Faculty inset on curriculum
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Faculty inset on curriculum

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  • This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course. <br /> Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. <br /> Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test. <br />

Faculty inset on curriculum Faculty inset on curriculum Presentation Transcript

  • • ICT in Education • Partnerships with Private Sector/Industry • Increase spending for Basic Education Teachers • Teachers benefits and Welfare • Pre-school • Feeding B A S I C Elementary ECE DSWD DOH LGUs • Training • Certification Program Grade 1 Readiness Test ul um • SBM • Critical learning resources • Hiring and deployment • BEC • Tech Voc • Food for • English, school Science, Math • Every Child a • NAT Reader • NCAE • Multi-Grade • A&E ri c Cur Scho ols Teacher Development and Supply Students Governance Vision: Functionally Literate Filipinos • Distance and alternative learning Special Education College/ University ? E D U C A T I O N High School CHED Public Schools Private Schools Drop-outs E TP S GA NCAE + Counselling Technical Vocational TESDA Labor Force Alternative Learning Accreditation & Equivalency Basic Education Framework INDUS TRY
  • Policies and Thrusts 2007-2010* 1. 2. 3. 4. 5. Make quality basic education accessible to all. Reduce the number of out-of-school youth and adults. Leap frog the quality of basic education into global standards (Basic Education Sector Reform Agenda or BESRA) Increase spending for basic education from all possible sources (public national + local, private sources, ODA) Tighten system governance and enhance school-based management. 2 * DepED Order 24, s. 2007
  • BESRA Key Result Areas Key Result Thrust 1. Schools and SBM Key Result Thrust 2. Teachers and their Development Key Result Thrust 3. National Learning Strategies and Quality Assurance & Accountability Key Result Thrust 4. Early Childhood, Alternative Learning and Private Education Key Result Thrust 5. Institutional culture change of DepED, modernization of finance, technological, administrative environments 3
  • Topics • Alignment of learning goals to learning approaches and learning activities • Assessment for Learning( Formative) • Assessment of learning (Summative) • Portfolio • Grading system kK12 • Learning Principles 1. AMT 2. WHERETO • Types of Learners ( IQ, Learning Modalities and Multiple Intelligence)
  • STRAND 4.4: Selects teaching methods , learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson REMY C. DATU MT-1 JUSTINO SEVILLA HIGH SCHOOL
  • Strand 4.4 in concept cluster Teaching methods Learning Goals/ Learning competencies DIVERSE LEARNERS Intellect Learning styles Learning activities Instructional materials
  • Nilalaman Mga Layunin Pagtataya Mga Kagamitan Mga Istratehiya Feedback
  • Inaasahang Resulta/ Bunga Plano sa Pagkatuto Pagtataya
  • Essential Content/ Objectives Performance (knowledge/skills) Understandings Standards Results/Outcomes Products/ Performances Essential Questions Assessment Criteria/ Tools Assessment Learning Plan Learning Activities Resources/ Materials
  • A Few Great Thinkers! Benjamin Bloom Jay McTighe Grant Wiggins Bloom’s Taxonomy McWilliams, 2009 Facets of Understanding
  • Introducing… Evaluation High Synthesis Benjamin Bloom Analysis Application Comprehension Bloom’s Taxonomy McWilliams, 2009 Knowledge Low
  • A Newer Look? Evaluation Synthesis Lorin Anderson and David Krathwohl Revised Bloom’s Taxonomy McWilliams, 2009 Creating Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering
  • Hey! What’s the Big Idea? Jay McTighe Grant Wiggins Facets of Understanding McWilliams, 2009
  • What we typically (incorrectly) do: Identify content to be acquired Without checking for alignment Brainstorm lessons to learn the content Without checking for alignment Create an assessment to see if they learned the content
  • Transfer++ (Create, Add value) WHERETO Assessment Perf. Standard Deepen UNDERSTANDING Firm Up Content Standard Explore
  • WHERETO W- How shall we help students know where they’re headed and why they’re going there? Where is the unit/lesson going? What is expected? In what ways will students be evaluated? H- How shall we hook and engage students’ interest through thought-provoking experiences at the beginning of each instructional episode?
  • WHERETO E- What experiences shall we provide to help students make their understandings real? How shall we equip them for success throughout the unit or course? R- How shall we cause students to reflect, revisit, revise, and rethink? E- How shall students express their understandings and engage in meaningful self-evaluation?
  • Beyond IQ • Robert Sternberg use of intellect rather than quantity solving analytical practical creative of intelligence as problem- Triarchic Theory!
  • STERNBERG’S INTELLIGENCES PRACTICAL CREATIVE ANALYTICAL An idea for assessing students according to Sternberg’s intelligences would be to use the following scenario: Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. Asyou listen, you get more and more interested. What do you want to know? Do you want to know all the little details that go into it? Do you want to know how it is being used? Do you want to know only enough information to think of other things to do? S tudents who choose the first question fall into the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.
  • Learning Modalities Visual Auditory Kinesthetic
  • Learning modalities are the sensory channels or pathways through which individuals give, receive, and store information.
  • The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and taste
  • Researchers, have concluded that in a classroom, the students would be approximately:          25-30% visual          25-30% auditory          15% tactile/kinesthetic          25-30% mixed modalities
  • “Change has a considerable “Change has a considerable psychological impact to the human psychological impact to the human mind. mind. To the fearful it is threatening because To the fearful it is threatening because it means that things may get worse. it means that things may get worse. To the hopeful it is encouraging To the hopeful it is encouraging because things may get better. because things may get better. To the confident, it is inspiring To the confident, it is inspiring because the challenge exists to make because the challenge exists to make things better.” things better.” Anonymous Anonymous