This document provides guidance on using the PIVOT 4A Budget of Work (BOW) for Senior High School Applied Subjects. It explains that the BOW identifies the most essential learning competencies (MELCs) from the K-12 curriculum that should be taught for each subject per quarter. It outlines that the BOW is composed of three columns for quarter, MELC, and number of days taught. It provides instructions on how teachers should use the BOW, including checking the MELCs for their grade level and quarter, and designing lessons around the MELCs. Sample pages from the BOW are also included, listing the MELCs and number of days taught for subjects like Empowerment Technologies
Practical Research 2 (Quantitative Research)Nheru Veraflor
Introduction to Practical Research 2 (Quantitative Research) for Senior High School. This includes lesson on Scientific Process, Characteristic of Quantitative Research and Types of Variables.
Practical Research 2 (Quantitative Research)Nheru Veraflor
Introduction to Practical Research 2 (Quantitative Research) for Senior High School. This includes lesson on Scientific Process, Characteristic of Quantitative Research and Types of Variables.
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Assessing ICT learning is something many teachers experience difficulty with. This session reviews the range of strategies appropriate to assessing ICT: we look at assessment for learning in ICT, the National Curriculum attainment target and APP. We also consider how ICT may be used to support assessment across the curriculum. You assess an example of a pupil’s ICT work and draft some feedback.
The lecture concludes with a briefing on the assessment task and you have the opportunity to discuss your lesson plan and the rest of your web site with your tutor.
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
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·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
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EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. Each answer must be at least 50 words in length and written in complete sentences. Submit Parts I, II, & III in Week Two.
Silence of the Lambs
Question
Your Response
Identify aspects of cinematography in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of cinematography add value to your experience? If so, how? If not, why not?
Identify aspects of sound in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of sound effects add value to your experience?
If so, how? If not, why not?
Identify the type of music in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the score or songs add value to your experience?
If so, how? If not, why not?
Identify the types of editing in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the different types of shots and framing add value to your experience?
If so, how? If not, why not?
Part III: What is the Cultural Value of Film?
In completing Parts I & II, you have engaged your critical thinking skills by becoming aware of and assessing various elements of film. How do these exercises connect the study of film to real-world experience? Additionally, in what other ways do films have cultural value? Explain and defend your opinion. Your response should be at least 50 words in length and written in complete sentences.
<Type your response here.>
...
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
Assignment 3 ASSUREing IntegrationDue Week 7 and worth 250 .docxannrodgerson
Assignment 3: ASSUREing Integration
Due Week 7 and worth 250 points
Refer to both the Overall Concept for Assignments 1-4 and your responses from Assignments 1 and 2 in order to complete this assignment. Use the ASSURE model as the organizing framework for your response.
Write a six to eight (6-8) page paper in which you:
1. Summarize the features and attributes of the emerging technology that you have chosen and the target educational setting into which you wish to introduce the chosen technology. Next, elaborate on the concepts and / or task that will be the centerpiece of a lesson or training episode.
2.
Analyze learners:
Describe the demographics of the intended learner audience. Select at least one (1) of the following aspects of the learner population upon which to focus:
a. General characteristics
b. Specific entry competencies
c. Learning styles
3.
State standards and objectives:
Discuss one (1) overarching instructional goal of the lesson or training episode. Subdivide the instructional goal into three to five (3-5) objectives that the learners should be able to accomplish at the end of the proposed lesson or training episode.
4.
Select strategies, technology, media, and materials:
Given the content, learner analysis, the statement of the instructional goal, and the corresponding objectives, develop at least three (3) instructional strategies geared toward integrating the chosen emerging technology into the proposed lesson or training episode. Prescribe substantive approaches for ensuring that the integration of the technology reflects the instructor's cyberlearning literacy.
5.
Utilize technology, media, and materials:
Develop a plan for utilizing the emerging technology and related media and materials. The plan should outline a brief description of how you would follow each of the 5 Ps discussed in the Smaldino et al. text.
6.
Require learner participation:
Develop at least three (3) activities that map to the learning objectives.
7.
Evaluate and revise:
Establish relevant evaluation criteria by which you would measure the achievement of the overarching instructional goal. Establish one (1) benchmark that constitutes the successful integration of the emerging technology into the chosen setting.
8. Provide at least five (5) sources that document detailed information about the integration of the selected emerging technology into various educational contexts (i.e., K-12 or adult education settings). The sources must be within the last five (5) years.
9. Format your assignment according to the following formatting requirements:
a. Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
b. Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
10. Include a reference page. Citations and references must follow APA format. The refer ...
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
OTL565: Portfolio Project Description
Portfolio Project: Summary of Differentiated Teaching Approaches: A Tool Kit for Practical Use (350 points)
Throughout this course you have been asked to design/redesign certain elements of lessons on specific topics that you teach or will teach in your content area or in your expertise using differentiated instruction for CLD students. The culmination of these experiences will serve as the basis for your analysis and discussion in this Portfolio Project.
It is important, then, that you remember to account for instructor feedback on all of your assignments when constructing the final draft of your project.
Below is a list of main topics from your Critical Thinking Assignments. Create a toolkit containing all the approaches, methods, strategies, and techniques you can implement to meet the needs of diverse learners, specific to your grade level and content areas. Consider this a tool that you can use, share with colleagues, and refer to when planning future lessons to ensure your continued use of effective instructional strategies for diverse learners.
To build this kit, you can use any online website creation tool you want (Google Sites, Weebly, Wix, wikis, etc.); however, you will want to make sure that it is compatible or can be linked from your school's website (again, the point is to share what you learn and to be able to use it in a few clicks!). Bear in mind that you may have already developed a professional Website or wiki or some other source sharing site in another course in your MSTL program; feel free to use and build upon your existing site if you have one. This website needs to be public and the instructor needs to have easy access.
Items to include in your toolkit:
1. Pre-Assessment: Embed a way or ways to pre-assess the prior knowledge and experiences your CLD students bring to the classroom (Modules 1-6 Critical Thinking Assignments).
2. Scaffolding Approaches: Incorporate support structures for learners at the non-English speaking level (Modules 1-6 Critical Thinking Assignments) and at various stages of second language acquisition (Modules 3 and 4 Critical Thinking Assignments).
3. CLD Instructional Approaches: Incorporate one of the dominant approaches to second language instruction discussed in Module 5 (Modules 5 and 6 Critical Thinking Assignments), as well as Integrated Content-Based Teaching Approaches that will support CLD students inyour class.
4. Instructional Methods/Approaches for ANY student: Incorporate alternate instructional methods that will assist or differentiate for ANY student that needs it (e.g., students with disabilities, CLD student with a disability, students with gifts, general education students, etc.) (Modules 1-6 Critical Thinking Assignments).
5. Learning Environment Impact: You should also include the impact the physical class setting will play in the lesson you are (re)designing (Modules 1 and 2 Critical Thinking Assignments).
6. Additional Inst.
1 IND 201 Final Project Guidelines and Rubric Ove.docxhoney725342
1
IND 201 Final Project Guidelines and Rubric
Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GS) degree and how the vast knowledge gained in this diverse educational
program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is crucial that
you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the skill of
formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you will have
the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GS degree.
Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Four, and Five. The final product will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
x Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning
x Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals
x Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences
x Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study
Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of study by ar ...
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Page 329 of 349
PIVOT 4A BUDGET OF WORK (BOW) FOR SENIOR HIGH SCHOOL – APPLIED SUBJECTS
The PIVOT 4A Budget of Work (BOW) for Senior High School – Applied Subjects
is a resource material in teaching SHS core subjects that contain and highlight the
most essential learning competencies (MELCs) as mapped from the K to 12 Basic
Education Curriculum for Senior High School.
How to Use this BOW?
The PIVOT 4A BOW for SHS – Applied Subjects is composed of three (3) columns.
The first column is intended for the Quarter; the second one for the Most Essential
Learning Competencies (MELC); and the last one for the No. of Days Taught.
Quarter
(A)
Most Essential Learning Competencies (MELC)
(B)
No. of Days
Taught
(C)
(D)
(D)
(D)
In using the PIVOT 4A BOW for SHS – Applied Subjects, it is important to
understand the figure above marked by the following specifications:
A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Number of Days Taught
D. Most Essential Learning Competencies (MELC). These MELCs which were
identified by the Central Office may be of the same variant of the K to 12 LCs.
But in some cases, MELCs were produced by rephrasing or merging/fusing
some LCs from the K to 12 Curriculum Guide for SHS.
Further, teachers should:
look for the grade level they are handling;
check the MELC/s to be taught in a particular quarter and/or semester;
take note that teachers, based from school planning and subject distribution,
may teach a particular subject either on first semester or second semester and
either on Grade 11 or Grade 12 while considering the subject pre-requisites and
co-requisites;
take note that the PIVOT 4A BOW presents the partition of MELCs in each
quarter but it does not mean that if this guide notes that Subject A be taught
in the first semester, the school cannot offer it on the second semester, i.e. this
guide identifies Empowerment Technologies as a subject for the first semester;
thus the MELCs are divided into Quarters 1 and 2; however, if the school plans
to offer this subject in the second semester; then, the MELCs will be
consequently adjusted to Quarters 3 and 4 accounting the same distribution of
MELCs per quarter;
be guided that all SHS Applied Subjects shall be taught for 32 days (4-hour
sessions/week times 8 weeks/quarter) in a quarter; and
3. Page 330 of 349
design their lessons on the MELC and/or clustered MELCs using the IDEA
instructional delivery process.
clmd/jsc
4. Page 331 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : EMPOWERMENT TECHNOLOGIES
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 1
compare and contrast the nuances of varied online platforms, sites, and
content to best achieve specific class objectives or address situational
challenges 4
apply online safety, security, ethics, and etiquette standards and practice in
the use of ICTs as it would relate to their specific professional tracks
use the Internet as a tool for credible research and information gathering to
best achieve specific class objectives or address situational
4
uses common productivity tools effectively by maximizing advanced
application techniques
creates an original or derivative ICT content to effectively communicate or
present data or information related to specific professional tracks
4
evaluate existing websites and online resources based on the principles of
layout, graphic, and visual message design.
use image manipulation techniques on existing images to change or enhance
their current state to communicate a message for a specific purpose
4
create an original or derivative ICT content to effectively communicate a
visual message in an online environment related to specific professional tracks
evaluate existing online creation tools, platforms and applications in
developing ICT content for specific professional tracks
8
apply web design principles and elements using online creation tools,
platforms, and applications to communicate a message for a specific
purpose in specific professional tracks
create an original or derivative ICT content using online creation tools,
platforms, and applications to effectively communicate messages related to
specific professional track
evaluate the quality, value, and appropriateness of peer’s existing or
previously developed ICT content in relation to the theme or intended
audience/ viewer of an ICT project
8
share and showcase existing or previously developed material in the form of a
collaboratively designed newsletter or blog site intended for a specific
audience or viewer
Quarter 2
explore the principles of interactivity and rich content in the context of Web
2.0 and the participation of the user in the online experience
4
share anecdotes of how he/she has used ICTs to be part of a social
movement, change, or cause to illustrate aspects of digital citizenship
identify a local or regional cause or issue for Social Change related to specific
professional tracks that can be addressed or tackled using an ICT Project for
Social Change
12
analyze how target or intended users and audiences are expected to respond
to the proposed ICT Project for Social Change on the basis of content, value,
and user experience
integrate rich multimedia content in design and development to best
enhance the user experience and deliver content of an ICT Project for Social
Change
develop a working prototype of an ICT Project for Social Change
demonstrate how online ICT Projects for Social Change are uploaded,
managed, and promoted for maximum audience impact
8generate a technical report interpreting data analytics, e.g. Google,
Facebook, or similar traffic data on the general aspects of search visibility,
reach, and virality
generate a report on the performance of their ICT Project for Social Change
on the basis of data gathered from available monitoring tools and evaluating
techniques
4
create a reflexive piece or output using an ICT tool, platform, or application of
choice on the learning experience undergone during the semester
4
5. Page 332 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1/3
Differentiates language used in academic texts from various disciplines 2
Uses knowledge of text structure to glean the information he/she needs
4Uses various techniques in summarizing a variety of academic texts
States the thesis statement of an academic text
Outlines reading texts in various disciplines 4
Uses appropriate critical writing a critique such as formalism, feminism,
etc.
2
Writes an objective/balanced review or critique of a work of art, an
event or a program
6
Determines the ways a writer can elucidate on a concept by definition,
explication and clarification
4
Compare and contrast various kinds of concept papers: Home
Economics; Agri. Fishery; I.A; ICT
4
Presents a novel concept or project with accompanying visuals/
graphic aids
6
Quarters 2/4
Gathers manifestoes and analyzes the arguments used by the writer/s
4Defends a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidences
Writes various kinds of position papers 6
Determines the objectives and structures of various kinds of reports 2
Designs, tests and revises survey questionnaires*
8Conducts surveys, experiments or observations*
Gathers information from surveys, experiments, or observations*
Summarizes findings and executes the report through narrative and
visual/graphic forms
4
Writes various reports 8
6. Page 333 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : ENTREPRENEURSHIP
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarter 3
IMPLEMENTING A SIMPLE BUSINESS
1.1 Implement the business plan;
32
1.2 Operate the business;
1.3 Sell the product/service to potential customers;
Quarter 4
1.4 Identify the reasons for keeping business records; 8
1.5 Perform key bookkeeping tasks; 8
1.6 Interpret financial statements (balance sheet, income statement, cash
flow projections, and summary of sales and cash receipts);
8
1.7 Prepare an income statement and a balance sheet; 8
7. Page 334 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (AKADEMIK)
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang akademikong pagsulat
12
Nakikilala ang iba’t ibang akademikong sulatin ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sulating akademiko
Nakakasusulat nang maayos na akadamikong sulatin
12Nakasusunod sa istilo at teknikal na pangangailangan ng akademikong
sulatin
Nakasusulat ng talumpati batay sa napakinggang halimbawa 8
Ikalawang
Markahan
Natutukoy ang mahahalagang impormasyon sa isang pulong upang
makabuo ng sintesis sa napag-usapan
8
Natutukoy ang katangian ng isang sulating akademiko
12
Nabibigyang-kahulugan ang mga terminong akademiko na may
kaugnayan sa piniling sulatin
Natitiyak ang mga elemento ng pinanood na programang
pampaglalakbay
Nakasusulat ng organisado, malikhain, at kapani-paniwalang sulatin
12
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit
ng wika
Nakabubuo ng sulating may batayang pananaliksik ayon sa
pangangailangan
Naisasaalang-alang ang etika sa binubuong akademikong sulatin
8. Page 335 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (ISPORTS)
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang sulating pang-isport
12
Nakikilala ang iba’t ibang sulating pang-isports ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sulating pang-isports
12
Nabibigyang-kahulugan ang mga terminong pang-isports na may
kaugnayan sa piniling sulatin 8
Naitatala ang mga panuto (rules) sa programang pang-isports
Ikalawang
Markahan
Naipaliliwanag ang kahalagahan, kalikasan, at proseso ng piniling anyo ng
sulating pang-isports
4
Nakasusulat ng sulating batay sa maingat, wasto at angkop na paggamit
ng wika
12
Nakapagsasaliksik ng datos kaugnay ng isusulat na piniling anyo ng sulating
pang-isports
12
Naisasaalang-alang ang etika sa binubuong sulating pang-isports 4
9. Page 336 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (SINING)
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang mga anyo ng sulatin sa sining at disenyo 3
Nakikilala ang iba’t ibang anyo ng sining at disenyo ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
3
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sining at disenyo
10
Naipapaliwanag ang kahulugan ng pinakinggang halimbawa ng fliptop,
novelty songs, pick-up lines, atbp.
8
Nasusuri ang katangian ng mabisa at mahusay na sulatin batay sa binasang
mga halimbawang gaya ng iskrip, textula, blog, at islogan
8
Ikalawang
Markahan
Nabibigyang-kahulugan ang mga terminong teknikal na may kaugnayan sa
piniling sulat
8
Natutukoy ang mahahalagang elemento ng mahusay na sulating pansining
na pinanood na teleserye, dula, shadow play, puppet show, atbp
12
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit
ng wika 12
Naisasaalang-alang ang etika sa binubuong sulatin sa sining at disenyo
10. Page 337 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : FILIPINO SA PILING LARANG (TECHVOC)
Markahan Pinakamahalagang Kasanayang Pampagkatuto (MELC)
Bilang ng
Araw
Unang
Markahan
Nabibigyang-kahulugan ang teknikal at bokasyunal na sulatin
12
Nakikilala ang iba’t ibang teknikal-bokasyunal na sulatin ayon sa:
a. Layunin
b. Gamit
c. Katangian
d. Anyo
e. Target na gagamit
Nakapagsasagawa ng panimulang pananaliksik kaugnay ng kahulugan,
kalikasan, at katangian ng iba’t ibang anyo ng sulating teknikal- bokasyunal
12
Naiisa-isa ang mga hakbang sa pagsasagawa ng mga binasang
halimbawang sulating teknikal- bokasyunal
8
Ikalawang
Markahan
Naililista ang mga katawagang teknikal kaugnay ng piniling anyo 4
Naipapaliwanag sa paraang sistematiko at malinaw ang piniling anyo sa
pamamagitan ng paggamit ng angkop na mga termino
12
Nakasusulat ng sulating batay sa maingat, wasto, at angkop na paggamit
ng wika 16
Naisasaalang-alang ang etika sa binubuong tenikal-bokasyunal na sulatin
11. Page 338 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 1
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1/3
shares research experiences and knowledge
8
explains the importance of research in daily life
describes characteristics, processes, and ethics of research
differentiates quantitative from qualitative research
provide examples of research in areas of interest
describes characteristics, strengths, weaknesses, and kinds of qualitative
research
Illustrates the importance of qualitative research across fields
designs a research project related to daily life
8
writes a research title
provides the justifications/reasons for conducting the research
states research question
indicates scope and delimitation of research
cites benefits and beneficiaries of research
presents written statement of the problem
selects relevant literature
8
cites related literature using standard style
synthesizes information from relevant literature
writes coherent review of literature
follows ethical standards in writing related literature
8
presents written review of literature
Quarters 2/4
chooses appropriate qualitative research design
8
describes sampling procedure and sample
plans data collection, data gathering instrument, and analysis
procedures 8
presents written research methodology
collects data through observation and interviews
8infers and explain patterns and themes from data
related the findings with pertinent literature
draws conclusions from patterns and themes
8formulates recommendations based on conclusions
lists references
12. Page 339 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : PRACTICAL RESEARCH 2
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1/2
Describes characteristics, strengths, weaknesses, and kinds of quantitative
research
12
Illustrates the importance of quantitative research across fields
Differentiates kinds of variables and their uses
Designs a research used in daily life
6Writes a research title
Describes background of research
States research questions
6Indicates scope and delimitation of study
Presents written statement of the problem
Illustrates and explain the conceptual framework
8
Defines terms used in study
Lists research hypothesis (if appropriate)
Presents written review of related literature and conceptual framework
Quarters 3/4
Chooses appropriate quantitative research design
4Describes sampling procedure and sample
Constructs an instrument and establishes its validity and reliability
Describes intervention (if applicable)
4Plans data collection procedure
Plans data analysis using statistics and hypothesis testing (if appropriate)
Presents written research methodology 8
Collects data using appropriate instruments
8
Presents and interprets data in tabular or graphical forms
Uses statistical techniques to analyze data – study of differences and
relationships limited for bivariate analysis
Draws conclusions from research findings
8
Formulates recommendations
13. Page 340 of 349
Level : SENIOR HIGH SCHOOL
Subject Group : APPLIED SUBJECT
Subject : INQUIRIES, INVESTIGATION AND IMMERSION
Quarter Most Essential Learning Competencies (MELC)
No. of Days
Taught
Quarters 1
prepares a plan and a focus on issues and ideas in their respective field 4
formulates clearly the statement of research problem 4
selects, cites and synthesizes related literature uses sources according to
ethical standards (atleast 4-6 local and international sources)
12
describes adequately research design (either quantitative or qualitative),
data gathering instrument, sample, data collection and analysis
procedures, prepares data gathering instrument
12
Quarters 2
gathers and analyzes data with intellectual honesty using suitable
techniques
8
forms logical conclusions
makes recommendations based on conclusions
writes clear report
4
presents written research report
revises written research report based on suggestions and
recommendations of panelists
submits final written research report
20
