Faculty inset on curriculum

-

Vision: Functionally Literate Filipinos

learning

•

•

SBM

Critical

resources

Hiring and deployment

Training

Certification Program

•

•

•

• Teachers benefits and Welfare

• Pre school

• Feeding

-

Food for school

Every Child a Reader

Multi Grade

•

•

•

• Distance and alternative learning

Sch

oo

ls

Tea

cher

s

Stu

den

ts

Cu

rriculu

m

ECE

Alternative Learning Accreditation & Equivalency

NCAE + Counselling

CHED

College/ University

TESDA

Technical Vocational

Labor Force

INDUSTRY

GASTPE

Teacher Development and Supply

-Dropouts

Basic Education Framework

B A S I C E D U C A T I O N Elementary High School

Public Schools Private Schools

DSWD DOH LGUs

BEC

Tech Voc

English, Science, Math

NAT

NCAE

•

•

•

•

•

• A & E

Special Education

Grade 1Readiness

Test

ICT in Education Partnerships with Private Sector/Industry

••

• Increase spending for Basic Education

Governance

2

Policies and Thrusts2007-2010*

1. Make quality basic education accessible to all.2. Reduce the number of out-of-school youth and adults.3. Leap frog the quality of basic education into global

standards (Basic Education Sector Reform Agenda or BESRA)

4. Increase spending for basic education from all possible sources (public national + local, private sources, ODA)

5. Tighten system governance and enhance school-based management.

* DepED Order 24, s. 2007

3

BESRA Key Result AreasKey Result Thrust 1. Schools and SBM Key Result Thrust 2. Teachers and their Development Key Result Thrust 3. National Learning Strategies and Quality

Assurance & Accountability Key Result Thrust 4. Early Childhood, Alternative Learning

and Private Education Key Result Thrust 5. Institutional culture change of DepED,

modernization of finance, technological, administrative environments

Topics• Alignment of learning goals to learning approaches and

learning activities • Assessment for Learning( Formative)• Assessment of learning (Summative)• Portfolio• Grading system kK12• Learning Principles 1. AMT 2. WHERETO• Types of Learners ( IQ, Learning Modalities and Multiple

Intelligence)

REMY C. DATUMT-1JUSTINO SEVILLA HIGH SCHOOL

STRAND 4.4: Selects teaching methods , learning activities and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson

Strand 4.4 in concept cluster

Learning Goals/Learning

competencies

Teaching methods

Learning styles

Intellect

Instructional materials

Learning activities

DIVERSE LEARNERS

MgaIstratehiya

Pagtataya

MgaKagamitan

Nilalaman

Mga Layunin

Feedback

Inaasahang Resulta/Bunga

Plano sa Pagkatuto

Pagtataya

Results/Outcomes

Assessment

Learning Plan

Content/Performance

Standards

Products/Performances

EssentialUnderstandings

Essential Questions

Learning Activities

AssessmentCriteria/

Tools

Resources/Materials

Objectives (knowledge/skills)

A Few Great Thinkers!

McWilliams, 2009

Benjamin Bloom

Bloom’sTaxonomy

Grant Wiggins

Jay McTighe

Facets ofUnderstanding

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Introducing…

McWilliams, 2009

Benjamin Bloom

Bloom’sTaxonomy

LowLow

HighHigh

A Newer Look?

McWilliams, 2009

Lorin Andersonand

David Krathwohl

RevisedBloom’s

TaxonomyKnowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Hey! What’s the Big Idea?

McWilliams, 2009

Grant Wiggins

Jay McTighe

Facets ofUnderstanding

What we typically What we typically (incorrectly) do:(incorrectly) do:

Identify content to be acquired

Without checking for alignment

Brainstorm lessons to learn the content

Without checking for alignment

Create an assessment to see if they learned the content

W H

E R

E T

O

Explore

Firm Up

Deepen

U N

D E

R S

T A

N D

I N G

Transfer++(Create,

Add value)C

on

ten

t S

tand

ardP

erf.

Stan

dard

Asse

ssme

nt

W H E R E T O

W- How shall we help students know where they’re headed and why they’re going there? Where is the unit/lesson going? What is expected? In what ways will students be evaluated?

H- How shall we hook and engage students’ interest through thought-provoking experiences at the beginning of each instructional episode?

W H E R E T O

E- What experiences shall we provide to help students make their understandings real? How shall we equip them for success throughout the unit or course?

R- How shall we cause students to reflect, revisit, revise, and rethink?

E- How shall students express their understandings and engage in meaningful self-evaluation?

Beyond IQ

• Robert Sternberg

use of intellect rather than quantity of intelligence as problem-solving

analyticalpracticalcreative Triarchic Theory!

STERNBERG’S INTELLIGENCES

An idea for assessing students according to Sternberg’s intelligences would be to use the following scenario:

Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. Asyou listen, you get more and more interested. What do you want to know?

Do you want to know all the little details that go into it?

Do you want to know how it is being used?Do you want to know only enough information to

think of other things to do?S tudents who choose the first question fall into

the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.

PRACTICAL

CREATIVE

ANALYTICAL

VisualAuditoryKinesthetic

Learning Modalities

Learning modalities are the sensory channels or pathways through which individuals give, receive, and store information. 

 The modalities or senses include visual, auditory, tactile/kinesthetic, smell, and taste

 Researchers,  have concluded that in a classroom, the students would be approximately:         25-30% visual         25-30% auditory         15% tactile/kinesthetic         25-30% mixed modalities

“Change has a considerable psychological impact to the human mind.

To the fearful it is threatening because it means that things may get worse.

To the hopeful it is encouraging because things may get better.

To the confident, it is inspiring because the challenge exists to make things better.” Anonymous

“Change has a considerable psychological impact to the human mind.

To the fearful it is threatening because it means that things may get worse.

To the hopeful it is encouraging because things may get better.

To the confident, it is inspiring because the challenge exists to make things better.” Anonymous