Republic of the Philippines

Department of Education
Region ______
Schools Division of _______________
District of ______
_________________________________
_____________________________________________

INDICATORS SY 2024-2025

I. Objective Indicators
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies)
II. Content
III. (Learning
Resources)
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B.Other Learning
Resources
IV.Procedures
A.Review Indicator 2
Ensured the positive use of ICT to facilitate the
Previous Lessons teaching and learning process.
The teacher incorporated a well-structured PowerPoint presentation into their
lesson, featuring carefully designed animations to enhance the visual appeal
and understanding of key concepts. The presentation was tailored to the
lesson's objectives and aligned with the curriculum. Animations were used to
illustrate complex processes, making abstract concepts more concrete and
engaging for the learners.
B. Establishing Indicator 7
Applied a range of successful strategies that maintain
purpose for the learning environments that motivate learners to work
Lesson productively by assuming responsibility for their own
learning.
MOVs: The teacher employed various interactive and creative strategies to
cultivate a learning environment that fosters motivation, engagement, and self-
directed learning. By incorporating stories, videos, pictures, literary pieces, and
educational games, the teacher provided students with multiple ways to
explore the subject matter while encouraging them to take ownership of their
learning journey.
C. Presenting Indicator 3
Used a range of teaching strategies that enhance
examples learner achievement in literacy and numeracy skills.
/instances of the MOVs The teacher applied diverse, innovative approaches to teaching literacy
and numeracy by incorporating a variety of literary forms and multimedia tools.
new lessons These strategies were designed to make learning more engaging, interactive,
 and effective, helping learners grasp both language and mathematical
concepts while fostering critical thinking and creativity.
D. Discussing Indicator 5
Used effective verbal and non-verbal classroom
new concepts communication strategies to support learner
and practicing understanding, participation, engagement and
new skills #1. achievement.
MOVs: The teacher demonstrated mastery in classroom communication by
intentionally using clear, simple, and age-appropriate language to ensure that
all learners, regardless of their language proficiency, could easily grasp the
lesson. In addition to verbal communication, the teacher employed a variety of
non-verbal cues such as facial expressions, gestures, and visual aids to further
enhance comprehension and engagement.

E. Discussing Indicator 6
Maintained supportive learning environments that
new concepts & nurture and inspire learners to participate, cooperate
practicing new and collaborate in continued learning.
MOVs: The teacher utilized a variety of well-structured, interactive, and game-
skills #2 based activities that promoted teamwork, active participation, and
collaboration among learners. These activities were thoughtfully designed to
align with the lesson objectives while fostering an enjoyable and engaging
classroom atmosphere. The games and activities encouraged students to work
together, share ideas, and support one another in completing tasks, thereby
building their social skills and fostering a sense of community within the
classroom.

F. Leads to Indicator 8
Designed, adapted and implemented teaching
Formative strategies that are responsive to learners with
Assessment 3) disabilities, giftedness and talents.
MOVs:The teacher recognized the unique talents and abilities of each learner
and responded by creating a variety of differentiated activities that catered to
diverse learning preferences and strengths. These activities were thoughtfully
designed to align with the lesson objectives while allowing learners to apply
their talents—whether they excel in artistic expression, problem-solving,
communication, or other areas. The teacher ensured that each activity had
multiple entry points, offering learners opportunities to demonstrate
understanding and engage in the lesson in ways that suited their talents.

Indicator 1
Applied knowledge of content within and across
curriculum teaching areas.
MOvs: The teacher strategically designed lessons that connected concepts
from the primary subject area to relevant topics in other subjects, creating a
multidisciplinary approach. By integrating knowledge across different subjects
—such as blending mathematics with science, language with social studies, or
art with history—the teacher helped students see the interconnectedness of
knowledge. This approach enhanced students' ability to understand the
material in a broader context and apply their learning in real-world situations.

G. Finding Indicator 9
Planned and delivered teaching strategies that are
Practical responsive to the special educational needs of
Applications of learners in difficult circumstances, including:
concepts and geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement or
skills in daily disasters; child abuse and child labor practices.
living MOVs
The teacher recognized the unique challenges faced by learners in difficult
circumstances and thoughtfully adapted teaching strategies to meet their
needs. Through well-planned lessons and activities, the teacher made learning
relevant to the students’ daily experiences by incorporating real-life examples
and scenarios that addressed their specific contexts. This allowed learners to
see how the concepts taught in class could be applied to improve their
personal situations or the broader community.
Special attention was given to creating an inclusive environment, ensuring that
all learners—regardless of their challenges—could participate in the learning
process meaningfully. The activities were designed to build practical skills,
empathy, and resilience, helping learners navigate their daily struggles while
staying engaged in their education.

Indicator 3
H. Making Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
MOVsThe teacher implemented a student-centered approach to foster deeper understanding in both literacy and numeracy. By guiding
learners through discovery learning, the teacher encouraged them to explore concepts on their own and reach conclusions through active
Generalizations engagement with the material. This approach empowered learners to read, analyze, and synthesize information before generalizing key
ideas from the lesson.
Instead of directly providing all the answers, the teacher used probing questions and tasks that led learners to identify patterns,
& Abstractions relationships, or overarching principles. This allowed learners to internalize and articulate the lesson’s main ideas, strengthening their
critical thinking, literacy, and numeracy skills.

about the
lessons
I. Evaluating Indicator 3
Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Learning MOVs: The teacher employed a variety of teaching methods tailored to
enhance literacy and numeracy skills, such as interactive reading exercises,
problem-solving tasks, and hands-on activities. To ensure that the learners had
effectively understood and mastered the concepts, the teacher conducted an
evaluation at the end of the lesson. The evaluation was designed to measure
comprehension, application, and critical thinking in both literacy and
numeracy.
J. Additional Indicator 8
Designed, adapted and implemented teaching strategies that are
activities for responsive to learners with disabilities, giftedness and talents.
MOVs: The teacher adopted a differentiated approach to instruction by
application or designing assignments that aligned with each learner’s unique talents and
interests. This involved assessing students' strengths—such as artistic abilities,
remediation logical reasoning, verbal skills, or hands-on skills—and creating tasks that
allowed them to leverage these strengths effectively.