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DLL - Filipino 5 - Q4 - W2
DLL - Filipino 5 - Q4 - W2
C.Nakatulong ba ang remedial? Bilang ng ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
mag-aaral na nakaunawa sa aralin. 80% above 80% above above above 80% above
D.Bilang ng mag-aaral na magpapatuloy sa ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
E.Alin sa mga estratehiyang pagtuturo ang ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
nakatulong ng lubos?Paano ito ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
nakatulong? up the lesson up the lesson the lesson the lesson up the lesson
F.Anong sulioranin ang aking naranasan na ___ of Learners who ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
solusyunansa tulong ng aking punungguro continue to require to require remediation require remediation require remediation to require remediation
at superbisor? remediation
G.Anong kagamitang panturo ang aking Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
nadibuho nanais kong ibahagi sa kapwa ko well: ___Metacognitive ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
guro? ___Metacognitive Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
Development: Examples: Self assessments, note taking and taking and studying techniques, taking and studying techniques, assessments, note taking and
assessments, note taking and studying techniques, and and vocabulary assignments. and vocabulary assignments. studying techniques, and
studying techniques, and vocabulary assignments. ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
vocabulary assignments. ___Bridging: Examples: Think- pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think-
___Bridging: Examples: pair-share, quick-writes, and anticipatory charts. anticipatory charts. pair-share, quick-writes, and
Think-pair-share, quick- anticipatory charts. anticipatory charts.
writes, and anticipatory ___Schema-Building: Examples: ___Schema-Building: Examples:
charts. ___Schema-Building: Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building:
Examples: Compare and learning, peer teaching, and learning, peer teaching, and Examples: Compare and
___Schema-Building: contrast, jigsaw learning, peer projects. projects. contrast, jigsaw learning, peer
Examples: Compare and teaching, and projects. teaching, and projects.
contrast, jigsaw learning, ___Contextualization: ___Contextualization:
peer teaching, and projects. ___Contextualization: ___Contextualization:
Examples: Demonstrations, Examples: Demonstrations,
Examples: Demonstrations, media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations,
___Contextualization: media, manipulatives, and local opportunities. and local opportunities. media, manipulatives,
Examples: Demonstrations, repetition, and local repetition, and local
media, manipulatives, opportunities. ___Text Representation: ___Text Representation: opportunities.
repetition, and local ___Text Representation:
opportunities. Examples: Student created Examples: Student created
___Text Representation: drawings, videos, and games. drawings, videos, and games. Examples: Student created
Examples: Student created drawings, videos, and games.
___Modeling: Examples: ___Modeling: Examples:
___Text Representation: drawings, videos, and games. ___Modeling: Examples:
Speaking slowly and clearly, Speaking slowly and clearly,
Examples: Student created ___Modeling: Examples: modeling the language you want modeling the language you want Speaking slowly and clearly,
drawings, videos, and games. Speaking slowly and clearly, students to use, and providing students to use, and providing modeling the language you
___Modeling: Examples: modeling the language you samples of student work. samples of student work. want students to use, and
Speaking slowly and clearly, want students to use, and providing samples of student
modeling the language you providing samples of student Other Techniques and Strategies Other Techniques and Strategies work.
want students to use, and work. used: used: Other Techniques and
providing samples of student ___ Explicit Teaching ___ Explicit Teaching Strategies used:
work. Other Techniques and ___ Group collaboration ___ Group collaboration ___ Explicit Teaching
Strategies used: ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Group collaboration
Other Techniques and ___ Explicit Teaching play play ___Gamification/Learning
Strategies used: ___ Group collaboration ___ Answering preliminary ___ Answering preliminary throuh play
___ Explicit Teaching ___Gamification/Learning activities/exercises activities/exercises ___ Answering preliminary
___ Group collaboration throuh play ___ Carousel ___ Carousel activities/exercises
___Gamification/Learning ___ Answering preliminary ___ Diads ___ Diads ___ Carousel
throuh play activities/exercises ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads
___ Answering preliminary ___ Carousel ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
activities/exercises ___ Diads ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Discovery Method
___ Carousel ___ Differentiated Instruction ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Diads ___ Role Playing/Drama Why? Why? Why?
___ Differentiated Instruction ___ Discovery Method ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Role Playing/Drama ___ Lecture Method ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Discovery Method Why? ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Lecture Method ___ Complete IMs ___ Group member’s ___ Group member’s ___ Group member’s
Why? ___ Availability of Materials collaboration/cooperation collaboration/cooperation collaboration/cooperation
___ Complete IMs ___ Pupils’ eagerness to learn in doing their tasks in doing their tasks in doing their tasks
___ Availability of Materials ___ Group member’s ___ Audio Visual Presentation ___ Audio Visual Presentation ___AudioVisual Presentation
___ Pupils’ eagerness to learn collaboration/cooperation of the lesson of the lesson of the lesson
___ Group member’s in doing their tasks
collaboration/cooperatio ___ Audio Visual Presentation
n of the lesson
in doing their tasks
___ Audio Visual
Presentation
of the lesson