This document outlines a career guidance program for grade 12 students. It discusses recalling the previous year's program, topics covered, and activities accomplished. The content focuses on helping students understand the importance of knowledge, skills, and attitudes for daily life and future careers. The program has several modules that guide students through self-assessments, career exploration activities, and reflection exercises. The goal is for students to determine their preferred career path and curriculum exit based on interests and abilities, and develop a plan for after graduating senior high school.
Module 6: PHILOSOPHY The human person in societyGAMALI Roper
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
The document provides information about Senior High School (SHS) in the Philippines' K to 12 Program. It explains that SHS refers to grades 11 and 12, where students will take core subjects and subjects in their chosen track. The main tracks discussed are Academic, Technical-Vocational-Livelihood, Arts and Design, and Sports. It provides details on the benefits of SHS, additional expenses, the voucher program, and sample subjects for each track.
This module guides students in formulating personal mission statements to help direct their career decisions and contribute to national development. Students complete a worksheet to develop their mission statement, considering their values, goals, strengths, dreams and how they can help others. A personal mission statement clarifies one's purpose and direction as they embark on their post-secondary path. It should reflect not only personal fulfillment but also positive impact on community and country. The module aims to help students craft clear mission statements to align their careers with the needs of industries and national development goals.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
The document provides learning objectives and questions to assess understanding of the Senior High School program in the Philippines, which adds 2 years to secondary education. It covers the different tracks offered in Senior High School including Academic, Technical-Vocational and Livelihood, Sports, and Arts and Design tracks. Students are also given assignments to draft a resume and journal entry reflecting on their interests and next steps for Senior High School.
This document provides an overview of lesson 1 from a personal development course on knowing oneself. The lesson aims to help students explain how knowing your strengths and limitations can help you better accept and deal with others, share your unique characteristics and experiences, and write a journal about yourself. The document covers topics like understanding the different dimensions of self, personality traits, attitudes, emotions, cognition, behaviors, and factors that influence self-knowledge like social interactions and learning. It includes self-assessment activities to help students reflect on their qualities, weaknesses, achievements and goals.
Work immersion is a graduation requirement where students undergo at least 80 hours of training in an industry related to their field of study. It aims to provide students with practical skills, enhance their technical knowledge, and develop good work habits to prepare them for employment or higher education after graduation. The document outlines the objectives, curriculum overview, and guidelines of work immersion, including the pre-immersion orientation where students learn expected workplace behavior, rules, and how to obtain necessary clearances.
Module 6: PHILOSOPHY The human person in societyGAMALI Roper
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
The document provides information about Senior High School (SHS) in the Philippines' K to 12 Program. It explains that SHS refers to grades 11 and 12, where students will take core subjects and subjects in their chosen track. The main tracks discussed are Academic, Technical-Vocational-Livelihood, Arts and Design, and Sports. It provides details on the benefits of SHS, additional expenses, the voucher program, and sample subjects for each track.
This module guides students in formulating personal mission statements to help direct their career decisions and contribute to national development. Students complete a worksheet to develop their mission statement, considering their values, goals, strengths, dreams and how they can help others. A personal mission statement clarifies one's purpose and direction as they embark on their post-secondary path. It should reflect not only personal fulfillment but also positive impact on community and country. The module aims to help students craft clear mission statements to align their careers with the needs of industries and national development goals.
Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
GRADE 12 CAREER GUIDANCE MANUAL (NEW NORMAL).pptxPrinceSkyLaguna
This document outlines modules from a Grade 12 Career Guidance program. Module 1 focuses on determining preferred career and curriculum exits based on interests and personality. Module 2 discusses the changing nature of work and importance of lifelong skills like critical thinking, creativity, collaboration, etc. Module 3 is about reaffirming one's chosen career track by evaluating information sources and matching skills to market demands.
The document provides learning objectives and questions to assess understanding of the Senior High School program in the Philippines, which adds 2 years to secondary education. It covers the different tracks offered in Senior High School including Academic, Technical-Vocational and Livelihood, Sports, and Arts and Design tracks. Students are also given assignments to draft a resume and journal entry reflecting on their interests and next steps for Senior High School.
This document provides an overview of lesson 1 from a personal development course on knowing oneself. The lesson aims to help students explain how knowing your strengths and limitations can help you better accept and deal with others, share your unique characteristics and experiences, and write a journal about yourself. The document covers topics like understanding the different dimensions of self, personality traits, attitudes, emotions, cognition, behaviors, and factors that influence self-knowledge like social interactions and learning. It includes self-assessment activities to help students reflect on their qualities, weaknesses, achievements and goals.
Work immersion is a graduation requirement where students undergo at least 80 hours of training in an industry related to their field of study. It aims to provide students with practical skills, enhance their technical knowledge, and develop good work habits to prepare them for employment or higher education after graduation. The document outlines the objectives, curriculum overview, and guidelines of work immersion, including the pre-immersion orientation where students learn expected workplace behavior, rules, and how to obtain necessary clearances.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
Coping with stress in middle and late adolescenceyuanshirota
This document discusses coping with stress in middle and late adolescence. It begins by reminding students to find a comfortable place to focus and take notes during the lesson. It then discusses how stress is defined, including views that see it as a stimulus, response, or relational concept. The document outlines sources of stress specific to teenagers, such as school, relationships, and family issues. It provides examples of healthy and unhealthy stress responses. Finally, it recommends several coping strategies teens can use to manage stress, such as exercise, relaxation techniques, and seeking social support.
This document provides an introduction to a module on understanding the nature, goals, and perspectives of anthropology, sociology, and political science. It explains that the module aims to help students make sense of these social science disciplines as the students prepare to enter college or the workforce. The document encourages students to actively engage with the material in order to gain useful insights they can apply to their daily lives.
This module introduces Grade 12 learners to the different curriculum exits available after graduating from senior high school. It aims to help learners identify their interests and personality traits through a National Career Assessment Examination to help them choose the best-suited exit. The module contains activities for learners to reflect on their goals, interests, experiences and potential exits. It also provides information on the different exits - employment, entrepreneurship, higher education, and middle-level skills development - to help learners appreciate the options and make an informed choice based on their interests and abilities.
This document discusses how humans are oriented towards their impending death and how this influences their pursuit of meaningful life goals and happiness. It provides learning objectives about explaining the significance of death, reflecting on the meaning of one's life, and enumerating life goals and projects. The document then presents various classroom activities, discussions, and reflections on topics like death, happiness, suffering, and living a meaningful life.
This document outlines a daily lesson plan for teaching entrepreneurship. The lesson objectives are to discuss the relevance of entrepreneurship and describe, explain, and identify the key components and traits of an entrepreneur. The content and performance standards ensure students understand key concepts and can create quality marketable products or services. Learning competencies include discussing relevance, explaining common competencies, and exploring career opportunities. The procedures describe reviewing concepts from previous lessons, establishing the lesson purpose, presenting examples, discussing new skills, developing mastery, and evaluating learning. The reflection section considers student performance and ways to improve teaching.
This document outlines a daily lesson plan for a Grade 12 social sciences class. The lesson focuses on the roles, functions, and work areas of social workers. Key points include:
- The objectives are to identify and explain the roles and functions of social workers and identify specific work areas they work in.
- Content includes roles of social workers, functions of social workers, and specific work areas of social workers.
- Teaching methods include group work, concept mapping, and a matrix activity to achieve the lesson objectives.
- Assessment tasks require students to explain roles and functions of social workers and identify their work areas.
This document discusses the concept of intersubjectivity, which refers to the shared awareness and understanding between individuals. It is facilitated by empathy and the awareness of oneself and others. The document explores perspectives on intersubjectivity from philosophers Martin Buber and Karol Wojtyla (Pope John Paul II). Buber conceived of intersubjectivity as the experience of one's wholeness through relation to another self, rather than in isolation. Wojtyla viewed humans as oriented towards relationships and participation in communal life for the common good. Both philosophers rejected defining humans solely by attributes like rationality, instead seeing the total, relational nature of human existence.
The document discusses key aspects of operating a business, including the 4Ms of operation - Method, Manpower, Machine, and Materials. It describes each of the 4Ms and why understanding them is important for developing a strong business plan and opportunity. The document also provides examples of different manufacturing and distribution methods, as well as options for requisitioning materials. Students are engaged with matching, hashtag, and quiz activities to assess their understanding of the 4Ms framework.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
DepEd career guidance program module 8Ryan Bernido
Congratulations, your students are now ready to develop plans for their chosen career and
implement them!
From the previous session, they were able to identify their strengths and weaknesses, and
analyzed opportunities and threats that run with them. They also learned that SWOT is not
only an effective tool for business but is also beneficial for job seekers and students like them
who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on
their timeframe. This will assure them of a more structured and reliable implementation of
plans that will lead to achieving goals. Finally, this session will enable them to focus their
talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document discusses key topics related to developing primary skills in learners. It covers doing philosophy from partial vs holistic perspectives, methods of philosophizing from opinion vs truth, the human person as an embodied spirit regarding limitations vs possibilities for transcendence, and the human person in their environment regarding disorder vs order. It also discusses freedom of the human person in terms of choices and consequences, intersubjectivity in terms of authentic dialogue and accepting differences, and the human person in society regarding the dialect of individual and society. Finally, it discusses human persons as oriented towards their impending death in terms of death and the meaning of life.
This document provides an introduction to personal development. It discusses writing down two things about yourself and reflecting on insights gained. The document outlines three domains of human development: physical, cognitive, and psychosocial. It examines factors that influence development such as heredity, environment, and maturation. Maslow's hierarchy of needs and Carl Rogers' theory on self-worth and unconditional positive regard are presented. The importance of understanding oneself, specifically during adolescence, is explored through defining identity, personality, and the "self". Personality theories like trait theory, the Big Five model, and Myers-Briggs Type Indicator are introduced to better understand human nature and how it influences personal development.
Information is essential in every decision making. Information is usually gathered from various sources to give a better picture of what we want to know and on what bases we are making such a decision. This module presents several sources of information about career choices that could influence or modify the decisions we make for our future.
This document provides an overview of a personal development module on holistic development taught by Mrs. Morales. The objectives are to discuss the relationship between physiological, cognitive, psychological, spiritual and social aspects of development; evaluate one's own thoughts, feelings, and actions; and connect thoughts, feelings and actions to life situations. It defines holistic development and describes its physical, intellectual, emotional, sensual, interactional, nutritional and spiritual aspects. It discusses the power triad of thoughts, feelings and actions, and includes two activities and an assignment focusing on self-reflection.
The document provides an overview of Module 2 of an entrepreneurship course, which focuses on recognizing market opportunities. The key points are:
- The module aims to teach students how to identify market problems, propose solutions in the form of products/services, analyze market needs, and select the best opportunity.
- It discusses techniques for seeking, screening, and seizing opportunities, and how to analyze customer needs and market feasibility of potential solutions.
- The entrepreneurial process and developing a business plan are outlined, including opportunity assessment, determining capital needs, and running the business.
- Methods like environmental scanning and the "3S framework" are presented to help students evaluate opportunities from identification to commercialization.
This document contains a daily lesson log for a personal development class in Grade 12. It summarizes the objectives and competencies covered in each lesson, which include knowing oneself, developing the whole person, developmental stages in adolescence, challenges of adolescence, coping with stress, mental powers of the mind, mental health and well-being, emotional intelligence, personal relationships, social relationships, family structures and legacies, persons and careers, career pathways, and insights into personal development. The log indicates that the objectives for each lesson were accomplished.
This document outlines a career guidance module for grade 11 students with the objectives of helping students understand different professions and life choices, factors that influence career decisions, and how to choose a profession. It includes group activities to represent different career tracks, a story to illustrate factors that affect career choices, and a lecture on personal, family, and social influences on career decisions. The lecture also discusses senior high school curriculum exits, regulated professions grouped by career clusters, and having students reflect on influences and next steps in their career planning.
Denise hawkes campus website and college cataloghawkdz
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website such as campus events, degree programs, and financial aid. The student also uses the college catalog to find course descriptions, scholarships, and definitions of academic terms. Finally, the document asks the student to visit different campus resources and identify the services available at each like the bookstore, library, career services, and registration office.
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website like campus events, degree programs, and financial aid. They also have the student examine their college catalog to find scholarships they may be eligible for, compare course descriptions, and define common academic terms. Finally, the student is instructed to visit different campus resource offices to identify the services provided at each like the bookstore, library, career services, and more. The goal is for the student to become familiar with the resources and information available on their campus.
1. The document discusses different curriculum exits available to senior high school graduates, including employment, entrepreneurship, higher education, and middle-level skills development.
2. It provides details on how graduates can pursue each exit, such as checking with the Public Employment Service Office for jobs, considering business ideas from the Philippine Business Industry, inquiring at colleges and the Commission on Higher Education, or visiting local TESDA offices.
3. The document emphasizes that graduates can choose any exit regardless of their SHS track and can transition between exits, such as pursuing higher education while being employed.
Coping with stress in middle and late adolescenceyuanshirota
This document discusses coping with stress in middle and late adolescence. It begins by reminding students to find a comfortable place to focus and take notes during the lesson. It then discusses how stress is defined, including views that see it as a stimulus, response, or relational concept. The document outlines sources of stress specific to teenagers, such as school, relationships, and family issues. It provides examples of healthy and unhealthy stress responses. Finally, it recommends several coping strategies teens can use to manage stress, such as exercise, relaxation techniques, and seeking social support.
This document provides an introduction to a module on understanding the nature, goals, and perspectives of anthropology, sociology, and political science. It explains that the module aims to help students make sense of these social science disciplines as the students prepare to enter college or the workforce. The document encourages students to actively engage with the material in order to gain useful insights they can apply to their daily lives.
This module introduces Grade 12 learners to the different curriculum exits available after graduating from senior high school. It aims to help learners identify their interests and personality traits through a National Career Assessment Examination to help them choose the best-suited exit. The module contains activities for learners to reflect on their goals, interests, experiences and potential exits. It also provides information on the different exits - employment, entrepreneurship, higher education, and middle-level skills development - to help learners appreciate the options and make an informed choice based on their interests and abilities.
This document discusses how humans are oriented towards their impending death and how this influences their pursuit of meaningful life goals and happiness. It provides learning objectives about explaining the significance of death, reflecting on the meaning of one's life, and enumerating life goals and projects. The document then presents various classroom activities, discussions, and reflections on topics like death, happiness, suffering, and living a meaningful life.
This document outlines a daily lesson plan for teaching entrepreneurship. The lesson objectives are to discuss the relevance of entrepreneurship and describe, explain, and identify the key components and traits of an entrepreneur. The content and performance standards ensure students understand key concepts and can create quality marketable products or services. Learning competencies include discussing relevance, explaining common competencies, and exploring career opportunities. The procedures describe reviewing concepts from previous lessons, establishing the lesson purpose, presenting examples, discussing new skills, developing mastery, and evaluating learning. The reflection section considers student performance and ways to improve teaching.
This document outlines a daily lesson plan for a Grade 12 social sciences class. The lesson focuses on the roles, functions, and work areas of social workers. Key points include:
- The objectives are to identify and explain the roles and functions of social workers and identify specific work areas they work in.
- Content includes roles of social workers, functions of social workers, and specific work areas of social workers.
- Teaching methods include group work, concept mapping, and a matrix activity to achieve the lesson objectives.
- Assessment tasks require students to explain roles and functions of social workers and identify their work areas.
This document discusses the concept of intersubjectivity, which refers to the shared awareness and understanding between individuals. It is facilitated by empathy and the awareness of oneself and others. The document explores perspectives on intersubjectivity from philosophers Martin Buber and Karol Wojtyla (Pope John Paul II). Buber conceived of intersubjectivity as the experience of one's wholeness through relation to another self, rather than in isolation. Wojtyla viewed humans as oriented towards relationships and participation in communal life for the common good. Both philosophers rejected defining humans solely by attributes like rationality, instead seeing the total, relational nature of human existence.
The document discusses key aspects of operating a business, including the 4Ms of operation - Method, Manpower, Machine, and Materials. It describes each of the 4Ms and why understanding them is important for developing a strong business plan and opportunity. The document also provides examples of different manufacturing and distribution methods, as well as options for requisitioning materials. Students are engaged with matching, hashtag, and quiz activities to assess their understanding of the 4Ms framework.
This document provides an overview of a career guidance module that teaches students about lifelong skills. It includes several activities:
1. A game to identify famous people who achieved academic and career success. This aims to motivate students by providing role models.
2. A "Labor Market Carousel" activity where students learn about in-demand industries and jobs in their community along with needed skills. This helps students plan career goals.
3. A lecture on how work is changing due to trends like technology and outsourcing. Students learn about lifelong learning and 7 key "C" skills of critical thinking, creativity, collaboration, and more.
4. Application activities where students relate skills to career prospects and assess
DepEd career guidance program module 8Ryan Bernido
Congratulations, your students are now ready to develop plans for their chosen career and
implement them!
From the previous session, they were able to identify their strengths and weaknesses, and
analyzed opportunities and threats that run with them. They also learned that SWOT is not
only an effective tool for business but is also beneficial for job seekers and students like them
who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on
their timeframe. This will assure them of a more structured and reliable implementation of
plans that will lead to achieving goals. Finally, this session will enable them to focus their
talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
Detailed Lesson Plan in Introduction to Philosophy of the Human Person.docxRENECATALANLACABA
This lesson plan aims to teach students about traditional Filipino beliefs and superstitions. It will have them identify existing beliefs in their community, explain how those beliefs impact society, and appreciate Filipino culture. Students will present different superstitions through skits or storyboards. The teacher will then explain the concepts of superstition and how they originated in the Philippines from various influences. While superstitions are part of Filipino heritage, students will discuss how they can also promote fatalism, endanger health, close-mindedness, and hinder community development. The lesson evaluates learning through an essay on how superstitions impact and change individuals in society.
This document discusses key topics related to developing primary skills in learners. It covers doing philosophy from partial vs holistic perspectives, methods of philosophizing from opinion vs truth, the human person as an embodied spirit regarding limitations vs possibilities for transcendence, and the human person in their environment regarding disorder vs order. It also discusses freedom of the human person in terms of choices and consequences, intersubjectivity in terms of authentic dialogue and accepting differences, and the human person in society regarding the dialect of individual and society. Finally, it discusses human persons as oriented towards their impending death in terms of death and the meaning of life.
This document provides an introduction to personal development. It discusses writing down two things about yourself and reflecting on insights gained. The document outlines three domains of human development: physical, cognitive, and psychosocial. It examines factors that influence development such as heredity, environment, and maturation. Maslow's hierarchy of needs and Carl Rogers' theory on self-worth and unconditional positive regard are presented. The importance of understanding oneself, specifically during adolescence, is explored through defining identity, personality, and the "self". Personality theories like trait theory, the Big Five model, and Myers-Briggs Type Indicator are introduced to better understand human nature and how it influences personal development.
Information is essential in every decision making. Information is usually gathered from various sources to give a better picture of what we want to know and on what bases we are making such a decision. This module presents several sources of information about career choices that could influence or modify the decisions we make for our future.
This document provides an overview of a personal development module on holistic development taught by Mrs. Morales. The objectives are to discuss the relationship between physiological, cognitive, psychological, spiritual and social aspects of development; evaluate one's own thoughts, feelings, and actions; and connect thoughts, feelings and actions to life situations. It defines holistic development and describes its physical, intellectual, emotional, sensual, interactional, nutritional and spiritual aspects. It discusses the power triad of thoughts, feelings and actions, and includes two activities and an assignment focusing on self-reflection.
The document provides an overview of Module 2 of an entrepreneurship course, which focuses on recognizing market opportunities. The key points are:
- The module aims to teach students how to identify market problems, propose solutions in the form of products/services, analyze market needs, and select the best opportunity.
- It discusses techniques for seeking, screening, and seizing opportunities, and how to analyze customer needs and market feasibility of potential solutions.
- The entrepreneurial process and developing a business plan are outlined, including opportunity assessment, determining capital needs, and running the business.
- Methods like environmental scanning and the "3S framework" are presented to help students evaluate opportunities from identification to commercialization.
This document contains a daily lesson log for a personal development class in Grade 12. It summarizes the objectives and competencies covered in each lesson, which include knowing oneself, developing the whole person, developmental stages in adolescence, challenges of adolescence, coping with stress, mental powers of the mind, mental health and well-being, emotional intelligence, personal relationships, social relationships, family structures and legacies, persons and careers, career pathways, and insights into personal development. The log indicates that the objectives for each lesson were accomplished.
This document outlines a career guidance module for grade 11 students with the objectives of helping students understand different professions and life choices, factors that influence career decisions, and how to choose a profession. It includes group activities to represent different career tracks, a story to illustrate factors that affect career choices, and a lecture on personal, family, and social influences on career decisions. The lecture also discusses senior high school curriculum exits, regulated professions grouped by career clusters, and having students reflect on influences and next steps in their career planning.
Denise hawkes campus website and college cataloghawkdz
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website such as campus events, degree programs, and financial aid. The student also uses the college catalog to find course descriptions, scholarships, and definitions of academic terms. Finally, the document asks the student to visit different campus resources and identify the services available at each like the bookstore, library, career services, and registration office.
This document provides instructions for a student to complete activities using their campus website and college catalog. The activities have the student locate various information on the campus website like campus events, degree programs, and financial aid. They also have the student examine their college catalog to find scholarships they may be eligible for, compare course descriptions, and define common academic terms. Finally, the student is instructed to visit different campus resource offices to identify the services provided at each like the bookstore, library, career services, and more. The goal is for the student to become familiar with the resources and information available on their campus.
This document discusses assessment for the world of work in Uganda. It aims to help participants understand assessment, identify employment opportunities and skills required, and appreciate the importance of assessment. The Directorate of Industrial Training will conduct assessments in vocational subjects to evaluate competencies and award certificates indicating modules passed. The assessments aim to prepare learners for occupations and benefit both learners and the country's workforce. A series of activities are outlined to facilitate discussion and learning about assessment for the world of work.
Deepening Understanding of Inquiry 2013: Year 2 PT & SPSanJoseBTSA
This document provides an agenda for a 3-day professional development event for participating teachers and support providers in the San Jose Unified School District. The goals of the event are to deepen knowledge of inquiry-based learning, understand how it connects to teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, examining assessment data, and engaging in the research and application steps of the inquiry cycle. Presenters provide guidance on crafting focus questions, identifying essential components of instruction, and collecting appropriate data sources. Time is allotted for participants to begin filling out forms to document their individualized inquiry plans.
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
Career guidance is the guidance given to individualsLieLanieNavarro
Career guidance is the guidance given to individuals to help them acquire the knowledge, information, skills, and experience necessary to identify career options, and narrow them down to make one career decision. This career decision then results in their social, financial and emotional well-being throughout.
1. Teachers should record learner achievement in categories like formative assessments, activities of integration, projects, co-curricular activities, and end of cycle assessments.
2. To determine a learner's achievement level from an activity of integration score, the score is scaled down by multiplying by 3, and the identifier is found using a provided table to determine if the achievement is basic, moderate, or outstanding.
3. A sample learner report card is presented that includes competency scores and descriptors, comments on generic skills and values, and achievement and areas for improvement for each subject.
This document discusses key concepts related to assessment including testing, measurement, and evaluation. It defines assessment as a systematic process of obtaining information about student learning through various techniques, measuring achievement against learning goals, and making judgements about progress. Testing involves administering an instrument to sample student performance, measurement yields scores that indicate performance levels, and evaluation makes value judgements about performance based on measurements. The characteristics of reliable, suitable, objective and valid assessment are also outlined to ensure decisions are based on sound criteria. The purposes and types of assessment are explained to guide educational decision making.
The document outlines a career guidance module for senior high school students to help them choose a curriculum exit after graduation. It discusses using results from the National Career Assessment Examination to determine students' occupational interests and preferred life paths. The module includes activities for students to explore their interests, skills, and goals through sharing in a "career party" and reviewing an interactive "gallery of careers." It provides information on various curriculum exits like employment, entrepreneurship, higher education, and middle-level skills development to help students create a plan for their next steps after senior high school.
Workshop on CBCS to Faculty GDC (W) Begumpet HyderabadSrirangam Mathew
This document discusses key considerations for developing effective curriculums under the Choice Based Credit System (CBCS) in India. It outlines essential elements like identifying needs, learners' characteristics, intended outcomes, content, teaching methods, and evaluation strategies.
Key questions are provided to guide curriculum development, such as reflecting institutional mission, ensuring employability, innovation, research, and addressing societal needs. Curriculums should be learner-centered, specify aims and learning outcomes, and allow for review and new knowledge.
CBCS gives credits for various components of learning, emphasizes student-centered learning, and offers course choices. Students can choose specialized subjects and skills-based electives. Curriculums integrate academics
The document outlines an education curriculum for career pathways in agriculture and fishery arts. It details several standards and learning outcomes related to understanding personal entrepreneurial competencies, the business environment and market, and the production process. For each standard, it lists essential content, example assessment questions, and criteria for evaluating student performance and understanding. The overall aim is for students to demonstrate comprehension of concepts needed to produce and deliver quality agricultural products and services.
This syllabus outlines the course objectives, requirements, schedule, and policies for a Marketing Research course at Point Park University. The key points are:
- The course will focus on digital marketing research and teach students how to analyze data, design and conduct surveys, and draw strategic conclusions from research findings.
- Major assignments include a marketing research project, 3 exams, and 5 article reviews presented in class. The project involves developing a research plan and presenting findings.
- The course will be taught through lectures, discussions, guest speakers and in-class activities. It covers topics like secondary research, survey design, sampling, and data analysis over 16 weeks.
- Students will be evaluated based on the project,
This document provides information about the Cambridge International AS Level General Paper syllabus, including:
1) An overview of why students choose Cambridge qualifications and the benefits they provide.
2) A brief description of the AS Level General Paper assessment, which consists of a single 2-hour written exam with two essay questions.
3) The aims of the syllabus to develop critical thinking, analysis, and clarity of expression when discussing a range of issues.
EDPT 514 Assessment Strategies for Diverse LearnersAssessmentIEvonCanales257
EDPT 514: Assessment Strategies for Diverse Learners
Assessment/Impact Project
Cover Page
Submitted to: Dr. E. Foster
Submitted by: (your first and last name should be written in this space)
2021 Spring Semester
Assessment Component I: Learning About Students: Whole Class and Two Focus Students
An important step in planning assessment is to learn about your students. Provide information about the whole class and two focus students in the sections below. Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this project.
Whole Class Information:
Total Number of Students:
Number of Females:
Number of Males:
Age Range of Student:
Racial Composition (Ethnicity of Students): Black__ White__ Asian__ Hispanic __ Native American __ Island Pacific __ Other ___
Focus Students: Select two students from the class you described above. Select one student who is an English Language Learner and one student who has an identified special need that warrants accommodations/modifications. Complete the information below about the students including a response for each question.
· a description of what you learned for each of the students, and
· an explanation of how the information will influence your academic instructional planning, including assessment
Component I: Focus Students
1. Focus Student 1: An English Language Learner / English as a Second Language (may use an ELL/ESL student who is in a setting different from your school site such as a church-based program or Boys and Girls Club)
Gender:
Age
1. Why did you select this student?
2. What have you learned about this student’s linguistic background?
3. What have you learned about this student’s academic language abilities in relations to this academic content area?
4. What have you learned about this student’s content knowledge and skills in this subject matter?
5. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
6. What have you learned about this student’s cultural background including family and home relevant to this academic content area?
7. What have you learned about this student’s interests and aspirations relevant to this academic content area?
8. Discuss other information relevant to this academic content area that you have learned about the student, (e.g., attendance, extracurricular activities, etc.)
B. Focus Student 2: A student with an identified Special Need (Specific Learning Disability)
Gender:
Age:
1. Why did you select this student?
2. How is the instructional challenge that he or she presents different from that of the other student?
3. What have you learned about this student’s content knowledge and skills in this subject matter?
6. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
7. What have you learned about this student’s background including family and home rel ...
The document outlines learning outcomes for a lesson on performance-based assessment. It includes 8 learning outcomes that students will be able to achieve by the end of the lesson, such as defining performance-based assessment, describing its nature and methods of scoring, identifying its features and domains, advantages and disadvantages, and steps in developing it. It also discusses rubrics, including holistic and analytic rubrics, and provides examples of each.
Implementing the Guidance Essential Standards- School Counselingapoovey
This document provides information from a workshop on aligning the ASCA National Model standards with the North Carolina Guidance Essential Standards (GES). It includes examples of how individual standards and competencies from the two frameworks align. It also provides a proposed developmental sequence and grade level clarifying objectives for organizing GES by grade level from kindergarten through high school. Finally, it discusses opportunities for vertical alignment of standards and provides some classroom lesson and program planning examples.
Using Your Campus Website and College CatalogMirnell
The document provides information about using a campus website and college catalog to identify various campus resources. It includes a scavenger hunt activity where the student finds information on the campus website like programs of study, academic calendar dates, library resources, and campus events. The student also uses the college catalog to identify potential scholarships/loans and examines curriculum requirements. Finally, the student visits different campus offices in person to identify resources available at each like textbooks at the bookstore, computers and research databases at the library, and advising services at the academic advising office.
This document provides important dates and information for ASAP group advisements in December 2014. It discusses registration dates for spring sessions, upcoming holidays, and final exam periods for fall session 1. It also provides details on registering for fall session 2 classes and the application process for Phi Theta Kappa honor society. Students are encouraged to utilize academic advising resources and tools like DegreeWorks to develop a course plan that aligns with their career goals. Personality and career assessments are also discussed to help students identify careers that fit their interests and strengths.
The document summarizes the process for passing the civil servant exam in Spain, referred to as a quest for the Holy Grail. It describes the exam as consisting of multiple challenging parts that test a candidate's knowledge and skills. A candidate's previous teaching experience and academic merits are also taken into account. The exam is designed to determine if a candidate has the ability, courage and dedication to take on the role of a civil servant.
Olympiad examinations foster intellectual growth and development in students. They go beyond conventional curriculum to encourage critical thinking and problem solving. The document discusses the need and importance of Olympiad exams, outlining their benefits such as promoting critical thinking skills, expanding knowledge horizons, and fostering healthy competition among students. Well-performing in Olympiads can provide national and international recognition and lead to scholarships.
Similar to 413693979-Module-1-CGP-12share-ppt.ppt (20)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
5. How to play the game?
1. There will be four (4) volunteers.
2. Each volunteer will pick a color from the
given choices and perform the instruction
given.
7. Content Standard:
• To understand the importance of
knowledge, skills and positive
attitude helpful to daily lives and its
relevance to life and profession.
8. MODULE 1: Entering the Exits
I. Objectives
II. Motivation
III. Main Activity
IV. Lecturette
V. Application
VI. Reflection
VII. Assignment
9. I. OBJECTIVES
At the end of this module, the learners are
expected to:
a. relate the results of NCAE in choosing a
curriculum exit;
b. determine preferred life and career based on
chosen curriculum exit; and
c. appreciate the chosen life, career and
curriculum exit based on one’s interests and
personality type.
12. II. MOTIVATION
Title: Senior High School Career Party
Description: It is a modified version of the game
The Boat is Sinking. When the music
stops, the students will pair up and
share their senior high school
experiences.
Expected Output: Insights
13. II. MOTIVATION
Procedure:
•Students will dance to the music.
•As the music stops, they will find a partner to share their
interests and experiences in SHS.
•Repeat the same procedure for the next three
(3) sharing
14. II. MOTIVATION
1. What are your goals after Senior High School?
2. What are your interests that served as your
basis in choosing your current SHS track?
3. What are your memorable experiences in SHS?
4. What Curriculum Exit do you plan to go after
senior high school?
15. II. MOTIVATION
Processing Questions:
1. How did you find the “Senior High Career Party”?
2. What did you feel while sharing your goals,
interests, experiences, and chosen curriculum
exit in SHS?
17. III. MAIN ACTIVITY
Title: Golden Doors
Description: It is a modified version of a gallery
walk. The “Golden Doors” represent
the curriculum exits and learners
will have to arrive at their own
realizations about SHS.
Expected Output: Insights
18. III. MAIN ACTIVITY
Procedures:
•Learners will accomplish the 1st column of the Activity
Sheet No. 1: My Occupational Interests
Occupational Interests
(based on NCAE Results)
Occupational Interests
(based on preference and plan after
after senior high school)
Rank 1
Rank 2
Rank 3
19. III. MAIN ACTIVITY
Procedures:
•Learners will walk around the Gallery of Careers and
check the different professions in the areas of
occupational interests.
•Learners will reflect on their current occupational
interest based on their self-assessment and plan after
SHS.
(To be written on the 2nd column)
20. Activity: GALLERY OF CAREERS
A. Science
Medicine
A1 Optometrist
A2 Doctor of Medicine/
Cardiologist/Oncologist/
Radiologist/ Orthopedic Surgeon
21. Activity: GALLERY OF CAREERS
A3 Surgeon (All fields)
A4 Dermatologist
A5 Dentist
A6 Veterinary Medicine
A7 Forensic Analyst
22. Activity: GALLERY OF CAREERS
Allied Medicine
A8 Speech Pathologist/ Physical Therapist/
Occupational Therapist
Allied Health Professions
A9 Nurse
A10 Medical Technologist
A11 Geneticist/ DNAAnalyst
23. Activity: GALLERY OF CAREERS
A12 Pharmacist
A13 Food Technologist
Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor
24. Activity: GALLERY OF CAREERS
Health and Wellness Support Staff
A16 Therapy Assistant
A17 Nursing Aide/ Caregiver
A18 Laboratory Aide
A19 Optical Aide
25. Activity: GALLERY OF CAREERS
A20 Laboratory Encoder / X-Ray
Technician/ Laboratory Technician
A21 Medical Transcriptionist
A22 Medical Secretary
A23 Medical Sales Representative/ Medical
Advertising Representative
26. Activity: GALLERY OF CAREERS
A24 Hospital Utility Worker
A25 Gym Instructor
A26 Spa Aide
B. Natural Sciences
Specialized Areas
B1 Biologist
B2 Botanist
32. Activity: GALLERY OF CAREERS
Support Staff
D12 CP-Radio Technician/ Electronic
Technician/ Aircon Technician
D13 Car- Auto Machinist (Mechanic)
33. Activity: GALLERY OF CAREERS
E. Business and Finance/Commerce
Finance
E1 Economist
E2 Banker
E3 Financial Analyst
E4 Accountant
E5 Budget Officer
E6 Bookkeeper
34. Activity: GALLERY OF CAREERS
Business
E7 HR Manager
E8 Sales Manager
E9 Warehouse Supervisor/ Stock Room
Supervisor
E10 Marketing Officer
E11 Advertising Executive
E12 Statistician/ Actuarial Mathematician
E13 Real State Broker
35. Activity: GALLERY OF CAREERS
F. Professional Services
Specialized Area: Law
The Court
F1 Judge
F2 Lawyer
F3 Legal Associate
F4 Clerk of Court
F5 Legal Secretary/ Legal Clerk
36. Activity: GALLERY OF CAREERS
F. Specialized Area: Education Teaching
F6 Pre-school Teacher
F7 Elementary School Teacher
F8 High School Teacher
F9 College Professor
F10 (Post) Professor in Graduate School
Masters or Ph.D. Courses
37. III. MAIN ACTIVITY
Procedure:
Learners will accomplish the 1st column of the Activity
Sheet No. 1: My Occupational Interests
Occupational Interests
(based on NCAE Results)
Occupational Interests
(based on preference and plan
plan after senior high school)
Rank
1
Rank
2
Rank
3
38. III. MAIN ACTIVITY
Procedure:
• Learners will choose a door representing the
curriculum exit.
•Each ‘golden door’ has a worksheet which
symbolizes opportunities for each respective
curriculum exit
39. Activity Sheet No. 2: My Entry Point in the Exit
Materials for GOLDEN DOORS
2.1 Bio-Data
Name: ___________________Position Applied for: _________
Age: ______ Sex: _________ Contact No.: _______________
Address: ___________________________________________
Educational Background:
Elementary: ________________ Year Graduated: __________
Secondary:
Junior High School: ___________Year Completed: __________
Senior High School: ___________Year Graduated: __________
40. Activity Sheet No. 2: My Entry Point in the Exit
Materials for GOLDEN DOORS
2.2 Business Permit
BUSINESS PERMIT
Name of Business: _______________________________
Name of Owner: __________________________________
Location of Business: ______________________________
Nature of business: ________________________________
Permit number: __________________________________
41. Activity Sheet No. 2: My Entry Point in the Exit
Materials for GOLDEN DOORS
2.3 College Application Form
COLLEGE APPLICATION FORM
Name: _________________ Course Applied for: __________
Age: _________Sex: ______ Contact No.: _______________
Address: __________________________________________
Secondary School Graduated:_________________________
Awards Received: __________________________________
42. Activity Sheet No. 2: My Entry Point in the Exit
Materials for GOLDEN DOORS
2.4 TESDA National Certification
COMPETENCY ASSESSMENT RESULTS
Name of Candidate: ________________________
Title of Qualification/Cluster of Units of Competency: ___________
Name of Assessment Center: _____________________________
Assessment Results: ____ Competent ____ Not Yet
Competent Recommendation: ___ For issuance of NC/COC ___
For submission of additional documents
Assessed by: _________________ Attested by: _____________
Date: _______________________ Date: ___________________
43. Activity Sheet No. 2: My Entry Point in the Exit
Materials for GOLDEN DOORS
2.4 TESDA National Certification
COMPETENCY ASSESSMENT RESULTS
Name of Candidate: ________________________
Title of Qualification/Cluster of Units of Competency: ___________
Name of Assessment Center: _____________________________
Assessment Results: ____ Competent ____ Not Yet
Competent Recommendation: ___ For issuance of NC/COC ___
For submission of additional documents
Assessed by: _________________ Attested by: _____________
Date: _______________________ Date: ___________________
45. III. MAIN ACTIVITY
Processing Questions:
1. Did you experience mismatch of occupational
interests? (NCAE Result and Self-
assessment)
2.What occupational interest will you consider
in choosing a curriculum exit?
3. What realizations or insights did you have as
a SHS learner who is about to exit after a few
months?
47. V. APPLICATION
Draw a symbol to represent the life and career you imagine to have
after entering your chosen curriculum exit. Briefly explain why you
have chosen the symbol.
My Entry Point in the Exit
48. V. APPLICATION
Processing Questions
1. Why did you choose that symbol?
2. How does it relate to your choice of
curriculum exit after Senior High
School?
49. VI. REFLECTION
My Meaningful Exit from Senior High School
Write your reflection about
your meaningful exit from
senior high school. Do this
on your Career Guidance
Journal.
50. VII. EVALUATION
My Plan to Exit
Write your occupational
interest based on your
preference and plan after
senior high school.
51. Activity Sheet No. 3: My Plan to Exit
Occupational
Interests based
on Preferred
Occupational
Interests
Specific
Career of
Profession
based on
Occupation
al Interests
Preferred Curriculum Exit
Employment Entrepreneurship Higher
Education
Middle-Level
Skills
Development
Rank
1
Professi
onal
Services
Teacher Secondary
School
Teacher
Cakes and Pastries Bachelor
of
Secondary
Education
Bread and
Pastry
Production
Rank
2
Rank
3
52.
53. SHS learners need to be
reminded that they have to
consider the critical factors that
will determine their fulfillment in
their careers.
54. This module provides a
comprehensive review of the
factors to consider in career
choices formulation and in
deciding for the curriculum
exits.
55. This module makes the
learners appreciate the expected
results of their decisions in
relation to their life, career, and
curriculum exits.
Each representative will choose a strip of colored paper. At the back of the colored paper is a task. (a) Act out or (b) sing or (c) give words that may be associated to the concept given. Blue – College, Red – Employment, Green – Entrepreneurship, Violet - TESDA . The participants will have to guess what is the concept.
The lecturette focuses on the discussion of NCAE and the different curriculum exits
Note: This activity will emphasize that a senior high school graduate can go to any curriculum exit regardless of SHS track they took. Moreover, after entering a specific exit, SHS graduate can pursue another exit.