Hello, dear Teacher!
If learning is your passion,
this resource package is for you.
As teachers, we are expected to
provide appropriately developed
teaching and learning resources
to effectively deliver our lesson.
These teaching and learning
resources (TLRs) support the
learning experience of learners in
order to enhance their academic
achievement.
TYPES OF SAMPLE KEY QUESTIONS
RESOURCES
Print Workbooks, dictionaries, • Is the material suitable for the learners’
encyclopedias, development needs?
newspapers, magazines, • Does the material cover the content?
handouts, wordless • Does the material promote higher cognitive
books, fliers, reference skills
books, maps, laboratory such as critical thinking, creating, learning by
manuals, syllabi, doing,
brochures, pamphlets, inquiry and problem solving?
show-me boards • Is the material free from ideology, cultural
and
gender biases?
• Does the material reflect values and traits of
being
a Filipino?
• Does the material address the interests of the
learners?
• Is the material free from any kinds of error?
• Does the material address the learning goal?
TYPES OF SAMPLE KEY QUESTIONS
RESOURCES
Charts Charts, posters, flash • Are the presented facts accurate?
Posters cards, diorama boxes, • Are visuals clear and adequate?
Flash Cards finger • Are the materials age appropriate?
Manipulatives puppets, movie roll boxes, • Does the material serve its purpose?
TV roll boxes, origami • Is the material durable?
dioramas, gardening tools, • Is the material free from any kind of error?
anatomy models • Does the material address the learning goal?
Non-Print CD-Rom, VCD, DVD, • Is the material consistent with the content of
Materials slide deck presentation, the
transparencies, TV, digital DepEd Learning Competencies?
interactive • Is the content accurate?
• Is the material logically developed and
organized?
• Is the material relevant to real-life situations?
• Is the language appropriate?
• Is the material free from any kinds of error?
• Do the materials support values formation?
Developing and Organizing
Appropriate Teaching and
Learning Resources
Things to consider in developing unavailable TLRs.
QUESTIONS TO PONDER POSSIBLE RESPONSES AND
REMARKS
Is there a need to develop a new TLR? Yes.
What is my target goal? Refer to the content and performance
standard as realized through the
learning competencies.
What type of TLR should I develop? It may be audio, print, non-print,
video, or
audio-video resources.
Are there localized and/or indigenized Yes.
materials to be used? If none, proceed to the availability of
materials
to be used in the development of
TLRs.
What material should I use in the The materials to be used in the
development of the material? development of
TLRs depend on their availability.
Things to consider in developing unavailable TLRs.
QUESTIONS TO PONDER POSSIBLE RESPONSES AND
REMARKS
Are the materials to be used in the Yes.
development of the TLR available? If not available, look for possible or
alternative materials to be used.
When do I start planning and Planning to develop new resources
developing the new resources? starts once the teacher has identified
the learning goals to be addressed, the
necessary and available materials to be
used, and the learners’ background.
Should I pretest the developed Yes. Look at how the learning
resources? resources would contribute to the
teaching and learning process.
How should I use the developed Organize the materials used in the
materials? lesson plan. Consider the simplicity or
the complexity of the materials to
appropriately address the learning
goals.
Remember that locally crafted TLRs
substitute expensive ones which are not
readily available. Our ability to localize or
indigenize materials makes us adaptable
to our classroom situation. It is
encouraged that we develop localized and
indigenized materials that are aligned
with the learning goals.
The wise, logical and appropriate selection,
development and organization of the teaching
and learning resources contribute to its effective
use in the classroom. This does not only address
the learning goals but also engages the learners
in a meaningful experiential learning.
Now that TLRs are appropriately selected,
developed and organized, we are ready to use
them to make learning more engaging and
interesting to the learners. Join me in our quest
of ensuring the appropriate use of the TLRs as we
go to the next illustration of practice.
Organization and Utilization of Appropriate
Teaching and Learning Resources
“
As Proficient Teachers, you may opt to
consider the following various ways to
appropriately use teaching and learning
resources for each of the subject learning
areas
USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS
MANIPULATIVES USES
Counters To teach one-on-one correspondence, ordinal numbers,
and basic addition and subtraction
Counting cubes To solve simple addition and subtraction equatio
Fraction strips/pieces To add and subtract fractions or to show equivalent
fractions
To represent different fractional concepts and
relationships
Pattern blocks, attribute To assist learners in learning basic algebra
blocks, geometric shapes To assist learners in classifying and patterning tasks
of different colors, sizes,
and scales
Base ten blocks To represent and perform operations on multidigit
numbers, such as 352+461
USE OF MANIPULATIVES IN TEACHING MATH CONCEPTS
MANIPULATIVES USES
Counters To teach one-on-one correspondence, ordinal numbers,
and basic addition and subtraction
Counting cubes To solve simple addition and subtraction equatio
Fraction strips/pieces To add and subtract fractions or to show equivalent
fractions
To represent different fractional concepts and
relationships
Pattern blocks, attribute To assist learners in learning basic algebra
blocks, geometric shapes To assist learners in classifying and patterning tasks
of different colors, sizes,
and scales
Base ten blocks To represent and perform operations on multidigit
numbers, such as 352+461
VARIOUS INSTRUCTIONAL MATERIALS AND THEIR USES IN TEACHING SCIENCE 5
MEDIUM USES ADVANTAGES DISADVANTAGES
Charts • Attract attention • Inexpensive • Limited to two
Posters • Arouse interest • No equipment needed dimensions
Bulletin Boards • Reinforce and add • Easy to use and store • No motion
dimension • Readily available
• Provide concrete
meaning to abstract
ideas
Overhead • Graphic • Inexpensive software • Impermanent
Transparencies Presentations • Availability • Require less
• Size common equipment
Handouts • For important • Can be prepared in • Some learners do
information: as a advance not
quiz, as a guide and • Can be retained for like to read
as a reminder future reference and handouts
• To emphasize a review
point
• For a complete
explanation
VARIOUS INSTRUCTIONAL MATERIALS AND THEIR USES IN TEACHING SCIENCE 5
MEDIUM USES ADVANTAGES DISADVANTAGES
Audiotapes • Music fitness • Ease of production of • Portable player is bulkier
Compact Disk • Create a mood tapes and heavier than other
• Low cost, accessible equipment like MP3
(CD)-audio player
Videotapes • Evaluation of learner • Instant replay • They require equipment
Films performance • Can be saved for such as portable players
• Self-evaluation of learner future use and other audio-visual
CD-visual or teacher • Inexpensive devices
DVDs • Magnify small objects • Portable • May not guarantee
• Learners can make their • Ease of operation learning; thus, they need
own videos • Can be interfaced to be supplemented by
• Stimulate verbal with a computer other teaching methods
communication and for individualized
creativity instruction
• Present meaning
involving
motion
• Compel attention
• Heighten reality
• Promote understanding
of
abstract concepts
VARIOUS INSTRUCTIONAL MATERIALS AND THEIR USES IN TEACHING SCIENCE 5
MEDIUM USES ADVANTAGES DISADVANTAGES
Computers • Computer-assisted • High interest • Equipment offer
instruction • Fast limited
• Record keeping to computer lab or
• Word processing resource center
Illustrated • Enhancement of • Inexpensive software • Requires darkened
lecture with concepts • Can be combined room
computer or with audio
slide projector
Magnetic boards • Strategy talks • Easy to use • More expensive than
• Attention getting chalkboard
• Less hazardous • Not available in all
specially for the stores
asthmatic people
Objects and • Exemplifies real-life • High reality- 3D • Sometimes displays
Displays situation are expensive but not
very engaging for
learners
The appropriate choice of learning resources,
including ICT, can contribute to the teacher’s
effectiveness in instruction.
Having seen how Indicator 4.5.2 can be
targeted and attained, I am confident that you
are now ready to incorporate in your lesson
plans the appropriate selection, development,
organization and utilization of the teaching
and learning resources, including ICT, to
address learning goals.
The following table presents other
illustrations of practice that you may also
consider in making your teaching practices
aligned to this indicator.
1. Teaching and Learning Resources to address learning goals
The teacher strategically selects from a huge array and
wide variety of teaching and learning resources
consistently aligned to the learning goals. He or she picks
teaching and learning materials that help the learner
understand the key concepts or key skills (e.g. the teacher
is teaching independent reading. Part of the process is the
learners’ understanding of the unfamiliar words. The
teacher encourages the learners to use a handy dictionary
or offline dictionary installed in an android phone to look
for word meanings.)
1. Teaching and Learning Resources to address learning goals
• The teacher considers the diversity of the learners in the
development of the teaching and learning materials.
• He or she sees to it that the materials to be crafted may be basic or
supplementary to the curriculum.
• The teacher utilizes learning resources which are consistently
aligned with the learning goals. He or she aligns all instructional
materials to the instructional purposes.
• The teacher modifies activities and materials found in the
Learner’s Materials and Teacher’s Guide, if any, to suit the learning
needs and interest of the learners.
• He or she further looks for the need of developing new teaching
and learning materials to appropriately suit the learning goals to
ensure learners’ active participation.
1. Teaching and Learning Resources to address learning goals
• The teacher also considers the level of the learners’ development and
readiness. He or she selects existing teaching and learning resources
that are age appropriate, individual appropriate and cultural & social
context appropriate (e.g. vocabulary level and difficulty of concepts.)
• The teacher sees to it that he or she uses the variety of educational
technology tools: auditory aids, visual aids, audio-visual aids and
activity aids (e.g. Manila paper, chalkboards, charts, diagrams, books,
magazines, projectors, TV, video clips, flip charts, markers, handouts,
worksheets, activity sheets, modules, Strategic Intervention
Materials, metacards, pictures, learning trips/field trips, task cards,
observation notebook, journal, globes, calculator, maps, blocks,
number charts, sticks, stones, and other manipulatives.)
• The teacher considers the time element relative to the use of the
teaching and learning resources ensuring that materials are not used
to consume the entire teaching and learning contact time.
2. Teaching and Learning Resources, including ICT, to address
learning goals
• The teacher considers the Learning Resource Management and Development
System(LRMDS) Portal of the Department of Education (DepEd) which are used
across curriculum areas (e.g. the teacher looks for a teaching material to be used
to teach how to write a recount in English Grade 7. In the LRMDS portal, the
teacher found one material entitled “Here, boy!” a show and tell online
illustrations on how to write a recount.)
• The teacher prepares ICT-aided instruction, if available, aligned to the learning
goals considering the learners’ development, interest, and readiness (e.g. the use
of android phones, tablets and interactive white boards which direct learners to
interact face-to-face with the technology.)
• The teacher utilizes online platform to download related materials aligned to the
learning goals (e.g. a science teacher would like to show the vast relationship of
the celestial bodies and the solar system; instead of using just pictorial
presentations, she looks for a video snap shot presentation of the universe in
YouTube to catch the attention of the learners)
2. Teaching and Learning Resources, including ICT, to address
learning goals
• The teacher modifies ICT-based instruction, if needed, aligned to the learning
goals (e.g. the use of social networking platforms, learners manipulation and
presentation of output through a software)
After you have explored the different key
concepts on the selection,
development, organization and utilization
of teaching and learning
resources, including ICT, you now have a
better appreciation of the
indicator. Based on your learning in this
module, think of what you
can do to enhance your professional
development.
Fill in the personal action plan below.
PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS DEVELOPMENT ACTION TIMELINE RESOURCE
What are the NEEDS PLAN When will you NEEDED
skills you are What are the What can you implement What assistance/
good at? skills you recommend your plan? resources do you
need to improve? for your need to implement
development the plan?
intervention?
Thank You!