This is in connection with the Multi-Year Guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers

2. DM_s2023_008-RPMS-2022-2024

3. Apply knowledge of
content within and
across curriculum
teaching areas.
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4. Understanding the following significant concepts facilitates a deeper appreciation of the indicator
and helps you deliver lessons that are responsive to content knowledge and pedagogy. So, let us
now acquaint ourselves with the following key concepts.

5. In applying intra- and interdisciplinary concepts in your teaching
practices, you may consider the following steps.
• Analyze the target learning competencies. Think of how you can translate these competencies to
learning objectives.
• Assess learners based on their diverse learning styles, needs, interests, engagement level, previously
mastered enabling competencies, and progression in the past lessons.
• Assess the setting, time and resources. Consider possible involvement of other teachers/resource
persons and expanding learning locale.
• Localize or contextualize the lesson and use relatable issues/concerns. You may use the following
criteria: a. Is it a real issue?, b. Are you personally interested in it?, and c. Is the scope of the issue
manageable?

6. Use a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.
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7. Understanding the following key concepts facilitates a deeper
appreciation of the indicator. So, let us now acquaint ourselves
with literacy and numeracy concepts.

9. Apply a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills.
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10. As Proficient teachers, we come to class every day with
the hope that we will make learning for every learner
meaningful. Equipped with sufficient knowledge and skills, we
embrace the world of diverse learners. One of the challenges
we face is how to engage them in classroom activities that
foster critical, creative, and higher-order thinking skills.
More than making our learners remember what we teach,
we also want them to use the knowledge they learn to analyze
problems, evaluate options, and create solutions. This can only
be possible when learners are provided with classroom
environments that develop and nurture their thinking skills.

11. Understanding the following significant concepts facilitates a
deeper appreciation of the indicator and helps you deliver
lessons that are responsive to creative, critical, as well as higher-
order thinking skills. So, let us now acquaint ourselves with the
following key concepts.

12. Understanding the following significant concepts facilitates a
deeper appreciation of the indicator and helps you deliver
lessons that are responsive to creative, critical, as well as higher-
order thinking skills. So, let us now acquaint ourselves with the
following key concepts.

17. Establish a learner-
centered culture using
teaching strategies that
respond to learners’
linguistic, cultural,
socioeconomic, and
religious backgrounds.
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18. To better appreciate the indicator, let us learn the following
key concepts in the context of this module.

19. To better appreciate the indicator, let us learn the following
key concepts in the context of this module.

20. To better appreciate the indicator, let us learn the following
key concepts in the context of this module.

21. SOME SIGNIFICANT POINTS ABOUT LEARNER-
CENTERED PEDAGOGY
• Structure classroom conversations to encourage respectful and equitable
participation.
• Use small groups to encourage non-competitive ways of learning and
encourage cross-cultural communication.
• Anticipate sensitive issues and acknowledge racial, class or cultural
differences in the classroom when appropriate.
• Model inclusive language.
• Use multiple and diverse examples.
• Personally connect with learners.
• Provide alternative means for participation.
• Respectfully communicate with learners.
• Address offensive, discriminatory, and insensitive comments.
• Perform a self-assessment or take teaching inventories.

22. Adapt and use
culturally
appropriate teaching
strategies
to address the needs
of learners from
indigenous groups.
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25. Use strategies for
providing timely,
accurate and
constructive feedback to
improve learner
performance.
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26. Let us start by introducing to you the
key concepts in providing feedback as one
of the processes in monitoring, assessing,
evaluating, and reporting learners’ needs,
progress, and achievement. Understanding
these concepts will guide you in
appreciating your role as embedded in
indicator 9 Use strategies for providing
timely, accurate, and constructive feedback

29. Feedback should be timely, accurate,
and constructive.
1. Timely. It should be provided immediately after showing proof of
learning, the student responds positively and remembers the
experience of what is being learned confidently. If we wait too
long to give feedback, the moment is lost and the student might
not connect the feedback with the action (Reynolds, 2017).
2. Accurate. It should target the appropriate learning needs.
3. Constructive. It should treat learning as a developmental rather
than a deficit issue. (Doughney, 2014

30. As a facilitator of learning, we need to
ensure that our students learn. It is not enough that
we deliver the lesson, but more importantly, we
have to support them along the teaching-learning
process. This can be best achieved if we provide
them with feedback during and after instruction so
that they are guided and monitored toward their
attainment of the learning goals.