(Enclosure No. 6 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Title of the Session Making Inferences and Predicting Outcomes

Professional Domain 1: Curriculum Content and Pedagogy

Standards Covered
Strand 1.4 Strategies for promoting literacy and
(Domain/s, Strand/s, and
numeracy
Indicator/s)
Beginning Teachers: 1.4.1
Demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills.

Proficient Teachers:1.4.2
Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Strand 1.5 Strategies for developing critical and
creative thinking, as well as other higher-order thinking
skills
Beginning Teachers 1.5.1
Apply teaching strategies that develop critical and creative
thinking, and/or other higher-order thinking skills.

Proficient Teachers 1.5.2

Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.

Session Schedule and Session 4

Duration
1 hour and 45 minutes

Objectives At the end of this training, participants are able to:

Session Objectives:
1. Identify the meaning of inference;
2. Discuss various strategies and methods for teaching
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

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inferencing;
3. Demonstrate strategies and methods for teaching
inferencing; and
4. Apply the knowledge gained in teaching inferencing
skills in lesson planning.

Expected Outputs Question Table, Reflection, Movie Analysis, Graphic organizer,

Predictions on Metacards
Key Content Teaching Inference and Predicting Outcome

Learning Resource ● PowerPoint Presentation ● Short videos ● Worksheets

Materials
● Activity Sheets

References Research Articles:

1."Teaching Students to Make Inferences"

By Jeffrey D. Wilhelm

Published in Educational Leadership, this article discusses

different methods of teaching inference, including role play
and question generation.

2."Scaffolding the Teaching of Critical Thinking and Inferential

Reasoning"

By Scott Paris and Marjorie Winograd

This article, published in Educational Psychologist, discusses

strategies to scaffold students' inferential reasoning skills.

3."Supporting Students in Making Inferences from Texts"

By Judith A. Langer

Found in Language Arts, this paper highlights classroom

strategies that foster inference-making through questioning
and discussion.

4. Videos:
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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● https://fb.watch/uRSU46y9mI/

● https://www.youtube.com/watch?v=JdaD2FZQFE Y

Schedule Detailed Detailed Description of Learner’s Materials

Content Methodology/Activities Output
(Time (Slide
Outline
distribution Number)
)

Priming Priming Activity:

Activity

Do: Introduce yourself.

Presentation of
5 mins.
Objectives and Say: “Good day to all of you. I
8:00 - 8:05 Flow of the am ______________________.
Session." Today, we will discuss teaching
inference .

Teaching inference is
challenging, but it can be
learned by students. It is
important to teach inference to
prepare students for higher and
more analytical thinking, which
will be key to reading
comprehension. The role of
each teacher today is
significant because many of our
students struggle with reading
and understanding texts. Our
lesson activities are crucial for
developing reading
comprehension. Teaching
inference is one of the skills
that should be developed from
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Grade 1 to Grade 10. Are you

ready to listen, watch, and
participate?”

Do: Present the objectives and

flow of the session.

Say: “Today, we will discuss

Teaching Inference. In this
lesson, it is expected to assist
or guide teachers in their
readiness for the skill of
teaching inference to their
students.

Show: Objectives of the

Session

Say: Now, I will share with you

the objectives of our session.

At the end of this training,

participants are able to:

Session Objectives:

1. Identify the meaning of

inference.

2. Discuss various
strategies and methods
for teaching inferencing;
3. Demonstrate strategies
and methods for teaching
inferencing; and

4. Apply the knowledge

(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

gained in teaching
inferencing skills in
lesson planning.

Session Flow:
1. Meaning of Inference
2. Various strategies and
methods for teaching
inference
3. Application of the
knowledge gained in Slide 3
teaching inference skills
in lesson planning

Guide for the Facilitator:

Provide a brief explanation to
clarify the mentioned
objectives.

Show: Professional Levels

Involved

Say: PPST Domain 1: Content

Knowledge and Pedagogy -
Content knowledge and its
application within and across
curriculum areas.

Domain 2: Learning
Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and
Planning
Domain 5: Assessment and
Reporting - Monitoring and
evaluation of learner progress
and achievement.
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

Session Guide Form

Show: Let’s Watch

Say: “At this point, we will

watch a short film. Be
observant of every action or
movement of the characters.
Afterward, you will answer a
table based on what you
watched in the short film.

Show: Question Table

WATCHING THE SHORT FILM

(For the Facilitator: Divide the

film into segments according to
the questions asked and give
each participant a few seconds
to answer the questions in the
table. Continue this process
until the video is finished and
discuss their answers. Call on
participants who can share their
answers to the questions. Allow
a few seconds for processing
their responses.)

Do: After watching and

answering the activity, ask the
following:
Say:

● How did you provide the

Slide 4-5
correct inference for the
questions based on the
events you watched?
What was your basis for
giving the correct
answers?

● What considerations did

 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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you take into account

when making your
inferences? Was this
effective in providing the
correct answers to the
questions?

Discuss the answers to the

questions

● What important skills

were developed in our
activity?
● Why is it important to
cultivate these essential
skills?
● You mentioned the
significance of these
skills; how should they be
effectively and efficiently
taught to students?

Do: Let the participants answer

the following questions:

15 minutes 1. What important skills were

developed in our activity?
8:05-8:20
2. Why is it important to
ACTIVITY develop these essential skills?

3. You mentioned the

Start with a importance of these skills, so
short movie how should they be effectively
and efficiently taught to Answering Slide 6-7
that contains
students? of
elements open
Question
to
Table
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

interpretation.
Say:
· Take note of Here are some guide questions Movie
the scenes that that are expected to be Analysis
leave certain answered during or after Worksheet
details watching/listening to the video:
ambiguous,
prompting ● What is inference?
participants to ● Describe the difference Post Movie
make Reflection
between guessing and
inferences.
inferring.
● Why should teaching
inference be
emphasized?
● How should inference be
taught?
● How does the teaching of
inference differ from Key
Stage 1 to Key Stage 3?
● What should be
considered in the Sharing of Slide 8-9
effective teaching of ideas
inference skills?

Do: Show the video.

Topic: Making Inferences

(Guide for the facilitator: The

video can be divided into parts,
allowing for discussion while
answering the guide questions.

After watching the video, hold a

discussion. Allow participants to
process the information they
have heard by answering the
provided questions.
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

Do: Using the text, create an

example of an activity suitable
for teaching inference based on
the strategies presented.

You may ask one or two

volunteers to present their
output.

Slide 10

Conclusion and Reflection

Summarize key takeaways.

ANALYSIS
Thank participants and outline
Discuss the
any follow-up actions or support
answers to the
available
questions.
20 minutes
8:20-8:40
Appreciation / Conclusion:
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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National Educators Academy of the Philippines

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Say:
As a form of appreciation, let us
all take with us the message of
this statement:

“Reading furnishes the mind Slide 11

only with materials of
knowledge; it is the thinking
that makes what we read ours.”
– John Locke

Sharing of
ideas
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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Interactive
viewing
ABSTRACTIO
N
Identify
common
40 minutes patterns or
strategies used Sharing
8:40 - 9:20 to make Slide 12
inferences in
the text. Video
Analysis
Presentati
on
Reports

Slide 13-
14
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

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Graphic
Organizer
APPLICATION
with 2
Predict possible columns:
outcomes Clue and
based from the Inference
20 minutes information
provided
9:20-9:40 Writing
predictions
on
metacards

Slide 15-
20
 (Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

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Slide 21

Closure

5 minutes
9:40-9:45

Slide 22
(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form

(Enclosure No. 6 to DepEd Memorandum No. 044, s. 2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Session Guide Form