Learning Task 14: Writing Contingency Lesson

Plans/Learning Plans
PPST Domain 1 and 3
Domain 1: Content, Knowledge and
Pedagogy
Domain 3: Diversity of Learners
Strands
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
disasters, child abuse and child labor
practices.
3.5.1 Demonstrate knowledge of teaching
strategies that are inclusive of learners from
indigenous groups
1.6.1 Use Mother Tongue, Filipino and
English to facilitate teaching and learning
Program Outcomes of Teacher Education
6.2.b Demonstrate mastery of subject
matter/discipline
6.2.c Facilitate learning using a wide range
of teaching methodologies and delivery
modes appropriate to specific learners and
their environments
6.2.d Develop innovative curricula,
instructional plans, teaching approaches,
and resources for diverse learners
6.2.e Apply skills in the development and
utilization of ICT to promote quality,
relevant, and sustainable educational
practices
 6.2.f Demonstrate a variety of thinking skills
in planning, monitoring, assessing and
reporting learning processes and outcomes

Desired Learning Outcomes

 Respond to the different special educational
needs of learners
 Apply strategies that are inclusive of
learners from indigenous groups
 Use Mother Tongue, Filipino and English to
facilitate the teaching-learning process

Essential Questions
 How must teachers respond to the different
special educational needs of learners?
 What strategies may be applied that are
inclusive of the indigenous groups?
 What language must be used to facilitate
the teaching-learning process?

Understandings
One of the vital facets in the teaching-
learning process is the learning environment.
The process of instruction happens in a formal,
non-formal or informal place. Learning may
happen anytime, anywhere and in any place.
The quality of instruction depends on
how well a teacher can implement the lessons
effectively. There are several factors that affect
the delivery of instruction: the nature of the
teacher, the nature of the learner, the utilization
of methods and strategies, the learning
resources facilities, assessment and others.
 Teachers face some challenging issues
and concerns especially in times of providing
teaching- learning beyond the classroom.
Learners sometimes cannot attend to their
classes due to chronic illness isolation,
geographical location, urban resettlement or
disorders, armed conflict, child abuse and
child labor practices.
These events pose great concern among
teachers to make instruction more accessible
to all the learners. Various strategies may be
employed to respond to the needs of the
learners especially when they are not
physically present in the four walls of the
classroom.

1. The use of contingency lesson or learning

plans
Will be helpful to teachers and the
learners especially during suspension of
classes due to rallies, strikes, fortuitous events
such as fire, typhoons, floods and
earthquakes. Teachers prepare advance
lessons or learning tasks which the learners
can accomplish during these occasions.
Students can do this according to their own
pace. They are required to submit the tasks
once they report to school.
2. The use of consumable sheets
Teachers create consumable sheets in
advance. Guide questions are formulated for
each content to ensure that learners will read
and comprehend the assigned task.
3. The creation and design of instructional
modules/self learning kits (SLK)
 Teachers may create self-learning kits
and instructional modules for each learning
competency to provide students time to work
for advancement, enrichment, and diagnostic
purposes.

4. The use of contemporary software on

teaching-learning (PowerPoint)
The Preparation of PowerPoint for
advance reading of the learners will ensure
greater interaction during class discussion.
This will also minimize mere teacher
discussion and maximize hands-on activities.
5. The creation of social media groups. (Viber,
Messengers, What’s Up, etc.)
A creation of social media group per
subject / class is also advantageous where the
students may communicate through
synchronous and asynchronous mode.
Uploading of learning tasks, presentation,
class announcements and others may be done
to keep the students on task while on vacation
during unforeseen long absence due to illness
and sickness.
6. The use of Learning Management System
(LMS)
This is a dynamic and tailored learning
environment. This can be used for all types of
learning activities. It is a software platform to
manage, monitor and assess learning
programs. The digital learning tools are very
useful especially when the learners in various
geographical locations. Some examples of LMS
are schoology, canvas, moodle, Word Press
and others.
7. The use of Short Message Service (SMS)
This is a service for sending short
message up to 160 characters. It is used to
send text messages to mobile phones. This
works to notify learners of lessons, and other
matters pertinent to the course.

My Performance Tasks
Performance Task 1
As teachers, we must always be ready to
respond to the special educational needs of
learner’s in difficult circumstances (geographic,
isolation, chronic illness, displacement due to
aimed conflict, urban resettlement or disasters,
child abuse and child labor).
Cite situations on how you have addressed
any of the given educational needs of learners.

Situation: Learner Experiencing Emotional

Stress Due to Being Left Out by Friends

One of my students was going through emotional

stress because she felt left out from her group of
friends. This caused her a great deal of sadness
and affected her participation in class activities.
Recognizing the impact this was having on her
emotional well-being, I took the time to speak with
her privately. I advised her to accept that
sometimes, situations like this happen, but it's
important not to take it personally. I encouraged
her to focus on her own growth and development,
assuring her that true friends would appreciate her
for who she is.
I also suggested that she reach out to others and
make new connections, reminding her that
friendships evolve over time and that this
challenge could help her become stronger
emotionally. Additionally, I reminded her of the
value of self-love and encouraged her to engage in
activities that she enjoys, which could help boost
her confidence and make her feel better about
herself.

Through this advice, I hoped to guide her in

managing her emotions and understanding that
being excluded from a group doesn’t define her
worth. It's essential to empower students to
navigate difficult social situations with resilience
and self-assurance.


Performance Task 2
Conduct any one of these activities:
 Observation on the strategies which are
used for these types of learners. Write your
insights.
 Research on teaching strategies that are
inclusive of learners from indigenous
groups.
 Interview a teacher in-charge of indigenous
groups
 Watch a film clip or video of teaching in an
indigenous group.

Strategies Used Insights

1. Develop a -The strategies

cultural employed for
understanding students with
2. Teach diverse cultural
 meaningful backgrounds seem
content highly effective.
3. Promote Teachers are patient
Indigenous and well-versed in
culture the subject,
ensuring that
students feel
included and
engaged. They are
skilled in making
sure that students
participate and
understand the
material. In my
opinion, these
strategies are highly
effective and should
be used more
frequently to ensure
inclusivity and
understanding in
the classroom.

-When teaching
meaningful content,
it's essential to
connect the material
to real-life
experiences and
cultural
backgrounds of the
students. This
makes the learning
process more
relevant, helping
them understand
how the lessons are
applicable to their
lives. Engaging with
students'
experiences will
 make the content
more relatable and
meaningful,
fostering a deeper
connection and
retention of the
knowledge.

Performance Task 3
The use of mother tongue emphasizes the
development of the skills in speaking, reading and
writing from Grades 1 to 3. As a medium of
instruction, mother tongue is used in all learning
areas from Kinder to Grade 3 except in Filipino and
in the English subjects.
In Katipunan Central School and SPED
Center, we used Cebuano as the primary
language for communication and instruction
in the early grades. Since most students are
native Cebuano speakers, using their
mother tongue helps them understand
lessons better, express their thoughts more
effectively, and build a strong foundation in
literacy. This approach supports their
learning before gradually transitioning to
Filipino and English in higher grade levels.

A. Research/Observe the teaching strategies

used in teaching Mother Tongue.

Narito ang ilang estratehiyang ginamit sa

pagtuturo gamit ang mother tongue: pagsasalin
ng target na wika sa mother tongue, paggamit
ng multilingguwal na pagtuturo, paggamit ng
lingua-franca, improvisasyon ng kagamitang
 panturo na nakasulat sa mother tongue,
remediation ng pagtuturo, at paggamit ng
literacy piece na nakasulat sa mother tongue
bilang motibasyon.

B. What are the problems encountered by

teachers in implementing Mother Tongued-
based instruction?

 Ang ilan sa mga problemang kinaharap ng

mga guro sa pagpapatupad ng Mother
Tongue ay: kawalan ng aklat na nakasulat
sa katutubong wika, kakulangan ng
bokabularyo, at kawalan ng pagsasanay ng
guro.
https://iafor.org/journal/iafor-journal-of-
language-learning/volume-1-issue-1/article-
4/

My Scoring Rubric
Meets Approaching Meets Does Not Meet
Standard Standard Acceptable Acceptable
INDICATOR
Standard Standard
S of of
Excellenc Excellence
e

CRITERIA 4 3 2 1
Performance Has all the Has some Has minimal No aspect of
Tasks aspects of aspects of aspects of work meets
work that work that work that level of
ex ceed exceed level meet level expectations.
level of of of
expectatio expectation. expectation.
n.
 Shows Demonstrate Has errors,
exemplary s solid omissions and
With some
performan performance misconceptions
errors and
ce and
MASTERY
understandin
is not
g
thorough
Assessment With 5 With 4 correct With 3 With less than
Tasks correct answers correct 3 correct
answers answers answers

Learning The The piece/s The piece/s The piece/s of

Artifacts piece/s of of evidence of evidence evidence of
evidence of learning of learning learning is/are
of learning is/are aligned is/are NOT aligned
is/ are with SOME of aligned with with the
aligned the learning ONE of the learning
with outcomes. learning outcomes.
learning outcomes.
outcomes.

Creativity and The The learning The learning The learning

Resourcefuln learning tasks are tasks are tasks are poorly
ess tasks are done done quite done and need
done very creatively and creatively improvement.
creatively resourcefully. and
and resourcefull
resourceful y.
ly.
Submission The The assigned The The assigned
of assigned learning tasks assigned learning tasks
Requirement learning are submitted learning are submitted 3
s tasks are a day after tasks are days or more
submitted the deadline. submitted 2 after the
on or days after deadline.
before the the
deadline.
 deadline.

MY TOTAL SCORE

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Signature of
Practicum
Supervisor
____________________________

_____________

Signature of
Cooperating
Teacher