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Day2, Session 6.

Grade 10

Session Topic

Understanding the K to 12 Curriculum (Grade 10)

Session Title

A Walkthrough of the Curriculum Documents


Quarter 1

Duration

4 hours

Resources Needed:
Curriculum Guide, Teachers Guide and Learners Materials (60 copies
each), Manila Paper, Permanent Marker, Masking Tape, Scissors (6
pieces each), Laptop, LCD and Slides
Objectives:
In this learning session, the participants will be able to:

activate prior knowledge on the key features of the K-12


curriculum through a mind map (Workshop 1)
discuss the relationship among the CG, TG and LMs
(Workshops 2,3 and 4)
gain clearer understanding of the contents and processes in
teaching Quarter 1 (Workshops 3 and 4)
discuss the assessment and pedagogical implications of format
and structure of TGs and LMs (Workshop 4)

WORKSHOP
In the previous learning sessions, you were able to see the bigger
picture of your roles as trainer / teacher to the development of the Filipino
child. In this session, we will take a closer look at the contents and how they
are processed by walking through the first quarter of the Learners Material
and Teaching Guide.
Mechanics

Group the participants into six (6).


Provide each group with a copy of CG, LM and TG
Provide each group with a copy of Task Cards 1, 2 and 3.

Workshop 1: Schema Building


1. Provide each group with a word from the list below:
Spiral Progression
Interaction
Integration
Learner centeredness
Contextualization
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2015 National Training of Trainers (NTOT) K to 12 Enhanced Basic Education Curriculum

Constructivism

2. Ask each group to construct a mind map of the word assigned to them.
3. Ask all the representatives to present their outputs.
Analysis 1
1. What commonalities can be observed from the mind maps?
2. How are these mind maps related to the development and utilization of
curriculum documents?
Abstraction

Reveal to the participants that the concepts provided to them are the
key features embedded in all the curriculum documents.
Emphasize how the Department of Education responds to the need to
incorporate all these concepts in the documents.
Discuss the process of development, validation, revision, finalization
and publication of curriculum materials and importance of
understanding the curriculum materials.

Workshop 2: The Curriculum Guide (Unpacking of Standards)


Workshop Task Card 2: Elements of Learning Standards (20 mins)

2015 National Training of Trainors (NFOT) of the K to 12 Enhanced Basic Education


Curriculum (EBEC)

Analysis 2
1. What is the significance of the key concepts (nouns) extracted from the
content standard?
2. How important are the skills (verbs) extracted from the performance
standard?
3. What use do adjectives and adverbs have in the assessment?
Abstractions:
1. The key concepts indicate the topics to be discussed, the coverage
and its limits.
2. The adjectives in the performance standard indicate the criteria in
which the performance should be assessed.
3. The adverbs and adjectives indicate how the rubric must be crafted.
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2015 National Training of Trainors (NFOT) of the K to 12 Enhanced Basic Education


Curriculum (EBEC)

Workshop 3: Learners Materials (Structure and pedagogical implications)


Workshop Task Card 3: The phases, their features and purpose (30 minutes)

Phases

General features

Activities and purpose

Phase 1 in all subject


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 subject
areas
is
labelled
differently as Your
Discover Task, What
to Reflect, Deepen,
and Palalimin.
Phase 4 in all subject
areas
is
labelled
differently as Your
Final Task, What to
Transfer, Transfer ++
+, and Paglilipat.
Analysis 3:
1. What are common among the activities when grouped according to
phase?
2. Who gives the inputs? Who processes the activities?
3. How do the activities address the objectives?
Abstraction 3:
1. Activities are grouped according to phase so as to determine their
purposes and the standard they address.
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2015 National Training of Trainors (NFOT) of the K to 12 Enhanced Basic Education


Curriculum (EBEC)

2. Depending on the phase, inputs could come from the teachers,


students or both. The teacher, as facilitator of learning processes all
the activities.
3. Each activity addresses a particular objective. Objectives are arranged
in order of appearance in the module.
Workshop 4: Teaching Guides (Structure and assessment plan)
Workshop Task Card 4: Teaching and Assessing (30 minutes)
Elements

Guide Questions

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?

Answers

Assessment Plan Describe the


assessment plan as a
whole.

Analysis 4:
1. What are the components of the teaching guide?
2. How are the components presented in the teaching guide?
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2015 National Training of Trainors (NFOT) of the K to 12 Enhanced Basic Education


Curriculum (EBEC)

3. How are these components important?


Abstraction 4:
1. The components of the teaching guide are Overview, Activities,
Resources and Assessment Plan.
2. Overview describes what the students are supposed to learn in the
module.
3. The activities are presented as instructions to teachers
4. The activities are arranged accordingly based on the arrangement of
the objectives.
5. The activities are processed through questions.
6. The purpose of the activities is presented.
7. Alternate activities are provided.
8. Resources detail the bibliography where the texts, photos, and others
are lifted.
9. Resources provide other resources and useful links.
10. Assessment plan articulates DepEd Order No 73. S. 2012. It specifies
both the purpose and levels of assessment known as KPUP.
Closing:

2015 National Training of Trainors (NFOT) of the K to 12 Enhanced Basic Education


Curriculum (EBEC)