Final_SD_EPP8A_Granadozin_matatag24.pptx

TRAINING ON THE
MATATAG CURRICULUM
Venue:
Date:
1
EPP 4

MATATAG Curriculum Training | 2024
EPP 4/ TLE 7 Learning Journey
2
Day 1
Pretest
Opening Program
Session 1
The General Shape of the
MATATAG Curriculum
Session 2
21st Century Skills in the
MATATAG Curriculum
Session 3
EPP/TLE MATATAG
Curriculum for Information
and Communication
Technology
Day 2
Session 4
EPP/TLE MATATAG
Curriculum for Agri-Fishery
Arts
Session 5
EPP/TLE MATATAG
Curriculum for Family and
Consumer Science
Session 6
EPP/TLE MATATAG
Curriculum for Industrial
Arts
Day 3
Session 7
MATATAG Curriculum:
Instructional Design
Framework
Session 8A
MATATAG (Learning Area)
Instructional Design
Framework (IDF): Pedagogy
and Assessment
Session 8B
MATATAG (Learning Area)
Walkthrough of Learning
Resources
Day 4
Session 9
Integrating 21st Century
Skills in Classroom-based
Assessment
Session 10
Classroom Practices
to Promote
Inclusion for Special Needs
Education Learners (SNED)
Session 11
Collaborative Expertise
Session 12
Class Observation in the
Context of MATATAG
Curriculum
Day 5
Session 13
Management of School-
based Professional
Development Programs
Session 14
Facilitation Skills
Posttest
Closing Program
*For School Leaders Only

MATATAG EPP 4 Instructional Design
Framework (IDF): Pedagogy and
Assessment
Session 8A
Resource Person

MATATAG Curriculum Training | 2024 4
Session Objectives
explain the Instructional Design Framework in the context of
Edukasyong Pantahanan at Pangkabuhayan;
apply the pedagogy and assessment strategies aligned
with the targeted learning competency; and
appreciate the value of applying appropriate pedagogy
and assessment in attaining the targeted competency.
At the end of the session, participants will be able to:

Professional Standards Addressed:
PPST 1: Content Knowledge and Pedagogy
● 1.2. Research-based knowledge and principles of teaching and learning
● 1.5. Strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
PPST 2: Learning Environment
● 2.3. Management of classroom structure and activities
● 2.4. Support for learner participation
● 2.5. Promotion of purposive learning

Professional Standards Addressed:
PPST 4: Curriculum and Planning
● 4.1. Planning and management of teaching and learning process
● 4.2. Learning outcomes aligned with learning competencies
PPSSH 3.2. Teaching standards and pedagogies
PPSS 3.1. Support for instructional leadership

Session Flow
7
Activity
Instructional Design Framework
Suggested Pedagogical Approaches
Suggested Teaching Strategies/Activities
Assessment Methods for EPP
Application

Dress Me Up
Objective:
• Design clothes for the paper doll.
Materials Needed:
• Paper doll
• Crafting materials (markers, etc.)
• Metacards
• Marker
• Glue
• Masking tape
• Manila paper
Duration: 15 minutes

Instructions:
1. Design Task: Use the provided materials
to create an outfit for your paper doll. Be
imaginative and express your unique
style in the design.
2. Answering Questions: Respond to the
guide questions on the metacards.
Attach your completed metacards onto
the manila paper with glue or tape.
Dress Me Up

3. Display and Presentation: Place your
finished paper doll and manila paper in
the designated area at the front. Each
group will briefly present their design and
answers. Focus on explaining your
creative process.
4. Time Management: Monitor the time
using the timer shown on the screen to
ensure you stay within the 15-minute limit.
Dress Me Up

Guide Questions:
1. How did you produce the design
of the paper doll dress?
2. Which of the materials used is
considered the most important
in dressing the doll?
3. What is the importance of
accessories in making the
paper doll dress?

Guide Questions:
1. How did you produce the design of the
paper doll dress?
2. Which of the materials used is
considered the most important in
dressing the doll?
3. What is the importance of accessories in
making the paper doll dress?

What is the primary consideration
teachers need to look at, in
designing instruction?

LEARNER

FRAMEWORK

TEACHING
STRATEGIES

LESSON
PLAN

19
The Curriculum Framework
and the K to 10 Instructional
Design Framework

Edukasyong Pantahanan at Pangkabuhayan/
Technology and Livelihood Education

Components of EPP/TLE

The EPP/TLE Curriculum Framework
and Instructional Design Framework
22

The K to 10 Instructional Design Framework
• reflects the shared vision
articulated in the revised
curriculum; and
• encapsulates the curriculum,
teaching, and assessment
process

What knowledge and skills we
want learners to acquire?
What learners have learnt and use
it to inform curriculum and
teaching?
How do we deliver the
knowledge and skills to
learners effectively?

Serves as the compass in
planning, directing,
modifying, and enhancing the
instruction across all types of
modalities, using a variety of
sound assessment practices
resulting in evidence-based
teaching.
Learner

Foundation of the
K to 10 Instructional Design Framework
Based on RA 10533, which
defines the curriculum as
learner-centered,
developmentally
appropriate, and inclusive.

Elements of the
K to 10 Instructional Design
Framework

Elements of the K to 10 Instructional Design Framework
• Key Aspects of Instructional Design (4Cs)
• Instructional Principles (4Is)
• Essential Learning Events (4Es)
Four Key Aspects
of Instructional
Design
Four
Instructional
Principles
Four Essential
Learning
Events
• Context
• Connection
• Collaboration
• Creativity
• Inclusive
• Ideational
• Integrative
• Innovative
• Engage
• Explore
• Experience
• Empathize
APE4CIEs

Key Aspects of Instructional Design (4Cs)
Relatable, familiar, and relevant
to the learners' experiences
Generate new ideas in
varying contexts and
situations and transform
existing solutions into
more innovative and
sustainable ones
Collaboration
Connection Creativity
Context
Learners are given the
opportunity to contribute
in accordance with their
skills and are equally
responsible for producing
outputs
Coordinate with other
knowledge, and apply to
new problems and in new
contexts

Key Aspects of Instructional Design (4Cs)

The Instructional Principles
Inclusive Ideational
Integrative Innovative
Design learning experiences that
are accessible and meaningful
regardless of their backgrounds
and abilities.
Assist learners to see the
relevance of the content to their
lives and develop a deeper
understanding of the topic.
Explore new and creative
ways to design and deliver
instruction
Engage learners to a variety
of possible solutions and
find unexpected
connections between ideas

The Instructional Principles

Essential Learning Events (4Es)
Engage Experience
Emphathize
Explore
Capture the learner's attention
and generate interest in the
learning process
Allow learners the opportunity
to apply their knowledge, skills,
abilities, and attitudes in a
real-world context
Provide opportunities for
learners to experiment/
discover, solve problems, or
ask questions Enable learners to step
into someone else’s
shoes and see the world
from their perspective.

Essential Learning Events (4Es)

PEDAGOGY

Pedagogical Approaches
Republic Act No. 10533
• Constructivist
• Inquiry-based
• Reflective
• Collaborative
• Integrative

Learning delivery is comprised of the following:
Pedagogy
The overarching principles, theories, and
strategies of teaching and learning.
The specific approaches and philosophies within
pedagogy.
Strategies, methods, and activities
Serve as the dynamic tools that empower
educators to create engaging, meaningful, and
adaptable learning experiences.

Learning Goals
Learning Styles
Subject Matter
Availability of Materials
Diversity of Learners
Classroom Situation
Context
Considerations in choosing and utilizing
the approaches, methods, and strategies

EPP/TLE/TVL

What pedagogical approaches or
teaching strategies did you utilize
while handling the teaching position?

Authentic learning involves real-world,
practical tasks that reflect the complexities of
professional settings.
Example (ICT): Learners will prepare a simple
budget estimate for their camping using the
spreadsheet.
Pedagogical Approaches/Teaching Strategies for EPP/TLE

Contextualization involves presenting
information in a real-world context to
enhance understanding and relevance.
Example (Family and Consumer Science):
Teaching culinary arts by having students use
digital tools to create an online cookbook
featuring culturally relevant and nutritious
recipes.

Collaborative learning encourages students
to work together, share ideas, and solve
problems as a team.
Example (Agri-Fishery Arts): Students
collaborate on a project to create an online
platform connecting local farmers with
consumers, incorporating skills in web
development and agribusiness.

Culture-based instruction incorporates
cultural elements into the learning process,
recognizing and valuing diverse perspectives.
Example (ICT): Exploring how technology is
used to preserve and promote cultural
practices, such as developing a multimedia
presentation on traditional storytelling.

Differentiated instruction tailors teaching
methods and content to accommodate
diverse learning styles and abilities.
Example (Agri-Fishery Arts): In a fisheries
class, providing various project options, such
as designing a fish farming system or
creating a marketing plan for a seafood
business.

Entrepreneurial learning involves teaching
students to think and act like entrepreneurs,
emphasizing creativity, innovation, and problem-
solving.
Example (Industrial Arts): Students develop and
pitch a business plan for a custom metal
fabrication workshop, integrating entrepreneurial
skills with metalworking expertise.

Experiential learning emphasizes learning
through direct experiences, reflection, and
application of knowledge.
Students gain hands-on experience in textile
design by creating and sewing garments
using digital design tools.

The Explicit teaching approach involves
clearly and directly instructing students in a
systematic manner.
Example (ICT): In a networking class,
providing step-by-step instructions and
guided practice for configuring and securing
computer networks.

Integrative learning combines various
subjects or skills into a cohesive educational
experience.
Example (Agri-Fishery Arts): Students
integrate agricultural knowledge with digital
marketing skills to develop a comprehensive
understanding of running a modern farm
business.

Problem-based learning presents students
with a real-world problem to solve, fostering
critical thinking and problem-solving skills.
Example (Industrial Arts): Students in an
automotive class work on a project to design
and build an energy-efficient vehicle
prototype, addressing a current
environmental challenge.

Project-based learning centers around
students completing an extended project that
involves solving a real-world problem or
answering a complex question.
Students collaborate on a project to design a
smart kitchen, incorporating technology to
enhance food preparation and nutrition.

Constructivist learning emphasizes active
participation, exploration, and the creation of
meaning through hands-on experiences.
Example (Industrial Arts): Students construct
their understanding of metalworking by
designing and creating functional metal
objects through welding and fabrication.

Technology-enhanced instruction integrates
digital tools and resources to enhance the
learning experience.
Example (Agri-Fishery Arts): Using technology
in searching methods/strategies in applying
appropriate agricultural technology needed for
producing, growing and improving varieties of
crop.

Self-directed learning empowers students
to take responsibility for their own learning,
setting goals and managing their progress.
Example (ICT): Providing resources and
guidance for students to explore a specific
technology topic of interest, such as mobile
app development, and present their findings
to the class.

Heutagogy
Heutagogy is identified as an educational approach that
emphasizes learner agency, allowing individuals to take
control of their own learning.
Characteristics: Promotes capabilities such as
collaboration, assessing information, understanding local
and global contexts, creative problem-solving,
challenging assumptions, reflection, and personal
responsibility.
Application: It is described as suitable for emerging
technologies in distance education and as a framework
for digital-age teaching and learning.

Non-linear
• flexible and adaptable
to the needs and
interests of the learner.
• learners have the
freedom to explore
topics and concepts in
various directions and
at their own pace
Self-Determined Efficacy
• learners are encouraged
to take control of their
learning process.
The teacher's role is
described as that of a
guide-on-the-side,
facilitating teaching and
learning rather than being
the central source of
information.

Flipped Classroom
https://ctl.utexas.edu/instructional-
strategies/flipped-classroom

Flipped Classroom
Students learn new
content at home
through pre-recorded
lectures or readings,
and class time is then
used for active learning
activities, such as
discussions, problem-
solving, and hands-on
projects, facilitated by
the teacher.

Microlearning
• Deliver in small, focused learning units or content nuggets
ranging from a few seconds to several minutes in duration.
• Provide learners with digestible and accessible information
that can be quickly consumed and applied.
• Support retention, engagement and skill development.

Learning Management System

Collaborative Learning:
The heutagogical approach is designed to
facilitate students working together to share
knowledge and reflect on their progress.
Emphasis on collaboration as
a key capability promoted
by heutagogy.

Adaptation to Emerging Technologies:
The heutagogical approach is noted
as being applicable to emerging
technologies in distance education.
It is presented as a way to bring about a shift in distance education
environments, aligning with the nature of self-directed learning.

How is artificial intelligence changes the teaching and learning process?

Suggested Activities
for EPP/TLE/TVL

s
Suggested Learning Activities for EPP/TLE
Hands-On Activities
Provide practical,
hands-on activities
that allow students to
directly engage with
tools, equipment, and
materials related to the
specific EPP subject
area, such as cooking,
carpentry, sewing, or
electronics.
Role-Playing and Simulations
Have students take on roles such
as chef, server, and customer to
simulate a restaurant/canteen
experience, including taking
orders, cooking dishes, and
serving meals.
Role-play a tech support scenario
where students take on the roles
of IT support agents and
customers seeking assistance
with computer issues.
Simulate workplace scenarios,
helping students practice
communication and problem-
solving skills.
Peer Teaching
Allow students to
teach a concept or
skill to their peers,
reinforcing their own
understanding while
promoting active
learning.

s
Research Projects
Assign research
projects on specific
topics, allowing
students to investigate
and present their
findings. This can
develop research skills,
information literacy,
and the ability to
analyze and synthesize
information.
Case Studies
Use case studies from
relevant industries or
local businesses to
illustrate EPP concepts
and principles,
encouraging students to
analyze and make
informed decisions..
Encourage students to
analyze the situation,
propose solutions, and
discuss the potential
outcomes.
Demonstrations
Begin lessons with
teacher-led
demonstrations of
skills and techniques,
providing step-by-
step guidance on how
to perform tasks
effectively

s
Industry Field Trips
Organize field trips to
businesses, factories,
farms, or other relevant
locations to provide
students with firsthand
exposure to EPP-related
industries. These
experiences provide
practical context and
real-world connections
to the curriculum.
Guest Speakers
Invite professionals
from various EPP fields
to share their
experiences and
insights with students,
offering a real-world
perspective on the
subject matter.
Documentary
Analysis
Watch
documentaries or
historical films related
to EPP topics.
Afterward, facilitate
discussions or
assignments that
require students to
critically analyze the
content.

s
Interactive
Technology
Utilize educational
apps, online
simulations, or digital
resources to engage
students and enhance
their understanding of
complex concepts.
Storytelling
Encourage learners to
create narratives or
stories of the start up
of the business or
successful
entrepreneur in the
locality. This fosters
creativity and empathy
while reinforcing
knowledge and skills in
EPP.
Research Projects
Assign research
projects on specific
topics, allowing
students to investigate
and present their
findings. This can
develop research skills,
information literacy,
and the ability to
analyze and synthesize
information.

s
Community
Engagement
Initiate community
service projects or
outreach activities in
EPP/TLE that connect
learners with real
community issues and
encourage them to
take positive action.
Jigsaw Activities
Divide learners into
groups, assign each
group a specific topic,
and then have them
present their findings
to the class,
encouraging
collaboration and
information sharing.
Gamification quizzes
and assessments
Use platforms like
Quizlet or Quizizz to
create gamified quizzes
and assessments with
leaderboards and
rewards to make
reviewing EPP concepts
more engaging.

s
Art and Creative
Expression
Introduce graphic
design software and
encourage students
to create digital
artwork or design
posters and
infographics.
Group Projects
Assign collaborative
group projects that
encourage teamwork,
problem-solving, and
division of labor,
mirroring real
workplace dynamics.
Reflective Journals
Encourage students to
keep journals or
portfolios to document
their learning journey,
self-assessment, and
goal-setting in EPP.

s
Virtual Reality and
Augmented Reality
Create an immersive
learning experiences.
Learners in EPP/TLE
can explore virtual
workshops, simulate
machinery operations,
or dissect virtual
products to
understand their
components
Online Platforms and
Simulations
Virtual labs and
simulations allow
students to
experiment with
different tools and
equipment without
physical constraints.
Digital Portfolios
Allows learner to create
digital portfolios
showcasing their
projects, skills and
achievements. It helps
build a professional
online presence.

s
Learning Activities for EPP/TLE
Tailoring activities to the specific grade level,
curriculum objectives and learning needs and
styles of the learners can create a more
inclusive and engaging EPP learning experience.
Adapting to learners' diverse learning needs and
situations makes learning more enjoyable,
relevant, and memorable.

s
What should be done in order to
determine whether the learners
understand the lesson?

ASSESSMENT METHODS

Assessment
Assessment is a process to determine a learner’s achievement of expected
learning outcomes including a range of written/oral methods and practical
demonstration. (TVET Glossary TVET Sector Support Program, GIZ, October 2019)
Competency Assessment, as used in TESDA, is the term that refers to the process of
collecting evidence and making judgments on whether competency has been
achieved. (Implementing Guidelines on PTQCS)

Assessment
Competency-Based Assessment is the process of
gathering and interpreting evidence to make a
judgment about a learner’s achievement against the
required competencies in a qualification or part
qualification. (TVET Glossary TVET Sector Support
Program, GIZ, October 2019)

Assessment
Assessment is conducted through:
• classroom-based assessment; or
• systems assessments which may be national
or international.

Classroom-based assessment is composed of
formative and summative assessments
administered by teachers in their classrooms.
National Assessment is a large-scale assessment
that is administered to learners at a specific time
as prescribed by the DO. 55s. of 2016.
Assessment

Assessment
For the EPP/TLE Grades 4 to 10, only
classroom-based assessment is being
conducted and for TVL, learners may
obtain National Certification Assessment
conducted by TESDA based on the
Qualification/Specialization that they have
completed after Senior high school.

Formative Assessment
• continuous, interactive, and
diagnostic
• facilitates informed instructional
decisions
• fosters ongoing student development
• guides instructional choices
• enhances the overall responsiveness
and effectiveness of the educational
experience through consistent
feedback

Formative Assessment Strategies
Examples of Formative Assessment
Methods
 Performance-based
 Simulation
 Peer review of projects
 Online quizzes and surveys
 Concept Mapping
 Portfolio assessment/ePortfolio
 In-class discussions
 Real-world problem solving
 Digital collaboration
 Interviews
 Interactive online platforms

Assessment for EPP-TLE

Assessment Component
Methods of Competency-Based Assessment
● Skill Demonstration and Observation with oral
Questions
● Indirect Observation in the workplace
● Product/Project based assessment
● Portfolio Assessment
● Simulation
● Self – Assessment
● Written Report
● Assignment
Grade 4 learning competencies
focus on basic home skills

Sample Rubric
https://rubric-maker.com/
https://www.quickrubric.com/
https://www.teach-nology.com/

Activity 2: “e-Shopedagohiya”
86
Instructions:
1. For 10 minutes, analyze which pedagogical approaches, teaching
strategy/ies, and assessment methods is/are applicable to the
given learning competency including the IDF features. Used the
unpacked competencies.
2. Write your answers in the metacards.
3. Post your metacards on the manila paper.
http://tinyurl.com/SessionDocuments

How important is aligning
pedagogy and assessment
strategies to the targeted learning
competency?

Session Objectives
explain the Instructional Design Framework in the context of
Edukasyong Pantahanan at Pangkabuhayan;
apply the pedagogy and assessment strategies aligned
with the targeted learning competency; and
appreciate the value of applying appropriate pedagogy
and assessment in attaining the targeted competency.
At the end of the session, participants will be able to:

“If we teach today as
we taught yesterday,
we rob our children of
tomorrow.”
– John Dewey

Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
BLD
Glenda M. Granadozin
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Final_SD_EPP8A_Granadozin_matatag24.pptx

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