Introduction and Rationale

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 THE PRODUCTION TEAM

CONSULTANTS RESEARCHERS
Engr. Jesse M. Gomez, PhD, CEO V, CESO V – SDS 10 EPSs
Dr. Ernesto F. Servillon, Jr., MNSA, CESO VI – ASDS Emilie L. Padernal, PhD
Ma. Nilma E. Casamayor – CID Chief Lilia G. Castronuevo
Nescel P. Panes, PhD – SGOD Chief Maricel S. Caspillo
Joliven S. Maratas
EDITORS Angie B. Padernilla, PhD
John Mark Q. Apellado – PDO II Jose Willy A. Gregorios
Nescel P. Panes, PhD – SGOD Chief Juris T. Panes, PhD
Dayle P. Pabiona – EPS II Roselyn P. Panizal
Julieta P. Pachejo – SEPS Telespino P. Padernilla, Jr.
Normelita L. Toledo, EdD
WRITERS Caren D. Aliligay
Engr. Jesse M. Gomez, PhD, CEO V, CESO V – SDS Johnney P. Panizales
Nescel P. Panes, PhD – SGOD Chief
Julieta P. Pachejo – SEPS LAYOUT ARTIST
Pinky P. Cia – SEPS John Mark Q. Apellado – PDO II
Dexter P. Diergos – EPS
Paul D. Ligasan – EPS ENCODERS
Joe Vlady T. Trompeta – EPS Dayle P. Pabiona – EPS II
Christopher G. Aguilar – EPS John Mark Q. Apellado – PDO II
Noreme P. Palomillo, EdD – EPS Maregie T. Cargason – ADAS III
Ma. Lennie F. Pamposa, PhD – EPS Jolyn Grace D. Palma – ADAS III
Jeddy R. Panes, PhD – EPS Wilfredo P. Lalantacon Jr. – ADAS II
Evelyn P. Villanueva – EPS
Elsie P. Serafico – EPS
Alma B. Gorantes, PhD – EPS
Maryful Grace Pabiona |2
Learning Recovery
Framework

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 Buddy System - anchored on Lev Vygotsky’s Principle
A. MKO (More Knowledgeable Other) – can maximize learning
B. Scaffolding - for slow learners (e.g., hints, prompts)
C. Differentiation - for very slow learners (e.g., remediation, more activities)

 Creating a Structured Classroom Learning Experience

A. Review of Pre-requisite KSA
B. Unlocking of Difficulties
C. Facilitating Understanding
a. By following assimilation and accommodation theories of Jean Piaget (i.e., provision of prior knowledge; use of strategies
appropriate to the ability of the learners)
b. identifying Appropriate 5As by segment
c. applying of the principles of learning

 Readiness Apperception
 Exercise Effect
 Stimulation Gestalt Psychology (i.e., overviews, outlines, diagrams, summaries)

d. by using metaphors and analogies

e. by observing KISS (Keep It Short and Simple)
f. by using humor
g. by writing/posting of the lesson objectives (setting expectations)
h. by making lessons relevant/meaningful (esp. in the lower grades)
D. Facilitating Mastery and Retention
a. through memorizing basic facts/information
b. through conducting drills
c. through reviewing
d. through asking HOT questions (i.e., processing increases retention)
e. through applying mnemonics

E. Creating a Structured Home Reinforcement Experience (to be announced later)

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Introduction and Rationale
Prepared by Engr. JESSE M. GOMEZ, PhD, CEO V, CESO V
JULIETA P. PACHEJO
DAYLE P. PABIONA

We all know that in cognitive learning, there are three basic things that learners must achieve; first, UNDERSTANDING what is to be learned;
second, MASTERY leading to the third, RETENTION in the long-term memory.
UNDERSTANDING the lesson is facilitated if the learner is engaged with the lesson. Engagement is giving his/her full attention to the lesson
and actively participating in the class.
The teacher can ensure engagement if he/she identifies appropriate methods and activities when teaching, applies the principles of learning,
and uses technology.
After UNDERSTANDING, MASTERY or over-learning must be targeted. This can be done through elaboration and rehearsal like drills, reviews,
tests, projects, etc. With MASTERY, the learners will have RETENTION of the lesson.
It is human nature to forget much of what we read, watch, think, and learn. While forgetting is not something that we can avoid, teachers
constantly look for effective ways to help their learners remember information longer (Colman, 2022).
As defined by Colman (2022), learning retention is the ability to store new information in one’s long-term memory so a person can easily
recall it and put that knowledge to use in the future. If the information is not retained, it will remain in the short-term memory and drop out
after a certain period. Moreover, the fact is that the human brain forgets information very quickly. This was proved by the German psychologist
Hermann Ebbinghaus, who is known for his discovery of the so-called Forgetting Curve. He explored the exponential nature of forgetting.
Research shows that an average learner forgets 70% of what they learned within 24 hours and 90% of what they learned in a week if they don’t
try to retain it.
In the Schools Division of Passi City, when some basic education learners were asked of what they remembered about what they learned
from their modules or video lessons on a specific day, most of them answered “NOTHING.” It was disturbing and alarming. If learners could
not remember anything they have just read/viewed and studied, then there is no chance they could apply the lessons taught to them. There

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is learning only if they can apply in real-life what are taught to them; if there is a positive change in their behavior. Thus, understanding,
mastery and retention are very important in retrieving and applying information or knowledge.
Understanding, mastery and retention of information are partners. To illustrate, try to memorize a Korean song without having understood
a single word. It would be very difficult or close to impossible. You struggle in recalling the lyrics (even if you can recall the melody), and you
don’t know what emotions to apply throughout the song. The same is true to learners. It is only when there is understanding that the learner
can then be able to rehearse or repeat what has just been understood so that this piece of information can be transferred from the short-term
memory to the long-term memory for retrieval and application. Without conscious drill or repetition, the information or knowledge will not get
stored into the long-term memory, and it will be lost. All the efforts in preparing the modules, the learning activity sheets, the video lessons,
other learning materials and the actual teaching will go in vain since there is no learning whatsoever.
Without a teacher during distance learning, understanding the lesson is a struggle for many learners. Without the teacher employing the
principles of learning like readiness (or making learners attain focused attention), repetition, stimulation, effect, reinforcement, apperception
and Gestalt psychology, learning can indeed be agonizing for the learners.
There is learning if we see a permanent positive change on the behavior of the learner. Thus, there must be APPLICATION of what has been
learned. And a learner can apply what he/she has been taught is he/she can remember them. Honesty, do our learners remember what were
taught them after two weeks?
Because of this, each Education Program Supervisor (EPS) in Passi City made a qualitative research as to the experiences of our teachers in
delivering instruction to their learners via home visitations or small group tutorial or remediation sessions. Based on these qualitative researches,
the EPSs developed interventions or strategies that incorporated Lev Vygotsky’s zone of proximal development which states that unless there is
a More Knowledgeable Other or MKO (i.e., a competent teacher) who can assist the learner, the learner cannot develop fully well. Here,
scaffolding for the normal learners and differentiation for the marginalized ones are employed for better results. In addition, the EPSs also
applied the theory of Jean Piaget on assimilation (i.e., expanding the concept or schema) and accommodation (i.e., creating another related
schema). If the current experience or lesson cannot be assimilated nor accommodated into the learner’s prior knowledge (i.e., his/her existing
schemas), then that experience or lesson is rejected by the learner, and the teaching in this case becomes a useless effort.
As partners of the EPSs, 12 school heads were selected and assigned to think of ways to operationalize the interventions or strategies
formulated by the EPSs. If the EPSs devised the WHATs, the school heads designed the HOWs. The operationalization must follow experiential

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learning or the 5As (Activity— “hands on, minds on,” Analysis, Abstraction, Application, Assessment) since through 5As, the lesson becomes
more vivid. This clarity aids in understanding, mastering and retaining the lesson in the long-term memory.
The school heads were grouped in threes. One group was assigned to Key Stage 1 or K1(K-G6); another to K2(G4-G6); another to K3(G7-G10);
and the last one to K4(G11-G12). Each group was to generate as many generic ways to do the activity, analysis, abstraction and application for
the strategies. Assessment was not included because this is regularly done by the teacher in all four stages by observing if each stage progresses
correctly, and by making immediate adjustments through cueing, prompting and leading the learners. The levels of complexity must vary
according to grade level and to the learners’ ability categorized as below average, average and above average. In this case, the school heads
employed increasing content and/or increasing difficulty.
Hence, this menu of strategies/interventions and 4As tasks (since the 5th A, Assessment, has not been included) is published for teachers to
choose from, modify, or mix and match to help them conduct structured and effective classroom teaching or small group tutorial and remediation
sessions.

1. Definition of Learning
Prepared by DAYLE P. PABIONA, Education Program Specialist II (SGOD)

Learning is a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and
future learning (Ambrose et al, 2010). The change in the learner may happen at the level(s) of knowledge, skills and or attitude. As a result of
learning, learners come to see concepts, ideas, and/or the world differently.
Learning has three components: (1) the duration of the change is long-term rather than short-term; (2) the place of the change is in the
content and structure of knowledge in memory or the behavior of the learner; and (3) the cause of the change is the learner’s experience in
the environment rather than fatigue, motivation, drugs, physical condition or physiologic intervention (Mayer, 2015).
Learning is not something done to students, but rather something students themselves do. It is the direct result of how students interpret
and respond to their experiences. In other words, even a group of learners saw and heard the same teacher, and did the same activities, yet
each one of them would not have uniform learning. There will be variations, from a small to a great extent.

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 2. How Do We Learn?

a. Jean Piaget’s Theory of Cognitive Development

Jean Piaget's Theory of Cognitive Development suggests that children move through four different stages of learning. His theory focuses
not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Piaget believed that children
take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about
the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adjust
previously held ideas to accommodate new information.

i. Stages

Sensorimotor Stage (Birth to 2 years)

During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and
manipulating objects. A child's entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.
The cognitive development that occurs during this period takes place over a relatively short time and involves a great deal of growth. Children
not only learn how to perform physical actions such as crawling and walking; they also learn a great deal about language from the people with
whom they interact. Piaget also broke this stage down into substages. Early representational thought emerges during the final part of the
sensorimotor stage.

Preoperational Stage (Ages 2 to 7)

The foundations of language development may have been laid during the previous stage, but the emergence of language is one of the
major hallmarks of the preoperational stage of development. At this stage, kids learn through pretend play but still struggle with logic and taking
the point of view of other people. They also often struggle with understanding the idea of constancy. Children become much more skilled at
pretend play during this stage of development, yet they continue to think very concretely about the world around them.

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 Concrete Operational Stage (Ages 7 to 11)

While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using
logic. The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation.
During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete
operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts,
feelings, and opinions. At this stage, children start acquiring deductive reasoning.

Formal operational stage (Ages 12 and up)

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract
ideas. At this point, adolescents and young adults become capable of seeing multiple potential solutions to problems and think more scientifically
about the world around them. The ability to thinking about abstract ideas and situations is the key hallmark of the formal operational stage of
cognitive development. The ability to systematically plan for the future and reason about hypothetical situations are also critical abilities that
emerge during this stage.

In summary, when teaching in the primary level, the teacher should make the lessons very concrete (i.e., let the learners use their 5
senses, or learning by doing). As they mature, the teacher can gradually make the lessons abstract.

ii. Assimilation and Accommodation

According to Piaget there are two processes at work in cognitive development: assimilation and accommodation. Cognitive growth is
the result of the constant interweaving of assimilation and accommodation.

Assimilation is the process of fitting new information or experience in our preexisting cognitive structures. It occurs when we modify
or change new information to fit into our schemas (what we already know or prior knowledge). It keeps the new information or experience and
adds to what already exists in our minds.

Accommodation is the process of changing cognitive structures in order to accept something from the environment. It occurs when we
restructure or modify what we already know by creating another related schema so that the new information can fit in better.

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 Both processes are used simultaneously and alternately throughout life. An example of assimilation is when a child who only has seen
an ordinary dog sees a German Shepherd. The child will just expand his/her schema because of the very close similarity of the two. However, if
he/she sees a horse, he/she will create another schema because although the horse has some similarities with the dog, they have a lot
differences.

As schemes become increasingly more complex (i.e., responsible for more complex behaviors) they are termed structures. As one's
structures become more complex, they are organized in a hierarchical manner (i.e., from general to specific).

b. Lev Vygotsky’s Sociocultural Theory

Lev Vygotsky’s Sociocultural Theory asserts that learning is an essentially social process in which the support of parents, caregivers,
peers and the wider society and culture plays a crucial role in the development of higher psychological functions. This theory is concerned in
how cultural elements which a particular society deems important – for example, customs, beliefs, skills and values – are passed on to new
generations. Sociocultural theory declares that social interaction within the family and with knowledgeable members of the community is the
primary means by which children acquire behaviors and cognitive processes relevant to their own society. Adult or peer intervention in this
context is thus an essential part of the development process.

Vygotsky claimed that initial development was prompted by the child’s immediate social interactions, but that, as learning became
internalized, there was a shift to the individual level. For Vygotsky, children were apprentices who learned from and alongside those with greater
experience who understood their abilities and needs.

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 i. The Zone of Proximal Development (ZPD)

An important concept in sociocultural theory is

known as the Zone of Proximal Development (ZPD).
According to Lev Vygotsky, this is the distance between
the actual development level (of the learner) as
determined by independent problem solving and the
level of potential development as determined through
problem solving under adult guidance, or in collaboration
with more capable peers or the More Knowledgeable
Other (MKO).
Zone of achieved
Development – ZAD Essentially, it includes all of the knowledge and
Where the learner is rigth skills that a person cannot yet understand or perform on
now his/her own but is capable of learning with guidance. As
children are allowed to stretch their skills and knowledge,
often by observing someone who is slightly more
advanced than they are, they are able to progressively
extend this zone.

ii. More Knowledgeable Other (MKO)

Vygotsky defined the “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the
learner, particularly in regards to a specific task, concept or process. Traditionally the MKO is thought of as a teacher or an older adult. However,
this is not always the case. Other possibilities for the MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is
that they must have more knowledge about the topic being learned than the learner does and if possible, they know the principles of teaching
and learning. Teachers or the more capable peers can raise the learner’s competence through the ZPD.

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 iii. Scaffolding

To help learners achieve independence, Vygotsky outlined scaffolding as a tool for growth. Learners complete small, manageable steps
in order to reach the goal. Working in collaboration with a skilled instructor or more knowledgeable peers help students make connections
between concepts. As learners grow within their zone of proximal development and become more confident, they practice new tasks with the
social support that surrounds them. Vygotsky maintains that learning occurs through purposeful, meaningful interactions with others.

The idea of scaffolding is the basis of instruction. Students can achieve their learning potential with guided instruction from their
teacher. The teacher constantly reassesses the levels of achievement of the student and creates the next task as a building block to the goal. As
an added benefit, the student also learns problem-solving skills from performing leveled tasks on their own. Scaffolding can be in the forms of
prompts, hints, outlines, diagrams and leading questions to name a few.

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 iv. Differentiation

Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

At its most basic level, differentiation consists of the efforts of teachers to respond to variance or differences among learners in the
classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning
experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements based on student
readiness, interest, or learning profile:

Content – what the student needs to learn or how the student will get access to the information;

Process – activities in which the student engages in order to make sense of or master the content;

Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and

Learning spaces and environment – the way the “classroom” works and feels.

v. Learning spaces

Learning spaces and environment are more than just rooms, tables and chairs as a place to learn. The environment can be planned and
arranged to provoke, engage, and support learners in their learning, which calls for flexible furnishings that can adapt to the environment as
necessary. Not only will learners be more engaged in a classroom with personalized learning spaces, they will also have more opportunities to
develop critical 21st-century skills. A well-designed learning environment promotes collaboration, communication and interpersonal learning
in students by encouraging organic discussion and natural teamwork. When learners feel comfortable in their classroom environment, and they
have the tools that help them learn best at their disposal, they will be more apt to stay engaged and participate in their lessons.

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 c. Albert Bandura’s Social Learning Theory

Albert Badura’s Social Learning Theory suggests that observation and modeling play a primary role in the learning process. The theory
moves beyond behavioral theories, which suggest that all behaviors are learned through conditioning, and cognitive theories which take into
account psychological influences such as attention and memory.

Bandura demonstrated that children learn and imitate behaviors they have observed in other people. The children in Bandura’s studies
observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to
imitate the aggressive actions they had previously observed.

Bandura identified three basic models of observational learning:

 A live model, which involves an actual individual demonstrating or acting out a behavior.
 A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online
media.
 A verbal instructional model, which involves descriptions and explanations of a behavior.

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 d. Ivan Pavlov’s Classical Conditioning (Involuntary Learning)

Discovered by Russian physiologist Ivan Pavlov, Classical Conditioning is a

type of unconscious or automatic learning. This learning process creates a
conditioned response through associations between an unconditioned stimulus
and a neutral stimulus.

Put another way, classical conditioning involves placing a neutral stimulus

before a naturally occurring reflex. In Pavlov's classic experiment with dogs, the
neutral signal was the sound of a tone and the naturally occurring reflex was
salivating in response to food. By associating the neutral stimulus (sound) with the
unconditioned stimulus (food), the sound of the tone alone could produce the
salivation response

i. Key Principles

Behaviorists have described a number of different phenomena associated with classical conditioning. Some of these elements involve
the initial establishment of the response while others describe the disappearance of a response. Here are the five key principles of classical
conditioning:
Acquisition – is the initial stage of learning, when a response is first established and gradually strengthened. During the acquisition phase
of classical conditioning, a neutral stimulus is repeatedly paired with an unconditioned stimulus.

Extinction – is when the occurrences of a conditioned response decrease or disappear. In classical conditioning, this happens when a
conditioned stimulus is no longer paired with an unconditioned stimulus.

Spontaneous Recovery – sometimes a learned response can suddenly reemerge, even after a period of extinction. This is called
spontaneous recovery.

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 Generalization – stimulus generalization is the tendency for a conditioned stimulus to evoke similar responses after the response has
been conditioned.

Discrimination – is the ability to differentiate between a conditioned stimulus and other stimuli that have not been paired with an
unconditioned stimulus.

e. Burrhus Frederic Skinner’s Operant Conditioning

Operant Conditioning states that behavior (i.e., Stimulus-Response bond) consequences, be they reinforcements or
punishments. If the consequence of a behavior is pleasant a reinforcing, the behavior (S-R bond) is repeated, thus strengthened.
If the consequence is unpleasant or punishing, then the behavior is avoided or not repeated. This theory was patterened after
Thorndikes Law of Effect.
f. Principles of Learning
Prepared by JULIETA P. PACHEJO, Senior Education Program Specialist

The learning principles are guidelines for the ways in which people learn most effectively. Educational psychologists and pedagogues
have identified several principles of learning, also referred to as laws of learning, which seem generally applicable to the learning process. These
principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most
effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect. Since Thorndike set down his basic
three laws in the early part of the twentieth century, five additional principles have been added: primacy, recency, intensity, freedom and
requirement.

i. Readiness

Readiness implies a degree of concentration and eagerness. Individuals learn best when they are physically, mentally, and emotionally
ready to learn, and do not learn well if they see no reason for learning. Getting students ready to learn, creating interest by showing the value
of the subject matter, and providing continuous mental or physical challenge, is usually the instructor’s responsibility. If students have a strong
purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation. In other words,
when students are ready to learn, they meet the instructor at least halfway, simplifying the instructor’s job.

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 Since learning is an active process, students must have adequate rest, health, and physical ability. Basic needs of students must be
satisfied before they are ready or capable of learning. Students who are exhausted, hungry or in ill health cannot learn much. If they are
distracted by outside responsibilities, interests, or worries, have overcrowded schedules, or other unresolved issues, students may have little
interest in learning. For example, we may identify the situation of an academic examination of a school, in which the cause of securing good
marks in various subjects leads to mentally and emotionally readiness of students to do more hard labor in acquiring knowledge.

Physically – The educator needs to consider five major components of physical readiness—measures of ability, complexity of task,
environmental effects, health status, and gender—because they affect the degree or extent to which learning will occur.

Emotionally – Emotional readiness is strongly associated with motivation. Knowing the motivational level of the learner assists the
educator in determining when someone is ready to learn. The learner must have intentions of improving performance. Thus, he/she becomes
attentive.

Mentally – Mental readiness is about preparing your mind for any situation, at work or in your personal life. It's important to manage
your anxiety and give your brain a chance to reset.

ii. Exercise/Repetition

The principle of exercise states that those things that are most often repeated are the ones that are best remembered. Your audience
will learn best and retain information longer when they have meaningful practice and repetition. It is clear that practice leads to improvement
only when it is followed by positive feedback.

The human mind is forgetful and it can rarely retain, evaluate, and apply new concepts or practices after a single exposure. Audiences
will not learn complex tasks in a single session. They learn by applying what they have been told and shown.

iii. Effect (Reinforcement)

Edward L. Thorndike’s law of effect states that those behavioral responses that were most closely followed by a satisfying result were
most likely to become established patterns and to occur again in response to the same stimulus. If you study and then get a good grade on a
test, you will be more likely to study for the next exam. If you work hard and then receive a promotion and pay raise, you will be more likely to

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continue to put in more effort at work. However, every learning experience should contain elements that leave the student with some good
feelings. A student's chance of success is definitely increased if the learning experience is a pleasant one.

The principle of effect is that learning is strengthened when accompanied by a pleasant or satisfying feeling — and that learning is
weakened when associated with an unpleasant feeling. The learner will strive to continue learning as long as it provides a pleasant effect. Positive
reinforcement is more likely to lead to success and motivate the learner — so as an educator you should recognize this feature and tell your
audience how well they are doing.

One of the important obligations of the educator is to set up the learning situation in such a manner that each person being taught will
be able to see evidence of their own progress and achieve some degree of success.

iv. Stimulations/5As (Activity, Analysis, Abstraction, Application, Assessment)

Stimulation is the encouragement of development or the cause of activity generally. Early stimulation means the set of actions and
exercises that aim to help develop the child's abilities, whether motor, cognitive or social. In other words, the aim is to offer children different
situations that allow them to explore and thus awaken skills and naturally develop abilities.
A stimulating classroom environment is one where students can learn through exploration and hands-on practice, be encouraged to
think critically, and be provided a variety of experiences. Sensory play contributes in crucial ways to brain development. Think of it as “food for
the brain.” Stimulating the five senses and the mind sends signals to children's brains that help to strengthen neural pathways important for
all types of learning.

A stimulated classroom environment is a combination of all of these things; it refers to the way students' minds are stimulated while in
their learning environment. This can come from: Visuals throughout the classroom, hands-on activities with physical movement and multi-
modal means of learning each new concept.

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 The 5A’s (Activity, Analysis, Abstraction, Application, and Assessment)

The 5As of adult learning: Activity, Analysis, Abstraction, Application, and Assessment is illustrated below.

The 5As of Adult Learning

Assessment
in all stages

Adopted from: ALS

Manual

v. Apperception

Apperception is the process of learning new information by relating and incorporating it into past knowledge and experience.
Perception is experiencing stimuli through our senses. Apperception is taking the information from stimuli (perceptions) and relating or
comparing it to information gathered in the past. For example, a perception would be seeing a dog and thinking "There is a dog." Apperception
would be seeing a dog and thinking "That dog looks like my friend Larry's dog."

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 In psychology, it is "the process by which new experience is assimilated to and transformed by the residuum of past experience of an
individual to form a new whole" (Ledger Wood in Runes). In short, it is to perceive new experience in relation to past experience or prior
knowledge.

vi. Association

Associative learning states that our brains recall information using associative memory, as opposed to isolated events. It is a learning
principle that states that ideas and experiences reinforce each other and can be mentally linked to one another. In a nutshell, it means our
brains were not designed to recall information in isolation; instead, we group information together into one associative memory.

vii. In Wholes (Gestalt Psychology)

Gestalt psychology is a school of thought that looks at the human mind and behavior as a whole. Gestalt theory emphasizes that the
whole of anything is greater than the sum of its parts.

When trying to make sense of the world around us, Gestalt psychology suggests that we do not simply focus on every small detail but on
the “big picture.”

The main principles of the Gestalt Theory in Learning are:

 Teachers should encourage their students to discover patterns and relationships among of the elements that make up a problem.
 Incongruities, gaps, or disturbances are essential stimuli in the learning process.
 Educational instruction should be based on the laws of organization.

F. Some Guidelines
Prepared by PINKY P. CIA, Education Program Specialist

i. Facilitating Understanding

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 1. Use overviews, outlines, concept maps at the start of the lesson to immediately show patterns and relationships which
will ultimately lead to generalization or abstraction. Then teach the details. In the end, employ summaries, tests, projects
to connect all the details or isolated facts to form the whole or big picture.

2. Use Metaphor/simile/analogy

Metaphors are used in communication to help illustrate or explain something by comparing it to something else. Metaphors serve several
functions:
- Help people vividly visualize unfamiliar concepts
- explain unfamiliar situations meaningfully
- add variety and interest to a person's writing or conversations
- create strong images and leave lasting impressions
- pair the intangible with the literal
- impact readers and audience members

A simile is a figure of speech and type of metaphor that compares two different things using the words “like” or “as.” The purpose of a
simile is to help describe one thing by comparing it to another thing that is perhaps seemingly unrelated.

An analogy is something that shows how two things are alike, but with the ultimate goal of making a point abo ut this comparison.
The purpose of an analogy is not merely to show, but also to explain. For this reason, an analogy is more complex than a simi le or a metaphor,
which aim only to show without explaining. (Similes and metaphors can be used to make an anal ogy, but usually analogies have additional
information to get their point across.)

3. Group or categorize similar concepts

Categorization is a critical cognitive skill that helps learners understand similarities and differences and make connections between
things around them. Sorting involves recognizing patterns and understanding relationships between sets of objects. It is also a process that
spans all of development, beginning in earliest infancy yet changing as children’s knowledge and cognitive skills develop.

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 For adults and children alike, categories serve two primary functions: (1) they permit an efficient means of storing and retrieving
information, such that we need not keep track of every individual item we encounter, and (2) they promote inferences that extend knowledge
beyond past experiences into the future, allowing us to make predictions that guide behavior. Understanding how items go together is
foundational to adaptive action and problem-solving.

4. Discourage absenteeism among learners because unlearned concepts that are prerequisites to the new lesson will
make learning difficult.

Absenteeism in school is the habit of staying away from school without providing a genuine or any reason for not attending classes.
Absenteeism is a truant behavior that negatively affects the performance among students.

5. Use Humor

Humor can have a powerful effect on people; research shows that when people find something funny, they tend to pay more attention
to it, and remember it better in the long term. Furthermore, humor has an invigorating effect, and can make people feel more interested in
what’s going on, and more energized. These benefits are important, since they suggest that humor could be a valuable tool to use in educational
contexts, both by teachers who are trying to teach better, as well as by students who are trying to facilitate their own learning. However, be
careful not to make the learners the laughing stock. The teacher can make himself/herself the object of humor.

Some ways to inject humor into a lesson:

 showing a humorous comic to help illustrate an important point.

 using a humorous mnemonic to help remember a key concept.
 telling a humorous anecdote to help emphasize a significant issue.
6. Use storytelling

Storytelling is one of the oldest forms of teaching. We all do it, and it has been a part of human life for as long as anyone can remember.
We tell stories because it’s a way to bond and connect with one another. Teachers are storytellers. Think about all of the times you’ve had to

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tell a story to help relate a concept or help students better understand a topic. Storytelling is a teaching strategy that you already use, and you
may not even realize it.

According to research, storytelling is a tool that helps students better understand the world around them. It also helps children visualize
themselves in similar situations with the storyteller.

How to Use Storytelling in The Classroom

 To introduce a new topic

 To attract unmotivated learners
 To illustrate a concept
 To enhance any subject

Overall, storytelling is a powerful method of communication that can help anyone relate or see the world from another’s perspective.

7. Use simple words

Words are your tools, so it’s important to choose them carefully. Your ideas can be complex and sophisticated, but your writing should
express them simply.

Clearly written messages also show respect and consideration for your audience, which helps build better relationships.

8. Use short sentences

Short sentences provide a direct path to your main point. Shorter, simpler sentences are easier and quicker to read. It’s less likely that
your reader will get confused or bored if your sentences are short and snappy.
9. Announce the objectives of the lesson

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 An instructional objective is a statement that will describe what the learner will be able to do after completing the instruction. (Kibler,
Kegla, Barker, Miles, 1974).

Inform learners of objectives: Allow students to organize their thoughts and prioritize their attention regarding what they are about to
learn and do. Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects, papers, and so on.
Sharing objectives and criteria can have a number of uses and benefits, including:

 To encourage students to take more control of their learning.

 Students will know what and why they are learning.
 It gives an opportunity to connect up with previous sessions.
 Setting learning in context gives it greater relevance.
 A clear framework for learning gives reassurance.
 Students will know how to demonstrate achievement during the session.
 They provide a basis for regularly checking learning during the session (by students and teacher).
 It provides teachers with a template for giving feedback.

(Note: See the 3 taxonomies, and Dale’s Cone of Experience at the end of this topic.)

10. Ask questions

Questioning techniques is important because it can stimulate learning, develop the potential of students to think, drive to clear ideas,
stir the imagination, and initiate action. It is also one of the ways teachers help students develop their knowledge more effectively. The teachers
should ask a combination of knowledge-level questions (what, who, when, where, which, etc.) and high-order thinking (HOT) questions (why,
how, etc.).

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 Benjamin Bloom’s Cognitive Domain Taxonomy
Domains of Bloom’s Taxonomy
Cognitive domain learning refers to the student’s ability to think and use their brain power. The cognitive process dimension involves
the process we use to apply and showcase our intellectual skills. Ranked from lower to higher order complexities: remember, understand,
apply, analyze, evaluate, and then finally
create.

Knowledge dimension Students have different

ways of showcasing and applying their
knowledge just as much as they learn in
different ways:
1. Metacognitive: Learners focuses on
contextualizing, self-knowledge, strategy,
and cognitive tasks.
2. Conceptual: Learners focuses on theories,
assemblies, categories and groupings,
ideologies and generalizations.
3. Factual: Learners focuses on facts, specific
details and terminology
4. Procedural: Learners focuses on using
different algorithms, techniques and
methods, following step-by-step guidelines
for specific scenarios.

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Ravindra Dave’s Psychomotor Domain Taxonomy

Levels of Psychomotor Domain of Learning

Dave’s Psychomotor domain (1970) is probably the most
commonly referenced and used psychomotor domain
interpretation. Dave’s five levels of motor skills represent
different degrees of competence in performing a skill. It
captures the levels of competence in the stages of learning
from initial exposure to final mastery. Imitation is the
simplest level while Naturalization is the most complex
level.

1. Imitation
Imitation involves the ability to learn and pattern your behavior after someone else. The learner observes a skill and attempts to repeat it, or
sees a finished product and attempts to replicate it while attending to an exemplar. At this level, the performance may be of low quality.
Key Words (Verbs) — Attempt, Copy, Imitate, Mimic, Follow, Repeat, Duplicate, Replicate, Reproduce.
Examples (Learning Objectives) — The learner will be able to; Copy a work of art. Perform a skill while observing a demonstrator.

2. Manipulation
Manipulation involves the ability to perform certain tasks by memory or following instructions. The learner performs the skill or produces the
product in a recognizable fashion by following general instructions rather than observation.
Key Words (Verbs) — Act, Build, Execute, Perform, Complete, Accomplish, Follow, Play, Produce.

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Examples (Learning Objectives) — The learner will be able to; Perform a skill on one’s own after taking lessons or reading about it. Follow
instructions to build a model.

3.Precision
Precision involves the ability to perform certain tasks with some level of expertise and without help or intervention from others. The learner
independently performs the skill or produces the product, with accuracy, proportion, and exactness; at an expert level. At this level, the
performance becomes more exact and refined.
Key Words (Verbs) — Achieve automatically, Excel expertly, Perform masterfully, Demonstrate skillfully, Calibrate perfectly.
Examples (Learning Objectives) — The learner will be able to; Perform a skill or task without assistance. Demonstrate a task to a beginner. Work
and rework something, so it will be “just right.”

4. Articulation
Articulation involves the ability to adapt and integrate multiple actions to develop methods to meet varying and novel requirements. The learner
modifies the skill or the product to fit new situations; combines more than one skills in sequence with harmony and consistency.
Key Words (Verbs) — Adapt, Construct, Combine, Create, Customize, Modify, Formulate, Alter, Originate.
Examples (Learning Objectives) — The learner will be able to; Combine a series of skills to produce a video that involves music, drama, color,
sound, etc. Combine a series of skills or activities to meet a novel requirement.

5. Naturalization
Naturalization is the ability to perform actions in an automatic, intuitive or unconscious way. The learner accomplishes one or more skills with
ease and makes the skill automatic with limited physical or mental exertion. At this level, the performance has become second-nature or natural,
without needing to think much about it.
Key Words (Verbs) — Create, Design, Develop, Invent, Manage naturally or perfectly.
Examples (Learning Objectives) — The learner will be able to; Maneuver a car into a tight parallel parking spot. Operate a computer quickly and
accurately. Display competence while playing the piano. For example, Michael Jordan playing basketball or Nancy Lopez hitting a golf ball.

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 David Krathwohl’s Affective Domain Taxonomy

Krathwohl’s affective domain taxonomy is the best known of any of the affective taxonomies. The affective domain focuses on the attitudes,
values, interests, and appreciation of learners. This domain is further categorized into following five levels;

1. Receiving
Receiving refers to the student’s willingness to attend to particular phenomena or stimuli (classroom activities, textbook, music, etc.). From a
teaching standpoint, it is concerned with getting, holding, and directing the student’s attention. Learning outcomes in this area range from the
simple awareness that a thing exists to selective attention on the part of the learner. Receiving represents the lowest level of learning
outcomes in the affective domain.

2. Responding
Responding refers to active participation on the part of the student. At this level he not only attends to a particular phenomenon but also
reacts to it in some way. Learning outcomes in this area may
emphasize acquiescence in responding (reads beyond
assignments) or satisfaction in responding (reads for pleasure
or enjoyment).

3. Valuing
Valuing is concerned with the worth or value a student
attaches to a particular object, phenomenon, or behavior.
This ranges in degree from the simpler acceptance of a value
(desires to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective
functioning of the group).

4. Organizing
Organizing is concerned with bringing together values,
resolving conflicts between them, and beginning the building
of an internally consistent value system. The emphasis is on

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comparing, relating, and synthesizing values. Learning outcomes may be concerned with the conceptualization of a value (recognizes the
responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that
satisfies his need for both economic security and social service).

5. Characterization by Value or Value-Set

At Characterization level of the affective domain, the individual has a value system that has controlled his behavior for a sufficiently long time
for him to develop a characteristic life style. Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a
broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the student.

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 Cone of Experience
Edgar Dale’s Cone of Experience
Description. Dale’s Cone of Experience is a
model that incorporates several theories related
to instructional design and learning processes.
During the 1960s, Edgar Dale theorized that
learners retain more information by what they
“do” as opposed to what is “heard”, “read” or
“observed”. His research led to the
development of the Cone of Experience. Today,
this “learning by doing” has become known as
“experiential learning” or “action learning”. The
cone is diagramed and explained in the next
sections.

“I see and I forget.

I hear and I remember.
I do and I understand.”
- confucius

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How Can Instructors Use the Cone of Experience?

According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal
symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as
hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life.
The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the
learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to
remember that involving students in the process strengthens knowledge retention.

It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use perceptual learning styles.
Perceptual learning styles are sensory based. The more sensory channels possible in interacting with a resource, the better chance that
many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life
experiences.
Dales’ cone of experience is a tool to help instructors make decisions about resources and activities. The instructor can ask the
following:

• Where will the student’s experience with this instructional resource fit on the cone? How far is it removed from real-life?

• What kind of learning experience do you want to provide in the classroom?

• How does this instructional resource augment the information supplied by the textbook?
• What and how many senses can students use to learn this instructional material?
• Does the instructional material enhance learning?

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 ii. Retention
Prepared by NESCEL P. PANES, PhD, Chief Education Supervisor (SGOD)

1. Use mnemonics

Mnemonic techniques are ways to help the learners memorize a phrase or idea with patterns. Mnemonic techniques can include songs,
poems, rhymes, and images. Mnemonics give meaning to something ordinary to make it more memorable when one tries to recall it. This
technique is useful for storing information in both short- and long-term memory. Acronyms are examples of mnemonics.

Visual imagery refers to graphics, visual scenes, pictures, or the sense of sight. The mental images sometimes are concerned with the
experiences of some of the objects that are usually related to the events and different scenes. Sensory memory is conveyed through the students’
senses of sight and sound, where they keep these “images" in their mind. Visual imagery is brain manifestations of items, people, and habitats
that are nonexistent from an individual’s optical field.

Another common mnemonic technique is using rhyme to memorize information. One well-known example of a rhyming mnemonic is the
phase “In fourteen hundred and ninety-two, Columbus sailed the ocean blue.” The information that a student wants to memorize is the date
Columbus began his travels and knowing it rhymes with “ocean blue” helps him recall “1492”. Students can apply this technique to any
information they need to remember in school.

Some students learn best when they can sing, so they can insert the information he wants to memorize into a song. A popular example
is the “A-B-C” song that schoolchildren use to learn the alphabet. When they sing this repeatedly, they will begin to remember the order of the
alphabet. Students can do the same mnemonic technique in school by putting new information into a song format.

2. Elaborate

Elaboration involves explaining and describing ideas with many details. Elaboration also involves making connections among ideas that
the students are trying to learn and connecting the material to their own experiences, memories, and day-to-day life. This can be done by asking
questions about how and why things work, and then produce the answers to these questions. This encourages students to produce explanations
for the ideas they are learning, and to integrate the new material with the things they already know or have experienced.

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 3. Use many exercises

Using similar or varied exercises reinforces understanding.

4. Read out loud

The recent study, conducted by researchers Colin Macleod and Noah Forrin at the University of Waterloo and published in the
journal Memory (2018), found that reading words aloud made them easier to remember compared to reading them silently.

Memory retention was strongest when reading aloud directly, suggesting that the impact came not just from hearing the words, but also
speaking them.

5. Let brighter students “teach” their classmates

Not every child learns the same way or at the same pace. Not every child excels in the same areas; some are better readers while others
are fascinated with numbers. Hence, peer tutoring works better for slow learners. When their “teachers” are of the same age, they get
encouraged. Slow learners may select 1 or 2 of their friends to form a study group. Teachers may assign the study group the task of reiterating
the new teachings of the day and assisting with homework. For peer-tutors, one benefit is that they will learn and retain better as they teach
their classmates.

6. Make the learners paraphrase what they have learned

The study of Uyen Nghi Nguyen Thai (2019) revealed that paraphrasing while reading can enhance learners’ memories, as participants
who paraphrased remembered more of the information from the reading, and they were more likely to draw accurate logical conclusions from
it. By paraphrasing, learners pay more attention to the text because they need to understand and correctly evaluate its meaning. As learners
obtain a thorough grasp of the reading material, they retain information better (Craik & Lockhart, 1972). As a result, paraphrasers have longer-
lasting memory traces than those in the verbatim note-takers.

7. Make the learners take down notes

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 The goal of effective note taking is to help recall what has been learned and retain that information over time. Actively taking notes
during class can help learners focus and better understand the main concepts. For the primary-grade learners, copying lessons written on the
board reinforces learning. For mentally mature learners, active note taking is preferred.

3. How Do We Memorize?

a. Sensory Memory

Sensory memory refers to the first memories of inputs for each of our senses. Sensory memory is a mental representation of how
environmental events look, sound, feel, smell and taste.

This form of memory is short lived (0.5–3 seconds) but has a large capacity. Sensory memory accounts for our ability to recall something
after it was received by our senses, even if it was not originally the subject of attention.

b. Short-Term Memory

Short-term memory is also often referred to as working memory. Working memory is a temporary store of a subset of sensory
information to which attention has been applied. Working memory has a limited capacity, typically described as comprising seven plus or minus
two items, and a short duration of approximately 30 seconds maximum. The capacity of working memory can, however, be extended by the
process of chunking, in which several items are grouped together into a single cognitive unit. The process of chunking only occupies one item or
unit in the working memory. The duration of working memory can also be extended by the process of rehearsal in which auditory items are
repeated mentally to keep them in working memory for longer than 30 seconds.

c. Long-Term Memory

Long-term memory stores all the significant events that mark our lives; it lets us retain the meanings of words and the physical skills that
we have learned.

There are three steps involved in establishing a long-term memory: encoding, storage, and retrieval.

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 1. To encode, you assign meaning to the information.
2. To store information, you review it and its meanings (study), as repetition is essential
to remembering.
3. To retrieve it, you follow the path you created through encoding. This may include a
number of memory triggers that you used when you were encoding.

4. How Do We Apply Learning?

a. Retrieval from Memory

Retrieval practice is the strategy of recalling facts, concepts, or events from memory in order to enhance learning. The act of retrieving
something from the students’ memory actually strengthens the connections holding it there, making it more likely that they’ll be able to recall
it in the future. Re-viewing (to view again) is a process that involves retrieval from memory.

There are many ways to use retrieval practice in instruction. Frequent low-stakes quizzes are an easy way to incorporate retrieval practice.
Quizzes can be free response, multiple choice, or another format. The teacher may also ask students to recall and write down two things they
learned from the current class, last class or within a unit of the subject. Feedback can come from peers (in pairs or groups), and/or class
discussion. Students may also be asked to write down everything they know about a certain topic. The exact prompt used can be narrow (e.g.,
What is the definition of culture from our textbook?) or broad (e.g., Why does social mobility vary across social groups?), depending on the
learning goals. Optionally, students can then compare and contrast their answers with peers in small groups or breakout rooms. A full class
discussion can be used to provide instructor feedback.

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 VI. PEDAGOGY, ANDRAGOGY AND HEUTAGOGY

Prepared by NESCEL P. PANES, PhD, Chief Education Supervisor (SGOD)

I. PEDAGOGY

In its purest sense, the teacher knows best. In a classroom setting, the teacher is the only source of knowledge. The teacher spoon feeds,
demonstrates, lectures and presents the step-by-step process to the learners. Pedagogy is the teaching of children, or dependent personalities.

II. ANDRAGOGY is the facilitation of learning for adults who are self-directed learners (Halupa and Halupa, 2015).

Five assumptions that underlie his theory of andragogy

 Adults are self-directed learners.
 Adults bring a great deal of experience into the classroom.
 Adults who seek education are ready to learn.
 Adults are internally motivated.
 Adults want problem-based learning.

Strategies to promote andragogy

 Develop cooperative learning environment
 Involve learner in the setting of goals
 Diagnose learner needs and interests
 Help learner formulate objectives based on his/her interests and needs
 Design sequential learning experiences to meet these objectives
 Meet objectives with materials and resources
 Evaluate the quality of learning and impact on future learning

HEUTAGOGY is the management of learning for self-managed learners.

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Comparison of the 3 Teaching Approaches

Pedagogy Andragogy Heutagogy

Categories
Children’s Learning Adults’ Learning Self-Directed Learning
Learners are interdependent. They
The learner is a dependent
Adults are independent. They strive identify the potential to learn from
personality. Teacher determines
Dependence for autonomy and self-direction in novel experiences as a matter of
what, how, and when anything is
learning. course. They are able to manage
learned.
their own learning.
The learner has few resources - the
Teacher provides some resources,
teacher devises transmission Adults use their own and other’s
Resources for Learning but the learner decides the path by
techniques to store knowledge in experience.
negotiating the learning.
the learner’s head.
Learning is not necessarily planned
Adults learn when they experience a or linear. Learning is not necessarily
Learn in order to advance to the
Reasons for Learning need to know or to perform more based on need but on the
next stage.
effectively. identification of the potential to
learn in novel situations.
Learners can go beyond problem
solving by enabling pro-activity.
Learning is subject centered,
Learners use their own and others’
focused on the prescribed
Adult learning is task or problem experiences and internal processes
Focus of Learning curriculum and planned sequences
centered. such as reflection, environmental
according to the logic of the subject
scanning, experience, interaction
matter.
with others, and pro-active as well a
problem-solving behavior.
Motivation stems from internal Self-efficacy, knowing how to learn,
Motivation comes from external
sources - the increased self-esteem, creativity, ability to use these
Motivation sources - usually parents, teachers,
confidence and recognition that qualities in novel as well as
and a sense of competition.
come from successful performance. situations, and working with others.

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 Develop the learner’s capability:
Capable people; Know how to learn;
Designs the learning process, Enabler or facilitator, climate of
Are creative; Have a high degree of
Role of the Teacher imposes material, is assumed to collaboration, respect, and
self-efficacy; Apply competencies in
know best spoon feeds. openness
novel as well as familiar situations;
Can work well with others

In summary, pedagogy is educator-centric method of teaching where teacher decides the curriculum, methods of learning, and
assessment. It does not give students any sense of participation in their own learning. Andragogy is patient-centric where instructors establish
objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the
learner. Heutagogy is technology-based learner-centric as they become aware of their favored learning style and can easily adapt new learning
situations to their learning styles. The learners become more creative thus making them lifelong learners with longest retention and it is reflected
in their approach toward the problem.

If a child is highly motivated and capable of learning through teacher’s facilitation and guidance, he/she can be taught using andragogy
and heutagogy instead of pedagogy.

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 INTERVENTIONS
PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN KINDERGARTEN
Prepared by EVELYN P. VILLANUEVA, Education Program Supervisor (Kindergarten)

KEY STAGE 1
PROBLEMS MET INTERVENTIONS
Difficulty in attacking CVC words • Apply CVC pattern/word family approach
• Marungko Approach
• Modelling, (explicit teaching)
• Rhymes
• Reading CVC patterns with picture

Cannot identify some letters of the alphabet • Modelling/demonstration (explicit teaching)

• Singing alphabet songs
• Flash cards of Alphabet letters (small and big letters)
• Charts of letters
• Picture cards of beginning letters
Difficulty in writing • tracing letters/numbers/words
• write blending letters
• word and picture match
• write simple sentences
Did not identify numbers • Drill count
• Gaming how to count
• tracing numbers
• filling the missing numbers
Unable to identify shapes, colors and numbers • Use of picture cards with names of shapes
• color and numbers

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 • Puzzles of shapes and colors
• Drill tracing and coloring of numbers and shapes
Cannot identify names and sounds of letters  Flash cards of alphabet (small and big letters)
 Charts of letters
 Singing alphabet song
 Picture cards of beginning letter
 Initial/mid/ and final sounds
Slow in performing basic facts in mathematics /poor in  Coloring of numbers from biggest to smallest/lowest or vice versa
numeracy skills  Singing/Reciting Number Rhyme Songs
 Use of counters in counting
 Use of realia
Poor in comprehension  Story telling
 two track method
 reading selections
 answering Wh-questions/HOTs questions
 Instruction were Bridged/translated to Hiligaynon
 Bugtungang Pagkukwento
 One-on-one instruction
Lack space in the house for his/her study area  talked to the child and parents/bench conference
 One -on-one instruction
 make arrangement with the parents to allowed the child to report in
school twice or three times a week following health and safety
proocols
 organize team/cluster of learners in the neighborhood
Unable to identify letter sounds • Singing/reciting rhyme songs
• Singing alphabet song
• Picture cards of beginning letter, Initial/mid/ and final sounds
• Modelling/demonstration lesson(explicit teaching)

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Difficulty in attacking basic sight words • Flash cards drill of words, CVC patterns, reading word list/basic sight
words, Marungko Approach, word and picture match
Poor retentions/Poor in memorizing Table of Multiplications • Use of flash cards, oral recitations of skip counting (by 2s and 3s),
(Table 2-3) Oral recitations of table of multiplications of numbers 2 and 3, basic
multiplication, multiplication window cards,
Difficulty in performing basic facts (Mathematical) • Solving 2 to 3 step problem,
Operations esp. in Multiplication and Division Question and Answer method using HOTS , Wh questions
Difficulty in rote counting • Coloring all odd numbers
• Encircling even numbers
• Oral counting
• Finding/filling -in the missing number
• Sing the number song
• Recite number rhymes
Difficulty in blending sounds • Write blending letters
• Practice blending of letter sounds
• Word picture match
• Word family approach CVC word with pictures
• Play I Spy" game
Slow reader/poor in reading • Modelling/explicit teaching
• Word picture match
• CVC pattern
• Word family drill
• Marungko
• Flash cards
• Charts word drills
• Drill sight words
• Create a stress-free environment
Difficulty in reading and comprehension  Modelling,
 word picture match,
 CVC pattern

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  Word family
 Marungko
 Flash cards
 Chartsword drills
 Q & A using Wh questions,/HOTS questions
Cannot identify colors • Color charts/wheel,
• Color sorting,
• Mixing colors
• Color matching,
• Color /scavenger hunts
• Color patterns
Cannot read syllables and words • Modelling
• Basic sight words,
• CVC pattern with pictures,
• Word picture match,
• Word family drill,
• Phonetic sounds,
Difficulty in reading both English and Filipino • Modelling,
• Word picture match,
• CVC pattern,
• Word family,
• Marungko,
• Flash cards,
• Charts word drills,
• Word family drill,
Unable to read/non-reader • Alphabet song/phonic song,
• Beginner alphabet phonics sounds chart,
• Wordmatch
• Modelling/explicit teaching
• Find the missing letters,

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 • Basic sight words,
• Word family drill, etc.
Cannot solve basic problem in math • Oral counting,
• Finding/filling -in the missing number,
• Sing the number song,
• Recite number rhymes,
• Solve 2 to 3 step problem
No interest in answering his/her module • Talked to the child and parents chaperons
• Identify reason of not answering the module,
• Organized buddy system,
• Clustering learners to have collaborative work
approach/PWA/cooperative learning
Cannot recite/ no mastery on the table of multiplication • Oral counting,
• Finding/filling -in the missing number,
• Sing the number song,
• Recite number rhymes,
• Solve 2 to 3 step problem,
• Basic multiplication,
• Multiplication Window cards,
Unable to identify letters and numbers • Picture cards of beginning letters and/or numbers,
• Sing Alphabet/phonetic songs,
• Word picture match
• Modelling, (explicit teaching)
Difficulty in reading and writing • Modelling (Explicit teaching)
• Marungko,
• Story telling (two0track method)
• Reading /writing selection,
• Tracing letters/words,
• Flash cards,
• CVC pattern,

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 • Reading/writing
• Word family drill
• Theme/paragraph writing
Difficulty to learn/lack support/help from the parents • Talk to the child and parens,
• Identify reason of not answering the module,
• Organize buddy system,
• Clustering learners to have collaborative work approach/PWA
/cooperative learning
Slow reader/can't focus on his/her study for he earn a living • Teacher-made letters of alphabet with pictures
for his own • Talk to the child and parents,
• Identify reason of not answering the module,
• Organize buddy system,
• Clustering learners to have collaborative work approach/PWA
/cooperative learning
Cannot comprehend pure English instructions • Storytelling, two track method,
• Reading selections,
• Q and A using Wh-questions/HOTs questions,
• Instruction were Bridged/translated to Hiligaynon,
• Bugtungang Pagkukwento,
• One-on-one instruction
Has speech defect/shy to recite • CVC word pattern,
• Modeling (explicit teaching)
• Marungko approach,
• Use teacher-made learning materials
• Tongue twister,
• Develop self-confidence,
• Story telling,
• Word recognition drill,
• Spelling review,
• Word picture match.

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN ARALING PANLIPUNAN
Prepared by CHRISTOPHER G. AGUILAR, PhD, Education Program Supervisor (Araling Panlipunan)

Key Stage 1 (K to G3} BELOW AVERAGE

PROBLEMS INTERVENTIONS
Learners cannot fully understand the  Basahin Muli
following:  Pagpapakita ng mga larawan
1. Hindi marunong magbasa  Panonood ng video
2. Mahina ang pag-intindi  Pag-aawit
 Pag-ehersisyo
3. Hirap sumulat  Paggamit ng learning resource (larawan, bigbooks, chart, atbp.)
 Tingnan ang larawan
 Pagkulay
 Pagmomodelo
 C_ARAL PAN Intervention
 Drill
 Tsart
 Flash cards
 Line Connect
 Pagguhit
 Paglista
 Pagkulay
 Kontekstwalisasyon gamit ang limang pandama
 Ulitin pagkatapos kong sabihin
 Ulitin ang Pagkakasulat
 Magtanong ng Oo o Hindi ang sagot
 Singing alphabet songs
 Picture cards of beginning letters
 “Look at the picture”

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  Organizing yourself
 Incorporate Movement
 Take sensory Breaks
 Drill cards
 Activity sheets
 Video clips
 Recitations
 Story Telling
 Songs for Listening
 Picture cards of letters
 Demo
 Lecture
 Discussion
 Modelling
 Games/Play Time
 “Paste Activities”
 Incorporate Movement
 Find Clues
 Songs for Listening
 Find the object or image

Key Stage 2 (G4 to G6) BELOW AVERAGE

1. Mabagal magbasa  Modelling
2. May kahirapan sa pagintindi ng binabasa  Use of tracing papers with letters of the Filipino Alphabet
3. Hindi makagawa ng konklusyon  Writing blended words
4. Nahirapang magpaliwanag ng kaibahan  Word and picture match
5. Mabagal magsulat  Demonstrations
6. Nakakalimutan ang mga aralin sa  Writing simple sentences
direksyon  Simulation Games

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7. May kahirapan sa pag-express ng sarili  Expose to letter name
8. May kahirapan sa pagsulat at pagbasa  Practice and drills in writing
9. May kahirapan sa pagguhit  Support system
 Recognition for every performance
 Learning through repetition
 Using models and activity sheets for hands -on activities
 Drills and practice
 Tutorial Method
 Use of illustrations
 Recognizing sounds of letters an sound blending
 Drill on reading difficult words, phrases, sentences and short paragraphs.
 Team teaching
 Games
 Aralin Muli
 Pagkukwento
 Paggawa ng sariling hinuha
 Pagpapakita ng mga larawan
 Panonood ng video
 Pag-aawit
 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Story Telling
 Pagguhit
 Paglista
 Pagkulay
 Slogan
 Tula
 Pagsulat ng repleksiyon

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  Tsart
 Flash cards
 Line Connect
 Pictu-Suri
 Maikling Kuwento
 Simpleng Paggamit ng Graphic Organizer
 Demonstration
 Role Play
 Use of Pictures
 Reinforcement Method
 Learner interest method
 Audio-Visual method
 Discussions
Key Stage 3 (G7 to G10) BELOW AVERAGE
1. Mahina ang memorya  Guessing game
2. May kahirapang ipaliwanag ang konsepto  Picture Analysis with guide questions using LOTS
ng Imperyalismo at kolonyalismo  Flash Cards Drill
3. Hindi gaano malinaw ang  Enumeration
pagpapaliwanag ng kontribusyon ng mga  Pagpapakita ng mga larawan
Romano sa sibilisasyon  Punan ng angkop na konsepto ang pangungusap
4. Cannot differentiate concepts of supply,  Venn Diagram
demand  Socratic method
5. Cannot identify “uri ng mga  Illustration method
kontemporaryong isyu”  Poster sessions
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Utilize LOTS questions

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  Organized buddy system
 Cluster learners for cooperative approach
Key Stage 4 (G11 to G12) BELOW AVERAGE
1. Short attention span  Pagpapakita ng mga larawan
2. Short memory  Panonood ng video
3. Cannot remember what they learn  Pag-aawit
4. They get bored easily and develop no  Pag-ehersisyo
interest towards learning process  Paggamit ng learning resource (larawan, bigbooks, chart, atbp.)
5. They cannot easily master the skills  Drill
6. Work very slowly  Tsart
 Flash cards
 Line Connect
 Pictu-Suri
 Pag label ng Mapa
 Paggamit ng larawan
 Paggamit ng Video
 Pagguhit
 Tula
 Slogan
 Pagsulat ng repleksiyon

Key Stage 2 (G4 to G6) AVERAGE

PROBLEMS INTERVENTIONS
1. Nakakalimot ng mga lugar at pangalan  Pagkukwento
nito  Paggawa ng sariling hinuha
2. Hindi madaling makuha ang mensahe ng  Pagpapakita ng mga larawan
kwento  Panonood ng video
3. Nahirapan pang magpaliwanag ng “cause  Pag-aawit
and effect”
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 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
 Pagbibigay ng mga katanungan
 Pagguhit
 Paglista
 Pagkulay
 Slogan
 Tula
 Pagsulat ng repleksiyon
 Kontekstwalisasyon gamit ang limang pandama
 Thinker-Leader Intervention
 Pictu-Suri at pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag
 Maikling Kuwento
 Simpleng Paggamit ng Graphic Organizer
 Simpleng Paggamit ng Venn Diagram
 Paglalahat:
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
 Oral reports
 Use of Illustrations
 Group Discussions
 Games

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 Key Stage 3 (G7 to G10) AVERAGE
1. Hindi gaano malinaw ang  Pagpapakita ng mga larawan
pagpapaliwanag ng kontribusyon ng mga  Treasure Hunt
Romano sa sibilisasyon.  Group Presentation and answering Guide
2. Poor social-emotional health  Group Work
3. Confused with concepts of supply,  Role Play
demand, shortage and surplus  Pantomime
4. Cannot identify “epekto ng migrasyon”  Group Collage
5. Finds it hard to explain gender and  Interview
development  Pagsusuri ng tula
 Paggawa ng sanaysay
 Poster Making
 Crossword Puzzle
 Itala mo/ graphic organizer
 Pagsulat ng panata
 Pictu-Suri at pagpapaliwanag
 Paggamit ng larawan at at pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag
 Maikling Kuwento
 Simpleng Paggamit ng Graphic Organizer
 Simpleng Paggamit ng Venn Diagram
 Brainstorming
 Pag-uulat
 Paglalahat:
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat

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 Small Group Discussion
 Pagguhit na may pagpapaliwanag
 Slogan na may pagpapaliwanag
 Tula na may pagpapaliwanag
 Pagsulat ng repleksiyon
 Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip
 Reaction paper
 Mural
 Interbyu
 Role playing
 Jingle writing
 Pag kompyut
 Travelogue
 Brochure
 Diaries
 Research
 Pantomime
 Pagsasatao
 Quotations
 KWL Technique
 4 Pics 1 word
 Scrambled letters
 Pinoy Henyo
 Treasure Hunt
 Crossword Puzzle
 Pagkukwento

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 Paggawa ng sariling hinuha
 Panonood ng video
 Pag-aawit
 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
 Awit-suri
 Brainstorming
 Use of graphic organizers
 Oral Reading
 Silent Reading
 Verbal Reports
 Discussion
 Illustration method
 Poster sessions
 Concept Mapping
 Summary Report
 Brainstorming
 Use of graphic organizers
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Answer HOTS questions
 Organized buddy system
 Cluster learners for cooperative approach
 Concept Mapping
 Open-ended question

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 Key Stage 4 (G11 to G12) AVERAGE
Slower in analysis  Quotations
 KWL Technique
 4 Pics 1 word
 Scrambled letters
 Pinoy Henyo
 Treasure Hunt
 Crossword Puzzle
 Pagkukwento
 Paggawa ng sariling hinuha
 Pagpapakita ng mga larawan
 Panonood ng video
 Pag-aawit
 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
 Awit-suri
 Pictu-Suri at pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag
 Maikling Kuwento
 Simpleng Paggamit ng Graphic Organizer
 Simpleng Paggamit ng Venn Diagram
 Brainstorming
 Pag-uulat
 Paglalahat:
 Bukas na tanong

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  Simpleng Interbyu
 Pag-uulat
 Small Group Discussion
 Pagguhit na may pagpapaliwanag
 Slogan na may pagpapaliwanag
 Tula na may pagpapaliwanag
 Pagsulat ng repleksiyon
 Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip
 Reaction paper
 Mural
 Interbyu
 Role playing
 Jingle writing
 Pag kompyut
 Travelogue
 Brochure
 Diaries
 Research
 Pantomime
 Pagsasatao
Key Stage 2 (G4 to G6} ABOVE AVERAGE
PROBLEMS INTERVENTIONS
1. Nahihirapan pang umintindi ng ilang isyu  Pagguhit
sa lipunan at mga dahilan nito  Paglista
 Pagkulay
2. Alanganing pang bumuo ng mg opinyon  Slogan

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ayon sa kanilang paningin na  Tula
maihahambing sa kasalukuyang mga isyu  Pagsulat ng repleksiyon
 Poster
 Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip
 Pictu-Suri at pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag
 Maikling Kuwento
 Pag-ananalisa at Pagpapaliwanag
 Paghahambing at pagpapaliwanag
 Simpleng Paggamit ng Graphic Organizer
 Simpleng Paggamit ng Venn Diagram
 Brainstorming
 Pag-uulat
 Paglalahat
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
 Pagkukwento
 KWL-Technique
 Paggawa ng sariling hinuha
 Pagpapakita ng mga larawan
 Panonood ng video
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri

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  Word-map
 Awit-suri
 Pagsagot sa mga simpleng tanong
 Pagbuo ng sariling opinyo
 Dialogue
 Team Teaching
 Magbasa ng ng pahinang opinyon sa dyaryo
 Lecture
 Magbigay ng maraming halimbawa
Key Stage 3 (G7 to G10) ABOVE AVERAGE
1. Hyperactive  Cross word puzzle
2. Confused with Middle Age Ideologies,  Scrambled letters
proponents and meaning of  4 pics 1 word
3. Finds it hard to interpret complex  Pag-ananalisa at Pagpapaliwanag
diagram on “Mga Modelo ng Ekonomiya”  Small Group Discussion
 Pagguhit na may pagpapaliwanag
 Paggawa ng sariling diagram
 Concept Mapping
 Compare and Contrast with guide questions using HOTS
 Brainstorming
 Panel Discussion
 Graphic Organizer
 Jingle Writing
 Poster making
 Role Play
 Quotations
 4 Pics 1 word
 Scrambled letters
 Pinoy Henyo

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 Treasure Hunt
 Crossword Puzzle
 Pagguhit na may pagpapaliwanag
 Slogan na may pagpapaliwanag
 Tula na may pagpapaliwanag
 Pagsulat ng repleksiyon
 Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip
 Reaction paper
 Mural
 Interbyu
 Role playing
 Jingle writing
 Pag kompyut
 Travelogue
 Brochure
 Diaries
 Research
 Pantomime
 Focus Group Discussion
 Impromptu Speaking
 Pagsasatao
 Debate
 Pictu-Suri at pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag

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 Maikling Kuwento
 Paggamit at paggwa ng Graphic Organizer
 Paggamit at paggawa ng Venn Diagram at semantic web
 Brainstorming
 Pag-uulat
 Paglalahat:
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
 Small Group Discussion
 Focus Group Discussion
 Pag-ananalisa at Pagpapaliwanag
 Paghahambing at pagpapaliwanag
 Pagkukwento
 Paggawa ng sariling hinuha
 Pagpapakita ng mga larawan
 Panonood ng video
 Pag-aawit
 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
 Awit-suri
 Debate
 Game Show
 Use of graphic organizers, flow chart, mind maps, webs, clusters, think sheets,
and form
 Use of video clips
 Use of Lesson Frames

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  Review of lessons
 Analysis
 Checkup Exercises
 Filling the missing details
 Oral Reporting
 Tongue Twister
Key Stage 4 (G11 to G12) ABOVE AVERAGE
Needs challenging and exciting lesson which  Quotations
demands critical thinking.  4 Pics 1 word
 Scrambled letters
 Pinoy Henyo
 Treasure Hunt
 Crossword Puzzle
 Pagkukwento
 Paggawa ng sariling hinuha
 Pagpapakita ng mga larawan
 Panonood ng video
 Pag-aawit
 Pag-ehersisyo
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
 Awit-suri
 Pagpapaliwanag
 Pag label ng Mapa at interpretasyon
 Paggamit ng larawan at at pagpapaliwanag
 Paggamit ng Video at pagpapaliwanag
 Maikling Kuwento
 Paggamit at paggwa ng Graphic Organizer

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 Paggamit at paggawa ng Venn Diagram at semantic web
 Brainstorming
 Pag-uulat
 Paglalahat:
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
 Small Group Discussion
 Focus Group Discussion
 Pagguhit na may pagpapaliwanag
 Slogan na may pagpapaliwanag
 Tula na may pagpapaliwanag
 Pagsulat ng repleksiyon
 Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip
 Reaction paper
 Mural
 Interbyu
 Role playing
 Jingle writing
 Pag kompyut
 Travelogue
 Brochure
 Diaries
 Research
 Pantomime
 Impromptu Speaking

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 Pagsasatao
 Debate
 Composition
 Cooperative Learning
 Debate
 Oral Reports
 Discussions
 Brainstorming
 Panel Experts
 Create media
 Case studies
 Video Presentations
 Story Telling
 Socratic Method
 Dialogue
 Research
 Online activities
 Quiz
 Puzzles
 AssignmentsFocus Group Discussion

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN EDUKASYON SA PAGPAPAKATAO (EsP)
Prepared by PAUL D. LIGASAN, Education Program Supervisor (EsP)

Key Stage 1

Key Stage 1 (K-G3) Below Average

PROBLEMS INTERVENTIONS
Common issues for learners in this level include: Proposed interventions for these difficulties are:
 Learning difficulties (non-readers, non-numerates, and  Contextualized learning materials
disabilities)  Proper assessment of the learner’s academic capabilities
 Lack of a More Knowledgeable Other (MKO)  Partnership with barangay officials, volunteer
organizations, and private individuals for supplementary
learning of the students
 Mobile teachers

Key Stage 1 (K-G3) Average

PROBLEMS INTERVENTIONS
 Short attention span  Engaging and interactive video lessons
 Poor reading comprehension  Learning materials that are age-appropriate
 Involvement of MKOs

Key Stage 1 (K-G3) Above Average

PROBLEMS INTERVENTIONS
 Poor retention  Providing activities where learners may apply their
 Lack of learning application learning
 Periodic repetition of key ideas to promote retention

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 Key Stage 2

Key Stage 2 (G4-G6) Below Average

PROBLEMS INTERVENTIONS
Common issues for learners in this level include: Proposed interventions for these difficulties are:
 Lack of MKO  Use of varying age-appropriate learning materials
 Inaccessible learning resources  Preparation of learning materials through different
mediums
 Home visitations

Key Stage 2 (G4-G6) Average

PROBLEMS INTERVENTIONS
 Lack of interest to the subject  Incorporating real-life use of the subject in the lessons
 Adapting fun and engaging methods of teaching

Key Stage 2 (G4-G6) Above Average

PROBLEMS INTERVENTIONS
 Poor expression of learning  Conducting local activities or competitions to promote
better understanding of the subject

Key Stage 3

Key Stage 3 (G7-G10) Below Average

PROBLEMS INTERVENTIONS
Common issues for learners in this level include: Proposed interventions for these difficulties are:
 Lack of MKOs  Providing appropriate assistance to students
 Students having other priorities  Involvement of relevant individuals for pressing issues
that the student may have

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Key Stage 3 (G7-G10) Average
PROBLEMS INTERVENTIONS
 Poor understanding of learning materials  Peer tutoring
 Learning level assessments
 Use of visual learning materials

Key Stage 3 (G7-G10) Above Average

PROBLEMS INTERVENTIONS
 Poor expression of learning  Development of games, activities, or competitions where
students may showcase their knowledge on the subject

Key Stage 4

Key Stage 4 (G11-G12) Below Average

PROBLEMS INTERVENTIONS

Common issues for learners in this level include: Proposed interventions for these difficulties are:
 Poor environment of the student which hinders learning  Specialized tutoring sessions
 Students’ lack of focus  Assessment and application of learning style favored by
the student

Key Stage 4 (G11-G12) Average

PROBLEMS INTERVENTIONS

 Poor retention  Group activities

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  Peer tutoring
 Performance evaluation

Key Stage 4 (G11-G12) Above Average

PROBLEMS INTERVENTIONS

 Prioritization of other endeavors instead of the subject  Adjustment of requirements appropriate for the grade
level
 Partnering with organizations for volunteering work
where students may apply learning

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN EPP/TLE
Prepared by JOE VLADY T. TROMPETA, Education Program Supervisor (EPP/TLE)

KEY STAGE 2 (Grade 4-6)

PROBLEMS MET INTERVENTIONS
Below Use of audio and video conferencing tools to share ideas  Uses an e-group to share ideas and work with others
Average and work with others online
Use of technology in the conduct of survey to find out the  Conduct a survey
following: elements to be observed in planting trees and
fruit-bearing trees, market demands for fruits, famous
orchard farms in the country/community.
Sew creative and marketable household linens as means to  Drafts pattern for household linens Identify steps in drafting
augment family income pattern with safety precautions
Conduct simple research to determine market  Use the tools/utensils and equipment and their substitutes in
trends and demands in preserved/ processed foods food
 preservation/processing
KEY STAGE 3 (Grade 7-10)
Below PROBLEMS MET INTERVENTIONS
Average
Constructs projectplan  Consider deliberate policies on sustainable development in
constructing the project plan

Construct simple electrical gadgets  Explain the protocols (processes) in making electrical gadgets
Clean and lubricate sewing machine  Observe proper handling and cleaning of the machine

Prepare an inspection report of the hand tools, drawing  Follow procedures in preparing an inspection report to
instruments, equipment, and paraphernalia received in the property custodian
technical drafting

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 Maintain appropriate kitchen tools, equipment, and  Classify the types of appropriate cleaning tools and
paraphernalia equipment based on their uses
Calculate cost of production  Measure ingredients according to recipe requirement
Input data into computer  Enter the data into the computer using appropriate
program/application in accordance with company
procedures

KEY STAGE 4 (Grade 11-12)

Below PROBLEMS MET INTERVENTIONS
Average
Create embroidered products with package  Define embroideryas a needlecraft technique.
 Identify the tools and materials used.
Make crocheted products with project plan  Define the technique of crocheting;
 Identify the tools and materials used
Produce knitted articles with packaging  Perform basic stitches in knitting
Assemble garment parts for ladies trouser  Prepare materials
 Lay- out and mark pattern on material
Assemble garment parts for jogging pants  Prepare materials

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN ENGLISH
Prepared by MA. LENNIE F. PAMPOSA, PhD, Education Program Supervisor (English)

KEY STAGE 1 (Kindergarten to Grade III)

PROBLEMS MET INTERVENTIONS
A. Use the following interventions:
• Use Marungko Approach
 Use OGSL
 Games using flashcards
 Caterpillar
 Connect the dots
 Scavenger Hunt
A. Alphabet Knowledge  Alphabet Crown
1. Letter  Identifying the initial letter/ sound of the word
Identification presented
 Alphabet-Object Clothespin Match
Below 2. Cannot identify the  Use of pictures
Average sound of letters  Use of video clips about identifying letters and letter sound
 Word and picture match
3. Difficulty in decoding • Modelling
• Drawing pictures with initial letter sound given
4. Difficulty in writing letters of the alphabet • Singing Alphabet Songs
 Games
 Listing
• Choose the correct letter
• Naming pictures
• Repetition
• Singing alphabet songs
• Drill cards

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• Activity sheets
• Drill exercises
• Recitations
• Flash cards of alphabet
• Charts of letters of Filipino Alphabet
• Word and picture match
• Songs for Letter and Sound Identification
• Find the object or image
 Letter Writing Demonstration
 Use of tracing papers with letters of the Filipino Alphabet
 Use video tapes containing letter sounds
 Singing alphabet songs
 Picture cards with beginning letter and sounds
 Modelling
 Demonstrations
 Team teaching
 Index cards
 Puppets
 Riddles
 Rhymes
 Songs
 Drills
 Tongue Twisters
 Drill cards
 Activity sheets
 Use video tapes containing letter sounds

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 Singing alphabet songs
 Picture cards with beginning letter and sounds
 Modelling
 Demonstrations
 Team teaching
 Index cards
 Puppets
 Riddles
 Rhymes
 Songs
 Drills
 Tongue Twisters
 Drill cards
 Activity sheets
 Drill exercises
 Video clips
 Recitations
 Modelling
 Use of tracing papers with letters of the Filipino Alphabet
 Writing blended words
 Word and picture match
 Demonstrations
 Writing simple sentences
 Simulation Games
 Expose to letter name recognition

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  Recognition and rewards system
 Drills

Word drill on the following:

 Use of short vowel families

-Short vowel words in CVC pattern
 Consonant blends
-words with initial blends
-words with final blend
 Consonant digraphs
(Beginning and ending) chop-batch
B. Word Recognition  long vowel words ending in silent e ex. (bake, like , etc)
1. Mispronunciation  words with vowel digraph (oa as in goat, ee as in sheep
2. Omissions  words with vowel diphthongs
3. Substitution (oi – oil; oy – toy; aw, saw; ow-low
4. Insertion
5. Repetition Follow the sequence in presenting Word Recognition Lesson
6. Transposition Short e
7. Reversal Short a
Short i
Short o
Short u
short e words as in get, den, beg
short e words ending in -et as in net, set
 Show pictures with sentences having short e words
 Introduce the short e words ending in -et as in pet, set, etc.
 Introduce phrases with short e words (in the net)
 Introduce the reading of sentences and start teaching

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 simple comprehension by asking question about the
sentence. (The vet has a pet. Who has a pet?)
 Let them read a four-sentence story and answer Wh
questions.
Ex. The Wet Pet
Jet has a pet.
His pet is in the net.
His pet is wet.
Who has a pet? ___________
Where is the pet? _________
What is wet? _____
• Introduce sight words
• Introduce consonant blends (bl, br, sl etc.)
• Introduce words ending in consonant blends
• Introduce words with beginning and ending consonant
digraphs
• Introduce words with long vowel sounds (silent e at the
end) long e, a, i, o, u
• Use reading drills of the CVC patterns
• Use words in the sentence
• Write words they can read to develop spelling skills
• Use of flash cards
• GAMES on
- Phoneme Segmentation
-Phoneme Deletion
-Phoneme Addition
-Phoneme Substitution
• Learning Activities such as:
Rhyming Words
Onsets and Rimes

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 Alliteration
Sentence segmentation
Syllabication
 Use picture cards with consonant blends
 Alphabet Recognition
 Beginning Sounds
 Short Vowels
 Long Vowels
 Consonant Digraphs
 Vowel Digraphs
 Blending of Sounds
 C-V-C Words
 Basic Sight Words
 Rhyming Words
 Phrases
 Sentences
 Paragraphs
 Story Telling
 Demonstration
 Role Play
 Use of Pictures
Average Poor reading comprehension
 Reinforcement Method
 Learner interest method
 Audio-Visual method
 Discussions
 Videos on blending in Filipino
 Use picture cards with blending letters
Blending  Tutorial method
 Illustration Method
 Total Physical Response

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  Unlock difficult words
 Ask motive questions
 Teacher will read the story with expression to arouse the
interest of the learners
E. LISTENING COMPREHENSION  Ask comprehension questions about the story read
 Ask questions after each paragraph read (predicting)
 Retelling of the story by the learners
 Monitoring of learners’ comprehension on noting details,
sequencing events, inferring, identifying feelings/emotions
 “Pictionary” (Game)
• Describing the picture orally and in writing
• Naming Pictures
• Repeat after me
• Copying sentences
• Dictation
• Following directions
 Draw and Tell
Above
Use of English Language • Identifying Cause and Effect of the situation presented
Average
• Games
• Group Activity
• Giving and Following Directions
• Show and tell
• Poem Reading
• Describing Things Around us
• Give the first sound of the word
• Give the ending of the story?

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 KEY STAGE 2 (Grade IV to VI)
PROBLEMS MET INTERVENTIONS
Drills on:
 Alphabet Recognition
 Beginning Sounds
 Short Vowels
 Long Vowels
 Consonant Digraphs
 Vowel Digraphs
 Blending of Sounds
 C-V-C Words
 Basic Sight Words
 Rhyming Words
Below  Cannot read difficult words  Phrases
Average  Slow Reader  Sentences
 Paragraphs rill exercises on reading phrases and sentences.
 Use games
 Use word chart and other printed materials for drill and
practice.
 Reading with partner or buddy system
 Exercise on syllable card
 Use Marungko Approach
 Use flash cards and reading cards
 Reinforcement Method
 Simulation
 Peer tutoring

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  Modelling
 Use of tracing papers with letters of the Filipino Alphabet
 Writing blended words
 Word and picture match
 Demonstrations
 Writing simple sentences
 Simulation Games
 Expose to letter name
Poor writing skills
 Practice and drills in writing
 Support system
 Recognition for every performance
 Learning through repetition
 Using models and activity sheets for hands -on activities
 Drills and practice
 Tutorial Method
 Use of illustrations
 Practice Simple questions for comprehension
 Peer to Peer
 Reinforcement Method
Average Poor reading comprehension  Verbal reports
 Use of Illustrations
 Group Discussions
 Games
 Unlocking of difficult words in the story using realia, use of
picture clues, demonstrations, use of synonyms and
antonyms, context clues
Vocabulary Development  Matching pictures
 Naming the picture
 Unlocking of difficult words in the story using
demonstrations, use of synonyms and antonyms, context

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 clues
 Showing the word and let the children act it out
 Word print environment
 Graphic organizer
 Context Clues
 Use of vocabulary spinner
 Act it out
 Spell out
 Word wheel
 Spelling activity
 Using of the words learned in a sentence
 Wordwall
 Use word parts in a sentence
 Wordbank
 Gather information from different sources
 Play experiment of word
 Use of vocabulary spinner
- Use the word in the sentence
- Act it out
- Draw a picture
- Define it
- Vocabulary dice game
- List of flashcards of twenty words that the child wants to
learn and keep reading (write down the meaning)
-Flip Chart of words with meaning at the back

 Word by word reading

 Sight word reading
FLUENCY
 Reading phrases using phrase cards
 Modelling of the teacher with appropriate speed and

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 accuracy, phrasing, correct expression and intonation
 Echo reading
 Clustering of words in the sentence
 The cat/ in the box/fell in the well.
 One-minute oral reading text by the learners
 Reading phrases
 Choral reading
 Partner reading
 Readers’ Theater
 Spoken Poetry
 Review word families
 Answering simple questions
 Use picture cards to get meaning of words
Above  Picture analysis
Difficulty in finding meaning of words used.
Average  Use of synonyms /antonyms
 Use reading words
 Dialogue
 Tutorial Method
 Identifying letters and correct sounds of letters.
 Blending sounds
 Practice writing simple words correctly
Weak in Spelling  Reading and copying phrases and sentences
 Telling/Showing Method
 Team Teaching
 Spelling Review

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 KEY STAGE 3 (Grade VII to X)
PROBLEMS MET INTERVENTIONS
 Give advance assignments to students to read the long
reading materials to have prior idea of the long story
 Use KWL Charts for easy understanding of the long reading
materials
 Use of Concept Mapping as a good strategy for more
understanding
 Use Multiple Intelligences or other learning styles like visual
learning, auditory learning, or tactile learning for our
Non/Slow readers who could not understand well long
reading materials
Below
Long reading materials  Oral Reading
Average
 Silent Reading
 Summary Report
 Verbal Reports
 Discussion
 Role Play
 Cooperative learning activities
 Debate
 Use agenda book to keep track of the reading materials
already read.
 Continues Reading (Dugtongang Pagbasa)
 Use of graphs and pictures in the lesson
 Make use of drawing or interpretation of the song or a
poem through a drawing on a bond paper or drawing on
Poor reading comprehension the chalkboard
 Conduct spelling contests for better reading
comprehension as well as spelling skills
 Socratic method

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  Illustration method
 Poster sessions
 Concept Mapping
 Brainstorming
 Use of graphic organizers
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Answer HOTS questions
 Organized buddy system
 Retelling of the story by the learners
 Monitoring of learners’ comprehension on noting details,
sequencing events, inferring, identifying feelings/emotions
 Cluster learners for cooperative approach
 Oral Reading
 Silent Reading
 Summary Report
 Verbal Reports
 Discussion
Average Long reading materials  Role Play
 Cooperative learning activities
 Debate
 Use agenda book to keep track of the reading materials
already read.
 Continues Reading (Dugtongang Pagbasa)
 Select words in the story that are difficult to decode and let
the learners read
Poor reading comprehension
 Write a phrase for this word and let the children do phrase
reading

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  Unlock difficult words
 Let the learners take turn in reading the story by paragraph
 Reading a short story and answering questions
 Ask questions about the story read
 Have the learners answer written questions
 Discuss the answers
 Reading sentences and answering wh- questions
 if the answer is incorrect. Go back to the story and read
the parts that contain the answer.
 Creating Mental Images
 Questioning
 Inferring
 Evaluating
 Synthesizing
 Socratic method
 Illustration method
 Poster sessions
 Concept Mapping
 Brainstorming
 Use of graphic organizers
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Answer HOTS questions
 Organized buddy system
 Cluster learners for cooperative approach
 Writing compositions
Poor writing skills  Essay writing
 Tula writing

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  Cooperative Learning Method
 Demonstrations
 Use of reading Selections
 Stories
 Use of writing models
 Practice writing different literary write ups.
 Write appreciation notes
 Use differentiated instruction
 Practice writing short paragraphs
 Use simplified written tasks
 Board Work
 Writing contests
 Games
 Contextualize writing topics/themes
 Grammar translation method
 Concept mapping
 Use of graphic organizers, flow chart, mind maps, webs,
clusters, think sheets, and forms.
 On line teaching
 Use of video clips
 Puzzles
Above
Poor grammar  Use of lesson frames
Average
 Review of lessons
 Analysis
 Check-up Exercises
 Filling the missing details
 Oral reporting
 Sing the parts of speech
 Tongue twister

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 KEY STAGE 4 (Grade XI to XII)
PROBLEMS MET INTERVENTIONS
 Essay writing to be given to students to develop their
comprehension skills
 Cooperative learning for students for more understanding
of the lesson
 Story-telling
 Use of HOTS questions to develop their critical thinking
skills
 Reading activities like oral reading and silent reading
 Use of comprehensive questions
Below
Poor reading comprehension  Socratic Method
Average
 Group Reading
 Group Discussions
 Concept Mapping
 Use of advanced graphic organizers
 Summary Report
 Book Reports
 Book Critique
 Oral reporting
 Create presentations
 Practice writing on literary compositions in Filipino
 Write essays, tula, drama, short stories, etc
 Practice letter writing, business letters, friendly letters and
love letters
Poor writing Skills
 Chain notes
 Mystery quotation
 The one-minute paper writing

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  Oral reporting
 Drama
 Speaking contest
 Oration
Average Poor speaking skills in English  Impromptu speech
 Show and Tell
 Role play
 Student presentations
 Jigsaw
 Identifying similarities and differences.
 Summarizing and note taking.
 Reinforcing effort and providing recognition.
 Homework and practice.
 Nonlinguistic representations.
 Cooperative learning.
 Setting objectives and providing feedback.
 Generate and testing hypothesis.
 Demonstration
 Composition
 Cooperative learning
 Debate
 Oral reports
 Filipino speaking groups
Above
Poor in the use of english language  Discussions
Average
 Brainstorming
 Panel experts
 Create media
 Case study in Filipino
 Video presentations in Filipino
 On line teaching in english\drama

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 Story Telling
 Dialogue
 Singing compositions in Filipino
 Research
 On line activities
 Quiz
 Puzzles
 Assignments

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN FILIPINO
Prepared by JEDDY R. PANES, PhD, Education Program Supervisor (Filipino)

K1 (K-G3} BELOW AVERAGE

PROBLEMS INTERVENTIONS
Identifying letters of the Filipino Alphabet B. Gamitin ang sumusunod na interventions:
• Paste activities
• Tingnan ang larawan
• Pagkulay
• Pagmomodelo
• Magtanong ng paano na mga tanong
• Pagguhit
• Paglista
• Bilogan ang titik na may tamang sagot
• Piliin ang tamang sagot
• Ibigay ang tamang sagot
• Pangalanan ang larawan
• Ulitin pagkatapos kong sabihin
• Ulitin ang Pagkakasulat
• Magtanong ng Oo o Hindi ang sagot
• Pagsalaysay muli ng Kuwento
• Gumawa ng isa o dalawang pangungusap kaugnay sa larawan
• Singing alphabet songs
• Games/play time
• “Look at the picture”
• “Is voting important?”
• “Follow the Child”
• Organizing yourself
• Incorporate Movement
• Take sensory breaks

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 • Drill cards
• Activity sheets
• Drill exercises
• Video clips
• Recitations
• Flash cards of Filipino alphabet
• Charts of letters of Filipino Alphabet
• Word and picture match
• Story Telling
• Songs for Listening
• Find Clues
• Picture cards of
 Demo
 Lecture
 Discussion
 Modelling
 Marungko Approach
 Singing alphabet songs
 Flash cards of Filipino alphabet
 Charts of letters of Filipino Alphabet
 Picture cards of beginning letters
 Word and picture match
 Games/Play Time
 “Look at the picture
 Songs for Listening
 Find the object or image
 Sounds of the Filipino Alphabet  Use video tapes containing letter sounds
 Singing alphabet songs
 Picture cards with beginning letter and sounds
 Team teaching

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  Index cards
 Puppets
 Riddles
 Rhymes
 Songs
 Drills
 Tongue Twisters
 Drill cards
 Writing letters of the Filipino Alphabet  Modelling
 Use of tracing papers with letters of the Filipino Alphabet
 Writing blended words
 Word and picture match
 Demonstrations
 Writing simple sentences
 Simulation Games
 Expose to letter name recognition
 Recognition and rewards system
 Drills
K1 (K-G3} AVERAGE
 Poor Comprehension  Story Telling
 Demonstration
 Role Play
 Use of Pictures
 Reinforcement Method
 Learner interest method
 Audio-Visual method
 Discussions
 Question and Answer
 Blending  Videos on blending in Filipino
 Use picture cards with blending letters

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  Tutorial method
 Illustration Method
 Total Physical Response
K1 (K-G3} ABOVE AVERAGE
 Use of Filipino Language • “Pictionary” (Game)
• Anong masasabimo sa larawan?
• Magbigay ng isa hanggang tatlong pangungusap tungkol sa
larawan.
• Gawan ng pangalan ang larawan
• Ulitin Pagkatapos kong Sabihin
• Isulat Muli
• Kopyahin
• Ilista ang sumusunod
• Sundin ang unang hakbang at direksiyon
• Lagyan ng kulay ang larawan
• Magdrawing at Kulayan
• Magbasa ng maikling babasahin at alamin ang dahilan at epekto
• Pagtambalin ang salita at larawan
• Maglaro tayo
• Pangkatang Gawain
• Pagbibigay Direksiyon
• Ibigay ang nawawalang salita, numero o larawan
• Gawin ang Ipinagagawa
• Pagbasa ng Tula
• Ilarawan ang bagay na nakikita sa paligid
• Pagbibigay ng unang tunog ng mga sumusunod na salita
• Punan ng tamang aspekto ng pandiwa ang pangungusap
• Ibigay ang kasarian ng sumusunod na pangalan.
• Ano ang wakas ng kuwentong binasa
• Video clips

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K2 (G4-G6) BELOW AVERAGE
 Slow Reader/Phases and Sentences  Drill exercises on reading phrases and sentences.
 Use games
 Use word chart and other printed materials for drill and practice.
 Reading with partner or buddy system
 Exercise on syllable card
 Use Marungko Approach
 Use flash cards and reading cards
 Reinforcement Method
 Simulation
 Peer tutoring
 Poor writing skills  Modelling
 Use of tracing papers with letters of the Filipino Alphabet
 Writing blended words
 Word and picture match
 Demonstrations
 Writing simple sentences
 Simulation Games
 Expose to letter name
 Practice and drills in writing
 Support system
 Recognition for every performance
 Learning through repetition
 Using models and activity sheets for hands -on activities
 Drills and practice
 Tutorial Method
 Use of illustrations
 Cannot read difficult words  Recognizing sounds of letters and sound blending
 Drill on reading difficult words, phrases, sentences and short
paragraphs.

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  Team teaching
 Games
K2 (G4-G6) AVERAGE
 Poor reading comprehension  Practice simple questions for comprehension
 Peer to Peer
 Reinforcement Method
 Verbal reports
 Use of Illustrations
 Group Discussions
 Games
 Cannot read difficult words  Recognizing sounds of letters and sound blending
 Drill on reading difficult words, phrases, sentences and short
paragraphs.
 Team teaching
 Games
K2 (G4-G6) ABOVE AVERAGE
 Difficulty in finding meaning of words used.  Review word families
 Answering simple questions
 Use picture cards to get meaning of words
 Picture analysis
 Use of synonyms /antonyms
 Use reading words
 Dialogue
 Tutorial Method
 Weak in Spelling  Identifying letters and correct sounds of letters.
 Blending sounds
 Practice writing simple words correctly
 Reading and copying phrases and sentences
 Telling/Showing Method
 Team Teaching

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  Spelling Review
Key Stage 3 (Grade 7-Grade 10) BELOW AVERAGE
 Long reading materials  Oral Reading
 Silent Reading
 Summary Report
 Verbal Reports
 Discussion
 Role Play
 Cooperative learning activities
 Debate
 Use agenda book to keep track of the reading materials already
read.
 Continues Reading (Dugtongang Pagbasa)
 Poor reading comprehension  Socratic method
 Illustration method
 Poster sessions
 Concept Mapping
 Brainstorming
 Use of graphic organizers
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Answer HOTS questions
 Organized buddy system
 Cluster learners for cooperative approach
Key Stage 3 (Grade 7-Grade 10) AVERAGE
 Long reading materials  Oral Reading
 Silent Reading
 Summary Report

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  Verbal Reports
 Discussion
 Role Play
 Cooperative learning activities
 Debate
 Use agenda book to keep track of the reading materials already
read.
 Continues Reading (Dugtongang Pagbasa)
 Poor reading comprehension  Socratic method
 Illustration method
 Poster sessions
 Concept Mapping
 Brainstorming
 Use of graphic organizers
 Drills
 Concept Review
 Filling the missing details
 Chart word drills for secondary
 Answer HOTS questions
 Organized buddy system
 Cluster learners for cooperative approach
 Poor writing skills  Writing compositions
 Essay writing
 Tula writing
 Cooperative Learning Method
 Demonstrations
 Use of reading Selections
 Stories
 Use of writing models
 Practice writing different literary write ups.

| 94
  Write appreciation notes
 Use differentiated instruction
 Practice writing short paragraphs
 Use simplified written tasks
 Board Work
 Writing contests
 Games
 Contextualize writing topics/themes
Key Stage 3 (Grade 7-Grade 10) ABOVE AVERAGE 

 Poor grammar  Grammar translation method

 Concept mapping
 Use of graphic organizers, flow chart, mind maps, webs, clusters,
think sheets, and forms.
 On line teaching
 Use of video clips
 Puzzles
 Use of lesson frames
 Review of lessons
 Analysis
 Check up exercises
 Filling the missing details
 Oral reporting
 Sing the parts of speech
 Tongue twister
Key Stage 4 (Grade11-Grade 12) BELOW AVERAGE
 Poor reading comprehension  Reading activities like oral reading and silent reading
 Use of comprehensive questions
 Socratic Method
 Group Reading
 Group Discussions

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  Concept Mapping
 Use of advanced graphic organizers
 Summary report
 Book reports
 Book critique
 Oral reporting
 Create presentations
 Poor writing Skills  Practice writing on literary compositions in Filipino
 Write essays, tula, drama, short stories, etc
 Practice letter writing, business letters, friendly letters and love
letters
 Chain notes
 Idea line up
 Mystery quotation
 Peer Review
 Sketch noting
 Brain writing
 The one-minute paper writing


Key Stage 4 (Grade11-Grade 12) AVERAGE

 Poor speaking skills in Filipino  Oral reporting
 Drama
 Speaking contest (Dagliang Talumpati)
 Oration
 Balagtasan
 Show and Tell
 Role Play
 Student Presentations
 Jigsaw
Key Stage 4 (Grade11-Grade 12) ABOVE AVERAGE

| 96
 Poor in the use of Filipino language  Demonstration
 Composition
 Cooperative Learning
 Debate
 Oral Reports
 Filipino Speaking Groups
 Discussions
 Brainstorming
 Panel Experts
 Create media
 Case study in Filipino
 Video Presentations in Filipino
 On line teaching in Filipino\Drama
 Story Telling
 Socratic Method
 Dialogue
 Singing compositions in Filipino
 Research
 On line activities
 Quiz
 Puzzles
 Assignments

| 97
PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN MATHEMATICS
Prepared by ALMA B. GORANTES, PhD, Education Program Supervisor (Mathematics)

LEVEL ABILITY
ABOVE AVERAGE AVERAGE BELOW AVERAGE
KEY STAGE 4 (G 11- 1. Lack of exposure to PISA like 1. Low retention of the 1. Learners low level of understanding-
12) assessment-expose the learners with lesson-repeat/review the make a learning materials suited to the
PISA like assessment previous lesson and more level of understanding of the learners.
enrichment and remediation
2. Difficulty in solving Rational Algebraic activities. 2. Solving Rational Algebraic
Expressions-review of fractions and give Expressions-review of fractions and give
supplemental videos. 2. Solving Rational Algebraic supplemental videos.
Expressions-review of
fractions and give 3.Solving Word Problems-give
3. Solving Word Problems-give supplemental videos. supplemental videos and list of terms
supplemental videos and list of terms frequently used in words problems with
frequently used in words problems with 3.Solving Word Problems-give corresponding mathematical expressions,
corresponding mathematical expressions, supplemental videos and list Examples:
Examples: of terms frequently used in For Addition; increase, plus, added to,
For Addition; increase, plus, added to, words problems with sum of
sum of corresponding mathematical For Subtraction; diminish, minus,
For Subtraction; diminish, minus, expressions, difference of
decrease by, difference of Examples: For Multiplication; times, the product of
For Multiplication; times, the product of For Addition; increase, plus, For Division; quotient of
For Division; quotient of added to, sum of
For Subtraction; diminish, 4.Low mastery of four fundamental
4. Mindset of learners that mathematics minus, difference of operations- drill activities and
is a difficult subject- integration of games For Multiplication; times, the mathematical games everyday before the
and fun-filled activities in the lesson. product of

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 For Division; quotient of lesson proper. CONSTANT CORRECT
5. Comprehension on problem solving- PRACTICE
relate the word problem in their daily 3. Low mastery of four 5.Learners can not understand what
life/experience. fundamental operations- drill they are reading- conceptualized and
activities and mathematical tailored type of learning materials.
games everyday before the
lesson proper. CONSTANT 6.Low comprehension of the learners-
CORRECT PRACTICE Unlock the difficulties always before the
lesson proper.
4. Learners can not
understand what they are
reading- conceptualized and
tailored type of learning
materials

5. Low comprehension of
the learners- unlock the
difficulties always before the
lesson proper.
KEY STAGE 3(G 7- 1. Lack of exposure to PISA like 1. Low retention of the 1. Learners low level of understanding-
10) assessment-expose the learners with lesson-repeat/review the make a learning material suited to the
PISA like assessment. previous lesson, more needs of the learners.
enrichment and remediation
2. Solving Rational Algebraic activities of the previous 2.Low mastery of four fundamental
Expressions-review of fractions and lesson. operations- drill activities everyday
give supplemental videos. before the lesson proper.
3. Solving Word Problems-give 3. Learners cannot understand what
supplemental videos and list of terms 2.Learners low level of they are reading- conceptualized and
frequently used in words problems understanding-make a tailored type of learning materials.
learning material suited to the Learners can not understand what they

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 with corresponding mathematical understanding level of the are reading- conceptualized and tailored
expressions, learners. type of learning materials
Examples:
For Addition, increase, plus, added 3.Low mastery of four
to, sum of fundamental operations- drill
For Subtraction, diminish, minus, activities everyday before the
difference of lesson proper.
For Multiplication, times, the
product of 4.Learners cannot understand
For Division, quotient of what they are reading-
conceptualized and tailored
4. Mindset of learners that type of learning materials.
mathematics is a difficult subject-
integration of games and fun-filled
activities in the lesson.

5. Comprehension on problem
solving-relate the word problem in
their daily life/experience.
KEY STAGE 2 (G 4- 1. Lack of exposure to PISA like 1. Low retention of the 1. Learners low level of understanding-
6) assessment-expose the learners with lesson-repeat/review and make a learning material suited to the
PISA like assessment. more enrichment and level of understanding of the learners.
remediation activities the
2. Low mastery of four fundamental previous lesson.
operations- drill activities and
mathematical games everyday before the 2. Low mastery of four fundamental
lesson proper. 2. Low mastery of four operations- drill activities and
fundamental operations- drill mathematical games everyday before the
activities and mathematical lesson proper.

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 3. Learners cannot understand what games everyday before the 3. Learners cannot understand what
they are reading- conceptualized and lesson proper. they are reading- conceptualized and
tailored type of learning materials tailored type of learning materials
3. Learners cannot
4.Mindset of learners that mathematics understand what they are
is a difficult subject- integration of games reading- conceptualized and
and fun-filled activities in the lesson. tailored type of learning
materials
5.Comprehension on problem solving-
relate the word problem in their daily
life/experience.
KEY STAGE 1 (K-G 1. Lack of retention-repeat/review the 1.Lack of retention- 1.Learners low level of understanding-
3) previous lesson. repeat/review the previous make a learning material suited to the
lesson needs of the learners.
2. Learners cannot understand what
they are reading- conceptualized and 2. Learners cannot 2.Learners cannot understand what they
tailored type of learning materials. understand what they are are reading- conceptualized and tailored
reading- conceptualized and type of learning materials.
3. Mindset of learners that mathematics tailored type of learning
is a difficult subject- integration of games materials.
and fun-filled activities in the lesson. 3. Lack of learners interest towards the
lessons-make activities in mathematics
4.Comprehension on problem solving- more interesting and enjoyable.
relate the word problem in their daily
life/experience.

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN MAPEH
Prepared by ELSIE P. SERAFICO, PhD, Education Program Supervisor (MAPEH)

KEY STAGE 1 (Kindergarten to Grade III)

PROBLEMS MET INTERVENTIONS
Below
Average
Identifies the texture of the song heard  Listening to textures of music
 MKO assistance
Identifies musical texture with recorded music E.g. 1)  Listening to recorded music: melody with single
melody with single instrument or voice 2) single melody instrument/voice, single melody w/ accompaniment and 2
with accompaniment 3) two or more melodies sung or or more melodies sung/played together at the same time
played together at the same time  MKO assistance
Identifies tones of voices or instrument as same or  Using recorded tones of voices and instrument
different  MKO assistance
Draws a portrait of a person  Drawing
 Sample pictures as guide
Identifies a geometric design with contrasting lines as to  Using pictures of geometric design w/ different lines
type/size
Identifies the visual textures in the artwork used by the  Using pictures to visualize the textures in the artwork in
artist in terms of lines and colors terms of lines and colors
Identifies locomotor skills  Tell Me What Is It
Moves: individually, with partner,  Follow What You See
 Activity
Identifies ways to ask for help  Question and Answer
Identifies the benefits of healthy expressions of feelings  Listening to a News
 Reading a Dialogue
States the importance of undergoing health appraisal  Question and Answer about the paragraph on health
procedures appraisal procedures

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 KEY STAGE 2 (Grade IV to VI)
PROBLEMS MET INTERVENTIONS
Listens attentively to different samples of harmonic  Playing different samples of harmonic intervals
intervals
Recognizes notes in different scales  Listening to sounds of notes in different scales using a
keyboard
Recalls simple musical forms  Lecture/Discussion on simple musical forms
Identifies specific clothing or object of at least one of the  Lecture -Discussion
cultural communities
Recalls the idea of 3 dimensional effect using cross  Talking about the 3 dimensional effect using cross hatching
hatching and shading techniques in drawing and shading techniques
 Question and Answer
Names art skills using technologies (Hardware and  Presentation of different art skills using technologies
software)  Question and Answer
Identifies the different skills involved in the game  Watching a Video Clip showing different skills involved in a
particular game
 Question and Answer
Identifies the different skills involved in the dance  Watching a Video Clip showing different skills involved in a
particular dance
 Question and Answer
States the importance on the use of alternatives to  Identifying the importance of using alternatives to
firecrackers and alcohol in celebrating special events firecrackers and alcohol during special events through a
movie/video
 Answering processing questions
Lists ways in preventing or managing teasing, bullying,  Watching a video clip
harassment or abuse  Question and Answer
States the importance of life skills in keeping healthy  Using reading materials on importance of life skills…..
through the non-use of gateway drugs  Question and answer

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 States the importance of good decision- making skills in  Short paragraphs on the importance of good decision-
the selection of health products making in selecting health products

KEY STAGE 3 (Grade 7 to 10)

PROBLEMS MET INTERVENTIONS

Names simple accompaniment to selected South Asia and  Listening to simple accompaniment and naming it
the Middle East music.  Guided response
Identifies musical elements of selected songs and  Listening to selected songs and instrumental pieces
instrumental pieces heard and performed  Talking about different musical elements in songs/
instrumental pieces heard
Identifies themes or melodic fragments of given selected  Listening to selected songs
songs  Identifying themes
 Scrambled letters
Selects appropriate sounds, music, gestures, movements,  Guided responses
and costume for a selected part of a musical play  Lecture
 Question and answer
KEY STAGE 1 (Kindergarten to Grade III)
PROBLEMS MET INTERVENTIONS
Average Describe the different textures of music  Hear and Tell diff. textures of music
Groups recorded music with the same musical texture  Identifying and grouping recorded music w/ same musical
like: texture
E.g. 1) melody with single instrument or voice 2) single  Hear and Tell
melody with accompaniment 3) two or more melodies
sung or played together at the same time
Matches the correct pitch of tones 2.1 with the voice 2.2  Matching tones/ pitches with voices or instrument
with an instrument

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Draws a portrait of two or more persons showing the  Drawing and comparing
differences in the shape of their facial features
Shows a sample of geometric design with contrasting  Pick and Show the Right One: geometric design w/ different
lines as to type/size lines
Give examples of locomotor skills  Watching a Video Clip with different locomotor movements

Moves: individually, with partner, and with group with  Let’s Do It

ribbon, hoop balls, and any available
indigenous/improvised materials
Demonstrates ways to ask for help  Role Playing
Enumerates the benefits of healthy expressions of  Paragraph Reading with benefits of healthy expressions of
feelings feelings
 Using HOTS Questions
Describes the importance of undergoing health appraisal  Learning from statements read stating importance of
procedure undergoing health appraisal procedure
KEY STAGE 2 (Grade IV to VI)
PROBLEMS MET INTERVENTIONS
Recognizes aurally and visually harmonic intervals  Lecture/Discussion on aural and visual samples of harmonic
intervals
Reads notes in different scales  Contest/Game in reading notes in different scales
Identifies simple musical forms  Reading description/s of simple musical forms
 Question and Answer
Describes specific clothing, objects, and designs of at  Reflection
least one of the cultural communities by applying an  Summarization
indigenous cultural motif into a contemporary design  Generalization
through crayon itching technique
Applying an indigenous cultural motif into a
contemporary design through crayon itching technique

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Describes the idea of 3-dimensional effect using cross  Picture Analysis using HOTS Questions
hatching and shading techniques in drawing
Discusses art skills using technologies (Hardware and  Lecture-Discussion on art skills using technologies
software)
Describes the different skills involved in the game  Lecture-Discussion
 Watching a Video Clip
 Question and Answer
Describes the different skills involved in the dance  Lecture-Discussion
 Watching a Video Clip
 Question and Answer
Advocates the use of alternatives to firecrackers and  Watching a movie/video
alcohol in celebrating special events  And answering HOTS questions
 Slogan and Poster Making Contest
Describes ways in preventing or managing teasing,  Role Playing
bullying, harassment or abuse  Using a Video Clip
 Lecture-discussion
 Using HOTS Questions
 Summarizing
Explains the different life skills in keeping healthy through  Role Playing
the non-use of gateway drugs  Essay
 Writing reflections
Describes the importance of good decision-making skills  Short essays
in the selection of health products  Making generalizations/summary
KEY STAGE 3 (Grade 7 to 10)
PROBLEMS MET INTERVENTIONS
Discusses simple accompaniment to selected South Asia  Using video clip and discuss about the simple
and the Middle East music accompaniment used
 Question and answer

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 Applies musical elements of selected songs and  Accomplishing Performance Tasks
instrumental pieces heard and performed  Using rubrics
Describes themes or melodic fragments of given selected  Listening to selected songs
songs  Categorizing ideas to describe themes of selected songs
Describes appropriate sounds, music, gestures,  Brainstorming
movements, and costume using media and technology  Group Work
for a selected part of a musical play  Think and Share
KEY STAGE 1 (Kindergarten to Grade III)
Above PROBLEMS MET INTERVENTIONS
Average
Demonstrates the concept of texture by singing two-part  Singing 2 part round song showing texture of music
round
1. Are You Sleeping, Brother John? 2. Row, Row, Row
Your Boat
Gives examples of different music texture  Asking samples of recorded music w/ different textures
by recording in a flash drive  Giving descriptions
Produces same tones of voices or instrument  Using improvised instrument in producing same sounds
Draws a portrait of two or more persons and describe the  Drawing and describing differences
differences shown on their facial features
Creates 2 or more geometric designs w/ contrasting two  Create Me: geometric designs with different lines
kinds of lines in terms of type/size
Explains that artist creates visual textures by using a  Question and answer
variety of lines/color
Executes locomotor skills while moving in different  Do This and Do That
directions at different spatial levels
Moves: individually, with partner, and with group with  Let’s Discover If We Can
ribbon, hoop balls, and any available
indigenous/improvised materials, with sound in indoor
and outdoor settings

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Recommends the right way to ask for help  Situational Analysis
Explains the benefits of healthy expressions of feelings  Role Playing
Analyzes the importance of undergoing health appraisal  Saying something about each picture on different health
procedure appraisal procedures
KEY STAGE 2 (Grade IV to VI)
PROBLEMS MET INTERVENTIONS
Differentiates aurally and visually, examples of harmonic  Making reflections/generalizations
intervals
Reads / sings notes in different scales  Reading and singing notes
Describes simple musical forms  Pick Me Now: Correct description of simple musical forms
Draws specific clothing, objects, and designs of at least  Draw and Describe
one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon itching technique
Designs an illusion of depths/distance to stimulate a 3-  Show and Tell
dimensional effect by using cross hatching and shading
techniques in drawing
Utilizes art skills in using technologies (hardware and  Lecture-Demonstration of different art skills using
software) technologies
 Hands-on Activities
Executes the different skills involved in the game  Lecture-Demonstration
 Accomplishing Performance Tasks
 Practicum on different skills involved in the identified game
executes the different skills involved in the dance  Lecture-Demonstration
 Accomplishing Performance Tasks
 Practicum on different skills involved in the identified dance
Practices the use of alternatives to firecrackers and  Answering a Checklist
alcohol in celebrating special events  Situation Analysis
 Making a reflection

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Demonstrates ways/skills in preventing or managing  Making a portfolio
teasing, bullying, harassment or abuse  Writing reflections
Demonstrates life skills in keeping healthy through the  Answering a Checklist
non-use of gateway drugs  Situation Analysis
 Making a reflection
Practices good decision-making skills in the selection of  Answering a Checklist
health products  Situation Analysis
 Making a reflection
KEY STAGE 3 (Grade 7 to 10)
PROBLEMS MET INTERVENTIONS
Improvises simple accompaniment to selected South Asia  Accomplishing Performance Tasks
and the Middle East music.  Using rubrics
Analyzes musical elements of selected songs and  Using recorded songs or instrumental pieces in analyzing
instrumental pieces heard and performed musical elements included in the song/instrumental pieces
Performs themes or melodic fragments of given selected  Interpretative Presentation
songs  KWL Chart
Creates appropriate sounds, music, gestures,  Accomplishing Performance Tasks
movements, and costume using media and technology  Powerful Presentations
for a selected part of a musical play

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PROBLEMS MET AND INTERVENTIONS PER KEY STAGE IN SCIENCE
Prepared by, NOREME P. PALOMILLO, EdD, Education Program Supervisor (Science)

KEY STAGE 1 (Grade 3)

PROBLEMS MET INTERVENTIONS
Below  Describe the functions of the sense organs of the  Taste Match game
Average human body.  Feely bags
 Describe animals in their immediate surroundings  Optical illusions
 Describe the position of a person or an object in  Picture walk
relation to a reference point such as chair, door,  I spy- Ice breaker-(I spy) traditional game describing the
another person visual characteristics of an item in the classroom. For
 Describe changes in the materials based on the example ..” I spy something big and yellow, “children can
effect of temperature (liquid to gas) ask questions about the item until someone guesses what it
 Explain how living things depend on the is. then continue
environment to meet their basic needs  Picture
 Enumerate and practice safety and precautionary  Videos
measures in dealing with different types of weather  Worksheets
 Activity sheets
 Question and answer activity
 Games on car racing
 Trip to Jerusalem
 Statue dance
 Measuring motion
 Burning candle
 Ice cubes in the glass

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 Below KEY STAGE 2 (Grade 4)
Average PROBLEMS MET INTERVENTIONS
 Identify the specialized structures of terrestrial and  Video clip presentation
aquatic plants  KWL
 Characterize magnetic force  PBL
 Use weather instruments and describe the different  Demo analysis
weather components in a weather chart  Survey checklist
 Describe changes in properties of materials when  Peer review
exposed to certain conditions such as temperature  Brainstorming
or when mixed with other materials  Experimentation
 Compare the stages in the life cycle of organism  Focus group discussion
 Explain the Effects of force when applied to an  Create show and tell
object  Scitokperment
 Jingles
 Dramatization
 role playing
 Interview
 Small group discussion
 Illustration
 Poster making
 Sci-Art
 debate
KEY STAGE 2 (Grade 5)
PROBLEMS MET INTERVENTIONS
Below  Determine the effects of changing the number or  Virtual science labs
Average type of components in a circuit  Word walls
 Design an experiment to determine the factors that  Thinking maps
affect the strength of the electromagnet  Mini anchor charts

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  Identify star patterns that can be seen at times of  Crossover learning
the year  Argue with science
 Identify star patterns that can be seen at particular  Context based learning
times of the year  Computational thinking
 Discuss the interactions among living things and non-  Science stations
livings things in estuaries and intertidal zones  Observation stations
 Peer-to-peer teaching
 Science movies
 Science games kids
KEY STAGE 2 (Grade 6)
PROBLEMS MET INTERVENTIONS
Below  Discuss the interactions among living things and non-  Remote labs
Average living things in tropical rainforests, coral reefs, and  Embodied learning
mangrove swamps  Science museums
 Infer how friction and gravity affect movements of  Projects
different objects  Multi media approach
 Describe techniques in separating mixtures such as  ICT enabled learning
decantation, evaporation, filtering, sieving and using  Video clips
magnet  Power points
 Differentiate between rotation and revolution and  Mini -labs
describe the effects of the Earth’s motions  Science fair
 Explain how organs of each organ system work  Research books
together  Documented problem solving
 Manipulate simple machines to describe their  Science kits
characteristics and senses  Science stations
 Describe the changes on the Earth’s surface as a  Observation stations
result of earthquakes and volcanic eruptions  Peer-to-peer teaching
 Science movies
 Science games kids

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  Science songs
 Science exhibition
 Mobile apps for science
KEY STAGE 3 (Grade 7)
Below  Focus specimens using the compound microscope  Science movies
Average  Describe the motion of an object in terms of  Science games kids
distance or displacement, speed or velocity, and  Science songs
acceleration.  Science exhibition
 Create and interpret visual representation of the  Mobile apps for science
motion of objects such as tape charts and motion  Hands-on Projects for kids
graphs  Story telling
 Demonstrate how places on Earth may be located  Role play
using coordinated system.  Sports based learning
 Distinguish mixtures from  Visual clues
substances based on a set  Instructional conversation
of properties
 Express concentrations of
solutions quantitatively by
preparing different
concentrations of
mixtures according to
uses and availability of materials

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 KEY STAGE 3 (Grade 7)
PROBLEMS MET INTERVENTIONS
Below  Explaining the importance of giving attention on the  K-W-L chart
Average impacts of humans to the environment  Words of the week flashcard
 Because of the health crisis, opportunities for students
to learn outside of the classroom environment (e.g.  Human Impacts to the Environment Dice Roll Game
field trips) were limited.  Virtual tour through mobile application
 There are some difficult-to-remember science  Devised learning materials and activities appropriate to the
 Delivering science lessons with laboratory activities remote learning set-up
that require hands-on and collaborative work
KEY STAGE 3 (Grade 8 Biotechnology)
PROBLEMS MET INTERVENTIONS
Below Demonstrating the actual methods in proper handling of  Mobile science apps
Average the microscope.  Science stations
 Observation stations
 Peer-to-peer teaching
 Science movies
 Science games kids
 Science songs
 Science exhibition
 Mobile apps for science
KEY STAGE 3 (Grade 8)
PROBLEMS MET INTERVENTIONS
Below  Using models or  Power points
Average illustrations, explain how  Mini -labs
movements along faults  Science fair
generate earthquakes  Research books
 Predict phenotypic  Documented problem solving
expressions of traits  Science kits

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 following simple patterns  Science stations
of inheritance  Observation stations
 Construct a model to  Peer-to-peer teaching
demonstrate that heat can  Science movies
do work  Science games kids
 Science songs
 Science exhibition
 Mobile apps for science

KEY STAGE 3 (Grade 9)

PROBLEMS MET INTERVENTIONS
Below  Acid and bases  Hands-on Projects for kids
Average  Story telling
 Role play
 Sports based learning
 Visual clues
 Instructional conversation

 Use the mole concept to express mass of  Thinking maps

substances; and  Mini anchor charts
 Determine the percentage composition of a  Crossover learning
compound given its chemical formula and vice versa  Argue with science
 Describe the horizontal and vertical motions of a  Context based learning
projectile
 Computational thinking
 Investigate the relationship between the angle of
release and the height and range of the projectile  Science stations
 Construct a model to demonstrate that heat can  Observation stations
do work  Peer-to-peer teaching

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 KEY STAGE 3 (Grade 10 and Applied Physics)
PROBLEMS MET INTERVENTIONS
Below  Electricity  Science kits
Average  Force and motion  Science stations
 Observation stations
 Peer-to-peer teaching
 Science movies
 Science games kids
 Science songs
 Science exhibition
 Mobile apps for science
 Compare the relative wavelengths of different  Science stations
forms of electromagnetic waves  Observation stations
 Predict the qualitative characteristics (orientation,  Peer-to-peer teaching
type, and magnification) of images formed by plane  Science movies
and  Science games kids
 curved mirrors and lenses Explain how mutations may  Field trips
cause changes in the structure and function of a  Science clubs
protein curved mirrors and lenses  Documented problem solving
 Science kits
 Science stations
 Observation stations
 Peer-to-peer teaching
 Science movies
 Science games kids
 Science songs
 Science exhibition

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 KEY STAGE 3 (Grade 11 Physical Science)
PROBLEMS MET INTERVENTIONS
Below  Compare the relative wavelengths of different  Thinking maps
Average forms of electromagnetic waves  Mini anchor charts
 Predict the qualitative characteristics (orientation,  Crossover learning
type, and magnification) of images formed by plane  Argue with science
and  Context based learning
 curved mirrors and lenses  Computational thinking
 Explain how mutations may cause changes in the  Science stations
structure and function of a protein  Observation stations
 Peer-to-peer teaching

KEY STAGE 4 (Grade 12)

PROBLEMS MET INTERVENTIONS
Below  The students have difficulty in understanding the topic  Hands-on Projects for kids
Average or lesson on identifying common rock-forming  Story telling
minerals using their physical and chemical properties  Role play
 The topic is too broad that it cannot done in one hour.  Sports based learning
 The students have also difficulty on how seafloor  Visual clues
spreads  Instructional conversation

GRADE 11&12 GEN CHEMISTRY

PROBLEMS MET INTERVENTIONS
Below
Average
 Naming compounds given their formula and writing  Minute to Win it!
formula given the name of the compound  Crossword Puzzle
(STEM_GC11AMIc-e-23).  Filling Me Softly
 Formula Henyo (Pinoy Henyo)

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  Some students get confused in naming and writing
formula of the compound
 It takes more time to identify and familiarize the name
and formulas of the compounds.
GRADE 12
PROBLEMS MET INTERVENTIONS
Below Meiosis  Peer-to-peer teaching
Average  -learners find this topic challenging and difficult  Science movies
because it is complicated kind of cell division and  Science games kids
abstract in nature. Lacking knowledge about  Field trips
chromosomes and their importance.  Metacognition
 Labelling
Cellular respiration is confusing with regards to the terms  Drawing
and not being able to visualize the processes makes it hard  Poster making
for them to stay motivated.  Experiments
 Research books
Documented problem solving
Describes the different skills involved in the dance
KEY STAGE 1 (Grade 3)
Average PROBLEMS MET INTERVENTIONS
 Describe the functions of the sense organs of the  Mini anchor charts
human body.  Crossover learning
 Describe animals in their immediate surroundings  Argue with science
 Describe the position of a person or an object in  Context based learning
relation to a reference point such as chair, door,  Computational thinking
another person  Science stations
 Describe changes in the materials based on the effect  Observation stations
of temperature (liquid to gas)

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  Explain how living things depend on the environment
to meet their basic needs
 Enumerate and practice safety and precautionary
measures in dealing with different types of weather
KEY STAGE 2 (Grade 4)
Average PROBLEMS MET INTERVENTIONS
 Identify the specialized structures of terrestrial and  Field trips
aquatic plants  Science clubs
 Characterize magnetic force  Reward discovery
 Use weather instruments and describe the different  Interactive science journals
weather components in a weather chart  Science at home
 Describe changes in properties of materials when  Flipped classroom
exposed to certain conditions such as temperature or  Guided discovery problems
when mixed with other materials  Fishbone
 Compare the stages in the life cycle of organism  Science quiz
Explain the Effects of force when applied to an object  Build your model
KEY STAGE 2 (Grade 5)
Average PROBLEMS MET INTERVENTIONS
 Determine the effects of changing the number or type  Field trips
of components in a circuit  Science clubs
 Design an experiment to determine the factors that  Reward discovery
affect the strength of the electromagnet  Interactive science journals
 Identify star patterns that can be seen at times of the  Science at home
year  Flipped classroom
 Identify star patterns that can be seen at particular  Guided discovery problems
times of the year  Fishbone
 Discuss the interactions among living things and non-  Science quiz
livings things in estuaries and intertidal zones  Build your model

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 KEY STAGE 2 (Grade 6)
PROBLEMS MET INTERVENTIONS
 Discuss the interactions among living things and non-  Mini anchor charts
living things in tropical rainforests, coral reefs, and  Crossover learning
mangrove swamps  Argue with science
 Infer how friction and gravity affect movements of  Context based learning
different objects
 Computational thinking
 Describe techniques in separating mixtures such as
decantation, evaporation, filtering, sieving and using  Science stations
magnet
 Differentiate between rotation and revolution and
describe the effects of the Earth’s motions
 Explain how organs of each organ system work
together
 Manipulate simple machines to describe their
characteristics and senses
 Describe the changes on the Earth’s surface as a result
of earthquakes and volcanic eruptions
KEY STAGE 3 (Grade 7)
Average PROBLEMS MET INTERVENTIONS
 Focus specimens using the compound microscope  Mobile apps for science
 Describe the motion of an object in terms of distance  Hands-on Projects for kids
or displacement, speed or velocity, and acceleration.  Story telling
 Create and interpret visual representation of the  Role play
motion of objects such as tape charts and motion  Sports based
graphs
 Demonstrate how places on Earth may be located
using coordinated system.
 Distinguish mixtures from substances based on a set

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 of properties
 Express concentrations of solutions quantitatively by
preparing different concentrations of mixtures
according to uses and availability of materials

 Explaining the importance of giving attention on the  Thinking maps

impacts of humans to the environment  Mini anchor charts
 Because of the health crisis, opportunities for students  Crossover learning
to learn outside of the classroom environment (e.g.  Argue with science
field trips) were limited.
 Context based learning
 There are some difficult-to-remember science
 Computational thinking
 Delivering science lessons with laboratory activities
that require hands-on and collaborative work

KEY STAGE 3 (Grade 8 Biotechnology)

PROBLEMS MET INTERVENTIONS
Average Demonstrating the actual methods in proper handling of  Hands-on Projects for kids
the microscope.  Story telling
 Role play
 Sports based learning
 Visual clues
 Instructional conversation

KEY STAGE 3 (Grade 8)

Average PROBLEMS MET INTERVENTIONS
 Using models or illustrations, explain how movements  Observation stations
along faults generate earthquakes  Peer-to-peer teaching
 Predict phenotypic expressions of traits following  Science movies
simple patterns of inheritance  Science games kids

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  Construct a model to demonstrate that heat can
do work
KEY STAGE 3 (Grade 9)
Average PROBLEMS MET INTERVENTIONS
 Acid and bases  Do some research
 Formulate hypothesis
 Test with experimentation
 Record and analyze observation results
 Draw conclusions develop scientific literacy
 integrate science with other subjects
uses classroom assessment to support
KEY STAGE 3 (Grade 9)
Average PROBLEMS MET INTERVENTIONS
 Use the mole concept to express mass of substances;  Remote labs
and  Embodied learning
 Determine the percentage composition of a  Science museums
compound given its chemical formula and vice versa  Projects
 Describe the horizontal and vertical motions of a  Multimedia approach
projectile  ICT enabled learning
 Investigate the relationship between the angle of  Video clips
release and the height and range of the projectile  Power points
 Construct a model to demonstrate that heat can do  Mini -labs
work
KEY STAGE 3 (Grade 10 Applied Physics)
Average PROBLEMS MET Average
 Electricity  Observation stations
 Force and motion  Peer-to-peer teaching
 Science movies
 Science games kids

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 KEY STAGE 3 (Grade 10)
Average PROBLEMS MET INTERVENTIONS
 Compare the relative wavelengths of different  Field trips
forms of electromagnetic waves  Science clubs
 Predict the qualitative characteristics (orientation,  Reward discovery
type, and magnification) of images formed by plane  Interactive science journals
and  Science at home
 curved mirrors and lenses Explain how mutations may  Flipped classroom
cause changes in the structure and function of a  Guided discovery problems
protein curved mirrors and lenses  Fishbone
 Science quiz
 Build your model
Executes the different skills involved in the game Lecture-Demonstration

Accomplishing Performance Tasks

Practicum on different skills involved in the identified game

KEY STAGE 3 (Grade 11 Physical Science)
Average PROBLEMS MET INTERVENTIONS
 Compare the relative wavelengths of different  Do some research
forms of electromagnetic waves  Formulate hypothesis
 Predict the qualitative characteristics (orientation,  Test with experimentation
type, and magnification) of images formed by plane  Record and analyze observation results
and
 Draw conclusions develop scientific literacy
 curved mirrors and lenses
 integrate science with other subjects
 Explain how mutations may cause changes in the uses classroom assessment to support
structure and function of a protein

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 KEY STAGE 4 (Grade 12)
Average PROBLEMS MET INTERVENTIONS
 The students have difficulty in understanding the topic  Mini anchor charts
or lesson on identifying common rock-forming  Crossover learning
minerals using their physical and chemical properties  Argue with science
 The topic is too broad that it cannot done in one hour.  Context based learning
 The students have also difficulty on how seafloor  Computational thinking
spreads
 Science stations

KEY STAGE 4 (Grade 11-12 Gen. Chemistry)

Average PROBLEMS MET INTERVENTIONS
 Naming compounds given their formula and writing  Story telling
formula given the name of the compound  Role play
(STEM_GC11AMIc-e-23).  Sports based learning
 Some students get confused in naming and writing  Visual clues
formula of the compound  Instructional conversation
 It takes more time to identify and familiarize the name
and formulas of the compounds.
KEY STAGE 4 (Grade 12 Gen Bio)
Average PROBLEMS MET INTERVENTIONS
Meiosis  Do some research
 -learners find this topic challenging and difficult  Formulate hypothesis
because it is complicated kind of cell division and  Test with experimentation
abstract in nature. Lacking knowledge about  Record and analyze observation results
chromosomes and their importance.
 Draw conclusions develop scientific literacy
 integrate science with other subjects uses classroom
 Cellular respiration is confusing with regards to the
assessment to support
terms and not being able to visualize the processes
makes it hard for them to stay motivated.

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 KEY STAGE 1 (Grade 3)
Above PROBLEMS MET INTERVENTIONS
Average
 Describe the functions of the sense organs of the  Feely bags
human body.  Optical illusions
 Describe animals in their immediate surroundings Picture walk
 Describe the position of a person or an object in
relation to a reference point such as chair, door,
another person
 Describe changes in the materials based on the effect
of temperature (liquid to gas)
 Explain how living things depend on the environment
to meet their basic needs
 Enumerate and practice safety and precautionary
measures in dealing with different types of weather
KEY STAGE 2 (Grade 4)
Above PROBLEMS MET Above Average
Average
 Identify the specialized structures of terrestrial and  Remote labs
aquatic plants  Embodied learning
 Characterize magnetic force  Science museums
 Use weather instruments and describe the different  Projects
weather components in a weather chart  Multimedia approach
 Describe changes in properties of materials when  ICT enabled learning
exposed to certain conditions such as temperature or  Video clips
when mixed with other materials  Power points
 Compare the stages in the life cycle of organism  Mini -labs
 Explain the Effects of force when applied to an object

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 KEY STAGE 2 (Grade 5)
Above PROBLEMS MET INTERVENTIONS
Average
 Determine the effects of changing the number or type  Mini anchor charts
of components in a circuit  Crossover learning
 Design an experiment to determine the factors that  Argue with science
affect the strength of the electromagnet  Context based learning
 Identify star patterns that can be seen at times of the  Computational thinking
year  Science stations
 Identify star patterns that can be seen at particular  Observation stations
times of the year
 Discuss the interactions among living things and non-
livings things in estuaries and intertidal zones
KEY STAGE 2 (Grade 6)
Above PROBLEMS MET INTERVENTIONS
Average
 Discuss the interactions among living things and non-  Field trips
living things in tropical rainforests, coral reefs, and  Science clubs
mangrove swamps  Reward discovery
 Infer how friction and gravity affect movements of  Interactive science journals
different objects  Science at home
 Describe techniques in separating mixtures such as  Flipped classroom
decantation, evaporation, filtering, sieving and using  Guided discovery problems
magnet  Fishbone
 Differentiate between rotation and revolution and  Science quiz
describe the effects of the Earth’s motions  Build your model
 Explain how organs of each organ system work
together

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  Manipulate simple machines to describe their
characteristics and senses
 Describe the changes on the Earth’s surface as a result
of earthquakes and volcanic eruptions
KEY STAGE 3 (Grade 7)
Above PROBLEMS MET INTERVENTIONS
Average
 Focus specimens using the compound microscope  Hands-on Projects for kids
 Describe the motion of an object in terms of distance  Story telling
or displacement, speed or velocity, and acceleration.  Role play
 Create and interpret visual representation of the  Sports based learning
motion of objects such as tape charts and motion  Visual clues
graphs  Instructional conversation
 Demonstrate how places on Earth may be located
using coordinated system.
 Distinguish mixtures from substances based on a set
of properties
 Express concentrations of solutions quantitatively by
preparing different concentrations of mixtures
according to uses and availability of materials

KEY STAGE 3 (Grade 7)

Above PROBLEMS MET INTERVENTIONS
Average
 Explaining the importance of giving attention on the  Hands-on Projects for kids
impacts of humans to the environment  Story telling
 Because of the health crisis, opportunities for students  Role play
to learn outside of the classroom environment (e.g.  Sports based learning
field trips) were limited.  Visual clues

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  There are some difficult-to-remember science  Instructional conversation
 Delivering science lessons with laboratory activities
that require hands-on and collaborative work
 Hands-on Projects for kids
 Story telling
 Role play
 Sports based learning
 Visual clues
 Instructional conversation

KEY STAGE 3 (Grade 8 Biotechnology)

Above PROBLEMS MET INTERVENTIONS
Average
Demonstrating the actual methods in proper handling  Virtual tour through mobile application
of the microscope.  Devised learning materials and activities appropriate to the
remote learning set-up
KEY STAGE 3 (Grade 8)
Above PROBLEMS MET Above Average
Average
 Using models or illustrations, explain how movements  Hands-on Projects for kids
along faults generate earthquakes  Story telling
 Predict phenotypic expressions of traits  Role play
following simple patterns of inheritance  Sports based learning
 Construct a model to demonstrate that heat can  Visual clues
do work  Instructional conversation

KEY STAGE 3 (Grade 9)

Above PROBLEMS MET INTERVENTIONS
Average

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  Acid and bases  Observation stations
 Peer-to-peer teaching
 Science movies
 Science games kids
 Use the mole concept to express mass of substances;  Field trips
and determine the percentage composition of a  Science clubs
compound given its chemical formula and vice versa  Reward discovery
 Describe the horizontal and vertical motions of a  Interactive science journals
projectile  Science at home
 Investigate the relationship between the angle of  Flipped classroom
release and the height and range of the projectile  Guided discovery problems
 Construct a model to demonstrate that heat can do  Fishbone
work  Science quiz
 Build your model
KEY STAGE 3 (Grade 10 Applied Physics)
Above PROBLEMS MET INTERVENTIONS
Average
 Electricity  Observation station
 Force and motion  Peer-to-peer teaching
 Science movies
 Science games kids
 Science songs
 Science exhibition
KEY STAGE 3 (Grade 10)
Above PROBLEMS MET Above Average
Average
 Compare the relative wavelengths of different  Mini anchor charts
forms of electromagnetic waves  Crossover learning
 Argue with science

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  Predict the qualitative characteristics (orientation,  Context based learning
type, and magnification) of images  Computational thinking
formed by plane and  Science stations
 curved mirrors and lenses Explain how mutations may
cause changes in the structure and function of a protein
curved mirrors and lenses
KEY STAGE 3 (Grade 11)
Above PROBLEMS MET Above Average
Average
 Compare the relative wavelengths of different  Field trips
forms of electromagnetic waves  Science clubs
 Predict the qualitative characteristics  Reward discovery
(orientation, type, and magnification) of images  Interactive science journals
formed by plane and curved mirrors and lenses  Science at home
 Explain how mutations may cause changes in the  Flipped classroom
structure and function of a protein  Guided discovery problems
 Fishbone
 Science quiz
 Build your model
KEY STAGE 4 (Grade 12)
Above PROBLEMS MET INTERVENTIONS
Average
 The students have difficulty in understanding the topic  Do some research
or lesson on identifying common rock-forming  Formulate hypothesis
minerals using their physical and chemical properties  Test with experimentation
 The topic is too broad that it cannot done in one hour.  Record and analyze observation results
 The students have also difficulty on how seafloor  Draw conclusions develop scientific literacy
spreads
 integrate science with other subjects
uses classroom assessment to support

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 (Grade11-12 Gen Chemistry)
Above PROBLEMS MET INTERVENTIONS
Average
 Naming compounds given their formula and writing  Drawing
formula given the name of the compound  Poster making
(STEM_GC11AMIc-e-23).  Experiments
 Some students get confused in naming and writing  Research books
formula of the compound  Documented problem solving
 It takes more time to identify and familiarize the name
and formulas of the compounds.
KEY STAGE 4 (Grade 12 Gen Bio)
Above PROBLEMS MET INTERVENTIONS
Average
Meiosis  Field trips
 -learners find this topic challenging and difficult  Science clubs
because it is complicated kind of cell division and  Reward discovery
abstract in nature. Lacking knowledge about  Interactive science journals
chromosomes and their importance.  Science at home
 Flipped classroom
 Cellular respiration is confusing with regards to the  Guided discovery problems
terms and not being able to visualize the processes  Fishbone
makes it hard for them to stay motivated.  Science quiz
 Build your model

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5As METHOD OF TEACHING IN EDUKASYON SA PAGPAPAKATAO (EsP)
Prepared by CHRISTOPHER G. AGUILAR, Education Program Supervisor (AP)

Primary
4As (K – Grade III)
Below Average Average Above Average
ACTIVITY  Pagpapakita ng mga larawan  Pagkukwento  Pagkukwento
 Panonood ng video  Paggawa ng sariling hinuha  KWL-Technique
 Engages  Pag-aawit  Pagpapakita ng mga larawan  Paggawa ng sariling hinuha
 Improves  Pag-ehersisyo  Panonood ng video  Pagpapakita ng mga larawan
understanding  Paggamit ng learning resource  Pag-aawit  Panonood ng video
 In terms of actual or (larawan, bigbooks, chart, atbp.  Pag-ehersisyo  Pag-aawit
analogies/metaphor  Paggamit ng learning resource  Pag-ehersisyo
(larawan, bigbooks, chart, atbp.  Paggamit ng learning resource
 Pictu-suri (larawan, bigbooks, chart, atbp.
 Pictu-suri
 Word-map
ANALYSIS Mga gabay na tanong sa pagsagot: Mga gabay na tanong sa pagsagot: 1. Mga gabay na tanong sa pagsagot:
 Ano  Ano  Ano
 Processes  Sino  Sino  Sino
 Improves  Alin  Alin  Alin
understanding  Kailan  Kailan  Kailan
 Saan  Saan  Saan
 Paano  Paano
 Bakit
 Ipaliwanag
2. Pag-ananalisa at Pagpapaliwanag
3. Paghahambing at pagpapaliwanag
ABSTRACTION  Drill  Drill  Drill

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  Tsart  Tsart  Tsart
 Guides  Flash cards  Flash cards  Flash cards
 Corrects  Line Connect  Line Connect  Line Connect
understanding  Pictu-Suri  Pictu-Suri  Pictu-Suri
 Facilitates storage  Maikling Kuwento  Maikling Kuwento
 Simpleng Paggamit ng Graphic  Simpleng Paggamit ng Graphic
Organizer Organizer
 Simpleng Paggamit ng Venn
Diagram
 Paglalahat:
 Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
APPLICATION 1. Output: 1. Output: 1. Output:
 Pagguhit  Pagguhit  Pagguhit
 Reinforces  Paglista  Paglista  Paglista
 Improves  Pagkulay  Pagkulay  Pagkulay
retention 2. Kontekstwalisasyon gamit ang  Slogan  Slogan
limang pandama  Tula  Tula
 Pagsulat ng repleksiyon  Pagsulat ng repleksiyon
2. Kontekstwalisasyon gamit ang limang  Poster
pandama  Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip

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 Elementary
4As (Grade IV – Grade VI)
Below Average Average Above Average
ACTIVITY  Pagpapakita ng mga larawan  Pagkukwento  Pagkukwento
 Panonood ng video  Paggawa ng sariling hinuha  KWL-Technique
 Engages  Pag-aawit  Pagpapakita ng mga larawan  Paggawa ng sariling hinuha
 Improves  Pag-ehersisyo  Panonood ng video  Pagpapakita ng mga larawan
understanding  Paggamit ng learning resource  Pag-aawit  Panonood ng video
 In terms of actual or (larawan, bigbooks, chart, atbp.  Pag-ehersisyo  Pag-aawit
analogies/metaphor  Paggamit ng learning resource  Pag-ehersisyo
(larawan, bigbooks, chart, atbp.  Paggamit ng learning resource
 Pictu-suri (larawan, bigbooks, chart, atbp.
 Word-map  Pictu-suri
 Word-map
 Awit-suri
ANALYSIS Mga gabay na tanong sa pagsagot: Mga gabay na tanong sa pagsagot: 1. Mga gabay na tanong sa pagsagot:
 Ano  Ano  Ano
 Processes  Sino  Sino  Sino
 Improves  Alin  Alin  Alin
understanding  Kailan  Kailan  Kailan
 Saan  Saan  Saan
 Paano  Paano
 Bakit
 Ipaliwanag
2. Pag-ananalisa at Pagpapaliwanag
3. Paghahambing at pagpapaliwanag
ABSTRACTION  Drill  Pictu-Suri at pagpapaliwanag  Pictu-Suri at pagpapaliwanag
 Tsart  Pag label ng Mapa at interpretasyon  Pag label ng Mapa at interpretasyon
 Guides  Flash cards

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 Corrects  Line Connect  Paggamit ng larawan at at  Paggamit ng larawan at at
understanding  Pictu-Suri pagpapaliwanag pagpapaliwanag
 Facilitates storage  Pag label ng Mapa  Paggamit ng Video at  Paggamit ng Video at
 Paggamit ng larawan pagpapaliwanag pagpapaliwanag
 Paggamit ng Video  Maikling Kuwento  Maikling Kuwento
 Simpleng Paggamit ng Graphic  Simpleng Paggamit ng Graphic
Organizer Organizer
 Simpleng Paggamit ng Venn Diagram  Simpleng Paggamit ng Venn Diagram
Paglalahat:  Brainstorming
 Bukas na tanong  Pag-uulat
 Simpleng Interbyu Paglalahat:
 Pag-uulat  Bukas na tanong
 Simpleng Interbyu
 Pag-uulat
APPLICATION 1. Output: 1. Output: 1. Output:
 Pagguhit  Pagguhit  Pagguhit
 Reinforces  Paglista  Paglista  Paglista
 Improves  Pagkulay  Pagkulay  Pagkulay
retention 2.Kontekstwalisasyon gamit ang  Slogan  Slogan
limang pandama  Tula  Tula
3. Paglista  Pagsulat ng repleksiyon  Pagsulat ng repleksiyon
4. Pagtukoy 2. Kontekstwalisasyon gamit ang limang  Poster
Paglalagay ng Label pandama  Jingle Writing
 Paggawa ng Sanaysay
 Paggawa ng Journal
 Comic Strip

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 Elementary
4As (Grade IV – Grade VI)
Below Average Average Above Average
ACTIVITY  Pagpapakita ng mga larawan  Quotations  Quotations
 Panonood ng video  KWL Technique  4 Pics 1 word
 Engages  Pag-aawit  4 Pics 1 word  Scrambled letters
 Improves  Pag-ehersisyo  Scrambled letters  Pinoy Henyo
understanding Paggamit ng learning resource  Pinoy Henyo  Tresure Hunt
 In terms of actual or (larawan, bigbooks, chart, atbp.)  Tresure Hunt  Crossword Puzzle
analogies/metaphor  Crossword Puzzle  Pagkukwento
 Pagkukwento  Paggawa ng sariling hinuha
 Paggawa ng sariling hinuha  Pagpapakita ng mga larawan
 Pagpapakita ng mga larawan  Panonood ng video
 Panonood ng video  Pag-aawit
 Pag-aawit  Pag-ehersisyo
 Pag-ehersisyo  Paggamit ng learning resource
 Paggamit ng learning resource (larawan, bigbooks, chart, atbp.
(larawan, bigbooks, chart, atbp.  Pictu-suri
 Pictu-suri  Word-map
 Word-map  Awit-suri
 Awit-suri
ANALYSIS Mga gabay na tanong sa pagsagot: Mga gabay na tanong sa pagsagot: 1. Mga gabay na tanong sa pagsagot:
 Ano  Ano  Ano
 Processes  Sino  Sino  Sino
 Improves  Alin  Alin  Alin
understanding  Kailan  Kailan  Kailan
 Saan  Saan  Saan
 Paano  Paano
 Bakit

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  Ipaliwanag
2. Pag-ananalisa at Pagpapaliwanag
3. Paghahambing at pagpapaliwanag
ABSTRACTION  Drill  Pictu-Suri at pagpapaliwanag  Pictu-Suri at pagpapaliwanag
 Tsart  Pag label ng Mapa at interpretasyon  Pag label ng Mapa at interpretasyon
 Guides  Flash cards  Paggamit ng larawan at at  Paggamit ng larawan at at
 Corrects  Line Connect pagpapaliwanag pagpapaliwanag
understanding  Pictu-Suri  Paggamit ng Video at pagpapaliwanag  Paggamit ng Video at
 Facilitates storage  Pag label ng Mapa pagpapaliwanag
 Paggamit ng larawan  Maikling Kuwento
 Paggamit ng Video  Simpleng Paggamit ng Graphic  Maikling Kuwento
 Organizer  Paggamit at paggwa ng Graphic
 Simpleng Paggamit ng Venn Diagram Organizer
 Brainstorming  Paggamit at paggawa ng Venn
 Pag-uulat Diagram at semantic web
Paglalahat:  Brainstorming
 Bukas na tanong  Pag-uulat
 Simpleng Interbyu Paglalahat:
 Pag-uulat  Bukas na tanong
 Small Group Discussion  Simpleng Interbyu
 Pag-uulat
 Small Group Discussion
 Focus Group Discussion
APPLICATION 1. Output: 1. Output: 1. Output:
 Pagguhit  Pagguhit na may pagpapaliwanag  Pagguhit na may pagpapaliwanag
 Reinforces  Tula  Slogan na may pagpapaliwanag  Slogan na may pagpapaliwanag
 Improves  slogan  Tula na may pagpapaliwanag  Tula na may pagpapaliwanag
retention  Pagsulat ng repleksiyon  Pagsulat ng repleksiyon  Pagsulat ng repleksiyon
 Jingle Writing  Jingle Writing

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 Paggawa ng Sanaysay  Paggawa ng Sanaysay
 Paggawa ng Journal  Paggawa ng Journal
 Comic Strip  Comic Strip
 Reaction paper  Reaction paper
 Mural  Mural
 Interbyu  Interbyu
 Role playing  Role playing
 Jingle writing  Jingle writing
 Pag kompyut  Pag kompyut
 Travelogue  Travelogue
 Brochure  Brochure
 Diaries  Diaries
 Research  Research
 Pantomime  Pantomime
 Pagsasatao  Focus Group Discussion
 Impromptu Speaking
 Pagsasatao
 Debate

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5As METHOD OF TEACHING IN EDUKASYON SA PAGPAPAKATAO (EsP)
Prepared by PAUL D. LIGASAN, Education Program Supervisor (EsP)

Key Stage 1 (K-G3)

Below Average

Activity Analysis Abstraction Application

Observation Observing real examples of EsP  Guided observation  Behavior retention
behaviors exhibited at home  Demonstrations
Discussion with MKOs Clarifying and understanding  Oral discussion with MKO  Learners grasp the concept
conceptions of observed through thorough
behavior with the guidance of discussion
an MKO
Illustrations Making the observation  Illustrations  Learners explain their
meaningful to the learner by illustrations according to
encouraging them to illustrate what they understood
what they have seen

Average

Activity Analysis Abstraction Application

Journal Investigating EsP lessons  Written journals with guide  Organizing learners’
exhibited in daily life questions thoughts and recognizing
cultural and moral
behavior
Observation Observing real examples of EsP  Guided observation  Behavior retention
behaviors exhibited at home  Demonstrations

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Discussion with MKOs Clarifying and understanding  Oral discussion with MKO  Learners grasp the concept
conceptions of observed through thorough
behavior with the guidance of discussion
an MKO
Illustrations Making the observation  Illustrations  Learners explain their
meaningful to the learner by illustrations according to
encouraging them to illustrate what they understood
what they have seen

Above Average

Activity Analysis Abstraction Application

Simulation Actual exhibition of observed  Memorization  Active practice of observed
behavior  Repetition and learned EsP values
Observation Observing real examples of EsP  Guided observation  Behavior retention
behaviors exhibited at home  Demonstrations
Discussion with MKOs Clarifying and understanding  Oral discussion with MKO  Learners grasp the concept
conceptions of observed through thorough
behavior with the guidance of discussion
an MKO
Illustrations Making the observation  Illustrations  Learners explain their
meaningful to the learner by illustrations according to
encouraging them to illustrate what they understood
what they have seen
Journal Investigating EsP lessons  Written journals with guide  Organizing learners’
exhibited in daily life questions thoughts and recognizing
cultural and moral
behavior

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 Key Stage 2 (G4-G6)
Below Average

Activity Analysis Abstraction Application

Index Card Summaries Summarizing key points of the  Labelled diagrams  Asking thought provoking
lesson  Notes questions
 Opening discussions with
MKOs
Essays Moral development approach-  Guide questions  Physical writing tends to
stimulate students to advance improve retention
their moral reasoning skills
Show and Tell Learners will involve  Artworks  Contests or exhibits which
themselves with arts and crafts showcases the students’
relating to cultural and moral works
development

Average

Activity Analysis Abstraction Application

Mini projects Exploring culturally-linked  Guide themes  Meaning-making of EsP
moral acts through art lessons to the students
Index Card Summaries Summarizing key points of the  Labelled diagrams  Asking thought provoking
lesson  Notes questions
 Opening discussions with
MKOs
Essays Moral development approach-  Guide questions  Physical writing tends to
stimulate students to advance improve retention
their moral reasoning skills

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Show and Tell Learners will involve  Artworks  Contests or exhibits which
themselves with arts and crafts showcases the students’
relating to cultural and moral works
development

Above Average

Activity Analysis Abstraction Application

Peer Assessments Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students
Index Card Summaries Summarizing key points of the  Labelled diagrams  Asking thought provoking
lesson  Notes questions
 Opening discussions with
MKOs
Essays Moral development approach-  Guide questions  Physical writing tends to
stimulate students to advance improve retention
their moral reasoning skills
Show and Tell Learners will involve  Artworks  Contests or exhibits which
themselves with arts and crafts showcases the students’
relating to cultural and moral works
development
Mini projects Exploring culturally-linked  Guide themes  Meaning-making of EsP
moral acts through art lessons to the students

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 Key Stage 3 (G7-G10)
Below Average

Activity Analysis Abstraction Application

Community observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interviews Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with
successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals
Peer assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students

Average

Activity Analysis Abstraction Application

Reflection Paper Compilation of insights gained  Essay writing  Physical writing tends to
from activities improve retention
Community observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interviews Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with

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 successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals
Peer assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students

Above Average

Activity Analysis Abstraction Application

Misconception Review Misconceptions about cultural  Debate  Active engagement and
morals are presented and  Discussion communication of logical
discussed  Open forum thoughts with peers
Community observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interviews Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with
successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals

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Peer assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students
Reflection Paper Compilation of insights gained  Essay writing  Physical writing tends to
from activities improve retention

Key Stage 4 (G11-G12)

Below Average

Activity Analysis Abstraction Application

Volunteering Application of EsP lessons to  Community service  Volunteering as a way of
the community applying all that the
students learned and
giving back to the
community
Community Observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interview Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with
successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals
Peer Assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students

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Reflection Paper Compilation of insights gained  Essay writing  Physical writing tends to
from activities improve retention

Average

Activity Analysis Abstraction Application

Volunteering Application of EsP lessons to  Community service  Volunteering as a way of
the community applying all that the
students learned and
giving back to the
community
Community Observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interview Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with
successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals
Peer Assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students
Reflection Paper Compilation of insights gained  Essay writing  Physical writing tends to
from activities improve retention

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Above Average

Activity Analysis Abstraction Application

Volunteering Application of EsP lessons to  Community service  Volunteering as a way of
the community applying all that the
students learned and
giving back to the
community
Community Observation Observing moral acts present  Concept maps  Linking knowledge to the
in the community environment
 Relating lessons to life
Interview Communicating with observed  Storyboards  Engaging in meaningful
community members for conversation with
successful imparting of moral members of the
traits community
Presentation Presenting observations and  Presentation  Creating an avenue for
findings to promote  Script active sharing of morals
reinforcement of shared linked to culture
morals
Peer Assessment Discussing EsP lessons with  Discussion points  Active sharing of EsP
peers learning with fellow
students
Reflection Paper Compilation of insights gained  Essay writing  Physical writing tends to
from activities improve retention

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5As METHOD OF TEACHING IN EPP/TLE
Prepared by JOE VLADY T. TROMPETA, Education Program Supervisor (EPP/TLE)

K 2 (Grade IV to Grade VI)

Below Average

Activity Analysis Abstraction Application

Use an audio and video Communicate and
Use an e-group to share conferencing tools to collaborate online through Demonstrate knowledge and skills in using audio,
ideas share ideas and work with audio, video conferencing, video conferencing tools, and e-group
and work with others others online and group
Conduct a Discusses the Applies Demonstrates an understanding of scientific practices in
survey to importance of planting knowledge and planting trees and fruit trees
identify trees and propagating trees skills in planting
appropriate for and fruit- bearing trees trees and fruit
orchard and marketing trees
gardening based seedlings
on location,
climate, and
market demands

Average
Activity Analysis Abstraction Application
Posts and shares Analyze and practice safe Participate in video Participate in video and audio conferences in a
materials on wikis and responsible use of and audio safe and responsible manner
in a safe and wikis, blogs, and audio and conferences in a safe
responsible video conferencing tools and responsible
manner manner

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 Conduct a Discuss the importance Apply Demonstrate and apply an understanding of scientific
survey to of planting and knowledge and practices in planting trees and fruit trees
identify trees propagating trees and skills in planting
appropriate for fruit- bearing trees and trees and fruit
orchard marketing trees
gardening based seedlings
on location,
climate, and
market demands
Draftpatternfor Assessthe finishedproducts Sew household linens using Market finished house hold linens in varied/ creative ways
household linens. as to the quality(usingrubrics) appropriate tools and
Identify steps in drafting materials and applying
pattern with safety
precautions.
Use the tools/utensils and Explain different ways of Preserve food applying Market preserved/processed foodin varied/ creative
equipment and their food preservation (drying, principles and skillsin food ways with pride
substitutes in food salting, freezing, preservationprocessing.
preservation/ processing and processing) Assess
preserved/processed
food as to the quality
using the rubrics.

Above Average
Activity Analysis Abstraction Application
Use an audio and video Uses an e-group to share Communicate and Demonstrate and apply knowledge and skills in
conferencing tools to ideas and work with collaborate online using audio, video conferencing tools, and e-group
share ideas and work others through audio, video
with others online

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 conferencing, and e-
group
Conduct a Discuss the importance Applyknowledge Demonstrate and apply an understanding of scientific
survey to of planting and and skills in practices in planting trees and fruit trees
identify trees propagating trees and planting trees
appropriate for fruit- bearing trees and and fruit trees
orchard marketing seedlings
gardening based
on location,
climate, and
market demands
Draftpatternfor Assessthe finishedproducts Sew household linens using Market finished house hold linens in varied/ creative ways
household linens. as to the quality(usingrubrics) appropriate tools and
Identify steps in drafting materials and applying
pattern with safety
precautions
Use the tools/utensils and Explain different ways of Preserve food applying Market preserved/processedfoodin varied/ creative
equipment and their food preservation (drying, principles and skillsin food ways with pride
substitutes in food salting, freezing, and preservationprocessing.
preservation/ processing) Assess
processing preserved/processed
food as to the quality
using the rubrics.

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K 3 (Grade 7 to Grade 10)

Below Average
Activity Analysis Abstraction Application
Consider deliberate Assess the quality of Demonstrate Refine product based on assessment made
policies on sustainable enhanced product using resourcefulness and
development in rubrics management skills in the
constructing the project use of time, materials,
plan money, and effort

Explainthe protocols Explainthe protocols Repair simple Construct simple electrical gadgets with ease and
(processes) in making (processes) in making gadgets/furniture/ dexterity
electrical gadgets electrical gadgets furnishings at home and
school
Observe proper handling Resolve Follow the safety Perform regular maintenance schedules
and cleaning of the common procedures in
machine machine machine cleaning
troubles

Follow procedures in Check the list of hand Identify common Evaluate the condition of all the requested hand
preparing an tools, drawing malfunction (unplanned tools, drawing instruments, equipment, and
inspection report to instruments, or unusual events) paraphernalia for proper operation and safety
the property equipment, and when using tools,
custodian paraphernalia to be drawing instruments,
requested per job equipment, and
requirement paraphernalia

Classify the types of Select various types of Clean and sanitize kitchen Use cleaning tools, equipment, and paraphernalia in
appropriate cleaning tools chemicals for cleaning tools and equipment accordance
and sanitizing kitchen

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and equipment based on tools, and equipment following manufacturer’s to standard operating procedures, maintain kitchen
their uses and paraphernalia instructions tools, equipment, and work areas
Measure ingredients Convert systems of Discuss principles of Compute cost of production
according to recipe measurement according costing
requirement to recipe requirement
Enter the data into the Check the accuracy Store inputted data is Perform work within ergonomic guidelines
computer using of information and in storage media
appropriate save the information according to
program/application in in accordance with requirements
accordance with standard operating
company procedures procedures

Average

Activity Analysis Abstraction Application

Consider deliberate Assess the quality of Demonstrate Refine product based on assessment made
policies on sustainable enhanced product using resourcefulness and
development in rubrics management skills in the
constructing the project use of time, materials,
plan money, and effort
Explainthe protocols Explainthe protocols Repair simple Construct simple electrical gadgets with ease and
(processes) in making (processes) in making gadgets/furniture/ Dexterity
electrical gadgets electrical gadgets furnishings at home and
school
Observe proper handling Resolve Follow the safety Perform regular maintenance schedules
and cleaning of the common procedures in
machine machine machine cleaning
troubles

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 Follow procedures Check the list of hand Identify common Evaluate the condition of all the requested hand
in preparing an tools, drawing malfunction (unplanned tools, drawing instruments, equipment, and
inspection report to instruments, or unusual events) paraphernalia for proper operation and safety
the property equipment, and when using tools,
custodian paraphernalia to be drawing instruments,
requested per job equipment, and
requirement paraphernalia
Classify the types of Select various types of Clean and sanitize kitchen Use cleaning tools, equipment, and paraphernalia in
appropriate cleaning tools chemicals for cleaning tools and equipment accordance to standard operating procedures
and equipment based on and sanitizing kitchen following manufacturer’s ,maintain kitchen tools, equipment, and work areas
their uses tools and equipment instructions
Measure ingredients Convert systems of Discuss principles of Compute cost of production
according to recipe measurement according costing
requirement to recipe requirement
Enter the data into the Check the accuracy of Store inputted data is Perform work within ergonomic guidelines
computer using information and save the in storage media
appropriate information in accordance according to
program/application with standard operating requirements
in accordance with procedures
company procedures

Above Average
Activity Analysis Abstraction Application
Consider deliberate Assess the quality of Demonstrate Refine product based on assessment made
policies on sustainable enhanced product using resourcefulness and
development in rubrics management skills in the
constructing the project use of time, materials,
plan money, and effort

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Explainthe protocols Explainthe protocols Repair simple Construct simple electrical gadgets with ease and
(processes) in making (processes) in making gadgets/furniture/ Dexterity
electrical gadgets electrical gadgets furnishings at home and
school
Observe proper handling Resolve Follow the safety Perform regular maintenance schedules
and cleaning of the common procedures in
machine machine machine cleaning
troubles
Follow procedures Check the list of hand Identify common Evaluate the condition of all the requested hand
in preparing an tools, drawing malfunction (unplanned tools, drawing instruments, equipment, and
inspection instruments, or unusual events) paraphernalia for proper
report to the property equipment, and when using tools, operation and safety
custodian paraphernalia to be drawing instruments,
requested per job equipment, and
requirement paraphernalia
Classify the types of Select various types of Clean and sanitize kitchen Use cleaning tools, equipment, and paraphernalia in
appropriate cleaning tools chemicals for cleaning tools and equipment accordance
and equipment based on and sanitizing kitchen following manufacturer’s to standard operating procedures ,maintain kitchen
their uses tools and equipment instructions tools, equipment, and work areas
Measure ingredients Convert systems of Discuss principles of Compute cost of production
according to recipe measurement according costing
requirement to recipe requirement
Enter the data into the Check the accuracy of Store inputted data is Perform work within ergonomic guidelines
computer using information and save the in storage media
appropriate information in accordance according to
program/application with standard operating requirements
in accordance with procedures
company procedures

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K 3 (Grade 11 to Grade 12)

Below Average
Activity Analysis Abstraction Application
Define embroidery as Manipulate properly Combine stitching Select apply appropriate and quality packaging
a needlecraft the tools and techniques in material for embroidered articles
technique embroidery,
materials for
Identify the tools and Calado and
embroidery
materials used smocking to
create a well-made
project.

Select appropriate and

quality packaging material
for embroidered articles
Define the technique Discuss crochet terms Perform basic stitches in
of crocheting; and abbreviations; Prepare project plan
crocheting showing
Identify the tools and proper use of materials
materials used
Perform basic stitches in Demonstrate proper use Prepare project Select appropriate quality packaging material for
knitting of materials, tools and plan for the knitted articles
equipment in knitting expected knitted
articles
Prepare materials Cut materials Prepare cut parts Sew and assemble athletic ladies skirts
Lay- out and mark Lay- out and mark
pattern on material pattern on material
Prepare cut parts
Prepare materials Lay out and pin Cut fabric Sew and assemble athletic shorts parts
pattern pieces on the
fabric

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Average
Activity Analysis Abstraction Application
Define embroidery as Manipulate properly Combine stitching Select apply appropriate and quality packaging
a needlecraft the tools and techniques in material for embroidered articles
technique embroidery,
materials for
Identify the tools and Calado and
embroidery
materials used smocking to
create a well-made
project.

Select appropriate and

quality packaging material
for embroidered articles
Discuss crochet terms Perform basic stitches in Evaluate quality of finished product
and abbreviations Prepare project plan
crocheting showing Select
proper use of materials appropriate
packaging
materials
Perform basic stitches in Demonstrate proper use Prepare project Select appropriate quality packaging material for
knitting of materials, tools and plan for the knitted articles
equipment in knitting expected knitted
articles
Prepare materials Cut materials Prepare cut parts Sew and assemble athletic ladies skirts
Lay- out and mark Lay- out and mark
pattern on material pattern on material
Prepare cut parts
Prepare materials Lay out and pin Cut fabric Sew and assemble athletic shorts parts
pattern pieces on the
fabric

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Above Average
Activity Analysis Abstraction Application
Define embroidery as Manipulate properly Combine stitching Select apply appropriate and quality packaging
a needlecraft the tools and techniques in material for embroidered articles
technique embroidery,
materials for
Identify the tools and Calado and
embroidery
materials used smocking to
create a well-made
project.

Select appropriate and

quality packaging material
for embroidered articles
Discuss crochet terms and Perform basic stitches in Combine stitching Select apply appropriate and quality packaging
abbreviations crocheting showing techniques in material for embroidered articles
proper use of materials embroidery,
Calado and
smocking to
create a well-made
project.

Select appropriate and

quality packaging material
for embroidered articles
Perform basic stitches in Demonstrate proper use Prepare project Select appropriate quality packaging material for
knitting of materials, tools and plan for the knitted articles
equipment in knitting expected knitted
articles
Prepare materials Cut materials Prepare cut parts Sew and assemble athletic ladies skirts

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 Lay- out and mark Lay- out and mark
pattern on material pattern on material
Prepare cut parts
Prepare materials Lay out and pin Cut fabric Sew and assemble athletic shorts parts
pattern pieces on the
fabric

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5As METHOD OF TEACHING IN FILIPINO
Prepared by JEDDY R. PANES, PhD, Education Program Supervisor (Filipino)

Key Stage 1 (K-G3) BELOW AVERAGE

Activity Analysis Abstraction Application

 Paste Activities  Ano  Bakit mahalaga ang mga gawain?  Ibigay ang damdamin

 Tingnan ang larawan  Alin  Paano mo maipapakita ang ...  Punan ang nais gawin
pagkatapos ng aralin
 Pagkulay  Sino  Bakit mahalaga ang mga sinulat?  Paano isasabuhay
 Pagmomodelo
 Magtanong ng paano na mga  Kailan  Paano pahahalagahan ang mga  Paano mo maipapakita
tanong tuntunin ng …?
 Saan  Bakit kailangang huwag ipagkait sa mga  Gumawa
 Pagguhit bata ang …?
 Paglista  Ilarawan  Mga kaalaman sa paksa  Gumuhit
 Bilogan ang titik na may  Ipaliwanag…  Ano ang iyong nararamdaman tungkol  Ipakita
tamang sagot sa________?
 Piliin ang tamang sagot  Sang-ayon Ka ba?  Magbigay ng mga insight  Sabihin
 Ibigay ang tamang sagot  Bakit  Ano ang nakuha ninyong kaalaman?  Itula
 Pangalanan ang larawan  Paano  Ano ang implikasyon?  Bigkasin
 Ulitin pagkatapos kong  Kung….  Ano ang mga tuntunin,polisiyaat  Ibahagi
sabihin pamantayan sa_______?
 Ulitin ang Pagkakasulat  Sa iyong Palagay  Ano nararamdaman mo sa_____?  Show
Bakit?
 Pagguhit  Ibigay ang kabuoang kaalaman  Use
 Paglista  Magbigay ng pamantayan.  Classify

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 Magtanong ng Oo o Hindi ang  Anong mga rekomendasyon ang  Complete
sagot maaari mong ibigay?
 Pagsalaysay muli ng Kuwento  Ibigay ang pinakamahalagang konsepto  Demonstrate
 Gumawa ng isa o dalawang  Ibigay ang mga natutunan  Discover
pangungusap kaugnay sa
larawan
 Singing alphabet songs  Ipaliwanag ang halaga  Modify
 Picture cards of beginning  Ibigay ang pangkalahatan  Prepare
letters
 Games/Play Time  Ibigay ang maaaring mangyari  Produce
 “Look at the picture”
 “Follow the Child”
 Organizing yourself
 Flash cards of Filipino
alphabet
 Charts of letters of Filipino
Alphabet
 Word and picture match
 Story Telling
 Songs for Listening
 Find Clues
 Picture cards of

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Key Stage 1 (K-G3) AVERAGE

Activity Analysis Abstraction Application

 “Follow the child”  Ano  Ano ang mga hakbang….  Paggamit ng natutunan
 Ulitin Pagkatapos Sabihin  Alin  Ano ang natutunan….  Proyekto
 Pagsalaysay muli ng kuwento  Sino  Ibigay ang tuntunin  Pagyamanin
 Gumawa ng isa o dalawang  Kailan  Ano ang mga hakbang  Isagawa
pangungusap kaugnay sa
larawan
 Pagbasa ng tula  Saan  Ano ang dahilan at epekto  Paggamit
 Isulat Muli  Ilarawan  Ibigay ang mga natutunan  Pagsunod
 Kopyahin  Ipaliwanag…  Ipaliwanag ang halaga  Sumulat
 Ilista ang sumusunod  Sang-ayon Ka ba?  Ibigay ang pangkalahatan  Isagawa
 Sundin ang unang hakbang at  Bakit  Ibigay ang maaaring mangyari  Imodelo
direksiyon
 Lagyan ng kulay ang larawan  Paano  Ano ang mga suhestiyon at  Show
rekomendasyon
 Magdrawing at Kulayan  Kung….  Ibigay ang pamantayan  Use
 Pictionary  Sa iyong Palagay…..  Patakaran  Classify
 Incorporate Movement  Katanggaptanggap ba?  Mga hakbang  Complete
 Take sensory Breaks  Naniniwala ka ba?  Sanhi at Bunga  Demonstrate
 Drill cards  Pagsusuri ng isang awit  Pagbasa ng tula Ibigay ang  Discover
pagkasunod-sunod
 Activity sheets  Pagsusuri ng mga larawan  Modify
 Drill Exercises  Malayang talakayan  Prepare
 Reading with partner or buddy  Paghalaw at paghahambing  Produce
system
 Exercise on syllable card  Pagguhit ng Kaalaman  Exercises
 Recitations  Ipakita

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  Pangkatang Gawain  Payabungin

Key Stage 1 (K-G3) ABOVE AVERAGE

Activity Analysis Abstraction Application

 “Pictionary” (Game)  Ano  Natutunan  Exercises
 Anong masasabimo sa  Sino  Epekto  Mga Gawain sa bahay
larawan?
 Magbigay ng isa hanggang  Alin  Alituntunin  Proyekto
tatlong pangungusap tungkol
sa larawan.
 Gawan ng pangalan ang  Saan  Patakaran  Pagyabungin
larawan
 Ulitin Pagkatapos kong Sabihin  Bakit  Mga hakbang  Ipakita
 Isulat Muli  Ipaliwanag  Sanhi at Bunga  Lumikha
 Kopyahin  Katanggaptanggap ba?  Pagbasa ng tula Ibigay ang  Sundin ang pamamaraan
pagkasunod-sunod
 Ilista ang sumusunod  Naniniwala ka ba?  Ibigay ang buod  Sanayin
 Sundin ang unang hakbang at  Pagsusuri  Pagsasalamin/  Model
direksiyon Pagmumunimuni
 Lagyan ng kulay ang larawan  Malayang talakayan  Ano ang mga hakbang  Paggamit ng natutunan
 Magdrawing at Kulayan  Paghalaw at paghahambing  Ano ang dahilan at epekto  Gumuhit ng isang sitwasyon
 Magbasa ng maikling  Pagguhit ng Kaalaman  Ibigay ang mga natutunan  Kulayan
babasahin at alamin ang
dahilan at epekto
 Pagtambalin ang salita at  Paghuhula sa nakatagong  Ipaliwanag ang halaga  Drawing/Iguhit
larawan kaalaman
 Maglaro tayo  Show  Ibigay ang pangkalahatan  Show/Ipakita

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 Pangkatang Gawain  Use  Ibigay ang maaaring mangyari  Use/gamitin
 Pagbibigay Direksiyon  Pagsusuri ng isang Tula  Ano ang mga suhestiyon at  Classify/Iklasifika
rekomendasyon
 Ibigay ang nawawalang salita,  Pagsusuri ng maikling  Ibigay ang pamantayan  Complete/Taposin
numero o larawan Kwento
 Gawin ang Ipinagagawa  Pagsusuri ng mga alamat  Ano ang kahalagahan ng mga  Demonstrate/Ipakita
paraan o pamantayan?
 Pagbasa ng Tula  Pagsusuri ng isang  Kailangan ba nating tularan ?  Discover/Tuklasin
napanood na pelikula Bakit?
 Ilarawan ang bagay na nakikita  Pagsusuri ng isang awit  Ano ang iyong gagawin upang  Modify/Baguhin
sa paligid ang iyong malikhaing
proyekto ay magsilbing
inspirasyon tungo sa
pagsulong at pag-unlad?
 Pagbibigay ng unang tunog ng  Pagsusuri ng mga larawan  Kailangan bang igalang at  Prepare/Maghanda
mga sumusunod na salita respetuhin ang ideya o
opinion ng iba? Ano ang
maidudulot nito?
 Punan ng tamang aspekto ng  Malayang talakayan  Pagdurogtong ng mga  Produce/Gumawa
pandiwa ang pangungusap pahayag sa pagbubuo ng mga
kaisipan.
 Ibigay ang kasarian ng  Paghalaw at paghahambing  Pagbubuo ng kaisipan nang
sumusunod na pangalan. pasalita at pasulat
 Ano ang wakas ng kuwentong  Pagguhit ng Kaalaman  Pagtugon sa
binasa pangkasalukuyang pangyayari
 Drill cards  Paghuhula sa nakatagong  Pangkalahatang Talakayan
kaalaman
 Incorporate Movement  Paggamit ng Mapa at Graph  Tambalang Talakayan

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 Take sensory Breaks

 Recitations

 Video clips

 Drill exercises

 Activity sheets

Key Stage 2 (G4-G6) BELOW AVERAGE

Activity Analysis Abstraction Application

 Salitang pagsasanay  Pagsusuri ng isang Tula  Ano ang magiging bunga o  Paggamit ng natutunan
epekto ?
 Paggamit ng iba’t ibang  Pagsusuri ng maikling  Ano ang kahalagahan ng mga  Proyekto
paraan sa pagtukoy ng mga Kwento paraan o pamantayan?
salita
 Pag-uuri ng mga salita  Pagsusuri ng mga alamat  Kailangan ba nating tularan ?  Pagyamanin
Bakit?
 Awit  Pagsusuri ng isang napanood  Ano ang iyong gagawin  Isagawa
na pelikula upang ang iyong malikhaing
proyekto ay magsilbing
inspirasyon tungo sa
pagsulong at pag-unlad?
 Pagbasa ng malakas  Pagsusuri ng isang awit  Kailangan bang igalang at  Paggamit
respetuhin ang ideya o
opinion ng iba? Ano ang
maidudulot nito?

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 Magkatambal na  Paano mo masasabi na ang  Pagdurogtong ng mga  Pagsunod
pagbabahagi isang teksto ay pahayag sa pagbubuo ng
argumentative? mga kaisipan.
 Pagbabaybay  Sino-sino ang sikat na  Pagbubuo ng kaisipan nang  Sumulat
manunulat naPilipinas at ang pasalita at pasulat
mga akdang naiambag sa
panitikang Pilipino?
 Pagtutula  Pagsusuri ng mga larawan  Pagtugon sa  Isagawa
pangkasalukuyang
pangyayari
 Pagbasa ng Kuwento  Malayang talakayan  Pangkalahatang Talakayan  Imodelo
 Kabisaduhin ang mga  Paghalaw at paghahambing  Tambalang Talakayan  Prepare
larawan
 Tugma at Pares  Pagguhit ng Kaalaman  Pagmamapa ng konsepto  Produce
 Palaisipan  Paghuhula sa nakatagong  Pagkilala ng konsepto  Show
kaalaman
 Paghuhula ng nakatagong  Paggamit ng Mapa at Graph  Pagbubuo ng paglalahat  Use
bahagi ng larawan
 Pagtukoy ng ng angkop na  Brainstorming  Pagtutukoy ng kaisipan  Classify
pagkakasunod-sunod ng
pangyayari
 Pagpapayaman ng  Ikategorya  Tambalang Pagbabalik-aral  Complete
talasalitaan
 Pagpapaliwanag  Paghahanap , Pagpipili at  Demonstrate
 Kasanayan sa Pagbubuo ng pagsasaayos ng mga
Salita impormasyon
 Pagbubuo ng larawan  Concept Mapping  Pagpapaliwanag ng konsepto  Discover
 Mga Pamamaraan  Modify

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 Pag-aayos ng mga Salita  Pagbibigay kahulugan ng mga
graphs
 Ispelling  Pagbibigay ng mga
nawawalang salita upang
mabuo ang konsepto
 Drill ng mga Salita  Ano ang mga natutunan mo?
 Paggamit ng Totoong bagay  Gumawa ng konklusyon
tungkol sa____________.
 Paggamit ng Checklist  Group Discussions
 Pagsusuri ng Larawan  Peer Review
 Paggawa ng Flow Chart  Concept Mapping
 Pagbabahagi ng sariling  Locating, selecting,
Karanasan organizing and retaining
information
 Paggawa ng sariling Hinuha  Paggamit ng word clues
 Panonood ng Video  Paggagawa ng komposisyon
gamit ang key words
 Mapa ng mga salita  Pagdevelop ng argumento
 Sang-ayon o di Sang-ayon  Paglalarawan ng konsepto o
bagay
 Magdrawing  Graphic organizer
 Singing alphabet songs  Pag-uulat

 Flash cards of Filipino  Bukas na Tanong

alphabet
 Picture cards of beginning  Interbyu
letters
 Drill exercises on reading  Pagkompleto ng ideya
phrases and sentences

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 Use games  Pagbuo ng paliwanag sa
konsepto
 Modelling
 Use of tracing papers with
letters of the Filipino
Alphabet
 Writing blended words
 Demonstrations
 Word and picture match
 Recognizing sounds of
letters and sound
blending.
 Drill on reading difficult
words, phrases, sentences
and short paragraphs
 Expose to letter name
 Writing simple sentences
 Use word chart and other
printed materials for drill
and practice.
 Team teaching
 Games
 Use of illustrations
 Tutorial Method
 Drills and practice
 Using models and activity
sheets for hands -on
activities

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  Learning through
repetition
 Practice and drills in
writing
 Recognition for every
performance

Key Stage 2 (G4-G6) AVERAGE

Activity Analysis Abstraction Application

 Demo  Ano  Tambalang Pagbabalik-aral  Exercises
 Lecture  Sino  Paghahanap , Pagpipili at  Mga Gawain sa bahay
pagsasaayos ng mga
impormasyon
 Discussion  Alin  Pagpapaliwanag ng konsepto  Proyekto
 Modelling  Saan  Mga Pamamaraan  Pagyabungin
 Pagsasadula  Bakit  Pagbibigay kahulugan ng  Ipakita
mga graphs
 Paggawa ng Sariling  Ipaliwanag  Pagbibigay ng mga  Lumikha
Komposisyon nawawalang salita upang
mabuo ang konsepto
 Debate  Katanggaptanggap ba?  Ano ang mga natutunan mo?  Sundin ang pamamaraan
 Pagguhit  Naniniwala ka ba?  Gumawa ng konklusyon  Sanayin
tungkol sa____________.
 Pagsulat at Pagbigkas ng  Pagsusuri  Group Discussions  Model
Tula
 Word and picture match  Paghalaw at paghahambing  Peer Review  Paggamit ng natutunan

 Games/Play Time  Pagguhit ng Kaalaman  Concept Mapping  Gumuhit ng isang sitwasyon

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 Pagbubuo ng larawan  Pagsusuri ng isang Tula  Locating, selecting,  Kulayan
organizing and retaining
information
 Pagpapayaman ng  Pagsusuri ng maikling  Paggamit ng word clues  Drawing
talasalitaan Kwento
 Use word chart and other  Pagsusuri ng mga alamat  Paggagawa ng komposisyon
printed materials for drill gamit ang key words
and practice.
 Team teaching  Pagsusuri ng isang napanood  Pagdevelop ng argumento
na pelikula
 Use of illustrations  Pagsusuri ng isang awit
 Tutorial Method  Paano mo masasabi na ang
isang teksto ay
argumentative?
 Drills and practice  Sino-sino ang sikat na
manunulat naPilipinas at ang
mga akdang naiambag sa
panitikang Pilipino?
 Using models and activity
sheets for hands -on
activities
 Learning through repetition
 Practice and drills in writing
 Recognition for every
performance

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Key Stage 2 (G4-G6) ABOVE AVERAGE

Activity Analysis Abstraction Application

 Recitations  Ano  Tambalang Pagbabalik-aral  Gamitin
 Video clips  Sini  Paghahanap , Pagpipili at  Suriin
 Recitations pagsasaayos ng mga
impormasyon
 Drill cards  Alin  Pagpapaliwanag ng konsepto  Pagyamanin

 Find objects or image  Saan  Mga Pamamaraan  Panatilihin

 Tongue Twisters  Bakit  Pagbibigay kahulugan ng mga  Bigyang kahulugan
graphs
 Drill Cards  Ipaliwanag  Pagbibigay ng mga nawawalang  Pagkakaiba
salita upang mabuo ang
konsepto
 Activity sheets  Katanggaptanggap ba?  Ano ang mga natutunan mo?  Balangkasin
 Drill exercises  Naniniwala ka ba?  Gumawa ng konklusyon tungkol  Pagdedesenyo
sa____________.
 Panonod/ Pagsusuri ng Pelikula  Pagsusuri ng isang Tula  Group Discussions  Pagsasanay
 Paglikha ng tula  Pagsusuri ng maikling Kwento  Peer Review  Pagsasagawa
 Pagbasa ng Maikling Kuwento  Pagsusuri ng mga alamat  Concept Mapping  Pagmomodelo
 Dula-dulaan  Pagsusuri ng isang napanood na  Paglikha
pelikula
 Dialoque  Pagsusuri ng isang awit  Show/Ipakita
 Debate  Paano mo masasabi na ang isang  Use/Paggamit
teksto ay argumentative?
 Paglikha ng sariling Tula  Sino-sino ang sikat na manunulat  Classify/
na Pilipinas at ang mga akdang
naiambag sa panitikang Pilipino?

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 Paglikha ng sariling Maikling  Pagsusuri ng mga larawan  Complete/Taposin
Kuwento
 Pagsulat ng sanaysay  Malayang talakayan  Demonstrate/Ipakita
 Brainstorming  Discover
 Modify
 Prepare
 Produce

Key Stage 3 (G7-G10) BELOW AVERAGE

Activity Analysis Abstraction Application

 Pagbasa ng talata  Ano  Paggawa ng maikling Kuwento  Gamitin
hango sa sariling karanasan.
 Salita Mo, Kilos Ko  Sino  Paghahanap, Pagpipili at  Suriin
pagsasayos ng mga Impormasyon
 Pagbasa ng Tula  Alin  Pagbubuo ng paglalahat  Pagyamanin
 Pagbasa ng Kuwento  Saan  Pagklasipika ng mga  Panatilihin
sumusunod_________.
 Ipakita at Sabihin  Bakit  Pag-identify ng konsepto  Bigyang kahulugan
 Dugtungang Pagbasa  Ipaliwanag  Cause and effect  Pagkakaiba
 Tugma at Pares  Katanggaptanggap ba?  Repleksyon  Balangkasin
 Dula-dulaan  Naniniwala ka ba?  Pagpili ng tamang sagot  Pagdedesenyo
 Pagpapayaman ng Bokabularyo  Pagsusuri ng isang Tula  Pagpapatunay na tama ang sagot  Pagsasanay
 Role Playing  Pagsusuri ng maikling Kwento  Paggawa ng maikling kuwento  Pagsasagawa
 Palawakin ang Talasalitaan  Pagsusuri ng mga alamat  Paghahanap, pagpili at  Pagmomodelo
pagsasaayos ng impormasyon
 Oral Reading  Pagsusuri ng isang napanood na  Pagbubuo ng Paglalahat  Paglikha
pelikula

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 Silent Reading  Pagsusuri ng isang awit  Ipakita at Sabihin  Show/Ipakita
 Sine -To  Paano mo masasabi na ang isang  Piliin ang tamang sagot  Use/Paggamit
teksto ay argumentative?
 Story Telling  Sino-sino ang sikat na manunulat  Anong gagawin sa isang  Classify/Iklasipika
naPilipinas at ang mga akdang sitwasyon
naiambag sa panitikang Pilipino?
 Exercises  Pagsusuri ng mga larawan  Sabihin mo sa akin  Complete/Taposin
 Malayang talakayan  Pagsussuri ng Pelikula  Demonstrate/Ipakita
 Discover
 Modify
 Prepare
 Produce

Key Stage 3 (G7-G10) AVERAGE

Activity Analysis Abstraction Application

 Pagsusuri ng napakinggan,  Ano  Pag-identify ng konsepto  Gamitin
nabasa o napanood na balita
o patalastas.
 Pagsulat ng sanaysay  Sino  Cause and effect  Suriin
 Paglikha ng sariling Tula  Alin  Repleksyon  Pagyamanin
 Paglikha ng sariling kuwento  Saan  Pagpili ng tamang sagot  Panatilihin
 Paglikha ng comic strip  Bakit  Pagpapatunay na tama ang  Bigyang kahulugan
sagot
 Debate  Ipaliwanag  Paggawa ng maikling  Pagkakaiba
kuwento

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 Verbal reports  Katanggaptanggap ba?  Paghahanap, pagpili at  Balangkasin
pagsasaayos ng
impormasyon
 Stand and Share  Naniniwala ka ba?  Pagbubuo ng Paglalahat  Pagdedesenyo
 Summary Report  Pagsusuri ng isang Tula  Ipakita at Sabihin  Pagsasanay

 Ipakita at Sabihin  Breakdown  Piliin ang tamang sagot  Pagsasagawa

 Dugtungang Pagbasa  Separate  Anong gagawin sa isang  Pagmomodelo
sitwasyon
 Tugma at Pares  Combine  Categorize  Show
 Dula-dulaan  Detect  Explain  Use
 Pagpapayaman ng  Develop  Classify
Bokabularyo
 Role Playing  Differentiate  Complete
 Palawakin ang Talasalitaan  Discriminate  Demonstrate
 Oral Reading  Illustrate  Discover
 Silent Reading  Outline  Modify
 Sine -To  Relate  Prepare
 Story Telling  Select  Produce
 Exercises
 Dialogue  Utilize
 Written Dialect
 Paggamit ng note cards
 Paggamit ng picture cards

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Key Stage 3 (G7-G10) ABOVE AVERAGE
Activity Analysis Abstraction Application
 Comic Strip  Ano  Paggawa ng maikling Kuwento  Gamitin
hango sa sariling karanasan.
 Debates  Alin  Paghahanap, Pagpipili at  Suriin
pagsasayos ng mga
Impormasyon
 Presentations  Sino  Pagbubuo ng paglalahat  Pagyamanin
 Case Studies  Kailan  Pagklasipika ng mga  Panatilihin
sumusunod_________.
 Critique Question  Saan  Pag-identify ng konsepto  Bigyang kahulugan
 Video Making  Ipaliwanag…  Cause and effect  Pagkakaiba
 Poster/Slogan Making  Sang-ayon Ka ba?  Repleksyon  Balangkasin
 Brochure  Bakit  Pagpili ng tamang sagot  Pagdedesenyo
 Problem Tree  Paano  Pagpapatunay na tama ang  Pagsasanay
sagot
 Diaries  Kung….  Paggawa ng maikling kuwento  Pagsasagawa
 Portfolio  Sa iyong Palagay  Paghahanap, pagpili at  Pagmomodelo
pagsasaayos ng impormasyon
 Jingle Writing  Ipaliwanag  Pagbubuo ng Paglalahat  Paglikha
 Brainstorming  Examine  Ipakita at Sabihin  Pagsulat
 Poster Drawing  Inspect/Siyasatin  Piliin ang tamang sagot  Journal
 Open Ended Questions  Investigate/Imbestigahan  Anong gagawin sa isang  Exercises
sitwasyon
 True –False Sort  Scrutinize/ Suriing Mabuti  Evaluate
 Concept Mapping  Arrange/Ayusin  Enhance
 Written Dialect  Assort/  Discover
 Comic Strip  Catalog/katalogo  Demonstrate

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 Debates  Categorize/Ikategorya  Modify
 Presentations  Classify/ Uriin  Prepare
 Case Studies  Diagram/Dayagram  Produce
 Critique Question  Enumerate/Isa-isahin  Show
 Video Making  Separate/Paghiwa-hiwalayin  Solve
 Poster/Slogan Making  Reduce/ Bawasan  Use
 Brochure  Identify/Kilalanin
 Problem Tree
 Diaries
 Portfolio

Key Stage 4 (G11-G12) BELOW AVERAGE

Activity Analysis Abstraction Application

 Drills  Ano  Pag-identify ng konsepto  Gamitin
 Show and Tell  Alin  Cause and effect  Suriin
 Story Telling  Sino  Repleksyon  Pagyamanin
 Exercises  Kailan  Pagpili ng tamang sagot  Panatilihin
 Dialogue  Saan  Pagpapatunay na tama ang sagot  Bigyang kahulugan
 Stand and Share  Ipaliwanag…  Paggawa ng maikling kuwento  Pagkakaiba
 Written Dialect  Sang-ayon Ka ba?  Paghahanap, pagpili at  Balangkasin
pagsasaayos ng impormasyon
 Paggamit ng note cards  Bakit  Pagbubuo ng Paglalahat  Pagdedesenyo
 Paggamit ng picture cards  Paano  Ipakita at Sabihin  Pagsasanay
 Use flash cards and reading  Kung….  Piliin ang tamang sagot  Pagsasagawa
Cards
 Reinforcement Method  Sa iyong Palagay  Anong gagawin sa isang  Pagmomodelo
sitwasyon

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 Simulation  Ipaliwanag  Categorize  Paglikha
 Peer tutoring  Pagsusuri ng isang Tula  Explain  Show/Ipakita
 Examine  Use/Paggamit
 Inspect/Siyasatin  Classify/Iklasipika
 Investigate/Imbestigahan  Complete/Taposin
 Demonstrate/Ipakita
 Discover
 Modify
 Prepare
 Produce

Key Stage 4 (G11-G12) AVERAGE

Activity Analysis Abstraction Application
 Jig Saw  Ano  Ibigay ang patakaran  Gamitin

 Presentations  Alin  Mga Hakbang  Suriin

 Stand and Share  Sino  Sanhi at Bunga  Pagyamanin
 Interviews  Kailan  Pagpapahalaga  Panatilihin
 Hot Seats  Saan  Pagbubuod  Bigyang kahulugan
 Drills  Ipaliwanag…  Pagsasalamin  Pagkakaiba
 Exercises  Sang-ayon Ka ba?  Pagmunimuni  Balangkasin
 Dialoques  Bakit  Sundin ang pamamaran  Pagdedesenyo
 Assessments  Paano  Panatilihin  Pagsasanay
 Quizzes  Kung….  Pagyamanin  Pagsasagawa
 Story telling  Sa iyong Palagay  Learnings  Pagmomodelo
 Written Dialect  Ipaliwanag  Implications  Paglikha
 Brainstorming  Pagsusuri ng isang Tula  Rules  Pagsulat
 Poster Drawing  Pagsusuri ng maikling Kwento  Journal

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 Open Ended Questions  Pagsusuri ng mga alamat  Show/Ipakita
 True –False Sort  Pagsusuri ng isang napanood  Use/Paggamit
na pelikula
 Concept Mapping  Pagsusuri ng isang awit  Classify/Iklasipika
 Written Dialect  Paano mo masasabi na ang  Complete/Taposin
isang teksto ay
argumentative?
 Composition  Sino-sino ang sikat na  Demonstrate/Ipakita
manunulat naPilipinas at ang
mga akdang naiambag sa
panitikang Pilipino?
 Show and Tell  Discover
 FGD  Modify
 Journals  Prepare
 Peer Review  Produce
 Problem Tree
 Diaries
 Presentations
 Interview
 Debate
 Graphic Organizers

Key Stage 4 (G11-G12) ABOVE AVERAGE

Activity Analysis Abstraction Application
 Crossword Puzzle  Ano  Natutunan  Gamitin
 Scrambled letters  Alin  Epekto  Suriin
 Word Map  Sino  Alituntunin  Pagyamanin
 Jigsaw  Kailan  Ibigay ang natutunan  Panatilihin

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 Peer Review  Saan  Ibigay ang patakaran  Bigyang kahulugan
 Think Pair Share  Ipaliwanag…  Mga Hakbang  Pagkakaiba
 Brainstorming  Sang-ayon Ka ba?  Sanhi at Bunga  Balangkasin
 Video Demo Analysis  Bakit  Pagpapahalaga  Pagdedesenyo
 Peer Group Discussion  Paano  Pagbubuod  Pagsasanay
 Interview  Kung….  Pagsasalamin  Pagsasagawa
 Debate  Sa iyong Palagay  Pagmunimuni  Pagmomodelo
 Graphic Organizers  Ipaliwanag  Sundin ang pamamaran  Paglikha
 Presentations  Suriin  Panatilihin  Pagsulat
 Poster Drawing  Ano ang pagkakaiba?Ano ang  Pagyamanin  Journal
patunay?
 Illustration  Assess/Tahasin  Learnings  Exercises
 Comic Strip  Diagnose/ Suriin  Implications  Evaluate
 Pictogram  Evaluate  Rules  Enhance

 Concept Mapping  Examine  Policies  Interpret

 Drawing  Inspect/Siyasatin  Insights  Differentiate
 Poster and Slogan Making  Investigate/Imbestigahan  Steps  Layout
 Open Ended Questions  Scrutinize/ Suriing mabuti  Cause and Effect  Design
 Composition  Arrange/Ayusin  Valuing  Show/Ipakita
 Show and Tell  Assort/  Synthesize  Use/Paggamit
 FGD  Catalog/katalogo  Summarize  Classify/Iklasipika
 Journals  Categorize/Ikategorya  Reflect  Complete/Taposin
 Portfolio  Classify/ Uriin  Demonstrate/Ipakita
 Essay  Diagram/Dayagram  Discover
 Paggawa ng sariling Materyales sa  Enumerate/Isa-isahin  Modify
pagkatuto
 Pagsulat ng Komposisyon  Separate/Paghiwa-hiwalayin  Prepare

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 On line interviews  Reduce/ Bawasan  Produce
 Kahoot  Identify/Kilalanin
 Create fun quizzes
 Bingo
 Trivia Questions/Competitions
 Summarization
 Simulations
 Video Newscast
 Comic Strip
 Debates
 Presentations
 Case Studies
 Critique Question
 Video Making
 Poster/Slogan Making
 Brochure
 Problem Tree
 Diaries
 Portfolio
 Jingle Writing
 Web Organizer
 Exibits/ Gallery
 Drawing
 Theater
 Puppetry
 Think-write-share
 Role Play/ Skits
 Reflections

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5As METHOD OF TEACHING IN MATHEMATICS
Prepared by ALMA B. GORANTES, PhD, Education Program Supervisor (Mathematics)

Mathematics
Below Average Key Stage 1 (K-G3)
Activity Analysis Abstraction Application
How many items are there in the What can you see? Can you count the In your home can you
picture? items? see this item?

Visualizes, represents, and counts

numbers from 0-100 using a
variety of materials and methods using sticks count Count the numbers using
number by 7s How do you count rubber band, and leaves
numbers 0-100 using of a plant.
sticks?
Below Average Key Stage 2 (G 4-6)
Activity Analysis Abstraction Application
How many sides has a given Name the polygon base Observe the name of How do you get the
polygon? on the number of sides. polygon and the number mean?
1. Pentagon 1. N-sides of sides. What have you
2. Octagon 2. 4 sides notice?
3. Nonagon 3. 5 sides
4. Heptagon Polygon is a two-
5. undecagon dimensional geometric
figure that has a finite
number of sides. The
sides of a polygon are
made of straight-line
segments connected to

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 each other end to end.
Thus, the line segments
of a polygon are called
sides or edges.

Below Average Key Stage 3 (G 7-10)

Activity Analysis Abstraction Application
Given: Scores in Mathematics If your allowance for How do you get the If your allowance for
45,48,50,37,50,47,49,44,45,46. Monday is Php 40, average or arithmetic Monday is Php 40,
Find the average? Tuesday Php 50, mean? Tuesday Php 50,
Wednesday Php 70. Wednesday Php 70.
What is your average Average is a number What is your average
allowance for three expressing the central or allowance for three
days? typical value in a set of days?
date.
It is the arithmetic mean,
and is calculated by
adding a group of
numbers and then
dividing by the count of
those numbers.
Below Average Key Stage 4 (G 11-12)
Activity Analysis Abstraction Application
Suppose you are working in How much will you earn Express each as an Show your ordered pair
Chemical laboratory company. if you work 4 hours a ordered pair. in tabular form and in
You earn 3 Dollar per hour. Your day? 5hours a day? 8 graph.
earnings are related to the hours a day? Based on your answer
number of hours of work. What is the Domain?
Domain is the set of first What is the Range?
coordinates, while

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 Range is the set of
second coordinates.
For example, in the
ordered pair (x, y) x is
the Domain and y is the
Range

Average Key Stage 1 (K-G3)

Activity Analysis Abstraction Application
Identify the item in the Where do you use it? How many are they? Give me an example of
picture. this item which you can
see at home.
Visualizes, represents, and using sticks count number How do you count Count the numbers using
counts numbers from 0-100 by 3s numbers 0-100 using rubber band, and leaves
using a variety of materials sticks? of a plant.
and methods
Average Key Stage 2 (G 4-6)
Activity Analysis Abstraction Application
Identify the given polygon Are the sides of equal Observe the name of Name the following
shown in the figure? length? polygon and the number polygon:
of sides. What have you 1.
notice?

Polygon is a two-
dimensional geometric
figure that has a finite 2.
number of sides. The
sides of a polygon are
made of straight-line

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 segments connected to
each other end to end.
Thus, the line segments
of a polygon are called
sides or edges.

Average Key Stage 3 (G 7-10)

Activity Analysis Abstraction Application
Given: Problem: Your father has Derive a formula on how Problem: Your father has
Grade for first grading, Math no fix income, Monday Php to find the average. no fix income, Monday
88, English 89, Science 90. 585, Tuesday Php 900, Average is a number Php 585, Tuesday Php
What is the average of the Wednesday expressing the central or 900, Wednesday
three subjects? typical value in a set of
date.
It is the arithmetic mean,
and is calculated by
adding a group of
numbers and then
dividing by the count of
those numbers.

Average Key Stage 4 (G 11-12)

Activity Analysis Abstraction Application
Suppose you are working in a How much will you earn if Express each as an Show your ordered pair in
call center company. You you work 4 hours a day? ordered pair. tabular form and in
earn Php 200 per hour. Your 5hours a day? 8 hours a graph.
earnings are related to the day? Based on your answer
number of hours of work. What is the Domain?
What is the Range?

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 Domain is the set of first
coordinates, while Range
is the set of second
coordinates.

For example, in the

ordered pair (x, y) x is the
Domain and y is the
Range

Above Average Key Stage 1 (K-3)

Activity Analysis Abstraction Application
How many items are there in How do you differentiate What is the difference At home how often, you
the picture? apple from banana? between apple and eat these fruits?
banana?

Visualizes, represents, and

counts numbers from 0-100 using sticks count number How do you count Count the numbers using
using a variety of materials by 5s numbers 0-100 using rubber band, and leaves
and methods sticks? of a plant.
Above Average Key Stage 2 (G 4-6)
Activity Analysis Abstraction Application
Using ppt or pictures identify How many sides has a Observe the name of Identify the given
the kind of polygon shown given polygon? polygon and the number polygon.
1. Pentagon of sides. What have you 1.
2. Octagon notice?
3. Nonagon
4. Undecagon Polygon is a two- 2.
5. Dodecagon dimensional geometric
figure that has a finite

| 184
 number of sides. The 3.
sides of a polygon are
made of straight-line
segments connected to
each other end to end.
Thus, the line segments
of a polygon are called
sides or edges.

Above Average Key Stage 3 (G 7-10)

Activity Analysis Abstraction Application
Given: 2,3,4,5,6 Problem: Solve for What is average?
average of Lina for the 2nd How do you solve for the
What is the sum of the given quarter? Given the grades, average?
number? 88,98,90,87,95,96,89,94.
Average is a number
expressing the central or
typical value in a set of
date.

It is the arithmetic mean,

and is calculated by
adding a group of
numbers and then
dividing by the count of
those numbers.
Above Average Key Stage 4 (G 11-12)
Activity Analysis Abstraction Application
Suppose you are working in a How much will you earn if Express each as an
fast food company. You earn you work 4 hours a day? ordered pair.

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Php 40 per hour. Your 5hours a day? 8 hours a
earnings are related to the day? Based on your answer
number of hours of work. What is the Domain?
4 5 8 What is the Range?
160 200 320
Domain is the set of first
coordinates, while Range
is the set of second
coordinates.
For example, in the
ordered pair (x, y) x is the
Domain and y is the
Range

| 186
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