Professional Documents
Culture Documents
MODULE 4
activities within a range of physical learning environments
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INTRODUCTION TO TEACHER RESOURCE PACKAGE
I am Teacher Jen!
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Manage classroom structure to engage
Introduction learners,
to Teacher individually
Resource or
Package
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
• 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.
• 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.
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MODULE 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas. MODULE 7
4.1.2 Plan, manage and implement
MODULE 2 developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies learning processes to meet curriculum
that enhance learner achievement in requirements through various teaching
literacy and numeracy skills. contexts.
MODULE 3 MODULE 8
4.4.2 Participate in collegial discussions
1.5.2 Apply a range of teaching strategies
that use teacher and learner feedback to
to develop critical and creative thinking, as
enrich teaching practice.
well as other higher-order thinking skills.
MODULE 9
MODULE 4 4.5.2 Select, develop, organize and
2.3.2 Manage classroom structure to use appropriate teaching and learning
engage learners, individually or in groups, resources, including ICT, to address
in meaningful exploration, discovery and learning goals.
hands-on activities within a range of
physical learning environments. MODULE 10
5.1.2 Design, select, organize and use
MODULE 5 diagnostic, formative and summative
2.6.2 Manage learner behavior assessment strategies consistent with
constructively by applying positive and curriculum requirements.
non-violent discipline to ensure learning-
focused environments. MODULE 11
5.2.2 Monitor and evaluate learner
MODULE 6 progress and achievement using learner
3.1.2 Use differentiated, developmentally attainment data.
appropriate learning experiences
to address learners’ gender, needs, MODULE 12
strengths, interests and experiences. 5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
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Manage classroom structure to engage
Introduction learners,
to Teacher individually
Resource or
Package
in groups, in meaningful exploration, discovery and hands-on
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MODULE 4
activities within a range of physical learning environments
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.
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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.
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MODULE
4
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
CONTENTS
ii INTRODUCTION
2 OVERVIEW
3 KEY CONCEPTS
4 SELF-REFLECTION
5 SUPPORT GROUP
- Probing
- Suggestions for Improvement
8 ILLUSTRATIONS OF PRACTICE
- Illustrations of Practice No. 1: MANAGING
CLASSROOM STRUCTURE BASED ON ACTIVITIES
- Illustrations of Practice No. 2: MANAGING
CLASSROOM STRUCTURE BASED ON STRUCTURE
- Suggested Classroom Activities for the Classroom
Structure
- Other Illustrations of Practice
18 RESOURCE LIBRARY
- Annotated Bibliography
- Appendices
26 ACKNOWLEDGEMENTS
01
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As part of our DepEd mission, we’d like to ensure that our learners are in a
child-friendly, safe and motivating environment by establishing sets of routines and
procedures in the classroom. More importantly, we know that classroom management
does not end with managing learners’ behavior. We also manage our classroom
structure and activities because we aim for a classroom that runs smoothly so that
maximum learning can be attained.
In this module, we will see how we can enrich our skills in managing classroom
structure and activities. As part of an enabling and supportive environment, we
encourage you, from time to time, to think of ways to better enhance the practices that
are contained in this module.
MODULE 4
activities within a range of physical learning environments
KEY CONCEPTS
“
Understanding the following significant concepts
facilitates deeper appreciation of the indicator and helps
you deliver lessons with a set of well-managed activities
in an appropriately structured classroom. Let us now
acquaint ourselves with the following key concepts.
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SELF-REFLECTION
“
I know…
KNOWLEDGE
As a Proficient Teacher,
_________________________
________________________
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.
I do…
SKILLS
As a Proficient Teacher,
_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.
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Manage classroom structure to engage learners, individually or
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MODULE 4
activities within a range of physical learning environments
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SUPPORT GROUP
Will you please take a look at it and help her improve her
strategy?
Observation Note:
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Probing
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
What do you think Teacher Adz can do to address this comment from her observer: “However,
2 the pupils, probably due to overexcitement, were not listening to the teacher’s instructions and
that motivation activity alone ate up almost the whole period.”?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
If you were to teach the same lesson, how would you show your skills in managing classroom
3 activities and structure in the classroom? Would you restructure the classroom based on the
activities? Would you change the activities based on the structure of the classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.
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Manage classroom structure to engage learners, individually or
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activities within a range of physical learning environments
Suggestions for We commend Teacher Adz for engaging her class in a “racing” activity.
Improvement For us to enhance lessons like this, we may take note of the following
suggestions on management of classroom structure and activities.
Set clear expectations. Before starting any activity, we may set clear
expectations on how learners should perform the activity.
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ILLUSTRATIONS OF PRACTICE
As Proficient teachers, we set up our classroom in such a way that it facilitates learning
while considering our own safety and, of course, the welfare of the learners under our care. We
have our set of routines and procedures which are the tools we use for a smooth flow of the
lesson. We maximize our time with our learners by coming up with well-planned, well thought-
through activities.
Misbehavior in class is not a primary concern because we know that once our learners are
engaged in meaningful activities, they have little or no time for misbehavior. If we manage our
classroom structure and activities, we also manage the behavior of our learners.
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ILLUSTRATION OF PRACTICE NO. 1:
Managing Classroom Structure
Based on Activities
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Manage classroom structure to engage learners, individually or
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in groups, in meaningful exploration, discovery and hands-on
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activities within a range of physical learning environments
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BACK
materials
can also explore other options. needed for table
We can always restructure the day
our classroom to make it more
facilitative of learning.
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needed for the day’s activities
Plant
Boxt
BACK
MODULE 4
activities within a range of physical learning environments
Instead of posting on
the board a tree made of
cartolina, Teacher Grace
may use the plant box
near the door to make
the fruit-picking activity
more realistic. It could be
her learners’ first time to
experience fruit-picking.
?
HOW TO DO IT?
The following steps may be done:
1. She may hang yellow and green
mangoes (made of paper) on the
branches of the tree/plant since
mangoes are common in the
Philippines.
2. Learners may be asked to read
the word in the fruit they picked,
and then put the mangoes in the
correct baskets for the yellow
and the green mangoes.
3. In the yellow mangoes, words like
coin, soil and boil may be written.
In the green mangoes, words like
boy, toy and soy may be written.
4. Teacher may ask her learners
to count the yellow mangoes as
she brings them out to post the
mangoes on the board. Then she
will do the same for the green
mangoes.
5. Teacher may also introduce
words like ripe and unripe to
describe the mangoes. 11
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Manage classroom structure to engage learners, individually or
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in groups, in meaningful exploration, discovery and hands-on
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activities within a range of physical learning environments
Plant
Boxt 3 9
BACK
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2
5 6
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities
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GROUP GROUP
1 4
Plant GROUP
Boxt 5
GROUP This illustration
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FRONT
BACK
desks inside. Since it
is difficult for learners
GROUP
to move their desks to
GROUP
3 form another set-up, the
6 teacher establishes a
different routine.
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities
?
HOW TO DO IT?
The following steps may be done:
1. After saying “Everyone, please go quietly to your groups”, let the
learners silently go to the different parts of the classroom to
form their groups.
2. Allow two groups to go out of the classroom to occupy the
hallway because additional space is needed.
3. Establish your own style of sending the learners to form a new
structure. They may do this by clapping or singing for as long as
the activities do not hinder transfer of learning.
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ILLUSTRATION OF PRACTICE NO. 2:
Managing Classroom Activities
Based on Structure
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Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
as classroom
separated by loose
boards which make it
difficult for learners
Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 to hear what their
Section A Section B Section C Section D Section E Section F teachers are saying.
The noisy environment
makes transfer of
School ground with tents used as classrooms learning almost
impossible.
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- interprets data presented in a pie graph
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?
HOW TO DO IT?
Since Teacher Ian and his learners are in a classroom structure where discussion is almost
impossible, the following activities may be suggested:
Teacher Ian may make the necessary arrangements for his learners to be able to conduct
a short interview/survey with the evacuees. Measures should be taken to ensure safety of the
learners.
He may also let the learners write down the guide questions for the interview. These
questions may lead the learners to understand the situation of the evacuees better, making
them realize how to help the evacuees even in small ways.
After the short interview, ask the learners to let the evacuees answer the survey form. The
survey form may include questions about the number of evacuees in one room, the number of
males and females, the number of children, age range, and the like.
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Using the data that they have gathered, he may let the learners present the result in a form
of pie graphs.
The teacher takes into consideration the location and lighting of the classroom in planning
the activities. A classroom with poor ventilation may be a cause for learners’ misbehaviors while
a room with insufficient lighting may make the learners feel sleepy.
The teacher designs the physical set-up of the learning environment. Though it is not a very
spacious classroom, the teacher wisely makes use of the available floor space for the learners
to be able to perform group activities. If the group activity requires more space, then the teacher
uses another venue and designs it based on the activity to be done.
The teacher spends time in making the classroom safe and conducive to learning by making
sure that the materials, equipment and devices inside the classroom are appropriate for teaching
and learning.
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Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
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After you have explored the different key concepts on management
of classroom structure and activities, you now have a better
appreciation of the indicator. Based on your learning in this module,
think of what you can do to enhance your professional development.
Happy planning!
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RESOURCE LIBRARY
Annotated Bibliography
We also provide you with resources that can help you further
understand the indicator.
Department of Education (2013). Our Department of Education vision, mission and core
values. (D. O. No. 36, s. 2013). Retrieved from http://www.deped.gov.ph/sites/default/files/order/2013/
DO_s2013_36.pdf
This order provides information on the meaning and message of our DepEd vision, mission and values.
Department of Education (2017). National Adoption and Implementation of the Philippine Professional Standards
for Teachers. Department Order No. 42, s. 2017.
This set of standards defines teacher quality in the country and describes the roles of teachers, the
professional standards for teachers, the teacher quality in the Philippines, the seven domains which
collectively comprise 37 strands, and the career stages. Further, the definitions of some key concepts in
this module are taken from the PPST glossary of terms.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management.
Alexandra, VA: Association for Supervision and Curriculum Development (ASCD).
This book contains strategies and solutions to some of the most perplexing classroom management
problems through the three key elements: (a) efficient use of time and classroom space, (b) implementation
of strategies that influence learners to make good choices, rather than the ones that attempt to control
learner behavior, and (c) wise choice and effective implementation of instructional strategies.
Salvatus, G. U, (2017).Daily lesson log in English grade 2[Lesson plan]. Calauag East Central Elementary School.
Calauag Quezon.
This lesson plan is enhanced in this module to see how proper management of classroom structure and
18 activities can help improve teachers’ lessons.
Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
Appendices
NOTE: This presents a revised Detailed Lesson Plan (DLP) incorporating the suggestions made in this
module to show attainment of the indicator.
I. OBJECTIVES
A. Content Standards
Demonstrate understanding of the relationship of phonetic principles of Mother
Tongue and English to decode unknown words in English (CG p. 22).
B. Performance Standards
Analyze pattern of sounds in words for meaning and accuracy (CG p. 22).
Ably read and spell out grade appropriate regular and irregular words in English
(CG p. 22). Here are the objectives
that Teacher Grace set
C. Learning Competencies/Objectives for her English 2 lesson.
Match sounds with their corresponding letter patterns (oi, oy)- En2PAIIIc-e.6.2.
• Match the picture to its correct letter patterns (/oi/, /oy/).
• Identify words with diphthong /oy/.
• Complete the sentences by choosing the correct word with diphthong /oy/.
• Show appreciation in reading and writing words with diphthong /oy/.
A. Learning Resources
1. Teacher’s Guide pages: pp. 38-39
2. Learner’s Materials pages: 310-313
3. Textbook pages: FRONT
4. Additional Materials from Learning Resource (LR) portal:
Plant
BLACKBOARD
Boxt
Table for the
needed for
materials
the day
of a tree, fruits, and two baskets, activity sheets, show-me board, story problem
Integration: Math, Music
needed for the day’s activities
III. PROCEDURES
Story Problem:
Mother gave two baskets to her sons – one for Moi and one for Troy. She
FRONT
told Moi to pick yellow mangoes. She told Troy to pick green mangoes. These BLACKBOARD
mangoes have hidden words in them. Mother requested them to read the word,
Table for the
needed for
materials
the day
count the number of word-fruits in each basket and write the total number of
fruits after picking them.
Storage / Display of other relevant materials which are not
Plant
1. How many baskets did Mother give Troy and Moi? Boxt
needed for the day’s activities
2. What did Mother request Troy and Moi to do after picking word-fruits?
Say: Let us help them in reading and picking fruits and count the mangoes later.
Let us help Moi first.
Teacher’s
table
BACK
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Manage classroom structure to engage learners, individually or
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MODULE 4
activities within a range of physical learning environments
I do (Modeling)
Pick a word fruit and read its name.
Show the word to the pupils and read the word with you.
Let the pupils read alone.
Place the word fruit inside the basket.
We do (Guided Practice)
Call a pupil to pick a word fruit and read its name.
Guide the pupil in showing the word to his fellow pupils and read the word
with him/her.
Guide the pupil to let his/her fellow pupils read alone.
Guide the pupil to place the word fruit inside the basket.
Processing:
How many word-fruits are there in Moi’s basket? Help him count them as I
take them out of the basket?
Note:
Teacher posts the mangoes on the board as she takes them out
How many word-fruits are in Troy’s basket?
Help him count them as I take them out of the basket.
How many word-fruits are there in the two baskets?
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Let the pupils read the words in Moi’s basket and Troy’s basket in small groups
and let them answer these questions:
1. What do you notice in the words in Moi’s basket? How about in Troy’s
Teacher Grace has
basket?
established a routine for
2. What letters do the words in Moi’s basket have in common? How about in
her pupils to go to the
Troy’s basket?
formation shown below
3. What sound does /oi/ produce?
as soon as she mentions
4. What letters does the words in basket B have in common?
“Everyone, quietly go to
5. What sound does /oy/ produce?
your groups.”
Say: Words with /oy/ and /oi/ sounds are called diphthongs.
Teacher Grace believes
that children participate
Ask: What are diphthongs?
more when there are only
four members in a group.
Plant
Boxt 3 9
BACK
7
2
5 6
Table for the
materials Teacher’s
needed for Storage / Display of other relevant materials which are not
table
the day needed for the day’s activities
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Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
Roy lost his coin box his uncle had given him for his birthday. He asked his friend
Joy to help him find it. She looked upstairs while he searched downstairs. Finally,
he found it under the couch. They were overjoyed to have his coin box again!
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Process the activities done by each group using the following questions:
1. Were you able to answer your task correctly?
2. What did you do to finish your task?
3. What words are commonly used in your activities?
After processing the
4. What do we call these words?
different group activities,
5. What are diphthongs?
Teacher Grace will now
say “Everyone, quietly
go back to your lines.”
so that the learners
will quietly move their
chairs to go back to the
formation shown below.
Plant
Boxt This structure prepares
the class for the big
group sharing.
BACK
Teacher Grace has
established this routine
by rehearsing it during
the first few days of
school. From then on,
Table for the
materials Teacher’s she was able to move
needed for table
the day
Storage / Display of other relevant materials which are not seamlessly from one
needed for the day’s activities
activity to the next.
Your mother gave you Php50.00 to buy her a bottle of oil and a bottle of
soy sauce. How much change will the store keeper give you if the bottle of oil
costs Php23.00 and the bottle of soy sauce costs Php12.00?
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Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
IV. REMARKS
This is a part of the DLL in which teachers shall indicate special cases, including,
but not limited to, continuation of lesson plan on the following day in case of re-
teaching or lack of time, transfer of lesson on the following day in cases of class
suspension, etc.
V. REFLECTION
This part of the DLP should be filled out right after the delivery of the lesson.
Teachers are encouraged to think about their lessons particularly the parts that
went well and the parts that were weak and write about it briefly. In the reflection,
teachers can share their thoughts and feelings about their lessons including things
about the lesson that were successfully implemented, that needed improvement,
or that could be adjusted in the future. As in the DLL, teachers can also talk about
their learners who did well in the lesson and those who need help.
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TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor
ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Guillen Nabong Amparo M. Muñoz
Ezra de Jesus Natividad V. Nacino
John Pegg, Ph.D. Aufric Alma N. Navarro
Joint Project Team Leader and Director WRITER-COORDINATORS Carlo Donato E. Olivan
UNE-SiMERR Jose Ariel S. Padsoyan
Jennifer E. Lopez Jennifer M. Rojo
Christine Reading, Ph.D. Education Program Supervisor Gemma A. Realo
Senior Research Fellow Region IV-A Neil Vincent C. Sandoval
UNE-SiMERR
Maria Concepcion Beltran - Montenegro EDITOR
Michael Wilson I. Rosero Faculty, Ateneo de Manila University Myrna L. Macalinao, Ph.D.
Senior Research Officer
PNU-RCTQ WRITERS GRAPHICS & LAYOUT ARTIST
Adelyn R. Bartolome Raymond S. Bermudez
Mikkey Mari M. Tuazon Domingo R. Cueto
Research Officer Alfred James A. Ellar AUSTRALIAN EMBASSY
PNU-RCTQ Mark Anthony P. Idang
Gerlie C. Lopez Francesca Lawe-Davies
PNU-RCTQ and UNE-SiMERR National Francis Victor A. Medrano First Secretary-Education
Research Centre May Grace D. Salazar
Shiela Niña Rea-Santes BASIC EDUCATION SECTOR
Jennie V. Jocson, Ph.D. Ryan G. dela Torre TRANSFORMATION (BEST)
Deputy Director, PNU-RCTQ John Paul dela Rosa PROGRAM
Grace Urbien-Salvatus
Allan S. Reyes. Ph.D. Karina Angela C. Celestial Kaye Cox
Senior Program Manager, PNU-RCTQ Arlene M. Hernandez Team Leader
Christian Mespher A. Hernandez
Joy Hardy, Ph.D. Alison Atwell, Ph.D.
Deputy Director, UNE-SiMERR Component Lead
REVIEWERS
Teaching and Learning
Ken Vine, Ph.D. Shirley N. Cerbo
Principal Research Adviser Jerome A. Chavez, Ed.D.
Soledad L. Lecaroz
UNE-SiMERR Mary Leigh Ann C. Perez
Teacher Development Adviser
Vivian I. Buhain, Ed.D.
Support Staff Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D. Special thanks: All Regional
Silvia Danieli
June Billings Maricel D. Ambid Directors, Superintendents and
Ambrose McDermott Manuel R. Apuli Principals who supported the
Florpina B. Galay
26 project
Manage classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
MODULE 4
activities within a range of physical learning environments
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