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Monitoring of Ile

This document outlines a monitoring tool for the pilot implementation of Integrated Learning Experiences (ILE) in early grades within selected schools in Region V. It includes a checklist for evaluating teachers on various components such as lesson planning, classroom management, lesson implementation, and formative assessment. Observers are instructed to provide specific remarks and suggestions based on their observations during the monitoring process.

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56 views8 pages

Monitoring of Ile

This document outlines a monitoring tool for the pilot implementation of Integrated Learning Experiences (ILE) in early grades within selected schools in Region V. It includes a checklist for evaluating teachers on various components such as lesson planning, classroom management, lesson implementation, and formative assessment. Observers are instructed to provide specific remarks and suggestions based on their observations during the monitoring process.

Uploaded by

maryjoyjumapao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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MONITORING OF THE PILOT IMPLEMENTATION FOR INTEGRATED LEARNING

EXPERIENCES (ILE) IN THE EARLY GRADES

School District
Division Region
Grade Level Name of
Observed teacher
Observed
Date of
Monitoring

Instructions: This tool is intended to be used by the regional and division supervisors,
public schools district supervisors, and school heads who will closely monitor the pilot
implementation of the Integrated Learning Experiences (ILE) in selected schools in
Region V.
Determine the early-grade teacher's implementation of the Integrated Learning
Experiences (ILE) by checking whether the component is implemented (YES) or
not (NO). Write specific observations in the space provided (REMARKS).

ILE COMPONENTS YES NO REMARKS


LESSON PLANNING
1. The teacher shows
mastery of the contents of
the lesson maps and
worksheets intended for
the day
2. The teacher has prepared
the materials intended for
the learning areas
particularly those needed for
the day 's class.
3. The teacher has prepared
worksheets that match the
parts of the learning areas to
be discussed.
4. The teacher has prepared
teaching materials that are
appropriate for each ability
group and learning area to
be covered for the day's
class.
CLASSROOM
MANAGEMENT
General

I. The teacher delivers clear


and precise instructions
throughout the lesson.
2. The teacher has
established clear rules and
routines that the whole class
follows.
3. The teacher can
transition smoothly from
one activity to the next, or
from one learning area to
another.
Differentiated
Learning Activities
1. The teacher gives clear
instructions for each ability
group, as he/she meets
them one after the other
during the allotted time
(Guided and Independent
Practice.
2. The teacher gives
reminders about the
worksheets to the learners
before they proceed to work.
3. The teacher designates
different areas for worksheet
submissions:
​ A. Waiting Activities

​ B. ILE Worksheets by
ability
LESSON
IMPLEMENTATION
Literature-Based Plans

1. The teacher follows the


BDA framework, with
activities suitable for pre
reading, during reading and
post reading portions of the
text.
2. The teacher clearly
explains the engagement
activities to the class and
gives the learners ample
time to work on their
engagement activities
3. The teacher guides
learners as they accomplish
their engagement activities
in small groups.
4. The teacher discusses the
story/text with the whole
class and gives learners a
chance to resent their
outputs.
5. The teacher engages the
learners in the whole class
discussion through proper
questioning, tapping
different levels of
comprehension (literal,
inferential evaluative
creative
Explicit Teaching
Framework
Presentation
The teacher presents the
new lesson by linking it to
the story or the previous
lesson.
Explanation and Elaboration
The teacher provides a clear
and precise explanation of
difficult terms and concepts
needed to master the target
competencies.
Modeling
The teacher models the
thinking process as well as
the application of strategies
to master the target com ten
or competencies.
Guided Practice

1. The teacher gives clear


instructions on the waiting
activity as well as the actual
guided practice worksheets.
2. The teacher circulates
around the work area to
check if the learners need
help or guidance and if they
are done with their
worksheets.
3. The teacher starts to
check the finished
worksheets to see if the
students can proceed to
more challenging
worksheets.
4. The teacher organizes the
answered worksheets in
their designated folders or
envelopes.
Independent Practice

1. The teacher gives clear


instructions on the waiting
activity as well as the actual
independent practice
worksheets.
2. The teacher circulates
around the work area to
check if the learners need
help or guidance and if they
are done with their
worksheets.
3. The teacher organizes the
answered worksheets in
their designated folders or
envelopes.
Synthesis

The teacher recaps the


lesson and transitions to the
next subject smoothly.
FORMATIVE ASSESSMENT

1. The teacher checks the


worksheets and records the
scores
2. The teacher evaluates the
worksheet results and
performance of the students
during literature-based
lessons, explicit instruction,
and while they're working on
their worksheets to assess if
the learner can progress to
the higher ability group.
3. The teacher monitors the
activities accomplished by
the learners and employs
changes accordingly.
OTHER OBSERVATIONS:

SUGGESTIONS/RECOMMENDATIONS:
Observers Name & Signature ​ Date

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