Walkthrough Grade 10 NTOT new.ppt

Walking Through Grade 10 CGs, LMs and TGs

Energizer

Walking Through Grade 10 CGs, LMs and TGs

DEPARTMENT OF EDUCATION

In this learning session, the participants will be able to:

1.discuss the relationship among the CG, TG and LMs;2.gain clearer understanding of the contents and processes in teaching the Quarters; and3.discuss the assessment and pedagogical implications of format and structure of TGs and LMs

Objectives

Understanding the Connection among the Curriculum Framework (CuF),

Conceptual Framework (CF), Curriculum Guide (CG), Learner’s

Material (LM) and Teacher’s Guide (TG)

Connection among CuF, CF, CG, LM & TG


(Subject Area) Grade 10

Learning Competencies

Overview

Content

Formative Test

Glossary

Bibliography

Pre/Post Test

The K to 12

Philippine Basic

Education Curriculu

m Framewor

k

A S S E S S M E N

T

SUBJECT AREA

CONCEPTUAL FRAMEWORK

ContentStandard

PerformanceStandard

HolisticFilipino Learner/

Child

DevelopmentDevelopment

ValidationValidation

RevisionRevision

FinalizationFinalization

PublicationPublication

The Elements of the Curriculum

Elements of the Curriculum Guide


• Content

• Content Standard

• Performance Standard

• Learning Competencies

• Coding

The GRADE 10 Learning Standards

The Learning Standards


• Each subject area has a program standard.

• Each grade level has a grade level standard.

• Each quarter has a content and performance standard.

The Learning Standards


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

The Grade 10 Learning Competencies and Codes

The Learning Competencies (LCs)


1. The Learning Competencies (LCs) are coded.

(Dressmaking Grade 10; Quarter I Lesson 1)

• 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:

TLE_HEDM10SK-Ia-c-1



Competency

Subject

Grade LevelDomain

Quarter

Specialization

TLE_HEDM10SK-Ia-c-1 Week



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 duration.


Example:

TLE_HEDM10SK-Ia-1 (Lesson 1; Week 1)

TLE_HEDM10SK-Ib-1 (Lesson 2; Week 2)



3. The Learning Competencies (LCs) are distributed within a ten-week period (number of weeks varies according to learning area).


The GRADE 10 Learner’s Material

Grade 10 Learner’s Material


What is a Learning Material?

•Detailed plan to facilitate learning

•Instructional guide in learning the workplace competencies

•Primary or supplemental tool to facilitate learning

Parts of the Learner’s Material

Parts of the Learner’s Material (LM)


1. Introduction•Content Standard and Performance Standard•Program Objectives•Program Requirements•Learning Episodes•How to Use this Learning Material

2. Diagnostic Assessment – for determining learners’ prior knowledge about the specialization



3. Content•Compose of Quarters, Unit Lessons, Chapters/LCs, Topics/Learning Outcome

4. Formative Assessments •Review of Lessons/LO•Enhancement activities

5. Summative Assessments – for assessing the mastery of learning.



6. Glossary – the technical terminologies used in the LM

7. Bibliography/References – detail where the texts, photos, and others significant resources are lifted.

The GRADE 10 Teacher’s Guide

The Teacher’s Guide (TG)


•Teacher’s Guides (TG) are based on LMs. The components of the TG are:

1. Overview - describes the purpose and what the students are supposed to learn in the module.

2. Activities - presented as instructions to teachers that are processed to learners. These may also include:

•Set of instructions•Processing questions•Alternative activities•Readings

The Teacher’s Guide (TG)


3. Resources – details where the significant resources and link are lifted.

4. Assessment plan – describes how learners will be assessed as articulated in the DepEd Order No 8. S. 2015. (KPUP)

Points of Clarification

LM and TG


On the Tasks / Activities

• highly modifiable, but no deviation from CG

• consider contextualization, localization, and differentiated instruction

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

Breakout Activities

Activity 1 Identifying the Elements of the

Curriculum Guide

IDENTIFYING THE ELEMENTS OF THE CURRICULUM GUIDE

Specialization: ____________

CONTENTCONTENT

STANDARDPERFORMANCE

STANDARDLEARNING

COMPETENCIESCODE

Quarter II; Week 5

Quarter III; Week 7

Quarter I; Week 3

Activity 2Analyzing the Parts of the

Learner’s Material and Teacher’s Guide



Fill out the table below.

Parts of the LM/TG Observations Suggestions

Activity 3

Reflection and Application

Reflection and Application


As a trainer / teacher, how will you maximize the use of LMs and TGs?

On a sheet of paper, answer the question by preparing guidelines on optimizing the use of LMs and TGs.

Questions to Ponder:

Inspirational Video

“An Educator’s Anthem”



Salamat po!

Documents

Walkthrough Grade 10 NTOT new.ppt