Name: QUENIE MARIEL M.

ILAR
Course No.: EDUC 7
Subject: PRINCIPLES OF TEACHING 2
Instructor: PROF. MARIA ZHERWIN GATELA

MODULE 1: OUTCOME-BASED EDUCATION

1. Using a graphic organizer, synthesize the concept of outcome-based education.

2. Differentiate the different institutional outcomes, program outcomes, course outcomes, and
learning outcomes.
Institutional outcomes are the competencies of the ideal graduates from the HEI as a result
of the academic and non-academic programs which for instance is the success in
professional practice of a graduate form a certain institution. On the other hand, passing the
licensure exam is covered by the Program Outcomes which are sets of competencies that
learners demonstrate at the time of graduation from the program. Course outcomes refer to
the knowledge, values, and skills all learners are expected to demonstrate at the end of the
course or subject. Learning outcomes may result from the specific lesson within course or
subject area. Thus, in the hierarchy, learning outcomes are building blocks towards course
outcomes, which in turn, support the program outcomes, institutional outcomes and the
organization’s vision, mission and goals.

3. Choose a topic from your field of specialization and construct a brief OBE instructional plan.
Learning Outcomes: Determine the density of liquids and solids
Content/s Teaching: Define density; Derive the formula for density; Compare
units of density between solids and liquids
Learning Activities: Laboratory experiment on determination of density of a
liquid and a solid
Assessment Procedures: Laboratory report
MODULE 2: UNDERSTANDING THE K-12 BASIC EDUCATION CURRICULUM
1. Make a poem which can show the rationale of the K-12 implementation.
Spiral Approach is being taught,
Knowledge, learning are caught,
Change for education is finally fought,
Worldwide competition, K to 12 has brought.
2. Enumerate and discuss the salient features of K-12 curriculum.
a. Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education. Research shows that children who underwent Kindergarten
have better completion rates than those who did not. Children who complete a standards-
based Kindergarten program are better prepared, for primary education. Education for
children in the early years lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being, from 0 to 6 years, are the most
critical period when the brain grows to at least 60-70 percent of adult size. In Kindergarten,
students learn the alphabet, numbers, shapes, and colors through games, songs, and
dances, in their Mother Tongue.
b. Making the Curriculum Relevant to Learners (Contextualization and Enhancements).
Examples, activities, songs, poems, stories, and illustrations are based on local culture,
history, and reality. This makes the lessons relevant to the learners and easy to
understand. Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects. Discussions on issues such as
Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the enhanced curriculum.
c. Building Proficiency (Mother Tongue-Based Multilingual Education). In Kindergarten to
Grade 3, the child's dominant language is used as the language of learning. Filipino and
English language proficiency is developed from Kindergarten to Grade 3 but very gradually.
Mother Tongue is used in instruction and learning materials of other learning areas. The
learners retain their ethnic identity, culture, heritage and values. Children learn better and
are more active in class and learn a second language even faster when they are first taught
in a language they understand.
d. Ensuring Integrated and Seamless Learning (Spiral Progression). Basic concepts/general
concepts are first learned. More complex and sophisticated version of the basic/general
concepts are then rediscovered in the succeeding grades. This strengthens retention and
enhances mastery of topics and skills as they are revisited and consolidated time and
again. This also allows learners to learn topics and skills appropriate to their developmental
and cognitive skills.
e. Gearing Up for the Future. Ensuring College Readiness Working with CHED to ensure
alignment of Core and Applied Subjects to the College Readiness Standards (CRS) and
new General Education (GE) Curriculum. Develop appropriate Specialization Subjects for
the Academic, Sports, Arts and Design, and Technical Vocational Livelihood Tracks.
f. Strengthening TVET Integration in SHS. Working with TESDA to integrate TVET skills,
competencies and qualifications in TLE in JHS and Technical Vocational Livelihood (TVL)
track in SHS. Ensure that any Grade 10 finisher and all Grade 12 TVL graduates are
eligible for TESDA competency/qualifications assessments (i.e. COC, NC I or NC II),
Prepare learning resources that are consistent with promulgated Training Regulations.
Develop appropriate INSET and certification programs.
g. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st
Century Skills) or TLE teachers. After going through Kindergarten, the enhanced
Elementary and Junior High curriculum, and a specialized Senior High program, every K to
12 graduate will be ready to go into different paths - may it be further education,
employment, or entrepreneurship. Every graduate will be equipped with: information, media
and technology skills, learning and innovation skills, effective communication skills, and life
and career skills.
3. Create a slogan which can advocate and support the K-12 implementation.
“Batang K to 12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo”
4. What is the meaning of K-12?
The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
5. Using a graphic organizer, present the overall framework of the Enhanced Basic Education
Curriculum (focus on levels, competencies, and outcomes)

6. How does K-12 Curriculum differ from RBEC and BEC?

RBEC and BEC K-12 Curriculum

The basic education curriculum in the An education system under the

Philippines contains mother tongue-
based multilingual education, universal
kindergarten, college and livelihood
readiness and specialized upper
secondary education. The curriculum
also features spiral progression and
contextualization and enhancement,
which helps make the curriculum more
relevant to the students.
Department of Education that aims to
enhance learners’ basic skills, produce
more competent citizens, and prepare
graduates for lifelong learning and
employment. “K” stands for Kindergarten
and “12” refers to the succeeding 12
years of basic education (6 years of
elementary education, 4 years of junior
high school, and 2 years of senior high
school).

 Greater emphasis on helping every OLD SYSTEM Students lack mastery of

learner become a successful reader.
 Emphasis on interactive/ collaborative
learning approaches.
 Emphasis on the use of integrative
learning approaches.
basic competencies due to a congested
ten-year basic education curriculum.
Graduates of the old curriculum are
younger than 18 years old and are not
legally ready to get a job or start a
  Teaching of values in all learning
areas. Development of self-reliant
and patriotic citizens.
 Development of creative and critical
thinking skills.
business. Foreign countries perceive a
ten-year curriculum as insufficient. They
do not automatically recognize Overseas
Filipino workers (OFWs) as
professionals abroad.

 According to Sec. of Education Raul  Kindergarten (a strong foundation for

Roco, the 2002 BEC was based on a
16- year study (starting in 1986).
 The implementation of the 2002 Basic
Education Curriculum was announced
in DepEd Order No. 25, s. 2002,
issued on June 17, 2002.
 The K-12 program accelerates mutual
 The actual implementing guidelines
were found in DepEd Order No. 43, s.
2002, dated Aug. 29, 2002.
 Less than a year later (on June 12,
2002), a new curriculum (the Revised
BEC) was signed into law.
lifelong learning and total
development) is optional and not a pre-
requisite for admission to Grade 1. Old
education system offers a broad
curriculum that does not include
enough practical applications.
recognition of Filipino graduates and
professionals in other countries.
Kindergarten is mandatory for five-
year-old children, a pre-requisite for
admission to Grade 1. The new
curriculum gives students the chance
to choose among three tracks (i.e.
Academic; Technical- Vocational-
Livelihood; and Sports and Arts) and
undergo immersion, which provides
relevant exposure and actual
experience in their chosen track.

Implementation of RBEC was based on K-12 EDUCATION SYSTEM The K-12

Executive Order No. 46, which in turn
was based on the recommendations of
the Philippine Commission on
Educational Reforms (PCER), created
on Dec. 7, 1998. • “The restricting of the
curriculum is part of an ongoing effort to
improve the quality of learning. We are
focusing on the basics of improving
literacy and numeracy while inculcating
values across learning areas to make it
dynamic.” (Raul Rococo) • The 2002
BEC is a restricting and not a sweeping
change of the elementary and secondary
curricula (NESC & NSEC)
program offers a decongested 12-year
program that gives students sufficient
time to master skills and absorb basic
competencies. Students of the new
system will graduate at the age of 18
and will be ready for employment,
entrepreneurship, middle level skills
development, and higher education upon
graduation.

7. Analyze the present challengers if K-12 implementation and give possible

recommendations/solutions.
a. Books, Modules and Handouts
Considered the most important tools of learning. Teachers always refer their
teaching on the books. Because the government lacks the necessary funding to provide
enough materials, the government should embrace the stream of technology and opt for
online modules, books and handout and provide them to places reachable by internet
connection. Modules should be given to less fortunate areas with the void of strong
internet connection and mobile gadgets or computer.
 b. Lacking of Teachers
The increase of population proves to be problematic not just to the economy but also in
education. One teacher now handles more than the capacity and this results in less
quality of education. The department of education should hire more teachers, until the
effective and efficient ratio is achieve.
c. Lack of Classroom
In connection with the increasing population, classrooms now have more learners than
what it should have in accordance to the ratio of teacher and students. The government
should increase the budget for infrastructure to build more classrooms at the most
necessary areas. This pandemic has provided us options in education and example of
this is online classroom. If studied carefully, this might solve the issue of classroom
infrastructures.
8. If you were given an opportunity to enhance the present basic education curriculum, how will it
be? Present your output on the matrix given below.
Name of the Curriculum (What
Overseas Curriculum
will be its possible name?)

The currency being sent by the Filipinos outside the

Rationale (Why this should be
country has a significant impact and help to stabilize
implemented?)
or grow the economy

Framework (A glimpse of its Graduates from these curriculum are expected to have
framework, what are the levels, the skills to become globally accepted and
competencies and outputs?) competitive.

9. Using a #hugotline/s, write your reflections and learning insights.

“Sa lahat ng pagbabago, ikaw lang ang gusto ko. - K to 12”
MODULE 3: K-12 PEDAGOGICAL APPROACHES
Research important ideas, knowledge and illustrations about the following pedagogical teaching
approach

1. Learner-centered, inclusive and developmentally appropriate

Learner-centered Inclusive Developmentally Appropriate
 Considers their nature,  No student is excluded  Tasks are set within their
innate abilities, learning in the learning circle developmental stages
skills and styles  No favouritism  From simple to complex,
 Developmental stage  No outcast respective of the grade
 Multiple intelligences  Teacher is for all level
 Understands their needs, students
concerns, interests,
feelings and family
background

2. Relevant, responsive and research-based

Relevant and Responsive Research-based
 Connect the lessons to the student’s  Make your lesson more interesting,
daily experiences updated, more convincing and
 Making your teaching meaningful persuasive
 No to meaningless “mile-wide-inch-deep  Integrate research findings in your
teaching” lessons.
 No to “teaching-to-the-test”

3. Culture-sensitive
Culture-sensitive
 Respect for cultural diversity
 Learners have varied cultural experience
 Don’t judge one culture as superior than the other
 Be less judgmental, more understanding and empathetic with your students

4. Contextualized and global

Contextualized and global
 Put your lesson in a context
 Contextualized teaching means exerting effort to extend learning beyond the
classroom into relevant contexts into the real world
 Indigenize and localize the lessons

5. Constructivist, inquiry-based, reflective, collaborative and integrative

Inquiry-based and
Constructivist Collaborative Integrative
Reflective
 Student’s  Students must begin to  Working together to  Subjects are
learn by formulate questions learn together. brought together
building  Risk answers  Group tasks so that students
upon their  Reflecting on their  Solving a problem can grasp a
prior findings as researchers  Completing a task more authentic
knowledge and writers  Creating a product understanding of
a subject matter
under study
6. Principles and framework of Mother Tongue Based-Multilingual Education (MTB-MLE)
MTB-MLE refers to “first-language-first” education that is, schooling which begins in the
mother tongue and transitions to additional languages particularly Filipino and English. It is
meant to address the high functional illiteracy of Filipinos where language plays a
significant factor. Since the child’s own language enables her/ him to express him/herself
easily, then, there is no fear of making mistakes. It encourages active participation by
children in the learning process because they understand what is being discussed and what
is being asked of them. They can immediately use their mother tongue to construct and
explain their world, articulate their thoughts and add new concepts to what they already
know. Currently, there are twelve (12) major languages or lingua franca: Tagalog,
Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao and Chabacano.

7. Spiral progression approach

The spiral approach is a technique often used
in teaching where first the basic facts of a
subject are learned, without worrying about the
details. Then as learning progresses, more and
more details are introduced, while at the same
time they are related to the basics which are
reemphasized many times to help enter them
into long-term memory.
8. Localize, indigenize and enhance the same based of their respective educational and social
context.
Flexibility of the K to 12 curriculum allows for curriculum enhancement in relation to the
diverse background of learners Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles in developing the
enhanced basic education curriculum: h)... flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the regional and division
education units.
a. Localization
Localization refers to the process of relating learning content specified in the curriculum
to local information and materials in the learners' community. For example, materials
used in lessons start with those in the locality, Names, situations, setting needed to give
context to test questions or problem-solving exercises are those of the immediate
community, local materials are used as often as possible in making instructional
materials, local stories are used in the language learning areas, translating a story
written in another language to the language of one's learners to be used.
b. Indigenization
Indigenization refers to the process of enhancing curriculum competencies, education
resources, and teaching-learning processes in relation to the bio-geographical,
historical, and socio-cultural context of the learners' community. Indigenization may also
involve the enhancement of the curriculum framework, curriculum design, and learning
standards of subject areas, guided by the standards and principles adhered to by the
national curriculum.