HOUSE RULES

SMILE
MODULE 3
The Department of Education’s goal to
reach out all school-aged children be in
school to provide quality basic education.
Recognizing that all children and youth,
including those with disabilities,
Indigenous People, Muslim learners, child
laborers, in conflict situation,
and those that are hardest to
reach has the right to education.
Our department has come up
with a system that will address
the needs of different types of
learners.
 producing globally competitive
graduates.
Session 1: Early Language Literacy and
Numeracy (ELLN)
 DESIRED LEARNING
OUTCOMES
1. Demonstrate the knowledge of the different
strategies that promote literacy and numeracy
skills.

2. Use a range of teaching strategies that

enhance learner achievement in literacy and
numeracy skills.
KEY CONCEPTS
1.Child development helps teachers understand
the changes they see as children grow and
develop.
How children think, feel, and behave often stems
from their stage of development.
2. Knowing and understanding how children learn
at different ages and stages of development can
guide teachers in many curriculum decisions they
need to make.
3. Studying child development helps teachers
explain individual variations in the rate of
development of their students.
4. The study of child development helps teachers
understand how children influence their
environment and in turn, how the environment
influences them.
5. Child development is a process of change in
which the child learns to handle more complex
levels of moving, thinking, feeling, and
interacting with people and objects in the
environment.
6. Developmental Change is not the same as
growth.
7. Development is holistic.
8. A child’s development begins in the womb but
learning begins at birth.
 9. Children live within a context- family,
community, culture and their needs are most
effectively addressed in relation to that context.
Session 2: Flexible Learning Options
(FLOS)
 DESIRED LEARNING
OUTCOMES
1. Demonstrate knowledge of managing
classroom structure that engages learners,
individually or in groups, in meaningful
exploration, discovery and hands-on activities
within the available physical learning
environments.
 DESIRED LEARNING
OUTCOMES
2. Manage classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical
learning environments.
KEY CONCEPTS
 1. Legal Bases
1987 Philippine Constitution and Rule 1,
Section 1.1 of Republic Act 9155
 The Department of Education
shall protect and promote the
right of all citizens to qualify
basic education and shall take
appropriate steps to make such
education accessible to all.
 2. What is flexible learning?
Flexible learning is multilayered and
multifaceted.
 3. What are FLOs?
FLOs are alternative ways for those learners
who are classified as Students-atRisk-of-
Failing and Students-at-Risk-of-Dropping.
 4. Challenges
This program will cater different kinds of
learners with different concerns at the same
time possibly from multi-grade level.
ENERGIZER
Session 3: The K to 12 Curriculum
Inclusive Education
 DESIRED LEARNING
OUTCOMES

1. Demonstrate knowledge and

understanding of differentiated teaching
to suit the learners’ gender, needs,
strengths, interests and experiences.
 DESIRED LEARNING
OUTCOMES

2. Implement teaching strategies that are

responsive to learners’ linguistic,
cultural, socioeconomic and religious
backgrounds.
 DESIRED LEARNING
OUTCOMES

3. Use differentiated developmentally

appropriate learning experience to
address learners’ gender, needs,
strengths and experiences.
 DESIRED LEARNING
OUTCOMES

4. Establish a learner-centered culture

by using teaching strategies that respond
to their linguistic, cultural,
socioeconomic and religious
backgrounds.
KEY CONCEPTS
Department of Education (DepEd), through
DO No. 72, s. 2009, has recognized the
urgency to address the need of children to
receive appropriate education with the
regular or inclusive classroom setting.
 Inclusive education embraces the
philosophy of accepting all children
regardless of race, size, shape, color,
ability or disability with support
from school staff, students, parents,
and the community.
Components of a comprehensive inclusive
program for children:
A.
 This is the continuous process of identifying
the strengths and weaknesses of the child
through formal and informal tools for proper
program grade placement.
B.
PRESENTATION
CONFERENCE
INTERVIEW
OBSERVATION
PERFORMANCE
SELF ASSESSMENT
C. PROGRAM OPTIONS: Regular schools
with or without trained SPED teachers shall
be provided educational services to children
with special needs.
D. CURRICULUM MODIFICATIONS: This
shall be implemented in the form of
adaptations and accommodations to foster
optimum learning based on an individual’s
needs and potentials.
 E. PARENTAL INVOLVEMENT: Parents
shall involve themselves in observing
children’s performance, volunteering to work
in the classroom as teacher aide, and
supporting other parents.
Session 4: Key Stages of Basic Education
Curriculum
 DESIRED LEARNING
OUTCOMES
1. Demonstrate content knowledge and
its application within and/or across
curriculum teaching areas
 DESIRED LEARNING
OUTCOMES
2. Apply knowledge of content within
and across curriculum teaching areas
KEY CONCEPTS
1. Key Characteristics, Elementary
to Adult Learners
Early Childhood Education
(0 to 8 years old)
Middle Childhood Education
(9 to 12 years old)
Early Adolescence
(12-15 years old)
Middle to Late Adolescence
(15-24 years old)
 Adult Learners
(Beyond school age)
2. Curricular Goals
in the Key Stages
 Preparatory-5 y/o
Grade 1- 6 y/o

6 to 12 years old

Elementary Education
 8 Learning Areas

Curriculum Guides

Junior High School

 Four SHS Tracks

STEM, ABM, HUMSS,

TVL

Senior High School

3. Assessment
 Early Language Literacy and
Numeracy Assessment (ELLNA)

English, Filipino and Mother

Tongue

(Kindergarten to Grade 3)
Formative Assessment
Summative Assessment

National Assessment

(Grade 4 to 6)
Formative Assessment
Summative Assessment

NCAE for Grade 9

NAT for Grade 10

(Junior High School)

Formative Assessment
Summative Assessment

Exit Assessment

(Senior High School)

Session 5: Special Education
 DESIRED LEARNING
OUTCOMES
1. Use strategies responsive to learners with
disabilities/ giftedness and talents .
 DESIRED LEARNING
OUTCOMES
2. Design , adapt and implement teaching
strategies that are responsive to learners with
disabilities , giftedness and talents .
KEY CONCEPTS
1. Vision Impairment
Physical signs Behavior

Poor Eye-Hand Poor Academic

Coordination Performance

Clumsiness
2. Deaf or Hard of Hearing
 Speech Selective hearing
delays

Behavioral Communication
Characteristics difficulties

Differential
Diagnosis
3. Mental Health Conditions
 ADHD Autism

( PDD-NOS) Schizophrenia

Bipolar Disorder Depression

Anxiety/Panic
Disorder
4. Intellectual Disability
Reading Math

Writing Motor skills

Language
5. Physical Disability
Congenital birth Accidental
issues injury

Illness
RECAP
REFLECTION