Carissa Faith S.

Siarot BSEd- Math IV

CURRICULUM AND PLANNING

LESSON 5.1 Planning and Management of the Teaching and Learning Process

Observation

A. Check whether the following teaching and learning tools are present in the classroom that yo
u have observed.

Teaching Tools Present None

1. Lesson Plan √
2. K to 12 Curriculum Guide/Matatag CG √
3. Teacher’s Manual or Textbook √
4. Reference Manual √
5. Instructional Materials √

Other teaching tools present:

______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

A. Ask the cooperating teacher to show his or her lesson plan to you. Analyze the lesson pl
an by checking the appropriate box.

Mathematics
Subject
Grade 10- Charity
Grade Level

Topic
 Standards Yes No
1. The objectives are measurable and developmentally
appropriate for the grade level of the students.
√
2. The content is appropriate for the grade level of the
students.
√
3. The instructional materials needed for the lesson are
identified.
√
4. The sequence of instruction (instructional procedure) is
easy to follow and logical.
√
5. The sequence of instruction follows an appropriate
instructional design or learning theory.
√
6. Creative learning experiences are used in the lesson
√
7. Differentiated learning is used in the selection of
learning activities
√
8. Assessment of learning is included in the instructional
procedures.
√
Other comments and observation

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

A. Check (/) the box that corresponds to what you have observed in class. You may write furth
er remarks in the last column.

Developmentally Appropriate Observe Not Remarks

Teaching Practices d Observed

1. Use different teaching √

strategies
2. Promotes a positive classroom √
Environment
3. Respects the learning styles √
and abilities of the learners
4. Differentiates learning √
activities
5. Promotes active learning √
6. Uses different instructional √
materials
7. Uses effective motivation √
strategy
8. Presents the objective of the √
lesson effectively
9. Recalls prerequisite √
knowledge and experiences of
the learners before proceeding
to the lesson
10. Presents the lesson in a √
meaningful way that is easy to
understand
11. Provide clear examples of √
concepts
12. Provide an opportunity for √
students to practice/apply what
they learned

13. Process questions and difficulties

of students
√
14. Uses learning strategies that
develop creativity and critical
√
thinking
15. Provides helpful feedback to help
students understand the lesson
√
16. Encourages students to do their
best in accomplishing each learning
√
task
17. Promotes positive learning
behavior and values in the lesson
√
18. Observes professionalism in
handling students’ behavior
√
19. Shows enthusiasm and interest in
every aspect of teaching
√
20. Use appropriate assessment tools
to measure learning outcomes
√
Processing_

Read carefully the following questions.

1. What developmentally appropriate learning principles and strategies are observed in class?

 In class, teachers use ideas and activities that match the age and needs of students,
helping them learn in ways that feel natural. They plan lessons that are easy to un
derstand, using games or hands-on projects that make learning fun and exciting.
When students have a big task, it’s broken into smaller, clear steps so they don’t f
 eel overwhelmed. Teachers also give choices, letting students pick activities or to
pics that interest them, which makes them more excited to learn. Working in smal
l groups is common too, as it lets students talk about ideas, share, and learn from e
ach other, making them feel more confident and connected. This way, students lea
rn better because the activities are designed to match how they grow and think.

2. What are the things that need to be improved by the teacher?

 For me the things that needed to be improve by the teacher is to work in making
sure all students understand before moving on. Sometimes, it might help to go a
bit slower or explain things in different ways so everyone feels confident. Giving
students more time to ask questions and share ideas could help, too, so they feel
more involved in their learning. And giving clear feedback on what students did
well and what they can improve would guide them to keep growing.

3. How do developmentally appropriate teaching practices improve the students’ learning ab

ility?

 When teachers use developmentally appropriate practices, it helps students learn i

n ways that feel natural and comfortable. For example, if lessons are designed to
match the age and skills of the students, they can understand and remember things
more easily. Activities that are hands-on or allow students to move around keep th
em interested and make learning feel fun. These practices also make sure students
don’t feel overwhelmed, as tasks are broken down into simple steps. This helps st
udents feel more confident and willing to try new things. Overall, these methods
make learning smoother and allow students to grow at their own pace.

Reflection_
Write your reflection by completing the following:

A. I realized that

B. I believe that

C. I feel that
 D. When I become a teacher, I will

LESSON 5.2 Aligning Learning Outcomes with Learning Competencies

Observation_____________________________________________________

A. Answer the following questions:

1. Does the school have a copy of the whole K to 12 curriculum guide?

 Yes, the school have a copy of the whole K to 12 Curriculum.
2. Is the curriculum guide available to all teachers?
 Yes, it is available to all teachers.
3. Are the teachers using the K to 12 curriculum guide in planning their lessons?
 Yes, the teachers used the K to 12 curriculum guide in planning their lessons.
4. Are the teachers aware of the differences between content standards, performance standar
ds, and learning competencies?
 Yes, the teachers aware of the differences between content standards, performanc
e standards, and learning competencies

B. From the lesson plans of five cooperating teachers, provide five examples of learning outcom
es based on each of the three learning domains.

Knowledge

Skills

Values
B. Check if the learning outcomes used by the cooperating teachers in their lesson plans are
aligned with the appropriate learning competency from the K to 12 curriculum guide. Wr
ite down some of the learning outcomes and learning competencies then check the approp
riate box that corresponds to your findings.

Learning Outcomes Learning Competency Aligned Not

(Based on K to 12) Aligned
Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5
 C. Check the alignment of the learning outcomes with the teaching and learning strategies us
ed by the cooperating eaches in their lesson plans. Write down the learning outcomes an
d teaching strategies and then check the box that corresponds to your findings.

Learning Outcomes Learning Competency Aligned Not

(Based on K to 12) Aligned

D. Check the alignment of the learning outcomes with the assessment tools used by the coop
erating teachers in their lesson plans. Write down the learning outcomes and assessment
tools, then check the box that corresponds to your findings.

Learning Outcomes Learning Competency Aligned Not

(Based on K to 12) Aligned

Processing_________________________________________________________

Read carefully and answer the following questions.

1. Are the teachers aware of the functions of the K to 12 curriculum guide? Explain your an
swer.
 Yes, the teachers are aware of the K to 12 curriculum guide functions if they
understand its role in setting standards, ensuring consistent learning objectives,
and focusing on students' holistic development. Awareness is shown when
teachers reference the guide to create clear, achievable learning goals and align
their methods accordingly.

2. Are the teachers using the curriculum guide in planning their lessons? Explain your answ
er.
 Yes, the teachers are actively following the curriculum guide use it to structure
lesson objectives and plan lessons that meet its standards. Evidence of this
includes lesson plans that reflect the specific competencies outlined in the guide
and ensure students are working towards set goals in each subject area.
3. What types of learning outcomes are emphasized in every lesson (Knowledge, skills, and
values)?
 Lessons often emphasize knowledge, skills, and values. Knowledge outcomes foc
us on understanding and recalling information, skill outcomes help students apply
what they've learned, and value outcomes guide students in forming attitudes and
behaviors. Effective lessons balance these three aspects, depending on the topic a
nd grade level.
4. Are the learning outcomes of the teachers aligned with the learning competency?
 Yes, because the teachers ensure that their learning outcomes match the competen
cies outlined in the curriculum guide. This alignment means that each lesson is de
signed to help students meet the specific skills, knowledge, and values expected f
or their grade level. By setting outcomes that directly reflect these competencies, t
eachers make sure that their students are working toward clear, consistent goals th
at prepare them for the next stages of learning. This careful planning supports stud
ents’ overall progress and meets the standards of the curriculum effectively.
5. Are the learning strategies of the teachers aligned with the learning outcomes?
 Yes, because the teachers select strategies that directly support the skills and
knowledge they want students to gain. For example, if the learning outcome
involves critical thinking, teachers might use problem-solving activities or group
discussions to encourage deeper analysis. Similarly, if the outcome is about
 building communication skills, teachers might incorporate presentations or
collaborative projects. By choosing methods that match the goals of each lesson,
teachers ensure that students are actively engaged in ways that lead to achieving
the desired outcomes.

6. Are the assessment tools of the teachers aligned with the learning outcomes?
 Yes, because the assessment tools are designed to measure the specific knowledge,
skills, or values outlined in the learning outcomes. For instance, if an outcome re
quires students to demonstrate problem-solving skills, the assessment might invol
ve practical tasks or scenarios rather than multiple-choice questions. This alignme
nt means that assessments are effective in gauging whether students have truly un
derstood and can apply what they have learned, making the feedback more meani
ngful and accurate.

Reflection_
Write your reflection by completing the following:

A. I realized that

B. I believe that

C. I feel that

D. When I become a teacher, I will