TEACHER

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

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

the programs, projects and activities anchored on a long-term goals of inclusive
education, which is also aligned to the Sustainable Development Goals (SDGs) officially
known as Transforming our Word: the 2030 Agenda for Sustainable Development is set
of 17 “Global Goals” wherein goal 4 speaks on Quality Education…, thus producing
globally competitive graduates.
SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY
Desired Learning Outcomes

1. Demonstrate the knowledge of the different strategies that promote literacy

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

Objectives

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

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

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

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

ELLN is a is a different I want to know a lot of different I learned that using a different
teaching strategies that the teaching strategies to develop ,y teaching strategies the pupils
teacher used to encourage teaching skills. easily understand the lesson.
the learners to study well.

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.
CHECK 1. The ELLN program was designed to provide the newly hired teachers a
full understanding of the importance of the ELLN Program.
CHECK 2. ELLN program aims to improve reading and numeracy skills of kinder to
grade 3 pupils following the k to 12 basic education curriculum
CHECK 3. ELLN program establishes a sustainable and cost-effective
professional development system for teachers.
CHECK 4.The study of child development helps teachers understand how
children influence their environment, and in turn, how the
environment influences them.
CHECK 5. The ELLN program intends to explain how domains of child
development are intertwined and in turn affect how children grow,
develop, and learn.
CHECK 6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong
learning.
EX 7. Beginning teachers may not be given a sustainable and cost-effective
professional development system since they are responsible for their
own professional growth.
CHECK8. Studying child development helps teachers explain individual
variations in rate of development of their students
CHECK 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.
EX 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 COUNTING Using videos or song related to the topic, the pupils
NUMBERS easily understand the lesson.
Grade1 Addition and Cooperative learning approach.
subtraction of ones
to tens numbers
without regrouping.
Grade 2 Place Value Cross curriculum teaching.

Grade 3 Conversion of time Cooperative learning approach

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

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

Reflection

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

USING DIFFERENT TEACHING APPROACH THE LEARNERS EASILY UNDERSTAND THE LESSON.
2. I have realized that ……
BY THE USE OF DIFFERENT TEACHIN STRATEGIES YOUR LESSON BECOME ENJOYABLE AND EASILY TO UNDERSTAND.
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.
CHECK1. 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.
CHECK 2. ELLN program aims to improve reading and numeracy skills of kinder to
grade 3 pupils following the k to 12 basic education curriculum.
CHECK 3. ELLN program establish a sustainable and cost effective professional
development system for teachers.
CHECK 4. The study of child development helps teachers understand how
children influence their environment, and in turn, how the
environment influence them.
CHECK 5. The ELLN program intended to explain how domains of
childdevelopmentare intertwined and in turn affect how children grow,
develop and learn.
CHECK 6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong learning.
EX7. Beginning teachers may not be given a sustainable and cost-effective
professional development system since they are responsible for their
own professional growth.
CHECK 8. Studying child development helps teachers explain individual variations
in rate of development of their students
CHECK 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 ...
EX 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.
 SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
2.3.1 Demonstrate knowledge of 2.3.2 Manage classroom structure to
managing classroom structure that engage learners, individually or in groups,
engages learners, individually or in in meaningful exploration, discovery and
groups, in meaningful exploration, hands-on activities within a range of
discovery and hands-on activities within physical learning environments.
the available physical learning
environments.

Objectives

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

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

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

Read the following text/materials.

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

Interview some learners who are into FLOs using the following interview guide:
1. Reflect on the materials you read in this module and enlist at least three (3)
questions that you wanted to ask either from peer or from learners involved
in FLOs;
2. Set an appointment with your peer who is knowledgeable about ADMs, FLOs,
and other related programs intended for learners under peculiar situations.
3. Observe how a peer facilitates learning or guides learners enrolled in FLOs;
Validate your observation by asking further questions that you want answers.
4. Request your peer to assign you at least three learners enrolled in the program
and conduct an informal interview. You may need your peer’s assistance in
conducting the interview as most learners may not be readily open to share their
situations in life.
5. If you are successful in getting the information you need straight from an FLO
learner, make sure that you keep the learners’ information confidential.
6. Complete the template below to capture your relevant learnings:
 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:
Encourage the learner to continue her education. DepEd provides program like “Open High
School” which the learners only need to go to school once a week. The teacher gives modules
which the learners need to study this on her own.
2. How would you challenge your student who is about to drop his classes
because of financial problems?
LEARNING APPROACH:
Tell them that in public schools education is free. In case the problem is his/her allowance
the feeding section provides food for them.
3. A highly gifted student manifests behavioral problems and has very poor
attendance record.
LEARNING APPROACH:
Home visitation is advised. Encouraged him to go to school. Make the learners realize that
education is very important in life.

Learning Plan Making

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

1. Product of Grade 8 Modular Materials and Modules and School Kit

broken family Ouput Designed
who could not Learning through
regularly come Distance and Self Paced
to class Learning.
because of
work as the
learner has
become the
breadwinner of
his siblings.
Grade 7 Modular and Online LRDM and Google Class
2. Child of a Output submission and Accounts and Zoom
diplomat who is classes. Conferencing
to be
homeschooled
due to parents’
frequent travel

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

Through output based submission and just give the student deadline to
finish each tasks required.

How can you assist the least privilege learner in this case?

By donating materials and school kits to supply the students or to fill the
students need in attaining learning and be able to submit the outputs
required to be given a grade.
Reflections

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

Complete the following statements….

I can be a more effective teacher when….

I can be a more effective teacher when I learn how to use different teaching strategies.

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

I realized that the actual role I play in my life of my FLO learners I am the one who encourage them to study.
We teachers are the gateway to success.

I can be a better teacher when….

I can be a better teacher when the DepEd limit paper works.

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
 SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE
EDUCATION
Desired Learning Outcomes

a. Demonstrate knowledge and understanding of differentiated teaching to suit the

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

Objectives

a. Explain the components of a comprehensive inclusive education program, its

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

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

1. Inclusive classrooms offer many benefits for children. Which of the following
statements demonstrate an inclusive classroom?

a. Increased acceptance and appreciation of diversity

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

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

a. the belief that all members of a learning community should be alike
b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable

3. An important philosophical principle underlying inclusive education

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

4. Collaboration between professionals and families in the interest of children

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

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

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

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

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

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

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

8. Inclusive education enhances approach in .

a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

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 FI
PARTNERS
Parents 1 MAPPING
2 MAKRE PARENTS REALIZE HOW EDUCATION
IMPORTANT.
Health Care Workers 1COORDINATE TO HEALTH WORKER
2 CHECK NUTRITIONAL STATUS AND FEEDING
PROGRAM AND IMMUNIXZATION AND VITAMIN
Barangay Officials 1 COORDINATE TO BRGY OFFICIAL
2 PARTNERSHIP WITH THEM WITH STUDENTS’
BEHAVIOR AND ABSENCES.

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

ASSESSMENT
Self-assessment

Performance Task

Presentation

PRESENTATION1. Jason’s family belongs to an indigenous group and

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

PRESENTATION 2. Miranella grew up in an orphanage having been

abandoned by her parents right after birth. She feels uncomfortable
speaking in a big class but is able to share ideas, reason out, and
explain a concept through an informal one-on-one with the teacher.
 PERFORMANCE TASK 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 TASK 4. Nurhalem is classified as a displaced

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

PERFORMANCE TASK 5. Elizabeth has been diagnosed with

dyscalculia, a learning disability in Mathematics. She does not perform
well in paper-and-pencil test but she is able to show her skill and ability
when given a learning task such as drawing.
SELF 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?
RESOURCE ROOM PROGRAM

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

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

Activity 4. Parental Involvement

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

This activity aimed to help you determine the reasons why

some parents have low level of involvement when it comes to the
academic needs of their children.
 Interview Guide Questions:
1. What do you do for a living? NONE
2. How often do you talk to your child about his school work? OFTEN
3. Does your child openly communicate to you about his academic
needs? What was the recent story or aspect of concern that he has
shared with you? NO
4. How often do you go to school to inquire about your child’s performance?
I DON’T ASK THE TEACHER.
5. Was there any invitation for parent-teacher conference where you failed to
come?
YES
6. What could be the reasons why you fail to come to school for a
conference about your child’s performance? (In case this is true
to the parents) BECAUSE MY KIDS DOESN’T HAVE
SOMEONE TO LOOK OFTEN.
7. What do you think are the advantages [on the part of your child] of
getting you more involved in the academic performance of your
child? I CAN IDENTIFY MY CHILD’S NEEDS.
8. What do you think should the teachers or the school do in order to
encourage you to get you more involved in the academic
performance of your child?
COMMUNICATE TO BOTH US.

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

inclusive education and use these materials to address learners’ gender,

needs, strengths, and experiences.

Conduct an interview with experienced and distinguished

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

Note: Answers may vary. Expected Answers:

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

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

Reflection

1. What were your thoughts or INCLUSIVE EDUCATION IS A PROGRAM BY WHICH A

ideas about Inclusive LEARNERS ARE WELCOME TO JOIN OR GO TO A
REGULAR CLASS.
Education prior to the
discussion of this lesson?

2. What new ideas did you I LEARNED ALL LEARNERS DESERVE TO JOIN IN A
learn after taking up this REGULAR CLASS.
lesson?

3. How did you apply your MORE EFFORTS IN TEACHING BECAUSE IF YOU
learning about Inclusive HAVE A CHILD WITH SPECIAL NEEDS IN YOUR
Education in your own CLASS IS NOT AN EASY WORK.
classroom?
Post-Test

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

a. Increased acceptance and appreciation of diversity

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

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

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

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

3. An important philosophical principle underlying inclusive education for students

wi 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

paren inclusive education is proposed.
a. True
b. False

6. The practice of fully integrating all students into classroom instruction regardless
of gender, religion, socioeconomic status, ethnicity, physical or mental ability, or languag
known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities

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

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

8. Inclusive education enhances approach in .

a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

9. In which type of inclusion the disabled children get regular classroom learning.
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion

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

a. Mainstreaming
b. Encourage students
c. Improve textbooks
d. None of the above
C. For additional assessment of your learning, answer the following questions.

1. What is Inclusive Education?

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

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

education classroom?

4. Describe briefly the three Inclusive Education Program options which you can
adapt in your school.
SESSION IV: KEY STAGES OF THE BASIC EDUCATION
PROGRAM
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

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

Objectives

 Describe the nature and characteristics of the K to12 learners along key stages
in the Basic Education Program (BEP);
 Identify curricular goals of the key stages in the BEP;
 Discuss appropriate instruction and assessment strategies per key stages in
the BEP; and
 Prepare a developmentally sequenced and appropriate teaching learning
process to meet curriculum requirements
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 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)
EffectiveSchoolYear2012–2013,at theendof 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
Activities and Assessment

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

Kindergarten Grade Grade Grade

No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12
1 The onset of puberty CHECK
happens when young teens
undergo physiological
changes triggered by the
release of hormones.

2 Physiological development CHECK

will be almost complete at
this stage.

3 Children at this stage use CHECK

symbols that allow them to
think creatively and slowly
as they are learning to
process information
logically.

4 They develop the capacity to CHECK

share and take turns, and
they are able to play
cooperatively with their
peers.

5 The ability to learn grows CHECK

substantially at this age
because of their increasing
capacity to think
conceptually, solve
problems, and use
language.

6 They learn what is expected CHECK

of them by observing and
imitating models, who are
usually their parents, but
can also be other significant
people like older siblings,
teachers, or peers.

7 Children’s self-concept (how CHECK

they see themselves) at this
age is influenced in larger
part by their physical,
 Kindergarten Grade Grade Grade
No. Characteristics
to Grade 3 4 to 6 7 to 10 11 to 12
intellectual, and social
skills.

8 Their sense of identity, CHECK

including their sexual
orientation and gender
identity or gender
expression (SOGIE), is
firmer and clearer.

9 They also develop the CHECK

capacity to share and take
turns, and they are able to
play cooperatively with their
peers.

10 They begin to experience CHECK

feelings of attraction, which
occur as they encounter
gender identity or gender
expression issues.

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

Read and answer the guide questions below.

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

 physical development?
THE ONSET OF PUBERTY HAPPENS WHEN THEY UNDERGO THE PHYSIOLOGICAL CHANGES
TRIGGERED BY THE RELEASE OF FORMONES
 cognitive development?
THE ABILITY TO LEARN GROWS SUBSTANTIALLY AT THIS AGE BECAUSE OF THEIR INCREASING CAPACITY TO
THINK CONCEPTUALLY, SOLVE PROBLEMS AND USE LANGUAGE.

 learning style?
CHILDREN, SELF CONCEPT AT THIS AGE IS INFLUENCED IN LARGER PARTS OF THEIR PHYSICAL,
INTELLECTUAL AND SOCIAL SKILLS.
 How would you describe children of ages 9-12 in terms of:
 physical development?
BECOME MORE SELF CONSIOUS ABOUT HIS/HER APPEARANCE PARTICULARYLY IN CLTHE PREFERENCE AND
THEY BECOME MORE CRITICAL.

 cognitive development?
THEY HAVE LONGER DISTINCTIONS BETWEEN REALITY AND FANTASY AND HIGHER STANDARDS
FOR ONE’S SELF.

 learning style?
ENJOYING TASKS THAT WILL INCREASE THE SENSE OF BEING INDEPENDENT.

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

THE GROWTH HORMONES GRADUALLY INCREASES. BODY DIMENSIONS CHANGES SUCH AS

HEIGHT, LEG LENGTH, SHOULDER WIDTH AND TRUNK GROWTH.
 cognitive development?
THINK ABSTRACTLY, CAN REASON, DEDUCTIVELY AND PLAN FOR THE FUTURE.
 learning style?
THEY LEARNED COLLABORATIVELY USING LOGICAL REASONING.

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

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

K W L
Key Stage (What I Know) (What I Want to (What I Learned)
know)
USE WORD LEARNING STYLES, CONTINUES
IDENTIFICATION INNATE TENDENCIES, SUPPORT OF
KE to Grade 3 STRATEGIES LEARNING LEARNERS
APPROPRIATELY PREFERENCES AND STRENGTH,
WHEN BEHAVIOR INTEREST,
ENCOUNTERING MANAGEMENT. LEARNING
UNKNOWN WORDS. PREFERENCES
THROUGH
MONITORING.
 K W L

Key Stage (What I Know) (What I Want to (What I Learned)

know)
FORMATIVE AND PHYSIOLOGICAL IN COMPUTING
SUMMATIVE CHANGES, BEHAVIOR LEARNERS GRADES
CLASSROOM CHANGES AND SOCIAL WE USE THE RESULT
ASSESSMENT ARE DEVELOPMENT OF SUMMATIVE
Grade 4-6
GIVEN DURING THIS ASSESSMENT.
GRADE LEVEL TO
IMPROVE STUDENT
LEARNING
OUTCOME.
SIP – EVALUATION COURSES OFFERED BY LEVEL OF EXAM
FOR GRADE 7 TESDA TO FURTHER AND IT’S
Grade 7-10 NCAE – GRADE 9 STUDENT SELECT A CORRESPONDING
NAT – GRADE 10 BETTER AREA OF CONTENTS.
SPECIALIZATION
LEARNERS ARE GIVEN ASSESSMENT FOR ENTRY AS WELL AS
AS MUCH POSITIVE STUDENT LEARNING TO EXIT ASSESSMENT
Grade 11-12 FEEDBACK ABOUT RESPOND TO THE FOR THE DIFF
THEIR PERFORMANCE. NEEDS OF TRACKS MAY VARY.
THE
LEARNERS

After going through Activity 2, fill-up the L column of the chart by writing all the
things you have learned about the curricular goals.

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

Matching Curricular goals, Instruction and Assessment Strategies

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

Learning Competency/ Instructional Strategy Assessment

LC Code
Ex. IDENTIFICATION OF THE STUDENTS WILL PERFORMING AN
A PROBLEM DETERMINE THE VARIABLE EXPERIMENT IN
THEY NEED TO MANIPULATE. GETTING DATA,
COLLECTING DATA
FORMULATING
HYPOTHESIS
ANALYSIS AND
INTERPRETATION OF
DATA

What do you need to consider in planning your instruction to ensure that standards are achieved?
 Preparing a Detailed Lesson Plan

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

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

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

Lesson Preparation for the Kto12 Basic Education Program

3. Answer the following:

a. In what way is the detailed lesson plan (DLP) useful to you as a newly
hired teacher?

It is useful to me, in managing and organizing my classes effectively

and efficiently to ensure achievement of learning outcome.

b.Which part of the DLP do you find the easiest to accomplish? Why do
you say so?
For me, drill and motivation is the easiest to accomplish, because
there are many resources that we can use like pictures, videos, and
flash cards.
c. Which part of the DLP do you find difficult to accomplish? Why do you
say so?
Evaluation, because in making assessment or test question you have to consider your pupils
learning ability/ level in order for them to cope up with better results.
4. This time, think of a learning competency on the area and key stage you are
handling. Review on the content and performance standard of the chosen LC
and prepare a detailed lesson plan. Please be guided with DepEd Order No. 42, s.
2016.

5. Seek for technical assistance from your school head or instructional

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

Demonstration Teaching of the Prepared Detailed Lesson Plan

Post-Test

Each item consists of options lettered a, b, c, and d. Read each item carefully and
choose the letter of the correct answer. Write the letter of your answer on the
space provided.
D 1. The provision of Kindergarten Education (KE) to all will increase
young learners chance of completing formal schooling, reduce
incidence of school leavers, and ensure better school performance is
embodied in

a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016

D 2. One of the goals of the Kindergarten to Grade 3 curriculum is to

develop among learners the following except one. Which one is NOT?
a. an enhanced sense of self and community

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

different learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in
applying knowledge, skills and values learned.

B 3. Which among the following is the most distinct feature of

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

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

process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
B 4. As defined in the Enhanced Basic Education Act of 2013,
kindergarten education is the first stage of compulsory and
mandatory formal education, which consists of 1 year of preparatory
education for children at least years old as a prerequisite for Grade
1.
a. 4
b. 5
c. 6
d. 7

A 5. Which is true about secondary education?

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

II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III
B 6. Fred, an 8-year old boy, was accompanied by her mother to enroll in
Grade 1. Upon interview, it was revealed that Fred never attended
schooling and his mother cannot show any proof that he finished his
kindergarten education. The decision was for Fred to enroll in KE.
Do you think the decision made is right?
a. Yes, because he needs to be exposed in the classroom first.
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
does the SHS curriculum composed of?
a. Basic Subjects, Applied Track, Specialized Subjects
b. Basic Subjects, Applied Track, Specialized Subjects

c. Core Subjects, Applied Track, Specialized Subjects

d. Core Subjects, Selected Track, Specialized Subjects

D 9 After delivering his lesson on motion, Mr. Cruz gave a summative

assessment, recorded data on students’ scores and identified students
who passed and those who failed. He provided enrichment and
intervention activities to those who passed and failed respectively.
Which part of the learning log is being accomplished by Mr. Cruz in this
situation?
a. Objectives
b. Strategies

c. Assessment
d. Reflection
B 10 According to DepEd Order 31, s. 2012 entitled Policy Guidelines onthe
Implementation of Grades 1 to 10 of the K to 12 Basic Education Curriculum (BEC)
Effective School Year 2012–2013, at the end of Senior High School, the learner
is expected to be prepared and equipped with knowledge and skills for
Tertiary Education, middle-level skills development, employment, and
entrepreneurship.
After finishing SHS, Gorio devoted his time preparing and selling
delicacies in his locality for him to earn for his higher education. Which
goal of the Kto12 BEP is illustrated?
a. Employment

b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education
 SESSION 5: SPECIAL EDUCATION
Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
1. Use strategies responsive to 2. Design , adapt and implement
learners with disabilities/ teaching strategies that are
giftedness and talents . ( 3.3.1) responsive to learners with
disabilities , giftedness and talents .
( 3.3.2)

Objectives

a. Identify the characteristics of learners with special needs.

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

Write words or phrases in the graphic organizer below to represent your understanding
of Special Education.

Who are the clients? Why this particular program?

CREATING ALTERNATIVE ENVIR

SPECIAL
ADOLESCENTS PERSONS WITH EDUCATION
DISABILITY

How is sped implemented?

CURRENT PRACTICES ACTION PLANNING

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. DEAF OR HAVING A
HARD TIME HEARING

2. In a number of instances, you have called Albert but he does not seem to
respond to you. He manifested some level of inattentiveness or 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.
Let us find out if your answers are correct by referring to the key below.

Watch the video about giftedness through the link

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

List down the characteristics of the gifted learners shown in the video. While the
video is being played you will point out the characteristics of each child being
described. Use the chart below to organize your ideas.

Name of the Gifted Child Characteristics/ Giftedness

MICHAEL HYPERACTIVITY
JOHNNNY HAVE A GREAT SENSE OF HUMOR

Interviewamentorwhois an expertinthefieldof specialeducationand discusswithhim or her specific

strategies that may be employed in dealing with learners with disabilities and giftedness. You will then be
enhancing this interview by having further readings on the said topic.

You may interview a teacher handling the last sections or those teaching
remedial reading or SPED teachers themselves. Coaches, trainers, advisers of gifted
learners may also be your interviewees.

You may use the interview questions given or you may formulate your own
depending on the subject of your interview. The interview feedback form will guide and
help you in noting down important points of discussion.
 Using the points you that you have gathered from the discussions in this session and from the interview, you will
now enumerate activities that you can use in order to address the needs of a particular learner in your class who
has a learning disability or giftedness.

You may use the graphic organizer below.

DISABILITIES

Characteristic 1 Characteristic 2 Characteristic 3

Activities Activities Activities

Reflection

You have accomplished the task with great proficiency and it is commendable. Looking
back at the discussions and activities, write your reflections on the following:
What concepts about special education had a great impact on you?
- A concept that giving what they need to assist, teach and advice them or
treat them like your own child in order for them to get what they need.

What is your professional obligation towards these learners with disabilities and
giftedness?
- You have to provide them with instruction according to their specific academic,
social, and psychological needs.

What is your personal commitment in helping your learners with special needs?

Post
Test

Write words or phrases in the graphic organizer below to represent your understanding
of Special Education.

Who are the clients? Why this particular program?

CREATING ALTERNATIVE ENVIR

SPECIAL
ADOLESCENTS PERSONS WITH EDUCATION
DISABILITY

How is sped implemented?

CURRENT PRACTICES ACTION PLANNING

 Post-Test

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

WHO ARE THE CLIENTS WHY THIS PROGRAM

SPECIAL
EDUCATION

IS SPED IMPLEMENTED
 SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING SYSTEM
(ALS)
Desired Learning Outcome

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

Objectives

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

Directions: TRUE or FALSE. Write Tif 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.
TRUE2. Family Basic Literacy Program (FBLP) focuses on packaging of short-term
educational activity that addresses the special needs and interest of the street and
working children.
ALIVE IN ALS3. Republic Act 9155 provides for the recognition and promotion
of other forms of education other than formal education.
TRUE4. 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 out- of-
school children, youth, and adults to acquire basic reading, writing, and numeracy skills.
INFORMAL EDUCATION FOR DISADVANTAGED CHILDREN7.
Indigenous People Education is a program for Muslim migrants to be able to positively
contribute to the peace efforts of our government improve the quality of life of Muslim out-
of-school youth and adults.
1987 CONSTITUTION 8. Radio-Based Instruction (RBI) is an alternative delivery mode
using radio broadcast to deliver the ALS programs, as a form of distance learning.
Listeners are able to acquire equivalency in basic education through the broadcast of
lesson.
FUNCTIONAL LITERACY TEST 9. The Basic Literacy Program is a literacy service
learning intervention utilizing literate family members to help non-literate members
upgrade their literacy skills and improve the educational opportunities of poor families.
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?
b. Situation No. 2
Mang Elberto is a street vendor, selling palamig, banana que, and junk foods. He
always noticed Jojo, a street boy, who is frequently looking for empty cans, used
newspaper and other raw materials along Magallanes Street. Mang Elberto asked
Jojo if he has parents to guide him and nurture him. He found out that Jojo doesn’t
have parents or even relatives to take care of him. Jojo wishes to continue his
elementary grade. If Mang Alberto come to you and ask for possible help or
assistance on how he can help Jojo to continue his schooling, what possible
program can you advice and why?
c. Situation No. 3
Nena is 19 years old and a housemaid. She stopped schooling when she was in grade
5. She could not find time to enroll in formal education considering the nature of her
work. The school near her workplace does not offer night schooling. Her employer
wanted her to continue her studies through ALS. Can you suggest what possible ALS
program best suited for her? Why?
d. Situation No. 4
Nilo is a visually impaired pupil who was not able to complete his elementary
 education. He wanted to continue his studies despite of his disability. Would he be
allowed to enroll in ALS program? What advice could you give to him regarding his
intention of getting back to school?

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

Fill in the missing phrase or word to complete the nature, salient feature and the legal bases of Alternative Learning System
(ALS).
1. The potential learner in the ALS goes through a screening process to determine
whatever prior learning that he/she may have through the
ACCREDITATION AND EQUIVALENCY TEST.
2. The BASIC LITERACY PROGRAM is a program aimed at providing an
alternative pathway of learning for out-of-school children, youth, and adults who
are basically literate but who have not completed the 10 years of basic education
mandated by the Philippine Constitution.
3. The Adolescent Reproductive Health is a project for out-of-school adolescents
ages 9-24 years old. It is a life skills-based education program for adolescents
who are in high-risky behavior, sex-related or non-sex related behavior.
4. Every Filipino has a right to free basic education, the government establishes
ALS to provide all Filipinos the chance to have access to and complete basic
education in a mode that fits their distinct situation and needs.
5. As stated in REPUBLIC ACT 7277 “the state shall promote the right of every
individual to relevant quality education regardless of sex, age, creed, socio-
economic status, physical and mental conditions, racial or ethnic origin, political or
other affiliation,” the State shall promote and maintain equality of access to
education as well as attainment of the benefits of education by all its citizens.
6. The PARENT EDUCATION is an informal education which is a life skills short-
term course that addresses the special needs and interest of the parents to promote
pride in their work and ownership of their responsibilities as members of the family
and their community.
7. The Arabic Language and Islamic Values Education in Alternative Learning System
(ALIVE in ALS) is design for the MUSLIM MIGRANTS to positively contribute to
the peace efforts of our government to improve the quality of life of Muslim OSY
and adults.
8. The ALS program follows a uniform learning LESSON MODULES for all
academic subjects covering the sciences, mathematics, English, Filipino, social
studies, current events among others.
9. The Alternative Learning System only requires learners to attend learning
sessions based on the agreed SCHEDULE between the learners and the
learning facilitators.
10. Community Learning Center (CLC) is also called PUNLAAN NG
KARUNUNGAN ,which is similar to a school but different in many aspects.
Reflection:

After understanding the nature, salient feature and the legal bases of Alternative
Learning System, on what particular part of what you have read ignites your
enthusiasm to go beyond your limitations as a beginning teacher? Why? Support your
answer.
THE SALIENT FEATURE WHICH IGNITES MY DESIRE AS A BEGINNING TEACHER IS HOW
ALS PROVIDE BASIC EDUCATION TO ALL FILIPINOS IN A MODE THAT FITS THEIR
PERSONALITY.

Post-Test

Modified TRUE or FALSE. Write TRUE if the statement is correct and if it is FALSE
underline the phrase or word makes it wrong and write the correct phrase or word on
the space provided for.

FAMILY BASIC LITERACY PROGGRAM 1. Mobile teachers are “specialized”

teachers who live among the people in remote barangays of the country.
TRUE 2. Basic Literacy Program is a community-based program for non-literate
out- of-school children, youth, and adults to acquire basic reading, writing, and
numeracy skills.
INFORMAL EDUCATION FOR DISADVANTAGE PROGRAM 3. Indigenous People
Education is a program for Muslim migrants to be able to positively contribute to the
peace efforts of our government in order to improve the quality of life of Muslim OSY
and adults.
1987 CONSTITUTION 4. Radio-Based Instruction (RBI) is an alternative delivery
mode using radio broadcast to deliver the ALS programs, as a form of distance learning.
Listeners are able to acquire equivalency in basic education through the broadcast of
lesson.
FUNCTIONAL LITERACY TEST 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.
SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION

Desired Learning Outcomes

1. Adapt teaching-learning activities that are responsive and sensitive to

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

2. Establish a learner-centered culture by using teaching strategies

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

Objectives

a. Describe the salient features of the Madrasah Education in the K to 12

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

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

Column A Column B Column C

Attending Madrasah Watching movies Going to Karaoke Bar

Going to Mosque Gossiping

Learning Arabic Language Gambling

Love and respect to Eating Haram

parents and elderly

Fasting in the holy month

of Ramadhan

Going on Pilgrimage to
Makka
Reading Qur’an

Attending Eid al-Adha

prayer
Charity
KWL on DepEd Madrasah Education Program (MEP)

Working in groups of 10, brainstorm to put together your responses to the first two
columns of the table below:
What do you already What do you WANT to What have you LEARNED in the
KNOW about DepEd’s know about DepEd’s MEP? Session? (to be filled up at the
MEP? end of the session)

The MEP aims to provide the More on the experiences and the All about MEP and how it is
Muslim learners with appropriate teacher’s contextualized experience important to be culturally sensitive
and relevant educational and preparedness in handling MEP to our muslim bretherens and
opportunities through the students for background reference. learners on how to deal with them.
integration of the Arabic
Language and Islamic Values
Education (ALIVE) Program in
the basic education curriculum.
Activities and Assessment

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

Brain Teaser
Complete the table by writing your important learnings.
NAME OF LEGAL BASES POSSIBLE IMPACT TO MUSLIM
PROGRAM LEARNERS
K to 12 RA10533/ The K to 12 curriculum was designed to
BEP address diverse learner needs and may
K to 12 Law be adapted to fit specific learner groups
like Muslim Learners.
ALIVE/ DO51, s.2014 This program enhances the education system for
the Filipino Muslim Learners and ensure that they
Madrasah DO41, s.2017 will have access to quality and relevant education
that is also in line with the Islamic Cultural
Education
Heritage and Values.
PRIME EFA The program not only provided interventions to
address issues on dropouts, absenteeisms, and poor
BESRA participation of said group of learners in schools
but engaged in the communities to take part in
preserving their culture.
BEAM- RA10533/ Some of the programs in Australia to Aid
ARMM Philippine Educational System.
K to 12 Law
BEST RA10533/ Some of the programs in Australia to Aid
Philippine Educational System.
K to 12 Law
a. My Identity
Below are words in the box. Select and write down in the appropriate column
those which are permissible for Muslim learners. (Note: Words which are not
permissible must be explained by the teacher).
hijabmini skirt swim wear abaya kuppiya

Eid al-Fitr ham Amun Jadid Hajj Ramadhan

Zakatbagnetchicharon bulaklak bacon

altarmimbar Cross Patron Saints Feast

meat bread SinulogChristmas Madonna wudu

Dress Food Way of worship Holidays

Hajj Eid al-Fitr

hijab meat (Halal

chicken/beef) Ramadhan Amun Jadid

abaya
bread Zakat

kuppiya (halal certified)

wudu

(mimbar?)

b. Coach Me If You Can

For you to be familiar more with some teaching strategies suited for
Muslim learners, you may interview some of your colleagues especially those
seasoned teachers or those with knowledge about Muslim education. Then
apply the learning by reflecting it in your DLL/DLPs.
Learning Areas Teaching Strategies
Example in ESP (Values Integration)
Topic:
1. Values of Charity Identify specific verse from
the Holy Qur’an that deals
 with Charity as universal
values.

Is there a verse in the Holy

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

Reflection

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

the needs of our Filipino Muslim learners.

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

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

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

The MEP aims to provide the More on the experiences and the All about MEP and how it is
Muslim learners with appropriate teacher’s contextualized experience important to be culturally sensitive
and relevant educational and preparedness in handling MEP to our muslim bretherens and
opportunities through the students for background reference. learners on how to deal with them.
integration of the Arabic
Language and Islamic Values
Education (ALIVE) Program in
the basic education curriculum.
 SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC
EDUCATION CURRICULUM
Desired Learning Outcomes

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

3.1.1 Demonstrate knowledge and understanding

3.1.2ofUse
differentiated
differentiated,
teaching
developmentally
to suit the learners’
appropriate
gender,
learnin
nee

4.3.2 Adapt and implement learning programs that ensure re

4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning programs.
Pre-Test

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

On the space provided before each number, write the word ‘Track’ if what is described is a Senior High
School ‘Track’, otherwise write ‘Strand’ if what is being described is a SHS strand.
STRAND 1. Leaners with special inclination in Science, Technology, Engineering
and Mathematics attend SHS schools offering STEM.
TRACK 2. Learners who opt to pursue tertiary education take the ‘Academic’
STRAND 3. Those who are not sure what to course to take in college are given
the opportunity to explore through the General Academic Subject
(GAS)
TRACK 4. Learners who like to obtain National Certificate Level II, III or IV join the
Technical Vocational (TVL)
STRAND 5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery,
Tour Guiding take NC II or higher to be able to work
TRACK 6. Learners who plan to become sports trainer explore on this
 TRACK 7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
STRAND 8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime
STRAND 9. TVL Learners who plan to open their business in industrial arts
like welding shop, automobile repair services take this
TRACK 10. These are SHS courses or subject

Reflection

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

become more meaningful after my exchange of ideas with my peers because….
I LEARNED THAT IT IS A SPECIAL PROGRAM THAT MEETS A SPECIAL NEED OF A LEARNER.

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

because…
THIS WILL MAKE THEM INTERESTED TO LEARN.

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

learners’ by…
BEING A ROLE MODEL AND IDENTIFYING THEIR INTEREST AND NEEDS.

My Responsibilities and My Contributions

My Responsibilities My Contributions

advance my knowledge about Science, come up with a scientific journal to be

technology and engineering shared among Science teachers in the
school/district/division levels
Post-Test

Identify the special interest program being described in each number by writing the letter that
corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
B 1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
C 2. Teachers who handle this special program must have specialization in
English and must be knowledgeable of foreign languages like French,
Mandarin, etc.
E 3. This is a program for learners who would like to develop skills in the fields of
home economics, industrial arts, agri-fishery arts and ICT.
E 4. Teachers in this special program must be National Certificate II holders of the
subject that handle
E 5. To assess the skills of learners in this special program, teachers must be a
Trainer’s Methodology Level I or II holder of the subject they are handling
E 6. The National Festival of Talents (NFOT) is a national event that allow learners to
display their skills in the four areas of technology livelihood education under
the old curriculum and currently under the TVL track of the Senior High
School Program
A 7. This program nurtures learners who are endowed with gifts in dancing,
acting, and singing.
D 8. Learners enrolled in this special program are given the opportunity to invent and
showcase their invention on Science, Engineering and Technology at the
national and international level.
C 9. This program offers learners the opportunity to explore the field of media
arts, broadcasting, newswriting and photography.
E 10. Learners with interest in carpentry, cosmetology, computer programming, fish
processing and similar skill-based learning must be enrolled in this
special program.
A 11. It is the counterpart of Senior High School Sports track
A12. It is the counterpart of Senior High School Arts track
E 13. It is the counterpart of Senior High School Technical-Vocational Track
B 14. It is the counterpart of Senior High School Science, Technology and
Engineering strand
On the space provided before each number, write the word ‘Track’ if what is described is a Senior High
School ‘Track’, otherwise write ‘Strand’ if what is being described is a SHS strand.
STRAND 1. Leaners with special inclination in Science, Technology, Engineering and
Mathematics attend SHS schools offering STEM.
TRACK 2. Learners who opt to pursue tertiary education take the ‘Academic’
STRAND 3. Those who are not sure what to course to take in college are given the
opportunity to explore through the General Academic Subject (GAS)
TRACK 4. Learners who like to obtain National Certificate Level II, III or IV join the
Technical Vocational (TVL)
STRAND 5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery, Tour
Guiding take NC II or higher to be able to work
TRACK 6. Learners who plan to become sports trainer explore on this.

TRACK 7. Humanities and Social Sciences (HUMSS) is under ‘Academic’

STRAND 8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime

STRAND 9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
TRACK 10. These are SHS courses or subjects
SESSION 9:INDIGENOUSPEOPLES’ EDUCATIONPROGRAM

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
3.5.1 Demonstrate 3.5.2 Adapt and use culturally
knowledge of teaching strategies appropriate learning strategies to address
that is inclusive of learners from the needs of learners from indigenous
indigenous groups. groups.

Objectives

a. Understand the Indigenous Peoples’ Education Program by identifying

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

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

A. Indigenous Peoples Education Program

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

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

Fill in the columns below to identify the characteristics and needs of IP learners and the possible
challenges and actions to address their needs.
Characteristics of the Needs of IP Possible Possible Actions
IP Learner Learner Challenges
INNOCENT To be understood by It entails a lot of creativity Must be familiar with the
learners to prepare varied multiple intelligences that
instructional activities for varied learners can have.
the same lesson.
SIMPLE

RECOGNIZES THEIR
CULTURE
Activities and Assessment

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

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

An IP learner was displaced by disaster and enrols in your school. At first the learner
is active in your class but after a week of stay, it seems he falls behind in your lessons. Your
limited experience hampers you in reaching out to the students properly.

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

What are the appropriate teaching strategies that will be used to address the need
interests, and experiences of Indigenous People?

Name of Target skills Activities localized

Student/ resources/
grade level materials
1. John Vocabulary Role Playing none
development
Post-Test

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

A. Indigenous Peoples Education Program

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

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

Fill in the columns below to identify the characteristics and needs of IP learners and the possible
challenges and actions to address their needs.
Characteristics of the Needs of IP Possible Possible Actions
IP Learner Learner Challenges
THEU HAVE A CLOSE NEED TO BE ACCPETED THEIR WAY OF LIVING A TEACHER MUST BE
ATTACHMENT TO AND CULTURE IS READY TO ACCEPT THAT
ANCESTRAL LAND, DIFFERENT HIS OR HER CLASSES ARE
TERRITORY AND COMPOSED OF UNIQUE
RESOURCES LEARNERS
UNIQUE LEARNERS WITH FINANCIAL THEIR SOCIO-CULTURAL IT ENTAILS A LOT OF
DIFFERENT LEVEL OF BELIEFS AND TRADITIONS CREATIVITY TO PREPARE
UNDERSTANDING VARY VARIED INSTRUCTIONAL
MATERIALS
THEIR FAMILY ARE RIGHT TO EDUCATION THEY HAVE DIFFERENT MUST BE FAMILIAR WITH
AMONG THE POOREST AND LEVEL OF CONTEXTUALIZATION
THE MOST UNDERSTANDING,
DISADVANTAEGD GROUP CULTURE AND TRADITION
IN THE COUNTRY.
Answer Keys

Session 1: Early Language Literacy and Numeracy

Pre-Test and Post-Test

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

Session 2: Flexible Learning Options

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

Session 3: Inclusive Education

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

Session IV: Basic Education Progra

1. d
2. d
3. b
4. b
5. a
6. b
7. d
8. c
9. d
10. b
Answer Key to Activity 1.1 Check me!

No. Characteristics Kindergarten Grade Grade Grade

to Grade 3 4 to 6 7 to 10 11 to 12
1 The onset of puberty
happens when young teens 
undergo physiological
changes triggered by the
release of hormones
2 Physiological development 
will be almost complete
3 Children at this stage use
symbols that allow them to
think creatively and slowly 
as they are learning to
process information logically
4 They develop the capacity to 
share and take turns, and
they are able to play
cooperatively with their
peers.
5 The ability to learn grows
substantially at this age
because of their increasing 
capacity to think
conceptually, solve
problems, and use language
6 They learn what is expected 
of them by observing and
imitating models, who are
usually their parents, but
can also be other significant
people like older siblings,
teachers, or peers.
7 Children’s self-concept (how 
they see themselves) at this
age is influenced in larger
part by their physical,
intellectual, and social skills
8 Their sense of identity, 
including their sexual
orientation and gender
identity or gender expression
(SOGIE), is firmer and
clearer
9 They develop the capacity to 
share and take turns, and
they are able to play
cooperatively with their
peers.
10 They begin to experience 
feelings of attraction, which
occur as they encounter
 No. Characteristics Kindergarten Grade Grade Grade
to Grade 3 4 to 6 7 to 10 11 to 12
gender identity or gender
expression issues.

Session 6: Alternative Learning System

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

Session 8: Enhanced Basic Education Curriculum

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

Part II
1. B
2. D
3. E
4. E
5. E
6. E
7. A
8. B
9. C

10.E
11. Track
12.Track
13.Track
14.Track
15. Strand
16. Track
17. Stran
d
18.Strand
19.Strand
20. Strand