Download - 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