(Enclosure No. 4 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Detailed Professional Development Program Design Form

GRADE 1
Resource
Session
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
No.
Matter Expert

30 minutes Opening Program

30 minutes Pre-assessment
 Day 1 ● understand the INTRODUCTION: Accomplished Worksheet Type here.
10:00-11:00 S1: The General Shape of context of the Greet/Welcome pax, introduce 1 (Reflection)
1 (1h) the MATATAG Curriculum MATATAG K to 10 yourself, session title,
Program objectives, and outline.

1. Context of the ● describe the

MATATAG curriculum revision
ACTIVITY: Hot Air Balloon
Curriculum, process and factors
Retrospective
which guided the
2. Curriculum revisions
Review Process
and Factors ● identify the salient 1. Explain the mechanics of
which guided the features of the the Hot Air Balloon
revision MATATAG Curriculum Retrospective.

3. Salient Features
of the MATATAG ● reflect on the 2. Using colored metacards,
Curriculum aspirations and ways ask the participants to
4. Ways Forward forward of the write their answers about
and Aspirations MATATAG Curriculum the four questions posted
on the screen (word or
phrase)
Orange or yellow: Hot air
Blue: sunny skies,
Brown: sandbags
Gray: dark clouds

ANALYSIS
1. To process the activity,
raise guide questions to
the participants. Ask
some participants to
share their answers to
2
 the plenary.
2. Close the analysis
activity by reminding the
participants that failure
to align instructional
practices with curriculum
standards can lead to a
lack of clarity in
educational outcomes
such as misalignment of
learning objectives and
inconsistent classroom
practices.

ABSTRACTION

1. Play the recorded video

which discusses the
following contents:
a. Context of the
MATATAG K to
10 Curriculum
b. Curriculum
Revision Process
c. Factors which
Guided the
Revision
d. Salient Features
of the MATATAG
Curriculum

3
 e. Ways Forward
and Aspirations of
the MATATAG
Curriculum
2. To check the participants’
understanding, the video
has been spliced per key
content. Elicit answers
from the participants on
the provided questions.

APPLICATION: My Learning
Journey

1. In two minutes, ask the

participants to write down
what they have learned
at every stage of the
general shape of the
MATATAG Curriculum?
2. The participants may opt
to share their answers
using the online
interactive platform
PADLET or the printed
worksheet.
3. Provide the mechanics in
using the PADLET and
show the QR Code for
the activity.
4. After 2 minutes, present

4
 the PADLET interface
then read the live
responses of the
participants.

CLOSING

1. Wrap up the session by

going back to the Hot Air
Balloon Retrospective
and relate it to the key
contents of the
MATATAG Curriculum.
2. Share the quote to the
participants about

“A good curriculum is not about

covering content; it's about
creating experiences for
students to engage with and
make meaning of the content."
- Grant Wiggins

5
 Day 1 Please refer to Common Topics PD Design File
11:00-12:30
2
(1h30)

S2: 21st Century Skills

in the MATATAG
Curriculum
Day 1 ● explain the key INTRODUCTION
● Sample topics for
1:30-2:30 components of the
3 Languages lessons in
2:45-4:00 Language and
Curriculum Greet/Welcome pax,
Framework Reading and
introduce yourself, session
Literacy based on
title, objectives, and outline.
(2h15) ● identify learning curriculum
standards standards
S3: Walkthrough of
(curriculum
Language, Reading standards: learning ● Unpacked/
and Literacy Shaping area, key stage, ACTIVITY clustered learning
grade level, content,
Paper & Clustering of competencies in
and performance
Learning Language and
standards)
1. Place eight color- Reading and
Competencies ● determine possible coded "candies" Literacy
topics for lessons in (created from cartolina
Language and or any similar material) ● Sample learning
Reading and in a line on the floor at objectives for
Literacy the front of the room. Language and
Invite participants to Reading and
● unpack learning line up in front of the Literacy
competencies in candy color they
Language and prefer. Each line
Reading and should have no more
Literacy than 20 participants to
● cluster learning manage group size

6
 competencies in effectively. Ensure an
Language and even distribution of
Reading and participants to
Literacy effectively elicit
experiences and
● write specific, clear,
perspectives.
and doable learning
objectives 2. Instruct participants to
"unwrap" their candies.
Inside the wrapper,
they will find a question
they need to discuss
as a group.
3. Encourage an active
discussion,
emphasizing that there
are no wrong answers.
4. Ask for a volunteer
from each color group
to summarize their
discussion and share
with all participants.
This step helps
synthesize group
discussions and
encourages active
participation.

ANALYSIS

1. Using the same group

in the first activity,
assign each group a
7
 specific curriculum
guide (i.e., Language
and Reading and
Literacy) to review and
analyze.
2. Provide each group
with materials or
sources where they
can access the content
of these curriculum
guides.
3. Instruct the groups to
dive into the curriculum
with a critical eye,
using the guiding
questions in Worksheet
1 to structure their
analysis.
4. Encourage groups to
designate a note-taker
to capture key points
from their discussion.
5. Allocate a set time for
each group to present
their findings.
Encourage them to be
concise yet thorough.

6. After each
presentation, open the
floor for questions and
comments from other
participants to foster a
8
 collaborative learning
atmosphere.
7. After the group
presentations, bring all
participants back
together. Thank
everyone for their
contributions and
express how each
observation serves as
a vital piece of the
larger educational
puzzle.
8. Conclude the analysis
segment by
acknowledging the
thoughtful engagement
and valuable insights
shared by all
participants. Reinforce
the idea that this
reflective practice is
what drives growth and
innovation in
education.
9. Provide a segue into
the next portion of the
session, ensuring a
smooth and purposeful
transition of focus.

ABSTRACTION

9
1. Discuss the Shaping
Paper of the
MATATAG Language
and Reading and
Literacy Curricula,
spotlighting their
structure, standards,
literacy continuum, and
exemplar lessons.
Encourage reflective
thinking about how
these elements
coalesce to form a
robust language
learning environment.
2. The discussion will
cover the following
a. The Language
Framework
b. Language
Curriculum
Framework
c. Big Ideas
d. Literary Focus
e. Subdomains,
Key Stage
Standards,
Grade Level
Standards, and
Content and
Performance
Standards

10
 f. MOTL
Continuum
APPLICATION

1. Guide the participants

on how to use the
revised curriculum by
giving emphasis on
unpacking and
clustering the LCs.
2. Present the steps on
how to unpack the
LCs.
3. Divide participants into
groups of five,
assigning each to craft
learning objectives
based on curriculum
standards and learning
competencies. Tell
them to accomplish
Worksheets 2 and 3.
Provide clear
instructions and criteria
for their output.
4. Facilitate the room,
offering guidance and
insights as groups
engage in the creation
process. Ensure the
atmosphere is
collaborative, with
participants feeling
11
 comfortable seeking
advice.
5. Have each group
present their draft
learning objectives to
the whole session.
Guide a constructive
critique based on the
provided reflective
questions.
6. Provide balanced
feedback, highlighting
strengths and offering
suggestions for
refinement.

CLOSING

1. Conclude by
synthesizing the
discussion and
highlighting the pivotal
role teachers play in
shifting the educational
narrative. Draw
parallels between the
journey teachers are
embarking on.
2. Refer to the large-scale
assessment results as
a motivational
benchmark,
12
underscoring the
collective goal of
enhancing literacy and
achieving educational
success that reflects
global standards.

13
 Day 2 ● Explain the INTRODUCTION 1. Unpacked/
8:30-10:00 Salient Features Clustered learning
4 of the Learning competencies for
(1h30)
Area Shaping 1. Greet the participants quarters 1 & 2
Paper and make sure they
2. Reflection Journal
10:15-11:00 are comfortable and
● Share one’s
(45m) attentive, and that they 3. Accomplished
S4: Walkthrough of appreciation of
are ready to learn. worksheets
the importance
Mathematics 1 of Shaping
Shaping Paper & Paper to the
teaching and ACTIVITY
Clustering of Learning
learning process
Competencies
● Identify Quarters 1. Present the mechanics
1&2 curriculum for the activity. Each
standards group will be asked to
review the issues and
● Discuss the
concerns regarding the
nature, process,
current mathematics
and importance
curriculum by
of
conducting a Panel
unpacking/cluste
Discussion/ Forum to
ring the learning
be acted by selected
competencies
participants.
that can aid
classroom
instruction and
assessment ANALYSIS

● Unpack learning
competencies After the Panel Discussion,
● Reflect how 1. Using meta cards,
unpacking/cluste ask participants to
ring the write the issues and
learning compet concerns raised from
encies can aid the Panel Discussion
14
classroom Activity posted on
instruction and the walls of the
assessment session hall.
2. Lead the session to
discuss some of the
most common issues
and concerns raised
from the perspective
of a student, teacher,
principal, and
supervisor.
3. Ask the participants
to share their
solution/approach to
the issues and
concerns with the
rest of the group.
4. Help the participants
identify the
similarities and
differences regarding
how the concern was
addressed. Lead the
discussion to the
need for the
Mathematics
Curriculum
development.

ABSTRACTION

Walkthrough of Mathematics 1
15
Curriculum Guide Quarters 1&
2

1. Review the parts and

coverage of Grade 1,
Quarter 1 & 2 of the
mathematics
curriculum.

Unpacking of Learning
Competencies

Activity: FACT or BLUFF

1. Ask the participants to

show a thumbs up if
the statement flashed
on the screen is a fact,
and thumbs down if it
is a bluff. Statements
are relative to the
process of unpacking.
2. Discuss how to unpack
a competency.

APPLICATION

Activity 1: Down to the Specific

16
 1. Divide the participants
into groups of 4.
2. Assign one learning
competency to be
unpacked to each
group. After 10
minutes, each group
has to present their
work.

Activity 2: Reflect and Write

1. Ask the participants to

accomplish the
reflection journal
individually in five
minutes.
2. Discuss the mechanics
of the activity.
3. Provide a general
synthesis regarding the
session.

CLOSING

1. End the session using

a quote by Malcolm X,
“Education is our
passport to the future
for tomorrow belongs
17
to people who prepare
for it today.”

18
 Day 2 S5: Pag unawa sa  Naipaliliwanag ang INTRODUCTION  Unpacked
mahahalagang Learning
5 11:00-12:00 Makabansa 1 konseptong Competencies
1:00-2:15 Kurikulum nakapaloob sa 1. Batiin ang mga kalahok  Accomplished
(Understanding Makabansa Shaping at ipakilala ang sarili sa Activity Sheet
Paper; mga kalahok.  Reflection Paper
Makabansa 1  Natutukoy ang mga
(2hrs 15 mins)
Curriculum) Pamantayang
Pangnilalaman at ACTIVITY
Pamantayan sa
Pagganap ng 1. Talakayin ang bagong
Makabansa para sa asignaturang
apat na markahan; nakapaloob sa
 Naisasagawa ang MATATAG
unpacking ng mga Curriculum--ang
kasanayang Makabansa.
pampagkatuto; at
2. Ipamahagi ang activity
 Napagninilayan ang
sheet at ipaliwanag
kahalagahan ng
and panuntunan sa
unpacking ng mga
pagsagot activity sheet
kasanayang
na pinamagatang
pampagkatuto para
Makabansa: Ito ang
sa epektibong
alam ko.
pagtuturo at
3. Iproseso ang gawain
pagtataya.
gamit ang gabay na
tanong.
4. Tumawag ng ilang
kalahok. Kung may
sagot na angkop sa
balangkas ng
Makabansa Curriculum
ay maaaring bigyang-
diin.
5. Ibahagi ang layunun ng
sesyon.
6. Ipaliwanag ang

19
 panuntunan sa
pangkat na gawain.
7. Ang bawat pangkat ay
hihimukin na iulat ang
kaninalng natapos na
gawain.

ANALYSIS
1. Matapos ang maikling
pag-uulat ay
magkakaroon ng
interaktibong talakayan
gamit ang
pamprosesong mga
tanong na makikita
slides.
2. Tumawag ng kalahok
na maaaring sumagot
sa katanungan.
3. Siguruhing may
interaksyon sa pagitan
ng bawat kalahok sa
pamamagitan ng
paghingi ng kanilang
saloobin sa sagot ng
bawat isa.

ABSTRACTION
1. Ipaliwanag ang mga
sumusunod :
a. Batayan ng
Makabansa
b. Pangunahing
20
 Kaisipian o
ideya ng
Makabansa
c. Pamantayan ng
Unang Yugto
d. Pamantayan sa
Unang Baitang
e. Tatlong
magkakahiwala
y na tungkulin
ng isang guro
f. Kahulugan ant
proseso ng
unpacking
g. Pangunahing
ideya ng AP
shaping paper
h. Talahanayan
ng ugnayan ng
mga
pammantayan,
big idea at 21st
centruy skills
2. Para sa Pokus na
Kaalaman, ipaliwanag ang
panuntunan sa paggawa ng
mungkahing gawain.
3. Gumamit ng mga gabay na
katanungan sa pagproseso.

APPLICATION

21
1. Para sa kasanayang
pampagkatuto , ang
mga kalahok ay mag
uunpack upang
makatulong sa
pagkamit ng
kasanayang
pangnilalaman at
pagganap.
2. Ibigay na ang Activity
Sheet sa mga kalahok.
3. Bigyan ng sapat na
oras ang mga kalahok
upang matapos ang
gawain.
4. Kinakailangan ding
mag-ikot-ikot upang
matiyak na tama ang
tunguhin ng bawat
pangkat.

22
 Day 2 S6: Walkthrough ng ● mauunawaan ang INTRODUCTION 1. Repleksiyon
Shaping Paper, Gabay latag ng kurikulum
6 Pangkurikulum ng ayon sa shaping
tungkol sa
2:15-3:00 Unang Markahan at paper nakaraan at
1. Batiin at kamustahin
3:15-4:45 Unpacking ng Values
● matutukoy ang mga
ang mga kalahok. bagong
(2h15) Education MATATAG
Kurikulum para sa
pamantayan ng 2. Ipaliwanag ang layunin kurikulum ng
kurikulum para sa
Baitang 1 ng sesyon. Values Education
Kwarter 1
Baitang 1
● matatalakay ang
kalikasan, proseso, GAWAIN (ACTIVITY): QUIZ (Reflective
at kahalagahan ng BEE Journal)
pag-unpack ng mga 1. Ipakita ang slide na 2. Naka-unpack na
kasanayang
pampagkatuto
may nakasulat na mga kasanayang
“HANDA NA BA
KAYO?”
pampagkatuto
● makapaglahad ng
unpacked na (Worksheet)
2. Ipakita ng isa-isa
kasanayang ang mga larawan.
pampagkatuto
3. Hintayin na may
kalahok na
makapagtaas ng
kamay.
4. Tawagin ang
kalahok upang
sabihin ang sagot.

23
ANALISIS (ANALYSIS)

1. Ipakita isa-isa ang

mga tanong.

2. Magtawag ng
tatlong (3) kalahok
na sasagot sa
bawat tanong.

3. Iproseso ang mga

sagot ng mga
kalahok. (Sa
puntong ito ay
walang tama o
maling sagot.)

4. Bigyang-diin ang
mga
pagpapahalaga na
maisasagot ng mga
kalahok.

ABSTRAKSIYON
(ABSTRACTION)

1. Ipakita sa mga kalahok

ang DepEd Core
Values na syang pinag
angklahan ng GMRC
at VE Curriculum.
2. Ipaliwanag ang

24
 Balangkas ng
Pagtatalakay ng
Shaping Paper at ang
Balangkas ng
Kurikulum ng GMRC at
Values Education.

Walkthrough and Unpacking

LCs

1. Talakayin ang GMRC

sa Baitang 1 para sa
Unang Markahan
2. Isa-isahin ang bawat
Kasanayang
Pampagkatuto at ang
lilinangin na
Kasanayan ng Ika-21
Siglo.
3. Talakayin ang
pamamaraan ng
unpacking.

APLIKASYON
(APPLICATION)

1. Hatiin ang mga

kalahok sa 6 na
grupo.
2. Magtatalaga ng 1
25
 Kasanayang
Pampagkatuto ang
bawat grupo.
3. Ipakita ang
panuntunan at
ipaliwanag sa grupo
ang gawain.
4. Ipakita ang link ng
MATATAG GMRC
Curriculum Guide
upang makita ang LC
na nakatalaga sa
bawat grupo. Maaari
ring magbigay ng mga
kopya ng LC sa bawat
grupo kung
kinakailangan.
4. Sabihin sa bawat
grupo na isumite
ang natapos na
gawain o awtput sa
link na ibibigay.
5. Bibigyan ng 20 minuto
ang bawat grupo
upang maisagawa ang
gawain.
6. Matapos ang takdang
oras, tumawag ng
reporter na
magpapakita ng awtput
ng grupo.
7. Sa pagtatapos ng
sesyon, ang mga
26
 kalahok ay susulat ng
kanilang repleksyon
tungkol sa kanilang
natutunan. Tatawagin
natin itong KWATRO
SIMBOLO.
8. Ipamigay ang mga
metacards sa mga
kalahok.
9. Bigyan ng 5 minuto
ang mga kalahok na
matapos ang Gawain.
10. Magtawag ng 4 na
kalahok na sasabihin
ang kanilang mga
sagot sa metacards
11. Kolektahin ang
metacards ng mga
kalahok bago umalis.

PANAPOS NA PAHAYAG

1. Bilang pang wakas,

ibahagi linyang ito
ayon kay Aristotle,
“Educating the mind
without educating the
heart is no education
at all.” O sa Filipino:
Ang pagtuturo sa isip
nang hindi tinuturuan

27
ang puso ay walang
edukasyon.

28
 Day 3 S7: MATATAG Please refer to Common Topics PD Design File

7 Curriculum:
8:30 - 10:00 Instructional Design
(1h30)
Framework

29
 Day 3 Session 8A: Navigating ● describe how INTRODUCTION Revised and Finalized
translanguaging is Lesson Exemplar for
8A the New Language espoused in
1. Greet/Welcome pax,
Demonstration Teaching
Learning Areas: introduce yourself,
10:15-12:00 Language and
session title,
Pedagogy and Reading and
1:00-2:00 objectives, and outline.
Literacy instruction
Assessment in
(2h45) ACTIVITY: ‘L1’derful Words
● familiarize the
Language and Reading
different 1. Divide the participants
and Literacy pedagogical into five groups.
Instruction approaches and
various 2. These five groups shall
assessments in be assigned word
teaching the New categories (shapes,
Language LAs number, colors, parts
of the body, animals)
● revise sample
lesson exemplars 3. These word categories
and learning activity are written on a manila
sheets for the new paper pasted around
language learning the venue.
areas 4. Under each category,
● share an selected high
appreciation of the frequency words are
importance of listed in English.
pedagogical 5. Explain the mechanics
approaches and of the activity.
assessment
strategies for the
new language LAs.

ANALYSIS
1. To process the activity,
use any of the provided
30
 questions.

ABSTRACTION

What’s the Buzz?

1. Divide the participants
into groups.
2. Have the buzzword,
translanguaging,
shown on screen and
ask the participants to
begin by brainstorming
within the group about
the buzzword,
generating various
words, concepts, and
ideas. Ask them to
enclose each
brainstormed word,
concept, or idea within
a distinct shape.
3. Make them form a
cohesive figure by
arranging the shapes
together, ensuring they
interlock or
complement each
other to create an
overall image. Then,
designate a rapporteur
to share the resulting
image and elucidate
31
 the group's collective
interpretation of the
buzzword through the
formed figure.
4. Have a representative
per group to discuss
their outputs in front of
the class.
5. Engage participants in
a discussion on the
importance of
communicative
competence.
Encourage reflection
on how cultural identity
can be integrated into
language teaching.
6. Facilitate a group
discussion on the
definition and
importance of
translanguaging.
Encourage participants
to brainstorm ways to
incorporate
translanguaging in their
teaching.
7. Lead a discussion on
practical ways to
implement
communicative and
comprehensible input.
Encourage participants
to share examples of
32
 explicit instruction in
their teaching
practices.
8. Facilitate a role-play
activity demonstrating
the stages of gradual
release. Encourage
participants to share
their experiences with
implementing each
stage.
9. Lead a brainstorming
session on
translanguaging
strategies in literacy
skill building. Facilitate
small-group
discussions on the
integration of language
areas.
10. Discuss how the two
Language Learning
Areas were integrated
and how they
complement in terms of
content and delivery.
11. Conduct a group
activity that
emphasizes the
importance of oral
language development.
Facilitate a discussion
on incorporating play
activities and diverse
33
 conversations in the
classroom.
12. Lead a hands-on
activity for participants
to experience phonics
instruction. Facilitate
small group
discussions on
effective vocabulary
instruction techniques.
13. Facilitate a reflective
activity on how
participants currently
integrate oral language
and literacy in their
lessons. Engage in a
discussion on the
importance of
collaborative
understanding through
listening, speaking,
reading, and writing.
14. Facilitate a discussion
on the importance of
incorporating diverse
text types in language
lessons. Engage
participants in a
reflection on their
current pedagogical
and assessment
resource ratios.
15. Conduct a group
activity where
34
 participants create
assessment tasks for
different language
skills and reading
skills. Facilitate a
discussion on the
benefits of using
observation and
documentation in
understanding
learners' language use.
16. Lead a discussion on
the benefits of
separating language
and literacy curricula.
Encourage participants
to share strategies for
focused instruction in
each area.
17. Facilitate a discussion
on how experience,
oral language, and
written/printed symbols
interact in the reading
process. Encourage
participants to share
examples from their
teaching experiences.
18. Facilitate a
comparative discussion
on the differences and
similarities in the
relationships between
the first and second

35
 languages. Encourage
participants to
brainstorm strategies
for supporting learners
in making connections
in the second
language.
19. Highlight the principles,
components, and
facets of the K to 10
MATATAG
Instructional Design
Framework in the
sample Lesson
Exemplar and Learning
Activity Sheets.

APPLICATION
1. Divide the participants
into groups with 5 to 8
members.
2. Provide a Lesson
Exemplar and Learning
Activity Sheets. Ask
them to go over these
materials as a group
and identify how they
will improve and/or
contextualize the
materials based on
their understanding of
the session and their
own context and

36
 understanding of their
learners.
3. Designate group
presenter/ presenters
to discuss what
changes they have
incorporated and how
the change/s address
their understanding of
the session.

Synthesis
1. Show and highlight the
synthesis for the
session.
2. Emphasize the
development of
communicative
competence, literacy,
and cultural identity by
integrating
multilingualism and
translanguaging
principles to leverage
learners' linguistic
repertoires.
3. Design assessments
that align with
curriculum standards
and big ideas of
literacy, language, and
text, incorporating
authentic and
37
 meaningful
assessments in both
language and literacy
domains.

Closing

1. End the session by

showing this quotation:

“Teaching language is lighting

the way for learners. Words
are the guide, literacy is the
destination, and assessments
mark the progress on their
journey of learning.”

38
 Day 3 Session 8B: Navigating ● gain familiarity with INTRODUCTION Revised and Finalized
diverse pedagogical Lesson Exemplar for
8B Other Grade 1 approaches
1. Greet/Welcome pax,
Demonstration Teaching
2:00 pm - Learning Areas: introduce yourself,
applicable to
session title,
3:00 pm Pedagogy and teaching GMRC,
objectives, and outline.
Makabansa, and
3:15 pm -
Assessment in GMRC, Mathematics in KS1 ACTIVITY
Math, and Makabansa
● identify and 1. Introduce the concept
4:15 pm Instruction comprehend various of integration and
(2hrs) assessment collaboration in
methods tailored for learning, explaining
GMRC, Makabansa, that the tower-building
and Mathematics activity represents the
learning areas unity and strength that
come from combining
● explore Grade 1
knowledge from
lesson exemplars
different subjects.
and learning activity
sheets specifically 2. Give the groups a
designed for GMRC, limited time (10
Makabansa, and minutes) to design and
Mathematics, build their towers.
providing practical Encourage
insights for effective communication and
classroom collaboration within the
implementation. groups.
3. After the construction
phase, measure the
height of each tower
and test their strength
using the specified
criteria.

39
ANALYSIS
1. Gather participants to
discuss their
experiences and the
performance of their
towers.
2. Connect the activity to
the metaphor of
building towers to
represent the unity and
strength that come
from combining
knowledge from
different subjects.
ABSTRACTION
1. Briefly introduce the
importance of
character building in
education. Ask
participants about their
experiences or
thoughts on the role of
values in education.
2. Facilitate a discussion
on how a whole school
approach can be
implemented.
Encourage participants
to share their ideas on
involving teachers,
students, parents, and
other stakeholders in
character building.

40
3. Conduct a brief role-
playing activity to
demonstrate the
Modelling Approach.
Discuss the benefits of
scenario-based
learning in conveying
moral lessons.
4. Facilitate a discussion
on the different
pedagogical
approaches.
Encourage participants
to share experiences
or insights related to
implementing these
approaches.
5. Engage participants in
a brief modeling
activity related to a
GMRC scenario.
Facilitate a discussion
on the effectiveness of
various strategies and
activities.
6. Facilitate a discussion
on the importance of
assessment in
character building.
Encourage participants
to share their thoughts
on assessing virtues in
students.
7. Discuss the
41
 advantages and
challenges of using
checklists, rubrics, and
portfolios in GMRC
assessment. Facilitate
a brief reflective activity
on the role of
observation and
feedback.
8. Invite participants to
share their key
takeaways from the
first part of the session
regarding the GMRC
learning area.
9. Ask participants to
reflect on their
experiences with
teaching mathematics.
Encourage a brief
discussion on the
importance of everyday
mathematical
knowledge and formal
mathematical
knowledge.
10. Facilitate a discussion
on how to address
diverse needs and
ensure equity in
mathematical
education.
11. Discuss the role of
mathematical language
42
 in representing objects
and concepts. Reflect
on the evolution of
descriptive language in
mathematics.
12. Facilitate a discussion
on the shift from a
performance-centric
approach to an
emphasis on growth
and learning.
13. Facilitate a discussion
on the advantages and
challenges of formal
and informal
assessment methods.
14. Discuss the
significance of
analyzing assessment
data for instructional
planning.
15. Facilitate a discussion
on the characteristics
of formative and
summative
assessment tasks.
16. Discuss the role of
portfolios and
investigations in
assessing
mathematical work.
17. Facilitate a discussion
on the continuous
43
 interaction of teaching
and learning in
mathematics.
18. Facilitate a discussion
on the participants'
understanding of
theme-based learning.
Encourage reflections
on the benefits of
theme-based learning.
19. Discuss how theme-
based learning shapes
overall child
development and
success in academics.
Facilitate a discussion
on the connection to
everyday life and the
immediate world.
20. Discuss the benefits of
an integrated
curriculum,
emphasizing
meaningful learning.
Explore different
approaches to
curriculum integration,
such as fusion and
incorporation.
21. Engage participants in
a discussion on
practical strategies for
multidisciplinary
teaching. Explore how
44
 real-world connections
can make Makabansa
topics more relevant.
22. Discuss the
pedagogical approach
for each key idea.
Explore practical
implementations for
fostering personal and
cultural identities, civic
responsibilities, good
health habits,
movement
competencies, and
creative skills.
23. Invite participants to
share their insights and
reflections on the
session. Feel free to
adapt the language
and activities based on
your audience and the
specific context of the
session.
24. Highlight the principles,
components, and
facets of the K to 10
MATATAG
Instructional Design
Framework in the
sample Lesson
Exemplar and Learning
Activity Sheets.

45
APPLICATION

1. Divide the participants

into groups with 5 to 8
members.
2. Provide a Lesson
Exemplar and Learning
Activity Sheets. Ask
them to go over these
materials as a group
and identify how they
will improve and/or
contextualize the
materials based on
their understanding of
the session and their
own context and
understanding of their
learners.
3. Designate group
presenter/ presenters
to discuss what
changes they have
incorporated and how
the change/s address
their understanding of
the session.

SYNTHESIS
1. Show and highlight the

46
 synthesis for the
session.

CLOSING

1. End the session by

showing this quotation:

“Sa pagtuturo, binubuo

natin ang landas
patungo sa isang mas
makulay na bukas
para sa mga batang
Pilipino.”

1h 45 mins S8: Integrating 21st Please refer to Common Topics PD Design File
Century Skills in
Classroom-based
Day 4 Assessment
9
8:30 - 10:15

10 1h 30 mins S9: Classroom Practices

to Promote Inclusion

Day 4
10:30 - 12:00

47
 2h S10: Collaborative
Expertise

Day 4
11 1:00 - 3:00

1h 45 mins S11: Class Observation

in the Context of
MATATAG Curriculum
12 Day 4
3:15 - 5:00

3h 30 mins S12: Management of

School-based
Professional
Day 5 Development Programs
13
8:30 - 10:00
10:15 - 12:15

14 1h 30 mins S13: Facilitation Skills

Day 5

48
1:15 - 2:45

49