This module helps students analyze career choices by having them interview people in fields they are interested in and create career roadmaps. It includes activities where students gather information about beliefs, attitudes and skills needed for different jobs through informational interviews. They then evaluate this data and identify common traits. Students also reflect on their progress and create diagrams or illustrations depicting their plans and goals for the future. The module aims to help students affirm their career decisions and develop plans to achieve their goals.
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Contemporary art in the Philippines reflects the country's diverse identity and complex social issues. Filipino artists portray subjects and use mediums in innovative ways that express Philippine culture and history, which has been influenced by colonial powers. A key contemporary artist, Ronald Ventura, is known for paintings that blend styles like realism and graffiti in layers that represent the multifaceted Philippine identity. Contemporary architecture has also emerged with a Filipino style seen in modernized traditional forms. A pioneer in landscape architecture, Ildefonso Santos designed parks and outdoor spaces that incorporated local plants and design elements. Philippine sculpture also continues traditions from ancestral carvings while adapting to modern themes.
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
The document outlines the timeline and characteristics of art in the Philippines from pre-colonial times to the present. It discusses pre-colonial, ethnic arts which served ritual or everyday purposes. During Spanish colonization, art propagated the Catholic faith and supported colonial rule. In the American era, commercial and advertising arts were integrated into fine arts education and secular forms were favored. Under Japanese occupation, indigenous Philippine art and traditions were emphasized. The modern era focused on questions of national identity, while contemporary art reflected aspirations for a just, free, and sovereign society through social realism.
The document discusses several traditional Philippine art forms including puni from Bulacan which involves decorating with folded coconut leaves. Singkaban from Bulacan are elaborately designed bamboo arches used as decorations. Pabalat from Bulacan refers to intricate paper cutouts as well as the cultural practice. Taka originated in Paete, Laguna and are paper mache sculptures made using carved wooden molds. Pagbuburda from Taal and Lumban, Laguna is the art of embroidery, especially of floral designs, on fabrics.
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
This document provides guidance for teachers conducting a module to help students analyze their career choices. The module involves several activities including a "Mini Me" game to discuss career choices with a partner, forming a circle to allow students to share their career information and experiences choosing a profession, and filling out a "Career Analysis Profile" worksheet. The document provides objectives, instructions, materials needed, and references for teachers to conduct the module in about 2 hours. It aims to help students examine how their academic performance and personal realities may affect their career choices.
This module discusses helping learners discover their "Version 2.0" self and their future career. It involves learners doing an activity where they draw symbols representing their current track, future job, and other career-related aspects on a drawing of their hand. This allows them to reflect on how prepared they are for the future. The module emphasizes developing skills like work ethics, personality, and understanding rights/responsibilities for both employees and employers. It discusses intrinsic and extrinsic motivators and how learners' goals and personalities can help meet societal needs through their chosen careers. Learners are guided to recognize factors that will help them transition successfully from school to work.
This document provides materials for a Career Guidance Program module for Grade 12 students. The module aims to help students create a Lifelong Learning Plan and express their passion for their chosen career. It includes activities and worksheets to guide students through identifying learning goals and gaps, and developing a plan to continuously pursue education and skills to advance in their career. The document provides examples and templates to help students conduct a career gap analysis and draft objectives, learning strategies, timelines and verification methods for their Lifelong Learning Plan. It also includes a reflection activity where students write their own career philosophy and put together an airplane puzzle to symbolize their career taking off.
Contemporary art in the Philippines reflects the country's diverse identity and complex social issues. Filipino artists portray subjects and use mediums in innovative ways that express Philippine culture and history, which has been influenced by colonial powers. A key contemporary artist, Ronald Ventura, is known for paintings that blend styles like realism and graffiti in layers that represent the multifaceted Philippine identity. Contemporary architecture has also emerged with a Filipino style seen in modernized traditional forms. A pioneer in landscape architecture, Ildefonso Santos designed parks and outdoor spaces that incorporated local plants and design elements. Philippine sculpture also continues traditions from ancestral carvings while adapting to modern themes.
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
The document outlines the timeline and characteristics of art in the Philippines from pre-colonial times to the present. It discusses pre-colonial, ethnic arts which served ritual or everyday purposes. During Spanish colonization, art propagated the Catholic faith and supported colonial rule. In the American era, commercial and advertising arts were integrated into fine arts education and secular forms were favored. Under Japanese occupation, indigenous Philippine art and traditions were emphasized. The modern era focused on questions of national identity, while contemporary art reflected aspirations for a just, free, and sovereign society through social realism.
The document discusses several traditional Philippine art forms including puni from Bulacan which involves decorating with folded coconut leaves. Singkaban from Bulacan are elaborately designed bamboo arches used as decorations. Pabalat from Bulacan refers to intricate paper cutouts as well as the cultural practice. Taka originated in Paete, Laguna and are paper mache sculptures made using carved wooden molds. Pagbuburda from Taal and Lumban, Laguna is the art of embroidery, especially of floral designs, on fabrics.
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
This document provides an overview of the course "Contemporary Philippine Arts from the Regions" which will be taught during the first semester of the 2017-2018 academic year. The course aims to provide students with an appreciation of contemporary art styles from the CALABARZON region through an integrative approach. Students will study how different art forms are combined in modern works, analyze significant artists from the region, and learn various materials and techniques. They will also plan and design their own art production that consolidates relevant concepts.
Here are potential responses to the situational questions:
1. You observe two of your employees arguing in a central location in the office.
I would calmly approach the employees and ask them to take the discussion elsewhere privately. If the argument seems to be escalating or affecting others, I would politely but firmly ask them to stop and schedule a time to discuss the issue in my office later when emotions have cooled down. Maintaining a professional work environment is important.
2. One of your employees comes to you complaining about another employee and insisting they should no longer work together.
I would listen to understand the employee's perspective without judgment. I would then speak to the other employee to get their side as well before making any
ICT Project for Social Change - Empowerment TechnologiesMark Jhon Oxillo
The document provides guidance on developing an effective concept paper to propose an ICT project for social change. It explains that a concept paper convinces potential funders that a product, program or service is worth supporting. The document outlines the five key elements of a concept paper: introduction, purpose, description, support and contact information. It also provides a sample concept paper template and example. Finally, it describes an activity for students to work in groups to create their own concept paper for a social campaign and corresponding Facebook page.
Here are the key points about painting that were covered in the previous lesson:
- Painting refers to applying color on a flat surface using various materials like watercolor, acrylics, ink, oil, pastel, and charcoal. Common surfaces include wood, canvas, cardboard, and paper.
- Forms of painting include easel painting (meant to be framed and hung on walls), murals (huge wall-sized paintings used to impart messages), telon painting (backdrops for theater performances), and jeepney/calesa painting (decorating public transportation vehicles).
- Easel paintings are fixed on an upright easel support. Murals can be portable versions painted on cheesecloth or
This poem by Kristian Sendon Cordero uses imagery to portray the volcano Mayon in the Philippines. Through four stanzas, the poem presents Mayon as both beautiful yet dangerous. The first stanza references the legend that Mayon was born from the breath of a maiden who died in battle. Subsequent stanzas depict Mayon covered in clouds and smoke, with lava flowing down like excrement. The final stanza likens Mayon to a beautiful guard waiting to engulf those who enter. The poem conveys the dual nature of Mayon as both scenic yet threatening destruction.
This document discusses the different art traditions in the Philippines: Ethnic Tradition, Spanish Colonial Tradition, and Contemporary Arts Tradition. It provides examples of artworks from each tradition, including the Manunggul Jar, Langit Lupa at Impyerno painting, Bayanihan mural, and Cinco Marias installation. The document highlights how Philippine arts have been influenced by geography, experiences of Filipinos, religion, and contemporary culture through time.
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
The document provides an overview of media and information literacy concepts related to text information and media. It defines text, describes different text formats and types, and discusses selection criteria and design principles for text like emphasis, proximity, alignment and organization. Examples of various text styles and formats are presented to illustrate concepts. The document is a teaching guide that aims to help learners understand text in multimedia and how it is formally and informally produced.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
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.
A media and information literate individual is able to understand their rights regarding information like freedom of information and copyright. They can distinguish facts from falsehoods and make decisions based on well-researched information. On a personal level, they can reflect on how media represents their own values and express themselves through media. Professionally, a media literate person uses information ethically and creatively, respects all involved in information sharing, and adapts to changing formats. Educationally, they think critically using factual sources, spread knowledge-based information, and explore new ideas using media.
This document discusses people media, which refers to both people in media and people as media. People in media are media practitioners who provide information from their expertise or first-hand experience. Examples include journalists, reporters, bloggers. People as media are everyday individuals who provide information to others, such as opinion leaders, citizen journalists, and through crowdsourcing. Citizen journalism involves non-professionals using technology and the internet to create or fact-check media, while crowdsourcing obtains content or ideas from a large online group. The document provides examples of different types of people who fall into the categories of people in media and people as media.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
This document outlines a lesson plan on media and information literacy. It discusses opportunities and challenges of media and information in economic, educational, social and political contexts. Learners will identify opportunities and challenges of media, discuss how media affects change, and research examples of media influencing change. The lesson will include analyzing cartoons on media truth, discussing challenges and opportunities of new media, defining cybercrime, and examining news reports of cybercrime in the Philippines. Learners will create infographics on opportunities and challenges of media and write a research paper on media influencing societal change.
People Media - Media and Information Literacy (MIL)Mark Jhon Oxillo
This document discusses different types of "people media", which refers to individuals involved in using, analyzing, producing, and spreading media and information. There are two main types: people as media, where the individual themselves serves as the medium; and people in media, who work behind other forms of media. Examples of people as media include opinion leaders, citizen journalists, social journalists, and crowdsourcers. People in media include print journalists, photojournalists, broadcast journalists, and multimedia journalists who utilize different mediums like text, photos, radio, and online platforms. The document provides descriptions and characteristics of various roles within people media.
The document provides guidelines for implementing work immersion during the COVID-19 crisis. Work immersion is a required subject in the K to 12 Basic Education Program aimed at developing students' work competencies and values. It involves immersing students in actual work environments relevant to their training to familiarize them with the workplace and apply their skills. The guidelines outline health and safety protocols, portfolio requirements, and expectations for students' conduct and timekeeping during work immersion. Evaluation will be based on teacher ratings and portfolio quality.
QTR 2, MODULE 2- TRADITIONAL TECHNIQUES.pdfJoviParani3
This module discusses traditional techniques used in creating Philippine contemporary art. It defines technique as the manner in which artists use and manipulate materials to achieve their desired effects and communicate concepts. Some traditional Philippine techniques mentioned are wood carving, molding of clay, weaving of fabric, and basketry methods like coiling, plaiting and twining. The module provides examples of artworks created using these techniques and emphasizes how materials influence the techniques applied. It aims to help learners identify different techniques in contemporary Philippine art.
Lesson 9 citing benefits and beneficiaries of research studymjlobetos
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document provides an overview of the course "Contemporary Philippine Arts from the Regions" which will be taught during the first semester of the 2017-2018 academic year. The course aims to provide students with an appreciation of contemporary art styles from the CALABARZON region through an integrative approach. Students will study how different art forms are combined in modern works, analyze significant artists from the region, and learn various materials and techniques. They will also plan and design their own art production that consolidates relevant concepts.
Here are potential responses to the situational questions:
1. You observe two of your employees arguing in a central location in the office.
I would calmly approach the employees and ask them to take the discussion elsewhere privately. If the argument seems to be escalating or affecting others, I would politely but firmly ask them to stop and schedule a time to discuss the issue in my office later when emotions have cooled down. Maintaining a professional work environment is important.
2. One of your employees comes to you complaining about another employee and insisting they should no longer work together.
I would listen to understand the employee's perspective without judgment. I would then speak to the other employee to get their side as well before making any
ICT Project for Social Change - Empowerment TechnologiesMark Jhon Oxillo
The document provides guidance on developing an effective concept paper to propose an ICT project for social change. It explains that a concept paper convinces potential funders that a product, program or service is worth supporting. The document outlines the five key elements of a concept paper: introduction, purpose, description, support and contact information. It also provides a sample concept paper template and example. Finally, it describes an activity for students to work in groups to create their own concept paper for a social campaign and corresponding Facebook page.
Here are the key points about painting that were covered in the previous lesson:
- Painting refers to applying color on a flat surface using various materials like watercolor, acrylics, ink, oil, pastel, and charcoal. Common surfaces include wood, canvas, cardboard, and paper.
- Forms of painting include easel painting (meant to be framed and hung on walls), murals (huge wall-sized paintings used to impart messages), telon painting (backdrops for theater performances), and jeepney/calesa painting (decorating public transportation vehicles).
- Easel paintings are fixed on an upright easel support. Murals can be portable versions painted on cheesecloth or
This poem by Kristian Sendon Cordero uses imagery to portray the volcano Mayon in the Philippines. Through four stanzas, the poem presents Mayon as both beautiful yet dangerous. The first stanza references the legend that Mayon was born from the breath of a maiden who died in battle. Subsequent stanzas depict Mayon covered in clouds and smoke, with lava flowing down like excrement. The final stanza likens Mayon to a beautiful guard waiting to engulf those who enter. The poem conveys the dual nature of Mayon as both scenic yet threatening destruction.
This document discusses the different art traditions in the Philippines: Ethnic Tradition, Spanish Colonial Tradition, and Contemporary Arts Tradition. It provides examples of artworks from each tradition, including the Manunggul Jar, Langit Lupa at Impyerno painting, Bayanihan mural, and Cinco Marias installation. The document highlights how Philippine arts have been influenced by geography, experiences of Filipinos, religion, and contemporary culture through time.
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
The document provides an overview of media and information literacy concepts related to text information and media. It defines text, describes different text formats and types, and discusses selection criteria and design principles for text like emphasis, proximity, alignment and organization. Examples of various text styles and formats are presented to illustrate concepts. The document is a teaching guide that aims to help learners understand text in multimedia and how it is formally and informally produced.
This document provides an overview of a module that aims to help learners identify their personal values and how those values influence career goals and decisions. It outlines several activities for students, including games to uncover their top values and evaluate how their values align or conflict with others. The module also discusses how values are developed based on environmental and cultural factors and can sometimes conflict within individuals or between groups. Students are guided in reflecting on their values and making plans to resolve conflicts to better achieve their career objectives. The goal is for learners to gain self-awareness of their values and understand how to navigate values in their lifelong career journey.
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.
A media and information literate individual is able to understand their rights regarding information like freedom of information and copyright. They can distinguish facts from falsehoods and make decisions based on well-researched information. On a personal level, they can reflect on how media represents their own values and express themselves through media. Professionally, a media literate person uses information ethically and creatively, respects all involved in information sharing, and adapts to changing formats. Educationally, they think critically using factual sources, spread knowledge-based information, and explore new ideas using media.
This document discusses people media, which refers to both people in media and people as media. People in media are media practitioners who provide information from their expertise or first-hand experience. Examples include journalists, reporters, bloggers. People as media are everyday individuals who provide information to others, such as opinion leaders, citizen journalists, and through crowdsourcing. Citizen journalism involves non-professionals using technology and the internet to create or fact-check media, while crowdsourcing obtains content or ideas from a large online group. The document provides examples of different types of people who fall into the categories of people in media and people as media.
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
This document outlines a lesson plan on media and information literacy. It discusses opportunities and challenges of media and information in economic, educational, social and political contexts. Learners will identify opportunities and challenges of media, discuss how media affects change, and research examples of media influencing change. The lesson will include analyzing cartoons on media truth, discussing challenges and opportunities of new media, defining cybercrime, and examining news reports of cybercrime in the Philippines. Learners will create infographics on opportunities and challenges of media and write a research paper on media influencing societal change.
People Media - Media and Information Literacy (MIL)Mark Jhon Oxillo
This document discusses different types of "people media", which refers to individuals involved in using, analyzing, producing, and spreading media and information. There are two main types: people as media, where the individual themselves serves as the medium; and people in media, who work behind other forms of media. Examples of people as media include opinion leaders, citizen journalists, social journalists, and crowdsourcers. People in media include print journalists, photojournalists, broadcast journalists, and multimedia journalists who utilize different mediums like text, photos, radio, and online platforms. The document provides descriptions and characteristics of various roles within people media.
The document provides guidelines for implementing work immersion during the COVID-19 crisis. Work immersion is a required subject in the K to 12 Basic Education Program aimed at developing students' work competencies and values. It involves immersing students in actual work environments relevant to their training to familiarize them with the workplace and apply their skills. The guidelines outline health and safety protocols, portfolio requirements, and expectations for students' conduct and timekeeping during work immersion. Evaluation will be based on teacher ratings and portfolio quality.
QTR 2, MODULE 2- TRADITIONAL TECHNIQUES.pdfJoviParani3
This module discusses traditional techniques used in creating Philippine contemporary art. It defines technique as the manner in which artists use and manipulate materials to achieve their desired effects and communicate concepts. Some traditional Philippine techniques mentioned are wood carving, molding of clay, weaving of fabric, and basketry methods like coiling, plaiting and twining. The module provides examples of artworks created using these techniques and emphasizes how materials influence the techniques applied. It aims to help learners identify different techniques in contemporary Philippine art.
Lesson 9 citing benefits and beneficiaries of research studymjlobetos
This study on the effects of task-based language teaching on second language acquisition in college freshman students has several potential benefits and beneficiaries. The study could make language teachers more aware of task-based language teaching and how tasks can be used as pedagogical tools. It may also help students recognize the usefulness of English for communication and understanding course content. Additionally, the administration may be encouraged to include faculty development on improving teaching competence. Textbook writers and curriculum developers could also benefit by incorporating task-based approaches.
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document discusses insights gained about information literacy. It summarizes how information literacy is changing views on learning, teachers, students, and assessment in education. Specifically, it notes that learning is now seen as a process rather than product. Students are viewed as information seekers and teachers must prepare students to learn how to learn. Authentic assessments that measure application of skills and knowledge are emphasized over traditional testing. Overall, the document argues that integrating information literacy skills across all subjects from an early age is important for producing lifelong learners.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
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!
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
The document provides details of a 3-part lesson plan on goal setting and career planning for high school students. Part 1 focuses on goal setting and creating an Individual Pathways Plan account on the myblueprint website. Students complete a goal setting worksheet and reflection. Part 2 explains personality types based on John Holland's theory and has students take a personality test and reflection. Part 3 reviews the high school application process and Ontario Secondary School Diploma requirements, and has students explore course options and complete a final reflection.
This document outlines the content and learning outcomes of a unit on applying reflective skills. The unit will help students systematically reflect throughout their coursework, identify key questions for their role as novice teachers, and understand the issues involved in becoming a reflective practitioner. It provides guidance on modeling reflection, considering classroom context, encouraging multiple perspectives, and other tips to support students' development as reflective practitioners.
The document discusses principles and practices of learning-centered education. It outlines several key principles, including that learners' ideas should be valued and not ridiculed, learning involves thinking, emotions and doing, learners remember more when visuals support verbal presentations, the 20-40-80 rule of remembering based on hearing, seeing and doing, learning must be immediately applicable, involve discussion and learning from peers, allow two-way dialogue between learner and teacher, and draw on learners' own knowledge and experience. It also discusses assessing learners' needs and resources to effectively design learning.
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
The document discusses reflection and its application in education studies. It defines reflection as serious thought about a situation or experience and explains how reflective techniques like questioning and journaling can be used. Reflection is important for practitioners to develop skills and address challenges. It clarifies that both open-ended and closed questions have a role in reflection. The document also discusses Bloom's Taxonomy and its domains of learning. Learners are asked to complete reflective writing assignments and discussions applying these concepts.
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2. Module 4 Page 46
Introduction (5 minutes)
As the old-aged saying connotes,
your role as a teacher is to open doors of
possibilities for the learners under your care.
But you must also accept the fact that you
cannot let them trudge the path you want
them to take. You cannot decide on their
behalf. You cannot force them to chew the
chunks of information you served them. Be
as it may, you have a crucial role in
preparing your learners to pack their
individual bags and take their own journey
toward the realization of what they envision
to become.
This module will help you make your learners realize that their dreams in the future
could be achieved a step closer with the help of people who are in the profession or business
that they envision to be in the future. Your inputs through the different activities that they will
undergo will keep their enthusiasm burning to pursue their career choice.
Continue the learning journey through this module and help your learners affirm more
their desire of becoming who they want to be in the future.
Total Time Allotment: 120 minutes
Materials
hard and soft copy of the PowerPoint presentation for the learners
Activity Sheet No. 1: Informational Interview template
Activity Sheet No. 2: Tracing the Trail
Activity Sheet No. 3: Career Roadmap
Activity Sheet No. 4: Fitting in Other’s Shoes
Reflection notebook/paper
manila paper and markers
cut out pictures for the road map (optional)
I. Objectives
At the end of this module, the students are expected to:
1. analyze information gathered from people that will help affirm their decision in
choosing the career or curriculum exit;
2. evaluate the role of selected people with the chosen career or curriculum exit in terms
of their beliefs, attitude, and skills; and
3. make a career road map as an expression of commitment to one’s chosen career or
curriculum exit.
3. Module 4 Page 47
II. Motivation
Brisk Walk Down Memory Lane (5 minutes)
Where are your learners now in terms of achieving their dreams? What have they
already done? Are they already geared up to take a step farther upon completion of the
Grade 11 modules? Have your learners take a brisk walk down their memory lane. Let
them recall various milestones in their plan of action toward the realization of their
dreams. Here is a poem that will help them revisit their decisions. Afterwards, let them
reflect by answering the follow-up questions.
Chasing Dreams
You’ve come this far,
Where else would you want to go?
You’ve reached this far,
What else would you want to do?
Chase your dreams.
Follow your heart.
Keep moving forward.
Always pray hard.
Life offers a lot of choices
But do not make a choice in haste.
Nothing is served in silver platter
Take your time, pray for it.
You’ve come this far,
But there’s more in store.
You’ve reached this far,
Move on…conquer… soar high.
-jimmie-
Questions for Reflection (10 minutes)
1. What is the message of the poem?
2. Which line or lines in the poem do you like best? Why?
3. What does the poem want you to do with every milestone you achieve?
4. Module 4 Page 48
III. Main Activity
Activity 1: Packing Up for the Journey and Journeying Together (10 minutes)
Group Activity
Materials Needed:
data gathered from the informational interview
(Given as an assignment in Module 3)
Worksheet 1 templates
manila paper with marker
Directions:
1. Divide the class into small group of five based on the similarities of the profession or
job of the person they interviewed.
2. Provide manila paper and marker for each group.
3. Let the learners go over their individual findings gathered from the Informational
Interview. Allow them to share this with their group.
4. After the sharing, let each group identify the beliefs, attitude, and skills of the
professionals/businessmen they have interviewed.
5. Let them write their answers on the manila paper using the template below.
Here is an example.
Profession or Job of the Person Interviewed:
Beliefs Attitude Skills
Ex. Honest in reporting
results
Ex. Careful in accomplishing
assigned task.
Ex. Good in computing or
working with
numbers/data.
Processing Questions: (20 minutes)
1. What beliefs, values, and skills have you observed that are helpful in becoming a
successful professional or entrepreneur? Why do you say so?
2. Were there common characteristics of the people you interviewed in terms of their
beliefs, attitude, and skills? What are those characteristics?
3. Are there characteristics exclusively possessed by a certain person you interviewed?
What are those characteristics?
4. How did you feel while interviewing these people?
5. What characteristics do you have that you believe are similar to those you
interviewed? What do you plan to do about these characteristics?
5. Module 4 Page 49
IV. Lecturette
Info-Bits (15 minutes)
It has been said that first hand information can be a very rich source of
information for learners. These are the information (the beliefs, attitude, and skills) and
success stories that we get from people who inspire us and make us feel more
enthusiastic about pursuing our goals. This is also called observational learning.
Observational Learning happens when one learns by observing another person
perform a specific task. Observational Learning or the Social Learning theory focuses on
the social context of learning and proposes that we can learn from another by
observation, imitation, or by modeling. Albert Bandura (1977) endeavored to understand
the cognitive processes associated with people’s interaction with one another. Social
learning theorists say that learning can take place simply by observing other actions and
the subsequent outcomes of those actions.
It is from this context that the Grade 12 learners are given assignment to observe a
person with whom they want to emulate in the future using the informational interview
form (attached in the appendix). By shadowing the person or the “More Knowledgeable
Other” or MKO (Vygotsky, 2014) in his place of work and by asking pertinent questions
based on the observation tool that was crafted, it is believed that these new information
will help them in cementing their decisions to pursue their chosen career.
Informational observation also strengthens the claim of the creative job hunting
principle (Woodcock, 2014) where it says that the best way to choose a career is to talk to
people doing the job and to try it out via work shadowing and experience. There is a lot
of truth in the statement that you don’t really know what it’s like until you have been
doing it for a while: at least shadowing gives you a good idea of what’s involved.
The idea of the observation is to promote a learning context where the learners
play an active role and become responsible for their own learning. The role of the
teacher therefore is to closely collaborate with learners to facilitate meaningful learning
experiences they acquired.
Choosing the right course is a big decision and it is
important to get it right, as it can impact future success.
Career awareness and self-awareness go hand-in-hand.
This is the other idea behind why learners need to have
enough information profile about the career they want to
undertake through the informational observation. In so
doing, the learners could be taken away from the idea
that luck, unpredictable social factor, chance, beliefs, and
environmental factors play a major role in one’s success
in life as suggested by the Happenstance Theory
(Krumboltz, 2008).
6. Module 4 Page 50
As Stephen Covey says from his famous book The 7 Habits of Highly Effective
People, “Begin with the end in mind.” We encourage our learners to visualize what they
wanted to become and they are already on their first step of achieving their goals.
Relative to this, encourage them to craft their own career road map by taking into
consideration the information they gathered during their observation and the learning
they acquired through the different activities. While we encourage creativity, do bear in
mind that the content and direction of their career road map plays a more important
thing and the visual effect comes only secondary. Instructions on crafting the career road
map follow for a more specific guide as to how the learners will craft their outputs.
V. Application
Crafting a Career Road Map (5 minutes)
Having processed the different data gathered by the learners in the field during the
informational interview, by now they must be aware that there are attributes of a person
(in the same profession as their chosen curriculum exit) that needs to be learned in
school and there are attributes that could be learned outside the four walls of the
classroom. At this point, you can guide your learners to craft their own career road map
so that they will have a prepared future plan as to how they want to arrive at their
destinations – the fulfillment of their career goals.
According to an article by Cao (2013) a career road map outlines specific steps to
undertake for moving from one step to another in ways that will facilitate growth and
career advancement. This could be an illustration or diagram that could easily be
understood by the individual who crafted it.
Career road maps are flexible enough and could be revisited and revised over time
or as the circumstance warrants in order for the learner to keep track of his progress or
to address issues that hinder the achievement of the desired goal.
The career road map, upon accomplishing should be communicated by the learners
to their parents/guardians or significant people whom they think in one way or the other
will be involved in the attainment of the desired goal. The learners should inform their
parents/guardians or the people whom they identified of what specific help or support
they are expecting from them. It is also very important to remind the learners that they
should also communicate to their support group the specific steps they will take and the
projected time frame of its accomplishment. In so doing, the learners will have an active
support system that will help him out in achieving their career goals from time to time.
Below is a sample template of a career road map. A separate worksheet is attached
in the appendix. However you can encourage the learners to come up with their own
designs.
7. Module 4 Page 51
Career Road Map (25 min.)
Plan of Action: Phase 1
4
MILESTONE
LOADING STATION 4:
LOADING STATION 2:
1.
2.
3.
Describe what kind of
professional/businessman you
are. e. g., a world class owner of
a bakeshop/an in-demand civil
engineer both locally and
internationally.
What plans do
you have in
mind to remove
the obstacles if
there is any?
Check your progress.
There might be
things that hinder
your progress and
need to be
addressed.
(Obstacles; if there
are no obstacles, skip
loading station
number 3 and
proceed to the last
station.)
Give three things that
attract you in your
chosen career, e.g.,
high salary, in-demand
job in line with my skills
etc.
STARTING POINT
1.
2.
3.
LOADING STATION 1:
1.
2.
3.
Before going further, what do
you need in order to fulfill your
goals? List the resources you
will need to help you, e.g.,
money, support from people.
Now that you have chosen the
career you want to pursue, list
three goals that you must do.
LOADING STATION 3:
8. Module 4 Page 52
Note: The learner may also choose to present the road map creatively. An example below is
suggested. However, the learner can still choose another way of presenting it.
9. Module 4 Page 53
VI. Reflection (10 minutes)
Reflection Trail
Let the learners recall the trail (activities) that they’ve been through in the module.
Let them reflect by accomplishing the following activity. (Provide a separate sheet for the
learners to accomplish.)
Directions: Write a 2-3 sentence reflection about your significant learnings in the
following activities.
Chasing
Dreams
Packing Up
for the
Journey
My Career
Road Map
10. Module 4 Page 54
VII. Evaluation (10 minutes)
Fitting in Other’s Shoes
Here is a concluding activity that will somehow encapsulate the concepts needed to
be learned by the learner and as a valuable take away when they proceed to the next
modules.
Let them accomplish the task and have a gallery of their outputs either by hanging
them as mobiles or posting them on the walls of the room as collage for viewing.
The template is provided for this activity. Do not forget to process the different
outputs. The following reflection questions may help in processing and re-affirming their
decisions to keep on track in pursuing their career goals as they have mapped out in
their career road map. You can add more questions as you see it necessary.
1. What helped you decide about the visions you made for yourself 10 years from now?
2. How do you intend to surpass the different obstacles that you foresee?
The following questions/items should be accomplished by the learners. Let them
write their answer inside the shoes.
Note: When you prefer the outputs to be hung as mobiles, be ready with small clothespin and
strings to be used as clothesline inside the classroom. When you prefer it to be posted as
collage on the walls, assigned specific area in the classroom where the shoe outlines will be
placed.
1. I want to be ________________________ who is ______________________
(career choice) (goal)
2. What are the challenges that you foresee in achieving your career choice?
11. Module 4 Page 55
VIII. Assignment (5 minutes)
VMCV of My Future Company
Do you ever know of a company or a business enterprise that never seems to
accomplish very much because of lack of a mission statement, goals, or core values? If so,
do you want to work in these companies or at least put one for yourself in the future?
Definitely, you do not want to end up in a mess because of lack of direction. A company
or an enterprise needs vision because it provides the destination of the business or the
enterprise; a mission statement which is the guiding light of the destination, and so on.
From this standpoint, make a survey of the existing companies or enterprises in
your locality and ask for their own vision, mission, goals, and core values. You may use
the template below to accomplish the task.
Vision Mission Core Values
____________________________________________
Company or Enterprise’s Name
12. Module 4 Page 56
Appendix 1
Informational Interview
What is an informational interview? Is there really a need to do it? What benefits can you get
from it? Read the following information.
Preliminaries before conducting the informational interview:
1. Interview someone who has a similar job or business with your career choice. To help
you identify the person or business owner to interview, ask assistance from your
friends, neighbors, family, teachers, alumni, or your barangay officials. List at least
three persons as possible interviewees. The first one to be available will be your final
interviewee.
2. Contact your potential interviewee by letter, email, or phone. State your name and that
you are a Grade 12 learner. Tell him/her about your intention―why you are contacting
him/her and from whom you received his/her name. Specify that you will just be
asking for the opportunity to conduct an interview about his/her job or business as a
means of exploring on your dream job or business.
3. If he/she consents to be interviewed, ask for his/her most convenient time and manner
of interview (whether via phone or face-to-face). Request for 15-20 minutes for a
phone interview, or 20-30 minutes for a face-to-face interview. If possible, request for
a face-to-face interview.
4. Respect the interviewee’s time by staying within the time frame agreed upon.
5. Assure the interviewee that the information you have gathered from him/her will not
be used in other purposes, except for the assignment given. Express your words of
gratitude after the interview.
An Informational Interview is an activity where you will make an appointment with a
person who has similar career or business that you desire when you finish Senior High School.
You will get information about the job or business including the company where that person
belongs. This is to have a better understanding about the job or business you are interested to
pursue. In the interview, you will be given the opportunity to seek information from the person
about the beliefs, attitude and skills needed related to his job or business. It aims to make you
become more informed about your career choice. You will need the information you will get to
compare and match it with your own interests, knowledge, and skills. In this way, you can
evaluate whether the job or business affirms to your career choice.
To better understand the job or business, you will also include in the interview the mission
statement and core values of the company or business of the person you interviewed.
In addition, this interview will also help you develop your communication skills and
confidence as well.
13. Module 4 Page 57
Activity Sheet No. 1
INFORMATIONAL INTERVIEW
INTERVIEWEE’S PERSONAL PROFILE:
Name: (optional) _____________________________________________________________
Occupation/Business: _________________________________________________________
Highest Educational Attainment: ________________________________________________
Name of Company (if employed): _______________________________________________
No. of Years in the Job: _______________________________________________________
Type of Business (if there is any): _______________________________________________
No. of Years in Business: ______________________________________________________
QUESTIONS
PART I.
1. What are your typical job or business duties and responsibilities?
[Ano-ano po ang inyong mga tipikal na tungkulin at responsibilidad sa trabaho o
negosyong inyong pinapasukan?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________
2. What are the necessary skills for this type of job or business?
[Ano-ano ang mga kasanayan o skills na kinakailangan sa trabaho o negosyo ninyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
3. What is the most satisfying aspect of your job or business?
[Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho o negosyong inyong pinapasukan?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
14. Module 4 Page 58
4. What is the most challenging aspect of your job or business?
[Ano naman po ang mga hamon o balakid na nakikita ninyo sa inyong trabaho o negosyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
5. What are the personal characteristics, values, and attitude that are needed in your job or
business?
[Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa trabaho o
negosyo ninyo?]
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
6. Do you also possess these characteristics, values, and attitudes?
If yes, what are those that you possess?
[Mayroon din po ba kayong ng mga katangian, kahalagahan, at saloobing ito? Kung
mayroon, ano-ano po ang mga ito?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
PART II. Mission Statement, Guiding Principles, and Core Values
1. What are your guiding principles or beliefs that you are holding on to stay in your job or
business?
[Ano-ano pong mga prinsipyo at paniniwala ang inyong pinanghahawakan kung bakit
nananatili kayo sa inyong trabaho o negosyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15. Module 4 Page 59
2. Does the company or business where you belong have a mission statement and core
values? If yes, what is the mission statement of your company? What are its core values?
[Ang kompanya o negosyong inyong pinapasukan ay may sinusunod bang pahayag na
misyon (mission statement) at mahahalagang pag-uugali (core values)?
Kung oo, ano ang pahayag na misyon ng inyong kumpanya o negosyo?
Ano-ano naman ang mahahalagang pag-uugali nito?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PART III. Advice and Suggestions
What is your advice for me as a Grade 12 learner who likes to enter in this same field of
work or business that you have or you are in ?
[Anong payo po ang maibibigay ninyo sa isang mag-aaral sa Grade 12 na katulad ko na
nagbabalak ding pasukin sa hinaharap ang trabaho o negosyong katulad ng sa inyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
16. Module 4 Page 60
Activity Sheet No. 2 Tracing the Trail (Reflection)
Name: ________________________________________ Section: ______________
Directions: Write a 2-3 sentence reflection about your significant learnings in the following
activities.
Chasing
Dreams
Packing Up
for the
Journey
My Career
Road Map
17. Module 4 Page 61
Activity Sheet No. 3
Career Road Map
Plan of Action: Phase 1
4
MILESTONE
LOADING STATION 4:
LOADING STATION 2:
1.
2.
3.
Describe what kind of
professional/businessman you
are. e. g., a worl class owner of a
bakeshop/an in-demand civil
engineer both locally and
internationally.
What plans do
you have in
mind to remove
the obstacles if
there is any?
Check your progress.
There might be
things tha hinder
your progress and
need to be
addressed.
(Obstacles; if there
are no obstacles, skip
loading station
number 3 and
proceed to the last
station.)
Give three things that
attract you in your
chosen career, e.g.,
high salary, in-demand
job in line with my skills
etc.
STARTING POINT
1.
2.
3.
LOADING STATION 1:
1.
2.
3.
Before going further, what
would you need in order to
fulfill your goals? List the
resources you will need to help
you, e.g., money, support from
people
Now that you have chosen the
career you want to pursue, list
three goals that you must do.
LOADING STATION 3:
18. Module 4 Page 62
Activity Sheet No. 4. Fitting in Other’s Shoes
Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of your
classmates.
Note: This is for female learners only.
1. I want to be ___________ who is _______________
(career choice) (goal/s)
2. What are the possible challenges you foresee in
achieving your career choice?
19. Module 4 Page 63
Appendix 2. Worksheet for Evaluation
Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of your
classmates.
Note: This is for male learners only.
1. I want to be____________ who is _______________
(career choice) (goal/s)
2. What are the possible challenges you foresee in
achieving your career choice?