The document outlines the implementation of 'Catch-Up Fridays' as a strategic intervention within the Matatag curriculum framework to address learning gaps among students in the Philippines. It emphasizes the importance of identifying learning needs, designing targeted interventions, and employing differentiated instructional strategies to support struggling learners. Ultimately, the curriculum aims to enhance education quality through learner-centered approaches, equity, and integration of 21st-century skills.

1. Leveraging Catch up Fridays for
Targeted Intervention :
Addressing Learning Needs
within the MATATAG Curriculum
Framework
Facilitator: EMMA H. VITO

2. Session Objectives:
By the end of the session, participants will be able to:
1. Understand the importance of Catch-up Fridays in the
MATATAG Curriculum as an intervention mechanism.
2. Identify learning gaps and challenges among students through
effective assessment methods.
3. Design targeted interventions that cater to diverse learning
needs, focusing on underperforming and struggling students.
4. Implement differentiated instructional strategies to support
learners' progress.
5. Monitor and evaluate the effectiveness of interventions to
ensure learning outcomes align with MATATAG curriculum
goals.

3. Session Overview:
This session will focus on maximizing Catch-up
Fridays as an opportunity for targeted intervention to
address learning gaps within the MATATAG Curriculum
Framework. Teachers will learn strategies to identify and
address specific student needs, optimize learning time, and
use differentiated instruction to ensure every learner
progresses. The session emphasizes practical approaches
to support learners struggling in key areas while aligning
interventions with the principles and goals of the
MATATAG curriculum.

4. Overview of the MATATAG Curriculum
The MATATAG Curriculum is designed to enhance the
quality of education in the Philippines by focusing on learner-
centered approaches, equity, and inclusivity. It aims to address
persistent learning gaps while preparing students for the demands
of the 21st century. The curriculum is part of the Department of
Education’s ongoing reforms to improve basic education outcomes
and ensure every Filipino child receives a quality education.

5. Key Elements of the MATATAG
Curriculum
1.Competency-Based Learning- The curriculum is structured around specific
competencies that students must master at each grade level. These
competencies cover core academic skills, including literacy, numeracy, and 21st-
century skills like critical thinking, problem-solving, collaboration, and
communication.
2.Learner-Centered Pedagogy- It emphasizes teaching approaches that
consider the diverse needs, abilities, and learning styles of students. Instruction is
tailored to engage learners actively, encouraging their critical thinking and
independence.
3.Inclusivity and Equity- The curriculum ensures that all learners, regardless of
their background, have access to quality education. Special provisions are made
for learners with disabilities, those from disadvantaged backgrounds, and those in
geographically isolated or underserved communities.

6. Key Elements of the MATATAG
Curriculum
4.21st Century Skills Integration- The MATATAG curriculum integrates life
skills and prepares students for a globalized world by equipping them with
digital literacy, leadership, adaptability, and innovation skills.
5.Contextualized Learning- Learning materials and approaches are adapted
to the local cultural, economic, and social contexts of students, making
education more relevant to their daily lives.
6.Sustainability Focus- A key part of the curriculum is developing learners'
sense of environmental stewardship and sustainability, aligning with global
education standards that emphasize caring for the environment and society.

7. Goals of the MATATAG Curriculum
1. Strengthen Basic Literacy and Numeracy Skills- Ensure that all students,
especially in the early grades, achieve proficiency in basic literacy and
numeracy, which are critical to future learning.
2. Address Learning Gaps- The curriculum aims to close gaps in student
learning by providing mechanisms for remediation, targeted interventions,
and support for struggling learners.
3. Develop Holistic and Well-Rounded Learners- The curriculum promotes
the holistic development of students by balancing academic learning with
personal growth, values education, and socio-emotional skills.
4. Ensure College and Career Readiness- By the end of the secondary level,
students are expected to be prepared for higher education, technical-
vocational training, or employment.

8. Guiding Principles of the MATATAG Curriculum:
1. Mastery of Learning Competencies- Students should not progress until they
have demonstrated mastery of key competencies. This principle underpins the
competency-based learning approach.
2. Flexible and Adaptive Learning Approaches- Teachers are encouraged to
adopt flexible methods to meet learners' diverse needs, especially for those who
may fall behind or have special needs.
3. Strengthening Teacher Support and Development- Teachers play a crucial role
in the effective delivery of the MATATAG curriculum. Continuous professional
development, mentoring, and collaboration are promoted.
4. Collaboration with Stakeholders- The curriculum is designed with input from
parents, communities, and other stakeholders to ensure that it meets local and
national educational goals.

9. Core Components and Relevance to
Intervention:
1. Remediation Programs (e.g., Catch-up Fridays)- A significant part
of the MATATAG framework involves addressing learning gaps
through dedicated intervention days, such as Catch-up Fridays,
where teachers can focus on struggling students and provide
additional instruction or support.
2. Differentiated Instruction- The curriculum encourages teachers to
implement differentiated teaching strategies based on the individual
needs of learners, enabling interventions to be tailored effectively.

10. Core Components and Relevance to
Intervention:
3. Formative and Summative Assessments- Assessments play a
critical role in identifying learning gaps. Formative assessments help
teachers diagnose issues early, while summative assessments provide a
broader picture of student progress.
4. Support for Special Needs and Disadvantaged Learners- The
curriculum includes provisions for remedial and special programs
targeting students with disabilities, those from disadvantaged
backgrounds, and indigenous communities.

11. How the MATATAG Curriculum Addresses Learning
Gaps
1. Early Diagnosis and Remediation- Through continuous
assessment and regular tracking of learner performance, the
curriculum enables teachers to identify learning gaps early and
implement timely interventions.
2. Flexible Time for Catch-up and Intervention - By incorporating
intervention days like Catch-up Fridays, the MATATAG curriculum
gives teachers structured time to focus on students needing
additional help without rushing through the regular curriculum.
3. Data-Driven Decision Making- Teachers use data from
assessments to make informed decisions about the type of
intervention each learner requires, ensuring that the instruction is
focused on specific areas where students are struggling.

12. How the MATATAG Curriculum Addresses Learning
Gaps
1. Focus on Literacy and Numeracy- The early years under the
MATATAG curriculum emphasize building strong foundations in
literacy and numeracy, which helps prevent learning gaps from
widening as students progress through higher grades.
2. Individualized Learning Plans- Teachers are encouraged to
develop individualized learning plans for students with significant
learning gaps. These plans help guide the teacher’s interventions and
provide personalized learning pathways for students.
3. Community and Parental Involvement - The curriculum also
emphasizes the role of the community and parents in supporting
students’ learning, ensuring that interventions are reinforced at home
and in the community.

13. Catch-up Fridays: Purpose and Structure
The effective implementation of Catch-up
Fridays involves careful planning and
coordination by teachers to maximize the benefits
of this intervention time by following this
suggested structure for how Catch-up Fridays
can be designed and implemented

14. 1. Assessment and Data-Driven Planning (Pre-Friday
Preparation)
Use of Formative Assessments- During the week, teachers collect data
through formative assessments (quizzes, homework, class activities, etc.)
to identify which students are struggling and in what areas.
Review of Learning Progress- Teachers analyze the assessment results
and review student performance to pinpoint specific learning gaps,
categorizing students based on their needs (e.g., numeracy, literacy,
comprehension issues).
Planning Interventions - Based on the data, teachers prepare
individualized or small-group learning plans for Friday, focusing on the
concepts or skills that need reinforcement.

15. 2. Grouping of Students for Targeted Support (Friday Session)
Flexible Grouping
On Catch-up Fridays, students are grouped according to their learning
needs. For example:
Group 1: Students who need help with basic literacy or numeracy skills.
Group 2: Students who need additional practice with specific concepts or
skills.
Group 3: Advanced students who can be challenged with enrichment
activities or projects.
Teacher-Led and Peer-Led Activities- Teachers lead small-group
instruction for students who need direct intervention, while other
students may engage in peer tutoring, self-paced learning activities, or
independent practice.

16. 3. Differentiated Instruction and Activities (Friday Learning)
Differentiated Instruction
Teachers apply differentiated strategies by modifying tasks,
instructional materials, or learning techniques based on the needs of
each group
For struggling students- may break down concepts into smaller,
more manageable steps, use visual aids, or offer one-on-one
support.
For advanced learners- can provide more challenging tasks, such as
research projects, extension activities, or real-world applications of
concepts.
Use of Remedial Resources-may use educational resources
(worksheets, digital learning tools, video lessons) tailored to different
learning styles (visual, auditory, kinesthetic) to provide varied

17. 4. Self-Paced and Enrichment Activities
Independent Learning- Students who don’t require intensive
support can work on self-paced enrichment activities that deepen
their understanding or explore topics beyond the curriculum. These
activities can include:
Project-based learning
Interactive digital platforms or educational games
Exploration of topics related to environmental awareness or
sustainability
Reflection Activities- Students are encouraged to engage in
reflective exercises where they review what they have learned during
the week, identify areas where they still need improvement, and set
personal learning goals.

18. 5. Continuous Monitoring and Feedback (Friday Closure)
Real-Time Feedback
Throughout the Friday session, teachers provide immediate feedback to
students, correcting misconceptions and guiding them towards improved
performance.
Tracking Progress- keep records of each student’s progress during
Catch-up Fridays, noting improvements and areas that still need
attention. These records help in adjusting future lesson plans and
interventions.
Student Reflection- At the end of the session, students are given time to
reflect on what they have learned or accomplished during the day. This
reflection can take the form of journal writing or group discussions.

19. Implementation Considerations for Catch-up
Fridays
1. Time Allocation- Schools should designate sufficient time on Fridays for interventions, allowing
teachers to conduct meaningful remediation without rushing.
2. Collaboration among Teachers- Teachers from different subject areas or grade levels may
collaborate on Catch-up Fridays, sharing strategies, pooling resources, or rotating between groups
of students to provide specialized support.
3. Parental Involvement- Schools can encourage parents to reinforce learning at home by sharing
insights from Catch-up Fridays and offering suggestions for how parents can help their children
during the weekend.
4. Flexible Classroom Setup- Classrooms may need to be re-arranged to facilitate group work or
individual instruction, ensuring that students who need focused attention have a quiet space to learn
without distractions.
5. Use of Technology- For schools with adequate resources, technology can play a crucial role in
Catch-up Fridays, providing digital platforms for personalized learning or access to educational
apps and tools that enhance remediation efforts.

20. Benefits of Catch-up Fridays
1. Immediate Intervention- Struggling students receive timely support
before learning gaps become larger or unmanageable.
2. Preventing Learning Gaps- Continuous focus on remediation and
mastery of competencies reduces the risk of long-term academic
difficulties, ensuring that learners move forward only when they are ready.
3. Enhanced Teacher-Student Engagement- Teachers have more time for
one-on-one interactions with students, fostering better understanding and
relationships.
4. Tailored Instruction- The flexibility of Catch-up Fridays allows teachers
to adapt their teaching approaches to meet the specific needs of each
learner, ensuring that no student is left behind.

21. Identifying Learning Gaps and
Setting Objectives
One of the most critical steps in planning effective interventions
like Catch-up Fridays is accurately identifying learning gaps and setting
clear, measurable objectives for addressing them. This ensures that
targeted interventions are focused, relevant, and have a measurable impact
on student progress.

22. A. Methods for Identifying Learning Gaps
1. Formative Assessments
1. Quizzes, Tests, and Assignments
2. Exit Tickets
3. Observation and Class Participation
4. Classroom Discussions and Questioning.
2. Diagnostic Assessments:
1. Baseline Testing
2. Reading and Math Proficiency Tests
3. Performance Tasks
3. Student Self-Assessment:
1. Reflection Activities
2. Surveys and Questionnaires
4. Data from Summative Assessments
1. Exam Results
5. Teacher Collaboration and PLCs:
1. Professional Learning Communities (PLCs)
Learning gaps refer to the difference between what students are expected to know or be
able to do at a particular stage of their learning journey and their actual performance.
Identifying these gaps involves a systematic approach that includes assessment,
observation, and analysis.

23. TYPES OF LEARNING GAPS
1. Foundational Gaps
These gaps occur when students lack basic skills in core areas like reading,
writing, and numeracy, which can make it difficult to grasp more advanced
concepts.
2. Conceptual Gaps
Students may have missed or misunderstood key concepts within a subject. For
example, a student may struggle with solving equations because they don’t
understand algebraic principles.
3. Skill-Based Gaps
Some students may have difficulty applying knowledge to tasks, such as writing
essays, solving complex problems, or conducting experiments.
4. Behavioral and Engagement Gaps
Gaps may also arise from non-academic factors like lack of engagement,
motivation, or poor study habits, which prevent students from performing at their
best.

24. Setting Objectives for Intervention
Once learning gaps have been identified, the
next step is to set clear, measurable objectives for
your intervention. These objectives should be specific
to the identified gaps and should guide the planning
and execution of Catch-up Fridays or any other
intervention strategies.

25. A. Characteristics of Effective
Learning Objectives (SMART):
•Specific
Objectives should clearly define what the student will be
able to achieve. Avoid vague goals like "improve in math." Instead,
focus on specifics like "master basic multiplication and division.“
•Measurable
Objectives should be quantifiable, meaning there is a clear
way to measure whether they have been achieved. For example,
"Student will be able to solve 8 out of 10 two-step equations
correctly."

26. •Achievable
Objectives should be realistic, based on the student’s current level of
understanding. Stretch goals are important but should be within reach
with proper support.
•Relevant
The objectives should directly address the learning gaps identified. If
the gap is in reading comprehension, the objective should focus on
improving that skill, not an unrelated area.
•Time-bound
Set a timeline for when the objective should be met, such as "within
the next two weeks" or "by the end of the term." This provides urgency
and structure to the intervention process.

27. Differentiated Instruction:
Planning and Implementation
Differentiated Instruction is an instructional approach that aims
to cater to the diverse learning needs, abilities, and interests of students by
modifying teaching strategies, content, learning activities, and assessments.
It allows teachers to provide personalized learning experiences to ensure all
students have equitable opportunities to succeed, especially within the
MATATAG Curriculum Framework and interventions like Catch-up
Fridays.
Effective planning and implementation of differentiated instruction
require an understanding of student diversity, flexible instructional
strategies, and ongoing assessment to monitor progress.

28. 1. Key Principles of Differentiated Instruction
Before diving into the planning and implementation process, it’s
important to understand the foundational principles of differentiated instruction:
Student-Centered Approach- Differentiated instruction puts students’ needs at
the core of the learning process, tailoring instruction to address their individual
strengths and challenges.
Flexibility in Teaching- Teachers adjust the content, process, and products of
learning to fit the varied learning profiles of students (e.g., readiness levels,
interests, and learning styles).
Ongoing Assessment and Adjustment- Continuous assessment allows teachers
to monitor student progress and make adjustments to instruction as needed. This
ensures that each student remains engaged and challenged.
Respectful Tasks- Every student, regardless of their level of ability, should be
engaged in tasks that are both challenging and meaningful.

29. Implementing Differentiated Instruction
Once a plan is in place, the next step is to implement differentiated
instruction in the classroom. This requires flexibility, ongoing monitoring, and an
inclusive classroom culture.
A. Grouping Strategies- Grouping students is essential for differentiated
instruction, and various grouping methods can be employed:
Flexible Grouping- Students are grouped based on the specific skill or
content they are working on, and these groups can change depending on their
progress. For example, a student may be in an advanced reading group but in a
remedial math group.
Small Group Instruction- Teachers can work with small groups for
targeted instruction, allowing for more personalized attention and support.
Peer Tutoring and Collaboration- Pairing more advanced students with
those who are struggling can help foster collaboration and peer learning,
benefiting both groups.
Interest-Based Grouping-Group students based on shared interests or
preferred learning styles to increase engagement in tasks.

30. Differentiated Instructional Strategies
Tiered Assignments- Tiered assignments allow all students to work on the same
essential concepts but at different levels of complexity or depth. Each tier should be
appropriately challenging but achievable for the group of students.
Example:
In a math lesson on fractions, one group may work on identifying fractions,
another group may focus on adding and subtracting fractions, and a third group
may solve real-world fraction problems.
Choice Boards- Offer students a menu of tasks that cater to different learning
preferences and levels of readiness. Students can choose tasks based on their
interests or learning needs.
Example:
In a language arts class, students might have the option to write an essay,
create a visual project, or perform a skit to demonstrate their understanding of a
novel.

31. Learning Stations- Create stations around the classroom where students can engage
in different activities, each designed to reinforce specific skills or concepts.
Example:
In a science class, stations might include hands-on experiments, multimedia
presentations, reading assignments, and group discussions.
Scaffolding- Provide structured support for students as they tackle new material. Over
time, gradually remove these supports as students gain more independence.
Example:
In a writing task, provide sentence starters, graphic organizers, or model answers
to help students who are struggling with structure.
Exit Tickets and Reflection Activities- Use exit tickets at the end of lessons to assess
understanding and gather feedback on student learning. This helps in adjusting future
lessons to meet student needs.
Example:
Ask students to write one thing they learned and one thing they still find
confusing at the end of a lesson.

32. Collaborative Learning and Peer
Coaching
Collaborative Learning and Peer Coaching are two powerful strategies
that foster active participation, shared responsibility, and professional
growth among students and teachers alike. When integrated effectively
within classroom settings and professional learning environments, these
strategies can create supportive networks that enhance both student
learning and teacher development.

33. A. Key Principles of Collaborative Learning
Shared Responsibility- All group members are accountable for their
contributions and for the group’s success.
Active Participation- Each student is actively involved in the learning process,
ensuring that all voices are heard and valued.
Interdependence- Group members rely on one another to achieve their goals,
which fosters cooperation and teamwork.
Individual Accountability- While collaboration is emphasized, each student is
still responsible for their own learning and must contribute effectively to the
group.
Social Skills Development- Collaborative learning helps students develop
communication, conflict resolution, and leadership skills.

34. Peer coaching
Peer Coaching is a professional development
strategy that involves educators working together to
support each other in improving their teaching practices. In
this approach, teachers observe each other’s classes,
provide constructive feedback, and engage in reflective
discussions. Peer coaching is non-evaluative and focuses
on professional growth through mutual support and
collaboration.

35. Key Principles of Peer Coaching
1. Trust and Confidentiality- For peer coaching to be effective, there must be a
foundation of trust between teachers. Discussions and feedback should remain
confidential and supportive.
2. Reciprocal Learning- Peer coaching is a two-way process where both participants
learn from each other, regardless of experience levels.
3. Non-Evaluative- The primary goal of peer coaching is to improve teaching practices
through feedback and reflection, not to evaluate or criticize.
4. Focus on Reflection- Reflection is at the heart of peer coaching. Teachers are
encouraged to reflect on their teaching strategies, classroom management, and student
outcomes to identify areas for improvement.
5. Goal-Oriented- Peer coaching should have specific goals related to teaching and
learning, such as improving instructional techniques, addressing learning gaps, or
enhancing student engagement.

36. Implementing Peer Coaching
1. Setting the Foundation- Begin by creating a culture of trust and collaboration within the
school or team. Teachers must feel comfortable being vulnerable and open to feedback
for peer coaching to be effective.
2. Identifying Areas of Focus- Before observations, teachers should identify the specific
areas of their teaching that they want to focus on during the peer coaching process.
These could include instructional strategies, classroom management, or assessment
techniques.
3. Pre-Observation Conference- The teacher being observed should meet with their peer
coach before the classroom observation to discuss the lesson plan, goals, and any
specific areas where they would like feedback.
4. Classroom Observation- The peer coach observes the lesson, focusing on the agreed-
upon areas. The observation should be non-judgmental, with the coach taking detailed
notes to provide feedback.
5. Post-Observation Conference
6. Action Plan and Reflection- Based on the feedback, the teacher creates an action plan
for implementing changes in future lessons. Ongoing reflection and follow-up coaching
sessions can help the teacher track their progress and continue improving.

37. REFLECTION

38. Within the MATATAG Curriculum
Framework, differentiated instruction is crucial
for ensuring that all learners, regardless of
their starting points, have the opportunity to
succeed and meet their learning goals.
Through flexibility, creativity, and ongoing
assessment, differentiated instruction
empowers teachers to deliver personalized,
meaningful instruction that closes learning
gaps and promotes mastery.

39. Collaborative learning and peer coaching are
transformative strategies that promote active
engagement, critical thinking, and professional growth
for both students and teachers. In classrooms,
collaborative learning helps students develop essential
skills such as teamwork, communication, and problem-
solving. For teachers, peer coaching fosters a culture of
continuous learning and reflective practice, ultimately
improving the quality of instruction and student
outcomes.

40. WRAP UP

41. THANK YOU….