(Enclosure No. 7 to DepEd Memorandum No. ______ s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Title of Session: MATATAG Science 7 Instructional Design Framework (IDF): Pedagogy

and Assessment
SG Developer: Danilo G. Soriano Jr.
Professional PPST 1: Content Knowledge and Pedagogy
Standards Covered: 1.2 Research-based knowledge and principles of teaching and learning;
1.5 Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills;
PPST 2: Learning Environment
2.3 Management of classroom structure and activities;
2.4 Support for learner participation; and
2.5 Promotion of purposive learning.
PPST 4: Curriculum and Planning
4.1. Planning and management of teaching and learning process;
4.2 Learning outcomes aligned with learning competencies
PPSSH 3.2 Teaching standards and pedagogies
PPSS 3.1 Support for instructional leadership
Session Objectives: At the end of the session, the participants will be able to apply the core ideas
of the K to 10 Instructional Design Framework in the context of Grade 7
Science.

At the end of the session, the participants will be able to apply appropriate
pedagogical approaches, teaching strategies, and assessment methods to a
targeted learning competency.

Specifically, the participants will be able to:

a) explain the principles, aspects, and the facets of the Instructional
Design Framework.
b) identify pedagogy and assessment strategies that align to the targeted
learning competency.
c) appreciate the value of aligning pedagogy and assessment strategies
vis-à-vis targeted learning competency.

Session Schedule Day 3|10:15 - 12:00, 1:00-2:00 | 2H45

and Duration:
Expected Outputs: Appropriate pedagogical and assessment strategies aligned with the targeted
learning competencies and learners.

Key Content: The session includes the following topics:

● K to 10 Instructional Design Framework
● Three Interrelated Content Strands of Science Curriculum
Framework
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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● Suggested Pedagogical Approaches

● Suggested Assessment Strategies

Learning Resource ● slide decks presentation

Materials: ● paper dolls and crafting materials
● metacards and markers
● manila paper
● masking tape
● glue
● Application Template 7a
References: DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for
the K to 12 Basic Education Program
DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and
Grading in Light of the Basic Education Learning Continuity Plan
DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation
for the K to 12 Basic Education Program

● K to10 Instructional Design Framework

● MATATAG Curriculum Framework
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

Session Guide Form

Schedule Detailed Detailed Description of Learner’s Materials

(Time Content Methodology/Activities Output (Slide
distribution) Outline Number)
Do: Create a welcoming and relaxed Slide 1-5
atmosphere. Gather materials needed.
Ensure that all materials for the session
are ready and accessible.
Say: "Good afternoon, everyone! My name is
Danilo G. Soriano Jr., Supervising Education
Program Specialist from the Teaching and
Learning Division of the Bureau of Learning
Delivery. It's a pleasure to be your facilitator
for today's sessions."
Show: Title card on slide number 2.

Say: "Today, our focus will be on the session

Introduction titled 'MATATAG Science 7 Instructional
and Design Framework: Pedagogy and
Presentation of Assessment.'"
Session Show: Session Objectives on slide number
Overview 3.
1:00 p.m. - Say: “Today, our goal is to enhance your
1:02 p.m. understanding of the K to 10 Instructional
Design Framework, specifically within
Grade 7 Science. Throughout this session,
you'll gain insights in three main areas.

First, we'll explore the fundamental

principles, aspects, and facets of the
Instructional Design Framework (IDF),
offering a clear understanding of its
importance in the teaching and learning
process.

Next, we'll focus on identifying the

appropriate pedagogies and assessment
strategies that correspond with the targeted
learning competencies.

Lastly, we'll highlight the significance of

aligning our pedagogies and assessment
strategies with the intended learning
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

Session Guide Form

outcomes, a key factor in boosting learner

engagement and educational effectiveness.

Say: This endeavor is also aligned with the

professional standards addressed to
PPST 1: Content Knowledge and
Pedagogy
1.2 Research-based knowledge and
principles of teaching and learning;
1.5 Strategies for developing critical and
creative thinking, as well as other higher-
order thinking skills;
PPST 2: Learning Environment
2.3 Management of classroom structure
and activities;
2.4 Support for learner participation; and
2.5 Promotion of purposive learning.
PPST 4: Curriculum and Planning
4.1. Planning and management of teaching
and learning process;
4.2 Learning outcomes aligned with
learning competencies
PPSSH 3.2 Teaching standards and
pedagogies
PPSS 3.1 Support for instructional
leadership

Purpose of the Slide:

Say: “To give an overview of the sessions,
here is our training matrix this afternoon.”

For our session flow, we will be discussing

the instructional design framework
cognizant with the science education
framework, followed by the suggested
pedagogical approaches in science 7,
highlighting the 21st century skills and
SOLO Framework, and at the assessment
methods and feedback.
Readiness Say: “Before we dive into the session, I'd Slide 7
1:02 p.m. - Check and like to check if everyone is ready and
1:04 p.m. Transition to comfortable to proceed."
Main Content Do: Readiness Check.
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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Say: “May I request everyone to please

stand.
If I say 1, you stamp your right foot once
If I say 2, you stamp your left foot twice
If I say 3, you raise both of your hands and
clap once
If I say 4, you raise both of your hands to
your right and clap twice
If I say 5, you raise both of your hands to
your left and clap twice”
Say: "Thank you for confirming your
readiness. Now, let's transition to an
exciting part of our session – the 'Paper Doll
Dressing' activity. This interactive exercise
is designed to help us explore and
understand various concepts in a fun and
engaging way. I'll be guiding you through
Transition to
the steps, and I encourage everyone to
the Activity
participate actively. Let's begin by
distributing the paper dolls and the clothing
cut-outs. As we proceed, I'll explain more
about how this activity relates to our
learning objectives and how you can make
the most of it. Let's get started and enjoy this
creative experience!"
Activity: Say: "Now, we'll engage in a fun and Dressed Slide 8-
Identifying creative activity called 'Paper Doll Dressing.' Paper Doll 10
Appropriate First, count off from one to four."
Do: Facilitate the counting off. Accomplish Paper
Pedagogical
Say: "Once you have your number, I'd like ed Guide Dolls
and
those with the same number to gather Questions with
Assessment
together. Choose a space inside the room for Analysis patterns
Strategies
and form a small circle. This will be your
1:04 p.m. - group for the 'Paper Doll Dressing' activity." Coloring
1:29 p.m. Do: Assist participants as they find their materials
groups.
Colored
Say: "Each group will receive a set of
paper
materials for this activity. Here are your
paper dolls, fabric cutouts, markers, and Printed
other crafting tools." Guide
Do: Distribute materials with the guide Question
questions. Ensure each group has all the
s
necessary materials for the activity.
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Show: Instructions for Activity No 1: Paper Manila

Doll Dressing on slide number 8-10. paper
Say: "Your task is to design clothes for the and
paper doll using the materials provided. Be marker
creative and express your unique ideas.
After designing, answer the guide questions
on the metacards provided, and stick them
on your manila paper. Once done, place
your paper doll and manila paper in front.
You have 15 minutes for this activity and
another three (3) minutes for the
presentation of your outputs. Please keep an
eye on the timer displayed on the screen."
Show: Timer on slide number 11.
Say: "Once everyone has placed their
designs at the front, we'll go through each
group's work. It's your chance to show off
your creativity and explain your thought
process. Keep it brief and let's enjoy seeing
all the different designs!"
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Do: Let each group present their paper doll Slide 12

model and their answers to the questions
provided.
Do: Facilitate presentation of outputs.
Show: Slide for the following questions:
● How did you come up with the design
of the paper doll dress?
● Which of the materials used is
considered the most important in
dressing a doll?
● What is the importance of
Analysis:
accessories in making a paper doll
Analyzing dress?
Appropriate ● In the context of designing
1:29 p.m. – Pedagogical instruction, what symbolizes each of
1:44 p.m. and the following?
Assessment a. paper doll
Strategies b. pattern
c. dress
d. accessories
● Describe how each symbolism
applies in designing instruction in
Science 7.
Ask: How did you find the activity?
Say: As we proceed, we will explore how
this activity relates to the Instructional
Design Framework.
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

Session Guide Form

Abstraction: Ask: “What is the primary consideration Slide 13-

IDF, Science teachers need to look at in designing 17
Curriculum instruction?”
Overview,
Teaching Say: “In the paper doll activity, the paper
Pedagogy, and doll symbolizes the learner, the pattern
Assessment represents the framework, the dress is for
the lesson plan, and the accessories signify
Methods
the teaching strategies. These are the
intended in the
considerations that need to be identified by
Delivery of the teachers in instructional design.”
MATATAG
Science “The previous session highlights the
Curriculum Instructional Design Framework as
discussed in the General Shaping Paper of
the MATATAG Curriculum. For this session,
we will discuss IDF as applied in the context
of Science and its appropriate pedagogical
approaches and assessment strategies.”

Show: Picture of K to 10 IDF in slide

1:44 p.m. - number 18.
2:44 p.m.
Say: “As presented, the IDF is the guide of
every teacher in preparing instructional
materials in the delivery of the lesson. The
IDF has 4 principles, 4 aspects, and 4
facets, and what are those? This means
that these elements shall be integrated in
preparing the lesson in Science.”

Show: Picture of K to 10 IDF (Four

Instructional Principles) in slide number
19.

Say: “The four instructional principles of

the IDF includes the following: inclusive,
ideational, integrative, and innovative in
the context of science education. For
inclusive, it highlights the importance of
diverse learning needs, equity and
accessibility, differentiation, culturally
responsive, and student-centered. For
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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Session Guide Form

ideational, it covers the conceptual

understanding, deep learning, critical
thinking, higher order skills, and the
application of knowledge. For integrative,
it relates to interdisciplinary connections,
real-world context, synthesizing
knowledge, problem-solving, and
application of concepts. For innovative, it
focuses on creativity and originality,
adaptive teaching methods, technology
integration, forward-thinking, and
fostering curiosity and exploration.”

Show: Picture of K to 10 IDF (Four Key

Aspects) in slide number 20.

Say: “Meanwhile, for the key aspects of

IDF, it includes the 4Cs: context,
connection, collaboration, and creativity in
the context of science education. On
context, it considers the learning
environment, learner needs, relevance to
real-world situations, cultural and social
factors, and acquired prior-knowledge. On
connection, it relates to linking to practical
applications, integration of concepts,
interdisciplinary connections, and bridging
theory and practice. On collaboration, it
highlights the interaction among learners,
peer learning, group projects, cooperative
problem-solving, and fostering social
learning. On creativity, it focuses on
innovative teaching methods, encouraging
original thinking, using diverse resources,
designing engaging activities, and fostering
curiosity.”

Show: Picture of K to 10 IDF (Four

Essential Learning Facets) in slide number
21.

Say: “IDF has four essential learning

facets in the context of learning delivery in
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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Department of Education

National Educators Academy of the Philippines

Session Guide Form

science education: engage, explore,

experience, and empathize. For engage, it
covers the capturing of learners’ interest,
creating a hook, provoking curiosity,
establishing relevance, and stimulating
inquiry. For explore, it focuses on hands-
on discovery, active investigation,
problem-solving tasks, independent
exploration, and gathering information.
For experience, it relates to immersive
learning, real-world application, practical
scenarios, simulation and interaction, and
authentic experience. For empathize, it
connects understanding others’
perspectives, fostering emotional
intelligence, addressing diverse needs, and
cultivating a supportive environment.”

Show: Picture the Framework of Science

Education and the K to 10 IDF in slide
number 22.

Say: “With all of the principles, aspects,

and facets of the IDF, together with the
educational pedagogical theories and
models and pedagogical approaches for
science, the framework of science
education and the k to 10 instructional
design framework will highlight our
Filipino learners in the field of science
education towards active engagement,
real-world relevance, critical thinking,
student-centered, collaboration, and
adaptation.”

Show: Introduction of Science Curriculum

Overview in slide number 23.

Say: “And now, we will explore the science

curriculum framework in the context of
our MATATAG curriculum as presented in
our general shaping paper.”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Show: Picture of Science Curriculum

Overview in slide number 24.

Say: “As presented, the Science

curriculum overview envisions the
development of learners who are
scientifically, environmentally, and
technology literate.”

Show: Graphic Organizer of Science

Curriculum Overview in slide number 25.

Say: “It aims our learners to be productive

members of the society, critical problem
solvers, responsible stewards of nature,
innovative and creative citizens, informed
decision makers, and collaborative and
effective communicators.”

Show: Framework of Science Curriculum

Overview in slide number 26.

Say: “A central feature of the Science

curriculum is the balanced integration of
three interrelated content strands:
performing scientific inquiry skills,
understanding and applying scientific
knowledge, and developing and
demonstrating scientific attitudes and
values.”

Show: Framework of Science Education in

slide number 27.

Say: “The overall goal of the Science

Curriculum is the achievement of
scientific, environmental and technology
and engineering literacy of all learners.

On achieving the outcomes of the

curriculum, learners will be ready to
actively participate in local, national, and
global contexts and make meaningful
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

Session Guide Form

contributions to a dynamic and culturally

diverse and expanding world. By
successfully completing the Science
Curriculum, Filipino learners will
demonstrate capabilities as put forth in
the Basic Education Development Plan
(BEDP) 2030. Within the framework of
science education, it is anchored on the
following educational pedagogical theories
and models: constructivism and
experiential learning, social cognition
learning model, brain-based learning, and
Vygotsky’s Zone of Proximal Development.”

Show: Table of Educational Pedagogical

Theories and Models in Science in slide
number 28.

Say: “Constructivism and experiential

learning, social cognitive learning model,
brain-based learning, and zone of proximal
development makes up the educational
pedagogical theories and models of our
MATATAG curriculum in science
education. For constructivism and
experiential learning, it includes the active
learning through experience, knowledge
constructed by learners, real-world
application of concepts, problem-solving
and critical thinking, and learner-centered
approach. For social cognitive learning
model, it covers observational learning,
role of modeling and limitation, interaction
with peers and experts, and learning
through social interaction. For brain-
based learning, it highlights the brain’s
neuroplasticity, connections and
synapses, emotion and learning, multi-
sensory engagement, and optimal learning
conditions. For zone of proximal
development, it includes the scaffolding by
educators, gap between actual and
potential development, learning with
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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assistance, and gradual transition to

independent learning.”

Show: Introduction to Pedagogy in Science

in slide number 29-30.

Say: “In order to realize the essence of IDF

in the context of science education and for
the smooth transition of learning delivery
from our MATATAG curriculum, suggested
and appropriate pedagogies shall be
utilized. Pedagogy is a term that refers
to the method of how teachers teach, in
theory and in practice. It is formed by an
educator's teaching beliefs and concerns
the interplay between culture and different
ways to learn.”

“The K to 10 MATATAG Curriculum shall

continue to utilize pedagogical approaches
that are constructivist, inquiry-based,
reflective, collaborative, and integrative as
stipulated in RA 10533 and reiterated in
DepEd Order No. 21, s. 2019.”

Show: Picture of Suggested Pedagogical

Approaches for Science in slide number 31.

Say: “The suggested pedagogical

approaches for science includes the
following: discovery learning, differentiated
instruction, problem-based learning,
science-technology-society approach, and
interdisciplinary approach.”

Do: Briefly explain each suggested

pedagogical approaches in Science,
including its sample methodology and
sample.

Show: Slide on Discovery Learning in slide

number 32-36.
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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Say: “Discover learning is an inquiry-

based learning method that takes a
constructivist approach to education,
where learners are encouraged to
construct their own knowledge through a
self-directed learning process—essentially
“instructionless” learning.”

“It is worthy to note that discovery

learning fails if there’s no guidance to help
learners who have no prior subject
knowledge.”

“In order to utilize discovery learning as a

pedagogy in science teaching, we shall
consider the following points:
✓ We will assign interviews to our
learners in order to spark their
curiosity.
✓ Have students to study and work
independently.
✓ Data-based projects will be
incorporated in the teaching and
learning process.
✓ Learners will undergo a blended
dissection where they will immerse
with various grassroots activities.
✓ Mistakes and productive struggle
will also serve a ground for learners
to refine its learning process.

Here are some approaches to discovery

learning embedded in our Science 7
MATATAG Curriculum

Show: Slide on Differentiated Instruction

in slide number 37-42.

Say: “Second pedagogical approach to

science teaching is the differentiated
instruction. Differentiation means
tailoring instruction to meet individual
needs. In simple terms, teachers’ tailor
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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their instruction to meet the needs of the

learners. With a variety of needs filling our
classrooms, it is important to use a variety
of instructional techniques.”

“When teachers employ the differentiated

instruction, the differentiation could be
done in terms of content, process,
products, or the learning environment.
Remember, there is no one size fits all
approach for instruction. We should
always consider the context and
preference of our learners considering
their differences and intelligences relative
to Howard Gardner’s Theory of Multiple
Intelligence.”

“This pedagogical approach is evident

when teachers:
✓ Offer learners options to choose
from in assignments or lesson
plans.
✓ Provision of multiple texts and
types of learning materials and
resources.
✓ Utilize a variety of personalized
learning methods and student
assessments.
✓ Customize teaching to suit multiple
forms of intelligence.

Here are some differentiated instruction

approaches evident in our Science 7
MATATAG Curriculum

Show: Slide on Problem-Based Learning in

slide number 43-48.

Say: “Third pedagogical approach is the

problem-based learning. It is a student-
centered approach in which learners learn
about a subject by working in groups to
solve an open-ended problem.”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

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“The ultimate aim of PBL is for learners to

take an active and problem-solving role in
the process, in accordance with the
learner-centered education approach.”

“We can identify the unique structure of

PBL over the traditional learning from the
presented slide. On tradition learning,
learners will be told what they need to
know, followed by memorization. Then,
the problem will be assigned to illustrate
as well as how to use it. In PBL, problem
will be assigned and the learners will
identify what they need to know. At the
end, learners will learn and apply it to
solve the problem.”

“These are the samples of PBL which

could be applied in teaching science
education:
✓ Discussion and debate relative to
environmental issues and concerns
✓ Role play on disaster preparedness
✓ Student presentations about their
mitigation and resilience plans
relative to the impacts of climate
change.
✓ Think-Pair-Share about the use of
non-renewable energy sources:
boom or bane
✓ Laboratory works in performing
acid-base titration experiment
✓ Active learning through
investigation of naturally occurring
disaster in the local, national, and
global context
✓ Experiential learning through a
challenge and encourage learners’
intelligence on artificial intelligence
✓ Inquiry-based learning through
field study on the distribution of
flora and fauna in the local
community
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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Here are some problem-based learning

approaches highlighted in our Science 7
MATATAG Curriculum.

Show: Slide on Science-Technology-Society

Approach in slide number 49-53.

Say: “Fourth approach is the science-

technology-society approach. It is the
involvement of learners in experiences and
issues which are directly related to their
lives. STS develops students with skills
which allow them to become active,
responsible citizens by responding to
issues which impact their lives. In other
sense, it is the teaching and learning of
science and technology in the context of
human experience.”

“It is a novel approach to science

education that is now being used to
implement scientific understanding while
at the same instance deal with broader
issues and implications in the world of
science. Driver et al., 2000 stated that
STS will allow the students to have the
opportunity to meet their personal needs,
see how science works, solve local
problems and pursue science as a career.”

“Here are the sample STS approach

applied in our classroom teaching
cognizant to our MATATAG Science 7
Curriculum. Quarter 4 on Earth and
Space Science, the learning competency is
to describe procedures that the authorities
have in place to alert communities of
pending tsunamis and what procedures
can be implemented should a tsunami
impact a community. Suggested STS
approach is for the learners to organize a
community disaster/hazard map in the
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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school including the safety procedures

relative to tsunamis.”

“For quarter 3 on force, motion, and

energy. The learning competency is to
gather information from secondary
sources to identify and describe examples
of innovative devices that can be used to
transform heat energy into electrical
energy. The suggested STS approach is to
have a debate in class focusing on societal
issues such as: in an environmentally
sustainable global economy should most
people ride bicycles rather than driving
cars.”

“For quarter 4 on earth and space science,

the learning competency is to explain how
energy from the Sun interacts with the
atmosphere. The suggested STS approach
is participating in a conference by linking
classrooms around the globe about
environmental problems such as global
warming, ozone depletion, acid rain or
rainforest degradation.”

Show: Slide on Interdisciplinary Approach

in slide number 54-60.

Say: “The next pedagogical approach is

the interdisciplinary approach which
considers different points of view,
comparing and contrasting them. It
involves drawing appropriately from
several disciplines (or separate branches
of learning or fields of expertise) to
redefine problems outside of normal
boundaries and reach solutions based on
a new understanding of complex
situations.”

“We can simply understand the context of

interdisciplinary approach using the
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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following models. For intradisciplinary, it

highlights that the instruction was entirely
within a single academic field. For
multidisciplinary, the instruction was
from several academic fields adjacent to
one another. For crossdisciplinary, a
single academic field used as a lens to
understand other academic fields in the
instruction.”

“In contrast to the previous models,

interdisciplinary and transdisciplinary
models better prepares our learners to
find an engaging and rewarding pathway.
For interdisciplinary, the instruction
focuses on multiple academic fields
interacting. Meanwhile, multiple academic
and non-academic fields interacting and
co-mingling was highlighted in the
transdisciplinary model.”

“Various researchers have identified the

distinct educational benefits of
interdisciplinary learning such as :
✓ Uncover Preconceptions or
Recognize Bias
✓ Advance Critical Thinking and
Cognitive Development
✓ Tolerate or Embrace Ambiguity
✓ Appreciate Ethical Dimensions of
Concerns

“Samples of interdisciplinary approach in

the classroom in the context of teaching
science:
✓ design and build a model of a
sustainable city that incorporates
math, science, engineering,
geography, and social studies.
✓ study the theme of ecosystems and
biodiversity through science,
geography, writing, and art.
✓ design and build a model of a
sustainable city that incorporates
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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math, science, engineering,

geography, and social studies.
✓ study the theme of ecosystems and
biodiversity through science,
geography, writing, and art.

Show: Graphic Organizer on Pedagogy and

21st Century Skills in Light of Science 7
MATATAG Curriculum in slide number 61.

Say: “Pedagogical approaches in teaching

Science 7 MATATAG curriculum will be
more efficient if we will integrate these
21st century skills necessary towards the
success of education.”

Show: Tabular Presentation on the 21st

Century Skills in slide number 62.

Say: “Presented in the slide is the clearer

articulation of the 21st century skills as
featured in our MATATAG Curriculum as
stipulated in DepEd Order No. 24, s.
2022.”

“21st Century skills are the abilities that

today’s students need to succeed in their
careers during the Information Age. These
skills are intended to help learners keep
up with the lightning-pace of today’s
modern markets. Each skill is unique in
how it helps learners, but they all have
one quality in common. They’re essential
in the age of the Internet.”

Show: Graphic Organizer on 21st Century

Skills in slide number 63.

Say: “Each 21st Century skill is broken

into one of three categories:
• Learning skills
• Literacy skills
• Life skills”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

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Show: Components of Learning Skills in

slide number 64.

Say: “Learning skills (the four C’s) teaches

learners about the mental processes
required to adapt and improve upon a
modern work environment.”

Show: Components of Literacy Skills in

slide number 65.

Say: “Literacy skills (IMT) focuses on how

students can discern facts, publishing
outlets, and the technology behind them.
There’s a strong focus on determining
trustworthy sources and factual
information to separate it from the
misinformation that floods the Internet.”

Show: Components of Life Skills in slide

number 66.

Say: “Life skills (FLIPS) take a look at

intangible elements of a student’s
everyday life. These intangibles focus on
both personal and professional qualities.”

Do: Present sample integration of 21st

century skills in select pedagogical
approaches in Science 7 MATATAG
Curriculum in slide number 67-69.

Show: Enhancing 21st Century Skills

through SOLO Framework in slide number
70-77.

Say: “These 21st century skills will be

enhanced with the effective use as well of
SOLO Framework and Higher Order
Thinking Skills (HOTS).”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

“There are six levels of cognitive learning

according to the revised version of Bloom's
Taxonomy. Each level is conceptually
different. The six levels are remembering,
understanding, applying, analyzing,
evaluating, and creating. These levels can
be helpful in developing learning outcomes
because certain verbs are particularly
appropriate at each level and not
appropriate at other levels.”

“Some issues of the bloom’s taxonomy

includes:
The category of a particular question does
not usually provide a link to the level of
understanding in a student’s response.
The suggested hierarchy, and choice of
words for each level of Bloom’s Taxonomy
makes it difficult to have an exact
meaning (or use the idea) with young
students.
There are difficulties with the complexity
associated with putting the ideas of Bloom
into a normal classroom setting. Many
words used are relevant to more than one
level (e.g., knowledge, understand).

With these, the SOLO Taxonomy

addresses these concerns.”

“SOLO aims to provide this framework,

unlike the word ‘knowledge’ where it could
mean a lot of things or cater to different
thinking levels. SOLO has been used
many times already in the Philippines.
SOLO offers a framework that was used in
the development of the three professional
standards: the Philippine Professional
Standards for Teachers (PPST), for School
Heads (PPSSH), and for Supervisors
(PPSS). Moreover, SOLO was used as a
framework in developing test items for the
2021 National Qualifying Examination for
School Heads (NQESH).”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

“Some new SOLO words you need to

become familiar with are: Prestructural,
Unistructural, Multistructural, Relational,
and Extended Abstract.”

“The SOLO Model is so useful since it:

• Describe a response to a learned
activity or question, as well as help
a teacher decide where students
should proceed with their learning.
• Offer practical support in writing
questions that can differentiate
higher-order and lower-order ideas.
• Understand or help develop
teaching programs (learning
progressions) and lessons that
mirror how the brain learns.”

Show: Introduction to Assessment

Methods in slide number 78.

Say: “From curriculum to pedagogy, it is

important as well that we aligned our
assessment methods and strategies.”

Show: Definition of Assessment Methods in

slide number 79.

Say: “As per DepEd Order No. 8, s. 2015

defines classroom assessment as an
ongoing process of identifying, gathering,
organizing, and interpreting quantitative
and qualitative information about what
learners know and can do. It is an integral
part of the teaching-learning process;
hence the K to 10 Instructional Design
Framework provides that assessment may
be given at any point in the lesson.”

Show: Types of Classroom Assessment in

slide number 80.
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Say: “We are much familiar that there are

two types of classroom assessment as
stipulated in DO 8, s. 2015. The two types
of classroom assessment are formative
and summative assessment.”

Show: Definition of Formative Assessment

in slide number 81.

Say: “Formative assessment is seen as

assessment for learning which may be
given at any time during the teaching and
learning process so that teachers can
make adjustments wherein learners reflect
on their own progress.”

Show: Key Aspects of Formative

Assessment in slide number 82.

Say: “There are also challenges relative to

the key aspects of formative assessment.
This includes the following:
• Time-Consuming. Continuous
assessment can be time-consuming
for both teachers and learners.
• Resource Intensive. Depending on
the method, it may require
additional resources, such as
technology or materials.
• Grading Complexity: Providing
meaningful feedback can be
challenging, especially in large
classes.

Show: Formative Assessment Strategies in

slide number 83-85.

Say: “Formative assessment strategies

shall be employed before, during, and
after the lesson. Here are some examples
of assessment methods before the lesson:
Agree/Disagree Activities, Games,
Interviews, Inventories/Checklists
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

KWL Activities, Open-Ended Questions,

and Practice Exercises.”

“Meanwhile, here are some examples of

assessment methods during the lesson:
Multimedia Presentations, Observations,
Other Formative Performance Tasks,
Quizzes (recorded but not graded),
Recitation, and Simulation Activities.”

“On the other hand, here are the examples

of assessment methods after the lesson:
Checklists, Discussions, Games,
Performance Tasks that emanate from the
lesson objectives, Practice Exercises, Short
Quizzes, Written Work.”

Show: Summative Assessment Definition

in slide number 86.

Say: “Summative assessment is seen as

assessment of learning which occurs at
the end of a particular unit in order to
describe the standard reached by the
learner.”

Show: Key Characteristics of Summative

Assessment in slide number 87-92.

Say: “There are different key

characteristics of summative assessment.
This includes the endpoint evaluation,
high stakes nature, objective
measurement, comprehensive content
coverage, feedbacks, and utilization in
education and beyond. On endpoint
evaluation, summative assessments are
conducted at the end of a learning period,
such as the end of a semester, school
year, or a specific unit of study. They
provide a summary of what the learner
has learned over the entire duration.”
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

“On high-stakes nature, summative

assessments often carry significant weight
in determining grades, promotions, or
other important academic or professional
decisions. High-stakes exams, such as
final exams or standardized tests, are
common forms of summative assessment.”

“On objective measurement, the

assessments are generally designed to
provide an objective measurement of a
learner's knowledge, skills, and abilities.
Standardized tests are frequently used as
summative assessments, allowing for
consistent evaluation across a larger
population.”

“On comprehensive content coverage,

summative assessments aim to cover a
broad range of topics and skills within the
specified learning objectives. They assess
the overall mastery of the subject matter
rather than focusing on specific aspects.”

“On feedback for summative purposes,

feedback is often provided to help learners
understand their strengths and
weaknesses. However, this feedback is
typically not as detailed or immediate as
the feedback provided in formative
assessments.”

“On utilization in education and beyond,

Summative assessment is a common
practice in educational settings, from
elementary school through higher
education. It is also used in professional
settings for employee evaluations,
certification exams, and other
assessments of competence.”

Show: Feedback in slide number 93-95.

(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Say: “As stipulated in DO 8, s. 2015,

formative assessment must provide
learners with immediate feedback on how
well they are learning throughout the
teaching-learning process so that teachers
can provide appropriate recommendations
on how learners can improve themselves
and make their own decisions to direct
learning.”

“Feedback can be specific, descriptive, and

factual to enhance the areas of strength
and areas for improvement. It should be
presented in a way that is timely,
constructive, respectful, and supportive of
the learner’s efforts.”

“Feedbacking can be given before, during,

and after the learners complete a task.”

Show: Giving of Assignment in slide

number 96.

Say: “The giving of assignments is optional

and should follow the provisions of DepEd
Memorandum No. 392, s. 2010 entitled
“Guidelines on Giving Homework or
Assignments to All Public Elementary
School Pupils.”
 (Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Application: SAY: Accomplish Session

“After gaining understanding on the ed 7A
Applying connection of Strategies and Assessment Application Applicatio
Appropriate Methods in Science 7 as well as their Template n
Pedagogical alignment to IDF, we will now try to apply Template
and these to a specific learning competency in
Assessment the MATATAG Curriculum.” Printed
Methods vis-a- IDF
vis target LC DO: Framewor
● Present the title and mechanics of k
the activity.
● Provide materials for the activity. Manila
● Give the groups ten (10) minutes to paper and
work on the task. Metacards

Say: “We will have the Activity 2 titled

IDF-Pedagogy-Assessment Alignment.”

“Using the same set of groupings from the

first activity, all groups will be provided
with the IDF-Pedagogy-Assessment
2:44 p.m. –
Alignment template in which each group
3:15 p.m.
will choose and analyze one learning
competency.

“For 10 minutes, each group will analyze

which pedagogical approach, teaching
strategies, and assessment methods are
applicable to the given learning
competency including the IDF features.”

SAY:
“Each group will accomplish the provided
template in the activity and also will write in
the metacards to be provided by the learning
facilitator. For the presentation, each group
will present their output using the manila
paper and the accomplished metacards.
DO:
● Facilitate the task given.
● Allow participants to explain their
answers.
● Process the responses given.
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

ASK:
“How important is aligning pedagogy and
assessment strategies to the targeted
learning competency?”

Suggested Answer: “Aligning appropriate

pedagogy and assessment strategies
vertically aligned to the targeted learning
competency will enable the success of our
MATATAG curriculum. It is worthy to note
that the structure and direction of our
curriculum will also depend on the
appropriate pedagogical approaches and
assessment methods that will be used in our
science education framework.”

Say: “As we wrap up this session, I want to

thank you for your engagement and
insights. We've covered the key aspects of
the K to10 Instructional Design Framework
in relation to Grade 7 Science. Remember,
the real impact lies in applying these
strategies in your classrooms.

Looking ahead, our next session titled

'MATATAG Grade 7 Curriculum Learning
Resources' will build upon what we've
learned today. Thank you, and see you at
the next session!”
Session 7A Application Template
IDF-Pedagogy-Assessment Alignment
Instructions:
1. Choose and analyze one (1) Learning Competency for Science 7 in the
MATATAG Curriculum.
2. Provide for suggested Pedagogical Approach, Teaching Strategy/ies, and
Assessment Method, for each of the unpacked competency identified of the
targeted LC, by completing the table below.
3. Identify the ID feature/s that can be exhibited by utilizing the suggested
strategy/ies.
Learning Learning Suggested Suggested Suggested Instructio
Competenc Objectives Pedagogic Teaching Assessmen nal Design
y (Unpacked al Strategy/i t Feature/s
LC) Approach es Method/s
(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Note: Assessment Methods presented in the CARB.

(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

(Enclosure No. 7 to DepEd Memorandum No. ______ s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form