REPUBLIKA NG PILIPINAS

Republic of the Philippines

PAMANTASANG NORMAL NG PILIPINAS VISAYAS
Philippine Normal University Visayas
ANG PAMBANSANG SENTRO SA EDUKASYONG PANGGURO
The National Center for Teacher Education
LUNGSOD NG CADIZ
City of Cadiz

TABLE OF CONTENTS

Overview 1
Learning Objectives 1
LESSON 1: ADMINISTRATIVE ASPECT 2
Participation and Exemption 2
Reasons for participating from Administrative.
aspect may include: 2
Influence
Contribution
Alignment with goals
Professional Development
Reasons for exemption from administrative
aspect may include: 3
Time Constraints
Lack of interest
Delegation
Conflicting Priorities
Class size
Class schedule
LESSON 2: ORGANIZATION OF LEARNING EXPERIENCES
Proposed Sample Timetable four Pilot F2F
Key Stage 1 Kindergarten to Grade 3 4
Organization of Learning Experiences 5
Characteristics of Organization of Learning Experiences 5
Systems Thinking
Personal Mastery
Mental Models
Shared Vision
Scope and Sequence of Content 6
Example of Scope and Sequence of Content in Physical
Education Curriculum 6
Physical Fitness
Sports and Games
Health Education
Movement and Motor Skills
Safety and First aid
Social and Emotional Development
Lifelong Physical Activities
Placement of Content 7
Alternative Pattern 8
Grade Placement 8
Seasonal Placement 8
Resource Unit 8
Components of Resource Unit 8
Lesson Plan
Teaching Materials
Activities
Assessment Tools
Supporting Resources
Timeline
Learning Outcomes 9
LESSON 3: CLASS MANAGEMENT 10
Routinizing Activity 10
Example of Classroom Routines 11
Importance of Classroom Routines and Procedures 11
Benefits of Classroom Routines and Procedures 11
Types Of Classroom Routines 12
Checking Attendance 12
Common Methods of Checking Attendance: 12
Use of Tags
Alphabet Call
Consecutive Number Call
Alphabet Alignment Plan
Squad Name Roll
Handling of Materials 13
Systems Used in Handling Materials 14
Monitoring System
Pass-It-In System
Each-One-Take-One System 14
Organizing Groups 14
Common Practices of Teachers in the Organization
Of Groups in Leaders Selection 14
Leaders Choice
Members Choice
Leaders Selection
 1

MODULE 3: THE REGULAR CLASS PROGRAM

OVERVIEW
The regular class program in Unit III focuses on various administrative aspects,
organization of learning experiences, and class management. In terms of administrative aspects,
the program emphasizes student participation and exemptions, ensuring equal learning
opportunities for all students. Additionally, it considers class size to maintain an optimal learning
environment and class schedule to effectively allocate time for different subjects and activities.
The organization of learning experiences in the regular class program involves designing a scope
and sequence of content, ensuring a logical progression of learning, and allowing students to build
upon previously acquired knowledge.
Placement of content is an additional crucial factor, whereby instructional materials and
resources are strategically positioned to bolster student learning. Effective class management plays
an important role in the regular class program. Settling into routines helps establish a structured
and predictable classroom environment, which allows students to concentrate on their learning.
Verifying attendance ensures that all students are present and accounted for, encouraging regular
attendance and punctuality. Managing materials involves organizing and maintaining instructional
resources to facilitate seamless lesson delivery. Arranging groups enables collaborative learning
experiences, promoting peer interaction and cooperation among students.

Learning Objectives
• Explore the concept of administrative aspects, Organization of Learning Experiences
and Class Management in administering Regular Class Program.

• Interpret the significance of class schedule, class size in effective educational system.

• Develop strategies in routinizing activities, checking of attendance, handling of

materials, and organizing group in the classroom.
 2

In this lesson encompasses several crucial aspects that shape the dynamics of a learning
environment. One fundamental facet is the intricate balance between participation and exemption,
where fostering active engagement while accommodating individual circumstances becomes
paramount. Striking this equilibrium requires a nuanced approach that recognizes the diverse needs
and commitments of students, promoting inclusivity and flexibility within the educational
framework.
Alongside this, the meticulous crafting of class schedules emerges as a logistical challenge,
requiring foresight and adaptability to cater to the diverse schedules and preferences of both
students and educators. The administrative orchestration of participation, exemption, class size,
and schedule lie at the core of cultivating a dynamic and responsive educational ecosystem.

Lesson 1: Administrative Aspects

Administrative Aspects generally refer to the organizational and management elements of
a system or process. This includes tasks related to planning, coordination, decision-making and
resource management within an administrative framework. In various cases, the management
aspect can include activities such as formulating policies, allocating resources, overseeing
operations, and ensuring compliance with regulations. The goal is to manage efficiently and
effectively.

Participation and Exemption

Educational leaders especially physical educators stress the importance of participation in
physical education activities from kindergarten through college, Participation in physical
education must be required of all pupils and students. During this period physical activities
stimulate the neuromuscular mechanisms and serve the functional demands of vital organs.
Exemptions from physical education should not be allowed.
The physically handicapped children who cannot participate in the activities designed for
normal children are not given special activities.

Reasons for participating from administrative aspects may include:

Influence
Those who want to have a say in decision-making processes may actively participate in
administrative aspects to shape policies and directions.
Contribution
Individuals may engage in administrative activities to contribute their skills, expertise, or
ideas towards the improvement and success of the organization.
 3

Alignment with Goals

Participation can stem from a shared vision and commitment to the goals and objectives
of the organization.
Professional Development
In some cases, individuals participate to enhance their skills, gain experience, and
advance their careers within the administrative realm.

Reasons for exemption from administrative aspects may include:

Time Constraints
Individuals may be occupied with other responsibilities or time-sensitive tasks, making it
challenging to actively engage in administrative activities.
Lack of Interest
Some individuals may not find administrative aspects aligning with their interests or
professional focus, leading to a preference for exemption.
Delegation
In larger organizations, individuals may delegate administrative tasks to dedicated
personnel, allowing them to focus on their specialized roles.
Conflicting Priorities
Exemption may result from conflicting priorities or divergent views on the relevance of
administrative aspects to one's role or goals.

Class Size
Class Size is crucial because the teacher may not be only concerned with instructions but
also of the safety of children as well.
Class sizes shall range from a minimum of 15 pupils/students to a maximum of 65
pupils/students per class. The average class size shall be 50. 5. With the adoption of double shift
session for classes and an increase in the average class size to 50, the classroom shortage is
expected to be reduced to 17,873 classrooms.

Class Schedule
Physical Education should be scheduled in a manner just like the other subjects in the
curriculum if a good program is to result.
 4

The Department of Education (DepEd) announces the Operational Guidelines on the

Implementation of Limited Face-to-Face Learning Modality for School Year 2021-2022. DepEd
proposed Sample Timetable and Class Schedules on the Pilot Face-to-Face Learning
Modality for School Year 2021-2022 for K-12.

Figure 1: Sample Table and Class Schedule for Key Stage 1 (Kindergarten to Grade 3)
 5

Designing effective learning experiences involves careful consideration of various

elements, including the scope and sequence of content, placement of material, and the creation of
resource units.
The scope and sequence of content outline the breadth and order in which topics are
covered, ensuring a logical progression of learning. This framework helps educators organize
information cohesively, allowing students to build a solid foundation before delving into more
complex concepts. It also aids in aligning the curriculum with educational goals, fostering a
systematic and comprehensive approach to learning.
The placement of content within a curriculum is pivotal for maximizing the impact of
educational experiences. Strategic placement ensures that foundational concepts precede more
advanced ones, enabling students to grasp fundamental principles before tackling intricate ideas.
This intentional sequencing supports a scaffolded learning approach, where each piece of
information serves as a building block for subsequent knowledge. Additionally, the thoughtful
placement of content contributes to a smoother learning trajectory, enhancing students'
understanding and retention of material. The resource unit, encompassing various teaching
materials and tools, further complements this structure by providing educators with a rich arsenal
to facilitate engaging and effective learning experiences.

Lesson 2: Organization of Learning experiences

Organization of learning experiences is a comprehensive approach to educational design
that encompasses several key components. Curriculum design is fundamental, involving the
definition of learning objectives, selection of relevant content, and structuring a curriculum that
builds on foundational concepts. Instructional strategies play a crucial role, encompassing diverse
teaching methods to cater to different learning styles. Sequencing of content ensures a logical
progression of skills and knowledge, facilitating a smooth learning experience. Assessment and
feedback are integrated to evaluate understanding and provide constructive input. The careful
selection of learning resources, including textbooks, multimedia, and online tools, enriches the
educational journey. Active engagement is encouraged through discussions, problem-solving, and
activities that prompt critical thinking. A flexible and adaptable approach acknowledges diverse
learning paces and styles, contributing to a more inclusive and effective learning environment. In
essence, the organization of learning experiences involves deliberate planning to create a cohesive
and impactful educational experience.

Characteristics of Organization of Learning Experiences

• Systems thinking
The idea of the learning organization developed from a body of work called systems
thinking. This is a conceptual framework that allows people to study businesses as
bounded objects. Learning organization uses this method of thinking when assessing
the organization and has information systems that measures the performance of the
organization as whole and of its various components. Systems thinking states that all
the characteristics must be apparent at once in an organization for it to be a learning
 6

organization. If some of these characteristics are missing, then the organization falls
short of its goal.
• Personal mastery
Organization learns only through individuals who learn. Individual learning does
not guarantee organizational learning. But without it no organizational learning occurs.
Personal mastery is the discipline of continually clarifying and deepening employer
personal seeing reality objectively. The commitment by an individual to the process of
learning is known as personal mastery.
• Mental models
Mental Model how we understand the World. Not only do the shape what we think
and how we understand but they shaped the connection and opportunities that we see.
A mental model is simply a representation of how something worked. We cannot keep
all the details of the world in our brains, so we used models to simplify the complex
into understandable and organization chunks.
• Shared vision
If anyone has the idea about leadership that has inspired organizations for thousands
of years, is the capacity to hold a share picture of the future the organization. seek to
create. Such a vision has the power to be uplifting and to encourage experimentation
and innovation. The development of a shared vision is important in motivating the
employees to learn, as it creates a common identity that provides focus and energy for
learning. The most successful visions normally build on the individual vision of the
employees at all levels of the organization.

• Team learning
The accumulation of individual learning constitutes team learning. The benefits of
team or shared learning is that the employees grow more quickly, and the problem-
solving capacity of the organization is improved through better access to knowledge
and expertise. A learning organization has structures that facilitates team learning with
features such as boundary crossing and openness. Team learning requires individuals
to engage in dialogue and discussion.

Scope and Sequence of Content

Educational planners use scope and sequence to ensure a comprehensive and logically
structured learning experience for students, guiding educators on what to teach and when to teach
it.
Scope refers to the breadth and depth of the content that is covered in a particular
curriculum or educational program.
Sequence involves the order in which the content is presented or taught. It outlines the
progression of topics or skills over time.
Example of scope and sequence of content in Physical Education Curriculum
Physical fitness:
• Aerobic exercises (running, cycling)
 7

• Strength training
• Flexibility exercises (stretching, yoga)
Sports and games:
• Team sports (soccer, basketball, volleyball)
• Individual sports (tennis, golf)
• Recreational games (badminton, table tennis)
Health education:
• Nutrition and dietary habits
• Personal hygiene and wellness
• Substance abuse prevention
Movement and motor skills:
• Fundamental motor skills (running, jumping, throwing)
• Coordination and balance exercises
• Fine motor skills development
Safety and first aid:
• Basic first aid skills
• Safety rules for sports and activities
• Injury prevention and management
Social and emotional development:
• Teamwork and cooperation
• Leadership skills
• Sportsmanship and fair play
Lifelong physical activities:
• Activities that promote lifelong fitness (cycling, swimming)
• Recreation and leisure pursuits

Placement of Content
Placement of content is the act of placing someone in a particular job, organization,
school, or place where they can live. There are three current practices or plans for including
activities on the curriculum these are the alternation pattern, grade placement, and seasonal
placement.
 8

Alternation pattern
According to Jennifer Chang, in this plan, activities are scheduled on alternating days of
the week. For example, a group game in is scheduled on Monday, a rhythmic activity on Tuesday.
gymnastics on Wednesday, a lead-up game on Thursday, and scouting on Friday. While it may look
like there is a balance of activities in one week time, it does not ensure a continuity of learning
experiences. In addition, alternation pattern or placement it is disciplinary measure used in most
public and charter schools to provide an alternative learning environment to a student who is
struggling in a traditional school setting due to behavioral extremes.
Grade placement
It is another plan is that of assigning the activities to specific grades. An activity may not
be repeated in the succeeding grades. The grade placement of activities may be done by a school
committee composed of grades chairmen from kindergarten to grade VI in the case of the
elementary level. Since an activity may not be repeated in other grades even if they if it is well-
liked by the children, this grade placement plan may be unsatisfactory to them.
Seasonal placement
This plan includes the same activities each year but the approach, lead-up and other
instructional techniques vary from grade to grade or year to year.

Resource Unit
A resource unit is a collection of suggested teaching & learning activities organized upon
a given unit. It is a resource for teaching. It is prepared by a group of teachers for the use of many.
It consists of teaching content, objectives, learning experiences, experiments, outdoor activities,
tools of evaluation, assignments & even references.
It is a way of organizing resources cohesively to facilitate effective learning. This could
include lesson plans, multimedia materials, assignments, and assessments grouped together to
guide students through a particular unit of study. The aim is to provide a comprehensive and
organized approach to delivering educational content within a specific thematic or skill-based
framework.
Components of resource unit
• Lesson plans
Detailed outlines of what will be taught, including objectives, instructional
strategies, and assessment methods.
• Teaching materials
This encompasses textbooks, handouts, multimedia presentations, and any other
materials used to convey information.
• Activities
Engaging exercises or projects designed to reinforce the learning objectives and
allow students to apply their knowledge.
• Assessment tools
 9

Various methods for evaluating student understanding, such as quizzes, tests,

projects, or presentations.
• Supporting resources
Additional materials that support the learning process, such as supplementary
readings, websites, or videos.
• Timeline
A schedule outlining when each component of the resource unit will be covered,
helping to manage the pacing of the learning experience.
• Learning outcomes
Clearly defined goals or objectives that articulate what students should know or be
able to do by the end of the unit.
 10

A fundamental component of good teaching is classroom management, which includes the

methods and approaches teachers use to establish a supportive learning atmosphere. It involves
more than just keeping things in order; it also entails creating a welcoming environment that
promotes student participation, teamwork, and the general growth of a caring learning community.
A well-run classroom creates the conditions for pupils to succeed academically and enables
teachers to fulfill their jobs with excellence.
Effective classroom management is essentially about striking a careful balance between
freedom and structure. In addition to maintaining order, it calls on teachers to be adaptable to the
constantly shifting dynamics within a class of students and to use tactics that foster a feeling of
accountability and autonomy. A well-run classroom becomes a center for intellectual inquiry where
students learn academic material as well as vital life skills like communication, cooperation, and
critical thinking. Educators are essential in creating an atmosphere that fosters both intellectual
and human development as they negotiate this challenging terrain.

Lesson 3: Class Management

Class management refers to the strategies and techniques employed by educators to create
a positive and productive learning environment within a classroom setting. It involves establishing
and maintaining a structured and organized classroom, setting clear expectations and rules,
promoting student engagement and participation, managing student behavior, and fostering a
supportive and inclusive classroom community. Effective class management aims to optimize
student learning, minimize disruptions, and promote a harmonious and conducive atmosphere for
both teaching and learning.
Class management refers to the strategies and techniques that educators use to foster a
healthy and productive learning environment in the classroom. It entails creating and maintaining
a structured and organized classroom, establishing clear expectations and regulations, encouraging
student engagement and participation, controlling student behavior, and cultivating a friendly and
inclusive classroom environment. Effective classroom management seeks to maximize student
learning, minimize interruptions, and foster a harmonious and congenial environment for both
teaching and learning.
Routinizing Activity
Routines for the entire class are a vital part of student life. They help students to function
independently while promoting time management skills. Classroom routines provide students with
a sense of structure and familiarity so that they can focus on learning rather than be distracted by
chaos. Such routines save time and effort for both teachers and students. It also helps prevent
disruption and behavior problems and saves time spent on correcting behavior later. By reinforcing
classroom routines throughout the year, teachers can ensure a smooth learning environment and
cultivate independent, self-directed learners. With the right classroom routine, students will feel
more relaxed, engaged, and connected to their learning. Overall, introducing and maintaining
effective and clear classroom routines should be essential in every classroom setting for every
grade level. It is also very beneficial for a trauma informed classroom.
Classroom routines are essential for procedures like entering/exiting, turning in and
receiving assignments, and transitions. Examples of classroom routines can include attendance
 11

procedures and how to finish work early. Common routines that are often overlooked but just as
important, are daily tasks such as lunch and recess procedures. Reviewing classroom routines at
the beginning of each school year or semester can help refresh students on expectations.
Examples of classroom routines
•Teacher greeting at the start of the day
•Hanging up coat and backpack
•Putting away school materials in a folder, mailbox, or desk
•Taking a seat
•Complete a bell ringer or morning work

Importance of Classroom Routines and Procedure

Students need structure and familiarity as they continue to learn and develop, and
classroom routines and procedures give students a predictable day. They'll know what to expect
each day and feel more confident and secure in their daily activities. For younger children, a routine
engages them in learning and helps them feel safe in their environment, while it helps older
children know what to expect and feel more comfortable. This is why classroom routines are
important.
Routines in the classroom make class time more enjoyable and productive. They offer
students a sense of stability. By having classroom rules and procedures that you follow, your
students will know your expectations. Behavioral problems and distractions can decrease when
students understand how to act. Learn more about these benefits and how to implement a successful
classroom routine!

Benefits of Classroom Routines and Procedures

Effective classroom procedures and routines offer many benefits to students. Students who
know how they should act in the classroom can be more successful because they can learn and
achieve more. Students will spend more time learning instead of getting ready for class or asking
questions about what they should do because you've streamlined the process for daily tasks. The
benefits of classroom routines and procedures include:

• Creates consistency: Your students will learn what to expect when you're consistent.
Routine consistency fosters a positive learning environment because the same rules apply
to everyone so no one can be discriminated against or favored.
• Enhances behavior management: Students will learn your rules and what you do to
enforce them. Enforcing your rules will increase your students' respect for you and
decrease behavioral problems.
• Reduces classroom distractions: An established routine will lessen student movement in
the classroom or direct it where you want it to go. When the students know what they're
 12

supposed to be doing, it will also reduce distractions. If someone comes to class late, they
can easily catch up without disrupting the class because they know the class structure.
• Boosts focus and engagement: Students will become familiar with the classroom flow
and what comes next, making it easier for them to be focused and engaged.
• Creates an effective classroom management plan: The only way for your classroom
management plan to work is if you are consistent and enforce the rules. If you don't,
students will think they can get away with things, which leads to behavioral problems. Set
clear classroom expectations and ensure students understand them.
• Makes lesson planning easier: Once you have a routine, it serves as an outline for lesson
planning. It makes lesson planning easier because all you have to do is fill in the blanks
based on the times you set for various subjects or activities.

Types of Classroom Routines

Routines facilitate teaching and learning. They come in many forms and can include the
layout of your classroom or how you structure the day. Classroom routines for better classroom
management will help students know what to do in various situations. Some of the classroom
routine strategies you can consider include:

Entry and Exit Routines

For younger students, explicitly explain how you want them to line up to enter and exit the
room. Students of all ages will need to know what to do once they enter the classroom, such as
what equipment to get or put away, what books to grab, what materials to take out and where to sit
— if your classroom has assigned seats. Implementing entry and exit routines helps the class start
sooner.
Transition Routines
Students must exit the classroom for various reasons, like lunch, a break or the end of a
class period. Things will go more smoothly when there is a set routine for transitions, and students
will act according to your expectations. It can also help to let the students know a minute or so
before the transition so they can get right into it.
Student Attention
It can be challenging to get students to pay attention for the class duration. Establishing a
routine for gaining student attention can prevent classroom disruptions. For instance, you could
catch the eye of the student or students who aren't paying attention and say a keyword like "eyes
on me." For younger students, you could clap your hands or perform a hand gesture.
Teacher Attention
Your students need to know what to do to get your attention during class if they have any
questions or problems arise. You can have them raise their hand or use another signal. Silent
methods for gaining your attention will prevent distractions.
 13

Fast Finishers Routine

It's common for students to finish their work early. Help maintain productivity for others by having
fun activities or set things for fast finishers to do so they don't distract other classmates. You can
have them read a book, do an activity.

Checking Attendance
The physical education teacher in a self-contained classroom may not waste time take
checking attendance as long as he is very vigilant especially when the children go out to the
playground.
Common methods of checking attendance:
Use of Tags: The teacher can use tags or labels with students' names or numbers. As
students enter or exit the classroom, they can place their respective tags in designated areas to
indicate their presence.
Alphabetical Call: The teacher can call out student names alphabetically, and students
respond with a "here" or other designated response to indicate their presence.
Consecutive Number Call: Students can be assigned numbers, and the teacher calls these
numbers consecutively. Each student responds when their number is called.
Alphabet Alignment Plan: This method involves having students stand or align themselves
according to their last names' initial letter. This visual alignment can help the teacher quickly spot
missing students.
Squad Name Roll: For larger groups, students can be organized into squads or teams. The
teacher takes roll by calling out squad names, and squad leaders confirm the presence of their
members.

Handling of Materials
According to Blazevic, I., Benassi, L., and Sterpin, A., the teachers’ role is crucial for the
conduction of quality Physical Education teaching, since they are the ones who decide how a
Physical Education class is going to be conducted. They have to be motivated and creative, and
have a positive attitude toward physical exercising to be able to transfer it to pupils. They should
also know how to use the available space and equipment in Physical Education teaching. Material
working conditions in Physical Education are exactly one of the most serious problems of
education.
Handling Of Materials in Physical Education refers to the management and utilization of
various equipment and resources in the context of physical education classes or sports activities.
It involves the proper handling, storage, distribution, and retrieval of materials to ensure a safe and
efficient learning environment for students.
 14

Systems used in handling materials

Monitoring System
In the context of handling materials in physical education, a monitoring system refers to a
structured approach used to track the use, condition, and availability of equipment and resources.
It involves keeping a record of the equipment, conducting regular inspections, and ensuring that
the materials are in good working condition. This system helps to identify any maintenance or
replacement needs, prevent loss, or damage, and promote accountability among students and
instructors.
Pass-it-in System
The pass-it-in system is a method used to collect and distribute equipment during physical
education classes or sports activities. It involves students passing the equipment to the instructor
or designated student, who then redistributes it to the next group or individual. This system
promotes efficiency, active participation, and smooth transitions between activities, as it eliminates
the need for students to individually retrieve or return equipment.
Each-one-take-one System
The each-one-take-one system is a strategy employed in physical education to ensure that
each student takes responsibility for a specific piece of equipment. Under this system, students are
assigned a particular item at the beginning of the class or activity, and they are responsible for its
care and return at the end. This approach encourages ownership, accountability, and organization
among students, as they are individually accountable for their designated equipment.

Organizing Groups
The process of arranging individuals with common interests or aims into a coherent and
coordinated unit, is referred to as group organizing. This frequently entails establishing roles,
duties, and communication channels to improve group efficiency and collaboration. There are
common practices of teachers in the organization of groups and leader selection, and this includes
leader's choice, member's choice, and leader selection in squads.
Common practices of teachers in the organization of groups and leader selection
Leader's choice
If the class desires to have four groups the members elect for leaders. Then the elected
leaders are given the freedom to select their own members.
Members' choice
After the election of leader the members are allowed to go to the leader of their own choice
Leader selection in squads
The class is first divided into the desired number of groups or squads.
 15

References:
`education. Economic Research-Ekonomska Istraživanja, 33(1), 1240–1254.

https://doi.org/10.1080/1331677x.2020.1719177

Chang, J. (2022, June 6). What is Alternative Placement?

https://educationrightsattorney.com/what-is-alternative-

placement/#:~:text=Alternative%20Placement%20is%20a%20disciplinary

Grade level placement Definition. (n.d.). Law Insider.

https://www.lawinsider.com/dictionary/grade-level-

placement#:~:text=Grade%20level%20placement-

Importance of Classroom Routines and Procedures. (n.d.). Successbydesignplanners.

https://www.successbydesign.com/blogs/news/importance-of-classroom-routines-and-

procedures

Insight: RESOURCE UNIT. (2019, May 2). Insight.

https://pratheeshpallath.blogspot.com/2019/05/resource-unit.html?m=1

Regular Class Program Topic Outline | PDF | Physical Education | Curriculum. (n.d.). Scribd.

https://www.scribd.com/document/629278296/Regular-Class-Program-Topic-Outline

Resource unit ppt. (2020, June 17). Www.slideshare.net.

https://www.slideshare.net/surekhasurendran1/resource-unit-ppt

The Regular Class Program | PDF | Curriculum | Physical Education. (n.d.). Scribd.

https://www.scribd.com/document/629345443/The-Regular-Class-Program

(2018). Google.com.

https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.deped.

gov.ph/wpcontent/uploads/2018/10/DO_s2008_054.pdf&ved=2ahUKEwjvytTOkcCDAx

VuTGwGHYyfD3AQFnoECAcQBg&usg=AOvVaw3K_tMsURjaQHXUbN-yfHBJ
 16

Assessment

1. The act of placing someone in a particular job, organization, school or place where they can
live is called?
a. The resource Unit
b. Scope and sequence of content
c. Placement of content
d. Grade placement

2. The following are the current practices or plans for including activities on the curriculum,
EXCEPT.
a. Alternation Pattern
b. Grade Placement
c. Seasonal Placement
d. Scope and Sequence of Content

3.It refers to the overall plan and order of topics covered in a curriculum.
a. Placement of Content
b. Resource Unit
c. Scope and Sequence of Content
d. Participation and Exemption

4. It is the activities that must be properly organized in order to attain quality output of the
physical education program.

a. Organizing Groups
b. Organization of Learning Experiences
c. Resource Unit
d. Routinizing Activities
 17

5.It is a common practice of teachers in the organization of groups in which the selected leaders
are given freedom to select their own members.
a. Member’s choice
b. Leader selection in squads
c. Leader’s choice
d. Leader selection

6.The following are the common practices of teachers in the organization of groups, EXCEPT;
a. Member’s choice
b. Leader’s choice
c. Leader selection in squads
d. Leader selection

7.In the Consecutive Number Call method, when do students respond?

a. When their names are called
b. When their assigned numbers are called consecutively
c. When alphabetically aligned
d. When squad names are called

8.How does the teacher use the Alphabet Alignment Plan during attendance check?
a. Calling out numbers consecutively
b. Having students stand based on their last names’ initial letter
c. Using tags or labels
d. Organizing students into squads

9.It is a well-organized and managed class makes it possible for instruction to be carried on in an
orderly manner and has a favorable effect on the environment.
a. Routinizing Activities
b. Practice activities
 18

c. Pattern
d. Drills

10.It can be preventive measures for disciplinary problems.

a. Routines
b. Practice
c. Drills
d. Procedure

11. In the context of physical education, which system is commonly used to track and monitor
the distribution of equipment to students during class?
A. Monitor system
b. Pass-it-in system
c. Each-one-take-one system
d. None of the above

12. Which system allows students to pass equipment to each other in an organized manner during
physical education activities?
a. Monitor system
b. Pass-it-in system
c. Each-one-take-one system
d. None of the above

13. What component of an educational framework that aims to provide a comprehensive and
organized approach to delivering educational content within a specific theme.
a. Curriculum
b. Lesson Plan
c. Resource Unit
d. Syllabus
 19

14. Who is exempted in physical education?

a. Handicapped children
b. Pregnant woman
c. None
d. The parents

15.Why is it that educational leaders especially physical educators stress the importance of
participation in physical education?
a. Emphasizing participation in physical education is grounded in the belief that it contributes to
holistic student development, fostering physical, mental, and social well-being.
b. Physical education prevent a unique setting for students to interact, collaborate, and develop
social skills. Leaders recognize its role in building teamwork, communication, and conflict
resolution abilities
c. Participation in physical education can’t contribute to improved discipline and behavior in the
classroom. The structured and active nature of PE can positively influence students’ focus and
behavior throughout the school day.
d. By emphasizing participation in physical education, leaders aim to address and provide health
issues such as obesity and related conditions, laying the foundation for a healthier future
generation

16. What is the standard class size in K-12 curriculum?

a. Class sizes shall range from a minimum of 15 pupils/students to a maximum of 65
pupils/students per class.
b. Class size shall be range from a minimum of 45 pupils/students per class.
c. Class size shall be range from a minimum of 55 pupils/students per class.
d. Class size shall be range from a minimum of 25 pupils/students per class.

17. What is the appropriate schedule for Physical Education classes?

a. The best time to schedule the Physical education class is near the middle of the morning or
afternoon.
b. The best time to schedule the Physical education class is Afternoon.
c. The best time to schedule the Physical education class is morning.
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d. The best time to schedule the Physical education class is 7:00 am in the morning and 2:00 pm
in the afternoon

18. What is the difference between curriculum and resource unit?

a. The curriculum is the overarching plan for an educational program, while a resource unit is a
more targeted collection of materials and tools for teaching a particular segment of that
curriculum.

b. A curriculum is more focused on the details of a single class session, while a resource unit
provides a set of materials and activities that can be used over a series of lessons within a larger
instructional context.

c. A curriculum is a comprehensive document outlining the entire course, while a resource unit is
a more targeted set of materials and activities designed for a specific part of the curriculum
covered by the syllabus.

d. Curriculum articulate what students are expected to achieve, while a resource unit offers the
tools and materials to facilitate that achievement within a specific part of the curriculum.

19. The following are following are the characteristics of Organization of Learning Experiences,
EXCEPT.
a. System thinking
b. Personal mastery
c. Shared vision
d. Aligning with purpose

20.How is attendance taken in the Squad Name Roll method for larger groups?
a. Calling out numbers consecutively
b. Having students stand based on their last names’ initial letter
c. Calling out squad names, and leaders confirm their members
d. Using tags or labels
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Answer Key

1.C
2. D
3.C
4.B
5.C
6.D
7.B
8.B
9. A
10.A
11.C
12.B
13.C
14.C
15.A
16.A
17.A
18.D
19.D
20. C

Prepared by:

Shiela Mae Cabiao

Louren Laurio
Ernelyn Engbino
Owema Bacato
Rena Tupas
Fritsh Gerald Lustado
Jhon Durilag
David Octoso
Marecel Guerra

Prepared to:

Dr. Randyll V. Villones