Module7.ppst4.1.2

MODULE7
1
Plan, manage and implement developmentally sequenced
teaching strategies to meet curriculum requirements
through various teaching contexts

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

MODULE7
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Introduction to Teacher Resource Package
This resource package:
• 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.

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

MODULE7
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Introduction to Teacher Resource Package
The module contains the following parts:
PARTS OF THE MODULES
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 the way.
Have a happy journey.
“SELF-REFLECTION allows you
to reflect on your knowledge,
skills and attitude related to the
indicator;
KEY CONCEPTS defines key
concepts pertinent to the
indicator;
SUPPORT GROUP allows you to
consult and collaborate with our
teacher-friends who will provide
suggestions on how to improve
your current practice;
ILLUSTRATIONS OF PRACTICE
walks you through sample
illustrations of specific teaching
practices that show how the
Standards are put into action;
PROFESSIONAL DEVELOPMENT
PLAN helps you identify your
strengths and development
needs and plans for specific
action for professional
development; and
RESOURCE LIBRARY provides
you with resources (which may
include bibliography, forms,
templates, appendices and
links) that can help you further
understand the indicator.
OVERVIEW introduces you to the
indicator and why you need to
achieve the indicator;

01
7
PLAN, MANAGE AND
IMPLEMENT DEVELOPMENTALLY
SEQUENCED TEACHING AND
LEARNING PROCESSES TO MEET
CURRICULUM REQUIREMENTS
THROUGH VARIOUS TEACHING
CONTEXTS
MODULE
INTRODUCTION
OVERVIEW
KEY CONCEPTS
SELF-REFLECTION
SUPPORT GROUP
- Probing
- Suggestions for Improvement
- Illustration of Practice No. 1: PLANNING FOR
DEVELOPMENTALLY SEQUENCED LESSONS
- Illustration of Practice No. 2: MANAGING AND
IMPLEMENTING DEVELOPMENTALLY SEQUENCED
LESSONS
- Other Illustrations of Practice
PROFESSIONAL DEVELOPMENT PLAN
RESOURCE LIBRARY
- Annotated Bibliography
ACKNOWLEDGEMENTS
2
ii
3
4
5
11
20
21
CONTENTS
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2
Hello! I am Teacher Mike and with me is Teacher Jen. Welcome
to Module 7. Together, we will delve into the content of this module,
which focuses on how to plan and manage developmentally-
sequenced teaching and learning processes. Before going into
details, let us look at what Teacher Abby is thinking about her task
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 learning processes to meet curriculum
requirements through various teaching contexts.
“

MODULE7
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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 in the basic education curriculum.
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING
PROCESSES. These refer to the order of activities that keeps learners
engaged in the content and purposely scaffolds learners towards
achieving the lesson’s objectives by maximizing allotted class time.
INSTRUCTIONAL PLANNING. This refers to the process of systematically
preparing, developing, evaluating and managing the instructional process
by using principles of teaching and learning.
TEACHING/LEARNING CONTEXTS. These refer to teaching/learning
situations and all the circumstances in which learners learn from
instruction.

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This time, let us reflect on our current practice in
terms of planning, managing, and implementing teaching
and learning processes in our respective classrooms.
In keeping with the key concepts previously given, my
reflections are the following:
SELF-REFLECTION
… that planning lessons
entails carefully aligning
objectives and activities to
the competencies laid out
in the Curriculum Guide
(CG), taking into account
different teaching/learning
contexts.
…create developmentally-
sequenced teaching and
learning encounters inside
the classroom, coupled with
effective management and
implementation of lessons.
…that consistent efforts and
patience lead to successful
planning, management,
and implementation of
developmentally-sequenced
teaching and learning
processes.
As a Proficient Teacher,
I know…
I do…
I feel…
KNOWLEDGE SKILLS
Good reflection, Mike! Now, it is your turn to reflect on your
knowledge, skills and attitudes in relation to the indicator. You
may write it in the boxes below.
“_________________________
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I know…
I do…
I feel…
KNOWLEDGE SKILLS ATTITUDES
_________________________
________________________
_________________________
_________________________
_________________________
________________________
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_________________________
_________________________
__________________.
_________________________
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“

MODULE7
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“Hi there! Once again, this is Mike. How’s everything going?
I hope that you are getting the rationale behind this Module. I
welcome you now to our Support Group, where we can examine
and address teaching-related concerns. Still remember Teacher
Abby? She is our first case. Let us see what she does in terms
of planning and managing lessons. Get ready to help Teacher
Abby. Are you ready?
SUPPORT GROUP
We’ll give you time to think about this and we’ll surely get
back to you.
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.

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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?
1
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
Are the plans written down by Teacher Abby logically sequenced? If “yes,” provide your
evidence.
2
If you were Teacher Abby, what item/s from your plans will you remove or improve? Justify
your answer.
3
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.
Probing
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
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________________________________________________________.
“

MODULE7
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“
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/
Objectives
Write the LC Code for each
EN10RC-lb-2.15
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
presenting new lesson
Review the plight of a discriminated woman through a song.
B. Establishing a purpose for the
lesson
Ask learners the connection of Mulan's life to the concept of
discrimination.
C. Presenting examples/instances
of the new lesson
Relay other instances where discrimination occurs in the society.
D. Discussing new concepts and
practicing new skills #1
Task 2 - DISCRIMINATION CHECK, p. 32
E. Discussing new concepts and
practicing new skills #2
Task 12 - MY COAT OF ARMS, pp. 43-44
J. Additional activities for
application or remediation
Have learners identify famous oral literary pieces and share them
before the class.

8
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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.
1
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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.
2
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?
3
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________________________________________________________.

MODULE7
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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.
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!

10
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
assessmentareformativeandsummativeassessments.Formativeassessment
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 teaching and
learning proceses, we have provided some teacher practices
in the succeeding pages.
“

MODULE7
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“
Hi! It’s Teacher Mike once again. We will now continue
our journey through this module with our aim of developing
developmentally-sequenced teaching and learning processes.
For this part, we will be illustrating model practices that
would address some issues raised from reviewing the way
Teacher Abby planned her lesson. Since keeping a notebook
for instructional plans is optional for teachers, we will focus
on recalibrating the Daily Lesson Log (DLL) of Teacher Abby,
underscoring more developmentally-sequenced activities for
her class.
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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Planning for Developmentally Sequenced Lessons
ILLUSTRATION OF PRACTICE NO. 1:
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.
“
GRADE 10 DAILY LESSON LOG
Monday
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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IV. PROCEDURES
Monday
Date: July 11, 2017
A. Reviewing previous
lesson or presenting new
lesson
Have learners share the life lessons they learned from
the story of Nick Vujicic.
B. Establishing a purpose
for the lesson
Make learners listen to the song, “Reflection” from the
movie Mulan and react on its message
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.
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.

14
IV. PROCEDURES
Monday
Date: July 11, 2017
E. Discussing new
concepts and practicing
new skills #2
Group the class into five (5) and let each group do
sustained silent reading of the featured text.
F. Developing mastery
( Leads to Formative
Assessment 3)
As a group, let them dissect the main text by answering
relevant questions.
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.
Thispartoftheproceduretouchesontheaccomplishment
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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IV. PROCEDURES
Monday
Date: July 11, 2017
G. Finding practical
applications of concepts
and skills in daily living
Have learners discuss how the characters from the
text conquered discrimination issues, and encourage
them to relate it to real-life scenarios.
H. Making generalizations
and abstractions
Lead learners into completing “The Hero in Me” Chart
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.
IV. PROCEDURES
Monday
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 to the accomplishment of the task.

16
IV. PROCEDURES
Monday
Date: July 11, 2017
J. Additional activities for
application or remediation
Have learners identify famous oral literary pieces
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.
Managing and Implementing Developmentally Sequenced Lessons
ILLUSTRATION OF PRACTICE NO. 2:
“Hi there! I hope you were able to grasp the progressive
nature of the procedures found in the previously given DLL for a
Grade 10 English lesson, which targets a competency in reading
comprehension. At this point, let us take note of the ways on how
to appropriately manage and implement the learning activities
you included in your DLL. Again, these are only suggested
procedures to keep up with this module’s aim to help teachers
manage and implement developmentally-sequenced teaching
and learning processes. We take a closer look at how these
plans could be better actualized in the classroom. Let us see
how Teacher Adz, a Head Teacher III in English, made sense of
the embedded developmentally-sequenced activities from the
previously-given DLL using her observation notes.

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Observation Notes:
The teacher was able to manage and implement all the planned activities
written on her DLL. She started with a review of the previous concepts
which relate to the new knowledge presented in the featured lesson. The
motivation engaged the learners well with the lesson because they are
familiar to the song the teacher played and were able to relate realistic
examples of issues with regard to discrimination and prejudices. I think
the story-anticipation guide helped the learners build knowledge about the
narrative text on their own. It gave a little hint about how to teach learners
independent learning. That’s commendable. In terms of the collaborative
activity, where learners need to do sustained silent reading, at first, they
were unsure of how to start reading the text as a group, but this mechanism
was given clarification and justifications by the teacher. She scaffolded each
group until they were able to get a feel of the collaborative activity. After
which, each member of the group was doing his or her job to finish the given
task. Another difficulty is the complexity of the questions provided in the
learners’ material. It seemed that the questions are too challenging for a
majority of learners. The teacher, right there and then, changed the way
questions were structured for easy understanding. This made accomplishing
the task easier for the learners until such time that they were already
accomplishing the postreading activities independently. It was a successful
delivery of the lesson because the objective of the lesson was met and the
learners were able to generalize or abstract learning from the text. All
the groups artistically and effectively produced and presented their coat of
arms as part of the evaluation. They really enjoyed each presentation! The
assignment given allows for extension of learning. The teacher started and
ended her delivery of the lesson within the given time. It was an excellent
job for the teacher.

18
The observations of the Head Teacher on the management
and implementation of the planned activities are actually
describing developmentally-sequenced teaching and learning
processes. The lesson started with a review and followed by the
motivation, the during reading activity, the postreading tasks, and
finally, the evaluation and the giving of homework or additional
activities. What is more meritorious with the management
and implementation skills of the teacher was her “instructional
instinct” to modify what has been planned to accommodate
learners who are at different levels of cognition in the classroom.
She also made sure that everything was understood and made
clear before proceeding to the next tasks or activities. Scaffolding
and guidance were apparent at the beginning until such time that
learners were independently working on the other tasks. What the
teacher did as regards management and implementation of the
teaching and learning processes is progressive and successful.
“
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.
“

MODULE7
19
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.

20
PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS
What are the skills you are
good at?
DEVELOPMENT NEEDS
What are the skills you
need to improve?
ACTION PLAN
What can you recommend
for your development
intervention?
TIMELINE
When will you implement
your plan?
RESOURCE NEEDED
What assistance/
resources do you need to
implement the plan?
After you have explored the different key concepts on the planning,
management, and implementation of developmentally-sequenced
teaching and learning processes to meet curriculum requirements and
varied teaching contexts, you now have a better grasp of the featured
indicator.
Fill in the personal action plan below.“
“Happy planning!

MODULE7
21
RESOURCE LIBRARY
Arnold, V. D. (2010). Planning for effective instruction. Retrieved from https://www.tandfonline.com/
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 http://www.deped.gov.ph/orders/do-
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 https://www.edglossary.org/
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 https://www.wested.org/online_pubs/resource1307.
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.
This section provides you resources that can help you further
understand the indicator.
“Annotated Bibliography

22
ACKNOWLEDGEMENTS
Leonor Magtolis Briones
Secretary
Department of Education
Allan B. De Guzman, Ph.D.
Luzon Zonal Representative
Rita May P. Tagalog, Ph.D.
Visayas Zonal Representative
Evelyn G. Chavez, Ph.D.
Mindanao Zonal Representative
Lourdes R. Baetiong, Ph.D.
Language Subject Representative
Myrna B. Libutaque, Ph.D.
Mathematics Subject
Representative
TEACHER EDUCATION COUNCIL
Lorina Y. Calingasan, Ph.D.
Social Studies Subject Representative
SECRETARIAT
Runvi V. Manguerra, Ph.D.
Executive Director II
Jayson A. Peñafiel
Education Program Supervisor
PROJECT TEAM
Gina O. Gonong, Ph.D.
Joint Project Team Leader and Director
PNU-RCTQ
John Pegg, Ph.D.
Joint Project Team Leader and Director
UNE-SiMERR
Christine Reading, Ph.D.
Senior Research Fellow
UNE-SiMERR
Michael Wilson I. Rosero
Senior Research Officer
PNU-RCTQ
Mikkey Mari M. Tuazon
Research Officer
PNU-RCTQ
PNU-RCTQ and UNE-SiMERR National
Research Centre
Jennie V. Jocson, Ph.D.
Deputy Director, PNU-RCTQ
Allan S. Reyes. Ph.D.
Senior Program Manager, PNU-RCTQ
Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR
Ken Vine, Ph.D.
Principal Research Adviser
UNE-SiMERR
Support Staff
Silvia Danieli
June Billings
Ambrose McDermott
Glinore Morales
Beverly Estocapio
Ruby Gantalao
Luis Angelo Abergas
Lyndon Morales
Guillen Nabong
Ezra de Jesus
WRITER-COORDINATORS
Jennifer E. Lopez
Education Program Supervisor
Region IV-A
Maria Concepcion Beltran - Montenegro
Faculty, Ateneo de Manila University
WRITERS
Adelyn R. Bartolome
Domingo R. Cueto
Alfred James A. Ellar
Mark Anthony P. Idang
Gerlie C. Lopez
Francis Victor A. Medrano
May Grace D. Salazar
Shiela Niña Rea-Santes
Ryan G. dela Torre
John Paul dela Rosa
Grace Urbien-Salvatus
Karina Angela C. Celestial
Arlene M. Hernandez
Christian Mespher A. Hernandez
REVIEWERS
Shirley N. Cerbo
Jerome A. Chavez, Ed.D.
Mary Leigh Ann C. Perez
Vivian I. Buhain, Ed.D.
Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D.
Maricel D. Ambid
Manuel R. Apuli
Florpina B. Galay
Sandra A. Garcia
Eduard O. Gonong
Ryan H. Homan
Glen P. Honrado
Neri D. Mangalindan
Amparo M. Muñoz
Natividad V. Nacino
Aufric Alma N. Navarro
Carlo Donato E. Olivan
Jose Ariel S. Padsoyan
Jennifer M. Rojo
Gemma A. Realo
Neil Vincent C. Sandoval
EDITOR
Myrna L. Macalinao, Ph.D.
GRAPHICS & LAYOUT ARTIST
Raymond S. Bermudez
AUSTRALIAN EMBASSY
Francesca Lawe-Davies
First Secretary-Education
BASIC EDUCATION SECTOR
TRANSFORMATION (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

MODULE7
23

Module7.ppst4.1.2

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