Professional Documents
Culture Documents
Margaret Mead
n) Education is all a matter of building bridges. Ralph Ellison
o) Difficulties strengthen the mind, as labor does the body.-Seneca
p) All that is necessary for the triumph of evil is that good men do nothing
-Edmund Burke
q) If God does not exist, then everything is permittedME
-Dostoevsky, The Brothers Karamazov
2. The Enhanced Basic Act of 2013 (K to 12 Law ) states that curriculum should be culture
sensitive, contextualized and global. To which guiding principles to these relate? Explain.
Assessment Tasks
1. Choose 5 competencies from K to 12 Curriculum Guide of Araling Panlipunan
(from grades 1-6 for elementary and grades 7-10 for secondary) and described
how you can apply the guiding principles if you teach that particular competency.
One guiding principle for one competency. So you have 5 competencies for 5
guiding principles.
Present your work to the class
e.g. Grade 1 Competency- Naipapakita sa ibat-ibang pamaraan ng pangangalaga
sa kapaligirang ginagalawan- sa tahanan, paaralan, komunidad.
Guiding principle- Effective Araling Panlipunan teaching is active.
How will I teach the competency Nipapakita sa ibat-ibang pamaraan ng
pangangalaga sa kapaligirang ginagagawalan- sa tahanan, paaralan, komunidad by
engaging the pupil actively.
Ill ask the children to:
-demonstrate to the class what they do to show that they care for their home
and school
-tell what they do to show that they care for their community.
Assessment Tasks
Select from the Araling Panlipunan Curriculum Guide competencies which can be taught
by the use of the following methods/techniques:
1. Tri-Question
2. Lesson indigenization
3. Multiple intelligences and learning styles
4. Survey/ interview
5. Service learning
(For BEEd students at least one competency per method/technique from the competencies
from grades 1 to 6; For BSEd students at least one competency per method to be choosen
from competencies of grades 7 to 10.)
Chapter 9
Learning Outcome
Show the alignment of the intended outcomes, the key stage standards, grade level
standards and scope of the teaching of Edukasyon sa pagpapakato
1 Are the grade level standards aligned to the program standards of Edukasyon sa
Pagpapakatao? Or does the attainment of the grade level standards contribute to
development of : a) kabataang nagpapasya ant kumikilos nang mapanagutan tungo
sa kabutihang panlahat, b) may pagkataong etikal c) taglay ang pag-unawa, d)
pagninilay pagsangguni, e) pagpapasya, f) pagkilos and g) kabtaang makibahagi
Sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at
pagmamahal.
2. Study the scope and and sequence of the Curriculum Guide for Edukasyon sa
Pagkatao. Visit bit.ly/kto12curriculum for the Curriculum Guide.
3. Study the scope and sequence of the Curriculum Guide for Edukasyon sa
Pagpapakatao. Visit bit.ly/kto12curriculum
Assessment Tasks
REMINDERS: This will require much of your time. By doing it, you will get acquainted
with the Edukasyon sa Pagpapakatao. Curriculum for your own benefit.
For Reflection
The enhanced Basic Act of 2013 (K o 12) states that curriculum should be
culture sensitive, contextualized and global. To which guiding principle do
these relate? Explain.
Assessment Tasks
Guiding principle #4- Values education is about developing virtues, good habits
and dispositions which leads students to responsible and mature adulthood.
Effective value education must promote the development of virtue. Virtue are
developed through learning and through practice. As Aristotle taught, a person
can improve his/her character by practicing self-discipline while a good character
can be corrupted by repeated self-indulgence.
Lesson 3- Approaches Methods and Techniques in Edukasyon sa Pagpapakatao
Learning Outcomes
1. Group Work- Group yourselves by six(6). Let each group research on:
a) One approach to the teaching of Edukasyon sa Pagpapakatao as given
in this lesson:
b) The stand of proponents of each approaching regarding the nature of
the value (changing versus unchanging: subject versus object)
2. Group work- Research on the ACES approaching in Edukasyon sa
Pagpapakatao.
3. What is the best approaching for edukasyon sa Pagpapakatao.
Assessment Tasks
Charpter 10
The Teaching of Mathematics
Learning Outcomes
Math is beautiful but how come is it an unpopular subject? Many students are
Allergic to it. Conduct with your schoolmates. Share with your findings in class.
1. Would you consider the Math standards developmentally appropriate? For instance, are
there standards in grade 1 which are advanced for grade 1 pupils or standards in grade 10
which are supposed to be in grade 7?
2. Group work- Math teaching in the K to 12 curriculum integrate the values of accuracy,
creativity, objectivity, perseverance, and productivity. Select content and performance
standards where you can integrate: a) accuracy, b) creativity, c) objectivity, d) perseverance
and e) productivity.
Assessment Tasks
Lesson 2- Guiding Principles/Theories and Teaching Approaches and Methods in the Teaching
of Math
Learning Outcomes
Assessment Tasks
1. Form groups of five members each. Each group gets an educational theory and a guiding
principle. By way of PowerPoint, discuss the educational theories and guiding principles for
math teaching. Cite the implications of these educational theories to the teaching of math.
2. Illustrate the spiral progression approach in teaching math with a concrete example from the
Math Curriculum Guide.
Chapter 11
Learning Outcomes
Learning Outcomes
1. Divide the seven (7) descriptors among small groups ( refer to the summary for the
seven descriptors.)Research on the indicators of each board descriptor. Give a
PowerPoint presentation of your findins
2. Would you consider the Science standards developmentally appropriate? For
instance, are there standards in grade 3 which is advanced for grade 3 pupils on
standards in grade 10 which is supposed to be grade 7? For competencies visit
bit.ly/kto12curriculum.
3. Group work- Science teaching in the K to 12 Curriculum is a rich opportunity for
value integration. Select content and performance standards from the Science
Curriculum Guide where you can integrate values inherent in the teaching of the
natural sciences.
4. Would you go for spiral progression approach in science teaching? Why or why not?
5. With the use of the Science Curriculum Guide, give examples/competencies that can
be taught with the thirteen (13) science process skills from the Science Curriculum
Guide.
Assessment Tasks
Learning Outcomes
1. Is the inquiry method the same as the scientific method? Get a partner and do an
exhaustive research on that. Share your findings with the class.
2. Do scientists follow the scientific method step by step? Do they always arrive at
answers? Explain your answer.
Assessment Tasks
Chapter 12
Learning Outcomes
1. As a group, study the Art standards from the broadest to the most specific. That
means you begin with the learning area standards, proceeding to the key stage then
to the grade level standards. Lay them side by side to the determine if the grades 1
to 3 standards lead to the attainment of end-of grade 3 standards, the grades 4 to 6
to the end-of-grade 6 standards, etc. check also if the key stage standards lead to the
attainment of the learning area standards. Check if the learning area standard is
aligned to cultural literacy and artistic expression which are goals of Art teaching.
Diagramming or mapping can simplify your task of checking alignment.
What did you discover about alignment of standards? Any other discovery
regarding standards for Art teaching? Present your findings in class. Compare
findings with other groups.
Assessment Tasks
1. State the legal basis of the teaching of Music and the Arts.
2. Discuss the intended outcomes for the teaching of Music and Arts, the scope,
guiding principles, approaches and methods of teaching.
3. Examine the alignment of goals, standards and content in the teaching of Music and
Arts. Are they aligned?
Chapter 13
Learning Outcomes
State the legal basis teaching of the Physical Education (PE) and Health
Discuss the intended outcomes, scope, guiding principles, approaches and
methods for the teaching of Physical Education and Health.
Examine the alignment of goals, standards and content in the teaching of
Physical Education and Health
Learning Outcomes
1. Study the standards (as a group), from the broadest to the most specific. That
means you begin with the learning standard, proceeding to the key stage then
to the grade level standards. Lay them side by side to determine if the grades
1 to 3 standards lead to the attainment of end-of-grade 3 standards, the
grades 4 to 6 to the end-of-grade 6 standards, etc. Check also if the learning
area standard is aligned to physical fitness or health-related fitness (HRF)
which is the goal of the teaching of PE. Diagram or mapping can simplify your
task of checking alignment.
Do you see an alignment or disalignment? Support your claims as you share with
your group.
Assessment Tasks
Learning Outcomes
1. Study the standards (as a group), from the broadest to the most specific. That
means you begin with the learning standard, proceeding to the key stage then
to the grade level standards. Lay them side by side to determine if the grades
1 to 3 standards lead to the attainment of end-of-grade 3 standards, the
grades 4 to 6 to the end-of-grade 6 standards, etc. Check also if the learning
area standard is aligned to achieving, sustaining and promoting lifelong
wellness. Diagram or mapping can simplify your task of checking alignment.
Discuss you finding about alignment among lifelong wellness as the end
goal of the teaching of Health and learning area standards, key stage
standards and grade level standard.
Assessment Tasks
Learning Outcomes
1. The K to 12 Curriculum has for its ultimate goal the formation of a grade 12 graduate
who is ready for employment (work), middle level skills development, higher
education, and entrepreneurship. To which goal/s does the teaching of TLE
contribute?
2. If a school is in a fishing community, does it have to offer TLE courses in the four
areas-agriculture and fisheries, home economics, industrial arts and ICT? Explain
your answer.
3. The K to 12 graduate is expected also to be ready for entrepreneurship. Is the
teaching of entrepreneurship in the TLE curriculum adequate preparation? Explain
your answer.
4. Do all grade 12 graduates take entrepreneurship as a whole course? Explain your
answer.
5. Form groups to 7. By group research on the number of exploratory courses that
schools offer for grade 7 and 8. They are expected to offer 4 in grade 7 and another 4
in grade 8, so a total of 8. Ideally, these should be gotten from the four areas of TLE
for the exposure of grade 7 and 8 students so several courses before they decide on
a TLE specialization. Is this what schools do? Find out and share and explain your
findings in class. Based on your findings, what are your recommendations?
6. Utilizing the same groupings in #4 and based on the content and performance
standards and competencies found in the TLE Curriculum Guide, each group should
illustrate:
a. Entrepreneurship
b. Contextualized
c. Integrative
d. Experiential
e. Authentic and
f. Constructive learning.
Present your illustration in class.
7. Choose 2 to do demonstration teaching on the Gagnes nine steps of instruction by
the use of two competencies (one competency per demo student teacher) of the
student demonstrators choice. The rest of the class act as observers and identify
how each step was done. Comment on the observation. Start the positive points
followed by the suggestions for improvement. The focus of the observation should
be on the nine (9) steps of instruction by Gagne. Be sure to be able to identify how
each step was done.
Assessment Tasks
Chapter 1
Outcomes-Based Education
Learning Outcomes
Assessment Tasks
1. What does outcome mean in OBE?
2. State the relationship among institutional outcomes, program outcomes, course
outcomes, and learning outcomes.
3. What are implications of the OBE principles in the teaching-learning process?
4. The following are practices of OBE. Put a check when given is in accordance with OBE
lesson and x, if not.
1. In the teacher study group, the teachers got the content of grade 3 Science then
formulated the outcomes.
2. Another teacher study group formulated first the outcomes then determined the
content to be taught.
3. A group of teachers was asked to prepare a curriculum guide. They outlined the
scope and sequence of the course.
4. Teachers base their assessment task on content
5. Teachers base their assessment on learning outcomes.
Chapter 2
Learning Outcomes
Assessment Tasks