Teacher Induction • http://www.

gbooksdownloader.

Program (TIP)
com/

CORE COURSE
The DepEd Teacher
2
in collaboration with

Philippine National Submitted by:

Research Center for Teacher Quality Christine Joy O. Aguilar
SST-I, TLE
TIP 2024
 Questions
Which Act enhances the Philippine basic
education system by strengthening and
updating its curriculum to become at
par with the global education system
by providing two more years for basic
education?
a) RA 10157
b) RA 10524
c) RA 10533
d) RA 10931
6 The Teacher Induction Program - Core Course 2
Answers Feedback
RA 10533, also known as the
Enhanced Basic Education Act of 2013
or the K-12 program in the Philippines,
adds two extra years to the basic
education curriculum, making it a 12-
year program. The law aims to improve
the quality of education by aligning it
with international standards and better
preparing students for higher education
or the workforce.
 Questions Answers Feedback

Which policy guidelines on the K to 12

DepEd Order No. 21 of 2019 explains
Basic Education Program provides context
the K to 12 Basic Education Program
to and articulate its contexts, features and and its components thoroughly across
programs? all important areas.
a) DepEd Order (No. 1, s. 2019)
b) DepEd Order (No. 8, s, 2019)
c) DepEd Order (No. 9, s. 2019)
d) DepEd Order (No. 21, s. 2019)

Guide for Mentors and Newly Hired Teachers 7

 Questions Answers Feedback

Republic Act 10157, also known as the

What act made Kindergarten mandatory for
"Kindergarten Education Act," is a
all learners?
Philippine law enacted on January 20,
a) RA 10157 2012. It mandates the implementation
of a standardized Kindergarten
b) RA 10524 curriculum in public schools and
provides mechanisms for the
c) RA 10533 development and enhancement of
d) RA 10931 early childhood education programs. It
also aims to ensure that Filipino
children receive quality early childhood
education, which is crucial for their
holistic development and readiness for
formal schooling.

8 The Teacher Induction Program - Core Course 2

 Questions Answers Feedback

Which does NOT show the characteristics of

c) They are individuals who pursue
the K to 12 graduates?
their careers for personal development
a) They are holistically developed to work abroad.
Filipinos who have built foundations
for learning throughout life. Although K to 12 graduates might
possess the abilities to seek
b) They are individuals equipped with employment abroad, the main focus of
information, media and technology the K to 12 program is to generate
skills, learning and innovation well-rounded graduates with diverse
skills, life and career skills, and skills, ready to tackle the challenges
communication skills. and opportunities presented by the
21st century.
c) They are individuals who pursue
their careers for personal
development to work abroad.
d) They can take challenges and take
advantage of the opportunities of
the 21st century.

How many key stages does the K to 12 The K to 12 Program contains:

Program contain?
b) 3 key stages
a) 2
b) 3
c) 4
d) 5

Guide for Mentors and Newly Hired Teachers 9

 Questions Answers Feedback
b)5
How old is the prerequisite age for
The Enhanced Basic Education Act of
preparatory education as defined in the
2013 stipulates that for a child to enroll
Enhanced Basic Education Act of 2013? in preparatory education, they must be
a) 4 five (5) years old by June 1 of the
corresponding school year. This
b) 5 means that children who turn five on or
before June 1 are eligible to enroll in
c) 6 preparatory education for that school
d) 7 year.

c) Core Subjects, Applied Track,

Specialized Subjects
The SHS curriculum formulation is a step
towards the realization of the Philippine
Qualifications Framework (PQF) and is the
main policy for the implementation of the
new 13-year cycle of basic education. What
comprises the SHS curriculum?
a) Basic Subjects, Applied Track,
Specialized Subjects
b) Basic Subjects, Applied Track,
Selected Subjects
c) Core Subjects, Applied Track,
Specialized Subjects
d) Core Subjects, Selected Track,
Specialized Subjects

10 The Teacher Induction Program - Core Course 2

Required Task 2: Independent Learning

Since 2012, DepEd already issued infographics on

the Frequently Asked Questions about K to 12 Basic
Education Program. Answer the following questions
by navigating the Internet or by talking with your col-
leagues and/or mentor.

You may also click on the link: https://www.officialga-

zette.gov.ph/k-12/?fbclid=IwAR3tiokqamN6sww9P-jx-
PwFYM3G0vcbdK2p0i4EsU8MWNgEk7HrlH4JhrSw.

Questions Answers Feedback

Is the K to 12 a product of collaboration with Yes, the Department of Education
other agencies? (DepEd), the Commission on Higher
Education (CHED), the Technical
Education and Skills Development
Authority (TESDA), and other
stakeholders like educators, parents,
students, and industry representatives
collaborated to create the K–12
program in the Philippines.

Is the shift from the Basic Education Curric- No, the Department of Education
ulum to K to 12 Program conceptualized by (DepEd) did not come up with the idea
DepEd alone? for the Philippines' shift from the Basic
Education Curriculum to the K–12
Program on its own. It required working
together with a range of stakeholders,
such as educators, legislators,
educational specialists, parents,
students, and business
representatives.

Was Kindergarten Education mandatory No, Prior to the Philippine K–12

before the K to 12 Program? Program's adoption, kindergarten
education was not required. Enacted

Is Republic Act No. 10533 the basis for the
additional two years of Senior High School
(SHS)?
Does the K to 12 Program give importance
to the preparation of graduates on ASEAN
Integration?
on January 20, 2012, Republic Act No.
10157, commonly referred to as the
"Kindergarten Education Act,"
established the requirement for
Kindergarten instruction.
Yes, the Enhanced Basic Education
Act of 2013, also known as Republic
Act No. 10533, serves as the
foundation for the two extra years of
Senior High School (SHS) in the
Philippines. This law added two years
to the previous ten-year cycle, which
was made up of four years of high
school and six years of primary
education, reforming the nation's basic
education system.
Yes, the Philippines' K–12 program
places a major focus on preparing
graduates for ASEAN integration. It
seeks to give Filipino graduates the
know-how, abilities, and competences
required to succeed in the ASEAN
region and contend on a global level.
Required Task 3: Mentor-Mentee Collaboration
Answer the following processing questions by
discussing with your mentor.
1. What are the different issues addressed by the
legal bases of the K to 12 Curriculum? Which
among them affects you the most as a teacher?
1. Quality Improvement: It seek to enhance the quality of
education by introducing a more comprehensive and
globally competitive curriculum.
2. Global Alignment: Efforts are directed towards aligning
the Philippine education system with global standards,
ensuring that Filipino students possess the knowledge and
skills needed for global competitiveness.
3. Access Enhancement: Measures are taken to improve
access to education, particularly for marginalized and
disadvantaged groups, ensuring that all students have
equal opportunities for learning.
4.Teacher Development: There is a focus on enhancing
teacher competence through professional development
programs and training initiatives, ensuring that educators
are well-equipped to deliver quality education to students.
As a teacher, one of the issues that affects me the most is
staying updated with the changes and demands of the K to
12 Curriculum. The curriculum evolves, and continuous
professional development and training help teachers keep
pace with these changes. Additionally, adapting teaching
practices to address the diverse needs and learning styles
of students is essential. Students come from different
backgrounds and have varied learning preferences.
2. What do you think are the top three factors that are
given emphasis by the different K to 12 laws and
orders? Why do you think so?
1. Quality of Education: They prioritize enhancing the
quality of education in the Philippines to ensure students
receive a high-quality education that prepares them for
future challenges and opportunities.
2. Alignment with Global Standards: There’s an emphasis
on aligning the Philippine education system with global
standards to ensure Filipino students are competitive
internationally and have opportunities for further education
and employment abroad.
3.Accessibility and Equity: Efforts are made to improve
access to education and promote equity in educational
opportunities by addressing barriers such as poverty and
disability, ensuring all students have equal access to
quality education, reducing disparities, and fostering social
inclusion.
These factors are given emphasis because they are
essential for fostering a well-rounded and inclusive
education system that meets the needs of all learners,
prepares students for success in the 21st-century
workforce, and contributes to national development and
competitiveness.
Guide for Mentors and Newly Hired Teachers 15
Session 2: Salient Features of the K to 12 Program
Preliminary Activity
Let us have an inventory of your ideas about the salient features of the K to 12 education using the chart below.

Salient Features What I Know What I need to Know

Inclusive Education
Inclusive education believes all As a teacher, it's important to know the
students should learn and succeed in a principles and practices of inclusive
supportive environment. It focuses on education to create inclusive learning
removing barriers, promoting diversity, environments where all students have
and making students feel included. the opportunity to thrive and reach their
full potential.

Early Childhood Education
Early childhood education follows child
development principles, early learning
theories, and best practices for young
children's education and care.
As a teacher, it's important to
understand the typical developmental
milestones for young children in early
childhood education to support
children's growth and progress.

Curriculum Relevance Curriculum relevance is important to As a teacher, it's important for me to

make sure that education stays
interesting and useful for students.
know how to effectively apply the
curriculum to real-world contexts. This
helps students understand how the
knowledge and skills they acquire can
be used to solve real-life problems.

Curriculum Proficiency Building
Curriculum proficiency building helps
teachers empower students with the
knowledge and skills they need to
succeed in school, work, and life. It
focuses on mastery learning, engaging
students, and applying knowledge in
real-life situations.
As a teacher, it's important for me to
understand that active learning
strategies play a key role in curriculum
proficiency building. These strategies
help engage students in active learning
experiences, fostering critical thinking
and problem-solving skills.

Guide for Mentors and Newly Hired Teachers 17

 Case 2: You have a learner wanting to take up engineering
in college. Upon checking his grades, you have learned that
Required Task 1: Case Studies he has not been good in Mathematics. What can you do to
Study the following cases and tell what your actions will help the learner?
be on these scenarios. Base your answers on the K to 12
Curriculum and the DepEd Vision and Mission. Limit your
As a teacher, I can support a learner struggling with
response to 100 words.
math by first identifying their weak areas through
assessment. Then, I adapt my teaching methods to
suit their learning style, emphasizing comprehension
Case 1: You have a transferee learner who only speaks over memorization. I also foster a positive mindset,
her mother tongue. As a result, your learners cannot encouraging persistence and celebrating progress.
communicate with her properly and the transferee learner Additionally, I promote peer collaboration through
feels left out. What can you do as her teacher? group study sessions to reinforce learning. By
integrating technology and real-world examples, I
As a teacher, I can take several steps to support the make math relevant to the learner's engineering
learner who only speaks her mother tongue. Firstly, I aspirations.
can explore alternative communication methods like
using visuals, gestures, and simple phrases to help
facilitate basic communication with the learner.
Additionally, providing extra support, simplifying
instructions, and offering extra practice opportunities
can aid the learner in gradually integrating into the
classroom environment. Lastly, encouraging
classmates to greet and interact with the new learner
can foster a sense of belonging and reduce feelings
of isolation.

20 The Teacher Induction Program - Core Course 2

Case 3: One of the features of the K to 12 Curriculum is
spiral progression. Upon seeing your learners’ pre-test
results, you have realized that they are yet to master last
year’s competencies. What will you do to have them meet
the requirements of the new level?
I will use focused strategies to help learners reach the
standards of the new level in the K–12 Curriculum
and fill the gap in mastering last year's skills. This
might involve reviewing important concepts, offering
extra practice, and teaching in different ways to meet
various learning needs. Improving student
understanding and memory can be done by
collaborating with colleagues to find effective teaching
methods and resources. Also, regularly checking
progress with assessments and tracking helps give
ongoing feedback and adjust teaching to help
students progress in gaining important skills.
Case 4: You have a class which has a sizable number of
over-aged learners who have taken the grade level multiple
times. How will you decide on the learning plan considering
your other learners?
When dealing with a class containing many older
students who have repeated a grade, my main goal
would be to make a learning plan that's flexible and
includes everyone. This might mean using different
teaching methods to fit the different levels and ways
of learning in the class. Also, I'd give special help and
materials to those older students who need to catch
up, while still making sure that the rest of the class
finds the lessons interesting and not too easy. I'd
keep checking on how everyone is doing and change
the plan as needed to make sure everyone has a fair
chance to do well.
Guide for Mentors and Newly Hired Teachers 21
 Questions
How is the learner regarded by the K to 12
Program?
As a teacher, what 21st century skills should be
acquired by our learners?
Education provides contextualized practice for
the application of 21st century skills as these
are embedded in different learning areas. What
are the possible exit points of the Filipino K to
12 graduates?
One of the salient features of the K to 12
Program is ensuring integrative and seamless
learning. How do you think the learning areas
will be taught in the formal schools and non-
formal schools such as the Alternative Learning
System?
What support is needed for a Filipino graduate
to become 21st century ready?
Answer Mentor-Mentee
Discussions
In the K to 12 Program, the learner is the center of
education, focusing on meeting their different needs
and helping them grow in all aspects. The program
wants to empower learners by giving them chances
to learn throughout life, develop personally, and
succeed in a fast-changing world.
As a teacher, it's important to make sure that our
students learn important skills like critical thinking,
creativity, communication, teamwork, and digital
literacy. These abilities are crucial for their success in
today's world, helping them do well in various areas
of life such as school, work, and personal
relationships.
Filipino K to 12 graduates have various options after
finishing their studies, such as going to college,
finding a job, starting their own business, or
developing middle-level skills. These choices are
meant to give graduates the skills they need to follow
different paths and be useful members of society.
In formal schools, the K to 12 Program's subjects are
usually taught in structured classes with aligned
activities and tests. In contrast, in non-formal settings
like the Alternative Learning System (ALS), subjects
are taught using flexible methods such as modules,
peer teaching, and community learning, which suit
the needs of ALS learners better.
Filipino graduates need strong support systems to be
ready for the 21st century. This includes good
education, mentorship, skill-building, and real-life
experiences. It's also important to encourage lifelong
learning and adaptability to help graduates deal with
the changes in the world.
Guide for Mentors and Newly Hired Teachers 25
 Required Task 1: Creating a Learning Plan (Portfolio Output)
In your LAC session, you are assigned to work on a learning plan for the subject you are currently assigned to teach. Your
task is to make your own detailed lesson plan for the first quarter, week 3 competencies. Initially, you are given the following
questions to guide you.
Complete the table below.

LEARNING PLAN GUIDE

Question Response
What topic will I teach? Types of Kitchen Tools and Equipment

In what content areas will I focus on? Cookery

What references will I use? Cookery NC II CG and Cookery Learning Module

What skills should be developed among my pupils? The learners independently use and maintain tools,
equipment and materials in cookery according to standard
operating procedures

36 The Teacher Induction Program - Core Course 2

 Question Response
What strategies will I use? Cooperative Learning and Experiential Learning

What do I want my learners to become? What are Appreciate the importance of knowing how to use the
the values I want my pupils to possess? different tools and equipment

What learning theory/ies will I apply? Cognitivism and Experiential Learning

How will I assess my learners’ understanding of the Performance Task rubric

lesson?

Guide for Mentors and Newly Hired Teachers 37

 Reflection Questions:
1. What did you feel in doing the activity?
When making a learning plan, I felt responsible and
committed to customizing instruction for my learners'
various needs. It was satisfying to create strategies
and tools that could help them learn better. Also, it
showed me how important it is to keep thinking and
adjusting to meet my students' changing needs.
38 The Teacher Induction Program - Core Course 2
2. What are some considerations in making a learning
plan?
Making a learning plan involves knowing what
students need, like, and can do, along with what
they're supposed to learn. It's important to be
flexible so changes can be made based on how
students are doing and what feedback they get.
Working with others, like colleagues and parents,
can help make the learning experience better for
everyone.
 3. What insight/s did you gain from this activity?

When creating a learning plan, it's important to think

about the different ways students learn and how
well they understand the material. This means
teaching in ways that suit each student. Also,
making sure the plan matches what students are
supposed to learn helps ensure they learn what they
need to. Checking on how well students are doing
and getting feedback helps make sure they're
learning well, too.

Guide for Mentors and Newly Hired Teachers 39

 Optional Task 1
Based on your understanding of the K to 12 Curriculum Conceptual Framework, suggest strategies and possible exit points
given the specific types of learners.
Subject Matter / Grade
Learner Description
1. A learner who often
needs to skip classes to
have his check-ups and
medical procedures. He
is good in the languages
and mathematics but
has difficulty learning
topics in PE and TLE.
2. A learner diligently
attends classes;
however, she keeps on
getting low grades. Her
records reveal that she
has a learning disability.
Her favorite subject is
Filipino.
40 The Teacher Induction Program - Core Course 2
Strategies Exit Point
Level
To help this student, think about
using flexible schedules for
PE/Grade 10 medical appointments. Make
sure they can catch up on
missed lessons using online
resources or extra sessions.
Adjust PE and TLE teaching to
include different ways of
learning, like using pictures or
doing practical activities. This
can help with the student's
challenges and give them a
good education.
For this learner, using special
learning methods that fit her
Filipino/Grade 5 disability can help. Use ways of
teaching that involve all her
senses and give her more time
for tests. Including her favorite
subject, Filipino, in other
lessons can make her more
interested and excited about
learning. Also, giving her
personal help and telling her
how she's doing a lot can make
her feel better and do better in
school.
Process Questions:
1. What can you say about the similarities and
differences between the conceptual frameworks of
the two subjects?
The conceptual framework of the two subjects
might seem similar, like encouraging smart thinking
or making connections between different topics. But
each subject has its own specific things to learn,
ways of teaching, and methods. Even though both
subjects want students to really understand and get
better at things, they might focus more on certain
ideas and skills that are important for that subject.
Also, where and how these subjects are used can
change how they're taught and what they focus on.
2. Try to look at the conceptual framework of the other
subjects, do they have the same features? How can
you say so?
The English and Filipino language frameworks aim
to help students become better at language and
understand culture. They both focus on skills like
reading, writing, speaking, and listening to help
students communicate well. They also teach about
the structure and rules of each language. However,
English may focus more on different types of
literature and global views, while Filipino may
emphasize indigenous stories, culture, and national
identity. Even though they have these differences,
both frameworks want to give students the skills
and understanding they need to communicate and
be part of society.
Guide for Mentors and Newly Hired Teachers 43
 Instructions for answering the puzzle

In the Policy Guidelines on the K to 12 Basic Education

Program (D.O. 21 s. 2019), some important terms are
defined to guide educators like you in implementing the
curriculum. Try to solve this simple crossword puzzle to
become familiar with these words.

ACROSS
1. It refers to a standards-based sequence 1S
of planned experiences where learners
T
practice and achieve proficiency in
content and applied learning skills.1 A
2. It refers to the K to 12 program N
reflecting developmental milestones D
(two words). 2G A
3. It refers to a specific skill performed 1C U R R I 3C U L U M
with varying degrees of independence.
I D O
DOWN
D N
1. It is something against which other
things can be compared to for the 2K E Y S S T A G E
purpose of determining accuracy, E
estimating quantity or judging quality. X
2. One that leads or directs another’s 3C O M P E T E N C Y
way; a person who exhibits
and explains points of interest;
something that provides a person
with guiding information.
3. It is the scope and sequence of topics
and skills covered in each strand/
domain/theme/component.
2 https://www.ride.ri.gov/InstructionAssessment/Curriculum/CurriculumDefinition.aspx

46 The Teacher Induction Program - Core Course 2

Optional Task: KWL Chart
Now that we defined some of the key words in this session, it is time for you to give your idea by filling in the KWL Chart with
the needed information.
1. For column K, write all the things you know about the curriculum guide and its salient features.
2. For column W, write all the things you want to know about the curriculum guide and its salient features.
3. For column L, answer this after finishing session 1 and write all the things you learned about the curriculum guide
and its salient features.

Add label for this K W L

column
The DepEd Curriculum Guide
Learning Area Standard
Content Standard
(What I Know) (What I want to Know) (What I Learned)
DepEd Curriculum Guide What strategies are Curriculum guides are valuable
serves as a comprehensive recommended for educators to tools for educators as they
document that sets the effectively implement these plan, implement, and evaluate
standards and guidelines for guidelines in their classrooms? their instructional practices.
the curriculum in Philippine They help ensure a coherent
schools and purposeful educational
experience for students while
providing flexibility for teachers
to adapt based on their
students' needs and interests.
Set of guidelines and What considerations should Shows the learners’ expected
expectations that specify the educators take into account level of proficiency in terms of
essential knowledge, skills, and when implementing these the learning or subject area.
understanding that students are standards to address the
expected to acquire within a diverse learning needs of their
particular subject or learning students?
area
Refers to the specific content How educators can effectively Defines what learners are
knowledge, skills, and integrate these objectives into expected to know what they
understanding that students are their teaching practices? should be able to do with what
expected to develop and they know, and the meanings
demonstrate in a particular or understandings that they
subject or learning area. construct or make as they
process the facts and
information
 Specifying the expected level of How do Performance Defines the expected
Performance Standard performance or proficiency that Standards in education proficiency level which is
students should achieve in contribute to the overall expressed in two ways:
order to demonstrate their assessment and evaluation of learners should be able to use
understanding and mastery of student learning their learning or understanding
the content. in real-life situations and they
should be able to do this on
their own
Set of predefined expectations What are the key components Shows the degree or quality of
Key Stage Standard for student achievement and that educators should consider proficiency that the learner is
performance at specific stages when designing instructional able to demonstrate in each
or grade levels plans aligned with these key stage after learning a
standards particular learning area in
relation to the core learning
area standard
Educational standards that How do Grade Level Standard Shows the degree or quality of
Grade Level Standard outline the expected knowledge guide educators in designing proficiency that the learner is
and skills for students at a effective lesson plans and able to demonstrate in each
specific grade level assessments to ensure grade level (grades 1-10)
students' mastery of key
concepts?
 Instructions/Give context to these questions

Question Option Feedback

1. What are the objectives of the Araling Panlipunan curriculum? c. “Makahubog ng
mamamayang mapanuri,
a. “functionally literate and developed Filipino.” mapagnilay,
mapanagutan, produktibo,
b. “Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili makakalikasan,
at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng makabansa, at makatao
kamalayan sa kapaligirang sosyal.” na may pambansa at
pandaigdigang pananaw
c. “Makahubog ng mamamayang mapanuri, mapagnilay, mapanagutan,
at pagpapahalaga sa mga
produktibo, makakalikasan, makabansa, at makatao na may pambansa at
usapin sa lipunan, sa
pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan, sa nakaraan, kasalukuyan, at
nakaraan, kasalukuyan, at hinaharap.” hinaharap.”
d. “Pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang
na pagkatuto (collaborative learning), at pagkatutong pangkaranasan at
pangkonteksto at ang paggamit ng mga pamaraang tematiko-kronolohikal
at paksain/ konseptuwal, pagsisiyasat, intregratibo, interdesiplinaryo at
multisiplinaryo.”
2. Are there differences between Grade 4, 5, and 6 Araling Panlipunan curriculum? c. There are differences
between the grade level’s
a. There are no differences between these grade levels because they have content because the
the same key stage standards. curriculum works in a
developmentally
b. There are no differences between these grade levels because they follow progressive framework.
the same format as any other subjects and grade level.

c. There are differences between the grade level’s content because the
curriculum works in a developmentally progressive framework.

d. There are differences between the grade level’s content because unlike
the previous curriculum, Grade 5 already covers the Philippine nationhood.

52 The Teacher Induction Program - Core Course 2

 Question Option Feedback
3. What approaches are appropriate and relevant for Grade 4 to Grade b. The
6 Araling Panlipunan learners? approaches in
Araling
a. The approaches should follow a constructivist approach with emphasis on Panlipunan should
content contextualization. be; constructivist,
collaborative, and
b. The approaches in Araling Panlipunan should be; constructivist, contextual.
collaborative, and contextual.

c. The approaches in Araling Panlipunan should be; thematic, investigative,

and multidisciplinary

d. The approaches in Araling Panlipunan should be developmentally

progressive.
4. How is the content standard different from the performance standard? a. Content
standard answers
a. Content standard answers the question: “What do the learners need to the question:
learn?” while the performance standard answers the question: “What do “What do the
the learners need to do to demonstrate their knowledge?” learners need to
learn?” while the
b. Content standard is the outline of content learners need to learn while the performance
performance standard is a performative assessment done by the end of standard answers
the lesson. the question:
“What do the
c. Content standard is a series of chronological events in history that learners learners need to
need to learn while performance standard is the part where teachers and do to demonstrate
learners reflect on their learning experience. their knowledge?
d. None of the above.

5. I want to set a goal for my class this coming school year. Based on the Araling To encourage
Panlipunan 4 curriculum, the Learning Area Standard for AP 4 is: Filipino pride and
respect for our
“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may diverse cultures,
pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit we aim to teach
ng mga kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, geographical
skills, cultural
pakikilahok sa pamamahala at pagpapahalaga sa mga mithiin ng bansang
understanding,
Pilipinas.”
livelihood,
governance
What goal would you suggest for my class in AP 4? (open-ended question)
participation, and
embracing our
country's
aspirations.
 Now, it’s your turn! Go through the curriculum guide of the
subject area you teach. Be guided by the instructions and
questions below:
1. Study the conceptual framework found in the
curriculum guide and reflect on the guiding principles
and philosophies your subject area is anchored
on. Are there concepts that are new to you? Which
guiding principles or philosophies do you think are
reflected in your current teaching practices?
Studying the curriculum guide's conceptual framework
helps me grasp the main ideas and beliefs behind my
subject area. Some ideas, like focusing on critical
thinking or inquiry-based learning, might be new to me.
Others, like putting learners at the center of instruction,
may already be part of my teaching. Thinking about
these main ideas helps me match my teaching methods
with the bigger educational ideas in the curriculum guide.
54 The Teacher Induction Program - Core Course 2
2. Study the core learning area/learning area standards
of your subject area. If you are teaching senior high
school, look for the course/subject description.
For Kindergarten and ALS, you may refer to the
Introduction or the description of learning strands.
These portions in the curriculum guide give you
a broad idea of expectations and/or expected
outcomes of the learning area/course/subject. List
down key words/concepts to help you remember the
core learning standards.
To understand the main things students should learn
in my subject, I'll start by checking the curriculum
guide's description of the course. This part usually
tells me the important ideas, skills, and facts students
need to know. I'll make a list of the important words
and ideas like thinking critically, solving problems,
understanding different cultures, and communicating
well. These words will help me remember what
students should learn, and I'll use them to plan my
lessons so they match what the curriculum wants
students to achieve.

3. Familiarize yourself with the content and performance
standards. How could they help you in planning your
lessons?
4.
Understanding the content and performance
standards helps me plan lessons better by giving
clear goals for student learning. The content
standards show what students should know and do,
guiding me in choosing materials and designing
activities. Meanwhile, the performance standards
show how well students should do, helping me see
how they're doing and change my teaching if needed.
Matching my lessons with these standards ensures
I'm teaching what I need to and helping students
succeed.
Study the curriculum matrix/guide. You will see that
it contains the content standards, performance
standards and learning competencies. How are the
learning competencies related to the content and
performance standards? Which do you think could
be met in a short period of time (within a lesson) and
which are expected to be attained in a longer period
of time?
The learning competencies connect to the content
and performance standards. They detail what
students need to know, do, and think to meet these
standards. Some competencies are quick to achieve,
often in one lesson, focusing on specific ideas or
skills. Others take longer, spanning multiple lessons
or the whole school year, as they involve more
complex skills or deeper understanding.
Guide for Mentors and Newly Hired Teachers 55
Look at the parts of the curriculum guide. Pay attention to the following details.

Parts of the Curriculum Guide Learning Code Meaning

Subject S Science
Grade Level 3 3
Quarter Title/Strand MT Matter
Quarter I First
Weeks the learning competencies will be taught a-b First and Second Week
Learning Competency number 1 1

Required Task 1: Mentor-Mentee Collaboration

How will the learning code help you in planning your
lesson? Please discuss your answer with your mentor,
and list down some collaborative points that emerged
in your discussions. Include in the instructions that
they will refer to the learning code above for this
activity

Mentor-Mentee
Question Answer/Possible Answer
Collaborative Points
1. What is the learning competency to 1.Identifying different states of matter
be taught for that week? (solid, liquid, gas) and their
characteristics.
2.Describing changes in state of matter
(melting, freezing, evaporation,
condensation) and identifying the
factors that affect them.
3.Explaining the concept of density and
how it relates to the mass and volume
of matter.
2. How long do you have to teach the 2 weeks
lesson?
3. Why do you think this particular Lots of skills to be taught
competency will be taught in two
weeks?

Guide for Mentors and Newly Hired Teachers 59

 Mentor-Mentee Collaborative
Question Answer/Possible Answer
Points
4. How will you unpack the learning Deductive approach
competency?

5. What guides you in unpacking the Unpacking a learning competency is

learning competency? How?Why? guided by various factors such as the
curriculum framework, content and
performance standards, learning objectives,
assessment criteria learning outcomes.
6. What assessment can be done at
the end
Required Taskof the two-week lesson?
2: Complete the table
As a newly hired teacher assigned in a multi-grade
school, it is very important that you can easily see the grade teacher handles more than one grade level at
relevance of the learning codes to the subject and the same time. To further enhance your skills, unpack
grade level you are teaching. Remember that a multi- the learning code listed below.

Number of Competency
Code Subject Quarter Title Quarter No.
Weeks/Order Number
KMKPPam-00-3
MT1FIIIa-Ivi1.3
EsP1PIIb – 2
PE10PF-IVc-h56
EN11/12OC-Ia-1

60 The Teacher Induction Program - Core Course 2

Processing Questions
1. How important are the learning codes to you
as a teacher? Answer in a minimum of twenty
(20) words.
Learning codes are important because they help
organize, track, and refer to specific learning goals.
They make lesson planning and assessment
easier and more effective.
2. How can the learning code help a teacher
in budgeting the learning competencies and
planning the lesson for a subject? Answer in a
minimum of twenty (20) words.
Learning codes help with budgeting by organizing
learning competencies in a structured way. This
makes it easier to identify and categorize what
students need to learn in lesson plans. It ensures that
all important topics are covered while making the
best use of resources and time.
Guide for Mentors and Newly Hired Teachers 61
 Required Task 3: Filling out a DLL template (Portfolio Output)
Study the DLL template and samples from DO. 21 s. 2016. Fill-out parts I-III and align them with the
curriculum guide of your respective subject area and grade level. Please use the template attached.
You may collaborate with your mentor. You may use a separate Word file for this output)
(See attached DLL)

School Grade Level

& Quarter

DAILY LESSON LOG

Teacher SHS Track
SENIOR HIGH SCHOOL
Inclusive Dates Learning Area

Scheduled Topic
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
I. OBJECTIVES procedure must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy
in learning the lessons. Weekly objectives shall be derived from the Curriculum Guides.

A. Content Standard

B. Performance Standards

C. Learning Competencies
/ Objectives (Write the
LC Code)

62 The Teacher Induction Program - Core Course 2

 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In
the Curriculum Guide, the content can be tackled in a week or two.
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the
III. LEARNING
lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
RESOURCES
based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide
pages

2. Learners’ Materials
pages

3. Textbook pages

4. Additional Materials
from Learning
Resources Portals

B. Other Learning
Resources

Guide for Mentors and Newly Hired Teachers 63

Required Task 4: Yes or No
Use the following checklist to self-assess your daily lesson log.
GUIDE QUESTION YES NO
1. As a newly-hired teacher with 5 years of teaching YES
experience, you can already use the DLL format in
lesson preparation.
2. Are you capable of using ICT in your classes? YES

3. Are you open to collaboration with other subject YES

teachers?

4. Are you aware of the learning competencies that your YES

assessments have to meet?

5. Do your activities allow learners to organize or reorganize YES

their thinking and construct knowledge that is
meaningful to them?

Based on the questions above, determine your strengths and points for improvement.
Strengths Points for Improvement

Incorporating the latest technologies into teaching that can Having different resources in presenting the lessons.
enhance engagement, interactivity, and learning outcomes.

Guide for Mentors and Newly Hired Teachers 67

Required Task 1: Scenario Analysis
Study the given scenario. Give your reaction based on what
you have learned from this session.
Scenario: Teacher Gina has been an elementary teacher
for more than 15 years. She had taught all grade levels
and showed mastery of the subject matter. She regularly
submits her lesson plan but admits that she does the bare
minimum in its preparation. She rarely updates and adopts
to current teaching strategies and activities and does not
reflect on how her learners performed. Most of her efforts
are concentrated on the actual linear delivery of instruction.

She believes that following her traditional teaching strategies is enough to indicate that the learners are learning.
Question
Teacher Gina’s experience and mastery
of the subject matter showed that she
is a veteran teacher. Is it advisable that
lesson planning requires only the bare
minimum because the focus should be
placed on the actual execution of the
lesson instead?
Option Feedback
a. Yes. Lesson plans take time to prepare. b. No. Lesson plans are an integral
The important thing is you know the part of the instructional process. It lays
lesson and how you will deliver it. out the plan for the lesson. It ensures
that the lesson will be taught well.
b. No. Lesson plans are an integral part of
the instructional process. It lays out the
plan for the lesson. It ensures that the
lesson will be taught well.

Preparing lesson plans and the actual a. Yes. Lesson planning and actual delivery b. No. Lesson planning and actual
delivery of the lesson are not connected of the lesson are different and separate delivery of the lesson are
with each other. Is this true? instructional procedures. interconnected with one another.

b. No. Lesson planning and actual delivery

of the lesson are interconnected with
one another.

Guide for Mentors and Newly Hired Teachers 71

 Question
Teacher Gina uses the positive reaction
of the pupils to measure the achievement
of learning outcomes. As a teacher,
should you do the same?
Option Feedback
a. Yes. The pupils’ positive reaction is a clear b. No. A positive reaction does not
indication that they learned something. necessarily attribute to achievement of
It was a favorable learning experience the learning goals. The lesson may be
for them. Teacher Gina achieved her a pleasurable experience; but it does
instructional goals. not necessarily mean that the pupils
learned the intended outcomes.
b. No. A positive reaction does not
necessarily attribute to achievement of
the learning goals. The lesson may be a
pleasurable experience; but it does not
necessarily mean that the pupils learned
the intended outcomes.

Summary
• Lesson planning entails determining what needs place in their classroom. It should include how he
to be taught, how it will be taught, and how it will or she will develop and explain the lesson to his or
be assessed. There should be consistency in both her students.
instruction and assessment.
• Bigg’s Model of Constructive Alignment in
Curriculum Design emphasizes the significance of
aligning assessment and learning objectives. This
will be used as a guide to determine the lesson
content and activities. If the assessment is aligned
with the curriculum, the students will learn what
they are supposed to learn.
• To ensure effective delivery, all teachers are
expected to prepare a well-designed lesson plan.
This is an essential component of the teaching
process. Lesson planning enables teachers to
meticulously plan out the activities that will take

72 The Teacher Induction Program - Core Course 2

 Question
Assuming that the lesson plan was
well-crafted and the activities Teacher
Rowel used are all appropriate, what do
you think contributed to the low results
of the learner evaluation? What could
have been done instead?
Teacher Rowel’s use of an on-line
game is an effective way to integrate
ICT in his lessons. The learners appear
to have been engaged in the process.
Aside from the learner engagement,
what other insights may be derived
from his use of this activity?
If you were Teacher Rowel, how would As Teacher Rowel, I would start by
you proceed based on the results of the reviewing where students had trouble
day’s lesson?
Option Feedback
There are various reasons why
students might give low evaluations
even when the lesson plan is good and
the activities are right. These reasons
could include students not being
engaged enough, instructions not
being clear, and assessments not
matching the learning goals. To fix this,
Teacher Rowel can make the lesson
more interactive, ensure instructions
are clear and fit students' needs, and
align assessments better with what
students are supposed to learn to see
how well they understand.
Teacher Rowel's utilization of an online
game boosts learner engagement,
encourages active participation, and
fosters collaboration among students.
It also helps develop digital literacy
skills and offers instant feedback,
enabling students to monitor their
progress and comprehension in real-
time. Furthermore, it highlights how
technology can enhance interactive
and dynamic learning within the
classroom.
in today's lesson. Next, I'd adjust my
teaching methods to help with these
difficulties. This could mean giving
extra practice, offering focused help, or
explaining tough concepts differently.
Lastly, I'd ask students for feedback to
make sure they grasp the material
better in upcoming lessons.
 Question Option Feedback
Looking back at the activities included in Teacher Edawro’s lesson plan, would you say a. Yes. The
that they are developmentally arranged? sequence of
activities shows
a. Yes. The sequence of activities shows the gradual transition from the previous the gradual
transition from
lesson connecting it to the new lesson and wrapping up all that transpired.
the previous
b. No. Explanation of the new concept should have been done right after the lesson,
connecting it to
introduction of the new lesson. the new lesson,
and wrapping up
c. Maybe. What a developmentally arranged lesson plan needs is to simply provide an
all that
introduction at the beginning and a closure at the end. transpired.
d. It does not matter since all the activities are interchangeable.

Teacher Edawro has a series of activities in his lesson plan. Which part of the lesson c. Presentation
plan refers to the main part of the lesson? and explanation
of the new
a. introduction of the new lesson concept of the
day’s lesson
b. establishing connection between the old and new lesson

c. presentation and explanation of the new concept of the day’s lesson

d.checking of learners’ understanding

The last activity in Teacher Edawro’s lesson plan included a summary of what was d.all of the
taught. Considering that ample time and energy had been exerted towards the above
discussion, why do you think he still included a summary?

a. It is a form of wrap-up activity that provides closure for the day’s lesson.
b. It allows learners to synthesize everything that they learned.

c. It gives a useful recap of the entire lesson that helps remind and refresh learners.

d. All of the above

86 The Teacher Induction Program - Core Course 2

 Required Task 2: True or False

Read the DepEd order no. 42 s. 2016 and based on your

understanding of it, identify whether the following scenarios
are TRUE or FALSE.

Question Option Feedback

1. Teacher Roger is a veteran teacher with 21 years of teaching False
experience. He claims that lesson logs are only for new teachers
in the field. He also contends that he should be exempted from
submitting a DLL.

2. Teacher Cecile is a newly-hired teacher in the public schools True

system. Before this, she was a teacher for 4 years in a private
school. Her mentor instructed her to follow the DLL format in
preparing for her lessons.

3. In a mentoring session with a Master Teacher, Teacher Phoebe True

was told that lessons should be consistent with the curriculum guide
and the teacher’s manual.

4. In a DLL, other activities do not include intervention and False

enrichment activities.

5. For DLL, remarks indicate the learners’ mastery level. True

88 The Teacher Induction Program - Core Course 2

Required Task 3: Case Analysis
Help the following teachers use ICT in their teaching
process by suggesting the best platform to deliver their
lesson.
Question
1. Teacher Cindy is a Math teacher in Grade 6. She
hopes to make her computation activities more
interactive using technology. What platform can you
suggest to Teacher Cindy?
2. Teacher Earl wants to avoid using social media
as a way to announce his academic instruction.
He intends to use this platform for virtual class
activities. What platform can you suggest to Teacher
Earl?
3. Teacher Genneth intends to present mathematical
concepts using slides. Considering logistical
constraints, she prefers an offline file to do this task.
What platform can you suggest to Teacher Genneth?
4. Teacher Demmy is a literature teacher who
wishes to visualize book characters in three-
dimensional representation. What platform can you
suggest to Teacher Demmy?
Option Feedback
I suggest that Teacher Cindy try out platforms
such as Kahoot! or Quizizz. These tools offer
fun and interactive math activities with instant
feedback. Students enjoy the gamified
experience, which boosts their engagement and
motivation while helping them practice math
concepts in a lively way.
For online class activities without relying on
social media, Teacher Earl can explore using
learning management systems (LMS) such as
Google Classroom, Moodle, or Canvas. These
platforms provide tools for managing course
content, facilitating discussions, and assigning
and collecting assignments in a safe digital
space.
To make offline slides explaining mathematical
ideas, Teacher Genneth can employ software
such as Microsoft PowerPoint or Google Slides.
These tools enable users to craft attractive
presentations with math equations, diagrams,
and illustrations, aiding comprehension.
Moreover, both PowerPoint and Google Slides
permit saving presentations for offline access,
suiting Teacher Genneth's requirements
conveniently.
To help students see book characters in 3D,
Teacher Demmy can use software such as
Blender or SketchUp. These programs have
tools to make and change 3D models, letting
users make characters from books real and
interactive. Also, there are online groups and
guides for both Blender and SketchUp, helping
teachers learn about 3D modeling for teaching.
 5. Teacher Carissa plans to give a synchronous
lecture to her Grade 6 learners. However, their
context would not allow them to have face to face
classes. What platform can you suggest to Teacher
Carissa?
90 The Teacher Induction Program - Core Course 2
Teacher Carissa can utilize video conferencing
tools such as Zoom, Google Meet, or Microsoft
Teams for synchronous lectures with her Grade
6 students in a remote setup. These platforms
enable real-time interaction, screen sharing,
and chat functions, making it possible for
Teacher Carissa to deliver lively lectures and
lead discussions with her students, even when
they cannot be physically present together.
Furthermore, these platforms usually allow
recordings, which means students can review
the lecture later if necessary, providing flexibility
for those unable to attend the live session.
 Question
As indicated in the practice of Teacher
Gemma, what do you think contributed to the
significant achievement of the learners?
Teacher Gemma gives ungraded quizzes
and keeps a record of the student’s success
on the unit test. The quizzes are scored but
not included in the unit grade. What can be
deduced from this activity?
The scenario gives us an idea of a
formative assessment plan, what other
ways to achieve growth in the learners’
performance?
Option Feedback
Teacher Gemma's students achieved
remarkable success thanks to her engaging
teaching techniques. Her interactive methods
created a positive learning atmosphere.
Moreover, her commitment to spending extra
time on activities shows her dedication to
ensuring students understand the concepts
thoroughly.
From this activity, we can see that Teacher
Gemma uses quizzes without grades to check
how well her students understand the material
before giving them the main test. She keeps
track of their scores on the main test separately
to monitor their improvement and find out where
they might need extra help. This method lets
her give continuous feedback and adjust her
teaching accordingly. It also lets students show
what they've learned without worrying about
their final grades being affected.
Other methods to improve learners'
performance, besides formative assessments
such as ungraded quizzes, involve giving
prompt and detailed feedback, integrating peer
and self-assessment tasks, providing tailored
instruction to accommodate various learning
styles, establishing precise learning goals and
standards, encouraging active participation
through interactive exercises and
conversations, and nurturing a supportive
learning environment that promotes
experimentation and determination. These
strategies enable learners to capitalize on their
strengths, tackle weaknesses, and enhance
their overall performance and educational
achievements.
Teacher Gemma would like to gauge how
far the students’ learning of the topic
can be extended. She decided to give an
alternative assessment. What alternative
assessment can she give her students?
What must one keep in mind and make
sure to do when giving such alternative
assessments?
Teacher Gemma has the option to offer her
students a different kind of test, like a project,
presentation, task, or portfolio, to show what
they've learned in a creative and thorough way.
When doing these kinds of tests, it's important
to make sure the instructions are clear and
match what the students are supposed to learn,
give them the right tools and help to finish the
test, let them shine in their own way, and give
feedback that helps them understand both what
they know and how they can improve. Also, it's
important to think about what the students are
ready for, what they like, and how they like to
learn, to make sure the alternative tests are
interesting and meaningful.
Guide for Mentors and Newly Hired Teachers 93
 Session 1 – Class Disruptions

Prior Knowledge Assessment:

True or False: Determine whether the following statements
are true or false.
Question Option Feedback
1. The successive local typhoons such as the Ondoy (2009) and True
Pepeng (2013) caused a major blow to the school calendar.
According to existing DepEd protocols, the course of action of
every school is to start make-up class which will be derived
from Saturdays within the school calendar and vacations from
months of October, November, and December.
2. In times of security threats such as foreign wars that may True
inevitably affect the Philippines, the education department
mandates that learning has to stop in order to prioritize the
safety of learners.
3. Home-based learning is a new format of instructional delivery True
after the 2020 pandemic.

4. When PAGASA raises Signal Number 2, classes in the True

secondary level are suspended.

5. In case of calamities where learners are deeply affected, the True

school suggests that they forgo the school year’s remainder and
focus on rehabilitation.

96 The Teacher Induction Program - Core Course 2

 Required Task 1: Case Analysis
Identify which of the following scenarios respond to certain considerations in crafting the module.
Question
1. Teacher a public school teacher in Batangas, is
teaching graphic representation of statistical data through
Microsoft Excel. As an innovative teacher, she has been
recognized by the school as tech-savvy. Her module
particularly revolves around the activities that need the
software. However, her learners have limited access to a
computer as their town is located in a far-flung area. What
is the best module principle which you could share with
Teacher Ana?
2. Teacher is an experienced teacher in a private school
who recently entered the public school system. As a Business
Math teacher, she designed a module that takes much time on
tasking learners to construct a miniature business plant, a task
which does not meet curriculum standards. What consideration
do you think is Teacher missing out?
3. Teacher has been teaching oral communications for five
years. In constructing his module for the subject, he assigned
an entire module for pronunciation which is aligned to the most
essential learning competencies. In his graded summative
assessment, he asked the learners to list down 100 words with
synonyms and antonyms. In this regard, what module principle
should he revisit?
4. Teacher is a PE teacher. He also advocates that PE
subjects must be retained even during home-based learning
schemes. While he cannot teach dance the way he did, he
provided modules with visual representations so learners can
easily follow the routine. He also added a video presentation for
those who have internet connectivity. What principle of module
writing did Teacher apply best?
98 The Teacher Induction Program - Core Course 2
Option Feedback
Teacher Ana should think about adding
different activities that don't just depend
on Microsoft Excel, like drawing graphs
by hand or having group talks about
understanding data. She could also look
into offline materials or ask the school or
local government to help students access
computers.
Teacher A needs to make sure her
teaching materials match the curriculum
standards set by the Department of
Education so that students learn
important concepts. She should also
check if the tasks she assigns to students
are practical and doable given the time
and resources available in the classroom.
Teacher A needs to think about how
much content they cover compared to the
assessment tasks in their module.
Focusing solely on pronunciation in a
module might not leave enough time for
other important aspects of oral
communication. Also, requiring students
to list 100 words with synonyms and
antonyms might be too much and might
not accurately measure if students have
learned what they were supposed to.
Teacher A demonstrated adaptability in
module creation by acknowledging the
challenges of remote learning and
modifying how content was delivered to
accommodate the situation. Through the
use of visual aids and videos, Teacher A
ensured that students could interact with
the material even if they had limited
internet access, thereby fostering
inclusivity and accessibility in physical
education teaching.
Required Task 2: Scenario Activity 2. Teacher is tasked to write a module for Grade
10 Mathematics. As an experienced teacher, content
Advise a Colleague: Below are scenarios where teachers
is not a problem for him anymore. He has a bank
need advice on. Write your advice based on the DepEd’s
of assessments and activities that are time-tested.
institution protocols, guiding principles of module writing,
Despite these factors, he worries about the fact that his
and the mission to continue learning. Limit your responses
assessments are prone to leakage and cheating which
to five (5) sentences.
may result in problematic learning outcomes.
1. Teacher was asked to write a module on
entrepreneurship. Since the expected learning modality
is home-based, she is having a hard time going about Teacher A can tackle assessment leakage and
the module because its subject requires community cheating by creating different assessment
immersion of business concepts. On a regular school approaches that prioritize applying knowledge and
year, entrepreneurship learners are asked to sell in critical thinking over memorization. Using
school fairs but this year all extra-curricular activities are technology-based assessments or randomized
cancelled.
question banks can also cut down on cheating.
Enforcing rigorous proctoring procedures during
assessments and stressing the value of academic
Teacher A may want to adjust the entrepreneurship honesty to students can also discourage cheating
module to emphasize theory and case studies that behavior.
students can access online. She could also include
virtual guest speakers or online interviews with
local entrepreneurs to offer real-world perspectives,
even if community activities are restricted.

Guide for Mentors and Newly Hired Teachers 99

 3. Riza is a learner in a far flung province. Sadly, their town Summary
was severely hit by a typhoon which badly affected her
family’s livelihood. To recover from the calamity, Riza
was asked by her parents to stop going to school so she The following are some essential questions in making
can help in the family’s rebuilding process – an advice modules.
she resents but is inclined to accept. She informs her
adviser Mrs. Reyes about her situation. What help can
Mrs. Reyes extend to Riza?
Does your module meet
Alignment the essential learning
Mrs. Reyes can help Riza by talking about different to the Curriculum competencies set by the
ways she can keep learning while helping her curriculum
family. This might mean looking into online classes
or finding materials for self-study. Mrs. Reyes can
also suggest community programs that help with
education. Besides, Mrs. Reyes can comfort Riza Does your module consider
and tell her that her education is still important, Nature of the Subject the unique demands of your
even when her family is going through a tough time. subject?

Does your module consider

Resources the material limitations both of
the learners and the teacher?

Does your module prescribe

Realistic assessments that match
Assessments the topic and the learning
competencies of the subject?

100 The Teacher Induction Program - Core Course 2

Session 2 – Curriculum Requirements and
Needs of Learners

Prior Knowledge Assessment:

True or False: Based on your knowledge as a newly-hired
teacher, determine whether the following statements are
true or false.

Question Option Feedback

1. A diagnostic assessment is a tool taken at the end False
of the lesson to know what the learners learned.

2. Learning competencies serve as the minimum True

requirements which a learner must achieve for
promotion to the next grade level.

3. Reinforcements are activities/responses that True

encourage a learner to continue one’s affirmative
behavior.

4. Enrichment activities are given to learners who True

have difficulty in learning so that they may be able
to cope with the lesson.

5. DepEd offers free remedial classes for those True

learners who did not meet the learning
competencies.

Guide for Mentors and Newly Hired Teachers 101

Required Task 1: Complete the table
Prepare five sample questions and match them to five
different learning competencies based on the curriculum
guide of the subject. The goal of the activity is to articulate
how diagnostic tests should meet curricular expectations.
(You may use an old diagnostic test or you may borrow a
diagnostic test from your mentor.)

Subject: TLE
Grade level: GRADE 7
Five Learning Competencies
Five Sample Questions
from the Curriculum Guide
1.What are the basic components of a computer 1 Identify the basic components of a computer system and
explain their functions (e.g., CPU, RAM, storage devices).;
system, and how do they function together?

2. Describe the steps involved in troubleshooting 2. Apply troubleshooting techniques to diagnose and
resolve common hardware problems in a computer system.
common hardware problems in a computer.

3.How can computer software be categorized, and 3. Classify different types of software (e.g., system
software, application software) and describe their functions
what are the functions of each category? and examples.

4.Explain the importance of proper ergonomics when 4. Demonstrate proper ergonomic practices when using
technology devices to prevent discomfort and injury.
using technology devices.

5.Discuss the ethical considerations and responsible
use of technology in various contexts.
5. Analyze ethical issues related to technology use,
including privacy, security, and intellectual property rights,
and apply principles of responsible technology use in
different situations.
Guide for Mentors and Newly Hired Teachers 103
 Required Task 2: Case Analysis
Below are classroom scenarios. Provide appropriate
interventions to learners with different needs for them to
meet the learning standards.

Question Option Feedback

1. Teacher Agatha has a Grade 4 learner who is excellent in a. Scold the learner and tell him he d. Provide a challenging task about the
Math. For half of the quarter, the learner shows consistent should be quiet. lesson.
performance by leading in quizzes. However, the learner
tends to be rowdy when he finishes their math activities. b. Tell the learner to finish tasks of
What would be the best course of action of Teacher Agatha? other subjects.

c. Praise the learner and tell him to

be humble.

d. Provide a challenging task about

the lesson.

2. Teacher Sandy conducted a diagnostic test for his Grade 10 a. Call a parent-teacher conference c. Use the results to conduct review
Science class. When the results came out, he noticed that to inform them that there was lessons so that it will be easier for the
60% of his learners were not able to satisfactorily answer a problem with their previous 60% to understand new lessons in
items on Earth Science. What should he do with the test teacher. Earth Science.
results?
b. At Grade 10, learners can easily
catch up with new concepts in
Earth Science so there is nothing
to worry about .

c. Use the results to conduct review

lessons so that it will be easier
for the 60% to understand new
lessons in Earth Science.

d. Reinforce the idea that they

should be cooperative in the class
for them to pass the subject.

104 The Teacher Induction Program - Core Course 2

 Question Option Feedback
3. After the second quarter, Teacher Jessie noticed that three a. Observe the learners’ d. Do a re-teaching/remedial
of her learners performed poorly for the two consecutive performance for the next intervention based on their least
quarters. He decided to help these learners meet the set semester. mastered skills.
learning competencies. However, the challenge is that the
first two quarters are critical in understanding third quarter b. Suggest that they should get
lessons. What would be the best course of action of Teacher tutors at their own cost or else
Jessie? they will fail.

c. Ask the learners to retake the

second quarter periodic exam.
d. Do a re-teaching /remedial
intervention based on their least
mastered skills.

4. Based on the diagnostic exam results, Teacher Christy a. Provide an independent study a. Provide an independent study guide
noticed that 84% of her learners cannot understand the guide on Philippine art and on Philippine art and history
relation between Philippine art and history. What non- history.
classroom based intervention can she conduct to address
the concern? b. Move to the next lesson. They will
catch up anyway.

c. Give them library time after class

hours.

d. Ask them to hire a tutor for the

mean time because the topic is
very important.

Guide for Mentors and Newly Hired Teachers 105

Session 3 – Selecting, Developing,
Organizing, and Using Appropriate Learning
Resources
Prior Knowledge Assessment:
This is a Bingo Card with types of learning materials. Identify
or mark the item which you have already used as a teacher
whether in your pre-service training or previous teaching
experience. Afterwards answer the following questions.

How many items did you get out of Which among the following
25? materials do you want to explore?

13 Prezi
Comic Strip
Video Games
Markerspace
Augmented Reality
Expert Interviews
Board Games

Based on the questions above, what Which among the following was
does this reveal about you as a effective when you used in the
teacher? classroom?

There are still a lot of various Since I am teaching TLE, I find

leasrning materials I can apply realia and student create content
in my teaching effective in my class

Guide for Mentors and Newly Hired Teachers

Required Task 1: Scenario Analysis
Identify whether the following scenarios demonstrate passive or
active learning based on the Dale’s Cone of Experience.

Question Option Feedback

1. Teacher Kara is teaching art history for Grade 12 learners. Since Passive Learning Active learning
her school is situated in Manila, she asked her learners to visit the
Manila Metropolitan Museum and the National Museum of Fine Arts. Active Learning

2. Teacher Jocelyn is teaching physical education. The curriculum Passive Learning Active learning
included the basic orientation of sports management. In this regard,
she made her learners organize mini-intramurals. Active Learning

3. Teacher Trina is teaching the elements of drama. After giving Passive Learning Active learning
a fifteen-minute lecture, she directed the learners to form an
improvisation where they are expected to play as actors. When the Active Learning
activity ended, she processed their insights and experiences about
improvisation.

4. Before going to actual teaching, pre-service teachers watch Passive Learning Passive Learning
demonstration teachings to witness how a teacher is expected to
manage a class. Afterwards, they are asked to write a reflection Active Learning
paper about what they learned from the demonstration.

5. Teacher Carissa organized a literary festival where learner-writers Passive Learning Active learning
will have a creative writing workshop. In the workshop, they are
expected to state their own creative process and how they translate Active Learning
it to their work. Guest experts critique their works in response.

Guide for Mentors and Newly Hired Teachers 109

Required Task 2: Case Analysis
Based on the following scenarios, determine what instructional material
criterion do the following teachers strongly demonstrate.

Question Option Feedback

1. Teacher Aaron is a Grade 4 Science teacher. He a. Alignment to the curriculum b. Developmentally Appropriate
found a National Geographic educational video
b. Developmentally Appropriate
that features the concept of predation. Despite
its amazing features, he instead chose a cartoon c. Effects on classroom management
version which covers the same concept. What did
Teacher Aaron consider? d. Inclusive

2. Teacher Pauline teaches Grade 7 Filipino. She
uses comic strips to ease out the difficulty of
reading Ibong Adarna. In this way, learners are
more empowered to meet learning objectives.
a. Alignment to the curriculum b. Developmentally Appropriate
b. Developmentally Appropriate
c. Effects on classroom management

d. Inclusive

3. Teacher Christian teaches Grade 5 Math. He a. Developmentally Appropriate a. Developmentally Appropriate

noticed that his learners are anxious in solving
b. Effects on classroom management
word problems. Hence, he uses an interactive
board where learners can be playful while doing c. Inclusive
their computations.
d. Localization

4. Teacher John is teaching Grade 4 English. He a. Developmentally Appropriate c. Inclusive

always makes it a point to represent diverse
b. Effects on classroom management
Philippine ethnicities in his visual aids.
c. Inclusive

d. Localization

5. Teacher Ram teaches entrepreneurship in a a. Developmentally Appropriate d. Localization

mango-producing town. He takes the opportunity
b. Effects on classroom management
of their place to challenge the learners to invent
or innovate mango-based products that would c. Inclusive =
showcase both their town and their business
skills. d. Localization

Guide for Mentors and Newly Hired Teachers 111

 Summary
Below are some guide questions that you may use in selecting and
developing instructional materials following the criterion discussed above.

GUIDE QUESTION
1. Does this learning material help you achieve learning objectives with the curriculum?

This question checks if the learning material matches the curriculum's objectives. It helps teachers see if the
material helps achieve the goals set in the curriculum.

2. Is this learning material apt for the age and knowledge of your learners?

This question asks teachers to evaluate if the learning material is right for the age and knowledge level of their
students. It urges them to think about whether the material matches the students' cognitive abilities and what they
already know.

112 The Teacher Induction Program - Core Course 2

 GUIDE QUESTION
3. Does this learning material moderate learner behavior and learning in class?

This question asks teachers to consider if the learning material influences student behavior and supports learning in
class. It urges reflection on whether the material keeps students engaged, encourages participation, and helps
create a good learning atmosphere.

4. Is this learning material sensitive to diverse learner contexts?

This question prompts teachers to consider if the learning material respects and includes the diverse needs and
experiences of all students in the classroom. It asks teachers to assess if the material acknowledges students'
cultural backgrounds, learning styles, abilities, and interests.

5. Does this learning material maximize the local potential of the school environment?

This question asks teachers if the learning material uses the resources in their school environment to make
learning better. It suggests teachers think about how the material can be changed to use local things like
community resources, cultural heritage, and nature to make learning more interesting and meaningful for students.

Guide for Mentors and Newly Hired Teachers 113

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.

Once you’re done, kindly input your score here: Input your score here.

Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.

114 The Teacher Induction Program - Core Course