DISTRICT-WIDE TRAINING-WORKSHOP OF

TEACHERS ON THE 12 PPST-LEARNING

RESOURCE PACKAGES AND THE
CONTEXTUALIZED RPMS RUBRICS OF THE
DIFFERENT INDICATORS

LAS VEGAS HOTEL AND RESTAURANT

AUGUST 22-24, 2018
FOCUS

STRAND: Content knowledge and its

application within and across curriculum
areas

INDICATOR: 1.1.2 Apply knowledge of

content within and across curriculum
teaching areas.
• CONTENT KNOWLEDGE
• Competencies that teachers are expected to
master for them to teach efficiently and
effectively.

• CURRICULUM AREAS
Different learning/subject areas taught and
learned in the basic education curriculum.
WITHIN CURRICULUM TEACHING AREAS
Inclusion of appropriately chosen intra-
disciplinary topics and enabling learning
competencies within the curriculum guide of
a specific learning area.
ACROSS CURRICULUM TEACHING AREAS
Making meaningful connections and including
appropriate interdisciplinary topics and
learning competencies cited in the curriculum
guide of other learning areas in any grade level.
A. Learning Perform Basic Mensuration and
Competencies Calculation
B. Learning Outcome LO1. Select and use measuring
instruments
C. Learning 1. Identify the drafting tools and
Objectives (KSA) drawing instruments.
2. Use the drafting tools and drawing
instruments.
3. Show appreciation of the use of the
drafting tools and drawing instruments
by thinking of ways on how to apply
them in daily lives.
II. CONTENT Drafting tools and drawing instruments
III. LEARNING
RESOURCES
A. References K to 12 Mechanical Drafting Learning Module Pages
31 – 44 https://etc.usf.edu/clipart/galleries/706-
mechanical-drawing-tools
https://www.draftingsteals.com/catalog-drafting---
drawing-aides.html
https://www.mathsteacher.com.au/year8/ch10_geomcon
s/03_circles/comp.html

B. Other Learning
Resources
IV. PROCEDURES
A.Reviewing The students will give a recap about the
previous lesson or previous lesson. Questions to be asked: -What
presenting the new are the two drawing papers used in
lesson mechanical drafting? -Why is it important to
know the different kinds of eraser and pencil?
-How can you differentiate the kinds of T-
square?
B. Establishing a Group Activity-“FLAG QUIZ”
purpose for the Each group will be given a flag
lesson
 Questions to be asked:
1. What country does this flag represent?
2. What are the shapes/symbols used in this flag?
3. What do you think are the tools and instruments used
to draw this flag? Explain your answer.
C. Presenting The teacher will present actual measuring tools and
examples/ instruments that the students will identify.
instances of the
new lesson

D. Discussing Drawing materials and tools/drawing instruments

new concepts and The students will identify the drafting tools and drawing
practicing new instruments used on the given materials.
skills #1
 Questions to be asked:
1. What drafting tools and drawing instruments are used on
the given object?
2. Why is it important to use appropriate drafting tools and
drawing instruments in creating different shapes?
F. Developing Think-Pair-Share
mastery (Leads to The students will identify the different tools and instruments based
Formative on the given pictures and give an example on how to apply it in
Assessment 3) drawing.
Questions to be asked:
1. What kind of drawing tools should you use in creating angles?
2. When should you use a 45x45 degree triangle/30x60 degree
triangle?
3. How can you differentiate a compass from a divider?
G. Finding practical Group Activity: How can you apply the drawing tools
applications of and instruments in your daily lives? Show this
concepts through skit/role play.
H. Making Questions to be asked:
generalizations and a. What are the tools used for measurement?
abstractions about b. Why is it important to use appropriate tools and
the lesson instruments in drawing?
c. How do you use the tools and instruments in doing
a specific drawing?
I. Evaluating PERFORMANCE ACTIVITY
learning Directions: Using different drafting tools and drawing
instruments in mechanical drafting, create a flag of
any Southeast Asian country that is not presented on
the discussion. Base the activity on the rubrics below.
 PROBING
1. How did the teacher display extensive
knowledge of content?

2. How were the learning competencies within

the curriculum integrated into the teaching-
learning procedures?
3. How did she establish the connection of the
concepts from other learning areas in her
current teaching objectives?

4. If you were to enhance this DLL, what

activities would you add to emphasize the
application of content knowledge within and
across curriculum?
 SUGGESTIONS FOR IMPROVEMENT
“FLAG QUIZ” Directions: Identify the
flags of the different Southeast Asian
B. countries and give the shapes and symbols
Establishin used.
g a purpose
for the In establishing the purpose of the lesson,
lesson a short discussion or trivia on the history
and meaning of shapes and symbols to
relate this lesson to learners’ prior
knowledge in AP may be added.
 SUGGESTIONS FOR IMPROVEMENT
I. PERFORMANCE ACTIVITY
Evaluating
learning Since AP content was already introduced at
the beginning of the lesson (Establishing a
purpose for the lesson), you find another
learning area where the students can connect
or apply what they have learned.

Example: Draw Science laboratory equipment

using the different drafting tools and drawing
instruments
 HOW TO DO IT?
1. Analyze the target learning
competencies. Think of how you can
translate these competencies to learning
objectives.

2. Assess learners based on their diverse

learning styles, needs, interests, engagement
level, previously mastered enabling
competencies, and progression in the past
lessons.
 HOW TO DO IT?
3. Assess the setting, time and resources.
Consider possible involvement of other
teachers/resource persons and expanding
learning locale.

4. Localize or contextualize the lesson and use

relatable issues/concerns.
 HOW TO DO IT?

5. Plan activities for each part of the DLL.

• a. Make and deliver activities/exercises
aligned with the lesson objectives.
• b. Have each activity reinforce ideas and/or
skills from different subjects to indicate the
importance of combining disciplines.
• c. Vary activity types to increase
engagement level.
 CULMINATING ACTIVITIES
CLASSROOM-BASED

Example
Aiming to promote local tourism industry, you are
tasked to develop a travelogue brochure that will
showcase distinct features of your community. In
constructing your statements, use embedded sentences
and figures of speech in describing the tourist
destination/s and potential experiences in your
community. You may use photos and other
illustrations to enhance the layout of your brochure.
Each group shall focus on the following details:
Group 1: Landmarks and their historical
significance
Group 2: Popular foods, dishes and the
predominant cuisine
Group 3: Special features of language spoken in
the area
Group 4: Cultural events that take place in the
town
Group 5: Budgetary allotment for suggested
itinerary
 HOW TO DO IT?
1. Analyze the learning competencies and lesson
objectives.

2. Review the Learners’ Material (LM) and Teaching

Guide (TG) in your subject to align your target
culminating activity with the DepEd-suggested set of
activities.

3. Consider interdisciplinary connections and

enabling competencies that can be applied by
your learners in the target output.
 Illustration of Practice EXAMPLES

After discussing ways to solve two-step

The teacher promotes learning word problems, a learner, who still
and responds to learners’ finds difficulty in comprehending and
questions in a manner that is solving given word problems, asks the
responsive to learners’ teacher to reteach the process and to
developmental needs. He or she give more tips in performing
answers learners’ questions by mathematical operations correctly.
providing extensive discussion The teacher extends the discussion of
of content learning areas to this content and provides more board
create opportunities for the exercises and paired problem-solving
learners to fully understand the activities to help all the learners to
content. fully understand the topic.
 Illustration of EXAMPLES
Practice
During coloring session, when the
The teacher kindergarten class are tasked to
motivates learners color objects like sun, moon, stars
to investigate the and clouds, a pupil asks the teacher
content area to questions like “Where does the sun
expand their sleep?” The teacher promptly
knowledge and
explains the Science concept on day
satisfy their natural
and night, including that of the
curiosity.
earth’s rotation.
 Illustration of Practice EXAMPLES
In a Grade 6 Mathematics
The teacher cites intra- class, the teacher uses her
disciplinary content learners’ knowledge on
relationships. He or she LCD as part of the fifth
establishes linear connection grade curriculum) to
of his or her current lesson to
present the new lesson on
the enabling learning
adding and subtracting
competencies within the
dissimilar fraction.
current or previous
curriculum guide of the
subject he or she teaches.
 Illustration of EXAMPLES
Practice
An English teacher uses content
The teacher applies knowledge in different disciplines by
interdisciplinary teaching academic and TVL students
content knowledge the varied types of reaction or review
to teach specific
paper and guiding learners to do
learning content to
different outputs depending on their
learners from
various fields of field of specialization like movie
specialization. review, food review, gadget review,
digital commercial review or
architectural review
 Illustration of EXAMPLES
Practice
The teacher A teacher in Araling Panlipunan (Social
shares content Studies) mentors in an oratorical contest
knowledge and featuring the town’s local hero and
expertise across prepares the learner for the speech
teaching areas competition. In another example, a school
by training his paper adviser trains school journalists in
or her learners
various areas like news, feature, Science,
for scholastic
sports, editorial cartoon, layouting,
competitions.
photojournalism, collaborative publishing,
and radio and TV broadcasting.
 REMINDERS
Incidental teaching is also a good venue to
demonstrate and apply content knowledge within and
across learning areas.

Teachers may integrate content knowledge within

and across subject areas in any part of the DLL/DLP.

Culminating activities integrating learning

competencies from different subjects can also be
considered as an application of this indicator.
 3 4 5 6 7

The teacher The teacher The teacher The teacher The teacher applies
demonstrates demonstrates demonstrates demonstrates high level
minor content accurate knowledge accurate and in- accurate, in-depth knowledge of
errors either in the of key concepts depth knowledge of and broad content and
presentation of the both in the most concepts in knowledge of all pedagogy that
lesson or in presentation of the the presentation of concepts in the creates a conducive
responding to lesson and in the lesson and in presentation of the learning
learners’ questions responding to responding to lesson and in environment that
or comments. learners’ questions learners’ questions responding to enables an in-depth
or comments in a manner that learners’ questions and sophisticated
The lesson content attempts to be in a manner that is understanding of
displays simple The lesson content responsive to responsive to the teaching and
coherence. displays coherence. student learner‘s learning process to
developmental developmental meet individual or
The teacher learning needs. needs and group learning
attempts to make promotes learning. needs within and
connections across The teacher makes across curriculum
curriculum content connections across The teacher makes content areas.
areas if appropriate curriculum content meaningful
areas if connections across
appropriate. curriculum content
 3 4 5 6 7

The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates demonstrates
content error either accurate content accurate and in- accurate and in- accurate and in-
in the presentation knowledge and depth content depth content depth content
of the lesson or in attempts to make knowledge and knowledge and knowledge and
responding to connections across makes connections make 1 make
learners’ questions curriculum content across curriculum intradisciplinary intradisciplinary
or comments. The areas both in content areas both and 1 and 2
lesson content presentation of the in presentation of interdisciplinary interdisciplinary
displays simple lesson or in the lesson or in connections across connections across
coherence. responding to responding to curriculum content curriculum content
learners’ questions learners’ questions areas both in areas both in
or comments. The or comments. The presentation of the presentation of the
lesson content lesson content lesson or in lesson or in
displays coherence. displays coherence. responding to responding to
learners’ questions learners’ questions
or comments. The or comments. The
lesson content lesson content
displays coherence. displays coherence.
FEATURES OF PRACTICE
1. The teacher 1. The teacher The teacher 1. The teacher 1. The teacher
indicates some clearly explains displays displays extensive applies extensive
awareness of concepts and comprehensive knowledge of knowledge of
other ideas of the makes no content understanding of content. content beyond
same discipline errors. the concepts and 2. The teacher his/her area of
that are connected 2. The content structure of the cites intra and specialization.
to the lesson but appears to be disciplines. interdisciplinary
does not make accurate and its content 2. The teacher
solid connection. focus shows 2. The teacher relationships. motivates learners
awareness of the addresses content 3. The teacher to investigate the
ideas and accurately and addresses content content area to
structure of the makes connections accurately and its expand their
discipline. across disciplines. focus is congruent knowledge and
3. The teacher with the big ideas satisfy their
demonstrates and/or structure of natural curiosity.
factual knowledge the discipline
of subject matter
and attempts to
connect content
across disciplines.
 CLARIFICATIONS
KEY CONCEPTS SIMPLE ACCURATE BROAD
central ideas of COHERENCE a KNOWLEDGE KNOWLEDGE
the topic or lesson basic logic in the content is free knowledge within
sequence of the from errors and across
CURRICULUM lesson with one curriculum
CONTENT part linked to the IN-DEPTH content areas
AREAS different next KNOWLEDGE
learning/subject foundational HIGH-LEVEL
areas taught and MINOR knowledge and KNOWLEDGE
learned in the CONTENT finer details complex content
basic and ERRORS lesser within the knowledge within
secondary degree of errors in curriculum and across
education the content of the content area curriculum areas
curriculum lesson
 (MFOs)
Key Objectives Means of Verification (MOV)
Result
Areas
(KRAs)
1. Classroom observation tool (COT) rating sheet and/or inter-
Content observer agreement form about knowledge of content within and
Knowledge and across curriculum teaching areas
Pedagogy
2. Lesson plans/modified DLLs developed highlighting
1. Applied integration of content knowledge within and across subject areas
knowledge of
content within 3. Instructional materials highlighting mastery of content and its
and across integration in other subject areas
curriculum
teaching areas 4. Performance tasks/test material(s) highlighting integration of
content knowledge within and across subject areas

5. Others (Please specify and provide annotations)

 Performance Indicators
QET O-5 VS-4 S-3 U-2 P-1
Showed Showed knowledge Showed Showed No acceptable
knowledge of of content and its knowledge of knowledge of evidence was
content and its integration within content and its content and its shown
integration and across subject integration integration
Q within and areas as shown in within and within and
across subject MOV 1 with a across subject across subject
areas as shown rating of 6 areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with
rating of 7 rating of 5 a rating of 4

Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

least 4 lessons lessons using MOV lessons using 1 of the given evidence was
using MOV 1 1 and supported by MOV 1 and MOV shown
E and supported any 1 of the other supported by
by any 1 of the given MOV any 1 of the
other given Submitted other given
MOV MOV
 STRONG SUBJECT KNOWLEDGE IS THE MOST
IMPORTANT COMPONENT OF BEING A GOOD
TEACHER
-MITCHELL CHESTER
 “GOOD TEACHING DEPENDS ON GOOD SUBJECT
KNOWLEDGE AND EXCELLENT PEDAGOGICAL SKILLS.
YOU CAN’T DO IT WITHOUT BEING IN POSSESSION OF
BOTH.”---SIR JOHN