This document provides strategies for teaching Filipino, including descriptions of teaching techniques and their appropriate content and levels. One technique described is #ABRAKADABRA, which promotes a playful and engaging approach to teaching and learning. It combines modern and traditional theories like behaviorism and constructivism. Another technique is #AMBAGAN, which encourages students to contribute concepts and ideas related to lessons to empower their learning. Guidelines are provided for implementing the techniques, such as steps, skills developed, and rubrics for assessment. The document aims to provide teachers with fun, fruitful and artistic ways to teach Filipino effectively.
Isang presentasyon tungkol sa pakikinig, antas ng pakikinig, mga nakaka-impluwensya sa pakikinig, mga uri ng tagapakinig, mga sagabal ng pakikinig, at mga pamamaraan sa mabisang pakikinig.
This document provides strategies for teaching Filipino, including descriptions of teaching techniques and their appropriate content and levels. One technique described is #ABRAKADABRA, which promotes a playful and engaging approach to teaching and learning. It combines modern and traditional theories like behaviorism and constructivism. Another technique is #AMBAGAN, which encourages students to contribute concepts and ideas related to lessons to empower their learning. Guidelines are provided for implementing the techniques, such as steps, skills developed, and rubrics for assessment. The document aims to provide teachers with fun, fruitful and artistic ways to teach Filipino effectively.
Isang presentasyon tungkol sa pakikinig, antas ng pakikinig, mga nakaka-impluwensya sa pakikinig, mga uri ng tagapakinig, mga sagabal ng pakikinig, at mga pamamaraan sa mabisang pakikinig.
A lesson plan is a teacher's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning.
LITERACY AND SKILLS INTERVENTION PLAN IN FILIPINO.pptxSheenaMaeMahinay
1. The literacy and skills intervention plan aims to improve Filipino literacy skills among learners from frustration and instructional levels to independent levels.
2. Key objectives include motivating learners on the importance of Filipino reading, achieving higher literacy skills, and establishing regular reading habits.
3. The plan involves preparatory, implementation, and evaluation phases including teacher orientations, daily reading activities, one-on-one tutoring, assessments to evaluate results, and submission of accomplishment reports.
2010 Secondary Education Curriculum- Kalimitan, ang pagpapalit o pagbabago ng kurikulum sa Pilipinas ay isinasagawa tuwing ikasampung taon.
Ngunit bunga ng mabilis na pagbabago sa larangan ng edukasyon at patuloy na paglaganap ng mga makabagong kaalaman at impormasyon, naniniwala ang Kawanihan ng Edukasyong Sekondari na dapat nang isaayos ang kasalukuyang kurikulum upang sa gayo’y makaagapay at matugunan nito ang mga pangangailangan ng ating lipunan at ng mga mag – aaral ng kasalukuyang panahon.
Music grade 1 least learned competenciesMyleneDiaz5
LEAST COMPETENCIES AND STRATEGIES NEEDED TO MODIFY AND MEET ITS CONTENT...AIMING ALL TEACHERS IN MAPEH TO BE CONSIDERATE AND USE THESE LEAST COMPETENCIES IN ORDER TO ATTAIN EACH COMPONENTS' OBJECTIVES IN THEIR LESSON PLANNING IN MAPEH SUBJECTS
A lesson plan is a teacher's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning.
LITERACY AND SKILLS INTERVENTION PLAN IN FILIPINO.pptxSheenaMaeMahinay
1. The literacy and skills intervention plan aims to improve Filipino literacy skills among learners from frustration and instructional levels to independent levels.
2. Key objectives include motivating learners on the importance of Filipino reading, achieving higher literacy skills, and establishing regular reading habits.
3. The plan involves preparatory, implementation, and evaluation phases including teacher orientations, daily reading activities, one-on-one tutoring, assessments to evaluate results, and submission of accomplishment reports.
2010 Secondary Education Curriculum- Kalimitan, ang pagpapalit o pagbabago ng kurikulum sa Pilipinas ay isinasagawa tuwing ikasampung taon.
Ngunit bunga ng mabilis na pagbabago sa larangan ng edukasyon at patuloy na paglaganap ng mga makabagong kaalaman at impormasyon, naniniwala ang Kawanihan ng Edukasyong Sekondari na dapat nang isaayos ang kasalukuyang kurikulum upang sa gayo’y makaagapay at matugunan nito ang mga pangangailangan ng ating lipunan at ng mga mag – aaral ng kasalukuyang panahon.
Music grade 1 least learned competenciesMyleneDiaz5
LEAST COMPETENCIES AND STRATEGIES NEEDED TO MODIFY AND MEET ITS CONTENT...AIMING ALL TEACHERS IN MAPEH TO BE CONSIDERATE AND USE THESE LEAST COMPETENCIES IN ORDER TO ATTAIN EACH COMPONENTS' OBJECTIVES IN THEIR LESSON PLANNING IN MAPEH SUBJECTS
This document summarizes an inset report from Tandag Central Elementary School. It provides details on the number of teachers at the school and their grade level assignments. It also outlines two recent learning action cell (LAC) sessions conducted for teachers, including topic areas addressed, delivery format, and number of participating teachers. The report notes that one LAC session was rescheduled due to a conflicting school event. It identifies overlapping school and division activities as a challenge and recommends rescheduling LAC sessions to better accommodate teacher schedules.
PHILOSOPHICAL FOUNDATION OF EDUCATION.pptxKLebVillaloz
This document provides an introduction to the sociological foundations of education. It begins by defining key terms like sociology, education, educational sociology, and sociology of education. It explains that sociology of education studies education as a social institution and process, examining how social institutions and experiences shape education and its outcomes. The document outlines the objectives and scope of studying sociology of education, including understanding the roles of social class, culture and other factors. It differentiates educational sociology, which applies sociology to education, from sociology of education, which recognizes education as a social phenomenon. Finally, it discusses the functions of education in society such as cultural transmission, developing new social patterns, and activating constructive forces.
The letter informs the school head that the writer is a SLAS writer for Edukasyon sa Pagpapakatao in the division. It serves as proof that the SLAS materials were being used at the school. An attachment lists the SLM materials created by the writer. The writer believes the locally made SLAS materials have been helpful for students, especially those struggling with distance learning during the Covid-19 pandemic.
1) Tandag Central Elementary School conducted an online orientation on the revised implementation of Homeroom Guidance during the pandemic on October 12, 2021. The orientation was led by the school principal and homeroom guidance designate and aimed to empower students to adapt to the new normal.
2) The orientation presentation from the Bureau of Curriculum Development highlighted that Homeroom Guidance should be considered part of the mental health component of the K-12 curriculum and serve as a tool to promote life skills development through proactive, preventative, and educational methods.
3) A total of 37 participants including teachers, parents, and the school principal attended the successful and well-delivered online orientation meeting.
This document outlines the homeroom guidance action plan for Tandag Central Elementary School for SY 2021-2022. It details the objectives, activities, timeline and responsibilities for implementing the homeroom guidance program based on DepEd guidelines. Key aspects of the plan include formulating the guidance program, orienting teachers and parents, monitoring implementation, providing intervention for students, and evaluating and modifying the program. The goal is to fully implement the homeroom guidance curriculum and help develop students' personalities through various classroom and extra-curricular activities over the course of the school year.
4. • pagpapakilala ng mga larawan ng mga bagay na
nagsisimula sa tunog na pinag-aaralan
• pagpapakilala ng tunog
• pagpapakita nga hugis ng tunog
• Ipagpapakilala ng titik
• Ipagsulat ng hugis sa hangin, sa sahig, sa palad etc.
• Ipagsulat ng hugis ng titik sa papel
• Ipagsulat ng hugis ng titik sa papel
• Pagsusulat ng simulang titik
5. • Pagsasama ng mga tunog upang
makalikha ng isang makabuluhang
salita
m s a ………………………
ama mama asa
sama sasama am
masama aasa
7. • Pagbubuo ng mga parirala at pangungusap
Sasama ang mga mama.
Sasama ang Mama kay ama.
Aasa ang Mama sa ama.
8. • Pagbasa ng mga salita, parirala at
pangungusap
• Pagsagot sa tanong na may:
Sino
Ano
Saan-nasan
Kanino
9. • Pagbasa ng maikling kuwento
• Pagsagot ng mga tanong
tungkol sa kuwento
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20. English lesson Filipino Lesson
Storyreading Pagbasa ng Kuwento
Postreading Activities Mga Gawain
Pagkatapos mg basa
Language Lesson Wika
Oral Language Activities Panimulang Pagbasa
(Marungko)
21. English lesson Filipino Lesson
Storyreading Pagbasa ng Kuwento
Postreading Activities Mga Gawain Pagkatapos
mg basa
Language Lesson Wika
Oral Language Activities Panimulang Pagbasa
(Marungko)
22. Sa Fuller Technique,kailangan muna ng
batang matutuhan ang tunog ng lahat
na katinig (consonants) bago mag-
umpisang magbasa ng Maikling salita.
23. Sa Marungko Approach, maaari na ang
batang magbasa ng maikling salita sa
ikatlong leksyon. Ang mga salita ay
bu=inubuo ng mga titik na napag-
aralan na.
24. Ang Pagkasunod-sunod na Pagtuturo ng mga
Titik
1. M 8. U 15.Ng
2. S 9. T 16. P
3. A 10. K 17. R
4. I 11. L 18. D
5. O 12. Y 19. H
6. B 13.N 20. W
7. E 14. G Mga Titik Banyaga
25. Ang Sunod-sunod na mga Pagsasanay sa
Pagturo ng Panimulang Pagbasa:
• Pagbasa ng kuwento o tula na maaaring
basehan ng leksyon sa pagbasa(optional)
• Paglinang ng talasalitaan
• Pagtunog ng titik
• Pagsulat ng titik
• Mga Pagsasanay
26.
27.
28.
29. • Nasa mesa ang mga handa sa kaarawan ni
Beth.
• Anu-ano ang nasa mesa? Sasabihin natin ang
mga pangalan.
“May piniritong manok, hiniwang melon, nilagang
mani at inihaw na mais.”
• SasabIhin ng guro: “Ituro ang larawanng
hiniwang melon. . .”
30.
31. “Pakinggan natin ang tunog ng M.
Ito ay tunog na sinasabi natin kapag
may naamoy tayong masarap sa
mesa.”
“Tunugin natin ang M.”
Papakinggan ng guro ang bawat
pangkat/hanay/bata sa pagtunog ng
M.
32.
33.
34. “Sabihin natin ang pangalan ng
bawat larawan ditto sa tsart.”
(medyas at sapatos; mangga at atis;
mansanas at ubas; lagare at
martilyo)
Itatanong: “Alin ang mga larawan na
nag-uumpisa sa m ang pangalan?
Bilugan.”
35.
36. b. Ipakita ang mga larawan ng atis, aso,
anino,
alimango, apoy, abaniko at apa.
c. Sabihin: tingnan ninyo ang maaari pang
makausap ni Bilog. Sabihin ninyo ang
mga
pangalan nila.”
d. Maaaring magkaroon ng laro para
matutuhan ang mga panagalan ng larawan.