COLLEGE DEPARTMENT
VISION
A diocesan catholic school community
that is founded on the oneness of Heart of
Jesus and Mary and passionate in the
communal work of integral human
development of young towards the fullness
of life.
MISSION
Inspired by and devoted to the oneness of
Heart of Jesus and Mary, OLSHCO is
committed to:
1. Develop among students modern –
world skills for them to succeed as
empowered global citizens; and
2. Nurture a learning environment that
proclaims and models values of human
integrity.
COLLEGE OBJECTIVES
In consonance with the Vision-Mission
guided by the oneness of Heart of Jesus and
Mary, the College commits itself to:
1. Provide high quality and holistic
educational services;
2. Reinforce values formation to produce
professionals who are responsive to the
changing needs of industry and society; and
3. Strengthen linkages and industry
partners for continuous development.
GRADUATE ATTRIBUTES
1. Effective Communicator
2. Design Thinker
3. Ecological Integrity Advocate
4. Cultured Citizen
5. Results-driven Professional
BACHELOR OF ELEMENTARY EDUCATION
FIRST SEMESTER A.Y. 2021-2022
CORE VALUES Course Code: MATH2 – Sp14 Teaching Math in Intermediate Grades
Filial Compassion, Leadership and Accountability, Mary Units: 3 No. of Weeks: 18 weeks
Inspired Obedience, and Enduring Discipleship Co. Requisite: None Pre-requisite: None
Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing rules
and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the following will
be the guiding light of an OLSHCO graduate:
PROGRAM GOALS
The BACHELOR OF ELEMENTARY EDUCATION degree programs aim to develop highly, committed, competent and Christian values-oriented teachers specializing
in the content and pedagogy for elementary and secondary education.
PROGRAM OUTCOMES
A. Common to All Programs towards Human B. Common to Teacher Education (CTE) C. General Knowledge
Development (CAP) 1. Articulate the rootedness of education in 1. Analyze “texts” (written, visual, oral, etc.) critically
1. Consolidate, discuss, articulate and philosophical, socio-cultural, historical, 2. Demonstrate proficient and effective
institutionalize the latest developments in the psychological, and political contexts communication (writing, speaking, and use of
specific field of practice. 2. Demonstrate mastery of subject new technologies)
2. Effectively communicate in English and Filipino, matter/discipline 3. Use basic concepts across the domains of
both orally and in writing. 3. Facilitate learning using a wide range of teaching knowledge
3. Work effectively and collaboratively with a methodologies and delivery modes appropriate 4. Demonstrate critical, analytical, and creative
substantial degree of independence, to specific learners and their environment thinking
empowerment and personal leadership in 4. Develop innovative curricula, instructional plans, 5. Apply different analytical modes in problem
multidisciplinary and multi-cultural teams. teaching approaches, and resources for diverse solving
4. Act in recognition of personal, professional, learners.
D. Values
social, ethical responsibility and accountability 5. Apply skills in the development and utilization of
1. Appreciate the complexity of human condition
in promoting human development and ICT to promote quality, relevant, and sustainable
2. Interpret the human experience from various
integrity. educational practices
perspectives
5. Live out a deep sense of spirituality that 6. Demonstrate a variety of thinking skills in
witnesses the Oneness of Heart of Jesus and planning, monitoring, assessing, and reporting
3. Examine the contemporary world from both
Philippine and global perspectives
Mary. learning processes and outcomes
6. Participate in the mission of the local church of 7. Practice professional and ethical teaching 4. Take responsibility for knowing and being
Filipino
the diocese of San Jose that center on standards sensitive to the local, national, and
5. Reflect critically on shared concern
____________________ global realities.
6. Generate innovative practices and solutions
7. Preserve and promote “Filipino historical and 8. Pursue lifelong learning for personal and
guided by ethical standards.
cultural heritage”. professional growth through varied experiential
7. Make decisions based on moral norms and
and field-based opportunities
imperatives
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 8. Appreciate various art forms
9. Contribute to aesthetics
10. Advocate respect for human rights
11. Contribute personally and meaningfully to the
country’s development

E. Skills
1. Work effectively in a group
2. Apply computing tools to process information
effectively
3. Use current technology to assist and facilitate
learning and research
4. Negotiate the world of technology responsibly
5. Create solutions to problems in various fields
6. Manage one’s knowledge, skills, and values for
responsible and productive living
7. Organize one’s self for lifelong learning

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 COURSE SYLLABUS
I. COURSE IDENTIFICATION
Course Title: TEACHING MATHEMATICS IN INTERMEDIATE GRADES
Course Description:

This 3-unit course emphasizes the integration of technological pedagogical content knowledge that includes topics on rational numbers, measurement,
geometric figures, pre-algebra concepts, application of simple probability and data analysis. This course is capped with microteaching that utilizes appropriate
teaching strategies for the development of critical and problem solving, reasoning, communicating, making corrections, representations and decisions in real life
situations.

II. COURSE OUTCOME/S’

At the end of this course, students will be able to:

1. Demonstrate an understanding and appreciation of the mathematics curriculum in the intermediate grades
2. Apply constructivist learning theory in teaching mathematics in the intermediate grades
3. Demonstrate key concepts and skills in teaching mathematics in intermediate grades integrating various learning strategies
4. Make a research – based instructional materials in teaching mathematics for intermediate grades
5. Design different assessment tools in evaluating student’s learning
6. Design a lesson plan with strategies and assessments that targets the 21st century literacy and skills

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III. COURSE OUTLINE AND TIMEFRAME

TIME FRAME CONTENT TIME FRAME CONTENT

Assessment Strategies for Mathematics in the

Intermediate Grades
Week 1 Orientation and Discussion of Syllabi Week 13
 Assessment Learning
 Traditional Assessment
Assessment Strategies for Mathematics in the
Week 2 - 3 The Mathematics Curriculum in the Intermediate Grades Week 14 Intermediate Grades
 Authentic Assessment
Assessment Strategies for Mathematics in the
Week 4 - 5 Instructional Planning Week 15 Intermediate Grades
 Designing Learning Portfolios

Week 6 PRELIM Week 16 - 17 DEMO TEACHING

Instructional Strategies for Mathematics in the

Week 7 - 11 Week 18 FINALS
Intermediate Grades

Week 12 MIDTERM

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IV. LEARNING PLAN
GRADUATE
DESIRED LEARNING
TIME FRAME ATTRIBUTES CONTENT ASSESSMENT ACTIVITIES RESOURCES
OUTCOMES
(Mission, Core Values)
MISSION 2 Familiarization of the Student Services Reflection paper on the Face-to-Face Orientation of Course Outline
(Models Values Human students to the rules and Course orientation student services. Student Services.
Integration) regulations of the school Grading System Course Syllabus
Requirements Guide question intended Online discussion of the
GRADUATE ATTRIBUTE 1 Awareness on the Relevance of the Course for the course. course syllabus including Students’ Handbook
(Effective Communicator) academic policy of the the course policies and
school requirements.
Week 1
CORE VALUES
(Filial Compassion,
Leadership,
Accountability, Mary-
inspired Obedience,
Enduring Discipleship)

Week 2 - 3 MISSION 1 Apply constructivist I. The Mathematics Design an activities or Asses the students on how Gusano, R.C. et al. (2020).
(Develop Modern-world learning theory in Curriculum in the scenarios applying important teaching Teaching Math in the
Skills) teaching mathematics in intermediate Grades constructivist theory in mathematics in the intermediate Grades. Rex
the intermediate grades.  Mathematics in the teaching mathematics that intermediate grades. Book Store. Manila,
GRADUATE ATTRIBUTE 2 intermediate Grades could allow learners mental Philippines
(Design Thinker)  Mathematics construction Review and explore
Curriculum in the Curriculum Guide in Read the Curriculum Guide
CORE VALUES intermediate Grades Mathematics for Grade 4-6. K-to-12-MELCS-with-CG-
(Leadership,  Constructivist Codes.pdf - Google Drive
Accountability) Theory in Teaching Construct an essay about
Mathematics in the the differences between
intermediate Grades content standards,
performance standards,
and learning competencies.

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 Interactive discussion and
recitation for the
application of constructivist
learning theory in teaching
mathematics in the
intermediate grades.

Design an activities
applying constructivist
theory in teaching
mathematics that could
allow learners mental
construction.

MISSION 1 Plan and develop lessons II. Instructional Planning Design learning plan for Interactive discussion and Gusano, R.C. et al. (2020).
(Develop Modern-world in mathematics for the teaching mathematics in recitation about teaching Teaching Math in the
Skills) intermediate grades.  The Teaching Cycle the intermediate grade ADIDAS and the Five Es. intermediate Grades. Rex
 Things to Consider using ADIDAS or Five Es. Book Store. Manila,
GRADUATE ATTRIBUTE in Planning Conduct an interview with Philippines
1&2 Instruction in Math teachers in
(Effective Communicator, Mathematics in the intermediate grades about
Design Thinker) intermediate instruction and lesson
Grades planning.
CORE VALUES  Instructional
Week 4 – 5 (Leadership, Planning Models Review lesson plan from
Accountability) intermediate math teacher
and analyze with the
relation to the ADIDAS or
the Five Es.

Construct learning plan and

extract parts that exhibits
the components of ADIDAS
and/or Five Es.

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 Week 6 PRELIM

MISSION 1 & 2 Plan a lesson that uses the III. Instructional Design and create a lesson Lesson plan for the Gusano, R.C. et al. (2020).
(Develop Modern- different instructional Strategies for plan that shows at least one teaching demonstration at Teaching Math in the
world Skills, Models strategies for in the Mathematics in the of the instructional the end of the course starts intermediate Grades. Rex
Values Human intermediate grades. Intermediate Grades strategies. at the beginning of Book Store. Manila,
Integration) midterm. Philippines
 Problem Solving
GRADUATE ATTRIBUTE  Inductive Learning Interactive discussion and
1, 2, & 5  Concept recitation for each specific
(Effective Attainment instructional strategies.
Communicator, Design  Mathematical
Thinker, Results-driven Investigation Create a lesson plan that
Professional)  Design Thinking shows the development of
 Game-based the lesson based on the
CORE VALUES Learning specific instructional
(Filial Compassion,  Use of strategies for Mathematics
Week 7 – 11
Leadership, Manipulatives in the intermediate grades.
Accountability)  Values Integration
 Collaboration Choose 1 strategy to
 Teaching by Asking demonstrate in the class,
each student has a chance
to perform and critique the
output of their classmates.

Assess each strategy and

develop it if necessary.

Before the end of every

class, the consultation for
developing lesson plan is
necessary.

Week 12 MIDTERM

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 MISSION 1 Differentiate formative and Assessment Strategies for Design a Venn Diagram to Interactive discussion and Gusano, R.C. et al. (2020).
(Develop Modern- summative assessments IV. Mathematics in the differentiate assessments. recitation for formative and Teaching Math in the
world Skills) Intermediate Grades summative assessment. Intermediate Grades. Rex
Develop a traditional Construct a three-item Book Store. Manila,
GRADUATE ATTRIBUTE assessment tool  Assessing Learning multiple choice test Create a Venn Diagram that Philippines
2  Traditional differentiates formative and
(Design Thinker) Assessment summative assessment.

CORE VALUES Collect and review

(Leadership, summative assessment
Accountability) from a Grade 4, 5, or 6
math teacher.

Review math Curriculum

Guide for intermediate
Week 13
grade.

Choose a topic in
mathematics Grade 4 to 6
and write a three-item
multiple choice tests to
measure both the concepts
and skills of the chosen
topic.

Present the three-item

multiple choice test and let
the other students critique
the output.

Week 14 MISSION 1 Construct a performance V. Assessment Strategies Construct a performance Identify the difference Gusano, R.C. et al. (2020).
(Develop Modern- task In intermediate grades for Mathematics in the task In intermediate grades between traditional and Teaching Math in the
world Skills) mathematics Intermediate Grades mathematics with the authentic assessment. Intermediate Grades. Rex
principles of authentic Book Store. Manila,
GRADUATE ATTRIBUTE  Authentic Interactive discussion and Philippines
assessment and a rubric to
2 Assessment recitation for authentic
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 (Design Thinker) evaluate the GRASP output. assessment and how
GRASPS is importance in
CORE VALUES giving and assessing
(Leadership, performance tasks.
Accountability)
Choose a topic in Grade 4
to 6 mathematics and
develop a performance task
in this topic.

Develop a performance
task to assess student
learning in a form of GRAPS
with rubric to evaluate the
output.

MISSION 1 Create a learning portfolio VI. Assessment Strategies Create a learning portfolio Interactive discussion and Gusano, R.C. et al. (2020).
(Develop Modern- in mathematics for Mathematics in the in mathematics recitation for designing Teaching Math in the
world Skills) Intermediate Grades learning portfolios. Intermediate Grades. Rex
Book Store. Manila,
GRADUATE ATTRIBUTE  Designing Learning Present the basic elements Philippines
2 Portfolios of learning portfolio.
(Design Thinker)
Week 15
Design a learning portfolio
CORE VALUES that is ideal for the
(Filial Compassion, intermediate grades
Leadership, students with a rubric for
Accountability) checking the learning
portfolio.

Week 16 – 17 DEMO TEACHING

Week 18 FINALS

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References:
 Gusano, R.C. et al. (2020). Teaching Math in the Intermediate Grades. Rex Book Store. Manila, Philippines.

Online References:

 https://www.academia.edu/35706592/K_to_12_Curriculum_Guide_MATHEMATICS
 https://phlconnect.ched.gov.ph/home

Designed:

EDROSE A. WYCOCO
Instructor – Teacher Education
Contact information: edrosewycoco1115@gmail.com, https://www.facebook.com/profile.php?id=100008011608463
Office location: Main faculty room
Consultation hours: TBA

Approved for implementation: Noted:

DONABEL F. TANGUNAN RUBELYN M. ESPERON, PhD

BEED Program Adviser Chair of Tertiary Studies

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 COURSE POLICIES
1. Eligibility.
Math2 – SP14 Teaching Mathematics in the Intermediate Grades is a 3-units course for BEED students. Only officially enrolled students can take this
course.
2. Materials
Students are provided with a soft copy of the syllabus per course for guidance. Soft copies of required readings are provided and can be accessed online
through the given Learning Management System (LMS) such as google classroom used by the instructor. Students need to have a personal computer or
mobile phone with MS Word (or similar software or application) for the writing tasks.
3. Delivery
The course is delivered in synchronous (online discussion and interaction) and face-to-face classes. Online class (discussion and interaction) is required
and will be conducted via Google Meet or any other Video conferencing platform. Students and the instructor will communicate through private messages
(PM) or group chat (GC) via Facebook Messenger. PM is intended for submission of accomplished formative assessments (practice tests) or asking
questions regarding progress on the course by the student and giving feedback on the progress by the instructor. GC is intended for asking general
questions on the course and discussion via video call when necessary. Every student is required to join the google classroom via a link or class code to be
provided by the instructor. The instructor will create an assignment where students can upload or turn in their outputs for every module. The instructor will
not assign the succeeding assignments to the students who did not submit their outputs from the previous meeting.
4. Accounts
All online accounts of students that are intended for online classes should be personal and shall bear students’ names reflected in the assessment form.
The profile picture to be used must be presentable, decent, and complemented with the official OLSHCO frame.
5. Schedule
A study schedule is sent to students. The students must print or produce a hard copy of their schedule signed by their parents/guardians and must be
posted on their respective study areas.

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6. Grading System
The grade of the students will be based on the following criteria:
a. Knowledge 40%
b. Skills 60%
Total 100%

7. Behavior
- Sending messages for inquiries or clarifications to the instructors must start with a greetings, proper self-introduction (name, program, block, and course
enrolled), followed by stating the purpose or asking for clarifications and ending the conversation with gratitude. The time of sending messages must be
from 07:30 AM-05:00 PM.
- In attending online classes, the students should join the meeting at least 5 minutes before the scheduled time. The microphone should be muted upon
joining the virtual room. Casual clothing and proper seating position must be observed throughout the online session.
- In attending Face-to-Face classes, the students should join be inside the classroom at least 5 minutes before the scheduled time. Proper health
protocols must be observed and practiced such as wearing of face masks, social distancing and having a personal disinfectant. Wear the prescribed
school uniform.
- Concerns about the instructors or institution must be properly communicated to the respective channels such as advisers or program heads and should
not be posted on any social media platforms.
- Learning platforms such as GCs and FB groups are intended for academic purposes ONLY.
- Students are expected to be self-motivated and self-directed approaching the course with the desire to learn.

8. Academic Integrity Policy

- Plagiarism, sharing of work, providing test questions, selling assignment paper, impersonating a student and school persons in authority and taking an
exam for a student are prohibited and punishable according to the mandate of student discipline which include but not limited to suspension, exclusion
and expulsion.

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 CURRICULUM MAP

CAP1

CAP2

CAP3

CAP4

CAP5

CAP6

CAP7

CTE1

CTE2

CTE3

CTE4

CTE5

CTE6

CTE7

CTE8

GK1

GK2

GK3

GK4

GK5
LO1 - Apply constructivist learning theory in teaching mathematics in
/ / / / / / / / / / / / / / / /
the intermediate grades.
LO2 - Plan and develop lessons in mathematics for the intermediate
/ / / / / / / / / / / / / / /
grades.
LO3 - Plan a lesson that uses the different instructional strategies for in
/ / / / / / / / / / / / /
the intermediate grades.
LO4 - Differentiate formative and summative assessments / / / / / /
LO5 - Develop a traditional assessment tool / / / / / / / / / / / /
LO6 - Construct a performance task In intermediate grades mathematics / / / / / / / / / / / / / / /
LO7 - Create a learning portfolio in mathematics / / / / / / / /

Val10

Val11

Skill1

Skill2

Skill3

Skill4

Skill5

Skill6

Skill7
Val1

Val2

Val3

Val4

Val5

Val6

Val7

Val8

Val9
LO1 - Apply constructivist learning theory in teaching mathematics in
/ / / / / / / / / / / / /
the intermediate grades.
LO2 - Plan and develop lessons in mathematics for the intermediate
/ / / / / / / / / / /
grades.
LO3 - Plan a lesson that uses the different instructional strategies for in
/ / / / / / / /
the intermediate grades.
LO4 - Differentiate formative and summative assessments / / /
LO5 - Develop a traditional assessment tool / / / / / / / /
LO6 - Construct a performance task In intermediate grades mathematics / / / / / / / / / / /
LO7 - Create a learning portfolio in mathematics / / / / / / /

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 RUBRICS FOR CHECKING

ESSAYS, CONCEPTUAL QUESTIONS, & SHORT ANSWER

BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Demonstrate an initial understanding Demonstrate a partial understanding Demonstrate a complete Demonstrate a sophisticated
of the concepts and competencies of the concepts and competencies understanding of the concepts and understanding of the concepts and
relevant to the expected learning relevant to the expected learning competencies relevant to the expected competencies relevant to the expected
outcomes. outcomes. learning outcomes. learning outcomes.

PORTFOLIO

CRITERIA BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Many of the components needed Some of the preliminary All components are included Additional components are
Components
are missing. components are missing. and clearly marked included and clearly marked
Organization Organization follows all the
Organization slightly follows instructions for the portfolio
Organization does not follow the Organization follows all the
It follows the the instructions for the with supplemental information
instructions given for the portfolio. instructions for the portfolio.
instructions for the portfolio. provided.
portfolio
Completeness Of Contents are completely filed
Contents Most of the contents are missing Some of the contents are Contents are completely filed and submitted with additional
and/ or disarranged missing and disarranged. and submitted details included.

Promptness Student portfolio submitted two Student portfolio submitted Student portfolio is submitted
Student portfolio is submitted
days, a week, or more after the one day after the given before deadline
on time
Working Days given deadline. deadline.

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Covered under Copyrights Law of the Philippines. All Rights Reserved @ OLSHCO.
 LESSON PLAN RUBRIC (points possible: 100)
Exceeds Expectation
Purpose-Goals Matched and clearly connected
10 points to KS Standards; Major concepts
and assumptions of learning are
developmentally appropriate
(10-9 points)
Objectives * Subject Objectives are obviously
matter knowledge, observable and measurable;
skills and Clearly stated application of
application subject matter knowledge and
skills; Includes the three domains;
Reasoning cognitive, affective, psychomotor
ability – across all reasoning levels;
lower, middle, high
(20-19 points)
20 points
Anticipatory Lesson is creatively opened by
Set tapping interest & prior knowledge,
and procedures
5 points are described
(5-4 points)
Procedures Detailed all content and resources
required for instruction; Includes a
20 points variety of teaching strategies
using Multiple; Intelligence’s
theory; Used multiple methods or
inquiry for student learning
incorporating Bloom’s taxonomy;
effective use of technology
(20-18 points)
Special Specific strategies designed to
Accommodation promote success for all students
on based on Time- Circumstances,
Tasks,
20 points Communication, Response
Modes; Differentiated
Instruction clearly evident (20-18
points)
Closure Summary provided to reinforce
learning and link to future learning
5 points (5-4 points)
Assessment Appropriate and connected to all
objectives
20 points Specific description of both
formative and summative
assessments; Details at least two
different ways to represent
learning; e.g., concept map, quiz,
reflective response
(20-18 points)
*Objectives are evaluated in each education course as specific to requirement and content.
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Meets Expectations
Matched but not clearly
connected to KS standards; Most
concepts and assumptions of
learning are
developmentally appropriate
(8-6)
Objectives are somewhat
observable and measurable;
Stated application of subject
matter knowledge
and skills;
Some domains are included, but
not all three or not across all
levels
(17-15)
Some attempt to open lesson by
tapping interest & prior
knowledge, and
describe procedures
(3-2)
Detailed some content required
for instruction; Some teaching
strategies included with use of MI
theory; Some methods of student
inquiry listed; some open-ended
questions included; appropriate
use of
technology
(17-15)
Strategies designed to allow
success for most students based
on Time
Circumstances, Tasks,
Communication, Response
Modes; Some
Differentiated Instruction evident
(17-15)
Some summary provided to
reinforce learning
(3-2)
Appropriate; connected to
some objectives; Plans for
both formative and summative
assessment;
States at least two different ways
to represent learning; e.g.,
concept map, quiz, reflective
response
(17-15)
Needs Improvement
Not adequately matched or
connected to KS Standards;
Concepts and assumptions of
learning are sometimes not
clear or
not listed
(5-3)
Objectives are either not
observable or not measurable;
Minimal application of subject
matter knowledge and skills;
Domains and levels are
addressed limitedly
(14-8)
Limited attempt to tap interest &
prior knowledge, and describe
procedures
(1)
Limited details provided to
teach content; Teaching
strategy not clear or MI theory
not evident; Limited methods of
student inquiry used; lower-
level questioning;
some use of technology
(14-12)
Some strategies not specific
enough to support student
learning based on Time-
Circumstances,
Tasks, Communication,
Response Modes; Limited
evidence of Differentiated
Instruction
(14-12)
Limited use of summary to
reinforce learning
(1)
Connected to objectives to a
limited degree; Plans for either
formative or summative
assessment; States one way to
represent learning; e.g.
concept map, quiz, reflective
response
(14-12)
Does Not Meet Points
Expectations Earned
Not matched or connected
to KS Standards; Concepts
and assumptions of
learning are not clear or not
listed
(2-0)
Objectives are not
observable and also are
not measurable;
Application of subject
matter knowledge and
skills not evident; Domains
and levels are not
addressed
(14-0)
Does not tap interest &
prior knowledge, and
describe procedures
(0)
Details are not provided to
teach content; Teaching
strategy not clear or MI
theory not evident;
Methods of student inquiry
not evident; lower-level
questioning; limited use of
technology
(11-0)
Strategies not specific
enough to support student
learning based on Time-
Circumstances, Tasks,
Communication, Response
Modes; No
evidence of Differentiated
Instruction
(11-0)
Summary not evident or
does not reinforce learning
(0)
Not connected to
objectives or not
appropriate; Does not
include plans for either
formative or summative
assessment; Does not
include any ways to
represent learning
(11-0)
Total Points Earned:
Observation Form for Teachers Date: ________________________
STAR OBSERVATION RUBRIC
Name of Teacher/s: _____________________________________________________________________ Rating: ________________
Grade Level/Subject: __________________________ Topic: __________________________________________ Time: ___________
Note: If indicators have not been observed or met, the rating shall be interpreted as Needs Improvement (NI) with 1 point.
ITEMS UNSATISFACTORY SATISFACTORY SATISFACTORY OUTSTANDING RATING
VERY (2 pts.) (3 pts.) (4 pts.) (5 pts.)
S - SITUATION (Focus and observe closely on the Context of Lesson Plan and Teaching Contents)
Planning Some parts or Objectives, contents, IMs, All parts are appropriate, Valuing objectives and activities
1. Lesson activities are not instructional activities and congruent and clearly enable students to enjoy
congruent and clearly assessment is written. stated. learning based on assessment
stated.
Materials and Resources Presents various IMs with Develops and utilizes Applies appropriate use of mix
2. Instructional
Uses easily available clear purpose creative and manipulative IMs (indigenized or localized)
and common IMs. IMs and technology resources
Gives only one learning Uses different learning Applies creative and logical Engages students on interactive,
3. Procedure
activity to all kinds of activities with flexibility to learning activities guided by advanced and logical activities at
(Instructional
learners. different kinds of learners. demonstration of learning their own pace and learning
Activities)
style.
Needs to improve Ensured classroom is safe Practice’s classroom Manages student behavior
4. Classroom classroom restructuring and conducive to teaching routines and positive proactively and redirects
Management and maintenance. and learning process. discipline with gender “Healthy Noise” to active
sensitivity. participation.
T – TASK (Focus on the Teacher’s Actions)
The teacher serves as The teacher is optimistic, The teacher has mastery of The teacher serves as facilitator
5. Teacher’s
the main source of dynamic and with good the subject matter and of learning. Maximizes learning
Competence
knowledge/information. rapport and communication logical presentation of the time. More on activity.
skills. lesson
6. Lesson Presents lesson without Relates lessons to learner’s Paces lessons appropriately Establishes clear strategies in
Establishment/ coherence and experience with multiple with effective transitions presenting a lesson in logical
Development appropriate strategies. ways to learn new things. and presentation of way and developmental manner.
materials
Asks questions and Responds appropriately to Modifies/Gives follow-up Encourages/Practice’s students
7. Interaction
listens to students’ students’ mistakes/queries. questions to monitor to answer difficult, open-ended,
or Discussion
answers. Praises correct responses. learners and to ask higher-order-thinking questions.
questions.
Tries common Uses instructional model/s Applies variety of Instills variety of instructional
8. Instructional
instructional model and and instructional model/s and models, strategies and methods
models and
slight strategies. its corresponding strategies different strategies with ICT integration (blended).
strategies
and methods. and methods.
Gives one kind of Practices students with Challenge’s students using Integrates values and daily-life
9. Enrichment
exercise to all students. appropriate enrichment enrichment activities skills addressing all types of
(Application)
(one type fits all test) activities or exercises. beyond their current learners and difficulties.
understanding.
A - ACTION (Focus and observe closely to the Learners Actions)
Limited number of Students/Class behavior Engagement Student Students discuss relevant ideas
10. Students/Class students are indicates strong & sustained engagement is high and draws conclusions and
participating. interest in the lesson. throughout the class time generalizations.
with varied learning styles.
Only few students can Students are free to Some students formulate Students demonstrate high
11. Response
answer questions express what they know or well-developed answers in knowledge, skills and own level
(Quality of
properly. able to do and to ask complete sentence or in of understanding.
Answer)
questions. their own words.
Some outputs are very All learners/groups are All students take Learners/Groups use different
12. Outputs
plain and inaccurate. active in group work with responsibility for their group strategies or materials to come
(Quality of
products or performance output/s and work w/o up with best output/s.
Work)
outputs. teacher direction.
R - RESULT (Focus on the end results or outcomes)
Quantitative Analysis – relies on numerical scores or ratings of students (analytical)
Qualitative Analysis – relies on descriptive rather than numbers (holistic)
Students answer Students are able to Students work on variety of Uses independent, collaborative
13. Outcomes
exercises with 65-74% perform formative tests with evaluation tools to improve and whole-class test to improve
(Evaluation)
mastery level 75-79% mastery level learning results with 80- student learning outcomes with
90% level of proficiency. 91% and above proficiency
Asks the results of Records assessment Uses assessment data to Plans or differentiates activities
14.Assessment
formative test without results (number of learners identify student strengths purposely to match the full range
of Learning
interpretation and proficiency level) and areas for student of learner’s needs and at risk.
(Reflection)
growth.
Observation Notes:
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Covered under Copyrights Law of the Philippines. All Rights Reserved @ OLSHCO.