Module 4- Session 1: DIFFERENTIATED INSTRUCTION

Activities and Assessment

Cite your experience during your practice teaching days or first teaching employment
where you were to handle a diverse groups of learners.

a. What particular various groups were you able to encounter?

Learners’ gender, needs, strengths, interests and experiences

b. What are the identified different learning needs between and among those

groups?

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.

Match the aspects of Diverse Background in Column A to the given Learning

Needs in Column B. Write the letter of your choice on the space provided before

each number.

Column A Column B

(Diverse Background) ( Learning Need)

__D___1. Gender a. Participation to festivities that

one’s cultural identity

__F___2. Religion Beliefs b. Participation to extra

curricular activities with less or no
expenses

__B___3. Socio-economic Background c. Use of the Mother Tongue in

the early stage

__E___4. Geographical Background d. Leadership in group tasks may

be done by either boys or girls

__C___5. Language e. Use of Flexible Learning Options

__J___6. Ethnic Group f. Need for equal opportunities to
lead the morning prayer

___A__7. Culture g. Opportunities for

maximum development

__I___8. Learners with disabilities h. More rapid instructional pace

__G___9. Race i. Free from discrimination

__H__10. Gifted j. Relevant to Indigenous

Knowledge System and Practices
(IKSPs)

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?

Dealing with learners of varied gender, needs, strengths, interest and experiences
pose a great challenge for teachers, As teachers, we need to make learning relevant,
authentic and valuable. Students differ a lot in their motivation, prior knowledge and skills,
learning styles, multiple intelligences, interest and backgrounds. To tap each student’s
potential. Embracing learning diversity is important direction in school-based curriculum
development

II. Were you able to adequately address the diverse needs of these learners?

Yes

III. What are the needs to be improved professionally to deal with diverse learners?

To effectively meet the learning needs of students, we teachers must begin with and
understanding of the needs of the learner, 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. To ensure effective learning for all
students in the classroom, as teachers, we need to develop sensitivity to individual
students’ needs and respond to them by flexibly adapting their teaching strategies and
content.

IV. What is your realization on the importance of knowing and providing variation in

learning opportunities?

I can develop such sensitivity through analysing different sources of information

(classroom observation, assessments, portfolios, learners profile, etc.)to find out how
each students learns and design an appropriate curriculum for them. With a good grasp of
students’ characteristics, we can turn learner diversity into an asset by capitalizing on
their different talents, interest and backgrounds, brought to the classroom setting. For
instance, students can make unique contributions by playing different roles or doing
different task inside and outside the classroom. Because of this, we can give our students
opportunities to develop their potential.

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…

My knowledge in understanding diversity of learners and their learning needs will

help me to know that learners have opposed teaching about different cultures, religious,
etc. in schools. Having diversity in the classroom not only helps children learn and think
differently, but also prepares them for the real world and interacting with those of different
cultures in workplace and in daily life. I find the lesson quite challenging because we are
dealing with different cultures, beliefs and different learners. It is really our job to become
fair to our learners. Through these we can cater them equally

Module 4 – Session 2: EXPLICIT TEACHING

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

Model Shows the process
Guided Practice understand the students’
thinking, provide
scaffolding, get students
doing some of the
cognitive work, and
gradually
increase their
understanding.
Independent teacher should be moving
Practice about the room, watching,
guiding,
and moving students
along.
The teacher engages in whatever is involved in
the learning task EXACTLY
as the students will be expected to perform it.
Provide scaffolding as a temporary
support/guidance in the form of steps, tasks,
materials, and personal support
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!
Students practice the SAME kinds of problems as
during the guided practice
time.
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

Banghay Aralin sa Matematika I

I. Layunin: M1SP – IVg-2.1 Sorts, Classifies an organizes data in tabular form and presents this
into a pictograph without scales

II. Paksang – Aralin:

Pictograph
Sanggunian: LM pp. 371-375
Kagamitan: tsart, ppt, mga larawan
Integrasyon:

III. Pamamaraan:

A. Panimulang Gawain:
1. Pambungad na panalangin
Magsitayo ang lahat para sa isang panalangin.

2. Pagtala ng Liban
Leader, pakitsek kung sino-sino ang liban ngayong araw.

3. Balik-aral
Paano natin nalalaman kung ang isang bagay ay paborito ng tao? (sa pamamagitan ng
pagtatanong o interview)

4. Pagganyak
Nasubukan mo na bang mapunta sa isang zoo? Ano-ano ang makikita dito?
Magpakita ng isang larawan ng zoo na maraming hayop na makikita.
B. Panlinang na Gawain:
1. Paglalahad
Bilangin ang hayop na mayroon sa zoo.

Anong mga uri ng hayop mayroon dito?

Bilangin ang mga hayop na makikita dito at gumawa ng talahanayan tungkol dito.

Gawain 1:
Hayaan ang mga bata na idikit ang mga bilang ng hayop sa talahanayan
.
2. Pagtatalakay
Ilang klase ng hayop mayroon sa larawan?
Ilan ang lion?
Ilan ang giraffe?
Ilan ang elepante?
Ilan ang unggoy?
Ilan ang gorilla?
Ilan lahat ang kabuuan ng mga hayop?

C. Paglalahat
Ang pagbibilang ay madaling maisagawa kung ang datos ng mga bagay ay maayos na
naipakikita sa talaan gamit ang mga larawan at talaang marka.

D. Paglalapat
Group Activity:
Tanungin ang inyong pangkat kung ilan sa mga ito ang may gusto ng ganitong kulay at
itala sa kanilang listahan.

IV. Pagtataya
Pagmasdan ang larawan ng mga prutas na ipakikita ng guro. Itala sa talahanayan ang bilang
ng bawat prutas.

V. Takdang Aralin
Gumawa ng talahanayan ng mga hayop na makikita sa paligid ng bahay ninyo.

PREPARED BY:

MA. JAINA M. REYES

Mentee
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

Spoon feeding students Model with clear explanations, Let pupils think
verbalize the thinking process

Module 4 – Session 3: 21ST CENTURY TEACHING

Activities and Assessment

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

Enjoy long periods of
free play
Enjoy small group
cooperative games
Eager to receive adult
praise.
Eager to engage in new
activities/adventures
Grade 1 led by involved adult
Ask many questions
Like responsibilities
they can handle
May need guidance of
adult when starting a
new task

- 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
Special Education Program Children with special needs Inclusion of children with
(SPED) special needs into regular
school system and eventually
in the community
Madrasah Education Program Muslim learner Provide the Muslim learners
with appropriate and relevant
educational opportunities
within the context of their
cultures, customs, traditions
and interest through the
integration of the Arabic
language and Islamic Values
Education (ALIVE) program in
the basic education curriculum
Alternative Learning System- Students who have not been Aims to produce ALS
Education successful in regular schools completers that not only are
able to catch up with the basic
academic education but also
acquired technical
competencies suitable for
employment.
School-Based Feeding Undernourished learners Intended to address short-term
Program hunger and under nutrition.
Reflection

As a newly-hired teacher, how does the session help you to become a responsive teacher to the
needs of your learners?

The session helps me to become a responsive teacher to the needs of my learners

by understanding the nature of my learners and develop activities that would engage the
learners in the lesson.

How did the session help you in integrating a 21st century skill in your DLP?

The session teach me the different 21st century lifelong skills that should be
included in my DLP. Knowing the different skills will help me to develop activities that will
prepare the learners for the world beyond classrooms

How does the session help you as a newly-hired teacher manage better the individual differences
your learners?

The session helps me to manage better the individual difference of learners by

understanding the nature of learners and develop activities that would engage the
learners in the lesson and will cater their needs

Which of the skills discussed are you comfortable in teaching given your current level of
professional development?

Collaboration and creativity

Which skill do you find challenging to teach?

Career and learning self-reliance and cross-cultural understanding

Module 4 – Session 4: DAILY LESSON LOGS

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
It includes group Provide activity in different Develop activity that will cater
activities/collaboration difficulty level the different needs of the
learners

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.
 BAITANG 1 Paaralan STA. MARIA ELEMENTARY SCHOOL Baitang/Antas 1-MAPAGMAHAL
DAILY LESSON Guro MA. JAINA M. REYES Asignatura FILIPINO 1
LOG Petsa/Oras Setyembre 9-13, 2019 (Week 5) Markahan IKALAWANG MARKAHAN
(Pang-araw-araw na
Tala sa Pagtuturo)

ASIGNATURA FILIPINO DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

1. Layunin
A.Pamanatayang Pangnilalaman
B. Pamanatayan sa pagganap
C. Mga Kasanayan sa Pagkatuto:
Isulat ang code ng bawat kasanayan
II. Nilalaman
Kagamitang Panturo
A. Sanggunian:
1. Mga pahina sa Gabay ng Guro
SETYEMBRE 9, 2019 SETYEMBRE 10, 2019 SETYEMBRE 11, 2019 SETYEMBRE 12, 2019 SETYEMBRE 13, 2019
Nasasabi kung sino-sino ang mga Nasasagot ang tanong na “Sino Naipaghahambing ang gamit na Naipaghahambing ang gamit ng tiyak at Nakikinig sa kwento tungkol sa pagiging
lalaki at babae sa tahanan sa ang kapitbahay mo?” tiyak at di-tiyak di-tiyak bahagi ng pamilya sa pamayanan sa
Filipino; Nailalarwan ang mga hilig wikang Filipino
ng mga babae at lalaki sa thanan
Nagtatanong, nakapagbibigay Natutukoy ang aksarian ng Natutukoy ang mga pangngalabg Natutukoy ang mga pangngalang tiyak at Nakatutugon sa tanong ukol sa narinig
opinion at hinuha ukol sa salaysay kapitbahay tiyak at di-tiyak di-tiyak sa wikang Filipino na kwento
ng iba
Naitutukoy ang kasarian ng mga Nabibigkas ang pangngalan ng Nabibigkas ang pangngalan ng Nabibigkas ang pangngalan ng may Nabibigkas ang pangngalan ng may
kasama sa tahanan (pambabae o may tamang pagpapantig may tamang pagpapantig kasabay tamang pagpapantig kasabay ng tamang pagpapantig kasabay ng
panlalaki); Nabibigkas ang kasabay ng pagpalakpak ng pagpalakpak pagpalakpak pagpalakpak
pangngalan ng may tamang
pagpapantig kasabay ng
pagpalakpak
Larawan Larawan, plaskard Tsart, plaskard Tsart, plaskard Tsart ng kwento
K to 12 TG p.15 TG pp. 22-23 TG pp. 22-23 TG pp. 22-23 TG pp. 23-24

2. Mga pahina sa Kagamitang Pang-

Mag-aaral
3. Mga pahina sa Teksbuk
4. Karagdagang Kagamitan mula sa
portal ng Learning Code.
B. Iba pang Kagamitang Panturo
III. Pamamaraan
A. Balik-Aral sa nakaraang aralin at/o Ibigay ang kasarian ng mga ngalan Magpakita ng larawan ng Ano ang kasarian ng kapitbahay Ibigay ang kasarian ng mga sumusunod: Hulaan: Sino siya na…
pagsisimula ng bagong aralin. ng tao. babae/lalaki at sabihin ang mo? Tinder kusinera 1. Naggugupit ng buhok ng mga lalaki?
ina ama ate kuya kanilang hilig. 2. Nananahi gn damit pambabae?
B. Paghahabi ng layunin ng aralin. Pag-ugnayin ang kasapi ng pamilya Itanong: Ano ang tawag sa mga Magpakita ng mga larawan. Magpakita ng mga salita na nakasulat sa Ngayong araw ay makikinig tayo sa isang
at hilig nito. taong nakatira malapit sa Pagusapan ito. plaskard: kwento tungkol sa mga tao sa
Kasapi Hilig bahay ninyo? Ano ang nasa larawan? Basahin ang mga ito pamayanan
Tatay basketbol Ano ang itinutukoy nito? sapatos Adidas
Nanay kumanta damit Mossimo
Ate magluto gatas Bear Brand
C. Pag-uugnay ng mga halimbawa sa
bagong aralin.
D. Pagtalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
E. Pagtalakay ng bagong konsepto at
pagalalahad ng bagong kasanayan #2
F. Paglinang sa Kabihasaan (Tungo sa
Formative Assessment
G. Paglalapat ng aralin sa pang-araw-
araw na buhay
H. Paglalahat ng Aralin
I.Pagtataya ng Aralin
J.Karagdagang gawain para sa
takdang-aralin at remediation
IV. Mga Tala
V. Pagninilay
A. Bilang ng mag-aaral na nakakuha
ng 80% sa pagtataya.
Ngayong araw ay susubukin nating
masabi kung sino-sino ang mga
lalaki at babae sa tahanan at
ilarawan ang mga hilig ng mga
babae at lalaki sa tahanan.
Muling pag-usapab ang mga ilig ng
lalaki at babae sa tahanan.
Pangkatang Gawain
Pagugnayin ang mga babae/lalaki at
hilig nito.
Magbigay ng hilig gawin ng lalaki at
babae. Isulat ang sagot sa papel.
Iguhit ang iyong sarili at ang iyong
hilig gawin.
Ano ang natutunan ninyo sa ating
aralin?
Iguhit ang miyembro ng iyong
pamilya ayon sa kanilang kasarian at
isulat kung ano ang kanilang hilig.
Lalaki Babae
___ of learners who earned 80%
above
Pumili ng isang kapitbhay
ninyo. Ilarawan ang kanilang
tirahan, hitsura at kasarian.
Iparinig ang awit o tula
Ako ay kapitbahay
Laging handing tumulong sa
inyo
Kilala nyo ako, kilala nyo ako
Ako’y isang kapitbahay
Kapitbahay nyo (2x)
Ipahanay ang mga larawan ng
mga katulong sa pamayanan
ayon sa kanilang kasarian.
Ipakilala ito bilang mga
kapitbahay ng mga bata.
Sabihin ang mga lalaking
kapitbahay at babaeng
kapitbahay.
Sino-sino ang iyong kapitbahay
na lalaki at babae?
Ano ang kasarian ng inyong
mga kapitbahay?
Isulat sa patlang ang tamang
sagot. “Sino ang kapitbahay na
ito?
____1. Gumagamit siya ng
lambat at bangka
____2.Tumutulong siya sa
doktor na manggamot
____3. Nagtuturo siya ng
pagbabasa at pagsusulat
____4. Gumagawa siya ng
bahay at gusali
____5. Nagluluto siya ng
tinapay
Magdikit ng 5 larawan ng
katulong sa pamayanan.
___ of learners who earned
80% above
Itanong kung ano ano ang Ano ang napansin ninyo sa bawat salita? Magpakita ng larawan ng mga katulong
pangngalan ng kapitbahay at kung Paano isinusulat ang simulang titik ng sa pamayanan.
ano siya sa bahay. tiyak at di-tiyak na ngalan ng tao?
Halimbawa:
Mang Jose – tatay
Aling Ising – nanay
Ang tiyak ay tumutukoy sa tiyak na Magbigay ng tiyak at di-tiyak na ngalan Ipasabi ang ngalan sa mga bata. Alin sa
ngalan ng tao, bagay, hayop, lugar ng tao, hayop, bagay at lugar. mga ito ang ansa kwento?
o pangyayari. Ito ay nagsisimula sa
malaking titik. Ang di-tiyak ay hindi
tiyak na ngalan ng tao, bagay,
hayop, lugar o pangyayari. Ito ay
nagsisimula sa maliit na titik.
Halimbawa: Pangkatang Gawain Pangkatang Gawain
Tiyak Di-tiyak Isulat ang tiyak na ngalan ng mga Ang bawta grupo ay magsusulat ng isang
Ma’am Luz guro sumusunod: aklat, kapatid, pusa katulong sa pamayanan na nabanggit sa
Mongol lapis kwento at isulat ang naibibigay nito sa
Poblacion barangay atin.
Magbigay pa ng ibang halimbawa Bilugan ang tiyak na ngalan ng mga Sagutin ang mga tanong:
ng tiyak o di-tiyak na pangangalan. sumusunod: 1. Sino ang gumagawa ng tinapay?
Lapis – Mongol, Adidas, Nike 2. Sino ang nanghuhuli ng isda?
Laptop – Alaska, Acer, Inter
Paghambingin ang tiyak at di-tiyak Magbigay ng tiyak at di-tiyak na Pagtambalin:
na pangangalan. pangngalan Mangingisda tinapay
Panadero isda
Ano ang tiyak o di-tiyak? Magbigay Ano ang pagkakaiba ng tiyak at di-tiyak Ano ang nabibigay sa atin ng mga
ng halimbawa. na pangngalan? katulong natin sa pamayanan?
Tukuyin kung ito ay tiyak o di- Sumulat ng tiyak na ngalan ng mga Pagugnayin ang mga katulong sa
tiyak. Isulat ang sagot sa patlang. sumusunod: pamayanan sa mga bagay na naibibigay
___1. Tina 1. telebisyon nito sa atin.
___2. Luneta 2. guro ___1. Mangingisda nagtuturo
___3. Paaralan 3. paaralan ___2. Magsasaka palay
___4. Parke 4. simbahan ___3. Sastre isdang ulam
___5. Sta. Maria Elementary 5. pusa ___4. Guro tinapay
School ___5. Panadero kasuotan
Sumulat ng tiyak na ngalan ng mga Magdikit ng 5 larawan at isulat ang tiyak
sumusunod: na ngalan para ditto.
1. aso 2. manika 3. parke
___ of learners who earned 80%
___ of learners who earned 80% above ___ of learners who earned 80% above
above
B. Bilang ng mag-aaral na
ngangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remedial? Bilang
ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation?
E. Alin sa mga istratehiyang pagtuturo
ang nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking
nararanasan na nasulusyunan sa
tulong ng punong guro at superbisor?
___ of learners who require
additional activities for remediation
___ YES ___ NO
___ of learners who caught up the
lesson
___ of learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
___ of learners who require
additional activities for
remediation
___ YES ___ NO
___ of learners who caught up
the lesson
___ of learners who continue
to require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their
tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___ of learners who require
additional activities for
remediation
___ YES ___ NO
___ of learners who caught up the
lesson
___ of learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
___ of learners who require additional
activities for remediation
___ YES ___ NO
___ of learners who caught up the lesson
___ of learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
___ of learners who require additional
activities for remediation
___ YES ___ NO
___ of learners who caught up the lesson
___ of learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
 The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
G. Anong kagamitang panturo ang
___ Diads
aking nadibuho na nais kong ibahagi
___ Think-Pair-Share (TPS)
sa kapwa ko guro?
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in
doing their tasks
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation
in
doing their tasks
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
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, How will you
maximize the use of DLL/DLP in tracking the learning progress of your learners?

I will use it to keep track of student learning for purposes of making instruction
decisions and providing feedback to students on their progress.

What assistance do you need to improve the teaching-learning process in your delivery?

To put on performance the things and skills I have gained from this LAC.
Module 4- Session 5: CONTEXTUALIZATION, LOCALIZATION,
AND INDIGENIZATION OF RESOURCE MATERIALS
Activities and Assessment

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)

Competencies Theme Areas for Contextualization

From the CG (local Learning Learning Strategies/ Classroom
materials) Space/ Resources Activities Assessment
(may include Environment
title
The learners Using the Classroom Teacher’s Student- Consider a
should chairs guide centered chair as a
be able to inside the learning reference
describe classroom. strategies point inside
the position of a (Localization) the
person or an classroom,
object in relation situated
to a anywhere.
reference point Ask a
such learner/s to
as chair, door or describe his
another person. or
S3FE-IIIa-b-1 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.

Reflection

1. In what concrete ways does the session help me become a more agentic/ empowered teacher,
aligned to standard and domain?

There are moments where I doubt myself as a teacher, get frustrated and feel like
improvement is slow but through this session it helps me to Increase my chances of
carrying out a lesson successfully by sharing ideas and new strategies that I could use in
lesson planning.

2. Considering your current situation in your station, how can you make your teaching more
meaningful, relevant and useful to the learners?

Connect what I’m teaching to real life by using materials that will hook their interest
and will link everyday routine. Students are more likely to pay attention when they view the
class as relevant to themselves and connected to their interest.

Module 4 – Session 6: SCHOOL FORMS AND LEARNER

INFORMATION SYSTEM (LIS)
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 SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Name of the / / / / / / / / / /
Learner
Gender / / / / / / / / /
Date of Birth / / /
LRN / / /
General / /
Average
Promoted/Reta / /
ined
Parents Name /
Height/Weight /
Attendance /
AM/PM
Rating per /
Grading Period
Number of /
Drop-Out,
Transfer in,
Transfer Out
Average Daily /
Attendance
Activity 2: Fill Me Up

Here are some of the common forms that teachers need to carefully fill out since these

are the very forms that will be used in uploading learners data in the LIS and EBEIS.

Using your class advisory data on enrolment or Form 137 or SF 10, accomplish the

forms with the necessary data and with your mentor discuss your answer to each item.

Note: The mentor may be an experience class adviser or the school head

ACTIVITY SHEET 1

SCHOOL FORM 1

ACTIVITY SHEET 2

SCHOOL FORM 2
ACTIVITY SHEET 3

SCHOOL FORM 5
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.

Reflection

In what concrete ways does the session help me become a more agentic/
empowered teacher aligned to standard and domain

It helps me to enhance my skills in the positive use of ICT to facilitate learning and
teaching process.

Module 4 – Session 7: CLASSROOM MANAGEMENT

G. Activities and Assessment

Activity 1A:

“MY FIRST WEEK OF TEACHING”

Get a coupon bond paper, pencil and coloring pens. Think of your class during your first week of
teaching. Sketch or draw that scene or situation. Do this in 5 minutes.

Look at your output. Describe the symbol/diagram that you have drawn. (2 minutes)
 My students are very active, I don’t know what word will I use to describe them
exactly. They constantly ask questions or share something in between of my lines during
my lessons. They even imitate their classmate. If someone wants to go to comfort room
everyone will all ask the same permission, most of them.

Reflection:

After learning strategies on classroom management in this session…

I will stop engaging in ambiguous or inconsistent treatment of misbehavior

I will continue designing classroom rules to ensure positive teaching-learning environment.

I need my immediate superior/coach to help me to manage learner’s behavior constructively

by applying positive and non-violent discipline to ensure learning-focused environments.

Module 4 – Session 8: THE CHILD PROTECTION AND ANTI-

BULLYING POLICIES

Activities and Assessment

Do this on your own: For BTI only.

KWL Chart- List down what you know about child protection and what you want to know
and what have you learned about it.

What you Know
Bullying is physical or verbal
aggression that is repeated
over a period and in contrast to
meanness, involves an
imbalance of power
What you want to Know
DepEd Orders that
Helps to address problems
about child protection
and anti-bullying
What have you learned
DepEd Order No. 55 s. 2013“
IRR of RA No. 10627,
otherwise known as the
AntiBullying Act of 2013 that
aims to protect children
enrolled in kindergarten,
elementary,and secondary
schools, and learning centers
from being bullied.

2. Sentence Completion:

a. I need to learn about child protection and anti-bullying practices because as a teacher it is my
vital role to identify, report and prevent bullying.

b. For me, child protection and anti-bullying policies give me relevant knowledge and skills to
properly carried out my roles or duties in preventing bullying

c. I believe that child protection is considered to be an important subject, as the school is

responsible for keeping the children safe form any harm or abuse.

d. As a teacher, it is my duty to know the forms of bullying and recognize its effect to
respond to incidents accordingly.
3. Reflective Journal Writing

a. How will you address problems on bullying in your classroom?

As a teacher I will address problems on bullying in my classroom by implementing

good practices to prevent it. Take immediate action when bullying is observed. Prevent
bullying rather than dealing with it. Notify parents of all involved students when a bullying
incident happen, encourage their involvement and support in addressing the issue
according to discipline plans at school.

b. What teaching strategies will you use to create a safe and motivating environment?

Create a list of guidelines that are law or rules to follow. Students need to know
there’s a consequence for those serious rule breaking. Be a role model and follow the
rules myself.

4. Why might it be hard to tell someone you have been bullied or have seen bullying take place?

It might be hard to tell someone that you have been bullied or have witnessed
bullying because of shame and embarrassment. Sometimes, it makes them feel reporting
won’t do any good. They worry that bully will only make their lives more miserable.

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.

Bullying Intervention Plan

Names Position Contact Number
Sherryl G. Malicdim Guidance Counselor 09329004647
Virginia S. Juan School Principal 09334673720
Mary Grace P. Perez Officer In Charge 09161262745

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
88or 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?

The session helps me to be knowledgeable and observant on what is happening

inside or outside the classroom to prevent future incidents of bullying. And know the
forms of bullying and recognize its effect to respond to incidents accordingly.