2019

TEACHER INDUCTION
PROGRAM

MODULE 3
DEPARTMENT OF EDUCATION

MARK ANGELO C. NATIVIDAD

TEACHER I
 I. SESSION 1: EARLY LANGUAGE LITERACY AND NUMERACY
Reflection

1. Based on the readings, I have learned that……

2. I have realized that ……

Post-Test

A. Directions: Put a check mark (/) if the statement below refers to the aims of the
Early Language Literacy and Numeracy Program and a cross mark (X) if not, on
the space provided.
1. The ELLN program was designed to provide the newly hired teachers a
full understanding of the importance of the Early Language Literacy
and Numeracy Program.
2. ELLN program aims to improve reading and numeracy skills of kinder
to grade 3 pupils following the k to 12 basic education curriculum.
3. ELLN program establish a sustainable and cost effective professional
development system for teachers.
4. The study of child development helps teachers understand how children
influence their environment, and in turn, how the environment
influence them.
5. The ELLN program intended to explain how domains of
childdevelopmentare intertwined and in turn affect how children grow,
develop and learn.
6. The ELLN program is to develop in Filipino children literacy and
numeracy skills and attitudes which will contribute to lifelong learning.
7. Beginning teachers may not be given a sustainable and cost-effective
professional development system since they are responsible for their
own professional growth.
8. Studying child development helps teachers explain individual variations
in rate of development of their students
9. Developmentally appropriate practice is a perspective within early
childhood education whereby a teacher or child caregiver nurtures a
child's social/emotional, physical, and cognitive development by basing
all practices and decisions on (1) theories of child development, (2)
individually identified strengths ...
10. Development in the context of education maybe defined as holistic. It
is often divided into four categories that makes it easier to observe and
understand children’s behavior. These dimensions are interdependent.
Progress in one area affects progress in others.

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 II. SESSION 2: FLEXIBLE LEARNING OPTIONS (FLOS)
Reflections

If you will make a # (hashtag) post, what would be your hashtag to encapsulate your
greatest learning in this module?
#

Complete the following statements….

I can be a more effective teacher when….

I realized that the crucial role I play in the life of my FLO learners …

I can be a better teacher when….

POST TEST

Directions: Take another challenge of filling-up the crossword puzzle below. If you miss
one item, find out which item is it and you might need to go back to that particular text
and re-read that part. Attempt to take the test again after 30 minutes

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 III. SESSION 3: THE K TO 12 CURRICULUM INCLUSIVE EDUCATION
Reflection

1. What were your thoughts or

ideas about Inclusive
Education prior to the
discussion of this lesson?

2. What new ideas did you

learn after taking up this
lesson?

3. How did you apply your

learning about Inclusive
Education in your own
classroom?

Post-Test

Directions: Choose the best answer and write the letter only.
1. Inclusive classrooms offer many benefits for children. Which of the following
statements demonstrated an inclusive classroom?

a. Increased acceptance and appreciation of diversity

b. Better communication and social skills
c. Greater development in moral and ethical principles
d. All of the above

2. Which of the following is one of the philosophical bases for inclusion?

a. the belief that all members of a learning community should be alike

b. the belief that communities of learners are, by definition, inclusive
c. the belief that heterogeneity is avoidable
d. the belief that homogeneity is desirable

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3. An important philosophical principle underlying inclusive education for students with
disabilities is:
a. realism
b. assimilation
c. normalization
d. accommodation

4. Collaboration between professionals and families in the interest of children with

disabilities:
a. is usually not possible due to lack of interest and involvement on the part
of parents
b. means going beyond the actual legal requirements
c. means following the letter of the law
d. means professionals should do whatever parents want for their child

5. The provision of sufficient resources is a major concern of many teachers and parents
when inclusive education is proposed.
a. True
b. False

6. The practice of fully integrating all students into classroom instruction regardless of
race, gender, religion, socioeconomic status, ethnicity, physical or mental ability, or
language is known as
a. Inclusion
b. Response to intervention
c. Differentiated instruction
d. Awareness of exceptionalities

7. In general, research into inclusive education has shown .

a. uniformity positive results
b. uniformity negative results
c. mixed results with some positive and some negative
d. mixed results with positive effects or no differences to inclusion

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8. Inclusive education enhances approach in .
a. Democracy
b. Socialism
c. Imperialism
d. Colonialism

9. In which type of inclusion the disabled children get regular classroom learning.
a. Full inclusion
b. Partial inclusion
c. Regular inclusion
d. Common inclusion

10. Which of the following is not a strategy to improve inclusive education?

a. Mainstreaming
b. Encourage students
c. Improve textbooks
d. None of the above

C. For additional assessment of your learning, answer the following questions.

1. What is Inclusive Education?

2. What are the five components of a comprehensive inclusive education program?

3. What is the difference between an inclusive classroom and a special education

classroom?

4. Describe briefly the three Inclusive Education Program options which you can adapt
in your school.

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IV. SESSION IV: KEY STAGES OF THE BASIC EDUCATION PROGRAM
Post-Test

Each item consists of options lettered a, b, c, and d. Read each item carefully and
choose the letter of the correct answer. Write the letter of your answer on the
space provided.
1. The provision of Kindergarten Education (KE) to all will increase young
learners chance of completing formal schooling, reduce incidence of
school leavers, and ensure better school performance is embodied in

a. DO # 8, s. 2012
b. DO # 32, s. 2012
c. DO # 42, s. 2016
d. DO # 47, s. 2016

2. One of the goals of the Kindergarten to Grade 3 curriculum is to develop

among learners the following except one. Which one is NOT?

a. an enhanced sense of self and community

b. a deeper understanding of key concepts and ideas in the different
learning areas
c. a positive attitude toward learning
d. an increasing degree of independence in applying knowledge,
skills and values learned.
3. Which among the following is the most distinct feature of the
Kindergarten curriculum?
a. The use of play and games in the learning process
b. The use of the learner’s mother tongue in the learning process
c. The integration of ICT in the learning process
d. The use of ECCD in assessing learners
4. As defined in the Enhanced Basic Education Act of 2013, kindergarten
education is the first stage of compulsory and mandatory formal
education, which consists of 1 year of preparatory education for children
at least years old as a prerequisite for Grade 1.
a. 4
b. 5
c. 6
d. 7
5. Which is true about secondary education?

I. It composed of 2 key stages, Junior HS and Senior HS

II. Senior HS comprises Grades 11 and 12
III. Learners beyond 18 years old are not accepted
a. I and II only
b. II and III only
c. I, and III only
d. I, II, and III

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6. Fred, an 8-year old boy, was accompanied by her mother to enroll in
Grade 1. Upon interview, it was revealed that Fred never attended
schooling and his mother cannot show any proof that he finished his
kindergarten education. The decision was for Fred to enroll in KE. Do
you think the decision made is right?
a. Yes, because he needs to be exposed in the classroom first.
a. Yes, because KE is a prerequisite to Grade 1
b. No, because he met the age requirement for grade 1
c. No, because it does not matter whether he finished KE or not
7. The following are features of learning assessment except one. Which one
is NOT?
a. Assessment provides vital information that would advise parents
of the child’s progress.
b. Assessment is crucial to identifying the child’s total
developmental needs and at the same time should determine
academic achievement.
c. Assessment is best conducted on a regular basis so that a timely
response or intervention can be made to improve learning.
d. Assessment ratings should be more qualitative or descriptive and
less numerical.

8 The SHS curriculum formulation is a step toward the realization of the

Philippine Qualifications Framework (PQF), and is the main policy tool
for the implementation of the new 13-year cycle of basic education. What
does the SHS curriculum composed of?

a. Basic Subjects, Applied Track, Specialized Subjects

b. Basic Subjects, Applied Track, Specialized Subjects
c. Core Subjects, Applied Track, Specialized Subjects

d. Core Subjects, Selected Track, Specialized Subjects

9 After delivering his lesson on motion, Mr. Cruz gave a summative

assessment, recorded data on students’ scores and identified students
who passed and those who failed. He provided enrichment and
intervention activities to those who passed and failed respectively. Which
part of the learning log is being accomplished by Mr. Cruz in this
situation?
a. Objectives
b. Strategies
c. Assessment
d. Reflection

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10 According to DepEd Order 31, s. 2012 entitled Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Education
Curriculum (BEC) Effective School Year 2012–2013, at the end of Senior
High School, the learner is expected to be prepared and equipped with
knowledge and skills for Tertiary Education, middle-level skills
development, employment, and entrepreneurship.
After finishing SHS, Gorio devoted his time preparing and selling
delicacies in his locality for him to earn for his higher education. Which
goal of the Kto12 BEP is illustrated?

a. Employment
b. Entrepreneurship
c. Middle level skills development
d. Tertiary Education

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V. SESSION 5: SPECIAL EDUCATION
Reflection

You have accomplished the task with great proficiency and it is commendable. Looking
back at the discussions and activities, write your reflections on the following:
What concepts about special education had a great impact on you?

What is your professional obligation towards these learners with disabilities and
giftedness?

What is your personal commitment in helping your learners with special needs?

Post-Test

Let us test how far have you gone in understanding special education by having the
post-test. Write key concepts or ideas for each heading.

WHO ARE THE CLIENTS WHY THIS PROGRAM

SPECIAL
EDUCATION

HOW IS SPED IMPLEMENTED

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VI. SESSION 6: DIVERSITY OF LEARNERS – ALTERNATIVE LEARNING SYSTEM
(ALS)
Reflection:

After understanding the nature, salient feature and the legal bases of Alternative
Learning System, on what particular part of what you have read ignites your
enthusiasm to go beyond your limitations as a beginning teacher? Why? Support your
answer.

Post-Test
Modified TRUE or FALSE. Write TRUE if the statement is correct and if it is FALSE
underline the phrase or word makes it wrong and write the correct phrase or word on
the space provided for.

1. Mobile teachers are “specialized” teachers who live among the people in
remote barangays of the country.
2. Basic Literacy Program is a community-based program for non-literate
out-of-school children, youth, and adults to acquire basic reading, writing, and
numeracy skills.
3. Indigenous People Education is a program for Muslim migrants to be
able to positively contribute to the peace efforts of our government in order to improve
the quality of life of Muslim OSY and adults.
4. Radio-Based Instruction (RBI) is an alternative delivery mode using radio
broadcast to deliver the ALS programs, as a form of distance learning. Listeners are
able to acquire equivalency in basic education through the broadcast of lesson.
5. The Basic Literacy Program is a literacy service learning intervention
utilizing literate family members to help non-literate members upgrade their literacy
skills and improve the educational opportunities of poor families.
6. The Alternative Learning System is a parallel learning system in the
Philippines that provides a practical option to the existing formal instruction.
7. Family Basic Literacy Program (FBLP) focuses on packaging of short-term
educational activity that addresses the special needs and interest of the street and
working children.
8. Republic Act 9155 provides for the recognition and promotion of other
forms of education other than formal education.
9. The potential learner in ALS goes through a screening process to
determine whatever prior learning that he/she may have through the National
Assessment Test.
10. Parent education is a short-term course that addresses the special
needs and interest of the parents to promote pride of their work and show ownership of
their responsibilities as family and community members.

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VII. SESSION 7: STUDENT INCLUSION PROGRAM – MUSLIM EDUCATION

Reflection

1. In your Journal Notebook write a reflection on how you can be responsive to the
needs of our Filipino Muslim learners.

2. Post KWL Workshop: Working with your Group, complete the third column of the
KWL chart.

What already KNOW What do you WANT to What have you LEARNED
about DepEd’s MEP? know about DepEd’s in the Session? (to be
MEP? filled up at the end of the
session)

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VIII. SESSION 8: SPECIAL INTEREST PROGRAMS IN THE ENHANCED BASIC
EDUCATION CURRICULUM
Reflection

1. My knowledge about Special Interest Programs under the K to 12 Program has

become more meaningful after my exchange of ideas with my peers because….

2. As a teacher, it is important to consider individual differences of learners

because…

3. I realized that I play an important role as a teacher in the lives of my learners’

by…

My Responsibilities and My Contributions

My Responsibilities My Contributions

e.g. advance my knowledge about e.g. come up with a scientific journal to be

Science, technology and engineering shared among Science teachers in the
school/district/division levels
Post-Test

Identify the special interest program being described in each number by writing
the letter that corresponds to your answer.
A. Special Program in the Arts (SPA)
B. Special Science Program
C. Special Program in Journalism
D. Special Program in Foreign Languages (SPFL)
E. Strengthened Technical Vocational Education Program (STVEP)
1. This is a special program for talented and gifted children who are provided
enriched curricula in Science and Mathematics.
2. Teachers who handle this special program must have specialization in
English and must be knowledgeable of foreign languages like French,
Mandarin, etc.
3. This is a program for learners who would like to develop skills in the fields of
home economics, industrial arts, agri-fishery arts and ICT.
4. Teachers in this special program must be National Certificate II holders of
the subject that handle
5. To assess the skills of learners in this special program, teachers must be a
Trainer’s Methodology Level I or II holder of the subject they are handling
6. The National Festival of Talents (NFOT) is a national event that allow learners
to display their skills in the four areas of technology livelihood education
under the old curriculum and currently under the TVL track of the Senior
High School Program
7. This program nurtures learners who are endowed with gifts in dancing,
acting, and singing.
8. Learners enrolled in this special program are given the opportunity to invent
and showcase their invention on Science, Engineering and Technology at the
national and international level.
9. This program offers learners the opportunity to explore the field of media
arts, broadcasting, newswriting and photography.
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 10. Learners with interest in carpentry, cosmetology, computer programming,
fish processing and similar skill-based learning must be enrolled in this
special program.
11. It is the counterpart of Senior High School Sports track
12. It is the counterpart of Senior High School Arts track
13. It is the counterpart of Senior High School Technical-Vocational Track
14. It is the counterpart of Senior High School Science, Technology and
Engineering strand

On the space provided before each number, write the word ‘Track’ if what is
described is a Senior High School ‘Track’, otherwise write ‘Strand’ if what is being
described is a SHS strand.
1. Leaners with special inclination in Science, Technology, Engineering and
Mathematics attend SHS schools offering STEM.
2. Learners who opt to pursue tertiary education take the ‘Academic’
3. Those who are not sure what to course to take in college are given the
opportunity to explore through the General Academic Subject (GAS)
4. Learners who like to obtain National Certificate Level II, III or IV join the
Technical Vocational (TVL)
5. Agri-fishery Arts, Dressmaking, Computer Programming, Cookery, Tour
Guiding take NC II or higher to be able to work
6. Learners who plan to become sports trainer explore on this
7. Humanities and Social Sciences (HUMSS) is under ‘Academic’
8. Those learners who want to become marine engineers take pre-
baccalaureate Maritime
9. TVL Learners who plan to open their business in industrial arts like
welding shop, automobile repair services take this
10. These are SHS courses or subjects

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IX. SESSION 9: INDIGENOUS PEOPLES’ EDUCATION PROGRAM
Post-Test

Put a check (/) on the statement which you think is true of the Indigenous
Peoples Education Program and some IP characteristics. If not, mark it with X.

A. Indigenous Peoples Education Program

1. Indigenous Peoples’ Education Program (IPED) address the special
Educational needs of the students from the different indigenous
group.
2. The IPED falls under the Student Inclusion Programs of DepEd.
3. A teacher must always be ready to accept and teach an IP learner who
may be displaced by difficult circumstances like urban resettlement or
disaster.
4. A reflective teacher can inspire and change the life of an IP learner.
5. An IP learner has a similar learning style and needs with other non-
IPs.
6. All strategies are applicable to IP learners.
7. A teacher should stick to one strategy in teaching IPs.
8. An IP learner should be isolated in the classroom so that teachers can
respond directly to his/her learning needs.
9. A teacher should allow an IP learner to mix with others during games
and sports activities.

B. IP Characteristics
1. One of the characteristics of the Indigenous People (IP) is their reverent
attitude to their cultural beliefs and traditions.
2. The cultural beliefs and traditions of the IPs vary from place to place
thus a teacher must be well versed with the type of IPs in his/her
locality.
3. Everyone has an opportunity to be educated regardless of race, tribe,
culture, traditions and dialect.
4. IPs can only learn through observation, repetition and practice.

Fill in the columns below to identify the characteristics and needs of IP learners
and the possible challenges and actions to address their needs.
Characteristics of Needs of IP Possible Possible Actions
the IP Learner Learner Challenges

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