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Adaptive Teaching Guide Template

This document is an adaptive teaching guide template used by SJDM Cornerstone College, Inc. It contains sections for prerequisite content and skills assessment, pre-lesson remediation, introduction, the lesson proper broken into chunks with formative questions, synthesis, post-lesson remediation, and approval signatures. The introduction section outlines the time frame, expected student learning outcomes, and context for application. The lesson proper highlights chunking the content and using formative questions.

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Jerusa Ofanda
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53 views3 pages

Adaptive Teaching Guide Template

This document is an adaptive teaching guide template used by SJDM Cornerstone College, Inc. It contains sections for prerequisite content and skills assessment, pre-lesson remediation, introduction, the lesson proper broken into chunks with formative questions, synthesis, post-lesson remediation, and approval signatures. The introduction section outlines the time frame, expected student learning outcomes, and context for application. The lesson proper highlights chunking the content and using formative questions.

Uploaded by

Jerusa Ofanda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SJDM CORNERSTONE COLLEGE, INC.

#190 Libis II Muzon, City of San Jose del Monte, Bulacan


Contact No. (0916) 474 3154 / ( 0917) 706 1869 / (044) 234 4338
Email Address: [email protected]
[email protected]

ADAPTIVE TEACHING GUIDE

MET # _______________________________________________

Lesson # ______________________________________________
Prerequisite Content-knowledge: __________________________________________________________________

Prerequisite Skill: ______________________________________________________________________________

Prerequisites Assessment:

Pre-lesson Remediation Activity:


1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):

Introduction:
This part must articulate the following:
1. time frame a student is expected to finish in learning the lesson (and where to contact the teacher when concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
4. Overview of the Lesson

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative questions.

Chunk 1

Formative question

Chunk 2

Formative question

Chunk n

Formative question

Synthesis

RUA of a Student’s Learning:


Post-lesson Remediation Activity:

Prepared By:

JOHN LAWRENCE R.NONATO


SUBJECT TEACHER

Checked By: Approved By:

KHERNYLIE D. BUENAVENTURA CRISTALYN FAITH R. ANDAYA


DEPARTMENT COORDINATOR SCHOOL PRINCIPAL

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