session 6 strengthening k to 12 - cm. mojica

8/13/2019 Session 6 Strengthening K to 12 - CM. Mojica

1/43


2/43

gain an in-depth understanding on Guidelineson Strengthening the K to 12 BEP System for

Elementary Education ( Deped Order No. 14,s. 2013)

propose instructional/intervention programsbased on learners needs


3/43

Task: Build the tallest and strongest standing structure(with a marshmallow on top) using suppliedmaterials.

Materials: Twenty sticks of spaghetti, one meter ofmasking tape, one meter of string,5 marshmallows

Time: 10 minutes (7 for First Trial and 3 minutes forSecond Trial)


4/43

Grade 1 First Sem: 240 min (4 hr)Second Sem: 270 min

(4 hr & 30 min)

Grade 2 310 min (5 hr & 10 min)

Grade 7 - 360 min ( 6 hr)


5/43

The Magna Carta for PublicSchool Teachers

(RA 4670)

Sec. 13. Any teacherengaged in anyactual classroominstruction shall not be

required to rendermore than 6 hours ofactual classroomteaching a day


6/43


7/43

3.a. Six (6) hours of actual classroom teaching aday, except on academic activities that requirepresence outside the school premises, i.e.educational trip


8/43

3.b

All advisorship and/or specialassignments for the entire schoolyear combined shall beconsidered as one teaching load


9/43

3.c. A teacher with less than six (6) hours ofactual classroom teaching shall renderadditional hours of appropriate teaching-related activities and duties within theschool premises to complete six (6) hours.


10/43

Teaching-related activities and duties:1.Preparation of lesson plans, action/work

plans, IMs, evaluation/assessmenttools/rubrics;

2.Preparation and checking of exercises

recording of academic performanceresults and classroom accomplishments;3.Conduct of research;4.Attendance to seminars, workshops and

similar programs;


11/43


12/43

240 min

120 min

Instructional Time

Special InstructionalProgram


13/43

270 min

90 min

Instructional Time

Special InstructionalProgram


14/43


15/43

Reinforcement

Enrichment

Remediation B 74% &below

AP- 80-84%D- 75-79%

A- 90% & upP - 85-89%


16/43

Remediation

In remediation, teachers tryto correct a deficit ratherthan teach students to copewith the deficit.

Through remediation

activities or lessons,teachers help a studentimprove his skills throughdirect instruction.


17/43

Remediation

Suggested Strategy

ReteachingTeachers present the information to the studentagain. If a student struggles with solving a math equation, for example, theteacher simply shows him the method again.

Reteaching is used when a student simply needsmore exposure to the subject before he is able tointernalize it.


18/43

Remediation

Suggested Strategy

Alternative Instructional StrategiesThese strategies are often based on students' individuallearning styles. For example, if the student does notcomprehend material from a lecture on the parts ofspeech, the teacher might have her work with apartner to make a poster on parts of speech usingpictures cut from a magazine. If a student is a

kinesthetic learner, she will learn concepts better withhands-on activities. Remediation often includesmultiple teaching styles to reach students with variouslearning styles.


19/43


20/43

Remediation

Suggested Strategy

Additional Practice

Students may require additional practice to

master skills.Computer skills practice programs and skillpractice games are effective ways to provideadditional practice for struggling students.


21/43

Remediation

Suggested Strategy

One-on-One Tutoring

Tutoring is typically one child with one

teacher. Tutoring involves directinstruction focused on a student's deficitareas. Tutoring is extremely effective forremediation, but it is time-consuming.

http://www.ehow.com/info_8065079_remediation-activities


22/43

Reinforcement

This theory was developedby the behaviourist schoolof psychology, notably by

B.F. Skinner earlier thiscentury (Laird 1985, Burns1995). Skinner believedthat behaviour is a

function of itsconsequences. Thelearner will repeat thedesired behaviour ifpositive reinforcement


23/43

Reinforcement

Burns notes that much Competency Based

Training is based on this theory, and although it isuseful in learning repetitive tasks likemultiplication tables and those work skills thatrequire a great deal of practice, higher order

learning is not involved.

www.brookes.ac.uk
http://www.brookes.ac.uk/http://www.brookes.ac.uk/


24/43

Suggested Strategy

Parallel Exercises

Reinforcement

Cooperative Learning

Think-pair, Mix and Match, Simulation, WholeClass Discussion, Games, Contests, Role Playing,Problem Solving, Teaching with Manipulative,Jigsaw Method


25/43

Enrichment

Enrichment activities

expand on students'learning in ways that differfrom the methods usedduring the school day.They often are interactiveand project-focused.


26/43

EnrichmentThey enhance a student'seducation by bringing newconcepts to light or by using old

concepts in new ways. Theseactivities are fun for thestudent, but they also impart

knowledge. They allow theparticipants to apply knowledgeand skills stressed in school toreal-life experiences.


27/43

Enrichment

Enrichment activities are characterized by a high degreeof interaction and a project focus.

The common theme is that academic concepts are taughtthrough a fun, engaging activity rather than by direct

instruction.


28/43

Suggested Strategy

Theater Enrichment

Enrichment

The classes focus on strengthening skills suchas creativity, public speaking, and spontaneitythrough improvisational games and actingexercises. Teachers are then able toincorporate the activities into their lesson plansas they see fit in order to sustain what thestudents have learned.


29/43

Suggested Strategy

Indoor Enrichment

Enrichment

Students may voluntarily sign up for differentclubs that are held during indoor activities orduring cooperative learning/Fun LearningDay.

SJS Enrichment Program


30/43

Suggested Strategy

Investigatory Project

Enrichment

Research Work

Reaction Paper

Composition


31/43

This scheme willmake teachersbecome more

subject-focused andwill have more timeto prepare the

necessary andappropriateinstructionalmaterials.


32/43

Traditional Team Teaching bothteachers actively share the instructionof content and skills, both teachersaccept equal responsibility for all pupilsand both teachers are activelyinvolved throughout the class.


33/43

Lead and support Teaching oneteacher leads the lesson assumingresponsibility for teaching thecontent, the other teacherprovides support and follow upactivities.


34/43

Differentiated split-class teamteaching The class is divided

into two groups according to aspecified learning need. Eachgroup is provided with activities

to meet that specified need


35/43

Improved teaching and learning Less correcting Less Stress More Support Greater sense of achievement Opportunity to learn new methodologies

Less time spent on discipline - instantgratification/less boredom/two sets of eye

www.sdpi.ie/.../05_DCU%20SS08%20 Team %20Teaching _and_SEN%2...


36/43


37/43

Regular monitoring and supervision bythe school heads is a must to assure

effective and efficient implementation ofthe special instructional programs andteam teaching scheme.

http://www.aepam.edu.pk/Files/Public

ations/Training_Manual_for_Monitoring_ and_Supervision.pdf
http://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdfhttp://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdfhttp://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdfhttp://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdfhttp://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdfhttp://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdf


38/43

Monitoring and Supervision are twocomplementary functions which oftenserve the same purposes. As such,

supervision forms part of an overallmonitoring system.


39/43

Identify at least three competency-relatedfactors affecting pupil s/student s

performance (in all learning areas) andsuggest appropriate interventionrespectively.

C l d F S d I i


40/43

Competency-related Factors Suggested Interventions

A. Elementary

B. Secondary


41/43

K l d ill b i


42/43

Knowledge will bring youthe opportunity to make a

difference.

Claire Fagin
http://www.goodreads.com/author/show/346874.Claire_Faginhttp://www.goodreads.com/author/show/346874.Claire_Fagin


43/43

session 6 strengthening k to 12 - cm. mojica

Documents