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Understanding and appreciating the conceptual framework of English K to 12 curriculum.pptx

Understanding and appreciating the conceptual framework of English K to 12 curriculum.pptx

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  • For no. 1, remember that the number of lessons per module dictates the number of groups to be formed. <br /> For no. 2, remind the participants that they will see the LM/TG Matrix after the instructions. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. <br /> After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. <br />
  • Present this slide as the beginning of the Abstraction phase. Review them on the connection among the Curriculum Framework, CG, LM and TG. <br /> Highlight the relationship of the CS and PS, and usage of the LM and TG will greatly help in achieving them. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Show this matrix after you have given all the instructions. <br /> After the allotted time in filling out this matrix, invite the participants to post and present their outputs through a gallery walk. <br />
  • Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. <br /> After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. <br />
  • Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. <br /> After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. <br />
  • Present this slide to the participants before they do the gallery walk. Instruct them to write their group’s answers and present it later to the group. <br /> After their presentations, process the activity by emphasizing their role as trainers in leading their participants in the mass training to come up with the same understandings they had in the activity. <br />

Understanding and appreciating the conceptual framework of English K to 12 curriculum.pptx Presentation Transcript

  • 1. Understanding and Appreciating the CF, CG, LM & TG Grade 9 - English
  • 2. Understanding and Appreciating the CF, CG, LM & TG DEPARTMENT OF EDUCATION My first name starts with C and my last name ends with K, concepts and principles are inside me. CURRICULUM FRAMEWORK
  • 3. Session Objectives DEPARTMENT OF EDUCATION In this learning session, the participants should be able to: 1. discuss the English Conceptual Framework by: • distinguishing its major components • showing relationship among the components • explaining how the Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG) are aligned with the Conceptual Framework
  • 4. Session Objectives DEPARTMENT OF EDUCATION 3. show appreciation of the curriculum in developing and producing a holistic Filipino learner/child 2. get familiarized with the contents of the Curriculum Guide, Learner’s Material (LM), and Teacher’s Guide (TG) In this learning session, the participants should be able to:
  • 5. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG ACTIVITY 1 Group Work
  • 6. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG What do you dream of these Filipino learners?
  • 7. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG What to do: 1. Think of your vision for the Filipino learners. 2. Brainstorm with your group to come up with only one vision. 3. Present your group’s output.
  • 8. ANALYSIS DEPARTMENT OF EDUCATION 1. How do you feel about your group’s output? Why? 3. How can this vision be achieved? 2. What have you envisioned for these children? 4. What is your role in realizing this vision? 5. What have you realized from this activity?
  • 9. Where is ENGLISH in the K- 12 Basic Education Curriculum Framework?
  • 10. Where is ENGLISH in the K-12 Basic Education Curriculum Framework? DEPARTMENT OF EDUCATION The K to 12 Basic Education Curriculum Framework In order to achieve holistic development, one must have effective communication skills which can be learned from the Language subjects (such as ENGLISH).
  • 11. Understanding the English Conceptual Framework
  • 12. LISTENING SPEAKING and VIEW ING READING VIEWINGand RESPONDING WRITING and REPRESENTING MAKING MEANING THROUGH LANGUAGE THINKING THINKINGTHINKING COMMUNICATIVE COMPETENCE and MULTILITERACIES THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE A S S E S S M E N T F E E D B A C K
  • 13. Philosophy, Rationale, and Guiding Principles
  • 14. Philosophy and Rationale DEPARTMENT OF EDUCATION • Language is the basis of all communication and the primary instrument of thought. • Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. • Therefore, language is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1 . • Language is the foundation of all human relationships. People use language to make sense of and bring order to their world.
  • 15. Guiding Principles DEPARTMENT OF EDUCATION • All languages are interrelated and interdependent. • Language acquisition and learning is an active process that begins at birth and continues throughout life. • Learning requires meaning. • Learners learn about language and how to use it effectively through their engagement with and study of texts.
  • 16. Guiding Principles DEPARTMENT OF EDUCATION • Successful language learning involves viewing, listening, speaking, reading and writing activities. • Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students.
  • 17. Guiding Principles DEPARTMENT OF EDUCATION An effective language arts and multiliteracies curriculum satisfies the following principles: 1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students’ understanding of their literacy heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students’ oral language and literacy through appropriately challenging learning;
  • 18. Guiding Principles DEPARTMENT OF EDUCATION 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. build on language, experiences, knowledge and interests that students bring to school; 9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10.assesses and reflects the students’ ability to interpret and/or communicate in the target language;
  • 19. The Needs of the Learners: The Context
  • 20. The Needs of the Learners: The Context DEPARTMENT OF EDUCATION Generation Z – born after 1994 until 2004 Who are they?  first generation to be born with complete technology  can email, text and use computers without any problems  often termed as digital natives  extremely comfortable with technology  can understand and master advancement in technology  social media platforms are a way to communicate with the outside world  rather stay indoors and use their electronics than play outdoors and be active  lead a sedentary life  creative and collaborative  adept at multi-tasking  unable to analyze complex data and information
  • 21. The Outcomes
  • 22. The Outcomes DEPARTMENT OF EDUCATION Produce graduates who apply the language conventions principles strategies skills (1) interacting with others (2) understanding and learning other content areas (3) fending for themselves in whatever field of endeavour they may engage in Ultimate goal of the Language Arts and Multiliteracies Curriculum COMMUNICATIVE COMPETENCE MULTILITERACIES
  • 23. The Outcomes DEPARTMENT OF EDUCATION Grammatical/Linguistic Competence Sociolinguistic Competence Discourse Competence Strategic Competence COMMUNICATIVE COMPETENCE Ultimate goal of the Language Arts and Multiliteracies Curriculum
  • 24. The Outcomes DEPARTMENT OF EDUCATION Traditional Literacy practices Social Literacy Ultimate goal of the Language Arts and Multiliteracies Curriculum
  • 25. The Outcomes DEPARTMENT OF EDUCATION  The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy.  Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.  Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in.
  • 26. The Conceptual Framework
  • 27. LISTENING SPEAKING and VIEW ING READING VIEWINGand RESPONDING WRITING and REPRESENTING MAKING MEANING THROUGH LANGUAGE THINKING THINKINGTHINKING COMMUNICATIVE COMPETENCE and MULTILITERACIES THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE A S S E S S M E N T F E E D B A C K
  • 28. The Conceptual Framework DEPARTMENT OF EDUCATION COMPONENT 1 Language Learning Process
  • 29. THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE
  • 30. The Conceptual Framework DEPARTMENT OF EDUCATION Spiral Progression  Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. Interaction  Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
  • 31. The Conceptual Framework DEPARTMENT OF EDUCATION Integration  The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration). Learner-Centeredness  Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
  • 32. The Conceptual Framework DEPARTMENT OF EDUCATION Contextualization  Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. Construction  Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
  • 33. The Conceptual Framework DEPARTMENT OF EDUCATION COMPONENT 2 Effective Language Use
  • 34. THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE
  • 35. The Conceptual Framework DEPARTMENT OF EDUCATION UNDERSTANDING CULTURES  Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. UNDERSTANDING LANGUAGE  Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. PROCESS AND STRATEGIES  Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts.
  • 36. The Conceptual Framework DEPARTMENT OF EDUCATION COMPONENT 3 Making Meaning Through Language
  • 37. LISTENING SPEAKING and VIEW ING READING VIEWINGand RESPONDING WRITING and REPRESENTING MAKING MEANING THROUGH LANGUAGE THINKING THINKINGTHINKING THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE
  • 38. The Conceptual Framework DEPARTMENT OF EDUCATION  The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula.  Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.  The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use.
  • 39. Alignment of the Language and Literacy Domains with the 5 sub-strands DEPARTMENT OF EDUCATION Integrated Language Arts Domains LISTENING SPEAKING READING WRITING VIEWING 1. Oral Language √ √       1. Phonological Awareness √         1. Book and Print Knowledge     √     1. Alphabet Knowledge √ √ √ √ √ 1. Phonics and Word Recognition √   √ √   1. Fluency   √ √     1. Spelling     √ √   1. Writing and Composition √ √ √ √   1. Grammar Awareness & Structure √ √ √ √   1. Vocabulary Development √ √ √ √ √ 11. Reading Comprehension 1. schema & prior knowledge 2. strategies 3. narrative text 4. informational text     √ √ √ 12. Listening Comprehension √ √       12. Attitudes towards language, literacy and literature √ √ √ √ √ 12. Study Strategies √ √ √ √ √
  • 40. Funnelling of Domains Across the K-12 Basic Education Integrated Language Arts Curriculum DEPARTMENT OF EDUCATION Domains K-3 4-6 7-10 11-12 Oral language             Phonological awareness             Book and Print knowledge             Alphabet knowledge             Phonics and word recognition             Fluency             Spelling             Writing and composition             Grammar awareness and structure             Vocabulary development             Reading comprehension             Listening comprehension             Attitude towards language, literacy and literature             Study strategies             Viewing            
  • 41. The Conceptual Framework DEPARTMENT OF EDUCATION COMPONENT 4 Holistic Assessment
  • 42. LISTENING SPEAKING and VIEW ING READING VIEWINGand RESPONDING WRITING and REPRESENTING MAKING MEANING THROUGH LANGUAGE THINKING THINKINGTHINKING COMMUNICATIVE COMPETENCE and MULTILITERACIES THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE A S S E S S M E N T F E E D B A C K
  • 43. The Conceptual Framework DEPARTMENT OF EDUCATION Holistic Assessment Proximity to actual language use and performance  activities that have authentic communicative function  actual performance in authentic situations  A holistic view of language  based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored  assessment approaches should be used for communication and self- expression  takes into account the whole learner and his or her social, academic, and physical context
  • 44. The Conceptual Framework DEPARTMENT OF EDUCATION Holistic Assessment An integrative view of learning  assessment attempts to capture the learner’s total array of skills and abilities  assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored  Developmental appropriateness  assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner  Multiple referencing  assessment entails obtaining information about the learner from numerous sources and through various means
  • 45. LISTENING SPEAKING and VIEW ING READING VIEWINGand RESPONDING WRITING and REPRESENTING MAKING MEANING THROUGH LANGUAGE THINKING THINKINGTHINKING COMMUNICATIVE COMPETENCE and MULTILITERACIES THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE A S S E S S M E N T F E E D B A C K
  • 46. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG ACTIVITY 2 Group Work
  • 47. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG What to do: 1. Skim through your copy of the document assigned to your group - Curriculum Guide (CG), Learner’s Material (LM), and Teacher’s Guide (TG). 2. Answer the worksheet assigned to your group. 3. Consolidate the answers of your group and write it in a manila paper. 4. Present your group’s output.
  • 48. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG Groups 1 and 4 – CS/PS Analysis Worksheet Groups 2 and 5 – Learner’s Material Analysis Worksheet Groups 3 and 6 – Teacher’s Guide Analysis Worksheet
  • 49. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG Groups 1 and 4 – CS/PS Analysis Worksheet
  • 50. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG Groups 2 and 5 – Learner’s Material Analysis Worksheet
  • 51. DEPARTMENT OF EDUCATION Understanding and Appreciating the CF, CG, LM & TG Groups 3 and 6 – Teacher’s Guide Analysis Worksheet
  • 52. ANALYSIS DEPARTMENT OF EDUCATION 1. How did you find the activity? Why? 3. How do you compare these materials to the one/s you used previously? 2. What can you say about the CG, TG and LM as presented? What commonality did you find in your answers? 4. How will these materials help the teachers in teaching the subject? 5. What difficulty do you foresee in using these materials? 6. What insights did you gain from this activity?
  • 53. ABSTRACTION DEPARTMENT OF EDUCATION Finish the incomplete statements below. The English Curriculum Framework is _______________________________________________________________ With the use of the curriculum guide, _______________________________________________________________ The learner’s material provides / addresses, _______________________________________________________________ The teacher’s guide provides / addresses, _______________________________________________________________ The CF, CG, LM, and TG are ____________________________________________. Therefore, ________ _______________________________________________________________
  • 54. APPLICATION DEPARTMENT OF EDUCATION We dream of Filipinos who passionately love their country and whose values and competencies  enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself  to better serve its stakeholders. To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: - Students learn in a child-friendly, gender-sensitive, safe, and motivating environment - Teachers facilitate learning and constantly nurture every learner - Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen - Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners The DepEd Vision The DepEd Mission