Catch-up Friday PowerPoint first lesson Intracultural relatikonsFelynDelaCruzDalino
this is a PowerPoint presentation on first catch up Friday week entitled intracultural relations. This topic is under AP and values. PowerPoint presentation focuses on the stereotypes and the ways in which intrapersonal relations can be established by students. This PowerPoint focuses on the feasible ways in which individual
Career guidance orientation program action planJenita Guinoo
Being a Grade 10 adviser, one of our responsibilities is to guide our students in choosing the right track in relevance to their competence and talents in preparation for their Senior High School classes.
Catch-up Friday PowerPoint first lesson Intracultural relatikonsFelynDelaCruzDalino
this is a PowerPoint presentation on first catch up Friday week entitled intracultural relations. This topic is under AP and values. PowerPoint presentation focuses on the stereotypes and the ways in which intrapersonal relations can be established by students. This PowerPoint focuses on the feasible ways in which individual
Career guidance orientation program action planJenita Guinoo
Being a Grade 10 adviser, one of our responsibilities is to guide our students in choosing the right track in relevance to their competence and talents in preparation for their Senior High School classes.
Attached is DepEd Memorandum DM-OUCI-2021-346 from the Office of the Undersecretary for Curriculum and Instruction, dated August 25, 2021, announcing the Revised Implementation of Homeroom Guidance (HG) During Crisis Situation for School Year 2021-2022.
Other details relative to the implementation of Homeroom Guidance Program are stipulated in the above-mentioned DepEd issuance.
Table of Contents
Revised Implementation of Homeroom Guidance (HG) During Crisis Situation for School Year 2021-2022
Rationale
Definition of Terms
Homeroom Guidance’s Philosophy, Vision and Mission
Philosophy
Vision
Mission
Homeroom Guidance Framework
Homeroom Guidance’s Domains
Academic Development Domain
Personal and Social Development Domain
Career Development Domain
Roles of School, Home, and Community and other Institutions
Homeroom Guidance Most Essential Learning Competencies
Procedure
Roles and Responsibilities of DepEd Offices
School
Schools Division Office
Regional Office
Central Office
Assessment of Learner’s Development and Monitoring of the Program
Monitoring and Evaluation
School Level
Schools Division Level
Regional Level
National Level
Effectivity
References
Annexes
Revised Implementation of Homeroom Guidance (HG) During Crisis Situation for School Year 2021-2022
The Office of Curriculum and Instruction (CI), through the Bureau of Curriculum Development (BCD), issues this document as basis for the Implementation of the Homeroom Guidance (HG) during Crisis Situation for SY 2021-2022. This document is a revision of the policy guidelines previously issued (DM-OUCI-2021-144 and DM-OUCI-2020-155).
The current pandemic has clearly affected the teaching and learning process that usually takes place in school. Certainly, our learners cannot avoid its impact in terms of their domains of development. While the Department has been responsive thru its Basic Education Learning Continuity Plan, it is crucial to cater to the life skills development of learners which will empower them to overcome the different challenges and adapt to the “new normal” brought about by the current crisis.
Though the plan was to have the complete implementation of the Homeroom Guidance in school year 2021-2022 accounting the needed preparations such as orientation, capacity building, learning materials development and the like, the Department deemed it necessary to offer the new program to learners from Kindergarten to Senior High School with selected competencies that are lifted directly from Homeroom Guidance Curriculum. However, its full implementation which includes the complete curriculum, policy, and learning materials will be made available at the start of school year 2022-2023. All private schools are encouraged to implement the Homeroom Guidance.
Homeroom Guidance should be considered as an information component of mental health in the K to 12 Curriculum. It is a part of the Information Services that is primarily under the Guidance and Counseling Program.
1SIP BEDP 2030 by DepEd Planning Service Director Roger Masapol.pptxberiniaedeno
Adopted through DepEd Order No. 24, s. 2022
It Shall
Serve as blueprint in the next decade in formulating, implementing, coordinating, monitoring plans, programs and projects
Provide strategic roadmap for the Department to follow in improving the delivery and quality of basic education
Address the immediate impacts of pandemic on education and anticipate the future of education and introduce innovation in fostering resiliency and embedding the rights of children in education
All offices and units in all governance levels shall align their policies, plans and programs with the BEDP
The BEDP shall be a living document, serving as guide to all DepEd units and offices in their operational programming
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
2. The Office of Curriculum and Instruction (CI)issues these guidelines as basis for the
Implementation of the Homeroom Guidance (HG) during Crisis Situation for SY 2020-2021
Empower learner to overcome the different challenges and adapt to the “new normal”
brought about the current pandemic.
The Department deemed it necessary to offer the new program to learners from
Kindergarten to Senior High School with select competencies that are lifted directly from
Homeroom Guidance Curriculum. However , its full implementation which includes the
complete curriculum, policy and learning materials will be made available at the start of
school year 2021-2022.
3. HG is a comprehensive , developmental and proactive program designed to equip K to 12
learners with life skills on three domains:
a. Academic Development
b. Personal and Social Development
c. Career Development
This issuance sets the basic standards for an efficient and effective implementation of HG
both in public and private schools nationwide.
-HG Observation Form and Program Monitoring and Evaluation Tool are also enclosed for
reference.
4. Rationale
The K to 12 curriculum puts emphasis on capacitating learners with skills in doing their tasks and
enriching these as they progress up to grade 12.
In 1998 , Revitalized Homeroom Guidance (RHG) for secondary learners was created to answer
learners’ needs. However, certain considerations to make it more comprehensive, developmental,
and proactive are deemed necessary.
HG were formulated based on relevant current literature, and in consultation with teachers,
School Heads, and Guidance and Counseling experts.
HG is a responsive program that equips learners with competencies to address issues not
included in the formal learning areas but is very essential to their development.
5.
6. Homeroom Guidance Framework
HG is dedicated to address the academic , personal/ social and career development needs of the
learners in a developmental, comprehensive and proactive manner.
The standards and competencies of HG are anchored on the following theories:
1. Jerome Bruner’s Scaffolding Theory
2. Learner-centered Theory-Jean Jacque Rousseau
3. Cognitive Learning Theory- Jean Piaget
4. Theory of Eric Ericson’s Psychosocial Development
7. Homeroom Guidance Domains
A. Academic Development Domain- academic related needs or concerns of learners which include but not limited
to creative and critical thinking, communication skills and problem solving skills.
B. Personal and Social Development Domain- pertains to concerns and issues affecting learners individuality (self)
, relationship with others and their interaction in community. This include but not limited to intrapersonal
and interpersonal skills, self –awareness, coping with emotions and stress, and resilience.
C. Career Development Domain- pertains to all occupational and world of work-related concerns and issues of
learners. KSA that enable them to make successful transition from school to the world of work.
8. Roles of School, Home, and Community and other Institutions
1. School ensures the proper implementation
2. Home plays vital role through its consistent support, involvement and collaboration
3. Community and other institutions reinforce the development of learners’ life skills through
engagement in the school activities relevant to the vision, mission and philosophy of HG
10. Homeroom Guidance Most Essential Learning Competencies
75% of the HG MELCS are from the Personal- Social Development Domain
-These competencies pertain to concerns or issues affecting learners’ individuality ( self),
relationship with others and their interaction in community ,
20% Academic Development Domains
5 % Career Development Domain
Since this is not a formal learning area HG should not be part of the computation of grades by the
end of each quarter , it shall serve as enrichment activity that can be performed at home and in
school or through other platform with the help of guidance counselors, teachers and parents.
11. Procedure
Implementation of the program shall be governed and guided by the following principles and
policies:
1. Nomenclature. HG shall be reflected in the class program of every school, in the school
forms as Homeroom Guidance.
2. Medium of Instruction. The Learning Materials are written in English, but the regions may
opt to use their mother tongue or any language convenient to the learners to ensure
participation and interaction during the session and better understanding of the concepts.
12. 3. Time Allotment. One (1)hour per week from Grade 1 to 12 while Kindergarten it will be
included in their blocks of time.
4. Class Program. The HG shall be scheduled once a week
5. Class Advisers shall be assigned to implement the program with the TA of the Guidance
Counselor. If the school does not have a Guidance Counselor, the SH may assign a Guidance
Designate but he/she should be provided with proper training.
6. Collaboration with the family and community is also encouraged in order to create a venue
for the learners in developing such life skills,
13. 7. Teaching Load. Teaching HG shall be equivalent to one (1) teaching load on top of the teacher’s
advisory and subject’s load.
8. HG shall not be viewed as a formal learning area like Edukasyon sa Pagpapakatao (EsP) and the
like. It shall be treated as a program that will help learners develop the competencies needed in
the three domains. Hence, its delivery in class is quite informal but still follows the Structured
Learning Experience flow.
9. The HG MELCs and Learning Materials will be issued by the Department of Education.
10. HG assessment results must be distributed and discussed by the class adviser during the Parent-
Teacher Conference. This shall be issued as an attachment to the learner’s report card,
14. 11. DepEd schools shall include all expenses relative to Homeroom Guidance in their Annual
School Improvement Plan.
12. Non- implementation or improper implementation of Homeroom Guidance shall be
subject to existing applicable administrative actions.
15. Roles and Responsibilities
School
1. School Head supervises and monitors the implementation of HG and ensures that proper
intervention for each learner will be provided.
2. Guidance Counselor or Guidance Designate serve as the program manager and ensures the
correct content and pedagogy of HG in school. (Orientation on HG at the beginning of SY,
Quarterly meetings with Section advisers before the implementation of the modules)
3. Class Adviser serves as HG implementer inside the classroom. The class adviser refers the
learner to the Guidance Counselor only if counseling intervention or other guidance services are
needed.
16. Schools Division Office
Curriculum Implementation Division (CID) through the EsP Supervisor in coordination with
SGOD through its Designated Guidance and Counselling focal person, serves as the division
program manager . They ensure localization and indigenization of content and pedagogy , and
are expected to monitor the conduct of HG.
Regional Office
CLMD EsP Supervisor in coordination with ESSD Designated Guidance and Counseling focal
person, serves as the program manager of the region.
17. Assessment of Learner’s Development and Monitoring of the Program
HG implementers must always keep in mind that the program shall capacitate learners towards success, hence,
compared to formal learning areas that are being measured following the DO No. 8. s. 2015, HG shall utilize
Learner’s Development Assessment Tool ( Annex 3), guided by the verbal descriptions below:
NI –Needs Improvement
D- Developing
SD- Sufficiently Developed
DC- Developed and Commendable
Learner’s development shall be assessed through their portfolio and performance task
18.
19. Monitoring and Evaluation
Monitoring and evaluation shall be done from September 2020 to April 2021, results shall be
submitted at the end of SY 2020-2021.
School Level
The SH leads the monitoring in coordination with the Guidance Counselor/Designate. SH
ensures evaluation of the program with the help of the Guidance Counselor/Designate using
the Homeroom Guidance Observation Tool ( Annex !)
20.
21. Schools Division Level
The EsP Supervisor under CID in coordination with the SGOD Guidance focal person leads the
monitoring using the Homeroom Guidance Monitoring Tool (Annex 2) in the Division level.
They shall submit the Monitoring Results to their respective Regional EsP Supervisors
22.
23. EFFECTIVITY
THIS POLICY SHALL TAKE EFFECT IN SY 2020-2021 AND
SUCCEEDING YEARS IMMEDIATELY UPON PUBLICATION
IN THE DEPEDWEBSITE.
