Plan, manage and implement developmentally sequenced

teaching strategies to meet curriculum requirements

MODULE 7
through various teaching contexts

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 PPST RESOURCE PACKAGE

INTRODUCTION TO TEACHER RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Jen!

And I am Teacher Mike!

We are members of your support group. Together

with your principal, master teacher, and co-teachers, we
are pleased to be your guides and companions as you
walk through the modules.

These modules Are you ready?

are standalone
sections that We begin by letting you know how the journey started
you can select for us in putting together this resource package.
based on your
needs and In August 2017, Department of Education Secretary
interests. This Leonor Briones signed the Philippine Professional Standards
means that for Teachers (PPST) into policy through DepEd Order No.
you can 42, S. 2017. The policy states, among others, that the PPST
choose and “shall be used as a basis for all learning and development
read any programs for teachers.”
module that is
most relevant The Department of Education is committed to supporting
to you. You can your continuing professional development. This resource
take your time package hopes to contribute to this commitment.
in familiarizing
yourself As a teacher, understanding the PPST is crucial in order
with any one for you to grow and flourish in your profession. The PPST
module with identifies what you are expected to know, be able to do,
no pressure and value in your profession.
to finish
reading all 12.

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 Plan, manage and implementtodevelopmentally
Introduction sequenced
Teacher Resource Package
teaching strategies to meet curriculum requirements
MODULE
through various teaching contexts

This resource package:

7
• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators
across curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.

You will find the materials here useful if you:

• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.

If learning is your passion,

this resource package is for you.

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What can you expect to find in each module?

You will discover that each module discusses a specific indicator, defines its key concepts and provides rele

The modules explore the following indicators:

MODULE 1
1.1.2 Apply knowledge of content within
and across curriculum teaching areas.
MODULE 7
MODULE 2 4.1.2 Plan, manage and implement
developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies
learning processes to meet curriculum
that enhance learner achievement in
requirements through various teaching
literacy and numeracy skills.
contexts.
MODULE 3 MODULE 8
1.5.2 Apply a range of teaching strategies 4.4.2 Participate in collegial discussions
to develop critical and creative thinking, that use teacher and learner feedback to
as well as other higher-order thinking enrich teaching practice.
skills.
MODULE 9
4.5.2 Select, develop, organize and
MODULE 4 use appropriate teaching and learning
2.3.2 Manage classroom structure to resources, including ICT, to address
engage learners, individually or in learning goals.
groups, in meaningful exploration,
discovery and hands-on activities within MODULE 10
a range of physical learning
environments. 5.1.2 Design, select, organize and use
diagnostic, formative and summative
MODULE 5 assessment strategies consistent
with curriculum requirements.
2.6.2 Manage learner behavior
constructively by applying positive and MODULE 11
non-violent discipline to ensure learning- 5.2.2 Monitor and evaluate learner
focused environments. progress and achievement using learner
attainment data.
MODULE 6
3.1.2 Use differentiated, developmentally MODULE 12
appropriate learning experiences
5.4.2 Communicate promptly and
to address learners’ gender, needs,
clearly the learners’ needs, progress
strengths, interests and experiences.
and achievement to key stakeholders,
including parents/guardians.

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Introduction sequenced
Teacher Resource Package
teaching strategies to meet curriculum requirements
MODULE
through various teaching contexts

“
PARTS OF THE MODULES

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The module contains the following parts:

OVERVIEW introduces you to ILLUSTRATIONS OF PRACTICE

the indicator and why you need walks you through sample
to achieve the indicator; illustrations of specific teaching
practices that show how the
SELF-REFLECTION allows you Standards are put into action;
to reflect on your knowledge,
skills and attitude related to PROFESSIONAL DEVELOPMENT
the indicator; PLAN helps you identify your
strengths and development
KEY CONCEPTS defines key needs and plans for specific
concepts pertinent to the action for professional
indicator; development; and

SUPPORT GROUP allows you RESOURCE LIBRARY provides

to consult and collaborate with you with resources (which may
our teacher-friends who will include bibliography, forms,
provide suggestions on how to templates, appendices and
improve your current practice; links) that can help you further
understand the indicator.

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.

We encourage you to actively engage with the text as you read through the module.

We hope you find the information, materials and resources in this package helpful as you
engage with the Philippine Professional Standards for Teachers towards your professional
development.

We, Teacher Jen and Teacher Mike, will be with you every step of th

Have a happy journey.

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 MODULE

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PLAN, MANAGE AND
IMPLEMENT DEVELOPMENTALLY
SEQUENCED TEACHING AND
LEARNING PROCESSES TO MEET
CURRICULUM REQUIREMENTS
THROUGH VARIOUS TEACHING
CONTEXTS
CONTENTS

ii INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
Probing
Suggestions for Improvement

11 ILLUSTRATIONS OF PRACTICE
Illustration of Practice No. 1: PLANNING FOR
DEVELOPMENTALLY SEQUENCED LESSONS
Illustration of Practice No. 2: MANAGING AND IMPLEMENTING DEVELOPMENTAL
Other Illustrations of Practice

PROFESSIONAL DEVELOPMENT PLAN

RESOURCE LIBRARY
- Annotated Bibliography

ACKNOWLEDGEMENTS

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Hello! I am Teacher Mike and with me is Teacher Jen. Welcome to Module 7. Together, we will delve into the

as a language teacher.

What does Teacher Abby consider as one of her goals in teaching? Looking
at the image, we can see that she imagines her learners being activated to climb
up the ladder of education and eventually succeed. Regardless of learners’
background, skills, and abilities, Teacher Abby is ought to nurture effective teaching
and learning processes in her classroom. Adding up to this task is to ensure that
learners step into developmental stages in learning, which is the result of
developmentally-fashioned teaching episodes. This crucial task of fostering
developmentally-sequenced teaching and learning processes encourage teachers, like
Teacher Abby, to be mindful of effective instructional planning which also includes
successfully managing and implementing lessons.

In this module, we will be identifying concepts in planning and managing

developmentally-sequenced teaching and learning processes, following curriculum
requirements and anchoring these processes on various teaching contexts. The module
also includes discussions on how to specifically plan for a lesson – from the Daily
Lesson Log (DLL) template to knowing appropriate management and implementation
procedures to effectively execute instructional plans. Careful planning and
management preserves quality teaching and learning processes in our respective
classrooms. Let us learn and fulfill these tasks together!
In this module, we will focus on:

STRAND: Planning and management of teaching and learning processes

INDICATOR: 4.1.2 Plan, manage and implement developmentally sequenced teaching and lea

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KEY CONCEPTS

“ To better understand the purpose of this module and

to help you clearly realize your role as an effective
planner, manager, and implementer of developmentally-
sequenced teaching and learning processes, key concepts
have to be unlocked. Let’s get to know each of them in
this module!

CURRICULUM AREAS These are different learning/subject areas taught and learned

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING

PROCESSES. These refer to the order of activities that keeps learners engaged in the

INSTRUCTIONAL PLANNING. This refers to the process of systematically preparing, de

TEACHING/LEARNING CONTEXTS. These refer to teaching/learning situations and all t

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SELF-REFLECTION

This time, let us reflect on our current practice in terms of planning, managing, and imp

KNOWLEDGE SKILLS
As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… that planning lessons entails carefully aligning objectives and activities to the comp
…create developmentally- …that consistent efforts and
sequenced teaching and patience lead to successful
learning encounters inside planning, management,
the classroom, coupled and implementation of
with effective management developmentally-sequenced
and implementation of teaching and learning
lessons. processes.

“
Goodreflection,
knowle may wr Now, it is your turn to reflect on your dge, skills and attitudes in relation
Mike!

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
________________________
________________________ ________________________

________________________
________________________ ________________________

. .
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MODULE 7
through various teaching contexts

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SUPPORT GROUP

Hi there! Once again, this is Mike. How’s everything going? I hope that you are getting t

Teacher Abby is a Grade 10 English Teacher. One of her practices is to plan her lessons
before the next day comes. She believes that preparation is everything, so she always tries
to think of how she will come up with engaging activities in her Daily Lesson Log (DLL) and
imagine all her plans get concretized during teaching-learning encounters.

First, we will look closely into her plans which she writes down in her personal
notebook. Her topic concerns a literary piece, “The Gorgon’s Head” written by Anne
Terry White. Let us see what’s on the page of Teacher Abby’s notebook and evaluate if
she plans for developmentally-sequenced teaching and learning processes for her
lesson.

My Plans for “Gorgon’s Head”

1. Refer to the Curriculum Guide and the Learner’s Material (pp. 35-36).
2. Fill in the needed parts in the DLL.
3. Make the reviews engaging for women.
4. Give thought-provoking questions.
5. Integrate Mulan’s story (from Grade 8).
6. Have learners do sustained silent reading.
7. Focus on discrimination in the society.
8. Use the activities/tasks from the Learner’s Material.
9. Assessment - if time will permit...
10. Identify famous oral literary pieces for homework.

We’ll give you time to think about this and we’ll surely
get back to you.

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Probing
Now, let us look intently at the plans
of Teacher Abby for her lesson. Using the
enumerated plans from the notebook, provide
answers to the questions presented below.

1 What can you say about Teacher Abby’s practice of keeping a notebook that
contains her plans for the day’s lesson? Do you think it is helpful in instructional
planning? Why do you say so?

.
2
Are the plans written down by Teacher Abby logically sequenced? If “yes,” provide your
evidence.

.
3 If you were Teacher Abby, what item/s from your plans will you remove or improve?
Justify your answer.

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MODULE 7
through various teaching contexts

For us to better visualize the plans laid out by

Teacher Abby for her day’s lesson, let us
examine an excerpt from her actual Daily Lesson
Log (DLL). Only the plans for the first day (July 11,
2017) were retained for purposes of review and
critiquing. Provide answers to the succeeding
questions given below. This time, we will focus on
the excerpted DLL given below.

Monday
Date: July 11, 2017
I. OBJECTIVES Determine the effect of textual aids on the understanding of the text.
A. Content Standards The learner demonstrates understanding of how world literature and
other text types serve as ways of expressing and resolving personal
conflicts; how strategies in linking textual information, repairing,
enhancing communication and public speaking, and in incorporating
emphasis markers in persuasive texts, different forms of modals,
reflexive and intensive pronouns are used.
B. Performance Standards The learner composes a short but powerful persuasive text using a
variety of persuasive techniques and devices.
C. Learning Competencies/ EN10RC-lb-2.15
Objectives
Write the LC Code for each
II. CONTENT Mythological Story: The Gorgon’s Head by Anne Terry
III. LEARNING RESOURCES Learners’ Material and Multimedia Presentation
A. References
1. Teacher's Guide Pages pp. 24-26
2. Learner's Materials Pages pp. 35-36
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURES
B. Other Learning Resources
A. Reviewing previous lesson or Review the plight of a discriminated woman through a song.
presenting new lesson
B. Establishing a purpose for the Ask learners the connection of Mulan's life to the concept of
lesson discrimination.
C. Presenting examples/instances Relay other instances where discrimination occurs in the society.
of the new lesson
D. Discussing new concepts and Task 2 - DISCRIMINATION CHECK, p. 32
practicing new skills #1
E. Discussing new concepts and Task 12 - MY COAT OF ARMS, pp. 43-44
practicing new skills #2
J. Additional activities for Have learners identify famous oral literary pieces and share them
application or remediation before the class.

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1 Revisit the plans Teacher Abby wrote in her notebook. Are they consistently reflected in the
given Daily Lesson Log (DLL)? Please note any missing item/s if there is/are.

2 Refer to the objective set in the Daily Lesson Log (DLL). In reference to the activities
presented, will the objective for the day’s lesson be achieved by Teacher Abby? How about
the time? Will the plans be accomplished in a 60-minute class period? Justify your
answers.

3 Are the activities in the Procedures developmentally sequenced in such a way that learners
are guided from understanding basic concepts until they master and apply the competency
needed to be developed? Why? Why not?

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Suggestions for Improvement

It’s good that Teacher Abby carefully takes

into account the practice of consistently planning
her lessons. Keeping with her a notebook for her
plans is also a good way to strengthen instructional
planning, but does it all end with writing the plans?
How about checking if the plans are appropriate for
our aim – to plan for developmentally-sequenced
lessons? Let us consider some suggestions for
improvement to help Teacher Abby!

1. SCAFFOLDING IS EVERYTHING. Scaffolding refers to a variety of instructional

strategies used to guide or support learners progressively toward better
understanding and greater independence in the learning process (The Glossary
of Education Reform, 2015). Scaffolding is crucial for learners to move
from one ladder of learning to another. To concretize things, the learners
need to be guided using simple, basic activities at the beginning, leading to
more complex learning encounters so as to reach the point where learners are
able to master a specific learning competency.

2. KEEP LEARNING ACTIVITIES CONTEXTULAIZED. One of the priorities in

coming up with developmentally-sequenced teaching and learning processes
is to make learning activities contextualized, if possible, tailor-made for the
context of situation and the type of learners that we have. For instance, if
issues about discrimination are highlighted in the lesson, it is better to
anchor discussions and activities on discrimination issues in the Philippines
or on the learners’ immediate community. Activities to acquaint learners
about discrimination should not only involve women but also situations
where men are discriminated or ostracized, too. The appropriateness of
activities to the age and pacing of the learners are also crucial to make the
teaching and learning processes meaningful and developmental.

3. FOCUS ATTENTION ON THE OBJECTIVE. The objective of the lesson goes

hand-in-hand with the target learning competency from the curriculum guide.
To match our aim of providing developmentally-sequenced teaching and
learning processes, our activities should be geared towards the objective
of the lesson. Enabling activities like preliminary ones would help the
learners shape prerequisite knowledge and skills that lead to the
attainment of the learning competency. On the one hand, culminating or
final activities are given to gauge where the learners are in terms of
mastering the competency or if the set objective was successfully met or
not.

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4. ASSESSMENT IS A MUST. In trying to help learners develop the

competencies set in the curriculum guide, the teacher should not only give
inputs but also provide assessment activities to identify learners’ learning
status and, at the same time, create appropriate instructional decisions. Two
important types of assessment are formative and summative assessments.
Formative assessment is used to identify misconceptions, struggles, and
learning gaps during the teaching and learning processes. How to close
such gaps is also involved in this type of assessment (Trumbull & Lash,
2013). Remember that formative assessment is recorded but not included in
the computation of learners’ final grades/ratings. Summative assessment
helps the teacher evaluate student learning, knowledge, proficiency or
success at the end of an instructional period like a unit, course or program
(Theall & Franklin, 2010). This kind of assessment is heavily graded or
weighted. Hence, assessment in the teaching and learning processes is not
optional but is significantly obligatory.

“
Great job! We hope that you find these suggestions helpful.

To further guide your planning, management and implementation of developmentally sequenced

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ILLUSTRATIONS OF PRACTICE

Hi! It’s Teacher Mike once again. We will now continue our journey through this module with our aim o

Planning is everything. The planning aspect of teaching is very important that

it alone can determine the failure or success of a teacher. However, it is the weekly
lesson plan and the specific day-to-day task of planning for instruction that are most
lacking in teachers’ educational preparation (Arnold, 2010). Planning for a lesson does
not end with enumerating the things the teacher will implement in the classroom
once the delivery of the lesson has commenced. The bigger challenge is to make the
lesson or the embedded activities more developmental.

As Proficient Teachers, we are driven to design lessons that satisfy the need
to make teaching and learning processes seamless and progressive for our learners.
We start by familiarizing ourselves with the content of the curriculum as the “Bible”
from which we refer to in planning our lessons. The competencies found in the
curriculum guide (hereafter, CG), are what should be mastered by the learners at
the end of every lesson. In terms of designing a developmentally-sequenced
learning plan, teachers just need to religiously follow the parts of the Daily
Lesson Log (DLL) template. As per DepEd Order 42, s. 2016 also known as the
“Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program,” the use of the Daily Lesson Log (DLL) or the Detailed Lesson Plan (DLP)
enables the teacher to guide, mentor, and support learners in developing and
assessing their learning across the curriculum. Even in this Department Order,
learner scaffolding is given much attention. Hence, teachers need to be guided
by what the DLL or the DLP suggests to capture the conduct of more
developmental teaching and learning procedures.

For the first illustration of practice, we will be breezing through the procedures
set in the DLL to have a better grasp of how to plan for developmentally-
sequenced teaching and learning processes. Once these are established in the
lesson preparation, we will then be able to fulfill our role as effective facilitators of
learning.

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ILLUSTRATION OF PRACTICE NO. 1:

Planning for Developmentally Sequenced Lessons

“ Get ready to look at how planning for developmentally-sequenced

lessons can be done in your Daily Lesson Log. We are to see how
the lessons from Ma’am Abby’s DLL could be made more
developmental. You will notice that the procedures are modified and
calibrated to encompass a more engaging and progressive series of
learning activities. We will strictly adhere to the developmental
nature of the DLL template, which starts with reviewing previous
lessons, going to evaluation of learning and provision for additional
activities in the form of an assignment or homework. We basically track
how a lesson is delivered in a regular lesson plan. However, you have to
remember that the following illustration of practice is suggestive in
nature. Still, the teacher is the one who will design for developmentally-
sequenced lessons applicable to his or her learners. The illustration,
hence, is only a recommendation that may provide more inputs towards
the realization of the focus of this module.

Monday
GRADE 10 DAILY LESSON LOG
Date: July 11, 2017
I. OBJECTIVES Determine the effect of textual aids on the
understanding of the text (EN10RC-IB-2.15).

Your springboard will be the objective of the

lesson which also reflects the competency (in
code) to be mastered.

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MODULE 7
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For a developmentally-sequenced teaching and learning

processes, we start with the REVIEW of the previous lesson to
activate learners’ schema or prior knowledge. In this DLL, the
review taps on the life story of an inspirational speaker who also
survived challenges brought about by his physical condition. The
review will help the learners begin with combining their prior
knowledge to the new knowledge they will be developing from
the main lesson.

Monday
IV. PROCEDURES Date: July 11, 2017
A. Reviewing previous Have learners share the life lessons they learned from
lesson or presenting new the story of Nick Vujicic.
lesson
B. Establishing a purpose Make learners listen to the song, “Reflection” from
for the lesson the movie Mulan and react on its message

Helping learners establish the purpose of the lesson could be a form

of MOTIVATION. A motivation may be a creative activity that could
help engage learners to the new lesson. It gives ideas or clues on
what to expect with the new lesson, thereby touching on its
purpose. The use of the song “Reflection” is a motivation or a way to
establish the purpose of the text the learners will be dealing with.
The text relates to the message of the song which centers on
discrimination.

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To make the activities more developmental, it is

necessary for the teacher to provide learners with
prerequisite information about the texts they are
to explore. This is also a form of establishing their
mood to ensure a smooth flow of lesson delivery.
Hence, for this particular lesson, they are to read
about the background of the author and the genre
to which the main text is related. The learners will
also be accomplishing a prereading activity which
requires them to give their
anticipations/expectations about the text.

Monday
IV. PROCEDURES Date: July 11, 2017
E. Discussing new Group the class into five (5) and let each group do
concepts and practicing sustained silent reading of the featured text.
new skills #2
F. Developing mastery As a group, let them dissect the main text by
( Leads to Formative answering relevant questions.
Assessment 3)

This part of the procedure touches on the

accomplishment of the learners during reading
activities. This is in connection to the prereading
activity which will collect learners’ anticipations about
the text. The teacher could incorporate collaborative
activities in the process of “actually reading” the text.
Sustained silent reading, where learners read the text
silently together, is highlighted in this lesson
procedure. On the one hand, after reading the text,
the next activity could be one that will activate the new
knowledge the learners have developed out of reading
the main text. In this case, the teacher may ask a series
of questions in relation to the text or the featured
narrative. This underscores the formative assessment
that teachers need to provide to confirm how well the
learners have understood the text. It also allows for
important instructional decisions like reteaching the
concept or moving forward to the next activities.

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Monday
IV. PROCEDURES Date: July 11, 2017
G. Finding practical Have learners discuss how the characters from the
applications of concepts text conquered discrimination issues, and encourage
and skills in daily living them to relate it to real-life scenarios.
H. Making generalizations Lead learners into completing “The Hero in Me” Chart
and abstractions where they will be listing the acts of heroism and
struggles of the main character of the narrative. They
are to provide their realizations about these details.

After making sense of the text through the reading

activities, post reading activities have to be dealt with.
They include applying what they learned from the
text to practical means or real-life scenarios. This
makes learning new knowledge more relatable and
meaningful. Generalizations and abstractions of
learning also count as postreading activities because
the learners need to encapsulate what they have
produced out of reading the text. For this particular
lesson, the learners will be listing the acts of heroism
and struggles of the characters found in the text which
aligns with the concept of battling out discrimination.
Realizations about these details are also expected from
the learners.

Monday
IV. PROCEDURES
Date: July 11, 2017
I. Evaluating Learning Prompt each group to design a coat of arms
featuring Perseus’ line of defenses to kill the Gorgon.
A holistic rubric will be used.

Evaluating learning outcomes is the last step

towards planning for developmentally-sequenced
teaching and learning processes. It comes with either
a paper-and- pencil or a performance-based activity
that will gauge where learners at in terms of the
competencies they need to master. This lesson
features a performance- based evaluation of
students’ learning which has to be coupled with a
rubric. This is because assigning scores or grades for
performances must be based on criteria or standards
which should be communicated to the learners prior

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Monday
IV. PROCEDURES Date: July 11, 2017
J. Additional activities for Have learners identify famous oral literary pieces
application or remediation that center on heroism and human fallacies for class
sharing.

It is also crucial for the teacher to extend any

learning encounter in the classroom beyond it.
Follow-up activities or homework may be given
to strengthen new knowledge acquired by the
learners or to remediate or further lead them
towards better understanding of the lesson for
the day. This will make the concepts taught more
memorable for the learners.

ILLUSTRATION OF PRACTICE NO. 2:

Managing and Implementing Developmentally Sequenced Lessons

Hi there! I hope you were able to grasp the progressive nature of the procedures found in the previously giv

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The observations of the Head Teacher on the management and implementation of the planned activities are

“ Having been acquainted with the things you need to

know to meet Indicator 4.1.2, you are now ready to plan,
manage, and implement developmentally-sequenced teaching
and learning processes in your classroom. Whatever the
learning area is, it is imperative that we give the best
teaching and learning experiences to our learners.
Remember that learning becomes successful when the teacher
is able to guide the learners in each step of the teaching-
learning process leading to independent practice.

To give you more inputs, you may consider other

illustrations of practice that will make teaching and learning
processes in the classroom developmental, considering the
requirements of the curriculum and the varied teaching
contexts at hand.

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OTHER ILLUSTRATIONS OF PRACTICE

The curriculum guide (CG), as mentioned before, should dictate the competencies and standards
of learning to be set in a given lesson or teaching-learning encounter. It is a must that the teacher
reviews or familiarizes himself or herself with how the curriculum works to meet teaching and
learning requirements. As you plan, manage, and implement developmentally-sequenced lessons,
the use of the curriculum guide (CG), the teacher’s guide (TG), and the learner’s material (LM)
would make teachers adhere to the requirements of the learning area and the curriculum at large.

The teacher should not be afraid of modifying or changing what has been planned in terms of
instruction. Versatility in effectively delivering lessons requires teachers to be sensitive to
their learners’ needs during the fulfillment of the teaching and learning processes. Remember that
the learners will not have the same pacing or levels of learning. For as long as the changes
would still meet the objective/s set, then, this should not be considered as a deviation from the
actual lesson but rather, it should be seen as a form of shaping a lesson based on a given
teaching context.

Be careful with observing the minor but still important details in planning, management, and
implementation of lessons. For instance, the time allotted for the learning area should be strictly
followed, or else, it will create a ripple of problems in terms of budgeting time to develop
necessary competencies. Also, the use of other references or materials to supplement learning
should be within the scope of the curriculum and must be carefully screened or reviewed in
consonance with the characteristics and learning contexts experienced by Filipino learners in the
classroom.

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PROFESSIONAL DEVELOPMENT PLAN

“
After you have explored the different key concepts on the planning, management, and implement

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are good at? What can you recommend forWhen
yourwill
development
you implement
intervention?
your
What
plan?
assistance/ resources do you need to
What are the skills you
need to improve?

Happy planning!

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through various teaching contexts

RESOURCE LIBRARY

This section provides you resources that can help you further understand the indicator.

Annotated Bibliography
Arnold, V. D. (2010). Planning for effective instruction. Retrieved from
[Link] doi/abs/10.1080/08878738809554938?
journalCode=utte20.
This article discusses how planning of lessons determines the failure or success of a teacher in
delivering meaningful learning experience inside the classroom.

Department of Education (2016). DO 42, s. 2016 - Policy guidelines on daily lesson preparation for
the K to 12 Basic Education Program. Retrieved from [Link]
42-s-2016.
This order presents the guidelines on daily lesson preparation aligned with the K to 12
curriculum and highlights the essence of instructional planning through Daily Lesson Log (DLL)
or Detailed Lesson Plan (DLP) preparation in upholding quality education standards.

The Glossary of Education Reform (2015). Scaffolding. Retrieved from [Link]

scaffolding/.
This webpage explores the definition of scaffolding and its distinction from instructional
differentiation. Some examples to illustrate a few common scaffolding strategies were also listed.

Theall, M. & Franklin, J.L. (2010). Assessing teaching practices and effectiveness for formative
purposes. In: A guide to faculty development. KJ Gillespie and DL Robertson (Eds). Jossey
Bass: San Francisco, CA.
This article focuses on identifying sources of data that may be useful for improving teaching
and learning as part of ongoing programs that support professional development and learner
achievement.

Trumbull, E. & Lash, A. (2013). Understanding formative assessment: Insights from learning theory
and measurement theory. Retrieved from
[Link] pdf.
This paper explores formative assessment, a process intended to yield information about
learner learning – information that teachers can use to shape instruction to meet learners’
needs.

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 PPST RESOURCE
PACKAGE
TEACHER EDUCATION COUNCIL
Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Leonor Magtolis Briones Mindanao Zonal Representative Social Studies Subject Representative
Secretary
Department of Education Lourdes R. Baetiong, Ph.D. SECRETARIAT
Language Subject Representative Runvi V. Manguerra, Ph.D.
Allan B. De Guzman, Ph.D. Executive Director II
Luzon Zonal Representative Myrna B. Libutaque, Ph.D.
Mathematics Subject Jayson A. Peñafiel
Rita May P. Tagalog, Ph.D. Representative Education Program Supervisor
Visayas Zonal Representative

ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Guillen Nabong Amparo M. Muñoz
Ezra de Jesus Natividad V. Nacino
John Pegg, Ph.D. Aufric Alma N.
Joint Project Team Leader and Director WRITER-COORDINATORS Navarro Carlo Donato
UNE-SiMERR E. Olivan Jose Ariel S.
Jennifer E. Lopez Padsoyan Jennifer M.
Christine Reading, Ph.D. Education Program Rojo Gemma A. Realo
Senior Research Fellow Supervisor Region IV-A Neil Vincent C. Sandoval
UNE-SiMERR
Maria Concepcion Beltran - Montenegro EDITOR
Michael Wilson I. Rosero Faculty, Ateneo de Manila University Myrna L. Macalinao, Ph.D.
Senior Research Officer
PNU-RCTQ 22 WRITERS
Adelyn R. Bartolome Domingo R. Cueto
Mikkey Mari M. Tuazon Alfred James A. Ellar Mark Anthony P.
Research Officer Idang Gerlie C. Lopez
PNU-RCTQ Francis Victor A. Medrano May Grace D.
Salazar Shiela Niña Rea-Santes Ryan G.
PNU-RCTQ and UNE-SiMERR dela Torre
National Research Centre John Paul dela Rosa Grace Urbien-
Salvatus Karina Angela C. Celestial Arlene
Jennie V. Jocson, Ph.D. M. Hernandez
Deputy Director, PNU-RCTQ Christian Mespher A. Hernandez

Allan S. Reyes. Ph.D.

Senior Program Manager, PNU- REVIEWERS
RCTQ Shirley N. Cerbo Jerome A. Chavez, Ed.D.
Mary Leigh Ann C. Perez Vivian I. Buhain,
Joy Hardy, Ph.D. Ed.D.
Deputy Director, UNE-SiMERR Philip Jay N. Alcoberes, Ph.D. Allen U. Bautista,
Ed.D. Maricel D. Ambid
Ken Vine, Ph.D. Manuel R. Apuli Florpina B. Galay
Principal Research Adviser
UNE-SiMERR

Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
 GRAPHICS &
LAYOUT ARTIST
Raymond S.
Bermudez

AUSTRALIAN
EMBASSY

Francesca Lawe-
Davies
First Secretary-
Education

BASIC
EDUCATION
SECTOR
TRANSFORMATIO
N (BEST)
PROGRAM

Kaye Cox
Team Leader

Alison
Atwell, Ph.D.
Component
Lead
Teaching
and
Learning

Soledad L. Lecaroz
Teacher Development
Specialist

Special thanks: All Regional

Directors, Superintendents
and Principals who
supported the project

2
PPST RESOURCE
PACKAGE

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