I.

SESSION 1: EARLY LANGUAGE LITERACY AND

NUMERACY

A. 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)

B. 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.

d. Adopt interactive and ICT-mediated teaching strategies that will enhance

learner achievement in language literacy and numeracy skills.

C. 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)

ELLN is a different
teaching strategies that I want to know about the
the teacher used to different strategies to address I learned that using different
encourage the learners early language literary and teaching strategies the pupils
to study well. numeracy. easily understand the lesson.

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.
___X___ 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.
___X___ 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.
____X___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.

F. Activities and Assessment

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

Grade level Topic Appropriate Teaching Strategies

Kindergarten Counting 1-10 Play Based Teaching
Grade1 Addition of one digit Play Based Teaching
Grade 2 Different Shapes Demonstration
Grade 3 Multiplication Hands on

Reflection
1. Based on the readings, I have learned that……
There are different strategies that promote language literacy and numeracy
skills.

2. I have realized that ……

As a teacher I need to be more resourceful to know more about different
teaching strategies for effective teaching and learning process in language
literary and numeracy skills.

H. Post-Test

A. 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.
___X____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.
___X____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.

II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators
(PTIs)

2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure to

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

C. 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

F. Activities and Assessment

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

Read the following text/materials.

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

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

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

Name learner availed of Help the Learner Reflection
FLOs
Not available Not available Not available Not available

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: Mobile Learning

2. How would you challenge your student who is about to drop his classes because
of financial problems?
I will encourage him by telling him my struggles when I was in my journey in
achieving my dreams
LEARNING APPROACH: Blended Learning

3. A highly gifted student manifests behavioral problems and has very poor
attendance record.
LEARNING APPROACH: Home visitation is advised. Encouraged him to go
to school. Make the learners realized that education is very important in life.

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

Complete the following statements….

I can be a more effective teacher when I have high expectations on my class. Whether
they get high marks constantly, we still need to give them positive reinforcement.
Effective Teachers should manifest positive expectations to emsure each student believe
they can excel not just in class but in life as a whole.

H. 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

CROSSWORD PUZZLE

III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE

EDUCATION

A. 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)

B. 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.

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

ASSESSMENT Self-assessment
9. In which type of inclusion the disabled children get regular classroom learning?
a. Full inclusion
Performance Task
b. Partial inclusion
c. Regular inclusion
Presentation
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

F. Activities and Assessment

Activity 1. Child Find

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

Parents 1. Mapping

2 Through PTA Meetings

Health Care
Workers 1. Conducting orientation about healthy lifestyle

Barangay Officials
1. Launching programs to promote the welfare of the learners.
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.
Presentation1. 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.

Presentation 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.

Presentation 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.

Self-assessment 4. Nurhalem is classified as a displaced student having come from the

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

Performance Task 5. Elizabeth has been diagnosed with dyscalculia, a learning disability
in Mathematics. She does not perform well in paper-and-pencil test but she is able to
show her skill and ability when given a learning task such as drawing.

Self-assessment6. Cynthia is a gifted child who sometimes fails to acknowledge

criticisms from other people. However, given a set of self-check questions from the
teacher, she is led to discover her own strengths and weaknesses and develop a better
sense of understanding of her own learning.

Activity 3: Program Options

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

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

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?
None

2. How often do you talk to your child about his school work?
Often

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?
No

4. How often do you go to school to inquire about your child’s performance?

I don’t asks to the teacher.

5. Was there any invitation for parent-teacher conference where you failed to come?
Yes

6. What could be the reasons why you fail to come to school for a conference about
your child’s performance? (In case this is true to the parents)
(In case this is true to the parents) Because my kids don’t have someone to look
often.

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?
I can identify my child needs.

8. What do you think should the teachers or the school do in order to encourage you
to get you more involved in the academic performance of your child?
Communicate to both of us.

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
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.
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.

G. Reflection
1. What were your thoughts or Inclusive Education is a program by which all
ideas about Inclusive Education prior learners are welcome to join or go to a regular
to the discussion of this lesson? class.

2. What new ideas did you I learned that all learners deserve to join in a
learn after taking up this regular class.
lesson?
 3. How did you apply your More efforts in teaching because if you have
learning about Inclusive Education in a child with special needs in your class is not
your own classroom? an easy work.

H. 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 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

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
SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM
PRE-TEST
Choose the letter of the correct answer. Write the letter of your answer on the space
provided.
__ d. ___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
__ d. __ 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.
__b___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
__b___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 c. 6
b. 5 d. 7
___a__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
___b__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
___d__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.
__c___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
__d___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
___b__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

No. Characteristics Kindergarte Grade Grade Grade

n
4 to 6 7 to 10 11 to 12
to Grade 3
 The onset of puberty
happens when young
teens undergo
physiological changes √
triggered by the release
1 of hormones.
2 Physiological √
development will be
almost complete at this
stage.
Children at this stage use
symbols that allow them
to think creatively and
slowly as they are √
learning to process
3 information logically.

They develop the

capacity to share and take
turns, and they are able to
play cooperatively with √
their peers.
4
The ability to learn grows
substantially at this age
because of their
increasing capacity to
think conceptually, solve
5 problems, and use √
language.
They learn what is
expected of them by
observing and imitating
6 models, who are usually
their parents, but can also
be other significant
people like older siblings, √
teachers, or peers.
Children’s self-concept
(how they see
themselves) at this age is
influenced in larger part √
by their physical,
7 intellectual, and social
skills
Their sense of identity,
including their sexual
orientation and gender
identity or gender √
 expression (SOGIE), is
firmer and clearer.
8
They also develop the
capacity to share and take
turns, and they are able to
play cooperatively with √
their peers.
9
They begin to experience
feelings of attraction,
which occur as they
encounter gender identity √
or gender expression
10 issues.

Read and answer the guide questions below.

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

 physical development?
The onset of puberty happens when they undergo physiological changes
triggered by the release of hormones
 cognitive development?
The ability to learn grows substantially at this age because of their increasing
capacity to think conceptually, solve problems and use language.
 learning style?
Children, self- concept at this age is influenced in larger parts of their
physical, intellectual and social skills.

How would you describe children of ages 9-12 in terms of:

 physical development?
Become more self-conscious about her appearance particularly in clothe
preferences and they become more critical
 cognitive development?
They have longer distinctions between reality and fantasy and high standards
for one self.
 learning style?
Enjoying task that will increase the sense of being independent

How would you describe learners in the secondary education in terms of:
 physical development?
The growth hormones gradually increases. Body dimensions changes such as
height, leg length, shoulder width and trunk growth
 cognitive development?
Think abstractly, can reason deductively and plan for the future
 learning style?
They learned collaboratively using logic reasoning.

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
Key Stage K (What I Know) W (What I Want to L (What I Learned)
know)
KE to Grade 3 Use word Learning styles, Continues support of
identification innate tendencies, learners strength,
strategies learning preferences interest, learning
appropriately when and behavior preferences through
encountering management monitoring
unknown words
Grade 4-6 Formative and Physiological In computing
summative changes, behavior learners grades we
Classroom changes and social use the result of
assessment are development summative
given during this assessment
grade level to
improve student
learning outcome
Grade 7-10 SIP – evaluation for Courses offered by Level of exam and
grade 7 TESDA to further its corresponding
students select a contents
NCAE- Grade 9
better area of
NAT- Grade 10 specialization
Grade 11-12 Learners are given Assessment for Entry as well as exit
as much positive student learning to assessment for the
feedback about their respond to the needs deiff. Tracks may
performance of learners vary.
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.
3. Think of appropriate instruction and assessment strategy/ies for the selected
LC.
4. Accomplish table below
Learning Competency/ Instructional Strategy Assessment
LC Code
Ex.- Identification of a The students will Performing an experiment
problem determine the variable they in getting data
need to manipulate
Collecting data
 Formulating Hypothesis
Analysis and interpretation
of data

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

Preparing a Detailed Lesson Plan

1. After going through sessions 1 to 3 of this module, you are going to prepare a
detailed lesson plan by applying the knowledge you gained.

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

3. Answer the following:

a. In what way is the detailed lesson plan (DLP) useful to you as a newly hired
teacher?
- It is useful to me, in organizing and managing my classes and lesson effectively and
efficiently and to ensure achievement of learning outcome.
b. Which part of the DLP do you find the easiest to accomplish? Why do you say so?
- For me drill and motivation is the easiest to accomplish, because there are many
resources that we can use like pictures, videos and flash cards
c. Which part of the DLP do you find difficult to accomplish? Why do you say so?
- Evaluation, because in making assessment or test question you have to consider
your pupils learning ability/level in order for them to cope up with better results.

1. 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.

2. 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.

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.
__d___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
___d__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.
__b___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
___b__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
__a___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
___b__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

___d__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.
__c___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
___d__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

__b___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

V. SESSION 5: SPECIAL EDUCATION

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

Adolescents program?
SPECIAL Creating alternative
People with disabilities
EDUCATION environments for
unconventional learners

How is SPED implemented?

Current practices
Activities and Assessment
Action Planning
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.
Deaf or hard of hearing

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 misbehavior. Mental health
conditions

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

Hyperactivity
Have a great sense of humor

Interview a mentor who is an expert in the field of special education and discuss
with him or her specific strategies that may be employed in dealing with learners with
disabilities and giftedness. You will then be enhancing this interview by having further
readings on the said topic.
You may interview a teacher handling the last sections or those teaching remedial
reading or SPED teachers themselves. Coaches, trainers, advisers of gifted learners may
also be your interviewees.
You may use the interview questions given or you may formulate your own
depending on the subject of your interview. The interview feedback form will guide and
help you in noting down important points of discussion.
Using the points you that you have gathered from the discussions in this session
and from the interview, you will now enumerate activities that you can use in order to
address the needs of a particular learner in your class who has a learning disability or
giftedness.
You may use the graphic organizer below.
 DISABILITIES

Characteristics 1 Characteristics 3

Characteristics 2

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?

- A Concept that giving what they need is to assist, teach and advise them or
treat them like your own child in order for them to get what the need.
-
What is your professional obligation towards these learners with disabilities and
giftedness?

- You have to provide them instruction according to their specific academic,

social, and psychological needs.
- To provide effective instruction and support which facilities the participation
of pupils in a regular classroom.

What is your personal commitment in helping your learners with special needs?
- Giving them extra time in teaching and learning process and treat them as a
real family.
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. setting

Who are the Clients? SPECIAL Why this program?

People with disabilities EDUCATIO Creating alternative
N environment for
unconventional learners

How is SPED Implemented?

Action Planning
 VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING
SYSTEM(ALS)

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.

____T_____ 1. The Alternative Learning System is a parallel learning system in the Philippines
that provides a practical option to the existing formal instruction.

____T____ 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.
Alive in ALS3. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
____T_____ 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.
Family Basic Literacy Program5. Mobile teachers are “specialized” teachers who live
among the people in remote barangays of the country.
T. 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.
Informal Education for Disadvantage Program 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.
1987 Constitution 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.

Functional Literacy Test 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.
_____T____ 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.

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 Accreditation and Equivalency
Test (A&E0 test
2. The Basic Literacy Program 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 9-24 years old 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
ALS 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 Republic Act No. 7277 “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 Parent Education 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 Muslim Migrants 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 Lesson Modules 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 Schedule between the learners and the learning facilitators.
10. Community Learning Center (CLC) is also called Punlaan ng Karunungan,
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.
The salient feature which ignites my desire as a beginning teacher is how ALS
provide basic education to all Filipinos in a mode that fits their distinct personality
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.
Family Basic Literacy Program1. Mobile teachers are “specialized” teachers who
live among the people in remote barangays of the country.
 True_ 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.
Informal Education for Disadvantage Program 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.
1987 Constitution 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.
Functional Literacy Test5. 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.
True 6. The Alternative Learning System is a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction.
True 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.

Alive in ALS 8. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
True 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.
True 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.
VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION

Pre-Test

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

Going to Mosque Gossiping

Learning Arabic Language Gambling

Love and respect to parents and Eating Haram

elderly
 Fasting in the holy month of
Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an
Attending Eid al-Adha prayer

Charity

Complete the table by writing your important learning..

NAME OF LEGAL BASES POSSIBLE IMPACT TO MUSLIM

PROGRA LEARNERS
M
K to 12 RA10533/ The K to 12 Curriculum was designed to address
BEP diverse learner needs, and may be adapted to fit
K to 12 Law specific learner groups like Muslim Learners.

ALIVE/ DO51, s.2014 This program enhances the education system for the
Filipino Muslim Learners and ensure that they will have
Madrasah DO41, s.2017
access to quality and relevant education that is also in
Education line with the Islamic Cultural heritage and values.
PRIME EFA The program not only provided interventions to address
the issues on dropouts, absenteeisms, and poor
BESRA
participation of said group of learners in schools but
engaged in the communities to take part in preserving
their culture.
BEAM- RA10533/ Some of the programs of Australia to aid Philippine
ARMM Educational System.
K to 12 Law
BEST RA10533/ Some of the programs of Australia to aid Philippine
Educational System.
K to 12 Law

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

hijab mini skirt swim wear abaya kuppiya

Eid al-Fitr ham Amun Jadid Hajj Ramadhan

Zakat bagnet chicharon bulaklak bacon

altar mimbar Cross Patron Saints Feast

meat bread Sinulog Christmas Madonna wudu

Dress Food Way of worship Holidays

Hajj Eid al-Fitr
hijab meat (Halal
chicken/beef) Ramadhan Amun Jadid
abaya
bread Zakat
kuppiya (halal certified)
wudu

(mimbar?)

Reflection

1. In your Journal Notebook write a reflection on how you can be responsive to the
needs of our Filipino Muslim learners.

Make sure your classroom and school are safe spaces for all students. Every
child deserves dignity and respect—no student should be made to choose between
practicing their faith and getting an education.
If you are not Muslim, learn about Islam to better understand your Muslim
students. Just as Christianity is a faith with many forms of expression, so is Islam.
Observing Ramadan is universal for practicing Muslims, but its expression can look
different depending on community and culture. Not all Muslims fast, not all Muslims
can fast, and not all Muslims begin to fast at the same age.
Give them options that will help them succeed. Communicate with parents. Let
them know you’re supportive of their child.
And by creating a safe space for people to be different without being
marginalized, teachers can show their students what it looks like to Love Anyway.

2. Post KWL Workshop: Working with your Group, complete the third column of the
KWL chart.
 What already KNOW about What do you WANT to What have you LEARNED
DepEd’s MEP? know about DepEd’s MEP? in the Session? (to be filled
up at the end of the session)

This is a program for the I want to know about how can MEP or Madrasah Education
education of Muslim Muslim learners be supported Program is a comprehensive
Learners. through this program. program for Muslim learners
in public schools and private
madaris, which provides
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).

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

EDUCATION CURRICULUM

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)
___B____1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.

___C____2. Teachers who handle this special program must have specialization in English
and must be knowledgeable of foreign languages like French, Mandarin, etc.

____E___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.

___E____4. Teachers in this special program must be National Certificate II holders of the
subject that handle

___E____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

___E____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

___A____7. This program nurtures learners who are endowed with gifts in dancing, acting,
and singing.

____D___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.

___C____9. This program offers learners the opportunity to explore the field of media arts,
broadcasting, newswriting and photography.

___E___10. Learners with interest in carpentry, cosmetology, computer programming, fish

processing and similar skill-based learning must be enrolled in this special program.

___A____11. It is the counterpart of Senior High School Sports track

___A____12. It is the counterpart of Senior High School Arts track

____E___13. It is the counterpart of Senior High School Technical-Vocational Track

____B___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.

____Strand______1. Leaners with special inclination in Science, Technology, Engineering

and Mathematics attend SHS schools offering STEM.

____Track______2. Learners who opt to pursue tertiary education take the ‘Academic’

____Strand______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)

____Track______4. Learners who like to obtain National Certificate Level II, III or IV join
the Technical Vocational (TVL)

____Strand______5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Tour Guiding take NC II or higher to be able to work

____Track______6. Learners who plan to become sports trainer explore on this

____Track______7. Humanities and Social Sciences (HUMSS) is under ‘Academic’

___Strand______8. Those learners who want to become marine engineers take pre
baccalaureate Maritime

____Strand______9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
___Track______10. These are SHS courses or subjects

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…. I learned that it is
a special program that meets a special need of a learner.

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

will make them interested to learn.

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

the lives of my learners’ by… being a role model and
identifying their interests and needs.

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)
___B____1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.

___C____2. Teachers who handle this special program must have specialization in English
and must be knowledgeable of foreign languages like French, Mandarin, etc.

____E___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.

___E____4. Teachers in this special program must be National Certificate II holders of the
subject that handle

___E____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

___E____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

___A____7. This program nurtures learners who are endowed with gifts in dancing, acting,
and singing.

____D___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.

___C____9. This program offers learners the opportunity to explore the field of media arts,
broadcasting, newswriting and photography.

___E___10. Learners with interest in carpentry, cosmetology, computer programming, fish

processing and similar skill-based learning must be enrolled in this special program.
___A____11. It is the counterpart of Senior High School Sports track

___A____12. It is the counterpart of Senior High School Arts track

____E___13. It is the counterpart of Senior High School Technical-Vocational Track

____B___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.

____Strand______1. Leaners with special inclination in Science, Technology, Engineering

and Mathematics attend SHS schools offering STEM.

____Track______2. Learners who opt to pursue tertiary education take the ‘Academic’

____Strand______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)

____Track______4. Learners who like to obtain National Certificate Level II, III or IV join
the Technical Vocational (TVL)

____Strand______5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,

Tour Guiding take NC II or higher to be able to work

____Track______6. Learners who plan to become sports trainer explore on this

____Track______7. Humanities and Social Sciences (HUMSS) is under ‘Academic’.

IX. SESSION 9: INDIGENOUS PEOPLES’

EDUCATION PROGRAM

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.
__X__5. An IP learner has a similar learning style and needs with other non-IPs.
__X__6. All strategies are applicable to IP learners.
__X__7. A teacher should stick to one strategy in teaching IPs.
__X__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.
__X__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 of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges
innocent To be unsderstood It entails a lot of Must be familiar
by others creativity to prepare with the multiple
varied instructional intelligences that
activities for the varied learners can
same lesson. have.
simple
Recognizes their
culture

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 resources/

Student/ grade materials
level
1. Vocabulary
development Role
Playing

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.
__X__5. An IP learner has a similar learning style and needs with other non IPs.
__X__6. All strategies are applicable to IP learners.
__X__7. A teacher should stick to one strategy in teaching IPs.

__X__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.

__X__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 of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges
They have a close Need to be Their way of living A teacher must be
attachment to accepted. and culture is ready to accept that
ancestral land, different. his/her classes are
territory and composed of unique
resources. learners.
Unique learners Financial Their socio-cultural It entails a lot of
with different level beliefs and creativity to prepare
of understanding traditions vary. varied instructional
materials.
Their family are Right to Education They have different Must be familiar
among the poorest level of with
and the most understanding, contextualization.
disadvantaged social culture and
group in the country. tradition.