Republic of the Philippines
Department of Education
REGION XII
Division of Sultan Kudarat
Lambayong II District
KATITISAN ELEMENTARY SCHOOL
131091
Annotation: Observable Indicator – Research-Based Knowledge and Principles of
Teaching and Learning
This lesson plan thoughtfully applies strategies grounded in sound educational research and best
practices. The use of scaffolded knowledge integration reflects Vygotsky’s theory of social
development, offering structured support that gradually builds students’ independence in learning.
Incorporating multimedia tools such as videos and interactive games follows the TPACK framework,
where technology, pedagogy, and content knowledge come together to deepen student
understanding. The approach to vocabulary development is guided by Marzano’s principles,
promoting retention and meaningful usage through visual and contextual engagement.
A variety of differentiated activities are embedded in the lesson, recognizing and responding to
students' diverse learning strengths based on Gardner’s Multiple Intelligences. These activities
promote creativity, problem-solving, and collaboration, encouraging each learner to shine.
Group work and real-life discussions around topics like recycling reflect social constructivist theories
and culturally responsive teaching, connecting academic content to learners' lives, communities, and
cultural backgrounds.
Finally, the lesson includes inclusive assessment tools—such as drill boards, visuals, and symbol-
supported tasks—aligned with the Universal Design for Learning (UDL) framework. These ensure
that all students, regardless of ability or background, can engage with and show mastery of the
content in meaningful ways.
Republic of the Philippines
Department of Education
REGION XII
Division of Sultan Kudarat
Lambayong II District
KATITISAN ELEMENTARY SCHOOL
131091
Minutes of Coaching and Mentoring Session
Date: April 5, 2025
Venue: Grade IV- Classroom
Coach: Mr. Jann Mark P. Oriel – Master Teacher II
Mentee: Ms. Normina P. Kamid – Teacher III
Grade/Subject: Grade 4 – EPP
Objective: Strengthen instructional delivery and classroom management strategies aligned with
21st-century learning competencies
Session Highlights:
1. Commendation on Lesson Delivery:
Coach acknowledged teacher’s mastery of integrating geometric patterns with appropriate
learning materials, fostering learner engagement.
2. Feedback on Literacy Strategies:
Discussion focused on using literary works to support interdisciplinary connections and
improve learners’ literacy skills.
3. Classroom Management Review:
Coach praised consistent reminders of classroom standards and suggested streamlining
grouping strategies to maximize instructional time.
4. 21st-Century Skills Integration:
Multimedia tools were reviewed as effective enhancers of learner comprehension and
critical thinking.
5. Inclusive Instructional Practices:
The teacher’s efforts to cater to multiple intelligences through differentiated activities were
discussed, highlighting enjoyment and cooperation among learners.
Action Plans:
1. Explore alternative grouping techniques to save time during transitions
2. Strengthen scaffolding approaches for struggling readers
3. Introduce more contextualized examples using local culture and community themes
4. Implement visual cues for behavior expectations to reinforce classroom standards
5. Schedule follow-up observation and peer sharing in the next SLAC session
Prepared by:
NORMINA P. KAMID
Teacher III
Republic of the Philippines
Department of Education
REGION XII
Division of Sultan Kudarat
Lambayong II District
KATITISAN ELEMENTARY SCHOOL
131091
Reflection Notes on Coaching and Mentoring Session
Coach: Mr. Jann Mark P. Oriel, Master Teacher II
Mentee: Ms. Normina P. Kamid Teacher III
Venue: Grade IV – Classroom
Date: April 5, 2025
Objective: Strengthen instructional delivery and classroom management aligned with 21st-century
learning competencies.
Key Insights and Reflections
Instructional Delivery: The teacher demonstrated strong mastery in integrating geometric
patterns with appropriate learning materials. This approach fostered high learner
engagement and showcased effective content delivery.
Literacy Integration: The use of literary works to support interdisciplinary connections
was commended. It enhanced learners’ literacy skills and deepened their understanding
across subjects.
Classroom Management: Consistent reinforcement of classroom standards was evident.
The coach recommended refining grouping strategies to optimize instructional time.
21st-Century Skills: Multimedia tools were effectively used to promote critical thinking
and comprehension. The teacher’s integration of technology supported learner autonomy
and engagement.
Inclusive Practices: Differentiated activities addressed multiple intelligences, resulting in
cooperative and enjoyable learning experiences. This reflects a commitment to inclusive
education.
Personal Reflections from the Teacher
“I realized the importance of streamlining transitions to maximize learning time.” “The feedback
on scaffolding strategies for struggling readers helped me rethink my support mechanisms.” “I’m
inspired to contextualize lessons using local culture to make learning more relatable.”
Action Points Moving Forward
1. Explore alternative grouping techniques for smoother transitions.
2. Strengthen scaffolding approaches for learners needing literacy support.
3. Integrate contextualized examples rooted in local culture and community.
4. Use visual cues to reinforce behavior expectations.
5. Participate in peer sharing during the next SLAC session.
Prepared by:
NORMINA P. KAMID
Class Adviser
Republic of the Philippines
Department of Education
REGION XII
Division of Sultan Kudarat
Lambayong II District
KATITISAN ELEMENTARY SCHOOL
131091
