2018

TEACHER INDUCTION
PROGRAM

MODULE 3
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 3: The K to 12 Curriculum.........................................................................................................1
I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY............................................................2
Desired Learning Outcomes.......................................................................................................2
Objectives...................................................................................................................................2
Pre-Test......................................................................................................................................3
Glossary of Terms.......................................................................................................................4
Key Concepts..............................................................................................................................5
Activities and Assessment........................................................................................................10
Reflection.................................................................................................................................10
Post-Test..................................................................................................................................11
II. Session 2: FLEXIBLE LEARNING OPTIONS (FLOs)...........................................................................12
Desired Learning Outcomes.....................................................................................................12
Objectives.................................................................................................................................12
Pre-Test....................................................................................................................................13
Glossary of Terms.....................................................................................................................14
Key Concepts............................................................................................................................15
Activities and Assessments.......................................................................................................16
Reflections................................................................................................................................18
POST TEST................................................................................................................................19
III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION...............................................20
Desired Learning Outcomes.....................................................................................................20
Objectives.................................................................................................................................20
Pre-Test....................................................................................................................................21
Glossary of Terms.....................................................................................................................23
Key Concepts............................................................................................................................23
Activities and Assessment........................................................................................................28
REFLECTION..............................................................................................................................32
Post-Test..................................................................................................................................33
IV. SESSION iv: KEY STAGES OF THE BASIC EDUCATION PROGRAM...............................................35
Desired Learning Outcomes.....................................................................................................35
Objectives.................................................................................................................................35
Pre-Test....................................................................................................................................36
Glossary of Terms.....................................................................................................................39
Key Concepts............................................................................................................................39
Activities and Assessment........................................................................................................47

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 Post-Test..................................................................................................................................52
V. SESSION 5: SPECIAL EDUCATION..................................................................................................55
Desired Learning Outcomes.....................................................................................................55
Objectives.................................................................................................................................55
Pre-Test....................................................................................................................................56
Glossary of Terms.....................................................................................................................57
Key Concepts............................................................................................................................57
Activities and Assessment........................................................................................................61
Reflection.................................................................................................................................62
Post-Test..................................................................................................................................63
VI. SESSION 6: Diversity of Learners – Alternative Learning System (ALS).....................................64
Desired Learning Outcome.......................................................................................................64
Objectives.................................................................................................................................64
Pre-Test....................................................................................................................................65
Glossary of Terms.....................................................................................................................65
Key Concepts............................................................................................................................66
Activities and Assessment........................................................................................................69
Reflection.................................................................................................................................70
Post-Test..................................................................................................................................71
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION......................................72
Desired Learning Outcomes.....................................................................................................72
Objectives.................................................................................................................................72
Pre-Test....................................................................................................................................73
Glossary of Terms.....................................................................................................................75
Key Concepts............................................................................................................................77
Activities and Assessment........................................................................................................81
Reflection.................................................................................................................................83
VIII. SESSION 8: Special Interest Programs in the Enhanced Basic Education Curriculum...............83
Desired Learning Outcomes.....................................................................................................83
Pre-Test....................................................................................................................................85
Key Concepts............................................................................................................................87
Activities...................................................................................................................................89
Reflection.................................................................................................................................91
Post-Test..................................................................................................................................92
IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM....................................................94
Desired Learning Outcomes.....................................................................................................94

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 Objectives.................................................................................................................................94
Pre-Test....................................................................................................................................95
Key Concepts............................................................................................................................96
Activities and Assessment........................................................................................................99
Post-Test................................................................................................................................101

REFERENCES

ANSWER KEYS

iii | P a g e TeacherInductionProgram(Version
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Module 3: The K to 12 Curriculum
The Department of Education’s goal to reach out all school-aged
children be in school to provide quality basic education. Recognizing that all
children and youth, including those with disabilities, Indigenous People,
Muslim learners, child laborers, in conflict situation, and those that are
hardest to reach has the right to education. Our department has come up
with a system that will address the needs of different types of learners.

With the advent of K to 12 Basic Education Program, our department

strengthen the programs, projects and activities anchored on a long-term
goals of inclusive education, which is also aligned to the Sustainable
Development Goals (SDGs) officially known as Transforming our Word: the
2030 Agenda for Sustainable Development is set of 17 “Global Goals”
wherein goal 4 speaks on Quality Education…, thus producing globally
competitive graduates.

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 I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY

Desired Learning Outcomes

1. Demonstrate the knowledge of the different strategies that

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

Objectives

a. Enumerate the different teaching strategies that promote language

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

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 Pre-Test

A. Fill-in the KWL chart with the needed information in the KWL chart.

● For column K, write all the things you know about the Early
Language Literacy and Numeracy
● For column W, write all the things you want to know about
different teaching strategies that promotes literacy and
numeracy skills.
 After going through the module, fill up the L column of the
chart by writing all the things you learned about the ELLN
Program and the different teaching strategies that promotes
literacy and numeracy skills.

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

B. Directions: Put a check mark (/) if the statement below refers to the
aims of the Early Language Literacy and Numeracy (ELLN) Program
and a cross mark (X) if not on the space provided.
1. The ELLN program was designed to provide the newly hired
teachers a full understanding of the importance of the ELLN
Program.
2. ELLN program aims to improve reading and numeracy skills
of kinder to grade 3 pupils following the k to 12 basic
education curriculum
3. ELLN program establishes a sustainable and cost-
effective professional development system for
teachers.
4. The study of child development helps teachers
understand how children influence their environment,
and in turn, how the environment influences them.
5. The ELLN program intends to explain how domains of
child development are intertwined and in turn affect how
children grow, develop, and learn.
6. The ELLN program is to develop in Filipino children
literacy and numeracy skills and attitudes which will
contribute to lifelong learning.
7. Beginning teachers may not be given a sustainable and
cost-effective professional development system since they
are responsible for their own professional growth.
8. Studying child development helps teachers explain
individual variations in rate of development of their
students
9. Developmentally appropriate practice is a perspective
within early childhood education whereby a teacher or
child caregiver nurtures a child's social/emotional,
physical, and cognitive
development by basing all practices and decisions on (1)
theories of child development, (2) individually identified
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 strengths.
10. Development in the context of education maybe defined as
holistic. It is often divided into four categories that makes it
easier to observe and understand children’s behavior. These
dimensions are interdependent. Progress in one area affects
progress in others.

4
 Glossary of Terms

Term Definitio
n
ELLN Early Language Literacy and Numeracy Program is
a
program designed to provide newly hired teachers a
full understanding of the importance of the ELLN
Program
Basic Education intended to meet basic learning needs which
provides the
foundation on which subsequent learning can be
passed
Beginning a student at this level struggles with his/her
understanding; prerequisite and fundamental
knowledge and/or skills have not been acquired or
developed
adequately to aid understanding
Developing a student at this level possesses the minimum
knowledge
and skills and core understandings, but needs help
throughout the performance of authentic tasks
Developmental a perspective within early childhood education
ly Appropriate whereby a teacher or child caregiver nurtures a
Practice (DAP child's social/emotional, physical, and cognitive
development by basing all practices and decisions
on (1) theories of child
development, (2) individually identified strengths
Elementar the second stage of compulsory basic education
y which is composed of 6 years. The entrant age to
Education this level is
typically 6 years old, respectively
Key Stage the state of education system. The national
curriculum is divided into four key stages that
children taken through
during their school life
Kindergarten the first stage of compulsory and mandatory
formal education which consists of 1 year of
preparatory education for children at least 5
years old as a prerequisite
for Grade 1
Knowledge the substantive content of the curriculum, facts, and
information that the student acquires
KWL chart a large three-column chart; the first column is
labeled K
for What I Know, the second W for What I Wonder,
and the third L for What I Learned
Language a process starting in human life. Infants start
Developme without
nt language yet by 10 months, babies can
distinguish speech, sounds, and language in
babbling
Learners a pupil or student; the center of the the learning

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 system
Learning a universal experience for children across
Language and cultures. Children develop communication and
Communication language skills in the context of their own culture
and thrugh meaningful
relationship
Literacy the ability to identify, understand, interpret, create,
communicate, and compute using printed and
written materials associated with varying contexts
Mother Tongue languages first learned by a child, which he/she
identifies with, is identified as a native language
user of by others, which he/she knows best or uses
most. This includes the Filipino sign language used
by individuals with pertinent
disabilities

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 Numeracy the ability to reason and to apply simple
numerical concepts. Basic numeracy skills consist
of comprehending fundamental arithmetic’s like
addition, subtraction,
multiplication, and division
Process cognitive operations that the student performs on
facts and information for constructing meaning
and
understanding
School an educational institution, private, and public,
undertaking educational operation with a specific
age group of pupils or students pursuing defined
studies at defined levels, receiving instruction
from teachers, usually located in a building or
group of buildings at a particular
site
Teacher a person or thing that teaches something; a person
whose
job Is to teach students about certain subjects
Teaching a teaching method that comprises the principles and
Methods/Strategi methods used for interaction to be implemented by
es teachers to achieve the desired learning by the
student
Traditional tests given to the students to measure how much
assessmen the students have learned. It contains different
ts types of questions such as multiple-choice, true-
false, fill-ins,
essays, sentence completions, matching response,
etc
Understandings refers to enduring big ideas, principles, and
generalizations inherent to the discipline, which
may be assessed using
the facets of understanding

Key Concepts

1. Child development helps teachers understand the changes they see as children grow and
develop. How children think, feel, and behave often stems from their stage of
development.

Example 1: At age 5, children still swing from being independent to being

dependent. Imagine Maria, a 5-year old child learning to spell words on
her own. Although she is getting better with letter-sound association, she
still feels confused about her skills. There are days when she gets right
down to writing words on her own but other days she will ask for
assistance declaring she cannot do it on her own. Knowing that children
typically experience this confusion, this will help Maria’s teacher
understand that she is not just being stubborn or difficult when she asks
for help. Providing her support at these times will help restore Maria’s
confidence in her abilities.

Example 2: Four- and five-year old children never seem to run out of “what”
and “why” questions because asking is one way they are able to make

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connections and generate more explanations about things they observe
around them. Knowing this will make teachers better understand why
children are persistent with their questions and how important it is to
facilitate thinking during conversations.

2. Knowing and understanding how children learn at different ages and stages of development
can guide teachers in many curriculum decisions they need to make - what should be taught,
what learning experiences and teaching strategies are most appropriate to use for the age
group, what to assess/evaluate and how.

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Example 1: Compared to infants who rely on sensory motor activities to
learn and understand, 3–5 year olds rely on symbolic forms to represent
their thoughts and feelings. They are now able to draw figures, paint, use
clay/playdough, build with blocks to represent objects, places, people, and
events in their lives. Knowing how important this stage is for developing
representational thought, teachers should make an effort to make these
materials/experiences accessible to children instead of relying on
worksheets and board work that does little to encourage creative and
representational thinking.

Example 2: Knowing that children learn best from active exploration of his
environment of people and objects rather than from passive activities such
as flash card drills, teachers will be able to provide a rich variety of learning
experiences, materials, and themes to explore throughout the school year.

3. Studying child development helps teachers explain individual variations in the rate of
development of their students.

When teachers take into consideration these individual differences, they will
be able to transform their classrooms into stimulating learning
environments that are truly responsive to individual needs and talents.
Some children can stay focused on age- appropriate activities for relatively
long periods while others require a lot of prompting and supervision to do
so. Others find it easy to recall concepts while others require a lot of cues to
do so. Some children are more sociable than others.

4. The study of child development helps teachers understand how children influence their
environment and in turn, how the environment influences them. “Behaviour often depends on
context. “Context includes not only the immediate situation but also aspects of the larger
setting in which people live: the extended family and neighborhood, the cultural group and
the socioeconomic group.

Example 1: An infant or a young child who is clingy and demanding may

likely experience more scolding at home than a child who is independent
and more outgoing. In turn, the child may not gain confidence in
herself/himself and become even more withdrawn or aloof in the classroom.

Example 2: An infant or a young child who is not outgoing or friendly

toward others may likely get less attention, affirmation, and even affection
from adults around him/her. She/He may therefore miss out on valuable
opportunities to engage in meaningful conversations/interactions with
people around him/her which is so critical to developing secure
attachments with significant adults at this stage of his/her development.

5. Child development is a process of change in which the child learns to handle more complex
levels of moving, thinking, feeling, and interacting with people and objects in the
environment.

6. Developmental Change is not the same as growth.

Growth refers to specific physical changes and increases in size. Changes in

size can be reliably measured.
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Developmental changes have three characteristics:

1
 a. Orderly- They occur in a sequence. Stages follow a set order:
crawling always precedes walking. Although the age at which children
move into the next stage of development varies tremendously, they all
go through them in the same order.

b. Directional- It is cumulative. Each change in a sequence builds on the

results of the preceding changes.
Example: Children need to learn to hear sounds in spoken
words first before they can map out these sounds on paper to
spell words. If they have difficulty hearing sounds in a given
word, they will only rely on visual memory to recall its
spelling. Visual memory alone is not going to be sufficient as a
resource/tool for spelling words.

c. Stable - Children’s behaviors are reasonably stable over time. It

implies that early behavior and personal characteristics are good
predictors of later development. However, some research findings
also show that intelligence in the early years may not be a good
predictor of later intelligence. But intelligence at age 7 is reasonably
a good predictor of intelligence in adolescence and adulthood.

Educational Implications.Teachers must be knowledgeable about

developmental characteristics, as well as critical periods of development
when specific support is necessary for normal development to proceed.
Absence of support or intervention at these critical periods may result to
behavioral, emotional, social, physical, and cognitive delays or problems. If
teachers are not aware of these critical periods, they may not be able to
provide the crucial early childhood experiences that will build the early
foundations of learning.
Early attention to child’s development results in less problems in later
development and learning. For instance, if adequate care (particularly in
relation to nutrition, feeding and stimulation) is provided in the first 3 years
then there can be some very positive long- term outcomes from programs
which focus on the preschool years.

Teachers and schools must ensure that interventions are early enough as
there are limits to what can be achieved if intervention comes later.
Moreover, later intervention must have to be intensive to have a positive
impact. For instance, if the teacher is a keen observer, she will be able to
easily identify children at risk for development and learning learning
delays as well as pinpoint specific areas of difficulty. The benefits of
intervention are greater if schools provide appropriate supports early. It is
also important that there be continuous attention to the child’s
development.

7. Development is holistic

It is often divided into four categories that makes it easier to observe and
understand children’s behavior. These dimensions are interdependent.
Progress in one area affects progress in others. Similarly, when something
goes wrong in any one of these areas, it has an impact in all other areas.
Likewise, development cannot be compartmentalized into health, nutrition,
education, social, emotional, and spiritual variables. All are interwoven in a

1
child’s life and develop simultaneously and synergistically.

a. Physical Dimension – the ability to move and coordinate.

b. Intellectual/Cognitive Dimension – the ability to think and learn.
c. Social Dimension –the ability to relate to others.
d. Emotional Dimension- the ability to develop a positive concept
of self and others.

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 Examples of How Domains are Interrelated

o Children who have low self-esteem may avoid taking risks at

new learning experiences. This will limit their explorations and will
thus have fewer opportunities to develop essential cognitive and
social skills.

o Children with poor balance and coordination may have

difficulty participating in group games and may feel alienated from
their classmates. They may also manifest difficulty with academic
tasks that require coordination such as reading and writing. The
more insecure they are of their abilities, the more they may shun
away from social situations. This will have an impact on their
socioemotional development.

Educational implications. Teachers should understand how child

development domains are interrelated. These interrelationships can be
used to organize children’s learning experiences in ways that can help
children reach their full potentials and make meaningful connections. For
example, knowing that emotions play an important role in learning,
teachers must plan lessons in such a way that students feel some
connection to the academic content. When new content is relevant to
them, students will likely be more motivated to learn the material and
retain information in their brains more effectively. Lessons must include
reflection exercises or discussions on how the new content can affect their
everyday experiences.

Teachers must plan learning experiences that provide for the development
of all domains and not just focus on cognition. For example, exercise must
be integrated into the classroom routine. Not only will this fuel the brain
with
oxygen, studies show that exercise also result to better memory and
reduced likelihood of depression (Kempermann, 2002).

Every child is a unique person with a unique temperament, learning style,

family background, and pattern and timing growth. While the sequence is
the same, the RATE of development may vary from child to child. The rate
and quality of development are influenced by: physiological maturity,
heredity, environmental factors. Together, these factors account for the
tremendous range of variation in children’s development.

Teachers need to know individual students well not just in terms of their
skills across all four domains but also in terms of each one’s learning
style, interests, and preferences.

Therefore, it is important for teachers to continually observe children’s

emerging needs and strengths. There is so much information to gain from
observing how children respond to different teaching-learning situations—
how they approach tasks at hand, how they make sense of or figure out
solutions to problems and how they process new information. A teacher’s
knowledge of children’s emerging needs and abilities can help her design
more appropriate interventions.

1
Teachers must refrain from comparing children. Many children suffer
humiliation because of unfair judgments and comparisons made especially if
this is done in the presence of peers and other significant people in their
lives.

Teachers must make an effort to get to know their student’s families.

Parents are important sources of information about children’s family and
school history. They can provide information about a child’s behavior in
different social contexts.

1
 8. A child’s development begins in the womb but learning begins at birth.

During the prenatal period, important developments occur that affect the
brain, physical body, and the chemistry of the child. They all have an
impact on the child’s ability to learn, to thrive, to grow, and to be healthy.

The first 8 years of a child’s life form the foundation for all later
development. In the early years, a child develops all the basic brain and
physiological structures upon which later growth and learning are
dependent. During these years, growth and development are the most
rapid. For example, brain grow this unmatched by any other developments
that occur during the life span. At age 6, a child will have already acquired
70% of the adult’s brain weight.

Development and learning occur as a result of the child interacting with

people and objects in his or her environment.

Education Implications. Teachers need to provide children with varied

materials and opportunities to interact with peers, adults and objects within
the day. If most of their day is spent sitting down and just listening to
lectures, children are deprived of the opportunity to interact with people
and materials in their environment. Active, hands- on and more physical
activities continue be essential even for 5–8 year old children.
They continue to need opportunities to manipulate and investigate real
objects, explore ideas, experiment, and discover.

Classrooms and schools must not just be physically safe but more
importantly emotionally safe for children. Meaningful Interaction with
materials and people can only happen within environments where they feel
safe, secure, and accepted.

The role of adults in supporting children’s development is to be emotionally

responsive to and involved with children. It is not enough to just provide
materials and activities that promote active exploration, it is equally
important for adults to play with children. Talking to children at play,
planning and problem-solving with them play an important role in
developing cognition, language and their emotional skills.

9. Children live within a context- family, community, culture and their needs are most
effectively addressed in relation to that context.

“The child’s well-being is closely linked to the well-being of the family,

specifically to the well- being of the primary caregivers. Therefore, support
to the family and community can help children, similarly, support to
children can help the family and community.
Since the environment has an impact on children’s development it is often
necessary to develop interventions that make changes in the child’s
environment.”1

Educational Implications. It is important to support parents through parent

education workshops, parent-teacher conferences and other family
activities that will enhance their well-being as well as increase their
1
participation in their children’s school life.

Schools must also participate in community advocacies particularly those

that will have an impact on children’s growth and development e.g., health
and nutrition, sanitation.

1
Early Childhood Counts, 2010

1
Since a child’s total environment has an impact on his development, it is
important to create or support interventions that can make changes in his
environment.

Development involves a gradual unfolding of biologically-determined

characteristics and traits that arise as the CHILD LEARNS FROM
EXPERIENCE.

Activities and Assessment

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

Grade level Topic Appropriate Teaching Strategies

Kindergarten

Grade1

Grade 2

Grade 3

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

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

Reflection

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

.
2. I have realized that ……

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 Post-Test

A. Directions: Put a check mark (/) if the statement below refers to the
aims of the Early Language Literacy and Numeracy Program and a
cross mark (X) if not, on the space provided.
1. The ELLN program was designed to provide the newly hired
teachers a full understanding of the importance of the Early
Language Literacy and Numeracy Program.
2. ELLN program aims to improve reading and numeracy skills
of kinder to grade 3 pupils following the k to 12 basic
education curriculum.
3. ELLN program establish a sustainable and cost effective
professional development system for teachers.
4. The study of child development helps teachers understand how
children influence their environment, and in turn, how the
environment influence them.
5. The ELLN program intended to explain how domains of
childdevelopmentare intertwined and in turn affect how
children grow, develop and learn.
6. The ELLN program is to develop in Filipino children literacy
and numeracy skills and attitudes which will contribute to
lifelong learning.
7. Beginning teachers may not be given a sustainable and
cost-effective professional development system since they
are responsible for their own professional growth.
8. Studying child development helps teachers explain individual
variations in rate of development of their students
9. Developmentally appropriate practice is a perspective within
early childhood education whereby a teacher or child
caregiver nurtures a child's social/emotional, physical, and
cognitive development by basing all practices and decisions
on (1) theories of child development, (2) individually
identified strengths ...
10. Development in the context of education maybe defined as
holistic. It is often divided into four categories that makes it
easier to observe and understand children’s behavior. These
dimensions are interdependent. Progress in one area affects
progress in others.

1
 II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure

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

Objectives

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

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

1
 Pre-Test

Directions: Fill-up the crossword puzzle below. If you miss one item, find
out which item is it and you might need to go back to that particular text
and re-read that part.1-

CROSSWORD PUZZLE

2
 Glossary of Terms

Term Definitio
n
E-learning learning utilizing electronic technologies to access
educational curriculum outside of a traditional
classroom
Blended learning a student-centered approach that integrates learning
experiences in online and face-to-face environments.
This article defines blended learning, discusses its
history, and provides suggestions for creating an
effective blended learning
experience
Computer- use of computers to aid or support the education or
assisted learning training
of people
Computer- an instructional strategy where the computer is used
managed to provide learning objectives, learning resources,
instruction and assessment of learner performance. Computer-m
anaged instruction (CMI) aids the instructor in
instructional
management without actually doing the teaching
Distance education institution-based, formal education where the
learning group is separated, and where interactive
telecommunications systems are used to connect
learners, resources, and
instructors
Independe when an individual is able to think, act, and pursue
nt learning their own
studies autonomously, without the same levels of
support received from a teacher in school
Mobile learning education or training conducted by means of portable
computing devices such as smartphones or tablet
computers
Multimedia a form of learning supported by different sources of
learning information (e.g., text and graphics) being handled
jointly in
order to understand and memorize a given content
On-campus attending lectures, tutorials, and other classes in
classroom school. Lectures are delivered in a lecture hall or
learning classroom, usually
using presentations, videos, and other visual platforms
Online learning a way of studying for an internationally recognized
qualification without needing to attend classes on
campus. It is aimed at those who wish to study for a
postgraduate
qualification alongside work or other commitments
Open learning a way of studying that allows people to learn where
and when
they want
Resource- an approach to pedagogy which actively involves
based students, teachers, and resource providers in the
learning application of a range of resources (both human and
non-human) in

2
 the learning process
Teleteaching long-distance teaching by electronic means
Virtual learning a system for delivering learning materials to students
through the internet. These systems include
assessment, student
tracking, and collaboration and communication tools

2
 Key Concepts

1. Legal Bases

Provision of relevant quality, equitable and inclusive education to all

Filipino children is the mandate of the Department of Education that is
clearly articulated in the 1987 Philippine Constitution and Rule 1, Section
1.1 of Republic Act 9155 which states that:

“The Department of Education shall protect and promote the right of all
citizens to qualify basic education and shall take appropriate steps to make
such education accessible to all. The Department of Education shall establish,
maintain, and support a complete, adequate, and integrated system of basic
education relevant to the needs of the people and society. It shall establish
and maintain a system of free and compulsory public education in the
elementary level and free public education in high school level.”

This remains relevant in today’s Philippine Education System and

in the realization of Sustainable Development Goal (SGD) 2030.
Particularly, SDG No. 4, “Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all.”

The department saw it fitting, proper and timely to institutionalize

the Alternative Delivery Mode (ADM) program to address the learning
needs of the marginalized students including learners at the risk of
dropping out. The ADM school implementers were given subsidy for
program implementation. FLOs are part of the ADMs implemented by the
department in formal education system at both elementary and secondary
levels.

2. What is flexible learning?

Flexible learning is multilayered and multifaceted. In its broadest

sense, it is a continuum of approaches in terms of time, place, pace,
content, and mode of learning applied in varying degrees. Its overarching
purpose is to increase opportunities and options available to learners and
give them greater control over their learning through a variety of learning
modes and interactions. It is not an alternative mode of education but an
overarching driving force that provides learners greater choice.
(http://sitios.itesm.mx/va/congreso_academico/documentos/Introducing
%20flexible% 20learning_Deakin%20Unv.pdf)

3. What are FLOs?

FLOs are alternative ways for those learners who are classified as
Students-at- Risk-of- Failing and Students-at-Risk-of-Dropping. They can
also be used for students disengaged from mainstream schooling such as
those who are over-aged, working, or those with financial and family
problems. FLOs can take place in or off campus depending on the needs of
the learners.

4. Challenges

2
 This program will cater different kinds of learners with different
concerns at the same time possibly from multi-grade level. Therefore, the
teacher needs to be

2
resourceful in searching for flexible learning materials suited to the needs
of every learner.

In giving greater control to the learner in the learning process, the

learner becomes the manager and facilitator of that processes by building
suitable resources or facilitating access. Technology plays a central role in
this process. Therefore, flexible learning is not a distinct educational mode
but it embraces, extends, and combines a number of familiar, existing, and
evolving approaches to learning and teaching.

Flexibility can be found in:

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

Activities and Assessments

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

Read the following text/materials.

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

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

Learners’ Code Reason/s why Action to Take Observatio

Name learner availed to Help the n/
of FLOs Learner Reflection

2
2
Activity 2: Simulated Activity
Complete the following items below with your personal thoughts on these
certain situations especially in addressing the needs of your students. Write
your suggested flexible learning strategy as well.

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

education. LEARNING APPROACH:

2. How would you challenge your student who is about to drop

his classes because of financial problems?
LEARNING APPROACH:

3. A highly gifted student manifests behavioral problems and has

very poor attendance record.
LEARNING APPROACH:

Learning Plan Making

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

1. Product of Grade 8
broken
family who
could not
regularly
come to
class
because of
work as the
learner has
become the
breadwinner
of his siblings.
Grade 7
2. Child of a
diplomat who
is to be
homeschoole
d due to
parents’
frequent
travel

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

2
assist the least privilege learner in this case?

2
 Reflections

If you will make a # (hashtag) post, what would be your hashtag to

encapsulate your greatest learning in this module?
#

Complete the following statements….

I can be a more effective teacher when….

I realized that the crucial role I play in the life of my FLO learners …

I can be a better teacher when….

2
 POST TEST

Directions: Take another challenge of filling-up the crossword puzzle below.

If you miss one item, find out which item is it and you might need to go back
to that particular text and re-read that part. Attempt to take the test again
after 30 minutes

3
III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION

Desired Learning Outcomes

a. Demonstrate knowledge and understanding of differentiated teaching

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

Objectives

a. Explain the components of a comprehensive inclusive education

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

3
 Pre-Test

Directions: Choose the best answer and write the letter only.

1. Inclusive classrooms offer many benefits for children. Which of

the following statements demonstrate an inclusive classroom?

a. Increased acceptance and appreciation of diversity

b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above

2. Which of the following is one of the philosophical bases for

inclusion?
a. the belief that all members of a learning community should be
alike
b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable
3. An important philosophical principle underlying inclusive
education for students with disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation

4. Collaboration between professionals and families in the interest

of children with disabilities:
a. is usually not possible due to lack of interest and involvement
on the part of parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their
child

5. The provision of sufficient resources is a major concern of many

teachers and parents when inclusive education is proposed.
a. True
b. False

6. The practice of fully integrating all students into classroom

instruction regardless of race, gender, religion, socioeconomic
status, ethnicity, physical or mental ability, or language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities

7. In general, research into inclusive education has shown .

a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion

3
8. Inclusive education enhances approach in .
a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

9. In which type of inclusion the disabled children get regular

classroom learning?
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion

10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encouraging students
c. Improving textbooks
d. None of the above

3
 Glossary of Terms

Term Definition
Inclusion one option for the placement of special education
students in public schools. These inclusive
programs are sometimes referred to as
mainstreaming, which is the selective placement of
students with disabilities in regular education
classrooms. Inclusion in education is an approach
to educating students with special educational
needs. ...
Inclusion rejects the use of special schools or
classrooms to
separate students with disabilities from students
without disabilities. Implementation of these practices
varies
Inclusive education different and diverse students learning side by side
in the same classroom. They participate in student
government together and attend the same sports
meets and plays.
Inclusive education values diversity and the unique
contributions each student brings to the classroom
Inclusive a general education classroom in which students
classroom with and without disabilities learn together. It is
essentially the opposite of a special education
classroom, where students with disabilities learn
with only other students with
disabilities
Inclusive any number of teaching approaches that address the
teaching needs of students with a variety of backgrounds,
strategies learning styles, and abilities. These strategies
contribute to an overall inclusive
learning environment, in which students feel equally
valued
Inclusive practice an approach to teaching that recognizes the diversity
of students, enabling all students to access course
content, fully participate in learning activities and
demonstrate their
knowledge and strengths at assessment
Inclusive educational services for all students including those
education with special needs. These programs serve all
programs children in the regular classroom on a full-time
basis. If a student requires extra services such as
speech therapy, these services are brought into the
classroom. This program allows the student to
remain in the regular education classroom setting at
all
times

Key Concepts

1. The Department of Education (DepEd), through DO No. 72, s. 2009,

has recognized the urgency to address the need of children to receive

3
 appropriate education with the regular or inclusive classroom setting.
Inclusive education embraces the philosophy of accepting all
children regardless of race, size, shape, color, ability or disability with
support from school staff, students, parents, and the community.

2. Components of a comprehensive inclusive program for children:

A. Child Find. This is locating where the children are through the
family mapping survey, advocacy campaign, and networking with
local health workers.

3
 B. Assessment. This is the continuous process of identifying the
strengths and weaknesses of the child through formal and informal
tools for proper program grade placement. Some students, such as
those with ADHD and autism, struggle with testing situations and
cannot remain at task long enough to complete such assessments.
Assessments are important; they provide the child with an
opportunity to demonstrate knowledge, skill, and understanding. For
most learners with exceptionalities, a paper-and-pencil task should
be at the bottom of the list of assessment strategies.

Below are some alternate suggestions that support and enhance assessment
of learning disabled students.
a. Presentation - A presentation is a verbal demonstration of skill,
knowledge, and understanding. The child can narrate or answer
questions about her task. Presentation can also take the form of
discussion, debate or a purely interrogatory exchange. Some
children may require a small group or one-on- one setting; many
students with disabilities are intimidated by larger groups.
b. Conference- A conference is a one-on-one between the teacher
and the student. The teacher will prompt and cue the student to
determine the level of understanding and knowledge. Again, this
takes the pressure away from written tasks. The conference should
be somewhat informal to put the student at ease. The focus should
be on the student sharing ideas, reasoning or explaining a
concept.
c. Interview - An interview helps a teacher clarify the level of
understanding for a specific purpose, activity or learning concept.
A teacher should have questions in mind to ask the student. A lot
can be learned through an interview, but they can be time-
consuming.
d. Observation - Observing a student in the learning environment
can be the vehicle for the teacher to change or enhance a specific
teaching strategy. Observation can be done in a small group
setting while the child is engaged in learning tasks. Things to look
for include: Does the child persist? Give up easily? Have a plan in
place? Look for assistance? Try alternate strategies? Become
impatient? Look for patterns?
e. Performance - A performance task is a learning task that the
child can do while the teacher assesses his performance. For
example, a teacher may ask a student to solve a math problem by
presenting a word problem and asking the child questions about
it. During the task, the teacher is looking for skill and ability as
well as the child's attitude toward the task. Does he cling to past
strategies or is there evidence of risk-taking in the approach?
f. Self-Assessment - It's always positive for students to be able to
identify their own strengths and weaknesses. When possible, self-
assessment can lead the student to a better sense of
understanding of her own learning. The teacher should ask some
guiding questions that can lead to this discovery.

C. Program Options. Regular schools with or without trained SPED

teachers shall be provided educational services to children with
special needs.

3
 The first program option that shall be organized for these children
is a self- contained class for children with similar disabilities which can
be monograde or multigrade handled by a trained SPED teacher.

The second option is inclusion or placement of the child with

disabilities in general education or regular class where he or she learns
with his/her peers under a regular teacher and/or SPED trained
teacher who addresses the child’s needs.

3
 The third option is a resource room program where the child with
disabilities shall be pulled out from the general education or regular
class and shall report to a SPED teacher who provide small group/one-
on-one instruction and/or appropriate interventions for these children.

There are variables in inclusive education programs, which make

a standard definition of inclusion misleading. Full inclusion is described
as placing all students, regardless of disabilities and severity, in the
regular classroom on a full- time basis. These students do not leave the
regular classroom for services, but these services are delivered to them
in the regular classroom setting. Inclusion or mainstreaming refers to
students being educated with non-disabled peers for most of their
school day. A special education teacher collaborates with a general
education teacher to provide services for students. The general
education teacher is responsible for instructing all children. The special
education teacher collaborates with the general teacher on strategies.

Another placement option places disabled students in the general

classroom with the special education teacher providing support and
assisting the general education teacher in instructing the students. The
special education teacher brings materials into the classroom and works
with the special student during math or reading instruction. The special
education teacher aids the general education teacher in planning
different strategies for students with various abilities.

It is best to determine the best placement for a child with disabilities,

they must consider which placement constitutes the least restrictive
environment for the child based on individual needs. The team must
determine which setting will provide the child with the appropriate
placement. The primary objective of inclusive education is to educate
disabled students in the regular classroom and still meet their individual
needs. Inclusive education allows children with special needs to receive
a free and appropriate education along with non-disabled students in
the regular classroom.

D. Curriculum Modifications. This shall be implemented in the form

of adaptations and accommodations to foster optimum learning
based on an individual’s needs and potentials. Modification in
classroom instructions and activities is a process that involves new
ways of thinking and developing teaching-learning practices.

Accommodations in the form of modifications are instructional and

assessment‐ related decisions made to accommodate a student’s
educational needs that consist of individualized learning goals and
outcomes which are different than learning outcomes of a course or
subject.2

Principles for fostering equity and excellence in academically diverse learners

i. Good curriculum comes first. The teacher's first job is

always to ensure a coherent, important, inviting, and
thoughtful curriculum.
ii. All tasks should respect each learner. Every student

3
 deserves work that is focused on the essential knowledge,
understanding, and skills targeted for the lesson. Every student
should be required to think at a high level and should find his or
her work interesting and powerful.

2
(British Columbia Ministry of Education, 2009).

3
 iii. When in doubt, teach up! Good instruction stretches learners.
The best tasks are those that students find a little difficult to
complete comfortably. Be sure there's a support system in place
to facilitate the student’s success at a level that he or she
doubted was attainable.
iv. Use flexible grouping. Find ways and time for the class to
work as a whole, for students to demonstrate competence
alone, and for students to work with varied groups of peers.
Using only one or two types of groups causes students to see
themselves and one another in more limited ways, keeps the
teacher from “auditioning” students in varied contexts, and
limits potentially rich exchanges in the classroom.
v. Become an assessment junkie. Everything that a student
says and does is a potential source of assessment data.
Assessment should be an ongoing process, conducted in
flexible but distinct stages, and it should maximize
opportunities for each student to open the widest possible
window on his or her learning.
vi. Grade to reflect growth. The most we can ask of any person—
and the least we ought to ask—is to be and become their best.
The teacher's job is to guide and support the learner in this
endeavor. Grading should, in part, reflect a learner's growth.

Nine basic types of curriculum modifications/adaptations

1. Quantity - adapt the number of items to learn or the number of
activities to complete
i. Reduce or limit the use of scan sheets for test answers;
ii. Reduce the number of items for assigned tasks;
iii. Reduce the amount of copying;
iv. Reduce the number of problems;
v. Reduce the number of concepts and expectations
introduced at any given time;
vi. Reduce the number of terms the student must learn at one
time;
vii. Reduce length of assignments;
viii. Have student learn 2-3 concepts from each chapter.
2. Time - adapt the time alloted and allowed for learning, task
completion, or testing
i. Create a timeline for completing a task;
ii. Allow student to take assignment home;
iii. Allow extra time in class to complete assignments;
iv. Review frequently;
v. Allow additional time to complete tests;
vi. Give short breaks.
3. Level of support - increase the amount of personal assistance
to keep the student on task or to reinforce or prompt use of
specific skills.
i. Peer buddies;
ii. Check for comprehension;
iii. Read tests aloud;
iv. Use groups to write together;
v. Peer tutor.
vi. Starting a computer for a student;

4
 vii. Guiding a hand during handwriting;
4. Input- adapt the way instruction is delivered to the learner:
i. Cooperative groups;
ii. Visual aides;
iii. Concrete examples;

4
 iv. Hands-on activities.
5. Difficulty- adapt the skill level, problem type, or the rules
on how the student may approach the work:
i. Calculator for Math problems;
ii. Simplify task directions;
iii. Outline with blanks;
iv. Word banks;
v. Provide page number and paragraph to help student find
answers;

vi. Number the handouts for reference during lecture;

vii. Supply a study guide with key concepts and vocabulary in
advance;
viii. Give alternate test;
ix. Vary format of tests;
x. Grading spelling separately from content;
xi. Open book tests;
xii. Change rules to accommodate learner’s needs;
xiii. Use high interest/low-level books to motivate students to read;
xiv. Focus on mastery of more functional math concepts;
xv. Provide alternative books with similar concepts but at
an easier reading level;
xvi. Provide partial grade based on individual progress or effort;
xvii. Rework missed problems for a better grade;
6. Output - adapt how the student can respond to instruction:
i. Verbal vs. written response;
ii. Communication book;
iii. Allow students to show knowledge with hands-on material.

7. Participation- adapt the extent to which a learner is actively

involved in the task:
i. Have student turn pages on book that the teacher is reading;
ii. Hold globe in geography;
iii. Listen to a taped story while others are engaged in reading
aloud;
iv. Color map while other students label the map;
v. Find related pictures in magazines of concepts
presented while other use resource material to
research
information;
vi. Some learners will discuss concepts while others use
selected computer programs for reinforcement;

8. Alternate Goals- adapt the goals or outcome expectations while

using the same materials. This is only for students with moderate
to severe disabilities. In a social studies lesson, except a student to
be able to locate the colors of the states on a map, while other
students learn to locate each state and name the capital.
9. Substitute Curriculum (Functional Curriculum)- Provide
different instruction and materials to meet a learner’s individual
goals. This is only for students with moderate to severe
disabilities.
i. During a language lesson a student is learning toileting
skills with an aide.
4
ii. Community-based instruction;

iii. Learning how to use a communication device;

iv. Learning how to do laundry;

4
 v. Learning cooking/grooming skills.
Many teachers may complain that it takes too much work to
implement accommodations and that they have several students who
require different accommodations. These accommodations are not for the
teacher, they are for your child. They allow your child to access the same
grade level material that is available to their non-disabled peers and help
them become independent. Your child has a right to accommodations.

E. Parental Involvement. Parents shall involve themselves in

observing children’s performance, volunteering to work in the
classroom as teacher aide, and supporting other parents.

Parents have a right to be involved in their child’s education and to

participate with the school in decisions concerning their child and
the school community. Extensive research has shown the benefits of
parental involvement in education. These benefits include higher
achievement, better attendance, more positive attitudes and
behaviors and higher graduation rates. Moreover, schools that work
well with families show improved teacher morale, and are seen by
the community to be performing better than those that do not.

Activities and Assessment

Activity 1. Child Find

Think of ways on how you can coordinate with community partners
(barangay officials, health care workers, parents) in order to locate children
in the community and convince them to enroll in the school.
COMMUNITY WAYS AND MEANS TO COORDINATE FOR CHILD
PARTNERS FINDING
Parents 1
2
Health Care 1
Workers
2
Barangay Officials 1
2

4
Activity 2. Assessment
From the pool of assessment tools written in the box, pick the best that
could address the situations which describe the strengths and weaknesses
of each child with additional needs.

ASSESSMENT
Self-assessment

Performance Task

Presentation

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

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

2. Miranella grew up in an orphanage having been

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

3. Anna has a cleft palate resulting to her inability to

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

4. Nurhalem is classified as a displaced student

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

5. Elizabeth has been diagnosed with dyscalculia, a

learning disability in Mathematics. She does not perform well in paper-and-
pencil test but she is able to show her skill and ability when given a
learning task such as drawing.
6. Cynthia is a gifted child who sometimes fails to
acknowledge criticisms from other people. However, given a set of self-
check questions from the teacher, she is led to discover her own strengths
and weaknesses and develop a better sense of understanding of her own
learning.
4
Activity 3. Program Options

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

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

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

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

Activity 4. Parental Involvement

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

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

Interview Guide Questions:

1. What do you do for a living?
2. How often do you talk to your child about his school work?
3. Does your child openly communicate to you about his academic needs?
What was the recent story or aspect of concern that he has shared
with you?
4. How often do you go to school to inquire about your child’s performance?
5. Was there any invitation for parent-teacher conference where you failed to
come?
6. What could be the reasons why you fail to come to school for a
conference about your child’s performance? (In case this is true to
the parents)

4
7. What do you think are the advantages [on the part of your child] of
getting you more involved in the academic performance of your child?
8. What do you think should the teachers or the school do in order to
encourage you to get you more involved in the academic performance
of your child?

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

4
inclusive education and use these materials to address learners’ gender,
needs, strengths, and experiences.

Conduct an interview with experienced and distinguished teachers

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

Note: Answers may vary. Expected Answers:

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

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

4
 Reflection

1. What were your

thoughts or ideas about
Inclusive Education
prior to the discussion
of this lesson?

2. What new ideas did you

learn after taking up this
lesson?

3. How did you apply your

learning about Inclusive
Education in your own
classroom?

4
 Post-Test

Directions: Choose the best answer and write the letter only.
1. Inclusive classrooms offer many benefits for children. Which of
the following statements demonstrated an inclusive classroom?

a. Increased acceptance and appreciation of diversity

b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above

2. Which of the following is one of the philosophical bases for inclusion?

a. the belief that all members of a learning community should be alike

b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable

3. An important philosophical principle underlying inclusive education for

students with disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation

4. Collaboration between professionals and families in the interest of

children with disabilities:
a. is usually not possible due to lack of interest and involvement
on the part of parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their child

5. The provision of sufficient resources is a major concern of many teachers

and parents when inclusive education is proposed.
a. True
b. False

6. The practice of fully integrating all students into classroom instruction

regardless of race, gender, religion, socioeconomic status, ethnicity,
physical or mental ability, or language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities

7. In general, research into inclusive education has shown .

a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion

5
8. Inclusive education enhances approach in .
a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

9. In which type of inclusion the disabled children get regular classroom

learning.
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion

10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encourage students
c. Improve textbooks
d. None of the above

C. For additional assessment of your learning, answer the following questions.

1. What is Inclusive Education?

2. What are the five components of a comprehensive inclusive education program?

3. What is the difference between an inclusive classroom and a special

education classroom?

4. Describe briefly the three Inclusive Education Program options which

you can adapt in your school.

5
 IV. SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM

Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)

 Apply knowledge of content

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

Objectives

 Describe the nature and characteristics of the K to12 learners along

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

5
 Pre-Test

Choose the letter of the correct answer. Write the letter of your answer on
the space provided.
1 The provision of Kindergarten Education (KE) to all will
. increase young learners chance of completing formal schooling,
reduce incidence of school leavers, and ensure better school
performance is embodied in

a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
2. One of the goals of the Kindergarten to Grade 3 curriculum is
to develop among learners the following except one. Which one
is NOT?

a. An enhanced sense of self and community

b. A deeper understanding of key concepts and ideas in the
different learning areas
c. A positive attitude toward learning
d. An increasing degree of independence in applying
knowledge, skills, and values learned.
3. Which among the following is the most distinct feature of the
Kindergarten curriculum?

a. The use of play and games in the learning process

b. The use of the learner’s mother tongue in the learning
process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
4. As defined in the Enhanced Basic Education Act of 2013,
kindergarten education is the first stage of compulsory and
mandatory formal education, which consists of one (1) year of
preparatory education for children at least years old as a
prerequisite for Grade 1.

a. 4
b. 5
c. 6
d. 7
5. Which is true about secondary education?

I.It composed of 2 key stages, Junior HS and

Senior HS
II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III

5
6. Fred, an 8-year old boy, was accompanied by his mother to
enroll in Grade 1. Upon interview, it was revealed that Fred
never attended schooling and his mother cannot show any
proof that he finished his kindergarten education. The decision
was for Fred to enroll in KE. Do you think the decision made is
right?

a. Yes, because he needs to be exposed in the classroom

first.
b. Yes, because KE is a prerequisite to Grade 1
c. No, because he met the age requirement for grade 1
d. No, because it does not matter whether he finished KE or
not
7. The following are features of learning assessment except one.
Which one is NOT?

a.Assessment provides vital information that would advise

parents of the child’s progress.

a. Assessment is crucial to identifying the child’s total

developmental needs and at the same time should
determine academic achievement.
b. Assessment is best conducted on a regular basis
so that a timely
response or intervention can be made to improve
learning.

c. Assessment ratings should be more qualitative or

descriptive and less numerical.

8. The SHS curriculum formulation is a step toward the

realization of the Philippine Qualifications Framework (PQF),
and is the main policy tool for the implementation of the new
13-year cycle of basic education. What comprises the SHS
curriculum?

a. Basic Subjects, Applied Track, Specialized Subjects

b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects
d. Core Subjects, Selected Track, Specialized Subjects
9. After delivering his lesson on motion, Mr. Cruz gave a
summative assessment, recorded data on students’ scores and
identified students who passed and those who failed. He
provided enrichment and intervention activities to those who
passed and failed respectively. Which part of the learning log is
being accomplished by Mr. Cruz in this situation?

a. Objectives
b. Strategies
c. Assessment
d. Reflection

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10. According to DepEd Order 31, s. 2012 entitled Policy Guidelines
on the Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum (BEC) Effective School Year 2012–2013, at
the end of Senior High School, the learner is expected to be
prepared and equipped with knowledge and skills for Tertiary
Education, middle-level skills development, employment, and
entrepreneurship. After finishing SHS, Gorio devoted his time
preparing and selling delicacies in his locality for him to earn
for his higher education. Which goal of the K to12 BEP is
illustrated?

a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education

5
 Glossary of Terms

Term Definitio
n
Kindergarten Education the first stage of compulsory and
mandatory formal education, which
consists of 1 year of preparatory education
for children at least 5 years old as a
prerequisite for Grade 1.
Kindergarten Education a basic education program that aims for all 5-
(KE) Program year- old children to achieve the standards
and competencies expected of them, taking
into account their diverse backgrounds, prior
knowledge experiences, skills, attitudes,
personal traits, and interests.
Elementary Grades the grade levels in the elementary that
range from Grades 1 to 6. These are
composed of two key stages of the K to 12
Curriculum, namely, the primary and
middle grades. The learners in the
elementary grades are generally from 6–12
years old.
Elementary Education the second stage of compulsory basic
education, which consists of 6 years. The
entrance age to this level is typically 6 years
old, which is the age requirement for Grade
1.
Learners a pupil or student, or to learner in the
alternative learning system.
Basic Education intended to meet basic learning needs that
provides the foundation on which subsequent
learning can be passed.
Secondary Education the third stage of compulsory basic
education. It consists of 4 years of junior
high school education and 2 years of senior
high school education. The entrant age to
the junior and senior high school levels are
typically 12 and 16 years old, respectively.

Key Concepts

1. Key Characteristics, Elementary to Adult Learners

A. Characteristics of Learners in Elementary School

1. Early Childhood (Age 0 to 8)

Early childhood is believed to be a critical period in the formation of the
child’s intelligence, personality, and social behavior. From age 0 to 4 years
5
old, children are

5
developing quickly in all aspects of development, namely, physical,
cognitive, social- emotional, and language.

From 5 to 8 years old, children’s physical growth slows down a little, but
great strides in gross and fine motor coordination take place. Their organ
systems (muscular, skeletal, nervous, respiratory, circulatory, and
immune systems) are maturing, thus it is important that their health and
nutritional needs are met.

Cognitively, children’s speech and language abilities grow, allowing them to

increasingly use language and symbols to learn more about the world
around them. They use speech both to communicate to others (social
speech) and to gain control over their own actions (private speech).
Children at this stage use symbols that allow them to think creatively and
slowly as they are learning to process information logically. They can be
easily frightened by new or strange events, as they sometimes get carried
away by their imagination in the process of learning to distinguish fantasy
from reality.

As they develop the ability to take perspectives different from their own,
children move from being egocentric to having a stronger sense of others.
They also develop the capacity to share and take turns, and they are able
to play cooperatively with their peers. Play is an important avenue for
learning and development at this age. Through dramatic play and playing
with their peers, they develop social skills. Play also enhances cognitive
development as it improves creativity and symbolic thinking.

At this age, children are also learning their identities. They learn what is
expected of them by observing and imitating models, who are usually their
parents, but can also be other significant people like older siblings,
teachers, or peers.

2. Middle Childhood (Ages 9 to 12)

Children in middle childhood become increasingly more coordinated and

integrative in their motor and perceptual skills resulting in increased
physical coordination and strength. Their small muscles develop rapidly,
making playing instruments, hammering, or building things more
enjoyable. Manual dexterity also develops, and children become better at
cutting, coloring, drawing, and similar activities. Physical activity (e.g.,
sports, outdoor play) is important to help children continue to develop
their gross motor skills as well as improve their overall health and fitness.

Children’s ability to learn grows substantially at this age because of their

increasing capacity to think conceptually, solve problems, and use
language. At this age, children should have acquired the ability to read,
write, compose, compute, inquire, and work with others. They can now use
these skills and abilities as tools for learning. They are able to think more
logically and make mental representations of objects and events. As in
early childhood, children still learn best through active engagement. For
example, children will learn more effectively about road safety by moving
cars, blocks, and toy figures rather than sitting and listening to an adult
explain the rules. Their capacity to remember (memory) also improves
greatly by middle childhood, and this helps them learn even more.
5
Children’s self-concept (how they see themselves) at this age is influenced
in larger part by their physical, intellectual, and social skills. Positive self-
esteem develops when children see themselves as competent and able to
master the skills they consider important in their lives. A positive self-
concept, in turn, impacts greatly on their personality development. Children
who like themselves tend to be happier and more confident, and vice versa.
At this age, children are also spending more and more time

5
with their peers, rather than with their parents or families. Through
spending time and interacting with peers, children develop their social
skills and sense of belonging. They also become more motivated to achieve
and learn. Cooperative learning tasks are thus suitable vehicles for learning
at this stage of development. Guidance on developing friendships and how
to influence others positively promote their socioemotional development.3

B. Characteristics of Learners in Secondary Education

Learners in Secondary Education include both adolescents and adults.

Adolescents are between 10 and 19 years old who have specific health and
developmental needs and rights (World Health Organization, 2014).
Adolescence is considered as a transitional period from childhood to
adulthood (Psychology Today, 2016). Learners in Secondary Education
may also be adults, beyond 18 years old, who were not able to participate
and complete basic education.

1. Early Adolescence
Early adolescence covers the ages between 12 to 15 years old. This is a
critical phase because during this time, young teens experience
accelerated growth and development. According to UNICEF (2011): “It is
at this stage that physical changes generally commence, usually beginning
with a growth spurt and soon followed by the development of the sex
organs and secondary sexual characteristics. These external changes are
often very obvious and can be a source of anxiety as well as excitement or
pride for the individual whose body is undergoing the transformation.”

Early adolescence is a time of physical, socio-emotional, and intellectual

development. During early adolescence, the onset of puberty happens
when young teens undergo physiological changes triggered by the release
of hormones. As such, young teens experience rapid increases in height,
weight, and growth of their internal organs, as well as their skeletal and
muscular systems. Puberty leads to growth not only in primary sex
characteristics (genitals) but also in secondary sex characteristics. In girls,
these changes include the growth of breasts, pubic and underarm hair,
increased width and depth of pelvis, and changes in voice and skin. In
boys, these include the growth of facial, underarm, and pubic hair,
changes in voice and skin, and broadening of shoulders (Papalia & Olds,
1995). Schools must ensure that young teens are exposed to a positive
environment that helps them adjust to their physiological transformations.
Simultaneously, young adolescents begin exhibiting greater independence
and start developing their personalities and interests. At this time, they
make decisions about friends, studies, and sports or hobbies. Many of them
show a strong need to belong to a group. They also begin to experience
feelings of attraction, which occur as they encounter gender identity or
gender expression issues.

It is at this stage that young teens also develop abstract and

independent thinking. They display a curiosity for topics that resonate with
them—topics that they find both useful and interesting. Young adolescents
at this time also “acquire the ability to develop and test hypotheses,
analyze and synthesize data, grapple with complex concepts, and think
reflectively” (Association for Middle Level Education, 2016). They are also
able to think about their thinking (metacognition).
6
Schools must ensure that teachers of young teens recognize and address
the wide- ranging diversity of cognitive abilities inside their classrooms. To
do this, teachers can employ a variety of teaching methods and strategies.
Teachers may differentiate
3
e -link http://pundipusatduniailmu.blogspot.com/2011/10/nature-of-young-
learner.html#.WYJkkoVOLIU

6
instruction while also connecting lessons to real-life experiences. At this
stage, teachers may provide opportunities to young adolescent learners for
active learning, exploration, and collaboration with peers and adults. Young
teens will benefit from school programs that promote independence and
freedom. At this time, access to activities in which young teens can dialogue
and work with peers is important such as clubs, student government, and
groups in which they can take leadership roles. Schools should also provide
age- and developmentally appropriate reproductive health education
programs, and mental and psychosocial support services to young
adolescents.

2. Middle to Late Adolescence

This period covers the ages between 15 and 24 years old. Teenagers at this
stage will most likely be over the dramatic changes brought about by
puberty. Their physiological development will be almost complete. During
this stage, teenagers will be close to their adult height and weight.

Most teenagers and young adults will continue adjusting to their changing
bodies and will be more concerned about their physical appearance.
Because of this, they will spend more time grooming themselves,
exercising, and changing their looks. This is healthy for as long as they are
of the expected body weight. According to UNICEF (2011), “Girls in late
adolescence tend to be at greater risk than boys of negative health
outcomes, including depression, and these risks are often magnified by
gender-based discrimination and abuse. Girls are particularly prone to
eating disorders such as anorexia and bulimia; this vulnerability derives in
part from profound anxieties over body image that are fueled by cultural
and media stereotypes of feminine beauty.”

At this stage, most teenagers’ sense of identity, including their sexual

orientation and gender identity or gender expression (SOGIE), is firmer and
clearer. They will relate more with their peers and seek greater emotional
independence from their parents.
They also show greater interest in romantic relationships. With guidance,
teenagers will be able to balance the influence of their families with that of
their friends.

Learners during this time experiment with adult roles. They also exhibit
“risk-taking” behavior that declines in late adolescence (UNICEF, 2011).
With proper supervision and open discussions about confusing situations
they encounter, learners at this stage may be helped to avoid
experimentation with dangerous substances as well as irresponsible sexual
behavior. Teenagers with good role models show greater emotional stability
and concern for others. With exposure, they develop good work habits,
showing concern and interest in their future (Centers for Disease Control
and Prevention, 2016).

Cognitively, learners at this stage will be capable of more abstract thinking

and organizing abstract thought. They can think hypothetically and
understand underlying principles that they can apply in new situations.
They have the ability to consider multiple viewpoints or diverse
perspectives. They will also show philosophical and idealistic thinking
(State Adolescent Health Resource Center, 2016).

6
UNICEF in its 2011 report, “State of the World’s Children” (SOWC),
underscored the need to invest in adolescents, describing adolescence as
both a time of vulnerability and opportunity. The report recommends
providing adolescents education that will empower them to face the
economic crisis, political instability, rapid urban growth, natural disasters,
and other pressing global challenges. According to the report, “Rich and
poor alike, adolescents will have to deal with the intergenerational
implications of the current economic turmoil, including the structural
unemployment that may persist in its wake. They will have to contend with
climate change and environmental degradation, explosive urbanization
and migration, ageing societies and the rising cost

6
of health care, the HIV and AIDS pandemic, and humanitarian crises of
increasing number, frequency and severity” (p. 4). Additionally, the
Convention on the Rights of the Child (CRC) recommends for governments
to develop “different forms of Secondary Education, including general and
vocational education” (1995), and make it accessible to every child.

In its 2016 SOWC report, UNICEF turns to the issue of equity and calls on
governments of the world to ensure equity as the central goal for access
and learning (UNICEF, 2016). It says that investing in quality education
for all especially disadvantaged children and adolescents helps them break
the intergenerational cycle of poverty that they experience.

C. Adult Learners
Adult learners in the Department of Education (DepEd) are learners beyond
school age who participate in basic education because they were unable to
complete this qualification for various reasons. Recognizing the unique
contexts of adult learners, DepEd provides opportunities for them to earn
their Secondary Education credentials through flexible learning options
such as night high school or open high school.
Another option for adult learners is through nonformal education or the
Alternative Learning System (ALS).

2. CURRICULAR GOALS IN THE KEY STAGES

A. Elementary Education
Elementary education is crucial to the promotion of the child as an
individual, a member of a family and community, and a learner in school.
Developing children for life and learning is based not only on knowledge of
children’s developmental milestones.
Teachers should also understand the child’s social, cultural, community and
family backgrounds, and the current circumstances in which the child finds
himself/herself. These backgrounds lead to diversity in childhood and shape
different patterns of development and learning.

Below are the objectives of elementary education, as stated in Batas

Pambansa 232, or the Education Act of 1982:
a. to provide the knowledge and develop the skills, attitudes, and values
essential to personal development and necessary for living in and
contributing to a developing and changing social milieu
b. to provide learning experiences that increase the child's awareness
of and responsiveness to the changes in and just demands of
society, and to prepare him/her for constructive and effective
involvement
c. to promote and intensify the child’s knowledge of, identification with,
and love for the nation and the people to which he/she belongs
d. to promote work experiences that develop the child's orientation to
the world of work and creativity, and prepare himself/herself to
engage in honest and gainful work

As defined in the Enhanced Basic Education Act of 2013, kindergarten

education is the first stage of compulsory and mandatory formal education,
which consists of one
(1) year of preparatory education for children at least five (5) years old as a

6
prerequisite for Grade 1. The Enhanced Basic Education Act of 2013 also
articulates that elementary education refers to the second stage of
compulsory basic education, which is consists of six (6) years. The
entrance age to this level is typically six (6) years old, which is the age
requirement for Grade 1.

6
 The main purpose of elementary education is to help learners develop
a solid base of literacy, numeracy, social, and inquiry skills that will provide
a strong foundation for lifelong learning. The outcomes are intended to
engage them in rich, vibrant, culture- based, and meaningful experiences in
which they develop understanding that both relate to and make
connections across specific learning areas.

The elementary education is specifically represented by elementary grades.

Elementary grades refer to the grade levels in the elementary that range
from Grade 1 to Grade 6. These are composed of two key stages of the K to
12 Curriculum, namely, the Primary and Middle Grades. The learners in the
elementary grades are generally from six (6) years old to twelve (12) years
old.

To contribute to fulfilling the goals of elementary education, the

Kindergarten to Grade 3 curriculum aims to:

1. provide learners opportunities to engage in meaningful classroom

and school- and culture-based learning experiences, and provide
learners access to carefully selected and developmentally
appropriate materials and resources

2. develop among learners:

a. an enhanced sense of self and community
b. a deeper understanding of key concepts and ideas in the
different learning areas
c. a positive attitude toward learning
3. equip learners with fundamental literacy and numeracy
skills, and competencies needed for academic success in
the later key stages

B. Junior High School

The goals of the JHS Curriculum are (i) to provide learners with
opportunities to relearn fundamental concepts in the learning areas already
taught in earlier grades and allow learning at a higher degree of
complexity; and (ii) for learners to develop an increasing degree of
independence in applying knowledge, skills, and values learned.

The JHS Learning Areas

The Junior High School Curriculum has eight learning areas namely, (1)
English,
(2) Filipino, (3) Mathematics, (4) Science, (5) Araling Panlipunan (AP), (6)
Edukasyon sa Pagpapakatao (EsP), (7) Music, Arts, Physical Education and
Health (MAPEH), and (8) Technology and Livelihood Education (TLE). Each
learning area is studied in four quarters or one academic year. All learning
areas have a Curriculum Guide (CG) with program standards, learning area
standards, course description, and key stage standards. Additionally, the
CGs also articulate grade level standards and content standards and
performance standards for each quarter. For example, for the first quarter
of Grade 10 English, the following are the program standards, content
standards, and performance standards.

C. Senior High School

6
The SHS Core Subjects

The Core Subjects in the SHS Curriculum ensure that all learners will
be equipped with competencies required for specialization studies in their
chosen SHS tracks. The subjects in the Core Curriculum are contiguous to
the K to 10 subjects and are responsive to the College Readiness
Standards and New General Education

6
Curriculum for Higher Education formulated by the Commission of Higher
Education (CHED). Every subject in the Core Curriculum is compulsory and
has a time allocation of 80 hours per semester except for PE and Health,
which have 20 hours per semester. However, a maximum of 2 SHS core
subjects may be substituted with equivalent subjects with the approval of
DepED.

The SHS Career Tracks

On top of the 15 compulsory subjects in the core curriculum, the

remaining 16 subjects are spread over the 4 SHS tracks: 1) Academic, 2)
Arts and Design, 3) Sports, and 4) Technical-Vocational-Livelihood.
Students are expected to enroll in the track of their choice. Each track has
its own set of Applied Track Subjects and Specialized Subjects. Each
subject in the track will have 80 hours in a semester as well, with a total
of 1,280 hours for the Applied Track and Specialized Subjects altogether.
Regardless of which track the student is enrolled in, he/she takes up the
Applied Track Subjects. These are geared toward the acquisition of common
but critical competencies in SHS, i.e., English language proficiency,
research, ICT, etc., but delivered with teaching-learning content and
strategies customized to the requirements of each track.

3. ASSESSMENT

How is assessment conducted for Kindergarten to Grade 3 learners?

The primary means of assessing Kindergarten learners is through
observation throughout the different blocks of time. Assessment in
Kindergarten is designed to help teachers understand learners’ individual
strengths and weaknesses, and enables teachers to design appropriate
learning activities for them. Qualitative and nonnumerical recording and
grading systems are used to describe how Kindergarten learners are
performing vis-à-vis the expected learning outcomes outlined in the
Kindergarten Curriculum Guide.

Formative and summative classroom assessments are given from Grades

1 to 3 to improve student learning outcomes. DepEd Order No. 8, s.
2015 discusses formative and summative assessments done in the
classroom.

At the end of Grade 3, learners will be assessed through a national

assessment to check if they are meeting key stage standards and evaluate
the effectiveness of the Kindergarten to Grade 3 programs. Beginning
School Year 2016–2017, DepEd shall conduct the Early Language, Literacy,
and Numeracy Assessment (ELLNA) for Grade 3 learners. ELLNA, in a
multiple-choice format, shall measure Grade 3 learners’ language skills
using learning area content and numeracy skills. Moreover, English,
Filipino, and Mother Tongue shall be the languages of assessment for
ELLNA. DepEd Order 55, s.
2016 discusses the details of the ELLNA.

When is assessment conducted for Grades 4 to 6?

Formative and summative classroom assessments are given during Grades
4 to 6 to improve student learning outcomes. Formative assessment is an

6
ongoing process of providing learners with immediate feedback on how
well they are learning. The results of this type of assessment are
documented but not included in computing learner’s grades. Summative
assessment, on the other hand, is used to measure whether learners have
met the content and performance standards. The results of summative
assessment are used as bases for computing learners’ grades.

6
At the end of Grade 6, learners will be assessed through national and
international assessments to check if they are meeting key stage
standards and evaluate the effectiveness of the Grades 4 to 6 programs.
DepEd Order 8, s. 2015, and Deped Order 55, s. 2016, talk about the
assessments conducted in the classroom and at the national level.

Assessment in JHS
Thus, assessment in JHS includes formative and summative classroom
assessments that are given during Grades 7 to 10 to improve student
learning outcomes. To qualify for an SIP, learners take an entry test
before Grade 7.

At Grade 9, learners take the National Career Aptitude Examination

(NCAE). The NCAE is an aptitude test meant to provide information
through test results for self- assessment, career awareness, and career
guidance of high school students for their post-secondary courses or
application for scholarship. Test taking is mandatory but test results are
recommendatory.

They may also undergo technical-vocational assessment through TESDA for a

National Certificate.

Those who finish JHS also have to take an exit assessment at Grade 10,
which is the National Achievement Test (NAT) Grade 10.

Assessment in SHS
Classroom assessment in SHS consists of formative and summative
classroom assessments given during Grades 11 to 12 to improve student
learning outcomes. The processes may be found in DepEd Order 8, s.
2015 Learners are given as much positive feedback about their
performance to help them choose their career paths.
DepEd Order 36, s. 2016 on honors provides to schools on how to provide awards
and recognition to the talents and effort of learners.

The assessment of student learning is discussed in greater detail in DepEd

Order 55, s. 2016, entitled Policy Guidelines for the National Assessment of
Student Learning for the K to 12 Basic Education Program. Entry as well as
exit assessments for the different tracks and strands vary to respond fully
to the needs of the learners. These will help them better understand their
potentials and interests so they can chart their future based on their
strengths.

7
 Activities and Assessment

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

Kindergarten Grade Grade Grade

No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12

1 The onset of puberty

happens when young
teens undergo
physiological changes
triggered by the release
of hormones.
2 Physiological
development will be
almost complete at
this stage.
3 Children at this stage
use symbols that allow
them to think creatively
and slowly as they are
learning to process
information logically.
4 They develop the
capacity to share and
take turns, and they are
able to play
cooperatively with their
peers.
5 The ability to learn
grows substantially at
this age because of
their increasing
capacity to think
conceptually, solve
problems, and use
language.
6 They learn what is
expected of them by
observing and imitating
models, who are usually
their parents, but can
also be other significant
people like older
siblings, teachers, or
peers.

7
7 Children’s self-concept
(how they see
themselves) at this age is
influenced in larger
part by their physical,

7
 Kindergarten Grade Grade Grade
No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12

intellectual, and social

skills.
8 Their sense of
identity, including
their sexual
orientation and
gender identity or
gender expression
(SOGIE), is firmer
and clearer.
9 They also develop the
capacity to share and
take turns, and they are
able to play
cooperatively with their
peers.
10 They begin to
experience feelings of
attraction, which occur
as they encounter
gender identity or
gender expression
issues.

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

Read and answer the guide questions below.

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

 physical development?

 cognitive development?

 learning style?

7
How would you describe children of ages 9-12 in terms of:
 physical development?

 cognitive development?

 learning style?

How would you describe learners in the secondary education in terms of:
 physical development?

 cognitive development?

 learning style?

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

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

K W L

Key Stage (What I (What I Want (What I

Know) to know) Learned)

KE to Grade
3

7
 K W L

Key Stage (What I (What I Want (What I

Know) to know) Learned)

Grade 4-6

Grade 7-10

Grade 11-12

After going through Activity 2, fill-up the L column of the chart by

writing all the things you have learned about the curricular goals.

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

Matching Curricular goals, Instruction and Assessment Strategies

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

Learning Competency/ Instructional Strategy Assessment

LC Code

Ex.

7
What do you need to consider in planning your instruction to ensure that
standards are achieved?

7
Preparing a Detailed Lesson Plan

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

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

2. Read DepEd Order No. 42, s. 2016, Policy Guidelines on

Daily Lesson Preparation for the Kto12 Basic Education
Program

3. Answer the following:

a. In what way is the detailed lesson plan (DLP) useful to you as a
newly hired teacher?
b. Which part of the DLP do you find the easiest to accomplish?
Why do you say so?
c. Which part of the DLP do you find difficult to accomplish? Why
do you say so?

4. This time, think of a learning competency on the area and key

stage you are handling. Review on the content and performance
standard of the chosen LC and prepare a detailed lesson plan. Please
be guided with DepEd Order No. 42, s. 2016.

5. Seek for technical assistance from your school head or

instructional supervisor to ensure that curriculum requirements
are achieved. Take note of suggestions and comments and do some
revisions if needed.

Demonstration Teaching of the Prepared Detailed Lesson Plan

7
 Post-Test

Each item consists of options lettered a, b, c, and d. Read each item

carefully and choose the letter of the correct answer. Write the
letter of your answer on the space provided.
1 The provision of Kindergarten Education (KE) to all will
. increase young learners chance of completing formal schooling,
reduce incidence of school leavers, and ensure better school
performance is embodied in

a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016
2. One of the goals of the Kindergarten to Grade 3 curriculum is
to develop among learners the following except one. Which one
is NOT?

a. an enhanced sense of self and community

b. a deeper understanding of key concepts and ideas in the

different learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in applying
knowledge, skills and values learned.
3. Which among the following is the most distinct feature of the
Kindergarten curriculum?
a. The use of play and games in the learning process

b. The use of the learner’s mother tongue in the learning

process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
4. As defined in the Enhanced Basic Education Act of 2013,
kindergarten education is the first stage of compulsory and
mandatory formal education, which consists of 1 year of
preparatory education for children at least years old
as a prerequisite for Grade 1.

a. 4
b. 5
c. 6
d. 7
5. Which is true about secondary education?

I. It composed of 2 key stages, Junior HS and Senior

HS
II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
7
c. I, and III only
d. I, II, and III

7
6. Fred, an 8-year old boy, was accompanied by her mother to
enroll in Grade 1. Upon interview, it was revealed that Fred
never attended schooling and his mother cannot show any
proof that he finished his kindergarten education. The decision
was for Fred to enroll in KE. Do you think the decision made is
right?

a. Yes, because he needs to be exposed in the classroom first.

a. Yes, because KE is a prerequisite to Grade 1
b. No, because he met the age requirement for grade 1
c. No, because it does not matter whether he finished KE or
not
7. The following are features of learning assessment except one.
Which one is NOT?

a. Assessment provides vital information that would advise

parents of the child’s progress.
b. Assessment is crucial to identifying the child’s total
developmental needs and at the same time should
determine academic achievement.
c. Assessment is best conducted on a regular basis so that

a timely response or intervention can be made to

improve learning.

d. Assessment ratings should be more qualitative or

descriptive and less numerical.

8 The SHS curriculum formulation is a step toward the

realization of the Philippine Qualifications Framework (PQF),
and is the main policy tool for the implementation of the new
13-year cycle of basic education. What does the SHS
curriculum composed of?

a. Basic Subjects, Applied Track, Specialized Subjects

b. Basic Subjects, Applied Track, Specialized Subjects

c. Core Subjects, Applied Track, Specialized Subjects

d. Core Subjects, Selected Track, Specialized Subjects

9 After delivering his lesson on motion, Mr. Cruz gave a
summative assessment, recorded data on students’ scores and
identified students who passed and those who failed. He
provided enrichment and intervention activities to those who
passed and failed respectively. Which part of the learning log is
being accomplished by Mr. Cruz in this situation?

a. Objectives

b. Strategies

c. Assessment
d. Reflection
8
8
10 According to DepEd Order 31, s. 2012 entitled Policy Guidelines
on the Implementation of Grades 1 to 10 of the K to 12 Basic
Education Curriculum (BEC) Effective School Year 2012–2013, at
the end of Senior High School, the learner is expected to be
prepared and equipped with knowledge and skills for Tertiary
Education, middle-level skills development, employment, and
entrepreneurship.

After finishing SHS, Gorio devoted his time preparing and

selling delicacies in his locality for him to earn for his higher
education. Which goal of the Kto12 BEP is illustrated?

a. Employment

b. Entrepreneurship

c. Middle level skills development

d. Tertiary Education

8
 V. SESSION 5: SPECIAL EDUCATION

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)

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

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

Objectives

a. Identify the characteristics of learners with special needs.

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

8
 Pre-Test

Write words or phrases in the graphic organizer below to represent your

understanding of Special Education.

Who are the clients? Why this particular program?

SPECIAL EDUCATION

How is sped implemented?

8
 Glossary of Terms

Term Definitio
n
Special Education also known as special needs education, aided
education, exceptional education or Special Ed,
is the practice of educating students with
special educational needs in a way that
addresses their individual
differences and needs.
Special Needs a term used in clinical diagnostic and
functional development to describe individuals
who require assistance for disabilities that may
be medical, mental,
or psychological.
Special a term that refers to children who have learning
Educational problems or disabilities that make it harder for
Needs them to
learn than most children of the same age.
Learning disabilities a neurologically-based processing problems.
These processing problems can interfere with
learning basic skills such as reading, writing
and/or math. They can also interfere with higher
level skills such as organization, time planning,
abstract reasoning, long or
short term memory and attention.
Intellectual disability a disability characterized by significant
limitations both in intellectual functioning
(reasoning, learning, problem solving) and in
adaptive behavior, which covers a range of
everyday social and practical skills.
This disability originates before the age of 18.
'Gifted and talented' a term that describes children who have the
potential to develop significantly beyond what
is expected for their age. 'Gifted' refers to a
child who has abilities in one or more academic
subjects, such as English or
math.

Key Concepts

1. Vision Impairment4

a. Physical Signs- Crossed eyes, eyes that turn out, eyes that
flutter from side to side or up and down, or eyes that do not seem
to focus are physical signs that a child has vision problems
b. Clumsiness- Poor vision might be the cause when a child is
constantly running into things or falling down. He might have
trouble realizing how close or far away objects really are.
Sometimes young children who do not walk well actually have
problems with their vision.
c. Behavior- Some children who have vision problems appear to
have a short attention span. Other children might blink

8
 frequently or squint whenever they read or watch television.
Often children are sensitive to bright light or might sit close to
the television or hold books that they are reading close to their
face. Likewise, younger children with visual impairments might
hold toys very close to their face.

4
http://www.livestrong.com/article/126096-characteristics-visually-impaired-child/

8
 d. Poor Eye-Hand Coordination- Signs of poor eye-hand
coordination might include difficulty throwing or catching a ball,
tying shoes or copying schoolwork from the blackboard. Poor
handwriting is often another sign of poor eye-hand coordination.
Children who suffer from lazy eyes, crossed or wandering eyes
can have problems with coordination, balance and depth
perception, primarily because they learn to use only one eye at
a time.
e. Poor Academic Performance- A child might not read well, or
might use her finger to follow along when she is reading so that
she doesn’t lose her place. Some children also have trouble
remembering what they read. Children with vision problems can
find it difficult to write as well or might have problems with
math and other subjects.

2. Deaf or Hard Of Hearing5

a. Speech Delays- Children with poor hearing might be unable to

communicate because they cannot understand or imitate spoken
language. When diagnosed and addressed early, children with
early childhood speech delays generally catch up to their peers.
b. Communication Difficulties- Children with mild to moderate
hearing impairment may develop speech and language at
roughly the same time as their peers.
c. Selective Hearing- Hearing-impaired children are often unable
to hear their names when called, and their behavior can be
mistakenly labeled as inattention or behavioral misconduct.
d. Behavioral Characteristics- Hearing-impaired children might
appear dizzy or disoriented because the nerves in the ears also
control balance. Academic problems and irritability are also
common symptoms of hearing loss in children.
e. Differential Diagnosis
f. Behavioral and emotional disturbances can cause speech delays
and social difficulties, which might be mistaken for challenges
with hearing or sensory processing.

3. Mental Health Conditions6

a. Attention Deficit Hyperactivity Disorder (ADHD)
b. Autism Spectrum Disorder ( ASD)
c. Pervasive Developmental Delay –Not Otherwise Specified ( PDD-NOS)
d. Anxiety/Panic Disorder
e. Bipolar Disorder
f. Depression
g. Schizophrenia

4. Intellectual Disability7
a. Intellectual disability in reading
b. Intellectual disability in math
5
http://www.livestrong.com/article/509643-characteristics-of-hearing-impairment-and-
deafness-in- children/
6

https://www.google.com.ph/search?
site=&source=hp&q=mental+health+conditions+list&oq=mental+healt
h+conditions&gs_l=psy-
8
ab.1.1.0l4.10603.15386.0.19273.24.23.0.0.0.0.392.4129.0j1j7j7.15.0....0 1.1.64.psy-
ab..9.15.4119 46j0i131k1j0i46k1.kP7Sho1JJzc
7
https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-disability/
types-of- intellectual-disabilities-list-and-examples/

8
 c. Intellectual disability in writing
d. Intellectual disability with motor skills
e. Intellectual disability with language

5. Physical Disability

Physical disabilities can be the result of congenital birth issues, accidental

injury, or illness. One physical condition might be considered disabling to
one person but not the next. The key aspect in defining physical disability
is not whether a person has a specific condition but how that physical
condition impacts his or her daily life.

Characteristics of Learners with Giftedness and Talents

a. The Gifted Child exhibits intensity and curiosity sooner than the
average child. They respond to events with stronger emotion,
sensitivity and passion than the average child.
b. When they are interested in something, they pursue it with passion!
They seek out information to discover as much about it as possible.
c. The gifted child has an excellent memory, which may account for
their ability to remember details, spelling words, or math problems
with ease.
d. Younger gifted children can watch television or work at the
computer for longer periods of time, and sit quietly and listen to a
story for longer than their peers.
e. These children need to be challenged. They have a thirst for
information, and general education classes frustrate them, as they
don’t like repeating or practicing things they already know.
f. They are often perfectionists, highly organized, and expect to
do well at everything.
g. Gifted children often speak at an early age and have an impressive
vocabulary. They learn to read sooner than most, often before
kindergarten.
h. They can be sensitive to sound, clothes tags, or wrinkles in socks.
They are perceptive to facial expressions, body language, and often
have a good sense of humor.
i. They are voracious in their search for answers, including reading
and internet research, and tend to ask a lot of questions.
j. These children are methodical thinkers, have definite opinions, and
are very motivated when curious about a topic. They work well on
their own. Because their intelligence is highly developed, they are not
interested in typical activities of their chronological peers. Rather,
they prefer the company of older children or adults.

Strategies and Approaches in Dealing with Learners with Special Needs

a. Maintain an organized classroom and limit distractions.
 maintaining a healthy balance of structure and unstructured
processes is important.
 using checklists and help students keep their notebooks
 change their work area while completing homework or studying
 assign tasks that involve moving around the room.
 schedule breaks throughout the day and seat students with
special needs in an area of the classroom that limits
distractions
8
b. Use music and voice inflection. When transitioning to an activity,
use a short song to finish up one task and move to another. Many of us
have sung the “clean up” while cleaning up before the next activity;
use a similar approach in the

9
 classroom. Students with special needs might also respond well to
varied voice inflection and tone, so use a mixture of loud, soft, and
whisper sounds. Using proper pronunciation and sometimes slightly
exaggerating proper speech will help a child model the same
principles.
c. Break down instructions into smaller, manageable tasks.
Students with special needs often have difficulty understanding long-
winded or several instructions at once. For children with learning
disabilities, it is best to use simple, concrete sentences. You might
have to break down a step into a few smaller steps to ensure your
students with special needs understand what you are asking. You
might even want to put the directions both in print and saying them
verbally. Ask your students with special needs to repeat the
directions and ask them to demonstrate that they understand. Do not
give further instructions until a student has completed the previous
task.
d. Use multi-sensory strategies. As all children learn in different
ways, it is important to make every lesson as multi-sensory as
possible. Students with learning disabilities might have difficulty in
one area, while they might excel in another. For example, use both
visual and auditory cues. Create opportunities for tactile experiences.
You might need to use physical cues, such as a light touch, when a
student might get distracted or inattentive. Get creative with your
lesson plans, and students with special needs will appreciate the
opportunity to use their imaginations or try something new; use a
balance of structure and familiar lessons with original content.
e. Give students with special needs opportunities for success.
Children with learning disabilities often feel like they do not succeed
in certain areas, but structuring lessons that lead to successful
results is a way to keep them motivated. Provide immediate
reinforcement for accomplishments, be consistent with rules and
discipline, correct errors and reward students when they make these
corrections themselves, explain behavioral expectations, and teach
and demonstrate appropriate behaviors rather than just expecting
students with special needs to pick them up.

9
 Activities and Assessment

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

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

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

2. In a number of instances, you have called Albert but he does not

seem to respond to you. He manifested some level of
inattentiveness or misbehaviour.

3. Anton’s grades in all the learning areas were exceptionally

impressive. However, he got 77 in Mathematics. You have observed
him struggle with numbers.

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

Watch the video about giftedness through the link

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

List down the characteristics of the gifted learners shown in the

video. While the video is being played you will point out the characteristics
of each child being described. Use the chart below to organize your ideas.

Name of the Gifted Child Characteristics/ Giftedness

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

You may interview a teacher handling the last sections or those

teaching remedial reading or SPED teachers themselves. Coaches,
trainers, advisers of gifted learners may also be your interviewees.

9
 You may use the interview questions given or you may formulate your
own depending on the subject of your interview. The interview feedback
form will guide and help you in noting down important points of discussion.

9
Using the points you that you have gathered from the discussions in this session and from the
interview, you will now enumerate activities that you can use in order to address the needs of a
particular learner in your class who has a learning disability or giftedness.

You may use the graphic organizer below.

DISABILITIES

Characteristic 1 Characteristic 2 Characteristic 3

Activities Activities Activities

Reflection

You have accomplished the task with great proficiency and it is

commendable. Looking back at the discussions and activities, write your
reflections on the following:
What concepts about special education had a great impact on you?
What is your professional obligation towards these learners with disabilities
and giftedness?
What is your personal commitment in helping your learners with special
needs?

9
 Post-Test

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

WHO ARE THE CLIENTS WHY THIS PROGRAM

SPECIAL
EDUCATION

IS SPED IMPLEMENTED

9
VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING SYSTEM
(ALS)
Desired Learning Outcome

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

Objectives

a. Discuss the different ALS Programs that will cater the

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

9
 Pre-Test

Directions: TRUE or FALSE. Write T if the statement is correct and if it is FALSE

write
F on the space provided for.

1. The Alternative Learning System is a parallel learning

system in the Philippines that provides a practical option to the
existing formal instruction.
2. Family Basic Literacy Program (FBLP) focuses on packaging of
short-term educational activity that addresses the special needs and
interest of the street and working children.
3. Republic Act 9155 provides for the recognition and
promotion of other forms of education other than formal education.
4. The potential learner in ALS goes through a screening process to
determine whatever prior learning that he/she may have through the
National Assessment Test.
5. Mobile teachers are “specialized” teachers who live among
the people in remote barangays of the country.
6. Basic Literacy Program is a community-based program for
nonliterate out- of-school children, youth, and adults to acquire basic
reading, writing, and numeracy skills.
7. Indigenous People Education is a program for Muslim migrants to
be able to positively contribute to the peace efforts of our government
improve the quality of life of Muslim out-of-school youth and adults.
8. Radio-Based Instruction (RBI) is an alternative delivery mode
using radio broadcast to deliver the ALS programs, as a form of distance
learning. Listeners are able to acquire equivalency in basic education
through the broadcast of lesson.
9. The Basic Literacy Program is a literacy service learning
intervention utilizing literate family members to help non-literate
members upgrade their literacy skills and improve the educational
opportunities of poor families.
10. Parent education is a short-term course that addresses the
special needs and interest of the parents to promote pride of their work
and show ownership of their responsibilities as family and community
members.

Glossary of Terms

Term Definitio
n
Accreditation and a nonformal education certification program
Equivalency (A&E) for out- of-school children, out-of-school
Program youth and adults that recognizes prior
learning. The program offers elementary and
high school secondary education comparable
with formal basic education.
Accreditation is done by administering the
Accreditation and Equivalency Test (A&E Test)
to ALS learners. The passers’ next grade level
depends on the
test
9
ALS Special a professional teacher who specializes in
Education Teacher SPED, is currently handling classes with
for PWD either visually or hearing impaired
students/pupils in public elementary or
secondary schools and is assigned to serve as
an ALS Special Education Teacher for ALS
for PWD Program
Basic Literacy a community-based program for nonliterate
Program (BLP) out-of- school children, youth, and adults to
acquire basic

9
 reading, writing, and numeracy skills or the
ability to
read with comprehensions, write simple
messages, and solve numeracy problems
Community also called Punlaan ng Karunungan, which is
Learning Center similar to a school but different in many
(CLC) aspects. CLC serves as a learning hub in the
community, a center for skills development
and a community facility for local
events

Key Concepts8

1. What is Alternative Learning System (ALS)?

ALS is a parallel learning system in the Philippines that provides a
practical option to the existing formal instruction. When one does not
have or cannot access formal education in schools, ALS is an alternate or
substitute.

ALS only requires learners to attend learning sessions based on the

agreed schedule between the learners and the learning facilitators.

The program has two different schematics for conducting instruction:

school-based and community-based. On the school-based program,
instructions are conducted in school campuses while in the community-
based program, formal instruction are conducted in community halls or on
private places. The ALS program follows a uniform lesson module for all
academic subjects covering the sciences, mathematics, English, Filipino,
social studies, current events among others. Delivery of instructions are
provided by government-paid instructors or by private non-government
organization.

Aside from schematics, the program has two levels: elementary and
secondary. Students have to start from elementary level, then proceed to
high school level. If a student is a graduate of elementary under a formal
classroom system, the student is automatically admitted to the secondary
levels depending on which year level the student stopped schooling.

What curriculum is used in ALS?

ALS reflects the set of knowledge skill and competencies that learners
should develop to meet requirements of basic education. It is comparable
to the formal school curriculum. The teaching and learning processes and
resources are based on the Alternative Learning System curriculum.

Who is the target learner in the Alternative Learning System?

ALS is intended for out-of-school children, youth, and adults who need
basic and functional literacy skills, knowledge and values. These people are
usually located to the formal school curriculum.

Who are the DepEd ALS field implementers?

Mobile teachers are “specialized” teachers who lived among the people
in remote barangays of the country to conduct the BLP for illiterate out of
school children, youth and adults who are willing to learn basic literacy

9
skills and proceed to Continuing Education program: Accreditation and
Equivalency (A&E) for those who left formal school system or have no
access to schools.

8
https://en.wikipedia.org/wiki/Alternative_Learning_System_(Philippines)

1
What materials are used in ALS?
ALS uses learning modules. Each module is complete in itself. It contains
the description of the module, objectives, learning activities, and pre- and
post-test.

Why is there a need for ALS in the Philippines?

Many Filipinos do not have a chance to attend and finish formal basic
education (Grades 1–6 and Year 1–4) due to many reasons. Some drop out
from schools while some do not have schools in their communities. Since
every Filipino has a right to free basic education, the government
establishes ALS to provide all Filipinos the chance to have access to and
complete basic education in a mode that fits their distinct situations and
needs.

If a learner has not finished his elementary schooling, he/she may be

admitted to the program. He will have to go through a Functional Literacy
Test (FLT) for the learning facilitator to identify the level of literacy.
Learning modules will be suggested to be his focus relative to the result of
his FLT and interest. The learner will then be guided to accomplish an
Individual Learning Agreement (ILA). This ILA will be their (learner and
facilitator) basis in tracking the progress and competencies developed
within the learners.

After passing high school level test the learner can now enroll in grade 11.

What is the basis of ALS implementation in the Philippines?

The 1987 Philippine Constitution provides for the recognition and
promotion of other forms of education other than formal education. Article
XIV, Section 2, Paragraph
(1) declares that the State shall establish, maintain and support a complete,
adequate and integrated system of education relevant to the needs of the
people and society; and paragraph (4) concisely encourages non-formal,
informal and indigenous learning systems as well as self-learning,
independent and out-of-school study programs particularly those that
respond to community needs.

The Governance Act for Basic Education otherwise known as the Republic
Act 9155 stipulates the establishment of the Alternative Learning System
(ALS) to provide out-of- school children, youth and adults population with
basic education.

As stated in Republic Act No. 7277 “An act providing for the
Rehabilitation, Self- Development and Self-Reliance of disabled persons and
their Integration into the Mainstream of Society and for Other Purposes”
and in Batas Pambansa Blg. 232 “the state shall promote the right of every
individual to relevant quality education regardless of sex, age, creed, socio-
economic status, physical and mental conditions, racial or ethnic origin,
political or other affiliation”, the State shall promote and maintain equality
of access to education as well as attainment of the benefits of education by
all its citizens.

How does ALS work?

Two major programs in ALS are being implemented by DepEd, through
the Bureau of Alternative Learning System (BALS). One is the Basic
1
Literacy Program and the other is the Continuing Education Program -
Accreditation and Equivalency (A&E). Both programs are modular and
flexible. This means that learning can take place anytime and anyplace,
depending on the convenience and availability of the learners.

1
What is the difference between the Basic Education System and ALS 9?
Basic Education System is classroom-based, managed by trained formal
school teachers.
ALS happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall,
libraries or at home, managed by ALS learning facilitators, such as mobile
teachers, district ALS coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.

What are the program options of ALS learners?

1. Indigenous People Education - a research and development
project which aims to provide basic education support services to
IP communities. This is initially implemented at the tribal
communities in Dumsalneg, Ilocos Norte, Gen. Nakar, Quezon,
and Botolan, Zambales.
2. The Arabic Language and Islamic Values Education in
Alternative Learning System (ALIVE in ALS) - designed for
the Muslim Migrants to be able to positively contribute to the
peace efforts of our government in order to improve the quality
of life of Muslim OSY and adults. It has components, namely;
Basic Literacy Program, ALIVE; Accreditation & Equivalency
(A&E) Program, ALIVE; Technical Vocational Education Program,
ALIVE; and Entrepreneurship Development, ALIVE

3. Alternative Learning System for Differently-Abled Persons

(ALS- DAP) - a project which aims to deliver Basic Literacy
Program to the special/differently-abled children/OSYs/adults,
e.g., hearing impaired learners who availed of/have access to
the formal school system through specialized approaches, e.g.,
sign language.
4. Adolescent Reproductive Health - a project for out-of-school
adolescent ages 9-24 years old. It is a life skills-based education
program for adolescent who are in high-risky behavior.

What is Parent Education

It is an informal education which is a life skills short-term course that
addresses the special needs and interest of the parents to promote pride in
their work and ownership of their responsibilities as members of the family
and their community.
6. Family Basic Literacy Program (FBLP) - a literacy service
learning intervention utilizing literate family members to help
non-literate members upgrade their literacy skills and improve
the educational opportunities of poor families in the depressed,
deprived and underserved (DDU) areas.

7. Radio-Based Instruction (RBI) - an alternative learning delivery

mode using radio broadcast to deliver the ALS programs. As a form
of distance learning, it can expand access to education by bringing
it to where the learners are. It aims to provide learning
opportunities to listeners and enable them to acquire equivalency
in basic education through the broadcast of lesson.

8. Informal Education for Disadvantaged Children and Adults -

focuses on packaging of short-term educational activity that
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 addresses the special needs and interest of the street and working
children. It intends to use life skills active learning
approaches/strategies aimed at developing/enhancing social, civic,
aesthetic, cultural, recreational physical and personal
development.

9
http://www.deped.gov.ph/als

1
 The learning materials, packages may be
developed/adopted/adapted or gathered from other sources
and tailored-fit to the identified needs of the users.

There are short courses or Informal education to be completed in a

maximum of three months focusing on the development of livelihood
skills like bread and pastry, hair cutting, meat processing, handicraft
making, dressmaking and the like.

For a sample on the impact of ALS Program, here is a video of an ALS

Mobile Teacher on how he/she touches the lives of a Filipino Learner.
https://www.youtube.com/watch?v=fleUBPV8_tY

Activities and Assessment

Identify the ALS program suited to the given situations. Provide answers in a separate sheet.
a. Situation Number 1
My dear teacher, I am now on my 5th grade in elementary, I really
love to go to regular school, in our class, every day, but sadly I am
now having struggle on my way to school because my family and I are
living in a mountainous place and we belong to a Tadyawan Tribe. My
father decided that I have to stop schooling due to the distance I am
travelling just to attend class. Can you suggest possible way or
solution so that I can continue my schooling even I am at our tribe?
b. Situation No. 2
Mang Elberto is a street vendor, selling palamig, banana que, and
junk foods. He always noticed Jojo, a street boy, who is frequently
looking for empty cans, used newspaper and other raw materials
along Magallanes Street. Mang Elberto asked Jojo if he has parents to
guide him and nurture him. He found out that Jojo doesn’t have
parents or even relatives to take care of him. Jojo wishes to continue
his elementary grade. If Mang Alberto come to you and ask for
possible help or assistance on how he can help Jojo to continue his
schooling, what possible program can you advice and why?
c. Situation No. 3
Nena is 19 years old and a housemaid. She stopped schooling when
she was in grade 5. She could not find time to enroll in formal
education considering the nature of her work. The school near her
workplace does not offer night schooling. Her employer wanted her to
continue her studies through ALS. Can you suggest what possible ALS
program best suited for her? Why?
d. Situation No. 4
Nilo is a visually impaired pupil who was not able to complete his
elementary education. He wanted to continue his studies despite of
his disability. Would he be allowed to enroll in ALS program? What
advice could you give to him regarding his intention of getting back
to school?

Develop a Lesson Plan catering the ALS Learners’ educational needs with appropriate teaching learning
strategies using the DLL (Refer to Module 4 Session 1).

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Fill in the missing phrase or word to complete the nature, salient feature and the legal bases of Alternative
Learning System (ALS).
1. The potential learner in the ALS goes through a screening process to
determine whatever prior learning that he/she may have through
the
.
2. The is a program aimed at providing an
alternative pathway of learning for out-of-school children, youth, and
adults who are basically literate but who have not completed the 10
years of basic education mandated by the Philippine Constitution.
3. The Adolescent Reproductive Health is a project for out-of-school
adolescents ages years old. It is a life skills-based education
program for adolescents who are in high-risky behavior, sex-related
or non-sex related behavior.
4. Every Filipino has a right to free basic education, the government
establishes
to provide all Filipinos the chance to have
access to and complete basic education in a mode that fits their
distinct situation and needs.
5. As stated in “the state shall promote the right of
every individual to relevant quality education regardless of sex, age,
creed, socio- economic status, physical and mental conditions, racial
or ethnic origin, political or other affiliation,” the State shall promote
and maintain equality of access to education as well as attainment of
the benefits of education by all its citizens.
6. The is an informal education which is a life
skills short-term course that addresses the special needs and interest
of the parents to promote pride in their work and ownership of their
responsibilities as members of the family and their community.
7. The Arabic Language and Islamic Values Education in Alternative
Learning System (ALIVE in ALS) is design for the to positively
contribute to the peace efforts of our government to improve the
quality of life of Muslim OSY and adults.
8. The ALS program follows a uniform learning for all
academic subjects covering the sciences, mathematics, English,
Filipino, social studies, current events among others.
9. The Alternative Learning System only requires learners to attend
learning sessions based on the agreed between the learners
and the learning facilitators.
10.Community Learning Center (CLC) is also called ,which
is similar to a school but different in many aspects.

Reflection:

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

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 Post-Test

Modified TRUE or FALSE. Write TRUE if the statement is correct and if it is

FALSE underline the phrase or word makes it wrong and write the correct
phrase or word on the space provided for.

1. Mobile teachers are “specialized” teachers who live among

the people in remote barangays of the country.
2. Basic Literacy Program is a community-based program for
non-literate out-of-school children, youth, and adults to acquire basic
reading, writing, and numeracy skills.
3. Indigenous People Education is a program for Muslim
migrants to be able to positively contribute to the peace efforts of our
government in order to improve the quality of life of Muslim OSY and
adults.
4. Radio-Based Instruction (RBI) is an alternative delivery mode
using radio broadcast to deliver the ALS programs, as a form of distance
learning. Listeners are able to acquire equivalency in basic education
through the broadcast of lesson.
5. The Basic Literacy Program is a literacy service learning
intervention utilizing literate family members to help non-literate
members upgrade their literacy skills and improve the educational
opportunities of poor families.
6. The Alternative Learning System is a parallel learning
system in the Philippines that provides a practical option to the
existing formal instruction.
7. Family Basic Literacy Program (FBLP) focuses on packaging of
short-term educational activity that addresses the special needs and interest
of the street and working children.
8. Republic Act 9155 provides for the recognition and
promotion of other forms of education other than formal education.
9. The potential learner in ALS goes through a screening
process to determine whatever prior learning that he/she may have
through the National Assessment Test.
10. Parent education is a short-term course that addresses the
special needs and interest of the parents to promote pride of their work
and show ownership of their responsibilities as family and community
members.

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VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION

Desired Learning Outcomes

1. Adapt teaching-learning activities that are responsive and

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

2. Establish a learner-centered culture by using teaching

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

Objectives

a. Describe the salient features of the Madrasah Education in the K

to 12 Basic Education Program adapt various teaching strategies
and activities that are appropriate to the needs of the Filipino
Muslim learners; and
b. Demonstrate familiarity and appreciation of the language, cultural
practices, beliefs, social nature and attitudes of Muslim children
and youth towards learning.

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 Pre-Test

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

Going to Mosque Gossiping

Learning Arabic Gambling

Language

Love and Eating Haram

respect to
parents and
elderly
Fasting in the holy
month of Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an

Attending Eid al-Adha

prayer
Charity

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KWL on DepEd Madrasah Education Program (MEP)

Working in groups of 10, brainstorm to put together your responses to the

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

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 Glossary of Terms

Term Definitio
n
Muslim Learner a learner who is a follower of the religion of Islam
Madrasah an Arabic word for school which is not used in its
literal Arabic meaning but as a system of education
with core emphasis on Arabic literacy, Islamic
values, and Islamic
Religion (Slideshare-Madrasah Education)
Madrasah a comprehensive program for Muslim learners in
Education public schools and private madaris, which provides
Program10 appropriate and relevant educational opportunities
within the context of their culture, customs,
traditions and interests. This is done through the
integration of the Arabic Language and
Islamic Values Education (ALIVE) program.
Muslim Values those which “are created as part of the culture of
the Muslim communities. This includes the day-to-
day interaction between the Muslims and their
outlook on
Islam’s rule and regulations” 11
Islamic Values based on Islamic Laws which is called as
“Sharia’ah”- anchored on the Qur’an, Hadith, Ijma’
and Qiyas12
ALIVE an acronym for Arabic Language and Islamic Values
Education (ALIVE) program which is integrated.in
public
school system.
Eid Al-Fitr (eed’al the “Festival of the Fast-Breaking” one of the two
fi’- ter) major Muslim holidays, celebrates the completion of
the fasting in
the month of Ramadhan
Eid Al-Adha (eed’ the “Festival of Sacrifice” It falls on the tenth day
al ad’-ha) ofDhul Hijja - the 12thmonth of the Islamic
Calendar. It is the conclusion of the pilgrimage, and
is celebrated by all Muslims with special prayers,
feasts, gifts, and the sacrifice of an animal (usually a
lamb or goat). The meat is
distributed to the needy, relatives and friends
Pillars of Islam These are the most basic tenets that a Muslim must
learn.
a. Shahada – refers to the declaration of faith ( to
bear witness that there is no God but Allah and
to bear witness that Mohammad is the
Messenger of Allah.
b. Salat - refers to the five times daily prayer
c. Fasting – refers to the abstinence from food,
water and sexual activities from dawn (3:30
A.M.) to dusk (6:00 P.M.) in the month of
Ramadhan
d. Zakat – is the giving of obligatory Charity
e. Hajj – going on Pilgrimage to the holy land
( Masjid al-Aqsa, Masjid Al-Haram and
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 Madina)
Universal Values acceptable values regardless of creeds and religion
Halal things, events, activities and practices that are
allowed or permissible for a Muslim
Haram things, events, activities and practices that are
prohibited
or not permissible for a Muslim

10
http://www.deped.gov.ph/press-releases/inclusive-education-filipino-muslim-learners
11
Atiq Ebady//http://www.crecentlife.com – as presented in Dr. F. Abubakar’s Dissertation, WMSU, 2009.
12
Atiq Ebady//http://www.crecentlife.com – as presented in Dr. F. Abubakar’s Dissertation, WMSU, 2009.

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Commonly Used Muslim Greetings

English Arabic Text English Transliteration

Wish you all the best ‫هلال ِف ْي َك‬

ُ ‫َبا َر َك‬ Bārakallahu fīka
Congratulations ‫َه ِنيئًا َل َك‬ Hanī-an laka
May you have a blessed ‫ َر َم َضا ُن َك ِر ْي‬Ramadān Karīm
Ramadhan ‫م‬
.
May Allah bless your life ‫َح يَّ ا َك هلال‬ Hayyākallāhu

Atālallāhu baqā-aka
May Allah prolong your life ُ ‫أَ َطا َل‬
‫هلال َب َقا َء َك‬ .
May Allah protect you ‫َح ِف َظ َك هلال‬ Hafizakallāh
.
Good Morning ‫َص َبا ُح ا ْل َخ ْي ِر‬ Sabāhul Khair

Good Afternoon ‫َم َسا ُء ا ْل َخ ْي ِر‬ Masā-ul Khair

Good Night ‫َس ِع يْ دَة‬ ‫َل يْ لَة‬ Laylatun Sa-‘īda

.
May Allah accept what we have ‫هلال ِمنَّا َو ِم ْن‬
ُ ‫ َت َقبَّ ّل‬Taqabbalallāhu minnā wa
done for Him ‫ُك ْم‬ minkum

Thank You ‫ُش ْك ًرا‬ Shukran

May Allah be with you ‫ ِا ْذ َه ْب ِبأَ َما ِن هلال‬Idhhab bi amānillah

Be careful ‫َح ْذ ًرا! َح ْذ ًرا‬ Hadhran Hadhran

Patience is good ‫ َص ْب ر َج ِم ْي ل‬Sabron Jamīl
.
Good Luck ‫َحدًّا َس ِع يْ دًا‬ Haddan Sa’īdan

May Allah accept your Hajj and ‫َم ْب ُر ْو ًرا َو‬ Hajjan Mabrūran Wa
forgive your sins ‫َذ ْن ًبا َم ْغفُ ْو‬ Dhanban Maghfūran
‫ًراَ ح ًّجا‬
Allah has decreed what he wills ‫َما َشا َء هلال‬ Mā shā-Allāh
May Allah prevent it َ
‫ال َس َم َح هلال‬ La samahallāh

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 English Arabic Text English Transliteration

Good ‫ َج ِّيد‬، ‫َط ِّي ب‬ Tayyib/Jayyid

Perfect ‫تَ َما م‬ Tamām
Excellent ‫ُم ْمتَا ز‬ Mumtāz

Key Concepts

1. SPECIAL PROGRAMS FOR FILIPINO MUSLIM LEARNERS

a. Madrasah Education Program

The Department of Education (DepEd) aims to have an education system
that is inclusive to all learners, without compromising the 21 st century
learning standards. To make this possible, DepEd implements various
programs that focus on the special needs of learners – one of which is the
Madrasah Education Program (MEP), a comprehensive program for Muslim
learners in public schools and private madaris which provides appropriate
and relevant educational opportunities within the context of their cultures,
customs, traditions and interests.

Guidelines on the Madrasah Education Program and Utilization of the

Support Fund is stipulated in DepEd Order No 46, s. 2013. Madrasah has
been harmonized, upgraded and modified to become a component of the
Philippine education system through the issuance of DepEd Order No. 51,
s3 2004, prescribing the Standard Curriculum for Elementary Public
Schools and Private Madaris.

This program further enhances the education system for the Filipino
Muslim learners and ensure that they will have access to quality and
relevant education that is also in line with the Islamic cultural heritage
and values.

Subcomponents of the program for Muslim learners include the following:

i. Kindergarten Madrasah
ii. ALIVE for Grades 1 to 6
iii. ALIVE in ALS
iv. Special Program in Foreign Language (SPFL) Arabic
v. Support to Private Madaris

b. Arabic Language And Islamic Values Education (Alive) Program13

The MEP aims to provide the Muslim learners with appropriate and
relevant educational opportunities through the integration of the Arabic
Language and Islamic Values Education (ALIVE) program in the basic
education curriculum. The ALIVE program is one of the avenues for peace
building in the Philippines and intercultural solidarity is the main objective.
The inclusion of ALIVE program in the public system started in 2005 (Juliet
Sannad, 2015), through DepEd Order No. 51, s.2004 which spelled out the
standard curriculum for both public schools and private madaris.

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13
http://news.pia.gov.ph/article/view/1141469015580/inclusive-education-for-the-filipino-muslim-learners

1
 c. Philippine Response for Indigenous And Muslim Education (PRIME)
This program was implemented in nine regions in the country—regions
I, II, IV-B, IX, X, XI, XII, XIII, and Cordillera Administrative Region (CAR). It
covered 725 schools providing access to indigenous and Muslim learners.
The program not only provided interventions to address the issues on
dropouts, absenteeism, and poor participation of said group of learners in
schools but also engaged in the communities to take part in preserving their
culture. Since its launch in 2011, PRIME has provided access to education
to more than 75,000 IP learners, and more than 31,000 Muslim learners.

d. BEST and BEAM Program

Basic Education Sector Transformation (BEST) and Basic Education
Assistance for Mindanao (BEAM) in the Autonomous Region in Muslim
Mindanao are some of the programs of Australia to aid Philippine
educational system. For the program details please refer to the link
below.14

2. DISTICTION BETWEEN ISLAMIC VALUES AND MUSLIM VALUES

Islamic values appear identical to Muslim values. The etymology of
Muslim is an Arabic word derived from Islam. A person is called a Muslim
if he or she embraces Islam as a religion. However, it is not always correct
to assume that Muslim values are one and the same thing with that of
Islamic values.

Islamic Values is based on Islamic Law. Islamic Law, which is called as

Sharia’h, “is of divine origin. It is a creation of God, intervening under the
form of a communication concerning human actions and relating to acts,
words and even thoughts of capable persons.” The Islamic Law has four
sources classified into the primary source— referring to Qur’an and Hadit;
and the secondary source—referring to Ijma and Qiyas.

Muslim values are those which “are created as part of the culture of
the Muslim communities. This includes the day-to-day interaction between
the Muslims and their outlook on Islam’s rules and regulations.”15 There is a
clear distinction between Islamic values and Muslim values. The values
formulated by the Muslims may or may not be in accordance with Islam.
The detriment which arises from this is that, many times precedence is
given to Muslim values over the Islamic values (Ebady, 2007).

Muslim values become detrimental to Islamic values when “certain

practices became common among them (the Muslims) and their mentalities
are set on justifying these practices instead of accepting the Islamic rulings
on such things.”16
3. HALAL LABEL CERTIFICATES
The Islamic Da’wa Council of the Philippines (IDCP) is the agency
responsible for issuing the Halal Certificates label. It works hand in hand
with the National Commission on Muslim Filipinos (NCMF),which was
created by virtue of Republic Act No. 9997- to ensure the rights and well-
being of Muslim Filipinos with due regard to their beliefs, customs,
traditions and institutions, as well as to further ensure their contribution to
national goals and aspirations and to make them active participant in
nation-building. The opposite of halal is haram.

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14 http://www.deped.gov.ph/stories.prime-benefits-more-1ook-ips-muslim-learners
15
Atiq Ebady//http://www.crescentlife.com
16
This topic is from the dissertation of Dr. F. Abubakar, Western Mindanao State University, 2009, published at DepEd-ARMM
Blog and at https://m.facebook.com with slight adjustments in wording to suit the context of the learning material.

1
4. IMPORTANT THINGS TO REMENBER WHEN HANDLING MUSLIM LEARNERS
a. Muslim Universal Greetings
A Muslim greets by saying “assalamu Alaikum (May peace be upon
you), and the response is, wa’alaikumussalaam ( which means
peace be with you also).
b. Expressions of Personal Modesty
Islam prescribes that both men and women behave and dress
modestly. Men and boys are always to be covered from the navel
to the knee in public.
Muslim females are required to wear loose-fitting and non-
revealing clothing which includes a head covering. The wearing of
a head covering may lead to teasing by other students. Teachers
should work to prevent classmates from pulling on or removing a
female Muslim student’s scarf.
c. Fasting, Schools, and Students
Fasting students may ask to use the library instead of the cafeteria
during lunchtime on the period of Ramadhan. Also they may ask to
be excused from strenuous physical activities.
The Muslim’s month of fasting can be used as a great education
opportunity. A teacher may invite a Muslim student or a guest
speaker to explain the practices and traditions surrounding the
fasting of Ramadan. This will help the Muslim student to avoid a
feeling of awkwardness about not having lunch with his or her
fellow students during this month.
By providing opportunities for students of varied religious
backgrounds to share their special occasions, the school helps to
support parents and communities in their efforts to teach important
values.
d. Prayer, School, and Students
Some of the five prayers may fall within regular school hours. It
takes less than 15 minutes to accomplish the prayer. It includes:
Wudu – means washing before the prayer. Muslims performs a
simple wash with clean water. This is normally performed in the
restroom sink.
During the prayer, the Muslim will stand, bow, and touch the
forehead to the ground facing the Qibla (facing the West). This may
be performed in any quite, clean room with privacy.
During the prayer, Muslims are fully engaged and they may not
respond to a conversation. Students and teachers should not take
offense of the worshiper not answering their call. However, in an
extreme cases of emergency, a Muslim will respond to an
announcement by stopping the prayer immediately.
e. Physical Education
Muslim boys and girls may not take same-sex communal areas
(example comfort rooms). School administrators may wish to
discuss with the student and their parents alternative clothing in
physical education classes.
Muslim students should not be forced to participate in joined
swimming classes. Some schools that require swimming skills have
offered outside certification as an option, or may offer an alternate
for of physical activity.

f. Family Life and Sex Education

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Family life and sex education materials presented in schools may be
another cause of concern for Muslims. In Islam individuals become
religiously responsible for their deeds at the age of puberty. Islam
puts great emphasis on modesty, chastity, and morality and there is
a specific set of teachings with regard to human development and
its related issues.
Close contact with local Islamic centers is essentials to encourage
input from the Muslim community. Class materials related to this
subject should be available for review with school authorities and
parents.

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g. Friday Prayer
In Islam, Friday is the day for the congregational worship, called
Jum’ah. It is an obligation that must be fulfilled, and it lasts about
one hour and takes a place at the mosque during midday prayer.
Those who are conscientious about attending this prayer may
request a temporary release from school or an extended lunch
period. In high schools and universities where the number of
students interested in performing the Friday prayer is large, the
function can be conducted by students on the school premises.
h. Gender Relations
For Muslims who have reached puberty, Islam prescribes certain
parameters for relations between the sexes. For example, some
Muslims are reluctant to shake hands or hug with the opposite sex,
even with teachers or administrators. This should not be taken as
an insult, but a sign of personal modesty.
Muslims may raise religious objections to coed physical education
classes and to school-sponsored dances. Students should not be
pressured to participate, or penalized for not taking part in such
activities.
i. Dietary Consideration
Islam prohibits the consumption of alcohol, pork, and any pork-by-
products or derivatives. These are haram. For preschools and
elementary food programs, many school cafeterias have been
particularly helpful to Muslim parents and students by labeling
such foods with a prominent visual marker, such as a red dot or a
picture of a pig, for beginning readers.
Usually, most food products allowed for Muslims are labeled with
Halāl (Arabic: ‫ حالل‬ḥalāl, "permissible"), refers to what is
permissible or lawful in traditional Islamic law.
j. Islamic Calendar
Hijjra or Hijjri is the Islamic Calendar. Like the Gregorian Calendar,
it has 12 months in a year: Muharram, Safar, Rabi al-Ula, Rabi al-
Thani, Jumada al- Ula, Jumada al-Thani, Rajab, Sha’ban, Ramadhan,
Shawwal, Dhul Qa’da and Dhul Hijja. Major celebrations common to
all Muslims are the two Eid (feast) days, such as the Eid al-Fitr (eed’
al fi;-ter), or the “Festival of the Fast- Breaking”, which signals the
end of Ramadhan and the onset of Shawwal. On the other hand, the
Eid al-Adha(eed’ al ad’-ha), or the “Festival of Sacrifice,” which falls
on the tenth day of the month of Dhul Hijja, signals the conclusion
of the pilgrimage, and is celebrated by all Muslims with special
prayers, feasts, gifts, and the sacrifice of an animal (usually a lamb
or goat). The meat is distributed to the needy, relatives and friends.
The festivities include congregational prayer, giving and sharing
with the poor and needy, feasts, gatherings, gift giving, fun, and
entertainment, especially for children. A typical greeting on these
occasions is “Eid Mubarak” or “Blessed Holiday.” To accommodate
the needs of the students during these observances, schools are
encouraged to add/note the Muslim holidays on their calendars.
Celebrating Eid requires that Muslim students take at least one day
off from school. There should be no penalty for this religious
obligation. Because the occurrence of Eid depends on the sighting
of the new moon, the exact date cannot be determined with
certainty ahead of time.17

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17
More information can be found in this link
http://www.saltandlighted.com/uploads/2/8/9/9/2898266/muslim_student_guide.pdf

1
 5. RELEVANT ISSUANCE RESPONSIVE TO THE NEEDS OF MUSLIM LEARNERS

a. DO 32, s. 2013 – Reiterating DECS Order No. 53, s. 2001

(Strengthening the Protection of Religious Rights of Students)
b. The National Commission on Muslim Filipinos has called for strict
implementation of the policy on the right of Muslim Filipino women to
wear hijab/veil. Hence, the Department of Education (DepEd)
reiterates its policy on the protection of religious rights of students as
contained in DECS Order No. 53,
s. 2001 entitled Strengthening the Protection of Religious Rights of
Students, to wit:
c. In specific case of the Muslim students, the following policies shall be
adopted:
d. Female Muslim school children should be allowed to use their veil or
headdress (hijab) inside the school campus;
e. In Physical Education (PE) classes, Muslim girls shall be
allowed to wear appropriate clothing in accordance with their
religious beliefs; and
f. Muslim students shall not be required to participate in Non-
Muslim religious sites.
g. D.O. No. 41, s. 2017 – Policy Guidelines on Madrasah Education in
The K To 12 Basic Education
h. D.O. No. 40, s. 2011 – Refinement of Standard Madrasah Curriculum
(SMC) To Refined Elementary Madrasah Curriculum (REMC)
i. D.O.No. 51, s. 2009 – Institutionalization of The Standard Madrasah
Curriculum

Activities and Assessment

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

Brain Teaser
Complete the table by writing your important learnings.
NAME OF LEGAL BASES POSSIBLE IMPACT TO
PROGRA MUSLIM LEARNERS
M
K to RA10533/ (not discussed in module contents)
12
K to 12 Law
BEP

ALIVE/ DO51, s.2014

Madrasa DO41, s.2017

h

Educatio

1
PRIME EFA

BESRA
BEAM RA10533/
-
K to 12 Law
ARM
M
BEST RA10533/

K to 12 Law

1
a. My Identity
Below are words in the box. Select and write down in the
appropriate column those which are permissible for Muslim
learners. (Note: Words which are not permissible must be explained
by the teacher).
hijab mini skirt swim wear abaya kuppiya

Eid al-Fitr ham Amun Jadid Hajj Ramadhan

Zakat bagnet chicharon bulaklak bacon

altar mimbar Cross Patron Saints Feast

meat bread Sinulog Christmas Madonna wudu

Dress Food Way of worship Holidays

Hajj Eid al-Fitr

hijab meat (Halal

chicken/beef) Ramadhan Amun Jadid

abaya
bread Zakat

kuppiya (halal certified)

wudu

(mimbar?)

b. Coach Me If You Can

For you to be familiar more with some teaching strategies suited
for Muslim learners, you may interview some of your colleagues
especially those seasoned teachers or those with knowledge about
Muslim education. Then apply the learning by reflecting it in your
DLL/DLPs.
Learning Areas Teaching Strategies
Example in ESP (Values Integration)

Topic:

1. Values of Charity Identify specific verse

1
 from the Holy Qur’an
that deals

1
 with Charity as universal
values.

Is there a verse in the

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

Reflection

1. In your Journal Notebook write a reflection on how you can be

responsive to the needs of our Filipino Muslim learners.

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

What already KNOW What do you WANT What have you

about DepEd’s MEP? to know about LEARNED in the
DepEd’s MEP? Session? (to be filled
up at the end of the
session)

VIII. SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC

EDUCATION CURRICULUM
Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)

1
3.1.1 Demonstrate knowledge 3.1.2 Use differentiated,
and understanding of developmentally appropriate
differentiated teaching to suit the learning experiences to address
learners’ gender, needs, learners’ gender, needs, strengths,
strengths, interests and interests and experiences.
experiences

4.3.2 Adapt and implement learning

4.3.1 Demonstrate knowledge in programs that ensure relevance
the implementation of relevant and responsiveness to the needs of
and responsive learning all learners.
programs.

1
 Pre-Test

Identify the special interest program being described in each number by

writing the letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
1. This is a special program for talented and gifted children who
are provided enriched curricula in Science and Mathematics.
2. Teachers who handle this special program must have
specialization in English and must be knowledgeable of
foreign languages like French, Mandarin, etc.
3. This is a program for learners who would like to develop skills in
the fields of home economics, industrial arts, agri-fishery arts and
ICT.
4. Teachers in this special program must be National Certificate II
holders of the subject that handle
5. To assess the skills of learners in this special program, teachers
must be a Trainer’s Methodology Level I or II holder of the
subject they are handling
6. The National Festival of Talents (NFOT) is a national event that
allow learners to display their skills in the four areas of technology
livelihood education under the old curriculum and currently under
the TVL track of the Senior High School Program
7. This program nurtures learners who are endowed with gifts
in dancing, acting, and singing.
8. Learners enrolled in this special program are given the
opportunity to invent and showcase their invention on Science,
Engineering and Technology at the national and international
level.
9. This program offers learners the opportunity to explore the
field of media arts, broadcasting, newswriting and
photography.
10. Learners with interest in carpentry, cosmetology, computer
programming, fish processing and similar skill-based learning
must be enrolled in this special program.
11. It is the counterpart of Senior High School Sports track
12. It is the counterpart of Senior High School Arts track
13. It is the counterpart of Senior High School Technical-Vocational Track
14. It is the counterpart of Senior High School Science,
Technology and Engineering strand

On the space provided before each number, write the word ‘Track’ if what
is described is a Senior High School ‘Track’, otherwise write ‘Strand’ if
what is being described is a SHS strand.
1. Leaners with special inclination in Science, Technology,
Engineering and Mathematics attend SHS schools offering
STEM.
2. Learners who opt to pursue tertiary education take the ‘Academic’
3. Those who are not sure what to course to take in college
are given the opportunity to explore through the General
Academic Subject (GAS)
1
4. Learners who like to obtain National Certificate Level II, III or
IV join the Technical Vocational (TVL)
5. Agri-fishery Arts, Dressmaking, Computer Programming,
Cookery, Tour Guiding take NC II or higher to be able to
work
6. Learners who plan to become sports trainer explore on this

1
7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
8. Those learners who want to become marine engineers
take pre- baccalaureate Maritime
9. TVL Learners who plan to open their business in industrial
arts like welding shop, automobile repair services take
this
10. These are SHS courses or subjects

1
 Key Concepts

1. Special interest programs that have been offered to public school

learners before the implementation of the ‘Enhanced Basic Education
Program’ are the following:
(1) Special Program in the Arts; (2) Special Science Program; (3)
Special Program in Journalism; (4) Special Program in Foreign
Languages and (5) Strengthened Technical Vocational Education
Program.
2. With the implementation of the K to 12 curriculum (program), these
special interest programs are then served as link or preparatory
(translated) to Senior High School (SHS) tracks and strands. There
are four (4) tracks in the SHS namely, Academic, Sports, Arts and TVL
(Technical-Vocational). Under each track are courses called ‘strands’.
For example, under the Academic Track, there are five (5) strands
namely, Science, Technology, Engineering and Mathematics (STEM),
General Academic Subject (GAS), Accountancy Business and
Management (ABM), Humanities and Social Sciences (HUMSS) and
the Pre- baccalaureate Maritime. Likewise, under the TVL track, there
are four (4) big strands namely, Home Economics, Industrial Arts, ICT
and Agri-Fishery Arts, each strand has many sub-strands that pertains
to many different TVL courses. For example, Cookery NCII, Carpentry
NC II, Computer Programming NC IV and Fish Processing NC II are
applied track subjects or simply called strands in home economics,
industrial arts, ICT and agri-fishery arts, respectively.18
3. Hence, if the learner is currently enrolled in the Special Science
Program in the junior high school, then he/she may wish to pursue
Science, Technology, Engineering and Mathematics or STEM
under Academic Track in Grades 11 and
12. The same situation will apply for the different special programs in
the junior high school where the learner will enrol.
4. The following are the DepEd Special Programs prior to the
implementation of the K to 12 Curriculum (Program):
a. Special Science Program (SSP) provides the learners with
enhancement and enrichment of curriculum which is based on
learners’ intellectual capability, critical thinking skills, and
reflective thinking skills in order to develop them into globally
competitive individuals.
b. Special Program in Sports (SPS) enables learners to be job-
ready in the field of sports and related areas. A pool of
athletes will be trained to compete in national and
international competitions.
c. Special Program in the Arts (SPA) trains students with
talents and potential in the arts. Students will manifest a
sense of nationalism through deepened appreciation of
Filipino culture and arts.
d. Special Program in Foreign Languages (SPFL) teaches students
to be more responsive and relevant foreign language program,
this will place graduates in a more advantageous position in the
global workplace.
e. Special Program in Journalism (SPJ) hones the learners’ skills
and competencies in writing for them to become good writers
and journalists in the future.

1
 5. Strengthened TECH-VOC Education Program (STVEP) provides
students with opportunities to acquire certifiable vocational and
technical skills that would allow broader options in the local and
global market.
6. Today, all these special interest programs are now part of the
‘Enhanced Basic Education Program’ (EBEP) articulated in terms
of SHS tracks/strands. As newly

18
For further reading, you might want to visit: http://www.deped.gov.ph/k-to-12/bec-
cgs/als- program

1
on-boarded public school teacher, the important concept that you
need to understand such as:
a. Not all schools offer Senior High School (SHS)
b. If a school shall offer SHS, the relevance to the learners and
the community where they live are two of the most important
considerations that schools must take
c. Availability of human and material resources, community and
industry partners are the most important considerations to
take when deciding which SHS track/strand to offer
d. Learners who want to be enrolled in STEM schools must
qualify and must meet the requirements stated in DepEd
Order 55 s., 2016, “Policy Guidelines on the National
Assessment of Student Learning for the K to 12 Basic
Education Program”, available at:
http://www.deped.gov.ph/orders/do-55-s-2016.
e. Teachers must meet DepEd qualification requirements
before they can teach in the Special Interest programs under
the K to 12, e.g. TVL teachers must be NC III holders or
higher.

1
 Activities

Oral Presentation in Learning Action Cell (LAC)

As a relevant member of your school, you must belong to a LAC group

where you and your colleagues can discuss further the challenges that you
face and the strategies that you can adopt from them. It is also expected
that you can share your knowledge and be of help to them during your LAC
sessions.

As a challenge to you, you must be prepared to share to your colleagues

your findings about the topic, Special Interest Programs in the K to 12
Program. You may only choose one track/strand that you feel relevant to
your school. You should be able to answer the following questions:
1. The track/strand that is relevant in our school
2. What factors have I considered in determining the relevance of the
program?
3. How will I be able to know my learners’ interests? The immediate
community needs?
4. What resources do we need to offer this program?
5. What are the crucial roles of teachers in the program implementation?

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

1
Topics Sources/References How useful is this
material for me as
a new public
school teacher?

DO 54, s. 1996 - http://www.deped.gov.ph/orders/do-54-s-

Guidelines for 1996
the
Implementation
of Special
Science Classes
(Ssc) Under the
Engineering and
Science
Education
Project (ESEF)
K to 12 Basic http://www.deped.gov.ph/k-
Education to- 12/bec-cgs/als-program
Curriculum
DO 55, s. 2016 - http://www.deped.gov.ph/
Policy Guidelines orders/do- 55-s-2016
on the National
Assessment of
Student Learning
for the K To 12
Basic
Education Program
DepEd Order # 54 http://www.deped.gov.ph/orders/do-54-s-
S. 2010- 2010
Strengthening the
Implementation of
the Special
Program in the Arts
(SPA) and Sports
(SPS)

1
 Reflection

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

Program has become more meaningful after my exchange of ideas
with my peers because….

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

of learners because…

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

my learners’ by…

My Responsibilities and My
Contributions

My Responsibilities My Contributions
e.g. advance my knowledge about e.g. come up with a scientific journal to be
Science, technology and shared among Science teachers in
engineering the school/district/division levels

1
 Post-Test

Identify the special interest program being described in each number by

writing the letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
1. This is a special program for talented and gifted children who
are provided enriched curricula in Science and Mathematics.
2. Teachers who handle this special program must have
specialization in English and must be knowledgeable of
foreign languages like French, Mandarin, etc.
3. This is a program for learners who would like to develop skills in
the fields of home economics, industrial arts, agri-fishery arts and
ICT.
4. Teachers in this special program must be National Certificate II
holders of the subject that handle
5. To assess the skills of learners in this special program, teachers
must be a Trainer’s Methodology Level I or II holder of the
subject they are handling
6. The National Festival of Talents (NFOT) is a national event that
allow learners to display their skills in the four areas of technology
livelihood education under the old curriculum and currently under
the TVL track of the Senior High School Program
7. This program nurtures learners who are endowed with gifts
in dancing, acting, and singing.
8. Learners enrolled in this special program are given the
opportunity to invent and showcase their invention on Science,
Engineering and Technology at the national and international
level.
9. This program offers learners the opportunity to explore the
field of media arts, broadcasting, newswriting and
photography.
10. Learners with interest in carpentry, cosmetology, computer
programming, fish processing and similar skill-based learning
must be enrolled in this special program.
11. It is the counterpart of Senior High School Sports track
12. It is the counterpart of Senior High School Arts track
13. It is the counterpart of Senior High School Technical-Vocational Track
14. It is the counterpart of Senior High School Science,
Technology and Engineering strand

On the space provided before each number, write the word ‘Track’ if what
is described is a Senior High School ‘Track’, otherwise write ‘Strand’ if
what is being described is a SHS strand.
1. Leaners with special inclination in Science, Technology,
Engineering and Mathematics attend SHS schools offering
STEM.
2. Learners who opt to pursue tertiary education take the ‘Academic’
3. Those who are not sure what to course to take in college
are given the opportunity to explore through the General

1
 Academic Subject (GAS)
4. Learners who like to obtain National Certificate Level II, III or
IV join the Technical Vocational (TVL)
5. Agri-fishery Arts, Dressmaking, Computer Programming,
Cookery, Tour Guiding take NC II or higher to be able to
work
6. Learners who plan to become sports trainer explore on this

1
 7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
8. Those learners who want to become marine engineers
take pre- baccalaureate Maritime
9. TVL Learners who plan to open their business in
industrial arts like welding shop, automobile repair
services take this
10. These are SHS courses or subjects

1
 IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM

Desired Learning Outcomes

Beginning Teacher Indicators Proficient Teacher Indicators

(BTIs)
(PTIs)

3.5.1 Demonstrate 3.5.2 Adapt and use culturally

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

a. Understand the Indigenous Peoples’ Education Program by

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

1
 Pre-Test

Put a check (/) on the statement which you think is true of the
Indigenous Peoples Education Program and some IP characteristics. If
not, mark it with X.

A. Indigenous Peoples Education Program

1. Indigenous Peoples’ Education Program (IPED) address the
special Educational needs of the students from the different
indigenous group.
2. The IPED falls under the Student Inclusion Programs of DepEd.
3. A teacher must always be ready to accept and teach an IP learner
who may be displaced by difficult circumstances like urban
resettlement or disaster.
4. A reflective teacher can inspire and change the life of an IP learner.
5. An IP learner has a similar learning style and needs with other non-IPs.
6. All strategies are applicable to IP learners.
7. A teacher should stick to one strategy in teaching IPs.
8. An IP learner should be isolated in the classroom so that
teachers can respond directly to his/her learning needs.
9. A teacher should allow an IP learner to mix with others during
games and sports activities.

B. IP Characteristics
1. One of the characteristics of the Indigenous People (IP) is
their reverent attitude to their cultural beliefs and traditions.
2. The cultural beliefs and traditions of the IPs vary from place to
place thus a teacher must be well versed with the type of IPs in
his/her locality.
3. Everyone has an opportunity to be educated regardless of race,
tribe, culture, traditions and dialect.
4. IPs can only learn through observation, repetition and practice.

Fill in the columns below to identify the characteristics and needs of IP

learners and the possible challenges and actions to address their needs.
Characteristics Needs of Possible Possible Actions
of the IP IP Learner Challenge
Learner s

1
 Key Concepts

1. Who are the indigenous peoples of the Philippines?

Indigenous Peoples are defined in international or national

legislation as having a set of specific rights based on their historical ties to
a particular territory, and their cultural or historical distinctiveness from
other populations that are often politically dominant.19

In the Philippines, the Indigenous Peoples’ Rights Act of 1997 (RA No.
8371, or simply IPRA), defines indigenous peoples (cultural communities):
a. are a group of people or homogenous societies identified by self-
ascription and ascription by others;
b. continuously live as organized community on communally bounded
and defined territory;
c. have, under claims of ownership since time immemorial, occupied,
possessed, and utilized such territories, sharing common bonds of
language, customs, traditions and other distinctive cultural traits;
d. have, through resistance to political, social and cultural inroads of
colonization, non-indigenous religions and cultures, became
historically differentiated from the majority of Filipinos;
e. are regarded as indigenous on account of their descent from the
populations which inhabited the country, at the time of conquest or
colonization, or at the time of inroads of non-indigenous religions and
cultures, or the establishment of present state boundaries;
f. are those who may have retained some or all of their own social,
economic, cultural and political institutions, but who may have been
displaced from their traditional domains or who may have resettled
outside their ancestral domains.

The indigenous peoples in the Philippines as defined by the

Indigenous Peoples‟ Rights Act (IPRA) of 1997 as: “A group of people or
homogeneous societies identified by self-ascription and ascription by
others, who have continually lived as organized communities on
community-bounded and defined territory, and who have, under claims of
ownership since time immemorial, occupied, possessed and utilized such
territories, sharing common bonds of language, customs, traditions and
other distinctive cultural traits, or who have, through resistance to
political, social and cultural inroads of colonization, non-indigenous
religions and cultures, become historically differentiated from the majority
of Filipinos. ICCs/IPs [Indigenous Cultural Communities/ indigenous
peoples] shall likewise include peoples who are regarded as indigenous on
account of their descent from populations which inhabited the country, at
the time of conquest or colonization, or at the time of inroads of non-
indigenous religions and cultures, or the establishment of present state
boundaries, who retain some or all of their own social, economic, cultural
and political institutions, but who may have been displaced from their
traditional domains or who may have resettled outside the ancestral
domains (IPRA, Chapter II, Section 3h).”

Indigenous peoples‟ communities are found in the forests, mountains,

lowlands and coastal areas of the country and are in varied levels of
socioeconomic development. They engage in a mix of production systems

1
including swidden farming, settled agriculture, hunting and gathering,
livestock raising, fishing and production and trade in local handicrafts. A
common characteristic of indigenous peoples is their close

19
May 30, 2017, http://www.indigenouspeople.net/

1
attachment to ancestral land, territory and resources. The view the world
that “land is life” is deeply embedded in their existence. Indigenous peoples
are among the poorest and most marginalized sectors of Philippine society.
They experience neglect and discrimination in the provision of basic social
services by the Government.

The Philippines is a culturally diverse country with an estimated 14-

17 million Indigenous Peoples (IPs) classified under eight major groupings
that are further subdivided into more than 100 ethno-linguistic groups
spread out over the 60 provinces. These comprise nearly 15% of the total
population of the country. They are mainly concentrated in Northern Luzon
(Cordillera Administrative Region, 33%) and Mindanao (61%), with some
groups in the Visayas area.

They are among the poorest and the most disadvantaged social group
in the country (like illiteracy, unemployment and incidence of poverty are
much higher among them than the rest of the population). IP settlements
are remote, without access to basic services, and are characterized by a
high incidence of morbidity, mortality and malnutrition. They displayed a
variety of social organization, cultural expression and artistic skills. They
showed a high degree of creativity, usually employed to embellish
utilitarian objects, such as bowls, baskets, clothing, weapons and spoons.
The tribal groups of the Philippines are known for their carved wooden
figures, baskets, weaving, pottery and weapons.

Negrito is used as a generic term for indigenous peoples with distinct

physical features – short, dark skin, curly hair – living in different regions of
the Philippines from north to south. Around 30 groups of Negrito have been
identified. They live in dispersed groups throughout the country, including
the Agta in the remote forested areas of Cagayan in northern Luzon, the
Dumagat people in the Sierra Madre Mountains in eastern Luzon and
along the Pacific coast down to the Bondoc and Bicol mountains. Cordillera IP
groups (collectively referred to as the Igorots of the Luzon uplands also
account for a significant portion of the indigenous population.

Others are found in western and southern Luzon, with larger

populations living in the Zambales-Bataan mountains (sometimes called
Hambal, Aeta, Sambal), the Baluga in Pampanga and Tarlac, and in the
Southern Tagalog foothills.

Still other Negrito groups are the Ati in Panay and Negros, Palawan,
Guimaras, Romblon and northern Mindanao. Other smaller groupings of
indigenous peoples are the Bugkalot or Ilongot, Ibanag, Gaddang, Ikalahan
and Isinai in the Caraballo Mountains of Nueva Vizcaya, Quirino and Nueva
Ecija and the Remontado of Rizal, Quezon, Negros and Sibuyan, and the
Tumanduk of Panay (IWGIA 2008: 427-432; ADB 2002: 7-8; Tebtebba 2004).

The “Mangyan” is a generic term for the indigenous peoples of the

island of Mindoro and in Sibuyan island. They are usually clustered into the
northern Mangyan (Tadyawan, Alangan and Iraya) and the southern Mangyan
(Buhid, Taobuid and Hanunuo). There are also several indigenous peoples
living in the islands of Palawan. These are the Tagbanua (Kalamianen), Palaw-
an, Molbog and Batak.

1
 Some others like the Badjao, Iranun, Jama Mapun, Kalagan,
Kalibugan, Maguindanao, Palawanon, Maranaw, Molbog, Sama, Sangil,
Subanen(Subanon), Tausūg, and Yakan people of the Philippines are also
indigenous people.

In Mindanao, the Lumads are composed of numerous indigenous

peoples scattered throughout the Mindanao island. There are 18 major
Lumad groups namely:

1
Subanen, B‟laan, T‟boli, Mandaya, Mansaka, Tiruray, Higaonon, Manobo,
Bagobo, Bukidnon, Tagkaolo, Ubo, Banwaon, Kalagan, Dibabawon, Talaandig,
Mamanwa and Manguangan. They live in the mountainous areas of Davao del
Norte, Davao del Sur, Bukidnon, Agusan del Norte, Agusan del Sur, Surigao,
Zamboanga, Misamis Oriental, Misamis Occidental, Cagayan de Oro, North
Cotabato, South Cotabato and Saranggani Province (KAMP 2002). To simplify,
the Lumad may be clustered as follows: the Manobo cluster, the BlaanT‟Boli-
Tiduray cluster, the Mandaya-Mansaka cluster, the Subanen who live
largely in the hinterlands and coastal areas of the Zamboanga Peninsula; the
Higaonon or “mountain dwellers” in the plateaus of Bukidnon; and the
Mamanwa in Surigao del Norte (Erni 2008).

2. Characteristics of Indigenous Peoples

A common characteristic of indigenous peoples in the Philippines is
their close attachment to ancestral land, territory and resources. Their
view of the world that “land is life” is deeply embedded in their existence.
Land is the “territorial base that is indispensable as the living space for the
community and its sources of food and other needs” and is directly related
to their culture and immediate environment. Land is life to indigenous
peoples. It is their abode since time immemorial. It is the material basis of
their collective identity and survival as indigenous peoples. Ancestral
domain to the indigenous peoples is a holistic concept encompassing not
only the land but including its resources: the rivers, forests, the flora and
fauna, the minerals.

There is a broad diversity and flexibility in the forms of land

ownership among indigenous peoples, from communal to semi-communal to
private. Rights to land are derived primarily through inheritance,
investment of labour and actual improvements on the land. Access to and
control of land and resources are traditionally regulated through customary
laws, which the communities themselves evolved. Land is viewed as a
collective legacy to be maintained across many generations since it is the
source of life and livelihood for its occupants. Indigenous peoples‟
communities are generally situated in areas that are rich repositories of
high biodiversity. This is largely due to their sustainable practices in natural
resource management which have conserved the natural wealth of the land.
Distinct indigenous knowledge systems on sustainable management of
resources continue to persist in varying degrees. Indigenous knowledge
serves as a collective set of guides in the use and management of resources
within their ancestral domain (Carino 2007).

Right to Education. Indigenous peoples are the least served in

terms of access to education, mainly due to the remoteness of their
ancestral domains, as well as poverty and the prohibitive cost of sending
indigenous children to school, and the discrimination experienced by
indigenous children. Statistics show that nine out of ten indigenous
children in Mindanao have no access to education and many indigenous
communities do not have schools. Armed conflict between the Armed
Forces of the Philippines (AFP) and the New People’s Army (NPA)
continues to be a serious threat in many IP areas. While some community-
based organizations and religious institutions have sought to provide
alternative schools for IPs, there are reports that these schools, as well as
government-run daycare centers, have been used for the government’s

1
military counterinsurgency program called Oplan Bayanihan (the Internal
Peace and Security Plan).

The Philippine Constitution, in recognition of this diversity and under

the framework of national unity and development, mandates state
recognition, protection, promotion, and fulfillment of the rights of
Indigenous Peoples. Further, Republic Act 8371, also known as the
“Indigenous Peoples Rights Act” (1997, IPRA), recognized the

1
right of IPs to manage their ancestral domains; it has become the
cornerstone of current national policy on IPs. 20

3. What are the possible challenges in handling the IP Learners ?

As teachers, you need to find out the possible challenges in handling
varied IP learners. Their socio-cultural beliefs and traditions vary as their
location too. Their terrain, way of living, way of raising children, their
language and actions vary even if they belong to the same IP group. Thus,
if they will be put in a mainstreamed class, you, as the teacher, must be
ready to accept that his/her classes are composed of unique learners with
different level of understanding, culture and tradition yet will be learning
the same lesson. It entails therefore a lot of creativity on your part to
prepare varied instructional activities for the same lesson. You must be
familiar with
contextualization, differentiated instruction, learning styles and multiple
intelligences
of the learner for you have to put all the activities in the same lesson within
the context and locality of the learners and at key stage level without
sacrificing quality and equality.

The following are suggested readings for you to explore and to discuss
with your school head, colleagues and friends. As you have your tea time, do
find time to write relevant thoughts from your discussions.
a. Legal Bases (Philippine Constitution and IPRA 1997)
b. RA 10533 of the K to 12 BEP
c. DepEd Order 32, s. 2015 (Inclusion Program and
Indigenous Peoples’ Education Program)
d. DO 32,s 2015- Adopting the IPED Curriculum Framework
e. DO 51, s 2014- Guidelines in the Conduct of Activities and
Materials Involving Aspects of IP Culture
f. DO 3, s2017- Multi-Year Implementing Guidelines on the
Allocation and Utilization of the IPED Program Support Fund
g. DO 50, s 2016- Hiring Guidelines for the T-1 Positions in
Schools Implementing IPED effective SY 2016-2017
h. DO 62,s 2011 National IPED Policy Framework

Activities and Assessment

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

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

An IP learner was displaced by disaster and enrols in your school. At

first the learner is active in your class but after a week of stay, it seems he
falls behind in your lessons. Your limited experience hampers you in
reaching out to the students properly.

1
20
http://fpe.ph/indigenous-communities.html/view/where-are-
indigenous-peoples- distributed-in-the-philippines/all/0

1
 Do the following:
1. Write at least five steps that you will take in helping this learner.
After writing the steps, consult your colleague or anyone from your
school and discuss the steps that you will l take.
2. From the consultation notes, write encouragement notes for that
learner not to give up his/her studies.

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

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

What are the appropriate teaching strategies that will be used to

address the need interests, and experiences of Indigenous People?

Name of Target skills Activities localized

Student/ resources/
grade level materials
1. Vocabulary
development

1
 Post-Test

Put a check (/) on the statement which you think is true of the
Indigenous Peoples Education Program and some IP characteristics. If
not, mark it with X.

A. Indigenous Peoples Education Program

1. Indigenous Peoples’ Education Program (IPED) address
the special Educational needs of the students from the
different indigenous group.
2. The IPED falls under the Student Inclusion Programs of DepEd.
3. A teacher must always be ready to accept and teach an IP
learner who may be displaced by difficult circumstances like
urban resettlement or disaster.
4. A reflective teacher can inspire and change the life of an IP learner.
5. An IP learner has a similar learning style and needs with
other non- IPs.
6. All strategies are applicable to IP learners.
7. A teacher should stick to one strategy in teaching IPs.
8. An IP learner should be isolated in the classroom so that
teachers can respond directly to his/her learning needs.
9. A teacher should allow an IP learner to mix with others
during games and sports activities.

B. IP Characteristics
1. One of the characteristics of the Indigenous People (IP) is
their reverent attitude to their cultural beliefs and traditions.
2. The cultural beliefs and traditions of the IPs vary from
place to place thus a teacher must be well versed with the
type of IPs in his/her locality.
3. Everyone has an opportunity to be educated regardless of
race, tribe, culture, traditions and dialect.
4. IPs can only learn through observation, repetition and practice.

Fill in the columns below to identify the characteristics and needs of IP

learners and the possible challenges and actions to address their needs.
Characteristics Needs of Possible Possible Actions
of the IP IP Learner Challenge
Learner s

1
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1
Answer Keys

Session 1: Early Language Literacy and Numeracy

Pre-Test and Post-

Test 1. /
2. /
3. /
4. /
5./
6./
7.x
8./
9./
10.x

Session 2: Flexible Learning Options

ACROSS DOWN
1. ADM 2. MULTIMEDIA
3. SARF 4. FLO
6. MOBILE 5. TELETEACHING
7. FLEXIBLE 8. SARDO
9. ALTERNATIVE
10. BLENDED

Session 3: Inclusive Education

1. d
2. b
3. d
4. a
5. a
6. c
7. d
8. a
9. a
10. d

Session IV: Basic Education Progra

1. d
2. d
3. b
4. b
5. a
6. b
7. d
8. c
9. d
10. b

1
Answer Key to Activity 1.1 Check me!

No. Characteristics Kindergarte Grade Grade Grade

n 4 to 6 7 to 10 11 to
to Grade 3 12
1 The onset of puberty
happens when young 
teens undergo
physiological changes
triggered by the
release of hormones
2 Physiological 
development will be
almost complete
3 Children at this stage
use symbols that allow
them to think creatively 
and slowly as they are
learning to
process information
logically
4 They develop the 
capacity to share and
take turns, and they are
able to play
cooperatively with their
peers.
5 The ability to learn grows
substantially at this age
because of their 
increasing capacity to
think
conceptually, solve
problems, and use
language
6 They learn what is 
expected of them by
observing and imitating
models, who are usually
their parents, but can
also be other significant
people like older
siblings,
teachers, or peers.
7 Children’s self-concept 
(how they see
themselves) at this age is
influenced in larger part
by their physical,
intellectual, and social
skills
8 Their sense of identity, 
including their sexual
orientation and gender
1
 identity or gender
expression (SOGIE), is
firmer and
clearer
9 They develop the 
capacity to share and
take turns, and they are
able to play
cooperatively with their
peers.
10 They begin to 
experience feelings of
attraction, which
occur as they encounter

1
 No. Characteristics Kindergarte Grade Grade Grade
n 4 to 6 7 to 10 11 to
to Grade 3 12
gender identity or gender
expression issues.

Session 6: Alternative Learning System

1. TRUE
2. TRUE
3. Alive in ALS
4. TRUE
5. Family Basic Literacy Program
6. TRUE
7. Informal Education for Disadvantage Children
8. 1987 Constitution
9. Functional Literacy Test (FLT)
10. TRUE

Session 8: Enhanced Basic Education Curriculum

Part I
1. A
2. D
3. B
4. C
5. A

Part II
1. B
2. D
3. E
4. E
5. E
6. E
7. A
8. B
9. C
10.E
11. Track
12. Track
13. Track
14. Track
15. Strand
16. Track
17. Strand
18. Strand
19. Strand
20. Strand