Course 2 ipbt course with answrs an.pptx

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1. • http://www. gbooksdownloader. com/ 2 in collaboration with Philippine National Research Center for Teacher Quality T e a c h e r Induction Program (TIP) CORE COURSE The DepEd Teacher

2. Course 2 – Professional Responsibilities Introduction elcome to Course 2 of the Teacher Induction Program! This course will W capacitate you on planning and developing lessons aligned with the K to 12 Curriculum. It guides you on how to use the curriculum guide and apply skills to prepare and plan for your lessons. This course includes discussions of best practices in lesson planning that explicitly show evidence of quality practice as means of verification (MOV) in the RPMS.

3. Intended Course Learning Outcomes At the end of this course, you will be able to: comply with the policy guidelines in the implementation of the K to 12 Curriculum plan, manage, and implement developmentally sequenced teaching and learning process aligned with the K to 12 Curriculum and DepEd performance management system (4.1.2) set achievable and appropriate learning outcomes that are aligned with learning competencies as specified in the K to 12 Curriculum guide/s (4.2.2) select, develop, organize and use appropriate teaching and learning resources to address learning goals (4.5.2) Course Outline: Module 1 Module 2 Module 3 Module 4 Understanding the K to 12 Curriculum Navigating the K to 12 Curriculum Guides Lesson Planning Implementing Learning Plans and Enriching Teaching Practice Estimated Time Required: 5 hours Portfolio Output: Lesson Plan

4. Module 1 – Understanding the K to 12 Curriculum Intended Module Learning Outcomes At the end of this module you should be able to: understand the legal bases of the K to 12 Curriculum; comply with the policy guidelines in the implementation of the K to 12 Curriculum through a deeper understanding of its mandate, salient features, and conceptual framework; and examine different conceptual frameworks within the K to 12 Curriculum to have a full understanding of the principles of each subject area. Module Outline Session 1 – Legal Bases Session 2 – Salient Features Session 3 – Conceptual Frameworks Estimated Time Required: 1.5 hours Required Tasks The following are the tasks in this module: Review Research Independent Learning Mentor- mentee collaboration Case study Framework analysis Reflections Required Resources Republic Act 10533 on “ Enhanced Basic Edu- cation Act of 2013” DepEd Order no. 31 s. 2012 on “Policy Guide- lines on The Implementation of Grades 1 To 10 of The K To 12 Basic Education Curriculum (Bec) Effective School Year 2012- 2013” DepEd Order no. 43 s. 2013 on “Implementing Rules and Regulations (IRR) of the Republic Act No. 10533 Otherwise Known as The Enhanced Basic Education Act of 2013” DepEd Order No. 20, s. 2018 on “Amendment to Deped Order no. 47 s. 2016, Omnibus policy on Kindergarten education” DepEd Order no. 21 s. 2019 on “ Policy Guide- lines on the K to 12 Basic Education Program” K to 12 Curriculum Guide Republic Act No. 10157 on “ Kindergarten Act” Republic Act No. 232 on “Education Act of 1982” Republic Act no. 9155 on “Governance of Basic Education Act of 2001” The vision, mission statements of DepEd 4 The Teacher Induction Program - Core Course 2

5. Session 1: The K to 12 Basic Education Program: Legal Bases The K to 12 Basic Education Program can be consid- ered as a brave and bold action undertaken by the government to improve the quality of Philippine edu- cation. It should be noted, however, that the success of the program partly lies in the knowledge, skills, attitudes, and full support of the implementers of the program. As key players/implementers of the c urriculum, teach- ers should be aware of and familiar with the laws that govern the K to 12 Curriculum. Required Task 1: Review/Research/Independent Learning This activity will draw upon your prior knowledge or concepts that you may have learned in Teacher Ed- ucation 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. 5 Guide for Mentors and Newly Hired Teachers

6. Questions Answers Feedback 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? RA 10157 RA 10524 RA 10533 RA 10931 The correct answer is c. RA10533 The response shows a thorough comprehension of Philippine educational reforms. Understanding this law is crucial since it has a significant effect on both teachers and pupils. 6 The Teacher Induction Program - Core Course 2

7. Questions Answers Feedback Which policy guidelines on the K to 12 Basic Education Program provides context to and articulate its contexts, features and programs? DepEd Order ( N o. 1, s . 2019) DepEd Order ( N o. 8, s , 2019) DepEd Order ( N o. 9, s . 2019) DepEd Order ( N o. 21, s . 2019) The correct answer is d. DepEd Order (No. 21, s.2019) In fact, this DepEd Order offers thorough policy guidelines for the K–12 Basic Education Program, including its features, initiatives, and context. It acts as a guide for putting the program into practice in all Philippine schools. 7 Guide for Mentors and Newly Hired Teachers

8. Questions Answers Feedback What act made Kindergarten mandatory for all learners? RA 10157 RA 10524 RA 10533 RA 10931 The correct answer is a. RA 10157. Kindergarten is made mandatory for all five-year-old children in the Philippines by RA 10157, which institutionalizes it as a component of the basic education system. 8 The Teacher Induction Program - Core Course 2

9. Questions Answers Feedback Which does NOT show the characteristics of the K to 12 graduates? They are holistically developed Filipinos who have built foundations for learning throughout life. They are individuals equipped with information, media and technology skills, learning and innovation skills, life and career skills, and communication skills. They are individuals who pursue their careers for personal development to work abroad. They can take challenges and take advantage of the opportunities of the 21 st century. The correct answer is c. They are individuals who pursue their careers for personal development to work abroad. The objectives of the K–12 curriculum are not in line with this statement. The program's main goal is to produce graduates who contribute to national development, not necessarily to promote migration for employment overseas, even if it equips students to compete globally. How many key stages does the K to 12 Program contain? 2 3 4 5 The correct answer is c. 4, Each of the four (4) main stages that make up the K–12 Program represents a significant moment in a student's basic education journey. Teachers are better able to concentrate on each student's developmental needs thanks to this staging. 9 Guide for Mentors and Newly Hired Teachers

10. Questions Answers Feedback How old is the prerequisite age for preparatory education as defined in the Enhanced Basic Education Act of 2013? 4 5 6 7 The correct answer is b. 5 The Enhanced Basic Education Act of 2013, also known as RA 10533, states that kindergarten (preparatory education) requires students to be five (5) years old. As kindergarten is now a required starting point for formal education in the Philippines, students must be five years old to enroll. 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? Basic Subjects, Applied Track, Specialized Subjects Basic Subjects, Applied Track, Selected Subjects Core Subjects, Applied Track, Specialized Subjects Core Subjects, Selected Track, Specialized Subjects The correct answer is c. Core Subjects, Applied Track, Specialized Subjects According to the K–12 Program, this is the precise makeup of the Senior High School (SHS) curriculum. In line with the Philippine Qualifications Framework (PQF), it reflects the objective of imparting both general fundamental knowledge and career-specific abilities. 10 The Teacher Induction Program - Core Course 2

11. 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 other agencies? Yes , the K to 12 Program is a product of collaboration with other agencies. The Department of Education (DepEd) did not create the K–12 Basic Education Program on its own. To make sure the curriculum satisfies both national objectives and international standards, it required coordination with a number of government organizations, business partners, academic institutions, and other stakeholders. Is the shift from the Basic Education Curric- ulum to K to 12 Program conceptualized by DepEd alone? No , the shift from the Basic Education Curriculum to the K to 12 Program was not conceptualized by DepEd alone . The K–12 Program was a cooperative effort involving numerous stakeholders from various sectors, although DepEd spearheaded the initiative. This ensured that it addressed both international standards and national development goals. Was Kindergarten Education mandatory before the K to 12 Program? No , Kindergarten Education was not mandatory before the K to 12 Program. Kindergarten was not a formal prerequisite for entering Grade 1 in the Philippine educational system prior to the K–12 Program's adoption. Is Republic Act No. 10533 the basis for the additional two years of Senior High School (SHS)? Yes , Republic Act No. 10533 is the legal basis for the additional two years of Senior High School (SHS) in the Philippines. In order to bring Philippine education into line with international norms and better prepare students for college, the workforce, or business, RA 10533 provides the legislative basis for the addition of two years of senior high school. Does the K to 12 Program give importance to the preparation of graduates on ASEAN Integration? Yes , the K to 12 Program gives importance to the preparation of graduates for ASEAN Integration . In order to guarantee that students are globally competitive and prepared to satisfy the demands of ASEAN and worldwide job markets, the K–12 Program gives them 21st-century competencies. Key Topic 1: Legal Bases on the K to 12 Basic Education Program 11 Guide for Mentors and Newly Hired Teachers

12. On August 22, 2019, the Department of Education (DepEd) issued DepEd Order (No. 21, s. 2019) entitled Policy Guidelines on the K to 12 Program to provide context to and articulate its context, features and programs. The order was in reference to the previously issued DepEd Order (No. 3, s. 2013) and DepEd Memorandum (No. 99, s. 2013). In these orders, background and rationale of the K to 12 Program is explicitly discussed. As a newly- hired teacher, it will be helpful for you to understand the legal mandates on the conceptualization of the K to 12 Program and to understand reasons for the shift from the Revised Basic Education Curriculum to the K to 12 Basic Education Curriculum. This will serve as a framework in your professional practice as an education stakeholder. The following are the legal bases of the K to 12 Curriculum. Please take time to read them, and later on, discuss with your mentor. 12 The Teacher Induction Program - Core Course 2

13. 13 Guide for Mentors and Newly Hired Teachers

14. RA 10533 AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENCTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES DO 31 S.2012 POLICY GUIDELINES ON THEIMPLEMENTATION OF GRADES 1 TO 10 OF THE K TO 12 BASIC EDUCATION CURRICULUM (BEC) EFFECTIVE SCHOOL YEAR 2012- 2013 DO 41 S.2013 IMPLEMENTING RULES AND REGULATIONS (IRR) OF REPUBLIC ACT NO. 10533 OTHERWISE KNOWN AS THE ENHANCED BASIC EDUCATION ACT OF 2013 DO 21 S.2019 POLICY GUIDELINES OF THE K TO 12 BASIC EDUCATION PROGRAM 14 The Teacher Induction Program - Core Course 2

15. 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? 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? The K–12 Curriculum's legislative foundations address problems including the short basic education cycle, the absence of kindergarten, and the discrepancy between the demands of the labor market and education. Through curricular enhancement and the addition of two years of Senior High School, these statutes seek to generate graduates who are globally competitive. The requirement to continuously modify and enhance my teaching methods in order to assist pupils in acquiring 21st-century abilities is what most influences me as a teacher. 15 Guide for Mentors and Newly Hired Teachers In my own experience, the K–12 curriculum's focus on competency-based learning has significantly influenced how students interact with the material and given them the opportunity to develop abilities that will be useful in their future employment. Additionally, I've witnessed how the emphasis on holistic development pushes students to develop outside the classroom and become more well-rounded people via character education and extracurricular activities. Furthermore, students now have more individualized routes to success because to the expansion of educational access, particularly with the Senior High School courses, which makes learning seem more connected to their individual objectives.

16. Summary The K to 12 Curriculum is a major structural and programmatic change that was boldly taken by the Department of Education. The K to 12 addresses the challenges posed by the changing context and realities of current learners. RA 10533 otherwise known as the Enhanced Basic Education Act of 2013 sets the K to 12 curriculum as a national effort to strengthen the curriculum in the Philippines. Understanding the legal bases of the K to 12 Curriculum will help teachers understand the nature and purpose of the curriculum. This will better set the teachers’ disposition into aligning the curriculum into their classroom practices. 16 The Teacher Induction Program - Core Course 2

17. 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 All students are given equal opportunity to learn in traditional classroom environments, regardless of their physical, intellectual, social, emotional, or language difficulties, thanks to inclusive education. In order to accommodate students with special needs in an inclusive classroom, I need to know the precise tactics and resources that educators employ. Early Childhood Education By encouraging a love of learning in a secure, caring, and play-based setting, it aims to get young students ready for formal education. I want to understand how teachers are trained and what standards or assessments are used to measure developmental milestones in early learners. Curriculum Relevance Curriculum relevance makes ensuring that the knowledge and abilities students learn in school are in line with their real-world experiences, the requirements of the community, and their future employment prospects. I'm interested in finding out how local industries, cultures, and beliefs are incorporated into the curriculum to provide pupils a deeper understanding of what they are learning. Curriculum Proficiency Building In order to guarantee that students gain profound comprehension and long-term retention, it places a strong emphasis on the ongoing development and reinforcement of competencies. I need to understand how educators evaluate students' performance at various grade levels and modify their lessons to help struggling students. 17 Guide for Mentors and Newly Hired Teachers

18. Key Topic 1: Salient features of the K to 12 Curriculum As prescribed by Republic Act 10533, DepEd shall adhere to several principles in pursuit of the K to 12 Basic Education Program. To realize them, our Department strengthens the programs, projects and activities anchored on long- term goals of inclusive education, which is also aligned to the Sustainable Development Goals (SDGs) officially known as “Transforming our World: the 2030 Agenda for Sustainable Development. 1 ” The K to 12 Program has several salient features that will produce 21st century prepared learners. DepEd Order no. 21 s. 2019 discussed these salient features explicitly. 1 UN General Assembly, Transforming our world: the 2030 Agenda for Sustainable Development, 21 October 2015, A/RES/70/1, available at: https://www .r efworld.org/docid/57b6e3e44.html [accessed 27 April 2021] 18 The Teacher Induction Program - Core Course 2

19. Features Program Practical Example Strengthening Early Childhood Education Universal Kindergarten As defined in Enhanced Basic Education Act of 2013, kindergarten is the first stage of compulsory and mandatory formal education which consists of one (1) year preparatory education for children at least five (5) years old as a prerequisite to grade one. Making Curriculum Relevant to Learners Contextualization and Enhancement The curriculum endeavors to adapt to the diversified and evolving demands and needs of the learners. Materials, language and teaching styles are being contextualized based on the learners’ level, locality, etc. Building Proficiency Through Language Mother - Tongue Based Multilingual Education Mother- tongue based materials are being prepared and MTB- MLE is being used in the early stages of education. Ensuring Integrated and Seamless Learning Spiral Progression To make sure that learners will master the prescribed learning competencies, topics are picked and classified in increasing complexity according to their level of maturity and readiness. Gearing Up for the Future Senior High School Programs to provide tangible learnings and experiences are given to the learners to make them more life- ready. Some of the good examples include various intensive mentoring and immersion programs based on the learners’ chosen field of interest. Nurturing the Holistically- Developed Filipino College and Livelihood Readiness, 21st Century Skills The curriculum’s goal is to equip the learners with 21 st century skills and make them ready for whatever they may pursue beyond basic education. The curriculum is flexible in containing programs geared for those who will take higher education or for those who will pursue entrepreneurial/job- ready career paths. 19 Guide for Mentors and Newly Hired Teachers

20. 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? 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? 20 The Teacher Induction Program - Core Course 2 Language barriers can make anyone feel hesitant, therefore it's responsibility of th e teacher to reach out to the student. Don't wait for him or her to request assistance. The teacher's solution to these linguistic hurdles may be to pair the transferee pupils with one of her more knowledgeable students. This knowledgeable companion can serve as a mentor to new students as they face the inevitable challenges.   I can teach the students to be confident when answering math problems. Another thing I 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 to assist the learner be good at mathematics is to provide authentic issues that improve students' desire to interact with math. Teaching kids how to apply math to real-world problems increases their enthusiasm and comprehension.

21. 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? 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? 21 Guide for Mentors and Newly Hired Teachers In order to give students a solid foundation for new subjects, I will use remedial instruction and scaffolded activities to go over key competencies from the prior year. In order to progressively reinforce learning, I will incorporate prior abilities into present courses using the K–12 spiral progression method. In order to promote the DepEd Mission of developing capable, lifelong learners, I will also use formative assessments to track progress and offer timely interventions. I can provide varied activities that are suitable to the age and understanding of his/her learners. I can also provide group tasks wherein they can collaborate with each other.

22. Summary The K to 12 Curriculum has many features which ensure that learners will develop 21 st century skills and will have equal access to relevant and quality education. These features address various concerns which are not limited only to instruction but also cover the diversity of learners and the paths they may choose to pursue after basic education. The features of the K to 12 curriculum are: strengthening early childhood education, making curriculum relevant to learners, (3) building proficiency through language, (4) ensuring integrated and seamless learning, (5) making curriculum relevant, and (6) nurturing the holistically-developed Filipino. To achieve these intentions, the Department of Education develops and implements programs to respond to these educational goals. The Department of Education implements and enacts several programs that align with the principles of the K to 12 curriculum and global agenda of Sustainable Development Goals (SDG). As teachers, you have a big role to play in the realization of these educational goals. The K to 12 Program includes Kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to allow for adequate time for concept and skill mastery, to develop lifelong learners, and to prepare graduates for tertiary education, middle- level skill development, employment, and entrepreneurship. 22 The Teacher Induction Program - Core Course 2

23. Session 3 – The Conceptual Framework of the K to 12 Basic Education Curriculum Key Topic 1: The K to 12 Basic Education Curriculum Framework Imagine that you are attending a Senior High School Graduation. This batch of the graduating class has been your learners in the past year. If you were one of the teachers of this graduating batch, in what ways do you think would you have imparted them with 21 st century skills? Every learner who completes the K to 12 Basic Education Program is trained and nurtured to become a Filipino equipped with 21 st century skills. The attainment of this objective is established based on the nature, contexts, and needs of learners. The graduates of the K to 12 Program will have the necessary physical, cognitive, socio-emotional and moral preparation so they can determine their own purposes for learning in consideration of current and emerging needs of their immediate, local, national, and global communities. 2 By carefully studying the K to 12 Conceptual Framework, you will understand your role or your task in realizing the vision, goals and objectives of the Department of Education. 2 DepEd Order No. 21 s. 2019 23 Guide for Mentors and Newly Hired Teachers I would have taught 21st-century skills by fostering a collaborative, critical-thinking, creative, and communicative classroom atmosphere if I had been a teacher of this graduating class. I would include technology into educational activities, encourage teamwork through group projects and peer review, and foster problem-solving through real-world scenarios. In keeping with the objectives of the K–12 Curriculum and the DepEd Vision of creating globally competitive graduates, I would also assist them in becoming responsible digital citizens and lifelong learners, giving them the tools they need not only for academic success but also for future careers and life challenges.

24. The K to 12 Philippine Basic Education Curriculum Framework 24 The Teacher Induction Program - Core Course 2

25. Questions Answer Mentor- Mentee Discussions How is the learner regarded by the K to 12 Program? The learner is regarded as the center of education . The focus of the 21 st century teacher is on student by developing higher order thinking skills, effective communication, collaboration, and other skills that they need in the 21st century. The teachers must develop new teaching strategies that will challenge our 21st century learners. As a teacher, what 21 st century skills should be acquired by our learners? The 21st century skills should be acquired by learners are they should learn to think critically, learn to collaborate, enhance their creativity and innovation skills, and equip them with technology skills and digital literacy skills.. Education provides contextualized practice for the application of 21 st century skills as these are embedded in different learning areas. What are the possible exit points of the Filipino K to 12 graduates? Higher education, employment, entrepreneurship, and technical-vocational education and training (TVET) are the potential exit routes for Filipino K–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? There is no difference when it comes to teaching Integrative and seamless learning. The learning areas taught are more on practical application of what have they Learned What support is needed for a Filipino graduate to become 21 st century ready? Provide them trainings about the latest technology so that they are capable to cope up with the 21st century global Competencies 25 Guide for Mentors and Newly Hired Teachers

26. The following are the conceptual frameworks of the different subjects. Each subject presents a framework that gives us a bird’s eye view of how each subject will help you achieve the desired learning outcome. English Conceptual Framework 26 The Teacher Induction Program - Core Course 2

27. Filipino Conceptual Framework 27 Guide for Mentors and Newly Hired Teachers

28. MTB- MLE Conceptual Framework 28 The Teacher Induction Program - Core Course 2

29. MAPEH Conceptual Framework 29 Guide for Mentors and Newly Hired Teachers

30. ESP Conceptual Framework 30 The Teacher Induction Program - Core Course 2

31. Araling Panlipunan Conceptual Framework 31 Guide for Mentors and Newly Hired Teachers

32. Mathematics Conceptual Framework 32 The Teacher Induction Program - Core Course 2

33. Kindergarten Conceptual Framework 33 Guide for Mentors and Newly Hired Teachers

34. TLE Conceptual Framework 34 The Teacher Induction Program - Core Course 2

35. Science Conceptual Framework 35 Guide for Mentors and Newly Hired Teachers

36. 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? Filipino sa Piling Larang : Tec- Voc In what content areas will I focus on? I. Layunin Sa pagtatapos ng aralin , inaasahang ang mga mag- aaral ay: 1.Naiisa-isa ang mga hakbang sa pagsasagawa ng binasang sulating teknikal - bokasyunal . 2.Nababasa at nasusuri ang halimbawa ng isang manwal . 3.Nakasusulat ng isang manwal What references will I use? K to 12 Curriculum Guide Artikulo : “ Pagsulat ng piling anyo ng sulating teknikal-bokasyunal ” What skills should be developed among my pupils? 1. Kakayahang magpaliwanag ang sulating teknikal-bokasyunal 2. Pagsusuri kung paano nakaaapekto ang teknikal na sulatin sa kultura , lipunan , at kasalukuyang mga isyu . 3. Nakakagawa ng sulating teknikal-bokasyunal 36 The Teacher Induction Program - Core Course 2

37. Question Response What strategies will I use? Paggamit ng illustration para sa pagsusuri ng teknikal na sulatin Group discussion para sa pagpapahayag ng opinyon tungkol sa papel ng teknikal na sulatin Think-Pair-Share upang hikayatin ang malalim na pag-unawa at pakikilahok ng bawat mag- aaral Paglalahad ng mga kontemporaryong isyu ( hal . isyu sa wikang ginagamit sa media o edukasyon ) upang mailapat ang kaalaman sa realidad Pagpapagawa ng Teknikal na sulatin bilang aplikasyon ng sariling pananaw What do I want my learners to become? What are the values I want my pupils to possess? Maging mapanuri at malay sa papel ng teknikal na sulatin Maging responsible sa paggawa ng Teknikal na sulatin What learning theory/ies will I apply? Constructivism – Ang mga mag- aaral ay aktibong lilikha ng sariling kaalaman mula sa interaksiyon sa kanilang kapwa at kapaligiran Social Learning Theory (Bandura) – Matututo sila sa pamamagitan ng pagmamasid , pakikilahok , at pakikipag-ugnayan Sociocultural Theory (Vygotsky) – Mahalaga ang konteksto ng kultura at lipunan sa pagkatuto ng wika How will I assess my learners’ understanding of the lesson? Formative: Pagsulat ng Teknika na sulatin Paglahok sa talakayan Pagbibigay ng sariling pananaw (oral/ napasulat ) Summative: Maikling pagsusulit Performance Task:Paggawa ng isang Teknikal na sulatin 37 Guide for Mentors and Newly Hired Teachers

38. Reflection Questions: 1. What did you feel in doing the activity? 2. What are some considerations in making a learning plan? 38 The Teacher Induction Program - Core Course 2 The project required careful alignment of objectives, techniques, and assessments, which made me feel both challenged and fulfilled. It caused me to think carefully about how to give my students meaningful and applicable learning experiences. In making the Learning Plan Guide the teacher should consider is what subject to be taught, what strategies to be taught, what skills should be developed of learners and etc.

39. 3. What insight/s did you gain from this activity? 39 Guide for Mentors and Newly Hired Teachers I realized that good teaching is more than just imparting knowledge; it also entails careful preparation that links learning goals to practical situations. I learned that learning guide are documents you give to students so that they are guided by their own learning in the module.

40. 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. Learner Description Subject Matter / Grade Level Strategies Exit Point 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. PE/Grade 10 Provide written assessment instead to ensure his health and safety. Health and Wellness Portfolio with activity logs, written reflections, a short research task, and a recorded or live presentation on the importance of physical activity. 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. Filipino/Grade 5 The teacher should provide activities based on the understanding of the learner. Give intensive remedial instruction to help the learner. Audio Story Project or Mini Book The student can record herself telling a short narrative in Filipino or make a basic graphical storybook. This enables her to demonstrate her linguistic proficiency, inventiveness, and comprehension without being constrained by written work alone. 40 The Teacher Induction Program - Core Course 2

41. K to 12 Curriculum has been conceptualized and developed through careful and proper planning with complete and strong support from all its stakeholders as mentioned in the curriculum. It is anchored on a strong framework to ensure that the Curriculum will effectively achieve its desired goals. A curriculum guide is designed to provide directions as it outlines the material that teachers need to cover. Before navigating through the parts and features of the curriculum guide, it is important to understand the conceptual frameworks that will give you a bird’s eye view of the K to 12 curriculum. Mathematics Conceptual Framework Araling Panlipunan Conceptual Framework 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. 41 Guide for Mentors and Newly Hired Teachers

42. Questions Answers Feedback Context Yes = correct / No = in correct The context may differ even if the teacher 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 / No = correct Each learning area has a distinct set of content which can be similar but not identical to each other. Skills and processes Yes = correct No = incorrect / According to the K to 12 framework, learning areas have the same processes in delivering learning. Values and attitudes Yes = correct No = incorrect / The values that are to be developed remain the same across all learning areas. Learners Yes = correct / No = incorrect All learning areas have the same treatment to the learners. However, understanding their context and considering the diversity of learners are crucial to planning effective lessons. 42 The Teacher Induction Program - Core Course 2

43. Process Questions: 1. What can you say about the similarities and differences between the conceptual frameworks of the two subjects? 2. Try to look at the conceptual framework of the other subjects, do they have the same features? How can you say so? 43 Guide for Mentors and Newly Hired Teachers The similarities are they are both experiential and 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 the Mathematics aims to achieve the twin goals of developing students critical and problem solving skills. Yes. All subjects follow the Spiral Progression Approach. I can say this because, like AP and Math, I have seen how science fosters inquiry and problem-solving while English fosters communication and reflection. Both programs strive to create well-rounded, 21st-century learners.

44. Summary: The K to 12 Curriculum Conceptual Framework illustrates the Department of Education’s mandate to holistically develop Filipino learners equipped with 21 st century skills which are embedded in the curriculum and gradually developed through the learning competencies and learning standards. The curriculum guide provides us with different learning principles and theories, strategies, instructional materials, and assessments that can be utilized for the learners to meet the content and performance standards and learning competencies in each grade level, thus, achieving the overall goal of K to 12 for holistically 21 st developed Filipino with century skills. It also provides us with a set of broad learning outcomes that summarizes the knowledge, skills and understanding, values, and attitudes essential for all learners to succeed in and beyond their schooling. 44 The Teacher Induction Program - Core Course 2

45. Module 2 – Navigating the K to 12 Curriculum Guides Intended Module Learning Outcomes At the end of this module you should be able to: plan developmentally sequenced teaching and learning process using the K to 12 curriculum guides; provide purposeful activities anchored on the target standard and critical competencies; and set learning outcomes that are aligned with learning competencies in the K to 12 curriculum guide/s. Module Outline Session 1 - Parts/Features of the Curriculum Guide Session 2 - Using the Curriculum Guide in Preparing Daily Lesson Logs and Daily Lesson Plans Estimated Time Required: 2 hours Required Tasks: Case study Lesson planning Mentor- mentee collaboration Reflections Portfolio Output: Filling out a DLL Template Required Resources DepEd Order No. 21 s. 2019 on Policy Guidelines on the K to 12 Basic Education Progra m DepEd Order No. 43 s . 2013 on IRR of R No. 10533 otherwise known as the Basic Education Act of 2013 DepEd Order No. 42 s . 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program Curriculum Guides per grade level and by subject areas Session 1 – Curriculum Guides and Lesson Planning Prior Knowledge Assessment After engaging with the content on Module 1, you are now prepared to explore the parts and features of the curriculum guide. Remember that the framework and curriculum guide (CG) set the standards for the curriculum and they provide the context such as available resources, teachers’ capabilities, and systems support. 45 Guide for Mentors and Newly Hired Teachers

46. 1 S T A N D 2 G A 1 C U R R I 3 C U L U M I D O D N 2 K E Y S T A G E E N 3 C O M P E T E N C Y 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 It refers to a standards-based sequence of planned experiences where learners practice and achieve proficiency in content and applied learning skills. 1 It refers to the K to 12 program reflecting developmental milestones (two words). It refers to a specific skill performed with varying degrees of independence. DOWN It is something against which other things can be compared to for the purpose of determining accuracy, estimating quantity or judging quality. One that leads or directs another’s way; a person who exhibits and explains points of interest; something that provides a person with guiding information. 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/CurriculumDefiniti on.aspx 46 The Teacher Induction Program - Core Course 2

47. 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. For column K , write all the things you know about the curriculum guide and its salient features. For column W , write all the things you want to know about the curriculum guide and its salient features . 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 column K (What I Know) W (What I want to Know) L (What I Learned) The DepEd Curriculum Guide Standards- and Competence based How can the teacher achieve all the competencies written in the curriculum guide? I learned that GC is important to Teachers as it guides the teacher in the delivery of the lesson . Learning Area Standard It helps ensure that all topics and skills taught from Grade 1 to 12 are aligned toward the same long-term objectives. How do teachers use it in planning daily lessons or long-term instruction? O utlines the overall goals of a subject, describing what learners are expected to achieve by the end of basic education. Content Standard “Benchmarks of knowledge and skills” as defined in DO 31 s. 2012 Are the Content Standards flexible for local adaptations or strictly followed? The topic or the lesson that were going to tackle or Discuss Performance Standard They help teachers assess if students can demonstrate what they have learned, not just recall information. What kind of performance I’m going to give to my pupils? And how can I assess it? D efines how learners are expected to demonstrate their learning through tasks or outputs. Key Stage Standard They ensure that learners are ready to move on to the next level of learning. What particular level I’m going to prepare for my activity sheet? S hows what learners should know and be able to do at the end of each key stage (e.g., Grades 3, 6, 10, and 12). Grade Level Standard shows the degree or quality of proficiency that the learner is able to demonstrate in each grade level What kind of activity I’m going to give based on their Grade level? S pecifies what students are expected to learn and do at each individual grade level to ensure readiness for the next. 47 Guide for Mentors and Newly Hired Teachers

48. Key Topic 1: The Curriculum Guide of the K to 12 Curriculum In order to help teachers in implementing the K to 12 Curriculum, the Department issued curriculum guides for all learning areas. The list of curriculum guides are as follows: Kindergarten Grades 1- 10 Subject Areas: Mother Tongue Filipino English Mathematics Science Araling Panlipunan Edukasyon sa Pagpapakatao (EsP) Music Arts Physical Education Health Edukasyong Pantahanan at Pangkabuhayan (EPP) Technology and Livelihood Education (TLE) Senior High School Core Curriculum Subjects Senior High School Applied Track Subjects Senior High School Specialized Subjects Alternative Learning (ALS) - K to 12 Basic Education Program: iii. Learning Strand 1: Communication Skills (English); Communication Skills (Filipino) Learning Strand 2: Scientific Literacy and Critical Thinking Skills Learning Strand 3: Mathematical and Problem Solving Skills Learning Strand 4: Life and Career Skills Learning Strand 5: Understanding the Self and Society Learning Strand 6: Digital Literacy 48 The Teacher Induction Program - Core Course 2

49. Curriculum Guide for Grade 3 Science retrieved from: https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged- sci- equipment_revised.pdf The curriculum guides are available at the DepEd website through this link: https://www.deped.gov.ph/k- to- 12/about/ k-to- 12- basic- education- curriculum/ The curriculum guides generally follow a certain format and has salient features like the following: 49 Guide for Mentors and Newly Hired Teachers

50. 1. Conceptual framework - shows the guiding principles in which the teaching of the subject area is anchored on. 2. Learning area standards - shows the learners’ expected level of proficiency in terms of the learning or subject area. 3. Content standards - are “benchmarks of knowledge and skills” as defined in DO 31 s. 2012 - define what learners are expected to know (knowledge, facts and information), what they should be able to do (process or skills) with what they know, and the meanings or understandings that they construct or make as they process the facts and information (Enclosure to DO 31 s. 2012, p. 1) - answer the question: “What do learners want to know, be able to do, and understand?” 4. Performance standards - are ‘benchmarks of transfer of learning’ as defined in DO 31 s. 2012 - define the expected proficiency level which is expressed in two ways: learners should be able to use their learning or understanding in real- life situations and they should be able to do this on their own (Enclosure to DO 31 s. 2012, p. 2) - answer the questions: “What do we want learners to do with their learning or understanding?” and “How do we want them to use their learning or understanding?” 5. Key stage standard - shows the degree or quality of proficiency that the learner is able to demonstrate in each key stage after learning a particular learning area in relation to the core learning area standard. - key stage refers to stages in the K to 12 program reflecting distinct developmental milestones. Assessment of learning is critical at the end of each stage. The key stages are: Key stage 1 - Kindergarten to Grade 3 Key Stage 2 - Grade 4 to Grade 6 key Stage 3 - Grade 7 to Grade 10 Key Stage 4 - Grade 11 and 12 (DepEd Order no. 21, s. 2019, p. 4) 6. Grade level standards - shows the degree or quality of proficiency that the learner is able to demonstrate in each grade level (grades 1- 10) 7. Learning competencies - knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity (DepEd, 2020) Some curriculum guides may also provide additional information such as a brief introduction or outline, philosophy and guiding principles, and other inputs to help teachers gain a deeper understanding of the subject area. The curriculum guide unpacks the program and learning area standards to help teachers in designing activities for the lesson plan. 50 The Teacher Induction Program - Core Course 2

51. 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: What are the contents that she will teach in the subject area? GRADE 4- Ang Pilipinas GRADE 5- Pagbuo ng Pilipinas bilang Nasyon GRADE 6- Mga Hamon at Tugon sa Pagkabansa b. What is the difference between Grade 4, 5 and Grade 6 Araling Panlipunan curriculum? There is no difference between Grade 4, 5 and Grade 6 Araling Panlipunan because the overall design curriculum follows the spiral approach c. What approaches are appropriate and relevant for Grade 4, Grade 5 and Grade 6 Araling Panlipunan learners? Experiential and contextualized learning Collaborative learning Constructivist approach Discussion Lecture As a colleague, you want to help her figure out these concerns. Go through the C urriculum Guide for Araling Panlipunan and answer Sheryll’s questions. Araling Panlipunan Conceptual Framework 51 Guide for Mentors and Newly Hired Teachers

52. Instructions/Give context to these questions Question Option Feedback What are the objectives of the Araling Panlipunan curriculum? “functionally literate and developed Filipino.” “Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag- ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal.” “Makahubog ng mamamayang mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa, at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan, sa nakaraan, kasalukuyan, at hinaharap.” “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.” c. “ Makahubog ng mamamayang mapanuri , mapagnilay , mapanagutan , produktibo , makakalikasan , makabansa , at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan , sa nakaraan , kasalukuyan , at hinaharap .” The objectivesof teachin k-12 ARALING PANLIPUNAN is to develop students understanding in primary knowledge aspects Are there differences between Grade 4, 5, and 6 Araling Panlipunan curriculum? There are no differences between these grade levels because they have the same key stage standards. There are no differences between these grade levels because they follow the same format as any other subjects and grade level. There are differences between the grade level’s content because the curriculum works in a developmentally progressive framework. There are differences between the grade level’s content because unlike the previous curriculum, Grade 5 already covers the Philippine nationhood. c. There are differences between the grade level’s content because the curriculum works in a developmentally progressive framework. The Araling Panlipunan curriculum is designed with a developmentally progressive framework , meaning learners build upon prior knowledge as they move up each grade. 52 The Teacher Induction Program - Core Course 2

53. Question Option Feedback What approaches are appropriate and relevant for Grade 4 to Grade 6 Araling Panlipunan learners? The approaches should follow a constructivist approach with emphasis on content contextualization. The approaches in Araling Panlipunan should be; constructivist, collaborative, and contextual. The approaches in Araling Panlipunan should be; thematic, investigative, and multidisciplinary The approaches in Araling Panlipunan should be developmentally progressive. b. The approaches in Araling Panlipunan should be; constructivist, collaborative, and contextual. Araling panlipunan,students develop their understanding They will learn about their values in different time and condition. They also develop the perspective of their environment and the process of its advancement. How is the content standard different from the performance standard? Content standard answers the question: “What do the learners need to learn?” while the performance standard answers the question: “What do the learners need to do to demonstrate their knowledge?” Content standard is the outline of content learners need to learn while the performance standard is a performative assessment done by the end of the lesson. Content standard is a series of chronological events in history that learners need to learn while performance standard is the part where teachers and learners reflect on their learning experience. None of the above. A. Content standard answers the question: “What do the learners need to learn?” while the performance standard answers the question: “What do the learners need to do to demonstrate their knowledge?” Content standards are broad statement explaining what students should know,care and be able to do in each level of learning. 5. I want to set a goal for my class this coming school year. Based on the Araling Panlipunan 4 curriculum, the Learning Area Standard for AP 4 is: “Naipagmamalaki ang pagka- Pilipino at ang bansang Pilipinas na may pagpapahalaga sa pagkakaiba- iba ng mga kulturang Pilipino batay sa 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) “I want my students to appreciate and respect the different Filipino cultures, understand how geography affects people’s lives, get involved in decision-making in their communities, and be inspired by the hopes and dreams of the Philippines.” Emphasizes active involvement (“get involved in decision-making”) which encourages civic responsibility. 53 Guide for Mentors and Newly Hired Teachers

54. 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? 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. 54 The Teacher Induction Program - Core Course 2 YES, the concept is new to me. The guiding principles or philosophy that are reflected in my teaching strategies is being c constructivist teacher. Pagkamalikhain Mapanuri Pinag kaka - ugnayang yaman Pang heograpiya  

55. 3. Familiarize yourself with the content and performance standards. How could they help you in planning your lessons? 4. 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? 55 Guide for Mentors and Newly Hired Teachers Content standards helps, “What do learners want to know, be able to do, and understand?” while the performance standards “how do we want them to use their learning or understanding?” This helps me in my lesson planning because they help me meet my objectives for the lesson The content standard should be met in a short period of time and the performance standard are expected to be attained in a longer period of time

56. Summary The Curriculum Guide provides teachers substantial guidance in implementing the K to 12 curriculum. There are seven salient features of the curriculum: Conceptual framework shows the guiding principles in which the teaching of the subject area is anchored on. Learning area standards show a learner’s expected level of proficiency in terms of the learning or subject area. Content standards are “benchmarks of knowledge and skills” as defined in DO 31 s. 2012 and answer the question: “What do learners want to know, be able to do, and understand?” Performance standards are ‘benchmarks of transfer of learning’ as defined in DO 31 s. 2012 and answers the questions: “What do we want learners to do with their learning or understanding?” and “How do we want them to use their learning or understanding?” Key stage standard shows the degree or quality of proficiency that the learner is able to demonstrate in each key stage after learning a particular learning area in relation to the core learning area standard. Grade level standard shows the degree or quality of proficiency that the learner is able to demonstrate in each grade level (grades 1- 10) Learning competencies shows the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity (DepEd, 2020) 56 The Teacher Induction Program - Core Course 2

57. Session 2: Using Curriculum Guide in Preparing Daily Lesson Log / Daily Lesson Plan Prior Knowledge Assessment Read DepEd Order No. 42 s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program then fill in the blanks: Outstanding Results- based Very satisfactory Daily Lesson Log (DLL) Daily lesson plan (DLP) Learning area standard d. Daily Lesson Log (DLL) is a template that teachers use to log parts of their daily lesson. It covers a day’s or a week’s worth of lessons and contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection. e. Daily lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a particular topic. It typically contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection. Daily lesson preparation is part of the teacher’s core function as a facilitator of learning inside the classroom. Lesson plans are considered means of verification (MOV) in DepEd’s b.Results -based P erformance Management System (RPMS). 4. Teachers must have a deep understanding of the curriculum and strive to teach its content. In planning daily lessons, teachers need to follow the f. Learning Area Standard of the learning area being taught. Using this, teachers can plan the many ways to teach what it contains including content and performance standards. 5. Newly- hired teachers who earned a rating of a. Outstanding or c. Very Satisfactory in the RPMS in a year shall no longer be required to prepare DLPs, while newly- hired teachers who earned a rating of “Satisfactory” shall still be required to prepare DLPs until such time that their RPMS assessment has improved. 57 Guide for Mentors and Newly Hired Teachers

58. Key Topic 1: Learning Codes As a newly hired teacher, you are asked to make a detailed lesson plan for the subject assigned to you on the first week of the First Quarter. Your principal asked you to use the learning codes in budgeting the activities and in unpacking the learning competencies. There are things that you must consider in understanding the learning codes. Remember that: The learning code in every subject contains letters and numbers that correspond to the subject and grade level, abbreviation of the quarter title, quarter number, number of weeks and its order and competency number Example: Study the sample curriculum guide in Science. S3MT- Ia-b- 1 58 The Teacher Induction Program - Core Course 2

59. 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 Question Answer/Possible Answer Mentor- Mentee Collaborative Points 1. What is the learning competency to be taught for that week? Describe different objects based on their characteristics ( ea..shape , weight, volume, ease of flow) We agreed that the competency focuses on foundational concepts in Matter, which are essential before moving on to more complex topics. 2. How long do you have to teach the lesson? T wo weeks – specifically the first and second weeks of the quarter. We discussed that having two weeks allows time for introducing the topic, conducting experiments, and checking understanding through formative assessments. 3. Why do you think this particular competency will be taught in two weeks? Because this is a broad Topic We decided that the time frame allows for both theoretical and practical application, which is important for better student comprehension and engagement. 59 Guide for Mentors and Newly Hired Teachers

60. Question Answer/Possible Answer Mentor- Mentee Collaborative Points 4. How will you unpack the learning competency? I will use the MELC and BOW to unpack the learning competency We decided to use a step-by-step approach, starting from concrete experiences to abstract understanding using experiments and visual aids. 5. What guides you in unpacking the learning competency? How?Why? The curriculum guide and the learning materials provided by DepEd serve as the main reference. They help ensure alignment with standards and expected outcomes. We both agreed to follow the curriculum guide closely and supplement with contextual examples to ensure learner relevance and mastery. 6. What assessment can be done at the end of the two- week lesson? A performance task like an experiment or group presentation, plus a short quiz to check understanding of the topic on Matter. We planned to use both formative and summative assessments to cover practical and theoretical understanding. 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 No. Number of Weeks/Order Competency Number KMKPPam- 00- 3 Kindergarten Pakikisalamuha sa Iba Bilang Kasapi ng Pamilya ( PPam ) QUARTER 1 00 3 MT1FIIIa- Ivi1.3 Mother Tongue 1 FLUENCY QUARTER 3 a-vi 1.3 EsP1PIIb – 2 ESP 1 Pagmamahal sa 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 1 ST SEMESTER a 1 60 The Teacher Induction Program - Core Course 2

61. Processing Questions 1. How important are the learning codes to you as a teacher? Answer in a minimum of twenty (20) words. 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. 61 Guide for Mentors and Newly Hired Teachers This serves as guide to the teacher on how many days they will teach the said learning competency or learning objective. They ensure that learning objectives are clear and measurable, making instruction more focused and effective. With learning codes, I can better identify student needs and adjust my teaching strategies accordingly.   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 , number of weeks and its order and competency number  

62. 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 I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary 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 The learner demonstrates understanding of the principles of effective speech delivery. The learner demonstrates understanding of the principles of effective speech delivery. The learner demonstrates understanding of the principles of effective speech delivery. The learner demonstrates understanding of the principles of effective speech delivery. The learner demonstrates understanding of the principles of effective speech delivery. B. Performance Standards The learner proficiently delivers various types of speeches using appropriate verbal and non-verbal strategies. The learner proficiently delivers various types of speeches using appropriate verbal and non-verbal strategies. The learner proficiently delivers various types of speeches using appropriate verbal and non-verbal strategies. The learner proficiently delivers various types of speeches using appropriate verbal and non-verbal strategies. The learner proficiently delivers various types of speeches using appropriate verbal and non-verbal strategies. C. Learning Competencies / Objectives (Write the LC Code) EN11/12OC-Ia-3: Identifies the various types of speech (according to purpose and delivery). EN11/12OC-Ia-3: Identifies the various types of speech (according to purpose and delivery). EN11/12OC-Ia-3: Identifies the various types of speech (according to purpose and delivery). EN11/12OC-Ia-3: Identifies the various types of speech (according to purpose and delivery). EN11/12OC-Ia-3: Identifies the various types of speech (according to purpose and delivery). DAILY LESSON LOG SENIOR HIGH SCHOOL School PANABO CITY NATIONAL HIGH SCHOOL Grade Level & Quarter GRADE 11- 1 ST QUARTER Teacher MA. MORDELYN A. DAGO-OC SHS Track TVL- SMAW Inclusive Dates JUNE 23-27, 2025 Learning Area ORAL COMMUNICAION Scheduled Time M-F ( 8:00-9:00AM) Topic TYPES OF SPEECH 62 The Teacher Induction Program - Core Course 2

63. II. CONTENT MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 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. III. LEARNING RESOURCES List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper- based materials. Hands-on learning promotes concept development. A. References 1. Teacher’s Guide pages TG pp. 12–14 TG pp. 6–8 TG pp. 9–11 TG pp. 12–14 TG pp. 15–17 2. Learners’ Materials pages LM pp. 1–4 LM pp. 5–7 LM pp. 8–10 LM pp. 11–13 LM pp. 14–16 3. Textbook pages Textbook pp. 3–6 Textbook pp. 7–10 Textbook pp. 11–13 Textbook pp. 14–16 Textbook pp. 17–20 4. Additional Materials from Learning Resources Portals DepEd Commons, YouTube video on speech Sample speech outlines (PDF) Voice modulation worksheet Speech critique checklist Rubric for speech performance B. Other Learning Resources Flashcards, projector, whiteboard markers Chart on types of speech Audio samples of speeches Multimedia projector, speech excerpts Peer evaluation forms, video recording tools 63 Guide for Mentors and Newly Hired Teachers

64. IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY These steps should be done across the week. Spread out the activities appropriately so the learners will learn well. Always be guided by demonstration of learning by the learners which you can infer from formative assessment activities. Sustain learning systematically by providing learners with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Revising previous lesson or presenting the new lesson Review previous topic: Elements of communication Recall speech definition Recap types of speech (purpose) Recap types of speech (delivery) Review key points from the week B. Establishing a purpose for the lesson Ask: "Why do we need to give speeches?" Ask: "What are different reasons people deliver speeches?" Ask: "What styles do speakers use to deliver a speech?" Ask: "Which type of speech do you think this example is?" Warm-up: quick impromptu mini-speech C. Presenting examples/ instances of the new lesson Introduce the concept of speech and its importance Discuss types of speech according to purpose Discuss types of speech according to delivery Provide speech samples and analyze them Students deliver their prepared speech D. Discussing new concepts and practicing new skills #1 Highlight key components and purpose of speech Differentiate informative, persuasive, and entertaining Differentiate manuscript, memorized, impromptu, extemporaneous Guide students in identifying speech types Peer assessment and reflection on speech performance E. Discussing concepts and practicing new skills #2 Sentence construction using speech purposes Classify examples of speech according to purpose Group task: categorize speech excerpts Worksheet: analyze short speeches Speech delivery and evaluation F. Developing mastery (Leads to Formative Assessment 3) Guided discussion with examples Role-play: each group gives a type of speech Practice voice modulation and gestures Self-assessment checklist completion Teacher feedback and summary Work with your mentor and prepare your lessons for the week. Complete the Daily Lesson Log (DLL) from parts IV- V and follow the curriculum guide of your respective subject area. 64 The Teacher Induction Program - Core Course 2

65. G. Finding practical applications of concepts and skills in daily living Speech Spotting in Daily Life Purpose Matching Challenge Delivery in the Wild Community Speech Review Life-Based Speech Simulation H. Making generalizations and abstractions about the lesson Wrap-up and Q&A Recap and clarify misconceptions Recap all types and their usage Class discussion: strengths and challenges in delivery Class reflection and sharing of learnings I. Evaluating learning Oral recitation, Q&A Worksheet on types of speech Group activity, quick quiz Speech analysis worksheet Rubric-based peer assessment J. Additional activities for application or remediation Homework: watch a speech video and summarize purpose Homework: prepare short speech outline Homework: draft a 1-minute speech Finalize written speech Perform speech in front of class V. REMARKS VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your learners’ progress this week. What works? What else needs to be done to help the learners learn? Identify what help your Instructional Supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation 65 Guide for Mentors and Newly Hired Teachers

66. C. Did the remedial lessons work? No. of learners who have caught up with the lesson. D. No. of learners who continue to require remediation. E. Which of my teaching strategies worked well? Why did it work? F. What difficulties did I encounter which my principal or supervisor can help me solve? G. What innovation or localized materials did I used/discover which I wish to share with other learners? 66 The Teacher Induction Program - Core Course 2

67. 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 questions above, determine your strengths and points for improvement. Strengths Points for Improvement I can now clearly identify the different types of speech based on their purpose and delivery. I am able to relate speech types to real-life situations such as school presentations, community programs, and online content. I am confident in recognizing which type of speech is appropriate for different daily scenarios. I improved my ability to analyze the effectiveness of a speech based on purpose and delivery. I participated in group tasks and shared insights on how speech applies to everyday communication. I need to practice organizing my thoughts better when delivering impromptu speeches. I want to build more confidence when speaking in front of the class. I should work on improving my voice projection and facial expressions to match the speech type. I need to understand better how to adjust my tone and content based on the audience. I will review more real-life examples of speeches to deepen my understanding. 67 Guide for Mentors and Newly Hired Teachers

68. Summary The K to 12 Basic Education Curriculum provides the curriculum guide that outlines the standards and competencies that are expected to be taught and materials teachers need to cover. Although a curriculum guide can range from very specific to a general outline, teachers from all key stages can use them for direction when planning their lessons. Each part of the curriculum guide compliments one another. By carefully studying the standards which can be attained in short and long periods of time, teachers will be able to scaffold every learning episode leading to the attainment of our goals and objectives. The key learning stage and grade level standards as well as the content standards, performance standards, and learning competencies will serve as guide or will set the direction of instruction for the whole year/in the preparation of the DLL. The knowledge of the key stage standard and grade level standards and other salient features of the cCurriculum will enable us to prepare valuable and meaningful learning activities for the learners. 68 The Teacher Induction Program - Core Course 2

69. Module 3: Lesson Planning Intended Module Learning Outcomes: At the end of this module, you should be able to: understand the importance of lesson planning to the instructional process; plan and manage teaching and learning processes to meet DepEd’s policy and guidelines on lesson preparation; and use appropriate instructional models, strategies, and methods to meet curriculum requirements and varied teaching contexts Module Outline: Session 1 - Curriculum and Instruction Alignment Session 2 - Nature and Purpose of Lesson Planning Session 3 - Parts of the Lesson Plan Estimated Time Required: 1.5 hours Required Tasks The following are the tasks in this module. Reading activities Scenario Analyses Writing activities Reflections Output for Portfolio: Improving a Lesson Plan Required Resources DepEd Order no. 42 s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. DepEd Order no. 42 s. 2017 on The National Adoption and Implementation of the Philippine Professional Standard for Teachers 69 Guide for Mentors and Newly Hired Teachers

70. Session 1: Curriculum and Instruction Alignment All teachers are expected to prepare a well- designed lesson plan to ensure its effective delivery. This is an indispensable part of the teaching process. Lesson planning allows teachers to carefully map out the activities that will transpire in his or her classroom. It should include how to develop and unravel the lesson to his or her learners. Lesson planning involves organizing what must be taught, how it will be taught and how it will be assessed. There should be an alignment between instruction and assessment. As stated in DepEd Order 8 s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program, once the objectives of the lesson have been identified, teachers need to prepare a formative assessment plan integrated into the lesson and aligned with the lesson objectives. Bigg’s Model of Constructive Alignment in Curriculum Design highlights the importance of proper alignment of assessment and learning objectives. From: Biggs (2003) This will serve as the guide in deter- mining the lesson content and the activities included. If the assessment mirrors the curriculum, the learners will learn what they are supposed to be learning. 70 The Teacher Induction Program - Core Course 2

71. 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 She believes that following her traditional teaching strategies is enough to indicate that the learners are learning. Question Option Feedback 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? Yes. Lesson plans take time to prepare. The important thing is you know the lesson and how you will deliver it. 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. 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. Even with years of experience, teachers must continuously update their lesson plans to adapt to students’ needs and modern strategies. A well-prepared lesson plan guides instruction, promotes reflection, and ensures that learning goals are effectively met. Preparing lesson plans and the actual delivery of the lesson are not connected with each other. Is this true? Yes. Lesson planning and actual delivery of the lesson are different and separate instructional procedures. No. Lesson planning and actual delivery of the lesson are interconnected with one another. b. No. Lesson planning and actual delivery of the lesson are interconnected with one another. A well-prepared lesson plan serves as the foundation for effective teaching and ensures that the delivery aligns with learning objectives. Planning and execution go hand in hand to support meaningful learning experiences for students. 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. 71 Guide for Mentors and Newly Hired Teachers

72. Question Option Feedback Teacher Gina uses the positive reaction of the pupils to measure the achievement of learning outcomes. As a teacher, should you do the same? Yes. The pupils’ positive reaction is a clear indication that they learned something. It was a favorable learning experience for them. Teacher Gina achieved her instructional goals. 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. Lesson planning entails planning for the assessment. It goes hand in hand with the development of the lesson. A corresponding form of assessment should also be included to make sure that there is congruence. DepEd Order 8 s. 2015 provides for the guidelines on the assessment of learning outcomes. This assessment goes beyond the simple positive reaction of pupils during class instruction. Summary Lesson planning entails determining what needs to be taught, how it will be taught, and how it will be assessed. There should be consistency in both 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 place in their classroom. It should include how he or she will develop and explain the lesson to his or her students. 72 The Teacher Induction Program - Core Course 2

73. Session 2: Nature and Purpose of Lesson Planning Key Topic 1: Lesson Planning A lesson plan is organized, logical and developmental in nature. Teachers place a great deal of consideration on the instructional strategies that would suit the learners’ individual differences. As much as the lesson plan serves as the teachers’ guide in teaching, this should not confine them in the possibility of adjusting their instruction. There should be an element of versatility in the effective delivery of the lesson. Adjustment may happen during the actual delivery of the lesson. As long as the learning objectives are met, the adjustment will not be considered as a deviation from the actual lesson. The teacher should remain open and responsive to the needs of the learners. The use of ICT promotes learning among learners. It provides a different learning opportunity for them to showcase their knowledge and skills. The teachers’ use or integration of ICT in their lesson allows them to differentiate in class. Its use could be beneficial in terms of providing a variety of learning modality options, ease in lesson preparation, and encouraging collaboration, sportsmanship, and innovation. Lesson planning promotes reflective practice on the part of the teacher. It allows them to reflect on the activities that they will include in the lesson. It also encourages them to reflect on the learning outcomes. Required Task 1: Scenario Analysis Study the given scenario. Give your reaction based on what you have learned from this session. 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. 73 Guide for Mentors and Newly Hired Teachers

74. Question Option Feedback 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? a. Yes. The pupils enjoyed the activity, which shows they were engaged. Enjoyment is enough proof that learning took place and the lesson was effective. b. No. Enjoyment and participation alone do not guarantee mastery of the lesson. Assessment results are a better indicator of whether learning goals were achieved. While engaging activities promote participation, they must be paired with meaningful assessments to measure understanding. A well-crafted lesson plan should align learning objectives with assessment strategies. According to DepEd Order No. 8, s. 2015, effective assessment goes beyond enjoyment and must focus on the achievement of learning outcomes. Teacher Rowel should have checked for understanding through formative tools before proceeding with the lesson. 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? a. Yes. The game was enjoyable and engaging for learners. That alone is enough reason to continue using similar activities regardless of their academic outcomes. b. No. While the game was engaging, it must still be aligned with the learning objectives and assessed properly to ensure that actual learning took place. Integrating ICT, such as online games, is a strong strategy to boost engagement, but it must be thoughtfully designed to align with learning outcomes. DepEd Order No. 8, s. 2015 emphasizes the importance of using assessment tools that measure mastery, not just participation. Enjoyment should lead to deeper understanding, and teachers must ensure there is congruence among objectives, instruction, and assessment to maximize the effectiveness of any activity. If you were Teacher Rowel, how would you proceed based on the results of the day’s lesson? a. Yes. Since the lesson plan was followed and students enjoyed the activity, there is no need to reteach or adjust. Proceed with the next lesson as planned. b. No. Even if the activity was engaging and the plan was followed, the low mastery results indicate a need to revisit or reteach the lesson before moving forward. Effective teaching requires flexibility and responsiveness to learner performance. According to DepEd's standards on assessment and instruction, mastery of prerequisite skills is essential before introducing new content. Teacher Rowel should analyze the evaluation results, identify gaps in understanding, and provide targeted remediation or reinforcement. Proceeding without addressing the learning gaps may lead to compounded difficulties in future lessons. 74 The Teacher Induction Program - Core Course 2

75. 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. LESSON PLAN IN SCIENCE 6 Learning Objectives: At the end of the lesson, the pupils are expected to: Identify living and nonliving things in an ecosystem. Draw samples of living things and non- living things found in an ecosystem. Show concern in (to?) the environment. Subject Matter: Living and Non- Living Things Content Standard: The learners demonstrate understanding of the interactions for survival among living and nonliving things that take place in tropical rainforests, coral reefs, and mangrove swamps. Performance Standard: The learner form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals. References: K- 12 Curriculum Guide (S5MT- lli-j- 5) Science Links 6 pp. 246- 250 Cyber Science 6 pp. 165- 170 www.kahoot.com 75 Guide for Mentors and Newly Hired Teachers

76. Materials: Visual Aids, Cartolina, Powerpoint presentation, plant, water, stone, chair, table, bag, book, picture frame, soil, air, pictures of living and nonliving things, metacards, video clip Process Skills: Observing, Identifying, Classifying, Investigating Value Integration: Cooperation in performing the activity. Honest to the result of the activity. Caring for the environment. III. Learning Tasks: A. Engagement Health Inspection The class will use a “Random Word Picker” to determine what will be inspected, the leader will check his/ her member and do the reporting afterwards. Reference: “Random Name Picker” Accessed October 04, 2019 https://www.classtools.net/random- name- picker/46_HE5ecY Science Trivia Review: Spore and cone- bearing plant reproduction using online game. www.kahoot.com Motivation: Activity 1: LITERACY Material: chart, metacards, What to do: Divide the class into 5 groups. The teacher will prepare the materials needed for the activity. 76 The Teacher Induction Program - Core Course 2

77. 3. Using your prior knowledge, provide five examples of living things and five examples of non- living things, then explain how you know that they are alive or not. Write your answer on the chart provided. Living Things Non- living Things Examples: Examples: How do you know they are living? How do you know they are NOT living? Presentation Ask the learners the following processing questions based on their observation: How do you find the activity? How do you classify your examples? What are their characteristics? Can they move? Grow? Or produce? Which of the materials have life? Have no life? What did you learn from this activity? B. Exploration Setting Standards during Group Activity Avoiding unnecessary noise during group activity. Focus and cooperation in all activities. Write down important notes to gather information. Observed discipline. Activity 2: Which is Alive or Not? Materials: pictures, chart, metacards, marking pen 77 Guide for Mentors and Newly Hired Teachers

78. Procedures: Divide the class into 5. Prepare the materials needed for the activity. Sort the pictures into living and non- living things. Decide as a group, which are living and which are not, then explain WHY you put the picture into the category you chose. If you’re done with the activity you will have to clap three times and shout the Group’s name. After a specific time, each group will present / report and post their observations. Picture Living or Non- living Things Evidence/Reasoning things, C. Explanation / Reporting Discussion on the result of each activity How do you find the activity? How do you classify the pictures? What are the characteristics of living things? of non- living things? Where are these living things and non- living things found? What do you call those places where you can find both living and nonliving such as your residences, ponds, rivers, mountain, dessert, waterfall, lake and many more? VALUE FORMATION: Do you have pets at home? How should you treat your pet? Why should we treat our pets and other living creatures properly? How about your school supplies and books, how should you show your care for them? Is it necessary to take care of them even though they are lifeless? Why? D. Elaboration / Generalization Class do you have question/s? Did you understand our lesson? What have you learned from our lesson for today? (Living and non- living things using a graphic organizer based on the answer of the pupils.) Showing a video as a generalization of the lesson. 78 The Teacher Induction Program - Core Course 2

79. E. Enrichment: Rubrics in Participation/Group Activities Beginning Developing Accomplished Exemplary 1 point 2 points 3 points 4 points Contribution One or more members do not contribute. All members contribute, but some contribute more than others. All members contribute equally. All members contribute equally, and some even contribute more than was required. Cooperation Teacher intervention needed often to help the group cooperate. Members work well together some of the time. Some teacher intervention needed. Members work well together most of the time. All members work well together all of the time; assist others when needed. On task Team needs frequent teacher reminders to get on task. Team is on task some of the time. Needs teacher reminders. Team is on task most of the time. Does not need any teacher reminders. Team is on task all of the time. Does not need any teacher reminders. Communication Members need frequent teacher intervention to listen to each other and speak to each other appropriately. Members need some teacher intervention to be able to listen to each other and speak to each other appropriately. All members listen to each other and speak to each other in equal amounts. Each member listens well to other members. Each member speaks in friendly and encouraging tones. 79 Guide for Mentors and Newly Hired Teachers

80. Differentiated Instruction Cooperate with your respective group to come up with an output regarding living and nonliving things in a mini ecosystem. Group 1: “ACT IT OUT” Show through a pantomime activity of living and nonliving things in a pond. Group 2: “SKETCH ME” Make a poster on how we can protect our ecosystem. Group 3: “RAP IT” Compose a song on living things and non- living things. Group 4: “INFORM ME” Create a graphic organizer about living and nonliving things. Each group will present their output. They will be graded based on the rubric presented by the assigned group and the teacher. Group 1 will be graded by Group 2, Group 2 by Group 3, Group 3 by Group 4, Group 4 by Group 1. 80 The Teacher Induction Program - Core Course 2

81. Evaluation Identify the living and non- living things in the pond ecosystem shown in the picture. Living Things Non- living Things b. Draw one living thing and one non- living thing found in a river ecosystem. Living Thing Non- living Thing 81 Guide for Mentors and Newly Hired Teachers

82. Reflection on the Sample Lesson Plan: Moving from Assessment to Progress The sample lesson plan on the topic “Living and Non-Living Things” presents an engaging and interactive approach that encourages student participation and collaboration. The use of various strategies such as group work, visual aids, online games like Kahoot, and value formation activities reflects an effort to make the lesson enjoyable and meaningful for learners. However, upon closer reflection and based on what I have learned about the elements of a well-designed lesson plan, there are several areas where improvements can be made to enhance learning outcomes and ensure a more structured and effective lesson delivery. One of the most important elements that the sample lesson plan could improve on is the articulation of clear and measurable learning objectives . While the activities are varied and fun, the plan does not explicitly state what learners are expected to know or be able to do at the end of the lesson. Adding SMART objectives (Specific, Measurable, Achievable, Relevant, and Time-bound) would help both the teacher and the students stay focused and assess whether the intended learning has occurred. For instance, an objective like “By the end of the lesson, students should be able to classify five items as living or non-living and explain their characteristics” provides a clear target for the class. Another area for improvement is the inclusion of formative assessment techniques. Although group reporting and discussions are integrated into the plan, there is no mention of how the teacher will assess individual student understanding throughout the lesson. Simple strategies like short written reflections, exit tickets, or quick quizzes could be employed to check comprehension and provide timely feedback. This is crucial for ensuring that all learners are on track and that misconceptions can be addressed immediately. The plan would also benefit from incorporating differentiation strategies to meet the diverse needs of learners in the classroom. Not all students learn the same way or at the same pace. Assigning roles within groups, offering visual aids with labels for struggling readers, or allowing more time for students who need it can make the activity more inclusive. Providing extension tasks for fast finishers, such as asking them to identify living and non-living things at home, can further support differentiated instruction. Additionally, the lesson plan lacks specific time allocations for each activity. Time management is essential for smooth lesson flow and ensures that all parts of the lesson are adequately covered. Estimating how long each component will take helps the teacher stay on schedule and avoids rushing or skipping essential parts of the lesson. One positive aspect of the lesson is the value formation component , which encourages students to reflect on how they treat both living and non-living things. This helps in developing not only scientific understanding but also responsibility and empathy. To build on this strength, the teacher can assign real-life tasks or reflections that encourage students to practice these values at home or in school.

83. Reflection on the Sample Lesson Plan: Moving from Assessment to Progress Lastly, although a rubric is mentioned in the enrichment section, it is not clearly defined. Including a detailed rubric for group work would guide students on how their performance will be evaluated, making the expectations transparent and encouraging them to perform better during activities. In conclusion, while the sample lesson plan demonstrates creativity and student-centered teaching, it can be improved by clarifying objectives, incorporating assessment strategies, addressing learner diversity, managing time more effectively, and providing detailed rubrics. These enhancements would lead to a more structured, inclusive, and goal-oriented lesson that supports both teaching and learning. I look forward to discussing these observations with my mentor to deepen my understanding and improve my lesson planning skills as a future educator.

84. Required Task 3: Complete the table Regardless of what subject you teach, preparing a lesson plan helps you prepare for class by mapping a clear outline for the day. Your lesson plans do not need to be complicated or long. Most importantly, they have to effectively relay your lessons and must be tailored to how you plan to teach the material. It must also clearly define and enumerate the goals and objectives you want your learners to learn and achieve as part of the curriculum. Creating an effective lesson plan means you need to consider the flow and structure of your lessons. It is a good idea to allot some time to think about what it is you want to accomplish with this lesson plan and/or the goals you want to reach with your class. You may take notes or observe the lesson plans of other teachers if you find them interesting or effective to help improve your own. This is not really necessary every time but if you plan to continually improve your lesson plan, it is a good idea to look at many different sources. One good trick is to create an outline by initially writing it down then continually improving it as you go on. This can be helpful if you want to organize your thoughts as you create your lesson plan. Answer Key For 1- 3: Living Thing Non- living Thing Ducks, dragon flies, water weeds, frog, fish, snail, water lily, grasses Water, rock, air, sand, soil For 4- 5. Answers may vary IV. Extension: Identify living things and non- living things interacting in tropical rainforest, mangroves, and swamp ecosystems. 82 The Teacher Induction Program - Core Course 2

85. 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 1 st 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 Make the objectives more specific and measurable. For example, instead of “learn about living and non-living things,” use “Classify five given items as living or non-living with 100% accuracy.” Motivation / Introduction Add a question or real-life example to activate prior knowledge. For instance, ask “Can you name things in your house that are alive?” to make the topic more relatable. Instructional Activity Include more variety in strategies—such as storytelling, visual aids, or songs—to engage different types of learners. Group Activity Assign roles (leader, recorder, presenter) within the group to promote equal participation and responsibility. Assessment Add a short individual task like a worksheet or quiz to check for individual understanding—not just group outputs. 83 Guide for Mentors and Newly Hired Teachers

86. Summary A lesson plan is organized, logical and developmental in nature. Lesson plans should effectively relay your lessons and they must be tailored to how you plan to teach the material. It must also clearly define and enumerate the goals and objectives you want your learners to learn and achieve as part of the curriculum. Creating an effective lesson plan means you need to consider the flow and structure of your lessons. It is a good idea to allot some time to think about what it is you want to accomplish with your lesson and/or the goals you want to reach with your class. Lesson planning promotes reflective practice on the part of the teacher. It allows them to reflect on the activities that they will include in the lesson. It also encourages them to reflect on the learning outcomes. 84 The Teacher Induction Program - Core Course 2

87. Session 3: Parts of a Lesson Plan Key Topic 1: The Structure of a Lesson Plan DepEd Order no. 42, s. 2016 provides that a lesson plan is composed of three parts namely beginning, middle and end. The beginning part serves as the opening of the lesson. It may include activities like review and/or clarification of the previous lesson, introduction of the new lesson, establishing connection between the old and new lesson and statement of the new lesson’s objectives as a guide for the learners. These serve as startup activities that would ease the transition from the old lesson to the new. As the constructivists’ theory purports, the learners’ previous knowledge will help in acquiring new knowledge. The middle part of the lesson plan is the main part of the lesson. You may provide activities and tasks that would allow the learners to make use of their prior knowledge in constructing new ideas and meanings. It is the time when you, as the teacher, convey new information to learners as you facilitate them towards the abstraction of concepts and differentiated techniques and activities may be utilized. You are also encouraged to regularly check the learner’s understanding through feedback. The end part of the lesson plan wraps up what transpired during the lesson. It could be done through a summary or closure that reinforces and/or assesses the learners’ learning. Following the parts of the lesson plan will enable the teachers to achieve a developmentally arranged lesson plan. This would satisfy indicator 4.1.2 of the Philippine Professional Standards for Teachers (PPST), which states that teachers shall plan, manage, and implement developmentally sequenced teaching and learning processes to meet curriculum requirements through various teaching contexts. Developmentally sequenced teaching and learning processes is defined in PPST- RPMS Module 7 as the order of activities that keeps the learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives by maximizing allotted time. Required Task 1: Scenario Analysis Study the given scenario. Give your reaction based on what you have learned from this session. 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. 85 Guide for Mentors and Newly Hired Teachers Teacher Edawro’s lesson plan demonstrates a thoughtful and effective approach to teaching. By starting with a review, he activates students’ prior knowledge, making it easier for them to connect with the new lesson. The seamless transition from old to new content shows a deep understanding of how students learn best—through connection and continuity. His use of a summary at the end reinforces key concepts and ensures that learning is consolidated, making the lesson more meaningful and impactful for students.

88. Question Option Feedback Looking back at the activities included in Teacher Edawro’s lesson plan, would you say that they are developmentally arranged? Yes. The sequence of activities shows the gradual transition from the previous lesson connecting it to the new lesson and wrapping up all that transpired. No. Explanation of the new concept should have been done right after the introduction of the new lesson. Maybe. What a developmentally arranged lesson plan needs is to simply provide an introduction at the beginning and a closure at the end. It does not matter since all the activities are interchangeable. a. Yes. The sequence of activities shows the gradual transition from the previous lesson connecting it to the new lesson and wrapping up all that transpired. The sequence of activities in Teacher Edawro’s lesson plan is developmentally arranged because it follows a logical flow of learning—from reviewing prior knowledge, introducing and analyzing a new concept, connecting the old and new lessons, to summarizing the entire discussion. This gradual progression supports how students learn best: starting from what they already know, building new knowledge, and then reinforcing it through reflection or summary. It promotes better understanding and retention of the lesson. Teacher Edawro has a series of activities in his lesson plan. Which part of the lesson plan refers to the main part of the lesson? introduction of the new lesson establishing connection between the old and new lesson presentation and explanation of the new concept of the day’s lesson d.checking of learners’ understanding c. presentation and explanation of the new concept of the day’s lesson This part of the lesson plan is considered the main part because it is where the teacher delivers the core content or concept that students are expected to learn. It involves detailed explanation, demonstrations, and guided practice, making it the central focus of the day’s learning objectives. The other parts support the lesson, but this is where the actual teaching and deeper understanding happen. The last activity in Teacher Edawro’s lesson plan included a summary of what was taught. Considering that ample time and energy had been exerted towards the discussion, why do you think he still included a summary? It is a form of wrap- up activity that provides closure for the day’s lesson. It allows learners to synthesize everything that they learned. It gives a useful recap of the entire lesson that helps remind and refresh learners. All of the above d. All of the above Including a summary at the end of the lesson is important because it serves multiple purposes. It acts as a wrap-up activity that provides closure, allowing students to mentally organize what they’ve learned. It also helps learners synthesize key concepts , making connections clearer and more meaningful. Lastly, it functions as a recap that reinforces learning and supports retention, especially for students who may need a second look at the day’s content. 86 The Teacher Induction Program - Core Course 2

89. Key Topic 2: Lesson Planning in the Public School Context Lesson plans set the foresight of the teacher into the dynamics of learning in the classroom. An accomplished lesson plan signifies that a teacher is prepared to respond to different learning needs. Format- wise, lesson plans vary from pre- service models, institutional prescriptions, and DepEd’s reforms. In the public school system, the daily lesson log is recommended to seasoned teachers while the Daily Lesson Plan (DLP) is required to new teachers 1 . 1 DO No. 70. s. 2012 – Guidelines on the Preparation of Daily Lessons.” (Department of Education, 2012), Important Parts of a DLL and DLP DLP DLL Objectives – goal of the lesson Subject Matter – a particular topic Procedure – set of activities that unpack the lesson Assessment – a tool which determines a learner’s grasp of a lesson Assignment – activities that reinforce a lesson or introduce a new topic Lesson – topic based on the teacher’s manual Learners’ Material – resources, worksheets, exact page numbers of resources Remarks – report on learners’ mastery level Other activities – interventions for those who did not understand the lesson According to the DepEd order no. 42 s. 2016, “teachers who have been in the service for more than two (2) years, private school experience included, shall not be required to prepare a detailed lesson plan (DLPs). They may adopt their Daily Lesson Logs (DLLs).” 4 87 Guide for Mentors and Newly Hired Teachers

90. 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 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. FALSE All teachers, including veteran ones like Teacher Roger, are required to prepare and submit a Daily Lesson Log (DLL) as stated in DepEd Order No. 42, s. 2016. Lesson planning ensures consistent and effective teaching aligned with curriculum standards. 2. Teacher Cecile is a newly- hired 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. TRUE According to DepEd Order No. 42, s. 2016, newly-hired teachers—regardless of prior teaching experience in private schools—are required to use the Daily Lesson Log (DLL) format. This ensures consistency and helps mentors effectively guide them during their adjustment period in the public school system. 3. In a mentoring session with a Master Teacher, Teacher Phoebe was told that lessons should be consistent with the curriculum guide and the teacher’s manual. TRUE DepEd Order No. 42, s. 2016 emphasizes that lesson planning must be aligned with the Curriculum Guide and the Teacher’s Guide or Manual to ensure standard-based, coherent, and effective instruction. This helps teachers deliver lessons that meet the learning competencies set by the Department of Education. 4. In a DLL, other activities do not include intervention and enrichment activities. FALSE In a DLL, other activities should include intervention and enrichment to cater to learners who need remediation or additional challenges. This ensures that diverse learning needs are addressed, as required by DepEd Order No. 42, s. 2016. 5. For DLL, remarks indicate the learners’ mastery level. TRUE In the DLL, the remarks section is used to reflect learners’ mastery level , which helps teachers identify who may need reinforcement, remediation, or enrichment activities. This supports effective planning and responsive instruction. 88 The Teacher Induction Program - Core Course 2

91. Key Topic 3: Considerations for Lesson Preparation and Teaching a. Inclusion of ICT – in its non- prescriptive suggestions, PPST Resource Package Module 9 cites the importance of ICT platforms in 21st century learning. 2 Technology utilization means that learning mimics the heavily- digital demands of the world. In 2016, the United Nations declared internet access as a basic human right. However, ICT is not the end goal of instruction since it still relies on the need of the curriculum and the resources of the school. The use of ICT has to be strategic enough to aid in the achievement of learning outcomes. b. Exploring collaborations – in the classroom setting, teamwork is emphasized as a 21 st century skill, as such, there is sustained use of collaborative activities. How might the same collaboration be practiced by teachers in preparing lessons? LAC session is a rich collegial platform to initiate a dialogue that may enrich lessons because of trends in education, best practices/experience, and distinct perspectives. c. Learner- centered activities – part of K to 12’s Curriculum is the emphasis on Constructivism where learners are given the opportunity to organize or reorganize their thinking and construct knowledge that is meaningful to them. This also frames the teacher as a facilitator rather than a sage on the stage. Learner- centered activities do not mean a teacher’s complete absence but a reconfiguration of one’s purpose in providing solid feedback for learners. 2 PPST Resource Package Module 9 by Department of Education Teacher Education Council (p.21). d. Assuring Assessments – PPST Resource Package Module 7 echoes the crucial role of assessments in both preparations and actual process of teaching. 3 Assessments are a security blanket for both teacher and learner because it shows the tangible impact of a lesson. It will inform decisions whether a re- teaching or other kinds of intervention is necessary. Types of assessment in the public school system includes written work (quizzes), performance task, and periodic examination – all of which should always be aligned to the learning competencies. 3 PPST Resource Package Module 7 by Department of Education Teacher Education Council (p.10). 89 Guide for Mentors and Newly Hired Teachers

92. 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 Option Feedback 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? GeoGebra GeoGebra is an excellent platform for Grade 6 Math teachers like Teacher Cindy because it allows learners to explore mathematical concepts through interactive visualizations, simulations, and dynamic computations . It enhances student engagement and understanding, especially in topics involving numbers, geometry, and algebra, by making abstract concepts more concrete and hands-on. 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? google Classroom Google Classroom is a great platform for Teacher Earl because it is designed specifically for education and not tied to social media 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? Microsoft PowerPoint Microsoft PowerPoint is ideal for Teacher Genneth because it allows her to create and present slides offline , making it suitable for settings with limited internet access. It also supports visual aids, animations, and embedded videos or audio, which can help her explain mathematical concepts more clearly and effectively. 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? Tinkercad Tinkercad is a user-friendly platform that allows Teacher Demmy to create 3D models of book characters, making literature lessons more engaging and interactive. It encourages creativity and helps students visualize characters, settings, or scenes from the story in a fun and meaningful way. 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? Zoom Zoom is a reliable platform for Teacher Carissa to conduct synchronous online classes , especially when face-to-face learning is not possible. It supports live video sessions, screen sharing, breakout rooms, and interactive tools like polls and chat, making it ideal for real-time teaching and learner engagement in a virtual setting. 90 The Teacher Induction Program - Core Course 2

93. Key Topic 4: Assessment DepEd Order no. 8 s. 2015 defines Assessment as a continuous process of “identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.” There are two types of assessments, formative and summative. Formative assessments are continuous ways of evaluation that are closely related to the learning process such as homework, quizzes, projects, and presentations. On the other hand, summative assessments are used to assess whether students have learned the requisite skills and knowledge and are given at the end of a unit, period or year. Summative assessments can also be utilized to gauge the effectiveness of the teaching process. Assessments are often used in both classroom and large- scale settings for three broad reasons: to aid learning, to assess individual success, and to evaluate programs. The purpose of an assessment determines priorities, and the context of use imposes constraints on the design (National Research Council, 2001). As a result, it is critical to understand that one form of evaluation does not suit all kinds of learners. Any assessment, regardless of its intent, is built on three pillars: a model of how students represent information and gain expertise in the subject domain, tasks or circumstances that enable one to observe students’ results, and an interpretation framework for drawing inferences from the performance evidence thus obtained. Different kinds of assessment shares common principles. One such principle is that assessment is always a process of reasoning from evidence (National Research Council, 2001). One must understand the learners’ needs and current learning conditions in order to support their learning. To guide you in unpacking formative assessment, you need to ask the three essential questions: (1) where are the learners going? (2) where are the learners now and what do they already know? and (3) how do the learners get there? It would also be helpful if you consider your role as the teacher, the role of the peers, and the role of the learners in addressing these questions. Thinking of “where the learners are going?”, the learning intentions must be clear to both you as the teacher, and also your learners. In asking “where are the learners now and what they already know”, you may design a plan to gather evidence of learning via discussions, tasks, and activities. You may do a diagnostic test. And to facilitate the learners on “how to get there”, it is important that you provide feedback that would move the learners forward. In consideration of the roles of the peers and your learners, it will be beneficial to emphasize how they can learn from each other and that they are the owners of their own learning. Learning assessment as part of the lesson plan supports the role of the teachers indicated in Philippine Professional Standards for Teachers (PPST) that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching. PPST’s Domain 5 on Assessment and Reporting specifically relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement. You, as a teacher, can do paper and pen tests, but there are limitations to this form of assessment. You are encouraged to do other forms of assessments -- such as presentations, portfolios, performances, exhibits and fairs, debates, etc. that would develop 21st century skills among your learners. Indeed, there are a variety of ways to gather assessment data to inform and enhance the teaching and learning process and programs. Thus, it is imperative to take note that learning assessment should be well planned to achieve 91 Guide for Mentors and Newly Hired Teachers

94. meaningful learning that aids the learners’ performance. DepEd Order no. 31, s. 2020 reiterated that the assessment policy is grounded on the following principles: 1. assessment should be holistic and authentic in capturing the attainment of the learning competencies; 2. assessment is integral for understanding the student learning and development; 3. a variety of assessment strategies is necessary, with formative assessment taking priority to inform teaching and promote growth and mastery; 4. assessment and feedback should be a shared responsibility among teachers, learners, and their families; and 5. assessment and grading should have a positive impact on learning. Thus, DepEd pursues continuity of learning considering that assessment and grading meaningfully support the learner development and respond to varied context. Required Task 5: Scenario Analysis Study the given scenario. Give your reaction based on what you have learned from this session. 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. 92 The Teacher Induction Program - Core Course 2

95. Question Option Feedback As indicated in the practice of Teacher Gemma, what do you think contributed to the significant achievement of the learners? Teacher Gemma’s use of regular ungraded quizzes allowed learners to practice and reflect on their learning without the pressure of grades. This approach reduces test anxiety and promotes mastery learning, where students improve based on feedback rather than performance pressure. 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 quizzes serve as formative assessments to monitor progress and guide instruction rather than summative evaluation. It shows that assessment is being used as a learning tool, not just as a grading mechanism, which helps students focus on understanding. The scenario gives us an idea of a formative assessment plan, what other ways to achieve growth in the learners’ performance? Other methods include peer assessment, self-assessment, reflection journals, learning logs, and project-based tasks. These strategies help learners become more aware of their progress and encourage active involvement in their own learning. 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? She can use performance tasks such as creating a concept map, conducting an experiment, or presenting a real-life application. Ensure the criteria are clear and aligned with learning goals. Alternative assessments should measure higher-order thinking skills and provide opportunities for students to demonstrate understanding in authentic ways. Rubrics must be used to guide and assess the work. 93 Guide for Mentors and Newly Hired Teachers

96. Summary DepEd Order 42 s. 2016 states that planning lessons is fundamental in ensuring the delivery of teaching and learning in school. It affirms the role of the teacher as a facilitator of learning. The learning plan should be developmentally arranged. This could be done by ensuring the logical flow of activities included in the beginning, middle, and end part of the lesson plan. Congruency of the learning objectives, learning activities, and learning assessment in consonance with the Model of Constructive Alignment ensures that the flow of the lesson has congruence in all parts. PPST indicator 4.1.2 requires a teacher to plan, manage, and implement developmentally sequenced teaching and learning processes to meet curriculum requirements through various teaching contexts. This may be achieved by preparing a well- planned lesson. The K to 12 Basic Education Curriculum provides the curriculum guide that outlines the standards and competencies that are expected to be taught and materials teachers need to cover. Although a curriculum guide can range from very specific to a general outline, teachers from all key stages can use them for direction when planning their lessons. Each part of the curriculum guide compliments one another. By carefully studying the standards which can be attained in short and long periods of time, teachers will be able to scaffold every learning episode leading to the attainment of the goals and objectives. The key learning stage and grade level standards as well as the content standards, performance standards, and learning competencies will serve as guide or will set the direction of instruction for the whole year/in the preparation of the DLL. The knowledge of the key stage standard and grade level standards and other salient features of the curriculum will enable us to prepare valuable and meaningful learning activities for the learners. DepEd Order 8 s. 2015 encapsulates the policy guidelines on classroom assessment for the K to 12 Basic Education Program. DepEd pursues continuity of learning considering that assessment and grading meaningfully support the learner development and respond to varied context through DepEd Order no. 31, s. 2020. It is critical for each teacher to evaluate and grade in ways that will most effectively promote learner growth and react to a variety of situations. 94 The Teacher Induction Program - Core Course 2

97. Module 4 – Implementing Learning Plans and Enriching Teaching Practice Intended Module Learning Outcome By the end of the module, you should be able to select, develop, organize, and use appropriate teaching and learning resources to address learning goals (4.5.2). Module Outline Session 1: Class Disruptions Session 2: Curriculum Requirements and Needs of Learners Session 3: Selecting, Developing, Organizing, and Using Appropriate Learning Resources Required Tasks Case Analysis Scenario Activities Article reading Self-reflective activities Estimated Time Required: 1 hour Required Resources DepEd Order No. 109 s. 2009 on Make- Up Classes for Lost School Days DepEd Order No. 43 s. 2012 on Guidelines on the Implementation of Executive Order No. 66 (Prescribing Rules on the Cancellation or Suspension of Classes and Work in Government due to Typhoons, Flooding Other Weather Disturbances, and Calamities. DepEd Order No. 1 s. 1991 on Guidelines for the Implementation of the Education Sector Contingency Plans for all Levels 95 Guide for Mentors and Newly Hired Teachers

98. 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 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. TRUE This is aligned with DepEd protocols requiring schools to conduct make-up classes when instructional days are lost due to natural calamities. 2. In times of security threats such as foreign wars that may inevitably affect the Philippines, the education department mandates that learning has to stop in order to prioritize the safety of learners. TRUE Ensuring the safety of learners is always the top priority in crisis situations, and temporary suspension of classes is part of emergency response. 3. Home- based learning is a new format of instructional delivery after the 2020 pandemic. TRUE The COVID-19 pandemic introduced and normalized home-based or distance learning as an alternative to face-to-face instruction. 4. When PAGASA raises Signal Number 2, classes in the secondary level are suspended. TRUE According to DepEd guidelines, classes in secondary levels are suspended when Signal No. 2 is raised. 5. In case of calamities where learners are deeply affected, the school suggests that they forgo the school year’s remainder and focus on rehabilitation. TRUE In extreme cases, education agencies allow focus on recovery and well-being, especially when trauma or loss significantly affects learners. 96 The Teacher Induction Program - Core Course 2

99. Key Topic 1: Modular Approach A modular approach in delivering learning does not directly equate to classroom based paces, in effect, adjustments have to be made to balance learning and a learner’s environment. For instance, communities under post- calamity rehabilitation necessitate a module that uses minimal or no technological interventions. For the case of COVID- 19 time learning, DepEd immediately provided Most Essential Learning Competencies (MELC) which ensure the attainment of standards for reduced contact time. The MELCs will enable the Department to focus instruction to the most indispensable competencies that the learners will acquire, as we anticipate challenges in learning delivery. In case of shifts to modular learning modality, the teachers must have a full grasp of the following principles of module writing: 1. Alignment to the curriculum – modules in the context of classroom disruption forms a compromise between the minimum requirement of a curriculum. You should always bear in mind that your modules have to meet standards so that learners may gain the expected competencies necessary for promotion. 4 4 Susan Toohey, Designing Courses for Higher Education (Buckingham: Society for Research into Higher Education and Open University Press, 1999), 1. 4 University College London, “Module Design Using ABC curriculum design,” last modified August 1, 2019, https://www.ucl.ac.uk/teach - ing-learning/publications/2019/aug/module-design-using-abc- curric- ulum- design . Nature of the Subject – Since modules are constructed on the basis that they are accomplished outside classroom premises, you should consider the unique demand of your subject. For instance, senior high school subjects include immersion which cannot easily be transmuted into a module because it demands hands on application of learning. Science subjects might need laboratory facilities which are not easily present in a normal residence. 5 Resources – While 21 st century education gives you a pool of choices to deliver a lesson, there are certain limitations that you have to consider for yourself as a teacher and for your learners. For example, not everyone has internet connectivity or not all educational websites are free of charge. These realities have to be considered in drafting the module. As a public school teacher, the least you want to have is a learner left behind because of lack of resources. 4. Realistic assessments – As learning does not take place in a classroom, there are limited interventions you can do to address individual learner’s needs. Modular approach also means that you are not present when an assessment is taken. Thus, you have to devise an assessment tool that fits the context of a learner and at the same time respond to curriculum standards. However, a modular approach does not mean you cannot be innovative and creative in exploring a learner’s depth of learning. 5 97 Guide for Mentors and Newly Hired Teachers

100. Required Task 1: Case Analysis Identify which of the following scenarios respond to certain considerations in crafting the module. Question Option Feedback 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? Contextualization and Accessibility While technology integration is commendable, modules must be responsive to the learners’ context. Since the students have limited access to computers, Teacher Ana should provide alternative activities that can be done manually (e.g., hand-drawn graphs, use of mobile apps if available, or real-life data collection and visualization). This ensures equity and promotes inclusive learning . 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? Alignment with Learning Competencies and Standards The task doesn’t meet curriculum standards. Teacher _____ should design activities that directly support Business Math learning goals. 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? Constructive Alignment Between Objectives, Learning Activities, and Assessment The assessment task doesn’t match the module’s focus. He should use an assessment that evaluates pronunciation, not vocabulary. 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? Consideration of Learners' Context and Accessibility Teacher _____ adapted his module to different learning setups by using visuals and videos. This ensures learning remains inclusive, even with limited resources. 98 The Teacher Induction Program - Core Course 2

101. 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. 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. 99 Guide for Mentors and Newly Hired Teachers Teacher _____ is encouraged to adapt the module by designing activities that are doable within the home and local environment. According to DepEd’s Learning Continuity Plan, modules must be flexible and responsive to learners' diverse contexts. Since physical selling is not possible, she may include alternative tasks such as online product proposals, budgeting, or marketing plans using available tools. The module should focus on core entrepreneurial concepts rather than requiring physical immersion. By aligning tasks with MELCs and ensuring accessibility, Teacher _____ upholds the goal of uninterrupted and inclusive education. Teacher _____ is advised to redesign assessments to focus on higher-order thinking skills rather than recall-based tasks. DepEd encourages the use of performance-based and authentic assessments that allow learners to apply concepts in real-life contexts, making cheating less likely. Instead of standard quizzes, he may incorporate reflection tasks, real-world problem-solving, or project-based outputs. Assessments should also include clear rubrics to guide both teachers and learners. By doing this, he strengthens the validity of learning outcomes while aligning with DepEd’s principle of quality and integrity in distance education.

102. 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? Summary The following are some essential questions in making modules. Alignment to the Curriculum Does your module meet the essential learning competencies set by the curriculum Nature of the Subject Does your module consider the unique demands of your subject? Resources Does your module consider the material limitations both of the learners and the teacher? Realistic Assessments Does your module prescribe assessments that match the topic and the learning competencies of the subject? 100 The Teacher Induction Program - Core Course 2 Mrs. Reyes can refer Riza to the school’s Child Protection or Learner Support Team to explore flexible learning options. Under DepEd’s policy, learners affected by calamities may be placed under modular distance learning or an adjusted learning plan to help them continue schooling at their own pace. She may also coordinate with the local barangay or LGU to access support services or educational aid for Riza’s family. Mrs. Reyes should affirm Riza’s desire to continue learning and assure her that school can adjust to her situation. This compassionate response upholds DepEd’s mission to provide inclusive and accessible education for all , especially during crises.

103. 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 of the lesson to know what the learners learned. FALSE Diagnostic assessment is given before instruction to identify learners’ prior knowledge and skills. 2. Learning competencies serve as the minimum requirements which a learner must achieve for promotion to the next grade level. TRUE Learning competencies set the essential skills and knowledge learners must master to progress to the next grade. 3. Reinforcements are activities/responses that encourage a learner to continue one’s affirmative behavior. TRUE Reinforcement strengthens positive behavior by encouraging its repetition through rewards or feedback. 4. Enrichment activities are given to learners who have difficulty in learning so that they may be able to cope with the lesson. FALSE Enrichment activities are designed for learners who mastered the lesson early , not for those struggling. Those who need help receive intervention or remediation . 5. DepEd offers free remedial classes for those learners who did not meet the learning competencies. TRUE DepEd provides remedial or intervention programs to help learners meet the required competencies without additional cost. 101 Guide for Mentors and Newly Hired Teachers

104. Key Topic 1: Meeting Learners Needs The phrase “no one left behind” along with “education for all” has been long standing thrusts of the DepEd. This thematic consistency informs you that the public school system is serious in its mandate to ensure that every learner gets the chance to have access to quality education. Having a reliable education for all is a primary investment of the Philippines to have a secure future based on its competent citizens. While the end goal of education is to form productive citizens for nation building, the baseline of achieving this is when learners meet the learning standards fit for their grade level. As a new teacher in the Department of Education, you have to be acquainted with a diverse class composition. In fact, it makes the teaching profession exciting because there are new insights and experiences everyday which you can gain. However, it is also in diversity that challenges take place. In a class, learners do not have equal skills or levels of preparation. Some learners may be interested in your class, while some may not. Some may be quick in grasping new lessons, some may have difficulty. Harvard professor Howard Gardner would call these multiple intelligences. By and large, it is crucial that they meet or even exceed the expectations of the curriculum. Differentiating the Learning Process: Diagnostic test, reinforcement, remedial classes, and enrichment The previous activity tells us that learners have different strengths in which they can grasp a lesson. For instance, classes in Filipino or English may be easier for learners with linguistic and verbal strengths compared to those with bodily- kinesthetic intelligence. The point is to empower the learner to reach the minimum standards of the curriculum, or if possible, surpass it. These learning competencies are crucial because they set the necessary skills as the learner advances or gets promoted. Also, these learning skills deem to match the demand of the real world which every learner has to confront. d. Remedial – According to Tan (2018), remedial programs “give learners more time to work on their problems toward the desired learning outcome.” As a corrective intervention, it may also serve as a “building block” to prepare them to the next lesson. 4 Based on existing DepEd protocols, remedial activities are necessary to uncover the potential of a learner. 1 Jessica Hoth, “Diagnostic Tests” in The SAGE Encyclopedia Here are some interventions which will allow the learners to meet the required learning competencies of the curriculum: a. Diagnostic tests - function as a way to assess the criteria, teaching, and learning which will take place in a classroom. Since it examines a learner’s learning characteristics with respect to knowledge, motivation, and learning difficulties, you can use this test to inform your judgment in helping the learners reach or exceed curricular requirements. 1 b. Reinforcement – is a system of affirmation for a learner’s learning progress. More than an apparent reward, it gives a signal to a learner that he/she is doing good and that he should carry on. This intervention allows a learner to cement progress throughout the learning process. 2 c. Enrichment – are activities, tasks, or special assignments that challenge a learner to improve their grasp of a lesson. This type of learner engagement assures that a learner’s knowledge of the lesson deepens. It may also provide a prelude to the next lesson which is related to the previous one. 3 of Educational Research, Measurement, and Evaluation , ed. Bruce Frey (London: SAGE Publications, 2018), 512. 2 Marilyn M. Ault, “Reinforcement” in The SAGE Encyclo- pedia of Educational Research, Measurement, and Evaluation , ed. Bruce Frey (London: SAGE Publications, 2018), 1395. 3 Ser Hong Tan, “Mastery Learning” in The SAGE Encyclo- pedia of Educational Research, Measurement, and Evaluation , ed. Bruce Frey (London: SAGE Publications, 2018), 1024. 4 Ibid., 1021. 102 The Teacher Induction Program - Core Course 2

105. 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: Filipino sa Piling Larang – Tech- Voc Grade level: 12 Five Sample Questions Five Learning Competencies from the Curriculum Guide 1. Ano ang pangunahing layunin ng pagsulat sa larangang teknikal-bokasyonal ? a) Manghikayat b) Magturo c) Magpaliwanag ng proseso o produkto d) Mag- aliw 1. F12PB-Ia-c-90 Natutukoy ang mga katangian ng pagsulat sa teknikal-bokasyonal na larangan 2. Alin sa mga sumusunod ang halimbawa ng teknikal-bokasyonal na sulatin ? a) Talambuhay b) Resumé c) Lathalain d) Maikling kwento 2. F12WG-Ic-d-93 Nakapagsusulat ng iba't ibang teknikal-bokasyonal na sulatin tulad ng resumé, liham aplikasyon , atbp . 3. Paano nakatutulong ang paggawa ng feasibility study sa isang negosyo ? a) Para makagawa ng slogan b) Para sa project proposal c) Para matukoy ang posibilidad ng tagumpay d) Para makasulat ng sanaysay 3. F12PS-Ie-f-94 Nakabubuo ng sulating teknikal-bokasyonal ( hal . feasibility study) batay sa panuntunan 4. Ano ang tamang bahagi ng liham aplikasyon ? a) Katawan - Lagda - Panimula b) Panimula - Katawan - Lagda c) Lagda - Katawan - Panimula d) Katawan - Panimula - Lagda 4. F12PD-Ig-h-95 Nakagagawa ng mga bahagi ng teknikal-bokasyonal na liham 5. Bakit mahalaga ang paggamit ng pormal at tiyak na wika sa teknikal na sulatin ? a) Para maging creative b) Para mas madaling unawain ang impormasyon c) Para magmukhang masaya ang sulatin d) Para mapahaba ang sulatin 5. F12EP-Ii-j-96 Nakabubuo ng sulating teknikal-bokasyonal na angkop sa audience at layunin gamit ang tiyak na wika 103 Guide for Mentors and Newly Hired Teachers

106. 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 Math. For half of the quarter, the learner shows consistent performance by leading in quizzes. However, the learner tends to be rowdy when he finishes their math activities. What would be the best course of action of Teacher Agatha? Scold the learner and tell him he should be quiet. Tell the learner to finish tasks of other subjects. Praise the learner and tell him to be humble. Provide a challenging task about the lesson. d. Provide a challenging task about the lesson. Giving the learner an extension task keeps them engaged and helps channel their energy productively. It also reinforces a growth mindset and deeper understanding of the lesson. 2. Teacher Sandy conducted a diagnostic test for his Grade 10 Science class. When the results came out, he noticed that 60% of his learners were not able to satisfactorily answer items on Earth Science. What should he do with the test results? Call a parent-teacher conference to inform them that there was a problem with their previous teacher. At Grade 10, learners can easily catch up with new concepts in Earth Science so there is nothing to worry about . Use the results to conduct review lessons so that it will be easier for the 60% to understand new lessons in Earth Science. Reinforce the idea that they should be cooperative in the class for them to pass the subject. c. Use the results to conduct review lessons so that it will be easier for the 60% to understand new lessons in Earth Science. Diagnostic test results should guide instruction. Reviewing weak areas ensures learners build foundational knowledge before moving on to more complex topics. 104 The Teacher Induction Program - Core Course 2

107. Question Option Feedback 3. After the second quarter, Teacher Jessie noticed that three of her learners performed poorly for the two consecutive quarters. He decided to help these learners meet the set learning competencies. However, the challenge is that the first two quarters are critical in understanding third quarter lessons. What would be the best course of action of Teacher Jessie? Observe the learners’ performance for the next semester. Suggest that they should get tutors at their own cost or else they will fail. Ask the learners to retake the second quarter periodic exam. Do a re- teaching /remedial intervention based on their least mastered skills. d . Do a re-teaching /remedial intervention based on their least mastered skill Remedial intervention allows learners to catch up by focusing on specific gaps. This ensures they are prepared for upcoming lessons and supports their long-term academic success. Ask ChatGPT 4. Based on the diagnostic exam results, Teacher Christy noticed that 84% of her learners cannot understand the relation between Philippine art and history. What non- classroom-based intervention can she conduct to address the concern? Provide an independent study guide on Philippine art and history. Move to the next lesson. They will catch up anyway. Give them library time after class hours. Ask them to hire a tutor for the mean time because the topic is very important. a. Provide an independent study guide on Philippine art and history. An independent study guide allows learners to review the topic at their own pace and time, especially outside class hours. It’s an effective non-classroom-based support to bridge learning gaps. 105 Guide for Mentors and Newly Hired Teachers

108. Summary Here are the following takeaways from the session: The Department of Education has a strong mandate to deliver learning to all learners. Diagnostic tests determine learner performance before instruction. Based on learners’ performance, reinforcement, remedial, and enrichment may be used to reach or exceed their capabilities. 106 The Teacher Induction Program - Core Course 2

109. 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 25? I get 10 items. Which among the following materials do you want to explore? the Google Playstore Applications because The Google Play Store offers teachers easy access to educational apps that support lesson delivery, assessment, and classroom management. For students, it provides interactive learning tools that cater to different learning styles and help build essential skills. Overall, it enhances teaching and learning by making educational resources more accessible and engaging. Based on the questions above, what does this reveal about you as a teacher? Based on the questions above, it reveals that I am a reflective and learner-centered teacher who values inclusivity, curriculum alignment, and continuous improvement. I am committed to meeting diverse learners' needs and using data-driven strategies to support their growth. Most importantly, I uphold the DepEd’s mission of quality, equitable, and accessible education for all. Which among the following was effective when you used in the classroom? Realia was effective strategy when used in the classroom. It involved using real-life objects or materials related to the lesson, which made learning more engaging and meaningful for students. Through realia, abstract concepts became easier to understand, especially for visual and kinesthetic learners. 107 Guide for Mentors and Newly Hired Teachers

110. Key Topic 1: The Importance of Instructional Materials Instructional materials are vital in the learning process. They provide a tangible representation of the concepts that our lessons wish to articulate. They stimulate learners’ senses to better understand a concept in its various dimensions. For instance, in biology classes, the teacher would bring rubber or plastic representations of the digestive system to better illustrate its function in the human body. This anchors to the theory of an American educator Edgar Dale’s cone of experience which points out how more senses engaged in a lesson assures retention. Thus, instructional materials such as multidimensional presentations provide an experience which makes learning more meaningful. The photo is taken from: https://elearningindustry.com/cone- of- experience-what- really- is 108 The Teacher Induction Program - Core Course 2

111. 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 her school is situated in Manila, she asked her learners to visit the Manila Metropolitan Museum and the National Museum of Fine Arts. Passive Learning Active Learning Active Learning Teacher Kara’s activity involves direct experience through museum visits, which is an example of active learning based on Dale’s Cone of Experience. Learners engage in real-world exploration, making the learning process more participatory and meaningful. 2. Teacher Jocelyn is teaching physical education. The curriculum included the basic orientation of sports management. In this regard, she made her learners organize mini- intramurals. Passive Learning Active Learning Active Learning Organizing mini-intramurals allows learners to actively participate and apply what they learned in a real-life context, aligning with the "doing the real thing" level of Dale’s Cone of Experience. Ask ChatGPT 3. Teacher Trina is teaching the elements of drama. After giving a fifteen-minute lecture, she directed the learners to form an improvisation where they are expected to play as actors. When the activity ended, she processed their insights and experiences about improvisation. Passive Learning Active Learning Active Learning Teacher Trina’s approach engages learners in hands-on performance and reflection , both of which promote active participation and experiential learning based on Dale’s Cone of Experience. 4. Before going to actual teaching, pre-service teachers watch demonstration teachings to witness how a teacher is expected to manage a class. Afterwards, they are asked to write a reflection paper about what they learned from the demonstration. Passive Learning Active Learning Passive Learning While the reflection paper encourages some processing, the primary mode of learning— watching a demonstration —falls under passive learning in Dale’s Cone of Experience, as learners are not directly involved in the action. 5. Teacher Carissa organized a literary festival where learner- writers will have a creative writing workshop. In the workshop, they are expected to state their own creative process and how they translate it to their work. Guest experts critique their works in response. Passive Learning Active Learning Active Learning The learners are directly engaged in creating original content, reflecting on their own creative process, and receiving real-time feedback from experts—this involvement and hands-on experience places the activity in the active learning category based on Dale’s Cone of Experience. Ask ChatGPT 109 Guide for Mentors and Newly Hired Teachers

112. Key Topic 2: Criteria in Selecting and Developing Instructional Materials Being Strategic in Choosing and Developing Learning Materials 21 ST century pedagogy is blessed with rich sources of instructional materials. However, the challenge is how to sift through an overwhelming number of choices. Below are criteria that will allow you to distinguish whether your instructional material is appropriate for the class. 1. Alignment to the curriculum – The main objective of any instructional material is to effectively deliver learning competencies. Thus, it should be both purposive and strategic. Even if the learning material is impressively striking, it will still be lacking if it does not deepen learners’ grasp of the lesson. For instance, there are cases when the teacher would begin the class with dancing as an energizer even if it does not match the objects of the class. The point is even energizers can be devised purposively to fit to the class. 2. Developmentally appropriate – It requires that the instructional material has to be according to the age of the learners. There might be words, contexts, and references which learners or pupils at certain ages might easily comprehend. Thus, it is best to know the target audience of the material. 3 . Effects on classroom management – Aside from being learning tools, instructional materials can also establish focus and eventually classroom management. For instance, Dr. Spencer Kagan’s take on cooperative learning shows you how certain learning materials can both aid learning and manage classroom behavior. 5 6 7 5 Spencer Kagan, Kagan Cooperative Learning (California: Kagan Publishing, 2009), 1.7 4 . Inclusivity – Armed with important international documents such as Sustainable Development Goal 4 on education and Education 2030 Framework for Action, United Nations, Education, Scientific, and Cultural Organization (UNESCO) gives emphasis on “inclusion and equity” as foundations of quality education. 6 Important considerations for inclusions are “sex, ethnicity, language, religion, nationality, economic condition, and ability.” This means that instructional materials should be sensitive in dealing with diversity. 5. Localization – Aside from inclusion, UNESCO has also been at the forefront of advocating the localization of curriculum. This means that instructional materials have to be reflective of the learners’ environment. In this way, concepts no matter how universal may they seem is made tangible because it is close to their reality. The institution declares, “local culture is an integral part of the curriculum.” 7 In this case, you might want to look into your school’s immediate environment to search for appropriate instructional materials. 110 The Teacher Induction Program - Core Course 2

113. 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 found a National Geographic educational video that features the concept of predation. Despite its amazing features, he instead chose a cartoon version which covers the same concept. What did Teacher Aaron consider? Alignment to the curriculum Developmentally Appropriate Effects on classroom management Inclusive b. Developmentally Appropriate Teacher Aaron chose an instructional material suited to the age and cognitive level of his Grade 4 learners. By using a cartoon version, he ensured the content would be more relatable, engaging, and understandable for young children, which supports effective learning. 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. Alignment to the curriculum Developmentally Appropriate Effects on classroom management Inclusive a. Alignment to the curriculum Teacher Pauline’s use of comic strips aligns with the curriculum by presenting the required literary piece, Ibong Adarna , in a more accessible format. This strategy supports learners in achieving the learning objectives while maintaining the integrity of the subject matter. Ask ChatGPT 3. Teacher Christian teaches Grade 5 Math. He noticed that his learners are anxious in solving word problems. Hence, he uses an interactive board where learners can be playful while doing their computations. Developmentally Appropriate Effects on classroom management Inclusive Localization a. Developmentally Appropriate Teacher Christian’s use of an interactive board considers the developmental stage of his Grade 5 learners by making math less intimidating and more engaging. This approach matches their cognitive and emotional needs, helping reduce anxiety and making learning more effective. 4. Teacher John is teaching Grade 4 English. He always makes it a point to represent diverse Philippine ethnicities in his visual aids. Developmentally Appropriate Effects on classroom management Inclusive Localization c. Inclusive Teacher John demonstrates inclusivity by representing diverse Philippine ethnicities in his visual aids. This promotes cultural awareness, respect, and a sense of belonging among all learners, especially those from underrepresented groups. 5. Teacher Ram teaches entrepreneurship in a mango- producing town. He takes the opportunity of their place to challenge the learners to invent or innovate mango- based products that would showcase both their town and their business skills. Developmentally Appropriate Effects on classroom management Inclusive = Localization d. Localization Teacher Ram applies localization by using the local context—mango production—as a learning springboard. This makes the lesson more meaningful and relevant to the learners' lives, enhancing engagement and real-world application of skills. 111 Guide for Mentors and Newly Hired Teachers

114. 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 instructional material aligns with the curriculum and supports the achievement of specific learning competencies and objectives . Teachers should ensure that the material directly contributes to the knowledge or skills expected from the learners, as prescribed in the DepEd curriculum guide . 2. Is this learning material apt for the age and knowledge of your learners? This question ensures that the learning material is developmentally appropriate . It must match the learners’ age, cognitive level, and prior knowledge , so they can understand and engage with it effectively without confusion or frustration. 112 The Teacher Induction Program - Core Course 2

115. GUIDE QUESTION 3. Does this learning material moderate learner behavior and learning in class? This question checks if the learning material supports classroom management . Materials should help keep learners engaged, reduce disruptive behavior, and make instruction smoother, allowing for a more focused and productive learning environment. 4. Is this learning material sensitive to diverse learner contexts? This question ensures that the learning material is inclusive —meaning it respects and represents the diversity of learners in terms of culture, language, gender, ability, and background. Materials should help all learners feel seen, valued, and supported in their learning. 5. Does this learning material maximize the local potential of the school environment? This question focuses on localization —whether the learning material makes use of local resources, culture, or context to make lessons more meaningful and relatable. It encourages connecting classroom learning with the learners' real-life surroundings and community experiences. 113 Guide for Mentors and Newly Hired Teachers

116. 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. 17/18 Additional reminder: Compile your portfolio output/s and make sure that your mentor has checked your coursebook. 114 The Teacher Induction Program - Core Course 2

117. Glossary Class Adviser is a teacher assigned to manage a particular class throughout the school year. DepEd School Calendar contains implementing guidelines and list of activities to be followed throughout the school year. Division Checking Committee (DCC) The committee at the Schools Division Office responsible for the conduct of the annual checking of forms to ensure the consistency and quality of school forms Enhanced Basic Education Information System (EBEIS) The official website and portal of DepEd that maintains a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers. Individual Performance Commitment and Review Form (IPCRF) The form that shall reflect the individual commitments and performance, which shall be accomplished by individual employees. Learner Information System (LIS) A web- based system for registering, enrolling, tracking, and maintaining data on learners in formal and non- formal systems of basic education. Learner Reference Number (LRN) A unique twelve- digit identification number generated from the LIS and assigned to a learner to keep track of his/her progress through the basic education cycle, regardless of transfer to another school or learning center in the public or private sector and promotion/moving up from the elementary to the secondary level. 115 Guide for Mentors and Newly Hired Teachers

118. Moved In Learners from another school enrolling into the school between school years. Moved Out Learners from the school enrolling into a different school between school years. School Checking Committee (SCC) The committee at the school level responsible for the review and preparation of learners’ records in preparation for the annual checking of forms conducted by the DCC. School Forms Checking Report (SFCR) A report in a matrix format summarizing the results of the checking activity at the school, district, and division levels. Schools Division Office (SDO) The governance unit is accountable for supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers at the division level. SF1 (School Register) A list of learners who are officially enrolled and attending classes. SF10 (Learner’s Permanent Academic Record) The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle. SF2 (Daily Attendance Report of Learner) A list of the learners’ daily attendance. SF3 (Books Issued and Returned) A list of books and other reading materials issued to the learners, and returned to the issuing authority. 116 The Teacher Induction Program - Core Course 2

119. SF4 (Monthly Learner’s Movement and Attendance) A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months. SF5 (Report on Promotion and Level of Proficiency) A list of the learners’ academic performance and result of assessment by the end of the school year. SF5K (Report on Promotion and Level of Proficiency for Kinder) A list of the learners’ result of assessment by the end of the school year for Kindergarten. SF6 (Summarized Report on Promotion and Level of Proficiency) A summary number of learner status by the end of the semester and/or school year. SF7 (School Personnel Assignment List and Basic Profile) A list of the school personnel’s profile and official duty, such as teaching assignments, ancillary responsibilities, etc. SF8 (Learner’s Basic Health and Nutrition Report) A record of learner’s health and nutritional assessment SF9 (Learner’s Progress Report Card) An individual, periodic report of a learner’s academic achievement per grade level. Temporarily Enrolled Learners who are not officially enrolled due to deficiencies in submission of documentary requirements. Transferred In Learners from a different school enrolling into the school within the school year Transferred Out Learners from the school enrolling into a different school within the school year. ALS Form 1 (List of Mapped and Potential Learners) A list of potential ALS learners identified during the mapping activities ALS Form 2 (Enrolment Form) A basic information sheet of individuals who signified interest to enroll in the ALS Program. 117 Guide for Mentors and Newly Hired Teachers

120. ALS Form 3 (Master List of Learners and End of Program Assessment) A record of learners who are officially enrolled in ALS classes and their individual assessment status at the end of the program for the calendar year. ALS Form 4 (Master List of A&E Registrants) A list of candidates qualified to take the A & E accreditation and equivalency exam. ALS Form 5 (Learner’s Permanent Record) A record of learners’ basic personal profile and learning performance Discipline The practice of teaching or training a person to obey rules or a code of behavior in both the short and long terms. Learner Behavior This refers to the learner’s manner of conducting himself/ herself involving action and response to stimulation. It emphasizes the crucial link between the way in which learners learn and their social knowledge and behavior. Learning- Focused Environment This refers to a classroom atmosphere that encourages maximum learner participation free from disruptions by unpleasant learners’ behavior. Positive and Non- Violent Discipline This involves constructive discipline through non- violent, respectful and diplomatic means. It is a way of disciplining a learner or managing learner behavior through dialogue and counseling. It avoids the use of punishment such as spanking, verbal abuse and humiliation. Punishment An action (penalty) that is imposed on a person for breaking a rule or showing improper conduct. 118 The Teacher Induction Program - Core Course 2

121. References Issuances and Legislations Department of Education Order No. 40, s. 2012 on DepEd Child Protection Policy. Department of Education Order No. 55, s. 2013 on Implementing Rules and Regulations (IRR) of Republic Act (RA) No. 10627 Otherwise Known as The Anti-Bullying Act Of 2013 . https://www.deped.gov.ph/2013/12/23/do-55- s- 2013- implementing- rules- and- regulations-irr- of- republic-act-ra- no-10627-otherwise-known-as- the-anti-bullying- act- of- 2013/ Department of Education Order No. 8, s. 2015 on Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. https://www.deped.gov.ph/2015/04/01/do- 8-s- 2015- policy-guidelines- on- classroom-assessment- for - the-k-to-12-basic-education-program/ Department of Education Order No. 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program . https://www.deped.gov.ph/2016/06/17/do-42- s- 2016- policy-guidelines- on- daily- lesson- p r eparation- for- the-k-to- 12- basic- education- program/ Department of Education Order No. 58, s. 2017 on Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records . https://www.deped. gov.ph/2017/11/27/do- 58- s- 2017-adoption- of- new-school-forms- for- kindergarten- senior- high- school- alternative- learning- system- health- and- nutrition- and-standardization- of- permanent-records-3/ Department of Education Order No. 11, s. 2018 on Guidelines on the Preparation and Checking of School Forms . https://www . deped.gov.ph/2018/03/07/do- 11- s- 2018- guidelines- on- the- preparation-and-checking- of- school- forms/ Department of Education Order No. 7, s. 2019 on School Calendar for School Year 2019- 2020 . https://www.deped.gov .ph/ wp- content/uploads/2019/04/DO_s2019_007.pdf Department of Education Order No. 7, s. 2020 on School Calendar for School Year 2020- 2021 . https://www.deped.gov .ph/ wp- content/uploads/2020/05/DO_s2020_007.pdf Department of Education, Culture and Sports Order No. 52, s. 1998 on Guidelines on the Implementation of the Revitalized Homeroom Guidance Program (RHGP) and the System of Rating and Reporting Student Performance under the RHGP . https://www.deped.gov.ph/wp- content/uploads/2018/10/DO_s1998_052.pdf 119 Guide for Mentors and Newly Hired Teachers

122. Other Sources Cohen, Louis, Lawrence Manion, and Keith Morrison. 2004. A Guide to Teaching Practice , 5 th ed . New York: Routledge. Department of Education, E- Net Philippines and Save the Children. (2015). Positive Discipline in Everyday Teaching: A Primer for Filipino Teachers . Government of the Philippines. (2016). Teacher Induction Module 2016 . http://www.depeddavnor.ph/resources/TIP/Teacher- Induction- Program_Module- 1- V1.0- 1.pdf Kitchen, Bob. 2003. It’s Your First Year Teaching, but You Don’t have to Act Like It. Maryland: Scarecrow Education. Kottler, Ellen, Jeffrey Kottler, and Cary Kottler. 1998. Secrets for Secondary School Teachers: How to Succeed in Your First Year. Thousand Oaks: Corwin Press, Inc. Pimentel, Khristian Ross. 2016. “Reviving Hope.” Philippine Daily Inquirer . October 6, 2016. https://opinion.inquirer.net/97943/ reviving- hope Power, F. Clark, and Stuart N. Hart, 2005. “ The Way Forward to Constructive Child Discipline.” In Eliminating Corporal Punishment: The Way Forward to Constructive Child Discipline, edited by Stuart N. Hart, Joan Durrant, Peter Newell, and F. Clark Power, 91-128. Paris: UNESCO Publishing. Save the Children. A Toolkit on Discipline with Particular Emphasis on South and Central Asia . Sweden: Save the Children, 2007. https://resourcecentre.savethechildren.net/node/1478/pdf/1478.pdf UNESCO. 2015. “Specialized Booklet 1: Positive Discipline in the Inclusive, Learning- Friendly Classroom: A Guide for Teachers and Teacher Educators.” In Embracing Diversity: Toolkit for Creating Inclusive, Learning- Friendly Environments . Paris: UNESCO. 2 The Nature of Assessment and Reasoning from Evidence.” National Research Council. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: The National Academies Press. doi: 10.17226/10019. 120 The Teacher Induction Program - Core Course 2

123. Department of Education National Educators Academy of the Philippines Dir. John Arnold S. Siena Teacher Education Council Ms. Anna Marie San Diego Dir. Runvi V. Manguerra Officer- in- charge, Professional Development Division (PDD) Ms. Donnabel Bihasa Ms. Ana- Sol Reyes Senior Education Program Specialist, TEC Secretariat Senior Education Program Specialist, NEAP- PDD Mr. Jayson Peñafiel Mr. Jerson Capuyan Education Program Specialist, TEC Secretariat Education Program Specialist II, NEAP- PDD

124. Acknowledgments Philippine National Research Center for Teacher Quality Dir. Gina O. Gonong Dr. Levi E. Elipane Senior Program Manager II Ma. Izella D. Lampos Project Officer Jeanny S. Burce Research Officer UNE- SiMERR Dr. Joy Hardy Deputy Director Technical Working Group Ricardo Ador Dionisio Warren Quisada Angelo Uy Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas 122 The Teacher Induction Program - Core Course 2

125. Validators Ricky Agbay Ma. Agie Amar Jonathan Baniaga Ms. Noemi Baysa Alma Belarmino Rageene Vera Dueñas Nerio Benito Eseo Zenylou Frias Clarivil S. Layug Carlos B. Llamas III Jeanrick Deuna Nuñez Maribel Perez Beverlyn Ramirez Frankie Delos Santos Marie Eugenie Soriano Marina Tagsip Ma. Sonia A. Tomalabcad Reggie Tuazon Gladys Uy Maria Lourie Victor Support Team Ruth Mae Ellorin Layout Artist Aris L. Solis Layout Artist Roy Benson NEAP ICT Technical Support Pilot Testing Participants Region IV-A Division of Cavite Division of Quezon Division of Batangas Region VI Division of Iloilo Division of Negros Occidental Division of Antique Region VII Division of Bohol Division of Cebu Division of Negros Oriental 123 Guide for Mentors and Newly Hired Teachers