Pag- usbong ng Klasikal na Kabihasnan (Greece)Darwin Caronan
Ang Kasaysayan ng Greece, Athens at Sparta, mga digmaan, mga ambag at pilosopiya, hanggang sa pananakop ni Alexander the Great at itinatag ang Kabihasnang Hellenistiko.
Pag- usbong ng Klasikal na Kabihasnan (Greece)Darwin Caronan
Ang Kasaysayan ng Greece, Athens at Sparta, mga digmaan, mga ambag at pilosopiya, hanggang sa pananakop ni Alexander the Great at itinatag ang Kabihasnang Hellenistiko.
DIGMAANG KINASANGKUTAN NG KABIHASNANG GREEK
GRAECO-PERSIAN WAR - PERSIA VS GREECE
1. BATTLE OF MARATHON
2. BATTLE OF THERMOPHYLAE
3. BATTLE OF SALAMIS
PELOPONNESIAN WAR - ATHENS VS SPARTA
DIGMAANG KINASANGKUTAN NG KABIHASNANG GREEK
GRAECO-PERSIAN WAR - PERSIA VS GREECE
1. BATTLE OF MARATHON
2. BATTLE OF THERMOPHYLAE
3. BATTLE OF SALAMIS
PELOPONNESIAN WAR - ATHENS VS SPARTA
This document provides contact information for Jared Ram A. Juezan, including references to his Facebook page and photo album, download links for slideshow presentations, and his email addresses. It also indicates that he prepared and shared this information as a teacher on June 30, 2017 and closes with a thank you.
Strengthening research to improve schooling outcomesJared Ram Juezan
This document outlines research on strengthening schooling outcomes through various methods. It discusses action research, which integrates implementing plans with studying their effectiveness. Some areas of focus are what works in schools according to factors like teaching strategies. Mixed research methods are recommended, using both qualitative and quantitative data to gain a fuller understanding. The document provides guidance on writing strong research reports through thoroughly evaluating criteria like clearly describing the methodology.
This document provides instructions for constructing a Rank of Skills template to determine which skills students have mastered, nearly mastered, or have the least mastery of. The Rank of Skills template includes columns for the number of skills, topics and competencies, number of test items, item placement, student scores on sections and grades, actual total scores, highest possible total scores, percentages, and an overall ranking of competencies. The document outlines how to calculate values for the actual total scores, highest possible total scores, and percentages in order to rank competencies from most to least mastered.
The document discusses the Learner Information System (LIS) used in the Philippine basic education program. It describes the Learner Reference Number (LRN) which is a unique 12-digit number assigned to students. It then outlines the objectives and functions of the LIS, which include standardized registration, tracking student performance, and enhancing management of student records. The document also details the roles and responsibilities of school heads and teachers in managing student data and enrollment in the system. It provides guidelines and instructions for key functions like issuing LRNs, enrolling students, updating information, and ensuring data accuracy.
The document outlines the Philippines Department of Education's (DepEd) Basic Education Research Agenda. It establishes priority research areas to guide DepEd and stakeholders in conducting research to inform education policy and programs. The agenda was developed through a consultation process and identifies research questions within key themes. Priority research themes were chosen based on DepEd's vision and mission, and focus on improving student learning outcomes, teacher quality, and other issues. The research agenda will be reviewed annually and guide DepEd researchers over six years on evidence-based studies of the education system.
Guidelines on the appointment and promotion of teaching personnelJared Ram Juezan
This document outlines guidelines for appointing and promoting teaching personnel. It establishes criteria points in the following areas: performance (35 points), experience (5 points), outstanding accomplishments (20 points), education (25 points), training (5 points), potential (5 points), and psychosocial attributes (5 points), for a total of 100 points. It provides details on computing points for each criteria, including specific point values assigned for qualifications and achievements within each criteria. For example, under outstanding accomplishments, an national award would receive 4 points while authorship of a book would receive 4 points. The document aims to standardize the evaluation process for appointing and advancing teaching roles.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include: reviewing strong and weak subjects, understanding theories and concepts, improving analytical skills when answering questions, reviewing all subject areas, preparing for the exam, getting enough rest, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, not spending too much time on single questions, and being careful of conditional words in questions. The document emphasizes thorough preparation and practicing exam-taking skills to perform well on the licensure exam.
rise of Europe, AP 8/9 -Quarter 3, Aralin 1, Bourgeoisie, National Monarchy, Renaissance, Reformation, Counter-Reformation, Merkantilismo, Paglakas ng Simbahan
This document discusses social media and its uses for education. It defines social media as computer-mediated tools that allow people to create, share, and exchange information online. Examples of social media mentioned include Facebook, Twitter, YouTube, SlideShare, and blogging platforms. The document provides examples of how each of these social media tools can be used for educational purposes, such as connecting with experts, collaborating, sharing content and multimedia. It also lists dos and don'ts for using social media and maintaining privacy and security.
7. KABIHASNANG CRETE O MINOAN
HARING MINOS
- namuno sa Crete
at katimugang Gresya
o Greece
8. KABIHASNANG CRETE O MINOAN
Ang mga Cretan o
Minoan ay may
kaalaman sa:
1. Paggawa ng daanan
ng tubig
9. KABIHASNANG CRETE O MINOAN
Ang mga Cretan o
Minoan ay may
kaalaman sa:
2. Pagpipinta sa
sariwang plaster o
frescoes
10. KABIHASNANG CRETE O MINOAN
Ang mga Cretan o
Minoan ay may
kaalaman sa:
3. Kasanayan sa
paggawa ng pinong
plorera, tela,
pabango at pang –
ukit ng pigurin.
11. KABIHASNANG CRETE O MINOAN
mayroon silang
sistema ng pagsulat,
may lubos na
kaalaman sa
paghahabi, paggawa
ng mga alahas at
kagamitang bronse o
tanso
18. KABIHASNANG CRETE O MINOAN
1184 BCE
- Nagkaroon ng alitan
ang Achaean sa
lungsod ng Troy at
tinawag itong
TROJAN WAR
19. KABIHASNANG CRETE O MINOAN
1100 BCE
- Rumagasa ang mga
DORIAN mula sa
hilaga. Ginapi ang
mga Achaean at
sinira ang halos lahat
ng bakas ng dating
kabisera ng
Mycenae.
20. KABIHASNANG CRETE O MINOAN
1100 BCE
- Ang mga DORIAN,
isang malupit ng
pangkat ng mga
Griyego mula sa
hilaga.
21. KABIHASNANG CRETE O MINOAN
1100 BCE
- Ang pananakop ng
mga DORIAN ang
nalagay sa Greece sa
“Panahon ng
Karimlan” o DARK
AGES.
27. KABIHASNANG MYCENEAN
Bakit humina ang
kabihasnan?
- Dahil sa madalas na
pakikidigmaan ng mga
kaharian. Nasira ang
mga palasyo at
maraming Mycenaean
ang lumipat sa ibang
lugar.
28. KABIHASNANG MYCENEAN
Bakit humina ang
kabihasnan?
- Dahil sa madalas na
pakikidigmaan ng mga
kaharian. Nasira ang
mga palasyo at
maraming Mycenaean
ang lumipat sa ibang
lugar.
