CAPACITY BUILDING OF CHIEF

TRAINERS ON THE IMPLEMENTATION

OF THE NATIONAL LEARNING CAMP
(Mindanao Cluster)
DANILO G. SORIANO JR., PhD
Supervising Education Program Specialist
Teaching and Learning Division
Bureau of Learning Delivery
Similarities and Differences between the
Grade 7 and Grade 8 Lessons
 Similarities and Differences between the Grade 7 and
Grade 8 Lessons
 The focus of the lessons for both grades is on developing and enhancing
knowledge about the types of texts mandated in the 2016 K-12 Science CG and
that students will encounter in the PISA test.
 As students from both grades were identified as taking part in the next PISA round,
it was decided to concentrate on both simulating PISA-style texts and questions
and on knowledge of text types for both cohorts.
 Similarities and Differences between the Grade 7 and
Grade 8 Lessons

 Accordingly, the lessons cover the same content pattern for both grades, with some
adjustment for content specific to each of the grades (e.g., propaganda techniques
for Grade 8) and increased complexity of texts for Grade 8.
 It is acknowledged that lessons for Grade 8 in a 2024 Learning Camp may need to
be redeveloped to build on the content experienced by Grade 7 students in 2023 to
avoid duplication.
 Lecture Demonstration on
Using T-L Materials (Lesson 1)
in Science for
 Enhancement
 Consolidation
Lesson Components Short
Overview
Lesson Components

1 2 3 4 5

• Short Review • Lesson • Lesson • Lesson Activity • Lesson

Purpose / Language Conclusion
Intention Practice
Lesson Component 1
Short Review Section
(7 minutes)
Lesson Component 1
This component offers teachers the chance
to:

 Settle the class quickly

 Review or preview previously encountered
information
 Address previous content in the form of a
few targeted questions that are relevant to
the current lesson
Lesson Component 1
This component offers teachers the chance
to:

 Note what students already know

 Elicit answers from the class to reinforce
the important content needed for the lesson
 Address briefly issues that may arise
Lesson Component 1

The questions set for the Short Review section of a lesson are designed to remind
students of knowledge, skills, and understanding developed when first studying the
topic area, which are relevant to the lesson.
Lesson Component 2
Lesson Purpose / Intention
(3 minutes)
Lesson Component 2
 This component offers teachers a chance
to acquaint students with the purpose
and/or intention of the lesson.

 Linking students’ prior knowledge or

experience to their levels of
understanding.
Lesson Component 2
 This component is an appropriate time to
address what students might expect/aim
to achieve, i.e., their lesson goal(s)

 Teachers should clarify, in clear language,

the learning intention for the students as
well as what success will look like
Lesson Component 3
Lesson Language Practice
(5 minutes)
Lesson Component 3
 Component 3 concerns language use in:

Speaking Hearing Listening Comprehending

Lesson Component 3
 The focus is on: Words or
phrases that
are to be used

Students have
forgotten or
found difficulty
in the past
Lesson Component 3
 The language practice suggested has been identified by
considering the whole lesson and identifying those words/phrases
that have the potential to cause difficulties for students

 The language identified is restricted to less than 6

words/phrases so that there is enough time to use a variety
of approaches in the practice within the time available
Lesson Component 4
Lesson Activity
(25 minutes)
Lesson Component 4
 It addresses the “key idea” for the lesson.
 It is about students applying known content to
solve non-routine problems.
 Requires students to interpret/understand the
meaning of the ‘stem’ (stimulus, passage/text or
diagram, first part of the problem) correctly
before answering questions of differing degrees
of complexity related to the stem.
Lesson Component 4
 Component 4 has three aspects:

Reading and Solving the

Solving the First
Understanding Second Set of
Set of Questions
the Stem Questions
Component 4A: Reading and
Understanding the Stem

Involves understanding the language of the stem

Purposes of Component 4A
 The teacher to model fluent reading of the
stem (first)
 Students to read the passage or describe the
figure, etc
 Any unfamiliar language to be identified
 Students to hear and experience fluency in
reading the stem
Component 4B: Solving the First Set of
Questions

Involves a set of questions associated with the stem

Highlights of Component 4B
 Students will need to refer to the stem as
they prepare to answer set of questions.
 Students write down responses or attempts
at each question.
 Every student in the class is expected to
have a response for each question.
Highlights of Component 4B
 Remember, it is OK for students to make
errors.
 All students starting on the same set of
questions at the same time.
 When finished, students provide answers to
the questions and the teacher marks the
questions.
 Time should be used to have discussion,
explanation, reasoning, etc. about the
answers.
Component 4C: Solving the Second Set of
Questions

Offers a new start for students regardless of how they performed in

Component 4B
Highlights of Component 4C

 Undertaking a new set of questions related

to the same stem.
 It allows a refresh for student brain
processing as a new starting point.
 It also allows the class to become centered
around all students starting a new activity.
Purposes of Component 4C
Practical way to bring all students back
together to proceed as a group
• The issues discussed can be considered by every
student at the same time.
Teacher will understand and practice
activities where different sets of
questions can be used with a single stem
• Students obtain more problem-solving or
comprehension practice on specific content.
Lesson Component 5
Lesson Conclusion
(5 minutes)
Highlights of Component 5
 Designed to offer a student-focused wrap-up to
the main intentions of the lesson.
 The focus is on the whole lesson.
 In particular, helping students reflect on their
progress, achievement of goals, and their
performance and understanding during the lesson
Highlights of Component 5
 Has a high metacognitive aspects for students –
students thinking about their thinking – which
can be further enhanced by teacher modelling.
 A teacher may use a diagram or picture to
facilitate a discussion about Component 4 as a
catalyst to stimulate student discussion and
reflection.