TIP shall be included in the Division Education Development Plan

(DEDP), School Improvement Plan (SIP), and Annual Implementation
Plan (AIP).
• For the purpose of sustaining the gains of TIP, learning should be
aligned to the existing DepEd I^rograms where the teacher is
assigned/involved for continuous professional development.
• Certificate of Completion shall be awarded to the newlyhired teachers
who have completed the cycle of TIP during the Completion Ceremony
spearheaded by the division or district office.
D. Roles and Responsibilities
1. Central Office
Te€u:her Education Council (TEC)

• Coordinates with program management teams on TIP-related
processes to achieve the set of objectives within timelines
• Organizes the Pool of National Trainers who will participate in NOT
• Develops TIP Learning Modules and diagnostic tools to diagnose
inductees^ current competencies
• Conducts national orientation for RDs, ARDs, HRDD Chiefs, SDSs and
ASDSs, and SGOD Chiefs on TIP implementation mechanics
• Monitors and evaluates TIP implementation nationwide
• Coordinates with all the TIP implementation units, and monitors and
evaluates all aspects of the program
2. Regional Office
Human Resource Development IHvision (HRDD)

• Serves as TIP Coordinator in the region
• Coordinates with the DO in the implementation of TIP Monitoring and
TIP implementation in the region
• Consolidates TIP-related reports for the region
Curritmlum and Learning Management Division (CLMD)

• Provides Technical Assistance (TA) in terms of content and pedagogies
Field Technical Assistance Division (FTAD)
Page 7 of 10
• Provides Technical Assistance (TA) on the TIP-related processes, as
deemed necessary
Quality Assurance Division (QAD)

• Assesses and evaluates TIP implementation in the region
3. Schools Division Office
Schools Division Superintendent (SDS)

• Organizes TIP Management Team, composed of ASDS, CID & SGOD
Chiefs, HRD SEPS, and ALS EPS
• Designates the TIP Manager and TIP Coordinator
• Ensures integration of TIP in the DEDP
Assistant Schools Division Superintendent (ASDS)

• Co-leads in the planning and implementation of TIP in the Schools
Division, especially the conduct of Division Orientation for EPSs,
PSDSs, SEPS, Educ. Prog. Spyecialists, and Section Chiefs Division
Training of Mentors and School Heads
School Governance and Operations Division (SGOD) Chief

• Serves as TIP Manager in the division
• Co-leads the planning and implementation of TIP
• Provides TA to TIP players (school heads, mentors, mentees, and
others) on administrative concerns
Curriculum Implementation Division (CID) Chief

• Provides TA to the Division TIP players on curriculum-related
concerns
Human Resource Development Education Program Specialist

• Collects and consolidates data on the prospective inductees
(Time Frame: Before the actual TIP sessions)
• Coordinates with the school heads, mentors and mentees about TIP-
related processes in the Schools Division
(Time Frame: Entire TIP life in the Division)
Education Program Specialist for Alternative Learning System

• Prepares and submits profile of prospective ALS inductee/s
• Coordinates with mentors and mentees on TIP-related processes
involving ALS mobile teacher inductee/s
(Time Frame: Entire TIP life in the Division)
4. School
School Head
• Prepares and submits profile of newlyhired teachers
Page 8 of 10
• Serves also as mentor in the school
• Ensures that mentoring is done regularly
• Prepares and submits required TIP reports to the SDO
(Time Frame: Duration of TIP and beyond)
Mentor
• Mentors using different TIP learning activities
(Time Frame: Duration of TIP)
• Assesses learning progress and performance
• Prepares and submits assessment report and recommendations
(Time Frame; Duration of TIP)
Newly-hired teacher
• Attends TIP sessions regularly and completes the program
• Applies in the classroom what is learned in the TIP sessions
• Submits a portfolio or a compilation of academic work and other
evidences related to TIP
E. Expenses relative to the implementation of Teacher Induction

Program(TIP) shall be charged to:
TEC MOOE - National Orientation of Trainers (NOT)
Regional Training Fund - Regional Training
Division Training Fund - Division Training
School MOOE - School-based TIP Activities
VI. Monitoring and Evaluation
The functional divisions (HRDD, CLMD, FTAD, QAD) at the region and the
SGOD and CID at the Schools Division levels are required to conduct
monitoring, provide technical assistance, and gather best practices and
feedback of the program. Regional Offices (ROs) should ascertain that SDOs
are in compliance with the policy herein for quality implementation of TIP.
SDOs should also ascertain that schools are in compliance with the
provisions in the policy. The Central Office (CO) through the TEC should
conduct QAME during the pilot testing and implementation of the TIP.
Vn. References
Alliance for Excellent Education. (2004a). Tapping the potential; Retaining

and developing high-quality new teachers. Washington, DC: Author, p. 2.
Retrieved September 10, 2004, from www.NewTeacher.com (Reporting on
the work of Thomas Smith and Richard Ingersoll, “What Are the Effects of
Induction and Mentoring on Beginning Teacher Turnover?” American
Educational Research Journal, 41,2, Summer 2004).
Page 9 of 10
Bilbao, P. etal. {2013],Evaluation of the Teacher Induction Program As
Professional Development of Newly-hired Teachers in the Department of
Education(Tea,chcr Education Council Research)
Breaux, A., 8& Wong, H. (2003).New teacher induction: How to train, support,
and retain new teachers. Mountain View, CA: Harry K. Wong, p. 23.
Ingersol, R. & Strong, M. (2011). The Impact of Induction and Mentoring

Programs for Beginning Teachers: A Critical Review of the Research
Retrieved June7, 2017 from
http: //repository.upenn.edu/cgi/viewcontent.cgi?article=l 12786Context:=gse
_pubs
Worsham, B. (2017). Middle School Teachers' Sensemaking of Job-

Embedded Learning. Retrieved 7June 2017 from http://www.igi-
global.com/chapter/middle-schooI-teachers-sensemaking-of-iob-embedded-
learning/166772
Johnson, S. M. (2003, March). Supporting and retaining the next generation

of teachers. Presented at the national convention of ASCD, Harvard
Graduate School of Education, Cambridge, MA. Available at
http: / / www.simulconference.com/ASCD/2003/scs/
Partlow, M. R. (2006). Teachers’ perceived needs within a responsive

induction program structured as 161 a learning community (Doctoral
dissertation). Retrieved from OhioLINK ETD Center. (Document No.
osul 154972019).
Republic Act No. 7784.An act strengthening teacher education in the

Philippines by establishing centers of excellence, creating a teacher education
council for the purpose and appropriating funds therefore and for other
purposes.Congress of the Philippines.
Republic Act No. 10533.An act enhancing the Philippine Education System by
strengthening its curriculum and increasing the number of years for basic
education, appropriating funds therefore and for other purposes. Congress of
the Philippines
Villani, S. (2005). Mentoring promotes teacher leadership- In H. Portner

(Ed.), Teacher mentoring and induction: The state of the art and beyond.
Thousand Oaks, CA: Corwin Press. (183).
Vm. Effectivity
This policy is effective SY 2017-2018 and shall remain in force and in
effect, unless sooner repealed, amended, or rescinded.
Page 10 of 10
2018
TEACHER INDUCTION
PROGRAM
MODULE 1
DEPARTMENT OF EDUCATION
BEST | CARDNO
Contents
Module 1 ................................................................................................................................................. 1
I. Session 1: Mandate, Vision, Mission, Core Values (VMV), and Strategic Directions ...................... 2
A. Desired Learning Outcomes ........................................................................................................ 2
B. Objectives.................................................................................................................................... 2
C. Pre-Test ....................................................................................................................................... 3
D. Glossary of Terms........................................................................................................................ 4
E. Key Concepts ............................................................................................................................... 4
F. Activities and Assessment ........................................................................................................... 9
G. Reflection .................................................................................................................................. 13
H. Post-Test ................................................................................................................................... 14
II. Session 2: DepEd Organizational Structure and School Processes ............................................... 15
Desired Learning Outcomes ...................................................................................................... 15
Objectives.................................................................................................................................. 15
Pre-Test ..................................................................................................................................... 16
Glossary of Terms...................................................................................................................... 18
Key Concepts ............................................................................................................................. 19
Activities and Assessment ......................................................................................................... 24
Reflection .................................................................................................................................. 28
Post-Test ................................................................................................................................... 29
III. Session 3 Teaching as a Profession and as a Vocation.............................................................. 33
Desired Learning Outcome ....................................................................................................... 33
Objectives.................................................................................................................................. 33
Pre-Test ..................................................................................................................................... 34
Key Concepts ............................................................................................................................. 34
Reflection .................................................................................................................................. 38
Post-Test ................................................................................................................................... 39
IV. Session 4: Philippine Professional Standards for Teachers (PPST) ........................................... 40
Objectives.................................................................................................................................. 40
Pre-Test ..................................................................................................................................... 41
Key Concepts ............................................................................................................................. 43
Reflection .................................................................................................................................. 47
i|Page Teacher Induction Program (Version 1.0)
Post-Test ................................................................................................................................... 49
V. Session 5: Career Path Within the Department of Education ...................................................... 50
Objectives.................................................................................................................................. 50
Pre-Test: .................................................................................................................................... 51
Key Concepts ............................................................................................................................. 53
Reflection .................................................................................................................................. 58
Post-Test ................................................................................................................................... 59
VI. Session 6: Magna Carta for Public School Teachers ................................................................. 60
Objectives.................................................................................................................................. 60
Pre-Test ..................................................................................................................................... 61
Key Concepts ............................................................................................................................. 62
Reflection .................................................................................................................................. 64
Post-Test ................................................................................................................................... 65
Appendix ................................................................................................................................... 66
VII. Session 7: Code of Ethics........................................................................................................... 73
Objectives.................................................................................................................................. 73
Pre-Test ..................................................................................................................................... 74
Key Concepts ............................................................................................................................. 75
Activities and Assessments ....................................................................................................... 76
Reflection .................................................................................................................................. 82
Post-Test ................................................................................................................................... 84
Appendix ................................................................................................................................... 85
VIII. Session 8: Results-based Performance Management System (RPMS) ..................................... 89
Objectives.................................................................................................................................. 89
Key Concepts ............................................................................................................................. 93
Reflection .................................................................................................................................. 97
ii | P a g e Teacher Induction Program (Version 1.0)

XI. Session 9: Salaries, Wages, and Benefits of Teachers............................................................... 98
Objectives.................................................................................................................................. 98
Pre-Test ..................................................................................................................................... 99
Key Concepts and Vocabulary ................................................................................................. 101
Activities and Assessment ....................................................................................................... 106
Reflection ................................................................................................................................ 107
Post-Test ................................................................................................................................. 108
REFERENCES
iii | P a g e Teacher Induction Program (Version

1.0)
Module 1
Welcome to the Department of Education!
We are pleased to have you as a member of the family.
We invite you to take time to read through the Department of Education

(DepEd) Teacher Induction Program (TIP) modules.
This module will help you get acquainted with the organization. It introduces
you to DepEd values as it translates to the way it delivers its service in
accordance to its mandate, vision, mission and goals. More importantly, it
sets out DepEd’s policies and guidelines that reflect standards on teaching
practices that are consistent with DepEd’s core values—Maka-Diyos, Maka-Tao,
Makakalikasan at Makabansa. This module aims to help you realize your
professional development goals in your journey at DepEd.
As you go through the different sessions, consider the following as your

desired learning outcomes.
1|Page Teacher Induction Program

I. SESSION 1: MANDATE, VISION, MISSION, CORE VALUES (VMV),
AND STRATEGIC DIRECTIONS
A. Desired Learning Outcomes
Beginning Teacher Proficient Teacher
Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching
BTI 7.1.1 PTI 7.1.2

Apply a personal philosophy of
Articulate a personal philosophy of teaching that is learner-centered
teaching that is learner-centered
B. Objectives
a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic

directions and its learner-centered philosophy of education
b. Write one’s own philosophy of teaching that is aligned to DepEd’s learner-
centered philosophy
c. Use varied and appropriate teaching strategies to deploy one’s personal
teaching philosophy as aligned to DepEd’s learner-centered philosophy
2|Page Teacher Induction Program (Version 1.0)

C. Pre-Test
You are given different courses of actions or situations. Tell whether each
statement is relating to:
a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction
Write the letter of your answer on the space provided before each number.
_____ 1. Teachers facilitate learning and constantly nurture every learner.
_____ 2. Abide by the rules of the school, community and country.
_____ 3. Make education accessible to all.
_____ 4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
_____ 5. Modernize educational management and governance.
_____ 6. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
_____ 7. Engage oneself in worthwhile spiritual activities.
_____ 8. Improve quality and relevance of education.
_____ 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
_____ 10. Supervise all elementary, secondary education institutions including
Alternative Learning System.

D. Glossary of Terms
Term Definition
DepEd’s Mandate obligation enforced by law
Vision an aspirational description of what an
organization would like to achieve or
accomplish. It is intended to serve as a clear
guide for choosing current and future courses
of action.
Mission a declaration of an organization’s core purpose
and focus that is normally unchanged over time.
Values are the principles the Department
adheres to in pushing the programs
into action.
Strategic Direction a course of action that leads to the

achievement of organizational goals.
E. Key Concepts
What is the DepED Mandate?
1. The DepEd Mandate
2. “The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such
education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)
4. The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and
non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the
goals of national development.

What is the DepEd Vision, Mission, and Core Values (VMV)?
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer
– what we fervently hope for and what we diligently work towards.
By envisioning, we begin to fulfill our mandate and responsibilities as a teacher

and do our duty as Filipinos.
We want to develop learners who are true citizens and patriots, who have a
strong desire to serve their country and work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary
and desirable to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve

themselves and realize their dreams, while keeping in mind and heart their love
for the country and care for fellowmen, maximizing the endowment of skills and
talents, not for selfish gain, but to contribute to building a nation every Filipino
deserves.

As a learner-centered public institution…
As stated in our mandate, the Department of Education (DepEd), “shall protect

and promote the rights of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our
most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its

stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better,
both as individuals and as an organization.
What is the DepED Mission

Core Values

DepEd’s Strategic Directions
1. The Strategic Plan of the Department of Education (DepEd)1 provides that by

2022, we will have a nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant
and liberating K to 12 Program delivered by a modern, professional, pro-
active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:
 Expand Access to Basic Education
 Improve Quality and Relevance
 Modernize Education Management & Governance
1
Source: DepEd Strategic Plan/Direction (2017-2022)

F. Activities and Assessment
1. In what specific ways can you contribute to the attainment of the

DepED mandate in the following areas?
Implementation of policies, plans, programs and projects in:
Formal Basic Education:

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
Alternative Learning System:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
2. What can you do as a beginning teacher to:
promote quality education?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
make education accessible to all?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Answer the following questions based on the readings above:
As a teacher, how do you encourage your students:
to discover their full potential that may contribute for the betterment of the
socciety?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
to apply the competencies prescribed in the curriculum?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
to reflect and evaluate their home- and culture-based values?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Which among your specific roles/functions as a teacher can signify your

responsibility among your students and people in the community?

__________________________________________________________________________________
__________________________________________________
What plans do you have as a teacher to achieve the learner-centered philosophy?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
What can you do to better serve the learners in relation to learner-centered

philosophy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
How can you foster partnership and extend linkages to your stakeholders?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
4. Students learn in a child-friendly, gender sensitive, safe, and motivating

environment.
What can you contribute to ensure a child-friendly, gender-sensitive, safe, and

motivating environment?
__________________________________________________________________________________
__________________________________________________
__________________________________________________________________
How do you address the uniqueness of each learner?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
How do you ensure an enabling and supportive environment for effective learning to
happen?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
What are some ways to develop lifelong-learners?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
5. My Philosophy in Teaching
State briefly your philosophy in teaching which spells your vision in entering the
teaching profession towards effective, learner-centered and meaningful teaching
experience. It must be something you believe that will drive you to success and to
being a meaningful agent of change to students and your community.
10 | P a g e Teacher Induction Program (Version
1.0)
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
6. Vision Sharing (write your vision and share your thoughts about it to your
co-teacher)
VISION Sharing
Make a vision board based on the following question:
How do you see your learners 10 years from now?
______________________________________
______________________________________
______________________________________
7. What strategies do you intend to apply a learner-centered philosophy to

ensure the attainment of your vision?
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________

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8. Concept Mapping. Using the terms written inside the box, label the
following schema appropriately in order to come up with a Concept Map
showcasing the DepEd Operational Priorities.
Strategic Directions
Mission
Learners
Vision
Mandate
Core Values
9. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic

Directions
Now that you have completely understood the guiding principles of DepED, revisit
and examine your stated philosophy in teaching or personal vision in Activity 1.
Should you find your own vision inconsistent with that of DepEd’s organizational
principles, make necessary revisions, polish, and finalize it.
My personal vision in DepED Vision Re-aligned personal

teaching with DepED vision
10. Vision Attainment
Vision Statement
Cite Strategies on
How to successfully

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attain your desired
Vision
How is it relevant to
the DepEd Mandate,
VMV, and Strategic
Directions?
G. Reflection
After going through this lesson, (DepEd Mandate, Vision, Mission, Core Values, and
Strategic Directions), answer in your journal the following questions:
1. In what concrete ways has this session helped you become a more agentive
teacher in promoting “learner-centered” teaching?
2. How has this session helped you clarify your vision and motive in serving
your learners better and in promoting a learner-centered environment for
them?
3. What is the impact of the Department Mandate, VMV and Strategic

Directions in your vocation as a teacher? How can your understanding of
DepEd’s Mandate and VMV provide impact to your work as a teacher?
4. What are your personal beliefs and values that are aligned with the DepEd’s
VMV?
5. How can you contribute to improve quality and relevance in education?

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H. Post-Test
Tell whether the following statements are relating to:

 DepEd’s Mandate
 Vision
 Mission
 Core Value
 Strategic Direction
Write the letter on the space provided before each number.
_____ 1. Engage oneself in worthwhile spiritual activities.

_____ 2. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
_____ 3. Modernize educational management and governance.
_____ 4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
_____ 5. Teachers facilitate learning and constantly nurture every learner.
_____ 6. Supervises all elementary, secondary education institutions including
Alternative Learning System.
_____ 7. Make education accessible to all.
_____ 8. Abides by the rules of the school, community and country.
_____ 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
_____ 10. Improve quality and relevance of education.

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II. SESSION 2: DEPED ORGANIZATIONAL STRUCTURE AND SCHOOL
PROCESSES
Desired Learning Outcomes
Domain: Community Linkages and Professional Engagement

Strand: School Policies and Procedures
BTI: 6.4.1 PTI: 6.4.2

Know and understand school policies Comply with and implement school
and procedures to foster harmonious policies and procedures consistently to
relationship with the wider school foster harmonious relationships with
community. learners, parents, and other
stakeholders.
Objectives
a. Know and understand the DepEd organizational structure;
b. Describe the different school systems and processes and their support to
school policies and procedures to foster harmonious relationship with the
wider school community;
c. Show proofs of compliance to school policies and procedures intended to

foster harmonious relationship with learners, parents, and other
stakeholders.

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Pre-Test
Each box at the left column contains positions at the central, regional, and schools
division offices of DepEd. Arrange the positions from highest to lowest based on
your knowledge. Write your answers on space provided.
Central Office
Assistant
Secretary,
Bureau
Director,
Secretary,
Undersecretary
,Chief
Education
Supervisor
Regional Office
Chief,
Regional
Director, Legal
Officer IV,
Administrative
Officer V,
Assistant
Regional
Director,
Education
Program
Supervisor,
Supervising
Administrative
Officer,
Accountant III

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Schools Division Office
Administrative
Officer V, Legal
Officer IV, Schools
Division
Superintendent,
Chief Education
Supervisor,
Education Program
Supervisor,
District
Supervisor,
Assistant Schools
Division
Superintendent,
Senior Education
Program Specialist

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Glossary of Terms
Term Definition
Quality Education The appropriateness, relevance, and
excellence of the education given to
meet the needs and aspirations of an
individual and society.
Basic Education Early childhood, elementary, and high
school education as well as alternative
learning systems for out-of-school
youth and adult learners and includes
education for those with special needs.
Special Needs Education The education of children and youth
with special needs corresponding to
elementary and secondary education
that require modified school practices,
curricula, programs, special services,
and facilities. This includes children
and youth who are gifted, talented, fast
learners, and those with disabilities.
Formal Education The systematic and deliberate process
of hierarchically structured and
sequential learning corresponding to
the general concept of elementary and
secondary level of schooling. At the end
of each level, the learner needs a
certification to enter or advance to the
next level.
Alternative Learning System A parallel learning system to provide a
viable alternative to the existing formal
education instruction. It encompasses
both the nonformal and informal
sources of knowledge and skills.
Learning Facilitator The term is used in the existing
Alternative and Equivalency Program (A
& E). For consistency and proper
reference, there is a need to include the
definition of a teacher in the formal
system since being learning facilitator
is only one of their roles.
Adult Learners Learners aged 25 years and above who
are illiterates or neo-literates who either
have had no access to formal education
or have reverted illiteracy.
Out-of-School Youth School-age children who have not
attended a formal school system or who
have dropped out of formal elementary
or secondary education.
School Head A person who performs administrative
and instructional supervision of a
school or cluster of schools.

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Term Definition
Cluster of Schools A group of schools that are
geographically connected and brought
together to improve learning outcomes.
Integrated Schools A school that offers complete basic

education in one school site and has
unified instructional programs and
under one school head.
Learning Center A physical space to house learning
resources and facilities of a learning
program for out-of-school youth and
adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community
development and improvement of the
people’s quality of life
Key Concepts
What is Republic Act 9155?
Republic Act 9155, or “The Governance of Basic Education Act of 2001,” is “An act
instituting a framework of governance for basic education, establishing authority
and accountability, renaming the Department of Education, Culture and Sports as
the Department of Education, and For Other Purposes.”
Governance of basic education begins at the national level. It is at the regions,

divisions, schools, and learning centers—also known as field offices—where the
policies and principles for the governance of basic education are translated into
programs, projects, and services developed, adapted, and offered to fit local needs.
What are the purposes and objectives of this Act?
The purposes and objectives of this Act are:

 To provide the framework for the governance of basic education which shall
set the general directions for educational policies and standards and
establish authority, accountability, and responsibility for achieving higher
learning outcomes;
 To define roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects, and services
in communities they serve;
 To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
 To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects, and services
take into account the interests of all members of the community;
 To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have
the flexibility to serve the needs of the learners;
 To encourage local initiatives for the improvement of schools and learning
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centers and to provide the means by which these improvements may be
achieved and sustained; and
 To establish schools and learning centers as facilities where schoolchildren
are able to learn a range of core competencies prescribed for elementary and
high school education programs or where the out-of-school youth and adult
learners are provided alternative learning programs and receive accreditation
for at least the equivalent of a high school education.
What is the DepEd Rationalization Program?
DepEd was restructured to a function-based structure with the necessary staffing

requirement through its Rationalization Plan, which was approved by the
Department of Budget and Management (DBM) on November 15, 2013 under
Executive Order No. 366 (EO 366, s. 2004). The EO seeks to fulfil the purposes of
focusing government efforts and resources on its vital/core service; improve the
quality and efficiency of government services delivery by eliminating/minimizing
overlaps and duplication, and improve agency performance through the
rationalization of service delivery and support; and providing options and incentives
for government employees who may be affected by the rationalization of the
functions and agencies of the executive branch.
The goals are as follows:

a. Have a more efficient and effective central office that focuses on policy-
making, standards-setting and overall leadership of the department;
b. Have a reengineered regional office that focuses on localization of policies,
quality assurance and on being the technical support hub of its divisions;
and
c. Have a reengineered division office that focuses on field leadership and
supervision to better support our schools in delivering our education services
to the learners.
This reform area is one of the key steps undertaken by the Department toward K to
12 Basic Education Program implementation.

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Organizational Structure of the Central Office
Figure 1
Central Office
 Sets overall education agenda, directions, and policies
 Formulates systems and standards for national adoption
 Performs investment programming
 Articulates national frameworks to guide the organization in the performance
of its core functions and the provision of support
 Oversees quality assurance and performance accountability
 Builds partnerships with NGAs and nongovernment organizations (NGOs)

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Organizational Structure of the Regional Office
Figure 2
Regional Office
 Sets regional agenda, directions, and policies
 Localizes curriculum
 Adapts to or adopts standards
 Manages quality assurance
 Provides technical assistance to divisions
 Manages program investment and equitable allocation of resources
 Establishes and manages partnerships
The reengineered regional office works with the local government units and
educational stakeholders to develop a policy framework that reflects the needs,
opportunities, and aspirations of the regional community.
It provides overall field leadership to schools divisions by setting regional policy

directions, standards, and strategies consistent with the national framework for the
development and management of programs and projects relevant to the
sociocultural context of the region.
Thus, it is responsible and accountable for building a community of schools

divisions and their continuous development in order to create a collective effort
to achieve the region’s goals.

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Organizational Structure of the Schools Division Office
Figure 3

 Implements education agenda and policies
 Manages curriculum implementation
 Provides instructional supervision
 Builds communities of schools and learning centers
 Gives technical assistance to schools/learning centers
 Executes equitable distribution of resources
 Establishes and manages partnerships
As frontline office of the department for the management of basic education

delivery, the Schools Division Office (SDO) supervises schools and learning centers,
which are the direct implementers of educational programs for learner
development.
This is carried out through a strategic division education plan that considers the
needs and concerns of the division, districts, schools, and learning centers and
aligned with the regional education development plans.

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Organizational Structure and Staffing Pattern of Small Stand-alone
Senior High School, Overall Organizational Structure
A Senior High School (SHS) is headed by a school head. Subject Group Heads
(SGH) supervise teachers who teach a specific senior high school subject. The
number of SGHs depends on the number of subject groups taught in school. These
positions are designated by the school head to teaching staff. Nurses and guidance
counselors may be deployed at a school as deemed necessary.
A junior high school is headed by a school head. Department heads (DH) supervise
teachers in a specific subject area. DH are Master Teachers or Head Teachers and
are usually designated by the School Head.
An elementary school is headed by a School Head. The School Head selects the
grade- level coordinators to lead teachers in a specific grade level.
School/Learning Centers
 Takes accountability for learner outcomes
 Implements the curriculum
 Provides equitable opportunities for all learners in the community
 Creates an environment conducive to teaching and learning
 Leads and manages the school and its resources
 Establishes and manages linkages with stakeholders
Activities and Assessment
Activity 1. The statements below are powers, duties, and functions of the National
(N) Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the appropriate box

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on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
Formulating educational policies
Promoting awareness of and adherence by all schools
and learning center to accreditation standards
prescribed by the Secretary of Education
Promulgating educational standards
Offering educational programs, projects, and services
which provide equitable opportunities for all learners in
the community
Supervising the operations of all public and private
elementary, secondary and integrated schools, and
learning centers.
Undertaking educational research and studies
Approving the establishment of public and private
elementary and high schools and learning centers
Curricula Supervision
Introducing new and innovative modes of instruction to
achieve higher learning outcomes
Monitoring the utilization of funds provided by the
national government and the local government units to
the schools and learning centers.
Activity 2. Answer the following questions.

1. What key provisions of Republic Act 9155, The Governance of Basic
Education Act of 2011should a newly hired teacher be familiar with?
2. Why do think that RA 9155 states that, “The school shall be the heart of the
formal education system?” Cite specific conditions.
3. Identify the best practices in your school that adhere to the existing laws and
regulations stated on RA 9155. Make a checklist and share it with your
colleagues.
Activity 3. Choose from the two options below.
1. Option A: Share your insight to your mentor or to your School Head.
2. Option B: Look for at least three (3) similar newly-hired teacher in your
school, cluster, or district who will serve as your partner, share your insights
and compare your answer to their answers.
Activity 4. Discuss which office or person can help you, and the process that
must be followed to resolve an issue or concern in the situations given below:
Situation 1: You are asked to submit your Performance Commitment and Review
Form.
Office/People to Contact Process to be followed

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Situation 2: You are assigned as a school paper adviser aside from your regular
teaching load. You want to ask more about your task and how it will affect your
assignment.
Situation 3: You are assigned as the class adviser. You want to know your students’
profile and find out how some of their personal problems affect their studies.
Situation 4: You would like to find a good exposure trip or immersion for your SHS
students.
Situation 5: Your students have failing grades. You want to provide proper
academic guidance.
Situation 6: You would like to know your salary, deductions and benefits.
Situation 7: You are a science teacher and your laboratory equipment are
inadequate or need repair.
Situation 8: A parent would like to sue you because her son was running for honors

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and got a failing grade in your subject.
Situation 9: You would like to organize a new interest club and get support from
various stakeholders.
Situation 10: There is a typhoon but there is no announcement if classes will be

suspended.
Activity 5. Answer the following:
1. What processes were identified to be employed?
2. Are there processes not identified but should be followed? What are these, if
any?
3. Who are the personnel and other individuals or groups identified to be

involved in this case?
4. Are there other people who should be included in addressing the situation? If
so, who else? Why?
Activity 6. Reflect on the empowerment given to your school head as

stipulated on RA 9155.
1. Observe how your school head adopts shared governance. Provide evidence
showing her effective management of the school as an instructional leader
and administrative manager.
2. Look for an experienced teacher in your school whom you think is trusted.
Share your observations about how you perceive your school head adopt
shared governance and effectively manage the school as an instructional
leader and administrative manager. Ask that teacher if you have the same
observations.
Activity 7. Make a plan of action out of the following situations.

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1. The schools division superintendent shall have authority, accountability, and
responsibility to ensure compliance of quality standards for basic education
programs. Write a commitment on how you will help its realization.
2. As a newly hired teacher, how will you help your school head and the school
in general to establish a strong partnership and linkages to its community?
Reflection
Journal Writing. Share your thoughts on the following:
1. What is the importance of knowing the DepEd organization structure and

school processes in the performance of your duties as a teacher?
2. Why should a teacher know who to approach in addressing concerns related

to his or her duties?

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Post-Test
1. Each box at the left column contains positions at the central, regional, and
schools division offices of DepEd. Arrange the positions from highest to
lowest based on your knowledge. Write your answers on space provided.
Central Office
Assistant
Secretary,
Bureau
Director,
Secretary,
Undersecretary
,Chief
Education
Supervisor
Regional Office
Chief,
Regional
Director, Legal
Officer IV,
Administrative
Officer V,
Assistant
Regional
Director,
Education
Program
Supervisor,
Supervising
Administrative
Officer,
Accountant III

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Administrative
Officer V, Legal
Officer IV, Schools
Division
Superintendent,
Chief Education
Supervisor,
Education Program
Supervisor,
District
Supervisor,
Assistant Schools
Division
Superintendent,
Senior Education
Program Specialist
2. Match Column A with Column B. Write the letter of the correct answer on
the blank before each number.
Column A Column B
______ 1. It is a lifelong process of a. Alternative Learning

learning. System
______ 2. Any organized, systematic
b. Basic Education
educational activity to provide selected
types of learning.
______ 3. It encompasses early childhood, c. Formal Education

elementary, high school education, out-
of-school youth and adult learners and
for those with special needs. d. Informal Education
______ 4. An educational institution
undertaking the educational operation.
e. Learner
______ 5. It is the systematic and
deliberate process of hierarchically
structured and sequential learning. f. Learning Center

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______ 6. Any individual seeking basic
literacy skills and functional life skills.
g. Non-Formal Education
______ 7. A venue for face-to-face learning
activities for the improvement of people’s
quality of life. h. Quality Education
______ 8. A key-learning support who is
responsible for supervising and
facilitating the learning process and i. School
activities.
______ 9. It is the appropriateness, j. Integrated School

relevance, and excellence of education
given to meet the needs and aspirations of
individuals and society.
k. Learning Facilitator
______10. It encompasses both the non-
formal and formal sources of knowledge
and skills. l. School Head
3. The statements below are powers, duties, and functions of the National (N)
Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the
appropriate box on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
1. Formulating educational policies
2. Promoting awareness of and adherence by

all schools and learning center to
accreditation standards prescribed by the
Secretary of Education
3. Promulgating educational standards
4. Offering educational programs, projects, and

services which provide equitable
opportunities for all learners in the
community
5. Supervising the operations of all public and

private elementary, secondary and
integrated schools, and learning centers.
6. Undertaking educational research and

studies

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7. Approving the establishment of public and
private elementary and high schools and
learning centers
8. Curricula Supervision
9. Introducing new and innovative modes of

instruction to achieve higher learning
outcomes
10. Monitoring the utilization of funds provided

by the national government and the local
government units to the schools and
learning centers.

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III. SESSION 3 TEACHING AS A PROFESSION AND AS A VOCATION
Desired Learning Outcome

Strand: Philosophy of Teaching
BTI 7.2.1 PTI 7.2.2

Adopt practices that uphold the dignity
Demonstrate behaviors that of teaching as a profession by exhibiting
uphold the dignity of teaching as a qualities such as caring attitude,
profession by exhibiting qualities respect, and integrity.
such as caring attitude, respect,
and integrity.
Objectives
a. Describe and synthesize teaching as a profession and as a vocation;

b. Evaluate yourself vis-a-vis professional characteristics of teachers;
c. Show behaviors that uphold the dignity of teaching as a profession
d. by exhibiting qualities such as caring attitude, respect, and integrity.

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Pre-Test
Read the paragraph below then choose three phrases that best describe your
own philosophy in the teaching profession. Justify your answer.
1. Teaching is a noble profession as well as a vocation that calls to the heart of

an individual. The teacher plays a vital role in the lives of the learners, hence
they are called heroes of the new generations. They touch lives and influence
others—making a big difference to the lives of the learners. Teachers should
take pride in upholding the qualities of being a professional and to live
according to the expectations of teaching as a profession and as a vocation.
a. Phrase 1:
b. Justification
c. Phrase 2:
d. Justification
e. Phrase 3:
f. Justification
Key Concepts
1. A profession is an occupation that involves specialized training and formal

qualification. To be a professional teacher, one has to satisfy the following
requisites by the Professional Regulatory Commission (PRC):
a. Must have passed the Licensure Examination for Teachers (LET).

b. Must be a member of the Philippine Public School Teachers’ Association
(PPSTA), then known as National Organization of Professional Teachers
(NOPT) and earlier known as the Philippine Association for Teacher
Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in
professional development activities like seminars, workshops, conferences
and other activities for the enhancement of skills and knowledge. Today, this
requirement is mandated by Republic Act no. 10912, an Act Mandating the
Continuing Professional Development Program for All Regulated Professions,
creating the Continuing Professional Development Council. You can also
read Resolution No. 11, Series of 2017 which contains the Operational
Guidelines in the Implementation of RA 10912. Please read RA No. 10912
and Resolution No. 11, Series of 2017 in the Appendices.
d. Must abide by the code of ethics for the profession.
2. Why is Teaching a Vocation?2

A vocation is a calling to and from the heart of an individual. A profession can be a
vocation as well but can also be a choice made from different criteria. A vocation
cannot be denied; it burns in the heart and soul of a person and cannot be
quenched until it is answered, whereas a profession can be chosen based on family
demands, income, status, or location. A teacher who practices teaching as his or
her vocation responds to the strong feeling, or calling for service just like the
2
Maynard 2015
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historic biblical figures.
According to Butisingh (2007) teaching is more than a noble profession. The

teacher is the most important person in any civilization, as on him depends the
molding of the nation. There are not many born teachers but there are those who
love teaching and there are those who enter it as an occupation.
It is rare to meet a teacher who does not explain that she or he wanted to be a
teacher to help children, or to change the world through teaching children, or to
give back what was received from a teacher, to be a hero to others as teachers were
heroes to them. Perhaps this heightened sense of vocation is because, in our
culture, additional rewards for teaching are difficult to find. The rewards are not
income and status as it is in some other vocations, or as teaching is in other
cultures.
3. What are the Qualities of a Professional Teacher?

A professional teacher must have a deep understanding of the theoretical
knowledge about learning and human behavior.
“The best indicator of successful teaching is learning. Learning is a
human behavior. Theoretical knowledge about learning and human
behavior is a strong foundation that should serve to guide your actions as
a teacher. Newly hired teachers like you often find it difficult to
internalize, translate and apply theoretical knowledge you learned in
college to the solution of practical problems. You should use your
knowledge of teaching and learning theories to interpret situations and
solve problems that you meet in the classroom events. Your dilemma as a
new professional teacher is not that the theories you have learned are
not workable but that they are difficult to interpret in order to solve
practical problems.”
A professional teacher demonstrates attitudes that foster learning and genuine

human relationship.
“Attitudes have a direct effect on the professional teachers’ behavior. The
major categories of attitudes that affect teacher behavior are (a) teacher’s
attitudes toward himself/herself; (b) teacher’s attitudes toward children;
(c) teacher’s attitudes toward peers, superiors, and parents; and (d)
teacher’s attitudes toward the subject.”
Your attitude toward yourself
If you are to understand and sympathize with your students’ feelings, you must
recognize and understand your own feelings first. Lessons in psychology tell us that
persons who deny or cannot cope with their own emotions are likely to be incapable
of respecting and coping with the feelings of others. A positive attitude toward
yourself will help you make a good start.
Your attitude toward children
If you have empathy for your students and value them as unique individuals, they
will respond to you positively. Research on teachers’ expectations (Rosenthal and
Jacobson 1992) showed that when teachers hold low expectations of their students,
it becomes a self-fulfilling prophecy. Students tend to conform to the teachers’ low
expectations. On the other hand, when teachers hold high expectations and
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communicate these high expectations, students will often act in ways to live up to
these expectations. The teachers’ attitude toward students is a powerful influence
on whether or not students learn.
Your attitude toward peers, superiors, and parents
A teacher does not exist in isolated classrooms. The concept of the classroom is no
longer confined within the four walls of the building. It is a vast environment where
learning can take place. Your co-teachers in the school organization are part of the
learning environment. The parents who are the important stakeholders in their
children’s education are individuals you have to relate to. A harmonious relation
with your peers and the parents will make your work more enjoyable and
rewarding. Likewise, an appropriate regard of your superior would make you a
better professional.
Your attitude toward the subject matter
A teachers’ attitude is caught by the students. If you show enthusiasm, interest,

and excitement in your teaching, then the students will be motivated to learn. But
if you show an “I don’t care attitude” then the same feeling will be demonstrated by
the students. A positive attitude is necessary in teaching. You have to be passionate
about what to teach in order to become an efficient and effective teacher.
A professional teacher must have a mastery of the subject matter.

“A professional teacher must have a good command of subject matter. This
means mastery of the subject matter content and the judicious selection of
the learning resources to be used to teach the subject matter. Curricular
content must be appropriate to the objectives and the educational level of the
learners. It is, therefore, necessary that the professional teacher must have a
thorough understanding of the school curriculum, its content, learning
experiences and the evaluation of the learning outcomes.”
“As a professional teacher, you must be able to choose the appropriate

teaching methodology or pedagogy for your subject matter. Professional
teachers should be able to translate the content knowledge into forms and
levels that meet the abilities and needs of the learners. You should be a
teacher who gives clear and pertinent examples, makes analogies,
demonstrations and explanations that transform the subject matter into bits
of knowledge that your students can understand. Jerome Bruner believes
that there is no subject matter which is difficult to learn. It is the method
that the teacher uses that makes the subject matter easy or difficult to
learn.”
A professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Aside from the mastery of the subject matter, a professional teacher must
possess a repertoire of teaching skills. The different learning styles of students
will require the use of appropriate teaching styles. Professional teachers must
have developed teaching skills which will foster student learning. The
recognition of multiple intelligences by Howard Gardner challenges the
creativity and multiple talents of teachers in order to match those of the
students. Professional teachers should apply knowledge they have acquired to
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the practice in the classrooms. They have to consider the particular context or
situations in their classrooms and adapt their teaching behavior accordingly.”
Professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Professional teachers have their own beliefs, insights, and habits that will
enable them to do their job well. In recent years, educational researchers
have noted the usefulness of personal practical knowledge in solving
problems, resolving tensions and simplifying work in the classroom. Cases
have shown that teachers’ personal knowledge adds important dimension to
the teachers’ competence.”
Activity 1. Answer the following:
1. What is a profession?
2. Is teaching a profession? Why?
3. What are the requisites by the PRC one should satisfy before he/she
becomes a professional?
4. What are the qualities of a professional teacher?
5. What is a vocation?
6. How is vocation different from profession?
7. When can teaching be a vocation?
8. What are the characteristics of a teacher who takes teaching as a vocation?
9. How can you make teaching both a profession and a vocation?
10. Write how you manifest the first quality of a professional teacher.
11. Write the attitude you have that foster learning and genuine human
relationship.
12. What attitude do you need to improve?
13. Write what you do to manifest mastery of subject matter? What do you need
to improve?
14. What are the effective teaching strategies that you use to facilitate student
learning? Write them down and share these to your partner.
15. What are some of your personal beliefs, insights, and habits that help you do
your work well?

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Activity 2. Read and analyze the following situations then share your findings
to your peer.
1. Situation 1
Mr. Manalo divided his Araling Panlipunan class according to the abilities and
interests of his students. At the end of the lesson, the groups had the following
outputs: The first group composed a song, the second had a skit, and the third had
an artwork.
What professional quality did Mr. Manalo exhibit?
2. Situation 2
The school principal visited the Science class of Miss Bravo. The principal observed
that Miss Bravo was reading from the textbook and her notes while explaining the
lesson on ecosystem.
What could have been done by Miss Bravo to improve her teaching performance?
Activity 3. Let your pupils/students answer this survey form.
Put a check if your teacher manifests the following professional qualities.

Professional Qualities Yes No
Caring attitude
Treat others with respect
Integrity
Commitment towards work
Love of country
Honesty
Professionalism
Punctuality
Service-oriented
Competent
Reflection
As a newly hired teacher, I am already manifesting the following qualities
like__________________________________________________________________________________
_____________________________________________________________________. However, I
need to improve my qualities _____________________________________
____________________________________________________________________________.

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Post-Test
Resolve the issue.

Is teaching more of a vocation or more of a profession?

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IV. SESSION 4: PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
Learning Outcomes: 7 Domains of PPST

Strand: 37 Strands of PPST (Beginning and Proficient)
BTI PTI
Understand the set of standards that Adopt practices that demonstrate

makes explicit what teachers should understanding on the PPST.
know, be able to do, and value to
achieve competence, improved
learning outcomes, and eventually
quality education.
Objectives
a. Familiarize and discuss the seven domains and the different career stages of
the PPST in realizing one’s professional goals;
b. Demonstrate understanding on the PPST and its impact to the realization of

one’s professional practice and goals; and
c. Design an individual professional development plan based on the PPST and

an Individual Performance Commitment and Review (IPCR) intended to
realize the professional development plans.

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Pre-Test
Check whether each statement is true or false.

TRUE FALSE
1. PPST stands for Philippine Professional Standards

for Teachers.
2. There are 37 Domains and 7 strands in the PPST.
3. There are 4 career stages from Beginning to

Proficient Teacher.
4. The number of years in service determines the

career stages of teachers.
5. Providing safe learning environment is the sole

duty of a school head.
6. Every teacher is expected to know diversity of

learners.
7. Learning outcomes should be aligned with the

learning objectives.
8. Learners and parents should inform the teachers

about the results of the learning assessment.
9. Beginning teachers can only get professional

growth through seminars.
10. All teachers need to have professional goals to

improve teaching practice.

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Glossary of Terms
Term Definition
Career stages Levels of professional development for
teachers, which happen in a
continuum—from beginning to
exemplary practice that articulate
developmental progression, develop
refine their practice, and respond to the
complexities of providing quality basic
education.
It consists of the following stages:

 Career Stage 1 or Beginning
Teachers - have gained the
qualifications recognized for entry
into the teaching profession;
 Career Stage 2 or Proficient Teachers
- professionally independent in the
application of skills vital to the
teaching and learning process;
 Career Stage 3 or Highly Proficient
Teachers - consistently display a
high level of performance in their
teaching practice; and
 Career Stage 4 or Distinguished
Teachers - embody the highest
standard for teaching grounded in
global best practices.
Domain broad conceptual sphere of teaching
and learning practices, defined by
specific strands in the set of
Professional Standards for Teachers
Indicator concrete, observable, and measurable
teacher behaviors/practices covered in
every strand in the set of professional
standards for teachers
Philippine Professional Standards for Public document that defines teacher
Teachers (PPST) quality through well-defined domains,
strands, and indicators, that provide
measures of professional learning,
competent practice, and effective
engagement
Professional Reflection the teacher’s capacity to reflect in
action (while teaching) and on action
(after teaching) which is an important
feature of professional development
program of teachers.
Strand more specific dimensions of teacher
practice under every domain in the set
of professional standards for teachers.

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Key Concepts
1. DepEd provides the Philippine Professional Standards for Teachers (PPST)

that sets forth standards and competencies through well-defined domains,
strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement of quality public basic
education teachers.
2. The PPST also describes the levels of performance in the teaching practice for
professional development, provision of appropriate and proper assistance
and support, and eventually to ensure and sustain quality basic education.
3. The PPST: (i) sets out clear expectations of teachers along defined career
stages of professional development; (ii) engages teachers to actively embrace
a continuing effort in attaining proficiency; and (iii) applies a uniform
measure to assess teacher performance, identify needs, and provide support
for professional development. It aims to improve teacher quality—developing
teachers who are properly equipped and prepared to assume the roles and
functions expected to effectively implement the K to 12 Program.
4. This lesson helps you understand the PPST by going through an individual
self-reflection of your actual teaching practice. This will give you a chance to
analyze and reflect on your practice, leading you to make your own
professional development goals based on your identified strengths and areas
for improvement along with indicators from the PPST. As a teacher, you will
be guided by the new PPST in the competent and effective performance of
your duties and engagement as you aim for continuous professional
advancement.
A. “Map Me”
In this activity, you are going to make your own career map by answering the
question below. (Note: Please read and understand DepEd Order 42, s.2017)
Make your own timeline.
Beginning – Proficient - Highly Proficient – Distinguished
Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10
Years in Teaching Career Stage

Years 1-2 Beginning Teacher
Years 3-4
Years 5-6
Years 7-8
Years 9-10
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1. In what career stage are you now as a teacher?
2. In what career stage do you situate yourself 10 years from now?
3. What professional development activities would you engage in to achieve
your desired career stage?
B. Read
Answer the questions that follow.
1. What are the different career stages of teachers?
2. How will you go to the next higher career stage?
3. Is it possible for a beginning teacher to stay in 1 career stage for 5–10 years?
Why or why not?
C. What I Learned
What are the seven domains of the PPST? Discuss each domain briefly based on
your own understanding.
Domains Brief Discussion

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Domains Brief Discussion
1. What is the difference between domains and strands, and strands and
indicators?
2. Why do we need to set standards for teachers?
3. As a beginning teacher, which do you consider as the most important among

the seven domains? Justify your stand.
D. What I Do
Read thoroughly Domain 1 Content Knowledge and Pedagogy particularly the three
indicators in the beginning and proficient teachers. Answer the questions that
follow.

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Which of the indicators can you confidently say you are doing?
1. Which of the indicators are you NOT doing yet?
2. What do you notice about the indicators from beginning to proficient

teacher?
D. Read the following teaching practices. With all honesty, choose your
answer by ticking (/) the box that corresponds to your answer.
A- Always S- Sometimes N- Never
How often do you do the following in your teaching practice?
Indicators A S N
1.Demonstrates content knowledge and its application within and /or
across curriculum teaching areas
2.Shows skill in the positive use of ICT to facilitate the Teaching –Learning
Process
3.Demonstrates knowledge of strategies that promote reading and
numeracy skills
4.Applies teaching strategies that develop critical and creative thinking
and/or other higher order thinking skills
5. Demonstrates an understanding of the range of verbal and nonverbal
classroom communication strategies that support learner understanding,
participation, engagement, and achievement.
6.Uses Mother Tongue, Filipino, and English to facilitate teaching and
learning
7.Demonstrates understanding of research based knowledge and principle
of teaching and learning
E. What I Realize
Read thoroughly Domain 3 Diversity of Learners particularly the three indicators in

the beginning and proficient teachers. Answer the questions that follow.

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1. What teaching practices do you think are responsive to the call of the
indicators in Domain 3 to address diversity of learners?
2. To address learner diversity, what teaching practices would you employ to

enable you to move from beginning to the proficient career stage?
Reflection
As a teacher, what are the indicators under beginning stage that you can do? Is
it possible that you can move to the higher career stage? Knowing where you are,
what professional development goals could you prepare based on your strength and
areas for improvement?

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Based on the results of the self-assessment tool, make a professional development
plan.
Professional Development Goal

Areas for Recommended Time Persons
Strengths
Improvement Development/Intervention frame Involved

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Post-Test
Check whether each statement is true or false.

TRUE FALSE
I. Learning outcomes should be aligned with the

learning objectives.
II. Providing safe learning environment is the sole
duty of a school head.
III. There are 4 career stages from Beginning to
Proficient Teacher.
IV. The number of years in service determines the
career stages of teachers.
V. There are 37 Domains and 7 strands in the PPST.
VI. PPST stands for Philippine Professional Standards

for Teachers.
VII. Every teacher is expected to know diversity of
learners.
VIII. Learners and parents should inform the teachers
about the results of the learning assessment.
IX. Beginning teachers can only get professional
growth through seminars.
X. All teachers need to have professional goals to
improve teaching practice.

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V. SESSION 5: CAREER PATH WITHIN THE DEPARTMENT OF
EDUCATION

Strand: Professional Development Goals
BTI 7.5.1 PTI 7.5.2
Show motivation to realize Set professional development goals

professional development goals based on the PPST.
based on the PPST.
Objectives
a. Determine the career stages based on the PPST
b. Assess the personal teaching practices based on the PPST
c. Prepare a road map to serve as the career path in the DepEd journey of a
beginning teacher.

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Pre-Test:
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write
B if you think the teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient; and D for Distinguished Teacher
after the number and write it in the blank provided.
____1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
____2. Manages learning programs and have strategies that promote

learning based on the learning needs of their students.
____3. Has a strong understanding of the subjects/areas in which they are

trained in terms of content knowledge and pedagogy.
____4. Possesses the requisite knowledge, skills, and values that support the
teaching and learning process.
____5. Is professionally independent in the application of skills vital to the

____6. Provides focused teaching programs that meet curriculum and

assessment requirements.
____7. Displays skills in planning, implementing, and managing learning

programs.
____8. Actively engages in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement.
____9. Continually seeks to develop their professional knowledge and

practice by reflecting on their own needs, and those of their
colleagues and students.
____10. Consistently displays a high level of performance in their teaching

practice.
____11. Manifests an in-depth and sophisticated understanding of the

____12. Has high education-focused situation cognition, are more adept in

problem solving and optimize opportunities gained from
experience.
____13. Embodies the highest standard for teaching grounded in global best
practices.
____14. Exhibits exceptional capacity to improve their own teaching practice

and that of others.
____15. Recognized as leaders in education, contributors to the profession,

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and initiators of collaborations and partnerships.
Glossary of Terms
Term Definition
Previous rated the aspirants of required experiences with at least
Performance descriptive rating of very satisfactory (VS) for the three
previous school years (SYs).
Outstanding the meritorious achievements, innovations, and research
Accomplishments attained and produced by the aspirants.
Education the educational degree of the aspirants relative to job
description for aspired position specified in the qualification
standards.
Learning and the attended trainings, developed innovations, attained
Development recognitions, and implemented research.
Interview process that captures potential performance of the aspirants
(Behavioral through past experiences.
Event)
Professional process that focuses on improving the competencies of
Development personnel in line with their mandated roles and
responsibilities in order for them to achieve expected
standards (MPPD 2010).
Professional personalized individual learning pathway gearing toward
Growth personal and professional growth.
(professionalgrowth.sweetwaterschools.org.)
Career Pathing process to chart a course for progress on career laterally
Beginning  have gained the qualifications recognized for entry into the
Teachers teaching profession
 have a strong understanding of the subjects/areas in which
they are trained in terms of content knowledge and
pedagogy
 possess the requisite knowledge, skills, and values that
support the teaching and learning process
 manage learning programs and have strategies that promote
learning based on the learning needs of their students
 seek advice from experienced colleagues to consolidate their
teaching practice
Proficient  professionally independent in the application of skills vital
Teachers to the teaching and learning process
 provide focused teaching programs that meet curriculum
and assessment requirements
 display skills in planning, implementing, and managing
learning programs
 actively engage in collaborative learning with the
professional community and other stakeholders for mutual
growth and advancement
 are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers
Highly Proficient  display a high level of performance in their teaching practice
Teachers  manifest an in-depth and sophisticated understanding of
the teaching and learning process
 have high education-focused situation cognition, are more

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Term Definition
adept in problem solving and optimize opportunities gained
from experience
 provide support and mentoring to colleagues in their
professional development, as well as work collaboratively
with them to enhance the learning and practice potential of
their colleagues
 continually seek to develop their professional knowledge
and practice by
 reflecting on their own needs, and those of their colleagues
and students
Distinguished  embody the highest standard for teaching grounded in
Teachers global best practices
 exhibit exceptional capacity to improve their own teaching
practice and that of others
 recognized as leaders in education, contributors to the
profession and initiators of collaborations and partnerships
 create lifelong impact in the lives of colleagues, students
and others
 consistently seek professional advancement and relevance
in pursuit of teaching quality and excellence
 exhibit commitment to inspire the education community
and stakeholders for the improvement of education
provision in the Philippines
Key Concepts
1. Creating a career path is an essential component of your lifelong career

toward developmental growth of your profession as teacher.
2. Career pathing requires the teacher to take an honest look at their

career goals, skills, needed knowledge, experience, and personal
characteristics requiring a plan to obtain what is necessary to carry out the
career path.
3. You can develop a career path by looking at your desired job/jobs within the
organization. Then, chart a course put it in writing and then own it.
4. Recognizing and reflecting on these stages provides teachers lateral

movement, transfers, promotion in rank and positions, and rewards and
recognitions.
5. Attaining the desired goals will also require the teachers to develop skills,
pursue employee development opportunities, and obtain certain experiences
as they progress along their career path through the organization.
6. Coaching and mentoring assistance from the more experienced teachers,

master teachers, department heads, school heads, education program
supervisors, and other experts in the field will help and guide in coursing
your paths.

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7. The entry level of a newly-hired teacher is Teacher I regardless of experience.
A teacher may be promoted to Teacher II or Teacher III depending on the
units earned in their master’s degree and other qualifications for promotion.
A Teacher III may opt to be a Master Teacher (MT) or a Head Teacher (HT)
depending on the degree that the teacher has earned. An MT or HT may opt
to take the principal’s test and become school head if he or she successfully
passes the said test. In some cases, principals and teachers who have the
qualifications may apply directly to the division office, regional office, or even
at the central office.
A. Study the table below and ask assistance from your mentor then answer
the questions that follow.
POSITION RANK
Teacher TI TII TIII
Master Teacher MTI MTII MTIII MTIV
Head Teacher HTI HTII HTIII HTIV HTV HTVI
School Head PI PII PIII PIV
1. What are the qualifications for a Teacher I to be promoted to Teacher II?
2. What are the qualifications for a Master Teacher? A Head Teacher?
3. Is it possible for a newly hired teacher to become a Master Teacher or Head

Teacher after 1 year in service? Why or why not?
B. Conduct a research and find out the qualification standards of different

positions at DepEd that you can apply for in the next years.
Position/ Salary
Education Experience Training Eligibility
Title Grade
Teacher II
Teacher III
Master
Teacher I

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Position/ Salary
Education Experience Training Eligibility
Title Grade
Head
Teacher I
Principal I
Public
Schools
District
Supervisor
Education
Program
Supervisor
C. Resolve the issue
Teacher A is a Teacher III in Rizal Elementary School for 5 years. She was able to
earn a master’s degree in educational leadership and management with
specialization in Curriculum, Instruction, and Assessment. Coincidentally, there is
one Master Teacher I (Salary Grade 19) item available in the school and one Senior
Education Program Specialist (SG 19) in the division office. The division office and
the school are situated in the city. Given the situation, if you are Teacher A, which
position would you choose? Why?
D. My Gains
Answer the questions that follow.
1. What did you learn about professional development? What is the connection
between personal growth and professional development?
2. How does professional development affect your teaching performance?
3. Would you recommend these professional development activities to your

colleagues? Why or why not?
E. Beginning with an End in Mind
Knowing your own strengths and weaknesses, draw a professional development

road map. Make this activity an illustration of your personal journey, and how you
view yourself 6 years from now.
Here’s what’s required on the road map:

 The first stop on the road map should be your entry to public school system;
you can decide how the map “ends” in 10 years from now.
 There should be five other “stops” on the map, representing different key
concepts that could help or hamper your journey in achieving professional
development. They may be experiences that you have or have yet to
experience.
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 Record three major future events that you hope will happen on your road
map. Indicate on your map your age when you want these things to happen.
(Possible examples- graduating from graduate school, getting promoted,
implemented innovations, and improved teacher development stage etc.)
 The map should have small illustrations of each event—this can be a symbol,
picture, magazine cut-out, clip art, etc.
 The map should be in color! How you decorate and map out your
professional growth journey is up to you.
Be guided by the following rubric:

Level 1 Level 2 Level 3 Level 4
Road map
Road map includes
One or more
includes all required
required Road map
element includes all required elements as
Required
Elements all required elements and well
is missing
from elements. one additional as a few
the road map. element. additional
elements.
Each event is
The road map Some events Each event is
illustrated with
Map lacks are illustrated illustrated with
a detailed and
Illustrations illustrations with an image an image or
creative image
for life events or symbol. symbol.
or symbol.
The road map The road map

The road map
The road map presentation presentation
presentation
Presentation lacks demonstrates demonstrates
demonstrates
and neatness, some excellent
neatness,
Creativity creativity, and neatness, neatness,
effort, and
effort. effort, and effort, and
creativity,
creativity, creativity,

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The first step is to sketch out your life map before you actually start the project.
Use the space below to create a rough sketch.

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Reflection
Choose ONE of the two writing prompts to write a well-developed response in

paragraph form.
1. From your map, choose two events to write about. Consider the following
questions when writing about each of these: why did you choose to include this
event on your map? How will this event affect your pursuit for professional
development?
OR
2. From your map, choose your top future entry (goal) and clearly describe what
steps you could take to help you reach this goal (minimum of three steps).
Describe what resources you would need to meet these goals. Why is it
important for you to achieve such professional growth?

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Post-Test
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write
B if you think the teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient ; and D for Distinguished Teacher
after the number and write it in the blank provided.
____1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
____2. Manages learning programs and have strategies that promote

learning based on the learning needs of their students.
____3. Has a strong understanding of the subjects/areas in which they

are trained in terms of content knowledge and pedagogy.
____4. Possesses the requisite knowledge, skills, and values that support the
____5. Is professionally independent in the application of skills vital to the

____6. Provides focused teaching programs that meet curriculum and

assessment requirements.
____7. Displays skills in planning, implementing, and managing learning

programs.
____8. Actively engages in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement.
____9. Continually seeks to develop their professional knowledge and

practice by reflecting on their own needs, and those of their
colleagues and students.
____10. Consistently displays a high level of performance in their teaching

practice.
____11. Manifests an in-depth and sophisticated understanding of the

____12. Has high education-focused situation cognition, are more adept in

problem solving and optimize opportunities gained from
experience.
____13. Embodies the highest standard for teaching grounded in global best
practices.
____14. Exhibits exceptional capacity to improve their own teaching practice

and that of others.
____15. Recognized as leaders in education, contributors to the profession

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and initiators of collaborations and partnerships.
VI. SESSION 6: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
Domain 6: Community Linkages and Professional Engagement
Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2

Regularly review personal teaching
Be aware of existing laws and practices using existing laws and
regulations that apply to the teaching regulations that apply to the teaching
profession. profession.
Objectives
a. Demonstrate awareness on the Magna Carta of Public School Teachers in

Basic Education and your professional rights, opportunities, benefits, and
responsibilities.
b. Reflect on the personal teaching practice in relation to the relevant

provisions of the Magna Carta.
c. Write a commitment on how you will perform your rights and responsibilities
guided by the Magna Carta.

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Pre-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public
school teachers is called_______________________.
2. All persons engaged in classroom teaching in any level of instruction
whether full or part time basis are called _________________.
3. In _________________, minimum educational qualification is only one of the
criteria on recruitment, selection and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
______________ in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and or
hospitalization, and reimbursement for travelling expenses in regions
where there is a scarcity of medical facilities are under the provision of
Magna Carta on _______________.
6. The additional unit requirement to be taken in case a person is a graduate

of bachelor’s degree in arts and sciences is called __________.
7. The act that states before any person is allowed to practice as a
professional teacher in the Philippines, one must have a valid certificate of
registration and a valid professional license from the PRC is known as
________________.
8. The actual number of hours of classroom teaching in a day that a teacher
needs to render is _______________.
9. Study leave and indefinite leave are kinds of entitled leaves given to a
teacher under the ________________ of the Magna Carta.
10. The section on ____________ of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend
their interests.

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Key Concepts
1. As teachers’ efforts are being recognized in building the nation, an Act was
passed into law to look after the welfare of the public school teachers and to
promote, improve, and secure the professional rights of a teacher—known to
be the RA 4670 or Magna Carta for Public School Teachers.
2. A teacher is defined in this act as “all persons engaged in teaching (look into
the provision of the law: in any level of instruction, on full-time basis) basic
education in public schools and all other persons performing supervisory
functions in all public schools in basic education, specifically: department
heads, assistant school heads, school heads, district, division, and regional
supervisors, assistant schools division superintendent, schools division
superintendents, assistant regional directors, regional directors and
bureau/service/center directors, but shall not include support personnel
such as legal, medical and dental, planning, property/ supply, financial and
human resource employees.”
3. The Magna Carta for Public School Teachers aims to improve the social and
economic status of public school teachers in basic education, their living and
working conditions, employment, and career prospects.
Activity 1. THROWBACK
Recall a time when you were recruited and employed at DepEd. What were the
challenges and problems you encountered and how did you overcome them.
1. Illustrate the process experienced on the manner you were recruited,

selected, and appointed.
2. Illustrate the things and objects symbolic of the process of recruitment,

selection, and appointment you have experienced. For example, a small
stone signifies an easy process and a huge to very huge stone indicates
the degree of difficulty on a particular stage of your recruitment,
selection, and appointment.
Activity 2. Answer the following questions by putting a check mark inside the
circle if you Agree or Disagree to the following statements and then justify your
answer on the space provided.
1. As teachers are professionals and hired as the right people to the right
position, it follows that in exercising professionalism in teaching, they need
to know the standards that they need to teach, and the need to know on how
to teach in the most effective ways.
2. Being well-compensated in monetary and other benefits in teaching,

it is a must for teachers to render exemplary performance.
3. If the teachers teach well in their 6 hours of actual teaching loads

and care more about their students, the result would bring a
favorable impact to students to do well and to do better in their
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studies.
4. These are the following criteria with respective points used in the evaluation
and selection procedure in the hiring of Teacher 1. Education 20%, Teaching
Experience 15%, LET/PBET Rating 15%, Specialized Training Skills 10%,
Interview 10%, Demonstration Teaching 15%, and Communication Skills
15%.
5. No teacher may be transferred without his or her consent. Should there be

an urgent need or demand for transfer, the school superintendent must
notify the teacher beforehand and state the reasons.
6. Any dues can be deducted to teachers aside from what is stipulated by law.
7. If a teacher reaches the age and service requirements for retirement, he or

she is allowed to enjoy the one-range salary raise.
8. It is just to pay additional compensation to a teacher who renders 8 hours of

actual teaching.
9. If a teacher is married to one who is also a public school teacher, they are
not allowed to teach in the same school.
10. During disciplinary procedures, teachers are not entitled to due process and
must not be given a written notice, a time to access evidence, to make a
defense, a time for preparation and appeal.
Activity 3. Direction: Challenge yourself by justifying your answer to uphold the

integrity and professional duties of a teacher.
1. Any teacher engaged in actual classroom instruction shall not be required to

render more than 6 hours of actual classroom teaching per day with all the
classroom teaching preparation, checking of given exercises and other related
work to their normal teaching duties. Provided however, that where the
exigencies of the service so require, any teacher may be required to render more
than 6 hours but not exceeding 8 hours of actual teaching hours a day. How
does this affect your integrity and professional duties as a teacher?
2. There shall be no discrimination whatsoever in the entrance to the teaching

profession, and/or during in exercising its duties or even in the termination of
tenure in service. Does this affect your integrity and professional duties as a
teacher?
3. As a teacher you submitted yourself in the evaluation and hiring process of your
Schools Division by following what was stipulated in DO 7, s. 2015. In the RQA,
you were ranked number 1. It so happened the appointing authority selected
and appointed the teacher next in rank to you. Did the appointing authority
violate your rights as a teacher? Does this affect your integrity and professional
duties as a teacher?
4. DepEd provides the curricula to be implemented and teachers are encouraged

to be innovative in their teaching and classroom methods. The department
supports the academic freedom of the teacher in the discharge of their
professional duties, particularly with regard to teaching and classroom
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management. Does this affect your integrity and professional duties?
5. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted
automatically after 3 years to the maximum steps, as provided by law. Provided,
that the efficiency rating of the teacher concerned is at least Satisfactory. How
true is this? Does this affect your integrity and professional duties as a teacher?
Reflection
In the Department of Education, we are saddened to hear news of malpractices of

teachers in the profession. Let us uplift ourselves and our profession. Write your
commitment to complete the paragraph below.
As member of the DepEd learning community, I commit myself to help realize the
DepEd mission and vision. I promise to

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Post-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public
school teachers is called_______________________.
2. All persons engaged in classroom teaching in any level of instruction
whether full or part time basis are called _________________.
3. In _________________, minimum educational qualification is only one of the
criteria on recruitment, selection, and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
______________ in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and/or
hospitalization, and reimbursement for travelling expenses in regions that
lack medical facilities are under the provision of Magna Carta on
_______________.
6. The additional unit requirement to be taken in case a person is a graduate
of bachelor’s degree in arts and sciences is called __________.
7. The act that states before any person is allowed to practice as a
professional teacher in the Philippines, one must have a valid certificate of
registration and a valid professional license from the PRC is known as
________________.
8. The actual number of hours of classroom teaching in a day that a teacher
needs to render is _______________.
9. Study leave and indefinite leave are kinds of entitled leaves given to a
teacher under the ________________ of the Magna Carta.
10. The section on ____________ of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend
their interests.

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Appendix
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and career
prospects in order that they may compare favorably with existing opportunities in
other walks of life, attract and retain in the teaching profession more people with
the proper qualifications, it being recognized that advance in education depends on
the qualifications and ability of the teaching staff and that education is an essential
factor in the economic growth of the nation as a productive investment of vital
importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public
School Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance
counselors, school librarians, industrial arts or vocational instructors, and all other
persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions;
but shall not include school nurses, school physicians, school dentists, and other
school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-
applicants:
a. For teachers in the kindergarten and elementary grades, Bachelor's

degree in Elementary Education (B.S.E.ED.);
b. For teachers of the secondary schools, Bachelor's degree in Education

or its equivalent with a major and a minor; or a Bachelor's degree in
Arts or Science with at least eighteen professional units in Education.
c. For teachers of secondary vocational and two years technical courses,

Bachelor's degree in the field of specialization with at least eighteen
professional units in education;
d. For teachers of courses on the collegiate level, other than vocational,

master's degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
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appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the order
of their respective ranks in said competitive examinations: And provided, finally,
That the results of the examinations shall be made public and every applicant shall
be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training
and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a
provisional status and shall undergo a period of probation for not less than one
year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at least
ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as
herein otherwise provided, no teacher shall be transferred without his consent from
one station to another.
Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent who
shall previously notify the teacher concerned of the transfer and the reason or
reasons therefore. If the teacher believes there is no justification for the transfer, he
may appeal his case to the Director of Public Schools or the Director of Vocational
Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, that no transfers whatever
shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code
of Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, that where this is not possible by
reason of inadequate fiscal resources of the Department of Education, at least three
copies of the same Code shall be deposited with the office of the school principal or
head teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:

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a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be

heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or
national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty days
from the termination of the hearings: Provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all
steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall
not be required to render more than six hours of actual classroom teaching a day,
which shall be so scheduled as to give him time for the preparation and correction
of exercises and other work incidental to his normal teaching
duties: Provided, however, that where the exigencies of the service so require, any
teacher may be required to render more than six hours but not exceeding eight
hours of actual classroom teaching a day upon payment of additional compensation
at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to

the contrary, co-curricula and out of school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an
additional compensation of at least twenty-five per cent of his regular remuneration
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after the teacher has completed at least six hours of actual classroom teaching a
day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional
compensation required under this section. Education authorities shall refuse to
allow the rendition of services of teachers for other government agencies without
the assurance that the teachers shall be paid the remuneration provided for under
this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
criteria:
a. they shall compare favorably with those paid in other occupations

requiring equivalent or similar qualifications, training and abilities;
b. they shall be such as to insure teachers a reasonable standard of life for

themselves and their families; and
c. they shall be properly graded so as to recognize the fact that certain

positions require higher qualifications and greater responsibility than
others: Provided, however, That the general salary scale shall be such
that the relation between the lowest and highest salaries paid in the
profession will be of reasonable order. Narrowing of the salary scale shall
be achieved by raising the lower end of the salary scales relative to the
upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular increments,
granted automatically after three years: Provided, That the efficiency rating of the
teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government,
shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend
to Congress, at least annually, the appropriation of the necessary funds for the
cost-of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
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peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in
legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, that such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever
from the salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, that upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be
considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination

shall be provided free of charge for all teachers before they take up teaching, and
shall be repeated not less than once a year during the teacher's professional life.
Where medical examination show that medical treatment and/or hospitalization is
necessary, same shall be provided free by the government entity paying the salary
of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph of this
Section.
Sec. 23. Compensation for Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects
of the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in
the public schools, they shall be entitled to study leave not exceeding one school
year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly
salary: Provided, however, That no teacher shall be allowed to accumulate more
than one year study leave, unless he needs an additional semester to finish his
thesis for a graduate study in education or allied courses: Provided, further, That
no compensation shall be due the teacher after the first year of such leave. In all
cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.

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Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed
one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled
the age and service requirements of the applicable retirement laws shall be given
one range salary raise upon retirement, which shall be the basis of the computation
of the lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of
their choosing, whether local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join
an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by
his position in the organization, or to penalize him for an action undertaken in that
capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security
of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days
after publication in a newspaper of general circulation and by such other means as
the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
concerning the benefits herein granted to public school teachers under the employ
of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights guaranteed by this Act or who shall
in any other manner commit any act to defeat any of the provisions of this Act
shall, upon conviction, be punished by a fine of not less than one hundred pesos
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nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force
and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

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VII. SESSION 7: CODE OF ETHICS

Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and Regularly review personal teaching
regulations that apply to the practices using existing laws and
teaching profession, and be familiar regulations that apply to the teaching
with the responsibilities specified in profession and the responsibilities
the Code of Ethics for Professional specified in the Code of Ethics for
Teachers. Professional Teachers
Strand: Dignity of Teaching as a Profession
BTI 7.2.2 PTI 7.2.2

Demonstrate behaviors that uphold Demonstrate behaviors that uphold
the dignity of teaching as a the dignity of teaching as a profession
profession by exhibiting qualities by exhibiting qualities such as caring
such as caring attitude, respect, and attitude, respect and integrity
integrity
Objectives
a. Demonstrate understanding of the key provisions of the code of ethics and

become familiar with the responsibilities of a professional teacher.
b. Describe how the code of ethics can help or guide a teacher in the day to day
performance/tasks of his work, hence resulting to a good teacher
c. Describe and become familiar with the responsibilities specified in the Code
of Ethics for Professional Teachers.
d. Exhibit professional behavior as set out by the Code of Ethics for Teachers in
the Philippines.

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Pre-Test
Choose the letter with the correct answer.

1. Toward the end of the school year, the mother of one of the candidates for
honors visits you to ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given
honor student.
c. Respectfully reject the offer and explain that you might be accused of
bribery.
d. Explain the chance of the daughter objectively and graciously accept the
offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers
regarding teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and other
school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the _________________ program of the PRC and
shall pursue other studies as will improve his efficiency, prestige and strengthen
his competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the
foremost concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she
felt like quitting teaching. At the end of the day she is totally burned out. If you
were in her place from whom will you ask assistance?
a. from the principal c. from co-teachers
b. from the parents d. from pupils

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Glossary of Terms
Terms Definition
Code of Ethics a guide of principles designed to help
professionals act with honesty and integrity. A
written set of rules and management to help them
conduct their actions in accordance with its
primary values and standards. (Oxford English
Dictionary)
Teacher a person who facilitate learners to gain knowledge,
skills, and values that enhance development. A
person who has the knowledge, skills, attitude,
and special trainings in teaching, explaining, and
educating. (R.A. 9155)
Professional a person who characterized by or conforming to
the technical or ethical standards of a profession.
A person who exhibits courtesy,
conscientiousness, and generally manners that
are acceptable resulting improvement of the
organization he belongs.
Behavior the way in which one acts or conducts oneself,
especially toward others and to the organization
he or she is serving.
School is an educational institution, private, and public,
understating operation with a specific age group of
pupils or students pursuing defined studies at
defined level, receiving instruction from teachers,
usually located in a building or a group of
buildings in a particular physical site. (R.A. 9155)
Learner any individual seeking basic literacy skills and
functional life skills or support services for the
improvement of the quality of his/her life (R.A.
9155)
Key Concepts
1. The Code of Ethics for Professional Teachers serves as guide for teachers
specifically to new teachers for them to exhibit proper behavior to the
learning community at all times. It is imperative that you observe and
practice this set of ethical and moral principles, standards, and values.
2. In everyday life, you are confronted with the challenges to do the right thing.
When you are faced with professional decisions that seem to have ethical
implications, there are conditions and provisions of the Code of Ethics that
will guide you to determine the best actions.
3. Teachers have the responsibility to push their learners to their full potential
and to develop their personality.
4. Teachers have great influence in the lives of their learners. They are expected
to be professionally competent in the practice of their profession. Moreover,
they need also to possess good reputation not only in the school but in the
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entire community. Having this big responsibility in the learning
environment, teachers must be guided by this document which
comprehensively discuss the different expectations from a teacher.
5. As mandated in the Code of Ethics for professional teachers, you have the
responsibility to interact positively with parents, community members, and
other stakeholders of the school. Contact with parents must be conducted
regularly and be kept professional and free from arguments. If you have an
issue with parents, community members, or stakeholders it must be
presented during meetings and conferences. Being a teacher you must
recognize that education is a public service and strive to keep the public
informed of the programs, projects and activities.
6. In the school you are expected to collaborate with your school

administrators, co-teachers, and other personnel in order to provide a safe,
friendly learning experiences for the learners.
7. As part of the DepEd organization, you are further expected to follow the
directions and instructions of your school administrator and higher DepEd
officials.
8. Being a teacher, you should consider your co-teachers and other personnel
in achieving the goals of education. They must be treated with courtesy,
consideration, and mutual respect. You should also be punctual in the
submission of office reports and other tasks to facilitate the completion of
the work by the support personnel.
Activities and Assessments
Activity 1. After reading the key concepts, work on the following:

Self-Reflection
I realized that …
Teacher as role model
Teacher’s personality

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Teacher’s social adjustment
Teacher’s professional growth and development
Teacher’s accountability
Activity 2. Study the following cases. Guided by your understanding of the Code of Ethics for
Professional Teachers (Appendix 1), identify the article and the provision that can guide the teacher
to come up with his best action. Write your answers on the space provided in each number.
Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his
students regarding the grade of his daughter in English. Mr. Baguio listened to
the complaint of the guardian with sympathy and referred it to the teacher
concerned for clarification.
Article in the Provision Is Mr. Baguio right in his

Code of Ethics statement action
(Explain based on the provision
of the article)

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Case 2
During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was
designated as the fiesta directorate chairman. Because of his talent, he accepted
the task willingly even without any honorarium. He facilitated the culture-based
activities that resulted to a very organized celebration of their barrio fiesta.
Is it alright for Mr. Maya not to receive payment for the services he rendered
during the barrio fiesta?
Article in the Code Provision Is Mr. Maya right in his

of Ethics statement action
(Explain based on the provision
of the article)
Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The
school is scheduled to hold its Reading Camp on a Saturday. Relative to this
activity, Mrs. Josie Rivera, the school principal, advised the faculty to attend
and help the organizers to facilitate the event.
Mrs. San Jose who is enrolled in a master’s degree program informed the
principal that she could not make it for she needs to attend her Saturday class.
Is it correct not to render service on a Saturday because of her studies?
Article in the Code Provision Is Mrs. San Jose correct in

of Ethics statement his action?
(Explain based on the
provision of the article)

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Case 4
Mrs. Anna Lee A. Amores does not want her student named Joel to be the
highest honor awardee but she prefers Leonard, another student to get the
recognition. In order to ensure that Leonard will get the highest honor award,
she gave Joel low grades in recitation and in performance tasks. Is it right to
give Joel low grades just to make Leonard the awardee?
Article in the Provision Is Mrs. Amores right in her

Code of Ethics statement action
(Explain based on the provision of
the article)
Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his
principal would ask him to attend training, he would always decline and would
ask another teacher to attend the said training. Is this proper?
Article in the Code Provision Is Mr. Reyes correct in his

of Ethics statement action?
(Explain based on the
provision of the article)
ACTIVITY 3. Now that you are done reading and analyzing the different provisions
and articles specified in the Code of Ethics for Professional Teachers, you are
requested to share your insights focusing on the learning that you gained from this
session and at the same time, other information that you think are necessary to

1.0)
understand about the Code of Ethics.
What are my significant How will these learnings be of help

learnings? to you as a teacher?
Other information relative to How will these learnings be of help

Code of Ethics that I want to you as a teacher?
to know
MY PLEDGE OF COMMITMENT
I,______________________, teacher _____of___________________

commit myself to adhere to the Code of Ethics, which will serve as
my guide in everything I do in the service of my profession.
It is my goal to establish maximum services to my clientele, being
a public servant.
I vow to utilize government resources effectively and efficiently for
the betterment of everyone.
_______________________

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Name and Signature of Teacher

1.0)
Reflection
Study the following situations. Choose the best option by putting a check on
the space provided for each choice. Explain your answer.
Situation no. 1
Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has
been serving as part of the Board of Election Canvassers for the past 10 years.
However, in the coming elections, his mother will be running as barangay captain.
Because of this, he is asked to campaign for her. Is it alright for him to campaign
for his mother’s candidacy? Explain your answer.
Situation no. 2
Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to
attend an important conference in Mindanao. Every time he is asked by the
principal to attend such an activity, he always requests a new teacher to attend.
As a professional teacher, is it right to express refusal in attending conferences.
Situation no. 3
Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook
page. She received negative comments from the community and stakeholders.
Ms. Reyes justified that she has the right to post anything on her Facebook
account since it was her personal account. Is it right for Mrs. Reyes to do such?
Situation no. 4
During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta
directorate chairman. Because of his talent, he accepted the task willingly even
without any honorarium. He facilitated culture-based activities that made their
barangay fiesta a significant one. Is it alright for Mr. Maya not to receive any
compensation for his services rendered since this will be a precedent for the
succeeding activity coordinator?
Situation no. 5
Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a

student for not being a resident of the said barangay where the school is
located. Is it right for her to do so?
Situation no. 6
Traditionally, a civic parade is held with school participating during

Independence Day. All teachers and students are required to attend. All of Mrs.
Katherine Y. Sedillo’s students are excited to join the said parade but she did
not join them due to personal reason and only asked the president of the class
to check the attendants of his classmates. Is the decision of Mrs. Sedillo not
answerable for any untoward incident to happen to the students?

1.0)
Situation no. 7
Madam Estelita Ramos, a teacher III at Malunta Elementary School has a take-
home pay of P 7,500.00 every month. She decided to borrow money from
Provincial Savings Bank with a monthly deduction of P3,500. In the same
month she also borrowed money to First Diamond Lending Company with a
monthly deduction of P 3,500.00. In the first 2 months she enjoyed a take home
pay of P7,500.00 because the 2 lending institutions will deduct on the 3rd
month from the date she borrowed. Is it alright for Mrs. Ramos to borrow the
amount considering that she don’t have enough take home pay when the
deduction will take effect?
Situation no. 8
Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High
School. Due to his young age he has lots of friends and barkadas. After school
hours, he is always seen with his friends in an internet café playing Dota, in
gambling dens, and in beerhouses. He also frequently seen in discos during
weekends. Is Mr. Cruz acting as a good model to his students?
Post-Test
Choose the letter of the correct answer.

1. Toward the end of the school year, the mother of one of the candidates for
honors visits you to ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given
honor student.
c. Respectfully reject the offer and explain that you might be accused of
bribery.
d. Explain the chance of the daughter objectively and graciously accept the
offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers
regarding teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and
other school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the _________________ program of the PRC and
shall pursue other studies as will improve his efficiency, prestige, and
strengthen his or her competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the
foremost concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she
felt like quitting teaching. At the end of the day she is totally burned out. If you
were in her place from whom will you ask assistance?
a. from the principal
b. from the parents
c. from co-teachers
d. from pupils
Appendix
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence in the practice of
their noble profession, and they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in schools in
the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels
whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid
levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state;
each teacher is a trustee of the cultural and educational heritage of the nation and
is under obligation to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, instill allegiance to the
constitution and for all duly constituted authorities, and promote obedience to the
laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed
in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards
of effective school supervision, dignified administration, responsible leadership and
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important changes in
the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher

or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions of their work; provided
that they are given, if qualified, subsequent permanent tenure, in accordance with
existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately
take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional discretion
to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further,
that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle
of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation
of his temporary/special permit under causes specified in Sec. 23, Article III or R.A.
No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.
VIII. SESSION 8: RESULTS-BASED PERFORMANCE MANAGEMENT
SYSTEM (RPMS)
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

STRAND: PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE
BTI 7.4.1 PTI 7.4.2

UNDERSTAND HOW PROFESSIONAL DEVELOP A PERSONAL PROFESSIONAL
REFLECTION AND LEARNING CAN BE USED IMPROVEMENT PLAN BASED ON REFLECTION
TO IMPROVE PRACTICE. OF ONE’S PRACTICE AND ONGOING
PROFESSIONAL LEARNING.
Objectives
a. Understand individual performance and one’s personal accountability in

becoming an effective teacher through the RPMS.
b. Reflect on current teaching practices and identify development needs for

personal and professional improvement.
c. Prepare Individual Performance Commitment and Review Form

(IPCRF)/Personal Professional Improvement Plan (PPIP) based on the reflection
to ensure improve practices.
Glossary of Terms
Term Definition
Effectiveness/ The extent to which actual performance
Quality compares with targeted performance.
The degree to which objectives are achieved and
the extent to which targeted problems are solved.
In management, effectiveness relates to getting
the right things done.
Efficiency The extent to which time or resources is used for
the intended task or purpose.
Measures whether targets are accomplished with
a minimum amount of quantity of waste,
expense, or unnecessary effort.
In management, efficiency relates to doing the
things right.
Head of Agency (Principal) refers to the app roving authority enumerated in
Annex A (DO 2, s 2015) who determines the final
performance rating of an individual employees
based on proof of performance
Individual Performance the form that shall reflect the individual
Commitment and Review Form commitments and performance, which shall be
(IPCRF) accomplished by individual employees.
Key Result Area (KRA) They refer to the general outputs or outcome–the
mandate or the functions of the office and/or the
individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O.
No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs
capture the Domains of the PPST – a document
that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and
Pedagogy, (2) Learning Environment and
Diversity of Learners, (3) Curriculum and
Planning, (4) Assessment and Reporting, and the
(5) Plus Factor.
Major Final Output (MFO) a good or service that an organization, unit, or
individual personnel is mandated to deliver to
internal and external clients through the
achievement of specific objectives under the key
result areas
Means of Verification (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’
attainment of objectives. They have been
judiciously selected to show evidence of
attainment of objectives.
Teachers gather, select, organize and annotate
MOV to help Raters in assessing teacher
performance.
MOV include classroom observation tool (COT)
rating sheet and/or interobserver agreement
form; lesson plans/modified daily lesson logs
(DLLs); instructional materials; formative and
summative assessment tools; compilations of
student outputs; certificates of attendance to
professional development activities like graduate
studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct
of collaborative activities with parents/
colleagues/other stakeholders.
Objective They are specific tasks that an office and/or
individual employee needs to do to achieve the
KRAs.
In the RPMS Tools, teachers target thirteen (13)
objectives to realize the five (5) KRAs. These
objectives are aligned with the indicators of the
Philippine Professional Standards for Teachers
(PPST).
Performance Indictor (PI) This part provides the exact quantification of
objectives, which shall serve as the assessment
tool that gauges whether performance is positive
or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators
provide descriptions of quality and quantity
given five performance levels: 5-Outstanding, 4-
Very Satisfactory, 3-Satisfactory, 2-
Unsatisfactory, and 1-Poor.
Performance Monitoring and the form intended for capturing the significant
Coaching Form (PMCF) incidents.
Ratee are the teachers from all career stages, Teacher
I-III and Master Teacher I-IV who submit their
portfolios as evidence of their teaching
performance.
Senior High School teachers, including those
who are in probationary status, shall use the
tools corresponding to their current
rank/position, regardless of the years in service.
Rater refer to the School Heads (e.g. Principals,
Teachers-in-Charge, Head Teachers),
Department Heads and/or Master Teachers who
assess teacher portfolios to gauge teacher
performance.
Result-based Performance RPMS Tools pertain to the two different teacher
Management System (RPMS) performance assessment instruments, one for
Tools Teacher I-III (Proficient Teachers) and another for
Master Teacher I-IV (Highly Proficient Teachers).
Each tool describes the duties and
responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of
those duties and the specific objectives to attain
the KRAs. Each tool also presents in detail the
various Means of Verification (MOV) that serve as
proof of the attainment of specific objectives
alongside performance indicators, from
outstanding to poor performance, to help both
Ratees and Raters in the assessment process.
Timeliness Measures whether the deliverable was done on
time based on the requirements of the rules and
regulations, and/or clients/stakeholders.
Time-related performance indicators evaluate
such things as project completion deadlines,
time management skills and other time-sensitive
expectations.
Key Concepts
1. Who uses the RPMS Tools?
Raters and Ratees from across career stages use the RPMS Tools for gauging the
quality of teacher performance.
Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge, Head
Teachers), Department Heads and/or Master Teachers who assess teacher
portfolios to gauge teacher performance.
Ratees are the teachers from all career stages, Teacher I-III and Master Teacher
I-IV who submit their portfolios as evidence of their teaching performance. Senior High
School teachers, including those who are in probationary status, shall use the tools
corresponding to their current rank/position, regardless of the years in service.
2. What are the RPMS Tools?
RPMS Tools pertain to the two different teacher performance assessment instruments,
one for Teacher I-III (Proficient Teachers) and another for Master Teacher I-IV (Highly
Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those duties and the specific
objectives to attain the KRAs. Each tool also presents in detail the various Means of
Verification (MOV) that serve as proof of the attainment of specific objectives alongside
performance indicators, from outstanding to poor performance, to help both Ratees
and Raters in the assessment process.
RPMS Tool for Teacher I-III (Proficient Teachers). This tool is for Teacher I, Teacher
II and Teacher III (TI-TIII). They are expected to be proficient in their practice and
professionally independent in the application of skills vital to the teaching and
learning process.
Generally, teachers at this level are expected to: (i) display skills in planning,
implementing, managing and evaluating learning programs; (ii) actively engage in
collaborative learning with the professional community and other stakeholders for
mutual growth and advancement; and (iii) reflect on their practice to continually
consolidate the knowledge, skills and practices of career stage 1 teachers.
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers). This tool is for
Master Teacher I to Master Teacher IV. They are expected to be at the Highly Proficient
career stage, which means that they consistently display a high level of performance in
their teaching practice. Generally, Master Teacher I-IV are expected to: manifest an in-
depth and sophisticated understanding of the teaching and learning process; • have
high education-focused situation cognition, are more adept in problem solving and
optimize opportunities gained from experience; provide support and mentoring to
colleagues in their professional development, as well as work collaboratively with them
to enhance the potential for learning and practice of their colleagues; and • continually
seek to develop their professional knowledge and practice by reflecting on their own
needs and those of their colleagues and learners.
3. What are the parts of the RPMS Tools?
All RPMS Tools contain the following parts:

Job Summary. This part shows the position and the competency profile of
the ratee.
Qualification Standards. This part lists the Civil Service Commission (CSC)
requirements and other preferred requirements for the particular position.
Duties and Responsibilities. This section presents all the duties and responsibilities
of the teachers, which vary in complexity or expectation depending on the
teachers’ position or rank.
Key Result Areas. They refer to the general outputs or outcome–the mandate or the
functions of the office and/or the individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of the PPST –
a document that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning Environment
and Diversity of Learners, (3) Curriculum and Planning, (4) Assessment and
Reporting, and the (5) Plus Factor.
Objectives. They are specific tasks that an office and/or individual employee
needs to do to achieve the KRAs. In the RPMS Tools, teachers target thirteen
(13) objectives to realize the five (5) KRAs. These objectives are aligned with the
indicators of the Philippine Professional Standards for Teachers (PPST).
Means of Verification (MOV). The MOV column gives Ratees and Raters list of
documents that can prove the teachers’ attainment of objectives. They have
been judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in

assessing teacher performance.
MOV include classroom observation tool (COT) rating sheet and/or

interobserver agreement form; lesson plans/modified daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certificates of attendance to professional
development activities like graduate studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct of collaborative activities with
parents/colleagues/other stakeholders.
Performance Indicators. This part provides the exact quantification of objectives,

which shall serve as the assessment tool that gauges whether performance is
positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions of quality

and quantity given five performance levels: 5-Outstanding, 4-Very Satisfactory,
3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
4. What are the steps in the RPMS?
Refer to the Results-Based Performance Management System Manual for Teachers and
School Heads for your guide to using RPMS Toos for Teachers, from portfolio
preparation to assessment.
Recall your teaching practices and make a list of your strengths and
development needs.
Development Actions to be Resources

Strengths Timeline
Needs undertaken Needed
Provide appropriate objectives, activities, and outputs on the given KRAs

KRAs Objectives Activities Outputs/MOV
Classroom
management
Professional
Development
Community
KRAs Objectives Activities Outputs/MOV
Development
Write down performance indicators based on the identified objectives and KRAs.
KRAs Objectives Performance Indicators
Class management
Professional growth
and development
Community
development
Reflection
Reflect on the following questions.
1. Recall your experience on how you have accomplished your previous IPCRF and
learning activities and assessment. What insights have you learned from them?
2. Are there other interventions you need to continuously improve yourself? Cite
examples.
3. In a form of a journal, write your synthesis of learning gained from this lesson
and the points that challenge and inspire you as a newly hired teacher.
XI. SESSION 9: SALARIES, WAGES, AND BENEFITS OF TEACHERS

Strand: Professional ethics
BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and Regularly review personal teaching
regulations that apply to the teaching practice using existing laws and
profession, and be familiar with the regulations that apply to the teaching
responsibilities specified in the Code of profession and the responsibilities
Ethics for Professional Teachers. specified in the Code of Ethics for
Professional Teachers.
Objectives
a. Enumerate and explain the existing laws and regulations on the different
incentives, privileges, benefits, awards, and recognition for teachers.
b. Discuss how teachers can avail themselves of these benefits.
c. Reflect on the importance of the benefits being given to teachers.
Pre-Test
Directions: Encircle the letter of the best answer.
1. What is the program requiring newly hired teachers to read the series of
learning modules and do several activities?
A. orientation program C. in-service program
B. induction program D. professional program
2. What do you call to the “2 months’ summer vacation pay” being paid to
teachers?
A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay
3. What privilege is given to a pregnant, married or unmarried teacher?

A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among these teachers can avail of wedding anniversary leave?

A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2 months long vacation.
D. Only married teachers.
5. Which of the following benefits is not given annually?

A. Clothing Allowance
B. Step Increment
C. Cash gift of five thousand pesos
D. Performance Based Bonus
6. Which of the following is the primary basis for the computation of the retirement
benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. What government agencies take care of the social security protection of teachers
both public and private schools?
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher to avail study and
scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently
demonstrated ability and experience in the scholarship field.
D. Must have no pending application for scholarship or study grant
under another program.
10. What law allows the solo parent employee to avail parental leave where physical
presence is required?
A. Civil Service Commission Memorandum Circular No. 07, series 2004.
B. Civil Service Commission Memorandum Circular No. 08, series 2004.
C. Civil Service Commission Memorandum Circular No. 09, series 2004.
D. Civil Service Commission Memorandum Circular No. 10, series 2004.
Key Concepts and Vocabulary
1. Trainings
Teachers, when employed by the government, are provided incentives to develop and
harness their personal assets and potentials to enhance their skills, talents, and
values for better public service.
Examples of these incentives are trainings to which you may be sent. These trainings
can be either local or even abroad. The agency shall ensure that each teacher shall
undergo at least one planned training per year based from the training needs of
teachers’ survey conducted by the school head. These trainings include the following:
a. Induction program - program for newly hired teachers for them to develop a
sense of pride, belongingness, and commitment to public service.
b. Orientation program - activities and courses to inform new teachers about the
government programs, thrusts, and operations as well as duties,
responsibilities, benefits, and privileges.
c. Reorientation program - introduce new duties, responsibilities, policies and

programs to employees including teachers who have been in the service for
some time.
d. Professional, Technical, Scientific Program - trainings in specific areas to
enhance teachers’ skills and knowledge.
e. Career path program - a set of professional activities conducted to enhance
skills, capabilities, and maximize the professional growth and promotion in the
service of teachers. Enrolment in a graduate program is a career path teacher
may pursue.
2. Study Grants, Scholarships, Fellowships

Competitive or noncompetitive scholarship grants are also available to teachers in the
department, as well as study leave with pay both for local or foreign studies.
Scholarship Guidelines:
a. For local scholarships, one must be less than 50 years old; there is no age limit
for foreign scholarship unless otherwise specified by the donor country or
institution.
b. One must have taught for at least 2 years and must hold a regular
appointment.
c. One must be a college degree holder related to his or her field of study or has
sufficiently demonstrated ability and experience in the scholarship field.
d. One must have no pending application for scholarship or study grant under
another program.
e. One must ensure that the normal work is not hampered when availing the
scholarship grant.
f. A scholarship program with service contract will oblige you to render return
service for the privilege you earned before you can apply for another
scholarship.
g. Your selection as a scholar includes criteria on knowledge, potential training
needs, a very satisfactory performance rating in the previous years of service,
relevance of the training to the work, and number of training programs
attended (local and/or foreign).
Available scholarships:
a. Local Scholarship Program of the Civil Service Commission
This scholarship program is open to all government employees who want to pursue a
one-year master’s degree.
Criteria:
1. Must have passed the written and oral examinations of the admitting school.
2. Must be endorsed by the employing agency.
As an LSP scholar you may be allowed to study but at the same time report to
your school for duty provided your course is finished within the prescribed
time. If you will not be allowed to study on official time, you may go on official
vacation leave with pay, or leave without pay. This leave should not be more
than 1 year in case you have no more leave credits.
b. Scholarship as Provided in the Magna Carta for Public School Teachers.

This scholarship privilege is made available by the government through the DepEd
teachers who have served the public school for at least 7 years and need time to
complete a master’s degree. The guidelines are provided by the Civil Service
Commission and it can be enjoyed by teachers in any recognized schools.
Private organizations or other sponsoring agencies also offer scholarship grants with
specific guidelines, Memorandum of Agreement, and Scholarship Contract.
3. Leave Privileges of Teachers

Teaching is a full-time job. Teachers spend 8 hours a day in school or even more, often
bringing home some school work. If a teacher is poor in time management he/she may
get exhausted. Leave privileges are provided aside from the 2 months’ long vacation in
summer, based on the provisions of the DepEd 2002 Service Manual for Public School
Teachers.
The leave privileges available for public school teachers are leave of absence,
maternity leave, paternity leave, teacher’s leave, and special leave privileges as
stipulated in the Service Manual for Public School Teachers. For those teaching in the
private schools, these privileges are stipulated in their incentives and collective
bargaining agreements as provided by the Department of Labor.
Teachers who render work during the prescribed office hours and do not enjoy the 2
months’ summer vacation shall be entitled to 15 days’ vacation and 15 days sick leave
every year.
Only married pregnant women who are teaching and have rendered at least an
aggregate of 2 years of service are entitled to maternity leave of 60 calendar days with
full pay. You can avail yourself of this maternity leave even if the delivery or
miscarriage happens to fall during the 2 months long vacation. You can claim for both
the maternity benefits and the proportional vacation pay. However, the enjoyment of
maternity leave cannot be deferred. You should avail of it either before or after the
actual period of delivery in a continuous and uninterrupted manner, not exceeding 60
calendar days. You can avail of maternity leave in every instance of pregnancy
regardless of the frequency. If you are a qualified female teacher who has rendered
service for over a year but less than 2 years, you may avail yourself of the privilege but
the payment shall be computed in proportion to the length of service. You can be
entitled to 60 days’ leave but you will be paid only for the number of days based on the
ratio of 60 days to 2 years of service.
Only married male teachers are entitled to paternity leave of 7 days for the first 4
children regardless of whichever legal wife you have, gives birth. You cannot
accumulate nor convert to cash any paternity leave. Like the wife, it can be enjoyed by
the husband, before, during or after the childbirth or miscarriage of his legitimate
wife.
There are other two kinds of teachers’ leave. The study leave and the sick leave. If you
have rendered at least 7 years of continuous service, you are entitled to a study leave
with pay not exceeding 1 school year subject to the approval of the head of the office.
Sick leave with pay can be availed of by the teacher if such leave will be charged
against your accrued service credits. You earn service credits if you render services
during summer, Christmas vacation, or holidays as authorized by proper authorities.
The special leave privileges which can be enjoyed are funeral or mourning leave for a
nearest relative to include spouse, children, sibling, and parents; graduation leave for
spouse and children; enrolment leave, wedding anniversary leave, birthday,
hospitalization leave, accident leave, relocation leave, government transaction leave,
and calamity leave. However, you are not entitled to these leaves if you are enjoying
the 2-month long vacation. Being paid while on vacation is a privilege that teachers
enjoy besides the opportunities to grow in the profession through scholarships grants.
Parental leave is a leave benefit granted to solo parents to enable said parent to
perform parental duties and responsibilities where physical presence is required as
provided under Civil Service Commission Memorandum Circular No. 08, series 2004.
Parental leave of 7 days shall be granted to any solo parent employee subject to the
following conditions:
a. The solo parent must have rendered government service for a least 1
year, whether continuous or broken, reckoned at the time of the
effectivity of the law on 22 September 2002, regardless of the
employment status.
b. The parental leave shall be availed of every year and shall not be
convertible to cash. If not availed within the calendar year, said privilege
shall be forfeited within the same year.
c. The parental leave shall be availed of on a continuous or staggered
basis, subject to the approval of the administrator. In this regard, the
solo parent shall submit the application for parental leave at least 1
week prior to availing the solo parent leave, except on emergency cases.
d. The solo parent employee may avail of parental leave under any of the
following circumstances:
1. Attend to personal milestones of a child such as birthday,
communion, graduation, and other similar events;
2. Perform parental obligations such as enrollment and attendance in
school programs, PTA meetings, and the like;
3. Attend to medical social, spiritual, and recreational needs of the child;
Other similar circumstances necessary in the performance of parental
duties and responsibilities, where physical presence of the parent is
required.
4. The head of agency/office concerned may determine whether granting of
parental leave is proper or may conduct the necessary investigation to
ascertain if grounds for termination and withdrawal of the privilege
exist.
4. Entitlements/Benefits for Teachers
The tables below illustrate in detail the on top benefits of

teachers aside from their compensation or salaries.
a. Disability Benefits
There are three types of benefits for public school teachers: permanent total
disability, permanent partial disability, and temporary total disability. Similar
benefits are also provided for the private school teachers.
i. Permanent Total Disability - If you are in active service at the time of
disability or has been separated from service but have paid 36 monthly
contributions to GSIS within the last 5 years immediately following the
disability or you have paid a total of at least 180 monthly contributions,
you are entitled to disability benefits. Your benefit is in the form of a
monthly income for life. This is equivalent to the basic monthly pension
plus a cash payment equivalent to 18 times your basic monthly pension
effective the date of your disability.
ii. Permanent Partial Disability - If you are in service at the time of
disability or is separated from service but have paid 36 monthly
contributions within the last 5 years immediately preceding the
disability or have paid a total of at least 180 monthly contributions, you
are eligible for permanent partial disability benefits in the form of cash
payment.
iii. Temporary Total Disability - If you are in active service at the time of
your disability and you have exhausted your sick leave credits or if you
are separated but have rendered at least 3 years of service and have
paid at least 6 monthly contributions in the 12-month period
immediately following the disability, you may be entitled to benefits.
The temporary disability however, must not be due to your grave
misconduct, notorious negligence, habitual intoxication or willful
intention to kill yourself or another.
b. Medical Care
Public and private school teachers are entitled to medical care benefits from the
Philippine Health Insurance (Phil Health). These benefits include hospitalization
and other medical services as stipulated by the Medicare law. As a member,
must have paid at least 3 monthly contributions during the 6-month period prior
to the month of availment.
c. Other Benefits
Aside from the many benefits mentioned earlier, there are other benefits which
are provided by specific laws and circulars of appropriate governmental agencies.
The same may have been provided by the private sector. These other benefits
include the following:
i. One salary grade increase on retirement as provided by R.A. 4670.
When you retire, you will be given the corresponding step of the next
higher range, which shall be the basis of the computation of both the
lump sum and the monthly benefits you will receive.
ii. You will have salary adjustments based on approved record form of
Teachers Appropriation provided annually in GAA (Circular Letter No.
84-4, May 30, 1984)
iii. Step increment- If you are a deserving teacher based on merits and
length of service you will be given step increment. An appropriation is
provided annually in the GAA. Sec. 13 of R.A. 6758 and joint CSC
and DBM Cir. No. 1, s. 1990 provides the guideline for such benefit.
iv. Provident fund for DepED personnel including teachers. A provident
fund provides loans for emergency needs like tuition fees of your
children, expenses of your immediate dependent and for similar
purposes.
v. Shelter Program for Teachers-Teachers need decent and affordable
housing. Housing loans are available from GSIS, the PAG-IBIG Fund
and Home Mortgage Finance Corporation.
vi. Automatic Upgrading of Positions for Eligible Public School
Teachers through Equivalent Records Form (ERFs) Scheme. Automatic
position upgrading is granted to Teachers I who have rendered 20
years or more of satisfactory teaching service without the need for
filling an application for ERF upgrading.
Reflect on the following statements and write your impressions.
1. Teachers employed by the government are provided incentives to develop and hone
their potentials, and values for better public service.
2. Induction programs are activities to update newly-hired teachers about the government
thrusts, operations, duties, responsibilities, benefits, and privileges.
3. A scholarship program service contract will oblige you to render return service for the
privilege you earned before you can apply for another scholarship.
4. A local scholarship program may be allowed to teachers who may at the same time
report to school provided the degree or course is finished within the prescribed period.
However, if teachers will not be allowed to study on official time, they may go on official
vacation leave with pay, or leave without pay. This leave should not be more than 1 year in
case there are not enough leave credits.
5. A graduate program is a career path teachers may pursue to enhance and maximize
professional growth and for promotion in the department.
Complete the table by providing data
Are you State the said Is it

entitled with provision as reasonably
Leave Privileges
this leave? stated in the lawful?
(Yes or No) law Explain.
1. Maternity Leave
2. Paternity Leave
3. Study Leave
4. Sick leave
5. Vacation leave
6. Parental Leave
Reflection
“I AM VALUED AND REWARDED”
Write insights gained and perceived on teacher’s entitlements benefits, rewards, and
recognition.
Post-Test
Direction: Encircle the letter of the best answer.
1. What is the program requiring a newly hired teachers to read series of

learning modules and do several activities?
A. orientation program C. in-service program
B. induction program D. professional program
2. The so-called “2 months’ summer vacation pay” paid to teachers?

A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay
3. A privilege that a pregnant teacher, married and / or unmarried

is entitled to is called
A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among of these teachers can avail the wedding anniversary leave?
A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2-months long vacation.
D. Only married teachers.
5. Which of these benefits teachers cannot enjoy annually?

A. Clothing Allowance.
B. Step Increment.
C. Cash gift of P5,000.00.
D. Performance-Based Bonus
6. Which of the following is the primary basis for the computation of the
retirement benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. The agencies that take care of the social security protection of teachers
both public and private schools are
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher in availing

themselves of study and scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently
demonstrated ability and experience in the scholarship field.
D. Must have no pending application for scholarship or study grant under
another program.
108
10. What law allows the solo parent employees to avail parental leave where
his or her physical presence is required?
A. Civil Service Commission Memorandum Circular No. 07, series
2004.
B. Civil Service Commission Memorandum Circular No. 08, series
2004.
C. Civil Service Commission Memorandum Circular No. 09, series
2004.
D. Civil Service Commission Memorandum Circular No. 10, series
2004.
109
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Briones, Leonor M. 2016. Declaration of Vision and Agenda for Education.

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Butisingh, R. 2007. Teaching is a Vocation. www.randallbutisingh.wordpress.com
Board for Professional Teachers, Professional Regulation Commission. 1997. Code of
Professional Ethics for Professional Teachers. Resolution No. 435, s. 1997. Manila.
Calderhead. 1992. The personal dimension of teaching. The reflective dimension.
Civil Service Commission. 2004. Guidelines on the Grant of Parental Leave to Solo Parent. CSC
Memorandum Circular No. 8, s. 2004. March 24.
Deakin College. https://www.deakincollege.edu.au/
Department of Education. 2017. National Adoptiona and Implementation of the Philippine
Professional Standards for Teachers. Dep Ed Order No. 42, s. 2017. Manila.
———. 2000. DECS Service Manual. Pasig City.
———. 2002. Establishing the Program on Awards and Incentives For Service Excellence
(PRAISE) in the Department of Education. DepEd Order No. 9 s. 2002. Manila.
———. 2003. DepEd Order No. 1, s. 2003
———. 2011. Guidelines for Reclassification. DepEd Order No. 97, s. 2011. Manila.
———. 2015. New Organizational Structures of the Central, Regional, and Schools Division
Offices of the Department of Education. DepEd Order No. 52, s. 2015. October 30. Manila.
———. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program. DepEd Order No. 8, s. 2015. Manila.
———. 2016. Guidelines on the Organizational Structures and Staffing Pattern of Stand-Alone
and Integrated Public Senior High Schools (SHS). DepEd Order No. 19, s. 2016. April 6
Manila.
———. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila
———. 2016. Implementation of the First Tranche Compensation Adjustment for Civilian
Personnel and Military and Uniformed Personnel and Military and Uniformed Personnel in
the National Government. DepEd Order No. 12, s. 2016. Manila
———. 2016. Hiring Guidelines for Senior High School Teaching Positions Effective School Year
2016–2017. DepEd Order No. 3, s. 2016. Manila.
———. 1997. Guideline in the Implementation of the Benefits Arising from a One (1) Salary
Grade Increase for Retiring Public School Teachers Pursuant to RA 4670. DepEd Order No.
48, s. 1997. Manila.
———.2015. Hiring Guidelines for Teacher I Positions Effective SY 2015–2017. DepEd Order No.
7, s. 2015. Manila.
———. 2015. Guidelines on the Establishment and Implementation of the Results-Based
Performance Management System (RPMS) in the Department Of Education. DepEd Order No. 2,
s. 2015. Manila.
———. 2015. Guidelines for Work Immersion. DepEd Order No. 30, s 2015. Manila.
———. 2014. Roles and Responsibilities of the Indigenous Peoples Education Focal Persons at
the Regional and Schools Division Levels. DepEd Memorandum No. 33, s. 2014. Manila.
110
Government of the Philippines, Philippine Regulation Commission. 2017. Operational Guidelines
in the implementation of RA 10912 otherwise known as “Continuing Professional
Development (CPD) Act of 2016” for Professional Teachers. PRC Resolution No. 11, Series
2017. Manila.
Government of the Philippines. 1994. Philippine Teachers Professionalization Act of 1994.
Republic Act 7836. Manila.
Government of the Philippines. 2000. An Act Providing for Benefits and Privileges to Solo
Parents and their Children, Appropriating Funds Thereof and For Other Purposes.
Republic Act No. 8972. Manila.
Government of the Philippines. 2001. An Act Instituting a Framework of Governance for Basic
Education, Establishing Authority and Accountability, Renaming the Department of
Education, Culture and Sports as the Department of Education, and for Other Purposes.
Manila. Republic Act No. 9155. Manila.
http://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
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No. 9155. Manila.
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Program for All Regulated Professions, Creating the Continuing Professional Development
Council, and Appropriating Funds Therefor, and for Other Related Purposes. Republic Act
No. 10912. Manila.
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Manila.
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http://www.gov.ph/2001/08/11/republic-act-no-9155/
Government of the Philippines. Department of Education. 2010. Master plan for professional
development for regions and divisions guide and tools. Manila.
———. 2012. Executive Order No. 2012. Modifying the Salary for Civilian Government Personnel
and Authorizing the Grant of Additional Benefits for Both Civilian and Military and
Uniformed Personnel. Manila.
———. http://www.deped.gov.ph/history
———. http://www.deped.gov.ph/mandate
———. Old Teacher Induction Program Module 4. Manila.
———. Results-Based Management System.
HTTPS://WWW.YOUTUBE.COM/WATCH?V=9KNDK6FGGE0 NOV 22, 2015 - UPLOADED BY DEPED
PHILIPPINES
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Senior High School Teachers
Primary Teachers' Professional Development in the Context of Small Rural Schools.

www.leeds.ac.uk/educol/documents/00002188.htm
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Pupils' Intellectual Development. New York, N.Y.: Irvington Publishers.
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The Balance. Your Career. https://www.thebalance.com
Validated Copy of the Philippine Professional Standards for Teachers. Aug. 2015
112
2018
TEACHER INDUCTION
PROGRAM
MODULE 2
BEST | CARDNO
Contents
MODULE 2: THE FILIPINO TEACHER ........................................................................................................ 1
I. Session 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY .......................................... 2
Desired Learning Outcomes ........................................................................................................ 2
Objectives: .................................................................................................................................. 2
Key Concepts ............................................................................................................................... 2
Activities and Assessment ........................................................................................................... 3
Reflection .................................................................................................................................... 9
II. Session 2: Personal Professional Development ............................................................................ 10
Objectives: ................................................................................................................................ 10
Pre-Test ..................................................................................................................................... 11
Key Concepts ............................................................................................................................. 15
Reflection .................................................................................................................................. 18
III. Session 3. Financial Literacy ...................................................................................................... 19
Objectives: ................................................................................................................................ 19
Pre-Test ..................................................................................................................................... 20
Key Concepts ............................................................................................................................. 21
Reflection .................................................................................................................................. 33
IV. Session 4: Health and Wellness Program.................................................................................. 34
Objectives: ................................................................................................................................ 34
Pre-Test ..................................................................................................................................... 35
Reflection .................................................................................................................................. 41
Post-Test ................................................................................................................................... 42
V. Session 5: Gender and Development (GAD) ................................................................................. 43
Objectives.................................................................................................................................. 43
Pre-Test ..................................................................................................................................... 44
i|Page Teacher Induction Program (Version 1.0)
Key Concepts and Vocabulary ................................................................................................... 45
Reflection .................................................................................................................................. 48
Post-Test ................................................................................................................................... 49
REFERENCES
ANSWER KEYS
ii | P a g e Teacher Induction Program (Version 1.0)

MODULE 2: THE FILIPINO TEACHER
Purpose
This module brings you to a clear and realistic perception of yourself. It provides you
the opportunity to take a closer look of who you are according to how you see yourself
and how others see you, how you respond to situations or circumstances, and the
impact of this on others.
PPST Standards
The coverage of the Module is aligned to the PPST Domain 7, Personal Growth and
Professional Development. This domain focuses on teachers’ personal growth and
professional development. It accentuates teachers’ proper and high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. This Domain values personal and professional
reflection and learning to improve practice. It recognizes the importance of teachers’
assuming responsibility for personal growth and professional development for lifelong
learning.
1
I. SESSION 1: SELF-AWARENESS, SELF-MASTERY AND TEACHER AGENCY
Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
7.4.1 Understand how professional PTI: 7.4.2 Develop a personal

reflection and learning can be used to professional improvement plan based on
improve practice. reflection of one’s practice and ongoing
professional learning.
Objectives:
a. Understand personal awareness, self-mastery, and teacher agency in relation

to improving teacher practice;
b. Identify your personal strengths and weaknesses to improve teaching
practice; and
c. Apply the results of your self-inventory to develop, implement, and track
progress of your personal improvement plan.
Key Concepts
1. Self-Awareness
According to Musselwhite (2007), “self-awareness is being conscious of what

you're good at while acknowledging what you still have yet to learn.” It is having
“conscious knowledge about one’s self, about one’s beliefs, assumptions, organizing
principles, and structure of feelings and their consequences on one’s day-to-day lived
experience” (Eriksen, 2009).
Self-awareness is directly related to both emotional intelligence and success.

 It helps you create achievable goals because you can consider your strengths,
weaknesses, and what drives you when goal-setting.
 It allows you to guide yourself down the right path by choosing to pursue the
opportunities that are the best fit for your skill-set, preferences and
tendencies.
 It makes identifying situations and people that hit our triggers and
anticipating our own reactions easier.
 It allows us to make positive behavioral changes that can lead to greater
personal and professional success.
Your values, on the other hand, serve as frameworks that guide you on how you
interpret your experiences so that you can decide on appropriate actions to take. They
guide your decision making and actions. Becoming an authentic person requires that
your actions should be consistent with your values.
Remember, we are not always what we think we are.
2
For more tools for feedback on self-awareness, try the following free on-line Self-
awareness tests:
 Myers-riggs typology
http://www.humanmetrics.com/cgi-win/JTypes2.asp
 What are your biases? Project Implicit
https://implicit.harvard.edu/implicit/
Activity 1: Becoming a Better Me
On the succeeding pages, you will be asked to answer questions related to one’s
self. Write what comes to your mind without giving so much thought about it. Write
your responses on the spaces provided for.
A. This is Me (Self-Reflection)
1. What qualities (positive) best describe you as a person?
a. _________________________________
b. _________________________________
c. _________________________________
d. ______________________________
e. ______________________________
2. What qualities (negative) best describe you as a person?
a. _________________________________
b. __________________________________
c.___________________________________
d. ________________________________
e. _______________________________
3. What qualities best describe you as a teacher?
a. _________________________________
b. _________________________________
c. _________________________________
d. _________________________________
e. _________________________________
4. From the above, which qualities form part of your strengths? weaknesses?
STRENGTHS WEAKNESSES
a. ____________________________ _______________________
b. ____________________________ _______________________
c. ____________________________ _______________________
d. ____________________________
e. ____________________________
3
Your qualities underlie the values that you hold dear.
1. What do these values mean to you and your day-to-day life?
2. How do you demonstrate these values with your actions? In other words,
are they consistent or inconsistent with your actions? Cite a situation.
3. How do you integrate these values in your teaching?
B. My Emotional Maturity
1. Encircle at least 10 feelings from the inventory below that you experience
most of the time while in school.
Inventory of feelings from Facebook
happy annoyed awesome

thankful tired frustrated
blessed energized blissful
relieved great irritated
confused accomplished optimistic
inspired stressed stressed
disgusted confident worried
fed up satisfied sarcastic
content pained lazy
exhausted refreshed bored
2. What situations usually trigger negative or uncomfortable emotions in

you?
3. If a student anonymously posted on facebook something derogatory about

you, how would you react or what would you do?
4. How do you feel if a student does not meet a deadline?
5. What do you do when others stress you?
C. Building Self-Awareness1
1. Put the time in – Self-awareness is not learned in a book, but achieved

through self-reflection. Use what you have learned about yourself to inform
decisions, behaviors, and interactions with other people.
2. Predict how you will feel and respond before a situation and reflect on your
actual feelings and response after the situation.
1
(adapted from http://SELF-AWARENESS/TipSheet_SelfAwareness.pdf)
4
3. Focus on your choices - What can you learn from your past triumphs and
mistakes? Why did you make a particular decision? How did this choice make
you feel?
4. Ask for feedback – Self-awareness is as much about acknowledging what you

still need to learn as it is about identifying your strengths. Asking for feedback
on your performance, behavior, interactions, can serve to improve your future
actions and responses. Feedback can also identify aspects of your behavior you
aren’t seeing clearly (your blind spots).
5. Record (keep a journal) – Allows you to reflect on daily thoughts, feelings,

perceptions, choices, behaviors, and interactions with others. Be honest with
yourself. Reflecting on your experiences allows you to learn something that can
guide your personal development so think about it and write it down.
6. Label your emotions – Feelings can be expressed using one word, but are
often held back. Use the below Inventory of feelings to practice labeling what
you experience in different situations throughout your day. Your feelings
provide insight into your thoughts and actions, as well as allow us to better
relate with others. You may also recognize trends in how you are feeling which
can teach you something about yourself.
6. Talk with a success coach. Share your discoveries about yourself with a
coach or peer that you trust to get the most of the experience.
It is not enough that you have increased your awareness of yourself.

Understanding oneself is a continuing journey.
D. Me and Others
1. What group of people do you like to hang out with?
2. Who are your role models? Give at least 3. What make you look up to and
admire these people?
3. How does your personality change as you associate with different groups
of people? Why do you think it changes?
4. What kind of school head brings out the best in you?
5. How do you involve parents in the learning process?
6. What kind of people do you find it difficult to work with? Cite your reason
7. What do I value most in a pupil/student?
8. As a teacher, in what area/s do I feel I need improvement?
5
E. The Leader In Me
The following questionnaire will determine your leadership style. Please be as candid as
possible in your responses.
Multifactor Leadership Questionnaire (MLQ) Form 6S

(adapted from file:///C:/Users/asus/Documents/SELF-
AWARENESS/Multifactor%20Leadership%20Questionnaire.p)
Instructions: This questionnaire describes your leadership style. Twenty‐one

descriptive statements are listed below. Judge how frequently each statement fits you.
The word others may mean your followers, clients, or group members.
KEY
0 ‐ Not at all 1 ‐ Once in a while 2 = Sometimes 3 = Fairly often 4=
Frequently, if not always
1. I make others feel good to be around me 0 1 2 3 4

2. I express with a few simple words what we could and should do ........ 0 1 2 3 4
3. I enable others to think about old problems in new ways .................... 0 1 2 3 4
4. I help others develop themselves......................................................... 0 1 2 3 4
5. I tell others what to do if they want to be rewarded for their work. ...... 0 1 2 3 4
6. I am satisfied when others meet agreed‐upon standards ..................... 0 1 2 3 4
7. I am content to let others continue working in the same ways always. 0 1 2 3 4
8. Others have complete faith in me ....................................................... 0 1 2 3 4
9. I provide appealing images about what we can do ............................... 0 1 2 3 4
10. I provide others with new ways of looking at puzzling things. ............. 0 1 2 3 4
11. I let others know how I think they are doing. ...................................... 0 1 2 3 4
12. I provide recognition/rewards when others reach their goals .............. 0 1 2 3 4
13. As long as things are working, I do not try to change anything. .......... 0 1 2 3 4
14. Whatever others want to do is OK with me ......................................... 0 1 2 3 4
15. Others are proud to be associated with me. ........................................ 0 1 2 3 4
16. I help others find meaning in their work. ............................................ 0 1 2 3 4
17. I get others to rethink ideas that they had never questioned before .... 0 1 2 3 4
18. I give personal attention to others who seem rejected ......................... 0 1 2 3 4
19. I call attention to what others can get for what they accomplish ......... 0 1 2 3 4
20. I tell others the standards they have to know to carry out their work.. 0 1 2 3 4
21. I ask no more of others than what is absolutely essential ................... 0 1 2 3 4
Scoring
The MLQ‐6S measures your leadership on seven factors related to transformational
leadership. Your score for each factor is determined by summing three specified items
on the questionnaire. For example, to determine your score for factor 1, Idealized
influence, sum your responses for items 1, 8, and 15. Complete this procedure for all
seven factors.
TOTAL
Idealized influence (items 1, 8, and 15) __________ Factor 1
Inspirational motivation (items 2, 9, and 16) __________ Factor 2
Intellectual stimulation (items 3, 10, and 17) __________ Factor 3
Individual consideration (items 4, 11, and 18) __________ Factor 4
Contingent reward (items 5, 12, and 19) __________ Factor 5
Management‐by‐exception (items 6, 13, and 20) __________ Factor 6
Laissez‐faire leadership (items 7, 14, and 21) __________ Factor 7
6
Score range: HIGH = 9-12, MODERATE = 5-8, LOW = 0-4
Scoring Interpretation
Factor 1 – Idealized influence indicates whether you hold subordinates’ trust,
maintain their faith and respect, show dedication to them, appeal to their hopes and
dreams, and act as their role model.
Factor 2 – Inspirational motivation measures the degree to which you provide a
vision, use appropriate symbols and images to help others focus on their work,
and try to make others feel their work is significant.
Factor 3 – Intellectual stimulation shows the degree to which you encourage
others to be creative in looking at old problems in new ways, create an environment
that is tolerant of seemingly extreme positions, and nurture people to question their
own values and beliefs of those of the organization.
Factor 4 – Individualized consideration indicates the degree to which you show
interest in others’ well‐being, assign projects individually, and pay attention to
those who seem less involved in the group.
Factor 5 – Contingent reward shows the degree to which you tell others what to do
in order to be rewarded, emphasize what you expect from them, and recognize their
accomplishments.
Factor 6 – Management‐by‐exception assesses whether you tell others the
job requirements, are content with standard performance, and are a believer in
“if it ain’t broke, don’t fix it.”
Factor 7 – Laissez‐faire measures whether you require little of others, are content
to let things ride, and let others do their own thing.
The description of the Factor where your score dominantly lies indicates the kind of
leadership style/s that you have. In most situations, you are likely to behave according
to that leadership style. You may discuss your result with your coach if you think you
need to improve on the way you lead.
F. Developing Self-Mastery2
Self-mastery is a broad term that covers many aspects of your personal and
professional life. Developing self-mastery can mean working on many of these areas. (if
so, it may be best to focus on one or two areas at a time, so you don’t become
overwhelmed.)
Look at the following areas of your life to develop self-mastery:

1. Goals
Start with a vision of how you want your life to be.
2. Attitudes and Emotions
Your attitude and emotions play a major role in self-mastery. Those who show
strong self-master don’t let their emotions control them—they control their own
emotions.
Focus on something positive every day. Be grateful for things, even if these are just
things like the weather is beautiful. Having gratitude and a positive outlook will
set the tone or the rest of your day.
Resist the temptation to blame yourself when things go wrong. Self-sabotage is a
quick and cruel way of stopping yourself from reaching your true potential. If you
find that you are undermining yourself, consciously make yourself stop. Instead,
think of something positive an encouraging.
2
http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdfretrieved August 8, 2017 at
Cagayan De Oro City.
7
3. Willpower
Think about how many times you have set a goal and, for one reason or another,
never followed it through because of lack of willpower
To boost your willpower, make sure you have both rational and emotional motives
for what you want to achieve.
4. Focus
Improving focus is also a key to self-mastery. For instance, how much time do you
waste during our day? What could you accomplish if you fully use the hours
available to you?
Start by focusing on one task at a time, and slowly increase your level of focus. At
first you may find that you cannot concentrate on a task for more than one hour
at a time, before you get tired and distracted. Try to increase this to two hours by
adding 15 minutes of focused work every day. This will allow you to strengthen
your focus to two-hour stretches – and then even more, if that’s what you need to
get things done.
It seems counterintuitive, but being selfish and focusing on enriching yourself

will lead to being selfless and enriching the lives of those around you.
G. My Personal Professional Improvement Plan

In this activity, you will plot your plans to continually improve your competence
and career as a teacher and a teacher-leader.
Fill up the template following the terms of reference provided.
Professional Goals – refer to short or long term goals you set to improve your
professional competence.
Time Frame – reflects the target date/s you intend to accomplish your stated
goal.
Strengths – refer to positive qualities that you possess that are needed to
accomplish the goal.
Weakness – refer to your qualities that may hinder the achievement of that goal.
Remarks – are the reason/s that contribute to or hinder the achievement of the
desired goal
PPIP Time MY MY Achieved REMARKS

Frame STRENGTH WEAKNESS ?
/s /es ((please
check)
YES NO
8
Reflection
 Cite significant experience with either your school head, learners, colleagues,
parents, community, that reflects your values. Use the STAR format. (Cite
reference)
S- stands for Situation
T – stands for Task
A – stands for action
R – stands for result/s
Situation/Task
Action
Result
 Indicate the person/s involved in each milestone. How did you express your
gratitude to them?
 What benefit/s you have gained with each milestone?
9
II. SESSION 2: PERSONAL PROFESSIONAL DEVELOPMENT

(PTIs)
7.4.1 Understand how professional 7.4.2 Develop a personal professional

reflection and learning can be used to improvement plan based on
improve practice. reflection of your practice and
ongoing professional learning.
Objectives:
a. Assess the core behavioral competencies for personal development.

b. Prepare and implement individual professional plan including collaborative
activities for development based on the assessment.
c. Evaluate your improvement in teaching practice as a result of your self-
assessment for personal and professional development.
10
Pre-Test
Rate yourself on the space provided below the table and answer the reflective questions.
Your self-rating: _______________________
Your self-rating: ______________________
11
Your self-rating: _______________________
12
Your self-rating: _______________________
13
Your self-rating: _______________________
Your self-rating: _______________________
14
Questions:
1. How do you feel about your self-rating?
2. Could you improve/sustain yourself on these?
3. How do you plan to realize this?
Glossary of Terms
Term Definition
Behavioral competencies observable and measurable behaviors
for individual and organizational
effectiveness.
Teachers Strengths and Needs a self-assessment tool designed to
Analysis (TSNA identify the strengths and needs of
teachers.
Individual Professional Plan for a tool that serves as a guide for the
Development teachers’ purposive learning and
development as a professional.
Key Concepts
1. Self-assessment and evaluation will help you to make your own personal and
performance improvement plan. The more you improve, the more your students
will benefit. Although it is extremely difficult to critique one’s own strengths and
weaknesses, it is hugely important.
2. The TSNA is essential in the provision of quality professional development

programs that are aligned to the needs of the programs’ clientele. The TNSA
determines the differences between the actual situation (what is) and the desired
condition (what should be) in terms of teacher’s competencies within the
department. It also described the current competencies as perceived by the
teacher.
3. An IPPD is a tool that serves as guide for the teacher’s purposive learning and
development as a professional. The IPPD is structured such that every teacher
regularly and individually prepares, implements, monitors, and updates the
plan. It is based on the individual teacher’s identified professional development
needs as revealed by the NCBTS-TSNA and is consistent with the priority
development goals of the school, division and region.
4. The IPPD is accomplished by the teachers to enable them chart their goals and
planned learning activities to enhance their professional competencies in order
for them to work better for the improvement of their school and learners’
performance. Developing a structured IPPD allows them to practice individual
accountability for professional growth and shared responsibility for the entire
organization’s development.
15
Direction: Check the box which answers the questions.

DOMAIN QUESTIONS YES NO
Do you demonstrate value for learning?
1. SOCIAL REGARD FOR Do you demonstrate that learning is of
LEARNING different kinds and from different
sources?
Do you create an environment that
promotes fairness?
Do you make the classroom environment
safe and conducive to learning?
Do you communicate higher learning
expectations to each learner?
2. LEARNING ENVIRONMENT
Do you establish and maintain consistent
standards of learners' behavior?
Do you create a healthy psychological

climate for learning?
Do you determine, understand and

accept the learners' diverse background
3. DIVERSITY OF LEARNERS
knowledge and experience?
Do you demonstrate mastery of the

subject?
Do you communicate clear learning goals
for the lessons that are appropriate for
learners?
Do you make good use of allotted
instructional time?
Do you select teaching methods, learning

4. CURRICULUM activities and instructional materials or
resources appropriate to the learners and
aligned to objectives of the lesson?
Do you recognize general learning

processes as well as unique processes of
individual learners?
Do you promotes purposive study?
Do you demonstrate skills in the use of
ICT in teaching and learning?
5. PLANNING, ASSESSING Do you develop and utilize creative and
AND REPORTING appropriate instructional plan
16
DOMAIN QUESTIONS YES NO
Do you develop and use a variety of
appropriate assessment strategies to
monitor and evaluate learning?
Do you monitor regularly and provide
feedback on learners' understanding of
content?
Do you communicate promptly and
clearly to the learners, parents and
superiors about the progress of learners?
Do you establish learning environment
6. COMMUNITY LINKAGES that respond to the aspiration of the
community?
Do you take pride in the nobility of

teaching as a profession?
7. PERSONAL GROWTH AND
Do you build professional links with
PROFESSIONAL
colleagues to enrich teaching practice?
DEVELOPMENT
Do you reflect on the extent of the
attainment of your professional
development goals?
Note: You can have a detailed result using the NCBTS-TSNA by downloading e-TSNA
through www.deped.gov.ph
Questions:
1. What are the domains where your strength lie?
2. What are the domains where your weakness lie?
3. How will you improve/sustain yourself on these?
Validation
Direction: Ask a colleague and a mentor or a rater of your IPCRF to validate the self-
assessment you have made on your core behavioral competencies.
Peer Mentor
Teacher
17
Planning
Direction: Based on the weaknesses you have identified on the self-assessment
conducted and validated by your colleague and mentor, prepare a plan of professional
development using this template.
1. Why do core behavioral competencies count in your personal development?

2. What are the domains where your strengths and weaknesses lie? How will
you use or improve them to help you as a teacher?
3. Why do self-assessment and peer validation matter in your professional
development?
4. What makes your plan for professional development workable?
Reflection
In your journal, write concrete ways that would help you become a better
teacher.
18
III. SESSION 3. FINANCIAL LITERACY

(PTIs)
7.4.1Demonstrate an understanding of 7.4.2 Develop a personal professional

how (personal) professional reflection improvement plan based on reflection of
and learning can be used to improve one’s practice and ongoing professional
practice. learning.
Objectives:
a. Identify principles of financial literacy and its importance in improving

personal practice
b. Analyze by charting one’s own financial standing by creating a table and
graph showing cash flow (Income vs. Expenditure).
c. Use the cash flow chart in charting one’s financial success.
d. Determine ways of achieving financial success.
e. Write an essay on good financial practices and those which should be avoided
to improve personal management of finances
f. Apply the principles of financial literacy in making personal financial
development plan
g. Document in a portfolio, personal ways to improve practices in financial
management.
Glossary of Terms
Term Definition
Financial literacy one’s awareness and ability in managing finances to
make responsible and effective decision on the flow of
the finances.
Income the amount earned from one or many sources
Expenses the amount spent on anything
Debt the amount or thing owed from an individual or an
institution
Saving the amount set aside and kept for whatever financial
goal
Budgeting the breaking down of income into different expenses and
savings
Cash flow a list or table showing income and expenditures
19
Pre-Test
Current Financial Situation

Before you proceed with the lesson, assess your current financial situation. This self-
assessment tool will help you determine your status and help you improve your
personal financial management.
This assessment is excerpted from Money Management International E-Book on

Financial Literacy: Your 30 Step Path to Financial Wellness.
Financial Practices Always Sometimes Never
Pay the rent/mortgage payment and utility bills on

time?
Save at least 10% of your net income?
Keep three months net income in reserve for

emergencies?
Plan ahead for large expenses?
Set and keep financial goals?
Follow a budget?
Shop for comparison?
Regularly review your credit report?
Examine your checking account statements often?
Continue your financial education?
SCORING
Add your points using this system:
Always = 2 points Sometimes = 1 point Never = 0 points
0-10 Points: Indicates a need to take control of your finances.

11-15 Points: Reflects a good effort to manage your money effectively.
16-20 Points: Demonstrates ability to manage your finances successfully.
Can you write down your realization?
20
Key Concepts
1. How can you live within your income and keep away from chronic debts?
Based on the result of your assessment, you can now reflect on your financial situation.
As a teacher, be aware that banks and other loan institutions would love to offer you
loans. Not only that. There will also be individuals who would sell you products through
cash or credit. They all sound tempting. Be careful.
So, before they will get you, navigate your ways into this lesson to learn more about
how to become financially literate.
First stop. Let’s get to know the principles.
2. What is personal financial literacy?

It refers to your efficiency in managing personal finances through making appropriate
decisions on spending, budgeting, saving, investing, and planning.
3. Why is it important to be financially literate?

The kind of life you live depends on the way you handle your finances. This means that
with financial literacy you will be able to live within your budget to avoid chronic debts
and other financial issues. Aside from that, you can effectively handle your income,
expenses, and debts.
4. How do you make sense of your money?

As a teacher, you are excited to receive your salary because you would like to share
your blessing and reward yourself. Sometimes you don’t keep track of your spending
thus you end up short of budget and eventually resort to loans.
According to the Institute for Financial Literacy in its e-book on Making Sense of Your
Money, there are things that you need to consider and do to make sense of your
financial resources.
A. Set financial goals

 Financial goals have to be set first to identify your financial direction. Goals
can be short-term or long-term depending on you.
 Goals have to be SMART.
o Specific – your goals should state clearly what will you do and how you
will do it. Otherwise you won't be able to focus your efforts or feel truly
motivated to achieve it.
Example: Monthly pay off of my motorcycle loan by
allocating P2,000.00 from my monthly salary.
o Measurable – these have to be measurable for easy progress
monitoring or for taking action if you are not on the right track.
Example: Completely pay off motorcycle loan in 2 years.
o Attainable and realistic – your goals must also be based on your
current financial status. Goals should require you discipline for you to
stick to the plan.
o Time-bound – goals require timeframe. This will set also your direction
and keep you away from procrastination and from the pitfall of debts.
If it is about paying off loans or anything borrowed, especially with
interest, you must set the target before or on the due date to avoid
additional interest.
21
Example of a goal statement:
 Completely pay off my motorcycle loan in 2 years by setting aside
P2,000.00 of my monthly salary to pay its monthly amortization.
Let us see if you can make now your SMART goal. Please write it inside the box.
B. Be motivated by the compounded interest.

 It refers to an interest gaining interest. Meaning, your earned interest value
will increase in monthly or annual basis depending on the institution where
you save your money.
 It is your friend if it is a saving or investment interest, but, it is your greatest
enemy if it is a debt interest.
 You can practice solving for your compounded interest. If you saved
P12,000.00 (that is 1,000.00 a month taken from your salary) for your first
year of service, look how far your money would go for 5 years with 4%
interest per annum. Compute the interest. The first item is done for you.
Year Amount at the Start Interest Earn in the Amount at the End
of the Year Year of the Year
1 12,000.00 480.00 12,480.00
2 12,480.00
3 13,000.000
4 13,250.00
5 15,000.00
See? Your money is growing! How much more if you continually save every
year.
 Here is a suggested formula to ensure that you will really be able to save and
gain compounded interest.
C. Track your Cash flow

 This first essential step in achieving your financial goal is understanding
one’s own financial cash flow. Write down in the table below your income and
schedule:
22
Here is a sample table for you:
Income and Expenditures Chart
List of Income Frequency Expenditure Frequency Net Income

(I-E=NI)
Where:
I- Income
E-
Expenditures
NI- Net
Income
 Based on the table reflect and plan out your budget. You need to track down
where your money goes so that you know if you are still within budget.
 How can you track your spending? You may try this.
Date of Spending Item / Service Cost Mode of Payment

Paid (Cash/ Credit/
Cheque)
Total
D. Develop a spending plan.

 Taking control of your financial situation can be done through setting up a
spending or budget plan. Do it today before money will take control of you.
 You may consider using this budget/spending plan template.
Item/Service Need / Want? Targeted Cost Actual Cost
Total
After you get the targeted cost and actual cost, compare them because this
will tell you if you did not deviate from your budget.
23
You may take note of these signs of overspending.
 Use of savings to pay bills
 Delayed payment of bills
 Decrease of monthly savings with the same income
 Increase of expenses with the same income
 More monthly loan payment against monthly income
E. Choose easy ways of budgeting
 There are ways to make your budgeting easier.
o Envelope system – use an envelope in separating your budget for
different expenses
o Written record system – use the template suggested above or a simple
list of budget for tracking down the different expenses
o Electronic system – similar to the written record system but can only
done using your mobile phone application or computer.
o Three bank account system – open three bank accounts for different
purposes.
 Normal savings account for day to day banking transaction
where you may get your daily expenses.
 Emergency savings account for emergency purposes which
mean you only have to withdraw when it is an absolute
necessity.
 Long term savings account for retirement or for your children’s
education.
F. Stretch your money
 Be a wise consumer. Buying “sale” items does not mean you are wise but only
when you bought it because it’s necessary. Necessary means you can’t
survive without it or you don’t have any alternatives available.
 Be thrifty. Being thrifty is different from being miser. It comes with being a
wise consumer.
G. Focus on needs not want

 There is a need to differentiate needs from wants. It is only then that you can
prioritize and decide whether you will buy or not.
 There are suggested questions to help you decide when to spend on anything.
o Why should I spend on this item?
o What difference does it make if I have it or not?
o Is there any cheaper alternative?
Now, let’s have a break from here. Then, please proceed to Activity 2. Practice what you
learn here. After you finish doing the activity, please continue.
(Proceed to Activity 2)
5. Why do you get into debts?

Chinkee Tan, in his book ‘Till Debt Do Us Part, identified four roots of debts.
a. Greed – the desire to have everything you want whatever it takes.

b. Ignorance – practices on spending your finances and on getting credit from an
institution without checking on its terms and conditions.
c. Impulsiveness – buying things even if you don’t actually need them. You tend to
be lured by the “sales” on department stores thinking that you saved but you
actually didn’t because it’s not a necessity. Your money, then, was put to waste.
This also speaks about being impatient on getting something. For example, you
like to have a new cellphone, but instead of saving for 6 months to buy a new
24
one, you borrow money from someone or from the bank just to have it right there
and then.
d. Self-indulgence – living on the idea of gratifying yourself without thinking that
what you did put out money on unnecessary expenses. It is good to gratify
yourself but you need to look at your budget if it would still allow.
Aside from these roots of debt, Mr. Tan also introduced the two sources of debts.
a. We spend our tomorrow’s income today. For this reason, we tend to rely on credit
to pay for our current bills.
b. We are not willing to change our lifestyle. This means that our lifestyle may not fit
to our income anymore. If we don’t change, again, we succumb to debt to pay for
the lifestyle that we enjoyed living.
6. What are the bad money habits that you need to avoid or break?
According to the article written by Alexa Mason, there are 10 bad money habits that
need to be avoided.
a. Spending more than you earn

This is considered as a cardinal sin in personal finance. This will lead you
into debt troubles. For example, if you spend more than what you earn,
you will rely on credit to pay the excess of your expenses. Thus, this will
make you trapped by debts.
b. Relying on credit to pay your bills

Why pay bills for electricity, water or other basic needs, through credit if
you have the income?
In your mind, you might be framing answers to this question. It can
happen because your income is not sufficient. But if you live within the
limit of your income, you will not encounter this problem.
There are times when you need to pay mortgages or education expenses,
through credit. If you do, you need to put extra care and planning to meet
your basic needs without resorting to credit.
c. Taking out payday loan

There might be cases that you need to succumb to payday loan because
you don’t have savings for emergency. Remember, loans have interest and
worst is if it is compounded, meaning, interest gaining interest.
d. Preparing for an emergency

There are things that might happen that you don’t expect or you don’t
even like to happen. These are called emergencies. How prepared are you
for such?
Saving is the key.
e. Paying your bills late

Paying our bills late incur additional interest which means additional
expenses.
f. Failing to save for the future

You don’t know what the future holds. You don’t know what comes during
your retirement age. It is good to live life everyday but still save for the
future.
25
g. Not taking control of your career
You have a good career in DepEd but if you miss to take control of it by
not taking control of your finances, this good career will become your
nightmare.
h. Hoarding money and never having fun

This is what stingy people do. They miss the fun of life because they are
afraid to spend. Lighten up. Have fun. But spend prudently.
7. What can you do to achieve financial success?

According to George S. Clason, author of the book “The Richest Man in Babylon”, there
are seven cures for a lean purse.
a. Start thy purse to fattening

Allocate 10% of your income for yourself, meaning save that 10% for
yourself. This is a way of gratifying yourself for all the job that you do.
b. Control thy expenditures

Do not spend beyond the remainder of your income. Budgeting here is
necessary.
c. Make thy gold multiply

o Make investments. There are a lot of ways to invest your money.
You can invest through:
o Bank
o Traditional business
o Stock market
d. Guard thy treasures from loss
Invest only where your money is safe. If you invest into business, make
sure you know the system and nature of the business.
e. Make thy dwelling a profitable investment
Invest on a house that you will own. Renting is not a good practice
because it would cost you more.
f. Insure a future income
Plan for your retirement years. Grab or make opportunities to increase
your income today because you do not know what tomorrow holds
because as you age your energy lessens.
g. Increase thy ability to earn
It is a fact that we are all facing financial concerns every day and to be
able to deal with them all it is necessary to look for other sources of
income. Study and become wiser and skillful.
26
Assessment 1. Case Analysis: How Do I Budget?
The case study that you are about to read is adopted from Next Gen Personal Finance
(NGPF).
Sharon thought back her conversation with Alana last month. All of
Sharon’s friends knew who to turn to if they had money questions and
problems. Sharon has been a secondary teacher for four years. Alana, her
friend and co-teacher, has been experiencing financial stress for the past
years. Alana asked Sharon what she could do to manage her money more
effectively. After Sharon answered with a one word answer, Alana asked “How
do I budget?”
Sharon asked Alana to describe her goals and current spending habits.
Alana responded in the following way:
“I totally freaked out after talking with my parents. They were asking
me to help send my younger sister to college. College costs a lot of
money and my parents tell me now that they expect me to pay for my
sister’s board and lodging expenses which I estimate to be 70,000 per
year. That’s so unfair. I have no idea how I can make both ends meet
given that additional responsibility.. Something needs to change, but I
don’t know where to start.”
27
Sharon developed a basic plan for Alana to track every peso she spent
over the course of a month. Alana collected all her receipts in a shoebox and
reviewed them with Sharon at the end of the month:
 Food: lunch and snacks at Jollibee/Chow king - 5,000 per month
 Transportation: 2,000 per month
 Clothes: 3 trips to the mall with friends @ 4,000.00
 Shoes: 1 pair @ 1,500.00
 Cell phone/internet load : 1,500.00
 Movies: 4 movies - 4,000
 Personal/beauty care: 2,000.00
To help make sense of all of this information, Sharon asked Alana to

organize the information by using the budget template provided below. In the
category column, she would list all of her various expenses. She would then
make a judgment call about whether each expense was a Want or a Need. In
the Monthly Cost column, she would total up the cost for each of the
expenses. In the last column, she would calculate how much that item was
as a percentage of her total costs. This would help her determine where she
was spending most of her money in the past month.
Answer the questions applying the principles and tips on financial management that
you learned.
Help Alana realize her spending by completing this chart with the information provided
above:
Category Want/Need Monthly %age of
Cost Total Costs
Movies
Food
Clothes/mall shopping
Cell phone bill
Shoes
Transportation
Personal/beauty kit
TOTAL COSTS
28
Answer these questions:
1. Do some quick math to compare how much Alana is spending for her needs and
for her wants.
2. What should be her goals by this time?
3. What 2-3 options would you outline for Alana to help her achieve her goals? Be
ready to discuss with her the ways to adjust her budget. Be specific with your
recommendations, highlighting specific principles in achieving financial success.
Once Sharon lent some clarity on Alana’s pay, she felt slightly better,
but she’s still really worried about her initial problem:
“This is going to be extremely difficult for me to cut anything. I mean,

I’m working hard, and think I deserve to enjoy my salary. To save
Php7,000 per month for my sister’s college education is much of a
sacrifice. This is really going to crimp my social life, and what about
my beauty maintenance?
Sharon thought back to where their conversation started last month

and how lost Alana seemed. She hoped that having Alana prioritize her goals
and review her spending would help her gain some necessary perspective.
Instead, she seemed to be at a dead-end, less focused on solutions and more
on her inability to change. Sharon thought her best approach would be to
outline a few options for Alana so she could choose a solution that would
work best for her. Sharon had worked with enough friends before to know
that these conversations could be difficult ones, but she looked forward to
solving Alana’s money problems.
29
Assessment 2. “Sangla ng ATM”
Another case you will read is about the plight of teachers who have succumb to
money lenders.
It is payday again and Principal Reyes is already anticipating
that some teachers would either go to school late or go home early. As
usual they have to go to Mrs. Puntarito, a known loan shark in the
municipality. Because she holds the ATM of the borrowers including
the PIN (supposed to be confidential) they need to see her every pay
day to get the remaining balance of their salary for the month after
deducting the installment plus the interest of their loans.
Principal Reyes became more anxious this time because three
of the newly appointed teachers, just five months in the service, have
already joined the bandwagon. He observed that the young teachers’
passion for fashionable clothes, iPhones, tablets, laptops, and other
stuff have caused them to be in this complicated, embarrassing, and
demeaning situation. No wonder, even on paydays, they don’t look
happy, inspired, and rewarded.
1. Why do you think the so called “Sangla ng ATM” is happening to teachers and
personnel of the department?
2. How can the teachers get out of that situation?
3. What recommendations can you give them?
Assessment 3. The Debt Test
This Debt Test is also excerpted from Money Management International E-Book on
Financial Literacy: Your 30 Step Path to Financial Wellness.
You are now about to unveil your ways of dealing with debts. The questions are
answerable by YES or NO. Answer it honestly with either “yes” or “no.”
1. Yes No Is an increasing percentage of your income going toward paying
debts?
2. Yes No Is your savings cushion inadequate or nonexistent?
3. Yes No Are you near or at the limit of your lines of credit?
4. Yes No Can you only make the minimum payments on your revolving
charge accounts?
5. Yes No Are you often late with bill payments?
6. Yes No Are you paying bills with money earmarked for something else?
7. Yes No Are you using credit to pay for items you used to buy with cash?
8. Yes No If you lost your job, would you be under immediate financial
strain?
9. Yes No Are you unsure about how much you owe?
10. Yes No Are you being threatened by collectors with possible legal action?
30
A ‘yes’ to any of these questions is a sign that you may need to make debt payoff a
priority.
Write your reflection here.
Assessment 4. Take the 30-day Challenge

Things to do:
1. Get a transparent jar. You can decorate it if you desire.
2. Prepare a Saving Chart (A) as shown below.
3. In the chart, write down your target amount.
4. Make a daily saving to develop your saving habit. As you start saving, make an
entry to the chart (A) every day.
5. In another chart (B), track where your saved money goes: ex. save in the bank,
put in stock market or put in a business.
6. Note: Sunday is a recess day for saving.
Saving Chart A
Target Amount:
Target Dates: (has to be 30 days excluding Sundays)
Week/Total per Week Date Amount
Week 1 6/7
Total Money Saved: _______ 6/8
6/9
6/10
6/11
6/12
Week 2
Total Money Saved: _______
31
Week 3
Total Money Saved: _______
Total Amount Saved
Hit the target? Why?
What to do next? (whether you hit or not the target)
Saving Chart B
Inclusive Dates Amount Saved Where Do Money
Go
1st 30 days
2nd 30 days
3rd 30 days
4th 30 days
Total Money Saved

(at the end of the year)
Assessment 5. My Budget and Spending Plan

This simple plan will help you budget your monthly income. Include in this budget plan
your savings, debt payment and bill payment.
Month & Year:______________
Total Income: ______________
Savings/Item/Service Need / Want? Targeted Cost Actual Cost
32
Total
Reflection:
Assessment 6. My Long-Term and Retirement Plan
Here, make your long-term and retirement plan. You might be interested to buy a
house and lot or a car or attend school or send someone to school, so, you need to
make this plan.
Don’t forget to allocate for your retirement. Make a sort of an investment plan for your
retirement age.
Make sure to keep your goals SMART.

Financial Priority Target Number Amount What to Remarks
Goals Date of Years Required Do
(Low,
Medium,
High)
Reflection
Portfolio Making
o In every plan that you make, you are asked to make a reflection. Put them
in a portfolio.
o At the end of the year, reflect on how this session affects you as a person
and as a teacher in terms of your financial status.
o State your commitment on what you will do for the next year.
o You are encouraged to do the suggested plans the next year around or
improve them if you wish.
33
IV. SESSION 4: HEALTH AND WELLNESS PROGRAM

(PTIs)
7.4.1Demonstrate an understanding of 7.4.2 Develop a personal professional

how (personal) professional reflection improvement plan based on reflection of
and learning can be used to improve one’s practice and ongoing professional
practice. learning.
Objectives:
a. Explain the importance of maintaining a positive personal health and wellness

in improving teaching and learning
b. Evaluate personal health and wellness-related practices that affect work in
school
c. Implement a plan for positive health and wellness
34
Pre-Test
A. Direction:
Here are some health practices and behavior which will allow you to rate your
opinion. Please highlight your option by rating your responses using the following:
Strongly Disagree (SA), Disagree (D), Agree (A), and Strongly Agree (SA).
1. Diet is a temporary thing. I’ll do it next week after heavy work in school.
2. It is ok that I sleep at 12 midnight and will wake up at 3: 00 AM to finish my
work.
3. Time is gold. I do recreation if I have the time.
4. There are lots of paper works. Teaching is stressful.
5. I follow the “more fruits less fatty foods” rule
6. I drink coffee a lot, it makes me alive and energetic
7. Cleaning my workplace is not a priority to me
8. I believe and practice the saying “Do not do for tomorrow what you can do for
today
9. I do stretching every two hours while working with my laptop
10. I need my boss or someone, to inspire me to
accomplish my work on time.
Key to Interpretation of answers:

For questions 1 – 2,3,4, & 6: Those who answered: SD will get 4 points, D will get 3
points, A will get 2 points, and SA will get 1 point.
For questions 5,7,8, 9, & 10 Those who answered: SA will get 4 points, A will get 3
points, D will get 2 points, and SD will get 1 point.
Get the average of scores. Then you will be given the interpretation of
4 - You can be a health advocate
3 – You have a good knowledge about health habits
2 - You have a fair knowledge about health habits
1 - You need to improve your health habits
Glossary of Terms
Term Definition
Health the level of functional and metabolic efficiency of a living
organism. In humans it is the ability of individuals or
communities to adapt and self-manage when facing
physical, mental, psychological and social changes with
environment. It encompasses a broad spectrum. It is a
state of complete physical, mental, and social well-being
and not merely the absence of disease or infirmity.”
Wellness refers to the state of being in optimal mental and
physical health. It is a dynamic process of change and
growth. It's about living a life full of personal
responsibility and therefore taking proactive steps for
one's entire well-being. This means that a person living
life very well controls risk factors that can harm them. It
35
has a direct influence on the overall health, which is
essential if one is trying to live a better life
Health Awareness the process that provides health related knowledge to
the people for preventing and curing disease.
Physical Health defines a form of the body that includes perfect and
harmonious physiological functions of all the body parts
that are anatomically intact with each other.
Psychological Health refers to the emotional state (feelings and moods)
adaptability to circumstances development of sense of
meaning of life compassion, unselfishness
based on the positive thoughts and ideas. Brain is a
Mental Health body part that deals with both emotional and mental
aspects (thoughts, perception of reality & response to it)
Social Health the ability to interact effectively with other people and
can developing satisfying relationships
Healthy lifestyle/practices that contributes positively to physical,
lifestyle/practices mental and social wellbeing and which includes regular
exercise and physical activity to help and improve
people's health and well-being
Personal Goal a self-motivation task which is the force that keeps
pushing someone to go on It's the internal drive to
achieve, produce, develop, and keep moving forward. It
is what pushes people to go on, especially when one
thinks they’re ready to quit something
,
Activity 1. On Facing Life’s Challenges
Here are situations/ thoughts for you to ponder. Tell us what you think and how
will you react to the following situations. Your responses might give you a glimpse of
what you do when confronted with similar or related situations in the future.
On positivity vs reality
Make your first thought of the day: “Great things will happen today.”
You woke up early with a smile, thinking for a happy day. Yet while
contemplating on it you were alerted from a call coming from the school security guard
telling you that the faucet in your room is still running, for it was not turned off
yesterday. They cannot open the door for you did not leave the key in the guard house.
Your room is adjacent to the office, who is already in his/her office.
What would be your initial reaction? _______________________________
What would you do? _______________________________
What insights have you gained? _______________________________
36
On sleeping well vs preparing well
You came home tired, with a headache. You wanted to have an early night sleep.
Yet you are worried for the coming of the visitors from the division office to observe
classes the following day. Being a newly hired teacher, you are sick worried for you
might be chosen to be observed. That’s why you have to prepare instructional materials
and enhance your daily lesson plan. You know that you will end up sleeping at 12:00 to
1:00 o’clock in the morning.
What would be your initial reaction? _______________________________
What would you do? _______________________________
What insights have you gained? _______________________________
On breaking the fast vs making it fast!
Skipping Breakfast altogether
It is said that breakfast is the most important meal of the day: You have known
it ever since. Yet here you are making it the second priority of your day.
You sleep late, for you spent the night exchanging texts messages in the
messenger with a “special friend”. Naturally you woke up late. You are in a hurry to go
to school knowing that its Monday and you need to be early for you it’s your turn to
lead the morning activity of the flag ceremony. The food is already set on the table and
its aroma is enticing you to taste it. The time is 6:50 AM. The ceremony starts at 7:00.
You still need to walk 10 minutes to school. But you promise your mother that you will
no longer skip breakfast.
Tell us what you think _______________________________
Tell us what you will do _______________________________
Tell us what insight

will you learn _______________________________
On medical expenses vs basic household expenses
You feel well, you seldom catch colds or cough. Yet your colleague who seems as
healthy as you always visit her doctor for a general check-up from time to time.
You on the other hand thinks it’s not your priority for your salary is just enough for
your personal needs and the needs of your parents whom you promise to help them
with the school expenses of your 3 siblings. Just today your colleague is asking you if
you would like to visit a doctor with her for a check-up.
37
Tell us what insights

You have gained _______________________________
On expressing anger vs handling stress
Team in Crisis
As human beings, we are each subject to a range of emotions from elation to rage.
While anger is a normal human emotion, it is important to express anger in healthy
ways that are appropriate in the workplace setting.
It’s a hectic day for the all of you. Your school is scheduled to be visited by the regional
evaluators on the “Barkada Kontra Druga” Program tomorrow. Your group is assigned
to take charge of the decoration of the hall. While working one of the members, the
niece of the principal adamantly refuses to extend her time for she has visitors waiting
at home. You really need to finish the task for tomorrow’s activity.
Tell us what insight you have gained _______________________________
38
Activity 2. WHO AM I?
Here are some habits which you need to tell whether you are practicing this.
That’s why you need to complete the table for the necessary data. You have place ( )if
you done it and (X) if you have not.
Habits YES/ Frequency Reasons for Reasons for not

NO practicing it practicing it
1. Do you make
dietary changes
slowly?
2. Do you plan
healthy meals in
advance?
3. Do you shop
with a ready list
based on your
weekly meal
plan?
4. Do you buy
more organic
foods?
5. Do you drink a
minimum of
eight cups of
water every
day?
6. Do you do
exercise
everyday?
7. Do you often get

angry?
8. Do you go out
with friends?
9. Do you give
yourself time to
recover from
workouts.?
10. Do you take

naps
strategically?
Make your own weekly health and wellness plan. Be sure to religiously follow it.
39
My Health and Wellness Plan
A. 1. My short-term health goal is:
2. My long-term health goals is:
B. To live healthier and feel energetic, I commit to follow this plan every day.
Following this plan will lead to the quality life and teaching and will help me to
reach my short and long-term goals.
Examples:
Eat healthier
 Reducing my fried foods to no more than twice a week
 Reduce my sugar treats to more than twice a week
 Increase my water intake to 8 glasses a day
Emotional
 Positive thinking
 Mingle with 3 L’s (least, Last and Lost) learners
 Acceptance
 Journal daily progress
Physical Fitness
 Stretch for 15 minutes

 Walk at least 15 minutes
Pleasurable Activities
 Spend time with family

 Read books
 Watch T.V
 Craft
Eat healthier by:
Incorporate the following exercises into

my daily routine:
Improve my emotional health (i.e

Mindfulness, Stress management) by:
Get better sleep by:
40
My Health and Wellness Plan
Improve my life by:
Increase satisfaction with my relationship

to my learners by:
Increase satisfaction with my professional

life by:
Enjoy pleasurable activities, like:
Reflection
Journal Writing
o In what concrete ways does the session help me become a more health
concious teacher in promoting a positive health habit?
41
Post-Test
SD D A SA
1.Diet is a temporary thing. I’ll do it next week after
heavy work in school.
2. I’ll sleep at 12 and will wake at 3: 00 AM
to finish my work.
3. Time is gold. I’ll do recreation if I have the time.
4. There are lots of paper works. Teaching is stressful.

5. I follow the “More fruits less fatty foods” rule
6. I’m a coffee person, it makes me alive and energetic
7. Cleaning my workplace is not a priority to me
8. I believe in the saying “Do not do for tomorrow
what you can do for today”, and it’s good
to practice it
9. I do stretching every two hours of facing my laptop
10. I do not like my Department head she is giving
me tasks which I do not like to do.
Key to Interpretation of answers:
For questions 1 - 4,6,7&10: Those who answered:SD will get 4 points, D will get 3
points, A will get 2 points, and SA will get 1 point.
For questions 5,8 & 9, those who answered: SA will get 4 points, A will get 3 points, D
will get 2 points, and SD will get 1 point.
Get the average of scores. Then you will be given the interpretation of
4 - You can be a health advocate,
3 –You have a good knowledge about health habit
2- You have a fair knowledge about health habit
1-You need to improve your health habit.
42
V. SESSION 5: GENDER AND DEVELOPMENT (GAD)

(PTIs)
3.1.1 3.1.2
Use differentiated, developmentally
Demonstrate knowledge and appropriate learning experiences to
understanding of differentiated address learners’ gender, needs,
teaching to suit the learners’ gender, strengths, interests and experiences
needs, strengths, interests and
experiences
Objectives
A. Explain and understand the concepts of sex, gender, gender characteristics,

gender roles, and other key concepts related to Gender and Development;
B. Identify gender-bias practices in the classroom; and
C. Integrate gender-fair practices in the teaching-learning process.
43
Pre-Test
Directions: Rate your responses using the following: strongly disagree (SA),
disagree (D), agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] []
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] []
3. I am for “Ladies first” practice. [] [] [] []
4. Boys and girls both excel in Math. [] [] [] []
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] []
6. Blue is associated with masculinity while pink is
associated with femininity. [] [ ] [ ] [ ]
7. I prefer boys as Class Presidents. [] [ ] [ ] [ ]
8. Women are more articulate than men. [] [ ] [ ] [ ]
9. One comfort room in school. [] [ ] [ ] [ ]
10. Teaching is a female profession. [] [ ] [ ] [ ]
Interpretation of Answers:
For questions 1 & 2, those who answered: SA will get 4 points, A will get 3 points,
D will get 2 points, and SD will get 1
point.
For questions 3-10, those who answered: SD will get 4 points, D will get 3 points,
A will get 2 points, and SA will get 1
point.
Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is Nearing
Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.
44
Key Concepts and Vocabulary
1. Gender is about recognizing roles between men and women.
The challenge is to strike an appropriate balance of gender roles between men and
women/boys and girls, through education and training, given that gender, role
differences and stereotyping are socially constructed.
Gender equality is a globally recognized development agenda. Addressing gender issues

is a complex process – the issues are often culturally ingrained, and involve a number
of institutions.
2. Difference between SEX and GENDER
Sex is biological, universal, relatively fixed, categorized as male or female, and

attributes are equally valued.
Gender is socially and culturally constructed. It is socio-physiological, culture-bound,

interchangeable/changing, categorized as feminine and masculine, and attributes are
marked by inequality.
3. Gender Roles are developed/Perpetuated by

a. Manipulation
b. Canalization
c. Verbal Appellations
d. Activity Exposures
Gender and development adopts the principle that development is for all – all humans,
men or women have the right to the same opportunities to achieve a full and satisfying
life. It further recognizes that gender biases impede development (capacity to do and
be).
GAD rethinks and restructures practices and structures perpetuating inequalities

(discrimination) of all kinds.
Gender issues are deterrents to development.
Gender sensitivity:
 Is a frame of mind.
 A set of attitude
 The way we approach whatever we do in our intimate relationships, in our work,
in our everyday transactions with the outside world
 Not a war of the sexes
 Not anti-male
 Recognition that in practically all cultures women have a lower status than men.
Agents of Gender Socialization

 Family
 Peer Group
 School
 Media
 Government
45
 Church
4. What emerged?
• Schools in most cases reinforce the existing gender ideology, stereotypes,
norms, and expectations everywhere
• schools have the potential of playing a transformative role in changing the
prevalent notions and unequal relations, it does not necessarily happen on its
own, and requires specific and targeted interventions in most cases.
5. What is Gender Fair Education (GFE)?

• involves the experiences, perceptions, and perspectives of girls and women as
well as boys and men.
• aims to promote the teaching and learning of gender equity, highlighting
female experiences as products of historical and cultural processes.
6. Gender in Philippine Education

Strategic gender issues to be addressed
 Boys are underperforming in key education indicators compared to girls
 Indigenous people (IP) also fall behind in enrolment data and experience
discrimination
 Higher education degrees manifest marked gender-segregation
 Gender biases and stereotypes remain, and are still embedded in the
curricula, instructional methods, materials and learning media
 Women and girls continue to be vulnerable to sexual harassment and
violence inside schools because of the lack of safe and gender responsive
teaching-learning environment
7. DepEd’s role in ensuring that gender-based discrimination/violence is minimized if not totally

eradicated in the school system:
a. In RA 9710, the instructional goal is “to ensure the promotion and protection of
the dignity and self-worth of both sexes by integrating and/or infusing core
messages and related values on gender-fair education in the curricula…”
b. Learners goals are:
 “To foster a sense of personal growth and dignity and respect for the abilities
and rights of people of all races, ethnic backgrounds of both sexes; and
 To develop awareness of the gender biases and stereotyping that have been
culturally perpetuated in order to be able to rectify these.”
(Note: You can also refer to Magna Carta of Women SEC. 13. Equal Access and
Elimination of Discrimination in Education, Scholarships, and Training.)
8. Develop Skills
• Recognize that gender issues are rooted in cultural attitudes and social
structures that prioritize men’s needs over those of women
• Understand and recognize the link between violence prevention and increasing
gender equity
• Teach young people to engage in respectful and emotionally healthy
relationships
 Empower young people with useful knowledge, skills and understanding and
promoting positive, non-violent relationships based on equality and respect
 Create an atmosphere where violence (such as bullying) and the use of
aggression to resolve conflicts is not tolerated
46
A. Review the basic concepts between sex and gender. Provide your answer before
every item by writing Sex or Gender.
_________ male and female __________ penis and vagina
_________ weak and strong __________ XY and XX
_________ child rearing __________ masculine and feminine
_________ emotional and logical __________ husband and wife
_________ child bearing __________ mother and father
B. Answer the following questions.

1. How does gender sensitivity/responsiveness of the education system
contribute to the DepEd’s performance of its mandate?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________
2. What are the causes and effects of gender disparity?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________
3. As a teacher, how can we create a gender sensitive/responsive
classroom/school?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________
C. The next activity is writing the actions that you will do on a given situation. You
may also share your answer/s during the LAC Session for additional input or
discussion.
Case 1: A learner got pregnant and expected to deliver toward the end of the
school year.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
Case 2: At the middle of the school year, you noticed an increase in absences
among the boys in your class.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
Case 3: A girl student reported to you that she was harassed by her teacher.
Then another student reported same experience with the same teacher.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
47
Case 4: Posters and other classroom materials showed gender bias and sexist
messages.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________
D. Activity: Mirroring (This could be done when you have a School LAC)
Note: For Non-Muslim areas only
Directions:
1. Find a partner of opposite sex.
2. You should stand face to face.
3. The male partner execute actions while the female imitates or mirror.
4. Exchange roles.
Process Questions:
1. How do you feel while doing the activity?
2. Did you find any difficulty?
3. Did you perfectly mirror the actions of your partner? Why?
4. Are there attributes or characteristics that your partner has which you
don’t have? What are those?
5. What are your insights from the activity?
E. Application Activity (Note: Let your mentor/coach check your LP. You agree with
your mentor of the schedule of your demonstration. Post conference shall be
done shortly after. The result of observation on your demo may be brought for
discussion during the LAC Session)
Prepare a lesson plan in your subject area integrating the GAD concepts learned.
Reflection
Journal Writing
In what concrete ways does the session help me become a more agentive teacher in
promoting gender-fair classroom setting.
48
Post-Test
Directions: Rate your responses using the following: strongly disagree (SA), disagree (D),
agree (A), and strongly agree (SA).
SD D A SA
1. Anyone can lead. [] [] [] []
2. Classroom cleanliness and orderliness is
everybody’s responsibility. [] [] [] []
3. I am for “Ladies first” practice. [] [] [] []
4. Boys and girls both excel in Math. [] [] [] []
5. Schools mandate to follow prescribed-haircut
for boys. [] [] [] []
6. Blue is associated with masculinity while pink is
associated with femininity. [] [] [] []
7. I prefer boys as Class Presidents. [] [] [] []
8. Women are more articulate than men. [] [] [] []
9. One comfort room in school. [] [] [] []
10. Teaching is a female profession. [] [] [] []
Interpretation of Answers:
For questions 1 & 2, those who answered: SA will get 4 points, A will get 3 points,
D will get 2 points, and SD will get 1
point.
For questions 3-10, those who answered: SD will get 4 points, D will get 3 points,
A will get 2 points, and SA will get 1
point.
Get the average of scores. Then 4 will be interpreted as Gender Fair, 3 is Nearing
Gender Fair, 2 is Nearing Gender Biased, and 1 is Gender Biased.
49
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Next Gen Personal Finance, Case Study Budgeting. http://gooru.org/player/30f1b101-c4a8-
429a-b0ac-456c169e7349?resourceId=dd6c6349-d3b8-43da-b8bd-
17bdbc950666&type=collection
Nguyen, Thai. 2012. Mental Strategies. https://www.huffingtonpost.com/author/thai84nguyen-
697
Pimentel, Marita Castillo. Gender and Development Resource Kit. Philippine Commission on
Women
Self-Mastery. http://sigbi.org/leadership/files/2014/09/Self-Mastery.pdf
Tan, Chinkee. 2012. Till Debt Do Us Part. Manila: Church Strengthening Ministry, Inc.
What are your biases? Project Implicit https://implicit.harvard.edu/implicit/
51
2018
TEACHER INDUCTION
PROGRAM
MODULE 3
BEST | CARDNO
Contents
Module 3: The K to 12 Curriculum .......................................................................................................... 1
I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY ............................................................ 2
Objectives.................................................................................................................................... 2
Pre-Test ....................................................................................................................................... 3
Glossary of Terms........................................................................................................................ 4
Key Concepts ............................................................................................................................... 5
Reflection .................................................................................................................................. 10
Post-Test ................................................................................................................................... 11
II. Session 2: FLEXIBLE LEARNING OPTIONS (FLOs) ........................................................................... 12
Objectives.................................................................................................................................. 12
Pre-Test ..................................................................................................................................... 13
Key Concepts ............................................................................................................................. 15
Activities and Assessments ....................................................................................................... 16
Reflections................................................................................................................................. 18
POST TEST ................................................................................................................................. 19
III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION............................................... 20
Objectives.................................................................................................................................. 20
Pre-Test ..................................................................................................................................... 21
Key Concepts ............................................................................................................................. 23
REFLECTION............................................................................................................................... 32
Post-Test ................................................................................................................................... 33
IV. SESSION iv: KEY STAGES OF THE BASIC EDUCATION PROGRAM .............................................. 35
Objectives.................................................................................................................................. 35
Pre-Test ..................................................................................................................................... 36
Key Concepts ............................................................................................................................. 39
i|Page Teacher Induction Program(Version 1.0)
Post-Test ................................................................................................................................... 52
V. SESSION 5: SPECIAL EDUCATION................................................................................................... 55
Objectives.................................................................................................................................. 55
Pre-Test ..................................................................................................................................... 56
Key Concepts ............................................................................................................................. 57
Reflection .................................................................................................................................. 62
Post-Test ................................................................................................................................... 63
VI. SESSION 6: Diversity of Learners – Alternative Learning System (ALS) .................................... 64
Objectives.................................................................................................................................. 64
Pre-Test ..................................................................................................................................... 65
Key Concepts ............................................................................................................................. 66
Reflection: ................................................................................................................................. 70
Post-Test ................................................................................................................................... 71
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION ..................................... 72
Objectives.................................................................................................................................. 72
Pre-Test ..................................................................................................................................... 73
Key Concepts ............................................................................................................................. 77
Reflection .................................................................................................................................. 83
VIII. SESSION 8: Special Interest Programs in the Enhanced Basic Education Curriculum ............... 83
Pre-Test ..................................................................................................................................... 85
Key Concepts ............................................................................................................................. 87
Activities .................................................................................................................................... 89
Reflection .................................................................................................................................. 91
Post-Test ................................................................................................................................... 92
IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM .................................................... 94
ii | P a g e Teacher Induction Program(Version 1.0)

Objectives.................................................................................................................................. 94
Pre-Test ..................................................................................................................................... 95
Key Concepts ............................................................................................................................. 96
Post-Test ................................................................................................................................. 101
REFERENCES
ANSWER KEYS
iii | P a g e Teacher Induction Program(Version

1.0)
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.
1
I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY
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)
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.
a. Adopt interactive and ICT-mediated teaching strategies that will enhance learner
achievement in language literacy and numeracy skills.
2
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)
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.
_______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.
3
Glossary of Terms
Term Definition
ELLN Early Language Literacy and Numeracy Program is a
program designed to provide newly hired teachers a full
understanding of the importance of the ELLN Program
Basic Education intended to meet basic learning needs which provides the
foundation on which subsequent learning can be passed
Beginning a student at this level struggles with his/her
understanding; prerequisite and fundamental knowledge
and/or skills have not been acquired or developed
adequately to aid understanding
Developing a student at this level possesses the minimum knowledge
and skills and core understandings, but needs help
throughout the performance of authentic tasks
Developmentally a perspective within early childhood education whereby a
Appropriate teacher or child caregiver nurtures a child's
Practice (DAP social/emotional, physical, and cognitive development by
basing all practices and decisions on (1) theories of child
development, (2) individually identified strengths
Elementary the second stage of compulsory basic education which is
Education composed of 6 years. The entrant age to this level is
typically 6 years old, respectively
Key Stage the state of education system. The national curriculum is
divided into four key stages that children taken through
during their school life
Kindergarten the first stage of compulsory and mandatory formal
education which consists of 1 year of preparatory
education for children at least 5 years old as a prerequisite
for Grade 1
Knowledge the substantive content of the curriculum, facts, and
information that the student acquires
KWL chart a large three-column chart; the first column is labeled K
for What I Know, the second W for What I Wonder, and the
third L for What I Learned
Language a process starting in human life. Infants start without
Development language yet by 10 months, babies can distinguish
speech, sounds, and language in babbling
Learners a pupil or student; the center of the the learning system
Learning Language a universal experience for children across cultures.
and Communication Children develop communication and language skills in
the context of their own culture and thrugh meaningful
relationship
Literacy the ability to identify, understand, interpret, create,
communicate, and compute using printed and written
materials associated with varying contexts
Mother Tongue languages first learned by a child, which he/she identifies
with, is identified as a native language user of by others,
which he/she knows best or uses most. This includes the
Filipino sign language used by individuals with pertinent
disabilities
4
Numeracy the ability to reason and to apply simple numerical
concepts. Basic numeracy skills consist of comprehending
fundamental arithmetic’s like addition, subtraction,
multiplication, and division
Process cognitive operations that the student performs on facts
and information for constructing meaning and
understanding
School an educational institution, private, and public,
undertaking educational operation with a specific age
group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually
located in a building or group of buildings at a particular
site
Teacher a person or thing that teaches something; a person whose
job Is to teach students about certain subjects
Teaching a teaching method that comprises the principles and
Methods/Strategies methods used for interaction to be implemented by
teachers to achieve the desired learning by the student
Traditional tests given to the students to measure how much the
assessments students have learned. It contains different types of
questions such as multiple-choice, true-false, fill-ins,
essays, sentence completions, matching response, etc
Understandings refers to enduring big ideas, principles, and generalizations
inherent to the discipline, which may be assessed using
the facets of understanding
Key Concepts
1. Child development helps teachers understand the changes they see as children grow and develop.
How children think, feel, and behave often stems from their stage of development.
Example 1: At age 5, children still swing from being independent to being dependent.
Imagine Maria, a 5-year old child learning to spell words on her own. Although she is
getting better with letter-sound association, she still feels confused about her skills.
There are days when she gets right down to writing words on her own but other days
she will ask for assistance declaring she cannot do it on her own. Knowing that
children typically experience this confusion, this will help Maria’s teacher understand
that she is not just being stubborn or difficult when she asks for help. Providing her
support at these times will help restore Maria’s confidence in her abilities.
Example 2: Four- and five-year old children never seem to run out of “what” and “why”
questions because asking is one way they are able to make connections and generate
more explanations about things they observe around them. Knowing this will make
teachers better understand why children are persistent with their questions and how
important it is to facilitate thinking during conversations.
2. Knowing and understanding how children learn at different ages and stages of development can
guide teachers in many curriculum decisions they need to make - what should be taught, what
learning experiences and teaching strategies are most appropriate to use for the age group, what
to assess/evaluate and how.
5
Example 1: Compared to infants who rely on sensory motor activities to learn and
understand, 3–5 year olds rely on symbolic forms to represent their thoughts and
feelings. They are now able to draw figures, paint, use clay/playdough, build with
blocks to represent objects, places, people, and events in their lives. Knowing how
important this stage is for developing representational thought, teachers should make
an effort to make these materials/experiences accessible to children instead of relying
on worksheets and board work that does little to encourage creative and
representational thinking.
Example 2: Knowing that children learn best from active exploration of his environment
of people and objects rather than from passive activities such as flash card drills,
teachers will be able to provide a rich variety of learning experiences, materials, and
themes to explore throughout the school year.
3. Studying child development helps teachers explain individual variations in the rate of development
of their students.
When teachers take into consideration these individual differences, they will be able to
transform their classrooms into stimulating learning environments that are truly
responsive to individual needs and talents. Some children can stay focused on age-
appropriate activities for relatively long periods while others require a lot of prompting
and supervision to do so. Others find it easy to recall concepts while others require a lot
of cues to do so. Some children are more sociable than others.
4. The study of child development helps teachers understand how children influence their environment
and in turn, how the environment influences them. “Behaviour often depends on context. “Context
includes not only the immediate situation but also aspects of the larger setting in which people live:
the extended family and neighborhood, the cultural group and the socioeconomic group.
Example 1: An infant or a young child who is clingy and demanding may likely
experience more scolding at home than a child who is independent and more outgoing.
In turn, the child may not gain confidence in herself/himself and become even more
withdrawn or aloof in the classroom.
Example 2: An infant or a young child who is not outgoing or friendly toward others
may likely get less attention, affirmation, and even affection from adults around
him/her. She/He may therefore miss out on valuable opportunities to engage in
meaningful conversations/interactions with people around him/her which is so critical
to developing secure attachments with significant adults at this stage of his/her
development.
5. Child development is a process of change in which the child learns to handle more complex levels of
moving, thinking, feeling, and interacting with people and objects in the environment.
6. Developmental Change is not the same as growth.
Growth refers to specific physical changes and increases in size. Changes in size can be
reliably measured.
Developmental changes have three characteristics:
6
a. Orderly- They occur in a sequence. Stages follow a set order: crawling always
precedes walking. Although the age at which children move into the next stage of
development varies tremendously, they all go through them in the same order.
b. Directional- It is cumulative. Each change in a sequence builds on the results of

the preceding changes.
Example: Children need to learn to hear sounds in spoken words first
before they can map out these sounds on paper to spell words. If they
have difficulty hearing sounds in a given word, they will only rely on
visual memory to recall its spelling. Visual memory alone is not going to
be sufficient as a resource/tool for spelling words.
c. Stable - Children’s behaviors are reasonably stable over time. It implies that
early behavior and personal characteristics are good predictors of later
development. However, some research findings also show that intelligence in the
early years may not be a good predictor of later intelligence. But intelligence at
age 7 is reasonably a good predictor of intelligence in adolescence and
adulthood.
Educational Implications.Teachers must be knowledgeable about developmental

characteristics, as well as critical periods of development when specific support is
necessary for normal development to proceed. Absence of support or intervention at
these critical periods may result to behavioral, emotional, social, physical, and cognitive
delays or problems. If teachers are not aware of these critical periods, they may not be
able to provide the crucial early childhood experiences that will build the early
foundations of learning.
Early attention to child’s development results in less problems in later development and
learning. For instance, if adequate care (particularly in relation to nutrition, feeding and
stimulation) is provided in the first 3 years then there can be some very positive long-
term outcomes from programs which focus on the preschool years.
Teachers and schools must ensure that interventions are early enough as there are
limits to what can be achieved if intervention comes later. Moreover, later intervention
must have to be intensive to have a positive impact. For instance, if the teacher is a
keen observer, she will be able to easily identify children at risk for development and
learning learning delays as well as pinpoint specific areas of difficulty. The benefits of
intervention are greater if schools provide appropriate supports early. It is also
important that there be continuous attention to the child’s development.
7. Development is 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. Similarly, when something goes wrong in any one of these areas, it
has an impact in all other areas. Likewise, development cannot be compartmentalized
into health, nutrition, education, social, emotional, and spiritual variables. All are
interwoven in a child’s life and develop simultaneously and synergistically.
a. Physical Dimension – the ability to move and coordinate.

b. Intellectual/Cognitive Dimension – the ability to think and learn.
c. Social Dimension –the ability to relate to others.
d. Emotional Dimension- the ability to develop a positive concept of self and
others.
7
Examples of How Domains are Interrelated
o Children who have low self-esteem may avoid taking risks at new
learning experiences. This will limit their explorations and will thus have fewer
opportunities to develop essential cognitive and social skills.
o Children with poor balance and coordination may have difficulty

participating in group games and may feel alienated from their classmates.
They may also manifest difficulty with academic tasks that require coordination
such as reading and writing. The more insecure they are of their abilities, the
more they may shun away from social situations. This will have an impact on
their socioemotional development.
Educational implications. Teachers should understand how child development domains

are interrelated. These interrelationships can be used to organize children’s learning
experiences in ways that can help children reach their full potentials and make
meaningful connections. For example, knowing that emotions play an important role in
learning, teachers must plan lessons in such a way that students feel some connection
to the academic content. When new content is relevant to them, students will likely be
more motivated to learn the material and retain information in their brains more
effectively. Lessons must include reflection exercises or discussions on how the new
content can affect their everyday experiences.
Teachers must plan learning experiences that provide for the development of all
domains and not just focus on cognition. For example, exercise must be integrated into
the classroom routine. Not only will this fuel the brain with
oxygen, studies show that exercise also result to better memory and reduced likelihood
of depression (Kempermann, 2002).
Every child is a unique person with a unique temperament, learning style, family
background, and pattern and timing growth. While the sequence is the same, the RATE
of development may vary from child to child. The rate and quality of development are
influenced by: physiological maturity, heredity, environmental factors. Together, these
factors account for the tremendous range of variation in children’s development.
Teachers need to know individual students well not just in terms of their skills across
all four domains but also in terms of each one’s learning style, interests, and
preferences.
Therefore, it is important for teachers to continually observe children’s emerging needs

and strengths. There is so much information to gain from observing how children
respond to different teaching-learning situations—how they approach tasks at hand,
how they make sense of or figure out solutions to problems and how they process new
information. A teacher’s knowledge of children’s emerging needs and abilities can help
her design more appropriate interventions.
Teachers must refrain from comparing children. Many children suffer humiliation
because of unfair judgments and comparisons made especially if this is done in the
presence of peers and other significant people in their lives.
Teachers must make an effort to get to know their student’s families. Parents are
important sources of information about children’s family and school history. They can
provide information about a child’s behavior in different social contexts.
8
8. A child’s development begins in the womb but learning begins at birth.
During the prenatal period, important developments occur that affect the brain,
physical body, and the chemistry of the child. They all have an impact on the child’s
ability to learn, to thrive, to grow, and to be healthy.
The first 8 years of a child’s life form the foundation for all later development. In the
early years, a child develops all the basic brain and physiological structures upon
which later growth and learning are dependent. During these years, growth and
development are the most rapid. For example, brain grow this unmatched by any other
developments that occur during the life span. At age 6, a child will have already
acquired 70% of the adult’s brain weight.
Development and learning occur as a result of the child interacting with people and
objects in his or her environment.
Education Implications. Teachers need to provide children with varied materials and
opportunities to interact with peers, adults and objects within the day. If most of their
day is spent sitting down and just listening to lectures, children are deprived of the
opportunity to interact with people and materials in their environment. Active, hands-
on and more physical activities continue be essential even for 5–8 year old children.
They continue to need opportunities to manipulate and investigate real objects, explore
ideas, experiment, and discover.
Classrooms and schools must not just be physically safe but more importantly
emotionally safe for children. Meaningful Interaction with materials and people can
only happen within environments where they feel safe, secure, and accepted.
The role of adults in supporting children’s development is to be emotionally responsive

to and involved with children. It is not enough to just provide materials and activities
that promote active exploration, it is equally important for adults to play with children.
Talking to children at play, planning and problem-solving with them play an important
role in developing cognition, language and their emotional skills.
9. Children live within a context- family, community, culture and their needs are most effectively
addressed in relation to that context.
“The child’s well-being is closely linked to the well-being of the family, specifically to the
well- being of the primary caregivers. Therefore, support to the family and community
can help children, similarly, support to children can help the family and community.
Since the environment has an impact on children’s development it is often necessary to
develop interventions that make changes in the child’s environment.”1
Educational Implications. It is important to support parents through parent education

workshops, parent-teacher conferences and other family activities that will enhance
their well-being as well as increase their participation in their children’s school life.
Schools must also participate in community advocacies particularly those that will have
an impact on children’s growth and development e.g., health and nutrition, sanitation.
1
Early Childhood Counts, 2010
9
Since a child’s total environment has an impact on his development, it is important to
create or support interventions that can make changes in his environment.
Development involves a gradual unfolding of biologically-determined characteristics and

traits that arise as the CHILD LEARNS FROM EXPERIENCE.
List down the appropriate teaching strategies that will promote literacy and numeracy according to each
developmental stage.
Grade level Topic Appropriate Teaching Strategies

Kindergarten
Grade1
Grade 2
Grade 3
Lesson Plan
Prepare a sample Detailed Daily Lesson Plan (k TO 3) and use at least one strategy in
the instructional design.
Demonstration Teaching
a. Approach the School Head to ask permission to conduct an interactive and ICT-
mediated Demonstration Teaching
b. Request for a mentor who will assist during the Demo Teaching
c. Coordinate closely with the class adviser
d. Pre-demo teaching conference with school head and peer mentor
e. Conduct Demonstration Teaching
f. Post Teaching conference with school head and peer mentor
Reflection
1. Based on the readings, I have learned that……

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________.
2. I have realized that ……
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
10
Post-Test
A. Directions: Put a check mark (/) if the statement below refers to the aims of the
Early Language Literacy and Numeracy 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 Early Language Literacy
and Numeracy 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 establish 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
influence them.
_________ 5. The ELLN program intended to explain how domains of
childdevelopmentare 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.
__________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.
11
II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

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

managing classroom structure that engage learners, individually or in groups,
engages learners, individually or in 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.
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.
12
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
13
Glossary of Terms
Term Definition
E-learning learning utilizing electronic technologies to access educational
curriculum outside of a traditional classroom
Blended learning a student-centered approach that integrates learning
experiences in online and face-to-face environments. This
article defines blended learning, discusses its history, and
provides suggestions for creating an effective blended learning
experience
Computer-assisted use of computers to aid or support the education or training
learning of people
Computer-managed an instructional strategy where the computer is used to
instruction provide learning objectives, learning resources, and
assessment of learner performance. Computer-m
anaged instruction (CMI) aids the instructor in instructional
management without actually doing the teaching
Distance education institution-based, formal education where the learning group
is separated, and where interactive telecommunications
systems are used to connect learners, resources, and
instructors
Independent when an individual is able to think, act, and pursue their own
learning studies autonomously, without the same levels of support
received from a teacher in school
Mobile learning education or training conducted by means of portable
computing devices such as smartphones or tablet computers
Multimedia learning a form of learning supported by different sources of
information (e.g., text and graphics) being handled jointly in
order to understand and memorize a given content
On-campus attending lectures, tutorials, and other classes in school.
classroom learning Lectures are delivered in a lecture hall or classroom, usually
using presentations, videos, and other visual platforms
Online learning a way of studying for an internationally recognized
qualification without needing to attend classes on campus. It
is aimed at those who wish to study for a postgraduate
qualification alongside work or other commitments
Open learning a way of studying that allows people to learn where and when
they want
Resource-based an approach to pedagogy which actively involves students,
learning teachers, and resource providers in the application of a range
of resources (both human and non-human) in
the learning process
Teleteaching long-distance teaching by electronic means
Virtual learning a system for delivering learning materials to students through
the internet. These systems include assessment, student
tracking, and collaboration and communication tools
14
Key Concepts
1. Legal Bases
Provision of relevant quality, equitable and inclusive education to all Filipino

children is the mandate of the Department of Education that is clearly articulated in
the 1987 Philippine Constitution and Rule 1, Section 1.1 of Republic Act 9155 which
states that:
“The Department of Education shall protect and promote the right of all citizens to
qualify basic education and shall take appropriate steps to make such education
accessible to all. The Department of Education shall establish, maintain, and
support a complete, adequate, and integrated system of basic education relevant
to the needs of the people and society. It shall establish and maintain a system of
free and compulsory public education in the elementary level and free public
education in high school level.”
This remains relevant in today’s Philippine Education System and in the

realization of Sustainable Development Goal (SGD) 2030. Particularly, SDG No. 4,
“Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.”
The department saw it fitting, proper and timely to institutionalize the

Alternative Delivery Mode (ADM) program to address the learning needs of the
marginalized students including learners at the risk of dropping out. The ADM school
implementers were given subsidy for program implementation. FLOs are part of the
ADMs implemented by the department in formal education system at both elementary
and secondary levels.
2. What is flexible learning?
Flexible learning is multilayered and multifaceted. In its broadest sense, it is a

continuum of approaches in terms of time, place, pace, content, and mode of learning
applied in varying degrees. Its overarching purpose is to increase opportunities and
options available to learners and give them greater control over their learning through a
variety of learning modes and interactions. It is not an alternative mode of education
but an overarching driving force that provides learners greater choice.
(http://sitios.itesm.mx/va/congreso_academico/documentos/Introducing%20flexible%
20learning_Deakin%20Unv.pdf)
3. What are FLOs?
FLOs are alternative ways for those learners who are classified as Students-at-
Risk-of- Failing and Students-at-Risk-of-Dropping. They can also be used for students
disengaged from mainstream schooling such as those who are over-aged, working, or
those with financial and family problems. FLOs can take place in or off campus
depending on the needs of the learners.
4. Challenges
This program will cater different kinds of learners with different concerns at the
same time possibly from multi-grade level. Therefore, the teacher needs to be
15
resourceful in searching for flexible learning materials suited to the needs of every
learner.
In giving greater control to the learner in the learning process, the learner
becomes the manager and facilitator of that processes by building suitable resources or
facilitating access. Technology plays a central role in this process. Therefore, flexible
learning is not a distinct educational mode but it embraces, extends, and combines a
number of familiar, existing, and evolving approaches to learning and teaching.
Flexibility can be found in:

Blended learning Computer-assisted learning
Computer-managed instruction Distance Education
Independent Learning Mobile Learning
Multimedia learning Online Learning
On-campus classroom learning Open Learning
Resource-based Learning Teleteaching
Virtual Learning
Activities and Assessments
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
16
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:
2. How would you challenge your student who is about to drop his classes
because of financial problems?
LEARNING APPROACH:
3. A highly gifted student manifests behavioral problems and has very poor
attendance record.
LEARNING APPROACH:
Learning Plan Making

Direction: Given specific types of learners, suggest strategies and learning materials
to use so that effective transfer of learning can happen:
MATRIX OF A PROPOSED ACTION PLAN
LEARNER SUGGESTED
GRADE LEVEL STRATEGIES
DESCRIPTION MATERIALS
1. Product of Grade 8
broken family
who could not
regularly come
to class
because of
work as the
learner has
become the
breadwinner of
his siblings.
Grade 7
2. Child of a
diplomat who is
to be
homeschooled
due to parents’
frequent travel
The above given cases are extreme, you are requested to apply your imagination in
preparing the learning plans for each child. Imagine the resources that both learner
have and have not access. How can you optimize the use of these resources to
maximize learning? How can you assist the least privilege learner in this case?
17
Reflections
If you will make a # (hashtag) post, what would be your hashtag to encapsulate your
greatest learning in this module?
# _______________________________________________________________________
Complete the following statements….

I can be a more effective teacher when….
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________
I realized that the crucial role I play in the life of my FLO learners …
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________
I can be a better teacher when….
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________
18
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
19
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)
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.
20
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
21
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
22
Glossary of Terms
Term Definition
Inclusion one option for the placement of special education students
in public schools. These inclusive programs are sometimes
referred to as mainstreaming, which is the selective
placement of students with disabilities in regular education
classrooms. Inclusion in education is an approach to
educating students with special educational needs. ...
Inclusion rejects the use of special schools or classrooms to
separate students with disabilities from students without
disabilities. Implementation of these practices varies
Inclusive education different and diverse students learning side by side in the
same classroom. They participate in student government
together and attend the same sports meets and plays.
Inclusive education values diversity and the unique
contributions each student brings to the classroom
Inclusive classroom a general education classroom in which students with and
without disabilities learn together. It is essentially the
opposite of a special education classroom, where students
with disabilities learn with only other students with
disabilities
Inclusive teaching any number of teaching approaches that address the needs of
strategies students with a variety of backgrounds, learning styles, and
abilities. These strategies contribute to an overall inclusive
learning environment, in which students feel equally valued
Inclusive practice an approach to teaching that recognizes the diversity of
students, enabling all students to access course content, fully
participate in learning activities and demonstrate their
knowledge and strengths at assessment
Inclusive education educational services for all students including those with
programs special needs. These programs serve all children in the
regular classroom on a full-time basis. If a student requires
extra services such as speech therapy, these services are
brought into the classroom. This program allows the student
to remain in the regular education classroom setting at all
times
Key Concepts
1. The Department of Education (DepEd), through DO No. 72, s. 2009, has

recognized the urgency to address the need of children to receive appropriate
education with the regular or inclusive classroom setting. Inclusive education
embraces the philosophy of accepting all children regardless of race, size, shape,
color, ability or disability with support from school staff, students, parents, and
the community.
2. Components of a comprehensive inclusive program for children:
A. Child Find. This is locating where the children are through the family mapping
survey, advocacy campaign, and networking with local health workers.
23
B. Assessment. This is the continuous process of identifying the strengths and
weaknesses of the child through formal and informal tools for proper program
grade placement. Some students, such as those with ADHD and autism,
struggle with testing situations and cannot remain at task long enough to
complete such assessments. Assessments are important; they provide the child
with an opportunity to demonstrate knowledge, skill, and understanding. For
most learners with exceptionalities, a paper-and-pencil task should be at the
bottom of the list of assessment strategies.
Below are some alternate suggestions that support and enhance assessment of learning
disabled students.
a. Presentation - A presentation is a verbal demonstration of skill, knowledge,
and understanding. The child can narrate or answer questions about her
task. Presentation can also take the form of discussion, debate or a purely
interrogatory exchange. Some children may require a small group or one-on-
one setting; many students with disabilities are intimidated by larger groups.
b. Conference- A conference is a one-on-one between the teacher and the
student. The teacher will prompt and cue the student to determine the level
of understanding and knowledge. Again, this takes the pressure away from
written tasks. The conference should be somewhat informal to put the
student at ease. The focus should be on the student sharing ideas, reasoning
or explaining a concept.
c. Interview - An interview helps a teacher clarify the level of understanding for
a specific purpose, activity or learning concept. A teacher should have
questions in mind to ask the student. A lot can be learned through an
interview, but they can be time-consuming.
d. Observation - Observing a student in the learning environment can be the
vehicle for the teacher to change or enhance a specific teaching strategy.
Observation can be done in a small group setting while the child is engaged
in learning tasks. Things to look for include: Does the child persist? Give up
easily? Have a plan in place? Look for assistance? Try alternate strategies?
Become impatient? Look for patterns?
e. Performance - A performance task is a learning task that the child can do
while the teacher assesses his performance. For example, a teacher may ask
a student to solve a math problem by presenting a word problem and asking
the child questions about it. During the task, the teacher is looking for skill
and ability as well as the child's attitude toward the task. Does he cling to
past strategies or is there evidence of risk-taking in the approach?
f. Self-Assessment - It's always positive for students to be able to identify their
own strengths and weaknesses. When possible, self-assessment can lead the
student to a better sense of understanding of her own learning. The teacher
should ask some guiding questions that can lead to this discovery.
C. Program Options. Regular schools with or without trained SPED teachers shall
be provided educational services to children with special needs.
The first program option that shall be organized for these children is a self-
contained class for children with similar disabilities which can be monograde or
multigrade handled by a trained SPED teacher.
The second option is inclusion or placement of the child with disabilities in

general education or regular class where he or she learns with his/her peers under
a regular teacher and/or SPED trained teacher who addresses the child’s needs.
24
The third option is a resource room program where the child with disabilities
shall be pulled out from the general education or regular class and shall report to a
SPED teacher who provide small group/one-on-one instruction and/or appropriate
interventions for these children.
There are variables in inclusive education programs, which make a standard

definition of inclusion misleading. Full inclusion is described as placing all
students, regardless of disabilities and severity, in the regular classroom on a full-
time basis. These students do not leave the regular classroom for services, but these
services are delivered to them in the regular classroom setting. Inclusion or
mainstreaming refers to students being educated with non-disabled peers for most
of their school day. A special education teacher collaborates with a general
education teacher to provide services for students. The general education teacher is
responsible for instructing all children. The special education teacher collaborates
with the general teacher on strategies.
Another placement option places disabled students in the general classroom with
the special education teacher providing support and assisting the general education
teacher in instructing the students. The special education teacher brings materials
into the classroom and works with the special student during math or reading
instruction. The special education teacher aids the general education teacher in
planning different strategies for students with various abilities.
It is best to determine the best placement for a child with disabilities, they must
consider which placement constitutes the least restrictive environment for the child
based on individual needs. The team must determine which setting will provide the
child with the appropriate placement. The primary objective of inclusive education
is to educate disabled students in the regular classroom and still meet their
individual needs. Inclusive education allows children with special needs to receive a
free and appropriate education along with non-disabled students in the regular
classroom.
D. Curriculum Modifications. This shall be implemented in the form of

adaptations and accommodations to foster optimum learning based on an
individual’s needs and potentials. Modification in classroom instructions and
activities is a process that involves new ways of thinking and developing
teaching-learning practices.
Accommodations in the form of modifications are instructional and assessment‐

related decisions made to accommodate a student’s educational needs that
consist of individualized learning goals and outcomes which are different than
learning outcomes of a course or subject.2
Principles for fostering equity and excellence in academically diverse learners
i. Good curriculum comes first. The teacher's first job is always to ensure
a coherent, important, inviting, and thoughtful curriculum.
ii. All tasks should respect each learner. Every student deserves work that
is focused on the essential knowledge, understanding, and skills targeted
for the lesson. Every student should be required to think at a high level
and should find his or her work interesting and powerful.
2
(British Columbia Ministry of Education, 2009).
25
iii. When in doubt, teach up! Good instruction stretches learners. The best
tasks are those that students find a little difficult to complete comfortably.
Be sure there's a support system in place to facilitate the student’s
success at a level that he or she doubted was attainable.
iv. Use flexible grouping. Find ways and time for the class to work as a
whole, for students to demonstrate competence alone, and for students to
work with varied groups of peers. Using only one or two types of groups
causes students to see themselves and one another in more limited ways,
keeps the teacher from “auditioning” students in varied contexts, and
limits potentially rich exchanges in the classroom.
v. Become an assessment junkie. Everything that a student says and does
is a potential source of assessment data. Assessment should be an
ongoing process, conducted in flexible but distinct stages, and it should
maximize opportunities for each student to open the widest possible
window on his or her learning.
vi. Grade to reflect growth. The most we can ask of any person—and the
least we ought to ask—is to be and become their best. The teacher's job is
to guide and support the learner in this endeavor. Grading should, in
part, reflect a learner's growth.
Nine basic types of curriculum modifications/adaptations

1. Quantity - adapt the number of items to learn or the number of activities
to complete
i. Reduce or limit the use of scan sheets for test answers;
ii. Reduce the number of items for assigned tasks;
iii. Reduce the amount of copying;
iv. Reduce the number of problems;
v. Reduce the number of concepts and expectations introduced at any
given time;
vi. Reduce the number of terms the student must learn at one time;
vii. Reduce length of assignments;
viii. Have student learn 2-3 concepts from each chapter.
2. Time - adapt the time alloted and allowed for learning, task completion, or
testing
i. Create a timeline for completing a task;
ii. Allow student to take assignment home;
iii. Allow extra time in class to complete assignments;
iv. Review frequently;
v. Allow additional time to complete tests;
vi. Give short breaks.
3. Level of support - increase the amount of personal assistance to keep the
student on task or to reinforce or prompt use of specific skills.
i. Peer buddies;
ii. Check for comprehension;
iii. Read tests aloud;
iv. Use groups to write together;
v. Peer tutor.
vi. Starting a computer for a student;
vii. Guiding a hand during handwriting;
4. Input- adapt the way instruction is delivered to the learner:
i. Cooperative groups;
ii. Visual aides;
iii. Concrete examples;
26
iv. Hands-on activities.
5. Difficulty- adapt the skill level, problem type, or the rules on how the
student may approach the work:
i. Calculator for Math problems;
ii. Simplify task directions;
iii. Outline with blanks;
iv. Word banks;
v. Provide page number and paragraph to help student find answers;
vi. Number the handouts for reference during lecture;

vii. Supply a study guide with key concepts and vocabulary in advance;
viii. Give alternate test;
ix. Vary format of tests;
x. Grading spelling separately from content;
xi. Open book tests;
xii. Change rules to accommodate learner’s needs;
xiii. Use high interest/low-level books to motivate students to read;
xiv. Focus on mastery of more functional math concepts;
xv. Provide alternative books with similar concepts but at an easier
reading level;
xvi. Provide partial grade based on individual progress or effort;
xvii. Rework missed problems for a better grade;
6. Output - adapt how the student can respond to instruction:
i. Verbal vs. written response;
ii. Communication book;
iii. Allow students to show knowledge with hands-on material.
7. Participation- adapt the extent to which a learner is actively involved in the

task:
i. Have student turn pages on book that the teacher is reading;
ii. Hold globe in geography;
iii. Listen to a taped story while others are engaged in reading aloud;
iv. Color map while other students label the map;
v. Find related pictures in magazines of concepts presented while
other use resource material to research
information;
vi. Some learners will discuss concepts while others use selected
computer programs for reinforcement;
8. Alternate Goals- adapt the goals or outcome expectations while using the
same materials. This is only for students with moderate to severe disabilities.
In a social studies lesson, except a student to be able to locate the colors of
the states on a map, while other students learn to locate each state and
name the capital.
9. Substitute Curriculum (Functional Curriculum)- Provide different
instruction and materials to meet a learner’s individual goals. This is only for
students with moderate to severe disabilities.
i. During a language lesson a student is learning toileting skills with
an aide.
ii. Community-based instruction;
iii. Learning how to use a communication device;

iv. Learning how to do laundry;
27
v. Learning cooking/grooming skills.
Many teachers may complain that it takes too much work to implement
accommodations and that they have several students who require different
accommodations. These accommodations are not for the teacher, they are for your
child. They allow your child to access the same grade level material that is available to
their non-disabled peers and help them become independent. Your child has a right to
accommodations.
E. Parental Involvement. Parents shall involve themselves in observing children’s

performance, volunteering to work in the classroom as teacher aide, and
supporting other parents.
Parents have a right to be involved in their child’s education and to participate

with the school in decisions concerning their child and the school community.
Extensive research has shown the benefits of parental involvement in education.
These benefits include higher achievement, better attendance, more positive
attitudes and behaviors and higher graduation rates. Moreover, schools that
work well with families show improved teacher morale, and are seen by the
community to be performing better than those that do not.
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 FINDING
PARTNERS
Parents 1
2
Health Care Workers 1
2
Barangay Officials 1
2
28
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
TOOLS
Self-assessment
Performance Task
Presentation
Interview
_____________________ 1. Jason’s family belongs to an indigenous group and is slightly

Observation
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.
Conference
______________________ 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.
______________________ 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.
_____________________ 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.
______________________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.
______________________6. 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.
29
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?
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?
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?
2. How often do you talk to your child about his school work?
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?
4. How often do you go to school to inquire about your child’s performance?
5. Was there any invitation for parent-teacher conference where you failed to come?
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)
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?
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?
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
30
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.
Note: Answers may vary. Expected Answers:

Tactile- Technology
Auditory Visual Affective
Kinesthetic Options
Listening to Using a Using a Braille Working in areas Using a talking
text read dictionary dictionary of student dictionary
aloud interest
Listening to Highlighting Touching words Working with a Downloading and
and retelling key points on a word wall partner who can listening to a
directions help with podcast on an
definitions iPod
Asking and Outlining steps Using Working alone or Using a word
answering to solving a manipulatives in cooperative processing
questions problem groups program
Engaging in a Completing a Building a Participating in a Using a talking
debate graphic model discussion group calculator
organizer or book club
Engaging in a Designing a Using response Participating in a Creating
discussion poster cards seminar spreadsheets
Giving verbal Illustrating or Using a game Giving feedback Creating a video
prompts taking pictures format
Talking Drawing Finger spelling Giving praise Using blogging or
through text messaging
steps
From Garguiulo/Metcalf. Teaching in Today's Inclusive Classrooms, 1E. © 2010
Wadsworth, a part of Cengage Learning, Inc. Reproduced by
permission. www.cengage.com/permissions.
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.
31
Reflection
1. What were your thoughts or

ideas about Inclusive
Education prior to the
discussion of this lesson?
2. What new ideas did you

learn after taking up this
lesson?
3. How did you apply your

learning about Inclusive
Education in your own
classroom?
32
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 demonstrated 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
33
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. Encourage students
c. Improve textbooks
d. None of the above
C. For additional assessment of your learning, answer the following questions.
1. What is Inclusive Education?
2. What are the five components of a comprehensive inclusive education program?
3. What is the difference between an inclusive classroom and a special education

classroom?
4. Describe briefly the three Inclusive Education Program options which you can adapt
in your school.
34
IV. SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM

(PTIs)
 Apply knowledge of content within and

across curriculum teaching areas
 Demonstrate content knowledge and
(1.1.2)
its application within and/or across
curriculum teaching areas (1.1.1)
Objectives
 Describe the nature and characteristics of the K to12 learners along key stages
in the Basic Education Program (BEP);
 Identify curricular goals of the key stages in the BEP;
 Discuss appropriate instruction and assessment strategies per key stages in the
BEP; and
 Prepare a developmentally sequenced and appropriate teaching learning process
to meet curriculum requirements
35
Pre-Test
Choose the letter of the correct answer. Write the letter of your answer on the space
provided.
_____ 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
_____ 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.
_____ 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
_____ 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
b. 5
c. 6
d. 7
_____ 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
36
_____ 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
_____ 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.
_____ 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
_____ 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
37
_____ 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
38
Glossary of Terms
Term Definition
Kindergarten Education the first stage of compulsory and mandatory formal

education, which consists of 1 year of preparatory
education for children at least 5 years old as a
prerequisite for Grade 1.
Kindergarten Education (KE) a basic education program that aims for all 5-year-
Program old children to achieve the standards and
competencies expected of them, taking into account
their diverse backgrounds, prior knowledge
experiences, skills, attitudes, personal traits, and
interests.
Elementary Grades the grade levels in the elementary that range from
Grades 1 to 6. These are composed of two key stages
of the K to 12 Curriculum, namely, the primary and
middle grades. The learners in the elementary
grades are generally from 6–12 years old.
Elementary Education the second stage of compulsory basic education,

which consists of 6 years. The entrance age to this
level is typically 6 years old, which is the age
requirement for Grade 1.
Learners a pupil or student, or to learner in the alternative

learning system.
Basic Education intended to meet basic learning needs that provides

the foundation on which subsequent learning can be
passed.
Secondary Education the third stage of compulsory basic education. It

consists of 4 years of junior high school education
and 2 years of senior high school education. The
entrant age to the junior and senior high school
levels are typically 12 and 16 years old, respectively.
Key Concepts
1. Key Characteristics, Elementary to Adult Learners
A. Characteristics of Learners in Elementary School
1. Early Childhood (Age 0 to 8)

Early childhood is believed to be a critical period in the formation of the child’s
intelligence, personality, and social behavior. From age 0 to 4 years old, children are
39
developing quickly in all aspects of development, namely, physical, cognitive, social-
emotional, and language.
From 5 to 8 years old, children’s physical growth slows down a little, but great strides
in gross and fine motor coordination take place. Their organ systems (muscular,
skeletal, nervous, respiratory, circulatory, and immune systems) are maturing, thus it
is important that their health and nutritional needs are met.
Cognitively, children’s speech and language abilities grow, allowing them to increasingly
use language and symbols to learn more about the world around them. They use
speech both to communicate to others (social speech) and to gain control over their own
actions (private speech). Children at this stage use symbols that allow them to think
creatively and slowly as they are learning to process information logically. They can be
easily frightened by new or strange events, as they sometimes get carried away by their
imagination in the process of learning to distinguish fantasy from reality.
As they develop the ability to take perspectives different from their own, children move
from being egocentric to having a stronger sense of others. They also develop the
capacity to share and take turns, and they are able to play cooperatively with their
peers. Play is an important avenue for learning and development at this age. Through
dramatic play and playing with their peers, they develop social skills. Play also
enhances cognitive development as it improves creativity and symbolic thinking.
At this age, children are also learning their identities. They learn what is expected of
them by observing and imitating models, who are usually their parents, but can also be
other significant people like older siblings, teachers, or peers.
2. Middle Childhood (Ages 9 to 12)
Children in middle childhood become increasingly more coordinated and integrative in

their motor and perceptual skills resulting in increased physical coordination and
strength. Their small muscles develop rapidly, making playing instruments,
hammering, or building things more enjoyable. Manual dexterity also develops, and
children become better at cutting, coloring, drawing, and similar activities. Physical
activity (e.g., sports, outdoor play) is important to help children continue to develop
their gross motor skills as well as improve their overall health and fitness.
Children’s ability to learn grows substantially at this age because of their increasing
capacity to think conceptually, solve problems, and use language. At this age, children
should have acquired the ability to read, write, compose, compute, inquire, and work
with others. They can now use these skills and abilities as tools for learning. They are
able to think more logically and make mental representations of objects and events. As
in early childhood, children still learn best through active engagement. For example,
children will learn more effectively about road safety by moving cars, blocks, and toy
figures rather than sitting and listening to an adult explain the rules. Their capacity to
remember (memory) also improves greatly by middle childhood, and this helps them
learn even more.
Children’s self-concept (how they see themselves) at this age is influenced in larger part
by their physical, intellectual, and social skills. Positive self-esteem develops when
children see themselves as competent and able to master the skills they consider
important in their lives. A positive self-concept, in turn, impacts greatly on their
personality development. Children who like themselves tend to be happier and more
confident, and vice versa. At this age, children are also spending more and more time
40
with their peers, rather than with their parents or families. Through spending time and
interacting with peers, children develop their social skills and sense of belonging. They
also become more motivated to achieve and learn. Cooperative learning tasks are thus
suitable vehicles for learning at this stage of development. Guidance on developing
friendships and how to influence others positively promote their socioemotional
development.3
B. Characteristics of Learners in Secondary Education
Learners in Secondary Education include both adolescents and adults. Adolescents are
between 10 and 19 years old who have specific health and developmental needs and
rights (World Health Organization, 2014). Adolescence is considered as a transitional
period from childhood to adulthood (Psychology Today, 2016). Learners in Secondary
Education may also be adults, beyond 18 years old, who were not able to participate
and complete basic education.
1. Early Adolescence
Early adolescence covers the ages between 12 to 15 years old. This is a critical phase
because during this time, young teens experience accelerated growth and development.
According to UNICEF (2011): “It is at this stage that physical changes generally
commence, usually beginning with a growth spurt and soon followed by the
development of the sex organs and secondary sexual characteristics. These external
changes are often very obvious and can be a source of anxiety as well as excitement or
pride for the individual whose body is undergoing the transformation.”
Early adolescence is a time of physical, socio-emotional, and intellectual development.

During early adolescence, the onset of puberty happens when young teens undergo
physiological changes triggered by the release of hormones. As such, young teens
experience rapid increases in height, weight, and growth of their internal organs, as
well as their skeletal and muscular systems. Puberty leads to growth not only in
primary sex characteristics (genitals) but also in secondary sex characteristics. In girls,
these changes include the growth of breasts, pubic and underarm hair, increased width
and depth of pelvis, and changes in voice and skin. In boys, these include the growth of
facial, underarm, and pubic hair, changes in voice and skin, and broadening of
shoulders (Papalia & Olds, 1995). Schools must ensure that young teens are exposed to
a positive environment that helps them adjust to their physiological transformations.
Simultaneously, young adolescents begin exhibiting greater independence and start
developing their personalities and interests. At this time, they make decisions about
friends, studies, and sports or hobbies. Many of them show a strong need to belong to a
group. They also begin to experience feelings of attraction, which occur as they
encounter gender identity or gender expression issues.
It is at this stage that young teens also develop abstract and independent thinking.
They display a curiosity for topics that resonate with them—topics that they find both
useful and interesting. Young adolescents at this time also “acquire the ability to
develop and test hypotheses, analyze and synthesize data, grapple with complex
concepts, and think reflectively” (Association for Middle Level Education, 2016). They
are also able to think about their thinking (metacognition).
Schools must ensure that teachers of young teens recognize and address the wide-
ranging diversity of cognitive abilities inside their classrooms. To do this, teachers can
employ a variety of teaching methods and strategies. Teachers may differentiate
3
e -link http://pundipusatduniailmu.blogspot.com/2011/10/nature-of-young-
learner.html#.WYJkkoVOLIU
41
instruction while also connecting lessons to real-life experiences. At this stage, teachers
may provide opportunities to young adolescent learners for active learning, exploration,
and collaboration with peers and adults. Young teens will benefit from school programs
that promote independence and freedom. At this time, access to activities in which
young teens can dialogue and work with peers is important such as clubs, student
government, and groups in which they can take leadership roles. Schools should also
provide age- and developmentally appropriate reproductive health education programs,
and mental and psychosocial support services to young adolescents.
2. Middle to Late Adolescence

This period covers the ages between 15 and 24 years old. Teenagers at this stage will
most likely be over the dramatic changes brought about by puberty. Their physiological
development will be almost complete. During this stage, teenagers will be close to their
adult height and weight.
Most teenagers and young adults will continue adjusting to their changing bodies and
will be more concerned about their physical appearance. Because of this, they will
spend more time grooming themselves, exercising, and changing their looks. This is
healthy for as long as they are of the expected body weight. According to UNICEF
(2011), “Girls in late adolescence tend to be at greater risk than boys of negative health
outcomes, including depression, and these risks are often magnified by gender-based
discrimination and abuse. Girls are particularly prone to eating disorders such as
anorexia and bulimia; this vulnerability derives in part from profound anxieties over
body image that are fueled by cultural and media stereotypes of feminine beauty.”
At this stage, most teenagers’ sense of identity, including their sexual orientation and
gender identity or gender expression (SOGIE), is firmer and clearer. They will relate
more with their peers and seek greater emotional independence from their parents.
They also show greater interest in romantic relationships. With guidance, teenagers will
be able to balance the influence of their families with that of their friends.
Learners during this time experiment with adult roles. They also exhibit “risk-taking”
behavior that declines in late adolescence (UNICEF, 2011). With proper supervision and
open discussions about confusing situations they encounter, learners at this stage may
be helped to avoid experimentation with dangerous substances as well as irresponsible
sexual behavior. Teenagers with good role models show greater emotional stability and
concern for others. With exposure, they develop good work habits, showing concern and
interest in their future (Centers for Disease Control and Prevention, 2016).
Cognitively, learners at this stage will be capable of more abstract thinking and
organizing abstract thought. They can think hypothetically and understand underlying
principles that they can apply in new situations. They have the ability to consider
multiple viewpoints or diverse perspectives. They will also show philosophical and
idealistic thinking (State Adolescent Health Resource Center, 2016).
UNICEF in its 2011 report, “State of the World’s Children” (SOWC), underscored the
need to invest in adolescents, describing adolescence as both a time of vulnerability
and opportunity. The report recommends providing adolescents education that will
empower them to face the economic crisis, political instability, rapid urban growth,
natural disasters, and other pressing global challenges. According to the report, “Rich
and poor alike, adolescents will have to deal with the intergenerational implications of
the current economic turmoil, including the structural unemployment that may persist
in its wake. They will have to contend with climate change and environmental
degradation, explosive urbanization and migration, ageing societies and the rising cost
42
of health care, the HIV and AIDS pandemic, and humanitarian crises of increasing
number, frequency and severity” (p. 4). Additionally, the Convention on the Rights of
the Child (CRC) recommends for governments to develop “different forms of Secondary
Education, including general and vocational education” (1995), and make it accessible
to every child.
In its 2016 SOWC report, UNICEF turns to the issue of equity and calls on governments
of the world to ensure equity as the central goal for access and learning (UNICEF,
2016). It says that investing in quality education for all especially disadvantaged
children and adolescents helps them break the intergenerational cycle of poverty that
they experience.
C. Adult Learners
Adult learners in the Department of Education (DepEd) are learners beyond school age
who participate in basic education because they were unable to complete this
qualification for various reasons. Recognizing the unique contexts of adult learners,
DepEd provides opportunities for them to earn their Secondary Education credentials
through flexible learning options such as night high school or open high school.
Another option for adult learners is through nonformal education or the Alternative
Learning System (ALS).
2. CURRICULAR GOALS IN THE KEY STAGES
A. Elementary Education
Elementary education is crucial to the promotion of the child as an individual, a
member of a family and community, and a learner in school. Developing children for life
and learning is based not only on knowledge of children’s developmental milestones.
Teachers should also understand the child’s social, cultural, community and family
backgrounds, and the current circumstances in which the child finds himself/herself.
These backgrounds lead to diversity in childhood and shape different patterns of
development and learning.
Below are the objectives of elementary education, as stated in Batas Pambansa 232, or
the Education Act of 1982:
a. to provide the knowledge and develop the skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a developing
and changing social milieu
b. to provide learning experiences that increase the child's awareness of and
responsiveness to the changes in and just demands of society, and to prepare
him/her for constructive and effective involvement
c. to promote and intensify the child’s knowledge of, identification with, and love for
the nation and the people to which he/she belongs
d. to promote work experiences that develop the child's orientation to the world of
work and creativity, and prepare himself/herself to engage in honest and gainful
work
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 five (5) years old as a prerequisite
for Grade 1. The Enhanced Basic Education Act of 2013 also articulates that
elementary education refers to the second stage of compulsory basic education, which
is consists of six (6) years. The entrance age to this level is typically six (6) years old,
which is the age requirement for Grade 1.
43
The main purpose of elementary education is to help learners develop a solid base
of literacy, numeracy, social, and inquiry skills that will provide a strong foundation for
lifelong learning. The outcomes are intended to engage them in rich, vibrant, culture-
based, and meaningful experiences in which they develop understanding that both
relate to and make connections across specific learning areas.
The elementary education is specifically represented by elementary grades.

Elementary grades refer to the grade levels in the elementary that range from Grade 1
to Grade 6. These are composed of two key stages of the K to 12 Curriculum, namely,
the Primary and Middle Grades. The learners in the elementary grades are generally
from six (6) years old to twelve (12) years old.
To contribute to fulfilling the goals of elementary education, the Kindergarten to

Grade 3 curriculum aims to:
1. provide learners opportunities to engage in meaningful classroom and

school- and culture-based learning experiences, and provide learners access
to carefully selected and developmentally appropriate materials and
resources
2. develop among learners:

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
3. equip learners with fundamental literacy and numeracy skills, and
competencies needed for academic success in the later key stages
B. Junior High School

The goals of the JHS Curriculum are (i) to provide learners with opportunities to
relearn fundamental concepts in the learning areas already taught in earlier grades and
allow learning at a higher degree of complexity; and (ii) for learners to develop an
increasing degree of independence in applying knowledge, skills, and values learned.
The JHS Learning Areas

The Junior High School Curriculum has eight learning areas namely, (1) English,
(2) Filipino, (3) Mathematics, (4) Science, (5) Araling Panlipunan (AP), (6) Edukasyon sa
Pagpapakatao (EsP), (7) Music, Arts, Physical Education and Health (MAPEH), and (8)
Technology and Livelihood Education (TLE). Each learning area is studied in four
quarters or one academic year. All learning areas have a Curriculum Guide (CG) with
program standards, learning area standards, course description, and key stage
standards. Additionally, the CGs also articulate grade level standards and content
standards and performance standards for each quarter. For example, for the first
quarter of Grade 10 English, the following are the program standards, content
standards, and performance standards.
C. Senior High School
The SHS Core Subjects
The Core Subjects in the SHS Curriculum ensure that all learners will be
equipped with competencies required for specialization studies in their chosen SHS
tracks. The subjects in the Core Curriculum are contiguous to the K to 10 subjects and
are responsive to the College Readiness Standards and New General Education
44
Curriculum for Higher Education formulated by the Commission of Higher Education
(CHED). Every subject in the Core Curriculum is compulsory and has a time allocation
of 80 hours per semester except for PE and Health, which have 20 hours per semester.
However, a maximum of 2 SHS core subjects may be substituted with equivalent
subjects with the approval of DepED.
The SHS Career Tracks
On top of the 15 compulsory subjects in the core curriculum, the remaining 16

subjects are spread over the 4 SHS tracks: 1) Academic, 2) Arts and Design, 3) Sports,
and 4) Technical-Vocational-Livelihood. Students are expected to enroll in the track of
their choice. Each track has its own set of Applied Track Subjects and Specialized
Subjects. Each subject in the track will have 80 hours in a semester as well, with a
total of 1,280 hours for the Applied Track and Specialized Subjects altogether.
Regardless of which track the student is enrolled in, he/she takes up the Applied Track
Subjects. These are geared toward the acquisition of common but critical competencies
in SHS, i.e., English language proficiency, research, ICT, etc., but delivered with
teaching-learning content and strategies customized to the requirements of each track.
3. ASSESSMENT
How is assessment conducted for Kindergarten to Grade 3 learners?

The primary means of assessing Kindergarten learners is through observation
throughout the different blocks of time. Assessment in Kindergarten is designed to help
teachers understand learners’ individual strengths and weaknesses, and enables
teachers to design appropriate learning activities for them. Qualitative and
nonnumerical recording and grading systems are used to describe how Kindergarten
learners are performing vis-à-vis the expected learning outcomes outlined in the
Kindergarten Curriculum Guide.
Formative and summative classroom assessments are given from Grades 1 to 3 to

improve student learning outcomes. DepEd Order No. 8, s. 2015 discusses formative
and summative assessments done in the classroom.
At the end of Grade 3, learners will be assessed through a national assessment to

check if they are meeting key stage standards and evaluate the effectiveness of the
Kindergarten to Grade 3 programs. Beginning School Year 2016–2017, DepEd shall
conduct the Early Language, Literacy, and Numeracy Assessment (ELLNA) for Grade 3
learners. ELLNA, in a multiple-choice format, shall measure Grade 3 learners’ language
skills using learning area content and numeracy skills. Moreover, English, Filipino, and
Mother Tongue shall be the languages of assessment for ELLNA. DepEd Order 55, s.
2016 discusses the details of the ELLNA.
When is assessment conducted for Grades 4 to 6?

Formative and summative classroom assessments are given during Grades 4 to 6 to
improve student learning outcomes. Formative assessment is an ongoing process of
providing learners with immediate feedback on how well they are learning. The results
of this type of assessment are documented but not included in computing learner’s
grades. Summative assessment, on the other hand, is used to measure whether
learners have met the content and performance standards. The results of summative
assessment are used as bases for computing learners’ grades.
45
At the end of Grade 6, learners will be assessed through national and international
assessments to check if they are meeting key stage standards and evaluate the
effectiveness of the Grades 4 to 6 programs. DepEd Order 8, s. 2015, and Deped Order
55, s. 2016, talk about the assessments conducted in the classroom and at the
national level.
Assessment in JHS
Thus, assessment in JHS includes formative and summative classroom assessments
that are given during Grades 7 to 10 to improve student learning outcomes. To qualify
for an SIP, learners take an entry test before Grade 7.
At Grade 9, learners take the National Career Aptitude Examination (NCAE). The NCAE
is an aptitude test meant to provide information through test results for self-
assessment, career awareness, and career guidance of high school students for their
post-secondary courses or application for scholarship. Test taking is mandatory but
test results are recommendatory.
They may also undergo technical-vocational assessment through TESDA for a National
Certificate.
Those who finish JHS also have to take an exit assessment at Grade 10, which is the
National Achievement Test (NAT) Grade 10.
Assessment in SHS
Classroom assessment in SHS consists of formative and summative classroom
assessments given during Grades 11 to 12 to improve student learning outcomes. The
processes may be found in DepEd Order 8, s. 2015 Learners are given as much
positive feedback about their performance to help them choose their career paths.
DepEd Order 36, s. 2016 on honors provides to schools on how to provide awards and
recognition to the talents and effort of learners.
The assessment of student learning is discussed in greater detail in DepEd Order 55, s.
2016, entitled Policy Guidelines for the National Assessment of Student Learning for the
K to 12 Basic Education Program. Entry as well as exit assessments for the different
tracks and strands vary to respond fully to the needs of the learners. These will help
them better understand their potentials and interests so they can chart their future
based on their strengths.
46
The table below shows the key stages of the basic education program with brief
descriptions on the characteristics of learners. Test your knowledge by checking on the
appropriate column of key stage where each characteristic fall.
Kindergarten Grade Grade Grade

No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12
1 The onset of puberty

happens when young teens
undergo physiological
changes triggered by the
release of hormones.
2 Physiological development
will be almost complete at
this stage.
3 Children at this stage use

symbols that allow them to
think creatively and slowly
as they are learning to
process information
logically.
4 They develop the capacity to

share and take turns, and
they are able to play
cooperatively with their
peers.
5 The ability to learn grows

substantially at this age
because of their increasing
capacity to think
conceptually, solve
problems, and use
language.
6 They learn what is expected

of them by observing and
imitating models, who are
usually their parents, but
can also be other significant
people like older siblings,
teachers, or peers.
7 Children’s self-concept (how

they see themselves) at this
age is influenced in larger
part by their physical,
47
Kindergarten Grade Grade Grade
No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12
intellectual, and social

skills.
8 Their sense of identity,

including their sexual
orientation and gender
identity or gender
expression (SOGIE), is
firmer and clearer.
9 They also develop the

capacity to share and take
turns, and they are able to
play cooperatively with their
peers.
10 They begin to experience

feelings of attraction, which
occur as they encounter
gender identity or gender
expression issues.
 If you scored 0-4, it’s alright. Please go over the module and follow the directions.
 If you got 5-9 correct responses, congratulations! Proceed to the topics/sessions
that you’ve missed.
 If you got a perfect score, congratulations! You may proceed to the last session
on preparing a detailed lesson plan.
Read and answer the guide questions below.
How would you describe children of ages 5-8 in terms of:

 physical development?
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
 cognitive development?
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
 learning style?
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
48
How would you describe children of ages 9-12 in terms of:
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
 learning style?
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
How would you describe learners in the secondary education in terms of:
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
 learning style?
_______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
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
K W L
Key Stage (What I Know) (What I Want to (What I Learned)
know)
KE to Grade 3
49
K W L
Key Stage (What I Know) (What I Want to (What I Learned)
know)
Grade 4-6
Grade 7-10
Grade 11-12
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.
2. Think of appropriate instruction and assessment strategy/ies for the selected LC.
3. Accomplish table below
Learning Competency/ Instructional Strategy Assessment

LC Code
Ex.
What do you need to consider in planning your instruction to ensure that standards are
achieved?
50
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?
b. Which part of the DLP do you find the easiest to accomplish? Why do you
say so?
c. Which part of the DLP do you find difficult to accomplish? Why do you say
so?
4. 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.
5. 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.
Demonstration Teaching of the Prepared Detailed Lesson Plan
51
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.
_____ 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
_____ 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.
_____ 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
_____ 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
_____ 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
52
_____ 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
_____ 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.
_____ 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
_____ 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
53
_____ 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
54
V. SESSION 5: SPECIAL EDUCATION

(PTIs)
1. Use strategies responsive to 2. Design , adapt and implement

learners with disabilities/ teaching strategies that are
giftedness and talents . ( 3.3.1) responsive to learners with
disabilities , giftedness and talents .
( 3.3.2)
Objectives
a. Identify the characteristics of learners with special needs.

b. Apply teaching strategies that will respond to learners’ special learning needs.
c. Develop a modified instructional design adapting the special learning needs
and styles of learners with disabilities/giftedness and talents
55
Pre-Test
Write words or phrases in the graphic organizer below to represent your understanding
of Special Education.
Who are the clients? Why this particular program?
SPECIAL
EDUCATION
How is sped implemented?
56
Glossary of Terms
Term Definition
Special Education also known as special needs education, aided
education, exceptional education or Special Ed, is the
practice of educating students with special educational
needs in a way that addresses their individual
differences and needs.
Special Needs a term used in clinical diagnostic and functional
development to describe individuals who require
assistance for disabilities that may be medical, mental,
or psychological.
Special Educational a term that refers to children who have learning
Needs problems or disabilities that make it harder for them to
learn than most children of the same age.
Learning disabilities a neurologically-based processing problems. These
processing problems can interfere with learning basic
skills such as reading, writing and/or math. They can
also interfere with higher level skills such as
organization, time planning, abstract reasoning, long or
short term memory and attention.
Intellectual disability a disability characterized by significant limitations both
in intellectual functioning (reasoning, learning,
problem solving) and in adaptive behavior, which
covers a range of everyday social and practical skills.
This disability originates before the age of 18.
'Gifted and talented' a term that describes children who have the potential
to develop significantly beyond what is expected for
their age. 'Gifted' refers to a child who has abilities in
one or more academic subjects, such as English or
math.
Key Concepts
1. Vision Impairment4
a. Physical Signs- Crossed eyes, eyes that turn out, eyes that flutter from side
to side or up and down, or eyes that do not seem to focus are physical signs
that a child has vision problems
b. Clumsiness- Poor vision might be the cause when a child is constantly
running into things or falling down. He might have trouble realizing how
close or far away objects really are. Sometimes young children who do not
walk well actually have problems with their vision.
c. Behavior- Some children who have vision problems appear to have a short
attention span. Other children might blink frequently or squint whenever
they read or watch television. Often children are sensitive to bright light or
might sit close to the television or hold books that they are reading close to
their face. Likewise, younger children with visual impairments might hold
toys very close to their face.
4
http://www.livestrong.com/article/126096-characteristics-visually-impaired-child/
57
d. Poor Eye-Hand Coordination- Signs of poor eye-hand coordination might
include difficulty throwing or catching a ball, tying shoes or copying
schoolwork from the blackboard. Poor handwriting is often another sign of
poor eye-hand coordination. Children who suffer from lazy eyes, crossed or
wandering eyes can have problems with coordination, balance and depth
perception, primarily because they learn to use only one eye at a time.
e. Poor Academic Performance- A child might not read well, or might use
her finger to follow along when she is reading so that she doesn’t lose her
place. Some children also have trouble remembering what they read.
Children with vision problems can find it difficult to write as well or might
have problems with math and other subjects.
2. Deaf or Hard Of Hearing5
a. Speech Delays- Children with poor hearing might be unable to communicate

because they cannot understand or imitate spoken language. When
diagnosed and addressed early, children with early childhood speech delays
generally catch up to their peers.
b. Communication Difficulties- Children with mild to moderate hearing
impairment may develop speech and language at roughly the same time as
their peers.
c. Selective Hearing- Hearing-impaired children are often unable to hear their
names when called, and their behavior can be mistakenly labeled as
inattention or behavioral misconduct.
d. Behavioral Characteristics- Hearing-impaired children might appear dizzy
or disoriented because the nerves in the ears also control balance. Academic
problems and irritability are also common symptoms of hearing loss in
children.
e. Differential Diagnosis
f. Behavioral and emotional disturbances can cause speech delays and social
difficulties, which might be mistaken for challenges with hearing or sensory
processing.
3. Mental Health Conditions6

a. Attention Deficit Hyperactivity Disorder (ADHD)
b. Autism Spectrum Disorder ( ASD)
c. Pervasive Developmental Delay –Not Otherwise Specified ( PDD-NOS)
d. Anxiety/Panic Disorder
e. Bipolar Disorder
f. Depression
g. Schizophrenia
4. Intellectual Disability7
a. Intellectual disability in reading
b. Intellectual disability in math
5http://www.livestrong.com/article/509643-characteristics-of-hearing-impairment-and-deafness-in-
children/
6
https://www.google.com.ph/search?site=&source=hp&q=mental+health+conditions+list&oq=mental+healt
h+conditions&gs_l=psy-
ab.1.1.0l4.10603.15386.0.19273.24.23.0.0.0.0.392.4129.0j1j7j7.15.0....0...1.1.64.psy-
ab..9.15.4119...46j0i131k1j0i46k1.kP7Sho1JJzc
7
https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/types-of-
intellectual-disabilities-list-and-examples/
58
c. Intellectual disability in writing
d. Intellectual disability with motor skills
e. Intellectual disability with language
5. Physical Disability
Physical disabilities can be the result of congenital birth issues, accidental injury, or
illness. One physical condition might be considered disabling to one person but not the
next. The key aspect in defining physical disability is not whether a person has a
specific condition but how that physical condition impacts his or her daily life.
Characteristics of Learners with Giftedness and Talents

a. The Gifted Child exhibits intensity and curiosity sooner than the average child.
They respond to events with stronger emotion, sensitivity and passion than the
average child.
b. When they are interested in something, they pursue it with passion! They seek
out information to discover as much about it as possible.
c. The gifted child has an excellent memory, which may account for their ability to
remember details, spelling words, or math problems with ease.
d. Younger gifted children can watch television or work at the computer for longer
periods of time, and sit quietly and listen to a story for longer than their peers.
e. These children need to be challenged. They have a thirst for information, and
general education classes frustrate them, as they don’t like repeating or
practicing things they already know.
f. They are often perfectionists, highly organized, and expect to do well at
everything.
g. Gifted children often speak at an early age and have an impressive vocabulary.
They learn to read sooner than most, often before kindergarten.
h. They can be sensitive to sound, clothes tags, or wrinkles in socks. They are
perceptive to facial expressions, body language, and often have a good sense of
humor.
i. They are voracious in their search for answers, including reading and internet
research, and tend to ask a lot of questions.
j. These children are methodical thinkers, have definite opinions, and are very
motivated when curious about a topic. They work well on their own. Because
their intelligence is highly developed, they are not interested in typical activities
of their chronological peers. Rather, they prefer the company of older children or
adults.
Strategies and Approaches in Dealing with Learners with Special Needs

a. Maintain an organized classroom and limit distractions.
 maintaining a healthy balance of structure and unstructured processes is
important.
 using checklists and help students keep their notebooks
 change their work area while completing homework or studying
 assign tasks that involve moving around the room.
 schedule breaks throughout the day and seat students with special needs
in an area of the classroom that limits distractions
b. Use music and voice inflection. When transitioning to an activity, use a short
song to finish up one task and move to another. Many of us have sung the “clean
up” while cleaning up before the next activity; use a similar approach in the
59
classroom. Students with special needs might also respond well to varied voice
inflection and tone, so use a mixture of loud, soft, and whisper sounds. Using
proper pronunciation and sometimes slightly exaggerating proper speech will
help a child model the same principles.
c. Break down instructions into smaller, manageable tasks. Students with
special needs often have difficulty understanding long-winded or several
instructions at once. For children with learning disabilities, it is best to use
simple, concrete sentences. You might have to break down a step into a few
smaller steps to ensure your students with special needs understand what you
are asking. You might even want to put the directions both in print and saying
them verbally. Ask your students with special needs to repeat the directions and
ask them to demonstrate that they understand. Do not give further instructions
until a student has completed the previous task.
d. Use multi-sensory strategies. As all children learn in different ways, it is
important to make every lesson as multi-sensory as possible. Students with
learning disabilities might have difficulty in one area, while they might excel in
another. For example, use both visual and auditory cues. Create opportunities
for tactile experiences. You might need to use physical cues, such as a light
touch, when a student might get distracted or inattentive. Get creative with your
lesson plans, and students with special needs will appreciate the opportunity to
use their imaginations or try something new; use a balance of structure and
familiar lessons with original content.
e. Give students with special needs opportunities for success. Children with
learning disabilities often feel like they do not succeed in certain areas, but
structuring lessons that lead to successful results is a way to keep them
motivated. Provide immediate reinforcement for accomplishments, be consistent
with rules and discipline, correct errors and reward students when they make
these corrections themselves, explain behavioral expectations, and teach and
demonstrate appropriate behaviors rather than just expecting students with
special needs to pick them up.
60
Read the situations below and identify the 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.
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 misbehaviour.
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.
Let us find out if your answers are correct by referring to the key below.
Watch the video about giftedness through the link

https://www.youtube.com/watch?v=2Je0cl1Qaus
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
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.
61
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
Characteristic 1 Characteristic 2 Characteristic 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?
What is your professional obligation towards these learners with disabilities and
giftedness?
What is your personal commitment in helping your learners with special needs?
62
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.
WHO ARE THE CLIENTS WHY THIS PROGRAM
SPECIAL
EDUCATION
IS SPED IMPLEMENTED
63
VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING SYSTEM
(ALS)
BTI (3.4.1)
Demonstrate understanding of the special educational needs of learners in
difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disaster; child abuse
and child labor.
PTI (3.4.2)
Plan and deliver teaching strategies that are responsive to the special educational
needs of learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement or
disaster; child abuse and child labor practices.
Objectives
a. Discuss the different ALS Programs that will cater the educational needs of
learners in difficult circumstances, including: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement or disaster;
child abuse and child labor practices;
b. Describe the program options in providing educational services to ALS learners;
and
c. Develop a lesson plan using teaching strategies that are responsive to
educational needs of ALS learners.
64
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.
_________ 1. The Alternative Learning System is a parallel learning system in the

Philippines that provides a practical option to the existing formal instruction.
________ 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.
_________ 3. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
_________ 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.
_________ 5. Mobile teachers are “specialized” teachers who live among the people in
remote barangays of the country.
_________ 6. 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.
________ 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.
_________ 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.
_________ 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.
_________ 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.
Glossary of Terms
Term Definition
Accreditation and a nonformal education certification program for out-
Equivalency (A&E) Program of-school children, out-of-school youth and adults
that recognizes prior learning. The program offers
elementary and high school secondary education
comparable with formal basic education.
Accreditation is done by administering the
Accreditation and Equivalency Test (A&E Test) to ALS
learners. The passers’ next grade level depends on the
test
ALS Special Education a professional teacher who specializes in SPED, is
Teacher for PWD currently handling classes with either visually or
hearing impaired students/pupils in public
elementary or secondary schools and is assigned to
serve as an ALS Special Education Teacher for ALS
for PWD Program
Basic Literacy Program a community-based program for nonliterate out-of-
(BLP) school children, youth, and adults to acquire basic
65
reading, writing, and numeracy skills or the ability to
read with comprehensions, write simple messages,
and solve numeracy problems
Community Learning also called Punlaan ng Karunungan, which is similar
Center (CLC) to a school but different in many aspects. CLC serves
as a learning hub in the community, a center for
skills development and a community facility for local
events
Key Concepts8
1. What is Alternative Learning System (ALS)?

ALS is a parallel learning system in the Philippines that provides a practical option
to the existing formal instruction. When one does not have or cannot access formal
education in schools, ALS is an alternate or substitute.
ALS only requires learners to attend learning sessions based on the agreed schedule
between the learners and the learning facilitators.
The program has two different schematics for conducting instruction: school-based
and community-based. On the school-based program, instructions are conducted in
school campuses while in the community-based program, formal instruction are
conducted in community halls or on private places. The ALS program follows a uniform
lesson module for all academic subjects covering the sciences, mathematics, English,
Filipino, social studies, current events among others. Delivery of instructions are
provided by government-paid instructors or by private non-government organization.
Aside from schematics, the program has two levels: elementary and secondary.
Students have to start from elementary level, then proceed to high school level. If a
student is a graduate of elementary under a formal classroom system, the student is
automatically admitted to the secondary levels depending on which year level the
student stopped schooling.
What curriculum is used in ALS?

ALS reflects the set of knowledge skill and competencies that learners should develop
to meet requirements of basic education. It is comparable to the formal school
curriculum. The teaching and learning processes and resources are based on the
Alternative Learning System curriculum.
Who is the target learner in the Alternative Learning System?

ALS is intended for out-of-school children, youth, and adults who need basic and
functional literacy skills, knowledge and values. These people are usually located to the
formal school curriculum.
Who are the DepEd ALS field implementers?

Mobile teachers are “specialized” teachers who lived among the people in remote
barangays of the country to conduct the BLP for illiterate out of school children, youth
and adults who are willing to learn basic literacy skills and proceed to Continuing
Education program: Accreditation and Equivalency (A&E) for those who left formal
school system or have no access to schools.
8
https://en.wikipedia.org/wiki/Alternative_Learning_System_(Philippines)
66
What materials are used in ALS?
ALS uses learning modules. Each module is complete in itself. It contains the
description of the module, objectives, learning activities, and pre- and post-test.
Why is there a need for ALS in the Philippines?

Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1–6 and Year 1–4) due to many reasons. Some drop out from schools while
some do not have schools in their communities. Since 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 situations
and needs.
If a learner has not finished his elementary schooling, he/she may be admitted to
the program. He will have to go through a Functional Literacy Test (FLT) for the
learning facilitator to identify the level of literacy. Learning modules will be suggested to
be his focus relative to the result of his FLT and interest. The learner will then be
guided to accomplish an Individual Learning Agreement (ILA). This ILA will be their
(learner and facilitator) basis in tracking the progress and competencies developed
within the learners.
After passing high school level test the learner can now enroll in grade 11.
What is the basis of ALS implementation in the Philippines?

The 1987 Philippine Constitution provides for the recognition and promotion of
other forms of education other than formal education. Article XIV, Section 2, Paragraph
(1) declares that the State shall establish, maintain and support a complete, adequate
and integrated system of education relevant to the needs of the people and society; and
paragraph (4) concisely encourages non-formal, informal and indigenous learning
systems as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs.
The Governance Act for Basic Education otherwise known as the Republic Act 9155
stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-
school children, youth and adults population with basic education.
As stated in Republic Act No. 7277 “An act providing for the Rehabilitation, Self-
Development and Self-Reliance of disabled persons and their Integration into the
Mainstream of Society and for Other Purposes” and in Batas Pambansa Blg. 232 “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.
How does ALS work?

Two major programs in ALS are being implemented by DepEd, through the Bureau
of Alternative Learning System (BALS). One is the Basic Literacy Program and the other
is the Continuing Education Program - Accreditation and Equivalency (A&E). Both
programs are modular and flexible. This means that learning can take place anytime
and anyplace, depending on the convenience and availability of the learners.
67
What is the difference between the Basic Education System and ALS9?
Basic Education System is classroom-based, managed by trained formal school
teachers.
ALS happens outside the classroom, community-based, usually conducted at
community learning centers, barangay multi-purpose hall, libraries or at home,
managed by ALS learning facilitators, such as mobile teachers, district ALS
coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators.
What are the program options of ALS learners?

1. Indigenous People Education - a research and development project which
aims to provide basic education support services to IP communities. This is
initially implemented at the tribal communities in Dumsalneg, Ilocos Norte,
Gen. Nakar, Quezon, and Botolan, Zambales.
2. The Arabic Language and Islamic Values Education in Alternative
Learning System (ALIVE in ALS) - designed for the 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. It has components,
namely; Basic Literacy Program, ALIVE; Accreditation & Equivalency (A&E)
Program, ALIVE; Technical Vocational Education Program, ALIVE; and
Entrepreneurship Development, ALIVE
3. Alternative Learning System for Differently-Abled Persons (ALS-

DAP) - a project which aims to deliver Basic Literacy Program to the
special/differently-abled children/OSYs/adults, e.g., hearing impaired
learners who availed of/have access to the formal school system through
specialized approaches, e.g., sign language.
4. Adolescent Reproductive Health - a project for out-of-school adolescent
ages 9-24 years old. It is a life skills-based education program for adolescent
who are in high-risky behavior.
What is Parent Education

It 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.
6. Family Basic Literacy Program (FBLP) - 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 in the depressed, deprived and underserved (DDU) areas.
7. Radio-Based Instruction (RBI) - an alternative learning delivery mode using

radio broadcast to deliver the ALS programs. As a form of distance learning,
it can expand access to education by bringing it to where the learners are. It
aims to provide learning opportunities to listeners and enable them to
acquire equivalency in basic education through the broadcast of lesson.
8. Informal Education for Disadvantaged Children and Adults - focuses on

packaging of short-term educational activity that addresses the special needs
and interest of the street and working children. It intends to use life skills
active learning approaches/strategies aimed at developing/enhancing social,
civic, aesthetic, cultural, recreational physical and personal development.
9
http://www.deped.gov.ph/als
68
The learning materials, packages may be developed/adopted/adapted or
gathered from other sources and tailored-fit to the identified needs of the
users.
There are short courses or Informal education to be completed in a maximum of

three months focusing on the development of livelihood skills like bread and
pastry, hair cutting, meat processing, handicraft making, dressmaking and the
like.
For a sample on the impact of ALS Program, here is a video of an ALS Mobile Teacher
on how he/she touches the lives of a Filipino Learner.
https://www.youtube.com/watch?v=fleUBPV8_tY
Identify the ALS program suited to the given situations. Provide answers in a separate sheet.
a. Situation Number 1
My dear teacher, I am now on my 5th grade in elementary, I really love to go to
regular school, in our class, every day, but sadly I am now having struggle on my
way to school because my family and I are living in a mountainous place and we
belong to a Tadyawan Tribe. My father decided that I have to stop schooling due
to the distance I am travelling just to attend class. Can you suggest possible way
or solution so that I can continue my schooling even I am at our tribe?
b. Situation No. 2
Mang Elberto is a street vendor, selling palamig, banana que, and junk foods. He
always noticed Jojo, a street boy, who is frequently looking for empty cans, used
newspaper and other raw materials along Magallanes Street. Mang Elberto asked
Jojo if he has parents to guide him and nurture him. He found out that Jojo
doesn’t have parents or even relatives to take care of him. Jojo wishes to
continue his elementary grade. If Mang Alberto come to you and ask for possible
help or assistance on how he can help Jojo to continue his schooling, what
possible program can you advice and why?
c. Situation No. 3
Nena is 19 years old and a housemaid. She stopped schooling when she was in
grade 5. She could not find time to enroll in formal education considering the
nature of her work. The school near her workplace does not offer night schooling.
Her employer wanted her to continue her studies through ALS. Can you suggest
what possible ALS program best suited for her? Why?
d. Situation No. 4
Nilo is a visually impaired pupil who was not able to complete his elementary
education. He wanted to continue his studies despite of his disability. Would he
be allowed to enroll in ALS program? What advice could you give to him
regarding his intention of getting back to school?
Develop a Lesson Plan catering the ALS Learners’ educational needs with appropriate teaching learning
strategies using the DLL (Refer to Module 4 Session 1).
69
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
________________________________.
2. The ____________________________ 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 _________________ 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
_________________________ 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 _________________________ “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 ____________________________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 _______________________ 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 __________________________ 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 ______________________between the learners and
the learning facilitators.
10. Community Learning Center (CLC) is also called _________________,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.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________.
70
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.
___________ 1. Mobile teachers are “specialized” teachers who live among the people in
remote barangays of the country.
___________ 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.
___________ 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.
___________ 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.
___________ 5. 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.
___________ 6. The Alternative Learning System is a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction.
___________ 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.
___________ 8. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
___________ 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.
___________ 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.
71
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION
1. Adapt teaching-learning activities that are responsive and sensitive to the

learner’s linguistic, cultural, socio-economic and religious background
(3.2.1);
2. Establish a learner-centered culture by using teaching strategies that

respond to their linguistic, cultural, socio-economic and religious
backgrounds (3.2.2)
Objectives
a. Describe the salient features of the Madrasah Education in the K to 12 Basic

Education Program adapt various teaching strategies and activities that are
appropriate to the needs of the Filipino Muslim learners; and
b. Demonstrate familiarity and appreciation of the language, cultural practices,
beliefs, social nature and attitudes of Muslim children and youth towards
learning.
72
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 Eating Haram

parents and elderly
Fasting in the holy month

of Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an
Attending Eid al-Adha

prayer
Charity
73
KWL on DepEd Madrasah Education Program (MEP)
Working in groups of 10, brainstorm to put together your responses to the first two
columns of the table below:
What do you already What do you WANT to What have you LEARNED
KNOW about DepEd’s know about DepEd’s in the Session? (to be
MEP? MEP? filled up at the end of the
session)
74
Glossary of Terms
Term Definition
Muslim Learner a learner who is a follower of the religion of Islam
Madrasah an Arabic word for school which is not used in its literal
Arabic meaning but as a system of education with core
emphasis on Arabic literacy, Islamic values, and Islamic
Religion (Slideshare-Madrasah Education)
Madrasah Education a comprehensive program for Muslim learners in public
Program10 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.
Muslim Values those which “are created as part of the culture of the
Muslim communities. This includes the day-to-day
interaction between the Muslims and their outlook on
Islam’s rule and regulations” 11
Islamic Values based on Islamic Laws which is called as “Sharia’ah”-
anchored on the Qur’an, Hadith, Ijma’ and Qiyas12
ALIVE an acronym for Arabic Language and Islamic Values
Education (ALIVE) program which is integrated.in public
school system.
Eid Al-Fitr (eed’al fi’- the “Festival of the Fast-Breaking” one of the two major
ter) Muslim holidays, celebrates the completion of the fasting in
the month of Ramadhan
Eid Al-Adha (eed’ al the “Festival of Sacrifice” It falls on the tenth day ofDhul
ad’-ha) Hijja - the 12thmonth of the Islamic Calendar. It is the
conclusion of the pilgrimage, and is celebrated by all
Muslims with special prayers, feasts, gifts, and the sacrifice
of an animal (usually a lamb or goat). The meat is
distributed to the needy, relatives and friends
Pillars of Islam These are the most basic tenets that a Muslim must learn.
a. Shahada – refers to the declaration of faith ( to bear
witness that there is no God but Allah and to bear
witness that Mohammad is the Messenger of Allah.
b. Salat - refers to the five times daily prayer
c. Fasting – refers to the abstinence from food, water
and sexual activities from dawn (3:30 A.M.) to dusk
(6:00 P.M.) in the month of Ramadhan
d. Zakat – is the giving of obligatory Charity
e. Hajj – going on Pilgrimage to the holy land ( Masjid
al-Aqsa, Masjid Al-Haram and Madina)
Universal Values acceptable values regardless of creeds and religion

Halal things, events, activities and practices that are allowed or
permissible for a Muslim
Haram things, events, activities and practices that are prohibited
or not permissible for a Muslim
10 http://www.deped.gov.ph/press-releases/inclusive-education-filipino-muslim-learners
11 Atiq Ebady//http://www.crecentlife.com – as presented in Dr. F. Abubakar’s Dissertation, WMSU, 2009.
12 Atiq Ebady//http://www.crecentlife.com – as presented in Dr. F. Abubakar’s Dissertation, WMSU, 2009.
75
Commonly Used Muslim Greetings
English Arabic Text English Transliteration
Wish you all the best َ‫اركَ هللاُ ِفيْك‬

َ َ‫ب‬ Bārakallahu fīka
Congratulations َ‫َهنِيئًا لَك‬ Hanī-an laka
May you have a blessed Ramadhan ‫ضانُ ك َِريْم‬

َ ‫َر َم‬ Ramadān Karīm
May Allah bless your life ُ‫َحيَّاكَ هللا‬

.
Hayyākallāhu
May Allah prolong your life َ َ‫أ‬

َ‫طا َل هللاُ بَقَا َءك‬ Atālallāhu baqā-aka
.
May Allah protect you َ ‫َح ِف‬
ُ ‫ظكَ هللا‬ Hafizakallāh
.
Good Morning ‫صبَا ُح ْال َخي ِْر‬
َ Sabāhul Khair
Good Afternoon ‫سا ُء ْال َخي ِْر‬

َ ‫َم‬ Masā-ul Khair
Good Night َ ‫لَ ْيلَة‬

‫س ِع ْيدَة‬ Laylatun Sa-‘īda
May Allah accept what we have done ‫تَقَبَّ ّل هللاُ مِ نَّا َو مِ ْن ُك ْم‬ .
Taqabbalallāhu minnā wa
for Him minkum
Thank You ‫ش ْك ًرا‬

ُ Shukran
May Allah be with you ِ ‫اِ ْذهَبْ بِأ َ َم‬

ِ‫ان هللا‬ Idhhab bi amānillah
Be careful ‫َح ْذ ًرا! َح ْذ ًرا‬ Hadhran Hadhran
Patience is good ‫صبْر َجمِ يْل‬

َ Sabron Jamīl
Good Luck ‫س ِع ْيدًا‬

َ ‫َحدًّا‬
.
Haddan Sa’īdan
May Allah accept your Hajj and ‫َحجًّا َمب ُْر ْو ًرا َو ذَ ْنبًا‬ Hajjan Mabrūran Wa
forgive your sins ‫َم ْغفُ ْو ًرا‬ Dhanban Maghfūran
Allah has decreed what he wills ُ‫َما شَا َء هللا‬ Mā shā-Allāh
May Allah prevent it َ َ‫ال‬

ُ ‫س َم َح هللا‬ La samahallāh
76
English Arabic Text English Transliteration
Good َ
‫ َج ِّيد‬، ‫ط ِيّب‬ Tayyib/Jayyid
Perfect ‫ت َ َمام‬ Tamām
Excellent ‫ُم ْمت َاز‬ Mumtāz
Key Concepts
1. SPECIAL PROGRAMS FOR FILIPINO MUSLIM LEARNERS
a. Madrasah Education Program

The Department of Education (DepEd) aims to have an education system that is
inclusive to all learners, without compromising the 21st century learning standards. To
make this possible, DepEd implements various programs that focus on the special
needs of learners – one of which is the Madrasah Education Program (MEP), a
comprehensive program for Muslim learners in public schools and private madaris
which provides appropriate and relevant educational opportunities within the context of
their cultures, customs, traditions and interests.
Guidelines on the Madrasah Education Program and Utilization of the Support

Fund is stipulated in DepEd Order No 46, s. 2013. Madrasah has been harmonized,
upgraded and modified to become a component of the Philippine education system
through the issuance of DepEd Order No. 51, s3 2004, prescribing the Standard
Curriculum for Elementary Public Schools and Private Madaris.
This program further enhances the education system for the Filipino Muslim
learners and ensure that they will have access to quality and relevant education that is
also in line with the Islamic cultural heritage and values.
Subcomponents of the program for Muslim learners include the following:

i. Kindergarten Madrasah
ii. ALIVE for Grades 1 to 6
iii. ALIVE in ALS
iv. Special Program in Foreign Language (SPFL) Arabic
v. Support to Private Madaris
b. Arabic Language And Islamic Values Education (Alive) Program13

The MEP aims to provide the Muslim learners with appropriate and relevant
educational opportunities through the integration of the Arabic Language and Islamic
Values Education (ALIVE) program in the basic education curriculum. The ALIVE
program is one of the avenues for peace building in the Philippines and intercultural
solidarity is the main objective. The inclusion of ALIVE program in the public system
started in 2005 (Juliet Sannad, 2015), through DepEd Order No. 51, s.2004 which
spelled out the standard curriculum for both public schools and private madaris.
13
http://news.pia.gov.ph/article/view/1141469015580/inclusive-education-for-the-filipino-muslim-learners
77
c. Philippine Response for Indigenous And Muslim Education (PRIME)
This program was implemented in nine regions in the country—regions I, II, IV-B,
IX, X, XI, XII, XIII, and Cordillera Administrative Region (CAR). It covered 725 schools
providing access to indigenous and Muslim learners. The program not only provided
interventions to address the issues on dropouts, absenteeism, and poor participation of
said group of learners in schools but also engaged in the communities to take part in
preserving their culture. Since its launch in 2011, PRIME has provided access to
education to more than 75,000 IP learners, and more than 31,000 Muslim learners.
d. BEST and BEAM Program

Basic Education Sector Transformation (BEST) and Basic Education Assistance
for Mindanao (BEAM) in the Autonomous Region in Muslim Mindanao are some of the
programs of Australia to aid Philippine educational system. For the program details
please refer to the link below.14
2. DISTICTION BETWEEN ISLAMIC VALUES AND MUSLIM VALUES

Islamic values appear identical to Muslim values. The etymology of Muslim is an
Arabic word derived from Islam. A person is called a Muslim if he or she embraces
Islam as a religion. However, it is not always correct to assume that Muslim values are
one and the same thing with that of Islamic values.
Islamic Values is based on Islamic Law. Islamic Law, which is called as Sharia’h,
“is of divine origin. It is a creation of God, intervening under the form of a
communication concerning human actions and relating to acts, words and even
thoughts of capable persons.” The Islamic Law has four sources classified into the
primary source— referring to Qur’an and Hadit; and the secondary source—referring to
Ijma and Qiyas.
Muslim values are those which “are created as part of the culture of the Muslim
communities. This includes the day-to-day interaction between the Muslims and their
outlook on Islam’s rules and regulations.”15 There is a clear distinction between Islamic
values and Muslim values. The values formulated by the Muslims may or may not be in
accordance with Islam. The detriment which arises from this is that, many times
precedence is given to Muslim values over the Islamic values (Ebady, 2007).
Muslim values become detrimental to Islamic values when “certain practices

became common among them (the Muslims) and their mentalities are set on justifying
these practices instead of accepting the Islamic rulings on such things.”16
3. HALAL LABEL CERTIFICATES
The Islamic Da’wa Council of the Philippines (IDCP) is the agency responsible for
issuing the Halal Certificates label. It works hand in hand with the National
Commission on Muslim Filipinos (NCMF),which was created by virtue of Republic Act
No. 9997- to ensure the rights and well-being of Muslim Filipinos with due regard to
their beliefs, customs, traditions and institutions, as well as to further ensure their
contribution to national goals and aspirations and to make them active participant in
nation-building. The opposite of halal is haram.
14 http://www.deped.gov.ph/stories.prime-benefits-more-1ook-ips-muslim-learners
15
Atiq Ebady//http://www.crescentlife.com
16 This topic is from the dissertation of Dr. F. Abubakar, Western Mindanao State University, 2009, published at DepEd-ARMM
Blog and at https://m.facebook.com with slight adjustments in wording to suit the context of the learning material.
78
4. IMPORTANT THINGS TO REMENBER WHEN HANDLING MUSLIM LEARNERS
a. Muslim Universal Greetings
A Muslim greets by saying “assalamu Alaikum (May peace be upon you), and
the response is, wa’alaikumussalaam ( which means peace be with you also).
b. Expressions of Personal Modesty
Islam prescribes that both men and women behave and dress modestly. Men
and boys are always to be covered from the navel to the knee in public.
Muslim females are required to wear loose-fitting and non-revealing clothing
which includes a head covering. The wearing of a head covering may lead to
teasing by other students. Teachers should work to prevent classmates from
pulling on or removing a female Muslim student’s scarf.
c. Fasting, Schools, and Students
Fasting students may ask to use the library instead of the cafeteria during
lunchtime on the period of Ramadhan. Also they may ask to be excused from
strenuous physical activities.
The Muslim’s month of fasting can be used as a great education opportunity.
A teacher may invite a Muslim student or a guest speaker to explain the
practices and traditions surrounding the fasting of Ramadan. This will help
the Muslim student to avoid a feeling of awkwardness about not having lunch
with his or her fellow students during this month.
By providing opportunities for students of varied religious backgrounds to
share their special occasions, the school helps to support parents and
communities in their efforts to teach important values.
d. Prayer, School, and Students
Some of the five prayers may fall within regular school hours. It takes less
than 15 minutes to accomplish the prayer. It includes:
Wudu – means washing before the prayer. Muslims performs a simple wash
with clean water. This is normally performed in the restroom sink.
During the prayer, the Muslim will stand, bow, and touch the forehead to the
ground facing the Qibla (facing the West). This may be performed in any quite,
clean room with privacy.
During the prayer, Muslims are fully engaged and they may not respond to a
conversation. Students and teachers should not take offense of the worshiper
not answering their call. However, in an extreme cases of emergency, a
Muslim will respond to an announcement by stopping the prayer immediately.
e. Physical Education
Muslim boys and girls may not take same-sex communal areas (example
comfort rooms). School administrators may wish to discuss with the student
and their parents alternative clothing in physical education classes.
Muslim students should not be forced to participate in joined swimming
classes. Some schools that require swimming skills have offered outside
certification as an option, or may offer an alternate for of physical activity.
f. Family Life and Sex Education

Family life and sex education materials presented in schools may be another
cause of concern for Muslims. In Islam individuals become religiously
responsible for their deeds at the age of puberty. Islam puts great emphasis on
modesty, chastity, and morality and there is a specific set of teachings with
regard to human development and its related issues.
Close contact with local Islamic centers is essentials to encourage input from
the Muslim community. Class materials related to this subject should be
available for review with school authorities and parents.
79
g. Friday Prayer
In Islam, Friday is the day for the congregational worship, called Jum’ah. It is
an obligation that must be fulfilled, and it lasts about one hour and takes a
place at the mosque during midday prayer.
Those who are conscientious about attending this prayer may request a
temporary release from school or an extended lunch period. In high schools
and universities where the number of students interested in performing the
Friday prayer is large, the function can be conducted by students on the
school premises.
h. Gender Relations
For Muslims who have reached puberty, Islam prescribes certain parameters
for relations between the sexes. For example, some Muslims are reluctant to
shake hands or hug with the opposite sex, even with teachers or
administrators. This should not be taken as an insult, but a sign of personal
modesty.
Muslims may raise religious objections to coed physical education classes and
to school-sponsored dances. Students should not be pressured to participate,
or penalized for not taking part in such activities.
i. Dietary Consideration
Islam prohibits the consumption of alcohol, pork, and any pork-by-products
or derivatives. These are haram. For preschools and elementary food
programs, many school cafeterias have been particularly helpful to Muslim
parents and students by labeling such foods with a prominent visual marker,
such as a red dot or a picture of a pig, for beginning readers.
Usually, most food products allowed for Muslims are labeled with Halāl
(Arabic: ‫ حالل‬ḥalāl, "permissible"), refers to what is permissible or lawful in
traditional Islamic law.
j. Islamic Calendar
Hijjra or Hijjri is the Islamic Calendar. Like the Gregorian Calendar, it has 12
months in a year: Muharram, Safar, Rabi al-Ula, Rabi al-Thani, Jumada al-
Ula, Jumada al-Thani, Rajab, Sha’ban, Ramadhan, Shawwal, Dhul Qa’da and
Dhul Hijja. Major celebrations common to all Muslims are the two Eid (feast)
days, such as the Eid al-Fitr (eed’ al fi;-ter), or the “Festival of the Fast-
Breaking”, which signals the end of Ramadhan and the onset of Shawwal. On
the other hand, the Eid al-Adha(eed’ al ad’-ha), or the “Festival of Sacrifice,”
which falls on the tenth day of the month of Dhul Hijja, signals the conclusion
of the pilgrimage, and is celebrated by all Muslims with special prayers, feasts,
gifts, and the sacrifice of an animal (usually a lamb or goat). The meat is
distributed to the needy, relatives and friends.
The festivities include congregational prayer, giving and sharing with the poor
and needy, feasts, gatherings, gift giving, fun, and entertainment, especially
for children. A typical greeting on these occasions is “Eid Mubarak” or
“Blessed Holiday.” To accommodate the needs of the students during these
observances, schools are encouraged to add/note the Muslim holidays on
their calendars.
Celebrating Eid requires that Muslim students take at least one day off from
school. There should be no penalty for this religious obligation. Because the
occurrence of Eid depends on the sighting of the new moon, the exact date
cannot be determined with certainty ahead of time.17
17
More information can be found in this link
http://www.saltandlighted.com/uploads/2/8/9/9/2898266/muslim_student_guide.pdf
80
5. RELEVANT ISSUANCE RESPONSIVE TO THE NEEDS OF MUSLIM LEARNERS
a. DO 32, s. 2013 – Reiterating DECS Order No. 53, s. 2001 (Strengthening the
Protection of Religious Rights of Students)
b. The National Commission on Muslim Filipinos has called for strict
implementation of the policy on the right of Muslim Filipino women to wear
hijab/veil. Hence, the Department of Education (DepEd) reiterates its policy on
the protection of religious rights of students as contained in DECS Order No. 53,
s. 2001 entitled Strengthening the Protection of Religious Rights of Students, to
wit:
c. In specific case of the Muslim students, the following policies shall be adopted:
d. Female Muslim school children should be allowed to use their veil or headdress
(hijab) inside the school campus;
e. In Physical Education (PE) classes, Muslim girls shall be allowed to wear
appropriate clothing in accordance with their religious beliefs; and
f. Muslim students shall not be required to participate in Non-Muslim religious
sites.
g. D.O. No. 41, s. 2017 – Policy Guidelines on Madrasah Education in The K To 12
Basic Education
h. D.O. No. 40, s. 2011 – Refinement of Standard Madrasah Curriculum (SMC) To
Refined Elementary Madrasah Curriculum (REMC)
i. D.O.No. 51, s. 2009 – Institutionalization of The Standard Madrasah Curriculum
Peer Activity. Choose a partner. From the list of Muslim expressions above, select two
or more and use it as a conversation between you and your peer in a desired situation.
Brain Teaser
Complete the table by writing your important learnings.
NAME OF LEGAL BASES POSSIBLE IMPACT TO MUSLIM
PROGRAM LEARNERS
K to 12 RA10533/ (not discussed in module contents)

BEP
K to 12 Law
ALIVE/ DO51, s.2014

Madrasah DO41, s.2017
Education
PRIME EFA
BESRA
BEAM- RA10533/
ARMM
K to 12 Law
BEST RA10533/
K to 12 Law
81
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?)
b. Coach Me If You Can

For you to be familiar more with some teaching strategies suited for
Muslim learners, you may interview some of your colleagues especially those
seasoned teachers or those with knowledge about Muslim education. Then
apply the learning by reflecting it in your DLL/DLPs.
Learning Areas Teaching Strategies
Example in ESP (Values Integration)

Topic:
1. Values of Charity Identify specific verse from
the Holy Qur’an that deals
82
with Charity as universal
values.
Is there a verse in the Holy

Qur’an that discusses
2. Values of Chastity and Modesty Chastity and Modesty in
general term?
Reflection
1. In your Journal Notebook write a reflection on how you can be responsive to the
needs of our Filipino Muslim learners.
2. Post KWL Workshop: Working with your Group, complete the third column of the
KWL chart.
What already KNOW What do you WANT to What have you LEARNED
about DepEd’s MEP? know about DepEd’s in the Session? (to be
MEP? filled up at the end of the
session)
VIII. SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC

EDUCATION CURRICULUM

(PTIs)
83
3.1.1 Demonstrate knowledge and 3.1.2 Use differentiated, developmentally
understanding of differentiated appropriate learning experiences to
teaching to suit the learners’ gender, address learners’ gender, needs,
needs, strengths, interests and strengths, interests and experiences.
experiences
4.3.2 Adapt and implement learning

4.3.1 Demonstrate knowledge in the programs that ensure relevance and
implementation of relevant and responsiveness to the needs of all
responsive learning programs. learners.
84
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)
_______1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
_______2. Teachers who handle this special program must have specialization in
English and must be knowledgeable of foreign languages like French,
Mandarin, etc.
_______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.
_______4. Teachers in this special program must be National Certificate II holders of
the subject that handle
_______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
_______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
_______7. This program nurtures learners who are endowed with gifts in dancing,
acting, and singing.
_______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.
_______9. This program offers learners the opportunity to explore the field of media
arts, broadcasting, newswriting and photography.
______10. Learners with interest in carpentry, cosmetology, computer programming,
fish processing and similar skill-based learning must be enrolled in this
special program.
_______11. It is the counterpart of Senior High School Sports track
_______12. It is the counterpart of Senior High School Arts track
_______13. It is the counterpart of Senior High School Technical-Vocational Track
_______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.
__________1. Leaners with special inclination in Science, Technology, Engineering and
Mathematics attend SHS schools offering STEM.
__________2. Learners who opt to pursue tertiary education take the ‘Academic’
__________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)
__________4. Learners who like to obtain National Certificate Level II, III or IV join the
Technical Vocational (TVL)
__________5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery, Tour
Guiding take NC II or higher to be able to work
__________6. Learners who plan to become sports trainer explore on this
85
__________7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
__________8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime
__________9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
_________10. These are SHS courses or subjects
86
Key Concepts
1. Special interest programs that have been offered to public school learners before
the implementation of the ‘Enhanced Basic Education Program’ are the following:
(1) Special Program in the Arts; (2) Special Science Program; (3) Special Program
in Journalism; (4) Special Program in Foreign Languages and (5) Strengthened
Technical Vocational Education Program.
2. With the implementation of the K to 12 curriculum (program), these special
interest programs are then served as link or preparatory (translated) to Senior
High School (SHS) tracks and strands. There are four (4) tracks in the SHS
namely, Academic, Sports, Arts and TVL (Technical-Vocational). Under each
track are courses called ‘strands’. For example, under the Academic Track, there
are five (5) strands namely, Science, Technology, Engineering and Mathematics
(STEM), General Academic Subject (GAS), Accountancy Business and
Management (ABM), Humanities and Social Sciences (HUMSS) and the Pre-
baccalaureate Maritime. Likewise, under the TVL track, there are four (4) big
strands namely, Home Economics, Industrial Arts, ICT and Agri-Fishery Arts,
each strand has many sub-strands that pertains to many different TVL courses.
For example, Cookery NCII, Carpentry NC II, Computer Programming NC IV and
Fish Processing NC II are applied track subjects or simply called strands in home
economics, industrial arts, ICT and agri-fishery arts, respectively.18
3. Hence, if the learner is currently enrolled in the Special Science Program in the
junior high school, then he/she may wish to pursue Science, Technology,
Engineering and Mathematics or STEM under Academic Track in Grades 11 and
12. The same situation will apply for the different special programs in the junior
high school where the learner will enrol.
4. The following are the DepEd Special Programs prior to the implementation of the
K to 12 Curriculum (Program):
a. Special Science Program (SSP) provides the learners with enhancement
and enrichment of curriculum which is based on learners’ intellectual
capability, critical thinking skills, and reflective thinking skills in order to
develop them into globally competitive individuals.
b. Special Program in Sports (SPS) enables learners to be job-ready in the
field of sports and related areas. A pool of athletes will be trained to
compete in national and international competitions.
c. Special Program in the Arts (SPA) trains students with talents and
potential in the arts. Students will manifest a sense of nationalism
through deepened appreciation of Filipino culture and arts.
d. Special Program in Foreign Languages (SPFL) teaches students to be more
responsive and relevant foreign language program, this will place
graduates in a more advantageous position in the global workplace.
e. Special Program in Journalism (SPJ) hones the learners’ skills and
competencies in writing for them to become good writers and journalists in
the future.
5. Strengthened TECH-VOC Education Program (STVEP) provides students with
opportunities to acquire certifiable vocational and technical skills that would
allow broader options in the local and global market.
6. Today, all these special interest programs are now part of the ‘Enhanced Basic
Education Program’ (EBEP) articulated in terms of SHS tracks/strands. As newly
18
For further reading, you might want to visit: http://www.deped.gov.ph/k-to-12/bec-cgs/als-
program
87
on-boarded public school teacher, the important concept that you need to
understand such as:
a. Not all schools offer Senior High School (SHS)
b. If a school shall offer SHS, the relevance to the learners and the
community where they live are two of the most important considerations
that schools must take
c. Availability of human and material resources, community and industry
partners are the most important considerations to take when deciding
which SHS track/strand to offer
d. Learners who want to be enrolled in STEM schools must qualify and
must meet the requirements stated in DepEd Order 55 s., 2016, “Policy
Guidelines on the National Assessment of Student Learning for the K to
12 Basic Education Program”, available at:
http://www.deped.gov.ph/orders/do-55-s-2016.
e. Teachers must meet DepEd qualification requirements before they can
teach in the Special Interest programs under the K to 12, e.g. TVL
teachers must be NC III holders or higher.
88
Activities
Oral Presentation in Learning Action Cell (LAC)
As a relevant member of your school, you must belong to a LAC group where you and
your colleagues can discuss further the challenges that you face and the strategies that
you can adopt from them. It is also expected that you can share your knowledge and be
of help to them during your LAC sessions.
As a challenge to you, you must be prepared to share to your colleagues your findings
about the topic, Special Interest Programs in the K to 12 Program. You may only choose
one track/strand that you feel relevant to your school. You should be able to answer
the following questions:
1. The track/strand that is relevant in our school
2. What factors have I considered in determining the relevance of the program?
3. How will I be able to know my learners’ interests? The immediate community
needs?
4. What resources do we need to offer this program?
5. What are the crucial roles of teachers in the program implementation?
Development of Weekly Lesson Log for Target Learners and Key Stage
Develop a Weekly Lesson Logs using Differentiated Instruction (DI) in a choice key stage
(Grade 3, 6 or 10), using the given template:
Topic Target Learners DI Activity
89
Topics Sources/References How useful is this
material for me as a
new public school
teacher?
DO 54, s. 1996 - http://www.deped.gov.ph/orders/do-54-s-

Guidelines for the 1996
Implementation of
Special Science
Classes (Ssc) Under
the Engineering and
Science Education
Project (ESEF)
K to 12 Basic http://www.deped.gov.ph/k-to-
Education Curriculum 12/bec-cgs/als-program
DO 55, s. 2016 - http://www.deped.gov.ph/orders/do-

Policy Guidelines on 55-s-2016
the National
Assessment of
Student Learning for
the K To 12 Basic
Education Program
DepEd Order # 54 S. http://www.deped.gov.ph/orders/do-54-s-
2010-Strengthening 2010
the Implementation of
the Special Program in
the Arts (SPA) and
Sports (SPS)
90
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….
2. As a teacher, it is important to consider individual differences of learners

because…
3. I realized that I play an important role as a teacher in the lives of my learners’

by…
My Responsibilities and My Contributions
My Responsibilities My Contributions
e.g. advance my knowledge about e.g. come up with a scientific journal to be

Science, technology and engineering shared among Science teachers in the
school/district/division levels
91
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)
_______1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
_______2. Teachers who handle this special program must have specialization in
English and must be knowledgeable of foreign languages like French,
Mandarin, etc.
_______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.
_______4. Teachers in this special program must be National Certificate II holders of
the subject that handle
_______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
_______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
_______7. This program nurtures learners who are endowed with gifts in dancing,
acting, and singing.
_______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.
_______9. This program offers learners the opportunity to explore the field of media
arts, broadcasting, newswriting and photography.
_______10. Learners with interest in carpentry, cosmetology, computer programming,
fish processing and similar skill-based learning must be enrolled in this
special program.
_______11. It is the counterpart of Senior High School Sports track
_______12. It is the counterpart of Senior High School Arts track
_______13. It is the counterpart of Senior High School Technical-Vocational Track
_______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.
__________1. Leaners with special inclination in Science, Technology, Engineering and
Mathematics attend SHS schools offering STEM.
__________2. Learners who opt to pursue tertiary education take the ‘Academic’
__________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)
__________4. Learners who like to obtain National Certificate Level II, III or IV join the
Technical Vocational (TVL)
__________5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery, Tour
Guiding take NC II or higher to be able to work
__________6. Learners who plan to become sports trainer explore on this
92
__________7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
__________8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime
__________9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
_________10. These are SHS courses or subjects
93
IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM

(PTIs)
3.5.1 Demonstrate 3.5.2 Adapt and use culturally

knowledge of teaching strategies appropriate learning strategies to address
that is inclusive of learners from the needs of learners from indigenous
indigenous groups. groups.
Objectives
a. Understand the Indigenous Peoples’ Education Program by identifying the

learning needs and characteristics of the indigenous group of learners.
b. Identify differentiated teaching strategies to suit IP learners needs,
interests, and experiences.
c. Create a contextualized lesson sequence for IPs enrolled in a class.
d. Use a culturally appropriate teaching strategies to address the needs of IP
learners.
94
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.
____5. An IP learner has a similar learning style and needs with other non-IPs.
____6. All strategies are applicable to IP learners.
____7. A teacher should stick to one strategy in teaching IPs.
____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.
____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
95
Key Concepts
1. Who are the indigenous peoples of the Philippines?
Indigenous Peoples are defined in international or national legislation as having

a set of specific rights based on their historical ties to a particular territory, and their
cultural or historical distinctiveness from other populations that are often politically
dominant.19
In the Philippines, the Indigenous Peoples’ Rights Act of 1997 (RA No. 8371, or
simply IPRA), defines indigenous peoples (cultural communities):
a. are a group of people or homogenous societies identified by self-ascription and
ascription by others;
b. continuously live as organized community on communally bounded and defined
territory;
c. have, under claims of ownership since time immemorial, occupied, possessed,
and utilized such territories, sharing common bonds of language, customs,
traditions and other distinctive cultural traits;
d. have, through resistance to political, social and cultural inroads of colonization,
non-indigenous religions and cultures, became historically differentiated from
the majority of Filipinos;
e. are regarded as indigenous on account of their descent from the populations
which inhabited the country, at the time of conquest or colonization, or at the
time of inroads of non-indigenous religions and cultures, or the establishment of
present state boundaries;
f. are those who may have retained some or all of their own social, economic,
cultural and political institutions, but who may have been displaced from their
traditional domains or who may have resettled outside their ancestral domains.
The indigenous peoples in the Philippines as defined by the Indigenous Peoples‟

Rights Act (IPRA) of 1997 as: “A group of people or homogeneous societies identified by
self-ascription and ascription by others, who have continually lived as organized
communities on community-bounded and defined territory, and who have, under
claims of ownership since time immemorial, occupied, possessed and utilized such
territories, sharing common bonds of language, customs, traditions and other
distinctive cultural traits, or who have, through resistance to political, social and
cultural inroads of colonization, non-indigenous religions and cultures, become
historically differentiated from the majority of Filipinos. ICCs/IPs [Indigenous Cultural
Communities/ indigenous peoples] shall likewise include peoples who are regarded as
indigenous on account of their descent from populations which inhabited the country,
at the time of conquest or colonization, or at the time of inroads of non-indigenous
religions and cultures, or the establishment of present state boundaries, who retain
some or all of their own social, economic, cultural and political institutions, but who
may have been displaced from their traditional domains or who may have resettled
outside the ancestral domains (IPRA, Chapter II, Section 3h).”
Indigenous peoples‟ communities are found in the forests, mountains, lowlands

and coastal areas of the country and are in varied levels of socioeconomic development.
They engage in a mix of production systems including swidden farming, settled
agriculture, hunting and gathering, livestock raising, fishing and production and trade
in local handicrafts. A common characteristic of indigenous peoples is their close
19
May 30, 2017, http://www.indigenouspeople.net/
96
attachment to ancestral land, territory and resources. The view the world that “land is
life” is deeply embedded in their existence. Indigenous peoples are among the poorest
and most marginalized sectors of Philippine society. They experience neglect and
discrimination in the provision of basic social services by the Government.
The Philippines is a culturally diverse country with an estimated 14-17 million

Indigenous Peoples (IPs) classified under eight major groupings that are further
subdivided into more than 100 ethno-linguistic groups spread out over the 60
provinces. These comprise nearly 15% of the total population of the country. They are
mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and
Mindanao (61%), with some groups in the Visayas area.
They are among the poorest and the most disadvantaged social group in the
country (like illiteracy, unemployment and incidence of poverty are much higher among
them than the rest of the population). IP settlements are remote, without access to
basic services, and are characterized by a high incidence of morbidity, mortality and
malnutrition. They displayed a variety of social organization, cultural expression and
artistic skills. They showed a high degree of creativity, usually employed to embellish
utilitarian objects, such as bowls, baskets, clothing, weapons and spoons. The tribal
groups of the Philippines are known for their carved wooden figures, baskets, weaving,
pottery and weapons.
Negrito is used as a generic term for indigenous peoples with distinct physical
features – short, dark skin, curly hair – living in different regions of the Philippines
from north to south. Around 30 groups of Negrito have been identified. They live in
dispersed groups throughout the country, including the Agta in the remote forested
areas of Cagayan in northern Luzon, the Dumagat people in the Sierra Madre
Mountains in eastern Luzon and along the Pacific coast down to the Bondoc and Bicol
mountains. Cordillera IP groups (collectively referred to as the Igorots of the Luzon
uplands also account for a significant portion of the indigenous population.
Others are found in western and southern Luzon, with larger populations living
in the Zambales-Bataan mountains (sometimes called Hambal, Aeta, Sambal), the
Baluga in Pampanga and Tarlac, and in the Southern Tagalog foothills.
Still other Negrito groups are the Ati in Panay and Negros, Palawan, Guimaras,
Romblon and northern Mindanao. Other smaller groupings of indigenous peoples are
the Bugkalot or Ilongot, Ibanag, Gaddang, Ikalahan and Isinai in the Caraballo
Mountains of Nueva Vizcaya, Quirino and Nueva Ecija and the Remontado of Rizal,
Quezon, Negros and Sibuyan, and the Tumanduk of Panay (IWGIA 2008: 427-432; ADB
2002: 7-8; Tebtebba 2004).
The “Mangyan” is a generic term for the indigenous peoples of the island of
Mindoro and in Sibuyan island. They are usually clustered into the northern Mangyan
(Tadyawan, Alangan and Iraya) and the southern Mangyan (Buhid, Taobuid and
Hanunuo). There are also several indigenous peoples living in the islands of Palawan.
These are the Tagbanua (Kalamianen), Palaw-an, Molbog and Batak.
Some others like the Badjao, Iranun, Jama Mapun, Kalagan, Kalibugan,
Maguindanao, Palawanon, Maranaw, Molbog, Sama, Sangil, Subanen(Subanon),
Tausūg, and Yakan people of the Philippines are also indigenous people.
In Mindanao, the Lumads are composed of numerous indigenous peoples

scattered throughout the Mindanao island. There are 18 major Lumad groups namely:
97
Subanen, B‟laan, T‟boli, Mandaya, Mansaka, Tiruray, Higaonon, Manobo, Bagobo,
Bukidnon, Tagkaolo, Ubo, Banwaon, Kalagan, Dibabawon, Talaandig, Mamanwa and
Manguangan. They live in the mountainous areas of Davao del Norte, Davao del Sur,
Bukidnon, Agusan del Norte, Agusan del Sur, Surigao, Zamboanga, Misamis Oriental,
Misamis Occidental, Cagayan de Oro, North Cotabato, South Cotabato and Saranggani
Province (KAMP 2002). To simplify, the Lumad may be clustered as follows: the Manobo
cluster, the BlaanT‟Boli-Tiduray cluster, the Mandaya-Mansaka cluster, the Subanen
who live largely in the hinterlands and coastal areas of the Zamboanga Peninsula; the
Higaonon or “mountain dwellers” in the plateaus of Bukidnon; and the Mamanwa in
Surigao del Norte (Erni 2008).
2. Characteristics of Indigenous Peoples

A common characteristic of indigenous peoples in the Philippines is their close
attachment to ancestral land, territory and resources. Their view of the world that “land
is life” is deeply embedded in their existence. Land is the “territorial base that is
indispensable as the living space for the community and its sources of food and other
needs” and is directly related to their culture and immediate environment. Land is life
to indigenous peoples. It is their abode since time immemorial. It is the material basis
of their collective identity and survival as indigenous peoples. Ancestral domain to the
indigenous peoples is a holistic concept encompassing not only the land but including
its resources: the rivers, forests, the flora and fauna, the minerals.
There is a broad diversity and flexibility in the forms of land ownership among
indigenous peoples, from communal to semi-communal to private. Rights to land are
derived primarily through inheritance, investment of labour and actual improvements
on the land. Access to and control of land and resources are traditionally regulated
through customary laws, which the communities themselves evolved. Land is viewed as
a collective legacy to be maintained across many generations since it is the source of
life and livelihood for its occupants. Indigenous peoples‟ communities are generally
situated in areas that are rich repositories of high biodiversity. This is largely due to
their sustainable practices in natural resource management which have conserved the
natural wealth of the land. Distinct indigenous knowledge systems on sustainable
management of resources continue to persist in varying degrees. Indigenous knowledge
serves as a collective set of guides in the use and management of resources within their
ancestral domain (Carino 2007).
Right to Education. Indigenous peoples are the least served in terms of access
to education, mainly due to the remoteness of their ancestral domains, as well as
poverty and the prohibitive cost of sending indigenous children to school, and the
discrimination experienced by indigenous children. Statistics show that nine out of ten
indigenous children in Mindanao have no access to education and many indigenous
communities do not have schools. Armed conflict between the Armed Forces of the
Philippines (AFP) and the New People’s Army (NPA) continues to be a serious threat in
many IP areas. While some community-based organizations and religious institutions
have sought to provide alternative schools for IPs, there are reports that these schools,
as well as government-run daycare centers, have been used for the government’s
military counterinsurgency program called Oplan Bayanihan (the Internal Peace and
Security Plan).
The Philippine Constitution, in recognition of this diversity and under the

framework of national unity and development, mandates state recognition, protection,
promotion, and fulfillment of the rights of Indigenous Peoples. Further, Republic Act
8371, also known as the “Indigenous Peoples Rights Act” (1997, IPRA), recognized the
98
right of IPs to manage their ancestral domains; it has become the cornerstone of
current national policy on IPs. 20
3. What are the possible challenges in handling the IP Learners ?

As teachers, you need to find out the possible challenges in handling varied IP
learners. Their socio-cultural beliefs and traditions vary as their location too. Their
terrain, way of living, way of raising children, their language and actions vary even if
they belong to the same IP group. Thus, if they will be put in a mainstreamed class,
you, as the teacher, must be ready to accept that his/her classes are composed of
unique learners with different level of understanding, culture and tradition yet will be
learning the same lesson. It entails therefore a lot of creativity on your part to prepare
varied instructional activities for the same lesson. You must be familiar with
contextualization, differentiated instruction, learning styles and multiple intelligences
of the learner for you have to put all the activities in the same lesson within the context
and locality of the learners and at key stage level without sacrificing quality and
equality.
The following are suggested readings for you to explore and to discuss with your
school head, colleagues and friends. As you have your tea time, do find time to write
relevant thoughts from your discussions.
a. Legal Bases (Philippine Constitution and IPRA 1997)
b. RA 10533 of the K to 12 BEP
c. DepEd Order 32, s. 2015 (Inclusion Program and Indigenous Peoples’
Education Program)
d. DO 32,s 2015- Adopting the IPED Curriculum Framework
e. DO 51, s 2014- Guidelines in the Conduct of Activities and Materials
Involving Aspects of IP Culture
f. DO 3, s2017- Multi-Year Implementing Guidelines on the Allocation and
Utilization of the IPED Program Support Fund
g. DO 50, s 2016- Hiring Guidelines for the T-1 Positions in Schools
Implementing IPED effective SY 2016-2017
h. DO 62,s 2011 National IPED Policy Framework
HOUSE OF IDEAS
Synthesize what you have read through a graphic organize particularly a house. In
each part of the house indicate the following: learners’ needs, challenges, action and
your role as a teacher.
LIFELINES
Read the situation below, and then do the steps that follow:
An IP learner was displaced by disaster and enrols in your school. At first the
learner is active in your class but after a week of stay, it seems he falls behind in your
lessons. Your limited experience hampers you in reaching out to the students properly.
20
http://fpe.ph/indigenous-communities.html/view/where-are-indigenous-peoples-
distributed-in-the-philippines/all/0
99
Do the following:
1. Write at least five steps that you will take in helping this learner. After writing
the steps, consult your colleague or anyone from your school and discuss the
steps that you will l take.
2. From the consultation notes, write encouragement notes for that learner not
to give up his/her studies.
LESSON SEQUENCE
Your next challenge is to make a lesson sequence for that IP student who has
problems in language learning and is displaced by a disaster like flood so that he/she
can catch up with your lesson. As you prepare the lesson sequence, always
consult/confer with your seasoned co-teachers. Have your school head look into the
plan and ask discuss it with him/her. Be ready for modifications and have it signed by
him/her. You can use the matrix below to guide you in your lesson sequence.
If you think the matrix is not enough, you can add columns. Modify it.
Remember, you know more your student and I can see that you are more creative.
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

Student/ resources/
grade level materials
1. Vocabulary
development
100
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.
____5. An IP learner has a similar learning style and needs with other non-
IPs.
____6. All strategies are applicable to IP learners.
____7. A teacher should stick to one strategy in teaching IPs.
____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.
____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
101
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milestones for children aged 0–12 & other information for families.
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Davis, Pauline and Florian, Lani. 2004. Teaching Strategies and Approaches for Pupils with
Special Education Needs: A Scoping Strategy. http://dera.ioe.ac.uk/6059/1/RR516.pdf
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earning_Deakin%20Unv.pdf
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ECCD Council. 2010. The National Early Learning Framework of the Philippines.
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pictures-and-press-releases/computer-assisted-learning
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———. 2010. Strengthening the Implementation of the Special Program in the Arts (SPA) and
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———. 2011. Policies and Guidelines on the Implementation of the Universal Kindergarten
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Tenurial_Security_in_the_Northern_Philippines
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Molintas JM. 2004. The Philippine Indigenous Peoples’ Struggle for Land and Life. Hawaii:
University of Hawaii.
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http://www.ncipro67.com.ph/
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services/people-disabilities
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Pappas, Christopher. 2013. Important Characteristics of Adult Learners .
https://elearningindustry.com/8-important-characteristics-of-adult-learners
Philippine National Research Center for Teacher Quality. 2016. Philippine Professional
Standards for Teachers. Manila.
Philippines Indigenous Peoples ICERD Shadow Report. Submission to the Committee on the
Elimination of All Forms of Racial Discrimination. 75th Session, 3–28 August 2009.
PIPLinks. ICERD IP Consortium. Discrimination Against Indigenous Peoples in the Philippines.
http://www.piplinks.org/sectoral_issues/Sectoral+Issues.html
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http://www.stanfordchildrens.org/en/topic/default%3Fid%3Dthe-growing-child-school-
age-6-to-12-years-90-P02278&sa=U&ei=eMq7VNe2I8_4yQSX-
oCwAw&ved=0CEIQFjAI&usg=AFQjCNFn5tO-78ISMzUno4_7cO4dCvft1Q
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agenda/
The Glossary of Education Reform. 2014. http://edglossary.org/hidden-curriculum
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students-with-special-needs-3110248
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https://en.wikipedia.org/wiki/Alternative_Learning_System_(Philippines)
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104
Answer Keys
Session 1: Early Language Literacy and Numeracy
Pre-Test and Post-Test

1. /
2. /
3. /
4. /
5./
6./
7.x
8./
9./
10.x
Session 2: Flexible Learning Options

ACROSS DOWN
1. ADM 2. MULTIMEDIA
3. SARF 4. FLO
6. MOBILE 5. TELETEACHING
7. FLEXIBLE 8. SARDO
9. ALTERNATIVE
10. BLENDED
Session 3: Inclusive Education

1. d
2. b
3. d
4. a
5. a
6. c
7. d
8. a
9. a
10. d
Session IV: Basic Education Progra
1. d
2. d
3. b
4. b
5. a
6. b
7. d
8. c
9. d
10. b
105
Answer Key to Activity 1.1 Check me!
No. Characteristics Kindergarten Grade Grade Grade

to Grade 3 4 to 6 7 to 10 11 to 12
1 The onset of puberty
happens when young teens 
undergo physiological
changes triggered by the
release of hormones
2 Physiological development 
will be almost complete
3 Children at this stage use
symbols that allow them to
think creatively and slowly 
as they are learning to
process information logically
4 They develop the capacity to 
peers.
5 The ability to learn grows
substantially at this age
because of their increasing 
capacity to think
conceptually, solve
problems, and use language
6 They learn what is expected 
of them by observing and
imitating models, who are
usually their parents, but
can also be other significant
people like older siblings,
teachers, or peers.
7 Children’s self-concept (how 
they see themselves) at this
age is influenced in larger
part by their physical,
intellectual, and social skills
8 Their sense of identity, 
including their sexual
orientation and gender
identity or gender expression
(SOGIE), is firmer and
clearer
9 They develop the capacity to 
peers.
10 They begin to experience 
feelings of attraction, which
occur as they encounter
106
No. Characteristics Kindergarten Grade Grade Grade
to Grade 3 4 to 6 7 to 10 11 to 12
gender identity or gender
expression issues.
Session 6: Alternative Learning System

1. TRUE
2. TRUE
3. Alive in ALS
4. TRUE
5. Family Basic Literacy Program
6. TRUE
7. Informal Education for Disadvantage Children
8. 1987 Constitution
9. Functional Literacy Test (FLT)
10. TRUE
Session 8: Enhanced Basic Education Curriculum

Part I
1. A
2. D
3. B
4. C
5. A
Part II
1. B
2. D
3. E
4. E
5. E
6. E
7. A
8. B
9. C
10. E
11. Track
12. Track
13. Track
14. Track
15. Strand
16. Track
17. Strand
18. Strand
19. Strand
20. Strand
107
2018
TEACHER INDUCTION
PROGRAM
MODULE 4
BEST | CARDNO
Contents
MODULE 4: TEACHING APPROACHES ..................................................................................................... 1
I. SESSION 1: differentiated instruction ............................................................................................. 2
Objectives.................................................................................................................................... 2
Pre-Test ....................................................................................................................................... 3
Key Concepts ............................................................................................................................... 4
Reflection .................................................................................................................................. 17
Post-Test ................................................................................................................................... 18
II. Session 2: Explicit teaching ........................................................................................................... 19
Desired learning Outcomes....................................................................................................... 19
Objectives of the Session .......................................................................................................... 19
Pretest: ...................................................................................................................................... 20
Key Concepts ............................................................................................................................. 21
Reflection .................................................................................................................................. 24
III. SESSION 3: 21ST CENTURY TEACHING........................................................................................ 25
Objectives: ................................................................................................................................ 25
Pre-Test ..................................................................................................................................... 26
Key Concepts ............................................................................................................................. 28
Reflection .................................................................................................................................. 35
IV. Session 4: Daily Lesson Logs...................................................................................................... 37
Desired learning Outcomes....................................................................................................... 37
Objectives.................................................................................................................................. 37
Pretest: Identifying the parts of the DLL and DLP. .................................................................... 38
Key Concepts ............................................................................................................................. 39
Activities and assessment ......................................................................................................... 43
Reflection .................................................................................................................................. 47
Post-Test: Identify the following : ............................................................................................. 49
V. Session 5: Contextualization, Localization, and Indigenization of Resource Materials ................ 50
Desired learning outcomes ....................................................................................................... 50
Objectives.................................................................................................................................. 50
Pre-Test ..................................................................................................................................... 51
Key Concepts ............................................................................................................................. 52
Reflection .................................................................................................................................. 55
Post Test .................................................................................................................................... 56
VI. Session 6: School Forms and Learner Information System(LIS) ................................................ 57
A. Desired Learning Outcomes ...................................................................................................... 57
B. Objectives.............................................................................................................................. 57
C. Pre-Test ..................................................................................................................................... 58
D. Vocabulary ................................................................................................................................ 59
E. Key Concepts ............................................................................................................................. 61
F. Activities and Assessment:........................................................................................................ 67
G. Reflection .................................................................................................................................. 71
H. Post –Test .................................................................................................................................. 72
VII. Session 7: CLASSROOM MANAGEMENT ................................................................................... 73
A. Desired Learning Outcomes ...................................................................................................... 73
B. Objectives: ................................................................................................................................ 73
C. PRE-TEST ................................................................................................................................... 74
D. Glossary of Terms...................................................................................................................... 74
E. Key Concepts ............................................................................................................................. 75
G. Activities and Assessment ......................................................................................................... 76
Reflection: ................................................................................................................................. 80
POST TEST ................................................................................................................................. 81
VIII. Session 8: The Child Protection and Anti-Bullying Policies ....................................................... 82
Objectives: ................................................................................................................................ 82
Pre-Test ..................................................................................................................................... 83
Key Concepts ............................................................................................................................. 85
Reflection .................................................................................................................................. 88
Post Test .................................................................................................................................... 89
ii | P a g e Teacher Induction Program(Version 1.0)

REFERENCES
ANSWER KEYS
iii | P a g e Teacher Induction Program(Version

1.0)
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.
1
I. SESSION 1: DIFFERENTIATED INSTRUCTION

(PTIs)
3.1.1. Demonstrate knowledge and 3.1.2. Use differentiated,

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

designing learning opportunities; and
b. Plan and design learning opportunities that address diversity of learners.
2
Pre-Test
Write TRUE if the statement is correct and FALSE if otherwise incorrect.
_________1. Gifted learners can only be catered fully if not mixed in a regular class.
_________2. Diversity of learners refer to difference in terms of gender, race, nationality
and culture.
_________3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
_________4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.
_________5. Responding to the strengths, needs and learning preferences of individual
students helps create an inclusive learning experiences.
_________6. IP learners learn best when taught in a contextualized manner.
_________7. One-size-fits-all approach is possible in addressing diversity of learners.
_________8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
_________9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
_________10. Gender sensitivity is very important in dealing with diverse learners.
3
Glossary of Terms
Term Definition
Learners a person who is trying to gain knowledge or skill in something
by studying, practicing, or being taught. (Merriam-Webster
Dictionary, ND)
Diversity of an understanding that each individual is unique, and
Learners recognizing our individual differences. These can be along the
dimensions of race, ethnicity, gender, sexual orientation, socio-
economic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies.
(http://www.qcc.cuny.edu/diversity/definition.html)
Learning Needs the needs of a learner represent the gap between what the
learner wants to get out of the learning experience and his or
her current state of knowledge, skill, and enthusiasm
http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm
Learning Styles a term that speaks to the understanding that every student
learns differently. Technically, an individual’s learning style
refers to the preferential way in which the student absorbs
processes, comprehends and retains information. (teach.com)
Multiple different ways to demonstrate intellectual ability. Each person
Intelligences demonstrates his or her intelligence in each area to differing
degrees and in different ways. (Gardner, ND)
Teachers persons engaged in classroom teaching, in any level of
instruction, on full time basis, including guidance counsellors,
school librarians, industrial arts or vocational instructors, and
all other persons performing supervisory and / or
administrative functions in all schools, colleges and
universities operated by the Government or its political
subdivisions; but shall not include school nurses, school
physicians, school dentists, and other employees (Republic Act
4670)
Learners’ Profile a comprehensive data of each learner which aid school staff
build relationships with students and understand things from
their perspective. May include information about a student’s
skills, strengths, interests, highlight potential barriers to
learning, and make recommendations about what is needed to
support learning. This may inform planning, classroom layout,
timetabling and supports to enable students to participate and
contribute in all classroom learning.
http://inclusive.tki.org.nz/assets/Uploads/Developing+Learne
r+Profiles+infosheet.pdf
Key Concepts
The Diverse Learners
In the early years, the learners seemed to be homogeneous because of simplicity

in needs and way of life. Education is served to the learners in simple and traditional
ways. In the 21ST century, the learners have become more diverse. Teachers have to
address this diversity not because it is their responsibility but it is their professional
teaching needs. Teachers nowadays are served with trainings and other forms of
4
professional development to eventually walk their talk in order to effectively handle
various groups of diverse learners.
In the Philippines the diversity of people with diverse culture were being
addressed during the 6TH International Conference on Teacher Education (2010) that
social class, ethnicity, indigenous origin, religion, gender, language, and other socially
mediated attributes have increased the diversity in local educational agencies and
schools around the world. Learners brought with them their socio-economic, linguistic,
cultural and regional identities, a range of knowledge, skills, and dispositions they need
in their occupations, families, communities, and other civic responsibilities.
In the Philippine Professional Standard for Teachers (PPST), learners may be

grouped in terms of the following:
1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious background
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous group

Today’s learners are indeed more diverse than before. Embracing the diversity of
these learners would pave a way of producing better quality results. Teachers then need
to profile their learners and be knowledgeable in every single learner that gets inside
the classroom in terms gender, needs, strengths, interests, experiences and others.
Gender as defined refers to social attributes and opportunities associated with

being male and female and the relationships between women and men and girls and
boys, as well as the relations between women and those between men. These attributes,
opportunities, and relationships are socially constructed and are learned through
socialization process.
Although there are many exceptions, boys and girls do differ on average in ways
that parallel conventional gender stereotypes and that affect how the sexes behave at
school and in class. The differences have to do with physical behaviors, styles of social
interaction, academic motivations, behaviors, and choices. They have a variety of
sources—primarily parents, peers, and the media. Teachers are certainly not the
primary cause of gender role differences, but sometimes teachers influence them by
their responses to and choices made on behalf of students.1
It is then necessary that teachers at all levels and at all times be gender sensitive
and be able to address the needs of the learners.
One important fact about diversity of learners is that every student learns.
Although no two students come to school with the same culture, learning strengths,
background knowledge, or experiences, and no two students learn in exactly the same
way, every student’s unique personal history enriches classrooms, schools, and the
community. This diversity is our greatest education asset.2
1
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-differences-in-
the-classroom/
2
https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles5.pdf
5
Another way of knowing your learners is by looking at their learning styles. Here
is an illustration of the VARK model learning styles.
Your mastery of the different learning styles will help you to think and plan of
the most appropriate strategies in class to make your lesson interesting and engaging.
Aside from understanding the learning types of your learners you also must understand
the theory of multiple intelligences which is directly related to addressing learning
styles. The theory on multiple intelligences identifies linguistic, bodily-kinesthetic,
interpersonal, existential, logical-mathematical, musical, naturalist, spatial, and
intrapersonal intelligence as related concepts to the learning styles of your diverse
learners.
6
https://www.google.com.ph/search?q=example+of+9+multiple+intelligences&dcr=0&source=lnms&tbm=isc
h&sa=X&ved=0ahUKEwjez5WN76PWAhVKppQKHWsyBJEQ_AUICigB&biw=1686&bih=836&dpr=1.13#imgr
c=qBHmNF1kV11FHM:
Guided by the illustration, you can appreciate what your learners think and feel,
how they desire to learn and what is most important to them when learning. Diverse
learners learn in various ways that can be said to be different from one another. This
explains why multiple intelligences are an important consideration for a teacher to be
able to provide meaningful teaching-learning experiences in the classroom.
3. Learners’ linguistic, cultural, socioeconomic, and religious backgrounds

The Philippines is very rich in terms of linguistic and cultural diversity. A single
region or province alone has a lot of spoken languages. In this instance, the challenge
is in the early grades particularly in the K-3. It is where learners of diverse languages
come in to school bringing with them their mother tongue.
Classrooms are also a melting pot of various cultures which include differing
worldviews, religious beliefs, values, abilities, languages, and family backgrounds of
students. No matter how school administrators and teachers strive for homogeneity in
7
the classroom, differences are inevitable and thus must be dealt with appropriately as
this diversity may increase or impede students’ learning success.
In most cases, schools have socioeconomic diversity having a mix of students

from different income levels, social backgrounds, and in some cases, racial and ethnic
backgrounds.
4. Learners with disabilities, giftedness, and talents

Learners with disability, according to Individuals with Disabilities Education Act
(IDEA) (P. L. 101-476), means learners with mental retardation, hearing impairments
(including deafness), speech or language impairments, visual impairments (including
blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic
brain injury, other health impairments, or specific learning disabilities; and who, by
reason thereof, needs special education and related services (Knoblauch, B. S. , 1998).
UNICEF (2007) also states that the term also refers to those who have long-term
physical, mental, intellectual or sensory impairments, which in interaction with various
barriers may hinder their full and effective participation in society on an equal basis
with others.
Gifted and talented learners are learners who exhibit intensity and curiosity
sooner than the average child. They are usually recognized after being subjected to
evaluation by professionals.
Being aware of these learning disabilities or giftedness is a big factor in planning for
relevant learning opportunities.

Learners in difficult circumstances are those learners who are in places of
geographic isolation, chronic illness, displaced due to armed conflict, urban
resettlement or disasters; victims of child abuse and child labor practices.
These are the set of learners that requires extra care and attention for these are
the learners who are affected, physically, psychologically, emotionally, mentally or even
spiritually.
6. Learners from indigenous groups

The Philippines is a culturally diverse country with an estimated 14- 17 million
Indigenous Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly
concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao
(61%), with some groups in the Visayas area. The Philippine Constitution, in
recognition of this diversity and under the framework of national unity and
development, mandates state recognition, protection, promotion, and fulfillment of the
rights of Indigenous Peoples.3
In our present educational system, diversity brought about different indigenous

group are addressed through the implementation Indigenous Peoples Education (IPED)
Program. In this program, IP learners are provided with an education that is sensitive
to, and reflective of their cultural context, aspirations and concerns. It also strives to
http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/FastF
acts-IPs.html
8
provide education to IP learners without losing their cultural identity thus preserving
their customs and traditions which they value the most.
DIVERSE LEARNERS AND THEIR LEARNING NEEDS
Learners do not come from the same past experiences, economic status, cultural
background and the like. Regardless of these, each learner deserves equal opportunity
to learn in school. The challenge of giving them learning opportunities now depends on
the skills and know-how as a teacher. It is then important that teacher need to know
the needs of learners as well how they learn.
Learning needs represent the gap between what the learner wants to get out of
the learning experience and his or her current state of knowledge, skill, and
enthusiasm (http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm).
Diversity is an essential factor for teachers to consider in facilitating the learning

process. The learners’ diverse needs should be addressed in school to provide a child-
friendly, culture and gender-sensitive atmosphere as stated in the DepEd Vision and
Mission. To prepare students to be productive in pluralistic diverse societies, there is a
need to expand ways to create new innovative knowledge and technologies. The
enriching nature of diversity and transformative innovations are needed to live in a
complex challenging world and to create a socially-just multicultural, global learning
environment (6TH International Conference on Teacher Education, 2010).
Hughes (2017) added that the most important thing you can do to help educate
your students is to learn as much about them as possible. You can achieve this in a
wide variety of ways, either by spending time talking to the students, giving them
questionnaires to fill out, or engaging them in activities that reveal information about
them. Using a combination of all the above methods can help give you a clear picture of
what each student needs and how they learn best. For example, talking to students can
give you a clear picture of their verbal skills and personality. A questionnaire can target
specific information about the student and help you learn about their interests and
passions. Different icebreaker activities can allow you to observe students socializing so
you can learn how they act in groups. Another key component for learning about your
students is communicating with parents and families. This will give you background
information, such as their cultural identity or personal history. Knowing about your
student's cultural backgrounds, for example, can help you create a more culturally
sensitive classroom environment so every student feels welcome and safe.
It is important for educational practices to be flexible and responsive to the

strengths, needs and learning preferences of individual students. This helps create
inclusive learning experiences that ensure all students are successful. All children can
learn and reach their full potential when they are given opportunities, effective teaching
and appropriate resources. Decisions related to the placement of students are best
made on an individual basis in a way that maximizes their opportunity to participate
fully in the experience of schooling (Alberta Education, 2017).

Dealing with learners of varied gender, needs, strengths, interests and experiences
pose a great challenge for teachers. Teachers need to make learning relevant, authentic
and valuable.
9
All schools share the mission of helping every student reach his or her full
potential. However, teachers often find students in a class showing much diversity in
their needs and interests. Students differ a lot in their motivation, prior knowledge and
skills, learning styles, multiple intelligences, interests and backgrounds. To tap each
student’s potential, teachers need to value each student as an individual capable of
making progress. Embracing learner diversity is therefore an important direction in
school-based curriculum development. Nevertheless, schools have to realize that there
can hardly be a one-size-fits-all approach to addressing learner diversity. To ensure
effective learning for all students in the classroom, teachers need to develop sensitivity
to individual students’ needs and respond to them by flexibly adapting their teaching
strategies and content. Teachers can develop such sensitivity through analyzing
different sources of information (classroom observations, assessments, portfolios,
learner profiles, etc.) to find out how each student learns and design an appropriate
curriculum for them. With a good grasp of students’ characteristics, teachers can turn
learner diversity into an asset by capitalizing on their different talents, interests and
backgrounds brought to the classroom setting. For instance, students can make unique
contributions by playing different roles or doing different tasks inside and outside the
classroom. Teachers can then give their students opportunities to develop their
potential (Chan, ND).
Learning styles are often categorized and explained in the following way
where the manner of learning shall give the idea on needs of learner depending on
their learning style:
Manner of learning
Learning Style (what makes the learner learn more)
Learner learns more when aided by images,

Visual pictures, and spatial organization of elements.
Learner learns well when aided by music, sound,
Auditory rhyme, rhythm, speaking or listening.
Learner learns well by reading or writing the
Reading/Writing material he wants to learn.
Learner learns well when he can move his body,
Kinesthetic and/or use his hands and sense of touch. Writing
or drawing diagrams are physical activities that can
fall into this category.
Here is another illustration that will provide assistance as you plan and
identify the learning approach suitable to the needs and interests of your learners.
10
Howard Gardner’s Theory of Multiple Intelligences
http://mydiscoverypreschool.org/theory-of-multiple-intelligences/
Closely related to learning styles are thinking styles. These typically describe
how a student organizes information and solves problems. Based on the work of
Gregorc (1982), Judith Dodge presents four general thinking styles.
a. Concrete random thinkers—are creative, make intuitive leaps, enjoy
unstructured problem solving, like choices, are self-motivated, see the big
picture and not the details.
b. Concrete sequential thinkers—like order, respond to step-by-step
instruction, enjoy learning with concrete materials, attend to details, work
within a time line, and appreciate structure.
c. Abstract random thinkers—are guided by emotion and interest, seek
environments that are active, busy and unstructured, like to discuss ideas
and interact with others.
d. Abstract sequential thinkers—enjoy theory and abstract thought, focus
on knowledge and facts, thrive on independent investigation and research,
usually prefer to work alone to prove things for themselves.
11
Furthermore, learning patterns can be influenced by student gender and culture, as
well as unique personality. Some of these influences include:4
 being expressive or reserved in class interactions
 preferring competition or collaboration
 preferring to work individually or in a group
 approaching learning with a creative or practical way of thinking
 preferring part-to-whole or whole-to-part learning
 preferring contextual and personal learning or learning that is discrete
and impersonal
 viewing time as fixed and rigid or fluid and flexible
 being more impulsive or more reflective in one’s thinking and actions
 valuing creativity or conformity.
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

Saban (2013) found out that the learning needs in the multicultural classroom
are culturally responsive teaching, teacher immediacy behaviors, differentiated
instruction and teacher language competence and instructional clarity. Each of these
themes bears implications to equitable teaching. Students need a culturally responsive
teaching, such that if a teacher is culturally sensitive, he/she will endeavor to know
student backgrounds and capabilities and eventually make teaching preparation
relevant to the needs of actual students with no one left behind. Upon knowing
individual students, a teacher can then employ differentiated instruction to meet the
needs of all, considering their strengths and learning styles. This learning need is the
root of all the other themes as the latter build on the former. Moreover, a good teacher
who has committed and taken steps towards culturally responsive teaching will, by all
means, employ various teaching strategies. Teacher verbal and nonverbal immediacy
behaviors will then be manifested as these put across messages of love and concern
towards individual students in spite of who they are. Furthermore, since the teacher
desires to reach out to students’ needs, he/ she will use the language of instruction
masterfully so that effective communication will eventually lead to mutual
understanding and respect.
In a culturally diverse classroom, you will find every learning style, yet students
from particular ethnic cultures may respond more willingly to the kind of instruction
that is reinforced by their culture.5
4https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Note: For more activities and inputs, see
https://books.google.com.ph/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=Learners%E2%8
0%99+gender,+needs,+strengths,+interests+and+experiences&ots=AfjolMfenp&sig=ivGrFsiIgy8o0L6XDp0w
UQObVvw&redir_esc=y#v=onepage&q=Learners%E2%80%99%20gender%2C%20needs%2C%20strengths%
2C%20interests%20and%20experiences&f=true
http://avid.org/_documents/NatCon/Presentations%20and%20Handouts/(16)%20N.%20Carter%20
%20Teaching%20Boys%20versus%20Teaching%20Girls%20-
%20How%20can%20educators%20make%20a%20difference_PPT.pdf
5
https://uk.sagepub.com/sites/default/files/upmbinaries/53987_Davis_CH_6.pdf
Note: For more activities and inputs, see
https://books.google.com.ph/books?id=XwCpBQAAQBAJ&pg=PR21&dq=Learners%E2%80%99+linguistic,
+cultural,+socio-economic+and+religious+backgrounds&hl=en&sa=X&ved=0ahUKEwiCloW-
553WAhUGlpQKHZ2PBhQQ6AEIOTAE#v=onepage&q=Learners%E2%80%99%20linguistic%2C%20cultural
%2C%20socio-economic%20and%20religious%20backgrounds&f=false
12
3. Learners with disabilities, giftedness and talents
Students with disabilities can achieve at high levels when provided with
instructional supports and accommodations, and when educated with students without
disabilities to the maximum extent possible.
Gifted students may be served in the regular classroom through differentiation

and/or in classes with other gifted students taught by a gifted intervention specialist.6
The gifted and talented typically need a more rapid instructional pace than their
peers.

Learners in difficult circumstances do really have different needs. They are
usually not in the usual classroom setting hence, they need a different kind of
approach. Activities or strategies in addressing their need depend on the circumstance
where they are in. Teachers may use or utilize the Flexible Learning Options (FLOs) that
would cater to their specific needs.
Learners in difficult circumstances usually have the need to learn that can be
addressed by FLOs. One FLO that can be utilized is the Project EASE (Effective and
Affordable Secondary Education). Project EASE sought to provide distance learning
system to high school students who cannot come to school regularly or must leave
school temporarily because of circumstances beyond their control.
As facilitators of learning for learners in difficult circumstances, teachers have to

be flexible enough without compromising quality since some of these learners are just
forced to be in such situation like those who are affected by armed conflict.
5. Learners from indigenous groups

IP learners are truly unique group of learners. Education for them is not just
acquiring competencies stipulated in the K to 12 curriculum but they have that unique
need of preserving Indigenous Knowledge System and Practices (IKSPs). This was
clearly stipulated in the policy statement of Do. 62, s. 2011 letter a which states that
IPED shall, “adopt appropriate basic education pedagogy, content, and assessment
through the integration of Indigenous Knowledge System and Practices (IKSPs) in all
learning areas and processes”.
In dealing with IP learners, there is a need to highlight the relationship between

learning and the student group’s history and culture, thus contextualized learning
plays a very critical role in the learning process.7
What are some activities that can be appropriately used to address the needs of diverse learners?
To effectively meet the learning needs of students, classroom teachers must

begin with an understanding of the needs of the learners, both collectively as a
classroom unit and as individual students. Students often know which ways of learning
are most effective for them and what things get in the way of their success.
6
http://education.ohio.gov/topics/Special-Education/Diverse-Learners
7
Note: For more inputs, see http://www.deped.gov.ph/orders/do-32-s-2015.
13
Learner profiles and class profiles offer a starting point for this planning.
Inventories and other assessment tools also may provide you with valuable information.
A learner profile describes the ways in which students learns best. A

comprehensive learner profile includes information on student interests,
learning preferences and styles, and differences related to gender, culture and
personality. It also might include information on student learning strengths, needs and
types of supports that have been successful in the past. A learner profile needs to be
dynamic, as individual learners are constantly growing and changing.
The goal of a learner profile is to find out as much as possible about how an
individual learns. The goal is not to label students as certain kinds of learners but
rather to help them develop multiple pathways for learning. When working on
unfamiliar and/or challenging tasks, students will be more confident and motivated if
they are able to work in their areas of strength.8
8https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Note: For more inputs see
http://inclusive.tki.org.nz/assets/Uploads/Developing+Learner+Profiles+infosheet.pdf
14
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)
_____1. Gender a. Participation to festivities that

promotes one’s cultural identity
_____2. Religion Beliefs b. Participation to extra-curricular

activities with less or no expenses
_____3. Socio-economic Background c. Use of the Mother Tongue in the

early stage
_____4. Geographical Background d. Leadership in group tasks may

be done by either boys or girls
_____5. Language e. Use of Flexible Learning Options
_____6. Ethnic Group f. Need for equal opportunities to

lead the morning prayer
_____7. Culture g. Opportunities for maximum

development
_____8. Learners with disabilities h. More rapid instructional pace
_____9. Race i. Free from discrimination
____10. Gifted j. Relevant to Indigenous Knowledge

System and Practices (IKSPs)
15
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
DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES
1.Gender
2. Religion Beliefs
3. Socioeconomic Background
4. Geographical Background
5. Language
6. Ethnic Group
7. Culture
8. Learners with disabilities
9. Race
10. Gifted
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.
16
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?
II. Were you able to adequately address the diverse needs of these learners?
III. What are the needs to be improved professionally to deal with diverse learners?
IV. What is your realization on the importance of knowing and providing variation in
learning opportunities?
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…
17
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.
_________1. Gifted learners can only be catered fully if not mixed in a regular class.
_________2. Diversity of learners refer to difference in terms of gender, race, and
culture.
_________3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
_________4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.
_________5. Responding to the strengths, needs and learning preferences of
individual students helps create an inclusive learning experiences
_________6. IP learners learn best when taught in a contextualized manner.
_________7. One-size-fits-all approach is possible in addressing diversity of learners.
_________8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
_________9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
_________10. Gender sensitivity is very important in dealing with diverse learners.
18
II. SESSION 2: EXPLICIT TEACHING
Desired learning Outcomes
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.
Objectives of the Session
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.
19
Pretest:
Identify whether the given statements are true or not on explicit teaching. Write
F for fact and B for bluff.
1. In explicit teaching, there is a need for the teacher to model the behavior to
the students.
2. Teachers should be specific and direct enough to make learning accessible to
all students in the class.
3. In explicit teaching, the students restate the lesson objectives back to the
teacher in their own words.
4. The teacher presents the steps both orally and visually to meet needs of
learners.
5. The teacher explains what the task is, why it is important, and add to it, why it
is done.
6. The teacher may use a visual model to demonstrate a concept being taught
when necessary.
7. Explicit teaching is teacher-centered.
8. Students practice different kinds of problems during the guided practice time.
9. Students are deprived of working or completing the task independently.
10. The assessment of student performance in explicit teaching must be done
formally.
Glossary of Terms
Term Definition
Explicit Instruction instruction that is systematic, direct,
engaging, and success oriented. It is helpful
not only when discovery is impossible, but
when discovery may be inaccurate,
inadequate, incomplete, or inefficient. (Archer
& Hughes, 2011). It is a systematic method of
teaching with emphasis on proceeding in
small steps, checking for student
understanding, and achieving active and
successful participation by all students.
(Rosenshine, 1987).
Model method that helps make connections between
material to be learned and the process to
learn it by acting out sequences while
students observe and then imitate the task.
The hallmark of explicit instruction is a clear
model of what students are expected to learn.
This refers to modelling as establishing
conspicuous strategies. (Coyne et al. 2011)
Scaffolding applying stages to learning content and tasks
by first observing the student to see what she
can do and then helping her understand the
how and why until she can perform herself
(direct instruction, tutoring, modelling,
independence).
Skills ability to carry out a task with pre-
determined results within a given amount of
time, energy or both.
20
Term Definition
Strategy over-all or general design on how the lesson
will be executed or delivered; a set of decisions
on what learning activities to achieve an
objective.
Key Concepts
Explicit instruction is characterized by a series of supports or scaffolds, whereby

students are guided through the learning process with clear statements about the
purpose and rationale for learning the new skill, clear explanations and demonstrations
of the instructional target, and supported practice with feedback until independent
mastery has been achieved.
Soviet psychologist Lev Vygotsky developed the scaffolding theory. Scaffolding theory
describes social and instructional support for students learning new concepts,
comparable to structures erected alongside newly constructed buildings. The
scaffolding supports the construction (the introduction of new material) and is taken
away after completion (or when the lesson is understood.)
Explicit Instruction is a sequence of supports:
1. Setting the Stage for Learning

2. Clear explanation of what to do
3. Modeling the process (showing)
4. Guided Practice
5. Independent Practice
6. Assessment/Closure (informal or formal)
The 6 Components of Explicit Instruction

1. Setting the Stage
a) The anticipatory set – the teacher’s hook to capture student interest and connect
prior knowledge to the new learning of the lesson
b) The teacher states/clarifies the standards/learning objective/goal
c) The purpose of the lesson is explained
d) Students are able to restate the lesson objective back to the teacher in their own
words.
e) The teacher specifically connects the lesson to:
i. student interest
ii. background knowledge
iii. the big idea/concept that the skill/standard is linked to, and/or
iv. the previous day’s lesson
2. Explaining to Students What to do

a) Students need explicit details about the lesson.
b) The teacher re-explains in this component what the task is, why it is important,
and adds to it how it is done.
c) Give no-frills explanations that give students just enough information to cover
the basics and get them started. Less is more.
d) Don’t tell the kids that it will be hard. That discourages kids right off the bat.
They may tune the lesson out right then and there.
e) Make it simple and direct enough to make the learning accessible to ALL
students in the class.
21
f) Divide the task into a few steps that are logically ordered.
g) Present the steps both orally and visually to meet needs of kids with different
modality strengths. (Visual Instructional Plans – Fred Jones)
3. Modeling for Students ( I do )

a) Some people believe that explaining is synonymous with instruction. When the
extent of the instruction is ONLY an explanation, without modeling or guided
practice, teachers have no idea whether or not students understand the lesson
content until it is too late. Just hearing or reading directions is not enough.
b) Modeling offers kids the opportunity to watch the process unfold before their
eyes. The teacher engages in whatever is involved in the learning task EXACTLY
as the students will be expected to perform it.
c) The teacher shares inner thoughts – modeling the thinking process, and the
teacher often uses a visual model to demonstrate the concept being taught.
d) It is important during this component for the teacher to connect with the kids, to
see their eyes alert and focused, rather than glazed over!
e) During this component, teachers need to elicit informal input from the kids and
keep them actively engaged –
i. Asking students to underline a portion of text on board or overhead
ii. Use the mini white boards
iii. Repeat to a partner
iv. Ask students to read the completed response aloud with you to make sure
it sounds good and makes sense.
v. Ask for possible revisions.
f.) Teacher makes good strategies conspicuous for kids
i. Ask lots of questions – use Bloom’s Taxonomy
ii. Delve and probe into questions – trying to elicit deeper responses from
kids
iii. Appropriate instructional pacing
iv. Adequate processing time (Think Time)
v. Constant check for understanding
4. Guided Practice (We do)

a) Frey and Fisher believe that guided instruction should consist of cues, prompts
and questions to help the teacher understand the students’ thinking, provide
scaffolding, get students doing some of the cognitive work, and gradually
increase their understanding.
b) Graphic organizers and frames work GREAT during this component. These tools
simplify the task of representing knowledge on paper by providing graphic cues.
They are helpful instructional aids that help kids move easily from teacher-
control toward their own independent application of the learning. BUT…. They
are NOT a substitute for instruction. If kids are to do well in a testing situation,
they need to have heard the explanation, seen the model, practiced with the
organizer or frame as many times as needed, and then worked backward,
removing one support at a time. After enough trials with the graphic aide, the
teacher can take that away and expect kids to be able to be successful with just
a review of the model. Eventually the model should disappear too!
c) Provide scaffolding as a temporary support/guidance in the form of steps, tasks,
materials, and personal support
d) Provide examples/non-examples, and graphic organizers, study guides, Kate
Kinsella starter stems
e) Check for understanding through ongoing assessment and constant feedback
f) Highly structured
g) Use mini-white boards, highlighters
22
h) Students summarize in their own words, turn to a neighbor and tell them….
5. Independent Practice (You do)

a) Students practice the SAME kinds of problems as during the guided practice
time.
b) Don’t allow for too much time for this. Students get off task, attention wanders,
and time is wasted.
c) During this time, teacher should be moving about the room, watching, guiding,
and moving students along.
d) Be sure students can accurately complete task independently.
6. Closure/Assessment
a) The assessment portion can be informal - using Fist-to-Five, 12 Word Summary,
Brain Bark, Exit Cards, Idea Wave, Thumbs Up, Thumbs Down, etc.
b) The assessment portion can be formal – a method to measure student
understanding or proficiency of the learning objective in test or quiz format or
essay writing, project, report, etc.
c) It is a time to collect student learning evidence of standards/objectives.
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
table below
Key concepts Role of the Teacher Steps in Explicit
Teaching
Using the template below, choose a least learned skill that can be taught better using explicit teaching
approach then prepare a detailed lesson plan (DLP) appropriate to the grade level of your students.
Explicit Teaching DLP Template

I. Objectives
II. Subject Matter

Topic:
Materials:
References:
III. Procedure
.
23
a. Introduction
b. Modeling
c. Guided Practice
d. Independent Practice
e. Assessment/ Closure
IV. Reflection
DEMO-TEACHING (1 hr.)
Procedure:
1. Use the prepared DLP in demo-teaching.

2. Invite your school head in your class to evaluate how you did well in the
delivery of your lesson
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 Doing Continue Doing
24
III. SESSION 3: 21ST CENTURY TEACHING

(PTIs)
4.1.1. Prepare developmentally 4.2.2. Set achievable and appropriate

sequenced teaching and learning learning outcomes that are aligned with
process to meet curriculum learning competencies
requirements.
4.3.1. Demonstrate knowledge in the
4.2.1. Identify learning outcomes
implementation of relevant and
that are aligned with learning
responsive learning programs.
competencies.
Objectives:
a. Demonstrate understanding on the nature of 21st Century Learners

b. Adapt learning outcomes that are aligned with learning competencies that
address the diverse learners of the 21st century
c. Develop a sample Detailed Lesson Plan (DLP) on your area based on the
learning outcomes/competencies that addresses the diverse learners of the
21st century.
25
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
( K to 3; 4 to 6; 7 to 10
and 11 to 12)
1. Enjoy long periods of free play.
2. Enjoy new materials and equipment.
3. Can play and carry out projects with adult

support.
4. Enjoy physical activities that master specific

skills.
5. Have a growing desire to assert individuality

and independence.
6. Developing strong interest, hobbies and

collection.
7. Experiencing the beginning of puberty.
8. Depend on their peer group to develop

identity.
9. Can plan ahead and organize tasks with

little or no guidance from adults.
10. Beginning to think about their future life

roles.
11. Have a strong desire to assert individuality

and independence.
 Identify the 21st century 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-solving

activities and conducts research
2. The learners analyse data and introduce project

plans
3. The learners uses knowledge to create products

and processes
26
4. They try to do the task assigned in cooperation
with other members of the group
5. Solicits consensus to arrive at a unique solution

to the problem and encourages community-
building practices
6. Able to work with a variety of individuals across

diverse ethnic groups
7. Has a knowledge of organizational cultures and

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

messages in a manner that that can be easily
understood by the majority
9. Uses all kinds of media effectively without

compromising the rights of others
10. Effectively using all sorts electronic information

and knowledge tools to gather data before
making conclusions
11. Able to manage change in the workplace
12. Has the eagerness to continue learning 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
Learning Programs Implemented
Stage
K to 3
4 to 6
7 to 10
11 to 12
27
Glossary of Terms
Term Definition
Key Learning Stages four learning stages in the Philippine
setting that include learners from
kindergarten to grade 3, grade 4 to 6,
Junior High School learners and the
Senior High School learners
21st Century Skills seven identified skills that are essential
to be mastered by the learners in a 21st
century classroom such as critical
thinking, creativity, collaboration,
cross-cultural understanding,
communication, computing / ICT
literacy, and career and learning self-
reliance
Detailed Lesson Plan (DLP) is a teacher’s “road map” for a lesson.
It contains a detailed description of the
steps a teacher will take to teach a
particular topic. A typical DLP contains
the following parts: Objectives,
Content, Learning Resources,
Procedures, Remarks and Reflection
Responsive Learning emphasizes the social, emotional, and
academic growth of learners in any of
the key learning stage in a strong and
safe learning environment
Key Concepts
Session 1. Nature of Learners by Key Stages9
Transition Years Grade K-1 (5-6 years)
Physical Social-Emotional Cognitive
a. Enjoy long periods of a. Eager to receive adult a. Understand language

free play praise. better than they
b. Developing eye-hand b. Enjoy dramatic play speak
coordination c. Eager to engage in new b. Are interested in
c. Enjoy small group activities/adventures present, vague
cooperative games led by involved adult concepts of
d. May require rest d. Eager to identify with past/future
after high energy older children c. Eager to learn
play e. Enjoy exploring new d. Ask many questions
materials and e. Define things by their
equipment use
9
Adapted from
https://www.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/Everyone/developme
ntal%20characteristics.pdf
28
e. Improve body f. can be easily frightened f. Developing a sense of
coordination; yet still by novel or strange humor
can fall easily events g. Communicate best
g. Prefer play in small within a small group
groups of peers
h. Like responsibilities h. May need guidance of
they can handle adult when starting a
i. Learning to cooperate new task
with others, but may at
times display selfish
behavior
Middle Years Grade 2-3 (7-9 years)
Physical Social Emotional Cognitive
a. Enthusiastic about a. Have a strong drive a. Like to talk; use

games towards independence language to express
b. Experiencing b. Develop a strong sense feelings/tell stories
improvement in both of loyalty to friends
b. Developing a sense of
gross and fine motor c. Need to belong to a
time
skills group
c. Possess a high d. Play with and are c. Enjoy collecting
activity level friends with same-sex things
d. Practice to mast peers
variations of e. Like to take on d. Enjoy problem-
movement for responsibility solving games like
physical activities f. Live in a world of games, treasure hunts
e. Enjoy games that rituals and humor e. Can plan and carry
allow for comparison inhabited only by out projects with
of skills children adult support
f. Enjoy games that g. Like to have best friend
allow for self- h. have a rigid sense of f. Becoming more self-
improvement right and wrong directed in activities
i. Need help accepting
g. Better able to
peers who are different
understand and
or left out of a group
appreciate
differences of opinion
Pre-Adolescent Years Grades 4-6 (10-12 years)
a. May be careless a. Enjoy small, peer- a. Ask many questions

about their clothes, dominated group and want thoughtful
room and body discussions answers
cleanliness b. Like to join organized b. Can often
b. Girls may have groups understand other
sudden growth spurt c. Are anxious to grow up points of view
and beginning signs d. Are intensely loyal to
of puberty their peer group
29
c. Enjoy physical e. form a close one-on-one c. Developing strong
activities that master friendship interests, hobbies
specific skills f. Have a growing desire to and collections
d. Enjoy competitive assert individuality and d. Engage in day
games independence dreaming
e. Possess a high g. Can be daring and e. Enjoy problem-
activity level competitive solving games and
f. Enjoy games that h. Can be critical of peers puzzles, etc.
allow for comparison and adults f. Enjoy rule-based
of skills i. Are self-conscious of games
g. Enjoy games that their abilities g. Are beginning to
allow for self- develop view about
improvement social/global issues
h. Beginning to enjoy
humor by telling
jokes and
understanding
sarcasm.
Early Teens Grade 7-8 (13-14 years)
a. May appear awkward a. Sensitive to their a. Capable of high level

as result of rapid appearance of abstract thought
physical growth b. Establishing a personal b. Beginning to think
b. Experiencing the moral code about their future life
beginning of puberty c. Unsure of their place in roles
c. Differ greatly in rate society c. Need time and
of maturation d. Depend on their peer freedom to engage in
d. Need to become group to develop self-reflection
familiar with identity d. Are able to postpone
changing body with e. Critical of their peer gratification
strong drives group to develop e. Can plan ahead and
e. Tend to tire easily identity organize tasks with
f. Have a high activity f. Critical of their parents little or no guidance
level and appetite and home from adults
g. Enjoy cooperative g. May adopt extremes f. Beginning to develop
games and and fads in clothing, views about social
competitive sports speech, handwriting issues
and mannerisms
h. Form close one-to-one
friendships
i. Enjoy small, peer-
dominated group
discussions
j. have a strong desire to
assert individuality and
independence
30
Session 2. The 21st Century Skills (2)
To thrive in a digital economy, students will need digital age proficiencies. It is
important for the educational system to make parallel changes in order to fulfil its
mission in society, (namely) such as the preparation of (students) learners for the
world beyond the classroom. Therefore, the educational system must understand and
embrace the following 21st century skills within the context of rigorous academic
standards.
The Seven Cs – 21st Century Lifelong Skills10
a. Critical Thinking-and-Doing – Defines thinking skill as “thinking creatively,

making decisions, solving problems, seeing things in the mind’s eye, knowing how
to learn and reasoning.” Furthermore, sound reasoning enables students to plan,
design, execute, and evaluate solutions-processes that are often carried out more
efficiently and effectively using technological tools.
b. Creativity – New knowledge creation, “Best Fit” Design solutions, Artful
Storytelling, etc. Today’s knowledge workers are expected to adjust and adapt to
changing environments. Inherent in such lifelong learning is a curiosity about the
world and how it works. Curiosity fuels lifelong learning as it contribute to the
discovery of new ideas and results in the introduction of new processes that would
contribute to the betterment of our way of life.
c. Collaboration – The rapid pace of today’s society and communications networks
have caused – and enabled - a shift in the level of decision-making. The complexity
of today’s world requires a high degree of specialization by decision-makers –
hence the need for teaming of specialists to accomplish complex tasks in ways that
are efficient, effective and timely.
d. Cross-cultural Understanding – The world is rapidly becoming wired and the
resulting globalization of commerce and trade has increased the need for cultural
literacy. In such a global economy, where everybody is concerned about
interactions, partnerships and competition from around the world, there is a
greater necessity for knowing, understanding and appreciating other cultures,
including cultural formations established as norms in a technological society.
e. Communication – Crafting Messages and Using Media Effectively. In todays
wired, networked society it is imperative that students understand how to
communicate using technology. This includes person-to-person email interactions,
listservs, group interactions in virtual learning spaces, chat rooms, interactive
videoconferencing, phone/audio interactions, and interactions through
simulations and use of models.
f. Computing / ICT Literacy – Effective Use of Electronic Information and
Knowledge Tools, Visual and Information Literacy. Choosing appropriate tools for
the task and applying them to real-world situations in ways that add significant
value results in increased collaboration, promotion of creativity, construction of
models, preparation of publications and other creative works.
g. Career and Learning Self-Reliance – Managing Change, Lifelong Learning and
Career Redefinition. The interconnectedness of today’s world brings with it
unprecedented complexity. Interaction in such an environment requires
individuals to be able to identify and react to changing conditions independently –
10
Adapted from https://www.actfl.org/sites/.../21stCenturySkillsMap/p21_worldlanguagesmap.pdf
31
self-directed learners who are able to analyse new conditions as they arise, identify
the new skills that will be required to deal with these conditions and
independently charts a course that responds to these changes. They must be able
to take into account contingencies, anticipating changes, and understanding
interdependencies within the systems.
Department of Education
Region ______
Division of _________________
DLP / DLL MONITORING AND EVALUATION FORM
Name of Teacher: __________________________________________ Quarter: ______________________
Learning Area: _____________________________________________ Week: ________________________
Content: ________________________________________________________________________________
The DLL Objectives

has the
following _____ stated in behavioral terms _____ SMART objectives
parts:
_____ aligned with content standards _____ Provided Code Book Legend
_____ aligned with performance standards _____ ICT Integration
Learning Resources
_____ listed reference materials _____ TC pages
_____ utilized materials from LR portal _____ LM pages
_____ other learning resources
Procedure / Strategies
_____ linked new lesson to previous learning _____ values/concept integration
_____ purpose of lesson is clearly presented _____ technology integration
_____ new concepts identified _____ government thrust integration
_____ clear/organized assessment _____ Others
________ selected response (with answer key) __________________________
________ constructed response __________________________
________ performance (with rubric) __________________________
Assignment _______________________________________________________________
Reflections _______________________________________________________________
Overall
Remarks:
32
Session 3. Relevant and Responsive Learning Programs
Research studies pointed out to four methods for making instruction relevant to the
learners:11
a. Discussing how theory can be applied in practice
b. Making a link to local cases
c. Relating subject matter to everyday applications
d. Discussing and finding applications in current newsworthy issues and
events.
Likewise, Wieman (2007) recommended that students be provided with intentional

and explicit opportunities to discuss, for each topic covered, why the topic is worth
learning, how it operates in the real world, why it makes sense, and how it connects
to things the student already knows.
Here are a few tips for making learning engaging and personally relevant, according
to Willis, Faeth, and Immordino-Yang:
1. Use suspense and keep it fresh.
“Drop hints about a new learning unit before you reveal what it might be, leave
gaping pauses in your speech, etc; all this can activate emotional signals and keep
student interest piqued.
2. Make it student-directed.
“Give students a choice of assignments on a particular topic, or ask them to design

one of their own. “When students are involved in designing the lesson,” write
Immordino-Yang and Faeth, “they better understand the goal of the lesson and
become more emotionally invested in and attached to the learning outcomes.”
3. Connect it to their lives and what they already know.
“Taking the time to brainstorm about what students already know and would like
to learn about a topic helps them to create goals — and helps teachers see the best
points of departure for new ideas. Making cross-curricular connections also helps
solidify those neural loops.
With no reference point and no intrigue, say Willis, Immordino-Yang, and Faeth,
information is fairly likely to go in one ear and straight out the other.”
Two additional ways to provide relevance for students are with utility value and
relatedness:
4. Provide utility value.
Utility value answers the question, “Yeah, but what am I gonna use this for?”
Utility value is purely academic and emphasises the importance that content has for
the students’ future goals–both short-term and long-term. For example, physics tends
to be less than fascinating to your average student, but for a student who wants to be
an engineer, physics is interesting and can also hold great utility value.
11
Adapted from https://www.thoughtco.com › Resources › For Educators › Motivating Students
33
Utility value provides relevance first by piquing students telling them the content is
important to their future goals; it then continues by showing or explaining how the
content fits into their plans for the future.
This helps students realise the content is not just interesting but also worth
knowing.
5. Build relatedness.
Relatedness, on the other hand, answers the question, “What this have to do with
me?” It is an inherent need students have to feel close to the significant people in
their lives, including teachers. Relatedness is seen by many as having non-academic
and academic sides.
The non-academic side of relatedness emphasises the relationship the instructor
has with students: students need to feel close to their teachers and are more likely to
listen to, learn from, and identify with the ones they like. Students come to value
what a likeable instructor says, seeing it as something worth learning because the
instructor sees it as something worth knowing. This is why genuine enthusiasm
expressed during instruction is important; it shows students how important the
content is to the instructor.
Relatedness provides relevance to students first via the developing relationship
between teacher and student. Relevance then helps students see that the content is
worth knowing by showing how it fits into their current and future frame of reference.
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
34
- If you have a peer, present to him or her your work and discuss the nature
of the learners in your school. Your partner will do the same with you.
- Consult with another teacher and discuss your answers with him/her.
2. Develop a Sample Detailed Lesson Plan (DLP) in your area of specialization

following the format prescribed in DepED Order #42, s. 2016 on “Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program.” The topic on the preparation of DLP was discussed in Session of
Module 4.
- Incorporate Integrate a specific 21st century skill in your DLP.
- This will be checked by your coach/mentor if done in district or division In-
Service Training (INSET) or by your school head if done a school-based
training. Your mentor or school head will use the form on following page to
evaluate your DLP.
3. Identify the different learning programs offered in your school or in your
district that are relevant and responsive to the needs of your learners in any of
the key learning stages.
4. Interview a master teacher in your school or district and ask him or her about
the learning programs being offered in the school that cater the needs of the
learners.
5. List all the programs below and indicate the reasons why the programs are
being implemented in the school or district.
Learning Programs Offered Catered/Addressed Remarks

in the school Learners’ Needs
- Discuss your answer with your peer or your coach /mentor.
Reflection
 As a newly-hired teacher, how does the session help you to become a

responsive teacher to the needs of your learners?
35
 How did the session help you in integrating a 21st century skill in your DLP?
 How does the session help you as a newly-hired teacher manage better the
individual differences your learners?
 Which of the skills discussed are you comfortable in teaching given your
current level of professional development?
 Which skill do you find challenging to teach?
36
IV. SESSION 4: DAILY LESSON LOGS
Desired learning Outcomes
Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs) (PTIs)
4.1.1 4.1.2
Prepare developmentally sequenced Plan, manage and implement
teaching and learning process to developmentally sequenced teaching
meet curriculum requirements. and learning process to meet
curriculum requirements and varied
teaching contexts
Objectives
At the end of the session, you will be able to:

1. Explain the teaching process through the essential elements of the Daily
Lesson Log (DLL) and Detailed Lesson Plan (DLP)
2. Prepare a one-week developmentally sequenced teaching and learning

process following the DLL and DLP requirements.
3. Plan and implement a one session DLP to be observed by a TIP mentor

and the school head.
37
Pretest: Identifying the parts of the DLL and DLP.
As a beginning teacher/proficient teacher, it is necessary for you to be able to

identify the parts of a lesson plan. Read the description below then write your
answer on the space provided.
____________________1. This part of the DLL and DLP includes content
knowledge and competencies
____________________2. This part of the DLL and DLP refers to the learning
area-based facts, concepts, and procedures that students need to learn.
____________________3. It pertains to the particular content that the lesson

focuses on.
____________________4. The knowledge, skills, and attitudes that students need
to demonstrate in a lesson.
____________________ 5. This part of the DLL and DLP asks teachers to log the
references and that the teacher will use for the lesson. The references include
the particular pages of the TG, LM, textbook, and the additional materials
from the LRMDS portal.
_____________________6. This part of the lesson details the steps and activities the
teachers and learners will do during the lesson towards achievement of the
lesson’s objectives.
_____________________7. This is a part of the DLL and DLP in which teachers
shall indicate special cases including but not limited to continuation of lesson
plan to the following day in case of re-teaching or lack of time, transfer of lesson
to the following day in cases of class suspension, etc.
______________________8. This part of the DLL and DLP requires teachers to

reflect on and assess their effectiveness.
38
Glossary of Terms
Term Definition
Daily Lesson Log (DLL) is a template teachers use to log parts of
their daily lesson. The DLL covers a day’s
or a week’s worth of lessons and contains
the following parts: Objectives, Content,
Learning Resources, Procedures,
Remarks and Reflection.
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It
contains a detailed description of the
steps a teacher will take to teach a
particular topic. A typical DLP contains
the following parts: Objectives, Content,
Learning Resources, Procedures,
Remarks and Reflection.
Instruction refers to the methods and processes
used to direct learning.
Instructional planning is the process of systematically
planning, developing, evaluating, and
managing the instructional process by
using principles of teaching and
learning.
Key Concepts
Importance of lesson planning

a) Increases teacher’s chances of carrying out a lesson successfully. It also allows
teachers to be more confident before starting a lesson.
b) Inculcates reflective practice as it allows teachers to think about their teaching.
c) Helps teachers master learning area content.
d) Helps teachers know their learners and teach what students need to learn and
therefore ensures curriculum coverage.
Elements of a Lesson Plan
What should be taught?

As a teacher, you must have a deep understanding of the curriculum and strive
to teach its content. In planning daily lessons, you need to follow the Curriculum
Guide (CG) of the learning area being taught. Using the CG, teachers can plan
the many ways to teach what it contains including the content standards or the
essential knowledge that students need to learn, performance standards or the
abilities and skills learners need to demonstrate in relation to the knowledge
they have learned, and learning competencies or the knowledge, skills, and
attitudes learners need to demonstrate in every lesson
How should it be taught?
With a lesson plan, you can predict which parts of the lesson learners will have
difficulty understanding. You can then prepare strategies that help learners
learn, build learners’ understanding and respond to learners’ needs.
39
You can explore utilizing different instructional strategies that consider learners’
varying characteristics including cognitive ability, learning style, readiness level,
multiple intelligences, gender, socioeconomic background, ethnicity, culture,
physical ability, personality, special needs, and the different ways learners
master the content of a particular learning area.
A lesson plan therefore should show what the teacher and learners will do in the
classroom to build understanding of the lesson together.
How should learning be assessed?
As a teacher, you do not only prepare lesson plans, you also prepare an
assessment plan or specifically a formative assessment plan.
As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program, formative assessment
“refers to the ongoing forms of assessment that are closely linked to the learning
process. It is characteristically informal and is intended to help students identify
strengths and weaknesses in order to learn from the assessment experience.”
Once the objectives of the lesson have been identified, you need to prepare a formative
assessment plan integrated into the lesson and aligned with the lesson objectives.
As a teacher, you need to rely on multiple ways of assessing learning inside the
classroom. DepEd Order No. 8, s. 2015 presents a list of formative assessment methods
that teachers can use during different parts of a lesson.
You should always remember that lesson planning should embody the unity of
instruction and assessment.
Lesson Preparation
After knowing the parts and elements of a lesson plan, you are now ready to
prepare your DLL/ DLP. Before you proceed, take time to read the following concepts:
a) The instructional process. According to Airasian (1994), the instructional
process is made up of three (3) steps:(1) planning instruction 2) delivery of
instruction; and 3) assessment of learning.
b) Lesson planning is one way of planning instruction, a way of visualizing a

lesson before it is taught. It entails “prediction, anticipation, sequencing, and
simplifying” and is a critical part of the teaching and learning process.
c) Learning Resources are resources that are available which includes the
Teacher’s Guide (TG), Learner’s Material (LM), additional materials from the
Learning Resources Management and Development System (LRMDS) portal,
textbooks, and others supplementary materials, whether digital, multimedia, or
online, including those that are teacher-made.
40
After knowing who should use the DLL or DLP, what format will you follow? If you are
going to use the DLL, it will be helpful for you to fully understand how it is prepared.
41
If you will use the DLP format, refer to DepED Order No. 42 s. 2016.
Issues pertaining to clarifications on how to fill-up DLL/DLP are clarified in the video
presentation of:
Ernani Ofreneo Jaime
Supervising Education Program Specialist
Bureau of Learning Delivery – Teaching & Learning Division
https://www.youtube.com/results?search_query=Daily+Lesson+log+and+detailed+less
on+lan+
42
Activities and assessment
Activity 1 “ Know Me”

*Identify the essential elements of the Daily Lesson Log (DLL) and Detailed Lesson
Plan (DLP).
Activity 2: “Look Closely”

Taking into consideration the elements of preparing the DLL and DLP, review the one-
week 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
Activity 3: Enhanced DLL/DLP

Using the template of the Daily Lesson Log (DLL) / Detailed Lesson Plan (DLP),enhance
the one-week developmentally sequenced teaching-learning process which you have
reviewed earlier.
43
DLL Template
GRADES 1 TO 12 School : Grade Level
DAILY LESSON Teacher: Learning Area::
LOG Date & Time: Quarter:
Daily Lesson Log Monday Tuesday Wednesday Thursday Friday
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
presentingthe new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instanc
es of the new
lesson
D. Discussing new
concepts and
practicingnew
skills #1
E. Discussing new
concepts and
practicing new
skills #2
44
F. Developing
mastery(leads for
formative
assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. making
generalization and
abstraction or
about the lesson
I. Evaluating
learning
J. Additional
activities for
application
K. Remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a
teacher. Think about your students' progress this
week. What works? What else needs to be done to
help the students learn? Identify what help your
instructional supervisors can questions provide for
you so when you meet them, you ask them relevant
A. No. of learners .
who earned80% in
the evaluation
B. No. of learners
who require
additional
activities for
Remediation
C. Did the
remedial lessons
work? Number of
learners who have
caught up with
the lesson
D. No. of learners
who continue to
require
Remediation
45
E. What
difficulties did my
principal or
supervisor can
help me solve?
F. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
46
DLP Template
DETAILED LESSON PLAN TEMPLATE

Parts of DLP Day 1 Day 2 Day 3 Day 4 Day 5
I. Objectives
II. Content
III. Learning
Resources
IV. Procedure
A. Warm-up/ Review
B. Introduction
C. Presentation
D. Practice
E. Evaluation
V. Remarks
VI. Reflection
Activity 4 “Plan and Act”

Prepare and implement a one session- DLP to be observed by a TIP mentor and the
school head.
Reflection
Considering your current situation as a beginning teacher/proficient teacher,
47
How will you maximize the use of DLL/DLP in tracking the learning progress of
your learners?
What assistance do you need to improve the teaching-learning process in your

delivery?
48
Post-Test: Identify the following :
1) It refers to the methods and processes used to direct learning.

2) It is the process of systematically planning, developing, evaluating, and
managing the instructional process by using principles of teaching and
learning.
3) It is a template teachers use to log parts of their daily lesson. The DLL
covers a day’s or a week’s worth of lessons and contains the following
parts: Objectives, Content, Learning Resources, Procedures, Remarks
and Reflection.
4) It is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A
typical DLP contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.
5) This is a part of the DLL and DLP in which teachers shall indicate
special cases including but not limited to continuation of lesson plan
to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day in cases of class suspension, etc.
6) This part of the DLL and DLP refers to the learning area-based facts,
concepts, and procedures that students need to learn.
7) It pertains to the particular content that the lesson focuses on
8) The knowledge, skills, and attitudes that students need to
demonstrate in a lesson.
49
V. SESSION 5: CONTEXTUALIZATION, LOCALIZATION, AND
INDIGENIZATION OF RESOURCE MATERIALS
Desired learning outcomes
a) Implement teaching strategies a) Show skills in the selection,

that are responsive to the development and use of a
learners’ linguistic, cultural, variety of teaching and learning
socio-economic and religious resources, including ICT, to
backgrounds. address learning goals.
b) Show skills in the selection, b) Establish a learner-centered
development and use of a culture by using teaching
variety of teaching and learning strategies that respond to their
resources, including ICT, to linguistic, cultural, socio-
address learning goals. economic and religious
backgrounds.
Objectives
a) Explain the importance of contextualization in the teaching-learning process

and development of materials;
b) Develop DLP/DLL implementing Contextualization; and
c) Display self-confidence in performing actual teaching demonstration using
Contextualization.
50
Pre-Test
Choose whether the given statements talk about localization, indigenization or

contextualization. Write A for localization or B for indigenization.
1. Use of stories of the learners’ community as a springboard to teach

competencies in language subjects.
2. Use of local resources as materials for instructional aids.
3. Recognizing and including the community’s context and values in the
content and performance standards and competencies.
4. Enhancing the National Curriculum in relation to the community life cycle
while recognizing appropriate scope and sequence of competence.
5. Translating a story specified in the Teacher’s Guide to the locality’s
language.
6. Offering of IP education in and IP Community.
7. Use of specific local terms for symptoms of sickness like diarrhea.
51
Glossary of Terms
Term Definition
Contextualization the educational process of relating the
curriculum to a particular setting,
situation or area of application to
make the competencies relevant,
meaningful and useful to all learners
Indigenization a process of enhancing curriculum
competencies, education resources,
and teaching –learning processes in
relation to the context of the learners’
community.
Localization the process of relating learning
content specified in the curriculum to
local information and materials in the
learners’ community
Key Concepts
Why do we need to contextualize our lessons?
The K to 12 curriculum framework highlights the fundamental importance of context in

shaping the curriculum, and consequently, the teaching-learning process.
Section 5 of RA 10533 or the Enhanced Basic Education Act of 2013 stated that K to 12
Curriculum shall be learner-centered, inclusive and developmentally appropriate,
relevant, contextualized, global and flexible enough the same based on their respective
educational and social context. K to 12 teachers are allowed to use contextualization
strategies in their lesson.
By contextualization, we mean the process of relating the curriculum to a particular

setting, situation or area of application to make the competencies relevant, meaningful
and useful to all learners.
When you make activities that are related to the actual situation in the community
using materials that are available in the locality, you are already contextualizing.
There are degrees in contextualization-localization and indigenization.
You may get confused about the concepts of localization and indigenization.
For one, localization and indigenization are degrees of contextualization. When you use
either of the two you are already contextualizing.
When you localize you use information and materials in your learners’ community but
when you indigenize, you enhance competencies in the curriculum, the resources, and
the teaching learning processes so that they suit the context of the learners’
community.
52
How do we contextualize our lesson?
The REACT Strategy
Curricula and instruction based on contextual learning strategies should be structured

to encourage five essential forms of learning:
Relating
Learning in the context of life experience, or relating, is the kind of contextual learning
that typically occurs with very young children. With adult learners, however, providing
this meaningful context for learning becomes more difficult. The curriculum that
attempts to place learning in the context of life experiences must, first, call the
student’s attention to everyday sights, events, and conditions. It must then relate those
everyday situations to new information to be absorbed or a problem to be solved.
Experiencing
Learning in the context of exploration, discovery, and invention—is the heart of
contextual learning. However, motivated or tuned-in students may become as a result
of other instructional strategies such as video, narrative, or text-based activities, these
remain relatively passive forms of learning. And learning appears to "take" far more
quickly when students are able to manipulate equipment and materials and to do other
forms of active research.
Applying
Concepts and information in a useful context often projects students into an imagined
future (a possible career) or into an unfamiliar location (a workplace). This happens
most commonly through text, video, labs, and activities, and these contextual learning
experiences are often followed up with firsthand experiences such as plant tours,
mentoring arrangements, and internships.
Cooperating
Learning in the context of sharing, responding, and communicating with other
learners—is a primary instructional strategy in contextual teaching. The experience of
cooperating not only helps the majority of students learn the material, it also is
consistent with the real-world focus of contextual teaching.
Transferring
Learning in the context of existing knowledge, or transferring, uses and builds upon
what the student has already learned. Such an approach is similar to relating.
Students develop confidence in their problem-solving abilities if we make a point of
building new learning experiences on what they already know.
53
To contextualize, we use authentic materials, activities, interests, issues, and needs
from learners’ lives
When we localize, we do not indigenize, when we indigenize, we localize.

In other words, you contextualize to make learning more relevant, meaningful and
useful to all learners!
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
Competencies (local materials) Learning

Resources
Strategies/ Classroom Assessment
From the CG (may include title) Learning Activities

Space/
Environment
The learners should

be able to describe
the position of a Using the chairs Consider a chair as a
person or an object inside the
classroom. reference point inside the
in relation to a
reference point such classroom, situated
(Localization)
as chair, door or
another person. anywhere. Ask a
S3FE-IIIa-b-1 learner/s to describe his or
her position in relation
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.
54
Reflection
1. In what concrete ways does the session help me become a more

agentic/empowered teacher, 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?
55
Post Test
Tell whether you Agree or Disagree with the given statements on Contextualization.
Write A if you Agree or D if you disagree
III. When you contextualize a lesson, you are either localizing or indigenizing
it.
IV. We can only contextualize the materials that we use in the teaching-
learning process ex. Reading selections, outputs, teaching materials.
V. When we translate stories specified in the Teacher’s Guide to the locality’s
language, that is localization.
VI. We contextualize lessons to make them more relevant to the needs and
context of the learners.
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.
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.
IX. Curriculum contextualization includes contextualizing learning spaces
and environment, teaching methodologies and strategies and classroom
assessment.
X. The recognition and consideration of the community’s context and values
in the content and performance standards and competencies is
contextualization.
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VI. SESSION 6: SCHOOL FORMS AND LEARNER INFORMATION
SYSTEM(LIS)
Domain 1. Content Knowledge and Pedagogy
1.3.1 Show skills in the positive use of ICT to facilitate learning and teaching
process; and
1.3.2 Ensure the positive use of ICT to facilitate learning and teaching
process.
B. Objectives
a) Identify the different school forms and their uses;

b) Acquire knowledge on the use of the Learner Information System (LIS);
and
c) Demonstrate knowledge of providing timely, accurate and constructive
feedback using the different school forms and the LIS.
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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
___1. This School Form contains data on the monthly A. SF 1
learners’ movement and attendance per class. B. SF 2
___2. The 6-digit number assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
___3. This form gives the daily record of attendance of the E. SF 5
learners. F. SF 6
___4. It contains the list of books issued to each student G. SF 7
per subject. H. LRN
___5. This serves as the school register of the class. I. School ID
___6. The 12-digit number that a learner should keep while J. EBEIS
completing the basic education program K. LRMDS
___7. This is referred to as the system for maintaining the
registry of learners.
___8. This contains the list of Personnel with their basic profile
and subject/class assignment.
___9. This form is used to record the general average, the incomplete
subjects, and other data on promotion
___10. It is called the Summarized Report on Promotion and
Level of Proficiency
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D. Vocabulary
Term Definition
Modified School a simplified set of school forms introduced and adopted
Forms (SF) - to provide significant information that are valuable in
making evidence-based assessment, planning, resource
allocation, performance monitoring, and evaluation.
Such forms are to be used in all public elementary and
secondary schools with some customized and
specialized forms for Kindergarten (K), Senior High
Schools (SHS) and Alternative Learning System (ALS)ms
(SF) - SF 1- School Register- is a list of learners who
are officially enrolled and attending classes. This
provides detailed information per learner of the
summary data being reported to E-BEIS
SF 2 - Daily a list of the learners’ daily attendance which should be
Attendance Report submitted to the office of the principal/registrar every
of Learners - 5th day of the succeeding month
SF 3 - Books Issued the record of issued and returned books and other
and Returned learning materials per subject per student. This is
usually filled out at beginning and end of school year
SF 137 – School tangible by the school enrolled and/or the school the
Permanent Record student will transfer to
of the Learner
SF 138- School what the teacher gives to the parents and the learners
Report Progress to reflect their performance in the said quarter and
Card of the Learner grade/year level
SF 4 - Monthly provides the summary number of learners who moved
Learner’s Movement in/out of the school during the month which is based
and Attendance upon the submitted SF 2 by the class advisers. This
form tracks the number of drop-out, transferred in and
transferred out during the month and the cumulative
record as of the reporting month.
SF 5- Report on a list of the learners’ academic performance and result
Promotion and of assessment by the end of the school year.
Learning Progress
and Achievement
SF 5A - End of a list of the Senior High School learners’ academic
Semester and performance and result of assessment and school year.
School Year Learner
Status
SF 5B - List of a list of Grade 12 learners who completed SHS
Learners with requirements and are candidates for graduation.
Complete SHS
Requirements
SF 6-Summarized the summary number of learner status by the end of
Report on the semester and / or school year.
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Promotion and Level
of Proficiency
SF 7- School the list of school personnel’s profile and official duty,
Personnel such teaching assignments, ancillary responsibilities,
Assignment List and etc.
Basic Profile
SF 9 - Learner’s the individual, periodic report of a learner’s academic
Progress Report achievement per grade level. The Progress Report Card
Card also known as Form 138 was renamed to Learner’s
Progress Report Card adopting the format and content
of the existing Progress Report Card as prescribed by
DO 8, s. 2015.
SF 10 - Learner’s the individual record of a learner’s academic
Permanent Record achievement per level. The updated and standardized
SF 10 will be adopted for Grade 1 and 7 effective School
Year 2017-2018 while for Grades 2 to 6 nad Grades 8 to
10, the old/existing format commonly known as Form
137 will be used until the learners complete the
elementary and Junior High School level, respectively.
Moreover, the incoming Grade 11 (SHS) will continue
using the existing format and content of Form 137 as
issued through DO No. 69, s. 2016 but will rename the
form as SF10-SHS.
ALS Form 1 (AF1) - the list of potential ALS learners identified during
List of Mapped and mapping activities.
Potential Learners
ALS Form 2 (AF2) - basic information sheet of individuals who signified
Enrolment Form - interest to enroll in ALS Program.
ALS Form 3 (AF3) - a record of learners who are officially enrolled in ALS
Master List of classes and their individual assessment status at the
Enrolled Learners end of the program for the calendar year.
and End of Program
Assessment
ALS Form 4 (AF4) - contains the list of candidates qualified to take the A&E
Master List of A&E accreditation and Equivalency Exam.
Registration
ALS Form 5 (AF5) - contains the record of learner’s basic personal profile
Learner’s and learning performance.
Permanent Record
Form 6- Application civil service form used when an employee needs to leave
for Leave her post for reasons like sick, maternity/paternity,
vacation and the like.
Form 48- Daily Time civil service form that certifies the true and correct
Record report of the hours of work performed, record of which
was made daily at the time of arrival and departure
from office.
EBEIS and LIS the system tools created and implemented by DepEd in
order to establish accurate and reliable registries of
learners and schools which will ensure availability of
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data and information needed for planning and
budgeting, allocation of resources and setting
operational targets to provide access to complete quality
basic education.
Enhanced Basic web-based management information system that
Education aims at improving the collection of data from the
Information System schools and field offices and efficiently render delivery of
(EBEIS) data/information to various stakeholders; supporting
information requirements for planning, quality
assurance, monitoring and evaluation and other
decision-making activities; and providing a venue for
sharing, using and reusing knowledge within DepEd
through increasing access to information.
Learner Information a system for maintaining the registry of learners aimed
System (LIS) at providing a standardized registration system for
learners; tracking learner progress / performance;
providing learner information for better program
planning and supervision of schools and learning
centers; and enhancing management of learner records.
Learner Reference a unique and permanent twelve (12)-digit number

Number (LRN) assigned to a person who enters the Philippine Basic
Education Program. LRN is intended to reference a
“Registry of Learners” which serves as a centralized and
authoritative database of learners’ basic information in
the LIS.
School Identification a unique and permanent six (6)-digit number assigned
Number (ID) to a school in order to establish and reference a
“Registry of Schools” which serves as a centralized and
authoritative database of schools’ basic profile in the
EBEIS.
E. Key Concepts
For public schools, the concerned personnel shall follow these steps:
LIS:
a) The school principal and school Information Communications Technology (ICT)
coordinator shall issue the user accounts to all homeroom advisers and shall
give them appropriate access rights to their specific homeroom sections;
b) Using as basis the School Form 1 (School Register), the homeroom advisers shall
enrol all their learners into their section;
c) For Kindergarten and Grade 1 pupils who underwent the catch-up program, the
homeroom adviser shall register them into the LIS. They are automatically issued
new LRNs by the system;
d) For transferees from private schools, Balik Aral learners and learners who were
enrolled in public schools but do not have any LRNs yet after ensuring that a
thorough search in the LIS has been conducted, the homeroom adviser shall
register them into the LIS and submit the learner’s supporting documents to the
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SDO, through the Division Planning Unit;
e) The Division Planning Unit shall approve the issuance of a new LRN to a learner
after ensuring that the learner’s encoded entails are accurate and he/she does
not yet have an LRN in the system; and
f) The homeroom advisers shall also update all required learners’ data.
EBEIS
a) The school principals shall update all required school data for Beginning of
School Year (BOSY);
b) After ensuring that all required data have been accurately updated, they shall
submit the updated profile in the system; and
c) The school can download its Government Elementary / Secondary School Profile
(GESP/GSSP), that contains its official BOSY enrolment from the LIS, and school
data from the EBEIS.
The LIS shall be secured, as far as practicable, with the use of the most appropriate
standard required by the ICT industry. Further, in order to ensure that learner
information are secured and protected, the collection, updating and processing of
information shall be subject to the following accountabilities:
a) The class adviser shall be responsible for collecting and updating of information
on learners in the formal school, ensuring that data capture is supported by
appropriate legal documents;
b) The ALS facilitator shall be responsible for collecting and updating information
on learners in ALS, ensuring that data captured is supported by appropriate
legal documents and that unauthorized access or disclosure; and
c) The School Head shall be responsible for implementing necessary policies and
procedures in his/her school to ensure that the collection and processing of
learning information is carried out in accordance with the guidelines provided in
DO 26, s. 2015 and that sensitive learning information are protected from
unauthorized access or disclosure.
The Class Adviser (only nationally-funded teaching personnel can be assigned as
Class Advisers) shall be responsible for the following:
a) Enroll and update the profile of all learners in his/her class in any given school
year
Ensure that the learner profile is updated and supported by acceptable
documents (e.g. birth certificate,etc)
Check the LRN and attach it to every learner’s school record (Form 137,
etc)
b) Request corrections of learners profile
c) Finalize his/her Class Register
Getting Started with the LIS

Step 1: Log in to http://lis.deped.gov.ph
Step 2: Using the User Name and Password given by the ICT Coordinator or School
Head, Sign In.
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Step 3: In the LIS Dashboard, Click Masterlist (you will be automatically directed to
the Section or class you were assigned to by the ICT Coordinator)
Now, you are ready to enroll, update, and request for change of student profile.
How to Enroll
a. Click ENROL. With the use of applicable documents (Birth
Certificate, Baptismal, 138 or 137), Click Proceed Erolment)
63
b. In the Search Parameters, Fill in the needed data of your choice or
as available at hand:
i. Search by LRN
ii. Search by Name
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c. From the given list in the search result, click the name of student
that matches the data you have at hand.
d. and ENROL
How to Update Student Profile

a. From the Masterlist, CLICK the PROFILE of the student.
65
b. In the Learner Profile, Click Update other data.
c. Then Update the Data of the student based on the available

documents and click SAVE.
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(A request message shall be automatically sent to the school head
for approval)
Please bear in mind that to be able to successfully and appropriately
use the system, it is a requirement to familiarize the different School Forms and
accurately fill in the needed data for these forms are the bases for data entry in
the system.
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 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
1
Name of the
Learner
Gender
Date of Birth
LRN
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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.
68
Activity Sheet 1
School Form 1
Activity Sheet 2
School Form 2
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Activity Sheet 3
School Form 5
Note: Seek the assistance and approval from your mentor or school head.
Make sure that you have your output checked by your mentor.
70
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)
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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.
____1. It gives the number of promoted, irregular and retained students of your class.
____2. This provides the number of students who belong to the levels of proficiency per
class.
____3. This provides the daily attendance of the learners in a class.
____4. It is the list of books issued to the learners at the beginning of the school year.
____5. This contains the basic profile of the learners in a class.
____6. It gives the record of movement and attendance of learners in the school for the
month.
____7. This form reflects the General Average and Action Taken per learner.
____8. This form provides the school’s summary report on promotion and the level of
proficiency
____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.
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VII. SESSION 7: CLASSROOM MANAGEMENT

(BTIs) (PTIs)
2.6.1 Demonstrate knowledge of 2.6.2 Manage learner behavior

positive and non-violent discipline in constructively by applying positive and
the management of learner behavior. non-violent discipline to ensure
learning-focused environments
B. Objectives:
a) Illustrate and share the classroom management challenges you have experienced
during the first year week/month/year of your teaching
b) List down observed best practices of seasoned teachers that show positive and
non-violent discipline in managing learner behavior
c) discusses which of the best practices could be easily adapted by a beginning
teacher
d) design/Craft Classroom Rules to ensure positive teaching-learning environment
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C. PRE-TEST
Directions: 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 longtime 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.
D. Glossary of Terms
Term Definition
Classroom Management refers to the wide variety of skills and
techniques that teachers use to keep
students organized, orderly, focused,
attentive, on task and academically
productive during a class (S. Abbott (Ed.),
The glossary of education reform. Retrieved
from
http://edglossary.org/hidden-curriculum)
74
Is the term educators use to describe
methods of preventing misbehavior and
dealing with it if it arises. It is the
techniques teachers use to maintain
control in the classroom. (Kelly, Melissa,
Thought Co., 2017)
Is defined as the methods and strategies

an educator uses to maintain a
classroom environment that is conducive
to student success and learning.
Although there are many pedagogical
strategies involved in managing a
classroom, a common denominator is
making sure that students feel they are
in an environment that allows them to
achieve. (McCreary, Randy, Fundamental
Skills of Classroom Management,
Synonym.com @ 2001-2017, Leaf Group Ltd.
E. Key Concepts
In the K to 12 Curriculum, there are 4 Key Stage Standards which include Grade
3 (from Kindergarten to Grade 3), Grade 6 (from Grade 4 to Grade 6), Grade 10 (from
Grade 7 to Grade 10) and, Grade 12 (from Grade 11 to Grade 12). It is very important to
understand the level of your learners and their characteristics for you to appropriately
apply classroom management strategies. Effective classroom management work
for all key grade level standards but you will have to acknowledge that different
strategies work well under each level.
Common classroom management problems include irritating classroom

interruptions, dislike with authority, aggressive learners, behavior problems, boastful
and attention-seeking learners, calling-out in class, class clown, demanding learners,
learners who know-it-all, hyperactivity (shift in attention) and hyperactivity and
distractibility.( McCreary, Randy, Fundamental Skills of Classroom Management,
Synonym.com @ 2001-2017, Leaf Group Ltd.)
As newly hired teachers, we need to have a set of strategies in handling our

learners to make sure that goals and standards for learning are met. The following are
suggested key to classroom management and they may include; allowing appropriate
level of dominance, establishing clear expectations and consequences, establishing
clear learning goals, exhibiting assertive behavior, applying appropriate levels of
cooperation, taking a personal interests in the learners, using equitable and positive
classroom behaviors, awareness of high need students and not leaving relationships to
chance.(http://www.ascd.org/publications/educational-
leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx )
75
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)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________
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Activity 1B:
OUR THROW BACK BOARD

Group the teachers, then say:
Consider this group as your School Learning Action Cell (SLAC) or District Action
Learning Cell (DLAC). Your illustration (from Activity 1A)will be a part of your Small
Group Dynamics Activity where you will be sharing experiences with other newly hired
teachers. Select a leader or group facilitator.
Once all the teachers in your group have shared consolidate the pictures and
experiences of the group using the “Throw Back Board”.
Let your group facilitator present your group’s output.
The common classroom management problems experienced by new teachers like you
are:
a) Annoying classroom distractions which may include noise inside and outside the
classroom, learners out of their seats, working on activities by groups and
others.
b) Antagonism with authority which usually happens when learners refuse to follow
teachers and fellow learners in class
c) Argumentative learners which happens when learners try to challenge or
outsmart the teacher
d) Behavior problems which are the misconduct of learners that are beyond the set
classroom rules
e) Boastful and attention-seeking learners which occurs when they misbehave to get
your attention and is mostly done by bragging or in a conceited manner
f) Calling-out in class usually happens when students freely say their answers or
comments as answer to your questions/statements without being acknowledged
or call by teacher, or when you expect them to be working quietly and yet
learners continuously talks in their seats/groups
g) Class clown usually is seen when your learners untimely and often make fun of
things inside the classroom
h) Demanding learners exist in the classroom when they tend to require your
constant attention
i) Failure to ask for help exist in the classroom when learners in class refuse to ask
for help even if he/she does not fully understand the task
j) Hyperactivity is encountered when learners divert their attention/interests in
class or in the task on hand, it too may be encountered when learners inject
irrelevant topic or stimuli that may distract the class.
These are just some common problems encountered by teachers. Which of have
you experienced? What did you do? (Ask a few to answer, then proceed to the next
activity).
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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
Activity 2:
WATCH AND LEARN
As students yourselves before, you may have had teachers who have exhibited excellent
teaching practices that promote a positive teaching-learning environment. Remember
them and recall those practices that you love most. Write those practices in your
journal and prepare for a 5-minute sharing with a partner. Which practices do you
think you could replicate now that you have become a teacher yourself? (Allow for
around 10 minutes sharin
For you to become one of the admired seasoned teachers in school, consider the
following suggestions and apply which is appropriate to the key stage of the learners
that you handle.
When it comes to sharing effective classroom management strategies, there are

different ways of doing it. Some strategies that really work for some teachers are the
following. (Crockett, WL, 5 Classroom Management Strategies That Really Work, July
2017)
a) Write Down the Rules. Give your learners a Student’s Handbook or Student’s
Manual. You may also conceptualize it and adapt it to your classroom level.
b) Let Learner’s Help. Involve your learners in the creation of guidelines/rules for
they are more apt to follow them.
c) Encourage Questioning. Emphasize to your learners that they can and should
ask questions anytime of the things that they need to know or be clarified about.
Learners must also be given instruction that they need to raise their hand if they
want to ask or raise question/s.
d) Let Learners Lead. Encourage your learners to step into your shoes and lead
their classmates. Leading the class should also be in turns so more learners will
be developed as leaders.
e) Encourage Group Works/Projects. Provide for lessons and tasks that will bring
students together for building teamwork and leadership skills.
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Talk points before Activity 3:
Now, do you still remember the drawing you made and the Throw Back Board
that your group made in Activity 1? Have you somehow had realizations on how to
overcome the difficulties that you went through in classroom management during your
first year of teaching?
Here are additional classroom management tips that you may want to read and
consider before you complete the next activity.
a) Every student/learner must be engaged in the lesson/activity.
b) Classroom procedures create consistency and strictly followed.
c) Always check for understanding.
d) Create a safe classroom environment using respect.
e) Use classroom consequences to correct wrong student behavior.
f) Use the tone of your voice and body language to communicate.
g) Academically challenge every student/learner.
h) Devise mechanism to easily get your students/learners attention.
i) Use a classroom seating chart.
j.) Increase participation by using collaboration.
(http://www.ngsslifescience.com/classroom_management_strategies.html )
Activity 3
DEAR ME
You are now tasked to write a letter to yourself. The title of this activity is Dear
Me! In your letter, talk to yourself and give advice on how you can be a better teacher
applying the given approaches in this module and the best practices observed from
your co-teachers. Make sure your letter will inspire and will make you a better
classroom manager
How do you feel after reading your letter? Did it make you feel better and
hopeful? Keep that letter and perhaps after some years you may come across that letter
again, read it and assess how you progressed as a teacher.
Activity No. 4
CLASSROOM RULES
Recall all your outputs, journal and reflection in the previous activities. Have you
collated them all? Hopefully you have learned strategies and techniques that you want
to apply in your class.
One of the useful strategy that a teacher can do to ensure a positive teaching-
learning environment is orientation of the learners to classroom rules/procedures
which can be done at beginning of the school year. When consistently adhered to and
followed, this set of rules could help promote a positive teaching-learning environment.
a) Consider the guide questions below when crafting your classroom rules and
procedures.
b) Who will be covered by the rules I am crafting?
c) What aspects of teaching-learning should be included in the rules?
d) Are the rules aligned or consistent to standing guidelines and department
orders?
e) Are the rules supportive of learners’ well-being and academic
performance?
f) Will the rules help develop positive behavior and lifelong habits?
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Reflection:
After learning strategies on classroom management in this session…
I will stop
I will continue
I need my immediate superior/coach to help me in
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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.…
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
B.
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
building team work and leadership skills.
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VIII. SESSION 8: THE CHILD PROTECTION AND ANTI-BULLYING POLICIES

(BTIs) (PTIs)
2.1.1. Demonstrate knowledge 2.1.2. Establish safe and secure

of policies, guidelines and procedures learning environments to enhance
that provide safe and secure learning learning through the consistent
environment. implementation of policies, guidelines
and procedures.
4.4.1. Seek advice concerning
strategies that can enrich teaching practice. 4.4.2. Participate in collegial
discussions that use teacher and learner
feedback to enrich teaching practice.
Objectives:
a) Explain the importance of policies, guidelines and procedures of child protection

and anti-bullying that provide safe and secure learning environment.
b) Cite classroom situations or practices that show adherence to child protection
and anti-bullying policies.
c) 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.
d) List ways to participate in collegial discussions that use teacher and learner feedback to
enrich teaching practice about bullying incidents.
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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?
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.
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.
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?
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?
83
Glossary of Terms
1. Act R.A. No. 10627, otherwise known as the “Anti-Bullying Act of

2013
2. Bullying any sever, or repeated use by one or more students of a
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.
3. Social bullying any deliberate, repetitive and aggressive social behavior intended
to hurt others or to belittle another individual or group
4. Bully any student who commits acts of bullying as defined by the act.
5. Bystander any person who witnesses or has personal knowledge of any
actual or perceived acts or incidents of bullying or retaliation as
defined by the act
6 .Learning Center learning resources and facilities of a learning program for out-
of-school youth and adults as defined in DepEd Order No. 43, s.
2013
7. Service provider any person who is not a teacher or school personnel but who
works in the school, such as but not limited to, security guards,
canteen personnel, utility workers, and transportation service
personnel.
8. Student a person who attends classes in any level of basic education, and
includes a pupil or learner as defined in DepEd Order No. 40, s.
2012
84
Key Concepts
THREE TYPES OF BULLYING ARE MOST PREVALENT IN SCHOOLS:

1. VERBAL BULLYING
A form of bullying in which a bully uses words to exert power or control over his
or her target or to diminish, degrade, or demean a target’s existence.
a) Verbal attacks, such as name-calling, racial slurs, and sexist remarks
b) Taunts and threats
c) Rumors, lies, and unfounded accusation
d) Derogatory comments about sexual orientation or perceived orientation
2. PHYSICAL BULLYING
A form of bullying in which a person uses physical force to hurt, intimidates, or control
a target.
a) Physical attacks, such as hitting, punching, scratching, shoving, kicking,

choking, and spitting.
b) Theft of or damage to someone’s belongings.
3. RELATIONAL BULLYING
A form of psychological bullying, in which a bully attacks a target’s emotions, self-
esteem, self-image, or social status to exert power or control over a target.
a) Exclusion, isolation, rejection, and intimidation
b) Ignoring or ganging up on someone
c) Aggressive stares or body language, eye rolling, and unkind expressions
d) Snickers or whispers
e) Spreading rumors
Warning signs that bullying may be taking place:
a. Certain students exert power and seem to rule the school.
b. Certain students are consistently alone, isolated, excluded, or picked last for activities.
c. Negative rumors are circulating about particular students.
d. There is vandalism directed at students.
e. Acts of aggression take place on the playground or in other areas where there is limited
supervision.
To ensure that all newly-hired teachers know and understand DepEd Orders and
85
Policies, there is a need to mentor them. Discussions in this session are anchored on :
a) DepEd Order No. 55 s. 2013“ IRR of RA No. 10627, otherwise known as the Anti-
Bullying Act of 2013
b) *DepEd Order No. 59, s.2015,-Change in and Additional Information to DepEd
Memo No. 68, s. 2014 (Submission of School-Based Child Protection and Anti-
Bullying Policies and reports on Compliance)
c) DepEd Order No. 40, s. 2012-“DepEd Child Protection Policy”
d) DepEd Order No. 18, 2015 – “ DepEd Guidelines on Child at Risk and Child in
Conflict with the Law
These DepEd Orders ultimately aim to equip our newly-hired teachers with
the knowledge and information to help them address problems about child protection
and anti-bullying in their respective classroom.
86
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 Know What have you learned
2. Sentence Completion:
a. I need to learn about child protection and anti-bullying practices because …
b. For me, child protection and anti-bullying policies give me…
c. I believe that child protection is…
d. As a teacher, it is my duty to…
3. Reflective Journal Writing
a. How will you address problems on bullying in your classroom?
b. What teaching strategies will you use to create a safe and motivating
environment?
4. Why might it be hard to tell someone you have been bullied or have seen bullying take place?
For PTI Only:

1. How will you address problems on bullying in your classroom?
2. What teaching strategies will you use to create a safe and motivating environment?
3. Prepare classroom procedures on child protection and anti-bullying that are
aligned in DepEd Memo # 59, S.2015.
4. Why is it important to tell someone about the bullying, even if you were able to handle the
situation on your own?
Learning /Practice Activities: For BTI Only
1 .Create a Bullying Intervention Plan by writing down the names and contact information
of people you would trust to help you if you had been bullied or had seen bullying take
place. Staple you Bullying Intervention Plans into your planners for easy reference.
For PTI only:
2 1. Invite a police officer or school counselor to come to your classroom to talk about
bullying, the importance of talking to a trusted adult after being bullied or witnessing
bullying, and other options you have for dealing with bullying (e.g., joining a group,
learning martial arts to build self-confidence, walking home with friends, or speaking
with a counselor about feelings of revenge or helplessness). Also ask the police officer
87
or counselor to give you advice on what to do if you feel a bully is threatening your
personal safety.
Reflection
In what concrete ways does the session help you become more aware
about child protection and anti-bullying policies?
88
Post Test
Now that you have gone through the different types of bullying and child
protection policy, let us bring back the questions in the Pre-test. Read the
situations again and this time support your answers with the explanations
required.
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? As a teacher, what actions are you going to
take to address this?
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.
If you were the teacher, what are you going to do? Why?
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.
What kind of bullying is this? Why do you say so?
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? If you were the teacher of this pupil,
what would you do?
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.
89
Is this an example of bullying? What damage has been caused by the bullying?
Do you think that an emotional damage was done? Why?
90
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———. 2017. Adoption of New Forms for Kindergarten, Senior High School, Alternative Learning
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93
Answer Keys
Session 1:
1. Tactile
2. Kinesthetic
3. Interpersonal
4. Direct Instruction
5. Debate
6. Graphic organizer
7. Modelling
8. Socratic seminar
9. Visual
10.Auditory
11.Logical
12. bodily
13. intrapersonal
14. naturalistic
15. musical
Session 2:
A. Explicit Teaching
1. F 6. B
2. F 7. B
3. F 8. B
4. F 9. B
5. F 10. B
POST TEST:
A. Explicit Teaching:
Modified True or False. Write True if the statement is true; if it is false change the
underlined word/words to make the statement correct.
1. Explicit Instruction is skill based, but students are passive participants in the
learning process.
2. Explicit Instruction is holistic.
3. Explicit Instruction integrates smaller learning units into meaningful wholes.
4. Explicit Instruction is definitely “one size fits all”.
5. Explicit Instruction is developmentally appropriate. Instruction is tailored specifically
to students’ learning and attentional needs
6. Explicit Instruction teaches basic skills in isolation from meaningful contexts.
7. Explicit Instruction is rote leaning .
8. Explicit Instruction is all teacher directed.
9. Explicit Instruction is boring and alienating.
10.Explicit Instruction is used in diverse contexts and curricular areas.
94
Session 3:
1. Agree
2. Agree
3. Agree
4. Agree
5. Disagree. Collaboration is a skill that must be developed among learners.
Too many individual tasks will keep the students from collaborating and
communicating with others.
6. Agree
7. Disagree. Curriculum should be flexible to allow teachers to enhance and
make use of strategies that are based on the context/situation of the
learners.
Session 4:
1. Instruction
2. Instructional Planning
3. DLL
4. DLP
5. Learning Resources
6. Content Standards
7. Competencies
8. Content
Session 5:
1. Registered Portal User
2. True
3. One
4. False
5. Personal Opinion
6. True
7. Email
8. True
9. True
10.View
Session 6:
Pretest
1. SF 2 4. 138
2. SF5 5. SF3
3. SF1 6. LIS
95
Session 7:
--Answers variable--
Session 8:
1. Verbal- varied responses for actions of the teacher
2. Varied responses (Physical Bullying)
3. Verbal Bullying – use of humiliating words; if comments are posted on social
media, teacher may mention “cyberbullying”
4. Relational Bullying
5. Yes. This is a form of Verbal bullying. It may result to isolation, feeling of rejection,
and lowers self-esteem.
96
2018
TEACHER INDUCTION
PROGRAM
MODULE 5
BEST | CARDNO
Contents
Module 5: Learning Process .................................................................................................................... 1
I. Session 1: Learner-Centered Learning ........................................................................................... 2
Desired learning outcomes ......................................................................................................... 2
Objectives.................................................................................................................................... 2
Pre-Test ....................................................................................................................................... 3
Key Concepts ............................................................................................................................... 4
Reflections................................................................................................................................... 9
Post-Test ................................................................................................................................... 10
SESSION 2: LEARNING ENVIRONMENT ................................................................................................. 11
Objectives.................................................................................................................................. 11
Pre-Test ..................................................................................................................................... 12
Key Concepts ............................................................................................................................. 14
Reflection .................................................................................................................................. 18
Post-Test ................................................................................................................................... 20
REFERENCES
ANSWER KEYS

Module 5: Learning Process
The primary purpose of the module is to assist the newly-hired teacher in
understanding the nature of the learners across key learning stages (K to 3, 4 to 6, 7 to
10 and 11 to 12). This module will also help teachers to better understand the why’s
and the how’s of offering learning programs that are responsive to the needs of the
learners.
This module contains the topics on the 21st Century Learners where the newly-hired
teacher will identify the nature of learners in various key learning stages in the
Philippine education setting and will be working on a detailed lesson plan (DLP) with
parts that are aligned with DepED Order #42, s. 2016 with a specific 21st century skills
that he would like his learners to develop. The teacher will also identify learning
programs implemented or offered in his school or district that are responsive to the
needs of the learners in different key learning stages.
In the later part of the module the teacher will do a self-reflection on how he could
become an effective teacher capable in the delivery of quality basic education among
the Filipino learners.
This module is self-paced where it can be worked individually or in pair by teachers

during the school-based In-Service Training (INSET). However, the DLP developed by
the teacher can be used in a demonstration teaching activity during the district or
division INSET to be checked by peers and subject specialists in terms of the
appropriateness of the content and delivery style of the teacher.
1
I. SESSION 1: LEARNER-CENTERED LEARNING
Desired learning outcomes
(2.4.1) BTI (2.4.2) PTI
a. Demonstrate understanding of b. Maintain supportive learning

supportive learning environment environment that nurtures and
that nurtures and inspires inspires learners to participate,
learner’s participation. cooperate and collaborate in
continued learning
Objectives
a. Demonstrate knowledge and understanding of the principles on learner-centered

learning;
b. Design a classroom activity by adopting learner-centered learning approaches
and strategies;
c. Apply learner-centered activity effectively through lesson planning.
2
Pre-Test
Below are phrases/statements about teaching approaches. Group them

whether they characterize/describe a Learner-centered or not by writing their
corresponding numbers under the appropriate column. F if Learner-centered
and B if otherwise.
1. Learning is based on repetition.

2. Consideration for HOTS tasks.
3. Learning is interactive.
4. Skills are treated in isolation.

5. Students learn how to learn.
6. Collaboration is not evident.
7. Teacher’s role is interactive, rooted in negotiation.
8. Background knowledge taken in consideration as well as new
knowledge.
9. Interdisciplinary exploration is considered.
10. Teacher’s role is directive, rooted in authority.
Below are a range of teaching methods. Tag them to the given teaching
strategy to which you think how they will be employed in your classroom.
compare and contrast, demonstrations, guides for reading,
listening and viewing, lecture, role play, simulations,
case study, cloze procedure, inquiry, problem solving,

reflective discussion, small group discussion, games,
experiments, brainstorming, debates, cooperative
learning, interviewing, field observations, assigned
questions, computer assisted instruction, essays, reports,
research projects
DIRECT INDIRECT INTERACTIVE

INSTRUCTION INSTRUCTION
INSTRUCTION
EXPERIENTIAL INSTRUCTION INDEPENDENT

INSTRUCTION
3
Key Concepts
1. Why is it important to understand the principle of learner-centered learning?

Learner-centered learning is an instructional approach in which the learners
influence the content, activities, materials, and pace of learning. This learning model
places the learner in the center of the learning process. The teacher provides learners
with opportunities to learn independently and from one another and coaches them in
the skills they need to do so effectively. (Collins & O'Brien, 2003)
In a learner-centered learning environment, McCombs and Whistler (1997) state

that learners are treated as co-creators in the learning process, as individuals with
ideas and issues that deserve attention and consideration. Learner-centered learning
environments recognize that the prior knowledge of learners powerfully influences
future learning and thus attempt to build on prior knowledge.
2. Five Learner-Centered Learning Principles by Weimer (2002):

a. Student-centered learning shifts the balance of classroom power from
teacher to student thus fostering active learning and engagement among
peers.
b. Student-centered learning enables critical thinking and is a means to develop
knowledge rather than a collection of facts by building upon and challenging
prior learning.
c. Student-centered learning situates the teacher as facilitator an contributor
rather than authoritarian and director of knowledge.
d. Student-centered learning returns the responsibility for learning to the
students, so students are able to discover their strengths and weaknesses and
take part in directing their own knowledge gain.
e. Student-centered learning employs effective assessment to promote learning and
inform future practice.
3. How will teacher apply the learner-centered approaches and strategies in the classroom?
Republic Act No. 10533, SEC. 5.e. states that, The curriculum shall use
pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative.
a. What is Constructivism?1
• Learning is an active process
• Learning involves language
• Learning is a social activity
• Learning is contextual
• One needs knowledge to learn
• Motivation is a key component in learning
• Learning is not instantaneous
 Construction of knowledge
 learner’s prior knowledge
 have access to resources
 actively learn
 create, manipulate, and debate knowledge

1
Source: NEAP
4
 Process, not product
 learning environment tasks the learner with creating or constructing
representations of individual meaning
 Learners systematically gather and evaluate information
• Multiple Perspectives
 Collaboration allows learners to share and reconcile multiple dissonant
perspectives or strategies and find synergistic solutions
 Peers provide multiple interpretations and models that enable the learner
to systematically revisit, rearrange and re-purpose material from different
conceptual perspectives.
 Cognitive apprenticeship
 Process-based evaluation
5
TRADITIONAL CONSTRUCTIVIST
Curriculum begins with the part Curriculum emphasizes big concepts

of the whole emphasizing basic beginning with the whole and
skills expanding to include the parts
Strict adherence to fixed Pursuits of students’ question and

curriculum is highly valued interest is valued (Inquiry-based)
Learning is based on repetition Learning is interactive
Teacher’s role is directive, rooted Teacher’s role is interactive, rooted in

in authority negotiation
Assessment- Testing (Correct Assessment- observation, peer

Answer) evaluation, and testing
The teacher is superior and is Teachers serve as guides to the

referred as authority or master students to challenge them to think
harder by considering new ideas
4. What Is Inquiry-Based Approach?

The main activity in a constructivist classroom is solving problems. Students use
inquiry methods to ask questions, investigate a topic, and use a variety of resources to
find solutions and answers. As students explore the topic, they draw conclusions, and, as
exploration continues, they revisit those conclusions. Exploration of questions leads to
more questions.
5. What Is Reflective Approach?

Students control their own learning process, and they lead the way by reflecting on
their experiences. This process makes them experts of their own learning. The teacher
helps create situations where the students feel safe questioning and reflecting on their
own processes, either privately or in group discussions. The teacher should also create
activities that lead the student to reflect on his or her prior knowledge and experiences.
Talking about what was learned and how it was learned is really important.
6. What Is Collaborative Approach?

The constructivist classroom relies heavily on collaboration among students. There
are many reasons why collaboration contributes to learning. The main reason it is used so
much in constructivism is that students learn about learning not only from themselves,
but also from their peers. When students review and reflect on their learning processes
together, they can pick up strategies and methods from one another.
6
7. What Is Integrative Approach?2
Integrative learning is linked to the classical tradition of educating the "whole"
person: encouraging "breadth of outlook, a capacity to see connections and hence an
ability to make fundamental decisions and judgments" (Rothblatt 1993:28).
Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives.
Integrative learning leads students to synthesize learning from a wide array of

sources, learn from experience, and make significant and productive connections
between theory and practice. This approach to teaching and learning is necessary in
today's world where technology and globalization transform knowledge practices in all
disciplines and professions: disciplines are now less bounded, with new areas of
scientific knowledge emerging on the borders of old ones, and with a significant
exchange of concepts, methods, and subject matter between the humanities, the social
sciences, and the arts.
Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives
8. What Are the Instructional Strategies and Methods?3

In planning lessons, teachers can choose from a variety of instructional models
and their corresponding strategies and methods. An instructional model is a teacher’s
philosophical orientation to teaching. It is related to theories of learning including
behaviorism, cognitivism, constructivism, social interactionism, and others. An
instructional strategy is a teaching approach influenced by the abovementioned
educational philosophies, while an instructional method is the specific activity that
teachers and learners will do in the classroom.
An instructional strategy is what a teacher uses inside the classroom to achieve the
objectives of a lesson. A teacher can use a strategy or a combination of strategies to do
this. Below are examples of different instructional strategies briefly explained:4
a. Direct Instruction is systematic, structured and sequential teaching. Its

basic steps include presenting the material, explaining, and reinforcing it.
According to Borich (2001), direct instruction methods are used to teach
facts, rules, and action sequences. Direct instruction methods include
compare and contrast, demonstrations, didactic questions, drill and
practice, guides for reading, listening and viewing, lecture, etc.
b. Indirect Instruction is a teaching strategy in which the learner is an active
and not passive participant. Indirect instruction methods are used for
concept learning, inquiry learning and problem-centered learning (Borich
2011). Indirect instruction methods include case study, cloze procedure,
concept formation, inquiry, problem solving, reflective discussion, etc.
c. Interactive Instruction is teaching that addresses learners’ need to be active
in their learning and interact with others including their teachers and peers.
2 Source: NEAP
3 Based on D.O. 42, s. 2016
4 Saskatchewan Education 1991
7
Interactive methods of teaching include brainstorming, debates,
cooperative learning, interviewing, small group discussion, whole class
discussion, etc.
d. Experiential Instruction is teaching students by directly involving them in a
learning experience. This strategy emphasizes the process and not the product
of learning. Experiential learning methods include games, experiments,
field trips, model building, field observations, role play, simulations, etc.
e. Independent Study is teaching in which the teacher’s external control is
reduced and students interact more with the content (Petrina in press).
Independent study methods aim to develop learners’ initiative, self-reliance,
and self-improvement and include assigned questions, correspondence
lessons, computer assisted instruction, essays, homework, learning
contracts, reports, research projects, etc.
Cite an actual classroom situation where the different principles are applied.
PRINCIPLE ACTUAL CLASSROOM SITUATION
Select one of the learner-centered learning approaches and strategies. Design a

classroom activity using the approach/strategy. Indicate also the
competency/skill to be developed, objective, method of assessment and
procedure of the activity.
Approach/Strategy
Name of Activity
Competency/Skill
Objective
Method of Assessment
Procedure of Activity
After your insightful reading on the various Learner-centered approaches and

strategies, write a Daily Lesson Plan (DLP) that has learner-centered activity
appropriate to Key Stage based on the DLP standards specified in D.O. 42, s.
2016.
8
Reflections
As a teacher how can these principles help you make your learning environment a
nurturing and inspiring for learner’s participation?
Reflect on your role as a Teacher in promoting Learner-centered Learning.
What have I done?
What am I doing?
What will I do next?
After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:
What was new?
What was exciting?
What was worrisome?
9
Post-Test
You are about to finish this session on Learner-Centered Learning. But before you
proceed to the next session in this module, your knowledge acquisition in this session
will be challenged by answering TRUE f the statement below is correct and FALSE if the
statement is wrong based on the principles of learner-centered learning.
____________ 1. Learners are responsible for each other.

____________ 2. Learners are passive receptors of information.
____________ 3. Teachers is seen as a facilitator and guide.
____________ 4. Learners are keep on their own seats.
____________ 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.
____________ 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
____________ 7. Learners actively participate in the learning process.
____________ 8. Learners shape their own learning paths.
____________ 9. Learners are encouraged to be more inquisitive.
____________10. Curricular design is based on low levels of students participation.
A. Directions: List down at least three more teaching methods in each strategy
which you may similarly employ in your classroom.
Direct Instruction
Indirect Instruction
Interactive Instruction
Experiential Instruction
Independent Instruction
10
SESSION 2: LEARNING ENVIRONMENT

(PTIs)
2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure learning

policies, guidelines and procedures environments to enhance learning
that provide safe and secure through the consistent implementation
learning environments. of policies, guidelines and procedures.
2.2.2 Maintain learning environments
2.2.1 Demonstrate understanding of that promote fairness, respect and care
learning environments that promote to encourage learning.
fairness, respect and care to
encourage learning. 2.3.2 Manage classroom structure to
engage learners, individually or in
2.3.1 Demonstrate knowledge of groups, in meaningful exploration,
managing classroom structure that discovery and hands-on activities
engages learners individually or in within the available physical learning
groups, in meaningful exploration, environments.
discovery and hands-on activities
within the available physical 2.4.2 Maintain supportive learning
learning environments. environments that nurture and inspire
learners to participate, cooperate and
2.4.1 Demonstrate understanding of collaborate in continued learning.
supportive learning environments
that nurture and inspire learner 2.5.2 Apply a range of successful
participation. strategies that maintain learning
environments that motivate learners to
2.5.1 Demonstrate knowledge of work productively by assuming
learning environments that motivate responsibility for their own learning.
learners to work productively by
assuming responsibility for their 2.6.2 Manage learner behaviour
own learning. constructively by applying positive and
non-violent discipline to ensure
2.6.1 Demonstrate knowledge of learning-focused environment.
positive and non-violent discipline in
the management of learner
behaviour.
Objectives
a. Understand the role of the teacher to provide and manage a learning

environment that is learning-focused.
b. Create learning environment that is learning-focused to promote learner
responsibility and achievement.
11
Pre-Test
My Map, My Imagination!
Have you used mind mapping in your daily activities?
Mind mapping is a quick and powerful technique for organizing your thoughts. Some
people may try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is
your map. Your imagination is the limit. Be creative and make your own mind map about
Learning Environment in the blank space provided below.
LEARNING
ENVIRONMENT
12
Glossary of Terms
Term Definition
Domain Broad conceptual sphere of teaching and learning
practices defined by specific strands in the set of
professional standards for teachers.
Learning Environment Teachers and learners are active and committed
participants in creating and maintaining a learning
environment that best promotes learning and meets the
learning needs of diverse learners. Teachers and
learners regularly check the quality of this
environment. The environment is focused on learning
and learners can describe their contribution to the
learning process.
Learning Focused Instructional and assessment strategies that

target meaningful learning
Physical/Virtual Space Any area conducive to learning which usually includes
a safe classroom with appropriate devices for teaching
and learning
Philippine Professional Public document that defines teacher quality through
Standards for Teachers well-defined domains, strands, and indicators that
(PPST) provide measures of professional learning, competent
practice, and effective engagement
13
Key Concepts
1. Learning Environment
The Philippine Professional Standards for Teachers (PPST) highlights the role of
teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. This Domain centers on
creating environment that is learning-focused and in which teachers efficiently manage
learner behavior in a physical and virtual space. It highlights the need for teachers to
utilize a range of resources and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions geared towards the
attainment of high standards for learning.5
‘Learning environment refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used
as a more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example.
The term also encompasses the culture of a school or class—its presiding ethos
and characteristics, including how individuals interact with and treat one another—as
well as the ways in which teachers may organize an educational setting to facilitate
learning — e.g., by conducting classes in relevant natural ecosystems, grouping desks
in specific ways, decorating the walls with learning materials, or utilizing audio, visual,
and digital technologies. And because the qualities and characteristics of a learning
environment are determined by a wide variety of factors, school policies, governance
structures, and other features may also be considered elements of a “learning
environment.”
Educators may also argue that learning environments have both a direct and
indirect influence on student learning, including their engagement in what is being
taught, their motivation to learn, and their sense of well-being, belonging, and personal
safety. For example, learning environments filled with sunlight and stimulating
educational materials would likely be considered more conducive to learning than drab
spaces without windows or decoration, as would schools with fewer incidences of
misbehavior, disorder, bullying, and illegal activity. How adults interact with students
and how students interact with one another may also be considered aspects of a
learning environment, and phrases such as “positive learning environment” or “negative
learning environment” are commonly used in reference to the social and emotional
dimensions of a school or class.6
Learning Environment is the second domain of the Philippine Professional

Standards for Teachers (PPST). This Domain centres on creating environment that
is learning-focused and in which teachers efficiently manage learner
behaviour in a physical and virtual space. It consists of six strands, namely:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
5
Adapted from the PPST
6
Adapted from the Glossary of Education Reform (2014, August 26) Retrieved from Http://edglossary.org/hidden-
curriculum
14
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
To reiterate, teachers across career stages are expected to provide learning

environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. It highlights the need for teachers to utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards
for learning.
2. The Environmental Psychology of Teaching and Learning
He emerged into the strangest-looking classroom he had ever seen. In fact, it

didn't look like a classroom at all, more like a cross between someone's attic
and an old-fashioned tea shop. At least twenty small, circular tables were
crammed inside it, all surrounded by chintz armchairs and fat little poufs.
Everything was lit with a dim, crimson light; the curtains at the windows
were all closed, and the many lamps were draped with red scarves. It was
stiflingly warm, and the fire that was burning under the crowded
mantelpiece was giving off a heavy, sickly sort of perfume as it heated a large
copper kettle. The shelves running around the circular walls were crammed
with dusty-looking feathers, stubs of candles, many packs of tattered playing
cards, countless silvery crystal balls, and a huge array of teacups.7
This enchanting description of a classroom at the fictitious Hogwarts School of

Witchcraft and Wizardry captures three fundamental ideas from the environmental
psychology of teaching and learning. First, all learning takes place in a physical
environment with quantifiable and perceptible physical characteristics. Whether
sitting in a large lecture hall, underneath a tree, or in front of a computer screen,
students are engulfed by environmental information. Specific targets within the
environment draw the students' attention, such as armchairs, scarves, and teacups,
and they continuously monitor the ambient properties such as the light of the lamps,
the smell of the kettle, and the warmth of the fire. In any learning environment
students are awash in environmental information, only a small fraction of which
constitutes the sights and sounds of instruction.
Second, students do not touch, see, or hear passively; they feel, look, and
listen actively. Students cannot attend to all the environmental information
bombarding them at any given time; their ability to gather and understand incoming
information is limited. Through automatic and controlled processes, students select
information for consideration. They try to understand what they are sensing by piecing
bits of information together from the bottom up and by applying existing thoughts and
preconceptions from the top down. A classroom with circular tables and comfortable
armchairs may look strange because it deviates from expectations formed through prior
experience. Students may direct their attention to particular targets in the learning
environment that they find more interesting, important, or unfamiliar than others. For
some, it might be the instructor's engaging chemistry demonstration. For others, it may
be the silvery crystal ball on the shelf. In any learning environment, students manage
7The Psychology of Learning Environments, Ken A. Graetz. Taken from EDUCAUSE (September 7, 2017)
Retrieved from http://www.educause.edu/reserach-and-publication
15
their limited cognitive resources by actively selecting environmental information for
further consideration and by using existing knowledge structures to interpret this
information in ways that have worked previously.
Third, the physical characteristics of learning environments can affect

learners emotionally, with important cognitive and behavioral consequences.
Although emotional reactions to environmental stimuli have been shown to vary widely
across individuals and activities, most students would probably find learning difficult in
a classroom that is stiflingly warm. Conversely, environments that elicit positive
emotional responses may lead not only to enhanced learning but also to a powerful,
emotional attachment to that space. It may become a place where students love to
learn, a place they seek out when they wish to learn, and a place they remember fondly
when they reflect on their learning experiences. In higher education, we hope to provide
such places for our students to learn, even as we build yet another large lecture hall
and attempt to squeeze our students into crowded, noisy, and uncomfortable spaces.
Clearly, some learning environments are more comfortable and offer fewer distractions
than others. In any learning environment, physical characteristics that cause
discomfort can be expected to interfere with learning; environments that produce
positive emotional states can be expected to facilitate learning and the development of
place attachment.
The areas of psychology that relate most directly to classroom design and
learning environments are environmental, educational, human factors (engineering),
and social psychology. Previous research on the effects of such environmental variables
as light, temperature, and noise on learning has yielded some predictable results that
are addressed through traditional classroom design. Learning appears to be affected
adversely by inadequate light, extreme temperatures, and loud noises—variables
maintained within acceptable ranges in most college classrooms. Other results,
however, reflect the often complex, subtle, and surprising interplay between the learner
and the learning environment. Years of research on the impact of environmental
variables on human thoughts, feelings, and behaviors indicate that other variables
often moderate the effects of environmental variables. In a summary of the research on
educational environments, Weinstein2 concluded that environmental variables can
impact learners indirectly and that the effects of different physical settings often
depend on the nature of the task and the learner. For example, distracting noises
appear to slow reaction time and degrade performance to a greater degree in older
versus younger adults3 and for introverts to a greater degree than extraverts.4
Research on the impact of information technology on learning environments is not

as voluminous. The presence and application of technology changes the learning
environment, both directly and indirectly…
16
Explore your understanding of the Learning Environment by answering the

following questions:
1. How is learning environment defined in both articles?
2. What does this definition of learning environment tell about the way students
learn?
3. What is the critical role of teachers in providing and managing learning
environment that promotes learner responsibility and achievement?
4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?
Having learned more about learning environment, how will you handle the
following learning situations/contexts?
Situations Strategies you may use to provide and
manage the learning environment that are
learning-focused and learner-centred.
Multi-grade Sample strategy in italics

classes of 60 in a
far-flung area with
no internet
connectivity
Large class of 80
grade 7 students
in a covered court
8 hearing impaired
students
mainstream with
regular grade 8
students of 60
Insufficient
number of
instructional
materials and
other resources
17
Reflection
To deepen your understanding of Learning Environment, you may now engage

yourself in a personal and professional reflection guided by the templates provided
below. Get ready to document your thoughts in a reflective learning journal.
The Reflective Learning Journal Template

Area 1 Explore the learning experience…
Awareness Evaluation Regulation
Content What have I learned? Do I understand what What can I do in
(What) I have learned? order to gain a better
understanding?
What else do I need Where can I find
to learn? more information?
Process How did I learn / do How effective is this How can I make this
(How) it? strategy? strategy more
effective?
What strategy have I
used in learning this Is the way I do it the
topic? best way?
Reasons Why learn it? Why would I think What would be a

(why) so? more useful way to
understand learning?
What is learning? Is this the only How could this

purpose of learning?
learning experience
be interpreted
differently?
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation
Professional How does this What does this All things considered,
development learning experience learning experience is this goal a suitable
contribute to my tell about my choice goal?
professional of professional goal
development? and path?
Are there any other
What is/are my Am I making good options?
short-term / long- progress?
term professional What other paths can
goal(s)? Am I on the right I take to achieve my
track? goals?
What obstacles have I What is the source of How can I remove

encountered? the obstacles? those obstacles?
Am I on the right What other paths can

track? I take to achieve my
goals?
18
Personal What does this What does this What do I know
development learning experience learning experience about myself?
mean to me? tell me about my
potentials, and myself How am I living the
How does it matter to as a person? most of myself?
me if I failed or
succeeded?
APPLICATION
If you were to teach your class today, how will you plan your lesson considering the
design of your learning environment that is learning-focused? Draft your plan for
instruction below.
19
Post-Test
My Map, My Learning!
After engaging on this session, how will your mind map on Learning Environment
change?
Make a new mind map on this topic on the space provided below.
Now, compare your previous and current mind maps using a Venn diagram.
LEARNING
ENVIRONMENT
20
References
LR Portal. http://lrmds.deped.gov.ph
Government of Alberta. Making A Difference: Meeting Diverse Education Needs with Differentiated
Instruction. https://education.alberta.ca/media/384968/makingadifference_2010.pdf
——— 2017. Meeting the Needs of Each Student.
6TH International Conference on Teacher Education. 2010.
https://mlephil.wordpress.com/tag/training-diverse-learners/
Bransford, John, et al. 1999. How People Learn: Brain, Mind, Experience, and School. National
Research Council.
https://www.desu.edu/sites/flagship/files/document/16/how_people_learn_book.pdf
Bureau of Learning Resources. 2017. Handouts for National Rollout for Learning Resources (LR)
Portal. http://deped.gov.ph/strands/bureau-learning-resources
Chan, Maria, ND. Meeting the Needs of Diverse Learners in the Classroom.
http://cd1.edb.hkedcity.net/cd/languagesupport/publications/compendium/downloads/
0911/Eng/0911_en_part02.pdf
Cole, Robert W., 2017. Educating Everybody's Children: Diverse Teaching Strategies for Diverse
Learners. Revised and Expanded 2nd Edition. VA: ASCD.
Collins, J. W., 3rd, & O'Brien, N. P., eds. 2003. Greenwood Dictionary of Education. Westport,
CT: Greenwood.
Government of the Philippines. 2016. Policy Guidelines on Daily Lesson Preparation for the K to
12 Basic Education Program. DepEd Order No. 42, s. 2016. Manila.
Study.Com. Understanding Diverse Learning Needs.
http://study.com/academy/lesson/understanding-diverse-learning-needs.html
ASCD. Diverse Teaching Strategies for Diverse Learners.
http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-
for-Diverse-Learners.aspx
Government of the Philippines. Department of Education. 2015. Adopting the Indigenous
Peoples Education Curriculum Framework. DepEd Order No 32, s. 2015.
UNDP. Fast Facts: Indigenous Peoples in the Philippines.
http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/
FastFacts-IPs.html
Queensborough Community College. Definition for Diversity.
http://www.qcc.cuny.edu/diversity/definition.html
SEDL. Meeting the Needs of Diverse Learners.
http://www.sedl.org/txcc/resources/briefs/number7/
Tomlinson, Carol Ann. Differentiated Classrooms: Responding to the Needs of All Learners.
https://books.google.com.ph/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=
Learners%E2%80%99+gender,+needs,+strengths,+interests+and+experiences&ots=AfjolMf
enp&sig=ivGrFsiIgy8o0L6XDp0wUQObVvw&redir_esc=y#v=onepage&q=Learners%E2%80
%99%20gender%2C%20needs%2C%20strengths%2C%20interests%20and%20experiences
&f=true
Foreman, P. and A. Kelly. Inclusion in Action.
https://books.google.com.ph/books?id=XwCpBQAAQBAJ&pg=PR21&dq=Learners%E2%8
0%99+linguistic,+cultural,+socio-
economic+and+religious+backgrounds&hl=en&sa=X&ved=0ahUKEwiCloW-
553WAhUGlpQKHZ2PBhQQ6AEIOTAE#v=onepage&q=Learners%E2%80%99%20linguistic
%2C%20cultural%2C%20socio-economic%20and%20religious%20backgrounds&f=false
21
Lumen. Gender Differences in the Classroom.
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-differences-
in-the-classroom/
Alberta Education. Meeting the Needs of Each Student. https://education.alberta.ca/diverse-
learning-needs/meeting-the-needs-of-each-student/
———. Making a Difference.
https://education.alberta.ca/media/384968/makingadifference_2010.pdf
Teach. Learning Styles. https://teach.com/what/teachers-teach/learning-styles
Example of 9 Multiple Intelligences.
https://www.google.com.ph/search?q=example+of+9+multiple+intelligences&dcr=0&sourc
e=lnms&tbm=isch&sa=X&ved=0ahUKEwjez5WN76PWAhVKppQKHWsyBJEQ_AUICigB&bi
w=1686&bih=836&dpr=1.13#imgrc=qBHmNF1kV11FHM:
Government of the Philippines. Magna Carta for Public School Teachers. Republic Act No. 4670. Manila.
Hughes, D. 2017. The Wiley Handbook of Diversity in Special Education. Wiley.
Knoblauch, B. S. (1998). IDEA's Definition of Disabilities. ERIC Digest E560.
https://www.ericdigests.org/1999-4/ideas.htm
McCombs, B., & Whistler, J. S. 1997. The Learner-Centered Classroom and School: Strategies for
Increasing Student Motivation and Achievement. San Francisco, CA: Jossey-Bass
Publishers.
Philippine National Research Center for Teacher Quality. 2016. Philippine Professional
Standards for Teachers. Manila, Philippines.
Saban, G. A. 2013. Learning Needs in the Multicultural Classroom: Implications to Equitable
Teaching. Paper presented at Interna onal Scholars Conference held at Asia-Paci c
Interna onal University. Thailand. 3–4 October.
Slide decks on Leaner Support System developed by the National Educators Academy of the
Philippines for the SHDP:FC Training Program
The Glossary of Education Reform. 2014. http://edglossary.org/hidden-curriculum
The Psychology of Learning Environments. www.educause.edu
Trilling, B. and Hood, P. 1999. Learning technology and education reform in the knowledge age
or “We’re wired, webbed and windowed, now what?” Educational Technology. May–June.
Uchida, Donna, et al. 1996. Preparing Students for the 21st Century. American Association of
School Administrators. https://files.eric.ed.gov/fulltext/ED391236.pdf
Weimer, M. 2002. Learner-‐Centered Teaching: Five Key Changes to Practice. San Francisco:
Jossey-‐ Bass.
22
Answer Keys
Session 1:
 Pre-test 1. Nature of Learners Pre-test 2. 21st Century Skills
1. K to 3 1. Critical thinking
2. K to 3 2. Critical thinking
3. K to 3 3. Creativity
4. 4 to 6 4. Collaboration
5. 4 to 6 5. Collaboration
6. 4 to 6 6. Cross-cultural understanding
7. 7 to 10 7. Cross-cultural understanding
8. 7 o 10 8. Communication
9. 7 to 10 9. Communication
10. 11 to 12 10. ICT literacy
11. 11 to 12 11. Career and Learning Self-
reliance
12. Career and Learning Self-
reliance
 Pre-test 3. Relevant and Responsive Learning Programs
- Answers may vary depending on the learning programs being offered in

the school and/or district
Session 2:
1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. TRUE
Activity 2
1. d
2. f
3. b
4. e
5. c
6. j
23
7. a
8. g
9. i
10. h
Post-Test
1. FALSE. Gifted learners can be catered even if in a regular class.

2. FALSE. Diversity of learners is not limited to gender, race, and culture but
it includes the learners’ strengths, interests, experiences, language, socio-
economic, disabilities, giftedness and talents, and so with learners in difficult
circumstances and learners from indigenous groups.
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE. One-size-fits all approach is not possible in addressing learner
diversity.
8. TRUE
9. TRUE
10. TRUE
24
2018
TEACHER INDUCTION
PROGRAM
MODULE 5
BEST | CARDNO
Contents
MODULE 6. THE SCHOOL AND COMMUNITY LINKAGES ......................................................................... 1
I. SESSION 1: COMMUNITY AS A RESOURCE IN THE TEACHING-LEARNING PROCESSS ..................... 2
Objectives: .................................................................................................................................. 2
Pre-Test ....................................................................................................................................... 3
Key Concepts ............................................................................................................................... 5
Reflection .................................................................................................................................... 8
Post-Test ..................................................................................................................................... 9
II. SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS ...................................................... 10
Objectives.................................................................................................................................. 10
Pre-Test ..................................................................................................................................... 11
Key Concepts ............................................................................................................................. 13
Reflection .................................................................................................................................. 14
III. SESSION 3: PARENTS AS TEACHERS’ PARTNERS IN THE STUDENTS’ LEARNING AND AS
STAKEHOLDER OF THE SCHOOL ............................................................................................................ 15
Key Concepts ............................................................................................................................. 15
Reflection .................................................................................................................................. 16
IV. SESSION 4. STRENGTHEN AND SUSTAIN GOOD RELATIONSHIPS WITH THE
PARENTS/GUARDIANS AND THE WIDER COMMUNITY ........................................................................ 17
Key Concepts ............................................................................................................................. 17
Reflection .................................................................................................................................. 18
Post-Test: .................................................................................................................................. 19
V. SESSION 5: BUILDING PARTNERSHIP AND ESTABLISHING LINKAGES ........................................... 21
Objectives.................................................................................................................................. 21
Pre-Test ..................................................................................................................................... 22
i|Page Teacher Induction Program(Version1.0)

Key Concepts ............................................................................................................................. 25
Reflection .................................................................................................................................. 26
Post -Test .................................................................................................................................. 28
REFERENCES
ANSWER KEYS
ii | P a g e Teacher Induction Program(Version1.0)

MODULE 6. THE SCHOOL AND
COMMUNITY LINKAGES
This domain affirms the role of teachers in establishing school-community partnerships
aimed at enriching the learning environment, as well as the community’s engagement
in the educative process. This Domain expects teachers to identify and respond to
opportunities that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other key stakeholders. It
concerns the importance of teachers’ understanding and fulfilling their obligations in
upholding professional ethics, accountability and transparency to promote professional
and harmonious relationships with learners, parents, schools and the wider
community.
1
I. SESSION 1: COMMUNITY AS A RESOURCE IN THE TEACHING-LEARNING
PROCESSS

(PTIs)
.
6.1.1: 6.1.2:
Demonstrate an understanding of Maintain learning environments that are
knowledge of learning environments responsive to community contexts
that are responsive to community
contexts
6.2.2
6.2.1
Build relationships with
Seek advice concerning strategies that
parents/guardians and the wider school
build relationships with
community to facilitate involvement in
parents/guardians and the wider
the educative process.
community
6.4.2
6.4.1
Comply with and implement school
Demonstrate knowledge and
policies and procedures consistently to
understanding of school policies and
foster harmonious relationships with
procedures to foster harmonious
learners, parents, and other
relationship with the wider school
stakeholders.
community
Objectives:
a. Describe the community where your school is located;

b. Identify the different resources in the community that facilitate learning;
c. Express appreciation to school community's contribution in improving the
teaching-learning process; and
d. Prepare a work plan to further enhance the understanding in using community
as a resource in teaching-learning process.
2
Pre-Test
Read each of the following items. Write T on the blank before each number if the
statement is true and F if it is false and write the reasons why it is false on the next
line.
_____________1. Community is a province, town or barangay where the school is
located.
____________ 2. Community does not affect the teaching-learning process in school.
_____________3. Human and physical resources can be found in the community.
_____________4. Schools have all the resources to answer its needs.
_____________5. Support is manifested when people in the community became assets
for the school.
_____________6. Environmental scanning is a tool in identifying resources that can
help the teaching-learning process.
_____________7. Recognizing the stakeholders in the community is done to ensure all-
out support from them.
_____________8. Teaching-learning process is acquiring necessary competencies and
skills for lifelong learning.
_____________9. School is considered as the “laboratory of learning”.
____________10. Learning environment and community contexts work in synergy.
3
Glossary of Terms
Term Definition
Community a barangay where the school is located. However, it
may also be expanded to refer to the following; a.
adjacent barangays where a significant number of
children enrolled in the school come from b.
Municipality/City/Ancestral domain (DepEd Order
No. 44 s. 2015).It is a shared attributes of the people
and/or the strength of the connections among them
which led to continuous improvement.
Stakeholder a person who has an interest or concern in the
organization at hand. In terms of education, a
stakeholder is someone who has a vested interest in
the success and welfare of a school or education
system. This includes all parties that are directly
affected by the success or failure of an educational
system, as well as those indirectly affected. (Roundy,
2016).
Internal stakeholders These are those individuals or groups who directly
produce and consume the product (education). These
are the groups in the school like teachers, pupils, and
staff.
External stakeholders – individuals or groups who have an interest in the
product, but do not produce or consume it directly.
These groups are the parents, LGUs, NGOs, alumni,
private organizations, and companies.
Resources supply of money, materials, staff, and other assets
that can be drawn on by a person or organization in
order to function effectively (Merriam Dictionary).
Teaching-learning process the process by which learners acquire the necessary
competencies and skills for lifelong learning
Parent-Teacher Association an organization operating in a school both in
elementary and in high school. It is composed of all
parents, enrolled students, Board of Directors, School
Head, Teachers, and Non- Teaching Personnel (DO 54
s. 2009)
School Governing Council sustainable governance structure in school to
produce stable and effective leadership which
underpins achievement of the school’s objectives. It is
composed of various gov’t agencies, nongovernment
agencies, students, civic and social organizations
students organization, alumni, parents of students,
parents of alumni, parents association, retirees,
professionals in the school, basic sectors (bussiness,
fisherfolk, farmers, indigenous peoples, cultural
minoritiesm and others) ( DepEd SGC Manual)
4
Key Concepts
Scan your community. Filling the table below will help you get acquainted with your
school community. If you have no answer for some items, just leave it blank.
Name of the Community: _________________________________________________

Indicators Description(name, quantity, location, background)
Type (urban, rural,

industrial)
Indigenous group
Topography
History
Community
library/Learning Resource
Centers
Religion
Source of income
Celebration/Feast
Available establishments
(e.g malls, bakery)
Songs/folklores
Local heroes
Tourist spots/Parks
You might be asking, “Why do I need to know about these things? “How important
knowing one’s community? “How can these improve my teaching-learning process”?
Well, what you are thinking will be addressed as you go through this lesson. For the
meantime, park your responses because you will need them when I ask you to immerse
yourself in the community.
5
What are the available resources in your community and how can they facilitate the
teaching-learning process? You may ask the help of your school head or your
colleagues in data gathering or you can conduct field trip in your community.
Types of Resources What can it How can it facilitate the

offer? teaching-learning
process?
Human
(PTA/SGCOfficers,
LGU Officials, Local
Heroes, Field Experts,
etc)
1.
2.
3.
Physical( Machines,
Materials, libraries,
Sports center,
mall/establishment,
etc)
1.
2.
3.
After completing the activity, how do you feel? Are you motivated and inspired
because you have a deeper understanding of your community?
For the next activity, read the situation below and answer the questions that follow:
Ms. Ramos is a newly hired teacher assigned in a school 15 kilometers away from
the Poblacion. Upon reaching the school she found out there is nothing left in the room
where she will handle the Grade 5 class. The room is bare with only 35 tablet chairs for
the learners fill in the room. There is no bulletin board, teacher’s table and chair, and
even comfort room. How down-hearted she felt seeing the situation in her class. Her
school head told her that since her class is newly organized, she must deal with the
situation and that challenged her to do something about it because the school MOOE is
meager and is only enough to pay for electric and water bill and other priority needs of
the school. It would take a year before a budget could be allotted for the improvement of
her classroom. The school even told her to “make some miracles” to improve the physical
condition of her class.
Ms. Ramos contemplated on it. For quite sometimes she reflected on her school
head’s words. She approached one of her colleagues whose classroom is well-structured
and fully equipped with the necessary materials for teaching-learning activities.
She then started organizing her homeroom PTA and showed them the situation
in their classroom. She also talked to her friends and some relatives abroad. And in just
2 months she was able to make miracles!
6
Answer the question below
1. Why was Ms. Ramos discouraged and downhearted in her new assignment?
2. What gave her the idea to “make miracles” in her classroom?
3. What strategy did she employ?
4. If you will be in a situation like that of Ms. Ramos, would you do the same?
Why?
THE SCHOOL AS A LABORATORY FOR LEARNING
Sta. Isabel Integrated School is one of the farthest schools in a certain town. It offers
Kindergarten, Elementary, Junior and Senior High School .
Mr. Santos, the school principal and his teachers have been stormed with a lot of
challenges concerning the needs of the school. One of his most pressing problems is the
unavailability of materials, facilities and equipment for the learners. There are no rooms for
laboratory work and the school has no budget for the procurement of the materials and
building laboratory rooms.
Mr. Santos met his teachers and made initial plans. They scanned the community
and found out that there are establishments within the community where their learners
could apply their skills. She scheduled a dialogue with the barangay officials, parents and
theowners of the different establishments and together they made a plan.
To prepare their learners and provide them lifelong learning, the school heads,
teachers, parents, barangay officials and local business people made a program in which the
learners will enhance their skills in the different areas. During weekend, the learners were
allowed to practice in the machine shop and bakery located within the barangay. The
learners were also given an allowance by the store owners for their services. Students who
enrolled in the agriculture strand works in the agricultural store and study the different
varieties of seeds, feeds, process of planting and other activities related to agriculture. They
also get part time job during planting and harvest season. The learners are also
compensated.
In this way both the school and community were benefitted. The school prepares its
curriculum in a way that it responds to the needs of the community. The community, on the
other hand; provides laboratory for learning for learners.
1. What challenges do the school principal and the teachers face?
2. What was the action of the school principal?
3. How did the school community members arrest the problems?
4. How did the community serve as a laboratory for learning?
7
Reflection
Ask a colleague who is capable of coaching and mentoring you on how to improve your
teaching-learning process using the resources in your community. Be guided with the
form below.
What are the How will it be utilized EVIDENCE
When will this
resources in the in the teaching and OF
be utilized?
community? learning process? OUTCOME
8
Post-Test
Write T if the statement is true and F if it is false.

____________1. Community is a province, town or barangay where the school is
located.
____________ 2. Community does not affect the teaching-learning process in
school.
_____________3. Human and physical resources can be found in the community.
_____________4. Schools have all the resources to answer its needs.
_____________5. Support is manifested when people in the community became
assets for the school.
_____________6. Environmental scanning is a tool in identifying resources that can
help the teaching-learning process.
_____________7. Recognizing the stakeholders in the community is done to ensure
all-out support from them.
______________8. Teaching-learning process is acquiring necessary competencies
and skills for lifelong learning.
______________9. School is considered as the “laboratory of learning”
_____________10. Learning environment and community contexts work in synergy.
9
II. SESSION 2: THE SCHOOL AND COMMUNITY RELATIONSHIPS

(PTIs)
6.2.1 6.2.2
Seek advice concerning strategies that Build relationships with

build relationships with parents/guardians and the wider school
parents/guardians and the wider community to facilitate involvement in
community the educative process.
Objectives
a. Explain the roles of teachers as he/she seeks advice to the person in

authority in building good relationships with parents/ guardians and the
wider community.
b. Identify and apply strategies that the school can use to build good
relationships with parents/ guardians and the wider community.
c. Strengthen and sustain the involvement of parents/guardians and the

wider community in the educative process.
10
Pre-Test
statement is true and F if it is false and write the reasons why it is false on the
next line.
_____1. We are now in the 21st century.
_____2. Lecture method is still applicable for millennial learners.
_____3. Teacher is the only source of knowledge at present.
_____4. As an agent of change, the teacher is the most powerful person in the
school and community.
_____5. Twenty first (21st) century learners need differentiated instructions.
_____6. Establishing linkage with the people in the community can help develop
the learners.
_____7. People in the community expect so much from the teacher.
_____8. The 21st century teacher is someone who is a good communicator.
_____9. The teacher and the people in the community are expected to work
hand in hand to ensure students’ success in school.
_____10. Different people have different motives and aspirations but if they
understand the school’s direction they can help the teaching-learning
process succeed.
Inside the box is terms that are closely related to teachers and parents
relationship. Choose the correct term to complete each of the sentences that
follow:
two-way communication first call society

phone call healthy parents and teachers
1. Good __________________ between families and schools is necessary for your

students' success.
2. The more ______________ share relevant information with each other about a
student, the better equipped both will be to help the student achieve
academically.
3. The establishment of effective school-home communication has grown more
complex as _______________ has changed.
4. Establishing contact may occur by means of an introductory ______________ or a
letter to the home introducing yourself to the parents and establishing
expectations.
5. As a new teacher, it is difficult to make the________________ to a parent or
guardian.
Developing a ____________ parent-teacher relationship is a great way to improve
your child’s performance in school.
11
Inside each call out below is an activity in school and in the community. Number
them according to your priority where 1 is the most priority and 9 as your least
priority. Write your insights on the space provided based on your prioritization.
Family Day Parents Teachers

Barangay Assembly
Conference
Community Festival Christmas Town Fiesta

Cleanliness
Party Drive
______________________________________________________________________________________
Coastal Clean-Up
______________________________________________________________________________________
Teachers’ Night
______________________________________________________________________________________
_________________________________________
12
Glossary of Terms
Term Definition
Teacher a critical thinker, good communicator and effective
collaborator and has the ability to learn with technology
Roles the various tasks the internal and external stakeholders
can do in the school community
Agent of change someone who facilitates change for school improvement
Legal Counsel a person who gives advice
Person of Authority someone who is empowered to manage and supervise the
teaching-learning process in the school
Multitasking concept of performing multiple activities or processes over
a certain period of time by executing them at one time
Linkage establishing connections to the people in the community
Expectations a belief that someone should achieve something
Key Concepts
1. Today’s educational endeavor needs a multitasking teacher who can respond to

the needs of the present time. This teacher is expected to be facilitator of learning, a
sharer of knowledge, an agent of change, a legal counsel and a person in authority.
His/her roles are not only limited in the four walls of the classroom but he/she needs
to establish linkages with the people in the community. The people in the community
where the school is located believe that he/she can do something in the achievement of
the school goals.
2. Thus, a beginning teacher seeks advice in finding ways to collaborate with the
community in all aspects of endeavors in the educational process. Establishing linkages
with parents/guardians and the wider community can be done through consultations
and involvement in decisions that would contribute to the success of school’s programs,
projects and activities; utilizing the documents needed in entering into partnerships; as
such Memorandum of Understanding (MOU), Memorandum of Agreement (MOA),
Letters, etc. All these will facilitate effective communication in building good
relationships with parents and a wider community.
3. As a teacher you must be ready to collaborate and seek advice to the human
resources inside and outside the school.
Case Analysis No. 1

The barangay chairman in the community where your school is located comes to
your school and requested you to render a song in the annual barangay day
celebration. It so happened that you are not very good in singing. How will you respond
to the request of the barangay chairman?
Case Analysis No. 2

Mr. Gregorio L. Ocampo, the father of Walter who is one of your learners, visited
your school at 6:30 in the morning and was angry about what happened to his child
the other day. According to Mr. Ocampo, his son went home with a bruise on his arm
13
due to quarrel with one of his classmates during your class period. How would you
react to the angry parent?
Case Analysis No. 3

You were assigned to teach Computer Literacy in your new school. Though you
know basic information about computer, you are fully aware that your knowledge about
it is still limited. You came to know that one of your parents in school is an ICT
coordinator in the school division. How will you approach the parent? You know that
there are documents to accomplish as you respond to the situation, what will you do as
a beginning teacher?
Case Analysis No. 4

You came to a remote school without a gate and even a fence that would help
secure the children in the school. How would you start accomplishing the project? Who
are the people you need to approach in doing so? Why?
After the first part of the lesson, work in partnership with your school head and
ask how you will respond to the following situations.
1. A mother came in and hit the child who was seated beside her daughter while
you were in front of the class teaching, what will you do?
2. A group of parents organized themselves and bought a very big television for
your classroom without your knowledge. How will respond to the situation?
3. Being an agent of change—though a beginning teacher—you believe that you can
contribute in the success of the school’s programs and projects, how will you do
it?
4. You are very good in organizing events but in your school’s activities, it is always
the parents who organize programs. You want to share in the success of the
activities. What could you do?
Reflection
Journal Writing
14
III. SESSION 3: PARENTS AS TEACHERS’ PARTNERS IN THE STUDENTS’
LEARNING AND AS STAKEHOLDER OF THE SCHOOL
Glossary of Terms
Term Definition
Academic Program the various subjects the child is going to
undertake in the school year.
Benefits the profits gained from the strong
relationship of teachers and students.
Communication Skill - the ability of the teacher to establish
connection with the parents through proper
communication
Motivation an act of encouraging the parents for them to
cooperate in school activities.
Partnership working together for a common benefit. It is a
mutual understanding between two entities
to achieve a desired outcome. It is an effort to
engage communities and stakeholders in
achieving desired goals
Student’s Performance the students’ academic and co-curricular
performance in school.
Key Concepts
1. Positive parent-school communications benefit parents. The manner in which

schools communicate and interact with parents affects the extent and quality of
parents' home involvement with their children's learning. For example, schools
that communicate not so good news about students’ performances more often
than recognizing students' excellence will discourage parents’ involvement by
making them feel they cannot effectively help their children.
2. Parents also benefit from being involved in their children's education by getting
ideas from school on how to help and support their children, and by learning more
about the school's academic program and how it works. Most importantly
perhaps, parents benefit by becoming more confident about the value of their
school involvement. Parents develop a greater appreciation for the important role
they play in their children's education.
3. Substantial evidence exists showing that parent’s involvement benefits students,
including raising their academic achievement. There are other advantages for
children when parents become involved — namely: increased motivation for
learning, improved behavior, more regular attendance, and a more positive
attitude about homework and school in general.
4. Parental involvement can free teachers to focus more on the task of teaching
children. Also, by having more contact with parents, teachers learn more about
students' needs and home environment, which is information they can apply
toward better meeting those needs. Parents who are involved tend to have a more
positive view of teachers, which results in improved teacher morale.
15
A. Reflect on your previous engagements/interactions with the parents/guardians

and wider community in your school’s programs, projects and activities. Write
down on the space provided below, at least five ways on how you were able to
establish partnership with the parents/ guardians or wider community.
B. Visit at least five elders/leaders in the community and ask the ways on how they
were and can be effectively engaged in school programs and projects. Record
their answers.
C. Work on this activity with a partner teacher (maybe a Master Teacher or Teacher
III) who is already staying in the same school for a long time.Evaluate each
situation and determine if the described behavior of a teacher manifests
partnership. Show a thumbs up to your partner if you think the situation stated
below manifests partnership and a thumbs down if you think it is not.
____________ 1. Mrs Lopez, a Grade 4, teacher conducted a meeting with her high school
classmates and presented her project proposal on coming up with a
LCD projector and a laptop for instructional purposes.
____________ 2. Mr. Aguas wanted to donate a water dispenser to the Grade I class of
Ms. Noble. He sent letter to the teacher informing her of his intention
but Ms. Noble just ignored the letter.
____________ 3. It has been Mr. Antonio’s dream to organize a drum and lyre group for
the learners in his school. Mr. Antonio asked permission from his
principal to source fund from his relatives and friends in which the
principal allowed. After a year, Mr. Antonio was able to organize the
drum and lyre group with complete instruments.
____________ 4. A foundation of widows from the community but living in the US is
coming up with a project of providing all learners in the school complete
set of school supplies. The principal, Mrs. Cabrera required the
attendance of all teachers in MOA signing at the principal’s office. It is
also a way of forging stronger partnership with the community. Mr.
Datul did not attend the said activity saying it’s just a waste of time.
____________ 5. Mr. de Guzman is handling TLE class specializing in machining. The
school has no available equipment for the learners to use. Mr. de
Guzman coordinated with the owner of a machine shop in the locality.
He allowed the use of his machine shop between 4:00-5:00 in the
afternoon and three times a week only.
Reflection
“How will I develop my interpersonal skill so that I continue dealing with and
getting support from the PTA?”
16
IV. SESSION 4. STRENGTHEN AND SUSTAIN GOOD RELATIONSHIPS WITH
THE PARENTS/GUARDIANS AND THE WIDER COMMUNITY
Glossary of Terms
Term Definition
Bond strong connections among teachers, parents/guardians
and wider
community
Forum an avenue for the discussion of issues and solutions by
the parents and teachers
Common interest the benefits of everyone
Mechanism process to produce a particular result
PTA an acronym which stands for Parents Teachers
Association
Key Concepts
1. As stipulated in DepEd Order No. 54, s. 2009, every elementary and secondary
school shall organize a Parents-Teachers Association (PTA) to provide a forum for
the discussion of issues and their solutions related to the total school program and
to ensure the full cooperation of parents in the efficient implementation of such
program.
2. Every PTA shall provide mechanisms to ensure proper coordination with the
members of the community, provide an avenue for discussing relevant concerns
and provide support to the school for the promotion of their common interest.
Standing committees may be created within the PTA organization to coordinate with
community members. Regular fora may be conducted with local government units,
civic organizations, and other stakeholders to foster unity and cooperation.
3. There is a need to build the strong bond among the teachers parents/guardians
and wider community through PTA. More than this, sustaining the school and
community relations is a great challenge to the teachers in school. How can
teachers build the strong bond with the parents in the community? How can
teachers sustain the smooth relationship with the community?
The following scrambled letters in the first column of the table when rearranged
will form the name of activities that can build a strong connection between
teachers and students and help sustain the school and community relations. Help
me arrange these letters to form the words. Write your answer on the space
provided, second column.
MIFALY YAD
COGRENOITNI AYD
MASTSIRCH YAD
TIONDUAGRAD YAD
17
RENTPA HERTEAC RENCECONFE
GADABRI WELAESK
Given the activities above, think of ways on how you can provide an opportunity
for rewards and recognition for each activity. Design a program for each.
Write an Action Plan in which you can fully sustain good relationships and
partnerships with parents/guardians and wider community flowing the format
below.
School Objectives Activities Time Human Financial Source of
Project Frame Resources Resources Funds
(in-charge
Reflection
What are my potentials that would enhance strong partnership and good
relationships with the parents/ guardians and the wider community?”
18
Post-Test:
statement is true and F if it is false and write the reasons why it is false on the next
line.
_____1. We are now in the 21st century.
_____2. Lecture method is still applicable for millennial learners.
_____3. Teacher is the only source of knowledge at present.
_____4. As an agent of change, the teacher is the most powerful person in the
school and community.
_____5. Twenty first (21st) century learners need differentiated instructions.
_____6. Establishing linkage with the people in the community can help develop the
learners.
_____7. People in the community expect so much from the teacher.
_____8. The 21st century teacher is someone who is a good communicator.
_____9. The teacher and the people in the community are expected to work hand in
hand to ensure students’ success in school.
_____10. Different people have different motives and aspirations but if they
understand the school’s direction they can help the teaching-learning
process succeed
Inside the box is terms that are closely related to teachers and parents relationship.
Choose the correct term to complete each of the sentences that follow:
two-way communication first call society

phone call healthy parents and teachers
a. Good __________________ between families and schools is necessary for your

students' success.
b. The more ______________ share relevant information with each other about a
student, the better equipped both will be to help the student achieve
academically.
c. The establishment of effective school-home communication has grown more
complex as _______________ has changed.
d. Establishing contact may occur by means of an introductory ______________ or a
letter to the home introducing yourself to the parents and establishing
expectations.
e. As a new teacher, it is difficult to make the________________ to a parent or
guardian.
Developing a ____________ parent-teacher relationship is a great way to improve
your child’s performance in school.
19
“PRIORITIZE ME”
Inside each call out below is an activity in school and in the community. Number them
according to your priority where 1 is the most priority and 9 as your least priority.
Write your insights on the space provided based on your prioritization.
Family Day Parents Teachers

Barangay Assembly
Conference
Community Festival Christmas Town Fiesta

Cleanliness
Party Drive
______________________________________________________________________________________
Coastal Clean-Up
______________________________________________________________________________________
Teachers’ Night
______________________________________________________________________________________
_________________________________________
20
V. SESSION 5: BUILDING PARTNERSHIP AND ESTABLISHING LINKAGES
BTI 6.4.1 PTI 6.4.2
Demonstrate knowledge and Comply with and implement

understanding of school policies school policies and procedures
and procedures to foster consistently to foster harmonious
harmonious relationship with the relationships with learners,
wider school community parents, and other stakeholders.
Objectives
a. Understand the policies and procedures of the programs on school and

community partnership
b. Identify the provisions for programs that promote school and community
relations
c. Identify your school’s key partners and stakeholders
d. Describe concrete ways or steps of collaborating with a potential
partner/stakeholders
e. Evaluate your involvement in specific activities that promote school and
community partnership
f. Cite concrete ways to maximize your participation/ involvement in school and
community partnership activities
21
Pre-Test
Check the corresponding box which shows your knowledge on the given program using the scale:
5 – Completely Understood
4 – Almost All Provisions are Understood
3 – Half of the Provisions are Understood
2 – Somewhat Understood
1 – Don’t Know
PROGRAMS 1 2 3 4 5
1. BrigadaEskwela
2. Adopt-A-School Program
3. School Governing Council

(SGC)
4. K to 12 Partnerships
5. School-Based
Management
6. Parent-Teacher
Association
7. Disaster Risk Reduction

and Management
8. School-Based Feeding
Program
9. Gulayan Sa Paaralan
10. Reading Program
11. Peace Education
22
Identify the provisions or activities for each program by writing the letter of the program that corresponds
to your answer on the space provided before each number.
A. Adopt-A-School Program
B. Guidelines on K to 12 Partnerships
C. BrigadaEskwela
D. School-Based Management
E. Guidelines Governing Parent-Teachers Association
F. Disaster Risk Reduction and Management
G. School-Based Feeding Program
H. GulayansaPaaralan
_____1. Memorandum of Agreement signing by the restaurant owner and the school
head for the immersion for SHS students in Cookery.
_____ 2. A coordination meeting was conducted between the Head of Fire Department,
Police Safety Officer, and the School Coordinator for Safety and Disaster Risk
Reduction.
_____ 3. The LGU supplies seeds for cabbage, tomato, beans and sili green for the
garden of Malaya Elementary School.
_____ 4. A nongovernment organization has donated a two-storey building for the
newly-established IPED School in a nearby sitio.
_____ 5. The parents’ organization has sponsored a medical and dental mission to
Balite Elementary School during the second quarter of the school year.
_____ 6. The barangay LGU has issued a resolution to close any internet café if
pupils/students are seen engaging into it during class hours. This is in
support of the school’s objective to keep the learners in school during class
hours.
_____ 7. An organization of alumni from a private school pledge an amount of

P10,000.00 monthly to support the school’s program to provide nutritious
food to pupils.
_____ 8. The Tricycle Drivers Association in PurokSison volunteered to build a

concrete fence for the school to ensure safety for the learners before the
classes start in June.
Give the meaning of the following acronyms. Write your answers on the space provided.
1. BE
2. ASP
3. GO
4. NGO
5. LGU
6. SGC
7. PPP-
8. SBFP
9. DRRM
23
Read the following Issuances:
 DepEd Order No. 54 s. 2009 (Revised Guidelines Governing PTA)
 DepEd Order No. 50, s. 2011 (Disaster Risk Reduction and Management)
 DepEd Memo. No. 12, s. 2006 (BrigadaEskwela)
 DedEd Order No. 40, s. 2015 (Guidelines on K to 12 Partnerships)
 DepEd Memo. No. 293, s. 2007 (Gulayan Sa Paaralan)
 DepEd Order No. 83, s. 2012 (School-Based Mangement)
 DepEd Order No. 87, s. 2012 ( School-Based Feeding Program)
 RA 8525 (Adopt-A-School Program)
List all programs in your school relating to school and community partnerships. Identify the partners or
stakeholders from the wider community.
PROGRAMS PARTNERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Analysis:
1. How did you find the activity?
2. What did you feel when you identify programs or policies in your school
including the respective partners from the community? Was it easy or
difficult? Why?
3. What insight/s did you learn?
24
Glossary of Terms
Term Definition
Policies and guiding rules and strategies prescribed by the department of
procedures education in undertaking various programs, activities and
projects in school
Harmonious a respectable and mutual understanding between the school
relationship and its stakeholders
Community the level of engagement of the people or organization in the
involvement school activities
Support system the people who give support to the school in terms financial,
networks of goods, services, personnel, and organizations to
sustain the implementation of the programs and projects
(PAPS) in school
School goals and guiding principles of the school anchored on the
objectives department’s vision, mission and core values which serve as
basis for planning, developing and implementing various
programs and projects
SBM or School Based Management is a type of governance of in
school directly managed by the school heads
Key Concepts
1. Policies and procedures provide mechanism and guidance in implementing

various programs, activities and projects that calls for partnership with the private
sector.
2. Policies and procedures serve as guiding principles of the teachers in establishing
linkages and partnerships with stakeholders
3. Continuous involvement in planning, organizing and implementing plans and
programs of the school is needed to achieve the desired learning outcomes.
4. Good relationship is necessary towards the improvement of the school which will
benefit the school populace in general.
5. BrigadaEskwela or School’s Maintenance Week is an annual program of the
department of education implemented in schools that gathers support from
various stakeholders making our schools ready for the opening of classes.
6. Adopt-A-School Program encourages private sectors and other non-government
organizations and individuals to build partnerships with the public schools for the
needed support.
7. Deped Order No. 40, s. 2015- Guidelines on the K to 12 Partnerships with focus
on work immersion opportunities for public Senior High School learners.
8. School-Based Management- a form of management practice which is characterized
by shared accountabilities, shared responsibilities and shared governance in
school with the stakeholders.
9. Guidelines on Governing Parents-Teachers Association (PTA) – allows the
organization of Parents and Teachers Association to provide a forum of discussion
of issues and their solutions related to the total school program and to ensure the
full cooperation of parents in the efficient implementation of such program.
10. Disaster Risk Reduction and Management – mandates all national government
agencies including DepED to institutionalize the culture of safety at all levels and
this gives opportunities for the department to coordinate with the LGU and the
community to ensure readiness for safety in times of emergency.
25
11. School-Based Feeding Program – addresses the malnutririon problem and short
term hunger among public school children. This calls for financial support to
augment the budget for the program and schools may link with stakeholders for
assistance.
12. Gulayan Sa Paaralan – seeks to raise the level of public consciousness on the
health and nutritional dimension as well as economic benefit of establishing
school, household and community gardens. Guarding the garden against the
grass-eating domesticated animals can be a great support from the community.
Directions: Study each case presented below and identify what activities/steps you will take in response to
the situation.
Case Analysis No. 1
From the training on Developing 21st Century Learners, you realized the need of
an LCD Projector which is a non-eligible expenditure in the School MOOE in your
classroom instruction. Your Homeroom PTA could not afford to purchase such. What
steps will you take to address the problem?
Case Analysis No. 2

You are designated as one of the members on the Committee on Resource
Generation during BrigadaEskwela. What concrete steps will you take to get the
support of the private organizations in your community?
Case Analysis No. 3

You are a newly-hired teacher who is tasked by your School Principal to
persuade a potential benefactor from the private sector to adopt your school through
the Adopt-A-School Program of DepEd. What actions will you take to convince the said
benefactor?
Reflection
Complete the following to show what you have learned on this session.
1. The stakeholders who could help achieve the school goals and objectives are
_______________________________________________________
___________________________________________________________________.
2. It is important to foster good working relationship with the community because

____________________________________________________________
___________________________________________________________________.
3. The school can foster effective and sustainable partnership with the community
by ______________________________________________________
___________________________________________________________________.
My Involvement
SELF-EVALUATION: Evaluate your involvement in specific activities that promote
school and community relationships. Use the scale below:
4 – Outstanding
3 – Very Satisfactory
2 – Satisfactory
1 – Needs Improvement
NA – Not Applicable
26
Note:You may fill in other programs not indicated below.
Programs Encircle your level of involvement.
1. Adopt-A-School Program 4 3 2 1 NA
2. BrigadaEskwela 4 3 2 1 NA
3. School Governing Council 4 3 2 1 NA
4. K to 12 Partnerships for SHS 4 3 2 1 NA
5. School-Based Management 4 3 2 1 NA
6. Parent-Teacher Assiciation 4 3 2 1 NA
7. Disaster Risk Reduction & 4 3 2 1 NA

Management
8. School-Based Feeding Program 4 3 2 1 NA
9. Gulayan Sa Paaralan 4 3 2 1 NA
10. Reading Program 4 3 2 1 NA
11. Peace Education 4 3 2 1 NA
12. 4 3 2 1 NA
13. 4 3 2 1 NA
14. 4 3 2 1 NA
15. 4 3 2 1 NA
16. 4 3 2 1 NA
17. 4 3 2 1 NA
Gen. Average: _________________
Journal writing activity: What can I do more?

1. How will I establish strong partnerships and linkages with the public and private
stakeholders?
2. How will I sustain partnerships with my stakeholders?
3. Cite concrete ways to maximize your participation/ involvement in the

implementation of school policies and/or activities to promote strong and
harmonious collaboration between the school and community.
27
Post -Test
Check the corresponding box which shows your knowledge on the given program using the scale:
5 – Completely Understood
4 – Almost All Provisions are Understood
3 – Half of the Provisions are Understood
2 – Somewhat Understood
1 – Don’t Know
PROGRAMS 1 2 3 4 5
1. BrigadaEskwela
2. Adopt-A-School Program
3. School Governing Council

(SGC)
4. K to 12 Partnerships
5. School-Based
Management
6. Parent-Teacher
Association
7. Disaster Risk Reduction

and Management
8. School-Based Feeding
Program
9. Gulayan Sa Paaralan
10. Reading Program
11. Peace Education
28
Identify the provisions or activities for each program by writing the letter of the program that corresponds
to your answer on the space provided before each number.
A. Adopt-A-School Program
B. Guidelines on K to 12 Partnerships
C. BrigadaEskwela
D. School-Based Management
E. Guidelines Governing Parent-Teachers Association
F. Disaster Risk Reduction and Management
G. School-Based Feeding Program
H. GulayansaPaaralan
_____1. Memorandum of Agreement signing by the restaurant owner and the school
head for the immersion for SHS students in Cookery.
_____ 2. A coordination meeting was conducted between the Head of Fire Department,
Police Safety Officer and the School Coordinator for Safety and Disaster Risk
Reduction.
_____ 3. The LGU supplies seeds for cabbage, tomato, beans and sili green for the
garden of Malaya Elementary School.
_____ 4. A non-government organization has donated a two-storey building for the
newly-established IPED School in a nearby sitio.
_____ 5. The parents’ organization has sponsored a medical and dental mission to
Balite Elementary School during the second quarter of the school year.
_____ 6. The Barangay LGU has issued a resolution to close any internet café if
pupils/students are seen engaging into it during class hours. This is in
support of the school’s objective to keep the learners in school during class
hours.
_____ 7. An organization of alumni from a private school pledge an amount of

P10,000.00 monthly to support the school’s program to provide nutritious
food to pupils.
_____ 8. The Tricycle Drivers Association in PurokSison volunteered to build a

concrete fence for the school to ensure safety for the learners before the
classes start in June.
29
References
American Federation of Teachers. Building Parent–Teacher Relationships.

http://www.readingrockets.org/article/building-parent-teacher-relationships
Child Development Institute. Establishing A Parent–Teacher Relationship.
https://childdevelopmentinfo.com/learning/parent_teacher/#.WYLhvmLyvIU
Edglossary.org. https://www.edglossary.org/
Edutopia. https://www.edutopia.org/discussion/15-characteristics-21st –century-teacher
Government of the Philippines. Department of Education. A Manual on School Governing
Council. Manila.
https://depedzn.net/files/downloads/SchoolGoverningCouncilManual.pdf
Government of the Philippines. Department of Education. 2006. BrigadaEskwela. DepEd Memo.
No. 12, s. 2006. Manila.
———. 2009. Revised Guidelines Governing PTA. DepEd Order 54 s. 2009. Manila.
———. 2015. Guidelines on K to 12 Partnerships. DepEd Order No. 40, s. 2015. Manila.
———. 2007. Gulayan Sa Paaralan. DepEd Memo. No. 293, s. 2007. Manila.
———. 2011. Disaster Risk Reduction and Management. DepEd Order No. 50, s. 2011. Manila.
———. 2009. Revised Guidelines Governing PTA. DepEd Order No. 54 s. 2009. Manila.
———. 2012. School-Based Mangement. DepEd Order No. 83, s. 2012. Manila.
———. 2012. School-Based Feeding Program. DepEd Order No. 87, s. 2012. Manila.
Government of the Philippines. 2001. An Act Instituting A Framework Of Governance For Basic
Education, Establishing Authority And Accountability, Renaming The Department Of
Education, Culture And Sports As The Department Of Education, And For Other
Purposes. Republic Act No. 9155. Manila.
———. 1998. Adopt-A-School Program. Republic Act No. 8525. Manila.
———. 2001. Anti-bullying Act. Republic Act No. 10627. Manila.
Leaders for Tomorrow Schools. The Importance of School and Community Collaboration.
https://www.michigan.gov/documents/The_Importance_of_School_and_Community_Colla
boration_156613_7.pdf
Merriam-Webster.com. www. m-w.com
NEAP. SHDPFC Module on Partnership. NEAP Program Package.
O’Keefe, B. 5 Steps to Better School/Community Collaboration. Edutopia.
https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe
Seen. School–Community Collaboration. http://www.seenmagazine.us/Articles/Article-
Detail/articleid/1298/-school-8212-community-collaboration
Study.com. Stakeholder in education. http://study.com/academy/lesson/what-is-a-
stakeholder-in-education-definition-examples.html
Teach. Teachers Are Role Models. https://teach.com/what/teachers-change-lives/teachers-are-
role-models/
30
Answer Keys
Session 1:
Pre-Test/Post-Test
1.T
2.F
3.T
4.F
5.T
6.T
7.F
8.T
9.F
10.T
Possible Answers to Activity 1.2
1. Ms. Ramos was discouraged and down-hearted because her classroom
is bare and is not conducive to teaching-learning activities; and the
school could not give her the resources she needs due to limited budget.
2. The advice coming from her co-teacher gave her the idea to partner with
the community members, particularly the organized homeroom PTA.
She also extended partnering with her friends and family.
3. Partnership. She was able to work with the PTA. Together they planned
and implemented the plan successfully.
31
4. Yes. In today’s context educating our learners is a shared responsibility.
It is a responsibility of the parents, the school, and the community
through partnership. Partnership brings about quality learners.
Answers to Activity 1.3
1. No provision for facilities, equipment and classroom laboratory for Senior
High School TVL learners
2. The school principal together with the SHS teachers conducted
environmental scanning. They presented the problem to the local officials,
parents and business community.
3. They prepared a plan and came up with immersion. The community served
as laboratory for learning.
4. How did the community serve as a laboratory for learning?
Students applied the competencies they learned in school in the different

establishments aligned with their specialization.
Session 2
–No Answers–
Session 3:
I. 1. T 4. F 7. T 10. T
2. F 5. T 8. T
3. F 6.T 9. T
II.
1. Family Day
2. Recognition Day
3. Christmas Day
32
4. Graduation Day
5. Parent Teacher Conference
6. BrigadaEskwela
III.
1. two way communication
2. parents and teachers
3. society
4. phone call
5. first call
6. healthy
Session 4:
Answers to Pre-Test and Post-test
B.
1. B
2. F
3. H
4. A
5. E
6. D
7. G
8. C
Answers to Priming Activity
DO YOU KNOW ME?
1. BE - BrigadaEskwela
2. ASP - Adopt-A-School Program
3. GO’s - Government Organizations
4. NGO’s - Non-Government Organizations
33
5. LGU - Local Government Unit
6. SGC - School Governing Council
7. PPP - Public-Private Partnerships
8. SBFP - School-Based Feeding Program
9. DRRM - Disaster Risk Reduction and Management
Session 5:
- No Answer –
34
Acknowledgment
TEACHER EDUCATION COUNCIL
Ex-Officio Chairman
Sec. Leonor Magtolis Briones
Ex-Officio Members
Hon. Prospero De Vera III
Hon. Teofilo Pilando
Hon. Guiling Mamondiong
Hon. Virgilio Almario
Regular Members
Dr. Lourdes R. Baetiong
Dr. Lorina Y. Calingasan
Dr. Evelyn G. Chavez
Dr. Allan B. De Guzman
Dr. Myrna B. Libutaque
Dr. Rita May P. Tagalog
TEACHER EDUCATION COUNCIL SECRETARIAT
Dr. Runvi V. Manguerra

Jayson A. Peñafiel
Rex Augus M. Fernandez
Jun M. Garcia
Maricel B. Flores
BASIC EDUCATION SECTOR TRANSFORMATION
Ms. Kaye Cox

Ms. Allison Atwell
Ms. Soledad Lecaroz
Dr. Twila G. Punsalan
PARTICIPANTS IN THE WRITESHOPS
DepEd Central Office

Joanna Christina Sta. Isabel
Jona Kirsten M. Valdez
Cordillera Administrative Region

Jennifer P. Ande
Sonia D. Dupagan
Asuncion C. Saguio
Region 1
Philip John Gregory G. Aldos
Anselmo R. Aludino
Ma. Theresa M. Bautista
Dinah C. Bonao
Ronie D. Bonao
35
Raymond T. Bustamante
Marilu N. Cardenas
Mari Sailani G. De Leon
Rica A. Perez
Region 2
Melany M. Asuncion
Sheryl Marivi M. Alindayu
Eduardo Jr. C. Escorpiso
Maricel S. Franco
Alexander G. Geronimo
Norma C. Guillermo
Rachel R. Llana
Jerry B. Sario
Emeyn L. Talaue
Region 3
Helen R. Bose
Ma. Editha R. Caparas
Lauro L. Lagman
Imelda P.Macaspac
Jerome N. Manansala
Ariel T. Perez
Rhoda T. Razon
Edgardo S. Serrano
CALABARZON
Lerma l. Flandez
Jennifer E. Lopez
Viernalyn M. Nama
Luz E. Osmeña
Cristina C. Salazar
Chinita A. Tolentino
Erma S. Valenzuela
MIMAROPA
Ronald S. Brillantes
Florinda B. Dimansana
Jesusa C. Iglesias
Laida L. Mascareñas
Rafael G. Manalo
Leah G. Rondael
Eric G. Teñoso
Elbert R. Tolentino
Bicol Region
Ernie M. Baranquel
Wilfredo J. Gavarra
Nympha D. Guemo
Noel V. Ibis
Erlyn D. Moises
Sancha M. Nacion
Jilly L. Roces
36
Mai Anne D. Rondola
National Capital Region

Rosalie E. Bongon
Jenilyn Rose B. Corpuz
Cora C. Manansala
Maria Teresa A. Namoro
Genia V. Santos
Gemma D. Villanueva
Jennifer F. Vivas
Region 6
Renato T. Ballesteros
Leonerico E. Barredo
Toribio M. Berano
Roel F. Bermejo
Josanlo M. Caldera
Marilyn N. Galvez
Samuel J. Malayo
Dency Grace A. Padillon
Gladys D. Sales
Jonel D. Sembrano
Schubert C. Sialongo
Leilanie F. Sindingan
Region 7
Wlifreda D. Bongalos
Misael G. Borgonia
Elena S. De Luna
Gregorio Cyrus R. Elejorde
Doris F. Esmero
Nicetas D. Fudolin
Leah M. Gaudiel
Neilsor R. Gonzales
Raylene S. Manawatao
Maria Ligaya G. Panganiban
Elaine F. Perfecio
Nilita L. Ragay
Nonale Q. Resoor
Rosemarie A. Vailoces
Region 8
Amor O. Abando
Jason V. Ang
Cristito A. Eco
Lyndon B. Macato
Henrietta T. Managbanag
Josemilo P. Ruiz
Harvie D. Villamor
Region 9
Marietta R. Anhaw
Lida A. Borongan
Filma B. Catalan
37
Majarani M. Jacinto
Elesio m. Maribao
Roy C. Tuballa
Visminda Q. Valde
Region 10
Olga C. Alonsabe
Raymund S. Antolo
Omar Q. Hussien
Rebecca P. Postrano
Mitchell V. Rodriguez
Para D. Talip
Jean G. Veloso
Region 11
Raymond S. Aquino
Josie T. Bolofer
Danilo M. Canda
Lorenzo E. Mendoza
Alma D. Mercado
Antonio Jr. R. Pasquito
Nor-ain S. Sani
Angelita G. Suelta
Florence G. Victoria
Region 12
Zaida N. Abiera
Leonardo M. Balala
Ofelia C. Beton
Shirley S. Bulosan
Regan B. Dagadas
Romelito G. Flores
Grace Patrice M. Mondragon
Macario C. Ontal
Antonio R. Pasigado Jr.
CARAGA
Isidro M. Biol Jr.
Ma. Fe C. Climaco
Fluellen L. Cos
Flordelisa R. Dalin
Karen L. Galanida
Angelita A. Kuizon
Edmund D. Mendoza
Ma. Teresa M. Real
Roy S. Rele
ARMM
Fatima B. Abubakar
Agnes D. Manampan
Edna S. Pasandalan
Helen A. Piol
Edna S. Purong
38

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r Republic of the Philippines

TO: Officers-ln-Charge, Assistant Schools Division Superinteneh

SUBJECT: TEACHER INDUCTION PROGRAM (TIP) MODULES

DATE: November 13. 2018

1. Concomitant to the recently conducted Division Teacher Induction Program vis-

4. To provide technical assistance, the Division TIP Management Team is hereby

Chairperson: Dr. Cecllle G. Carandang, CESE, OIC-SDS

5. Immediate and wide dissemination of this Memorandum is desired.

Ref. Np SM1] s. 20JL

Dedicating Individual Viabilfty and Integrity in Nurturing Excellence

LE rOR mGTOLIS BRIONES

MCDJ/ R EK) Teacher Induction Program PoIicy

Schools worldwide use induction programs to support new teachers in their

Support and assistance for newlyhired teachers have positive impacts on

Republic Act 10533 or Enhanced Basic Education Act of 2013 Section 7

The Teacher Education Council (TEC), created by virtue of Republic Act

This DepEd order provides guidelines on the implementation, procedure,

III. Definition of terms

Differentiated Supervision is a type of supervision that recognizes the

Job-embedded learning refers to the learning that is grounded in the daily

Newlyhired teacher is a teacher with 0-3 years experience in the public

Teacher Induction Program <TIP) is a systematic and comprehensive

Mentoring Program is a school and division program executed by the school

National Competency-Based Teachers Standards (NCBTS 2017) refers to a

TIP Mentor is a Department Head, Master or Key Teacher who is assigned to

IV. Policy Statement

TIP is institutionalized to provide a systematic and comprehensive support

THE TIP Framework

Inventory and The TEACHER Improved

Monitoring and Evaluation

Figure 1. Conceptual Framework

Module 1: THE DEPARTMENT OF EDUCATION

Module 2: THE FILIPINO TEACHER

Module 3; THE K TO 12 CURRICULUM

Module 4: THE TEACHING PROCESS

Module 6: THE SCHOOL as COMMUNITY LINKAGES

2. TOPICS by Key Stages

Kindergarten to Grade 3 Stage

Junior High School (JHS) Stage

Senior High School (SHS) Stage

• TIP shall be included in the Division Education Development Plan

D. Roles and Responsibilities

Te€u:her Education Council (TEC)

Human Resource Development IHvision (HRDD)

Curritmlum and Learning Management Division (CLMD)

Field Technical Assistance Division (FTAD)

Quality Assurance Division (QAD)

3. Schools Division Office

Schools Division Superintendent (SDS)

Assistant Schools Division Superintendent (ASDS)

School Governance and Operations Division (SGOD) Chief

Curriculum Implementation Division (CID) Chief

Human Resource Development Education Program Specialist

Education Program Specialist for Alternative Learning System

E. Expenses relative to the implementation of Teacher Induction

VI. Monitoring and Evaluation

Alliance for Excellent Education. (2004a). Tapping the potential; Retaining

Ingersol, R. & Strong, M. (2011). The Impact of Induction and Mentoring

Worsham, B. (2017). Middle School Teachers' Sensemaking of Job-

Johnson, S. M. (2003, March). Supporting and retaining the next generation

Partlow, M. R. (2006). Teachers’ perceived needs within a responsive

Republic Act No. 7784.An act strengthening teacher education in the

Villani, S. (2005). Mentoring promotes teacher leadership- In H. Portner