pe 3

1. PE3 – PATHFIT 3
DANCE MENU
PREPARED BY:
REGINA B. DUMDUMAYA, EdD

2. SAMPLE LEARNING PLAN OF PE 3 – PATHFIT 3
COURSE TITLE: REGIONAL, NATIONAL AND INTERNATIONAL DANCES
CHED MEMO 39, S 2021 BUKSU
Learning Philippine Traditional Dances both
provide fitness benefits and cultural sensitivity.
The course introduces the nature of dance and
its fitness benefits. It involves the fundamental
techniques that include movement skills.
Through skills training, exercise drills, dance
participation and independent or self-directed
PAS, fitness levels will be enhanced. In
conjunction with this, fitness levels, PA
participation and dietary/eating patterns are
evaluated to monitor one's progress and
achievement of personal fitness and dietary
goals.
This course deals with the acquisition of
knowledge and skills in various regional,
national and international dances. It provides
fitness benefits and cultural sensitivity.
The course introduces the nature of dance and
involves fundamental techniques that
include movement skills. It includes
enhancement and advocacy of student’s
personal, safety and well-being through
participation to dance activities.
COURSE DESCRIPTION

3. RECALIBRATION OF LEARNING OUTCOMES
Path-Fit Courses are standards and outcomes-
based. It is important to identify and prioritize
key learning outcomes that are anchored on
the standards and with reference to the
curriculum map (CHED Memo #40 s 2021)

4. Priority shall be on: (CHED memo #40 s 2021)
1. Learner’s meaningful participation (highly
engaged, self-directed, self regulated) in
physical activities.
2. Reducing the risk of sedentary living and
3. Achieving and maintaining good health.

5. STANDARDS AND OUTCOMES ALIGNED
TO THE CURRICULUM MAP
STANDARDS CHED OUTCOMES BUKSU OUTCOMES
1. Active and Healthy
Living
1. Participate in moderate to
Vigorous physical activities
(MVPAs) in accordance with
national and global
recommendations on physical
activities for health.
5. For sports, apply basic tactics
(e.g. defense, offense, transition) in
game situations.
1. Exhibit mastery on dance through
the practice of various movements,
techniques, improvisation and
compositions while achieving active
and healthy living. (S1, O1&5)
2. Perform the different regional,
national and international dances
adapting the different dance
elements. (S1, O5)
2. Advocacy and
Action
3. Promote practical and creative
interventions that will create
community connection and
contribute to the health and
wellness of the school community
and its periphery.
3. Manifest appreciation, confidence,
creativity and proficiency of
movements through various dances
by leading dance fitness and
wellness activities in school and in
community. (S2, O3)

6. Course Outcomes
1 & 2
Course Outcome 3

7. SUMMARY MATRIX
Topics Course Outcomes Terminal/Assessment
Outputs
Module 1 – An Introduction to Dance
1. Concept of Dance Associated to Fitness
1.1 Basic Common Steps associated to fitness
1.2 Health benefits of dancing
1.3 Value of dance participation to one’s fitness
1.4 Phases of Dance Program
2. Note Values, Note Pattern, System of Counting
and Elements of Rhythm
2.1 Values of Notes
2.2 Elements of Rhythm
3. Fundamental Movements
3.1 Four Aspects of Movements Framework
3.2 Two classifications of basic natural
movements
3.3 Fundamental Positions of Arms and Feet
4. Dance Terminologies and Dance Steps
Common to all Nationalities
4.1 Dance Terminologies
4.2 Basic Dance Steps used in Folk Dancing
Exhibit mastery on dance
through the practice of
various movements,
techniques,
improvisation and
composition while
achieving active and
healthy living
Performing the fundamental
movements and dance steps
(Performance-based
Assessment Rubric)

8. SUMMARY MATRIX
Topics Course Outcomes Terminal/Assessment
Outputs
Module 2 – Folk Dances, Social
Dances and Other Forms
1. Philippine and International Folk
Dances
2. Social Dance and Other Forms
2.1 Social and Spectacular Dances
2.2 Dance Positions
2.3 Ballroom Dancing
Perform the different regional,
national and international
dances applying the different
dance elements and
Manifest appreciation,
confidence, creativity and
proficiency of movements
through various dances.
Showcasing various types of
dances
(Performance-based
Assessment Rubric)
1. Promotional advocacy on
dance using different
platforms (FB Wall Post,
Poster, Infographics, videos
etc.)
2. Organizing dance fitness
and wellness activities in
school or community level.

9. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment
Outputs
Midterm 1. Explain the
concept of dance
associated to fitness
Module 1 – An
Introduction to Dance
Lesson 1-Concept of
Dance Associated to
Fitness
Using the 3H (Head,
Heart and Hands)
model, explain your
learnings about the
topic, the values you
have gained and how
you will apply your
learnings in real life?
(Use Essay Rubric)

10. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment
Outputs
Midterm 2. Familiarize the
various values of
notes and system of
counting, dance
terminologies,
positions and grasps
3. Apply the
different values of
notes and counting
to dance.
Lesson 2 – Note
Values, Note Pattern,
System of Counting
and Elements of
Rhythm
Activity: Understanding
the Rhythmic Pattern.
 Select a short part of a
song and apply the
note pattern, counts,
number of measures
and time values.
(Use Rhythmic Pattern
Rubric)

11. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment Outputs
Midterm 4. Execute the
fundamental
positions of arms
and feet and the
basic dance steps
accurately.
5. Apply the
fundamental
movements
through creative
dance.
Lesson 3 –
Fundamental
Movements
Activities:
 Skill Demonstration of the
fundamental positions of arms,
feet and combination.
 Create a short dance routine
with music taken from the
phases of dance program.
Apply the different basic
movements, aspects of
movement framework and
fundamental dance
movements. (Performance-
based assessment rubric)

12. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment Outputs
Midterm 2. Familiarize the
various values of
notes and system
of counting,
dance
terminologies,
positions and
grasps.
3. Apply the
different values
of notes and
counting to
dance.
Lesson 4 – Dance
Terminologies and
Dance Steps
Activities:
 Skill Demonstration of
Dance Terms and Dance
Steps.
(Performance-based
assessment rubric)

13. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment
Outputs
Final
Term
1. Trace the historical
background, origins
and elements of
selected regional,
national and
international dances
2. Practice the various
routines, formations,
music, styles, holds and
body positions, and
ways of proper
execution of each dance
categories
Lesson 1 –
Philippine and
International Folk
Dances
Activity:
Practical Examination
Showcasing various
types of dances.
(Performance-based
Assessment Rubric)

14. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment Outputs
Final
Term
3. Create own dance
routine using the
different techniques
and styles from the
dances learned.
SLOs #1,2&3
Lesson 1 –
Philippine and
International Folk
Dances
Lesson 2 – Social
Dance and other
forms
Activity:
Practical Examination
Showcasing various types
of dances.
(Performance-based
Assessment Rubric)
Create own dance routine
using the different
techniques and styles from
the dances learned. Choose
only 1 from Ballroom and 1
from other forms of dance.

15. SAMPLE SYLLABUS
Time Frame SLO Topics Terminal/Assessment Outputs
Final
Term
3. Create own dance
routine using the
different techniques
and styles from the
dances learned.
SLOs #1,2&3
Lesson 1 –
Philippine and
International Folk
Dances
Lesson 2 – Social
Dance and other
forms
Activity:
Practical Examination
Showcasing various types
of dances.
(Performance-based
Assessment Rubric)
Create own dance routine
using the different
techniques and styles from
the dances learned. Choose
only 1 from Ballroom and 1
from other forms of dance.

18. Framework of Constructive Alignment by
University of Tasmania (2018)
1. Identify the intended learning outcomes
2. Design assessment tasks to measure attainment of the
learning outcomes
3. Plan learning activities to enable students to develop the skills,
knowledge and understanding described in the intended
learning outcomes and measured by assessment
4. Choose the content (topics/examples/resources/materials)
required to support the learning activities.

19. Learning Objectives
is a detailed description of what a
student must be able to do at the end
of the course.
Learning Outcomes Specific, measurable knowledge and
skills that the learner will gain by
taking the course.
Viewed from the Instructor’s
perspective.
Viewed more from the learner’s
perspective.

20. Holistic Process Matrix
GOAL
OBJECTIVES
(Cognitive, Psychomotor & Affective)
1. 2. 3.
Content:
To learn the ability to be fit and to live a healthy and satisfying
life
Understand the
concept of dance
associated to
fitness.
Perform the
common steps
associated to
fitness correctly.
Appreciate the
value of dance
participation in
relation to one’s
fitness.
1. Concept of dance associated to fitness
2. Basic Common Steps associated to fitness
3. Health benefits of dancing
4. Value of dance participation to one’s fitness

21. Holistic Process Matrix
Learning Outcome Learning Outcome Learning Outcome
1. 2. 3.
Assessment Assessment Assessment
1. 2. 3.
Explain the concept
of dance associated
to fitness.
Execute the
common steps
associated to fitness
correctly and
accurately.
Recognize the value
of dance
participation in
relation to one’s
fitness.
Essay, concept map,
Graphic
organizer…etc.
Performance-
based rubric
(Holistic or
Analytic Rubric)
Reflective
Exercises,
promotional video,
poster, blogs etc…

22. Aligning the Learning Outcomes to Student Activities
Specific Learning
Outcome of the
Lesson
Activities to accomplish the
Specific Learning Outcome
Achieved Learning
Outcomes at the end of
the Lesson
Evaluate the
physical fitness
level
1. Calculate the Body mass index
using the formula
2. Monitor heart rate before and after
the fitness test
3. Perform the selected events
4. Interpret the result of the test
Evaluated the
physical fitness
level

23. Tips on Making a Constructively Aligned Learning Plan
The COs and SLOs are arranged in logical manner (from simple to
complex) Example: identify comes first before explain; evaluate before
create; discuss before compose, and so on.
The outcomes are stated using behavioral terms. Follow the SMART
(specific, measurable, attainable, realistic, time bound) formulation. Do
not use know, understand and appreciate.
Review the revised Bloom’s Taxonomy for behavioral terms used for
each level. Promote the HOTS. LOTS are used as enabling
objectives/outcomes.
Avoid double barrel statement of outcomes in your Cos and SLOs. Example: identify and
explain the factors that affect…..you may separate the statement into two: identify the
factors that affect…and explain the factors that affect…but, if there is already a preceding
or enabling outcome that leads to this statement you may choose the “higher” term when
revising this statement.

24. Flexible Learning Implementation Best Practices

28. THANK YOU VERY MUCH!!!!!