Domain 4
Philippine Professional Standards
for Teachers (PPST)
Domain 4 -Curriculum and planning
Addresses teachers’ knowledge of, and interaction with the national and local
curriculum requirements. This domain encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based on
the principles of effective teaching and learning. It expects teachers to apply their
professional knowledge
to plan and design individually or in collaboration with
colleagues, well structured and sequenced lessons.
These lesson sequences and associated learning programs should be contextually
relevant, responsive to the learners’ needs and incorporate a range of teaching and
learning resources. The domain expects teachers to communicate learning goal to
support learner participation, understanding and achievement.
Let us reflect!
KNOWLEDGE
SKILLS
As a proficient teacher I
know . . .
As a proficient teacher I do .
..
As a proficient teacher I feel
...
. . . create developmentallysequenced teaching and
learning encounters inside
the classroom coupled with
effective management and
implementation of lesson.
. . . that consistent efforts
and patience lead to
successful
planning,
implementation
of
developmentallysequenced teaching and
learning processes.
. . . that planning lesson
entails carefully aligning
objectives and activities to
the competencies laid out in
the Curriculum Guide (CG),
taking
into
account
different teaching/learning
context.
ATTITUDE
4.1.1. Prepare developmentally sequenced teaching and learning
process to meet curriculum requirements
STRAND 4.1
Planning and
Management of
Teaching and
learning process
4.1.2. Plan, manage and implement developmentally sequenced
teaching and learning to meet curriculum requirements and varied
teaching contexts.
4.1.3. Develop and apply effective strategies in the planning and
management of developmentally sequenced teaching and learning
process to meet curriculum requirements and varied teaching context
4.1.4. Model exemplary practice and lead colleagues in enhancing current
practices in the planning and management of developmentallysequenced teaching and learning process.
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CURRICULUM AREAS: These are different learning/subject areas taught and
learned in the Basic Education Curriculum
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES: These refer to the
order of activities that keeps learners engage in the content and purposely scaffolds learners
towards achieving the lessons objectives by maximizing allotted class time.
INSTRUCTIONAL PLANNING: This refers to the process of systematically preparing, developing,
evaluating and managing the instructional process by using principles of teaching and
learning.
TEACHING-LEARNING CONTEXT: This refer to teaching/learning situations and all
the circumstances in which learners learn from instruction.
One of the practices of a Grade 10 teacher in English is to plan the
lesson before the next day comes in a belief that preparation is
everything. Thinking on how to come up with an engaging activities in
the Daily Lesson Log (DLL) and on how to concretize the teachinglearning process.
The topic concerns with a literary piece “THE GORGON’S HEAD”
written by Ann Terry White. Let us see what is on the teacher’s
notebook and evaluate the plan for the developmentally-sequenced
teaching learning process.
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THE TEACHER’S PLAN FOR THE GORGON’S HEAD
Refer to the curriculum guide and the learner’s material (pp.35-36)
Fill in the needed parts in the DLL
Make the reviews engaging for women
Ask provoking questions
Integrate Mulan’s story (from Grade 8)
Have learners do sustained silent reading
Focus on the discrimination in the society
Use the activities/tasks from the learners material
Assessment, if time will permit
Identify famous oral literary work for homework
I. OBJECTIVE
Determine the effects of textual aids on understanding the text.
A. Content Standard
The learner demonstrates understanding of how world literature and
other text types serve as ways in expressing and resolving personal
conflicts, of how strategies of linking textual information, repairing
and enhancing communication
and public speaking, and in
incorporating emphasis markers in persuasive text, different forms of
modals, reflexive and intensive pronouns are used.
B. Performance Standards
The learner composes short but powerful persuasive text using a
variety of persuasive techniques and devices.
C. Learning
Competencies/Objectives
EN 10 RC-lb-2, 15
II. CONTENT
Mythical Story : The Gorgon’s Head by: Ann Terry White
A. References
Teacher’s Guide
pp. 24-26
Learner’s Material
pp. 35-36
Textbook Pages
Additional Material from
Learning Resource Portal
Other Learning Resources
III. PROCEDURES
Mythical Story : The Gorgon’s Head by: Ann Terry White
A. Reviewing previous
lesson or presenting new
lesson
Review the plight of a discriminated woman through a song.
B. Establishing a purpose
for the lesson
Ask learners the connection of Mulan’s life to the concept of
discrimination.
C. Presenting examples,
instances of a new lesson
Learners Material and Multi-Media presentation
D. Relay instances of
discrimination
Task 2 - DISCRIMINATION CHECK, P. 32
E. Discussing new
concepts and practicing
skills No. 2
Task 12 MY COAT OF ARMS, pp. 43-44
F. Additional Activities for
application or remediation
Have learners identify famous oral literary pieces and share them
before the class.
SUGGESTIONS FOR IMPROVEMENT
It’s good that the teacher carefully takes into account the practice of constantly
planning the lessons. Keeping a notebook for a plan is also a good way to strengthen
instructional planning, but does it all end by writing the plans? How about checking if
the plan is appropriate for the aim - “ to plan for a developmentally sequenced
lesson?
SCAFFOLDING IS EVERYTHING. Scaffolding refers to a variety of instructional strategies
used to guide or support learners progressively toward better understanding in the
learning process, (Glossary of education Reform, 2015)
SCAFFOLDING is crucial for learners to move from one ladder of learning to another. To
concretize things, the learners need to be guided using simple basic activities at the
beginning, leading to more complex learning encounters so as to reach the point where
learners are able to master specific learning competency.
KEEP LEARNING ACTIVITIES CONTEXTUALIZED. One of the priorities in coming up with
a developmentally sequenced teaching and learning processes is to make learning
activities contextualized, if possible, tailor-made for the context, situation, and the type
of learners.
If issues of discrimination is highlighted in the lesson, it is better to anchor the
discussions and activities on discrimination issues in the Philippines or on the
learners’ immediate community.
Activities to acquaint learners about discrimination should not only involve women
but also situations where men are discriminated or ostracized too. The
appropriateness of activities to the age and pacing of the learners are also crucial to
make the teaching and learning processes meaningful and developmental.
FOCUS ATTENTION ON THE OBJECTIVES: The objective of the lesson goes hand-in
hand with the target learning competency from the curriculum guide. To match the
aim of providing developmentally sequenced teaching and learning processes, the
activities should be geared towards the objective of the lesson.
Enabling activities help the learners shape pre-requisite knowledge and skills that lead
to the attainment of learning competency.
Culminating or final activities are given to gauge the learners in terms of mastery of
the competency or if the set of objectives was met or not.
ASSESSMENT IS A MUST: The teacher should not only provide inputs but also provide
assessment activities to identify learners’ learning status, and at the same time,
create appropriate instructional decisions.
TWO IMPORTANT TYPES OF ASSESSMENT
FORMATIVE ASSESSMENT: It is used to identify misconceptions, struggles and learning
gaps during the teaching and learning processes and includes closing the gaps
(Trumble and Lush, 2015).
It is recorded, but not included in the computation of learners’ final grades/rating.
SUMMATIVE ASSESSMENT: helps the teacher evaluate the learner’s learning,
knowledge, proficiency or success at the end of the instructional period lie a unit,
course, or instructional program (Theall and Franklin, 2010). It is heavily weighted, and
significantly obligatory.
ILLLUSTRATION OF PRACTICE
PLANNING IS EVERYTHING : Lesson planning is important to determine the success and
the failure of the teacher. However, it is the weekly lesson plan and the specific day to
day task of planning for instruction are most lacking in teachers’ educational
preparation ( Arnold, 2010).
Planning for a lesson is not just enumerating the things that teacher will implement in
the classroom once the delivery of the lesson has commenced.
The challenge is to make the lesson or the embedded activities more developmental.
PROFICIENT TEACHERS are driven to design lessons that satisfy the need to make
teaching and learning processes seamless and progressive for the learners. They start
by familiarizing themselves with the content of the curriculum as the BIBLE from which
they refer to in planning the lesson.
The competencies found in the Curriculum Guide (CG) are what should be mastered by
the learners at the end of every lesson. To design a developmentally sequenced
learning plan, proficient teachers need to religiously follow the parts of the Daily
Lesson Log (DLL) template.
DepEd Order No. 42 s. 2016 “Policy Guidelines on Daily Lesson Preparation for the K-12
Basic Education Program stated that Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) enables the teachers to guide, mentor, and support learners in developing and
assessing their learning across the curriculum with focus on scaffolding.
The PPST Policy also focused on scaffolding. Teachers need to be guided by the DLL or
DLP suggests to capture the conduct of more developmental teaching and learning
procedures.
The teachers must look into the procedures of the DLL to have a better grasp on how to
plan developmentally-sequenced teaching and learning processes. If these are
established in the lesson preparation, the teachers fulfilled the role as effective
facilitators of learning.
PLANNING FOR A DEVELOPMENTALLY-SEQUENCED LESSONS
DAILY LESSON LOG
I. OBJECTIVE
Determine the effect of textual aid on the understanding of the text
(EN10RC -lb- 2-15
The springboard will be the objective of the lesson which also reflects the competency
(in code) to be mastered.
IV. PROCEDURES
A. Reviewing Previous or
Presenting New Lesson
Have learners share the life lessons they learned from the
story of Nick Vujisic
To make the activities more developmental, it is necessary for the teacher to provide
learners with pre-requisite information about the text they are to explore .
This is also a form of establishing their mood to ensure a smooth flow of lesson delivery.
Hence, for this particular lesson, they are to read about the background of the author and
the game to which the main text is related. The learners will also be accomplishing a prereading activity which require them to give their anticipations/expectations about the text.
IV. PROCEDURES
B. Establishing a Purpose for the
Lesson
Make learners listen to the song REFLECTION, from the
movie MULAN and react on its message.
Helping learners to establish the purpose of the lesson could be a form of MOTIVATION.
A motivation maybe a creative activity that could help engage learners to the new lesson.
It gives ideas and clues on what to expect on the new lesson, thereby touching on its purpose.
The use of the song REFLECTION is a motivation or a way to establish the purpose of the text
the learners will be dealing with. The text relates to the message of the song which is
discrimination.
IV. PROCEDURES
C. Discussing New Concepts and
Practicing new skills # 2
Group the class into five (5) and let each group do silent
reading of the featured text.
For a developmentally-sequenced teaching and learning processes, start with the REVIEW of
the previous lesson to activate learners’ schema or prior knowledge. In the DLL, the review
taps on the story of an inspirational speaker who also survived challenges brought about by
his physical condition. The review will help the learners begin by combining their prior
knowledge to the new knowledge they will be developing from the main lesson.
IV. PROCEDURES
D. Developing Mastery (leads
to Formative Assessment 3)
As a group, let them disect the main text by answering
relevant questions.
This part of the procedure touches on the accomplishments of the learners during the reading activity.
This is in connection to the pre-reading activity which will collect learners’ anticipation about the text.
The teacher could incorporate collaborative activities in the process of “actually reading” the text.
Sustained silent reading where learners read the text silently
together is highlighted in this lesson’s
procedure. After reading the text, the next activity could be one that will activate the new knowledge the
learners have developed out of reading the main text. In this case, a teacher may ask a series of questions in
relation to the text or the featured narrative. This underscores the formative assessment that teachers need
to provide to confirm how well the learners have understood the text. It also allows for important
instructional decisions like reteaching the concept or moving forward to the next activity.
IV. PROCEDURES
G. Finding Practical
Applications of Concepts and
Skills in Daily Living
Have learners discussed how the characters from the text
conquered discrimination issues and encourage them to
relate it to the real life scenario
After making sense of the text through the reading activities, post reading activities have to
dealt with. They include applying what they learned from the text to practical means of real-life
scenarios. This makes learning new knowledge more relatable and meaningful. Generalization
and abstraction of learning also count as post reading activities because the learners need to
encapsulate what they have produced out of reading the text. For this particular lesson, the
learners will be listing the act of heroism and struggles of the characters found in the text which
aligns with the concept of battling out discrimination. Realization about these details are also
expected from the learners.
IV. PROCEDURES
H. Making Generalizations and
Abstractions
Lead learners into completing “The Hero in Me” chart
where they will be listing the acts and heroism and
struggles of the main character of the narrative. They are
to provide their realizations about these details.
Evaluating the learning outcome is the last step towards planning for developmentally sequenced teaching
and learning processes. It comes with either pencil and paper or performance-based activity that will gauge
where learners at in terms of the competencies they need to master. The lesson features a performancebased evaluation of learners learning which has to be coupled with a rubric. This is because assigning scores
or grades for performances must be based on criteria and standards which should be communicated to the
learners prior to the accomplishment of the tasks.
4.2.1. Identify learning outcomes that are aligned with the learning
competencies.
STRAND 4.2
Learning
Outcomes aligned
with learning
competencies
4.2.2. Set achievable and appropriate learning outcomes that are
aligned with learning competencies.
4.2.3. Model to colleagues the setting of achievable learning outcomes
that are aligned with learning competencies to cultivate a culture of
excellence for all learners.
4.2.4. Exhibit high-level skills and lead in setting achievable and
challenging learning outcomes that are aligned with learning
competencies.
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ACHIEVABLE LEARNING OUTCOME: is a set within the range of abilities of the
learners. ( Academic Programmes Quality Resources Unit, University of Malta,
2009)
APPROPRIATE LEARNING OUTCOME: is targeting relevant skills, knowledge and
attitudes
ALIGNMENT WITH THE COMPETENCY: is the congruence of the learning outcome s
to the level of knowledge, skills and attitudes described in the competency.
LEARNING COMPETENCIES: This refers to the knowledge, understading, skills and
attitudes the students need to demonstrate. This particular learning competencies
set for the lesson/learning activity. (Department of Education, 2015)
Let us reflect!
KNOWLEDGE
SKILLS
As a proficient teacher I
know . . .
As a proficient teacher I do .
..
. . . that setting
achievable learning
outcomes aligned with
the learning
competencies is
necessary in
instructional planning
. . . plan my lessons
around achievable and
appropriate learning
outcomes aligned with
the learning
competencies.
ATTITUDE
As a proficient teacher I feel
...
. . . driven in setting
appropriate and
achievable learning
outcomes aligned with
the learning
competencies.
Planning the lesson needs careful thinking particularly in addressing the key
question:
What should the learners know and realistically be able to do by the end of the
class, an assignment or an activity or a quarter?
LEARNING COMPETENCIES: Focus on the application and integration of the
content knowledge from the perspective of the learners. Explicitly and directly
address expectations of learning.
LEARNING OUTCOMES : Articulate how learners will be able to employ the
materials both in the context of the class and more broadly (University of Toronto, n.d.)
Include products of performance targets the learners need to demonstrate by the
end of a particular assignment, class or learning activity.
In setting the learning outcome, think of ACTIVE VERBS that will
demonstrate the learners’ knowledge and understanding in terms of
specific actions.
BLOOMS/ANDERSON KRATHWOL‘s TAXONOMY
TAXONOMY OF COGNITIVE DOMAIN
REMEMBERING
Recognizing or
recalling knowledge
from memory
define, identify, list, name,
recall, recognize, record,
relate, repeat, underline
UNDERSTANDING
Constructing meaning
from different types of
functions
choose, cite examples,
demonstrate, use of, describe,
determine, differentiate
between, discriminate,
discuss, explain, express, give
in words, identify, interpret,
locate, pick, report, restate,
review, recognize, select, tell,
translate, respond, practice,
simulate
APPLYING
Using learned material or
to implement material in
new and concrete
situation
apply, demonstrate, dramatize,
employ, generalize, illustrate,
interpret, operationalize,
practice, relate, schedule, shop,
use, utilize, initiate
ANALYZING
Breaking materials or
concepts into parts,
determining how the parts
relate to one another or
how they interrelate, or
how the parts relate to
overall structure of the
purpose
analyze, appraise, calculate,
categorize, compare, conclude,
corollate, contrast, criticize,
detect, debate, deduce,
determine, develop, diagram,
differentiate, distinguish, draw
conclusions, estimate, evaluate,
examine, experiment, identify
Breaking materials or
concepts into parts,
ANALYZING
determining how the parts
infer, inspect, inventory, predict,
relate to one another or how
question, relate, solve, test,
they interrelate, or how the
diagnose
parts relate to overall
structure of the purpose
EVALUATING
Making judgements based on
appraise, assess, choose, compare,
criteria and standards
critique, estimate, evaluate, judge,
through checking and
measure, rate, revise, score,
critiquing
select, validate, value, test.
Putting elements
together to form a
coherent or functional
CREATING
whole; reorganizing
elements into new
pattern or structure
through generating.
arrange, assemble, collect,
compose, construct, create
design, develop, formulate,
manage, modify, organize,
plan, prepare, produce,
propose, predict, reconstruct,
set-up, synthesize,
systematize, device.
ALIGNMENT OF LEARNING OUTCOME TO LEARNING COMPETENCY AND
PERFORMANCE TASK
Identify the cognitive level of competency
Illustrates the measures of central tendency
(mean, median and mode) of statistical data
M7SP-IV-f1 (Analysis of the learning
competency by looking at its key verb.
The verb illustrates works at the application
level of cognitive domain.
Think about what the learners should be
able to know or demonstrate after the
instruction
Learning Outcome: Compute the measures
of central tendency mean, median, mode
(BEHAVIOR) in a simple survey (CONDITION)
accurately (CRITERIA)
ALIGNMENT OF LEARNING OUTCOME TO LEARNING COMPETENCY AND
PERFORMANCE TASK
Plan learning activities that will
reinforce the teaching based on the set
outcome.
PERFORMANCE TASK
Conduct a simple survey among your 20
classmates on the questions/statements:
1. How do you spend your leisure time?
2. Present data on a frequency
distribution.
3. Compute for the mean, median and
mode.
4. Interpret these measures of central
tendency.
The teacher sets the learning outcomes by deconstructing the competencies.
In deconstructing or unpacking the competencies should:
• Identify whether the competencies describe knowledge, reasoning, skills or,
product learning target.
• Consider the knowledge, reasoning and or skills pre-requisite to the
competency.
GUIDE QUESTIONS
• What does learner need to know understand to attain mastery on this
competency?
• What patterns of reasoning if any, are require to attain mastery of this
competency?
GUIDE QUESTIONS
3. On what specific performance skills, must learner attain proficiency to
attain mastery of this competency?
4. What products, if any, would learners be proficient in creating if they
have mastered this competency?
SCIENCE IV - QUARTER 1
COMPETENCIES
Day 1
Unit Standard
At the end of the unit,
learners recognized
that when mixed
together, material may
not form new ones,
thus these materials
maybe recovered
using different
separation techniques.
The learners
should be able to
identify the
appearance and
use of uniform
and non-uniform
mixtures
Day 2-3
The learners
should be able to
enumerate
techniques in
separating
mixtures such as
decantation,
evaporation,
filtering, sieving
and using
magnets
(S6 MT ld-f-2
Day 4
The learners
should be able to
tell the benefits
to tell the
benefits of
separating
mixtures from
products in
community
(S6 MT lg-j-3
Learning Outcome
The learners
should be able to
write a report on
beneficial
measures at
home.
Product: Written
Report
Performance
Target: Write a
report.
SCIENCE IV - QUARTER 1
COMPETENCIES
Day 1
Day 2-3
Day 4
Learning
Outcome
Key Verb
recognize
describe
enumerate
tell
write
Cognitive
Level
remembering
remembering
remembering
remembering
remembering
While setting the learning outcome, consider and answer these questions:
Key Question
Is the learning outcome
appropriate?
Is the learning outcome
achievable?
Is the learning outcome aligned
with the learning competency?
Yes
No
Why?
/
It focuses on relevant knowledge and
skill. This is evident thorugh the rightful
selection of the product and
performance target.
/
It is within the range of skills of the
learners
/
It describes knowledge and skills on the
similar cognitive level
To set the learning outcomes for longer span of instruction, consider the
following (Popenic and Mila, 2015)
• Think of what students should be able to know and do after the unit/quarter.
Refer to the grade level standards in the Curriculum Guide (CG)
• Indicate the main skills, abilities and knowledge they will acquire.
• Begin with a clear statement. Write “ at the end of the unit/quarter, learners
should be able to . . .
• Avoid verbs susceptible to different interpretations of what actions they
require. This type of verbs indicate general behaviors that cannot be
objectively measured. (e.g. know, understand, become aware of, appreciate,
learn, become familiar with, think.
To set the learning outcomes for longer span of instruction, consider
the following (Popenic and Mila, 2015)
• Use clear, simple and concise sentences, that can be understood by
learners, peers, teachers, school administrators and other
stakeholders.
4.3.1. Demonstrate knowledge in the implementation of relevant
and responsive learning programs.
STRAND 4.3
Relevance and
responsiveness of
learning programs
4.3.2. Adapt and implement learning programs that ensure
relevance and responsiveness to the needs of all learners.
4.3.3. Work collaboratively with colleagues to evaluate the design of
learning programs that develop the knowledge and skills of learners at
different ability levels.
4.3.4. Provide advice in the design and implementation of relevant and
responsive learning program that develop knowledge and skills of learners
at different ability levels.
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ADAPTION AND IMPLEMENTATION: are processes involved to suit learning
programs and execute plans for them in addressing learning needs. Adaption of
learning programs may contextualize, modify or localize current plan.
While, implementation of the learning program entails preparation of the needs
assessment , understanding of goals, setting and following guidelines, conduct relevant
activities, teacher resources, setting a time table, and monitoring and evaluation.
LEARNING PROGRAM: is an organized and sequenced set of strategies, activities
and tasks, that effect learning that are responsive and relevant to the needs of all
learners (PPST, 2017)
RESPONSIVENESS: refers to DepEd commitment of quality, equitable, culture-based and complete education
for all through all its learning programs. It higly considers context of learning in an increasingly diverse
learners, schools anc communities (DepEd Core Principle of the K to 12 Basic Education Program, 2017)
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ADAPTION AND IMPLEMENTATION: are processes involved to suit learning
programs and execute plans for them in addressing learning needs. Adaption of
learning programs may contextualize, modify or localize current plan.
While, implementation of the learning program entails preparation of the needs
assessment , understanding of goals, setting and following guidelines, conduct relevant
activities, teacher resources, setting a time table, and monitoring and evaluation.
LEARNING PROGRAM: is an organized and sequenced set of strategies, activities
and tasks, that effect learning that are responsive and relevant to the needs of all
learners (PPST, 2017)
RESPONSIVENESS: refers to DepEd commitment of quality, equitable, culture-based and complete education
for all through all its learning programs. It higly considers context of learning in an increasingly diverse
learners, schools anc communities (DepEd Core Principle of the K to 12 Basic Education Program, 2017)
Let us reflect!
KNOWLEDGE
SKILLS
ATTITUDE
As a proficient teacher I
know . . .
As a proficient teacher I do .
..
As a proficient teacher I feel
...
. . . the processes
involve in adapting
and implementing
the appropriate
learning programs in
my class.
. . . adapt and implement
learning programs that
recognized diversity and
uniqueness of learners
with respect to their
context.
. . . that I am well
prepared to adapt and
implement learning
programs that suit the
needs of the learners.
IMPORTANT ASPECTS OF THE LEARNERS THAT SHOULD BE CAPTURED
IN THE PROFILING
• DEMOGRAPHIC INFORMATION: includes gender, age ethnicity, location,
religion, family and economic background. This information can be used in
understanding the learners in adapting and learning and implementing
program that is beneficial to them.
• LEARNER CHARACTERISTICS: Includes learner’ learning preferences and
styles, literacy and numeracy, prior learning, and learners’ needs and skills for
learning. Getting this information is a good reference of designing a learning
program that is contextualized and responsive to the needs of the learners.
IMPORTANT ASPECTS OF THE LEARNERS THAT SHOULD BE CAPTURED
IN THE PROFILING
• INTERESTS/ASPIRATIONS/LEARNING DRIVERS: are essential in motivating
learners to pursue meaningful learning. There serve as intrinsic motivators
that should be considered in adapting and implementing a learning program
for them to strive and thrive not only in the class, but also in the wider
community.
In adapting and implementing a learning program, teachers should determine
first the needs of the learners through needs assessment.
STUDENT NEEDS ASSESSMENT: is a diagnostic tool intended to identify
developmental needs of a learner in a school environment.
TYPES OF STUDENT NEEDS ASSESSMENT (SNA)
• General development needs of learners as growing youth: This is a
self- reporting questions. How well the learners are getting along
with peers? How he/she feels about the school? It is more on
personal issues, family issues and desired goals.
• Learners Individual situations that directly determines academic
goals.
THE GUIDING PRINCIPLES OF INCLUSIVE EDUCATION
• Responsiveness to Rights: Education helps realize DepEd
Commitments of quality, equitable, and culture-based, and
complete education for all. Rights-based Approach (RbA) of
recognition, promotion, and protection are observed.
• Sensitivity and Responsiveness to Context: Education
recognizes and value the diversity of learners, schools and
communities.
THE GUIDING PRINCIPLES OF INCLUSIVE EDUCATION
3. Inclusion: Education recognizes and respects the learners’
rights and responsive to their context. The principle of “no
learner left behind” is consistently observed.
With “inclusion” as key standards and principle, the K to 12
Curriculum offers a number of learning programs such as:
Mother Tongue-Based Multilingual Education (MTB-MLE), varied
TLE Offerings, Senior High School Tracks and Strands, Special
Education (SPED), Madrasah Education,
THE GUIDING PRINCIPLES OF INCLUSIVE EDUCATION
Indigenous Peoples’ Education (IPED), Special Interest Programs (Arts,
Sports and Journalism), Alternative Delivery Modes (ADMs), Flexible
Learning Options (FLOs), Alternative Learning System (ALS), and Quality
Differentiated Instruction thru:
• Contextualization of learning materials
• Equal opportunities
• Provision of options to create learn and share what they know and
what they can do in both curricular and co-curricular activities.
DEPED LEARNING PROGRAMS
Philippines Education for all
OVERVIEW
DEPED RELEVANT ORDERS
Along with “Education for all,” the
eight (8) timebound and specific
targets under the Millennium
Declaration which is signed on
• DO 36, s. 2022 - Education
For All (EFA), 2015 plan
September 2000. The declaration,
in general aims to reduce poverty
by half in 2015. With the adoption
of the declaration, the
Philippines likewise affirmed its
preparation
• DO 27, s. 2006 Implementation of the
Philippine Education for
All. 2015 Plan on Critical
commitment to the Millennium
Development Goals geared
towards reducing poverty,
hunger, diseases
Task on Regular Monitoring
og Progress
DEPED LEARNING PROGRAMS
OVERVIEW
illiteracy, environmental
degradation and discrimination
against women. These goals
have been mainstreamed in
the country’s Medium Term
Philippine Development Plan
(MTPDP) 2002-2010 including
policies and plans related to
children, access to primary
education, gender and gender
equality.
DEPED RELEVANT ORDERS
DEPED LEARNING PROGRAMS
Every Child A Reader (ECARP)
OVERVIEW
The ECARP is a national program
that addresses the thrust of
DepEd to make every Filipino
child a reader at his/her own level.
It is designed to equip elementary
pupils with strategic reading and
writing skills to make them
independent young readers and
writers. It also provides a yearlong training for teachers to make
them multi-literate and
independent problem solvers.
DEPED RELEVANT ORDERS
• DepEd 45 s. 2022 - Reading
Literacy Program in the
elementary schools.
• DO 18 s. 2017 - Guideline
on the utilization of the
2017 Every Child A Reader
Program Fund for Early
Language, Literacy and
Numeracy program
Professional development
Component.
DEPED LEARNING PROGRAMS
Early Language, Literacy and
Numeracy (ELLN)
OVERVIEW
DEPED RELEVANT ORDERS
In DepEd Order No. 12 s. 2015, the
department recognizes the
foundation of learning in child’s
early language, literacy and
numeracy skills. These skills
according to DepEd, do not
develop naturally, and thus
require careful planning and
instruction. There is, thus a need,
for children to have access to ageappropriate and culturallysensitive materials to have them
develop the habits of reading,
speaking, writing and counting
• DO 12 s. 2015 - Guidelines
on the Early Language,
Literacy and Numeracy
Program, Professional
Development Component
• DO 24 s. 2018 - Guidelines
on the utilization of the
Early Language, Literacy
and Numeracy Program
Funds. Professional
development Component
DEPED LEARNING PROGRAMS
Special Education (SPED)
OVERVIEW
The institutionalization aims to
provide access to basic
education among children of
special needs. The Department
of Education is mandated to
protect and promote the the
right of every Filipino Citizen to
quality education that will
enable each learner to realize
their full potential and
meaningfully serve the nation
DEPED RELEVANT ORDERS
• DECS Order No. 26 s. 1997
- Institutionalization of
SPED Program in all
schools
• DO 11 s. 2000 Recognized Special
Education (SPED) Program
in the Philippines.
ILLUSTRATION OF PRACTICE
Adapting and Implementing Special Education (SPED) through Mainstreaming of
Learners with special needs
The ultimate goal of special education shall be the integration of mainstreaming of
learners with special needs in the school system and eventually in the community.
Mainstreaming of special education learners provides their rights to be in a regular
classroom for at least one class to see if they are ready for the challenge. Inclusion
involves bringing special education service to a child who is regular classes, rather
than bringing the child to the services, as in special education classroom. It focuses
on the benefits of being in the class, but the requirements for the learners are
tailored to the child’s special needs. With full inclusion, all learners are brought into
regular classroom, no matter what their disability might be.
HOW TO DO IT?
• Review the needs of all the learners with disabilities prior to planning the
lessons. Extra planning helps teachers tailor their offerings to the learning
needs. This extra time will allow them to arrange more classroom helpers for
those days when the curriculum might prove to be more than their special
needs learners can manage.
• Use teacher resources help improve the instruction. Inclusive schools look at
their resources as in a sense all being devoted to improve the instructional
program for the learners. Teachers who handle special needs learners should
use those resources effectively.
HOW TO DO IT?
3. Value children with disabilities; value the inclusion of children with disabilities.
Mainstreaming learners with disabilities is not going to be beneficial if the school
heads and teachers do not see the value of creating inclusion classrooms for
those learners. This will only negative environment for those learners.
4. Undergo training to deal with the special needs population. Teachers need to
know how to deal with the behavioral and emotional challenges they are faced
with everyday in their classroom. Whether the training comes from the children
in their classroom, school counselors, school psychologists, or outside
consultants- they need to know in difficult situations.
HOW TO DO IT?
5. Work together to solve problems created by inclusion. Two heads are always
better than one. Collaborating with other teachers can help solve problems that
one may have never faced. Teacher collaboration also allows teachers to share
what has worked for them in several situations.
6. Do not segregate learners in prior grades. Id special needs learners are going to
attend mainstream classrooms, they need to do so at every grade level. Teachers
cannot expect them to suddenly adjust because they are in a higher grades.
4.4.1. Seek advice that can enhance strategies that can enrich
teaching practice.
STRAND 4.4
Professional
collaboration to
enrich teaching
practice
4.4.2. Participate in Collegial discussions that use teachers and
learners feedback to enrich teaching practice.
4.4.3. Review with colleagues, teacher and learner feedback to plan,
facilitate and enrich teaching practice.
4.4.4. Lead colleauges in professional discussions to plan and
implement strategies that enrich teaching practice.
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PROFESSIONAL COLLABORATION. This refers to the teachers working together
with colleagues and other stakeholders to enrich the teaching-learning process.
COLLEGIAL DISCUSSION. This refers to mutually respectful professional
conversation with colleague/s which can br formal and informal, that promotes
shared responsibility in enhancing the current practice.
FEEDBACK. This refers to information given about the teacher’s and learner’s
performance for enriched learning practice.
Let us reflect!
KNOWLEDGE
As a proficient teacher I
know . . .
. . . that professional
collaboration is
working together
with my colleagues.
SKILLS
As a proficient teacher I do .
..
. . . share my best
practices to my
colleagues in my school.
ATTITUDE
As a proficient teacher I feel
...
. . . that collaboration
with my colleagues
will enhance teaching
practice.
ILLUSTRATION OF PRACTICE
Collegial discussion between peers
In a school, a Grade 2 teacher finds teaching reading challenging. She
knows that her colleague has a broad knowledge of different reading
strategies. She talks to her and request for a peer observation. On the
agreed date, the peer teacher models the reading technique that she
finds effective for her class. After, they engage in a discussion clarifying
how the new teacher can apply the teachnicque to her own class.
ILLUSTRATION OF PRACTICE
Transcript of the collegial discussion
What else do you
think
You are very much
welcome. So how did you
find the strategy that I
used?
ILLUSTRATION OF PRACTICE
Transcript of the collegial discussion
I thought that my kids would
really enjoy the lesson too.
When you show the video, the
children really enjoyed rapping.
The chant in words with the
initial /p/ sound really caught
their attention and they even
sang it.
What else do you think
would work in your own
class?
ILLUSTRATION OF PRACTICE
Transcript of the collegial discussion
That’s nice. I hoped I’ve
had helped you.
I particularly like the guessing
game that you did. Kids were
really excited
What else do you think
would work in your own
class?
In the conversation, It can be observed that there is more freedom of exchange
of views regarding practices. The teacher’s feedback is channeled through a less
threatening and more friendly conversation. The decision to enrich once practice
is already built through effective modelling.
Nota Bene:
Peer observation involves teachers observing each others practice and learning
from each other. Teachers have the opportunity to give and receive feedback
about teaching practice and develop awareness about their own teaching
(Australian Institute of Teaching and School Leadership)
HOW TO DO IT?
In the three stages of observation: pre-observation, during observation, and post
observation , consider these roles of the observer and the host teacher.
(American English. state. gov. - nd)
Pre-Observation: The observer meets with the teacher before the class to learn
about the lesson’s focus and objectives. The teacher should define a focus area
and make sure that both are in agreement about how the observation will be
conducted (duration, setting, etc.).
Observation stage: The observed teacher should inform learners about the
observation before the lesson. The observer should arrive a few minutes early
and be as discreet as possible: sit in the back of the room, focus solely on the
observation and observe the entire lesson and make
detailed descriptive records for the postobservation meeting
HOW TO DO IT?
Post Observation Meeting: Both the teacher and the observer should reflect and
discuss what happened in the classroom. Teachers should respect each other
with respect
and offer opinions in a kind and constructive way. Participant
should set action plans/ goals based on what they learn.
It is the role of the teacher as member of the Professional Learning Community
(PLC) to make the observation of classes successful.
• Serve as LAC facilitator or documenter or resource person for certain topics
when assigned such roles.
• Develop plans to apply what has been learned and implement agreed action
plan in one’s classroom.
• Monitor once progress in relation to the LAC plan.
• Prepare and submits documents or materials as needed and bring
materials relevant to topic.
• Reflect on the implementation.
• Share learning with colleagues in informal setting.
• Prepare to share in each LAC session, and
• Allow LAC leader to to observe how the learning was applied.
4.5.1. Show skills in the selection, development and use of variety
of teaching and learning resources , including ICT to address
learning goals.
STRAND 4.5
Teaching and
learning resources
including ICT
4.5.2. Select, develop, organize and use appropriate teaching
and learning resources, including ICT to address learning goals.
4.5.3. Advice and guide colleagues in the selection, organization,
development and use of appropriate teaching and learning resources,
including ICT to address specific learning goals.
4.5.4. Model exemplary skills and lead colleagues in the development
and evaluation of teaching and learning resources, including ICT , for
use within and beyond the school.
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PLEARNING GOALS: These are broad statements of learning outcomes which
include content and performance standards.
TEACHING AND LEARNING RESOURCES: These refer to the resources used in the
teaching and learning process such as learning resources (e.g.. curriculum guide,
teacher’s manuals), learning resources (e.g. learners materials, worksheets).
INCLUSION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) This refers to
integration of ICT in the teaching and learning process. This also includes digital resources
downloaded from the Learning Resources Management and Development System (LDRMS)
Portal, You Tube and the like.
Let us reflect!
KNOWLEDGE
SKILLS
As a proficient teacher I
know . . .
As a proficient teacher I do .
..
. . . that learning
resources are the
learning materials
that helps me deliver
my lessons
effectively.
. . . prepare learning
materials that are
appropriate to my
lessons.
ATTITUDE
As a proficient teacher I feel
...
. . . that lessons are
best mastered and
remembered when
learning materials are
used.
Monday
Date: _________________
I. OBJECTIVE
A. Content Standard
During the lesson, the learners
need to:
• Identify the text types of
the text given.
• Discuss the text type
characteristics and
features, and
• Present findings before the
class
Tuesday
Date:________________
Wednesday
Date:_____________
During the lesson the learners
need to:
• Compare and contrast
informative, journalistic and
literary writing, and
• Classify samples according
to text types.
During the lesson the
learners need to:
• Justify what text type
was given in the samples,
and
• Compose original
samples of text types
based on the given job
card.
The learner demonstrates understanding how Anglo-American literature and other text types
serve as means of enhancing the self; how to use processing, assessing, summarizing information,
word derivation, and formation strategies, effective word order, punctuation marks and
interjections to enable him/her to participate actively in a speech choir.
B. Performance
Standard
The learner actively participates in a speech choir through using effective verbal and non-verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expression, Body
Movement, Gestures and Audience Contact.
C. Learning
competencies/
Objectives (Use the
LC code for each)
EN9WC -la - 8
Distinguish between and among informative, journalistic and literary writing
LOOK
Teacher stated the learning goal in the DLL
III. LEARNING
RESOURCES
Monday
Date: _________________
B. Other learning
resources
• Reading texts lifted from
the internet, books,
magazine, journals, recipe
book, car manual,
newspaper, brochure
• Metacards,
www.slideshare.net/ronaca
tubig07/grade9Informative writing,
Journalistic writing, and
literary writing)
LOOK
Tuesday
Date:________________
• LC projector
• Venn diagram Activity sheet
• Concept mapping activity
sheet
• Manila paper
• Job card
Wednesday
Date:_____________
• LCD Projector
• Job card
Teacher selects and organizes learning
resources to use for the day’s lesson.
IV. PROCEDURES
Monday
Date: _________________
Tuesday
Date:________________
How to cook sinigang
from the Afro-Asian Literature
Text by GEMS Publishing
How to cook sinigang
by Mama Sita
B. Establishing a
purpose for the
lesson
• How many among you are
fond of writing?
• What kind of write-ups have
you produced?
• Do you follow patters or
rules in writing?
Coconut A Tree of Life
(A recount on the different uses of
a coconut tree part)
Sports Article
from Manila Bulletin
The Legend of Maria Makiling
Trees by Joyce Kilmer
Editorial
LOOK
Wednesday
Date:_____________
The teacher does the following:
• Asks the class if they understood
what was discussed in the
previous meeting and if they still
have questions.
• Gives the class the final output
• The learners will be made to work
in group
• Each group identifies a leader
• The group leaders are going to
draw lots as to what job card each
group will work on. Written on the
job cards are the three basic text
types.
• From the list of suggested topics
for each text types , the group will
write a composition with a
minimum of three paragraphs and
maximum of five paragraphs
The highlighted parts of the DLL are the
various types of learning materials used by
the teacher to help meet the competency
of the lesson.
IV. PROCEDURES
F. Developing
Mastery (Leads to
Formative
Assessment)
Monday
Date: _________________
• The teacher shall elicit from
the learners the definition
of the text types based on
the samples given
• Learners shall give their
personal definition of the
text types considering
their characteristics and
features.
• The teacher shall write the
key concepts, terms or
phrases, coming, the
learner Manila Paper.
LOOK
Tuesday
Date:________________
The teacher shall now present another
graphic organizer in the form of concept
map to help the learners abstract what they
learn abstract what they learned and lead
the students in the classification of the
write-up.
T
e
x
t
T
y
p
e
s
Informative
Text
Journalistic
Text
Literary
Text
Wednesday
Date:_____________
• The output of the learners
shall be given to other
groups to evaluate if they
have followed the
instructions given to them,
• The learners give their
comments as to how the
works of other groups could
be improved.
• In case, the written output
has not met the minimum
criteria following the text
type , the learners may ask
the writer to revise the
output to come up with the
required text type assigned
to them
The highlighted parts of the DLL are the various
types of learning materials used by the teacher
to help meet the competency of the lesson.
SUGGESSTIONS FOR IMPROVEMENT
The teacher is commended for coming up with a lesson log about the text
types and in using teaching and learning resources throughout the three-day
lesson. Adapted other learning resources that are generic and surely engaged
the learners in the class discussion.
To enhance the teacher’s lesson log, the following suggestions maybe
considered:
• For part F, Developing Mastery - the teachers directed the learners to
write their answers on a Manila Paper. It would have been better if it is
illustrated in a Learning Wall in the Manila Paper using the metacards. This
would have helped the learners categorize ideas and concepts about the
text types.
SUGGESTIONS FOR IMPROVEMENT
• Though the teacher used guided tables and metacards to evaluate
learning, the activity is not aligned with the learning goals. The learning
goal is to distinguish the text type and not to define them. It would have
been better if the teacher provided another activity or TLR to evaluate
learning.
ILLUSTRATION OF PRACTICE
• The teacher needs to teach the learners lesson on recount to ensure that
the learners will fully understand the processes on how to write
interesting recounts using varied sentence structures.
• In the compilation of varied teaching materials, the teacher finds some
related materials, pictures and charts. The teacher’s use of the Learning
Management and Development System (LRMDS) portal for appropriate
teaching and learning resources.
• Considering the learning goals and the nature of learners, the teacher
thinks that interactive materials from the portal would be a great help for
instruction.
ILLUSTRATION OF PRACTICE
Selecting appropriate teaching and learning resources
Consider the following guidelines in selecting appropriate teaching and learning resources (Guidelines and
Processes for LRMDS Assessment and Evaluation.
TYPES OF RESOURCES
Print
SAMPLE
KEY QUESTIONS
workbooks, dictionaries, encyclopedias,
newspapers, magazines, handouts, wordless
books, fliers, reference books, maps,
laboratory manuals, syllabi, brochures,
pamphletes, show me board
• Is the material suitable to the learners development
needs?
• Does the material cover the content?
• Does the material promote higher cognitive skill such as
critical thinking, creating, learning by doing, inquiry and
problem solving
• Is the material free from ideology, cultural and gender
bias?
• Does the material reflect the values and traits of being a
Filipino?
• Does the material address the interests of the learners?
• Is the material free from any kind of error?
• Does the material address the learning goal?
TYPES OF
RESOURCES
Charts,
posters,
flashcards,
manipulatives
SAMPLE
charts, flashcards, diorama
boxes, finger puppets, movie
roll boxes, TV roll boxes,
origami dioramas, gardening
tools, anatomy models
KEY QUESTIONS
• Are the presented facts accurate?
• Are visuals clear and adequate?
• Are the materials age
appropriate?
• Does the material serve its
purpose?
• Is the material durable?
• I the material free from any kind
of error?
• Does the material address the
learning goal?
TYPES OF
RESOURCES
Non print
materials
SAMPLE
KEY QUESTIONS
CD Room, VCD, DVD, slide deck
presentation, transparencies,
TV, Digital Interactive
• Is the material consistent with the
content of the DepEd learning
competencies?
• Is the content accurate?
• Is the material logically developed and
organized?
• Is the material relevant to real life
situations?
• Is the language appropriate?
• Is the material free from any kinds of
error?
• Do the materials support value
formation?
ILLUSTRATION OF PRACTICE
Developing appropriate teaching and learning resources
The teacher is preparing the learners for a listening activity and looking for a literary piece
from Anglo-American Literature which will enable the learners to infer thoughts, feelings
and intentions in the material viewed (EN9VC-la-3.8); analyze literature as a means of
discovering the self (EN9L-la-14); distinguish between and among informative, journalistic
and literary writing (EN9WC-la-8); and use the appropriate segmental (sounds of English)
and the suprasegmentals or prosodic features of speech when delivering lines of poetry
and prose such as speech choir, jazz chants and raps (EN9OL-lc-1-15).
The teacher is able to find a suitable resource in You Tube. However if the teaher intends
to maximize the existing material in targeting the development of other skills then the
challenge of developing a learning material to integrate the four domains is on.
I. OBJECTIVE
A. Content Standard
The learners demonstrates understanding of how Anglo-American literature and other text
types serve as means of enhancing the self; how to use processing, assessing, summarizing
information, word derivation, formation strategies, punctuation marks, and interjection.
B. Performance Standards
The learners actively participate in the speech choir through using effective verbal and nonverbal strategies based on the following criteria: Focus, Voice, Delivery, Facia expression,
Body movements/Gestures and Audience impact
C. Learning Competencies/
Objectives
Write the LC code for each
EN9VC- la-3.8 : Infer thoughts, feelings, and intentions in the material viewed
EN9LT-la- 14: Analyze literature as the means of discovering the self
EN9WC -lc-8: Distinguish between and among informative, journalistic, and literary writing
EN9OL - lc -1.5: Use the appropriate segmental (sounds of English or the suprasegmental or
the prosodic features of speech when delivering lines of poetry and prose, such as speech
choir, jazz, chants and raps.
The learning competencies targeted in this DAily Lesson Plan (DLP) help meet the
content and performance standards which are the learning goals.
The teacher considers the learning goals in selecting the TLRs to be used in the
lesson
V. PROCEDURES
The class will be given sentences written on the metacards . Metacards are pictorial cards
founded on Neurolinguistics Programming Principles (NPP). This helps in engaging learners in
the learning process.
A. Reviewing the previous
lesson or presenting the
new lesson
I love you
I love you
I love you
Tell the learners that the words in bold letters receive the primary stress and that means that
the word should be spoken with appropriate pitch, length and loudness . The learners are
expected to identify the changes in meaning as the word being stressed is changed.
Focus on how the teacher comes up with the use of TLR in this review of previous
lesson. The teacher wants the learners to apply the learning on stress to make the
review interactive and engaging to everyone . The teacher comes up with a
developed material
What are the thing considered by the teacher in developing TLRS
QUESTIONS TO PONDER
POSSIBLE RESPONSES AND REMARKS
Is there a need to develop a new TLR?
Yes
What is the target goal?
Refer to the content and performance standards as realized though the
learning competencies
What type of TLR should be developed?
It maybe audio, print, non-print, video or audio video resources
Is there a localized or indigenized material to be used?
Yes, if non proceed to the availability of materials to be used in the
development of TLRs
What materials should be used in the development of TLRs?
The materials to be used in the development of TLRs depedns on the
availabilty
Are the materials to be used in the development of TLRs available?
Yes, if not available , look for possible alternative materials to be used.
What are the thing considered by the teacher in developing TLRS
QUESTIONS TO PONDER
POSSIBLE RESPONSES AND REMARKS
When to start planning and developing the new
resources?
Planning to develop new resources starts once the
teacher identified the learning goals to be addressed,
the necessary and available materials to be used and
the learners background.
Should the destroy pretest the developed
material?
Yes, look at how learning resources would contribute
to the teaching-learning process.
How to use the developed materials?
Organize the materials used in the lesson plan.
Consider the simplicity or the complexity of the
appropriately address the learning goals.
ILLUSTRATION OF PRACTICE
Developing appropriate teaching and learning resources
Remember that locally crafted TLRs substitute expensive ones which are not
readily available. The ability to localize or indigenize materials makes the
teacher adaptable to learning situation. It is encouraged to develop localized
and indigenized materials that are aligned to learning goals.
I. OBJECTIVE
B. Establishing the Purpose of
the lesson
The teacher discusses the objectives of the lesson
Group Activity (10 minutes)
The class will be divided into four groups. Each group will be given printed materials to study and will be informed
that they are going to present their understanding materials.
Group 1 - Biography of William Shakespeare - Interview Group 3- Characteristics of Ophelia - Commentary
Group 2 - Summary of Hamlet - Press release
Group 4 - Character Analysis of Ophelia - Press release
C. Presenting
Examples/Instances of a
New Lesson
Interview
Photocopy of of Shakespeare biography sheet
Press Release
Photocopy of summary of Hamlet and sample press release
Commentary
Photocopy of character sketch and sample commentaries
Monologue
Photocopy of character analysis of Ophelia and sample monologue
The teacher takes time to develop the activity materials particularly the interview
sheet including the rubrics in the lesson plan to ensure that all the learning
experiences and deliverables of the learners shall be graded accordingly.
I. OBJECTIVE
D. Discussing new
concepts and
practices new skills
#1
Rach group will present their output . A rubric will be used in grading
the output.
Group 1: Rubrics in presenting interview
Group 2: Rubrics in publicly announcing the press release\
Group 3: Rubrics in presenting a public commentary
Group 4: Rubrics in delivering a monologue
The teacher selects the existing learning materials to find out that there is a need to develop other
materials that will support the learning competency that is aligned to the learning goals. Therefore the
teacher considers the learning goals selecting the TLRs to be used the lesson.
V. PROCEDURE
D. Discussing new
concepts and
practices new skills
#2
Watching You Tube Presentation of Five Truths: Stanislavski
(https://youtube.com)
watch?+20D7phopWWk&list+Pl5DE67813461897E6retrived January7,
2018
The learners will use a teacher-made observation sheet about getting
inferences about thoughts, feelings, intentions about the material
viewed.
The teacher considers the availability of online sources by acknowledging
the learners’ interest towards technology while taking into consideration
the learners learning style s inclined to technology.
V. PROCEDURE
J. Additional
Activities for
remediation
Digital comic strip
Rubrics in evaluating digital comic strip
The interconnectedness of varied TLRs used is also considered in the organization of TLRs in the lesson.
The teacher demonstrate positive use of ICT in the lesson in asking authentic output from the learners
which is ICT enabled.
PPST Support Materials
(Resource Packages)
https://bit.ly/46dyXXR
https://www.rctq.ph/?page_id=2680
CURRICULUM IMPLEMENTATION DIVISION
filmore
FILMORE REZOTA CABALLERO
Chief Education Supervisor
Curriculum Implementation Division