e-RPMS Tools for Teachers

 

 

    RPMS (Results-based Performance Management System) is a tool used by the Department of Education in the Philippines to assess the performance of its teachers and Master Teachers. The system helps to ensure that all educators in the country are providing high-quality education and meeting the necessary standards. RPMS Tools for Teachers and Master Teachers are designed to make the process of evaluation more efficient and effective.

RPMS Tools for Teachers and Master Teachers include various forms and templates that teachers use to document their performance, such as the Individual Performance Commitment and Review Form (IPCRF), and the Performance Improvement Plan (PIP). These documents allow teachers to set goals and objectives for themselves, track their progress, and demonstrate their achievements to their supervisors.

The IPCRF is a form that teachers use to outline their performance goals and targets for the school year. It includes specific areas of evaluation, such as Teaching Competencies, Instructional Management, and Professional Development. The form also includes a self-assessment section, where teachers can evaluate their performance and identify areas for improvement.

The Performance Improvement Plan (PIP) is a tool that is used to help teachers who are struggling to meet their performance targets. The PIP outlines specific areas where improvement is needed and includes strategies for improvement, as well as a timeline for achieving the goals.

In addition to these forms and templates, RPMS Tools for Teachers and Master Teachers also include various resources and training modules. These resources provide guidance on how to use the tools effectively, as well as tips and strategies for improving performance.

Overall, RPMS Tools for Teachers and Master Teachers are essential resources for educators in the Philippines. By using these tools, teachers can ensure that they are meeting the necessary standards and providing high-quality education to their students. Additionally, these tools provide teachers with the support and guidance they need to continually improve their performance and achieve their professional goals.

CLICK BELOW TO DOWNLOAD THE RPMS POWERPOINT E-RPMS PORTFOLIO T1-T3;

free:  e-RPMS PORTFOLIO T1-T3

Guide: 

DM_s2023_008

Disclaimer:

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LONG VOWEL SOUNDS

   

  Long vowel sounds are a type of vowel sound that is pronounced for a longer duration than short vowel sounds. In English, there are five vowel letters: A, E, I, O, and U. Each of these letters can represent both short and long vowel sounds.

    A long vowel sound is usually produced by holding the sound of the vowel for a longer period than usual. The long vowel sounds are usually represented by a vowel followed by a silent "e" (such as "cake," "kite," "note," "tube," and "rule"), or by a vowel followed by another vowel (such as "boat," "sheep," "rain," "beet," and "soil").

    The long vowel sound of "A" is pronounced like the "A" in "cake," "gate," and "face." This sound is made by positioning the tongue low and forward in the mouth while opening the mouth wide.

    The long vowel sound of "E" is pronounced like the "E" in "beet," "see," and "me." This sound is made by positioning the tongue high and forward in the mouth while opening the mouth slightly.

    The long vowel sound of "I" is pronounced like the "I" in "kite," "ride," and "time." This sound is made by positioning the tongue high and forward in the mouth while opening the mouth wide.

    The long vowel sound of "O" is pronounced like the "O" in "note," "go," and "home." This sound is made by positioning the tongue low and back in the mouth while opening the mouth wide.

    The long vowel sound of "U" is pronounced like the "U" in "tube," "cute," and "music." This sound is made by rounding the lips while positioning the tongue high and back in the mouth.

    It's important to note that long vowel sounds can be tricky, especially for non-native English speakers. It's important to practice and listen to examples of the correct pronunciation to improve your skills.

 

 Click below to download the free tarpapel:

LONG VOWEL SOUND TARPAPEL

GRADE 3 - 3RD QUARTER SUMMATIVE TEST

                                     

    A summative test is an evaluation that assesses a student's overall understanding of a subject or topic at the end of a unit, term, semester, or school year. It is typically given after a period of instruction and covers a wide range of topics, concepts, and skills that the student has learned.

    Summative tests are used to determine a student's mastery of the material covered in a specific time period and are often used for grading purposes. They may take various forms, such as multiple-choice tests, essay exams, oral presentations, or projects.

    While summative tests provide valuable information about a student's progress and achievement, they should not be the only means of assessment. Formative assessments, which are ongoing evaluations that provide feedback to students during the learning process, are also important to help students improve their understanding and skills.

softcopy:

FREE DOWNLOAD SUMMATIVE TEST 3RD QUARTER

Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 4

 

The Daily Lesson Log (DLL) is a tool used by teachers to plan and document their daily lessons. It is required by the Department of Education (DepEd) in the Philippines as a way to ensure that teachers are following the prescribed curriculum and standards.

GRADES 1 to 12                 DAILY LESSON LOG	School:		Grade Level:	III
	Teacher:	Credits to the Owner	Learning Area:	ESP
	Teaching Dates and Time:	NOVEMBER 18 – 22, 2019        (WEEK 4)	Quarter:	3RD QUARTER
I.LAYUNIN (Objectives)
A.Pamantayang Pangnilalaman ( Content Standards)		Naipamamalas ang pagunawa sa kahalagahan ng pananatili ng mga natatanging kaugaliang Pilipino kaalinsabay ng pagsunod sa mga tuntunin at batas na may kaugnayan sa kalikasan at pamayanan
B.Pamantayan sa Pagganap (Performance Standards)		Naipagmamalaki ang mga magagandang kaugaliang Pilipino sa iba’t ibang pagkakataon Naipamamalas ang pagiging masunurin sa mga itinakdang alituntunin, patakaran at batas para sa malinis, ligtas at maayos na pamayanan
C. MgaKasanayan sa Pagkatuto (Learning Competencies)		Palagiang pakikilahok sa proyekto ng pamayanan na may kinalaman sa kapaligiran      EsP3PPP- IIIe-g – 16.1
II.NILALAMAN (Content)		Paksang-Aralin: Aralin 3: Sumunod Tayo sa Tuntunin Pagsunod sa batas Trapiko: Ilaw -Trapiko
III. KAGAMITANG PANTURO (Learning Resources)
A.Sanggunian (References)
1.Mga pahina sa Gabay ng Guro (Teacher’s Guide Pages)
2.Mga Pahina sa Kagamitang Pang-Mag-aaral (Learner’s Materials Pages)
3.Mga pahina sa Teksbuk (Textbook Pages)
4. Karagdagang Kagamitan mula sa portal ng Learning Resource (Additional Materials from Learning Resources (LR) Portal)		ESP 3 Curriculum Guide
B.Iba pang Kagamitang Panturo (Other Learning Resources)		Road Safety for Kids Safe Kids Philippines Marte  A. Perez-Executive Director
IV.PAMAMARAAN (Procedures)
A.Balik-Aral sa  nakaraang aralin at/o pagsisimula ng aralin (Review Previous Lessons)		Pagwaswasto ng Takdang-Aralin. Balik-aral: Ano ang maaring mangyari kapag tumawid kahit saang bahagi ng kalsada?
B. Paghahabi sa layunin ng aralin (Establishing purpose for the Lesson)		Maliban sa pedestrian lane , ano pa ang maaring sundin sa pagtawid sa klasada?
C. Pag-uugnay ng mga halimbawa sa bagong aralin (Presenting examples /instances of the new lessons)		Itanong: Nakakita na ba kayo ng ilaw –trapiko? Ipakita ang kahulugan ng bawat kulay ng ilaw. 1.        Pulang ilaw- Pinatitigil ang mga sasakyan at tao  upang patawirin ang kabilang bahagi sasakyan man o tao. Ang mg atao ay may sariling right of way o ligtas na tawiran. May nakailaw na taong kulay berde. 2.        Dilaw- humanda na dahil iilaw na ang pulang ilaw. 3.        Berde-Senyales o hudyat na pinatatkbo na ang mga sasakyan 4.        Berdeng Arrow –na maaring pumasok ang sasakyan s ainterseksyon pakanan man o pakaliwa.
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan  #1  (Discussing new concepts and  practicing new skills #1.		Talakayin ang mga kulay ng ilaw –trapiko .
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2 (Discussing new concepts & practicing new slills #2)		Talakayin ang mga epekto ng pagsunod at paglabag sa ilaw-trapiko.
F. Paglinang sa  Kabihasaan (Tungo sa Formative Assesment 3) Developing Mastery (Leads to Formative Assesment 3)		Bakit dapat sundin ang ilaw –trapiko?
G. Paglalapat ng aralin sa pang araw-araw na buhay (Finding Practical Applications of concepts and skills in daily living)		Ano ang mangyayari sa mga sasakyan kung hindi hihinto sa pulang ilaw?
H. Paglalahat ng Aralin (Making Generalizations & Abstractions about the lessons)		Bakit dapat sundin ang ilaw-trapiko? Ang ilaw –trapiko ay nagtatakda ng kaligtasan sa kalsada.
I.Pagtataya ng Aralin (Evaluating Learning)		Isulat ang 😄 o 😟.         ____1. Sinusunod ko ang ilaw-trapiko sa pagtawid sa klasada. ____2. Tumuloy-tuloy sa pagtakbo ang sasakyan kahit pula na ang ilaw-trapiko. ____3. Sinusunod ng mga drayber ang ilaw-trapiko.. ____4. Nagkabanggaan ang 2 sasakyan dahil sa hindi pagsunod sa pulang –ilaw. ____5. Ang pagsunod sa ilaw-trapiko ay nagpapakita ng disiplina sa kalsada.
J. Karagdagang gawain para satakdang-aralin at remediation (Additional activities for application or remediation)		Iguhit ang ilaw-trapiko sa kuwaderno ng ESP . Kulayan ng angkop na kulay. Ipaliwanag ang kahulugan ng bawat isa.
V.MGA TALA (Remarks)
VI. PAGNINILAY (Reflection)
A.Bilangng mag-aaralnanakakuhang 80% sapagtataya (No.of learners who earned 80% in the evaluation)
B. Blgng mag-aaralnanangangailanganngiba pang gawain para sa remediation (No.of learners who requires additional acts.for remediation who scored below 80%)
C. Nakatulongbaang remedial? Bilangng mag-aaralnanakaunawasaaralin? (Did the remedial lessons work? No.of learners who caught up with the lessons)
D. Bilangngmga mag-aaralnamagpatuloysa remediation? (No.of learners who continue to require remediation)
E. Alin sa mga istrateheya ng patuturo na katulong ng lubos? Paanoitonakatulong? (Which of my teaching strategies worked well? Why did this work?)
F. Anong suliranin ang aking naranasan na solusyonan sa tulong ng aking punongguro at superbisor? (What difficulties did I encounter which my principal/supervisor can help me solve?)
G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga kapwakoguro? (What innovations or localized materials did I used/discover which I wish to share with other teachers?)

Softcopy: 

Daily Lesson Log (DLL) for Grade 3 Quarter 3 Week 4

DLL_ARALING PANLIPUNAN 3_Q3_W4
DLL_ENGLISH 3_Q3_W4
DLL_ESP 3_Q3_W4
DLL_FILIPINO 3_Q3_W4
DLL_MAPEH 3_Q3_W4
DLL_MATH 3_Q3_W4
DLL_MTB 3_Q3_W4
DLL_SCIENCE 3_Q3_W4
Mathematics 3 Q3 W 4 DLL.

FREE ALL EPSON Resetter : Epson L120-L220-L310-L311-L361-L363-L561-L563-L810-L811 Resetters.rar (Unzipped Files)

 (lenzchiofficial.blogspot.com)

    Resetting the waste ink pad counter for Epson L110, L210, L130, L300, L350, L355, and other similar models is a relatively simple process. However, before you proceed with the steps below, please note that resetting the waste ink pad counter involves clearing the internal memory of your printer, which means that the ink levels may not be accurately reported after the reset. Additionally, resetting the waste ink pad counter is not recommended by Epson, as it can cause damage to the printer if done incorrectly. Proceed at your own risk.

EPSON  Resetter : 

Epson L120-L220-L310-L311-L361-L363-L561-L563-L810-L811 Resetters.rar (Unzipped Files)

【100% FREE】 Adjustment Program

 Click the link below:

Epson L120-L220-L310-L311-L361-L363-L561-L563-L810-L811

Please follow the steps described below and your Epson L120 printer will be able to serve print again.

 

Steps to Reset Epson Printers Waste Ink Pad Counter with Pictures.
1. Download the Adjustment Programs below.

2. Open “Adjustment Program” Select Printer Model and Auto Selection Port.

3. Select "Particular Adjustment Mode". A list of options will appear. Choose a Waste ink pad counter. Click Ok.

4. Make sure the Main pad counter checkbox on this page is checked. Click the Check button to check the current protection counter’s value.

5. Make sure the Main pad counter checkbox on this page is checked. Click the Initialization button to reset the protection counter to the initial value.

6. Click "Finish".

7. Done. Restart your printer.

 

Please note that these steps may vary slightly depending on your printer model and the version of the Epson Adjustment Program you are using. If you encounter any issues during the process, it is recommended that you seek professional help or contact Epson support for assistance.

The Role of Technology in Developing Critical Thinking and Problem-Solving Skills in Students

 (lenzchiofficial.blogspot.com)

Technology has become an integral part of modern education, providing students with access to a wealth of information and a range of tools and resources to support their learning. However, technology can also play a critical role in developing students' critical thinking and problem-solving skills, which are essential for success in the 21st-century workforce. In this essay, we will explore the role of technology in developing critical thinking and problem-solving skills in students.

One of the key ways that technology can support critical thinking and problem-solving skills is by providing students with access to a wide range of information and resources. With the internet and digital databases, students can explore a range of perspectives and viewpoints, and evaluate the quality and reliability of sources. This process of gathering and analyzing information is a critical aspect of developing critical thinking skills.

Technology can also support problem-solving skills by providing students with access to a range of tools and resources that can help them to solve complex problems. For example, students can use online calculators, simulations, and modeling tools to analyze data and test hypotheses. They can also collaborate with their peers using online forums and messaging platforms to share ideas and work together to find solutions to complex problems.

Another way that technology can support critical thinking and problem-solving skills is by providing students with opportunities to engage in self-directed learning. With online courses and digital learning resources, students can pursue their interests and develop their learning pathways. This process of self-directed learning can help students to develop critical thinking and problem-solving skills by encouraging them to take responsibility for their learning and to think creatively and independently.

However, there are also risks associated with using technology to develop critical thinking and problem-solving skills. For example, students may become over-reliant on technology and fail to develop important social and emotional skills. Additionally, the quality and reliability of online resources may vary widely, which can make it difficult for students to differentiate between accurate and misleading information.

To effectively leverage technology to develop critical thinking and problem-solving skills in students, educators should consider the following strategies. First, educators should be intentional about selecting and evaluating digital resources and tools to ensure that they are high quality and reliable. Second, educators should provide students with opportunities to engage in collaborative learning and problem-solving using digital platforms. Third, educators should encourage students to develop self-directed learning skills by providing them with opportunities to pursue their interests and develop their learning pathways.

Technology can play a critical role in developing critical thinking and problem-solving skills in students. By providing access to a wide range of information and resources, supporting self-directed learning, and promoting collaboration and problem-solving, technology can help to prepare students for success in the 21st-century workforce. However, educators must also be mindful of the risks associated with technology use and work to ensure that students develop the social and emotional skills they need to succeed in their personal and professional lives.