TRIO DRILL PED PART 1

April 16, 2023

 SUSTAINED, LIFELONG AND SELF-DIRECTED are characteristic of quality

professional development.
 Teachers play the role of RESOURCE PROVIDER when they help their
colleagues by sharing instructional resources such as Websites, readings.
 The English teachers share strategies they use in their classes to improve
students writing. In this case, teachers play the role of an INSTRUCTION
SPECIALIST.
 When teachers lead other teachers to agree on standards, follow the adopted
curriculum, use common pacing charts, and develop shared assessments, they
play the role of a CURRICULUM SPECIALIST.
 When teachers serve as role models, acclimate new teachers to new school,
TEACHER SERVES AS A ROLE
and new teachers about instruction, curriculum, procedure, practices, and
MODEL-MENTOR
politics, they play the role of a MENTOR.
 Teacher A, an experienced teacher, takes a great deal of time and expertise EXPERIENCED TEACHER-MENTOR
and makes a significant contribution to the development of a new
professional Teacher A plays the role of a MENTOR.
 At every team or faculty meeting, Lilian identifies something new that she tries
to apply in her classroom. Her willingness to explore new strategies is
infectious. Other teachers, encouraged by her willingness to discuss what NEW IDEAS, BETTER WAYS-
works and what doesn’t begin to talk about their teaching and how it CATALYST FOR CHANGE
influences student learning. As a teacher, she shows that she is a CATALYST
FOR CHANGE.
 What does DepEd consider most significant aspect in grade giving?
DEMONSTRATION OF WHAT WAS LEARNED.

NOTE:
OUTCOME-BASED EDUCATION (OBE)
1. INSTITUTIONAL OBJECTIVES- School Objectives
2. PROGRAM OBJECTIVES- Specific Program Objectives (BSED, BTLED)
3. COURSE OBJECTIVES- Subjects
4. LEARNING OBJECTIVES – Dapat makita ni teacher at the end of his\
her lesson.

 Why is performance given the largest weight in TLE and MAPEH?

THEY ARE DOMINANLY PHYSICAL SKILLS SUBJECTS.
WEIGHT OF THE COMPONENTS FOR GRADES 1-10 BY DEPED
 What does Teacher P do when she uses norm-referenced grading?
EXPLAINS SCORE TYPE EITHER PERCENTILE OR STANINE.
 What does Teacher P do when she uses criterion-referenced grading?
TELLS WHETHER STUDENT ACHIEVED STANDARD OF MASTERY.

NOTE:
2 TYPES OF GRADING SYSTEMS
1. NORM-REFERENCED GRADING- Kinu-compare ni teacher ang scores sa ibang leaner.
2. CRITERION-REFERENCED- May criteria/standard na sinusunod.
 An implication of a positive skewed distribution is that
TEACHING WAS NOT EFFECTIVE.

NOTE:

 The score distribution that is most likely to follow in outcomes based learning is
SKEWED TO THE LEFT.
 Michelle gave a quarterly examination to her grade 9 students. Results showed that the distribution of their
scores are negatively skewed. This means that the STUDENTS ARE VERY GOOD.
 A multiple-choice test item has been analyzed. The analysis shows that option A among other options B, C and D
was not at all chosen by the examinees. What does this imply? A WAS NOT AN EFFECTIVE DISTRACTER.

 Based on the table, which is the most effective distracter?

HIGHER IN LOWER GROUP.
 Mrs. Agno is doing a performance-based assessment of the day’s
lesson. STUDENTS DO AN ACTUAL DEMONSTRATION OF THEIR SKILL.

 Who among the teachers below did a diagnostic assessment?

MRS. BAYANG WHO GAVE A 10-ITEM TEST TO FIND OUT THE SPECIFIC GIVEN BEFORE INSTRUCTION-
CONCEPTS IN WHICH THE STUDENTS ARE ENCOUNTERING DIFFICULTY. DIAGNOSTIC ASSESSMENT

NOTE:
2 TYPES OF ASSESSMENTS
1. TRADITIONAL ASSESSMENT (TA) – Paper and Pencil, Multiple Choice Exam
a. Selective Response – Exam may Choices
b. Constructed Response – Essay, Completion Test, Identification, Enumeration etc.
2. AUTHENTIC ASSESSMENT (AA) – Performance, Product e.g. Demonstration
 A technique may be successful in one situation but may fail in another because INSTRUCTIONAL SITUATIONS
VARY.
 SUBSTANDARD TEACHING COMPETENCE OF TEACHERS may cause a poor classroom instruction.
 Teachers may manifest good time management in school BY DEVOTING THEIR TIME IN INSTRUCTIONAL
ACTIVITIES.
 There is a district Math contest. The best way of selecting the representatives to showcase the human/social
functions of school is for the TEACHER TO CONDUCT COMPETITIVE EXAMS IN MATH TO DETERMINE THE BEST
REPRESENTATIVES.
 The best way to do when the lesson is done ahead of time allotment is to PROVIDE FILLER ACTIVITIES.
 A teacher who says “Girls are emotional and very sensitive while boys are not” is practicing gender
STEREOTYPING.

NOTE:
a. STEREOTYPING – Idea
b. PREJUDICE – Feeling
c. DISCRIMINATION – Action
 Teacher X is discussing about suffrage. One of the students asks if it is all right not to exercise it. The best option
for Teacher X to facilitate the internalization of the concept is for TEACHER X TO LET STUDENTS SIMULATE THE
ELECTION PROCESS THEN DISCUSS THE ACTIVITY.
 Teacher A starts with concrete examples of sentences as contrasted with sentence fragments then asks the class
to differentiate sentence fragments from sentences. The method that Teacher A apply is INDUCTIVE.
NOTE:
a. INDUCTIVE – From specific to general
b. DEDUCTIVE – From general to specific
 The goal of schools is to make students to become globally competitive. The school practice that may be
considered the best in terms globalization is to LET STUDENTS SOLVE A PROBLEM COLLABORATIVELY THEN
PRESENT THEIR SOLUTIONS.
 Samantha belongs to a poor family but she is endowed with talents and skills. During written examinations she
gets very high scores but during recitations she has inferiority complex. The best way of developing her potential
is to MAKE HER A LEADER AND PRESENTER IN GROUP ACTIVITIES.
 A correct example of the deductive method of teaching is when THE TEACHER STARTS BY DEFINING A TERM
THEN GIVES EXAMPLES.
 Demonstration method would be most appropriate when YOU TEACH COMPLICATED PROCEDURE.
 ASEAN intergration catalyzes the mobility of students. Foreign students come to our universities to develop their
knowledge, skills, and attitudes so that after their academic program, they will become part of their countries’
work force. The specific function of school is addressed in this situation is TECHNICAL ECONOMIC.

NOTE:
TECHNICAL/ECONOMICAL- The contribution of the schools to technical or economic development and needs of
the individual, the institution, the local community, the society, and the international community.

 Teacher’s management style allows students to formulate classroom rules with him/her but makes clear that
there are matters which only teacher can make decisions on. The classroom management style that is described
is ASSERTIVE.

NOTE:
ASSERTIVE APPROACH- Teacher specify rules of behavior and consequences for disobeying them and to
communicate these rules and consequences clearly.
 SUCCESS APPROACH- Deals with psychological and social conditions instead of dealing with appropriate
behavior. Teacher’s job to help students make good choices.

 Teacher A consults students and parents but she makes the decisions. The classroom management style that
Teacher A observe is CONSULTATIVE.

NOTE:
DEMOCRATIC- being fair in the process
- Members are part in the decision-making process

 In a number of researchers on classroom management, of all the variables, classroom management has the
largest effect on student achievement. It can be inferred from the finding regarding classroom management that
STUDENTS CANNOT LEARN IN A CHAOTIC, POORLY MANAGED CLASSROOM. NOTE: R.A 9155 (THE
 The primary duty of the SCHOOL is to help classroom teachers teach to the
HEART OF THE FORMAL
best of their ability.
EDUCATION SYSTEM IS
 The class of Mr. Tan read about a successful gardening project undertaken by a
THE SCHOOL.)
certain Grade VI class in a certain barangay. After coming from school that Nano
went around their backyard and found out that there was an available space EDUCATION
and decided to plant some camote tops. The level of comprehension that Nano
demonstrate is APPLIED. SCHOOL

CURRICULUM
NOTE:
THEORY- an idea used to account for a situation or justify a course of action. LEARNER
-a set of principles on which the practice of an activity is based.
APPLICATION- the action of putting something into operation.

 The statement is TRUE about teaching vocabulary is that VOCABULARY CAN BE TAUGHT DIRECTLY AND
INDIRECTLY.
 A limited vocabulary is a setback to efficient reading. This statement implies about the learner to BE EQUIPPED
WITH CERTAIN SKILLS TO ATTACK UNFAMILIAR WORDS.
 Biology, the science that deals with the study of life, is an important subject. This sentence illustrates the
APPOSITIVE as CLUE in order for reader to get the meaning of the word biology.

NOTE:
 Learners make use of STRUCTURAL ANALYSIS when they visually examine words to discover component parts
like impossible which is made up of im + possible, which lead to pronunciation and meaning.

NOTE:

SUFFIXES. A suffix is a word part added to the end of a word. E.g. ful, beauty-ful =beautiful

PREFIXES. The prefix un- is added to beginning E.g. helpful, the word is unhelpful.

 NOT a characteristics of a good questions is that IT IS SELF-ANSWERING.

NOTE:

 A reader uses metacognition when SHE PREVIEWS THE TEXT AND MAKES PREDICTIONS, MAKES CONNECTIONS
TO PERSONAL EXPERIENCE OR OTHER TEXTS AND ASKS CLARIFYING QUESTIONS.
 A reader uses metacognition when she IDENTIFIES DIFFICULT SENTENCES OR PASSAGES, RESTATES A
SENTENCE/PASSAGE IN HER OWN WORDS AND REACTS TO THE TEXT.
 GRAPHICS ORGANIZERS AND BRAINSTORMING can promote critical thinking and creativity in reading
classrooms.

NOTE:
 WRITING EXPERIENCE STORIES TOGETHER AS A GROUP, PLAYING LISTENING-AND-SEEING GAMES AND
WRITING IMAGINATIVE STORIES OR POEMS may help establish creatively in reading.
 “You may bring the horse to the water but if it does not like to drink, it will not do so.” This saying is explained
by this similar situation: THERE ARE MANY BOOKS IN LISA’S HOME BUT SHE PREFERS PLAYING GAMES THAN
READING BOOKS.
 Chona’s mother guides her in acquiring functional listening and speaking vocabulary and initiates activities using
concrete objects and regularly tells story to her. A PROFIENT kind of reader will likely become of Chona.
 ENJOYMENT OF READING does NOT belong to the external factors that affect reading point of reference.
 A student who likes reading science-based books and it encouraged by parents do so would usually be more
scientific-minded and logical. The phrase proves that the student is intrinsically motivated to read is that the
student LOVES READING SCIENCE-BASED BOOKS.
 If a pupil is unable to read proficiently while other around him\her can time/her belief in his\her ability to read
will be negatively impacted (Solhc 2011). Based on this research finding, the factor that contributes to the
pupil’s reading problem is SELF-EFFICACY.

NOTE: