The document discusses the Philippine K-12 curriculum framework and its components. It explains that the curriculum framework (CuF) establishes the overall direction for basic education, while the conceptual framework (CF) provides the philosophical foundation. The curriculum guide (CG) translates the CuF and CF into grade-specific learning competencies and standards. The learner's material (LM) and teacher's guide (TG) are designed to help students and teachers respectively in meeting the learning competencies outlined in the CG. The document also discusses features of the curriculum materials like spiral progression and learner-centeredness, and how these address government thrusts such as gender and development.
This is the third chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
-Site of the First Mass
-Cry of Balintawak or Pugad Lawin?
-Rizal's Retraction
This is the third chapter of the course Readings in Philippine History as per the course guide from Commission on Higher Education.
Course sub-topics:
-Site of the First Mass
-Cry of Balintawak or Pugad Lawin?
-Rizal's Retraction
FS 7 Episode 10: Come, Let's Participate in School ActivitiesJamaica Olazo
FS 7 Episode 10: Come, Let's Participate in School Activities
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not audition for Pinoy Big Brother Lucky 7 however, her grandfather got ill, she saw it as a reason to try again. Guess what? Entrata went on to win the competition, finally she did it. I really admire her for being who she is, what she is, and where she became. I am proud to say she is a bisaya and that's our biggest similarities. Her skills are one of a kind, she can act, dance, sing, and model. I really love how she boosts her confidence even though there are a lot of bashers around her, and I want to apply it to myself to be a strong and independent woman. Maymay is a beautiful and multitalented young woman with a wacky personality that’s extremely likable. She’s a dreamer and she never lost sight of them and who she’s dreaming it for.
I always admire people who dream big dreams and work hard to reach them. Watching Maymay everyday has given me inspiration to fight for my dreams and work hard even for those dreams I have let go because it deemed impossible.Before she became one of the biggest names in Philippines showbiz industry, Maymay Entrata also had her fair share of life struggles.
Starting at the age of 14th, Entrata began auditioning for various reality television shows to fulfill her ambition of becoming an actress, but she failed. After being rejected several times, Entrata almost did not au
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. In this learning session, the
participants will be able to:
1.activate prior knowledge on the
content and key features of the K-
12 curriculum
2.discuss the relationship among
the CG, TG and LMs
DEPARTMENT OF EDUCATION
27. Walking Through Grade 10 CGs, LMs and TGs
DEPARTMENT OF EDUCATION
The key features embedded in all the curriculum documents
include:
a.spiral progression e. learner-centeredness
b.21st
century skills f. contextualization
c.integration g. constructivism
d.differentiated instruction
28. Walking Through Grade 10 CGs, LMs and TGs
DEPARTMENT OF EDUCATION
HOW THESE FEATURES RESPOND
TO GOVERNMENT THRUSTS
Government Thrusts Features Where to find in the document
GAD •21st
Century Skills
•Spiral Progression
•Differentiated instruction
•Integration
•Learner-centeredness
•Contextualization
•Constructivism
Learner’s Material
Teaching Guides
Climate Change
Peace Education
ARH
Road Safety
Disaster Risk Reduction Management
Anti-Bullying Act
29. Understanding the Connection among the
Curriculum Framework (CuF), Conceptual
Framework (CF), Curriculum Guide (CG),
Learner’s Material (LM) and Teacher’s
Guide (TG)
30. Connection among CuF, CF, CG, LM & TG
DEPARTMENT OF EDUCATION
(Subject Area) Grade 10
Learning
Competencies
Introduction
Phase 1
Phase 2
Phase 3
Phase 4
Objectives
Culminating
Activity
Enabling
Activities
The K to
12
Philippine
Basic
Education
Curriculum
Framework
ASSESSMENT
SUBJECT
AREA
CONCEPTUAL
FRAMEWORK
Content
Standard
Performance
Standard
Holistic
Filipino
Learner/
Child
31. The Learning Standards
DEPARTMENT OF EDUCATION
Content Standard:
• answers the
question: What
should students
know (knowledge)
and do (skills)?
• shares the most
important and
enduring ideas,
issues, principles,
skills and habits of
mind
• expresses the
desired results
Performance Standard:
• answers the question: How well
must students do their work?
• presents product or performance
as evidence of learning or
attainment of content standard
• adds value to what students
learned
• demonstrates conceptual
understanding of content and skill
acquisition
• represents real life, authentic task
• encompasses the standard
Reference: DepEd Order No. 8 S. 2015
32. The Learning Standards
DEPARTMENT OF EDUCATION
Nouns in the content standards :
The conceptual nouns in the
content standards indicate the
learning episodes, topics and
lessons the students must be able to
understand.
33. The Learning Standards
DEPARTMENT OF EDUCATION
The nouns / verbs in the
performance standards are the
products and performances the
students must be able to do and
produce in relation to the content
standard.
Nouns/verbs in the performance
standard:
34. The Learning Standards
DEPARTMENT OF EDUCATION
The adjectives/ adverbs in the
performance standard
The adjectives and adverbs determine
the assessment criteria or components
from which the rubric must be crafted.
e.g. proficiently, creatively, effectively,
actively, powerful, short etc.
35. The Learning Standards
DEPARTMENT OF EDUCATION
Learning Standards
• Each subject area has a program standard.
• Each subject has a key stage standard.
•Each grade level has a grade level standard.
• Each quarter has a content and
performance standard.
42. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
1. The Learning Competencies (LCs) are coded.
This was initiated in order to identify learning
competencies that are connected and exhibited
spiral progression (from Kinder to Grade 10).
These LCs bear the same code number. This is
also connected to the creation of the LRMDS or
Learning Resources Management and
Development System.
You should notice that:
44. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
2. There are deliberate iteration of LCs. Iteration of
learning competencies was done to give teachers ample
time to tackle the LCs and also to develop mastery
among the learners. Spiral progression was taken into
account in the iteration by identifying a focus on a
particular segment of the LC and/or by the use of the
sub-competencies, for a suggested time period.
Quarter 1: PE10PF-Ia-h 39 (Active Sports)
Quarter 2: PE10PF-Ia-h 39 (Active Sports)
Quarter 3: PE10PF-Ia-h 39 (Dance)
Quarter 4: PE10PF-Ia-h 39 (Dance)
Quarter 1: PE10PF-Ia-h 39 (Active Sports)
Quarter 2: PE10PF-Ia-h 39 (Active Sports)
Quarter 3: PE10PF-Ia-h 39 (Dance)
Quarter 4: PE10PF-Ia-h 39 (Dance)
You should notice that:
45. The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
3. The Learning Competencies (LCs) are
distributed within a nine-week period
(number of weeks varies according to learning
area). The 10th week of the quarter is reserved
for the periodical tests and for some
interruptions in the school days (e.g. typhoon,
regular holidays, etc.).
(Refer to your copy of the Curriculum Guide)
You should notice that:
47. How LM is Crafted
DEPARTMENT OF EDUCATION
• Learning competencies address the macro skills and
multi - intelligences
• Progression of activities is from simple to complex
• Enabling activities are prerequisites to the Culminating
Activity
• Culminating activity (product/performance) addresses the
Performance Standard
• Development of skills progresses from the self and
radiated to others and the community
• Activities address the cognitive process dimensions (CPD)
for WW (as per DepEd Order No. 8 S. 2015)
48. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
LEARNER’S
MATERIAL
Objectives
states the concepts and skills
learners need to develop as well
as the contents of the lesson they
will encounter
Phase 1
introduces tasks that will hook learners’
interest in the lesson and prepare them
for higher level tasks
Phase 3
includes tasks that will prompt learners to have
discussions beyond the context of the main reading
material. It also includes other activities for
expansion of understanding, and enabling activities
for the final task
Phase 4
has the culminating task/s for the
week and could serve as enabling
task for the main
product/performance at the end
of each module. The tasks
included in this part are essential
for learners’ development and
are based on real life situations
49. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
Fill out the table below.
Phases General features Activities and purpose
Phase 1 in all subjects areas is labelled differently
as Your initial task, What to Know, Explore, and
Alamin.
Phase 2 in all subjects areas is labelled differently
as Your text, What to Process, Firm Up, and
Ilahad.
Phase 3 in all subjects areas is labelled differently
as Your Discover Task, What to Reflect, Deepen,
and Palalimin.
Phase 4 in all subjects areas is labelled differently
as Your Final Task, What to Transfer, Transfer +
++, and Paglilipat.
50. Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
52. Parts of the Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
Fill out the table below.
Elements Guide Questions Answers
Overview of contents and
objectives
•What information does the
overview provide?
Activities •How are the activities
communicated in the TGs?
•What other features are noticeable
among the activities?
Resources •Are the resources accessible,
useful and credible?
Assessment Plan •Describe the assessment plan as
a whole.
54. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
• purpose of the activity
TGs are based on your LMs. They contain:
• pre and post tests
• resources/materials
• sets of instructions
• processing questions
• alternative activities
• alternative readings
• connection between one activity to the next
55. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
•The components of the teaching guide are
overview, activities, resources and assessment
plan.
•Overview describes what the students are
supposed to learn in the module.
•The activities are presented as instructions to
teachers.
56. The Teacher’s Guide (TG)
DEPARTMENT OF EDUCATION
•The activities are processed through questions.
•The purpose of the activities is presented.
•Alternate activities are provided.
•Resources detail the bibliography where the texts,
photos, and others are lifted.
•Resources provide other resources and useful links.
•Assessment plan articulates DepEd Order No 8. S. 2015.
59. LM and TG
DEPARTMENT OF EDUCATION
On the Tasks / Activities
• begin where students are, not where the content is
• highly modifiable, but no deviation from CG
• consider contextualization, localization, and differentiated
instruction
• the learning package is NON-CONSUMABLE
On the Usage of the Learning
Package
• existing materials developed by DepEd can still be used vis-
à-vis the Learning Package for Grade 10
60. Reflection and Application
DEPARTMENT OF EDUCATION
As a teacher, how will you maximize the use of LMs
and TGs?
1. With the same learning groups, answer the
question by preparing guidelines on
optimizing the use of LMs and TGs.
2. Post and present your group’s answer.
Questions to Ponder:
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.
Refer the participants to the previous discussions of these features. The facilitator might also add inputs or explain further should the need arises.
Review the connection among the Curriculum Framework, CG, LM and TG.
Highlight the relationship of the CS and PS, and usage of the LM and TG will greatly help in achieving them.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Refer the participants to the CG and scan for conceptual nouns.
Refer the participants to the CG and scan for the nouns / verbs in the PS
Refer the participants to the CG and scan for the adjectives and adverbs in the PS
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Also add that the spiral progression of the grammar awareness competencies can be seen in the Learner’s Material.
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.
Instruct the participants to answer the CS/PS Analysis Worksheet before proceeding to the next slide.
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.
Instruct the participants to answer the LM and TG Identification Worksheet before going to the next slide.