F.

BANGOY NATIONAL HIGH SCHOOL

TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

MODULE 4 TEACHING APPROACHES

SESSION 1 DIFFERENTIATED INSTRUCTION

A. PRE-TEST

Write TRUE if the statement is correct and FALSE if otherwise incorrect.

__FALSE_1. Gifted learners can only be catered fully if not mixed in a regular class.
__TRUE__2. Diversity of learners refer to difference in terms of gender, race, nationality and culture.
__TRUE__3. Communicating with parents and families is one way of knowing the diversity of
learners within your care.
__TRUE__4. A learner having a chronic illness can be considered as a learner in difficult
circumstances.
__TRUE__5. Responding to the strengths, needs and learning preferences of individual students
helps create an inclusive learning experiences.
__TRUE__6. IP learners learn best when taught in a contextualized manner.
__FALSE_7. One-size-fits-all approach is possible in addressing diversity of learners.
__TRUE__8. Differentiated Instruction (DI) is the one of the many ways of addressing diversity of
learners.
__TRUE__9. Teachers can turn learner diversity into an asset by capitalizing on their different
talents, interests and backgrounds.
__TRUE_10. Gender sensitivity is very important in dealing with diverse learners.

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ENGLISH DEPARTMENT

ANSWER SHEET

B. Activities and Assessment

Cite your experience during your practice teaching days or first teaching employment where you were
to handle a diverse groups of learners.

a. What particular various groups were you able to encounter?

Learners in difficult circumstances, mix of students from different income levels,
social backgrounds
b. What are the identified different learning needs between and among those groups?
Students differ a lot in their motivation, prior knowledge and skills, learning styles,
multiple intelligences, interests and backgrounds

Match the aspects of Diverse Background in Column A to the given Learning Needs in Column B.
Write the letter of your choice on the space provided before each number.
Column A Column B
(Diverse Background) ( Learning Need)
__D___1. Gender a. Participation to festivities that
promotes one’s cultural identity
__F___2. Religion Beliefs b. Participation to extra-curricular
activities with less or no expenses
__B___3. Socio-economic Background c. Use of the Mother Tongue in the
early stage
__E___4. Geographical Background d. Leadership in group tasks may
be done by either boys or girls
__C___5. Language e. Use of Flexible Learning Options
__J___6. Ethnic Group f. Need for equal opportunities to
lead the morning prayer
__A___7. Culture g. Opportunities for maximum

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CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

development
__I___8. Learners with disabilities h. More rapid instructional pace
__G__9. Race i. Free from discrimination
__H__10. Gifted j. Relevant to Indigenous Knowledge
System and Practices (IKSPs)

After knowing your diverse learners, what are other learning activities that can be
appropriately used or provide to address the needs of your diverse learners? You may refer to
examples in Activity #2
DIVERSE BACKGROUND LEARNING NEEDS/ACTIVITIES

1.Gender Leadership in group tasks may be done

by either boys or girls

2. Religion Beliefs Need for equal opportunities to

lead the morning prayer

3. Socioeconomic Background Participation to extra-curricular activities

with less or no expenses

4. Geographical Background Use of Flexible Learning Options.

Students can learn when, where and how
they like
5. Language Use of the Mother Tongue in the
early stage

6. Ethnic Group Have the students artistically present

using a specific knowledge or skill of their
ethnicity

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

7. Culture Participation to festivities that

promotes one’s cultural identity

8. Learners with disabilities Free from discrimination

9. Race Opportunities for maximum

development

10. Gifted More rapid instructional pace

Planning

Based on the inputs provided, develop a learning activity for at least 2–3 varied groups of learners
from the lesson that you are presently/currently teaching.
C. Reflection
1. What teaching strategies did you learn from Module 4 that would help you organize or develop
teaching-learning activities for these various groups of learners?
Visual, Auditory, Reading/writing, Kinesthetic
2. Were you able to adequately address the diverse needs of these learners?
Yes
3. What are the needs to be improved professionally to deal with diverse learners?
Embracing learner diversity is an important direction in school-based curriculum
development to cater varied gender, needs, strengths, interests and experiences.
Schools have to realize that there can hardly be a one-size-fits-all approach to
addressing learner diversity.
4. What is your realization on the importance of knowing and providing variation in learning
opportunities?

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ENGLISH DEPARTMENT

ANSWER SHEET

Learners do not come from the same past experiences, economic status, cultural
Background. Each learner deserves equal opportunity to learn in school. As a teacher, it
is important for educational practices to be flexible and responsive to the strengths,
needs and learning preferences of individual students.
5. Share what you feel and think after finishing this lesson by completing the following
statements. (i) My knowledge in understanding diversity of learners and their learning needs
will help me to… (ii) I find the lesson…
My knowledge in understanding diversity of learners and their learning needs will help
me to create inclusive learning experiences that ensure all students can learn and reach
their full potential when they are given opportunities. It will also help me to provide a
child friendly, culture and gender-sensitive atmosphere as stated in the DepEd Vision
and Mission. I find the lesson informative because it provided strategies, suggestions,
concrete examples on how in the 21ST century, the learners have become more diverse.
Teachers have to address this diversity not because it is their responsibility but it is
their professional teaching needs.

D. Post-Test
Read the items carefully. Write TRUE if the statement is correct and write FALSE if not and modify
the statement to make it correct.

__TRUE__1. Gifted learners can only be catered fully if not mixed in a regular class.
__TRUE__2. Diversity of learners refer to difference in terms of gender, race, and
culture.
__TRUE__3. Communicating with parents and families is one way of knowing the
diversity of learners within your care.
__TRUE__4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

__TRUE__5. Responding to the strengths, needs and learning preferences of

individual students helps create an inclusive learning experiences
__TRUE__6. IP learners learn best when taught in a contextualized manner.
__FALSE_7. One-size-fits-all approach is possible in addressing diversity of learners.
__TRUE__8. Differentiated Instruction (DI) is the one of the many ways of addressing
diversity of learners.
__TRUE__9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
___TRUE__10. Gender sensitivity is very important in dealing with diverse learners.

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

MODULE 4 TEACHING APPROACHES

SESSION 2 EXPLICIT TEACHING

A. Pretest:
Identify whether the given statements are true or not on explicit teaching. Write F for fact and B for
bluff.

__F___1. In explicit teaching, there is a need for the teacher to model the behavior to the students.
__F___2. Teachers should be specific and direct enough to make learning accessible to all students
in the class.
__F___3. In explicit teaching, the students restate the lesson objectives back to the teacher in their
own words.
__F___4. The teacher presents the steps both orally and visually to meet needs of learners.
__F___5. The teacher explains what the task is, why it is important, and add to it, why it is done.
__F___6. The teacher may use a visual model to demonstrate a concept being taught when
necessary.
__B___7. Explicit teaching is teacher-centered.
__B___8. Students practice different kinds of problems during the guided practice time.
__B___9. Students are deprived of working or completing the task independently.
__B___10. The assessment of student performance in explicit teaching must be done formally.

B. Activities and Assessment

Watch and Learn

To enhance your understanding on explicit instruction, you may watch a sample video lesson
on https://explicitinstruction.org/video-secondary-main/ then accomplish the table below
Key concepts Role of the Teacher Steps in Explicit
Teaching

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CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

The teacher hook to

capture student interest
and connect prior 1.Setting the Stage for
knowledge to the new Learning
learning of the lesson
Characterized by series of
2.Clear explanation of
supports or scaffolds what to do
The teacher re-explains in
this component what the
task is, why it is important,
and adds to it how it is
done
Students are guided
through the learning
The teacher shares inner
process with clear
thoughts – modeling the
statements about the
thinking process, and the 3.Modeling the process
purpose and rationale for
teacher often uses a visual (showing)
learning the new skill, clear
model to demonstrate the
explanations and
concept being taught. 4.Guided Practice
demonstrations of the
instructional target, and
The teacher may use
supported practice with
graphic organizers as an
feedback until independent
aide during instruction
mastery has been
achieved
The scaffolding supports
the construction (the
Teacher should be moving 5.Independent Practice
introduction of new
about the room, watching,
material) and is taken 6.Assessment/Closure
guiding, and moving
away after completion (or (informal or formal)
students along
when the lesson is
understood.)

Using the template below, choose a least learned skill that can be taught better using explicit teaching approach then
prepare a detailed lesson plan (DLP) appropriate to the grade level of your students.

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

Explicit Teaching DLP Template

I. Objectives

II. Subject Matter Topic:

Materials:
References:

III. Procedure
a .Introduction
b. Modeling
c. Guided Practice
d. Independent Practice
e. Assessment/ Closure

IV. Reflection

C. Reflection

Answer the following:

1. Based on your learning experience, what are your realizations? Fill in the needed information
below which you want to stop doing, start doing and continue doing:

Stop Doing Start Doing Continue Doing

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F. BANGOY NATIONAL HIGH SCHOOL

TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

MODULE 4 TEACHING APPROACHES

SESSION 3 21st CENTURY TEACHING

MODULE 4 TEACHING APPROACHES

SESSION 4 DAILY LESSON LOGS

MODULE 4 TEACHING APPROACHES

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

SESSION 5 CONTEXTUALIZATION, LOCALIZATION, and INDIGENIZATION of RESOURCE

MATERIALS

MODULE 4 TEACHING APPROACHES

SESSION 6 SCHOOL FORMS AND LEARNER INFORMATION SYSTEM (LIS)

MODULE 4 TEACHING APPROACHES

SESSION 7 CLASSROOM MANAGEMENT

MODULE 4 TEACHING APPROACHES

SESSION 8 THE CHILD PROTECTION AND ANTI BULLYING POLICIES

MODULE 4 TEACHING APPROACHES

SESSION 3 21st CENTURY TEACHING

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CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

Format: arial, 12, 1.5 space, short bond paper, margins is already set
Please take note:

1. Front cover must be in pink construction paper with PVC cover, ring bind (black)
2. The pages must be followed:
Preliminary Pages
- Approval Sheet
- Preface
Table of contents
- Modules 1-6
Appendices
- 6 Analytical rubrics for learning (1 per module)
- 1 Analytical rubric for evaluating portfolio (1 for the entire portfolio)
- 4 COTs (rating sheet, observation note and lesson plan signed by the
respective observer)
- 4 pictures in one page with captions during TIP session
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TEACHER INDUCTION PROGRAM

CLUSTER 3

ENGLISH DEPARTMENT

ANSWER SHEET

3. Answers must be in ITALIC and BOLD while the questions are in normal font.
4. Please edit the headings of the name of the logo, school and the department assigned
5. Submission of portfolio with signature will be last week of February.
6. Please be guided.
7. Please see templates attached.

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