Pre-Test

Write TRUE if the statement is correct and FALSE if otherwise incorrect.

__TRUE__1. Gifted learners can only be catered fully if not mixed in a regular class.
__FALSE__2. Diversity of learners refer to difference in terms of gender, race, nationality and culture.
__TRUE___3. Communicating with parents and families is one way of knowing the diversity of learners within
your care.
__TRUE___4. A learner having a chronic illness can be considered as a learner in difficult circumstances.
__TRUE___5. Responding to the strengths, needs and learning preferences of individual students helps create an
inclusive learning experiences.
__FALSE__6. IP learners learn best when taught in a contextualized manner.
__TRUE___7. One-size-fits-all approach is possible in addressing diversity of learners.
__TRUE___8. Differentiated Instruction (DI) is the one of the many ways of addressing diversity of learners.
__TRUE___9. Teachers can turn learner diversity into an asset by capitalizing on their different talents, interests and
backgrounds.
__TRUE___10. Gender sensitivity is very important in dealing with diverse learners.

Activities and Assessment

Cite your experience during your practice teaching days or first teaching employment where you were to
handle a diverse groups of learners.

a. What particular various groups were you able to encounter?

Coordination costs represent time and energy that group wprk consumes that individual work does not,
including the time it takes to coordinate schedules, arrange meetings, meet, correspond, make decisions
collectively, integrate the contributions of group members, etc. The time spent on each of these tasks may not
be great, but together they are significant.
Motivation cost refers to the adverse effect on student motivation of working in groups, which often involves
one or more of phenomena.
Intellectual cost refer to characteristics of group behaviour that can reduce creativity and productivity.

b. What are the identified different learning needs between and among those groups?
Allocating time: while group assignments may save instructors time in some areas, they may add time in
other areas.
Teaching process skills: functioning effectively in teams requires students to develop strong
communication, coordination and conflict resolution skills, which not all instructors feel qualified to
teach.
Assessing process as well as product: assessing teamwork skills and group dynamics can be farctrickier
than assessing a teams’s work. Effective evaluation of process requires thoughtful consideration of
learning objectives and a combination of assessment approaches. This creates layer of complexity that
instructors may not anticipate.
Match the aspects of Diverse Background in Column A to the given Learning Needs in Column B. Write the letter of
your choice on the space provided before each number.
Column A Column B
(Diverse Background) ( Learning Need)

__D__1. Gender a. Participation to festivities that

promotes one’s cultural identity

__F__2. Religion Beliefs b. Participation to extra-curricular

activities with less or no expenses

__B__3. Socio-economic Background c. Use of the Mother Tongue in the

early stage

__E__4. Geographical Background d. Leadership in group tasks may

be done by either boys or girls

__C__5. Language e. Use of Flexible Learning Options

__J__6. Ethnic Group f. Need for equal opportunities to

lead the morning prayer

_A__7. Culture g. Opportunities for maximum

Development

_G__8. Learners with disabilities h. More rapid instructional pace

_I__9. Race i. Free from discrimination

_H__10. Gifted j. Relevant to Indigenous Knowledge

System and Practices (IKSPs)

After knowing your diverse learners, what are other learning activities that can be appropriately used or provide to
address the needs of your diverse learners? You may refer to examples in Activity #2

DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES

1.Gender CRITICAL THINKING

2. Religion Beliefs CROSS-CULTURAL UNDERSTANDING

3. Socioeconomic Background CREATIVITY

4. Geographical Background CREATIVITY

5. Language CROSS-CULTURAL UNDERSTANDING

6. Ethnic Group CROSS-CULTURAL UNDERSTANDING

 7. Culture CROSS-CULTURAL UNDERSTANDING

8. Learners with disabilities CREATIVITY

9. Race COLLABORATION

10. Gifted CREATIVITY

Planning
Based on the inputs provided, develop a learning activity for at least 2–3 varied groups of learners from the
lesson that you are presently/currently teaching.
When students are engaged in learning, there is movement and laughter and sometimes lots of noise. They are
up and out of theirs seats involved in the activities that promote thought, creativity, and discovery. Students are busy,
self-disciplined, and best of all, willing to take responsibility for their own learning because they understand that what
they are doing is important.
We need to provide our students with activities that are innovative and challenging as well as purposeful if we
want them to be engaged in learning. Although there are many different factors to consider when designing instruction
meant to engage students of various ages, there are some easy-to-implement universal strategies that can used to
increase the engagement potential in instructional activities.
 When students can set their own goals for assignments and then work to achieve thise goals, then their
work takes on a serious and meaningful purpose.
 Help students stay on the right track by providing opportunities for frequent self-checks and plenty of
other formative assessments to that they can monitor their own progress. Make it easy for students to be
aware of how well ther are doing, and you will make it easy for them to stay engaged in a learning activity.
 Create activities and assignments that are challenging but attainable. Students should have to work and
think to succeed, but the potential for success should always be clearly evident.

Reflection
1. What teaching strategies did you learn from Module 4 that would help you organize or develop teaching-
learning activities for these various groups of learners?
Coordination costs represent time and energy that group wprk consumes that individual work does not,
including the time it takes to coordinate schedules, arrange meetings, meet, correspond, make decisions
collectively, integrate the contributions of group members, etc. The time spent on each of these tasks may not
be great, but together they are significant.

2. Were you able to adequately address the diverse needs of these learners?
Yes, there are 3 ways to manage diversity.
 Highlight the diversity of your classroom to the students. Teach your classroom what diversity means
and hoe it is manifested in their own classroom. A great lesson could include choosing a few different
students who represents such diversity. Then highlight how each of those students adds something
valuable and unique to the classroom.
 Get to know your students and build relationships with them. In order for teacher to be inclusive with
their lesson plans, they need to get to know their students. Depending on the kids’ age, teachers could
ask them to keep a weekly journal at school. If the kids are younger, a thematic jounal of drawings may
also give teachers insight into students’ lives. It could be assigned with themes, depending on the need
seen in the classroom.


  Provide an array of different learning tools. Nowadays, technology plays a key role in students’ learning.
Essentially, these tools help teachers manage diverse learning styles base on students’ profiles: their
interests, abilities, learning levels and struggles. Thus, incorporating such tools in a diverse classroom
may give teachers a great way to meet the learning needs of all their students.

3. What are the needs to be improved professionally to deal with diverse learners?

 Data & Information

Meet as a team to closely read and learn from every student’s IEP.
Make a “cheat sheet” that shows students’ IEP and/or ELL classifications and modifications.
Create a one-page spreadsheet of students’ reading levels.
 People Power
Train paraprofessionals in the room to conduct reading conferences with sutdents.
Share lesson plans with paraprofessionals ahead of time.
Split the class into smaller groups, each facilitated by an adult in the room.
Give each adult in the room a small group of students to monitor and support.
 Curriculum & Assignments
Modify assignments to make them more accessible to every student.
Survey students about their interests and use that feedback to guide curriculum.
Create songs and chants to go along with the skills and content we’re learning.

4. What is your realization on the importance of knowing and providing variation in learning opportunities?
I think it’s about putting yourself in the students’ shoes and seeing how a first-time student, may
be someone who hasn’t even taken cheistry before, is looking at it. And in some ways, I think the people
who are the most successful as teachers are the ones who are able to remember what it was like being
uncertain and not knowing. When you become an expert, things are easy. So the idea is to try and see
where are coming from and why they’ve developed this misconception and what you can do to specifically
address it.

5. Share what you feel and think after finishing this lesson by completing the following statements. (i) My
knowledge in understanding diversity of learners and their learning needs will help me to… (ii) I find the lesson…

Post-Test
Read the items carefully. Write TRUE if the statement is correct and write FALSE if not and modify the statement to
make it correct.

__FALSE__1. Gifted learners can only be catered fully if not mixed in a regular class.
__FALSE__2. Diversity of learners refer to difference in terms of gender, race, nationality and culture.
__TRUE___3. Communicating with parents and families is one way of knowing the diversity of learners within
your care.
__TRUE___4. A learner having a chronic illness can be considered as a learner in difficult circumstances.
__TRUE___5. Responding to the strengths, needs and learning preferences of individual students helps create an
inclusive learning experiences.
__FALSE__6. IP learners learn best when taught in a contextualized manner.
__TRUE___7. One-size-fits-all approach is possible in addressing diversity of learners.
__TRUE___8. Differentiated Instruction (DI) is the one of the many ways of addressing diversity of learners.
__TRUE___9. Teachers can turn learner diversity into an asset by capitalizing on their different talents, interests and
backgrounds.
__TRUE___10. Gender sensitivity is very important in dealing with diverse learners.
 Pre test
Identify whether the given statements are true or not on explicit teaching. Write F for fact and B for bluff.

_F_ 1. In explicit teaching, there is a need for the teacher to model the behavior to the students.
_F_ 2. Teachers should be specific and direct enough to make learning accessible to all students in the class.
_F_ 3. In explicit teaching, the students restate the lesson objectives back to the teacher in their own
words.
_F_ 4. The teacher presents the steps both orally and visually to meet needs of learners.
_F_ 5. The teacher explains what the task is, why it is important, and add to it, why it is done.
_B_ 6. The teacher may use a visual model to demonstrate a concept being taught when necessary.
_B_ 7. Explicit teaching is teacher-centered.
_B_ 8. Students practice different kinds of problems during the guided practice time.
_B_ 9. Students are deprived of working or completing the task independently.
_B_ 10. The assessment of student performance in explicit teaching must be done formally.

Activities and Assessment

Watch and Learn
To enhance your understanding on explicit instruction, you may watch a sample video lesson on
https://explicitinstruction.org/video-secondary-main/ then accomplish the table below
Key concepts Role of the Teacher Steps in Explicit
Teaching

Definitions, terms, formulas, and

other pre-requisites to the lesson
before starting it Introducing the topic Prior knowledge

Visual aids Tackle the lesson Instruction

Using the template below, choose a least learned skill that can be taught better using explicit teaching approach
then prepare a detailed lesson plan (DLP) appropriate to the grade level of your students.
 Explicit Teaching DLP Template
MATHEMATICS 1

DEMO-TEACHING (1 hr.)

Procedure:

1. Use the prepared DLP in demo-teaching.

2. Invite your school head in your class to evaluate how you did well in the delivery of your lesson

Reflection
Answer the following:
1. Based on your learning experience, what are your realizations? Fill in the needed information below which you
want to stop doing, start doing and continue doing:

Stop Doing Start Doing Continue Doing

Looking for problems to solve,

actions to take, and beauty to Believing in the potential of every
Rushing create student
Teaching with new discoveries Place our work with students in
Talking about the brain in mind global context
Professional development and
Seeking out authentic, highstakes model the growth mindset in
audiences for student work action

Characteristics of Learners Key Learning Stage

( K to 3; 4 to 6; 7 to 10
and 11 to 12)

1. Enjoy long periods of free play. K to 3

2. Enjoy new materials and equipment. K to 3

3. Can play and carry out projects with adult K to 3

support.

4. Enjoy physical activities that master specific 4 to 6

skills.

5. Have a growing desire to assert individuality 4 to 6

and independence.

6. Developing strong interest, hobbies and 4 to 6

collection.

7. Experiencing the beginning of puberty. 7 to 10

8. Depend on their peer group to develop 7 to 10

identity.

9. Can plan ahead and organize tasks with 7 to 10

little or no guidance from adults.

10. Beginning to think about their future life 11 to 12

roles.

11. Have a strong desire to assert individuality 11 to 12

and independence.
 Pre-Test

Identify the key stage of learners (K-3, 4-6, 7-10, 11-12) during which the following characteristics are
demonstrated. Write the key learning stage opposite the given characteristics.

Identify the 21st century skills that must be possessed by your learners in any key learning stage. Write your answers
opposite each number.

T 21st Century Skills

1. The learners are engaged in problem- Critical thinking
solving activities and conducts research.
2. The learners anaylse data and introduce Critical thinking 
project plans.
3. The learners uses knowledge to create Creativity
products and processes.
4. They try to od the task assigned in Collaboration
cooperation with other members of the group.
5. Solicits consensus to arrive at a unique Collaboration
solution to the problem and encourages
community-building practices.
6. Able to work with a variety of individuals Cross-cultural understanding
across diverse enthic groups.
7. Has a knowledge of organizational cultures Cross-cultural understanding
and respects individual beliefs.
8. Has the ability to convey information and Communication
messages in a manner that can be easily
understood by the majority.
9. Uses all kinds of media effectively without Communication
compromising the rights of others.
10. Effectively using all sorts electronic ICT literacy
information and knowledge tools to gather
data before making conclusions.
11. Able to manage change in the workplace. Career and learning self reliance
12. Has the eagerness to continue learning Career and learning self reliance
beyond what is discussed in the classroom and
shows interest in a certain discipline as a
career in the future.
Identify the various learning programs in your school or district that cater to the needs of the learners in
various key learning stages.

Key Learning
Learning Programs Implemented
Stage

MTB, FILIPINO, ENGLISH, MATHEMATICS, ARALING PANLIPUNAN

K to 3 ESP, MAPEH

FILIPINO, ENGLISH, SCIENCE, MATHEMATICS, ARALING PANLIPUNAN,

4 to 6 ESP, MAPEH, EPP, TLE

FILIPINO, ENGLISH, SCIENCE, MATHEMATICS, ARALING PANLIPUNAN,

7 to 10 ESP, MAPEH, EPP, TLE

11 to 12 ACADEMIC, BAM, HESS, STEM, TVL, SPORTS AND ARTS

 Activities and Assessment
1. List the characteristics of your learners in the specific grade level(s) you are handling. Make sure that
you are describing your learners in your school context.
Observable Characteristics
Key Learning Stage

Early Years Foundation Stage

(ages 3-5) Playing and exploring
Key stage 1 (ages 5-7) Swimming, riding bikes, and tying shoelaces
Jumps, skips, and chases
Can use tools
Key stage 2 (ages 7-11) Likes to sew and paint
Key stage 3 (ages 11-14) Puberty stage
Tremendous intellectual, physical, social, and
Key stage 4 (ages 14-16) emotional changes

- If you have a peer, present to him or her your work and discuss the nature of the learners in your school.
Your partner will do the same with you.

- Consult with another teacher and discuss your answers with him/her.

2. Develop a Sample Detailed Lesson Plan (DLP) in your area of specialization following the format
prescribed in DepED Order #42, s. 2016 on “Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program.” The topic on the preparation of DLP was discussed in Session of Module 4.
- Incorporate Integrate a specific 21st century skill in your DLP.
- This will be checked by your coach/mentor if done in district or division In-Service Training (INSET) or by
your school head if done a school-based training. Your mentor or school head will use the form on
following page to evaluate your DLP.
3. Identify the different learning programs offered in your school or in your district that are relevant and
responsive to the needs of your learners in any of the key learning stages.
4. Interview a master teacher in your school or district and ask him or her about the learning programs being
offered in the school that cater the needs of the learners.

5. List all the programs below and indicate the reasons why the programs are being implemented in the
school or district.

Learning Programs Offered Catered/Addressed Remarks

in the school Learners’ Needs

- Discuss your answer with your peer or your coach /mentor.

 Reflection
 As a newly-hired teacher, how does the session help you to become a responsive teacher to the
needs of your learners?

As a newly-hired teacher, we speak a great deal about 21 st century learners and the skills, knowledge
and understandings they require. Yet we appear to talk less about the qualities of the teachers. A grater need to
know how my students and their mindsets. There seems to be a greater social dichotomy in student willingness
to accept the value f education and I need to understand and work with that difference to be effective,

A greater need to understand how hey go about learning in a world where information, both good and
bad, is so readily available. A greater need to be creative in developing curriculum that has value in and of itself
to as many students as possible. And a greater need to develop meaningful professional relationships with
students to gain the trust in my expertise that they are less ready to give automatically.

 How did the session help you in integrating a 21st century skill in your DLP?
As a 21st Century Teacher we should use all the available resources and mediums to cater and to be able
to get along the 21st century learners.

 How does the session help you as a newly-hired teacher manage better the individual differences your
learners?

 Which of the skills discussed are you comfortable in teaching given your current level of professional
development?

 Which skill do you find challenging to teach?

SESSION 4: DAILY LESSON LOGS

Desired learning Outcomes

Pretest: Identifying the parts of the DLL and DLP.

As a beginning teacher/proficient teacher, it is necessary for you to be able to identify the parts of a lesson plan. Read
the description below then write your answer on the space provided.
______INSTRUCTION______1. This part of the DLL and DLP includes content knowledge and competencies
INSTRUCTIONAL PLANNING 2. This part of the DLL and DLP refers to the learning area-based facts, concepts, and
procedures that students need to learn.
_______DLL______________3. It pertains to the particular content that the lesson focuses on.
_______DLP______________4. The knowledge, skills, and attitudes that students need to demonstrate in a lesson.
LEARNING RESOURCES___ 5. This part of the DLL and DLP asks teachers to log the references and that the teacher
will use for the lesson. The references include the particular pages of the TG, LM, textbook, and the additional
materials from the LRMDS portal.
_CONTENT STANDARD____6. This part of the lesson details the steps and activities the teachers and learners will do
during the lesson towards achievement of the lesson’s objectives.
__COMPETENCIES________7. This is a part of the DLL and DLP in which teachers shall indicate special cases including
but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day in cases of class suspension, etc.
_____CONTENT___________8. This part of the DLL and DLP requires teachers to reflect on and assess their
effectiveness.
 Activities and assessment
Activity 1 “ Know Me”
*Identify the essential elements of the Daily Lesson Log (DLL) and Detailed Lesson Plan (DLP).

The essential elements of the DLL and DLP are the motivation and content.

Activity 2: “Look Closely”

GRADES 1 TO 12 School : Grade Level

DAILY LESSON Teacher: Learning Area::
LOG Date & Time: Quarter:
E. What
difficulties did my
principal or
supervisor can
help me solve?

F. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
DLP Template

DETAILED LESSON PLAN TEMPLATE

Parts of DLP Day 1 Day 2 Day 3 Day 4 Day 5

Objectives

Content

Learning
Resources
Procedure

A. Warm-up/ Review

B. Introduction

C. Presentation

D. Practice

E. Evaluation

Remarks

Reflection

Activity 4 “Plan and Act”

Prepare and implement a one session- DLP to be observed by a TIP mentor and the school head.

Reflection
Considering your current situation as a beginning teacher/proficient teacher,

How will you maximize the use of DLL/DLP in tracking the learning progress of your learners?

What assistance do you need to improve the teaching-learning process in your delivery?
 Post-Test:
As a beginning teacher/proficient teacher, it is necessary for you to be able to identify the parts of a
lesson plan. Read the description below then write your answer on the space provided.

______INSTRUCTION______1. This part of the DLL and DLP includes content knowledge
and competencies

INSTRUCTIONAL PLANNING 2. This part of the DLL and DLP refers to the learning area-
based facts, concepts, and procedures that students need to
learn.

_______DLL______________3. It pertains to the particular content that the lesson focuses on.

_______DLP______________4. The knowledge, skills, and attitudes that students need to

demonstrate in a lesson.

LEARNING RESOURCES___ 5. This part of the DLL and DLP asks teachers to log the
references and that the teacher will use for the lesson. The
references include the particular pages of the TG, LM, textbook,
and the additional materials from the LRMDS portal.
_CONTENT STANDARD____6. This part of the lesson details the steps and activities the teachers
and learners will do during the lesson towards achievement of the
lesson’s objectives.
__COMPETENCIES________7. This is a part of the DLL and DLP in which teachers shall indicate
special cases including but not limited to continuation of lesson
plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day in cases of class
suspension, etc.

_____CONTENT___________8. This part of the DLL and DLP requires teachers to reflect on
and assess their effectiveness.

Pre-Test
Choose whether the given statements talk about localization, indigenization or contextualization. Write A
for localization or B for indigenization.

__A___ 1. Use of stories of the learners’ community as a springboard to teach competencies in language
subjects.
__A___ 2. Use of local resources as materials for instructional aids.
__B___ 3. Recognizing and including the community’s context and values in the content and performance
standards and competencies.
__B___ 4. Enhancing the National Curriculum in relation to the community life cycle while recognizing appropriate scope
and sequence of competence.
__B___ 5. Translating a story specified in the Teacher’s Guide to the locality’s language.
__B___ 6. Offering of IP education in and IP Community.
__A___ 7. Use of specific local terms for symptoms of sickness like diarrhea.
 Activities and Assessment
Activity 1: Let’s Practice It!
Practice applying contextualization (Contextualized Curriculum includes learning spaces and environment, teaching
methodologies and strategies, classroom assessment and learning resources) (individual, Pair or Group work)

Theme Areas for Contextualization

Learn
ing
Competencies (local materials) Reso Strategies/ Classroom Assessment
urces
From the CG (may include title) Learning Activities
Space/
Environment

The learners should

be able to describe
the position of a Using the chairs Consider a chair as a
person or an object inside the
in relation to a classroom. reference point inside the
reference point such
(Localization) classroom, situated
as chair, door or
another person. anywhere. Ask a
S3FE-IIIa-b-1 learner/s to describe his or
her position in relation
to the chair
considered.

Activity 2: Let’s Plan It!

Daily Lesson Plan
You are now ready to craft your Daily Lesson Plan with contextualized competency.
Activity 3: Let’s Show It!
Perform an actual teaching demonstration based on your crafted Daily Lesson Plan.

Note: Necessary arrangements must be done prior to the conduct of the said activity which include the process
observers, teacher observation guide to be used, date, time and venue.

Reflection
 1. In what concrete ways does the session help me become a more agentic/empowered
teacher, aligned to standard and domain?
It helps me by relating the curriculum to a particular setting, situation or area of
application to make the competencies relevant, meaningful and useful to all learners,

2. Considering your current situation in your station, how can you make your teaching more
meaningful, relevant and useful to the learners?
We can make it more meaningful and relevant to the learners by applying the students
project into an activities and contextual learning experiences that are followed up with firsthand
experiences such as plant tours, mentoring arrangements, and internships.

Post Test
Tell whether you Agree or Disagree with the given statements on Contextualization. Write A if you Agree
or D if you disagree

__A___ 1. When you contextualize a lesson, you are either localizing or indigenizing it.
__B___ 2. We can only contextualize the materials that we use in the teaching-learning
process ex. Reading selections, outputs, teaching materials.
__A___ 3. When we translate stories specified in the Teacher’s Guide to the locality’s language, that
is localization.
__A___ 4. We contextualize lessons to make them more relevant to the needs and context of the
learners.
__A___ 5. Contextualized Teaching and Learning is a group of instructional strategies designed
to link the learning of basic skills, and academic or occupational content by focusing
teaching and learning directly on concrete applications in a specific context that is of
interest to the student.
__A___ 6. The way teachers act, the way they plan and execute their class programs, how they
manage the classroom and how they set up the teaching and learning environment are
key aspects of students’ success and are central when defining and conceiving curricular
contextualization.
__A___ 7. Curriculum contextualization includes contextualizing learning spaces and
environment, teaching methodologies and strategies and classroom assessment.
__A___ 8. The recognition and consideration of the community’s context and values in the content
and performance standards and competencies is contextualization.
 Pre-Test
Column A contains the descriptions, definitions and functions of the school forms or terms listed in Column B. Match
Column A with Column B. Write the letter of your answer on the space provided before each number.
Column A Column B
_A_1. This School Form contains data on the monthly A. SF 1
learners’ movement and attendance per class. B. SF 2
_I_2. The 6-digit number assigned to a school recognized C. SF 3
in EBEIS. D. SF 4
_B_3 This form gives the daily record of attendance of the E. SF 5
learners. F. SF 6
_C_4 It contains the list of books issued to each student G. SF 7
per subject. H. LRN
_G_5 This serves as the school register of the class. I. School ID
_H_6 The 12-digit number that a learner should keep while J. EBEIS
completing the basic education program K. LRMDS
_J_7. This is referred to as the system for maintaining the registry of learners.
_D_8. This contains the list of Personnel with their basic profile and subject/class assignment.
_F_9. This form is used to record the general average, the incomplete subjects, and other data on promotion
_E_10. It is called the Summarized Report on Promotion and Level of Proficiency

F. Activities and Assessment:

Activity 1 Data Gathering

Column A contains the data needed in accomplishing the different school forms. Tell which of the forms
need/require such data by putting a tick under its column.

Data
Name of the Learner
Gender
Date of Birth
LRN
General Average
Promoted/Retained
Parents name
Height/weight
Attendance
AM/PM
Rating per Grading
Period
Number of Drop out,
Transfer in, Transfer out
Average
Daily Attendance

Activity 2: Fill Me Up
Here are some of the common forms that teachers need to carefully fill out since these are the very forms that will be
used in uploading learners data in the LIS and EBEIS.

Using your class advisory data on enrolment or Form 137 or SF 10, accomplish the forms with the necessary data and
with your mentor discuss your answer to each item.

Note: The mentor may be an experience class adviser or the school head.
Activity Sheet 1

School Form 1

Activity Sheet 2

School Form 2
 Activity Sheet 3

School Form 5

Note: Seek the assistance and approval from your mentor or school head.
Make sure that you have your output checked by your mentor.

Activity 3: Let’s Get Online

LIS workshop

Log in to http://lis.deped.gov.ph
With the accomplished hard copy of Form 1, Form 10, Form 5, let us take it on line.
Have your mentor or LIS Coordinator check how are you doing with the activity.

Reflection
In what concrete ways does the session help me become a more agentic/empowered
teacher aligned to standard and domain)
 Post –Test
Tell what particular School Form provides the information and/or being described in the following statements. Write the
SF number on the space provided before each item.

SF5 1. It gives the number of promoted, irregular and retained students of your class. ID 2. This provides the number
of students who belong to the levels of proficiency per class.
SF2 3. This provides the daily attendance of the learners in a class.
SF3 4. It is the list of books issued to the learners at the beginning of the school year.
SF1 5. This contains the basic profile of the learners in a class.
SF4 6. It gives the record of movement and attendance of learners in the school for the month.
SF 7. This form reflects the General Average and Action Taken per learner.
SF10 8. This form provides the school’s summary report on promotion and the level of proficiency
SF9 9. It is the academic profile of the learner per grade or year level.
BMI 10. This form tells the student’s health and nutritional status.

SESSION 7: CLASSROOM MANAGEMEN

Pre-Test
Directions: Read the sentences carefully. Reflect and rate yourself honestly in terms of how you see yourself
manage your learners inside the classroom. Tick the column that
____best describes
_____ you. __√__ _____

Never Seldom Sometimes Always

____ _____ __√__ _____

1. When the lesson begins, I have to wait for

quite a longtime for students to settle.
2. I lose quite a lot of time because of learners ____ __√__ _____ _____
interrupting the lesson
3. There is much noise most of the time in my
classroom _√__ _____ _____ _____

4. I create rules in the class that sometimes are not

strictly enforced _√__ _____ _____ _____
5. I sometimes engage in ambiguous or
inconsistent treatment of misbehavior
6. Leaners in my class cares to create pleasing
____ _____ _____ __√__
learning Environment
7. All learners in my class are engaged in the
activities that I give them
8. Learners can ask questions about our ____ _____ _____ __√__
topic/lesson at any time
9. I have carefully arranged the learner’s work
and study area to minimize classroom ____ _____ _____ __√__
distractions
10. I have provided lessons and tasks that bring
____ _____ _____ __√__
my learners together to build team work and
leadership skills.

For numbers 1-5, If you have answered mostly the two boxes at the left, you still need to work on your classroom
management skills. But if you answered mostly the two boxes____
at the right,_____
you are in the_____
right track of managing
__√__ your
class. For numbers 6-10, If you have answered mostly the two boxes at the right, you manage your class well, but if you
answered mostly the two boxes at the left, you have to find ways on how to better handle your class.
Activities and Assessment
Activity 1A:
“MY FIRST WEEK OF TEACHING”
Get a coupon bond paper, pencil and coloring pens. Think of your class during your first week of teaching.
Sketch or draw that scene or situation. Do this in 5 minutes.

Look at your output. Describe the symbol/diagram that you have drawn. (2 minutes)
________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

Activity 1B:

OUR THROW BACK BOARD

Group the teachers, then say:

Consider this group as your School Learning Action Cell (SLAC) or District Action Learning Cell (DLAC). Your illustration
(from Activity 1A)will be a part of your Small Group Dynamics Activity where you will be sharing experiences with other
newly hired teachers. Select a leader or group facilitator.

Once all the teachers in your group have shared consolidate the pictures and experiences of the group using
the “Throw Back Board”.

Let your group facilitator present your group’s output.

The common classroom management problems experienced by new teachers like you are:
a) Annoying classroom distractions which may include noise inside and outside the classroom, learners out of
their seats, working on activities by groups and others.
 b) Antagonism with authority which usually happens when learners refuse to follow teachers and fellow learners
in class
c) Argumentative learners which happens when learners try to challenge or outsmart the teacher
d) Behavior problems which are the misconduct of learners that are beyond the set classroom rules
e) Boastful and attention-seeking learners which occurs when they misbehave to get your attention and is mostly
done by bragging or in a conceited manner
f) Calling-out in class usually happens when students freely say their answers or comments as answer to your
questions/statements without being acknowledged or call by teacher, or when you expect them to be working
quietly and yet learners continuously talks in their seats/groups
g) Class clown usually is seen when your learners untimely and often make fun of things inside the classroom
h) Demanding learners exist in the classroom when they tend to require your constant attention
i) Failure to ask for help exist in the classroom when learners in class refuse to ask for help even if he/she does not
fully understand the task
j) Hyperactivity is encountered when learners divert their attention/interests in class or in the task on hand, it
too may be encountered when learners inject irrelevant topic or stimuli that may distract the class.

These are just some common problems encountered by teachers. Which of have you experienced? What did
you do? (Ask a few to answer, then proceed to the next activity).

Using your journal, prepare two columns. On the first column, list down all the classroom management problems you
have encountered, while on the second column, write the action/s that you have undertaken to address the problem. (10 minutes)
Classroom Management Problems Action Taken

Often when her class are about to embark on an Make a clear, short and slow instructions
activity it occurs to her that all the whispers and again: use visual help; use body language,
puzzled faces mean that they haven’t a clue what to gestures, eye contact, facial expressions; don’t
do. speak low monotone or a high-pitched voice, it
can be difficult to understand or grating to the
ears; speak on the right volume, don’t speak
too fast.
One group of students has no interest in learning Uninterested group of students needs extra
English and she wonders why she is wasting her time. work to cope with their educational problems.
Every time she puts the students in groups but they
just talk in their L1 and usually about topics unrelated Find the topic challenging the age group of
to the class. your students

Activity 2:
WATCH AND LEARN
As students yourselves before, you may have had teachers who have exhibited excellent teaching practices that
promote a positive teaching-learning environment. Remember them and recall those practices that you love most. Write
those practices in your journal and prepare for a 5-minute sharing with a partner. Which practices do you think you
could replicate now that you have become a teacher yourself? (Allow for around 10 minutes sharin

For you to become one of the admired seasoned teachers in school, consider the following suggestions and
apply which is appropriate to the key stage of the learners that you handle.

When it comes to sharing effective classroom management strategies, there are different ways of doing it.
Some strategies that really work for some teachers are the following. (Crockett, WL, 5 Classroom Management
Strategies That Really Work, July 2017)
a) Write Down the Rules. Give your learners a Student’s Handbook or Student’s
Manual. You may also conceptualize it and adapt it to your classroom level.
b) Let Learner’s Help. Involve your learners in the creation of guidelines/rules for they are more apt to follow
them.
 c) Encourage Questioning. Emphasize to your learners that they can and should ask questions anytime of the
things that they need to know or be clarified about. Learners must also be given instruction that they need to
raise their hand if they want to ask or raise question/s.
d) Let Learners Lead. Encourage your learners to step into your shoes and lead their classmates. Leading the class
should also be in turns so more learners will be developed as leaders.
e) Encourage Group Works/Projects. Provide for lessons and tasks that will bring students together for building
teamwork and leadership skills.
Talk points before Activity 3:
Now, do you still remember the drawing you made and the Throw Back Board that your group made in Activity
1? Have you somehow had realizations on how to overcome the difficulties that you went through in classroom
management during your first year of teaching?
Here are additional classroom management tips that you may want to read and consider before you complete
the next activity.
a) Every student/learner must be engaged in the lesson/activity.
b) Classroom procedures create consistency and strictly followed.
c) Always check for understanding.
d) Create a safe classroom environment using respect.
e) Use classroom consequences to correct wrong student behavior.
f) Use the tone of your voice and body language to communicate.
g) Academically challenge every student/learner.
h) Devise mechanism to easily get your students/learners attention.
i) Use a classroom seating chart.
j.) Increase participation by using collaboration.

(http://www.ngsslifescience.com/classroom_management_strategies.html )

Activity 3
DEAR ME
You are now tasked to write a letter to yourself. The title of this activity is Dear Me! In your letter, talk to
yourself and give advice on how you can be a better teacher applying the given approaches in this module and the
best practices observed from your co-teachers. Make sure your letter will inspire and will make you a better
classroom manager
How do you feel after reading your letter? Did it make you feel better and hopeful? Keep that letter and perhaps
after some years you may come across that letter again, read it and assess how you progressed as a teacher.

Activity No. 4
CLASSROOM RULES
Recall all your outputs, journal and reflection in the previous activities. Have you collated them all? Hopefully you have
learned strategies and techniques that you want to apply in your class.
One of the useful strategy that a teacher can do to ensure a positive teaching-learning environment is
orientation of the learners to classroom rules/procedures which can be done at beginning of the school year. When
consistently adhered to and followed, this set of rules could help promote a positive teaching-learning environment.
a) Consider the guide questions below when crafting your classroom rules and procedures.
b) Who will be covered by the rules I am crafting?
c) What aspects of teaching-learning should be included in the rules?
d) Are the rules aligned or consistent to standing guidelines and department orders?
e) Are the rules supportive of learners’ well-being and academic performance?
f) Will the rules help develop positive behavior and lifelong habits?

Reflection:
After learning strategies on classroom management in this session… I will stop

I will continue

I need my immediate superior/coach to help me in

 Post-Test
Directions: Below are groups of sentences that describe a classroom situation. For Group A statements, identify
positive action/s that a beginning teacher would do for each situation to maintain a positive teaching-learning
environment. For statements/situations in Group B, identify creative ways that a teacher could do to sustain the
positive classroom environment.

A.

1. When the lesson begins, I have to wait for quite a long time for students to settle.…

2. I lose quite a lot of time because of learners interrupting the lesson

3. There is much noise most of the time in my classroom

4. I create rules in the class that sometimes are not strictly enforced

5. I sometimes engage in ambiguous or Inconsistent treatment of misbehavior

B.

6. Leaners in my class cares to create pleasing learning environment

7. All learners in my class are engaged in the activities that I give them

8. Learners can ask questions about our topic/lesson at any time

9. I have carefully arranged the learner’s work and study area to minimize

classroom distractions

10. I have provided lessons and tasks that bring my learners together to building team work and leadership skills.

SESSION 8: THE CHILD PROTECTION AND ANTI-BULLYING POLICIES

Pre-Test
Read the following situations and answer the question/s that follow:
Situation 1.

Student A is a silent type of student. He doesn’t want to talk to anyone in school because he has a defect in the way he
talks. He stammers and can’t talk straight. One of his classmates always teases him and say bad words about him in front
of everybody in the classroom.

What kind of bullying is this?

Situation 2.

While eating his snacks one morning, Jerry was being pushed, shove, kicked, and teased by three of his
classmates because they don’t like him. He pleaded to leave him alone but they teased him even more. They always do
this when there are no teachers around.

What kind of bullying is this?

Situation 3
 A Grade 9 female student was a very active FB user. One instance, she mistakenly uploaded a message which
has many grammatical errors. She received bad comments and even humiliated her for her sentence construction.

What kind of bullying is this?

Situation 4

Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways. Every time he goes out of
the classroom, one of his classmates imitated the way he talks, walks and even the way he laughs. They humiliate him
because of his sexual orientation and gender identity.

What do you call this kind of bullying?

Situation 5

A girl named Karen was always alone. She seldom participates in classroom activities. Her adviser noticed and
called her one afternoon. At first, she hesitated to open up but later on said that one of her classmates always say bad
words to her. She cried out loud. She does not want to go to school anymore because she was afraid that she might get
hurt by her classmate. She has lost confidence and felt inferior.

Is this an example of bullying? What damage has been caused by the bullying?
Do you think that an emotional damage was done?

Activities and Assessment

Do this on your own: For BTI only
1. KWL Chart- List down what you know about child protection and anti-bullying, what you want to know and
what have you learned about it.

What you Know What you want to Know What have you learned

2. Sentence Completion:
a. I need to learn about child protection and anti-bullying practices because …

b. For me, child protection and anti-bullying policies give me…

c. I believe that child protection is…

d. As a teacher, it is my duty to…

3. Reflective Journal Writing

a. How will you address problems on bullying in your classroom?

b. What teaching strategies will you use to create a safe and motivating environment?

4. Why might it be hard to tell someone you have been bullied or have seen bullying take place?

For PTI Only:

1. How will you address problems on bullying in your classroom?

2. What teaching strategies will you use to create a safe and motivating environment?

3. Prepare classroom procedures on child protection and anti-bullying that are aligned in DepEd Memo # 59,
S.2015.

4. Why is it important to tell someone about the bullying, even if you were able to handle the situation on your
own?

Learning /Practice Activities: For BTI Only

1 .Create a Bullying Intervention Plan by writing down the names and contact information of people you
would trust to help you if you had been bullied or had seen bullying take place. Staple you Bullying
Intervention Plans into your planners for easy reference.
For PTI only:
2 1. Invite a police officer or school counselor to come to your classroom to talk about bullying, the
importance of talking to a trusted adult after being bullied or witnessing bullying, and other options you
have for dealing with bullying (e.g., joining a group, learning martial arts to build self-confidence, walking
home with friends, or speaking with a counselor about feelings of revenge or helplessness). Also ask the
police officer or counselor to give you advice on what to do if you feel a bully is threatening your personal
safety.

Reflection

In what concrete ways does the session help you become more aware about child protection and anti-
bullying policies?

Post Test

Now that you have gone through the different types of bullying and child protection policy, let us bring back
the questions in the Pre-test. Read the situations again and this time support your answers with the explanations
required.

Situation 1.

Student A is a silent type of student. He doesn’t want to talk to anyone in school because he has a defect in the
way he talks. He stammers and can’t talk straight. One of his classmates always teases him and say bad words about him
in front of everybody in the classroom.

What kind of bullying is this? As a teacher, what actions are you going to take to address this?

Situation 2.

While eating his snacks one morning, Jerry was being pushed, shove, kicked, and teased by three of his
classmates because they don’t like him. He pleaded to leave him alone but they teased him even more. They always do
this when there are no teachers around.

If you were the teacher, what are you going to do? Why?

Situation 3

A Grade 9 female student was a very active FB user. One instance, she mistakenly uploaded a message which
has many grammatical errors. She received bad comments and even humiliated her for her sentence construction.

What kind of bullying is this? Why do you say so?

Situation 4

Darna is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways. Every time he goes out of
the classroom, one of his classmates imitated the way he talks, walks and even the way he laughs. They humiliate him
because of his sexual orientation and gender identity.

What do you call this kind of bullying? If you were the teacher of this pupil, what would you do?

Situation 5

A girl named Karen was always alone. She seldom participates in classroom activities. Her adviser noticed and
called her one afternoon. At first, she hesitated to open up but later on said that one of her classmates always say bad
words to her. She cried out loud. She does not want to go to school anymore because she was afraid that she might get
hurt by her classmate. She has lost confidence and felt inferior.

Is this an example of bullying? What damage has been caused by the bullying?
Do you think that an emotional damage was done? Why?