Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
Reflection in teaching refers to the practice of educators critically examining and analyzing their teaching experiences, methods, and outcomes. It involves thoughtful and deliberate self-assessment and evaluation of one's teaching practices with the aim of improving teaching and enhancing student learning. Reflection is an integral part of professional development for teachers and can take various forms, including self-reflection, peer observation and feedback, and collaborative reflection with colleagues.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Theoretical BAses
Classroom Assessment
Is a joint process that involves both
teachers and learners.
Is an integral part of teaching &
learning.
Recognizes the diversity of learners.
Facilitates the development of higher-
order thinking and 21st-century skills.
Appropriate assessment is committed
to ensure learners’ success in moving from
guided to independent display of
3. 21st Century Skills
Three types:
1.Learning skills
a. critical thinking
b. creative thinking
c. collaborating
d. communicating
5. 3. Life Skills
a. Flexibility
b. Initiative
c. Social Skills
d. Productivity
e. Leadership
6. Classroom assessment
It is a process that is used to:
1. Keep track of learner’s progress in
relation to learning standards & in the
development of 21st-century skills.
2. Promote self-reflection and personal
accountability among students about
their own learning
3. Provide bases for the profiling of
students’ performance on the learning
competencies and standards of the
curriculum.
7. Classroom assessment
Is an on-going process of
identifying, gathering,
organizing, and interpreting
quantitative and qualitative
information about what learners
know and can do.
Teachers should use classroom
assessment methods that are
consistent with curriculum
standards and provide feedback
8. Two types of classroom
assessment
Formative assessment
May be seen as assessment for learning (teachers can
make adjustments in their instruction) and assessment as
learning (students reflect on their own progress).
Summative assessment
May be seen as assessment of learning (measures
whether learners have met the content and performance
standards).
9. What is assessed?
Assessment in the
classroom is aimed at helping
students perform well in
relation to the learning
standards. Learning standards
comprise content standards,
performance standards, and
learning competencies that
are outlined in the curriculum.
10. Content Standards
Identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential
topics within each learning strand, domain, theme or component.
Content standards answer the question, “What should the learners
know?
Example:
The learner demonstrates understanding that
living things breathe, eat, grow, move, reproduce
and react to light, touch and temperature.
11. Performance Standards
Describe the abilities and skills that
learners are expected to demonstrate
in relation to the content standards
and integration of 21st century
skills. The integration of knowledge,
understanding and skills is expressed
through creation, innovation, and
adding value to products/performance
during independent work or in
collaboration with others.
Example: The learner tells whether a thing is living or
non-living, given different samples.
12. Performance Standards
Performance standards answer the following questions:
1. What can learners do with what they know?
2. How well must learners do their work?
3. How well do learners use their learning or
understanding in different situations?
4. How do learners apply their learning or understanding
in real-life context?
5. What tools and measures should learners use to
demonstrate what they know?
13. Learning Competencies
Refer to knowledge, understanding,
skills and attitudes that students need
to demonstrate in every lesson and/or
learning activity.
Example
The learner compares characteristics of
a living and a non-living thing.
14. Adapted cognitive process dimensions
CPD Descriptors
Remembering The learner can recall information &
retrieve relevant knowledge from long-
term memory: identify, retrieve,
recognize, duplicate, list, memorize,
repeat, reproduce
Understanding The learner can construct meaning from
oral, written, and graphic messages:
interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase,
discuss.
Applying The learner can use information to
undertake a procedure in familiar
situations or in a new way: execute,
implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert,
15. Adapted cognitive process dimension
CPD Descriptors
Analyzing The learner can distinguish between parts
and determine how they relate to one
another, and to overall structure and
purpose: differentiate, distinguish,
compare, contrast, or organize, outline,
attribute, deconstruct.
Evaluating The learner can make judgments and justify
decisions: coordinate, measure, detect,
defend, judge, argue, debate, critique,
appraise, evaluate.
Creating The learner can put elements together to
form a functional whole, create a new
product or point of view: generate,
hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design,
16. How are learners assessed?
Individual Formative Assessment
This enables the learner to demonstrate
independently what has been learned or
mastered through a range of activities such
as quizzes, performances, models and even
electronic presentations.
Collaborative Formative Assessment
Allows students to support each other’s
learning. Discussions, role plays, games and
other group activities may be used.
17. Formative Assessment in the
Different Parts of the Lesson
Before the lesson
Informs the teacher about students’
understanding of a lesson/topic
Helps teacher understand where the
students stand in terms of
conceptual understanding &
application.
Provides bases for making
instructional decisions
18. During the lesson proper
Informs the teacher of the progress of the students in relation to the
development of the learning competencies.
Helps the teacher determine whether instructional strategies are
effective.
Results can be compared to the results before the lesson to establish if
conceptual understanding and application have improved.
Teacher can decide whether to review, re-teach, remediate or enrich
lessons, and/or move on to the next lesson
19. After the lesson
Assesses whether learning
objectives were achieved.
Allows the teacher to evaluate
the effectiveness of instruction.
Students who require
remediation and/or enrichment
should be helped by the teacher
using appropriate teaching
strategies
20. Purposes of Formative Assessment
Parts of the
Lesson
For the Learner For the Teacher Examples of
Assessment
Methods
Before Lesson
1. Know what s/he
knows about the
topic/lesson.
2. Understand the
purpose of the lesson
and how to do well in
the lesson
3. Identify ideas or
concepts s/he
misunderstands
4. Identify barriers to
learning
1. Get info about
what the learner
already knows
and can do about
the new lesson.
2. Share learning
intentions and
success criteria
to the leaners
3. Determine
misconceptions
4. Identify what
hinders learning
1. Agree-disagree
activities
2. Games
3. Interviews
4. Inventories/che
cklists of skills
(relevant to the
topic in a
learning area)
5. KWL activities
(what I know,
what I want to
know, what I
learned
6. Open-ended
questions
7. Practice
exercises
21. Purposes of Formative Assessment
Parts of
the Lesson
For the Learner For the Teacher Examples of
Assessment
Methods
Lesson
proper
1. Identify one’s
strengths and
weaknesses.
2. Identify barriers
to learning
3. Identify factors
that help him/her
learn
4. Know what s/he
knows and does
not know
5. Monitor his/her
own progress
1. Provide immediate
feedback to learners
2. Identify what
hinders learning
3. Identify what
facilitates learning
4. Identify learning
gaps
5. Track learners’
progress in comparison
to formative assessment
results prior to the
lesson proper
6. Decide on whether to
proceed with the next
lesson, reteach, or
provide for corrective
measures or
reinforcements
1. Multimedia
presentations
2. Observations
3. Other formative
performance tasks
(simple activities
that can be drawn
from a specific topic
or lesson)
4. Quizzes
(recorded but not
graded)
5. Recitations
6. Simulation
activities
22. Purposes of formative ASSESSMENT
Parts of the
Lesson
For the Learner For the Teacher Examples of
Assessment
Methods
After Lesson
1. Tell and
recognize
whether s/he
met learning
objectives and
success criteria.
2. Seek support
through
remediation,
enrichment or
other strategies
1. Assess whether
learning
objectives have
been met for a
specified
duration.
2. Remediate
and/or enrich with
appropriate
strategies as
needed.
3. Evaluate
whether learning
intentions and
success criteria
have been met
1. Checklists
2. Discussion
3. Games
4. Performance
tasks that
emanate from
the lesson
objectives
5. Practice
exercises
6. Short
quizzes
7. Written
work
23. The information or feedback
gathered from formative
assessment will help teachers
ensure that all learners are
supported while they are
developing understanding and
competencies related to
curriculum standards. These also
prepare them for summative
assessments.
Teachers should keep a record
of formative assessment results
24. Summative Assessment
This measures the different ways learners use
and apply all relevant knowledge, understanding
and skills.
It is usually conducted after a unit of work
and/or at the end of an entire quarter to
determine how well learners can demonstrate
content knowledge and competencies
articulated in the learning standards.
Learners synthesize their knowledge,
understanding, and skills during summative
assessments.
The results of these assessments are used as
bases for computing grades.
25. Individual or collaborative summative assessment
Learners may be assessed individually
through unit tests and quarterly
assessments. Collaboratively, learners may
participate in group activities in which they
cooperate to produce evidence of their
learning. The process of creating a learning
project is given more weight of importance
than the product itself.
26. Components of Summative Assessment
Written Work component (WW)
Performance Tasks (PT)
Quarterly Assessment (QA)
27. Written Work Component
Ensures that students are able to express skills and
concepts in written form.
May include quizzes, unit or long tests, essays,
written reports and other written outputs
Helps strengthen test-taking skills among the
learners.
Items in long quizzes should be distributed across
the Cognitive Process Dimensions so that all are
adequately covered.
Through these, learners are able to practice and
prepare for quarterly assessments and other
standardized assessments.
28. Performance tasks
Allows the learners to show what they know and are
able to do in diverse ways.
Learners may create or innovate products or do
performance-based tasks.
Performance-based tasks may include skills,
demonstrations, group presentations, oral work,
multimedia presentations, and research projects
Written outputs may also be considered as performance
tasks.
29. Quarterly Assessment
Measures student learning
at the end of the quarter.
These may be in the form of
objective tests,
performance-based
assessment or a combination
thereof.
30. Components of Summative Assessment
Components Purpose When given
Written Work
(WW)
1. Assess learner’s understanding of
concepts & applications of skills
in written form.
2. Prepare learners for quarterly
assessment.
At end of the
topic or unit
Performance
Task (PT)
1. Involve students in the learning
process individually or in
collaboration with teammates
over a period of time
2. Give students opportunities to
demonstrate & integrate their
knowledge, understanding, &
skills about topics or lessons
learned in specific real-life
situation by performing &/or
producing evidence of their
learning
At end of a
lesson, focusing
on a topic/skill
Several times
during the
quarter
31. Components of Summative Assessment
Components Purpose When Given
3. Give students the
freedom to express
their learning in
appropriate & diverse
ways.
4. Encourage student
inquiry, integration of
knowledge,
understanding, & skills
in various contexts
beyond the assessment
period
Quarterly
Assessment
(QA)
Synthesize all the learning
skills, concepts, and
values learned in an entire
quarter.
Once, at end of
quarter
32. Remember!
There must be sufficient & appropriate instructional
interventions to ensure that learners are ready before
summative assessments are given. The evidence produced
through summative assessment enables teachers to
describe how well the students have learned the
standards/competencies for a given quarter. These are
then reflected in the class record. The grades of learners
are presented in a report card to show the progress of
learners to parents & other stakeholders.
33. What is the Grading System?
The K to 12 BEC uses a standards- and
competency-based grading system (see curriculum
guides)
Grades will be based on the weighted raw score of
the learner’s summative assessments.
The minimum grade needed to pass a learning
area is 60, which is transmuted to 75 in the report
card.
The lowest grade that can appear on the report
card is 60 for Quarterly Grades and final Grades.
Learners from Grades 1 to 12 are graded on
Written Work, Performance Tasks, and Quarterly
Assessment every quarter. These three are given
specific percentage weights that vary according to
34. How is learner progress recorded & computed?
For Kindergarten (Guidelines will be issued in a different
Memorandum)
Checklists and anecdotal records are used instead of numerical
grades
Through checklists, the teacher are able to indicate whether or
not the child can demonstrate knowledge &/or perform the tasks
expected of K learners.
Through anecdotal records or narrative reports, teachers are
able describe learners’ behaviour, attitude, & effort in school work.
Teachers keep a portfolio for each learner which contains
learners’ output such as writing samples, activity sheets & artwork.
35. How is learner progress recorded
and computed?
For Grades 1 to 12
In a grading period, there is one
Quarterly Assessment but there should be
instances for students to produce Written
Work and to demonstrate what they know &
can do through Performance Tasks. There is
no required number of Written Work &
Performance Tasks, but these must be
spread out over the quarter & used to
assess learners’ skills after each unit has
been taught.