Science 4_Session_Matatag Curriculum_deped_philippines

Matatag

1. TRAINING ON THE MATATAG CURRICULUM 1 Venue: Molave Hotel, Tagum City Date: July 8-12, 2024

2. TRAINING   ON THE   MATATAG CURRICULUM 2 Venue: Molave Hotel, Tagum City Date: July 8-12, 2024 SCIENCE 4

3. Session 7 B MATATAG Science 4 Curriculum Walkthrough of Learning Resources JULIE ANN L. CORTES School Head 3

4. Grade 4/7 Learning Journey 4 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of [Learning Area] Shaping Paper Day 2 Session 4 Quarter 1 Curriculum Standards and Unpacking/Clustering of Learning Competencies Session 5 Quarter 2 Curriculum Standards and Unpacking/Clustering of Learning Competencies Day 3 Session 6 MATATAG Curriculum: Instructional Design Framework  Session 7A   MATATAG (Learning Area) Instructional Design Framework (IDF):   Pedagogy and Assessment   Session 7B   MATATAG (Learning Area) Walkthrough of Learning Resources   Day 4 Session 8 Integrating 21st Century Skills in Classroom-based Assessment Session 9 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 10 Collaborative Expertise    Session 11 Class Observation in the Context of MATATAG Curriculum   Day 5 Session 12 Management of School-based Professional Development Programs   Session 13 Facilitation Skills   Posttest Closing Program *For School Leaders Only

5. Grade 4/7 Learning Journey 5 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of [Learning Area] Shaping Paper Day 2 Session 4 Quarter 1 Curriculum Standards and Unpacking/Clustering of Learning Competencies Session 5 Quarter 2 Curriculum Standards and Unpacking/Clustering of Learning Competencies Day 3 Session 6 MATATAG Curriculum: Instructional Design Framework  Session 7A   MATATAG (Learning Area) Instructional Design Framework (IDF):   Pedagogy and Assessment   Session 7B   MATATAG (Learning Area) Walkthrough of Learning Resources   Day 4 Session 8 Integrating 21st Century Skills in Classroom-based Assessment Session 9 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 10 Collaborative Expertise    Session 11 Class Observation in the Context of MATATAG Curriculum   Day 5 Session 12 Management of School-based Professional Development Programs   Session 13 Facilitation Skills   Posttest Closing Program *For School Leaders Only

6. Session Objectives At the end of the session, participants will be able to: explain the design of the lesson plan for the MATATAG Science 4 Curriculum; enhance a sample lesson exemplar following a prescribed design, and considering its alignment with the IDF, and pedagogies for Science; and appreciate the value of designing a lesson plan that align s with the K to 10 IDF, pedagogies and assessment in Science. 6

7. Professional Standards Addressed: 7 Philippine Professional Standards for School Heads PPSSH 3.1 School-based review, contextualization and implementation of learning standards PPSSH 3.2 Teaching standards and pedagogies PPSSH 4.1. Personal and professional development PPSSH 4.5. Professional development of school personnel Philippine Professional Standards for Supervisors PPSS 1.1 Supporting curriculum implementation PPSS 3.1 Support for instructional leadership PPSS 4.1 Learning and development PPSS 4.3 Personal and professional development

8. Professional Standards Addressed: 8 Philippine Professional Standards for Teachers PPST 1: Content Knowledge and Pedagogy 1.2 Research-based knowledge and principles of teaching and learning; 1.5 Strategies for developing critical and creative thinking, as well as other higher-order thinking skills; PPST 2: Learning Environment 2.3 Management of classroom structure and activities; 2.4 Support for learner participation; and 2.5 Promotion of purposive learning. PPST 4: Curriculum and Planning 4.1. Planning and management of teaching and learning process; 4.2 Learning outcomes aligned with learning competencies

9. Session Flow Lesson Design for the MATATAG Curriculum Features of the Lesson Exemplar / Lesson Plan Parts of a Lesson Plan Walkthrough of Sample Teaching and Learning Resources 9

10. Switching the Paper Doll Dresses Stay with your existing group. Exchange your paper dolls with the other group’s dolls. Try if the patterns you have and the dresses you have made would fit your new paper doll. 10 Time Duration: 3 minutes.

11. Questions: How did you initially feel when switching the paper dolls and trying with it the dresses you have?  Which paper doll dress felt like the best fit for your new doll? Why is it important that the design and dress should be appropriate and suitable to the paper doll? 11

12. 12 In the context of lesson planning, how do we ensure its appropriateness and effectiveness to the learners?

13. 13 GRADE 4 SCIENCE LET’S TRY “Stop-Look-Review: Lesson Plan Inspection”

14. 14 Review the sample lesson exemplar provided. Analyze each part of the LE, by identifying the Teaching Strategy/ Method used, and the IDF features surfaced. Provide your comment/s and recommendation for each part of the LE in the REMARKS Column, as shown below. Time Duration: 10 minutes. What to do? “Stop-Look-Review: Lesson Plan Inspection”

15. 15 Time Duration: 10 minutes. Template “Stop-Look-Review: Lesson Plan Inspection” Eg : Video presentation Context, Integration Answer the Guide questions by group; involve Collaboration

16. 16 “Stop-Look-Review: Lesson Plan Inspection” https:// bit.ly /Sci4_8B_Activity

17. PRESENTATION OF OUTPUTS 17

18. Let’s Dig Into 18

19. Let’s Dig Into! How does the lesson present the alignment of Curriculum, Teaching and Assessment? 19

20. What most prominent IDF features have surfaced in the parts of the Lesson Plan? 20 Let’s Dig Into!

21. How is the design and strategies/parts of the lesson contribute to the attainment of lesson objective/s? 21 Let’s Dig Into!

22. Is the lesson applicable to your own type of learners? What general suggestion for improvement of the lesson did you give?  22 Let’s Dig Into!

23. Let’s Discuss 23

24. 24 a detailed outline or guide that teachers use to structure and organize their instructional activities for a specific lesson or class period serves as a roadmap for teachers , helping them effectively deliver content , engage students , and achieve desired learning target Lesson Plan DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

25. 25 A Lesson Plan detailed outline or guide developed by the teacher/s before delivering instruction. It serves as a roadmap for what will be covered in a particular lesson. A Lesson Exemplar is a detailed , exemplary model or example of a lesson plan . It typically showcases best practices , innovative teaching strategies , and effective ways to achieve learning objectives. Lesson Exemplar and Lesson Plan Wiggins, G., & McTighe , J. (2005). Understanding by Design. ASCD.

26. Lesson Format and Design for MATATAG Curriculum DepEd Order No. 42, S. 2016: Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program DepEd Order No. 14, S. 2023: Policy Guidelines on the Implementation of the National Learning Camp MATATAG Curriculum K to 10 Instructional Design Framework 26

27. MATATAG CURRICULUM Lesson Exemplar DO 42, s. 2016 DO 14, s. 2023 IDF DL P/DLL NLC IDF 27

28. Parts of Lesson Plan Objectives Content Learning Resources Procedures Evaluating Learning Additional Activities Remarks Reflection Short Review Lesson Purpose/ Intention Lesson Language Practice Lesson Conclusion Lesson Activity DO 42, s. 2016 DO 14, s. 2023 28

29. Parts of Lesson Plan 29 Parts of Lesson Exemplar used for the Quarter 1 (Pilot)

30. Parts of Lesson Plan 30 Parts of Lesson Exemplar used for the Quarter 2-4 (Pilot)

31. Short Task 31 With a partner, compare and contrast the parts of the Lesson Exemplar used in Q1 and Q2 for pilot schools.

32. Features of Lesson Plan 32

33. 33 Lesson Exemplar Format

34. Lesson Exemplar Format 34 ESSENTIAL PARTS DESCRIPTION I. Curriculum Content, Standards, And Lesson Competencies This part includes objectives related to content knowledge and competencies . It also describes the behavior or performance teachers want learners to exhibit to consider them competent. It states what the teacher intends to teach and serves as a guide for instruction and assessment .

35. Lesson Exemplar Format 35 ESSENTIAL PARTS DESCRIPTION Benchmarks of Knowledge and Skills. The content standards define what students 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. Key concepts and skills that are covered in the quarter

36. 36 ESSENTIAL PARTS DESCRIPTION as Benchmarks of Transfer of Learning . Level of and/or evidence of performance expected to be exhibited by learners at the end of the quarter. The performance standards define the expected proficiency level which is expressed in two ways: students should be able to use their learning or understanding in real-life situations, and they should be able to do this on their own. Lesson Exemplar Format

37. 37 ESSENTIAL PARTS DESCRIPTION are specific skills performed with varying degrees of independence.  also refers to the ability to perform activities according to standards expected by drawing from one’s knowledge, skills, and attitudes. have different degrees of difficulty and performance levels . The competencies are unpacked through learning objectives which the lesson will address. Lesson Exemplar Format

38. 38 ESSENTIAL PARTS DESCRIPTION are SMART and based on the learning competencies SMART – S pecific, M easurable, A ttainable, R ealistic, T ime-bound usually written by the teacher in an effort to unpack the learning competencies Lesson Exemplar Format

39. Learning Objectives 39 Cognitive (Understanding and Applying Scientific Knowledge) Psychomotor (Performing Scientific Inquiry Skills) Affective (Developing and Demonstrating Scientific Attitudes and values)

40. Learning Objectives 40 Cognitive (Understanding and Applying Scientific Knowledge) https:// tips.uark.edu

41. Learning Objectives 41 Psychomotor (Performing Scientific Process / Inquiry Skills) Scientific, Technological, and Environmental Literacy Study. (2005). UP-NISMED

42. Learning Objectives 42 Affective (Developing and Demonstrating Scientific Attitudes and values) https:// moe.edu.sg /

43. 43 ESSENTIAL PARTS DESCRIPTION The s ubject matter of the lesson. It encompasses the key concepts, facts, skills , and understandings that learners are expected to acquire ( topics and subtopics ) . It i ndicates the connection of the content to different subject areas or disciplines to create a more holistic and interconnected learning experience. Integration of topics , themes , and/or advocacies Lesson Exemplar Format

44. 44 Learning Resources The references include the pages of the TG, LM, textbook, and the additional materials from the LRMDS portal .  The other learning resources refer to materials such as those that are teacher-made, authentic, and others not included in the references.  This part can also include the supplies, equipment, tools and other non-print materials needed for activities before, during, and after the lesson.

45. Teaching and Learning Procedures (with Prompts) 45 Activating Prior Knowledge ( M ind and Mood) Establishing Lesson Purpose ( A ims) Developing and Deepening Understanding ( T asks and Thought) Making Generalizations ( A bstractions) Evaluating Learning ( T ools for Assessment ) Teacher’s Remarks ( A nnotations) Reflection ( G ains)

46. Lesson Exemplar Format 46 ESSENTIAL PARTS DESCRIPTION What learners know/ can do 1. Short Review (Active way of recalling previous ideas and activities) 2. Feedback on performance/products from previous activity and/or deliberate practice (Optional) Science of Learning Principle Linking what the learner knows with what he/she needs to know

47. Lesson Exemplar Format 47 ESSENTIAL PARTS DESCRIPTION 1. Engagement activities 2 . Establishing reason for learning the new lesson 3. Unlocking content area of vocabulary (general words and/or domain specific words) and important words that will facilitate understanding of the lesson. Science of Learning Principle P reparing learners for what is to come Providing learners the necessary language that the teacher will use

48. Lesson Exemplar Format 48 ESSENTIAL PARTS DESCRIPTION Explicitation - Processing of initial understanding of new idea Worked Example -Modeling , Experiments - Guided deliberate practice , Elaboration and/or extended practice , Translating errors into useful knowledge Lesson Activity (Application and/or integration) - Working on multiple examples (varied and repetitive) , , Independent / Extended practice Science of Learning Principle Developing the ‘idea’ of the lesson, working on an example, and application

49. Lesson Exemplar Format 49 ESSENTIAL PARTS DESCRIPTION 1 . Learners’ Takeaways (conceptual understanding/written record) 2. Reflection on Learning (metacognition-thinking about what and how they learned. Science of Learning Principle Allowing learners to write and/or talk about the idea they have understood after practice activities Having learners reflect on how they learned (gains and challenges)

50. Lesson Exemplar Format 50 ESSENTIAL PARTS DESCRIPTION 1. Formative Assessment (performance, product, written output) Various assessment methods and tools may be utilized. 2. Homework (optional) -reasonable extended deliberate practice ools for Assessment / Test Science of Learning Principle Assessing content understanding and skill development

51. Lesson Exemplar Format 51 COMPONENTS DESCRIPTION F. Teacher’s Remarks (Annotation) Notes on: 1. Relevant observations (critical incident) 2. Learning outcomes accomplished 3. Tasks that will be continued the next day 4. Additional activities needed

52. Lesson Exemplar Format 52 COMPONENTS DESCRIPTION G. Reflection ( Gains ) Teacher’s Reflection after the Instructional lesson that may be input of LAC/ Collaborative Expertise Session Explored strategy, method, or activity Experience about the materials used and the learners engagement Problems encountered and actions to taken Anticipated challenges and intended solutions Supporting teachers in their reflective practice

53. Lesson Exemplar Format 53 Duration Materials needed Online references Other suggested strategies Safety consideration Etc.

54. Learners Worksheet Parts 54 Worksheet Parts Description Activity No.: Title     Objective(s) Materials Needed copy of text, link to viewing/media text, materials for projects and/or experiments, and tools for application tasks Instructions guide to the learner on the purpose and procedure of the activity learner support (sample responses, illustrations, and/or models) differentiation in terms of task difficulty, output options, texts choices

55. Learners Worksheet Parts 55 Worksheet Parts Description Synthesis/ Extended Practice/ Differentiation synthesis question or prompt to have learners write/talk about their conceptual understanding additional activities for extended practice suggestions for differentiation to match learners’ progress

56. Learners Worksheet Parts 56

57. Lesson Exemplar Format 57 III. TEACHING AND LEARNING PROCEDURES A. Activating Prior Knowledge (Minds and Moods) Short Review/ Elicit recall of previous ideas and activities B. Establishing Purpose of the Lesson (Aims) Motivation / Priming / Engagement activities Establish reason for learning new lesson Unlocking content area vocabulary and important words to facilitate learning C. Developing and Deepening Understanding   (Task and Thought) Experiments / Modeling / Guided Activity / Processing of understanding / Exploration and Explanation of understanding Elaboration and/or Extended practice / Independent Practice / Integration D. Making Generalization (Abstraction) Learners take-away ( Elaboration of Conceptual understanding) Reflection on Learning (Metacognition) E. Evaluating Learning (Tool for Evaluation / Assessment) Assessment / Evaluation (Conceptual understanding) and/or Homework (optional) / Extension of understanding and skills Remarks   (Annotation) – Relevant observations, remarks on assessment and tasks Reflection   (Gains) – Best practice/strategy, Problems encountered w/solutions (LAC)

58. 58 The 5E / 7E Inquiry-based Instructional Model Elicit Determine students' prior knowledge and existing misconceptions related to the topic. Extend Allow students to apply their knowledge and skills in new contexts or extensions. https:// knowledgequest.aasl.org /

59. 59 The 5E / 7E Model and the Lesson Plan Parts III. TEACHING AND LEARNING PROCEDURES A. Activating Prior Knowledge ELICIT  B. Establishing Purpose of the Lesson ENGAGE  C. Developing and Deepening Understanding EXPLORE – EXPLAIN ELABORATE  D. Making Generalization  EXPLAIN - ELABORATE E. Evaluating Learning EVALUATE - EXTEND Remarks Reflection

60. 60 The DLP and the MATATAG Lesson Plan Parts III. TEACHING AND LEARNING PROCEDURES DLP/DLL Parts (DO 42, s. 2016) MATATAG LESSON PLAN A. Reviewing previous lesson or presenting the new lesson A. Activating Prior Knowledge B. Establishing a purpose for the lesson B. Establishing Purpose of the Lesson C. Presenting examples/instances of the new lesson C. Developing and Deepening Understanding D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery (leads to Formative Assessment 3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions on the lesson D. Making Generalization I. Evaluating learning E. Evaluating Learning J. Additional activities for application or remediation

61. 61 WALKTHROUGH OF A SAMPLE SCIENCE LESSON

62. 62 Content Standards Learners learned that animals and plants have systems that function to keep them alive. Performance Standards By the end of the quarter, learners identify that plants and animals have systems whose function is to keep them alive. Learning Competency: The learners describe in simple terms how the following human body systems work: muscular, skeletal, digestive, circulatory, and respiratory. Objective/s:  At the end of the lesson, Describe the main functions of the muscular system in simple terms. (Week 1 / Day 1-3) Content:  Human Body Systems: Muscular System Integration: Health and Wellness / Good Health and Well-being CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

63. 63 TEACHING AND LEARNING PROCEDURES Activating Prior Knowledge Short Review A. Animal Needs Scavenger Hunt: Students will identify and understand the basic needs of animals. Instructions: Organize a scavenger hunt in the schoolyard or a local park . Provide students with a list of things animals need (e.g., food, water, shelter, air).   Have them search for examples of each in the natural environment and discuss their findings after. Guide Questions : 1. What is one example of an animal's need for food that you observed during the scavenger hunt? Describe the food source and the animal's interaction with it. 2. Can you find evidence of animals accessing water sources during the scavenger hunt? How important is water to the survival of these animals? 3. Did you come across any natural shelters or hiding places that animals might use for protection? What kinds of animals do you think would seek refuge in these areas? 4. How do you think animals in the environment you explored obtain the air they need to breathe? Can you see any signs of animals using the air for respiration?

64. 64 TEACHING AND LEARNING PROCEDURES Establishing Lesson Purpose Lesson Purpose Muscular System • Begin with a short video or interactive presentation that highlights the incredible feats of the muscular system , such as athletes performing in sports or other professionals such as ballet dancers, runners, swimmers, divers. • Prompt a class discussion by asking students to share instances when they used their muscles to accomplish something impressive, like lifting a heavy object or running a long distance, or performing dance movements or simple gymnastics. • Explain that understanding the muscular system can help them improve our body - physical abilities, posture, strength, and health. • Maybe, the teacher may introduce how to make the muscular system healthy or ways to prevent injuries or damage to the muscles (i.e., sprain, bruises, burns, contusions, etc.)

65. 65 TEACHING AND LEARNING PROCEDURES Establishing Lesson Purpose Unlocking Content Area Vocabulary Muscular System • Provide students with a list of related words such as “ muscles ”, “ movement ”, “ posture ”, “ strength ”, “ flexibility ”, and “ voluntary ”. • Encourage the students to find and write down simplified explanations or synonyms for these words. Developing and Deepening Understanding Explicitation • Divide students into groups and provide each group with a set of cards containing terms related to the muscular system, such as “muscles”, “movement”, “posture”, "strength", "flexibility", and "voluntary." • Ask each group to sort the cards into categories and provide simple explanations or synonyms for each term. • Have each group present their categorized cards and explanations to the class.

66. 66 TEACHING AND LEARNING PROCEDURES Developing and Deepening Understanding 2. Worked Example • In the Philippines, we often help our families with farming and fishing . Our muscles are like the 'engines' that power us through these tasks. When we plant rice in the fields, our muscles help us dig and carry heavy loads of rice. They also enable us to paddle boats when we go fishing, just like the engine of a boat. • Muscles give us the proper posture, strength and flexibility to do these important jobs. Note: The teacher may provide pictures showing farming, fishing activities to the students to augment the discussion.

67. 67 TEACHING AND LEARNING PROCEDURES Developing and Deepening Understanding 3. Lesson Activity • Show students images or diagrams of the muscular system. • Divide the class into small groups and provide each group with a set of labels for different muscle types (e.g., skeletal, smooth, and cardiac muscles). • Have each group create a poster or diagram that illustrates the functions of these muscles using simple language and visuals. Encourage them to explain the function of muscles such as movement, support and protection of internal organs, generates heat, and aid blood circulation. • Ask the students to perform Activity No. 1 titled “Muscle Mania: Understanding the Muscular System” , and let them answer the guide questions found in the work sheet. ( Muscles Labeling Activity ) • Ask the students to perform Activity No. 2 titled “Muscle Power: A Hands-On Exploration”, and let them answer the guide questions found in the worksheet. ( Muscle contraction and relaxation by using a simple model )

68. 68 TEACHING AND LEARNING PROCEDURES Making Generalizations Learners’ Takeaways Muscular System: Main Functions Direction: Complete the concept map below by providing the main functions of the muscular system to the bubbles that are connected to the central bubble labeled "Muscular System".

69. 69 TEACHING AND LEARNING PROCEDURES Evaluating Learning Analyze a short passage below and answer the questions that follows. "Keeping our muscles healthy is crucial for staying active and strong. Regular exercise, such as biking or playing sports, helps strengthen our muscles, while warming up before activities reduces the risk of injury. Staying hydrated, getting enough rest, and maintaining a balanced diet with protein-rich foods contribute to muscle health. Listening to our bodies, taking breaks when needed, and seeking help if we experience unusual pain are essential practices. By incorporating these habits into our daily lives, we not only promote muscle strength but also ensure overall well-being, allowing us to enjoy a healthy and active lifestyle.” What are two examples of activities mentioned in the passage that help strengthen muscles?           a) Watching TV             b) Biking and playing sports           c) Eating ice cream       d) Sleeping all day According to the passage, why is it important to warm up before physical activities?            a) To make the activity more difficult      b) To reduce the risk of injury            c) To avoid exercising                             d) To save time 3.    What is the main function of the Muscular System and w hy is it important to maintain    our muscles healthy?

70. 70 TEACHING AND LEARNING PROCEDURES Teacher’s Remarks Teacher’s Reflection Direction: Answer briefly the following questions. 1. What principles and beliefs informed my lesson? 2. Why did I teach the lesson the way I did? 3. What roles did my students play in my lesson? 4. What did my students learn? How did they learn? 5. What could I have done differently? 6. What can I explore in the next lesson? Note on observation on the following area Effective Practice Problem Encountered Strategy explored Materials Used Learners Engagement Other

71. 71 LESSON COVERAGE III. T-LPROCEDURES DAY 1 DAY 2 DAY 3 A. Activating Prior Knowledge Recall Recall Recall B. Establishing Purpose of the Lesson Motivation C. Developing and Deepening Understanding Activity 1 Activity 1 -2 Activity 2/ Application/ Integration D. Making Generalization Abstraction / Extension E. Evaluating Learning (Informal FA) (Informal FA) Evaluation Note: Science for Grades 3 to 6 is allotted for 45 minutes daily (five days)

72. 72 Based from the presented Lesson Exemplar, what modification can you suggest for its enhancement, if you will deliver the lesson in your own class?

73. 73 Let’s Put Into Action Plan It Right: Lesson Plan Make-over!

74. Plan It Right: Lesson Plan Make-over! Review and analyze a sample Lesson Exemplar. Try to provide comments and modify into your own lesson plan based on the previous discussions on IDF, Pedagogy and Assessment. You may log first the important activities in each part of the Lesson Plan. 74

75. 75 Time Duration: 10 minutes. Template Plan It Right: Lesson Plan Make-over!

76. 76 Time Duration: 10 minutes. Template and Sample LEs Plan It Right: Lesson Plan Make-over! bit.ly /Science4_Session6B

77. 77

78. PRESENTATION OF OUTPUTS 78

79. 79 As an instructional leader, what is the value of reviewing a pre-prepared Lesson Exemplar by your teachers?

80. 80 As teacher, what is the value of reviewing a pre-prepared Lesson Exemplar?

81. CLOSING 81 “Plans are of little importance, but planning is essential.” - Winston Churchill

82. 82 REFERENCES Department of Education. 2023. K to10 Instructional Design Framework Department of Education. 2023. MATATAG Science Curriculum Framework DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program Bransford , J. D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How people learn: Brain, mind, experience, and school . National Academies Press. Caine, R. N., & Caine, G. 1991. Making connections: Teaching and the human brain . Alexandria, VA: ASCD. Driver, R., Asoko , H., Leach, J., Mortimer, E., & Scott, P. 1994. Constructing Scientific Knowledge in the Classroom . Educational Researcher, 23(7), 5-12. Harlen , W., & Qualter , A. 2009. The Teaching of Science in Primary Schools . London: David Fulton Publishers. Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievemen t. Routledge.

83. Program Management Team Curriculum and Teaching Strand Bureau of Curriculum Development Bureau of Learning Delivery Bureau of Education Assessment Bureau of Alternative Education Bureau of Learning Resources Human Resources and Organizational Development Strand National Educators Academy of the Philippines (NEAP) Professional Development Division Quality Assurance Division Session Guide and Presentation Deck Developer/s BLD Julieven R . Abrea MATATAG CURRICULUM TRAINING RESOURCE PACKAGE