walkingthrough grade 10
TRANSCRIPT
Walking ThroughCGs, LMs and TGs
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
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
PE10PF-Ia-h 39
P.E K-12 CURRICULUM
PE10PF-Ia-h 39Physical Education Grade 10 Physical Fitness Quarter 1 week 1 to 8 competency no. 39
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
P.E K-12 CURRICULUM
DISCUSSION
Features of the Curriculum Materials
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-centerednessb.21st century skills f. contextualizationc.integration g. constructivism d.differentiated instruction
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
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
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 Curriculu
m Framewor
k
A S S E S S M E N
T
SUBJECT AREA
CONCEPTUAL FRAMEWORK
ContentStandard
PerformanceStandard
HolisticFilipino Learner/
Child
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
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.
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:
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.
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.
WORKSHOP The Learning Standards
The Learning Standards
DEPARTMENT OF EDUCATION
Answer the Unpacking CS/PS Worksheet.
The Learning Standards
DEPARTMENT OF EDUCATION
The Grade 10 Learning Competencies
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:
The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
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)
You should notice that:
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:
THE LEARNER’S MATERIAL
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)
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 1introduces 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 4has 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
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.
Parts of the Learner’s Material (LM)
DEPARTMENT OF EDUCATION
THE TEACHER’S GUIDE (TG)
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.
WORKSHOP 4
The GRADE 10 Teacher’s Guide
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
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.
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.
Workshop 5
DEPARTMENT OF EDUCATION
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
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:
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Maraming Salamat Po!