Walking Through Grade 10 CGs, LMs and TGs. WORKSHOP 1 Features of the The GRADE 10 Curriculum Materials

Walking Through Grade 10 CGs, LMs and TGs

WORKSHOP 1

Features of the The GRADE 10 Curriculum

Materials


DEPARTMENT OF EDUCATION

1. Choose a facilitator and a rapporteur.

GROUP ACTIVITY

2. Craft a mind map about the following terms:a.spiral progression e. learner-centerednessb.21st century skills f. contextualizationc.integration g. constructivismd. differentiated instruction

DISCUSSION

Features of the The GRADE 10 Curriculum

Materials



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



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


(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

WORKSHOP 2The GRADE 10 Learning

Standards

The Learning Standards


Answer the Unpacking CS/PS Worksheet.

DISCUSSIONThe GRADE 10 Learning

Standards



Learning Standards

• Each subject area has a program standard.

• Each grade level has a grade level standard.

• Each quarter has a content and performance standard.



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



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 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 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 Grade 10 Learning Competencies

(Module ___)

The Learning Competencies (LCs)


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:

EN9RC-Ia-16: Share prior knowledge about a text topic



EN9RC-Ia-16: Competency

Subject Grade Level

Domain

Quarter

Week



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.


EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 1 – Week 1)

EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 2 – Week 2)



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)


WORKSHOP 3

THE LEARNER’S MATERIAL

Parts of the Learner’s Material (LM)


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.

DISCUSSION The GRADE 10 Learner’s Material

Parts of the Learner’s Material (LM)


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

How LM is Crafted


• 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)

WORKSHOP 4

THE TEACHER’S GUIDE (TG)

Parts of the Teacher’s Guide (TG)


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)


• 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 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 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.

Points of Clarification

LM and TG


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


As a trainer / teacher, how will you maximize the use of LMs and TGs?

As a trainer how will you address the problem?

1. With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs.

2. Post and present your group’s answer.

Questions to Ponder:



Daghang Salamat!

Documents

Walking Through Grade 10 CGs, LMs and TGs. WORKSHOP 1 Features of the The GRADE 10 Curriculum Materials