TIP Portfolio Course 2 APRIL

DOÑA REMEDIOS TRINIDAD DISTRICT
TEACHER INDUCTION
PROGRAM (TIP) 2022
Teacher’s
Portfolio
APRIL M. PEREZ
Teacher I
Professional Responsibilities
MODULE 1
Understanding
the K to 12
Curriculum
MODULE 1
OUTPUT
Required Tasks/Output
 Review
 Research
 Independent Learning
 Mentor-Mentee Collaboration
 Case Study
 Framework Analysis
 Reflections
COURSE 2: PROFESSIONAL
MODULE 1: Understanding the K to 12
Curriculum
SESSION 1
The K to 12 Basic
Education Program:
Legal Bases
Required Task 1: Review/Research/Independent
Learning
This activity will draw upon your prior knowledge or concepts that you may have
learned in Teacher Education Institutions or seminars that you might have attended.
In case you can’t answer the questions, it is an opportunity for you to research
about the topic, or you may even ask your colleagues or your mentor.
Questions Answers Feedback
1. Which policy guidelines on the K DepEd Order (No. 21, s. 2019) This policy provides a
to 12 Basic Education Program comprehensive explanation of
provides context to and articulate its the K-12 Basic Education
contexts, features and programs?
DepEd Order (No. 1, s. 2019) Program ad its components
DepEd Order (No. 8, s, 2019) across all key stages
DepEd Order (No. 9, s. 2019)
DepEd Order (No. 21, s. 2019)
2. Which policy guidelines on the K

to 12 Basic Education Program
provides context to and articulate its
contexts, features and programs?
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
COURSE 2: PROFESSIONAL RESPONSIBILITIES

Learning (Cont.)

3. What act made Kindergarten a) RA 10157 This Act is a prerequisite for all
mandatory for all learners? children, the first stage of elementary
a) RA 10157 education system before moving to
b) RA 10524 grade 1. This also stated that the
c) RA 10533 Mother Tongue Based shall be
d) RA 10931) implemented as the medium of
instruction for kindergarten students
4. Which does NOT show the
characteristics of the K to 12 c)They are individuals who pursue their K-12 Program is implemented to
graduates? careers for personal development to provide every Filipino child with the
a) They are holistically developed work abroad. education s/he needs to compete in a
Filipinos who have built foundations global context.
for learning throughout life.
b) They are individuals equipped with
information, media and technology
skills, learning and innovation skills, life
and career skills, and communication
skills.
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.

Learning (Cont.)

5. How many key stages does the K to 12 Program c) 4
contain?
a) 2
b) 3
c) 4
d) 5
Based on the Enhanced basic
6. How old is the prerequisite age for preparatory Education Act of 2013, the
education as defined in the Enhanced Basic prerequisite age for preparatory in
Education Act of 2013? b) 5 education is 5 years old. Incoming
a) 4 Kindergarten must strictly comply
b) 5 with this cut-off age policy as
c) 6 stated in DO No. 47,s.2016, as
d) 7 amended by the Deped Order.
7. The SHS curriculum formulation is a step towards Students may choose a
the realization of the Philippine Qualifications specialization based on aptitude,
Framework (PQF) and is the main policy for the interests and school capacity. The
implementation of the new 13-year cycle of basic c) Core Subjects, Applied Track, choice of career track will define
education. What comprises the SHS curriculum? Specialized Subjects the content of the subjects a
a) Basic Subjects, Applied Track, Specialized student will take in Grades 11 and
Subjects 12. SHS subjects fall under either
b) Basic Subjects, Applied Track, Selected Subjects the Core Curriculum or specific
c) Core Subjects, Applied Track, Specialized Subjects tracks.
d) Core Subjects, Selected Track, Specialized
Subjects

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
colleagues and/or mentor.
You may also click on the link:
https://www.officialgazette.gov.ph/k-12/?fbclid=IwAR3tiokqamN6sww9P-jxPwFYM3G0vcbdK2p0i4EsU
8MWNgEk7HrlH4JhrSw
1. Is the K to 12 a product of YES DEPED & CHED
collaboration with other
agencies?
2. Is the shift from the Basic YES It is the educators who areinvolved and
Education Curriculum to K to 12 responsible in conceptualizing the Basic
Education Curriculum to K-12 progam
Program conceptualized by
DepEd alone?

Required Task 2: Independent Learning (Cont.)

3. Was Kindergarten Education YES Based on the Kindergarten
mandatory before the K to 12 Education Act, it is a mandatory
Program? entry stage to basic education
and is a prerequisite for
admission to Grade 1.
4. Is Republic Act No. 10533 the basis YES Section 6 of The Republic Act
for the additional two years of Senior No. 10533
High School (SHS)?
5. Does the K to 12 Program give YES The program provide a bigger

importance to the preparation of chance for graduates to become
graduates on ASEAN Integration? regionally and globally
competitive.

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 2. What do you think are the top three factors that
legal bases of the K to 12 Curriculum? Which are given emphasis by the different K to 12 laws
among them affects you the most as a teacher? and orders? Why do you think so?
I think the top 3 factors that are given
The different issues addressed by the legal bases of the K- emphasis by different K-12 laws and orders are the
12 Curriculum are the lack of resources for implementation, teachers, the learners and the school environment
teachers do not find themselves equipped to teach students
because they believe they need more training, and the because they are the center of the education
additional two years of basic education known as the senior process.
high school have had a negative impact on the lower economic
status of parents.
Among these issues, what greatly affects me as a teacher
is the lack of resources, that’s why even we want the learners to
be equip with the 21st century skills, we cannot provide fully
because of this dilemma.

Curriculum
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 Diverse students How to provide better learning
opportunities for pupils with disability
Early Childhood Education 5 years old is the prerequisite age for How early education helps kids improved
schooling through universal kindergarten holistically
Curriculum Relevance The competencies should be relevant

to the topic
Curriculum Proficiency Building The fundamental of proficiency-based What is the relevance of curriculum
learning systems for schools and districts proficiency building in education?

Required Task 1: Case Studies
Study the following cases and tell what your actions will be on these scenarios. Base your
answers on the K to 12 Curriculum and the DepEd Vision and Mission. Limit your response to
100 words.
Case 1: You have a transferee learner who only speaks her mother tongue. As
a result, your learners cannot communicate with her properly and the
transferee learner feels left out. What can you do as her teacher?
Language barriers can make anyone feel hesitant, therefore it is the responsibility of the teacher to reach out to the
student. The teacher’s solution to these linguistic hurdles may be to pair the transferee with one of her more knowledgeable
students. This knowledgeable companion can serve as a mentor to new students as they face the inevitable challenges. Labeling
classroom objects is another alternative. This not only helps students learn classroom routines, but it can also help them
improve their conversation skills. The teacher can also speak with the parents and advise them about how to teach the new
language to their children at home.

100 words.
Case 2: You have a learner wanting to take up engineering in college. Upon

checking his grades, you have learned that he has not been good in
Mathematics. What can you do to help the learner?

There are several methods in which the teacher might assist the student in excelling in mathematics. The teacher
should teach the students to be confident when answering math problems. Another thing the teacher should do is encourage
students to ask questions and create space for curiosity. The more students ask for clarification, the better because it only means
they are paying attention and learning. Another way is to provide authentic issues that improve student’s desire to interact with
math. Teaching kids how to apply math to real-world problems increases their enthusiasm and comprehension.

100 words.
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?
The teacher should conduct a short review of the certain topic. Provide
activities that are aligned to the competency of the lesson.

100 words.
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?
The teacher should provide varied activities that are suitable to the aged and
understanding of his/her learners. The teacher can provide group tasks
wherein they can collaborate with each other.

Curriculum
SESSION 3
The Conceptual
Framework of the K to 12
Basic Education
Curriculum
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? regrouping
In what content areas will I regroups sets of ones into sets of tens and sets of tens into hundreds using
focus on? objects
What references will I use? Module, youtube
What skills should be collaboration

developed among my pupils?

Required Task 1: Creating a Learning Plan
(Portfolio Output)
LEARNING PLAN GUIDE (CONT.)
Question Response
What strategies will I use? Collaborative learning, concrete learning
What do I want my learners to able to recognize, represent, and order whole numbers up to 100
become? What are the values I
want my pupils to possess?
What learning theory/ies will I Experiential Learning Theory

apply?
How will I assess my learners’ Quiz

understanding of the lesson?

Reflection Questions:
1. What did you feel in doing the 2. What are some considerations 3. What insight/s did you gain
activity? in making a learning plan? from this activity?
In making the learning plan guide

the teacher should consider the The insights that I gained from this
competencies or the objectives because if activity is that teacher should design
you achieved this, you execute your appropriate learning activities and
lesson very well, also what subject to be develop strategies to obtain feedback on
I am happy because I know that I am taught, strategies to be use and skills that student learning. Having a carefully
familiar with doing the lesson guide and learners shoul develop constructed lesson plan allows you to
there are so many play-based activities that enter the classroom with more
come to my mind that I may also use in confidence and maximizes your chance of
other activities. having a meaningful learning experience
with your students. You therefore need to
focus your preparation around the
preparation and the learning of your
student.

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 /
Learner Description Grade Level Strategies Exit Point
1. A learner who often PE/Grade 10 Provide the learner written Teacher should provide
needs to skip classes to assessment instead of doing alternative assessment to
have his check-ups and actual activities in P.E and students who have medical
medical procedures. He is TLE to ensure his health conditions
good in the languages and safety.
mathematics but has
difficulty learning
2. A learner diligently Filipino/Grade 5 The teacher should provide Teacher should also help
attends classes; however, activities based on the learners with learning
she keeps on getting low understanding of the disability to achieve learning
grades. Her records reveal learner. Give intensive goals.
that she has a learning remedial instruction to help
disability. Her favorite the learner.
subject is Filipino.

Optional Task 2: Compare and Contrast
During the meeting of the Grade 6 teachers for their subject assignments, Mrs. Navarro was assigned to teach both
Mathematics and Araling Panlipunan subjects. She decided to study and analyze how the two subjects will be better
understood. She compared the two conceptual frameworks. Tick Yes if they are similar and No if not.
Subject Matter /
Learner Description Strategies
Grade Level
Context Yes = incorrect The context may differ even if the teacher
No = correct teaches the same grade level. Adjusting to the
learners’ context (their prior knowledge,
motivation and interest, and cognitive level) is
important in developing effective lessons for
several different subjects
Content Yes = incorrect Each learning area has a distinct set of content
No = correct which can be similar but not identical to each
other.
Skills and Processes Yes = incorrect According to the K to 12 framework, learning

No = correct areas have the same processes in delivering
learning.
Values and Attitudes Yes = incorrect The values that are to be developed remain the
No = correct same across all learning areas.
Learners Yes = incorrect All learning areas have the same treatment to the
No = correct learners. However, understanding their context
and considering the diversity of learners are
crucial to planning effective lessons.

Process Questions:
1. What can you say about the similarities and 2. Try to look at the conceptual framework of the
differences between the conceptual frameworks other subjects, do they have the same features?
of the two subjects? How can you say so?
The similarities are they are both experiential and Yes. All subjects follow the Spiral Progression Approach
situated learning. The difference between the two subjects is
the Araling Panlipunan aims to develop the pupil’s literate and
effective participation as a citizen of the country while
Mathematics aims to achieve the twin goals of developing
students critical and problem solving skills

MODULE 2
Navigating the K
to 12 Curriculum
Guides
MODULE 2
OUTPUT
 Case Study
 Lesson Planning
 Mentor-Mentee Collaboration
 Reflections
 Portfolio Output: Filling out a DLL Template
MODULE 2: Navigating the K to 12
Curriculum Guides
SESSION 1
Curriculum Guides
and Lesson
Planning
Required Task 1: Case Analysis
The best way for you to know more about the curriculum guides is by exploring it yourself.
Read the following scenario and answer the guide questions:
Sheryll is a new teacher who is assigned to teach Grade 4, 5, and 6 Araling Panlipunan in a small
elementary school. Since she will be teaching three levels of the same subject, her master teacher told
her to check the Araling Panlipunan curriculum. She reflected on the curriculum by answering the
following questions:
Question Response
a. What are the contents that Grade 4- Ang Pilipinas
Grade 5-Pagbuo ng Pilipinas bilang Nasyon
she will teach in the subject Grade 6-Mga hamon at Tugon sa Pagkabansa
area?
b. What is the difference There is no difference because he curriculum overall design follows the spiral approach
across subjects by building on the same concepts developed in increasing complexity.
between Grade 4, 5 and Grade 6 These grade levels have the same key stage standards.
Araling Panlipunan curriculum?
c. What approaches are • Experiential and contextualizedlearning

• Collaborative learning
appropriate and relevant for • Constructivist approach
Grade 4, Grade 5 and • Dramatization
• Field trips
• Discussion
• Lecture
As a colleague, you want to help her figure out these concerns. Go through the Curriculum Guide for Araling Panlipunan
and answer Sheryll’s questions. COURSE 2: PROFESSIONAL RESPONSIBILITIES
Required Task 1: Case Analysis (cont.)
Give context to these questions.
Question Option Feedback

1. What are the objectives of the Araling Panlipunan curriculum? c. “Makahubog ng The objective of Araling
a. “functionally literate and developed Filipino.” mamamayang mapanuri, Panlipunan curriculum is
b. “Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at mapagnilay, to develop students
pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng mapanagutan, understanding in primary
kamalayan sa kapaligirang sosyal.” produktibo, knowledge aspects
c. “Makahubog ng mamamayang mapanuri, mapagnilay, mapanagutan, makakalikasan,
produktibo, makakalikasan, makabansa, at makatao na may pambansa makabansa, at makatao
at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa na may pambansa at
lipunan, sa nakaraan, kasalukuyan, at hinaharap.” pandaigdigang pananaw
d. “Pagsunod sa teorya sa pagkatuto na kontruktibismo, magkatuwang na
pagkatuto (collaborative learning), at pagkatutong pangkaranasan at at pagpapahalaga sa mga
pangkonteksto at ang paggamit ng mga pamaraang tematiko- usapin sa lipunan, sa
kronolohikal at paksain/ konseptuwal, pagsisiyasat, intregratibo, nakaraan, kasalukuyan, at
interdesiplinaryo at multisiplinaryo.” hinaharap.”
2. Are there differences between Grade 4, 5, and 6 Araling Panlipunan a. There are no They have the same
curriculum? differences between featured key reforms like
a. There are no differences between these grade levels because they have these grade levels restructured learning
the same key stage standards. because they have the areas, stronger
b. There are no differences between these grade levels because they same key stage integration of
follow the same format as any other subjects and grade level. standards. competencies and
c. There are differences between the grade level’s content because the values across learning
curriculum works in a developmentally progressive framework. areas and greater
d. There are differences between the grade level’s content because unlike
the previous curriculum, Grade 5 already covers the Philippine emphasis on the learning
nationhood. process & integrative
mode of teaching.

3. What approaches are appropriate and relevant for Grade 4 to Grade 6 b. The approaches in Through these
Araling Panlipunan learners? Araling Panlipunan should approaches, students
a. The approaches should follow a constructivist approach with emphasis on be; constructivist, develop understanding.
content contextualization. collaborative, and They will learn about
b. The approaches in Araling Panlipunan should be; constructivist,
collaborative, and contextual. contextual. their values in different
c. The approaches in Araling Panlipunan should be; thematic, investigative, time and condition. They
and multidisciplinary will also learn the
d. The approaches in Araling Panlipunan should be developmentally perspective of their
progressive. environment and the
process of its
advancement.
4. How is the content standard different from the performance standard? a. Content standard Content standards are
a. Content standard answers the question: “What do the learners need to answers the question: broad statement
learn?” while the performance standard answers the question: “What do “What do the learners explaining what students
the learners need to do to demonstrate their knowledge?” need to learn?” while the should know and be able
b. Content standard is the outline of content learners need to learn while
the performance standard is a performative assessment done by the end performance standard to do in each level of
of the lesson. answers the question: learning. Performance
c. Content standard is a series of chronological events in history that “What do the learners standard are use to
learners need to learn while performance standard is the part where need to do to evaluate what specific,
teachers and learners reflect on their learning experience. demonstrate their measurable evidence is
d. None of the above. knowledge?” acceptable in
determining whether
content standards have
been met.
5. I want to set a goal for my class this coming school year. Based on the To teach pupils learn to
Araling Panlipunan 4 curriculum, the Learning Area Standard for AP 4 is: appreciate the different
“Naipagmamalaki ang pagka-Pilipino at ang bansang Pilipinas na may diversity of Filipino
pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa cultures
paggamit ng mga kasanayan sa heograpiya, pag-unawa sa kultura at
kabuhayan, pakikilahok sa pamamahala at pagpapahalaga sa mga
mithiin ng bansang Pilipinas.”
What goal would you suggest for my class in AP 4? (open-ended question)
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 2. Study the core learning area/learning area standards of your
guide and reflect on the guiding principles and philosophies subject area. If you are teaching senior high school, look for the
your subject area is anchored on. Are there concepts that are course/subject description. For Kindergarten and ALS, you may
new to you? Which guiding principles or philosophies do you refer to the Introduction or the description of learning strands.
think 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.
- pagkamalikain
- Mapanuri
Yes the concept is new to me. The guiding - Pinakaka-ugnayang yaman
principles or philosophy that are reflected in my - pa
teaching strategies is being constructivist teacher. - pangheograpiya

3. Familiarize yourself with the content and performance 4. Study the curriculum matrix/guide. You will see that it
standards. How could they help you in planning your lessons? 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
The content standard should be met in a

short period of time and the performance
standard are expected to be attained in a longer
Content standards helps what learners want period of time.
to know, be able to do and understand while the
performance standards how do we want hem to
use their learning and understanding. This helps in
my lesson planning because it help me meet my
lesson objectives.

MODULE 2: Navigating the K to 12
Curriculum Guides
SESSION 2
Using Curriculum Guide
in Preparing Daily
Lesson Log / Daily
Lesson Plan
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 on page 59
for this activity.
Question Answer
Mentor-Mentee
Collaborative Points
1. What is the learning competency Describe different objects based on Depends on you & your mentee
to be taught for that week? their characteristics discussion
2. How long do you have to teach 2 weeks Depends on you & your mentee
the lesson? discussion
3. Why do you think this particular Broad topic Depends on you & your mentee
competency will be taught in two discussion
weeks?

Question Answer
Mentor-Mentee
Collaborative Points
4. How will you unpack the learning Use the MELC and BOW to unpack Depends on you & your mentee
competency? the learning competency discussion
5. What guides you in unpacking Combine the BOW and MELC if it’s Depends on you & your mentee
the learning competency? How? the same discussion
Why?
6. What assessment can be done at Summative assessment Depends on you & your mentee
the end of the two-week lesson? discussion

Required Task 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 relevance of the learning codes to the subject and grade level you are teaching. Remember that a
multi-grade teacher handles more than one grade level at the same time. To further enhance your skills,
unpack the learning code listed below.
Code Subject Quarter Title Quarter Number of Competency

No. Weeks/Order Number
Pakikisalamuha sa
KMKPPam-00-3 Kindergarten iba bilang kasapi ng Quarter 1 00 3
pamilya
MT1FIIIa-Ivi1.3 Mother Tongue 1 Fluency Quarter 3 a-vi 1.3
Pagmamahal sa
EsP1PIIb – 2 EsP 1 kapwa Quarter 2 b 2
PE10PF-IVc-h56 p.E 10 Physical fitness Quarter 4 c-h 56
EN11/12OC-Ia-1 English 11 Oral communication 1st semester a 1

Required Task 2 (Cont.)
Processing Questions
1. How important are the learning codes to you as a 2. How can the learning code help a teacher in budgeting
teacher? Answer in a minimum of twenty (20) words. the learning competencies and planning the lesson for a
subject? Answer in a minimum of twenty (20) words.
Learning code helps the teacher in budgeting

the learning competencies and planning the
lesson for a subject through letters and numbers
that correspond to the subject and grade level,
abbreviation of the quarter title, quarter number,
This serves as guide as a teacher on how number of weeks and its order and competency
many days they will teach the said learning number
competency or learning objective.

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)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
Type your answer here Type your answer here

Type your Type your Type your Type your Type your
answer here answer here answer here answer here answer here


Type your answer here

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 experience, you can already use the DLL /
format in lesson preparation.
2. Are you capable of using ICT in your classes? /
3. Are you open to collaboration with other /

subject teachers?
4. Are you aware of the learning competencies /
that your assessments have to meet?
5. Do your activities allow learners to organize or

reorganize their thinking and construct /
knowledge that is meaningful to them?

Based on the previous questions, determine your strengths and points for improvement.
Strengths Points for Improvement
One of my strengths is using ICT in my class. I set up activities I think I need to improve in public speaking and it really needs to
which have an interesting context, and preferably with some be boosted and develop.
potential real-world application .

MODULE 3
OUTPUT
 Reading activities
 Scenario Analyses
 Writing activities
 Reflections
 Output for Portfolio: Improving a Lesson Plan
MODULE 3: Lesson Planning
SESSION 1
Curriculum and
Instruction
Alignment
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.
Teacher Gina’s experience and a. Yes. Lesson plans take time to
mastery of the subject matter prepare. The important thing is you
showed that she is a veteran teacher. know the lesson and how you will
Is it advisable that lesson planning deliver it.
requires only the bare minimum b. No. Lesson plans are an integral The lesson plan that you prepare is
because the focus should be placed part of the instructional process. It the one you will use in the actual
on the actual execution of the lesson lays out the plan for the lesson. It delivery of the lesson
instead? ensures that the lesson will be taught
well.

Required Task 1: Scenario Analysis (Cont.)

Preparing lesson plans and a. Yes. Lesson planning and
the actual delivery of the actual delivery of the lesson
lesson are not connected are different and separate Positive feedback from the
with each other. Is this true? instructional procedures. learners means that they
b. No. Lesson planning and understand the lesson and
actual delivery of the lesson they meet the competency
are interconnected with one of the lesson.
another.

SESSION 2
Nature and
Purpose of Lesson
Planning
Scenario: Teacher Rowel plans his lessons well. His lesson plan shows the detailed activities he intends
to do during his actual teaching. He follows a logical sequence of activity as his lesson would unfold.
He prepares instructional materials and integrates ICT. He uses engaging activities that learners find
interesting. His school principal observed him during one of his classes. He conducted a short review of
the previous lesson using an on-line game application. It took 10 minutes more than he planned it to be.
It is evident that the class enjoyed the on-line game as a form of review. However, the scores of the
learners in the review was not as high as he expected. This review is essential since the previous lesson
is a prerequisite skill for the new lesson. He had given enough number of items during the review to
cover all the needed competencies in preparation for the new lesson. He asked the learners if they have
any questions regarding the previous lesson. When no one asked a question, he moved on to the lesson
proper. He constantly asked his pupils if they understood the lesson. Everyone said yes. They got to the
evaluation part of the lesson. Only 50% of the class got mastery level. Teacher Rowel was disheartened
by the results. He followed everything in his lesson plan, with the exemption of a 5-minute overtime, he
believes that his lesson went accordingly.

Assuming that the lesson plan The teacher must not continue
was well-crafted and the with the new lesson and focus Mastery of the lesson is
activities Teacher Rowel used on the competency that the important before proceeding
are all appropriate, what do you students should meet. into the new lesson.
think contributed to the low
results of the learner
evaluation? What could have
been done instead?
Teacher Rowel’s use of an on- Students become active The use of ICT promotes
line game is an effective way to because likely to participate learning among learners. It
integrate ICT in his lessons. The because they find the online provides a different learning
learners appear to have been games exciting. opportunity for them to
engaged in the process. Aside showcase their knowledge and
from the learner engagement, skills.
what other insights may be
derived from his use of this
activity?

If you were Teacher
Rowel, how would you Mastery of the lesson is
proceed based on the important before proceeding
results of the day’s into the new lesson.
lesson?

Required Task 2: Moving from Assessment to
Progress (Output for Portfolio)
Reflect on the sample lesson plan below. Based on what you have learned about a well-designed lesson plan, provide inputs
on how you could improve it. Please put your answer in another sheet of paper and compile it as a part of your portfolio.
Please talk to your mentor about your inputs.








Complete the table below. Reflect on the sample lesson plan. Choose the part that you would like to
comment on and describe it on the 1st column. Give your comment or suggestion on how that part could still
be improved. Write your answers on the second column. This could also be done through an interactive
group chat with colleagues. An intellectual exchange of ideas among fellow newly-hired teachers would
further enrich one’s learnings.
Part of the Lesson Plan Comment or Suggestion
Learning Objectives
Learning objectives are SMART
Subject Matter Provides curiosity to learners
Learning Tasks Provides collaboration and critical thinking
Extension Supplementary activities to ensure mastery

SESSION 3
Parts of a Lesson
Plan
Scenario: Teacher Edawro’s lesson plan includes the following activities: a recap and review of the
previous lesson, an introduction and analysis of the new lesson, connecting the old and new lessons,
and then a summary of everything. All of these are explicitly stated on his lesson plan.

Looking back at the activities included in a. Yes. The sequence of activities
Teacher Edawro’s lesson plan, would shows the gradual transition from
you say that they are developmentally the previous lesson connecting it to The teacher conducts a review
arranged? the new lesson and wrapping up all before proceeding to a new lesson.
a. Yes. The sequence of activities shows that transpired.
the gradual transition from the previous
lesson connecting it to the new lesson
and wrapping up all that transpired.
b. No. Explanation of the new concept
should have been done right after the
introduction of the new lesson.
c. Maybe. What a developmentally
arranged lesson plan needs is to simply
provide an introduction at the beginning
and a closure at the end.
d. It does not matter since all the
activities are interchangeable.


Teacher Edawro has a series of activities c. presentation and explanation of
in his lesson plan. Which part of the the new concept of the day’s lesson Presentation of the new lesson is
lesson plan refers to the main part of the considered as the main part of the
lesson? lesson.
a. introduction of the new 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 d. All of the above Summary is used to generalize the
lesson plan included a summary of what lesson that has been discussed.
was taught. Considering that ample time
and energy had been exerted towards
the 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

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.

1. Teacher Roger is a veteran teacher FALSE Although teacher Roger has 21
with 21 years of teaching experience. He years of teaching experience, still he
claims that lesson logs are only for new is not exempted in submitting DLL.
teachers in the field. He also contends Based on DepEd order no. 42
that he should be exempted from s.2016. Planning lessons is
submitting a DLL. fundamental in ensuring the
delivery of teaching and learning in
schools that’s why all teachers are
required to submit DLL.
2. Teacher Cecile is a newly-hired TRUE

teacher in the public schools 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 TRUE

Teacher, Teacher Phoebe was told that
lessons should be consistent with the
curriculum guide and the teacher’s
manual. COURSE 2: PROFESSIONAL RESPONSIBILITIES
Required Task 2: True or False

4. In a DLL, other activities do not TRUE
include intervention and enrichment
activities.
5. For DLL, remarks indicate the TRUE

learners’ mastery level.

Help the following teachers use ICT in their teaching process by suggesting the best platform to deliver their
lesson.

1. Teacher Cindy is a Math teacher in canva
Grade 6. She hopes to make her Work with more interactive activity
computation activities more interactive such as game, etc.
using technology. What platform can
you suggest to Teacher Cindy?
5. For DLL, remarks indicate the le2. Google meet Works with real time meeting.
Teacher Earl wants to avoid using social Microsoft teams Using browser teacher earl can
media as a way to announce his Google classroom share
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 powerpoint It is a powerful slide presentation

mathematical concepts using slides. program. It uses slides to convey
Considering logistical constraints, she information
prefers an offline file to do this task.
What platform can you suggest to
Teacher Genneth?


4. Teacher Demmy is a literature teacher AutoCAD 360
who wishes to visualize book characters It can be used to create 2D & 3D
in three-dimensional representation. drawings and models as well as
What platform can you suggest to construction drawings
Teacher Demmy?
5. Teacher Carissa plans to give a Google meets It is the collaboration app built for
synchronous lecture to her Grade 6 Microsoft teams hybrid that help to stay informed
learners. However, their context would and connected.
not allow them to have face to face
classes. What platform can you suggest
to Teacher Carissa?

Teacher Gemma gives 4 ungraded quizzes in each unit of study. The quizzes are framed sequentially to have an accumulated
record of student success on the unit test. The quizzes are scored (though not included in the unit grade) so that students can
identify where they need more study and where they are already successful. This is an indicator that Teacher Gemma can gauge
where she will need to spend more time and energy with her instruction to help students be successful on the unit test. Using
this approach, Teacher Gemma has been able to document significant gains in student achievement in her classroom, nearly
closing the achievement gap entirely with 95% - 98% achievement ratings in all of her units of study.

As indicated in the practice of Teacher The instruction used by teacher
Gemma, what do you think contributed Gemma where in she let the learners Let the learners know their learning
to the significant achievement of the identify what to study and where progress
learners? they are already successful
Teacher Gemma gives ungraded quizzes The activity of the teacher is very Teachers should always monitor the
and keeps a record of the student’s effective because she achieves her learner’s progress
success on the unit test. The quizzes are goals of identifying the learner’s
scored but not included in the unit needs and improvement
grade. What can be deduced from this
activity?

The scenario gives us an idea of a Other ways to achieve growth in the
formative assessment plan, what other learners performance is provide
ways to achieve growth in the learners’ consistent feedback to the learners,
performance? use the feedback to loop concept The assessment we give to the
and align instructions to learners pupils are important to identify
standards students’ growth and performance
Teacher Gemma would like to gauge Aside from formative assessment, Alternative assessment is an
how far the students’ learning of the teacher Gemma can use the effective method of building
topic can be extended. She decided to portfolio assessment, performance learners logical reasoning and
give an alternative assessment. What test and collaborative discussions. communication skills
alternative assessment can she give her The teacher should always consider
students? What must one keep in mind first the learning outcomes before
and make sure to do when giving such giving alternative
alternative assessments?

MODULE 4
OUTPUT
 Case Analysis
 Scenario Activities
 Article reading
 Self-reflective activities
MODULE 4: Implementing Learning
Plans and Enriching Teaching Practice
SESSION 1
Class Disruptions
Identify which of the following scenarios respond to certain considerations in crafting the module.

1. Teacher ____ a public school teacher in Resources
Batangas, is teaching graphic representation The teacher had to consider
of statistical data through Microsoft Excel. resources of the learners because
As an innovative teacher, she has been not all o them have access to
recognized by the school as tech-savvy. Her computer, no matter how the
module particularly revolves around the teacher is tech savvy if the learner
activities that need the software. However, cant access it there is no use at all.
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 Alignment to the curriculum Teacher should always bear in
a private school who recently entered the mind that the modules must meet
public school system. As a Business Math the standards so that learners may
teacher, she designed a module that takes gain the expected competencies
much time on tasking learners to construct a at the end of the lesson
miniature business plant, a task which does
not meet curriculum standards. What
consideration do you think is Teacher ____
missing out?

Identify which of the following scenarios respond to certain considerations in crafting the module.

3. Teacher ____ has been teaching oral Alignment to the curriculum The summative assessment given
communications for five years. In should be aligned to the learning
constructing his module for the subject, he competencies. The teacher should
assigned an entire module for pronunciation align her assessment synonyms
which is aligned to the most essential and antonyms to the topic about
learning competencies. In his graded pronunciation
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 Realistic Assessment The teacher applies the principle
advocates that PE subjects must be retained of realistic assessment that fits
even during home-based learning schemes. the context of a learner and at the
While he cannot teach dance the way he same time respond to curriculum
did, he provided modules with visual standards
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?

Required Task 2: Scenario Activity
Advise a Colleague: Below are scenarios where teachers need advice on. Write your advice based on
the DepEd’s institution protocols, guiding principles of module writing, and the mission to continue
learning. Limit your responses to five (5) sentences.
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 the module because its subject
requires community immersion of business concepts. On a regular school year, entrepreneurship
learners are asked to sell in school fairs but this year all extra-curricular activities are cancelled.
The teacher could either let the learners watch educational videos about successful entrepreneurs. The
pupils will listen to the life and contribution of this entrepreneurs on how they started and become
successful businessman

2. Teacher ______ is tasked to write a module for Grade 10 Mathematics. As an experienced teacher,
content is not a problem for him anymore. He has a bank of assessments and activities that are time-
tested. Despite these factors, he worries about the fact that his assessments are prone to leakage and
cheating which may result in problematic learning outcomes.
If the problem of the teacher is the leakage and cheating on the exam then what she should do is to
create a new assessment and activities that are still aligned to her lessons that will still meet
competency of the lesson.

3. Riza is a learner in a far flung province. Sadly, their town 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 can help in the family’s rebuilding process – an advice she resents but is inclined
to accept. She informs her adviser Mrs. Reyes about her situation. What help can Mrs. Reyes extend to
Riza?
The teacher with the help of her classmates can either conduct a donation drive to help the family Riza
recover from the typhoon. They can donate whatever amount or things they have at home. Through this
simple action, Riza will no longer have to stop going to school.

SESSION 2
Curriculum
Requirements and
Needs of Learners
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: _______________________________________
Grade level: ________________________
Five Sample Questions Five Learning Competencies

from the Curriculum Guide
1. Which of the following materials could absorb water? 1. Classify materials based on the ability to absorb water,
float, sink, undergo decay
2. How are these materials harmful to the environment? 2. Identify changes in materials whether useful or harmful
to one’s environment
3. How the major internal organs such as the brain, heart, 3. Describe the main function of the major organs
liver, stomach, intestines and muscles keep the body
healthy
4. Which body parts of the fish helps him survive in the 4. Infer that body structures help animals adapt and
water? survive in their particular habitat
5. Differentiate the difference between aquatic and 5. Identify the specialized structures of terrestrial and
terrestrial animals. aquatic plants.

Below are classroom scenarios. Provide appropriate interventions to learners with different needs for
them to meet the learning standards.

1. Teacher Agatha has a Grade 4 learner who a. Scold the learner and tell him
is excellent in Math. For half of the quarter, he should be quiet.
the learner shows consistent performance b. Tell the learner to finish tasks of Provide the learner challenging
by leading in quizzes. However, the learner other subjects. tasks about the lesson that would
tends to be rowdy when he finishes their c. Praise the learner and tell him make him busy and avoid
math activities. What would be the best to be humble. disturbing his classmates
course of action of Teacher Agatha? d. Provide a challenging task
about the lesson.
2. Teacher Sandy conducted a diagnostic test a. Call a parent-teacher Conduct a short review on the
for his Grade 10 Science class. When the conference to inform them that competency where the students
results came out, he noticed that 60% of his there was a problem with their failed to meet
learners were not able to satisfactorily previous teacher.
answer items on Earth Science. What should b. At Grade 10, learners can easily
he do with the test results? 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.

Below are classroom scenarios. Provide appropriate interventions to learners with different needs for
them to meet the learning standards.

3. After the second quarter, Teacher Jessie a. Observe the learners’ Provide remedial teaching to help
noticed that three of her learners performed performance for the next pupils gain heir general
poorly for the two consecutive quarters. He semester. knowledge to meet those set of
decided to help these learners meet the set b. Suggest that they should get learning competencies
learning competencies. However, the tutors at their own cost or else
challenge is that the first two quarters are they will fail.
critical in understanding third quarter c. Ask the learners to retake the
lessons. What would be the best course of second quarter periodic exam.
action of Teacher Jessie? d. Do a re-teaching /remedial
intervention based on their
least mastered skills.
4. Based on the diagnostic exam results, a. Provide an independent study Provide a way for well motivated
Teacher Christy noticed that 84% of her guide on Philippine art and students to pursue topic interest
learners cannot understand the relation history.
between Philippine art and history. What b. Move to the next lesson. They
non-classroom based intervention can she will catch up anyway.
conduct to address the concern? 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.

SESSION 3
Selecting, Developing,
Organizing, and Using
Appropriate Learning
Resources
Identify whether the following scenarios demonstrate passive or active learning based on the Dale’s
Cone of Experience.

1. Teacher Kara is teaching art history for Passive Learning
Grade 12 learners. Since her school is Active Learning
situated in Manila, she asked her learners to Students are highly involved
visit the Manila Metropolitan Museum and
the National Museum of Fine Arts.
2. Teacher Jocelyn is teaching physical Passive Learning Students are highly involved in the
education. The curriculum included the Active Learning learning process because the
basic orientation of sports management. In students can be able to showcase
this regard, she made her learners organize through the mini intramurals what
mini-intramurals. they have learned on the lesson
3. Teacher Trina is teaching the elements of Passive Learning Students are highly involved in the
drama. After giving a fifteen-minute lecture, Active Learning learning process. They are the one
she directed the learners to form an responsible of their own learning
improvisation where they are expected to because they are the one who will
play as actors. When the activity ended, she demonstrate what they have
processed their insights and experiences learned on the lesson.
about improvisation.
COURSE 2: PROFESS tIONAL RESPONSIBILITIES

Identify whether the following scenarios demonstrate passive or active learning based on the Dale’s
Cone of Experience.

4. Before going to actual teaching, pre- Passive Learning This uses hands-on observation.
service teachers watch demonstration Active Learning The teacher takes responsibility of
teachings to witness how a teacher is student’s learning
expected to manage a class. Afterwards,
they are asked to write a reflection paper
about what they learned from the
demonstration.
5. Teacher Carissa organized a literary Passive Learning Students are highly involved. They
festival where learner-writers will have a Active Learning construct their own outputs based
creative writing workshop. In the workshop, on what they have learned on the
they are expected to state their own writing workshops
creative process and how they translate it to
their work. Guest experts critique their
works in response.

Based on the following scenarios, determine what instructional material criterion do the following
teachers strongly demonstrate.

1. Teacher Aaron is a Grade 4 Science a. Alignment to the curriculum Teacher Aaron prioritizes his
teacher. He found a National Geographic b. Developmentally Appropriate target audience. Since his learners
educational video that features the concept c. Effects on classroom are Grade 4, it is best suited to
of predation. Despite its amazing features, management choose the cartoon version of the
he instead chose a cartoon version which d. Inclusive concept of predation because it is
covers the same concept. What did Teacher easy for them to understand it
Aaron consider? and easy to remember
2. Teacher Pauline teaches Grade 7 Filipino. a. Alignment to the curriculum The strategy of using comic strips
She uses comic strips to ease out the b. Developmentally Appropriate used by Teacher Pauline is aligned
difficulty of reading Ibong Adarna. In this c. Effects on classroom to the curriculum because the
way, learners are more empowered to meet management learners meet the learning
learning objectives. d. Inclusive objectives
3. Teacher Christian teaches Grade 5 Math. a. Developmentally Appropriate Teacher Christian uses interactive
He noticed that his learners are anxious in b. Effects on classroom learning using interactive board.
solving word problems. Hence, he uses an management This shows that the pupils enjoy
interactive board where learners can be c. Inclusive the activity and learns at the same
playful while doing their computations. d. Localization time. The learning materials both
aid learning and manage the
classroom behavior.

Based on the following scenarios, determine what instructional material criterion do the following
teachers strongly demonstrate.

4. Teacher John is teaching Grade 4 English. a. Developmentally Appropriate The instructional materials of
He always makes it a point to represent b. Effects on classroom Teacher John give emphasis on
diverse Philippine ethnicities in his visual management diversity as seen on his visual aids
aids. c. Inclusive highlighting the diverse Philippine
d. Localization ethnicities
5. Teacher Ram teaches entrepreneurship in a. Developmentally Appropriate The localization concept used by
a mango-producing town. He takes the b. Effects on classroom Teacher Ram is reality based
opportunity of their place to challenge the management because the activity of inventing
learners to invent or innovate mango-based c. Inclusive mango-based product is available
products that would showcase both their d. Localization to their place
town and their business skills.

Summative Assessment Proof of Score
RESPONSIBILITIES

TIP Portfolio Course 2 APRIL

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DOÑA REMEDIOS TRINIDAD DISTRICT

2. Which policy guidelines on the K

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Questions Answers Feedback

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Questions Answers Feedback

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Questions Answers Feedback

5. Does the K to 12 Program give YES The program provide a bigger

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Curriculum Relevance The competencies should be relevant

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Case 2: You have a learner wanting to take up engineering in college. Upon

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Case 3: One of the features of the K to 12 Curriculum is spiral progression.

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

What references will I use? Module, youtube

What skills should be collaboration

COURSE 2: PROFESSIONAL RESPONSIBILITIES

What learning theory/ies will I Experiential Learning Theory

How will I assess my learners’ Quiz

COURSE 2: PROFESSIONAL RESPONSIBILITIES

In making the learning plan guide

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Skills and Processes Yes = incorrect According to the K to 12 framework, learning

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

c. What approaches are • Experiential and contextualizedlearning

Question Option Feedback

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

The content standard should be met in a

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Code Subject Quarter Title Quarter Number of Competency

MT1FIIIa-Ivi1.3 Mother Tongue 1 Fluency Quarter 3 a-vi 1.3

PE10PF-IVc-h56 p.E 10 Physical fitness Quarter 4 c-h 56

EN11/12OC-Ia-1 English 11 Oral communication 1st semester a 1

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Learning code helps the teacher in budgeting

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Type your answer here Type your answer here

Type your answer here Type your answer here

Type your answer here Type your answer here

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Type your answer here

Guide Question Yes No

1. As a newly-hired teacher with 5 years of

3. Are you open to collaboration with other /

5. Do your activities allow learners to organize or

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Strengths Points for Improvement

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES

Question Option Feedback

COURSE 2: PROFESSIONAL RESPONSIBILITIES

COURSE 2: PROFESSIONAL RESPONSIBILITIES