applying taxonomies

Leadership in Applying Taxonomies of Instructional

ObjectivesBy Genesis B. Napran, RGC

OUTLINE

Introduction/Overview Video Dep Ed SecretaryK to 12 CurriculumAssessmentFQAClosure: A Dialogue with the Lord

Sources :

Official Gazette of the Philippines

Deped website

INSET/others

Imagine yourself ...

Era They Were Born

1900 – 1923 1923 – 1945 1946 – 1964 1965 – 1983 1984 - present

Leadership Issue

Seniors Builders Boomers Busters Millennials

Worldview Manifest destiny Be grateful you have a job

You owe me Relate to me Life is a _______

Attitude to Authority

Respect them Endure them Replace them Ignore them Choose them

Role to Relationships

Long term Significant Limited Useful Central Global

Value Systems Traditional Conservative Self-based Media Shop around

Role of Career Loyalty Means for living Central focus Irritant A place to serve

Schedules Responsible Mellow Frantic Aim it Volatile

Technology What’s that? Hope to outline it

Master it Enjoy it Employ it

Market they introduce

Commodities Goods Services Experience Transformation

View of Future Uncertain Seek to stabilize

Create it Hopeless optimistic

Leadership Issue

Era They Were Born

Worldview

Attitude to Authority

Role to Relatioships

Value Systems

Role of Career

Schedules

Technology

Market they introduce

View of Future

K-12 BASIC EDUCATION PROGRAM

Rationale:- Enhancing the quality of the basic education in the

Philippines is urgent and critical- The poor quality of basic education is reflected in the low

achievement of scores of Filipino students (included in the national test)

- He congested curriculum partly explains the present state of education

- The quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneur or higher education

- Most graduates are too young to enter into labor force- The current system also reinforces the misperception that

basic education is just a preparatory step for higher education.

- Filipino graduates are not automatically recognized as professionals abroad

- The short basic education program affects the human development of the Filipino children.

Our Filipino students should prepare for adult life by studying subjects that suit their talents, passions, and aspirations and enable them to contribute to the sustainable future of our country and the world.

More QuestionsAre our Filipino Learners:

• Critical thinkers?• Problem solvers?• Good Communicators?• Values-driven?• ICT savvy?• Flexible and adaptable?• Innovative and creative?• Globally competent and

competitive?• Environmentally literate?

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution. B.P. 232, Education Act of 1982. R.A. 9155, Governance of Basic EducationAct of 2001

. The 4 pillars of education ( UNESCO ). The vision- mission statements of DepEd. The EDCOM Report of 1991. Basic Education Sector Reform Agenda(BESRA)

NATURE OF THE LEARNER. Has a body and spirit, intellect, free will,emotions, multiple intelligences, learning styles

. Constructor of knowledge and activemaker of meaning not a passive recipientof information

NEEDS OF THE LEARNER. Life skills. Self-actualization. Preparation for the world of the work,entrepreneurship, higher education

NEEDS OF NATIONALand GLOBAL COMMUNITY

. Poverty reduction and human development

. Strengthening the moral fiber of the Filipinopeople

. Development of a strong sense of nationalism

. Development of productive citizens who contribute to the building of a progressive, just and humane society

. Ensuring environmental sustainability

. Global partnership for development

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORTINTERNAL AND EXTERNAL STAKEHOLDERS’ SUPPORT

SOCIETAL SUPPORTPublic-Private Partnership

Media, GO,NGO

INSTRUCTIONAL SUPPORTTeachers’ CPD , Textbooks

and other IMs

ADMINISTRATIVE SUPPORTCO, RO, DO School

CONTEXT

PHILOSOPHICAL and LEGAL BASIS

• The 1987 Phil. Constitution• B.P. 232, Education Act of 1982

• R.A. 9155, Philippine Governance Act

• The 4 pillars of education (UNESCO)

• The vision-mission statement of DepED

• The EDCOM Report of 1991• BESRA

NATURE OF THE LEARNER

•Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles

•Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF THE LEARNER

• Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher education

CONTEXT

NEEDS OF NATIONAL and GLOBAL COMMUNITY

•Poverty reduction and human development

•Strengthening the moral fiber of the Filipino people

•Development of a strong sense of nationalism

•Development of productive citizen who contributes to the building of a progressive, just and humane society

•Ensuring environment sustainability

• Global partnership for development

CONTEXT

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT

INTERNAL AND EXTERNAL

STAKESHOLDERS’ SUPPORT

INSTRUCTIONAL SUPPORT

Teachers’ CPDTextbooks and

other I M s

SOCIETY SUPPORT

Public-Private Partnership

MediaGO, NGOs

ADMINISTRATIVE SUPPORT

CO, RO, DO, School

MONITORING and EVALUATION SYSTEM

FUNCTIONALLY LITERATE

and HOLISTICALL

Y DEVELOPED

FILIPINO

DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF

FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE,

UNITY, FREEDOM AND PROSPERITY

DepEd’s VISION

PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY

THE FOUNDATION FOR LIFELONG LEARNING SELF-

ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL

LEVELS

DepEd’s MISSION

FUNCTIONALLY LITERATE AND HOLISTICALLY

DEVELOPED FILIPINO

OVERALL GOAL

POSSESSES A HEALTHY MIND AND

BODY

HAS SOLID MORAL AND SPIRITUAL

GROUNDING

DESIRED OUTCOMES

HAS ESSENTIAL KNOWLEDGE ,

SKILLS TO CONTINUOUSLY

DEVELOP HIMSELF/HERSELF TO THE

FULLEST

ENGAGES IN CRITICAL THINKING

AND CREATIVE PROBLEM SOLVING

CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST AND HUMANE SOCIETY

IS PROUD TO BE A FILIPINO

APPRECIATES THE BEAUTY

OF THE WORLD AROUND

HIM/HER AND CARES FOR

THE ENVIRONMENT

FOR A SUSTAINABLE

FUTURE

Guiding Principles and Features of K-12 Curriculum

CORE CONTENT1.COMMUNICATION AND

LITERACIES2. CRITICAL THINKING AND

PROBLEM SOLVING3. CREATIVITY AND INNOVATION4. ETHICAL, MORAL and

SPIRITUAL VALUES

CORE CONTENT5. LIFE and CAREER

COMPETENCIES6. DEVELOPMENT OF SELF AND

SENSE OF COMMUNITY7. NATIONAL and GLOBAL

ORIENTEDNESS

KNOWLEDGE and

UNDERSTANDINGESSENTIAL

SKILLSATTITUDES AND

VALUES

LEARNING DOMAINS

• INTEGRATIVE• REFLECTIVE• COLLABORATIVE

• CONSTRUCTIVIST

• INQUIRY-BASED

PEDAGOGICALAPPROACHES

Elements of the K to 12 Program

1 Constructivist

2 Develops 21st Century Skills

3 Localization and Contextualization

4 Kindergarten

5 Learning Standards

6 Classroom Assessment

7 Senior High School

8 Learner- centered curriculum

WHAT A DIFFEREN

CE A CENTURY MAKES!

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Time-based Outcome-based

Fragmented curriculum

Integrated and interdisciplinary curriculum

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Focus: memorization of discrete facts

Focus: What students know, can do and are like after all the details are forgotten

Lessons focus on the lower level of Bloom’s Taxonomy

Learning is designed on upper levels of Bloom’s and the updated Bloom’s Digital Taxonomy

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Diversity in students is ignored

Curriculum and instruction address student diversity

Literacy in the 3R’s – Reading, Writing and Math

Multiple literacies of the 21st Century- aligned to living and working in a globalized new millennium

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Textbook-drivenLimited access to information and knowledge

Research-driven infinite access to materials/ sources (information and knowledge multiple)

Passive learning

Active learning

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Learners work in isolation

Learners work collaboratively with classmates and others around the world-the global classroom

Teacher-centered-teacher is center of attention and provider of information

Learner-centered – teacher is facilitator/coach

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Low expectations

High expectations- “if it isn’t good, it isn’t done.”

Curriculum is irrelevant and meaningless to the students

Curriculum is connected to student’s interests, experiences, talents and the real world (community engagement)

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Print is the primary vehicle of learning and assessing

Performances, projects and multiple forms of media are used for learning and assessment

Teacher as judge. No one else sees students work

Self, peer and other assessments (public audiences.. Authentic assessments)

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Factory model, based upon the needs of employers for the industrial age of the 19th century

Global model, based upon the needs of a globalized, high-tech society

Goal- to master content knowledge (literature, history, science)

Goal – to learn skills and strategies (access, analyze, evaluate, create) to solve problems

20TH

CEN

TURY

LE

ARN

ING

21ST CEN

TURY

LEARNIN

G

Conceptual learning on individual basis

Project-based learning on team basis

K-12Basic Education Program

Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

CURRICULUMDIRECTIONS



THEREFORE EXPAND TO K12Continuum form K to 12 Last two years should not be

seen as separate and additional but just an expansion

No need to reinvent the wheel or start from scratch. Use the same competencies as present 10 year curriculum just expand it to 12 years.

•No need to add subjects in basic areas, math, science, English, and reading•Reduce the number of subjects per year and increase minutes in basic areas to improve mastery

Every K12 graduate must be prepared for a world of work and higher education

• does not rule out electives or specialized curricula

•STREAMING- 11/12 is specifically to prepare for EITHER work(techvoc) or HE

CLASSROOM ASSESSMENT in the K TO 12 BEP

FREQUENTLY ASKED QUESTIONS

Is the Government

READY?



YES.But it needs

the support of all its

stakeholders to make it happen!



What’s In It For Me?



TEACHERS’ CONCERNS



1. Will teachers have additional work load?



No additional work.Magna Carta: 6 hours of actual teaching and 2 hours related jobs/activities focus on subject specialization



2. How will DepED prepare teachers in

handling the enhanced curriculum?



Teacher training coordination with CHED to align pre-service educationPilot testing to prepare teachers and refine instruction



3. How will the resource gaps be addressed?



Shortage of teachers,

classrooms, seats, textbooks to be addressed even

before the implementation of

the additional grades/years



Partnership, networking with LGUs, NGOs to meet the required resources




“I think the ideal scenario in education should have at least close to 20% of the National Budget compared to the current level of 12.6 % . DepEd remains confident in government’s ability to fund K-12 and it is equally confident with its own ability to secure partnership that would allow the department to share the financial burden the added two years will entail.”

Education MagazineJan-Feb., 2011

The K-12 Program and the Need to Develop Philippine competitiveness

Br. Armin A. Luistro.Secretary

Department of Education

STUDENTS’ CONCERNS



1. Will there be more school work?



No.You will have lighter school work because more time will

be given to focus on each

subject



2. Will this mean, I will have to wait for 2 more years to graduate and be employed?



Yes.But after the 12 years you will be more ready to get a better job, start your own business or continue your

college life



LGU’S CONCERNS



1. How are we affected with the program?



We will need your continuous support to address the resource gaps in the educational system.



2. Why is there a need for our support?



We cannot do this responsibility alone. We need YOU as partners in shaping the lives of future leaders.



3. What profit will we get from the

Program?



K-12 is the key to the

development of Philippine Economy.




PARENTS’ CONCERNS


1. Will this mean additional years of expenditure in terms of daily allowances?


Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo

YesBut the amount that you will invest for your child in two years is equal to decent/legal jobs and successful

business


Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo

2. Does this mean my child will have delayed completion of basic education and will take him/her longer time before he/she can be employed?



The curriculum is aligned to the business and industry needs (Key

Employment driven for 2011-2020)



DOLE Project Job Fit 2020

vision

Industry ProspectsGrowth of Philippine economy will be driven by:1. High-value foreign direct investment (FDI) led

agribusiness2. Infrastructure (roads and highways, logistics,

physical infrastructure projects3. Tourism (diving edge)4. Medical Tourism5. Retirement Estates (Subic, NCR, and cities of

Tagaytay, Cebu, and Dumaguete)

Industry Prospects6. BPOs (35% annual growth, $13 billion in

revenues in 2010)7. Investment in ICT8. Real estate (BPOs investing in office space,

growth in domestic and international tourism0;

9. Shipbuilding (exports of ships to the US, Mexico, and Norway); and

10. Long term demand for OFWs

Key Employment Generators (KEG)

1. Agribusiness2. Cyberservices3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. construction7. Banking and finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment

Emerging Industries

•Renewable Energy•Power and Utilities•Diversified Farming and Fishing•Creative Industries

3. Are you telling us not to bring our children to college?



No.College education is a

priority. K-12 is preparation for college. DepED is continuously

coordinating with CHED and TESDA to possibly

condense some courses to 3 years the least.



Education is an investment to a better

future. Though it means we, as parents, need to

spend at least more, every peso that we spend will mean a decent/legal

job or successful life.



Change does not necessarily assure

progress, but progress requires change.

Education is essential to change, for education

creates new wants and the ability to satisfy them.


-Henry S. Commager


PROPOSED ROADMAP FOR THE K-12 PHILIPPINE BASIC EDUCATION PROGRAM

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Curriculum Program

CoreLearning Area

Speciali-zation

Key StageOutcomes

General Academic Program•Values Education•Physical health & motor dev’t•Social & emotional dev’t•Cognitive dev’t•Creative Arts•Language & Readiness for Reading & Writing•Language, Literacy & Communication

•Eng•Fil•Math

•Sibika at Kultura•MSEP

•Science & Health

•English•Filipino•Mathematics•Science & Health•Heograpiya, Kasaysayan at Sibika•MSEP•EPP•Edukasyong Pagpapakatao

•English•Science•Mathematics•Filipino•MSEP•Social Studies•Values Education•TLE

•Aptitude test

Learning Domains

Development & mastery of complex knowledge & skills; dev’t of attitude & values

Exploratory stage of career paths/choices

Development of knowledge, skills, attitudes and values; mastery & application of basic skill

Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest

•Adv English•Adv Science•Adv Math•Adv Filipino•Contemporary Issues(includes work, ethic, business ethics, etc.)

Special Program in:-Arts-Sports-Journalism-Engineering Science Education Program (ESEP)-Mother Tongue & foreign Languages-Technical-Vocational education - Agriculture/Fisheries - Arts & Trades

Consolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education

NONENONENONE

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Curr. Program

General Academic Program

Grade Level K 1 2 3

Core

Lear

ning

Ar

ea

Learning Domains• Values Education• Physical health & motor dev’t

• Social & emotional dev’t

• Cognitive dev’t• Creative Arts• Language & Readiness for Reading & Writing

• Language, Literacy & Communication

*MT•English•Filipino•Math

•Science & Health

•Araling Panlipunan•MSEP

Grade Level 4 5 6

Core

Lear

ning

Ar

ea•English•Filipino•Mathematics•Science & Health•Araling Panlipunan•MSEP•EPP•Edukasyong Pagpapakatao

Grade Level

7 8

Core

Lear

ning

Ar

ea•English•Science•Mathematics•Filipino•MAPEH•Araling Panlipunan•Values Education•TLE

Grade Level

7 8 9 10

Core

Lear

ning

Ar

ea•English•Science•Mathematics•Filipino•MAPEH•Araling Panlipunan•Values Education•TLE

Grade Level

11 12

Core

Lear

ning

Ar

ea• English• Science• Math• Filipino• Contemporary Issues (includes work ethic, business ethics, etc.)

Grade Level

7 8 9 10 11 12

Spec

ializ

ati

onExploratory stage of career paths/choices

Special Program in:- Arts- Sports- Journalism- Engineering Science Education Program (ESEP)

- Mother Tongue & Foreign Languages

- Technical-Vocational education - Agriculture/Fisheries - Arts & Trades

Grade Level

K 1 2 3

Key

Stag

eO

utco

mes Development of knowledge,

skills, attitudes and values; mastery & application of basic skill

Grade Level

4 5 6

Key

Stag

eO

utco

mes Development & mastery of complex knowledge & skills; dev’t of attitude & values

Grade Level

7 8 9 10

Key

Stag

eO

utco

mes Consolidation of knowledge, strategies, and skills; development of attitudes, values, aptitudes & interests

Grade Level

11 12

Key

Stag

eO

utco

mesConsolidation of complex knowledge & skills; dev’t of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills dev’t & higher education

EMPLOYMENT

ENTREPRENEUR-SHIP

HIGHER EDUCATION

MIDDLE LEVELSKILLS

DEVELOPEMENT

THE

LEAR

NER

COMMUNICATION & LITERACIES CRITICAL THINKING & PROBLEM SOLVING CREATIVITY

& INNOVATION

ETHICAL, MORAL, SPIRITUAL VALUES LIFE & CAREER COMPETENCIES

DEVELOPMENT OF SELF & SENSE OF COMMUNITY NATIONAL & GLOBAL

ORIENTEDNESS

Grade Level

K 1 2 3 4 5 6 7 8 9 10 11 12

Curriculum Program

CoreLearning Area

Speciali-zation

Key StageOutcomes

OVER AND ABOVE GENERAL BASIC EDUCATION, IN GRADES 11& 12

1. Offer electives:a. Advance College Courses, or b. Vocational Skills, or c. Entrepreneurship

2. Offer specialized curricula, such as dance or sports program

EVERYONE IS READY FOR

1. Higher Education

2. World of Work3. General work

skills to become salesperson, work in McDo, office secretary, waiter, etc.

EXPAND 10 YEARS TO 12 YEARSMath, Science, Soc. Science, Filipino, Reading, English

TECHNICAL COURSES e.g. computer programming,

draftsmen

SKILLS BASEDe.g. auto

mechanic, hairdressing,

welding GRADE 6

GRADE 10

GRADE 12

The Philippine Education System

EMPLOYMENT• Office clerical work• Entry level hotel

and restaurant• Call Center• Fast food industry• Etc.

COMMUNITY COLLEGE

GEDGeneral Education

Diploma

HRMCommerce

Associate Degree2 yrs: No GEC

Professional+

1 year GECBS/BA Degree

3-4 years

UNIVERSITIES/COLLEGES

When will it begin ?




School Year

Elementary Secondary

2011-2012 Kinder2012-2013 Curriculum

Enhancement Grade 1

Curriculum, EnhancementJunior High SchoolGrade 7

2013-2014 Grade 2 Grade 82014-2015 Grade 3 Grade92015-2016 Grade 4 Grade102016-2017 Grade 5 Senior

HS/grade 112017-2018 Grade 6 Grade

HS/grade 12


This Time, Lets Do It

Yes, this time lets do this reform TOGETHER….

this life-changing power of K-12 can make a difference.

For our Filipino children and adults.

For our Country

END WITHIT TAKES A VILLAGE TO RAISE A CHILD

A dialogue with the Lord

“What is that in your hand? “The Lord asks.” “An old rod,” Moses answers.

“Then, take that rod with which you shall do signs, and great miracles will be accomplished,” says the Lord.

And Moses obeys the Lord, that what is told.

The Lord this time asks an educator. “What is in your hand?”” Time, resources and abilities.”

“ What is that you are in?”“A school,”answers the educator.

“Why are you there?” The Lord asks again.

“And who is that child?” “The child is the future, and I am

the privileged worker who is allowed to spend days with the future. In this place I build love,

truth and justice. This is the place that creates a structure that lasts

not only for a century but forever.”

The Lord smiles and gives the educator the sign of blessings.

Finally the Lord in his tender voice said:

“Go and continue serving with

AREN’T YOU GLAD TO BE

PRIVILEGED WORKERS?

love,understanding,

joy,

and optimism.”hope

MABUHAY AT MARAMING SALAMAT

PO!