Plenary-IDEA-Orientation.pptx

CURRICULUM IMPLEMENTATION DIVISION-SDO BATANGAS

Regional Memorandum No. 296, s. 2020
Guidelines on the Preparation of PIVOT ID-
E-A Lesson Exemplars, Section 9 states that
“In line with the preparation for the Opening
of Classes come August 24, 2020 all public
elementary and secondary school teachers
shall prepare their PIVOT Lesson Exemplars
beginning June 8, 2020.

Contents:
1. Paradigm of IDEA and ICLEA
2. IDEA Framework
3. Paradigm of IDEA and 21st Century Skills
4. Comparison of DO 2 s. 2016 and RM 296 s.
2020 with the IDEA MODEL Outline and Key
points for Making the Exemplar
5. 21st century Skills Indicators of Performance
and the suggested assessments to meet for
each part of IDEA
6. 2C 2I R approaches and suggested activities

INSTRUCTIONAL DESIGN USING MULTIMODAL LEARNING DELIVERY
COMMUNICATION
COLLABORATION
Portfolio
Assessment

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIVOT
4A
Adjustments
(4Rs)
Specificities
in the DLL/
DLP
Introduction
Panimula
(I phase)
Communication Core
Knowledge
• Learning
Competency
• MELCs
• Desired
Learning
Outcomes
• Content
and Values
Recall In the I Phase,
the teacher
utilizes:
• appropriat
e
strategies
in
presenting
the learning
competency
and the
desired
learning
outcomes of
the day

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIVOT
4A
Adjustments
(4Rs)
Specificities
in the DLL/
DLP
• expound
on
previous
experience
s and core
knowledge
of the
learners

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIVOT
4A
Adjustments
(4Rs)
Specificities
in the DLL/
DLP
*This allows
teachers to
maximize
learners’
awareness of
their own
knowledge
as regards to
the content
and skills
required for
the session.

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIV
OT4A
Adjustments
(4Rs)
Specificities in
the DLL/ DLP
Development
Pagpapaunlad
(D Phase)
Collaboration Concepts
and Skills
• Concepts
and Basic
Skills
• Developme
ntal
Activities
Remediation In the D Phase,
the teacher:
• presents
activities,
tasks and
contents of
value and
interest to
the learners

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PI
VOT4A
Adjustments
(4Rs)
Specificities in the
DLL/ DLP
*Most of these
activities and
tasks must
simply and
directly revolved
around the
concepts to
develop and
master the skills
or the
competency

PIVOT 4A
Bow
Teaching –
Learning
Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIVO
T4A
Adjustments
(4Rs)
Specificities
in the DLL/
DLP
Engagement
Pakikipag
palihan
(E Phase)
Critical
Thinking
Cognitive
Tasks
-Learning
Opportunities
-Hands-on
Engaging
Activities
-Learning
Points
-Performance
or Output
Reflection In the E Phase,
the teacher:
-allows the
learners to be
engaged in
various tasks
and
opportunities
in building
their KSAVs to
meaningfully
connect their
learnings.

PIVOT 4A Bow
Teaching –
Learning Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/
PIVOT4A
Adjustment
s (4Rs)
DLL/ DLP
This further
requires
teachers to:
-engage and
expose all
learners to real
life situations
that will ignite
their interests
to meet the
expectations

PIVOT 4A Bow
Teaching –
Learning Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/P
IVOT4A
Adjustment
s (4Rs)
DLL/ DLP
-make their
performance
satisfactory
or produce a
product or
performance.

PIVOT 4A Bow
Teaching –
Learning Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/PIV
OT4A
Adjustments
(4Rs)
DLL/ DLP
Assimilation
Paglalapat
(A Phase)
Creativity
and
Innovation
Compet
encies
Core
Values
and
Habits
of Mind
-Learning
Delivery
Outcomes
-New
Skills/New
-
Knowledge/Ide
a
Habits of
Mind
Life Skills
Relearning In the A Phase, the
teacher brings the
learners to a process
where they:
-demonstrate
ideas,
interpretations,
mind set or
values and

PIVOT 4A Bow
Teaching –
Learning Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE
/PIVOT4A
Adjustme
nts (4Rs)
DLL/ DLP
-create pieces
of
information that
will form part of
their knowledge
in reflecting,
relating or
using it
effectively in
any situation or
context.

PIVOT 4A Bow
Teaching –
Learning Process
IDEA Instructional
Process and 21st
Century Skills
Focus R4AQUBE/
PIVOT4A
Adjustmen
ts (4Rs)
DLL/ DLP
This also requires
teachers to:
-encourage
learners in
creating
conceptual
structures giving
them the avenue
to integrate new
and old learnings.

DO 42, s. 2016 RM 296, s. 2020
I. Objectives
a. Content Standard
b. Performance
Standards
c. Learning
Competencies or
Objectives
I. Objectives
a. Most Essential
Learning
Competencies (MELC)
b. Enabling
Competencies

DO 42, s. 2016
II. Content
RM 296, s. 2020
II. Content
III. Learning Resources
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resource
B. Other Learning
Resources
A. References
c. Textbook Pages
d. Additional Materials from
Learning Resource
B. List of Learning Resources
for Development and
Engagement
Activities

IV. Procedures
a. Lesson Review
b. b. Purpose of the Lesson
c. Presentation of Samples
d. Discussion
e. Mastery Development
f. Application
g. Generalization and Abstraction
h. Evaluation
i. Additional Activities or
Remediation
IV. Procedures
a. Introduction
b. Development
c. Engagement
d. Assimilation
a
b
d
c
Comparison of DO 42 s.2016 and RM 296 s. 2020

V. Remarks V. Reflection on the Type
of Formative
Assessment Used for
This Particular Lesson
Comparison of DO 42 s.2016 and RM 296 s. 2020

CLOSER VIEW:
KEY POINTS TO WRITE THE
IDEA EXEMPLAR

I. Objectives

** Containing KSAV
Examples:
• Write clear instructions
• Present an argument for or against an
emotionally charged proposition
• Design a test for scientific questions

II. Content
Content – Living Things
Core Content - Living things that can
move, eat, grow and
reproduce
Learning Context - Characteristics of
living things

A. References
c. Textbook Pages
d. Additional Materials from Learning Resource
B. List of Learning Resources for Development and
Engagement Activities

Learner’s materials should be the module
and PIVOT 4A LM
Exemplar and Modules are aligned with
one another
Teacher’s material: Lesson Exemplar

IV. Procedures
a. Introduction
b. Development
c. Engagement
d. Assimilation

a. Introduction

How will you present the lesson to all
types of learners?

KEYPOINTS
Introduction:
Take into account the diversity of
learners
Communication Skills are embedded and
communicative skills activated
Must trigger the interest of the learners

consider the principle of authentic learning (prior
knowledge can be based from the experience of the
learners)
make learning objectives obvious and objectives
must be close to achieving the learning outcome
express the context of learning (how they will use it
in real life)
KEYPOINTS

consider the needs of the learners, their
attitudes and values
 appreciate the learners
clear and simple instructions directing
them to specific use in daily life
KEYPOINTS

*Write clear instructions on how to change a
bicycle tire
*Present an argument for or against assisted
suicide
*Design fair test for scientific questions about
preferred habitats or bugs or ants
Examples of objectives in Introduction Phase:

- Acknowledgement of ones abilities, interest and values
Activities in the introduction must be varied to cater different kinds of
learners:
1. Visual learners
2. Kinesthetic learners
3. Auditory learners
4. Stress learners
5. Ease learners
6. Scribble learners
7. Trust learners
8. Teach learners
9. Copy learners
the needs of the learners in the Introduction Phase:

- Appreciation of the learners’ differences
The teachers should be conscious that the way
of teaching and learning now is new and
different from the traditional, so the teachers
should be careful in giving tasks. It must be in
the context of the learners and can be done
independently.
the needs of the learners in the Introduction Phase:

- Clear simple instructions
Make the instructions easier to follow, and simpler to
understand.
Example:
For the first activity, get a piece of paper and a pen. I want
you to write the first three emotions/feelings you have felt
this morning.
Or:
Draw three emoticons that will show the three emotions you
felt this morning. Why did you feel it? Write a sentence
beside each emoticon.

Parts of the Module in the
Introduction:
What I need to know?
What is new?

INTRODUCTION
Core Content: BASIC NEEDS
GRADE LEVEL : GRADE 3 SCIENCE
• MOST ESSENTIAL LEARNING
COMPETENCY
• EXPLAIN THE USE OF WATER FROM
DIFFERENT SOURCES
• CONTEXT OF LEARNING
• SAVES WATER AND OTHER
RESOURCES AT HOME AND AT
SCHOOL IN THE CONTEXT OF
DAILY ACTIVITIES
DEPED CALABARZON - CLMD
Tell the uses of water
Describe the different sources of water
List the sources of water
State the uses of water
PRE REQUISITE SKILLS

b. Development

this part exposes the learner of what he knows, what
he knows but did not understand, and he does not
know
the teacher must expose the learners into three
activities corresponding to what he knew, what he
knew but did not understand, and he did not know
Collaboration is embedded in the development part

the teacher will present activities, tasks and
contents of value and interest to the learners
activities should revolve around the MELC
KEYPOINTS

in the face to face delivery mode, the learners
should be grouped in such a way that their learning
levels are unidentified. They will work together to
strengthen collaborative work
 in the modular delivery most, it is reiterated that the
learners will deal with the 3 activities
KEYPOINTS

the needs of the learners in the Development Phase:
-Directive assistance (first activity which
corresponds to what they know)
Cues:
In the module, the activity of the teacher must give
clear and simple step by step instruction on how
the activity is to be done
Example:
In the paragraph above, encircle the words you did
not understand

-Collaborative assistance (second activity which
corresponds to what they know but did not
understand)
Cues:
In the module, the teacher will instruct again the
learner to ask for assistance from their parents or
other members of the family to guide him/her in
answering the follow up questions. The learner can be
also instructed to browse books and other related
materials to accomplish the tasks.

Example:
Now, let us play a game, we call it Chain of Knowledge.
Directions:
1. List all the difficult words you found in the paragraph.
2. Once the list is ready, set the timer of your cellphone or any gadget
in 5 minutes.
3. You will go around your house to ask help to discover the meaning
of the difficult words.
4. When the members of the family were able to answer one or some
of the words, give them a hug after saying Thank you.
5. Repeat steps nos. 3 and 4 until all your difficult words are unlocked.
6. Do not forget to set the timer before you start.

Or:
After identifying the words you do not
understand, please ask your parents to assist
you to look for a book or any other reference
that will give you the meaning of the difficult
words.

-Non Directive assistance (third activity which corresponds to what
they do not know)
Cues:
In the module, the teacher must supply other materials to support the
learning to master the MELC
Example:
Now, open the file I sent you with the filename: Activity1_unlockvocab
You will see there a song entitled “Let us Change for the better” by
Teresa Basilan. Read the poem and look for the words similar to the
one you have unlocked earlier. Then answer the questions with at least
2 to 3 sentences.

Or:
Go to youtube using this link:
www.youtube.com/Letuschangeforthebetter
Follow the same instructions.

Parts of the Module for
Development Phase:
What I know
What’s In?
What is it?

c. Engagement

In the old format of DLL, this is the deepening
part.
Critical Thinking is embedded.
The teacher allows the learners to be engaged
in various tasks and opportunities in building
their KSA to meaningfully connect their
learning to real life situations.
KEYPOINTS

Note: the tasks must be connected with the
activities in the D.
The activities and learning of the learners
must be sustained
Follow up activities should be done for what
he knows, what he knows but did not
understand and what he does not know
KEYPOINTS

Varied Cognitive tasks
Do not ask the learners not available in his
learning environment at the moment
Learning Opportunities
The learners must realize that the lessons and the
tasks given are ways for him to learn and are part of
his academic progress.
the Needs of the learners in the engagement Phase:

Real or relevant life tasks/ Varied Learning
spaces
 The modules must explicitly express the
reasons why the lessons are being taken
specifically its relevant to the context of real
life.

Parts of the Module for the
Engagement Phase:
What’s more
What I can do
What other enrichment activities can I
engage in

d. Assimilation

Assimilation Phase
The teacher brings the learners to a process where they
develop ideas, interpretations, mindset or values and create
pieces of information that will form part of their knowledge in
reflecting, relating, or using them effectively in any situation or
context.
This phase requires teachers to encourage the learners in
creating conceptual structures giving them the opportunities to
integrate new and old learning.
Maximize their experiences and old learning.
KEYPOINTS

Assimilation Phase
Reflection is strengthened.
Creativity is embedded.
****Realizations must be done in this part whether
directly or indirectly, implicit or explicit.

- Community Contexts
This is the reason why we always mention that the activities from I
– D – E must be continuous, interrelated and connected. It must
lead to community context
-Processing time
Give enough time to the learners to do the tasks and process
them
-Acceptance
It is much easier to see the acceptance in F2F. But the
acceptance in the Modular approach will be reflected in the weekly
portfolio
the needs of the learners in the assimilation phase:

What I have learned
What I can show
Parts of the Module for Assimilation phase:

V. Reflection on the Type of
Formative Assessment Used for
This Particular Lesson
***The teacher will give simple and clear
instruction to accomplish this phase

In the form of open ended statement
Example:
The teacher will ask the learners to write in
their notebook, journal or portfolio their
personal insights about the lesson using the
prompts below.
I understand that ______________.
I realize that __________________.

21st century Skills Indicators of Performance
These are suggested assessments to meet for each part of IDEA
(INTRODUCTION PHASE)
Communication Skills
• Verbal Communications Skills
• Body Language
• Physical Communication
• Writing
• Visual Communication
• Humor
• Quick Wittedness
• Listening
• Presenting/Storytelling
• Interviewing
• Public Speaking

(DEVELOPMENT PHASE)
Collaboration Skills
•Leadership
•Team Building
•Strategic Planning
•Coaching and Mentoring
•Delegation
•Diplomacy
Responsiveness
•Influencing
•Selling
•Inspiring
•Persuasion
•Negotiation
•Collaboration
•Decision Making
•Supervising

(ENGAGEMENT PHASE)
Critical Thinking
• Networking
• Interpersonal Relationships
• Personal Branding
• Emotional Intelligence
• Self -awareness
• Emotional Management
• Adaptability
• Assertiveness
• Competitiveness
• Resilience
• Self - leadership

(ASSIMILATION PHASE)
Creativity
• Analysis
• Open-mindedness
• Problem Solving
• Organization

LESSON EXEMPLAR

Plenary-IDEA-Orientation.pptx

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