2018

TEACHER INDUCTION
PROGRAM

MODULE 3
DEPARTMENT OF EDUCATION

BEST | CARDNO
1
 I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY

Desired Learning Outcomes

1. Demonstrate the knowledge of the different strategies that promote literacy

and numeracy skills. ( 1.4.1)
2. Use a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. ( 1.4.2)

Objectives

a. Enumerate the different teaching strategies that promote language literacy and
numeracy skills.
b. Apply various teaching strategies that promote language literacy and numeracy
skills in the daily lesson plan.
c. Appreciate the importance of understanding children’s emerging needs and
abilities in inculcating love for reading and numbers among them.
a. Adopt interactive and ICT-mediated teaching strategies that will enhance learner
achievement in language literacy and numeracy skills.
 Activities and Assessment

List down the appropriate teaching strategies that will promote literacy and numeracy according to each
developmental stage.

Grade level Topic Appropriate Teaching Strategies

Kindergarten Counting numbers Using videos or different song related to the topic
pupils easily understand the lesson.
Grade1 Addition and Cooperative learning approach
subtrations of ones
to tens number
without regrouping
Grade 2 Place value Cross curriculum teaching

Grade 3 Convertion of time Cooperative Learning approach

Lesson Plan
Prepare a sample Detailed Daily Lesson Plan (k TO 3) and use at least one strategy
in the instructional design.

Demonstration Teaching
a. Approach the School Head to ask permission to conduct an interactive and ICT-
mediated Demonstration Teaching
b. Request for a mentor who will assist during the Demo Teaching
c. Coordinate closely with the class adviser
d. Pre-demo teaching conference with school head and peer mentor
e. Conduct Demonstration Teaching
f. Post Teaching conference with school head and peer mentor

Reflection

1. Based on the readings, I have learned that……

It is important to know the developmental milestones of children so that we would not
have unattainable expectations for our learners. They also develop at different rates so
it’s never good tom compare them to each other.

2. I have realized that ……

It is important to plan out relevant and appropriate lesson plans for our learners. We
should also keep their developmental stage in mind so that our activities are
appropriate for their age.
 II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure to

managing classroom structure that engage learners, individually or in groups,
engages learners, individually or in in meaningful exploration, discovery and
groups, in meaningful exploration, hands-on activities within a range of
discovery and hands-on activities within physical learning environments.
the available physical learning
environments.

Objectives

a. Explain classroom structure for flexible learning options (FLOs) in engaging

learners individually or in groups;
b. Understand and identify the existing programs that espouses FLOs to
address learners’ needs whether individual or in groups;
c. Develop learning plan using varied materials, hands-on activities and
strategies that address learners’ individual or group needs.
d. Help the FLO learners in preparing their Individual Learning Activity (ILA)
Plans to show them empathy.
 Activities and Assessments

Activity 1. Self-directed Reading and understanding the Nature of FLO Learners

Read the following text/materials.

 Deped Press Release on FLOs. –DepEd Rolls out ALS to K-12 Basic Education
 DepEd Order 46, s. 2017 entitled: Framework for the Pilot Implementation of
the Alternative Learning System- Education and Skills Training (ALS-EST)

Interview some learners who are into FLOs using the following interview guide:
1. Reflect on the materials you read in this module and enlist at least three (3)
questions that you wanted to ask either from peer or from learners involved in
FLOs;

2. Set an appointment with your peer who is knowledgeable about ADMs, FLOs,
and other related programs intended for learners under peculiar situations.
3. Observe how a peer facilitates learning or guides learners enrolled in FLOs;
Validate your observation by asking further questions that you want answers.
4. Request your peer to assign you at least three learners enrolled in the program
and conduct an informal interview. You may need your peer’s assistance in
conducting the interview as most learners may not be readily open to share their
situations in life.
5. If you are successful in getting the information you need straight from an FLO
learner, make sure that you keep the learners’ information confidential.
6. Complete the template below to capture your relevant learnings:

Learners’ Code Reason/s why Action to Take to Observation/

Name learner availed of Help the Learner Reflection
FLOs
A Working as porter Provided with SLM FLO’s are of great help for
them because they learn as
well as earn.
B Financial constraint Constantly updated through Determined learners are
communication always admirable.
C Has chronic illness Constantly updated through It is unfortunate for learners
communication to have such little option for
education. We should be
thankful for FLO’s
Activity 2: Simulated Activity
Complete the following items below with your personal thoughts on these certain
situations especially in addressing the needs of your students. Write your suggested
flexible learning strategy as well.

Blended learning Computer-assisted learning

Computer-managed instruction Distance Education
Independent Learning Mobile Learning
Multimedia learning Online Learning
On-campus classroom learning Open Learning
Resource-based Learning Teleteaching
Virtual Learning

1. A student accidentally got pregnant and decided to discontinue her education.

LEARNING APPROACH: First encourage her to continue with her education
during her pregnancy offer her options that does not put her health and baby at
risk like blended learning, distance education, open-learning etc. You also have
to consider what kind of resources is available for her and what method she’s
comfortable with.

2. How would you challenge your student who is about to drop his classes
because of financial problems?
LEARNING APPROACH: Help her/him avail government programs that will give financial
assistance and offer him/her options that are apt with his/her resources like blended learning or
independent learning.

3. A highly gifted student manifests behavioral problems and has very poor
attendance record.
LEARNING APPROACH: Convene with the learner and the parent together with the school head
to find out the exact reason why he’s missing classes. Offer options that best befit their resources
like virtual learning, open learning etc.

Learning Plan Making

Direction: Given specific types of learners, suggest strategies and learning materials
to use so that effective transfer of learning can happen:
MATRIX OF A PROPOSED ACTION PLAN
LEARNER SUGGESTED
GRADE LEVEL STRATEGIES
DESCRIPTION MATERIALS

1. Product of Grade 8 Blended Learning Offer the use of SLM and

broken family Asnwer sheets so they can
who could not learn at their own time.
regularly come
to class
because of
work as the
learner has
become the
breadwinner of
his siblings.
 Grade 7 Distance or Online Answer sheets
2. Child of a Learning
diplomat who is
to be
homeschooled
due to parents’
frequent travel

The above given cases are extreme, you are requested to apply your imagination in
preparing the learning plans for each child. Imagine the resources that both learner
have and have not access. How can you optimize the use of these resources to
maximize learning? How can you assist the least privilege learner in this case?

Choose learning plans that is according to their resources. For the learner who is working it best to
give them a flexible learning plan that can be done at their own time so that they don’t have to choose
between prioritizing education and work. For the learner with diplomat parents it is best to give him/her all
the options that is accessible for her since there is no financial constraint in her case.
 Reflections

If you will make a # (hashtag) post, what would be your hashtag to encapsulate your
greatest learning in this module?
# educationforall

Complete the following statements….

I can be a more effective teacher when….
When I can give my learners the quality education they rightfully deserve no matter what type
of modality.

I realized that the crucial role I play in the life of my FLO learners …
It makes all the difference. If a teacher provides a pleasant learning experience for the learner
he or she will be motivated to continue with their education no matter if it’s not the traditional
way.

I can be a better teacher when….

I can ruminate and meticulously critique myself in the things I need to improve as a teacher.
III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION

Desired Learning Outcomes

a. Demonstrate knowledge and understanding of differentiated teaching to suit the

learners’ gender, needs, strengths, interests and experiences. (3.1.1)
b. Implement teaching strategies that are responsive to learners’ linguistic,
cultural, socioeconomic and religious backgrounds. (3.2.1)
c. Use differentiated developmentally appropriate learning experience to
address learners’ gender, needs, strengths and experiences. (3.1.2)
d. Establish a learner-centered culture by using teaching strategies that respond to
their linguistic, cultural, socioeconomic and religious backgrounds. (3.2.2)

Objectives

a. Explain the components of a comprehensive inclusive education program, its

principles and teaching approaches to suit diverse learners’ gender, needs,
strengths, interests, and experiences;
b. Describe the program options in providing education services to children with
various linguistic, cultural, socioeconomic, and religious background;
c. Use experiences with diverse learners to develop teaching-learning materials to
practice inclusive education; and
d. Develop and demonstrate a lesson to establish a learner-centered culture by
using teaching strategies that respond to their linguistic, cultural,
socioeconomic, and religious backgrounds.
 Activities and Assessment

Activity 1. Child Find

Think of ways on how you can coordinate with community partners (barangay officials,
health care workers, parents) in order to locate children in the community and convince
them to enroll in the school.
COMMUNITY WAYS AND MEANS TO COORDINATE FOR CHILD FINDING
PARTNERS
Parents 1. Mapping
2. Orient them that learners with special needs can also be
placed in school.
Health Care Workers 1. Coordinate with them for diagnosis
2. Appointment for therapy
Barangay Officials 1. Coordinate with them for child finding.
2. Organize mapping with them.
Activity 2. Assessment
From the pool of assessment tools written in the box, pick the best that could address
the situations which describe the strengths and weaknesses of each child with
additional needs.

ASSESSMENT
Self-assessment

Performance Task

Presentation

Presentation 1. Jason’s family belongs to an indigenous group and is slightly

intimidated by larger groups in the class, but he has a certain ability to narrate or
answer questions about a given task and is able to verbally demonstrate his
understanding.

Performance task 2. Miranella grew up in an orphanage having been abandoned

by her parents right after birth. She feels uncomfortable speaking in a big class but is
able to share ideas, reason out, and explain a concept through an informal one-on-one
with the teacher.

Performance task 3. Anna has a cleft palate resulting to her inability to pronounce
some words properly. This makes her less confident to speak in front of the class for
fear of being ridiculed, however, she feels a little comfortable when talking with her
teacher with whom she is able to answer questions and clarify understanding of a
specific concept.

Performance task 4. Nurhalem is classified as a displaced student having come

from the war-stricken place. From the first day in class, he has seemed to be
inconsistent with his behavior and degree of participation in group dynamics;
sometimes he is persistent, other times impatient.

Performance task 5. Elizabeth has been diagnosed with dyscalculia, a learning

disability in Mathematics. She does not perform well in paper-and-pencil test but she is
able to show her skill and ability when given a learning task such as drawing.
Self-assessment 6. Cynthia is a gifted child who sometimes fails to acknowledge
criticisms from other people. However, given a set of self-check questions from the
teacher, she is led to discover her own strengths and weaknesses and develop a better
sense of understanding of her own learning.
Activity 3. Program Options

Study the following cases and identify the best program option that is most appropriate
for each case.

1. In the middle of the school year, Sitti and Aliwan were placed in your school from
an armed conflict area. Since the day they came to school, they were observed to
have shown peculiar behavior of inferiority and naivete as result of the trauma
which they experienced in their previous place. They seem to struggle in keeping up
with the classroom lessons and in performing activities which call for group
discussions. What program option can you recommend for Sitti and Aliwan?
Resource room program where you desensitize them from their
previous trauma and giving them enough time to get used to their new
environment.

2. Cynthia is a happy child. She is active in class and in extracurricular activities.

Recently, she was voted by her classmates as the class representative in the student
government. However, toward the middle of the school year she started to manifest
behavior which has called your attention. She started to lose enthusiasm and came
to class without assignments. She began to isolate herself from her classmates and
oftentimes stayed in the corner of the classroom absent-mindedly looking afar. One
day, she arrived with bruises visibly marked on her arms and a wound on her
upper left eye. When you invited her for a one-on-one talk, she hesitantly mentioned
that she is being sexually and physically abused by her stepfather to whom she is
entrusted by her mother who went abroad. What program option can you
recommend for Cynthia in order to revive her enthusiasm in class and to save her
from her situation?
First it is important that we move her away from danger and inform the authorities
with her condition with the approval of the principal.

Activity 4. Parental Involvement

Conduct an interview with the parents of students with identified additional
needs. You may use the interview questions cited below. However, feel free to add more
probing questions as the needs arises along your conversation.

This activity aimed to help you determine the reasons why some parents have
low level of involvement when it comes to the academic needs of their children.

Interview Guide Questions:

1. What do you do for a living? Woodwork mother is an ofw
2. How often do you talk to your child about his school work? yes
3. Does your child openly communicate to you about his academic needs? What was
the recent story or aspect of concern that he has shared with you? Child does not
respond
4. How often do you go to school to inquire about your child’s performance? Child is not
responsive
5. Was there any invitation for parent-teacher conference where you failed to come? yes
6. What could be the reasons why you fail to come to school for a conference about
your child’s performance? Conflict with work schedule.
7. What do you think are the advantages [on the part of your child] of getting you more
involved in the academic performance of your child? More knowledge on his/her
 needs.
8. What do you think should the teachers or the school do in order to encourage you
to get you more involved in the academic performance of your child? Constant
communication.

Activity 5. Sharing
This is an activity of sharing experiences and best practices by the experienced
or distinguished teachers of the teaching-learning materials they used to practice.

Distinguished teachers have more or less mastered their subject areas. Thus
they have already prepared their materials years prior.
inclusive education and use these materials to address learners’ gender, needs,
strengths, and experiences.

Conduct an interview with experienced and distinguished teachers and identify

the teaching materials they used in the teaching learning-learning process to practice
inclusive education. After the sharing or interview, you are supposed to apply and use
these teaching materials in your own classes to practice inclusive education.

Note: Answers may vary. Expected Answers:

Tactile- Technology
Auditory Visual Affective
Kinesthetic Options
Listening to Using a Using a Braille Working in areas Using a talking
text read dictionary dictionary of student dictionary
aloud interest
Listening to Highlighting Touching words Working with a Downloading and
and retelling key points on a word wall partner who can listening to a
directions help with podcast on an
definitions iPod
Asking and Outlining steps Using Working alone or Using a word
answering to solving a manipulatives in cooperative processing
questions problem groups program
Engaging in a Completing a Building a Participating in a Using a talking
debate graphic model discussion group calculator
organizer or book club
Engaging in a Designing a Using response Participating in a Creating
discussion poster cards seminar spreadsheets
Giving verbal Illustrating or Using a game Giving feedback Creating a video
prompts taking pictures format
Talking Drawing Finger spelling Giving praise Using blogging or
through text messaging
steps
From Garguiulo/Metcalf. Teaching in Today's Inclusive Classrooms, 1E. © 2010
Wadsworth, a part of Cengage Learning, Inc. Reproduced by
permission. www.cengage.com/permissions.

Activity 6. Writing
Using the DLL format, you have to develop and demonstrate a lesson that
establish a learner-centered culture by using teaching strategies that respond to their
linguistic, cultural, socioeconomic and religious backgrounds.
Note: Outputs may vary.
 Reflection

1. What were your thoughts or That it was only exclusive for special education learners.
ideas about Inclusive
Education prior to the
discussion of this lesson?

2. What new ideas did you That inclusive education includes every minorities from IP to
learn after taking up this learners with disabilities.
lesson?

3. How did you apply your By practicing acceptance among our learners accepting learners
learning about Inclusive with special needs and respecting the cultures of our IP learners.
Education in your own
classroom?
 IV. SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

 Apply knowledge of content within and

across curriculum teaching areas
 Demonstrate content knowledge and (1.1.2)
its application within and/or across
curriculum teaching areas (1.1.1)

Objectives

 Describe the nature and characteristics of the K to12 learners along key stages
in the Basic Education Program (BEP);
 Identify curricular goals of the key stages in the BEP;
 Discuss appropriate instruction and assessment strategies per key stages in the
BEP; and
 Prepare a developmentally sequenced and appropriate teaching learning process
to meet curriculum requirements

Activities and Assessment

The table below shows the key stages of the basic education program with brief
descriptions on the characteristics of learners. Test your knowledge by checking on the
appropriate column of key stage where each characteristic fall.

Kindergarten Grade Grade Grade

No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12
1 The onset of puberty /
happens when young teens
undergo physiological
changes triggered by the
release of hormones.

2 Physiological development /
will be almost complete at
this stage.

3 Children at this stage use /

symbols that allow them to
think creatively and slowly
as they are learning to
process information
logically.

4 They develop the capacity to /

share and take turns, and
they are able to play
cooperatively with their
peers.

5 The ability to learn grows /

substantially at this age
because of their increasing
capacity to think
conceptually, solve
problems, and use
language.

6 They learn what is expected /

of them by observing and
imitating models, who are
usually their parents, but
can also be other significant
people like older siblings,
teachers, or peers.

7 Children’s self-concept (how /

they see themselves) at this
age is influenced in larger
part by their physical,
 Kindergarten Grade Grade Grade
No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12

intellectual, and social

skills.

8 Their sense of identity, /

including their sexual
orientation and gender
identity or gender
expression (SOGIE), is
firmer and clearer.

9 They also develop the /

capacity to share and take
turns, and they are able to
play cooperatively with their
peers.

10 They begin to experience /

feelings of attraction, which
occur as they encounter
gender identity or gender
expression issues.

 If you scored 0-4, it’s alright. Please go over the module and follow the directions.
 If you got 5-9 correct responses, congratulations! Proceed to the topics/sessions
that you’ve missed.
 If you got a perfect score, congratulations! You may proceed to the last session
on preparing a detailed lesson plan.

Read and answer the guide questions below.

How would you describe children of ages 5-8 in terms of:

 physical development?

From 5 to 8 years old, children’s physical growth slows down a little, but great strides in gross and
fine motor coordination take place. Their organ systems are maturing.

 cognitive development?
Cognitively, children’s speech and language abilities grow, allowing them to increasingly use
language and symbols to learn more about the world around them. Children at this stage use
symbols that allow them to think creatively and slowly as they are learning to process information
logically.

 learning style?
Play is an important avenue for learning and development at this age. Through dramatic play and
playing with their peers, they develop social skills. Play also enhances cognitive development as it
improves creativity and symbolic thinking.
 How would you describe children of ages 9-12 in terms of:
 physical development?

Children in middle childhood become increasingly more coordinated and integrative in their motor
and perceptual skills resulting in increased physical coordination and strength.

 cognitive development?
Children’s ability to learn grows substantially at this age because of their increasing capacity
to think conceptually, solve problems, and use language. At this age, children should have
acquired the ability to read, write, compose, compute, inquire, and work with others. They
can now use these skills and abilities as tools for learning. They are able to think more
logically and make mental representations of objects and events.

 learning style?
As in early childhood, children still learn best through active engagement. For example,
children will learn more effectively about road safety by moving cars, blocks, and toy figures
rather than sitting and listening to an adult explain the rules. Their capacity to remember
(memory) also improves greatly by middle childhood, and this helps them learn even more.

How would you describe learners in the secondary education in terms of:
 physical development?
As such, young teens experience rapid increases in height, weight, and growth of their internal
organs, as well as their skeletal and muscular systems. Puberty leads to growth not only in primary
sex characteristics (genitals) but also in secondary sex characteristics.

 cognitive development?
It is at this stage that young teens also develop abstract and independent thinking. They
display a curiosity for topics that resonate with them—topics that they find both useful and
interesting. Young adolescents at this time also “acquire the ability to develop and test
hypotheses, analyze and synthesize data, grapple with complex concepts, and think
reflectively”

 learning style?
Teachers may differentiate instruction while also connecting lessons to real-life experiences. At this
stage, teachers may provide opportunities to young adolescent learners for active learning,
exploration, and collaboration with peers and adults.

Direction: Fill-in the KWL chart with the needed information.

 For column K, write all the things you know about the curricular goals in
each key stage
 For column W, write all the things you want to know about the curricular
goals in each key stage

K W L
Key Stage (What I Know) (What I Want to (What I Learned)
know)

The main The necessary programs and The laws that entails
purpose of mandates that entails basic elementary education as
KE to Grade 3 education. well as the conditions
elementary and mandates.
education is to
help learners
develop a solid
base of
literacy,
numeracy,
social, and
inquiry skills
that will
provide a
strong
foundation for
lifelong
learning. The
outcomes are
intended to
engage them
in rich,
vibrant,
culture- based,
and
meaningful
experiences in
which they
develop
understanding
that both
relate to and
make
connections
across specific
learning areas.
 K W L
Key Stage (What I Know) (What I Want to (What I Learned)
know)

In the Effective teaching strategies The objectives for this

elementary that is fit for Grades 4-6 particular level and it’s
that range learners. difference between k-3
from Grade 1 program.
Grade 4-6
to Grade 6.
These are
composed of
two key stages
of the K to 12
Curriculum,
namely, the
Primary and
Middle
Grades. The
learners in the
elementary
grades are
generally from
six (6) years
old to twelve
(12) years old.

Consist of learner from 12- The programs and mandate The goals of the JHS
16 years old. Teachers are that entails Junior High Curriculum and the
Grade 7-10 departmentalized. School Education in the different subject
Philippines. areas.
Consist of 3 Tracks and The different learning areas
each tracks offers different and a quick background on
Grade 11-12 strands. the SHS curriculum.

After going through Activity 2, fill-up the L column of the chart by writing all the
things you have learned about the curricular goals.

What have you realized from the lesson? How would knowing the curricular
goals affect your teaching plans in the key stage you are handling?

Matching Curricular goals, Instruction and Assessment Strategies

1. After you have read the preceding materials, you will match curricular goals,
instruction and assessment strategies.
2. Select a certain learning competency in one of the subjects you are currently
handling using the curriculum guide. Write the LC code.
2. Think of appropriate instruction and assessment strategy/ies for the selected LC.
3. Accomplish table below

Learning Competency/ Instructional Strategy Assessment

LC Code
 Classify materials based on Experiment. Summative Test
the ability to absorb water, -Grouping items according to
float, sink, undergo decay; their materials.
S4MT-Ia-1

What do you need to consider in planning your instruction to ensure that standards are
achieved?

The age range and the appropriateness of the learning strategy according to the age range of the
learners as well as identifying the type of learners you have.
Preparing a Detailed Lesson Plan

1. After going through sessions 1 to 3 of this module, you are going to

prepare a detailed lesson plan by applying the knowledge you gained.

2. Read DepEd Order No. 42, s. 2016, Policy Guidelines on Daily Lesson
Preparation for the Kto12 Basic Education Program

3. Answer the following:

a. In what way is the detailed lesson plan (DLP) useful to you as a newly hired
teacher?
It helps us plan out our lesson. The flow of the class, how we present our
lessons and the activities we’re going to give our learners.

b. Which part of the DLP do you find the easiest to accomplish? Why do you
say so?
Filling up the learning competencies.

c. Which part of the DLP do you find difficult to accomplish? Why do you say
so?
Planning out how to present lesson and varied activities that must be given
to the learners.

4. This time, think of a learning competency on the area and key stage you are
handling. Review on the content and performance standard of the chosen LC and
prepare a detailed lesson plan. Please be guided with DepEd Order No. 42, s.
2016. (Refer to COT 2020)

5. Seek for technical assistance from your school head or instructional

supervisor to ensure that curriculum requirements are achieved. Take note of
suggestions and comments and do some revisions if needed. (Refer to COT
2020)

Demonstration Teaching of the Prepared Detailed Lesson Plan

 V. SESSION 5: SPECIAL EDUCATION

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

1. Use strategies responsive to 2. Design , adapt and implement

learners with disabilities/ teaching strategies that are
giftedness and talents . ( 3.3.1) responsive to learners with
disabilities , giftedness and talents .
( 3.3.2)

Objectives

a. Identify the characteristics of learners with special needs.

b. Apply teaching strategies that will respond to learners’ special learning needs.
c. Develop a modified instructional design adapting the special learning needs
and styles of learners with disabilities/giftedness and talents
 Pre-Test

Write words or phrases in the graphic organizer below to represent your understanding
of Special Education.

Who are the clients? Why this particular program?

SPECIAL EDUCATION

How is sped implemented?

 Activities and Assessment

Read the situations below and identify the disabilities evident in the learner. Choose from the types of
disabilities enumerated inside the box.

Vision Impairment
Deaf or hard of hearing
Mental health conditions
Intellectual disability
Physical disability

1. You have observed that one of your students Anabel does not pay attention to
what you are illustrating on the board. You noticed that she squints and blinks
frequently as she stares at the writings on the board. Vision Impairment

2. In a number of instances, you have called Albert but he does not seem to
respond to you. He manifested some level of inattentiveness or misbehaviour.
Mental health conditions

3. Anton’s grades in all the learning areas were exceptionally impressive. However,
he got 77 in Mathematics. You have observed him struggle with numbers.
Intellectual disability

Let us find out if your answers are correct by referring to the key below.

Watch the video about giftedness through the link

https://www.youtube.com/watch?v=2Je0cl1Qaus

List down the characteristics of the gifted learners shown in the video. While the
video is being played you will point out the characteristics of each child being
described. Use the chart below to organize your ideas.

Name of the Gifted Child Characteristics/ Giftedness

Riordan Wry Science and History
Alex Clark Science
Evan Roche Language and Math
Jacob Walchuk Math
James Delmonte Soccer patterns
Girl Reading

Interview a mentor who is an expert in the field of special education and discuss with him or her
specific strategies that may be employed in dealing with learners with disabilities and giftedness. You
will then be enhancing this interview by having further readings on the said topic.

You may interview a teacher handling the last sections or those teaching
remedial reading or SPED teachers themselves. Coaches, trainers, advisers of gifted
learners may also be your interviewees.

You may use the interview questions given or you may formulate your own
depending on the subject of your interview. The interview feedback form will guide and
help you in noting down important points of discussion.
Using the points you that you have gathered from the discussions in this session and from the
interview, you will now enumerate activities that you can use in order to address the needs of a
particular learner in your class who has a learning disability or giftedness.

You may use the graphic organizer below.

DISABILITIES

Hyperactive Visual Impairment Dyslexia

Extra Task Story Telling Reading remedial/ Read

instruction

Reflection

You have accomplished the task with great proficiency and it is commendable. Looking
back at the discussions and activities, write your reflections on the following:
What concepts about special education had a great impact on you?

Inclusion, back in the day people would hide their children in their houses. Children
with disabilities would be kept at home but now that we’re slowly embracing inclusion
and accommodation these children are also able to get their education. It also made me
realize that children are more accepting and understanding that we expect them to be.

What is your professional obligation towards these learners with disabilities and
giftedness?

That their need will be accommodated too. We shouldn’t fit them in a standardized box.
There areas that they are strong at but there are also areas where they can be weak. We
shouldn’t dismiss them just because they are gifted in one area.

What is your personal commitment in helping your learners with special needs?

I would never refuse a learner with exceptionalities. They need to be embraced and welcomed
together with their peers.
 Post-Test

Let us test how far have you gone in understanding special education by having the
post-test. Write key concepts or ideas for each heading.

WHO ARE THE CLIENTS WHY THIS PROGRAM

SPECIAL
EDUCATION

IS SPED IMPLEMENTED
VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING SYSTEM
(ALS)
Desired Learning Outcome

BTI (3.4.1)
Demonstrate understanding of the special educational needs of learners in
difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disaster; child abuse
and child labor.
PTI (3.4.2)
Plan and deliver teaching strategies that are responsive to the special educational
needs of learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement or
disaster; child abuse and child labor practices.

Objectives

a. Discuss the different ALS Programs that will cater the educational needs of
learners in difficult circumstances, including: geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement or disaster;
child abuse and child labor practices;
b. Describe the program options in providing educational services to ALS learners;
and
c. Develop a lesson plan using teaching strategies that are responsive to
educational needs of ALS learners.
 Activities and Assessment

Identify the ALS program suited to the given situations. Provide answers in a separate sheet.
a. Situation Number 1
My dear teacher, I am now on my 5th grade in elementary, I really love to go to
regular school, in our class, every day, but sadly I am now having struggle on my
way to school because my family and I are living in a mountainous place and we
belong to a Tadyawan Tribe. My father decided that I have to stop schooling due
to the distance I am travelling just to attend class. Can you suggest possible way
or solution so that I can continue my schooling even I am at our tribe?

It is best to avail Indigenous People Education so that learners who are part of
tribes are able to some form of education no matter the challenges they
encounter.

b. Situation No. 2
Mang Elberto is a street vendor, selling palamig, banana que, and junk foods. He
always noticed Jojo, a street boy, who is frequently looking for empty cans, used
newspaper and other raw materials along Magallanes Street. Mang Elberto asked
Jojo if he has parents to guide him and nurture him. He found out that Jojo
doesn’t have parents or even relatives to take care of him. Jojo wishes to
continue his elementary grade. If Mang Alberto come to you and ask for possible
help or assistance on how he can help Jojo to continue his schooling, what
possible program can you advice and why?

Jojo is better off with availing Informal education for Disadvantaged children
so that he is able to avail a semblance of education whilst he is working to
support himself.

c. Situation No. 3
Nena is 19 years old and a housemaid. She stopped schooling when she was in
grade 5. She could not find time to enroll in formal education considering the
nature of her work. The school near her workplace does not offer night schooling.
Her employer wanted her to continue her studies through ALS. Can you suggest
what possible ALS program best suited for her? Why?

Nena should be able to avail Adolescent Reproductive Health. Since Nena is

fully supported by her bosses there should be no problem with time constraints.

d. Situation No. 4
Nilo is a visually impaired pupil who was not able to complete his elementary
education. He wanted to continue his studies despite of his disability. Would he
be allowed to enroll in ALS program? What advice could you give to him
regarding his intention of getting back to school?

Yes he can through ALS for Differently Abled Person. No matter what his
disability is Nilo must know that he should be able to avail an education
rightfully fitted for his need.
Develop a Lesson Plan catering the ALS Learners’ educational needs with appropriate teaching learning
strategies using the DLL (Refer to Module 4 Session 1).
 Fill in the missing phrase or word to complete the nature, salient feature and the legal bases of Alternative
Learning System (ALS).
1. The potential learner in the ALS goes through a screening process to determine
whatever prior learning that he/she may have through the
.
2. The is a program aimed at providing an alternative
pathway of learning for out-of-school children, youth, and adults who are
basically literate but who have not completed the 10 years of basic education
mandated by the Philippine Constitution.
3. The Adolescent Reproductive Health is a project for out-of-school adolescents
ages years old. It is a life skills-based education program for
adolescents who are in high-risky behavior, sex-related or non-sex related
behavior.
4. Every Filipino has a right to free basic education, the government establishes
to provide all Filipinos the chance to have access to
and complete basic education in a mode that fits their distinct situation and
needs.
5. As stated in “the state shall promote the right of every
individual to relevant quality education regardless of sex, age, creed, socio-
economic status, physical and mental conditions, racial or ethnic origin, political
or other affiliation,” the State shall promote and maintain equality of access to
education as well as attainment of the benefits of education by all its citizens.
6. The is an informal education which is a life skills
short-term course that addresses the special needs and interest of the parents to
promote pride in their work and ownership of their responsibilities as members
of the family and their community.
7. The Arabic Language and Islamic Values Education in Alternative Learning
System (ALIVE in ALS) is design for the to positively
contribute to the peace efforts of our government to improve the quality of life of
Muslim OSY and adults.
8. The ALS program follows a uniform learning for all
academic subjects covering the sciences, mathematics, English, Filipino, social
studies, current events among others.
9. The Alternative Learning System only requires learners to attend learning
sessions based on the agreed between the learners and
the learning facilitators.
10. Community Learning Center (CLC) is also called ,which is
similar to a school but different in many aspects.

Reflection:

After understanding the nature, salient feature and the legal bases of Alternative
Learning System, on what particular part of what you have read ignites your
enthusiasm to go beyond your limitations as a beginning teacher? Why? Support your
answer.

It made me realize that I can provide options for my learners without being completely clueless. I can orient them with available options
without them halting their studies.
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION

Desired Learning Outcomes

1. Adapt teaching-learning activities that are responsive and sensitive to the

learner’s linguistic, cultural, socio-economic and religious background
(3.2.1);

2. Establish a learner-centered culture by using teaching strategies that

respond to their linguistic, cultural, socio-economic and religious
backgrounds (3.2.2)

Objectives

a. Describe the salient features of the Madrasah Education in the K to 12 Basic

Education Program adapt various teaching strategies and activities that are
appropriate to the needs of the Filipino Muslim learners; and
b. Demonstrate familiarity and appreciation of the language, cultural practices,
beliefs, social nature and attitudes of Muslim children and youth towards
learning.
 Pre-Test

Below are the listed practices. Write down in column A those practices which are more
important to Muslim learners, column B those which are lesser important and column
C those that must be avoided
1. Attending Madrasah
2. Going to Mosque
3. Learning Arabic Language
4. Watching movies
5. Going to Karaoke Bar
6. Love and respect to parents and elderly
7. Fasting in the holy month of Ramadhan
8. Going on Pilgrimage to Makka
9. Reading Qur’an
10. Gossiping
11. Attending Eid al-Adha prayer
12. Gambling
13. Charity
14. Modesty
15. Eating Haram
Column A Column B Column C
Attending Madrasah Watching movies Going to Karaoke Bar

Going to Mosque Gossiping

Learning Arabic Language Gambling

Love and respect to Eating Haram

parents and elderly

Fasting in the holy month

of Ramadhan

Going on Pilgrimage to
Makka
Reading Qur’an

Attending Eid al-Adha

prayer

Charity
KWL on DepEd Madrasah Education Program (MEP)

Working in groups of 10, brainstorm to put together your responses to the first two
columns of the table below:
What do you already What do you WANT to What have you LEARNED
KNOW about DepEd’s know about DepEd’s in the Session? (to be
MEP? MEP? filled up at the end of the
session)

Integration of Arabic language and The values and principle Because of DepEds commitment to
Islamic values in the basic surrounding it as well as a more provide education for all they have
education curriculum. concise background on the Islam decided to institutionalize basic
Religion. education for Muslim learner thus
MEP came into fruition.
 Activities and Assessment

Peer Activity. Choose a partner. From the list of Muslim expressions above, select two
or more and use it as a conversation between you and your peer in a desired situation.

Brain Teaser
Complete the table by writing your important learnings.
NAME OF LEGAL BASES POSSIBLE IMPACT TO MUSLIM LEARNERS
PROGRAM

K to 12 RA10533/ Give every student an opportunity to receive quality education that

is globally competitive based on a pedagogically sound curriculum
BEP that is at par with international standards;
K to 12 Law

ALIVE/ DO51, s.2014  It harmonizes existing DepEd issuances on Muslim education, with
new provisions for more effective and efficient program development,
Madrasah DO41, s.2017 implementation and evaluation. They must be aware that DepEd has
not taken for granted their traditions and culture. That ALIVE is
Education implemented specifically with them in mind.

PRIME EFA create a basic education sector that is capable of attaining the
country’s Education for All Objectives by the year 2015. Muslim
BESRA learners should be able to avail education no matter their gender or
financial standing.
BEAM- RA10533/ program was a major education and peace program of the Australian
Government in the Autonomous Region of Muslim Mindanao
ARMM (ARMM) in partnership with the Department of Education thus they
K to 12 Law
can go to school successfully without fearing for their life.
BEST RA10533/ This will help them be aware that there are programs who are
advocating for peace thus their rights to have a peaceful life.
K to 12 Law
 a. My Identity
Below are words in the box. Select and write down in the appropriate column
those which are permissible for Muslim learners. (Note: Words which are
not permissible must be explained by the teacher).
hijab mini skirt swim wear abaya kuppiya

Eid al-Fitr ham Amun Jadid Hajj Ramadhan

Zakat bagnet chicharon bulaklak bacon

altar mimbar Cross Patron Saints Feast

meat bread Sinulog Christmas Madonna wudu

Dress Food Way of worship Holidays

Hajj Eid al-Fitr

hijab meat (Halal

chicken/beef) Ramadhan Amun Jadid
abaya
bread Zakat

kuppiya (halal certified)

wudu

(mimbar?)

b. Coach Me If You Can

For you to be familiar more with some teaching strategies suited for
Muslim learners, you may interview some of your colleagues especially those
seasoned teachers or those with knowledge about Muslim education. Then
apply the learning by reflecting it in your DLL/DLPs.
Learning Areas Teaching Strategies
Example in ESP (Values Integration)
Topic:
1. Values of Charity Identify specific verse from
the Holy Qur’an that deals
 with Charity as universal
values.

Is there a verse in the Holy

Qur’an that discusses
2. Values of Chastity and Modesty Chastity and Modesty in
general term?

Reflection

1. In your Journal Notebook write a reflection on how you can be responsive to the
needs of our Filipino Muslim learners.
By recognizing their needs. They have their own culture and beliefs and as a
teacher I must respect that by modeling it through the other learners as well as
incorporating these knowledge to the other learners for them to understand that
they need to be open minded and respectful 0f their classmates’ culture.

2. Post KWL Workshop: Working with your Group, complete the third column of
the KWL chart.

What already KNOW What do you WANT to What have you LEARNED
about DepEd’s MEP? know about DepEd’s in the Session? (to be
MEP? filled up at the end of the
session)

It is an education solely for our The different programs as well as The guidelines and the
Muslim learners. the different terminologies relevant subprograms that is under the
to our Muslim fellows. MEP. We also discussed the
different laws and mandates that
entails the MEP program.
VIII. SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC
EDUCATION CURRICULUM
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

3.1.1 Demonstrate knowledge and 3.1.2 Use differentiated,

understanding of differentiated developmentally appropriate learning
teaching to suit the learners’ gender, experiences to address learners’
needs, strengths, interests and gender, needs, strengths, interests and
experiences experiences.

4.3.1 Demonstrate knowledge in the 4.3.2 Adapt and implement learning

implementation of relevant and programs that ensure relevance and
responsive learning programs. responsiveness to the needs of all
learners.
 Activities

Oral Presentation in Learning Action Cell (LAC)

As a relevant member of your school, you must belong to a LAC group where you and
your colleagues can discuss further the challenges that you face and the strategies that
you can adopt from them. It is also expected that you can share your knowledge and be
of help to them during your LAC sessions.

As a challenge to you, you must be prepared to share to your colleagues your findings
about the topic, Special Interest Programs in the K to 12 Program. You may only
choose one track/strand that you feel relevant to your school. You should be able to
answer the following questions:
1. The track/strand that is relevant in our school

TVL- because the location of the school who lives in the lower middle class and are
looking to avail education that can help them make a livelihood by the time they
graduate in high school.

2. What factors have I considered in determining the relevance of the program?

Location and demand.

3. How will I be able to know my learners’ interests? The immediate community

needs?

By giving them a variation of activities and by engaging in events that

involves the community and other stakeholders.

4. What resources do we need to offer this program?

Enlisting the cooperation of stakeholders in similar industries so they’ll be able to help fund
resources that can be used.

5. What are the crucial roles of teachers in the program implementation?

As teachers we are our learners’ steward. We are supposed to support and encourage them so
that learning will be a pleasant and interesting experience for them.

Development of Weekly Lesson Log for Target Learners and Key Stage
Develop a Weekly Lesson Logs using Differentiated Instruction (DI) in a choice key stage
(Grade 3, 6 or 10), using the given template:
Topic Target Learners DI Activity

Precautionary Measures Kinesthetic learners Group work (Play) -Act out precautionary
before, during and after measures during
an earthquake earthquake.
Precautionary Measures Learners interested in Puzzle -classify methods if they
before, during and after problem solving. belong in before, after, or
volcanic eruption during volcanic eruption.

Preparedness Plan and kit Learners with interest in Essay -Essay writing about
before, during, and after writing actions taken during a
the earthquake and volcanic eruption
volcanic eruption.

Describe the earth’s Learners interested in Building a model Using materials provided
movement around the arts and crafts build a model of the solar
sun system.
Describe the earth’s Learners who are Show a clip of a song Watching a video clip
movement around the interested in singing related to earth
sun movement.
Topics Sources/References How useful is this
material for me as a
new public school
teacher?

DO 54, s. 1996 - It helps us identify learners

http://www.deped.gov.ph/orders/do-54-s-
Guidelines for the 1996 who are inclined in
Implementation of mathematics and science in
Special Science order to help them flourish
Classes (Ssc) Under in an area where they are
the Engineering and good at in the hopes that
Science Education they can be great assets to
Project (ESEF) our country.
K to 12 Basic http://www.deped.gov.ph/k-to- Helps us understand what
Education Curriculum 12/bec-cgs/als-program our work entails and what
type of service we’ll be
delivering.
DO 55, s. 2016 - http://www.deped.gov.ph/orders/do- This will assist in
Policy Guidelines on 55-s-2016 monitoring the Philippine
the National education system and
Assessment of schools for public
Student Learning for accountability
the K To 12 Basic
Education Program
DepEd Order # 54 S. http://www.deped.gov.ph/orders/do-54-s- Helps us identify learners
2010-Strengthening 2010 with different talents hoping
the Implementation of to foster and let their talents
the Special Program in flourish further under the
the Arts (SPA) and tutelage of a teacher and
Sports (SPS) mentors.
 Reflection

1. My knowledge about Special Interest Programs under the K to 12 Program has

become more meaningful after my exchange of ideas with my peers because….
It made me realize that not everything has to be focused on academics.
Learners who are part of special interest program may be interested and
other fields and as teachers we must support these interest in order to help
them capitalize on these skills and talents.

2. As a teacher, it is important to consider individual differences of learners

because…

Not all learners are the same. They have their own interest and as teachers we
should help them foster their interest.

3. I realized that I play an important role as a teacher in the lives of my learners’

by…

My Responsibilities and My Contributions

My Responsibilities My Contributions

Familiarizing myself with Applying differentiated instruction in

differentiated instruction for the my lesson plan and during my
learners with varied needs. classes.
 IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

3.5.1 Demonstrate 3.5.2 Adapt and use culturally

knowledge of teaching strategies appropriate learning strategies to address
that is inclusive of learners from the needs of learners from indigenous
indigenous groups. groups.

Objectives

a. Understand the Indigenous Peoples’ Education Program by identifying the

learning needs and characteristics of the indigenous group of learners.
b. Identify differentiated teaching strategies to suit IP learners needs,
interests, and experiences.
c. Create a contextualized lesson sequence for IPs enrolled in a class.
d. Use a culturally appropriate teaching strategies to address the needs of IP
learners.
 Activities and Assessment

HOUSE OF IDEAS
Synthesize what you have read through a graphic organize particularly a house. In
each part of the house indicate the following: learners’ needs, challenges, action and
your role as a teacher.

LIFELINES
Read the situation below, and then do the steps that follow:

An IP learner was displaced by disaster and enrols in your school. At first the
learner is active in your class but after a week of stay, it seems he falls behind in your
lessons. Your limited experience hampers you in reaching out to the students properly.

I would find out what is hampering him or her. I must have a great
understanding for IP learners who are displaced because they are going through
varieties of emotions. He or she could be experiencing problems that a teacher might
be able to help out.

20
http://fpe.ph/indigenous-communities.html/view/where-are-indigenous-peoples-
distributed-in-the-philippines/all/0
 Do the following:
1. Write at least five steps that you will take in helping this learner. After writing
the steps, consult your colleague or anyone from your school and discuss the
steps that you will l take.
 Observe the learner
 Lay out assessment from learner to observe changes in the performance of the
learner.
 Talk to the learner after class.
 Take necessary action.
 Involve the parents if needed.

2. From the consultation notes, write encouragement notes for that learner not
to give up his/her studies.

Hi __________ if you ever feel down please consult me. I will help you out
with whatever I can. Please know that all these are only trials. Please always
remember that education can help us get through everything. I will help you
as much as I can.

LESSON SEQUENCE
Your next challenge is to make a lesson sequence for that IP student who has
problems in language learning and is displaced by a disaster like flood so that he/she
can catch up with your lesson. As you prepare the lesson sequence, always
consult/confer with your seasoned co-teachers. Have your school head look into the
plan and ask discuss it with him/her. Be ready for modifications and have it signed by
him/her. You can use the matrix below to guide you in your lesson sequence.

If you think the matrix is not enough, you can add columns. Modify it.
Remember, you know more your student and I can see that you are more creative.

What are the appropriate teaching strategies that will be used to address the
need interests, and experiences of Indigenous People?

Name of Target skills Activities localized

Student/ resources/
grade level materials
1. Maritess Vocabulary -Roll the dice (game) -paper
development -word pairing -cartolina
-charades -marker pen
-word find -dice