SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY

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 W (What I L (What I Learned)
Know) Want to
know)
do not Why are We used to think of Literacy as the skill of
develop Early reading and writing when children were 'ready'
naturally, Literacy to learn. Today we understand that literacy
and thus and 'emerges' gradually in the early years with the
require Numeracy development of literacy in young babies who
careful Important? hear sounds, have them identified by sensitive
planning caring adults, babbling and repeating sounds
and and rhymes and later sharing books, stories, TV
instruction. or other communication technologies.

Listening, looking and talking about pictures

and making marks on sand and on paper are all
pre-literacy skills. Music and rhythm is part of
all our lives and is a very important in the
development of the pre-literacy and pre-
numeracy skills.

Numeracy is more than the ability to add,

subtract, multiply, divide and use numbers. In
early childhood, the development of numeracy
involves babies hearing the language of
mathematics in play by singing number rhymes
(One, two, buckle my shoe ..) fitting 'smaller'
boxes inside 'bigger' boxes, 'same', 'different',
'fast', 'slow', sorting, pouring, measuring, – these
are some of the pre-numeracy skills which we
encourage our children to develop.

a need, for What do we Children who do not learn to read, write and
children to mean by communicate effectively at primary level are
have access Literacy more likely to leave school early, be unemployed
to age- and or in low-skilled jobs, have poorer emotional and
appropriate Numeracy physical health and are more likely to end up in
and relative to poverty and in our prisons.
culturally- young
sensitive children? Literacy difficulties are linked to truancy,
materials to exclusion, social consequences such as alcohol
help them or drug abuse, increased health risks and

1 TEACHER INDUCTION PROGRAM (MODULE 3)

develop the greatly reduced life chances. The resultant
habits of impact on society is not just economic but also
reading, results in a negative effect on children's
speaking, achievement of their full human potential.
writing, and
counting Improved communication and oral language
skills of very young children underpins their
development of literacy and ability to develop
early mathematical ideas and language.

As a component of basic education and a

foundation for lifelong learning, literacy is the
key to enhancing human capabilities and
achieving many other rights. In short, literacy
and numeracy carries wide-ranging benefits not
only for individuals but also for families,
communities and society.

B. Directions: Put a check mark (/) if the statement below refers to the aims of
the Early Language Literacy and Numeracy (ELLN) Program and a cross mark
(X) if not on the space provided.
___/___ 1. The ELLN program was designed to provide the newly hired
teachers a full understanding of the importance of the ELLN Program.
___/__ 2. ELLN program aims to improve reading and numeracy skills of
kinder to grade 3 pupils following the k to 12 basic education curriculum
___/___ 3. ELLN program establishes a sustainable and cost-effective
professional development system for teachers.
___/___ 4. The study of child development helps teachers understand how
children influence their environment, and in turn, how the environment
influences them.
___/___ 5. The ELLN program intends to explain how domains of child
development are intertwined and in turn affect how children grow, develop,
and learn.
___/____6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong learning.
____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.

2 TEACHER INDUCTION PROGRAM (MODULE 3)

____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.
ACTIVITIES AND ASSESSMENT
List down the appropriate teaching strategies that will promote literacy and
numeracy according to each developmental stage.
Grade level Topic Appropriate Teaching Strategies
Kindergarten
Grade1 initial reading,  typically between the ages of 6
writing and decoding and 7 years old, the child is
learning the relation between
letters and sounds and between
print and spoken words. The
child is able to read simple texts
containing high frequency
words and phonically regular
words, and uses skills and
insight to “sound out” new
words. In relation to writing, the
child is moving from scribbling
to controlled scribbling to
nonphonetic letter strings.
Adults are encouraging the
child to write about known
words and use invented
spellings to encourage
beginning writing, which can be
extended through assisted
performance. In this stage, the
main aims are to further
develop children’s phonological
awareness, letter-sound
knowledge, and ability to
manipulate phonemes and
syllables (segmentation and
blending). These skills should
be taught in the context of
print, and children should have
ample opportunities to
manipulate, trace, and hear the
sounds of letters. To encourage
independent reading, adults
should select books that have
few words on each page, with a
large type size, and with
illustrations on each page.
During shared reading, adults
should increase the number of
print-focused questions that
they ask children. Literacy
instruction should incorporate
listening to stories and
informational texts read aloud;
3 TEACHER INDUCTION PROGRAM (MODULE 3)
 learning the alphabet; reading
texts (out loud and silently); and
writing letters, words, messages
and stories. Teachers and
parents must ensure that
children have ample
opportunity to apply practices
and strategies. (Westberg, et al.,
2006).
Grade 2 confirmation and typically between the ages of 7
fluency and 8 years old, the child can
read simple, familiar stories and
selections with increasing
fluency. This is done by
consolidating the basic decoding
elements, sight vocabulary and
meaning context in the reading
of common topics. The learner’s
skills are extended through
guided read-alouds of more
complex texts. By this stage,
adults should be providing
instruction that includes
repeated and monitored oral
reading. Teachers and parents
must model fluent reading for
students by reading aloud to
them daily and ask students to
read text aloud. It is important
to start with texts that are
relatively short and contain
words the students can
successfully decode. This
practice should include a
variety of texts such as stories,
nonfiction and poetry, and it
should use a variety of ways to
practice oral reading, such as
student-adult reading, choral
(or unison) reading, tape-
assisted reading, partner (or
buddy) reading and reader’s
theatre. In this stage,
vocabulary needs to be taught
both indirectly and directly.
Adults need to engage in
conversations with children to
help them learn new words and
their meanings. And during
reading, it is important to pause
to define unfamiliar words and
discussing the book upon
completion of reading
(Westberg, et al., 2006). At the
end of this period, the learner is
transitioning out of the
4 TEACHER INDUCTION PROGRAM (MODULE 3)
 learning-to-read phase and into
the reading-to-learn phase.
Grade 3 reading to learn the typically developed between the
new ages of 9 and 13 years
old, reading is used to learn
new ideas, to gain new
knowledge, to experience new
feelings, to learn new attitudes,
generally from one or two points
of view. There is a significant
emphasis placed on reading to
learn, and writing for diverse
purposes. There is time spent
balancing the consolidating of
constrained skills (spelling,
grammar, fluency) whilst
providing ample opportunities
to explore topics through
reading, writing, speaking,
listening & viewing. By this
time, the learner has
transitioned to a stage where he
or she is expected to learn from
their reading. Adults should
teach  specific comprehension
strategies, such as
comprehension monitoring,
using graphic and semantic
organizers, answering
questions, generating questions,
recognising textual structures,
summarising, and identifying
main ideas and important
details. Comprehension
strategies can be taught
through direct explanation,
modeling, guided practice and
application. Students benefit
from cooperative learning and
students should be encouraged
to coordinate and adjust several
strategies to assist
comprehension. At this stage,
students should be encouraged
to use a variety of tools to learn
new words, such as
dictionaries, thesauruses,
reference guides, word parts
(prefixes, base words, etc) and
contextual clues (Westberg, et
al., 2006).

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

5 TEACHER INDUCTION PROGRAM (MODULE 3)

Literacy and numeracy skills are important tor accessing the wider curriculum
because they are used in everything. Literacy skills allow children to explore the ways
in which language works so that they can use this knowledge in a variety of
situations.
Literacy skills include, writing, reading, communicating, listening and
understanding. Children need to be given opportunities to use and extend their
language so that they can develop their literacy skills to a higher level. Literacy skills
are used across the curriculum in every subject and aspect of life, so it is important
for children to have access to the concepts at an early an age as possible, so they can
grasp it. The key aspect of numeracy skills, is for children to understand its real life
application. Children need to have numeracy skills because they are equally as
important as literacy skills, for proficiency in society. Numeracy includes number,
shape, time, problem solving and handling data. All of which are needed in everyday
life. Numeracy skills can also be used across other subjects such as science or RE.
The development of literacy and numeracy skills, is there to increase confidence and
competence of the children, within the subjects. The two also interlink, where you
find word problems in numeracy, which can only be understood it there is an
understanding of literacy and dates in literacy, which can only be understood if the
child has numeracy skills.
2. I have realized that ……
Developing Reading Skills
When children come across the same words in many different places and contexts, they
develop a stronger understanding of their meaning and use. If a child hears new words
through conversation and also when read to them in a story, they have a firmer basis for
making associations between words, allowing them to more easily learn and recall the
word. New information is stored in our memories by linking it to a similar category of
information that already exists in our minds; for example, similar sounds or words with
similar meaning are categorized together.

Developing Maths Skills

There are lots of simple maths to do with children in the home each day such as counting,
matching, sorting, ordering or finding patterns. When a child gets used to recognizing
numbers or identifying shapes while doing everyday tasks with their family, they are
much more confident when introduced to maths in a more structured context at school.

POST- TEST
A. Directions: Put a check mark (/) if the statement below refers to the aims of the
Early Language Literacy and Numeracy Program and a cross mark (X) if not, on the
space provided.
_____/____ 1. The ELLN program was designed to provide the newly hired teachers a
full understanding of the importance of the Early Language Literacy and Numeracy
Program.
_____/____ 2. ELLN program aims to improve reading and numeracy skills of kinder
to grade 3 pupils following the k to 12 basic education curriculum.
_____/____ 3. ELLN program establish a sustainable and cost effective professional
development system for teachers.
_____/____ 4. The study of child development helps teachers understand how
children influence their environment, and in turn, how the environment influence
them.

6 TEACHER INDUCTION PROGRAM (MODULE 3)

_____/____ 5. The ELLN program intended 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.

7 TEACHER INDUCTION PROGRAM (MODULE 3)

SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

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-

A D M
U
S A R F L
L T T
M O B I L E
M L
F L E X I B L E E
D
S T
A L T E R N A T I V E
R A
D A
C
O
H
I
B L E N D E D

8 TEACHER INDUCTION PROGRAM (MODULE 3)

ACTIVITIES AND ASSESSMENT
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: Just give her a module that she will answer for the entire time
she is absent.

2. How would you challenge your student who is about to drop his classes because of
financial problems?
LEARNING APPROACH: Explain to them the importance of education, then let them be a
recipient of Adopt a Child in your School.

3. A highly gifted student manifests behavioral problems and has very poor attendance
record.
LEARNING APPROACH: Home visit the child, then ask what bothers him/her then find
solution of the problem. Value her /his capabilities.
Learning Plan Making Direction:
Given specific types of learners, suggest strategies and learning materials to use so that
effective transfer of learning can happen:

MATRIX OF A PROPOSED ACTION PLAN

LEARNER GRADE LEVEL STRATEGIES SUGGESTED
DESCRIPTION MATERIALS
1. Product of broken Grade 8 Make a home visit,  module
family who could suggest to give
not regularly come her/his a module if
to class because of ever it is very
work as the learner impossible for
has become the her/him to go back
breadwinner of his to school
siblings.
2. Child of a Grade 7 Give him a module  module
diplomat who is to that he/she will
be homeschooled submit every time
due to parents’ he/she is home.
frequent travel

The above given cases are extreme, you are requested to apply your imagination in
preparing the learning plans for each child. Imagine the resources that both learner have
and have not access. How can you optimize the use of these resources to maximize
learning? How can you assist the least privilege learner in this case?
I will provide the module and other materials she/he might need, visit him sometime and
tutor her/him on the module.

9 TEACHER INDUCTION PROGRAM (MODULE 3)

REFLECTION
If you will make a # (hashtag) post, what would be your hashtag to encapsulate your
greatest learning in this module?
#learning
Complete the following statements….
I can be a more effective teacher when….
Effective teachers should have high expectations for their entire class. Whether a student
constantly makes hundreds on tests or a fifty, each student should be given positive
reinforcement in class. Effective teachers should exhibit positive expectations to ensure
each student believes they can excel. Transmitting positive reinforcement by telling each
student they have high abilities and are a capable learner will allow students to excel to
their highest abilities. In addition, setting positive expectations in the classroom will help
students who do not have proper motivation and support at home.  

Effective teachers should always exhibit enthusiasm in the classroom. Enthusiasm will
allow your students to be interested in class discussions and classroom activities.
Effective teachers should speak in expressive ways, not a monotone style. In addition,
gestures with arms and constantly moving around the classroom will allow your students
to be interested in the classroom discussion. Effective teacher should also maintain eye
contact with their students at all times.

Educators need to have proper classroom management skills in order to be effective

teachers. Classroom management is not about disciplining your class, it deals with how to
effectively manage the classroom. Classroom management deals with how to take roll,
keep an effective grade book and how to discipline students.

One of the most important skills for an effective teacher to master is how to design and
implement lessons in the classroom. Designing lessons involves how to cater the needed
curriculum into discussions, activities and assignments. In addition, an effective teacher
should also be able to evaluate whether or not their students mastered the lesson.

An effective teacher should always establish rapport with their students. Establishing
interpersonal relationships with students is crucial to form a trusting bond with each
student. Effective teachers should be available outside of class to answer questions and
provide additional help to students. In addition, an effective teacher should show
tolerance to differing points of view during class.
I realized that the crucial role I play in the life of my FLO learners …
Children absorb everything that they encounter, unfiltered. A good teacher knows what
she can channelize into this young mind, to discipline it and guide it in the right direction.
Merely providing academic knowledge of basics in English and Math is not sufficient. The
child's character needs to be built. The child's mind and body is growing rapidly. The
teacher needs to provide sufficient support system to enhance this growth. The key, here,
is to gain the child's trust and love, first. Once that's achieved, the teacher can guide and
help the child to build itself.

I might quite safely say that the onus upon disciplining and building the child's
personality is upon the teacher, as, at this age, whatever is taught in school, might as well
be taught at home. But collectively, teaching the same principles and encouraging it be

10 TEACHER INDUCTION PROGRAM (MODULE 3)

practiced with each other, in a confined environment, ensures that these characteristics
build strongly within, and becomes a part of the child. Once this happens, it will reflect
outside the school environment, as well.

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

11 TEACHER INDUCTION PROGRAM (MODULE 3)

SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION
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
12 TEACHER INDUCTION PROGRAM (MODULE 3)
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
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 Visit barangays near our school, make a house to house
campaign so for them to enroll.
2. Give them the advantages and disadvantages on why they
should enroll their children to the school near to them.
Health Care 1 Ask the child mapping, ask them if how many children are
Workers ready for school.
2 Ask the health care worker the location for me locate them
easily.
Barangay Officials 1 Ask permission that I can have a time on their barangay
assembly.
2 Discuss to them the importance of education so that they will
enroll their children.

13 TEACHER INDUCTION PROGRAM (MODULE 3)

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.

Self-assessment Conference

Performance Task Interview

Presentation Observation

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

intimidated by larger groups in the class, but he has a certain ability to narrate or answer
questions about a given task and is able to verbally demonstrate his understanding.
Conference 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.
Interview 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.
Performance 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.
Conference 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- assessment 6. Cynthia is a gifted child who sometimes fails to acknowledge
criticisms from other people. However, given a set of self-check questions from the
teacher, she is led to discover her own strengths and weaknesses and develop a better
sense of understanding of her own learning.
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?
selfcontained class for children with similar disabilities which can be monograde or
multigrade handled by a trained SPED teacher

14 TEACHER INDUCTION PROGRAM (MODULE 3)

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

1. What were your Inclusive education means students with diverse and
thoughts or ideas about different learning and physical abilities staying in the same
Inclusive Education prior classroom to learn side by side.  
to the discussion of this
lesson?
2. What new ideas did you It is the act of placing students in age-appropriate general
learn after taking up this education classes in schools available in their immediate
lesson? environment that gives access to high-quality instructions,
interventions and assistance to meet up primary academic
curriculum irrespective of any challenges they may have.
Educators need to recognise the fact that children with
disabilities have equal capacities to learn and perform
optimally as their age-mates that are without limitations.
These children are therefore supposed to be part of all
educational activities in their classrooms and within the
neighbourhood.  Such activities include excursions,
academic debates, student government, sports and other
related activities.
3. How did you apply your Recognizing the values in the diversity and unique
learning about Inclusive contribution of each student in the classroom is one of the
Education in your own key drivers of an inclusive education system. Every child
classroom? feels safe and develops a sense of belonging. The students
along with their parents are involved in setting academic
goals and making decisions that determine the success of
their learning and education. 

15 TEACHER INDUCTION PROGRAM (MODULE 3)

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

16 TEACHER INDUCTION PROGRAM (MODULE 3)

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
C. For additional assessment of your learning, answer the following questions.
1. What is Inclusive Education?
Different and diverse students learning side by side in the same classroom. They
participate in student government together and attend the same sports meets and plays.
Inclusive education values diversity and the unique contributions each student brings to
the classroom.
2. What are the five components of a comprehensive inclusive education program?
A. Child Find
B. Assessment
C. Program Options
D. Curriculum Modifications
E. Parental Involvement
3. What is the difference between an inclusive classroom and a special education
classroom?
Like all parents, the parents of children with special needs are faced with their share of
joys and challenges. One of the biggest questions to consider when raising a child with
special needs is which education path to take.

There are very polarized views in our society about how children with special needs
should be educated. Of course, this is a deeply personal decision that deserves to be made
by parents. It is a decision that should only be made after carefully considering what is
best for their child’s unique needs and situation. While nobody can make the decision for
you, there are some things you should consider to help ensure you make the best possible
decision for your child.

Perhaps the biggest questions parents struggle with: Would my child learn better from a
specially trained instructor who specializes in special needs education or is it better to
keep my child integrated with other students, including those who do not have special
needs?

One strong argument for placing your child in a special needs class is that the teachers of
those classes have a strong professional background working with special needs students.
This equips special needs teachers to better identify disabilities and to design custom-
tailored learning curriculum for your child’s needs. Special needs classrooms also often

17 TEACHER INDUCTION PROGRAM (MODULE 3)

have safe spaces specifically created to help children calm down during higher energy
moments.

However, some parents believe it is harmful to the special needs child to place them in
their own separate learning environment. For many, it feels like segregation rather than
equal education.

As an alternative, inclusive learning environments are growing in popularity. In an

inclusive learning environment, your child will be placed in a classroom with a variety of
students (with or without special needs). Depending on your child’s needs, they may be
able to excel in an inclusive environment, especially if they have the assistance of a
trained service dog. And, of course, inclusive learning environments also always have
trained special education teachers available in addition to a traditional regular education
teacher.

Unfortunately, not all cities have these inclusive classroom environments yet. Because
inclusive education is still growing in popularity, even if you have inclusive classrooms
locally, each classroom will vary greatly in methods, approaches, and the experiences of
your child. Additionally, some schools only educate certain types of special needs
students, such as those with mild disabilities. If your child has a moderate or more severe
disability, there is a chance that he or she will still be placed in a separate special needs
classroom - even in a so-called “inclusive” school.

It also might be helpful to tour the school and meet potential instructors prior to making
your final decision. Take note of classroom setup, the teacher’s background and
experience level, and whether the classroom environment would be a good fit for your
child. When it comes to children with special needs, a classroom with desks organized
into small groups or “pods” can be a signal of an inclusive environment that allows abled
and disabled students to work together in teams.

It can feel overwhelming when you begin to take those first steps towards getting the
proper education for your child with special needs. You don’t have to do it alone; there are
support groups for families with special needs children, and the internet is full of helpful
resources. With some research, some effort, and some soul-searching, you can find the
best possible situation for your child.
4. Describe briefly the three Inclusive Education Program options which you can adapt in
your school.
Self-contained class for children with similar disabilities which can be monograde or
multigrade handled by a trained SPED teacher.
Inclusion or placement of the child with disabilities in general education or regular class
where he or she learns with his/her peers under a regular teacher and/or SPED trained
teacher who addresses the child’s needs.
Resource room program where the child with disabilities shall be pulled out from the
general education or regular class and shall report to a SPED teacher who provide small
group/one-on-one instruction and/or appropriate interventions for these children.

18 TEACHER INDUCTION PROGRAM (MODULE 3)

SESSION 4: 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
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 his mother to enroll in Grade 1.
Upon interview, it was revealed that Fred never attended schooling and his mother cannot

19 TEACHER INDUCTION PROGRAM (MODULE 3)

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.
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 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

20 TEACHER INDUCTION PROGRAM (MODULE 3)

ACTIVITIES AND ASSESSMENT

Read and answer the guide questions below.

How would you describe children of ages 5-8 in terms of:
 physical development?
o Weight about 19.5 kg
o Height about 107cm
o Is agile and energetic
21 TEACHER INDUCTION PROGRAM (MODULE 3)
 o Rides tricycle/ scooter skilfully
o Can dress and undress without assistance
o Sleeps about 10 hours in 24
o Draws people, houses, aeroplanes and vehicles recognisably
o Can run, skip, climb, dance, jump, swing, throw a ball and catch fairly well, build with big
boxes, planks, barrels
o Active and energetic 
o All physical pursuits becoming popular Can walk along narrow planks, balance on poles, use
bats and balls well
o Dances with pleasure
o Enjoys physical education at school
o Loses first teeth
 cognitive development?
o Beginning to use symbols in head and manipulate them there instead of having to do e.g.
instead of putting bricks into a box the child can imagine doing this
o New skills are being gained at school, e.g. reading and writing and simple numerical skills
involving addition and subtraction.
 learning style?
o Auditory or language learners
o Visual learners
o Kinesthetic/tactile learners
How would you describe children of ages 9-12 in terms of:
 physical development?
o Experience a growth spurt with significant weight gain, muscle growth, and
genital maturation
o Enter puberty, a time when hormones produced in the pituitary gland trigger
production of testosterone in males, estrogen/ progesterone in females
 cognitive development?
o Shows interest in reading fictional stories, magazines, and how-to projects books.
o May develop special interest in collections or hobbies
o May become more project and goal oriented
o May enjoy games with more complex rules
o Things tend to be black or white, right or wrong, great or disgusting, fun or boring
o Is learning to plan ahead and evaluate what she does
o May often say, "That's not fair!" and does not accept rules that she did not help make.
 learning style?
o Face more academic challenges at school.
o Become more independent from the family.
o Begin to see the point of view of others more clearly.
o Have an increased attention span.

How would you describe learners in the secondary education in terms of:
 physical development?
o Boys and girls still exhibit markedly different levels of physical maturity as
they enter middle adolescence. Girls’ rapid growth is generally tapering off,
while many boys have yet to see the beginning of their much anticipated
growth spurt. By the end of this period most girls will be near their adult
height; boys may continue to grow until age 18 or 19.
22 TEACHER INDUCTION PROGRAM (MODULE 3)
  cognitive development?

o arguing skills improve (and are demonstrated often and with great
passion)
o reasoning skills improve:
o begins with the ability to apply concepts to specific examples
o learns to use deductive reasoning and make educated guesses
o learns to reason through problems even in the absence of concrete
events or examples
o becomes able to construct hypothetical solutions to a problem and
evaluate which is best
o focus on the future develops:
o begins with a present focus, mixed with some fantasy
o learns to recognize that current actions can have an effect on the
future
 learning style?
o Auditory or language learners
o Visual learners
o Kinesthetic/tactile learners
o
POST- 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

23 TEACHER INDUCTION PROGRAM (MODULE 3)

 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
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 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.
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 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?

24 TEACHER INDUCTION PROGRAM (MODULE 3)

 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

25 TEACHER INDUCTION PROGRAM (MODULE 3)

SESSION 5: SPECIAL EDUCATION
PRE- TEST
Write words or phrases in the graphic organizer below to represent your understanding of
Special Education.

Special needs is a term used in Special education teachers and

administrators do a tremendous job,
clinical diagnostic and functional
and their work is not to be
development to describe individuals
understated. Special education is a
who require assistance for necessary component of education.
disabilities that may be medical, Schools need to serve all kids, which
mental, or psychological.  is why we rely on talented instructors,
like you, to work with special needs
students.

The growth of special education in the Philippines has been given a relatively
good support all these years both by the government, non-government
organizations and stakeholders in response to the needs and challenges of the
times. The level of awareness of both the government and the private sector in
providing equal opportunities to children with special needs have considerably
increased. One positive development in special education is the
implementation of Republic Act 7277, otherwise known as the Magna Carta
for Disabled Persons, an Act providing for the rehabilitation, self-development
and self-reliance of disabled persons and their integration into the
mainstream of society. In support of this legislation, the Department of
Education has directed all school divisions in the country to establish Special
Education Centers to help provide effective delivery of special education
services nationwide. Although special education in the country started 94
years ago, in many respects, the demands and needs of this program have not
changed. The advent of the 21 st century requires new perspectives and
directions in special education to meet the needs of the disadvantaged
children against the persistent challenges and demands of the new
millennium.

ACTIVITIES AND ASSESSMENT

Read the situations below and identify the disabilities evident in the learner. Choose from
the types of disabilities enumerated inside the box.
Vision Impairment
Deaf or hard of hearing
Mental health conditions
Intellectual disability
Physical disability

1. You have observed that one of your students Anabel does not pay attention to what you
are illustrating on the board. You noticed that she squints and blinks frequently as she
stares at the writings on the board.
VISION IMPAIRMENT
2. In a number of instances, you have called Albert but he does not seem to respond to
you. He manifested some level of inattentiveness or misbehaviour.
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

26 TEACHER INDUCTION PROGRAM (MODULE 3)

REFLECTION

Teaching learning disabled youngsters will present you with some unique and distinctive challenges.
Not only will these students demand more of your time and patience; so, too, will they require
specialized instructional strategies in a structured environment that supports and enhances their
learning potential. It is important to remember that learning disabled students are not students who
are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their
distinctive learning abilities. Use these appropriate strategies with learning disabled students:

 Provide oral instruction for students with reading disabilities. Present tests and reading
materials in an oral format so the assessment is not unduly influenced by lack of reading
ability.
 Provide learning disabled students with frequent progress checks. Let them know how well
they are progressing toward an individual or class goal.
 Give immediate feedback to learning disabled students. They need to see quickly the
relationship between what was taught and what was learned.
 Make activities concise and short, whenever possible. Long, drawn-out projects are
particularly frustrating for a learning disabled child.
 Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever
possible, provide them with concrete objects and events—items they can touch, hear, smell,
etc.
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.

27 TEACHER INDUCTION PROGRAM (MODULE 3)

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.
TRUE 1. The Alternative Learning System is a parallel learning system in the Philippines
that provides a practical option to the existing formal instruction.
TRUE 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 ALS 3. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
TRUE 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 Program 5. Mobile teachers are “specialized” teachers who live
among the people in remote barangays of the country.
TRUE 6. Basic Literacy Program is a community-based program for nonliterate outof-
school children, youth, and adults to acquire basic reading, writing, and numeracy skills.
Informal Education for Disadvantage Children 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 Program 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.
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.
ACTIVITIES AND ASSESSMENT
Identify the ALS program suited to the given situations. Provide answers in a separate
sheet.
a. Situation Number 1 My dear teacher, I am now on my 5th grade in elementary, I really
love to go to regular school, in our class, every day, but sadly I am now having struggle on
my way to school because my family and I are living in a mountainous place and we
belong to a Tadyawan Tribe. My father decided that I have to stop schooling due to the
distance I am travelling just to attend class. Can you suggest possible way or solution so
that I can continue my schooling even I am at our tribe?
He/ She can be in the Indigenous People Education it aims to provide basic education
support services to IP communities.

28 TEACHER INDUCTION PROGRAM (MODULE 3)

b. Situation No. 2 Mang Elberto is a street vendor, selling palamig, banana que, and junk
foods. He always noticed Jojo, a street boy, who is frequently looking for empty cans, used
newspaper and other raw materials along Magallanes Street. Mang Elberto asked Jojo if
he has parents to guide him and nurture him. He found out that Jojo doesn’t have
parents or even relatives to take care of him. Jojo wishes to continue his elementary
grade. If Mang Alberto come to you and ask for possible help or assistance on how he can
help Jojo to continue his schooling, what possible program can you advice and why?
Alternative Learning System for Differently-Abled Persons (ALS- DAP)
c. Situation No. 3 Nena is 19 years old and a housemaid. She stopped schooling when she
was in grade 5. She could not find time to enroll in formal education considering the
nature of her work. The school near her workplace does not offer night schooling. Her
employer wanted her to continue her studies through ALS. Can you suggest what possible
ALS program best suited for her? Why?
Adolescent Reproductive Health because it is a life skills-based education program for
adolescent who are in high-risky behavior.
d. Situation No. 4 Nilo is a visually impaired pupil who was not able to complete his
elementary education. He wanted to continue his studies despite of his disability. Would
he be allowed to enroll in ALS program? What advice could you give to him regarding his
intention of getting back to school?
Alternative Learning System for Differently-Abled Persons (ALS- DAP)

29 TEACHER INDUCTION PROGRAM (MODULE 3)

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 Functional Literacy Test.
2. The Accreditation and Equivalency (A&E) 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. 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 Batas Pambansa 232 “the state shall promote the right of every individual
to relevant quality education regardless of sex, age, creed, socioeconomic 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 Immigrants 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.

30 TEACHER INDUCTION PROGRAM (MODULE 3)

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.
As a teacher who was fortunate enough to be immersed in the strange world of Alternative
Education, I can say that anyone who will be involved in the system will have an
experience of a lifetime. While the experience is a side-journey to the informal version of
the teaching-learning process, it can significantly contribute to a teacher’s overall
enhancement as an educator.
Having an experience in teaching in the Alternative Learning System is an Eye-Opener.
Let’s face it: the society is not populated by people who are equal on all aspects. There will
always be individuals who were somewhat left behind at some point in their lives, due to a
variety of reasons that range from personal and family issues –  to society-based influences
that disrupted their smooth acquisition of education.
The ALS Strengthens our Ability in Dealing with Learners’ Individual
Capabilities.Teaching under the system will provide an ALS teacher with a realistic
opportunity to differentiate the abilities and intellectual levels of each individual learner.
This is very helpful when the teacher eventually joins the formal learning system because
the flexibility that was acquired as an ALS teacher will then be extended further inside the
structured classroom of the K-12 system.
The System Connects DepEd to the Marginalized Sector.  By just looking at the profiles of
the enrollees under ALS, one can immediately appreciate the efforts of the Department of
Education to reach out to as many people as possible, as long as they have the willingness
and desire to learn.
Teaching in the Alternative Learning System is a Great Personality Enhancer.  It cannot be
denied that the experience will really modify the personality of a teacher. If, for instance,
we were intently attuned to the application of methods as religiously as possible, then
becoming an ALS teacher will turn the teacher to the truth that there are learners who are
accommodated by DepEd in a very accommodating manner. Naturally, this will affect our
other values like patience, kindness and even generosity.  Again, as a teacher who
actually conducted ALS classes in various learning environments, I shall always give
credits to the Alternative Learning System for instilling in me some very important
realizations about teaching as a profession, and the most significant is the basic rule:
Love our learners.

31 TEACHER INDUCTION PROGRAM (MODULE 3)

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 Program 1. Mobile teachers are “specialized” teachers who live
among the people in remote barangays of the country.
TRUE2. 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 Children 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 Program 5. The Basic Literacy Program is a literacy service learning
intervention utilizing literate family members to help non-literate members upgrade their
literacy skills and improve the educational opportunities of poor families.
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.

32 TEACHER INDUCTION PROGRAM (MODULE 3)

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
Going to Mosque Modesty Gossiping
Learning Arabic Language Gambling
Love and respect to parents Eating Haram
and elderly
Fasting in the holy month
of Ramadhan
Going on Pilgrimage to
Makka
Reading Qur’an
Attending Eid al-Adha
prayer
Charity

33 TEACHER INDUCTION PROGRAM (MODULE 3)

ACTIVITIES AND ASSESSMENT
Peer Activity. Choose a partner. From the list of Muslim expressions above, select two or
more and use it as a conversation between you and your peer in a desired situation.
Brain Teaser Complete the table by writing your important learnings

NAME OF LEGAL BASES IMPACT TO MUSLIM LEARNERS

PROGRAM POSSIBLE

K to 12 BEP RA10533/ (not discussed in module contents)

K to 12 Law

ALIVE/ Madrasah DO51, s.2014 DO41, The main objective of this is to identify
Education s.2017
strategies towards national unity and
harmony in Muslim-Christian
relationship. It shows that education
plays a vital role in honing set of
beliefs towards a cultural change.
Peace and development is achieved
when a certain culture is satisfied
especially when individual demand has
been fulfilled.
PRIME EFA It provides interventions to address the
BESRA issues on dropouts, absenteeism, and
poor participation of said group of
learners in schools but also engaged in
the communities to take part in
preserving their culture.
BEAMARMM RA10533/
K to 12 Law
BEST RA10533/ K to 12 Law It helps the Philippine education to be
strengthened.

REFLECTION
1. In your Journal Notebook write a reflection on how you can be responsive to the needs
of our Filipino Muslim learners.
I can be responsive to the needs of the Filipino Muslim Learners by helping the Philippine
education in implementing and as well as respecting their culture.

34 TEACHER INDUCTION PROGRAM (MODULE 3)

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.
D 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.
B 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.
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.
TRACK 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’
TRACK 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)

35 TEACHER INDUCTION PROGRAM (MODULE 3)

 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
STRAND 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
STRAND 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…. It gave me new
ideas about Special Interest Programs.

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

It is important for teachers to know variables such as physical characteristics,
intelligence, perception, gender, ability, learning styles, which are individual
differences of the learners. An effective and productive learning-teaching process
can be planned by considering these individual differences of the students. Since
the learners' own learning speeds and interests vary, these characteristics should
be taken into consideration by the teacher. Teachers also stated that in order to
design the learning-teaching process appropriate to the individual differences of
the learners, the learners would make active participation in the lesson and the
individual differences could be supported by increasing the experiment and school
trips.
3. I realized that I play an important role as a teacher in the lives of my learners’ by…
encouraging them that education is accessible to all. By doing so, learners will
be motivated and will pursue their dreams and they will become a meaningful
agent in the community they belong. Also, I will make my learners feel that
they are in the learning environment where they will always be motivated. I
will also extend my extra time for them to ensure effective learning.

36 TEACHER INDUCTION PROGRAM (MODULE 3)