ILAW Framework

Froggy Jumps

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The ILAW Framework is under DepEd Order No. 016, s. 2026, “Guidelines on Lesson Planning and Learning Design.

Créé par

Julius Peter Tan

Philippines

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ILAW Framework


Froggy Jumps ILAW FrameworkVersion en ligne The ILAW Framework is under DepEd Order No. 016, s. 2026, “Guidelines on Lesson Planning and Learning Design. par Julius Peter Tan 1 A teacher notices that several learners are having difficulty achieving the intended learning competency. Before changing her teaching strategy, she reviews their outputs and assessment results. What should she do next? a Identify the specific learning gaps of the learners. b Identify the most appropriate teaching strategy. c Identify the available resources for the lesson. 2 During a lesson, a teacher realizes that her planned activity is not helping learners understand the concept. Which action best demonstrates responsive teaching? a Continue the activity until the lesson period ends. b Adjust the activity based on learners' demonstrated needs. c Replace the activity with a completely different lesson. 3 A teacher collects learners' written outputs after an activity. She examines common errors to determine what needs to be addressed in the next lesson. What practice is demonstrated? a Using evidence to improve instructional decisions. b Using assessment to complete classroom documentation. c Using learner outputs to determine quarterly grades. 4 Two teachers discover that their learners are struggling with the same competency. They discuss their experiences and share strategies that have worked in their respective classes. What is the best response? a Compare classroom results and identify the better teacher. b Use the same strategy without considering learner differences. c Share effective practices and develop appropriate solutions. 5 A teacher wants to introduce a new instructional strategy in her class. Before implementing it, she considers her learners' abilities, available resources, and classroom context. Why is this important? a It ensures that the strategy requires minimal classroom preparation. b It ensures that the strategy fits the learners' actual needs. c It ensures that the strategy follows the teacher's usual practice. 6 After implementing an instructional intervention, a teacher compares learners' performance before and after the intervention. What is the main purpose of this practice? a Determine whether the intervention improved learner performance. b Determine whether the intervention reduced teacher workload. c Determine whether the intervention increased classroom activities. 7 A teacher receives feedback from a colleague about an instructional strategy used in class. Instead of becoming defensive, the teacher reflects on the feedback and considers possible improvements. What does this demonstrate? a Reliance on external feedback instead of classroom evidence. b Openness to feedback and continuous professional improvement. c Dependence on colleagues for making instructional decisions. 8 A teacher observes that one instructional approach works well for some learners but not for others. She modifies her approach to respond to differences in learner needs. Which principle is demonstrated? a Instruction should prioritize the fastest learners in class. b Instruction should follow one consistent classroom approach. c Instruction should respond to diverse learner needs. 9 A school team reviews assessment data and identifies a recurring learning difficulty among learners. They agree to plan an intervention, implement it, and review the results afterward. What does this process emphasize? a Systematic improvement based on evidence and reflection. b Immediate implementation based on personal teaching preferences. c Independent decision-making based on individual classroom experiences. 10 A teacher reflects on a completed lesson and realizes that some activities did not effectively support the learning objectives. She uses this realization when planning her next lesson. What is the best description of her action? a She uses assessment to determine learners' final grades. b She uses reflection to improve future instructional practice. c She uses feedback to compare her performance with colleagues.

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ILAW Framework

Froggy Jumps

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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ILAW FrameworkVersion en ligne

par Julius Peter Tan

A teacher notices that several learners are having difficulty achieving the intended learning competency. Before changing her teaching strategy, she reviews their outputs and assessment results. What should she do next?

During a lesson, a teacher realizes that her planned activity is not helping learners understand the concept. Which action best demonstrates responsive teaching?

A teacher collects learners' written outputs after an activity. She examines common errors to determine what needs to be addressed in the next lesson. What practice is demonstrated?

Two teachers discover that their learners are struggling with the same competency. They discuss their experiences and share strategies that have worked in their respective classes. What is the best response?

A teacher wants to introduce a new instructional strategy in her class. Before implementing it, she considers her learners' abilities, available resources, and classroom context. Why is this important?

After implementing an instructional intervention, a teacher compares learners' performance before and after the intervention. What is the main purpose of this practice?

A teacher receives feedback from a colleague about an instructional strategy used in class. Instead of becoming defensive, the teacher reflects on the feedback and considers possible improvements. What does this demonstrate?

A teacher observes that one instructional approach works well for some learners but not for others. She modifies her approach to respond to differences in learner needs. Which principle is demonstrated?

A school team reviews assessment data and identifies a recurring learning difficulty among learners. They agree to plan an intervention, implement it, and review the results afterward. What does this process emphasize?

A teacher reflects on a completed lesson and realizes that some activities did not effectively support the learning objectives. She uses this realization when planning her next lesson. What is the best description of her action?