The document provides information about the Grade 4 curriculum in the Philippines under the K to 12 Program. It discusses the subjects and topics covered in Grade 4. The main subjects covered are: Edukasyon sa Pagpapakatao (ESP), English, Mathematics, Science, Filipino, Araling Panlipunan, EPP, and MAPEH. For each subject, the document outlines the goals, standards, and topics to be covered in Grade 4. It provides details on the expectations, focus, and objectives of teaching and learning each subject at the Grade 4 level.
I created this slide deck presentation to present the details (briefly) about the Alternative Delivery Mode. This would be very useful for SLAC Sessions or District/Division Meetings for ADM.
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
In these slides you will learn the other alternative mode of teaching-learning to those who are underserved and unreachable children living in a far flung barangays being offer by the DepEd.
Alternative Learning System by Phoebe W. Taruc, mission, vision, EFA goals, u...Choco Latte
Overview of Alternative Learning System, legal bases, mission, vision, goals; underlying theories and concept of ALS, BALS organizational structure, Significance of ALS in attaining EFA goals; Philippine EFA Plans; international perspectives on Non formal Education(NFE).
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
I created this slide deck presentation to present the details (briefly) about the Alternative Delivery Mode. This would be very useful for SLAC Sessions or District/Division Meetings for ADM.
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
In these slides you will learn the other alternative mode of teaching-learning to those who are underserved and unreachable children living in a far flung barangays being offer by the DepEd.
Alternative Learning System by Phoebe W. Taruc, mission, vision, EFA goals, u...Choco Latte
Overview of Alternative Learning System, legal bases, mission, vision, goals; underlying theories and concept of ALS, BALS organizational structure, Significance of ALS in attaining EFA goals; Philippine EFA Plans; international perspectives on Non formal Education(NFE).
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. SALIENT FEATURES OF K TO 12 CURRICULUM
The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High
School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.
3. STRENGTHENING EARLY CHILDHOOD EDUCATION
(UNIVERSAL KINDERGARTEN)
• Every Filipino child now has access to early childhood education through
Universal Kindergarten. At 5 years old, children start schooling and are
given the means to slowly adjust to formal education.
• Research shows that children who underwent Kindergarten have better
completion rates than those who did not. Children who complete a
standards-based Kindergarten program are better prepared, for primary
education.
• Education for children in the early years lays the foundation for lifelong
learning and for the total development of a child. The early years of a
human being, from 0 to 6 years, are the most critical period when the brain
grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]
• In
4. MAKING THE CURRICULUM RELEVANT TO
LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)
• Examples, activities, songs, poems, stories, and illustrations are based
on local culture, history, and reality. This makes the lessons relevant
to the learners and easy to understand.
• Students acquire in-depth knowledge, skills, values, and attitudes
through continuity and consistency across all levels and subjects.
• Discussions on issues such as Disaster Risk Reduction (DRR), Climate
Change Adaptation, and Information & Communication Technology
(ICT) are included in the enhanced curriculum.
5. BUILDING PROFICIENCY THROUGH LANGUAGE
(MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION)
• Students are able to learn best through their first language, their Mother
Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-
2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and
Waray. Other local languages will be added in succeeding school years.
• Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English
and Filipino are gradually introduced as languages of instruction. Both will
become primary languages of instruction in Junior High School (JHS) and
Senior High School (SHS).
• After Grade 1, every student can read in his or her Mother Tongue.
Learning in Mother Tongue also serves as the foundation for students to
learn Filipino and English easily.
6. ENSURING INTEGRATED AND SEAMLESS LEARNING
(SPIRAL PROGRESSION)
• Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.
• For example, currently in High School, Biology is taught in 2nd Year,
Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these
subjects are connected and integrated from Grades 7 to 10. This same
method is used in other Learning Areas like Math.
8. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills
9. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills
10. GRADE 4 CURRICULUM ESP
Expected Outcome:
• General development of skills of learners in the 21th century
Effective Communication Skills
Learning and Innovation Skills
Info, Media and Technology Skills
Life and Career Skills
11. Ang Edukasyon sa Pagpapakatao (EsP) ay isa sa mga asignatura ng Pinaunlad
na Programa ng Batayang Edukasyon na K to 12 na gagabay at huhubog sa
mga kabataan.
*Tunguhin nito ang paghubog ng kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat.
*lilinangin at pauunlarin ang pagkataong etikal ng bawat mag-aaral. (macro
skills):
1. pag-unawa
2. pagninilay,
3. pagsangguni,
4. pagpapasya at
5. pagkilos.
12. Keystage Standards
Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at gawaing nagpapakita
ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa, sa bansa/ daigdig
at sa Diyos tungo sa kabutihang panlahat.
1. Pananagutang Pansarili at Mabuting Kasapi ng Pamilya
(Quarter 1)
2. Pakikipagkapwa-tao (Quarter 2)
3. Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang Pagkakaisa
(Quarter 3)
4. Pananalig at Pagmamahal sa Diyos; Paninindigan sa Kabutihan
(Quarter 4)
14. 1. Language is the basis of all communication and the primary
instrument of thought
2. Language is the foundation of all human relationships
Philosophy and Rationale
16. An effective language arts and multiliteracies curriculum satisfies the following principles.
1. develops thinking and language through interactive learning;
2. develops communicative competence and critical literacy;
3. draws on literature in order to develop students’ understanding of their literary heritage;
4. draws on informational texts and multimedia in order to build academic vocabulary and strong content
knowledge;
5. develops students’ oral language and literacy through appropriately challenging learning;
6. emphasizes writing arguments, explanatory/informative texts and narratives;
7. provides explicit skill instruction in reading and writing;
8. builds on the language, experiences, knowledge and interests that students bring to school;
9. nurtures students’ sense of their common ground in using language/s for communication as present or
future global citizens to prepare them to participate in school and in civic life, and;
10. assesses and reflects the students’ ability to interpret and/or communicate in the target language7.
17. Expected Outcomes
to produce
graduates who
apply the language
conventions,
principles,
strategies and skills
interacting
with others
understanding
and learning
other content
areas, fending for
themselves in
whatever field of
endeavour they
may engage in.
18. Grade 4 Level Standards
The learner listens critically to various text types
and expresses ideas accurately in both oral and written
forms; demonstrates confidence in the use of the
language to meet everyday needs; and reads
independently and gets relevant information from
various text types.
19. Grade Level Standards
The learner listens critically to various text types and expresses ideas accurately in both
oral and written forms; demonstrates confidence in the use of the language to meet
everyday needs; and reads independently and gets relevant information from various text
types.
Domain:
1. Oral Language
2. Fluency
3. Listening Comprehension
4. Vocabulary
5. Reading Comprehension
6. Writing and Composition
7. Grammar
8. Attitude
9. Study Strategies/ Research
20. English
Listening
Comprehension
Sequence events in a
story listened to
Identify the main
idea, key sentences
and supporting
details from text
listened to
Distinguish reality
from fantasy
Distinguish fact from
opinion in a narrative
OL - Oral Language Speak clearly using
appropriate
pronunciation and
intonation
Give oral directions
V - Vocabulary
Development
*Use context clues
(synonym) to find the
meaning of
unfamiliar words
*Use context clues
(antonym) to find the
meaning of
unfamiliar words
Synonym
Antonym
*Identify the
meaning of words
with multiple
meanings
*Identify the
meaning of
unfamiliar words
through structural
analysis (words and
affixes)
21. English
V - Vocabulary
Development
*Identify the
meaning of words
with multiple
meanings
*Identify the
meaning of
unfamiliar words
through structural
analysis (words and
affixes)
*Identify the
meaning of
unfamiliar words
according to
structure (inflections)
22. English
RC - Reading
Comprehension
*Analyze a narrative
in terms of its setting
*Analyze a narrative
in terms of its
characters
*Analyze a narrative
in terms of its plot
(Conflict/Problem/Re
action/Resolution/En
ding)
*Analyze a 3-4-line
poem in terms of its
elements (rhymes,
sound devices)
*Identifying Rhyming
Words.
*Infer the theme of
literary text
Identify main idea,
key sentences and
supporting details of
a given text
*Note significant
details in a literary
text
*Identify cause-and-
effect relationship
*Comparison and
contrast people,
places and events in
texts read
*Make
generalizations
23. English
F - Oral Reading
Fluency
*Read grade-level
texts with
appropriate speed,
accuracy and proper
expression
SS - Study Strategy *Use dictionary in
getting the meaning
of words
*Locate information
from Indices
Take note of relevant
information from a
given text
G – Grammar *Use the plural form
of regular nouns
*Use the simple
present tense of
verbs in sentences
Use simple sentence:
compound subject +
simple predicate
24. English
WC – Writing/
Composition
Write different forms
of simple
composition (letters)
as a response to
stories/poems read
or listened to
*Write 2–3 step
directions using
signal words
*Write a news report
using the given facts
*Write a short story
with its complete
elements
*Write/ compose a
news story
*Write/ compose an
editorial
*Write/ compose
clear and coherent
sentences using
adverbs
*Outline a paragraph
with explicity given
main idea
*Write 5–6 sentence
paragraph about a
given topic
26. AIMS OF SCIENCE EDUCATION
*to develop scientific literacy among learners that will prepare them to
be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may
have social, health, or environmental impacts.
27. This curriculum is designed around the three domains of learning
science:
1. understanding and applying scientific knowledge in local setting as
well as global context whenever possible,
2. performing scientific processes and skills, and
3. developing and demonstrating scientific attitudes and values.
28. CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K
TO 12)
The learners demonstrate understanding of basic science concepts and
application of science-inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect
the environment and conserve resources, enhance the integrity and
wellness of people, make informed decisions, and engage in
discussions of relevant issues that involve science, technology, and
environment.
29. Grade Level Standards
• At the end of Grade 4, learners can investigate changes in some
observable properties of materials when mixed with other materials
or when force is applied on them.
• Learners can describe the functions of the different internal parts of
the body in order to practice ways to maintain good health. Learners
can investigate the effects of push or pull on the size, shape, and
movement of an object.
• Learners can investigate which type of soil is best for certain plants
and infer the importance of water in daily activities..
30. Topics To be taken up:
• Matter (FIRST QUARTER)
• Living Things and Their Environment (SECOND QUARTER)
• Force and Motion (THIRD QUARTER)
• Earth and Space (FOURTH QUARTER)
31.
32. Goals of Mathematics
Critical Thinking
Problem Solving.
Learning principles and theories
Experiential and Situated Learning
Reflective Learning
Cooperative Learning
Constructivism
Discovery
Inquiry-based Learning.
33. Goals of Mathematics
Critical Thinking
Problem Solving.
Learning principles and theories
Experiential and Situated Learning
Reflective Learning
Cooperative Learning
Constructivism
Discovery
Inquiry-based Learning.
34.
35. 1. kakayahang komunikatibo,
2. replektibo / mapanuring pag-
iisip at,
3. pagpapahalagang
pampanitikan ng mga mag-
aaral
Goals of Filipino
36. Magamit ang angkop at wastong salita sa pagpapahayag ng sariling
kaisipan, damdamin o karanasan nang may lubos na paggalang sa
kultura ng nagbibigay at tumatanggap ng mensahe. Pamantayan ng
Programa ng Baitang 7-10 Naipamamalas ng mag-aaral ang kakayahang
komunikatibo, mapanuring pag-iisip,
Core Learning Standards
Naipapamalas ang kakayahan sa pagbasa, pagsulat, pakikipagtalastasan nang wasto
upang maipahyag ang ideya at damdaming angkop sa kaniyang edad at sa kulturang
kinabibilangan at nakikilahok sa pagpapaunlad ng pamayanan.
Core Learning Standards
37. Topics
Unang Markahan
1. Magagalang na Pananalita
2. Pangngalan
3. Pagsunod sa Panuto
4. Paggamit ng Diksyunaryo
5. Pagpapahayag ng sariling opinion at reaksyon
6. Panghalip
7. Pagsagot sa mga tanong tungkol sa detalye ng napakinggang kwento
8. Pagsagot ng Bakit at Paano
9. Bahagi ng Aklat
38. Topics
Ikalawang Markahan
1. Pang-uri
2. Pagbabaybay
3. Pagbibigay Hinuha
4. Opinyon o Reaksyon
5. Pang-uri
6. Liham Paanyaya
7. Pagbibigay ng paksa
8. Recount
9. Pagsalaysay sa Napakinggang teksto
10. Pang-abay
11. Paggamit ng card catalog o OPAC
39. Topics
Ikatlong Markahan
1. Pagsunod sa Panuto
2. Pang-abay
3. Pagsagot sa Bakit at Paano
4. Paglalarawan sa tauhan
5. Pagtukoy ang mga sumusuportang detalye
6. Bahagi ng Pahayagan
7. Sanhi at Bunga
8. Paggamit nang wasto at angkop na simuno at panaguri
9. Pagsulat sa talatang nagsasalaysay
10. Pagsusunod-sunod ang mga pangyayari sa tekstong napakinggan
40. Topics
Ikaapat na Markahan
1. Pagsunod sa panuto
2. Nakapagbibigay ng panuto
3. Iba’t-ibang uri ng pangungusap
4. Pagsusunod-sunod ng mga pangyayari
5. Pagbibigay ng paksa
6. Paggamit ng mga magagalang na pananalita
7. Pagsagot ng Bakit at Paano
8. Matalinhagang salita
9. Paggamit ng mga uri ng pangungusap sa pakikipag talastasan
10. Bahagi ng Pahayagan
Editor's Notes
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue
1. The following skills must be taught: 1) teaming, collaboration and interpersonal skills; 2) personal, social and civic responsibility
3) interactive communication, 4) local, national and global orientedness
2. creativity and curiosity; critical thinking problem solving skills and risk taking
3. Multicultural literacies ; Global awareness Visual and information literacies Media literacy Basic scientific and economic literacies
4. flexibility and adaptability, leadership and responsibility, social and cross-cultural skills, initiative and self-direction
productivity and accountability
ethical, moral and spiritual values
Quarter 1 Katatagan ng loob, (Fortitude) , 2. Pagkamatiyaga (Perseverance) 3. Pagkamapagtiis (Patience) 4. Mapanuring pag-iisip (Critical thinking) 5. Pagkakaroon ng bukas na isipan (Open-mindedness) 6. Pagmamahal sa katotohanan (Love of truth) 7. Mapagpasensiya
(Patience/Self-Control) 8. Pagkamahinahon (Calmness)
Quarter 2 Pagdama at pag-unawa sa damdamin ng iba (Empathy) 2. Pagkabukas-palad (Generosity) 3. Pagkamatapat/Pagiging Totoo Sincerity/Honesty) 4. Paggalang (Respect) 5. Kabutihan (Kindness)
Quarter 3 Pagmamahal sa Bansa 1.1. Pagpapahalaga sa Kultura (Appreciation of One’s Culture) Likas-kayang Pag-unlad 2.1. Pagkakaroon ng Disiplina (Discipline) 3. Pandaigdigang Pagkakaisa (Globalism) 3.1. Kalinisan at Kaayusan
Quarter 4 1. Ispiritwalidad (Spirituality) 2. Pagmamahal sa Diyos (Love of God) 3. Pag-asa (Hope)
Pagkakawanggawa (Charity)
Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas
All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures.
Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding
Learning requires meaning3. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action.
Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language4
Successful language learning involves viewing, listening, speaking, reading and writing activities5. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY.
Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural heritage.
The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition learning model, learning style theory, and brain-based learning
They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.
They can classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment.
They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to life on Earth.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to life on Earth.
Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Situated Learning, theorized by Lave and Wenger, is learning in the same context in which concepts and theories are applied.
2. Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas from his/her own experiences and connect them to new ideas.
Cooperative Learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
Discovery Learning and Inquiry-based Learning (Bruner, 1961) support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts.
pamamagitan ng mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig.
kailangan ng mga kagamitang panturo ng mga guro bilang suporta sa kurikulum na magmumula sa administrasyon, ahensiyang panlipunan, pribado at publiko, pamahalaang lokal, midya, tahanan at iba pang sektor ng lipunan.
Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang panlipunan, lokal at global na pamayanan, maging ang kalikasan at pangangailangan ng mga mag-aaral. Pinagbatayan din ang mga legal na batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at wika nina Jean Piaget (Developmental Stages of Learning), Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning), Robert Gagne (Heirarchical Learning ), David Ausubel (Interactive/Integrated Learning),Cummins (Basic Interpersonal Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-CALPS) at ng ating pambansang bayaning si Dr. Jose P. Rizal na nagsabing “nasa kabataan ang pag-asa ng bayan”.
pamamagitan ng mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig.
kailangan ng mga kagamitang panturo ng mga guro bilang suporta sa kurikulum na magmumula sa administrasyon, ahensiyang panlipunan, pribado at publiko, pamahalaang lokal, midya, tahanan at iba pang sektor ng lipunan.
Isinaalang-alang sa pagbuo ng kurikulum ang pangangailangang panlipunan, lokal at global na pamayanan, maging ang kalikasan at pangangailangan ng mga mag-aaral. Pinagbatayan din ang mga legal na batas pang-edukasyon, at mga teoryang pilosopikal ng edukasyon at wika nina Jean Piaget (Developmental Stages of Learning), Leo Vygotsky (Cooperative Learning), Jerome Bruner (Discovery Learning), Robert Gagne (Heirarchical Learning ), David Ausubel (Interactive/Integrated Learning),Cummins (Basic Interpersonal Communication Skills-BICS at Cognitive Academic Language Proficiency Skills-CALPS) at ng ating pambansang bayaning si Dr. Jose P. Rizal na nagsabing “nasa kabataan ang pag-asa ng bayan”.