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TRAINING ON THE REVISED K-10 CURRICULUM Venue Date 1 SCIENCE 5
Session 4B Science 5: Pedagogy and Assessment
Training Matrix
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;
Professional Standards Addressed: PPST 2: Learning Environment 2.3 Management of classroom structure and activities; 2.4 Support for learner participation; and 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.
Session Objectives At the end of the session, participants will… 1. Compare and contrast pedagogical theories, approaches, teaching methods/strategies and activities. 2. Classify different pedagogical approaches that can be utilized that are aligned in the unpacked learning competencies.
Session Objectives At the end of the session, participants will… 3.Articulate 21st century skills that is aligned to the pedagogical approaches that can be utilized that is aligned in the unpacked learning competencies. 4. Classify different assessments whether formative or summative type of assessment.
Session Objectives At the end of the session, participants will… 5. Describe the different features of assessment based on DO 8, s. 2015 and DO 31, s. 2020 6. Categorize different assessment activities in relation to the unpacked competencies, aligned with the pedagogical approaches and teaching strategies.
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
Activity 1: T-approach Objective: • Categorize the given cut-out phrases to the given words using T-chart format. Materials Needed: • Manila paper • Metacards • Markers • Masking tape Duration: 10 minutes
Activity 1: T-approach Instructions: 1. Create a T-Chart 2. Add Items on the left column: Pedagogical theories Pedagogical approach Teaching Methods/strategies Teaching Activities 3. Write relevant examples for the given items on the left column 4. You have 10 minutes to complete the task.
Activity 1: T-approach Given words: • Pedagogical approaches • Pedagogical theories • Teaching methods/strategies • Teaching activities GIVEN WORDS
GUIDE QUESTIONS 1.What are the key differences between pedagogical theories, pedagogical approaches, teaching methods/strategies, and teaching strategies? 2.In what ways can understanding these differences enhance your effectiveness in your own work context?
GUIDE QUESTIONS 3.How can you apply specific pedagogical theories, approaches, methods/strategies, or strategies to improve your teaching or educational practice?
10 minute timer
Activity 1 - Group Presentation TWIST & CHALLENGE using Pecha Kucha style of presentation. ● Presentation Format: • Use the Pecha Kucha style: Present each item in the left column with a maximum of 20 seconds per item. • Presentation time should not more than 2 minutes per group.
ACTIVITY 1 Group Presentation
GUIDE QUESTIONS 1.What are the key differences between pedagogical theories, pedagogical approaches, teaching methods/strategies, and teaching strategies? 2.In what ways can understanding these differences enhance your effectiveness in your own work context?
GUIDE QUESTIONS 3.How can you apply specific pedagogical theories, approaches, methods/strategies, activities to improve your teaching or educational practice?
Let us clear this up! Pedagogical theories provide the conceptual frameworks for understanding how learning and teaching processes work.
Let us clear this up! Pedagogical approaches are overarching strategies or philosophies guiding how teaching and learning should occur.
Teaching methods/strategies are specific techniques employed by educators to facilitate learning. Teaching activities are concrete tasks or exercises used within methods to engage students and support their learning. Let us clear this up!
PEDAGOGICAL THEORIES Constructivism Experiential learning PEDAGOGICAL APPROACHES Inquiry-based approach Trans disciplinary approach TEACHING METHODS/ STRATEGIES Student-led experiments Project-based learning TEACHING ACTIVITIES Mystery experiment to test hypothesis Design a sustainable community SAMPLE
SAMPLE PEDAGOGICAL THEORIES Social cognition Vygotsky’s ZPD PEDAGOGICAL APPROACHES Contextual learning Transdisciplinar y approach TEACHING METHODS/ STRTESGIES Real-world case studies Collaborative projects TEACHING ACTIVITIES Propose solutions for a local environment issue Integrating multiple subjects to solve a problem
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
Activity 2: Can I have the Menu? Objective: Make a menu list of pedagogical approach for each LCs in Quarter 1.
Activity 2: Can I have the Menu? Instructions: 1. Gather necessary materials from the facilitator. 2. List down Pedagogical Approaches in your worksheet 3. You will be given 5 minutes to finish the task.
5 minuteTIMER
Activity 2: Can I have the Menu? To continue… 1. Describe the suggested pedagogical approaches written in the worksheet 2. Consolidate the selected approaches using the metacard 3. Present your work after consolidation
Guide Questions: 1. What are the identified pedagogical approaches listed in your “MENU”? 2. As a group, how did each one of you decide on the suggested approach for the specific unpacked competencies?
10 minuteTIMER
PRESENTATION
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
INSTRUCTIONAL DESIGN FRAMEWORK
Foundation of the K to 10 Instructional Design Framework Based on RA 10533, which defines the curriculum as learner- centered, developmentally appropriate, and inclusive.
As the K to 10 Basic Education Curriculum is revised, the Instructional Design Framework, being a systematic and integrative approach to developing effective and efficient instruction, is imperatively needed to establish an enabling structure of ensuring the effective teaching and learning delivery. The K to 10 Instructional Design Framework
The K to 10 Instructional Design Framework • reflects the shared vision articulated in the revised curriculum; • encapsulates the curriculum, teaching, and assessment process; and • outlines the fundamental yet flexible and descriptive approach for teachers in designing learning opportunities (what learners must do, how learners must perform, and how to know if standards have been achieved)
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. The K to 10 Instructional Design Framework
Features of the K to 10 Instructional Design Framework a. It cuts across important learning stages and learning areas. b. It emphasizes the learners rather than the process. It enables learners to take part in making decisions about creating learning activities. c. It gives direction and brings together school administrators, teachers, and learners d. It is flexible to promote creativity and collaboration. e. It is descriptive rather than prescriptive. f. It provides the design of instruction and does not direct its procedures. g. It serves as a guide for implementing uniformity and consistency in designing and planning the lesson.
A central feature of the Science curriculum is the balanced integration of three interrelated content strands Understanding and applying scientific knowledge Developing and demonstrating scientific attitudes and values Performing scientific inquiry skills
PEDAGOGICAL APPROACHES
The Framework of Science Education
PEDAGOGICAL APPROACHES
Suggested Pedagogical Approaches Inquiry- Based Approach Problem/ Issue Design- Based Learning Application -led approach Science- Technology -Society Approach / Contextual Learning Transdisciplin ary Approach
Inquiry-based Learning The approach is characterized in the classroom by questions and discussions. Inquiry allows learners to formulate questions and find solutions through learning real-life-based investigations and research projects.
Inquiry-based Learning In this approach learners also engage in developing process skills, analyzing and evaluating evidence, experiencing and discussing, and talking to their peers about their own understanding (Suchman, 1964).
LEARNING COMPETENCY Describe matter as anything that has mass and takes up space TEACHING METHODS/ STRATEGIES Hands on exploration TEACHING ACTIVITIES Explore various objects and substances to observe and discuss their properties focusing on mass and volume Inquiry-based Learning Approach
Application-led approach Applications-led approach means that the science to be taught is determined by applications from life and NOT by the logic of the discipline of science
Application-led approach Tasks is intended to reflect the importance given to the expectation that the learners demonstrate how their learning can be applied to their everyday lives.
Science-Technology-Society Approach The involvement of learners in experiences and issues which are directly related to their lives. STS develops students with skills which allow them to become active, responsible citizens by responding to issues which impact their lives. “teaching and learning of science and technology in the context of human experience”
LEARNING COMPETENCY Identify that matter exists in three states: solids, liquids, and gases TEACHING METHODS/ STRATEGIES Demonstration TEACHING ACTIVITIES Categorize different materials and images into solids, liquids, and gases. ScienceTechnology-Society Approach
Problem-Based Learning a student-centered approach in which learners learn about a subject by working in groups to solve an open-ended problem. the aim is for learners to take an active and problem-solving role in the process, in accordance with the learner-centered education approach
Usual Way of Learning Problem-Based Learning Told what we need to know Memorize it Problem assigned to illustrate how to use it Problem assigned Identify what we need to know Learn and apply to solve the problem
Samples of Problem-Based Learning  Discussion & Debate: Environmental Issues and Concerns  Role Play: Disaster Preparedness  Student Presentations: Mitigation and Resilience Plans on Climate Change Impacts  Think Pair Share include under Active Learning: Non-Renewable Energy Sources: Boom or Bane?
LEARNING COMPETENCY Identify objects at home and in the classroom as solid, liquid, or gas TEACHING METHODS Classification Exercise TEACHING ACTIVITIES Conduct scavengers hunt around the classroom or home to categorize different items as, solids, liquids, or gases Problem-based learning Approach in the Classroom
Multidisciplinary (cross-disciplinary) Approach “curriculum integration which focuses primarily on the different disciplines and the diverse perspectives they bring to illustrate a topic, theme or issue. (UNESCO)
Understanding interdisciplinary approach model
Approach to curriculum integration
Approach to curriculum integration ” An interdisciplinary approach is defined as “An approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections between different disciplines and their relationship to the real world
Approach to curriculum integration “an approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.” (UNESCO)
Additional Approaches in the NEW NORMAL Cooperation Learning Next Generation Science Learning Nature of Science (NOS) Pedagogy Sociocultural Practices Responsive Teaching Practice-Based Pedagogy
Additional Approaches in the NEW NORMAL Sci-vestigative Pedagogical Strategy (SPS) Studio-Based Learning (SBL) STEAM Approach
SCIENCE 5 REVISED K TO 10 CURRICULUM Pedagogy 21st Century Skills
REVISED K to 10 Feature: Clearer Articulation of 21st Century Skills
 (the four C’s)  teaches learners about the mental processes required to adapt and improve upon a modern work environment.
 focuses on how students can discern facts, publishing outlets, and the technology behind them.  There’s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet.
LEARNING COMPETENCY Describe matter as anything that has mass and takes up space TEACHING METHODS Hands on exploration TEACHING ACTIVITIES Explore various objects and substances to observe and discuss their properties focusing on mass and volume Inquiry-based Learning Approach 21ST CENTURY SKILLS Critical thinking
LEARNING COMPETENCY Identify that matter exists in three states: solids, liquids, and gases TEACHING METHODS/ STRATEGY Demonstration TEACHING ACTIVITIES Categorize different materials and images into solids, liquids, and gases. Science Technology-Society Approach 21ST CENTURY SKILLS Collaboration Digital literacy
LEARNING COMPETENCY Identify objects at home and in the classroom as solid, liquid, or gas TEACHING METHODS Classification Exercise TEACHING ACTIVITIES Conduct scavengers hunt around the classroom or home to categorize different items as, solids, liquids, or gases Problem-based learning Approach in the Classroom 21ST CENTURY SKILLS Communicatio n skills Problem- solving
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
Activity 3: Scavenger Hunt guide! Objective: Create a guide chart of the aligned learning competency to applicable pedagogical approach, teaching activities with articulated 21st century skills.
Activity 3: Scavenger Hunt guide! Instructions: 1. Each member will complete the session worksheet by listing applicable pedagogical approaches with appropriate teaching activities with articulated 21st century skills 2. After 7 minutes, the worksheet will be shared to the group and work together to hunt for the most applicable pedagogical approaches and appropriate teaching activities with articulated 21st century skills
7 minute timer Activity 3: Scavenger Hunt guide!
Activity 3: Scavenger Hunt guide! 1. Summarize your work in a manila paper using metacards and marker. 2. You will be given 8 minutes to finish the activity 3. Each group will be given 2 minutes to present their work. The Learning facilitator will choose the specific learning competency to be presented in the class.
8 minute timer Activity 3: Scavenger Hunt guide!
Presentation and Synthesis
Synthesis Suggested Teaching Strategies for each of the Science Pedagogical Approach Inquiry-based Approach ● Hands-on experiments and investigations. ● Questioning techniques to stimulate curiosity. ● Socratic questioning for group discussions. ● Problem-solving scenarios and case studies. ● Think-pair-share activities. ● Jigsaw method for collaborative learning. ● Interactive simulations and virtual labs. ● Concept mapping to visualize relationships. ● Reflective journals for documenting inquiry processes. ● Guided inquiry with structured investigations. ● Peer review and feedback on inquiry projects. ● Role-playing activities to explore perspectives. ● Field trips and guest speakers to connect theory with real-world applications.
Synthesis 2.Transdisciplinary Approach ● Integrated project-based learning across subjects. ● Cross-curricular thematic units. ● Collaborative research projects involving multiple disciplines. ● Interdisciplinary integration and discussions. ● Creation of multimedia presentations. ● Guest speakers from various fields. ● Use of literature and historical context in science lessons. ● Problem-solving challenges with connections to other subjects. ● Integration of art, music, and literature in science lessons. ● Collaborative exhibitions or fairs showcasing interdisciplinary projects. ● Team teaching with educators from different subjects. ● Cross-disciplinary field trips. ● Connecting science concepts to real-world issues in different subjects.
Synthesis 3.Science-Technology-Society Approach ● Collaborative projects addressing societal challenges. ● Designing solutions to address real-world societal problems. ● Debates on ethical considerations in science and technology. ● Case studies exploring societal impacts of scientific advancements. ● Research projects on the historical context of scientific discoveries. ● Role-playing scenarios to understand diverse perspectives. ● Critical analysis of current events related to science and society. ● Guest speakers from fields impacted by science and technology. ● Classroom discussions on responsible use of technology. ● Writing assignments on the ethical responsibilities of scientists. ● Analyzing media portrayals of science and technology. ● Field trips to science and technology-related industries. ● Creating public service announcements about scientific issues. ● Interviews with professionals in science-related fields.
Synthesis 4. Problem-based / Design-based Learning: ● Design challenges to solve real-world problems. ● Project-based assessments with open-ended questions. ● Case studies requiring problem-solving skills. ● Collaborative problem-solving through group projects. ● Prototyping and testing solutions in a design process. ● Role-playing scenarios to address specific problems. ● Use of design thinking methodologies. ● Inquiry projects with a focus on problem-solving. ● Analysis of real-world problems and proposed solutions. ● Class discussions on alternative solutions to problems. ● Guest speakers sharing experiences in problem-solving. ● Reflection journals on the design and problem-solving process. ● Field trips to industries or organizations facing challenges. ● Peer review and feedback on design projects. ● Applying scientific principles to create innovative solutions.
Synthesis 5. Application-led Approach: ● Real-world case studies illustrating scientific concepts. ● Hands-on activities with practical applications. ● Problem-solving scenarios in authentic contexts. ● Field trips to industries or laboratories. ● Job-shadowing experiences in science-related professions. ● Demonstrations of scientific principles in everyday life. ● Collaborative projects with community applications. ● Application-based assessments and projects. ● Guest speakers from professions applying scientific knowledge. ● Interactive technology tools for practical applications. ● Internships or apprenticeships in science fields. ● Designing and implementing real-world experiments. ● Collaborative partnerships with local organizations. ● Exploration of career paths related to science applications.
Suggested Teaching Strategies
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
Activity 4: INsideOUT 1. Each group will compile a list of the different types of assessment activities conducted in the classroom using a metacard. Write as many as you can. 2. You have 5 minutes to complete this task. Post it a manila paper and make a collage work
Activity 4: INsideOUT 5 minute timer
Activity 4: In or Out 1. After listing the assessment activities, each group will take turns reciting their list aloud. 2. As each group recites and will ask other group (IN OR OUT?) if it has same word, other groups will cross out any matching assessment activities on their own lists. 3. Continue this process until every group has had the opportunity to recite, and all possible matches have been crossed out.
Activity 4: INsideOUT
Guide Questions: 1. What are the assessment were crossed out? 2. What are the assessments retained in your list? 3. explain the remaining assessment/s in your list being delivered inside classroom?
Session 4B Revised K to 10 Science 5 Pedagogy and Assessment
Activity 5: Knock! Knock! On the list Instructions: Assignment of Groups: Each group member will be assigned a different group to visit. Knock and Ask Permission: Go to the assigned group, knock, and ask for permission to observe their assessment activities. Objective: Compare the list of classroom assessments listed from the different groups.
Activity 5: Knock! Knock! On the list Observation and Listing: list the different answers or methods they use. You will have 5 minutes for this task Return and Consolidate: After the observation period, return to your original group and report the things observed and listed.
Health break timer
Activity 5: Knock! Knock! On the list FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT Discussion and Categorization: In your group, consolidate the answers and data you collected. Discuss and decide whether each assessment activity is formative or summative.
5 minute timer Activity 5: Knock! Knock! On the list
5 minute timer Activity 5: Knock! Knock! On the list
Activity 5: Guide Questions 1. How are assessments classified into formative or summative? 2. What are your observations on the given sample assessment of the different groups? 3. How is this assessment activity conducted or implemented inside classroom?
ASSESSMENT METHODS
ASSESSMENT defines classroom assessment as an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. (DepEd Order No. 8, s. 2015)
ASSESSMENT It is an integral part of the teaching-learning process; hence the K to 10 Instructional Design Framework provides that assessment may be given at any point in the lesson.
Two Types of Classroom Assessment 1. Formative assessment for learning 2. Summative assessment of learning
FORMATIVE ASSESSMENT Seen as assessment for learning which may be given at any time during the teaching and learning process so that teachers can make adjustments wherein learners reflect on their own progress.
FORMATIVE ASSESSMENT - Before Examples of Assessment Methods  Agree/Disagree Activities  Games  Interviews  Inventories/Checklists  KWL Activities  Open-Ended Questions  Practice Exercises
FORMATIVE ASSESSMENT - During Examples of Assessment Methods  Multimedia Presentations  Observations  Other Formative Performance Tasks  Quizzes (recorded but not graded)  Recitation  Simulation Activities
FORMATIVE ASSESSMENT - After Examples of Assessment Methods  Agree/Disagree Activities  Games  Interviews  Inventories/Checklists  KWL Activities  Open-Ended Questions  Practice Exercises
Integrative Performance Task / Assessment Performance Task must be designed to provide opportunities for learners to apply what they learning in real life situations. Teachers may collaborate design and implement performance task that integrate two or more competencies within and across subject areas. Clipart.com
SUMMATIVE ASSESSMENT Seen as assessment of learning which occurs at the end of a particular unit in order to describe the standard reached by the learner.
Classifying of assessment 1. Formative assessment for learning 2. Summative assessment of learning Assessment can be classified according to: Purposes Timing Features
ASSESSMENT ACCORDING TO PURPOSE FORMATIVE Monitor and improves learning Monitors and improves the effectiveness of teaching Not used for Grading purpose in the Philippines SUMMATIVE Evaluates and summarizes learning at the end of a period of learning in relation to the curriculum standards effectiveness of teaching and competencies Graded and recorded
ASSESSMENT ACCORDING TO TIMING FORMATIVE May occur before, during or after the lesson Occurs at appropriate stages in the learning process Occurs while the learners are learning SUMMATIVE It is completed at the end of period of learning such as at the end of a topic quarter, semester, or year
ASSESSMENT ACCORDING TO FEATURES FORMATIVE Informs teachers of learners’ progress Enables teachers to give constructive feedback SUMMATIVE Provides summary of what has been learned Provides information about learner’s progress
provides that formative assessment must provide learners with immediate feedback on how well they are learning throughout the teaching- learning process so that teachers can provide appropriate recommendations on how learners can improve themselves and make their own decisions to direct learning. (DO 8, s. 2015 ) Feedback
It can be specific, descriptive, and factual to enhance the areas of strength and areas for improvement. It should be presented in a way that is timely, constructive, respectful, and supportive of the learner’s efforts. Feedback
Given after students complete a task • After seat works, exercises, drill, board work, demonstration Given while students are conducting the task • While students are writing, reminders, giving cues, rechecking, point out the error, retell the criteria Feedforward: Given before students conduct the task Feedback
Assessment should be Inclusive The principles of effective assessment stress that assessment should be inclusive and fair for all learners in a class. For education to be inclusive, every learner must be in school or have access to education through an alternative delivery mode.
Tips to make assessment inclusive of Gender, Indigenous people, and with Disabilities GENDER: Use range of assessment activities and ways for girls and boys to demonstrate their learning Vary assessment activities across physical and socio-emotional dimensions of learning
Tips to make assessment inclusive of Gender, Indigenous people, and with Disabilities INDIGENEOUS PEOPLES: Ensure that the values of the assessment process are sensitive to and consistent with communal values. Check the assessment activities are parallel to cultural and national content Avoid examples and questions that are discriminatory
Tips to make assessment inclusive of Gender, Indigenous people, and with special needs WITH SPECIAL NEEDS: Modify the way you present assessments to suit your learners Allow learners to choose ways to demonstrate their learning Prepare the environment: Administer assessments in a separate place to minimize distraction Provide enough time
ENHANCING 21st CENTURY SKILLS THROUGH SOLO AND HOTS
How can we interpret a learner's score of 0/100 on your quiz in terms of their understanding or retention of the material? https://www.google.com/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fprofile_images%2F494126223685996545%2FoaGS5hJi_400x400.jpeg&tbnid=Q-q- X14PAqWgHM&vet=1&imgrefurl=https%3A%2F%2Ftwitter.com%2F0outof100marks&docid=lS4DFmFTg2V1DM&w=400&h=400&source=sh%2Fx%2Fim %2Fm5%2F1&kgs=2b943b86c25584bc&shem=abme%2Ctrie
Some issues with Bloom’s Taxonomy  The category of a particular question does not usually provide a link to the level of understanding in a student’s response.  The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students.  There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand). The SOLO Taxonomy addresses these concerns!
The SOLO Framework The Structure of the Observed Learning Outcome (SOLO) Taxonomy / Model is a system to classify the QUALITY of a response based on structural complexity. SOLO was developed by John Biggs and Kevin Collis.
Some issues with Bloom’s Taxonomy  The category of a particular question does not usually provide a link to the level of understanding in a student’s response.  The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students.  There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand).
The SOLO Framework Some new SOLO words you need to become familiar with
The SOLO Model: Why is it so useful?  Describe a response to a learned activity or question, as well as help a teacher decide where students should proceed with their learning.  Offer practical support in writing questions that can differentiate higher-order and lower-order ideas.  Understand or help develop teaching programs (learning progressions) and lessons that mirror how the brain learns.
UNISTRUCTURAL: Have trouble reading a recipe. Keep looking at individual aspects and know some individual ingredients but not many. MULTISTRUCTURAL: Can follow straightforward recipes and can make a good meal IF they follow the recipe. RELATIONAL: Often does not need a recipe. Has done so much cooking, have recipes in their head, and can improvise. EXTENDED ABSTRACT: The cook would be a Chef (a professional cook) and come up with new ideas about cooking.
Activity 6: We Think to Decide! 1. Get the metacards presented in a collage form from the previous activity. 2. Rearrange the metacards where assessment is applicable to the learning competency which is aligned in the pedagogical approach, teaching methods/strategies and activities in 5mins
ACTIVITY 6: We Think to Decide!
Activity 6: We Think to Decide! 1. Consolidate your answer in the worksheet for another 5mins 2. Group will present one learning competency alignment to teaching approach up to assessment. Consider the following guide questions:
We Think to Decide!
SYNTHESIS
Pedagogy shines, a beacon so bright, Guiding our minds to the heart of insight. Assessment's the compass, keeping us near, As we navigate life with vision clear. Doña R. N. (2024)
REFERENCES Department of Education. 2023. K to 10 Instructional Design Framework. Department of Education. 2023. MATATAG Science Curriculum Framework. Department of Education. 2015. DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department of Education. 2020. DepEd Order No. 31, s. 2020: Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan. Department of Education. 2016. DepEd Order No. 42, s. 2016: Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Abrea, Julieven. 2023. Matatag Training Resource Package for Trainers and Facilitators. Make sure to adjust the formatting (italics, capitalization) according to your specific requirements or style guide.
REFERENCES Bransford, J. D., A. L. Brown, and R. R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press. Caine, R. N., and G. Caine. 1991. Making Connections: Teaching and the Human Brain. Alexandria, VA: ASCD. Harlen, W., and A. Qualter. 2009. The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Driver, R., H. Asoko, J. Leach, E. Mortimer, and P. Scott. 1994. "Constructing Scientific Knowledge in the Classroom." Educational Researcher 23 (7): 5-12. Make sure to adjust the formatting based on your specific guidelines or preferences.
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 Ryan Noel A. Doña, SDO Quezon City REVISED K TO 10 CURRICULUM TRAINING RESOURCE PACKAGE 141

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SD4.2_SCIENCE_5_DONA_RYAN_Presentation.pptx

  • 1.
    TRAINING ON THE REVISEDK-10 CURRICULUM Venue Date 1 SCIENCE 5
  • 2.
  • 3.
  • 4.
    Professional Standards Addressed: PPST1: 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;
  • 5.
    Professional Standards Addressed: PPST2: Learning Environment 2.3 Management of classroom structure and activities; 2.4 Support for learner participation; and 2.5 Promotion of purposive learning.
  • 6.
    Professional Standards Addressed: PPST4: Curriculum and Planning 4.1. Planning and management of teaching and learning process; 4.2 Learning outcomes aligned with learning competencies.
  • 7.
    Session Objectives At theend of the session, participants will… 1. Compare and contrast pedagogical theories, approaches, teaching methods/strategies and activities. 2. Classify different pedagogical approaches that can be utilized that are aligned in the unpacked learning competencies.
  • 8.
    Session Objectives At theend of the session, participants will… 3.Articulate 21st century skills that is aligned to the pedagogical approaches that can be utilized that is aligned in the unpacked learning competencies. 4. Classify different assessments whether formative or summative type of assessment.
  • 9.
    Session Objectives At theend of the session, participants will… 5. Describe the different features of assessment based on DO 8, s. 2015 and DO 31, s. 2020 6. Categorize different assessment activities in relation to the unpacked competencies, aligned with the pedagogical approaches and teaching strategies.
  • 10.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 11.
    Activity 1: T-approach Objective: •Categorize the given cut-out phrases to the given words using T-chart format. Materials Needed: • Manila paper • Metacards • Markers • Masking tape Duration: 10 minutes
  • 12.
    Activity 1: T-approachInstructions: 1. Create a T-Chart 2. Add Items on the left column: Pedagogical theories Pedagogical approach Teaching Methods/strategies Teaching Activities 3. Write relevant examples for the given items on the left column 4. You have 10 minutes to complete the task.
  • 13.
    Activity 1: T-approach Givenwords: • Pedagogical approaches • Pedagogical theories • Teaching methods/strategies • Teaching activities GIVEN WORDS
  • 14.
    GUIDE QUESTIONS 1.What arethe key differences between pedagogical theories, pedagogical approaches, teaching methods/strategies, and teaching strategies? 2.In what ways can understanding these differences enhance your effectiveness in your own work context?
  • 15.
    GUIDE QUESTIONS 3.How canyou apply specific pedagogical theories, approaches, methods/strategies, or strategies to improve your teaching or educational practice?
  • 16.
  • 17.
    Activity 1 -Group Presentation TWIST & CHALLENGE using Pecha Kucha style of presentation. ● Presentation Format: • Use the Pecha Kucha style: Present each item in the left column with a maximum of 20 seconds per item. • Presentation time should not more than 2 minutes per group.
  • 18.
  • 19.
    GUIDE QUESTIONS 1.What arethe key differences between pedagogical theories, pedagogical approaches, teaching methods/strategies, and teaching strategies? 2.In what ways can understanding these differences enhance your effectiveness in your own work context?
  • 20.
    GUIDE QUESTIONS 3.How canyou apply specific pedagogical theories, approaches, methods/strategies, activities to improve your teaching or educational practice?
  • 22.
    Let us clearthis up! Pedagogical theories provide the conceptual frameworks for understanding how learning and teaching processes work.
  • 23.
    Let us clearthis up! Pedagogical approaches are overarching strategies or philosophies guiding how teaching and learning should occur.
  • 24.
    Teaching methods/strategies arespecific techniques employed by educators to facilitate learning. Teaching activities are concrete tasks or exercises used within methods to engage students and support their learning. Let us clear this up!
  • 25.
  • 26.
    SAMPLE PEDAGOGICAL THEORIES Social cognition Vygotsky’s ZPD PEDAGOGICAL APPROACHES Contextual learning Transdisciplinar yapproach TEACHING METHODS/ STRTESGIES Real-world case studies Collaborative projects TEACHING ACTIVITIES Propose solutions for a local environment issue Integrating multiple subjects to solve a problem
  • 27.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 28.
    Activity 2: CanI have the Menu? Objective: Make a menu list of pedagogical approach for each LCs in Quarter 1.
  • 29.
    Activity 2: CanI have the Menu? Instructions: 1. Gather necessary materials from the facilitator. 2. List down Pedagogical Approaches in your worksheet 3. You will be given 5 minutes to finish the task.
  • 30.
  • 31.
    Activity 2: CanI have the Menu? To continue… 1. Describe the suggested pedagogical approaches written in the worksheet 2. Consolidate the selected approaches using the metacard 3. Present your work after consolidation
  • 32.
    Guide Questions: 1. Whatare the identified pedagogical approaches listed in your “MENU”? 2. As a group, how did each one of you decide on the suggested approach for the specific unpacked competencies?
  • 33.
  • 34.
  • 35.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 36.
  • 37.
    Foundation of the Kto 10 Instructional Design Framework Based on RA 10533, which defines the curriculum as learner- centered, developmentally appropriate, and inclusive.
  • 38.
    As the Kto 10 Basic Education Curriculum is revised, the Instructional Design Framework, being a systematic and integrative approach to developing effective and efficient instruction, is imperatively needed to establish an enabling structure of ensuring the effective teaching and learning delivery. The K to 10 Instructional Design Framework
  • 39.
    The K to10 Instructional Design Framework • reflects the shared vision articulated in the revised curriculum; • encapsulates the curriculum, teaching, and assessment process; and • outlines the fundamental yet flexible and descriptive approach for teachers in designing learning opportunities (what learners must do, how learners must perform, and how to know if standards have been achieved)
  • 40.
    Serves as thecompass 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. The K to 10 Instructional Design Framework
  • 41.
    Features of the Kto 10 Instructional Design Framework a. It cuts across important learning stages and learning areas. b. It emphasizes the learners rather than the process. It enables learners to take part in making decisions about creating learning activities. c. It gives direction and brings together school administrators, teachers, and learners d. It is flexible to promote creativity and collaboration. e. It is descriptive rather than prescriptive. f. It provides the design of instruction and does not direct its procedures. g. It serves as a guide for implementing uniformity and consistency in designing and planning the lesson.
  • 42.
    A central featureof the Science curriculum is the balanced integration of three interrelated content strands Understanding and applying scientific knowledge Developing and demonstrating scientific attitudes and values Performing scientific inquiry skills
  • 43.
  • 44.
    The Framework ofScience Education
  • 45.
  • 46.
  • 47.
    Inquiry-based Learning The approachis characterized in the classroom by questions and discussions. Inquiry allows learners to formulate questions and find solutions through learning real-life-based investigations and research projects.
  • 48.
    Inquiry-based Learning In thisapproach learners also engage in developing process skills, analyzing and evaluating evidence, experiencing and discussing, and talking to their peers about their own understanding (Suchman, 1964).
  • 49.
    LEARNING COMPETENCY Describe matter as anythingthat has mass and takes up space TEACHING METHODS/ STRATEGIES Hands on exploration TEACHING ACTIVITIES Explore various objects and substances to observe and discuss their properties focusing on mass and volume Inquiry-based Learning Approach
  • 50.
    Application-led approach Applications-led approachmeans that the science to be taught is determined by applications from life and NOT by the logic of the discipline of science
  • 51.
    Application-led approach Tasks isintended to reflect the importance given to the expectation that the learners demonstrate how their learning can be applied to their everyday lives.
  • 52.
    Science-Technology-Society Approach The involvementof learners in experiences and issues which are directly related to their lives. STS develops students with skills which allow them to become active, responsible citizens by responding to issues which impact their lives. “teaching and learning of science and technology in the context of human experience”
  • 53.
    LEARNING COMPETENCY Identify that matter existsin three states: solids, liquids, and gases TEACHING METHODS/ STRATEGIES Demonstration TEACHING ACTIVITIES Categorize different materials and images into solids, liquids, and gases. ScienceTechnology-Society Approach
  • 54.
    Problem-Based Learning a student-centeredapproach in which learners learn about a subject by working in groups to solve an open-ended problem. the aim is for learners to take an active and problem-solving role in the process, in accordance with the learner-centered education approach
  • 55.
    Usual Way ofLearning Problem-Based Learning Told what we need to know Memorize it Problem assigned to illustrate how to use it Problem assigned Identify what we need to know Learn and apply to solve the problem
  • 56.
    Samples of Problem-BasedLearning  Discussion & Debate: Environmental Issues and Concerns  Role Play: Disaster Preparedness  Student Presentations: Mitigation and Resilience Plans on Climate Change Impacts  Think Pair Share include under Active Learning: Non-Renewable Energy Sources: Boom or Bane?
  • 57.
    LEARNING COMPETENCY Identify objects at homeand in the classroom as solid, liquid, or gas TEACHING METHODS Classification Exercise TEACHING ACTIVITIES Conduct scavengers hunt around the classroom or home to categorize different items as, solids, liquids, or gases Problem-based learning Approach in the Classroom
  • 58.
    Multidisciplinary (cross-disciplinary) Approach “curriculumintegration which focuses primarily on the different disciplines and the diverse perspectives they bring to illustrate a topic, theme or issue. (UNESCO)
  • 59.
  • 60.
  • 61.
    Approach to curriculumintegration ” An interdisciplinary approach is defined as “An approach to curriculum integration that generates an understanding of themes and ideas that cut across disciplines and of the connections between different disciplines and their relationship to the real world
  • 62.
    Approach to curriculumintegration “an approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.” (UNESCO)
  • 63.
    Additional Approaches inthe NEW NORMAL Cooperation Learning Next Generation Science Learning Nature of Science (NOS) Pedagogy Sociocultural Practices Responsive Teaching Practice-Based Pedagogy
  • 64.
    Additional Approaches inthe NEW NORMAL Sci-vestigative Pedagogical Strategy (SPS) Studio-Based Learning (SBL) STEAM Approach
  • 65.
    SCIENCE 5 REVISED KTO 10 CURRICULUM Pedagogy 21st Century Skills
  • 66.
    REVISED K to10 Feature: Clearer Articulation of 21st Century Skills
  • 68.
     (the fourC’s)  teaches learners about the mental processes required to adapt and improve upon a modern work environment.
  • 69.
     focuses onhow students can discern facts, publishing outlets, and the technology behind them.  There’s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet.
  • 70.
    LEARNING COMPETENCY Describe matter as anythingthat has mass and takes up space TEACHING METHODS Hands on exploration TEACHING ACTIVITIES Explore various objects and substances to observe and discuss their properties focusing on mass and volume Inquiry-based Learning Approach 21ST CENTURY SKILLS Critical thinking
  • 71.
    LEARNING COMPETENCY Identify that matter existsin three states: solids, liquids, and gases TEACHING METHODS/ STRATEGY Demonstration TEACHING ACTIVITIES Categorize different materials and images into solids, liquids, and gases. Science Technology-Society Approach 21ST CENTURY SKILLS Collaboration Digital literacy
  • 72.
    LEARNING COMPETENCY Identify objects at homeand in the classroom as solid, liquid, or gas TEACHING METHODS Classification Exercise TEACHING ACTIVITIES Conduct scavengers hunt around the classroom or home to categorize different items as, solids, liquids, or gases Problem-based learning Approach in the Classroom 21ST CENTURY SKILLS Communicatio n skills Problem- solving
  • 73.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 74.
    Activity 3: Scavenger Hunt guide! Objective: Createa guide chart of the aligned learning competency to applicable pedagogical approach, teaching activities with articulated 21st century skills.
  • 75.
    Activity 3: ScavengerHunt guide! Instructions: 1. Each member will complete the session worksheet by listing applicable pedagogical approaches with appropriate teaching activities with articulated 21st century skills 2. After 7 minutes, the worksheet will be shared to the group and work together to hunt for the most applicable pedagogical approaches and appropriate teaching activities with articulated 21st century skills
  • 76.
    7 minute timer Activity3: Scavenger Hunt guide!
  • 77.
    Activity 3: ScavengerHunt guide! 1. Summarize your work in a manila paper using metacards and marker. 2. You will be given 8 minutes to finish the activity 3. Each group will be given 2 minutes to present their work. The Learning facilitator will choose the specific learning competency to be presented in the class.
  • 78.
    8 minute timer Activity3: Scavenger Hunt guide!
  • 79.
  • 80.
    Synthesis Suggested Teaching Strategiesfor each of the Science Pedagogical Approach Inquiry-based Approach ● Hands-on experiments and investigations. ● Questioning techniques to stimulate curiosity. ● Socratic questioning for group discussions. ● Problem-solving scenarios and case studies. ● Think-pair-share activities. ● Jigsaw method for collaborative learning. ● Interactive simulations and virtual labs. ● Concept mapping to visualize relationships. ● Reflective journals for documenting inquiry processes. ● Guided inquiry with structured investigations. ● Peer review and feedback on inquiry projects. ● Role-playing activities to explore perspectives. ● Field trips and guest speakers to connect theory with real-world applications.
  • 81.
    Synthesis 2.Transdisciplinary Approach ● Integratedproject-based learning across subjects. ● Cross-curricular thematic units. ● Collaborative research projects involving multiple disciplines. ● Interdisciplinary integration and discussions. ● Creation of multimedia presentations. ● Guest speakers from various fields. ● Use of literature and historical context in science lessons. ● Problem-solving challenges with connections to other subjects. ● Integration of art, music, and literature in science lessons. ● Collaborative exhibitions or fairs showcasing interdisciplinary projects. ● Team teaching with educators from different subjects. ● Cross-disciplinary field trips. ● Connecting science concepts to real-world issues in different subjects.
  • 82.
    Synthesis 3.Science-Technology-Society Approach ● Collaborativeprojects addressing societal challenges. ● Designing solutions to address real-world societal problems. ● Debates on ethical considerations in science and technology. ● Case studies exploring societal impacts of scientific advancements. ● Research projects on the historical context of scientific discoveries. ● Role-playing scenarios to understand diverse perspectives. ● Critical analysis of current events related to science and society. ● Guest speakers from fields impacted by science and technology. ● Classroom discussions on responsible use of technology. ● Writing assignments on the ethical responsibilities of scientists. ● Analyzing media portrayals of science and technology. ● Field trips to science and technology-related industries. ● Creating public service announcements about scientific issues. ● Interviews with professionals in science-related fields.
  • 83.
    Synthesis 4. Problem-based /Design-based Learning: ● Design challenges to solve real-world problems. ● Project-based assessments with open-ended questions. ● Case studies requiring problem-solving skills. ● Collaborative problem-solving through group projects. ● Prototyping and testing solutions in a design process. ● Role-playing scenarios to address specific problems. ● Use of design thinking methodologies. ● Inquiry projects with a focus on problem-solving. ● Analysis of real-world problems and proposed solutions. ● Class discussions on alternative solutions to problems. ● Guest speakers sharing experiences in problem-solving. ● Reflection journals on the design and problem-solving process. ● Field trips to industries or organizations facing challenges. ● Peer review and feedback on design projects. ● Applying scientific principles to create innovative solutions.
  • 84.
    Synthesis 5. Application-led Approach: ●Real-world case studies illustrating scientific concepts. ● Hands-on activities with practical applications. ● Problem-solving scenarios in authentic contexts. ● Field trips to industries or laboratories. ● Job-shadowing experiences in science-related professions. ● Demonstrations of scientific principles in everyday life. ● Collaborative projects with community applications. ● Application-based assessments and projects. ● Guest speakers from professions applying scientific knowledge. ● Interactive technology tools for practical applications. ● Internships or apprenticeships in science fields. ● Designing and implementing real-world experiments. ● Collaborative partnerships with local organizations. ● Exploration of career paths related to science applications.
  • 85.
  • 86.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 87.
    Activity 4: INsideOUT 1.Each group will compile a list of the different types of assessment activities conducted in the classroom using a metacard. Write as many as you can. 2. You have 5 minutes to complete this task. Post it a manila paper and make a collage work
  • 88.
  • 89.
    Activity 4: Inor Out 1. After listing the assessment activities, each group will take turns reciting their list aloud. 2. As each group recites and will ask other group (IN OR OUT?) if it has same word, other groups will cross out any matching assessment activities on their own lists. 3. Continue this process until every group has had the opportunity to recite, and all possible matches have been crossed out.
  • 90.
  • 91.
    Guide Questions: 1. Whatare the assessment were crossed out? 2. What are the assessments retained in your list? 3. explain the remaining assessment/s in your list being delivered inside classroom?
  • 92.
    Session 4B Revised Kto 10 Science 5 Pedagogy and Assessment
  • 93.
    Activity 5: Knock!Knock! On the list Instructions: Assignment of Groups: Each group member will be assigned a different group to visit. Knock and Ask Permission: Go to the assigned group, knock, and ask for permission to observe their assessment activities. Objective: Compare the list of classroom assessments listed from the different groups.
  • 94.
    Activity 5: Knock!Knock! On the list Observation and Listing: list the different answers or methods they use. You will have 5 minutes for this task Return and Consolidate: After the observation period, return to your original group and report the things observed and listed.
  • 95.
  • 96.
    Activity 5: Knock!Knock! On the list FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT Discussion and Categorization: In your group, consolidate the answers and data you collected. Discuss and decide whether each assessment activity is formative or summative.
  • 97.
    5 minute timer Activity5: Knock! Knock! On the list
  • 98.
    5 minute timer Activity5: Knock! Knock! On the list
  • 99.
    Activity 5: GuideQuestions 1. How are assessments classified into formative or summative? 2. What are your observations on the given sample assessment of the different groups? 3. How is this assessment activity conducted or implemented inside classroom?
  • 100.
  • 101.
    ASSESSMENT defines classroom assessmentas an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. (DepEd Order No. 8, s. 2015)
  • 102.
    ASSESSMENT It is anintegral part of the teaching-learning process; hence the K to 10 Instructional Design Framework provides that assessment may be given at any point in the lesson.
  • 103.
    Two Types ofClassroom Assessment 1. Formative assessment for learning 2. Summative assessment of learning
  • 104.
    FORMATIVE ASSESSMENT Seen asassessment for learning which may be given at any time during the teaching and learning process so that teachers can make adjustments wherein learners reflect on their own progress.
  • 105.
    FORMATIVE ASSESSMENT -Before Examples of Assessment Methods  Agree/Disagree Activities  Games  Interviews  Inventories/Checklists  KWL Activities  Open-Ended Questions  Practice Exercises
  • 106.
    FORMATIVE ASSESSMENT -During Examples of Assessment Methods  Multimedia Presentations  Observations  Other Formative Performance Tasks  Quizzes (recorded but not graded)  Recitation  Simulation Activities
  • 107.
    FORMATIVE ASSESSMENT -After Examples of Assessment Methods  Agree/Disagree Activities  Games  Interviews  Inventories/Checklists  KWL Activities  Open-Ended Questions  Practice Exercises
  • 108.
    Integrative Performance Task/ Assessment Performance Task must be designed to provide opportunities for learners to apply what they learning in real life situations. Teachers may collaborate design and implement performance task that integrate two or more competencies within and across subject areas. Clipart.com
  • 109.
    SUMMATIVE ASSESSMENT Seen asassessment of learning which occurs at the end of a particular unit in order to describe the standard reached by the learner.
  • 110.
    Classifying of assessment 1.Formative assessment for learning 2. Summative assessment of learning Assessment can be classified according to: Purposes Timing Features
  • 111.
    ASSESSMENT ACCORDING TOPURPOSE FORMATIVE Monitor and improves learning Monitors and improves the effectiveness of teaching Not used for Grading purpose in the Philippines SUMMATIVE Evaluates and summarizes learning at the end of a period of learning in relation to the curriculum standards effectiveness of teaching and competencies Graded and recorded
  • 112.
    ASSESSMENT ACCORDING TOTIMING FORMATIVE May occur before, during or after the lesson Occurs at appropriate stages in the learning process Occurs while the learners are learning SUMMATIVE It is completed at the end of period of learning such as at the end of a topic quarter, semester, or year
  • 113.
    ASSESSMENT ACCORDING TOFEATURES FORMATIVE Informs teachers of learners’ progress Enables teachers to give constructive feedback SUMMATIVE Provides summary of what has been learned Provides information about learner’s progress
  • 114.
    provides that formativeassessment must provide learners with immediate feedback on how well they are learning throughout the teaching- learning process so that teachers can provide appropriate recommendations on how learners can improve themselves and make their own decisions to direct learning. (DO 8, s. 2015 ) Feedback
  • 115.
    It can bespecific, descriptive, and factual to enhance the areas of strength and areas for improvement. It should be presented in a way that is timely, constructive, respectful, and supportive of the learner’s efforts. Feedback
  • 116.
    Given after studentscomplete a task • After seat works, exercises, drill, board work, demonstration Given while students are conducting the task • While students are writing, reminders, giving cues, rechecking, point out the error, retell the criteria Feedforward: Given before students conduct the task Feedback
  • 117.
    Assessment should beInclusive The principles of effective assessment stress that assessment should be inclusive and fair for all learners in a class. For education to be inclusive, every learner must be in school or have access to education through an alternative delivery mode.
  • 118.
    Tips to makeassessment inclusive of Gender, Indigenous people, and with Disabilities GENDER: Use range of assessment activities and ways for girls and boys to demonstrate their learning Vary assessment activities across physical and socio-emotional dimensions of learning
  • 119.
    Tips to makeassessment inclusive of Gender, Indigenous people, and with Disabilities INDIGENEOUS PEOPLES: Ensure that the values of the assessment process are sensitive to and consistent with communal values. Check the assessment activities are parallel to cultural and national content Avoid examples and questions that are discriminatory
  • 120.
    Tips to makeassessment inclusive of Gender, Indigenous people, and with special needs WITH SPECIAL NEEDS: Modify the way you present assessments to suit your learners Allow learners to choose ways to demonstrate their learning Prepare the environment: Administer assessments in a separate place to minimize distraction Provide enough time
  • 121.
  • 122.
    How can weinterpret a learner's score of 0/100 on your quiz in terms of their understanding or retention of the material? https://www.google.com/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fprofile_images%2F494126223685996545%2FoaGS5hJi_400x400.jpeg&tbnid=Q-q- X14PAqWgHM&vet=1&imgrefurl=https%3A%2F%2Ftwitter.com%2F0outof100marks&docid=lS4DFmFTg2V1DM&w=400&h=400&source=sh%2Fx%2Fim %2Fm5%2F1&kgs=2b943b86c25584bc&shem=abme%2Ctrie
  • 123.
    Some issues withBloom’s Taxonomy  The category of a particular question does not usually provide a link to the level of understanding in a student’s response.  The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students.  There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand). The SOLO Taxonomy addresses these concerns!
  • 124.
    The SOLO Framework TheStructure of the Observed Learning Outcome (SOLO) Taxonomy / Model is a system to classify the QUALITY of a response based on structural complexity. SOLO was developed by John Biggs and Kevin Collis.
  • 125.
    Some issues withBloom’s Taxonomy  The category of a particular question does not usually provide a link to the level of understanding in a student’s response.  The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students.  There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand).
  • 128.
    The SOLO Framework Somenew SOLO words you need to become familiar with
  • 129.
    The SOLO Model:Why is it so useful?  Describe a response to a learned activity or question, as well as help a teacher decide where students should proceed with their learning.  Offer practical support in writing questions that can differentiate higher-order and lower-order ideas.  Understand or help develop teaching programs (learning progressions) and lessons that mirror how the brain learns.
  • 131.
    UNISTRUCTURAL: Have trouble readinga recipe. Keep looking at individual aspects and know some individual ingredients but not many. MULTISTRUCTURAL: Can follow straightforward recipes and can make a good meal IF they follow the recipe. RELATIONAL: Often does not need a recipe. Has done so much cooking, have recipes in their head, and can improvise. EXTENDED ABSTRACT: The cook would be a Chef (a professional cook) and come up with new ideas about cooking.
  • 132.
    Activity 6: WeThink to Decide! 1. Get the metacards presented in a collage form from the previous activity. 2. Rearrange the metacards where assessment is applicable to the learning competency which is aligned in the pedagogical approach, teaching methods/strategies and activities in 5mins
  • 133.
  • 134.
    Activity 6: WeThink to Decide! 1. Consolidate your answer in the worksheet for another 5mins 2. Group will present one learning competency alignment to teaching approach up to assessment. Consider the following guide questions:
  • 135.
  • 137.
  • 138.
    Pedagogy shines, abeacon so bright, Guiding our minds to the heart of insight. Assessment's the compass, keeping us near, As we navigate life with vision clear. Doña R. N. (2024)
  • 139.
    REFERENCES Department of Education.2023. K to 10 Instructional Design Framework. Department of Education. 2023. MATATAG Science Curriculum Framework. Department of Education. 2015. DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department of Education. 2020. DepEd Order No. 31, s. 2020: Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan. Department of Education. 2016. DepEd Order No. 42, s. 2016: Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Abrea, Julieven. 2023. Matatag Training Resource Package for Trainers and Facilitators. Make sure to adjust the formatting (italics, capitalization) according to your specific requirements or style guide.
  • 140.
    REFERENCES Bransford, J. D.,A. L. Brown, and R. R. Cocking, eds. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press. Caine, R. N., and G. Caine. 1991. Making Connections: Teaching and the Human Brain. Alexandria, VA: ASCD. Harlen, W., and A. Qualter. 2009. The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Driver, R., H. Asoko, J. Leach, E. Mortimer, and P. Scott. 1994. "Constructing Scientific Knowledge in the Classroom." Educational Researcher 23 (7): 5-12. Make sure to adjust the formatting based on your specific guidelines or preferences.
  • 141.
    Program Management Team Curriculumand 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 Ryan Noel A. Doña, SDO Quezon City REVISED K TO 10 CURRICULUM TRAINING RESOURCE PACKAGE 141

Editor's Notes

  • #1 Purpose of the Slide: Say: Do: Note: Change the title to reflect the governance level and target audience. Download this document as a PPT. Check the session Flow: 1. Describe a clear understanding on the Pedagogical approaches, theories, activities and methods of teaching 2. Create pedagogical menu that can be utilized inside classroom 3. Walkthrough on Pedagogical approaches with articulation of the 21st Century Skills emphasizing the salient features of the Revised K to 10 curriculum 4. Discuss different assessments whether formative or summative type of assessment. 5. Describe the different features of assessment based on DO 8, s. 2015 and DO 31, s. 2020 6. Do an alignment of the unpacked competencies, aligned with the pedagogical approaches and teaching strategies to appropriate assessment activities
  • #2 Do: The Facilitator will: Display a welcome slide with the session title: Pedagogical approaches in Science Grade 5 Curriculum Greet the participants and make them feel comfortable. Introduce himself/herself. Discuss the Learning Journey, for this session, it is the walkthrough of the Science shaping paper. Read the session objectives and the Philippine Professional standards. The facilitator will discuss the session flow.
  • #4 Say: 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; and 2.5 Promotion of purposive learning. PPST 4: Curriculum and Planning 4.1. Planning and management of teaching and learning process; 4.2 Learning outcomes aligned with learning competencies  
  • #5 Say: 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; and 2.5 Promotion of purposive learning. PPST 4: Curriculum and Planning 4.1. Planning and management of teaching and learning process; 4.2 Learning outcomes aligned with learning competencies  
  • #6 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; and 2.5 Promotion of purposive learning. PPST 4: Curriculum and Planning 4.1. Planning and management of teaching and learning process; 4.2 Learning outcomes aligned with learning competencies  
  • #7 Say:At the end of the session, participants will… Compare and contrast pedagogical theories, approaches, teaching methods/strategies and activities. Classify different pedagogical approaches that can be utilized that are aligned in the unpacked learning competencies.
  • #8 At the end of the session, participants will… 3.Articulate 21st century skills that is aligned to the pedagogical approaches that can be utilized that is aligned in the unpacked learning competencies. 4. Classify different assessments whether formative or summative type of assessment.
  • #9 Say: 5. Describe the different features of assessment based on DO 8, s. 2015 and DO 31, s. 2020 6. Categorize different assessment activities in relation to the unpacked competencies, aligned with the pedagogical approaches and teaching strategies.
  • #11 Say: The objective of this activity is to Categorize the given cut-out phrases to the given words using T-chart format.
  • #12 Instructions: Draw a T-chart on the manila paper. Label the left column “GIVEN WORDS” and the right column “GIVEN EXAMPLES”. Write the following items in the left column of the T-chart using metacards. In the right column, match each item from the left column with relevant examples or categories. You have 10 minutes to complete the task. Afterward, each group will have 2 minutes to present their T-chart and explain their organization.
  • #13 Do: The LF will display the screen the sample of T-chart and distribute the Material Say: Look at the Do you have your materials already? Any clarification? If none you can start accomplishing your task now.
  • #17 Note: Presentation time should not be more than 2 minutes. TWIST & CHALLENGE using Pecha Kucha style of presentation. Presentation Format: Use the Pecha Kucha style: Present each item in the left column with a maximum of 20 seconds per item. Presentation time should not to be more than 2 minutes per group.
  • #18 TWIST & CHALLENGE using Pecha Kucha style of presentation. Presentation Format: Use the Pecha Kucha style: Present each item in the left column with a maximum of 20 seconds per item. Presentation time should not more than 2 minutes per group.
  • #23 Purpose: The Facilitator will: Greet the participants and make them feel comfortable. Introduce himself/herself. Discuss the Learning Journey, for this session, it is the walkthrough of the Science shaping paper. Read the session objectives and the Philippine Professional standards. The facilitator will discuss the session flow.
  • #25 As sample, we have Constructivism as theory, Inquiry-based approach as pedagogical approach , student-led experiments as teaching methods and Mystery experiment to test hypothesis as teaching activity Another example for us to understand the differences, Experiential learning as theory, Transdisciplinary as an approach, Project-based learning as teaching method, and design sustainable community in teaching activities  
  • #26 For more example of how we understand the differences of theory, approach, method, activity.   Social cognition as theory, contextual learning as an approach, real-world case study as method, and Proposing a solution for a local environment for the activity   The last one in Theory we have Vygotsky’s ZPD, Transdisciplinary approach, Collaborative projects as method and integrating multiple subjects to solve problem as an activity
  • #28 Say: For our second activity, we will make a list of pedagogical approaches that we can use inside classroom. Let us do the activity entitled “Can I have the menu?”  Objective: Make a menu list of pedagogical approach for each LCs in quarter 1.
  • #29 Purpose: Say: 1. One group member will collect the materials from the envelopes, including metacards, manila paper, and markers. 2. Each member writes different pedagogical approaches used in the classroom on the worksheet number 1. You will be given 5 minutes to finish the task.
  • #30 Activity 2 : Can I have the menu? (Title)
  • #31 Continuation… Purpose: Say: 1. As a group, discuss and describe individual answers. Decide on a maximum of two pedagogical approaches for each Learning Competency (LC). Write the answer on the provided pedagogical menu worksheet. 2. With the answers of the group, write consolidated pedagogical approaches in the metacards. Post the metacard beside the applicable unpacked learning competencies from the previous activity. You will be given 10 minutes to finish the task
  • #34 After the group presentation the LF will process their answers using the guide questions. Call participant to answer the question to give insights and have a professional discourse Welcome slide Activity 2: “Can I have the menu?” Say: For our second activity, we will make a list of pedagogical approaches that we can use inside classroom. Let us do the activity entitled “Can I have the menu?”  Objective: Make a menu list of pedagogical approach for each LCs in quarter 1. Instructions: Gather Materials: One group member will collect the materials from the envelopes, including metacards, manila paper, and markers. List Pedagogical Approaches: Each member writes different pedagogical approaches used in the classroom on the worksheet number 1. You will be given 5 mins to finish the task. 5 minute timer to continue Describe and Suggest: As a group, discuss and describe individual answers. Decide on a maximum of two pedagogical approaches for each Learning Competency (LC). Write the answer on the provided pedagogical menu worksheet Consolidate and Select Approaches: With the answers of the group, write consolidated pedagogical approaches in the metacards.  Post the metacard beside the applicable unpacked learning competencies from the previous activity. You will be given 10 minutes to finish the task        10 minute timer Presentation proper LF commend and give recognition to each group for their work After the group presentation the LF will process their answers using the guide questions. Call participant to answer the question to give insights and have a professional discourse GUIDE QUESTIONS: What are the identified pedagogical approaches listed in your menu? As a group, how did each one of you decide on the suggested approach for the specific unpacked competencies? To process this activity, we will answer the following questions.  What are the identified pedagogical approaches listed in your “MENU”? Expected The learning approaches are: Inquiry-based approach Transdisciplinary Approach Science-Technology-Society Approach Problem-based / Designed-based Learning Application-led Approach How the group be able to decide the suggested approach/es to specific unpacked learning competencies? Expected Some of the group identified specific teaching methods and categorize it based on pedagogical approach and come up what teaching activities that can be suggested: Inquiry-based Approach Hands-on experiments and investigations. Questioning techniques to stimulate curiosity. Socratic questioning for group discussions. Problem-solving scenarios and case studies. Think-pair-share activities. Transdisciplinary Approach Integrated project-based learning across subjects. Cross-curricular thematic units. Collaborative research projects involving multiple disciplines. Science-Technology-Society Approach Collaborative projects addressing societal challenges. Designing solutions to address real-world societal problems. Debates on ethical considerations in science and technology. Problem-based / Design-based Learning: Design challenges to solve real-world problems. Project-based assessments with open-ended questions. Case studies requiring problem-solving skills. Application-led Approach: Real-world case studies illustrating scientific concepts. Hands-on activities with practical applications. Problem-solving scenarios in authentic contexts. The LF will process the answers of the group and observe different approaches that is common, uncommon or can be used as best practice for such unpacked competencies to learning pedagogy.
  • #37 The Revised K to 10 Curriculum shall continue to utilize pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative as stipulated in RA 10533 and reiterated in DepEd Order No. 21, s. 2019. “The previous session highlights the Instructional Design Framework as discussed in the General Shaping Paper of the REVISED K TO 10 Curriculum. For this session, we will discuss IDF as applied in the context of Science and its appropriate pedagogical approaches and assessment strategies.” “As presented, the IDF is the guide of every teacher in preparing instructional materials in the delivery of the lesson. pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative
  • #38 The K to 10 Instructional Design Framework As the K to 10 Basic Education Curriculum is revised, the Instructional Design Framework, being a systematic and integrative approach to developing effective and efficient instruction, is imperatively needed to establish an enabling structure of ensuring the effective teaching and learning delivery.
  • #39 Say: reflects the shared vision articulated in the revised curriculum; encapsulates the curriculum, teaching, and assessment process; and outlines the fundamental yet flexible and descriptive approach for teachers in designing learning opportunities
  • #40 Recognizes the uniqueness, strengths, and full potential of all learners regardless of their background, the learner serve 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.
  • #41 Purpose: Relate the Features Features of the K to 10 Instructional Design Framework Say: It cuts across important learning stages and learning areas. It emphasizes the learners rather than the process. It enables learners to take part in making decisions about creating learning activities. It gives direction and brings together school administrators, teachers, and learners It is flexible to promote creativity and collaboration. It is descriptive rather than prescriptive. It provides the design of instruction and does not direct its procedures. It serves as a guide for implementing uniformity and consistency in designing and planning the lesson.
  • #42 “A central feature of the Science curriculum is the balanced integration of three interrelated content strands: performing scientific inquiry skills, understanding and applying scientific knowledge, and developing and demonstrating scientific attitudes and values.”
  • #44 Within the framework of science education, it is anchored on the following educational pedagogical theories and models: constructivism and experiential learning, social cognition learning model, brain-based learning, and Vygotsky’s Zone of Proximal Development. With all of the principles, aspects, and facets of the IDF, together with the educational pedagogical theories and models and pedagogical approaches for science, the framework of science education and the k to 10 instructional design framework will highlight our Filipino learners in the field of science education towards active engagement, real-world relevance, critical thinking, student-centered, collaboration, and adaptation. Background: The overall goal of the Science Curriculum is the achievement of scientific, environmental and technology and engineering literacy of all learners. On achieving the outcomes of the curriculum, learners will be ready to actively participate in local, national, and global contexts and make meaningful contributions to a dynamic and culturally diverse and expanding world. By successfully completing the Science Curriculum, Filipino learners will demonstrate capabilities as put forth in the Basic Education Development Plan (BEDP) 2030.
  • #45 Say: With all of the principles, aspects, and facets of the IDF, together with the educational pedagogical theories and models and pedagogical approaches for science, the framework of science education and the k to 10 instructional design framework will highlight our Filipino learners in the field of science education towards active engagement, real-world relevance, critical thinking, student-centered, collaboration, and adaptation.
  • #46 The suggested pedagogical approaches for science includes the following: Inquiry-Based learning, problem-based learning, application-led approach, science-technology-society approach, and integrated Transdisciplinary approach.
  • #47 Inquiry-based learning approach puts a premium on questioning, investigating, proving, probing, explaining, predicting, and establishing connections of evidence (Calburn, 2020). Instead of a transmissive mode of teaching, this approach involves inquiry and sustained active engagement of learners. The approach is characterized in the classroom by questions and discussions. Inquiry allows learners to formulate questions and find solutions through learning real-life-based investigations and research projects. Concepts and specific scientific terms need to be explained in simple language. Applications and situations need to be explained in relevant contexts and are best explored through science activities. In this approach learners also engage in developing process skills, analyzing and evaluating evidence, experiencing and discussing, and talking to their peers about their own understanding (Suchman, 1964). Learners collaborate with others to make discoveries, solve problems, and plan investigations.
  • #50 Second, pedagogical approach to science teaching is the differentiated instruction. Differentiation means tailoring instruction to meet individual needs. In simple terms, teachers tailor their instruction to meet the needs of the learners. With a variety of needs filling our classrooms, it is important to use a variety of instructional techniques.
  • #51 Second, pedagogical approach to science teaching is the differentiated instruction. Differentiation means tailoring instruction to meet individual needs. In simple terms, teachers tailor their instruction to meet the needs of the learners. With a variety of needs filling our classrooms, it is important to use a variety of instructional techniques.
  • #52 Fourth, the science-technology-society approach. It is the involvement of learners in experiences and issues which are directly related to their lives. STS develops students with skills which allow them to become active, responsible citizens by responding to issues which impact their lives. In other sense, it is the teaching and learning of science and technology in the context of human experience.
  • #54 Third, the pedagogical approach is the problem-based learning. It is a student-centered approach in which learners learn about a subject by working in groups to solve an open-ended problem. The aim of PBL is for learners to take an active and problem-solving role in the process, in accordance with the learner-centered education approach.
  • #55 We can identify the unique structure of PBL over the traditional learning from the presented slide. On the usual way of learning, learners will be told what they need to know, followed by memorization. Then, the problem will be assigned to illustrate as well as how to use it. In PBL, problem will be assigned, and the learners will identify what they need to know. At the end, learners will learn and apply it to solve the problem.
  • #56 These are the samples of PBL which could be applied in teaching science education: Discussion and debate relative to environmental issues and concerns Role play on disaster preparedness Student presentations about their mitigation and resilience plans relative to the impacts of climate change. Think-Pair-Share about the use of non-renewable energy sources: boom or bane
  • #58 The next pedagogical approach is the interdisciplinary approach which considers different points of view, comparing and contrasting them. It involves drawing appropriately from several disciplines (or separate branches of learning or fields of expertise) to redefine problems outside of normal boundaries and reach solutions based on a new understanding of complex situations.
  • #59 We can simply understand the context of interdisciplinary approach using the following models. For intradisciplinary, it highlights that the instruction was entirely within a single academic field. For multidisciplinary, the instruction was from several academic fields adjacent to one another. For cross disciplinary, a single academic field is used as a lens to understand other academic fields in the instruction.
  • #60 In contrast to the previous models, interdisciplinary and transdisciplinary models better prepare our learners to find an engaging and rewarding pathway. For interdisciplinary, the instruction focuses on multiple academic fields interacting Meanwhile, multiple academic and non-academic fields interacting, and co-mingling was highlighted in the transdisciplinary model.
  • #61 In contrast to the previous models, interdisciplinary and transdisciplinary models better prepare our learners to find an engaging and rewarding pathway. For interdisciplinary, the instruction focuses on multiple academic fields interacting Meanwhile, multiple academic and non-academic fields interacting, and co-mingling was highlighted in the transdisciplinary model.
  • #62 In contrast to the previous models, interdisciplinary and transdisciplinary models better prepare our learners to find an engaging and rewarding pathway. For interdisciplinary, the instruction focuses on multiple academic fields interacting Meanwhile, multiple academic and non-academic fields interacting, and co-mingling was highlighted in the transdisciplinary model.
  • #63 Cooperation Learning - Next Generation Science Learning Nature of Science (NOS) Pedagogy Sociocultural Practices Responsive Teaching Practice-Based Pedagogy
  • #64 Sci-vestigative Pedagogical Strategy (SPS) Studio-Based Learning (SBL) STEAM Approach
  • #65 Say: Pedagogical approaches in teaching Science 5 REVISED K TO 10 curriculum will be more efficient if we will integrate these 21st century skills necessary towards the success of education.
  • #66 Presented in the slide is the clearer articulation of the 21st century skills as featured in our REVISED K TO 10 Curriculum as stipulated in DepEd Order No. 24, s. 2022 21st Century skills are the abilities that today’s students need to succeed in their careers during the Information Age. These skills are intended to help learners keep up with the lightning-pace of today’s modern markets. Each skill is unique in how it helps learners, but they all have one quality in common. They’re essential in the age of the Internet.  
  • #67 Each 21st Century skill is broken into one of three categories: Learning skills Literacy skills Life skills
  • #68 Learning skills (the four C’s) teaches learners about the mental processes required to adapt and improve upon a modern work environment.
  • #69 Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and the technology behind them. There’s a strong focus on determining trustworthy sources and factual information to separate it from the misinformation that floods the Internet.  
  • #74 Say: Objective: Create a guide chart of the aligned learning competency to applicable pedagogical approach, teaching activities with articulated 21st century skills.
  • #75 Individual Activity – Participants must list down different approaches they use in their school context Collaborative approach – summarizing the listed approaches through hunting from other members from different members and come up with summarize answer in a manila paper Summarize and put into manila paper -
  • #80 Purpose: To have a checklist to use as guide (
  • #81 Purpose: To have a checklist to use as guide
  • #82 Purpose: To have a checklist to use as guide
  • #83 Purpose: To have a checklist to use as guide
  • #84 Purpose: To have a checklist to use as guide
  • #85 Purpose: Say: To access the list of the suggested strategies you can scan the QR code
  • #86 Say: Let us continue our session on Pedagogical approaches and Assessment Methods in Science. We have a mix of presentations, discussions, and hands-on activities planned to keep things dynamic and interactive.
  • #87 Say: We will have our 4th  activity for session 2. You're going to play “ARE U INsideOUT”. Instructions: 1. Each group will compile a list of the different types of assessment activities conducted in the classroom using a metacard. Write as many as you can. 2. You have 5 minutes to complete this task. Post it in a manila paper and make a collage work.
  • #89 After listing the assessment activities, each group will take turns reciting their list aloud. 2. As each group recites and will ask other group (IN OR OUT?) if it has same word, other groups will cross out any matching assessment activities on their own lists. 3. Continue this process until every group has had the opportunity to recite, and all possible matches have been crossed out.  Note to LF: At the end of the recitation, the facilitator will review and  remaining metacard/s that have not been cross-out
  • #91 What are the assessment were crossed out? What are the assessments retained in your list? explain the remaining assessment/s in your list being delivered inside classroom?
  • #99 How are assessment activities classified into formative or summative?  What are your observations on the given sample assessment of the different groups? How is this assessment activity conducted or implemented inside the classroom?
  • #101 As per DepEd Order No. 8, s. 2015 defines classroom assessment as an ongoing process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.
  • #102 It is an integral part of the teaching-learning process; hence the K to 10 Instructional Design Framework provides that assessment may be given at any point in the lesson.
  • #103 We are much familiar that there are two types of classroom assessment as stipulated in DO 8, s. 2015. The two types of classroom assessment are formative and summative assessment. Formative assessment is known as assessment for learning because it helps to improve the learning of all learners while they learn. Learners also develop an understanding of what is involved in their learning and how to take responsibility for improving it. Summative assessment is known as assessment of learning as it summarizes learning that has occurred over a period for all learners. It is administered at the end of a block of learning to measure the extent learners have mastered the content and performance standards; the results of summative assessment are used as the basis for computing grades.
  • #104 Formative assessment is seen as assessment for learning which may be given at any time during the teaching and learning process so that teachers can make adjustments wherein learners reflect on their own progress.
  • #106 Meanwhile, here are some examples of assessment methods during the lesson: Multimedia Presentations Observations Other Formative Performance Tasks Quizzes (recorded but not graded) Recitation Simulation Activities
  • #107 On the other hand, here are the examples of assessment methods after the lesson: Checklists Discussions Games Performance Tasks that emanate from the lesson objectives Practice Exercises Short Quizzes Written Work
  • #108 Purpose of the Slide: To recall/ introduce Integrative PT/Assessment  Say: DO 31, s. 2020 provide guidance in implementing Integrative Performance Task Other Notes: May ask the pax of their experiences/practices in doing the Summative Assessment.
  • #109 Summative assessment is seen as assessment of learning which occurs at the end of a particular unit in order to describe the standard reached by the learner.
  • #110 To maximize its effectiveness, it is essential to consider three core elements when designing and implementing assessments: purpose, timing, and features. Understanding these elements helps educators tailor assessments to meet specific objectives, align them with learning goals, and ensure they provide meaningful feedback. This careful consideration ensures that assessments not only gauge students' knowledge and skills but also enhance their learning experience.
  • #111 According to Purpose: Formative: Monitors and enhances learning. Improves teaching effectiveness. Not used for grading in the Philippines. Summative: Evaluates and summarizes learning at the end of a period. Assesses curriculum standards, teaching effectiveness, and competencies. Used for grading and recording.
  • #112 According to Timing: Formative: Takes place before, during, or after the lesson. Occurs at various stages in the learning process. Happens while learning is ongoing. Summative: Administered at the end of a learning period (e.g., topic, quarter, semester, or year).
  • #113 According to Features: Formative: Provides insight into learners' progress. Enables constructive feedback from teachers. Summative: Summarizes what has been learned. Offers a final overview of learner’s progress.
  • #114 As stipulated in DO 8, s. 2015, formative assessment must provide learners with immediate feedback on how well they are learning throughout the teaching-learning process so that teachers can provide appropriate recommendations on how learners can improve themselves and make their own decisions to direct learning.
  • #115 Feedback: Specific, descriptive, and factual. Timely, constructive, respectful, and supportive of learner’s efforts.
  • #116 Feedbacking can be given before, during, and after the learners complete a task.
  • #117 Inclusivity in Education Definition and Importance: Inclusivity refers to ensuring that all learners, regardless of their background, abilities, or circumstances, have equal access to educational opportunities. This means that education should cater to diverse needs and ensure that no learner is excluded based on factors like disability, socio-economic status, gender, ethnicity, or learning style. Accessibility: For education to be truly inclusive, every learner must be able to attend school physically or have access to education through alternative methods. This could include special accommodations within traditional classrooms, online learning platforms, or community-based educational programs. The goal is to remove barriers that might prevent any learner from participating fully. Implementation: Schools and educational systems must implement practices and provide resources that support inclusivity. This might involve differentiated instruction, which tailors teaching methods to meet varied needs, or providing assistive technologies and resources to support learners with disabilities.
  • #122 Say: How can we interpret a learner's score of 0/100 on your quiz in terms of their understanding or retention of the material?
  • #123 Some issues of the bloom’s taxonomy includes: The category of a particular question does not usually provide a link to the level of understanding in a student’s response. The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students. There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand). With these, the SOLO Taxonomy addresses these concerns.
  • #124 SOLO aims to provide this framework, unlike the word ‘knowledge’ where it could mean a lot of things or cater to different thinking levels. SOLO has been used many times already in the Philippines. SOLO offers a framework that was used in the development of the three professional standards: the Philippine Professional Standards for Teachers (PPST), for School Heads (PPSSH), and for Supervisors (PPSS). Moreover, SOLO was used as a framework in developing test items for the 2021 National Qualifying Examination for School Heads (NQESH).
  • #125 Some issues of the bloom’s taxonomy includes: The category of a particular question does not usually provide a link to the level of understanding in a student’s response. The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students. There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one level (e.g., knowledge, understand). With these, the SOLO Taxonomy addresses these concerns.
  • #126 Let’s explore the variations of 1956 and 2001 versions of the Bloom’s Taxonomy.
  • #127 There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating. These levels can be helpful in developing learning outcomes because certain verbs are particularly appropriate at each level and not appropriate at other levels
  • #128 Some new SOLO words you need to become familiar with are: Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract
  • #132 Say: Get the metacards presented in a collage form from the previous activity. Rearrange the metacards where assessment is applicable to the learning competency which is aligned in the pedagogical approach, teaching methods/strategies and activities in 5mins
  • #134 Say: Consolidate your answer in the worksheet for another 5mins Group will present one learning competency alignment to teaching approach up to assessment. Consider the following guide questions:
  • #136 The assessment cycle begins with identifying the curriculum, which sets the foundation for developing assessment criteria tailored to measure specific learning outcomes. Once the criteria are established, appropriate assessment methods are selected to ensure they effectively evaluate students' understanding. Designing assessment activities follows, ensuring they align with both the curriculum and assessment criteria. After implementing the teaching and conducting the assessments, it's crucial to record evidence of learning meticulously. This evidence is used to make consistent judgments about students' performance. Immediate feedback is then provided to support ongoing learning, while assessment information is reviewed to refine and enhance teaching strategies. This cycle ensures a dynamic and responsive approach to education, continuously improving both teaching and learning.
  • #137 The concept of aligning learning goals, teaching strategies, and assessments is often attributed to educational theorists such as Robert M. Gagné, who emphasized systematic approaches to instruction and evaluation. However, the specific diagram commonly used to represent this alignment is known as "The Assessment Triangle" proposed by Edward H. Haertel, which includes three key components: learning goals, instruction, and assessment. This framework underscores the importance of ensuring these elements are interconnected to effectively support student learning.
  • #138 Say: I would like to end my session by sharing the quote by Doña R. N. (2024) which state that Pedagogy shines, a beacon so bright, Guiding our minds to the heart of insight. Assessment's the compass, keeping us near, As we navigate life with vision clear. Once again a great afternoon!
  • #139 Say: These are the references of this session.
  • #140 The concept of aligning learning goals, teaching strategies, and assessments is often attributed to educational theorists such as Robert M. Gagné, who emphasized systematic approaches to instruction and evaluation. However, the specific diagram commonly used to represent this alignment is known as "The Assessment Triangle" proposed by Edward H. Haertel, which includes three key components: learning goals, instruction, and assessment. This framework underscores the importance of ensuring these elements are interconnected to effectively support student learning.