3

Module

ADAPTIVE (FLEXIBLE) TEACHING OF SHS CORE SUBJECTS TOWARDS OPTIMAL LEARNING

Anchored from the Alignment Framework

ADAPTIVE TEACHING OF THE MOST ESSENTIAL TOPICS

FILIPINO
 © PEAC
5/F Salamin Building,
197 Salcedo Street *
Legaspi Village,
Makati City

Trainers
Subject Area
Mr. Clavero Jr. Arnel B. Adamson University Manila
Coordinator
Mr. Fano Mark Laurence Notre Dame of Marbel University Koronadal City
Dr. Gat-eb Julius University of Baguio Baguio City
Huenda Mia Pasig Catholic College Pasig City
Mr. Manis Angelo V. University of the Cordilleras Baguio City
Dr. Mutong Marivic B. University of Baguio Baguio City
Salingguhay Melanie St. Louis University Lab HS Baguio City
Sawangin Clint St. Louis University Lab HS Baguio City
Ms. Tolete Helen E. Sacred Heart College, Lucena Lucena City
Table of Contents
Introduction: The Instructional Materials ......Error! Bookmark not
defined.
Adaptive (Flexible) Instructional Plan Towards Optimal Learning 2
Principles in Designing an Adaptive Teaching Guide ................... 6
Samples of:
1. Flexible Instruction Delivery Plan (FIDP)
2. Adaptive Teaching Guides of the Most Essential Topics
3. Student Learning Materials of the Most Essential Topics
P R I V A T E E D U C A T I O N A S S I S T A N C E C O M M I T T E E

Introduction

The Instructional Materials

A
t the onset of the PEAC SHS Teachers’ InSeT, teacher-participants have been coached to come up with an
instructional plans from the Curriculum Guides of the subjects they teach. The plan is anchored on the
Alignment Framework.

The Alignment Framework provides a principle to all teachers teaching the core subjects in SHS that the attainment of
the purposes (or the learning targets) in teaching the core subjects can only be attained when an instructional plan (INTENDED
CURRICULUM) in teaching the subject is ROOTED on the PURPOSES in TEACHING THE SUBJECT (In the
Alignment Framework, this is the WHY TEACH component). ALL ELSE then follows like the plan on:

1. HOW TO ASSESS AND EVALUATE students’ learning (being assured that at the end of the semester in
learning the subject, the learning targets are attained),
2. HOW TO TEACH students so they fully achieved the learning targets (not that they are just prepared for
the Final Summative Test or for the completion of the Performance Task), and
3. WHAT TO TEACH so the Most Essential Topics that lead to students’ attainment of the subject’s learning
targets are fully covered.

To help materialize this kind of instructional planning framework, the Alignment Framework was translated into a
mapping template called the Classroom Instruction Delivery Alignment Map (CIDAM) to ensure an Aligned
Classroom Instructional Delivery Plan towards the full attainment of a subject’s learning targets. However, when the
pandemic came two years ago, the CIDAM was recalibrated to a Flexible Instruction Delivery Plan (FIDP) to make
the application of the Alignment Framework relevant and current.

Teacher-participants in the 2021 SHS Teachers’ InSeT were then coached in monitoring a student’s progress of
learning in a FLEXIBLE class through the optimal utilization of the formative or preparatory assessment activities.
The differentiated pace of learning of students are recognized in the formulation of formative or preparatory
activities that ensure the student to successfully complete the subject’s required Performance Task, in which the
extent of his/her attainment of the subject’s learning targets is fully measured and evaluated.

Based on the Alignment Framework, the learning experiences that are provided by teachers to students must be
correlated with the way their learning shall be assessed and evaluated. Thus, if the differentiated pace of students’
learning is recognized in the formulation of the formative or preparatory assessment activities, then the students’
learning preparations and biases must be considered in planning their learning experiences (the teaching inputs).
This then calls for a teaching strategy that is adaptive to the differentiated learning needs of students and must be
observed in the development of a Teaching Guide, which is rooted on a flexible (adaptive) instructional delivery plan
of the subject. This then brings us to the materials presented in this module.

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FIDP
and
Adaptive
Teaching
Strategy

Making an Instructional Plan Flexible (Adaptive)

O
ur teaching plan must be inclusive. It must consider the possibilities that affect students’ access to learning
and thus, it must be flexible or adaptive. But what makes an instructional delivery plan flexible or adaptive?

An instructional delivery plan is flexible (adaptive) when it readily accommodates students’:

1. personal circumstances that limit them from attending in-person on-campus classes, and
2. learning preparations and biases.

These two conditions can be reflected in an instructional plan that uses the template of the Flexible Instructional
Delivery Plan (FIDP), which is anchored on the Alignment Framework. The Alignment Framework is first
presented before the Flexible Instructional Delivery Plan for better appreciation of the translation of the two
conditions in the FIDP.

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Fig. 1. The Alignment Framework as Contextualized in the Preparation of a Flexible Class of a Subject

Fig. 2. The Flexible Instruction Delivery Plan

The first condition that makes an instructional plan flexible must be reflected in the last column of the FIDP. This is
done by identifying a Flexible Learning Strategy (FLS) that is intended for students who may not be able to attend in
in-person on-campus class of which the teaching of a topic is scheduled. These students are classified as:
1. students who have strong internet access and thus may opt for online modality in learning the topic, or
2. students who have no or have poor internet access and thus may opt for offline-remote modality in learning
the topic.

The second condition must be observed in the Flexible Assessment Activities (FAA) as it enumerates assessment
activities that are directed toward the attainment of a common goal through differentiated tasks.

All these can be observed in a sample of a Flexible Instructional Delivery Plan (FIDP) in the Sample Materials section in
this module.

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The second condition of a flexible instructional plan is demonstrated in detail in the formulation of an Adaptive
Teaching Guide. The Guide uses a strategy that readily addresses the differentiated learning needs of students. This
Adaptive Strategy has three distinctive characteristics.

First, it ensures that the differentiated levels of preparations of students on the prerequisites of a topic, namely:
Insufficient, Fairly Sufficient, and Sufficient, are first addressed before they engage in learning the topic. Each
level is appropriated with a teaching strategy as shown in Table 1.
Second, it allows students to express their learning from the topic through their differentiated learning interests.
This is done through the RUA of a Student’s Learning, which allows students to reflect on what s/he
remembers about the topic, understands from the topic as s/he is able to explain it in his/her own
words, familiar situations s/he can apply his/her learning from the topic.
Third, it ensures students’ sufficient understanding of the topic before they are given access to engage in the
next topic.

These characteristics comprise the totality of the Adaptive Teaching Strategy. It is called adaptive as it has its own sets
of steps that are appropriated to the differentiated levels of students’ preparations on the prerequisites of a topic.
These are all shown in Table 1.

Student’s Level fU d d f ’ P qu (s)

Insufficient
No evidence of understanding
Teaching Strategy:
1. Pre-lesson Remediation Activity
a. Readings and
explanations on essential
concepts of the
prerequisites
b. Assessment (Students who
have satisfactory
assessment proceeds to
learning the topic.
Otherwise, they given follow
up learning materials until
they get satisfactory
assessment)
2. Learning the topic
3. ’ 3.
learning the topic relative to
his/her learning style (RUA of a
ud ’ )
4. Students proceed to the next
scheduled topic or activity when
their RU f ud ’ their RU
reflects the essential concepts of
the topic. Otherwise, they
undergo the Post-lesson
Remediation Activity that involves
presentation of the content with
more learning resources and
activities until their RUA of a
ud ’ manifest that
they remember and understand
the essential concepts of the topic
and can correctly apply them to
familiar situations.
Fairly Sufficient
Has incomplete evidence of understanding
Teaching Strategy:
1. Pre-lesson Remediation Activity
a. ’
correct understanding of
the prerequisites, which
is facilitated by the
teacher.
2. Learning the topic
’ 2.
learning the topic relative to
his/her learning style (RUA of a
ud ’ )
4. Students proceed to the next
scheduled topic or activity when
f ud ’ their RU
reflects the essential concepts of
the topic. Otherwise, they
undergo the Post-lesson
Remediation Activity that involves
presentation of the content with
more learning resources and
activities until their RUA of a
ud ’ manifest that
they remember and understand
the essential concepts of the topic
and can correctly apply them to
familiar situations.
Sufficient
Has complete evidence of understanding
1. Learning the topic
’
learning the topic relative to
his/her learning style (RUA of a
ud ’ earning)
3. Students proceed to the next
scheduled topic or activity when
f ud ’
Learning reflects the essential
concepts of the topic.
Otherwise, they undergo the
Post-lesson Remediation
Activity that involves
presentation of the content with
more learning resources and
activities until their RUA of a
ud ’ manifest that
they remember and understand
the essential concepts of the
topic and can correctly apply
them to familiar situations.
G.L. Montalan, 2022

As the differentiated expressions of learning by student is put forward in this teaching strategy, students are facilitated
to fully achieve the subject’s learning targets at the end of a subject’s term or semester. It leads to their optimal learning
as they attain a level of learning through this strategy that enables them to create valuable outcomes from their new learning
experiences. These valuable outcomes are highly dependent on their differentiated learning interests and styles, which
are respected in the assessment of their learning. Thus, when interventions are necessary before advancing to another
topic, these are appropriated to the learning needs of a student, which is also contributory to an optimal learning of a
student.

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To put in all the steps of the Adaptive Teaching Strategy that was introduced in the previous page in an Adaptive
Teaching Guide, a template is provided below. Samples are also provided in the Sample Materials section in this module.

MET # _______________ Lesson # _____________

Prerequisite Content-knowledge:
__________________________________________________________________
Prerequisite Skill:
______________________________________________________________________________

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
__________________________________________________________________

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
__________________________________________________________________

Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when
concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
4. Overview of the Lesson

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson
relative to the General Enabling Teaching Strategy)
Chunk 1
Formative question
Chunk 2
Formative question
Chunk n
Formative question
Synthesis

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

G.L. Montalan, 2022

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 Adaptive
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Teaching
Guide

Principles in Designing an Adaptive

Teaching Guide

B
y just following the template of an Adaptive Teaching Guide is not a guarantee to come
up with a quality adaptive plan in teaching a topic. Instead, we also must be guided with
the principles in designing an adaptive teaching plan.

There are three principles that must be considered in designing an adaptive teaching plan by
using the Adaptive Teaching Guide template. In designing an Adaptive Teaching Guide, it is
necessary to:

First, define the desired outcome from the new information learned that is expected from the students. This
brings us back to the first component “WHY TEACH” of the Alignment Framework. It is necessary that
the reason in teaching the topic is first articulated. These shall be stated in the Students Learning Outcomes
of a topic or lesson.

Second, choose a General Enabling Strategy suitable for the attainment of the desired outcome. Here, we
use the General Enabling Strategy that we have introduced in the 2017 SHS Teachers’ InSeT as it is made
parallel with the Revised Bloom’s Taxonomy of Thinking Skills and the KUD Classification of the learning
competencies articulated in a Teaching Guide of a subject as introduced by Dr. Mike Rapatan. These are all
summarized in Table 2 below.

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Third, outline the topic/lesson presentation using the template of the Adaptive Teaching Guide.

MET # _______________ Lesson # _____________

Prerequisite Content-knowledge:
__________________________________________________________________
Prerequisite Skill:
______________________________________________________________________________

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
__________________________________________________________________

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
__________________________________________________________________

Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when
concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
4. Overview of the Lesson

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson
relative to the General Enabling Teaching Strategy)
Chunk 1
Formative question
Chunk 2
Formative question
Chunk n
Formative question
Synthesis

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

G.L. Montalan, 2022

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The Adaptive Teaching Guide of a topic/lesson can be easily translated into a Student learning Material. It will exclude
the parts of the Adaptive teaching Guide marked with “X”.

MET # _______________ Lesson # _____________

Prerequisite Content-knowledge:
______________________________________________________________________________
Prerequisite Skill:
______________________________________________________________________________

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):
___________________________________________________________________________________

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
___________________________________________________________________________________

Introduction:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when
concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
4. Overview of the Lesson

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative
to the General Enabling Teaching Strategy)
Chunk 1
Formative question
Chunk 2
Formative question
Chunk n
Formative question
Synthesis

RUA of a Student’s Learning:

Post-lesson Remediation Activity:

G.L. Montalan, 2022

Samples of Student Learning Materials are also provided in the Sample Materials section in this module.

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Sample
Materials

Samples of:
1. Flexible (Adaptive) Instruction Delivery Plan (FIDP)
2. Adaptive Teaching Guides of the Most Essential Topics
3. Student Learning Materials of the Most Essential Topics
are provided in the attachments.

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