SG - Class Observation

(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
Republic of the Philippines

Department of Education
National Educators Academy of the Philippines
Session Guide Form
Title of the Session Classroom Observation in the MATATAG Curriculum

SG Developer Mark Anthony P. Idang, EdD
(First Name, M.I., Last Education Program Supervisor
Name) SDO Laguna, CALABARZON
Professional Standards Supervisors (Chief EPS, EPS, PSDS)
Covered (Domain/s, Domain 3: Fostering a Culture of Continuous Improvement
Strand/s, and 3.1 Support for instructional leadership
Indicator/s) 3.1.2 Apply appropriate instructional leadership support
strategies to help divisions/districts/schools and/or
learning centers with the continuous improvement of the
teaching learning process
3.1.3 Mentor and coach colleague in adapting relevant
instructional leadership strategies to address the
harmonized needs of divisions/districts/schools and/or
learning centers
School Heads (TICs, HTs, Department Heads, Principal 1,

Principal 2, Principal 3, Principal 4)
Domain 3. Focusing on Teaching and Learning
3.2 Teaching Standards and Pedagogies
3.2.2 Provide technical assistance to teachers on teaching
standards and pedagogies within and across learning areas
to improve their teaching practice
3.2.3 Engage school personnel such as master teachers, head
teachers, department heads in providing technical
assistance to teachers on teaching standards and
pedagogies within and across learning areas to improve their
teaching practice.
Kindergarten, Grades 1, 4 and 7 Teachers I-III (Proficient)

Domain 1: Content Knowledge and Pedagogy
1.1 Content knowledge and its application within and across
curriculum areas
1.4 Strategies for promoting literacy and numeracy
1.5 Strategies for developing critical and creative thinking, as
well as other higher order thinking skills
1.6 Mother Tongue, Filipino and English in teaching and
learning
Domain 4: Curriculum and Planning
4.1 Planning and management of teaching and learning
process
4.5 Teaching and learning resources including ICT
(Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)

Session Guide Form
Domain 5: Assessment and Reporting

5.1 Design, selection, organization and utilization of
assessment strategies
Session Schedule and

1 hour 30 minutes
Duration
Objectives • Revisit the nature of classroom observation, its protocols,
tools and key players;
• Review some of the classroom observable indicators relative
to the implementation of MATATAG Curriculum; and
• Refine the prepared lesson plan based on the indicators
presented leading to demonstration teaching.
Expected Outputs Refined Lesson Plan/Lesson Exemplar to be used for
Demonstration Teaching
Key Content Classroom Observation
Classroom Observable Indicators
Learning Resource Slide Deck
Materials Session Guide
Draft Lesson Plan/Lesson Exemplar
Classroom Observation Notes Form
Performance Monitoring and Coaching Form
References RPMS Manual for Teachers and School Heads
Classroom Observation Tool Rubrics
Schedule Detailed Detailed Description of Learner’s Materials

(Time Content Methodology/Activities Output (Slide Number)
distribution) Outline
• DepEd Introduction Slide 1
7 minutes Issuances
(DepEd Welcome the
Order 35, s. participants and set the
2016 and tone for the training.
DepEd
Order 14, s. Say:
2023) Good day everyone!
• Collaborativ Welcome to the National
e Expertise Training of Regional
Trainers on the
MATATAG Curriculum.
Let us look at classroom
observation in MATATAG Slide 2
Curriculum as a way of

Session Guide Form
monitoring our
implementation in the
initial year.
Do:
Explain that the session
is linked to the previous
sessions on classroom
preparation and
collaborative expertise.
Say: Slide 3
To refresh your memory,
there are 14 sessions for
this training. What
session are we now? We
are now in session 12.
Show:
Training matrix
Show:
CLASSROOM Slide 4
OBSERVATION
Do:
Encourage the
participants that they
will be experiencing a
different session on
Classroom Observation
this time as it serves as
the monitoring
opportunities for the
implementation of the
MATATAG Curriculum
Say:
As introduced I am
<name of resource
person> and I will be

Session Guide Form
your facilitator for this

session.
Do:
Read through the
session objectives and
the target Standards for
teachers, school heads
and supervisors.
Say: Slide 5
At the end of the
session, you are
expected to be able to
a. revisit the nature
of classroom
observation, its
protocols, tools
and key players;
b. review some of the
classroom
observable
indicators relative
to the
implementation of
MATATAG
Curriculum; and
c. refine the
prepared lesson
plan based on the
indicators
presented leading
to demonstration
teaching.
Slides 6-9
On one hand, this
session’s target
indicators of the
professional standards
are as follow:
Do:

Session Guide Form
Read through the

session flow.
Say:
In this session, we will

solicit from your group
the experiences on
managing and
conducting classroom
observation, including
your reflection on the
challenges and
opportunities in
observation, the foreign
and local literature on
classroom observation
and the criteria for
effective teaching
evaluation, and the
related tools and forms
on classroom
observation. As we go
through this, our
expectation is that we
will be able to refine the
prepared lesson
plan/exemplars based
on the indicators to be
presented which one of
your groups will then be
executing through a
demonstration teaching
later.
Show:
Session Flow
Activity
Say:
10 minutes

Session Guide Form
Before we proceed to our Slide 11

sharing of classroom
observation and how will
it help the initial
implementation to
Kindergarten, Grade 1, 4
and 7, may I ask that we
first do this activity.
Do:
Read the instructions on
the slide.
Do:
Read the instructions on Sharing of
the slide. experiences
orally
Facilitate group
discussion and
presentation.
Ask the processing

questions.
Say:
1. How was the
activity?
2. What
commonalities
have we
gathered?
3. What unique
strategies or
observation
lessons have we
picked-up?
4. What are the
challenges that we
conquered and
opportunities that
were opened
through

Session Guide Form
demonstration
teaching?
Do:
Thank the participants
for their participation.
Affirm their responses
and reactions and
connect it to the review
of the literature on
Classroom Observation.
Say:
After going through the
sharing and process, let
us bridge the synthesis
of this activity with the
discussion on the
literature on Classroom
Observation.
Slide 12
Show:
What is Classroom
Observation?
Do:
Read what is on the slide
giving emphasis on the
highlighted blue texts,
moving towards the
synthesis by saying the
following:
Say:
With these definitions,
we are clearly reminded
that classroom
observation should be
improving the teaching
and learning processes

Session Guide Form
to improve student
learning. Slide 13
Do:
moving towards the
synthesis by saying the
following:
Say:
Relative to the literature
I shared earlier,
should be the basis of
providing technical
assistance to our
teachers in the field and
should translate
as avenue to showcase
teacher’s best practice.
This calls us
instructional leaders to
advocate classroom
observation as a
mechanism to improve
teaching practice. We
should provide the
mindset and notion that
classroom observation is
not just conducted to
see the flaws of the
teachers but should be
seen as tool to develop
our teachers even more.
Do: Slide 14

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moving towards the next

processes in classroom
observation.
Slide 15
Say:
Let's take a moment to
revisit our observation
protocols. Today, we'll
review the essential
steps for conducting
classroom observations,
particularly focusing on
how these observations
contribute to our ratings
in the RPMS.
However, it's crucial to

understand that these
protocols are designed
specifically for formal
classroom observations.
It's worth noting that
various types of
classroom observations
can occur outside of
these parameters when
assessing teacher
performance through
IPCR.
By refreshing our
understanding of these
protocols, we not only
ensure compliance but
also reinforce the
broader context of
observation practices
within our professional
development.
Slides 16-20
Do:

Session Guide Form
Proceed to slides 16-20

to show the classroom
observation protocols
Say: Slide 21
After reviewing our
protocols, can we
identify or recall what
are our classroom
observation tools?
Do: Show and read what Slide 22-24

is in the slides
Say: Slide 25
Now, how about our
classroom observers?
With the following slides,
maybe some of our
questions and clouds
pertaining whose who,
will be clarified.
Do: Read what is in the Slides 26-29

slide for Slides 26-29
Classroom Show: Slide 30
Observable Read what is in slide 30.
Indicators (COI)
in the context of Say:
MATATAG The following indicators
Curriculum are just some of the
Implementation indicators which can be
for seen and observed
Kindergarten, during classroom
Grades 1, 4 and observation in
7 monitoring the
curriculum
implementation. We are
being reminded that we
are not doing the
out of RPMS only. As
instructional leaders we
can do classroom

Session Guide Form
observation as basis for

our technical assistance
and not only for
performance rating only.
Do: Slides 31-37

Read what is in slides
31-37
Say: Slide 38
Can you identify or
situate the presented
indicators in your
prepared lesson plans or
exemplars?
One-by-one, let us do it
with the lesson plans or
exemplars that you
prepared or used in your
last session.
Show: Slide 39
Screen capture copy of
sample reading lesson
plan.
Do: Slide 40-41

Proceed to slides 40-41
Do:
Synthesize what the Slides 42-43
indicator is about.
Say: With that being Slide 44

said, let’s see how
indicator 1 is captured
in this lesson plan.
Do:

Session Guide Form
Present the identified

parts of the lesson
relative to indicator 1.
Say:
Now, let’s try it on your
lesson plan. Can you
identify or locate where
is indicator 1?
Workshop of about 5
mins.
Slides 45-46
Do:
Synthesize what the
indicator is about
Slide 47
Say: With that being
said, let’s see lesson
indicator two is captured
in this lesson.
Do:
parts of the lesson
Say:
is indicator 2?
Workshop for about 5

mins. Slides 48-49
Do:
Synthesize what the
indicator is about Slide 50

said, let’s see how in this

Session Guide Form
lesson indicator three is

plotted.
Do:
parts of the lesson
Say:
indicator 3 is?
Workshop of about 5
mins. Slides 51-52
Do:
Synthesize what the
indicator is about.
Say: With that being Slide 53

said, let’s see how
indicator four is plotted
in this lesson.
Do:
parts of the lesson
Say:
indicator 4 is?
*Workshop for about 5

mins.
Do:
Synthesize what the Slides 54-55
indicator is about.

Session Guide Form

said, let’s see how in this Slide 56
lesson indicator five is
plotted.
Do:
parts of the lesson
Say:
indicator 5 is?
Workshop of about 5
mins.
Do:
Synthesize what the
indicator is about. Slides 57-58

lesson indicator six is Slide 59
plotted.
Do:
parts of the lesson
Say:
indicator 6 is?

mins.

Session Guide Form
Do:
Synthesize what the
indicator is about. Slides 60-61

lesson indicator seven is Slide 62
plotted.
Do:
parts of the lesson
Say:
Classroom
indicator 7 is?
Observation
Protocol
mins.
Say:
After locating or
identifying our Slide 63
indicators, we say that
when we observe, the
only thing that observers
do is to observe while
the teacher is executing
the lesson. What we
have at hand is the
Classroom Observation
Notes Form. To help us
strategize during
observation activity, I
will be sharing with you
some research-based
strategies which can
help improve our

Session Guide Form
teacher’s teaching-
learning processes.
Slide 64
Do:
Read what is on the
slide.
Slide 65
Say:
Classroom observations,
aside from assessing
teachers to obtain
evidence as required by
the RPMS should be
done as frequently as
possible. It should be
done to help teachers
reflect on their strengths
and areas for
improvement. It should
be the main purpose for
observation. It should
also be informal and
allow teachers to observe
one another, regardless
of position or rank.
According to the study’s

findings, observations
should not be limited to
a one-hour lesson. As
much as possible,
observers should follow
the teacher as frequently
as the time allows. To
fully understand
teacher’s practice, at the
very least, observers
should follow the two
consecutive lessons in a
week or a quarter.

Session Guide Form
Say: Slide 66
Classroom observation
should encourage
observers to appreciate
the process of teaching
and learning, the flow of
the lesson, the
interaction between
teachers and learners,
and their impact on
learners. Observers may
be helped through
writing the observations
on the Observation
Notes Form (ONF).
make use of the Slide 67

notes form and
upgrade it
Say: To make the ONF

useful, the notes should
be easy to follow and to
understand. To enhance
observation notes,
observers can use
different colors to signify
different roles. For
instance, you can use
black for teachers’
actions, blue for
students’ actions, red for
significant events, or
reflection, e.g., good
points or room for
improvement.
structure and content
Say: They can also

divide the paper into
columns. They can

Session Guide Form
divide them into three

columns: the first
column for activity, the
second for student
reaction/responses, and
the third for reflection,
observer’s notes, or
other notes that could
guide the
teacher. Observers’
notes should also
capture students’
thoughts, their
conversations while
listening to the
discussion or during
group activities. It
should not only reflect
the flow of the lesson
and what the teacher is
doing but also the
details of students’ work,
e.g., their notes,
worksheets.
use of picture as
evidence
Say:
You can also take
pictures of the class, the
blackboard, and
students’ worksheets
then attach or include
them in your observation
notes. It is not only
helpful as a piece of
evidence, but it can also
help facilitate reflection.
It enables you to track
the things that
happened on a
particular day. It can be

Session Guide Form
beneficial when a lot is

going on, and you
cannot possibly
remember them all.
writing chronological
notes with time stamps
Say: Writing notes

chronologically and
indicating timestamps
helps both the observers
and teachers
understand the lesson
and the time allotment
for each activity. In some
of the sessions, the
teacher may realize that
Post-Classroom they spent too much
Observation time in the warm-up
Protocols exercise, which
considerably reduced the
presentation time.
Do:
Read what is in the slide Slide 68
Say:
In the communication of Slide 69
the classroom
observation feedback,
observers/raters should
focus on the good points
of the lesson and what
went well in the class.
You can say, “I like how
you ask the question to
start the inquiry,” “I like
how to acknowledge the
student’s question and
ask the next one,” “I like
how you demonstrated

Session Guide Form
how to do the Google

search.”
Raters can also use, I

think… in giving points
for improvement. “I think
it would be better if you
write the key phrases on
the board,” “I think it is
also a good idea if you let
the students call each
other during the
discussion.” You can
also use “I will try…” in
some instances.
Do:
Read the slide, giving Slide 70-72
emphasis on the
highlighted texts.
Show:
The slide on PMCF Slide 73
Say:
Entries in the PMCF
serve as the agreement
between the teacher and
the observer which will
be the basis for the
Technical Assistance of
the Instructional
Leaders (which can also
be part of the next cycle
of the Collaborative
Expertise)
Say:
Do you have questions Slide 74
or clarifications?
Application Refined LE/LP Slides 75-77

15 minutes

Session Guide Form
Lesson plan
refinement and Do:
preparation for Discuss the activity for
the application then prepare
demonstration for the demonstration
teaching teaching.
Say:
In the next 15 minutes,

you shall all be revisiting
and refining your lesson
plans.
As we go about this
activity, please note the
following:
1. There will only be

ONE
demonstrator per
class.
2. There are THREE
instructional
leaders who will
serve as Class
Observers.
(School
Head/Public
Schools District
Supervisor/Divisi
on Education
Program
Supervisor)
3. The Class
Facilitators
(Specialists) will
be the Process
Observers.
4. The rest of the
members of the
class will serve as
the learners.

Session Guide Form
Additionally, let us all

look into the Slides 78-79
demonstration
mechanics.
Do: Discuss the

demonstration
mechanics.
Conclusion
2 minutes
Show: Slides 80
Chinese Proverb
Say:
Let us read and reflect
on this Chinese proverb.
Do: Slide 81
Show reference Slide
and then show the ender
in a form of quotation.
Say:
Mananatili tayong
MATATAG, maraming
Salamat po!

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(Enclosure No. 6 to DepEd Memorandum No. ______ s.

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Title of the Session Classroom Observation in the MATATAG Curriculum

School Heads (TICs, HTs, Department Heads, Principal 1,

Kindergarten, Grades 1, 4 and 7 Teachers I-III (Proficient)

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Domain 5: Assessment and Reporting

Session Schedule and

Schedule Detailed Detailed Description of Learner’s Materials

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

your facilitator for this

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Read through the

In this session, we will

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Before we proceed to our Slide 11

Ask the processing

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

moving towards the next

However, it's crucial to

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Proceed to slides 16-20

Do: Show and read what Slide 22-24

Do: Read what is in the Slides 26-29

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

observation as basis for

Do: Slides 31-37

Do: Slide 40-41

Say: With that being Slide 44

Republic of the Philippines

National Educators Academy of the Philippines

Session Guide Form

Present the identified

Workshop for about 5