UNIT V

THE K-12 CURRICULUM

FRAMEWORK AND ITS
IMPLEMENTATION
A. Teachers as Curriculum leaders
(as K-12 Implementation)
 Teachers as Curriculum leaders
(as K-12 Implementation)
e Republic Act 10533, otherwise known as the Enhanced Basic
Education Act of the Philippinesincludes specific provisions for
teachers and principals to exercise leadership roles not only in
instructionbut also in curriculum. Republic Act 9155, otherwise
known as Governance of Basic Ecucation Act of2001 also specifies
important provisions wherein teachers play important roles to
promote and protectthe rights of every critizen to quality basic
education.
 Teachers as Curriculum leaders
(as K-12 Implementation)
Teacher empowerment is at the heart of K-12 Education. With all the
reforms and innovations in the K-12 Education program, teachers
need to view themselves as curriculum leaders performing the
following functions
• Ensure e fective implementation of curriculum standards and
competencies.
• Develop and evaluate curriculum materials that are appropriate for
the students.
 Teachers as Curriculum leaders
(as K-12 Implementation)
• Plan and evaluate curriculum.
• Plan activities that will help implement the curriculum.
• Solicit support from parents and other stakeholders.
• Make curricular decisions at the school level.
• Conduct researc to improve learning and improve content
 Teachers as Curriculum leaders
(as K-12 Implementation)
1. Clarity of the Standards- teachers should know the essential
standards that every student should learn in the curriculum. ese
standards are contents, skills, and values or attitudes that students
need to learn and master
2. Visibility of performance measure- teachers need to ensure that
each curriculum standard shows visible outcomes or performance
3. Consistency of communication- teachers should be e fectively
communicate the standards to allstudents
B. Key Roles of Teachers as Leaders
in the Curriculum Process
A. Teachers as Curriculum Leaders in Preschool
Republic Act 10157, otherwise known as e Kindergarten Education
Act integrates kindergarten education into the country's formal
education system. e Kindergarten Education Act now mandates all
children aged 5 to enroll in kindergarten. A diploma in kindergarten
is now a prerequisite to enroll in Grade 1. e Department of
Education issued a curriculum to be implemented by an kindergarten
schools inthe country. is curriculum includes several domains that
need to be developed among young children. e Kindergarten
Curriculum includes rhe following areas:
 A. Teachers as Curriculum Leaders in
Preschool
Values Education
• Physical Health and Motor Development
• Social and Emotional Development
• Cognitive Development
• Sensory- Perceptual Motor Development
• Mathematics
• Understanding of the Physical and Natural Environmen.
• Understanding of the Social Environment
• Language, Literacy, and Communication
 B. Teachers as Curriculum Leaders in
the Elementary Grades

Primary or elementary education is always regarded as the laboratory

of life. Teachers as curriculum leaders in elementary level are starting
to mold the minds & character of the future leaders & citizens of
the_vold.
 C. Teachers as Curriculum Leaders in
Junior High School

e Junior High School program of K-12 includes Grade VII to Grade

X of the secondary level. It is theentrypoint of students to the rigors
of various disciplines in the areas of science, social sciences,
mathematics, humanities, and, applied disciplines, such as Home
Economics and Vocational Technology.
 D. Teachers as Curriculum Leaders in
Senior High School

e Junior High School program of K-12 includes Grade VII to Grade

X of the secondary level. It is theentrypoint of students to the rigors
of various disciplines in the areas of science, social sciences,
mathematics, humanities, and, applied disciplines, such as Home
Economics and Vocational Technology.
 D. Teachers as Curriculum Leaders in
Senior High School

e Junior High School program of K-12 includes Grade VII to Grade

X of the secondary level. It is theentrypoint of students to the rigors
of various disciplines in the areas of science, social sciences,
mathematics, humanities, and, applied disciplines, such as Home
Economics and Vocational Technology.
 C. Exercising Curriculum
Leadership in Selecting Textbooks
and Other Instructional Materials
- Kyla Marie Naga
What is
Curriculum
a Curriculum Leadership?
- refers to all experiences that learners o through in a program of
education.
Leadership
- refers to the role you play in helping your school community to achieve
your goals.
Curriculum Leadership
- pushes you to exercise functions that enable the
achievement of your goal to provide quality education to your learners.
Teachers should be empowered to select textbooks and other
instructional materials that they use in their classes. In some
schools, teachers are enjoined to participate in the textbook
process: however, in many schools, administrators are the ones
selecting the textbooks for the school. It is logical and proper to
include teachers in the process since teachers are once teaching the
subject and they know better the needs and nature of their
students, they must be given the freedom to decide what textbooks
or instructional materials they are going to use.
In 2015, the Department of Education developed a
framework for develop and textbooks and other
instructional materials. e framework presents that all
textbooks and instructional materials are:
• Aligned to the K-12 Curriculum
• Contain an expert system of knowledge
• Have provision for di ferentiated instruction
• Provision for re lective thinking
• Provision for parental and community involvement
 What is a Instructional Materials?
Instructional materials include printed materials and multi-media materials,
and every instrument used in the classroom. ese are the tools used in
educational lessons which include active learning and assessment
Forms of Istructional Materials
• Print – textbooks, pamphlets, study guides, manuals,
• Audio – cassettes, microphones, podcast
• Visual – charts, realia, photographs
• Audiovisual – slides, tapes, films, filmstrips, television, video, multimedia
• Electronic – computers, graphing calculators, tablets
D. Developing Teachers as
Curricular Leaders
- Kyla Marie Naga
A Curriculum Leader provides leadership and management of their academic area
by overseeing and coordinating the curriculum, sta f, budget, and resources in
their department.
Curriculum Leaders are trained and developed. ey are products of di ferent in-
service and pre-service teacher education programs. ey also develop their skills
from their teaching experiences and encounter great teachers. ey are the
products of mentors and they are formed by supportive professional work
environments.
ere are a few important factors that need to be considered in the development of
teachers as curriculum leaders:
1. Teacher Empowerment – teachers need to be empowered to make important
decisions, solve problems, take action, and innovate in their own schools and
classes.
2. E ficient System – teachers need to work in an e ficient working environment.
ey need to be part of a system that is collaborative, professional, and
e fective.
3. Mentoring System – teachers, especially neophyte teachers, need mentoring
from e fective and model mentors.
4. Administrative – at any level, teachers will need full support from the
administration especially when they want to innovate or develop good
 Reflections on Teachers as Curriculum Leaders
Teachers are considered curriculum and instructional leaders in various levels of
education. As curriculum leaders, they perform di ferent roles and functions that
are essential in planning, designing, developing, implementing, and evaluating
a. ey provide technical support in curriculum planning.
the curriculum.
b. ey design curricula from basic education to higher education.
c. ey help develop the curriculum content and activities including assessment
tools.
d. ey implement the curriculum in various capacities as administrators or as
classroom teachers.
e. ey help evaluate the curriculum.
f. ey introduce curriculum innovations.
Instructional Leadership as one of the functions of
curriculum leaders may need to do the following:
i. Supervise the implementation of curriculum and academic standards;
ii. Promote a school culture and climate conducive to teaching and
learning;
iii. Communicate the philosophy, vision, and mission of the school;
iv. Train teachers and school sta f;
v. Lead in the development and purchase of instructional materials;
vi. Prepare the school budget for instruction;
vii. Observe the classes of the teacher; and
E. Learning Styles, Selected
Methods and Approaches

-Famia F. Trinidad
 LEARNING STYLES

Learning styles refer to a range of theories that aim to

account for di ferences in individuals' learning.
Although there is ample evidence that individuals
express personal preferences for how they prefer to
receive information, few studies have found any
validity in using learning styles in education
Seven types of learning styles :

1.Visual (spatial) - Learn best with images.

2.Aural (auditory-musical) - Learn best with sound.
3.Verbal (linguistic) - Learn best using words, both
in speech and writing.
4.Physical (kinesthetic) - Learn best by doing.
5.Logical (mathematical) - Learn best with logic
and reason.
6.Social (interpersonal) - Learn best with others.
7.Solitary (intrapersonal) - Learn best alone.
 TEACHING METHODOLOGY
A teaching methodology is essentially the way in
which a teacher chooses to explain or teach material to
students so they can learn the material. ere are
many di ferent methodologies that can be utilized by a
teacher, and the methods chosen o ten depend on the
educational philosophy and preferences of a teacher.
Four types of Teaching Methods

1.Teacher -centered methods

2.Learner - centered methods

3.Content-focused methods

4.Interactive/Participative methods
1.Teacher-centered methods
Here the teacher casts himself/herself in the role of
being a master of the subject matter. e teacher is looked
upon by the learners as an expert or an authority.
Learners, on the other hand, are presumed to be passive
and copious recipients of knowledge from the teacher.
2.Learner-centered methods
In learner-centered methods, the teacher/instructor is
both a teacher and a learner at the same time. In the words
of Lawrence Stenhouse, the teacher plays a dual role as a
learner as well “so that in his classroom extends rather than
constricts his intellectual horizons”.
3.Content-focused methods
In this category of methods, both the teacher and
the learners have to fit into the content that is taught.
Generally, this means the information and skills to
be taught are regarded as sacrosanct or very
important.
4.Interactive/participative methods
is fourth category borrows a bit from the three
other methods without necessarily laying emphasis
unduly on either the learner, content, or teacher.
 TEACHING APPROACHES
TEACHING APPROACH It is a set of principles, beliefs,
or ideas about the nature of learning which is translated
into the classroom.An approach is a way of looking at
teaching and learning. Underlying any language teaching
approach is a theoretical view of what language is, and of
how it can be learnt.
 ere are 5 di ferent Pedagogical Approaches:
1. e Constructivist Approach
2. e Collaborative Approach
3. e Re lective Approach
4. e Integrative Approach
5. e Inquiry-Based Approach
1. e Constructivist Approach
- the constructivist approach is based on the concept
of constructivism.

2. e Collaborative Approach
- the collaborative approach puts a big emphasis on
collaborative learning, which is the idea that learners
work together to gain a greater understanding of the
information they’ve been presented with.
3. e Re lective Approach
-focuses primarily on analysing what the
teacher and learners are doing in the classroom.
4. e Integrative Approach
- it tries to provide learners with an environment
where they can make connections between the
current topic they’re learning about and other
topics they’ll come across at di ferent stages of the
curriculum.
5. e Inquiry-Based Approach
-it encourages learners to engage in exploration,
investigation, research and study.
F. Revised Bloom's Taxonomy

- Llyca M.Mendioro
 Who is Benjamin S. Bloom?
• Benjamin Samuel Bloom was an American
educational psychologist who made contributions
to the classification of educational objectives and
to the theory of mastery learning. He is
particularly noted for leading educational
psychologists to develop the comprehensive
system of describing and assessing educational
outcomes in the mid-1950s. He has influenced the
practices and philosophies of educators around
the world from the latter part of the twentieth
century.
 What is Bloom's Taxonomy?

• Bloom's Taxonomy is a classification

of thinking organized by levels of
complexity.
 What is Revised Bloom's Taxonomy?
• It provides the measurement tool for
thinking.•
• The changes occur in three broad
categories:
- Terminologies
- Structure
 Level 1 - Remembering

• The learner is able to recall, restate, and

remember learned information.
• Questions starting from what , where, how and
why whose answer can be retrieved, recognized
and recall are fall under remembering.
 Level 2- Understanding ( Comprehension )

• The learner grasp the meaning of the information by

interpreting and translating what has been learned.
 Level 3 - Applying

• The learner makes use of the

acquired knowledge, facts ,
techniques and rules in a different
way.
 Level 4 - Analyzing

• The learner breaks the learned information into its parts

determining how the parts relate to interrelate to one
another to an overall structure or purpose through:
- Differentiating
- Organising
- Attributing
 Level 5 - Evaluating

• e learner makes decisions based

on re lection, criticism, assessment
through checking and critiquing.
 Level 6 - Creating

• The learner creates new ideas and

information using what have previously
learned.
 STRUCTURAL CHANGES

• Bloom's original cognitive taxonomy was

one dimensional consisting of :
- Factual
- Conceptual
- Procedural
 CHANGES IN EMPHASIS

• Emphasis is the third and final category of changes. As noted

earlier, Bloom himself recognized that the taxonomy was being
“unexpectedly” used by countless groups never considered an
audience for the original publication. The revised version of the
taxonomy is intended for a much broader audience. Emphasis is
placed upon its use as a “more authentic tool for curriculum
planning, instructional delivery and assessment”
 Importance of Bloom's Taxonomy

1. Provides a framework for learning

- Bloom's Taxonomy provides a clear and structured framework for
educators to design learning objectives and outcomes.

2. Encourages higher-order thinking

- e taxonomy emphasizes the importance of higher-order
thinking skills, such as analysis, synthesis, and evaluation, which
are essential for students to develop critical thinking and problem-
solving abilities.
 3. Facilitates assessment
- e taxonomy can be used as a tool for developing
assessments that measure the e fectiveness of teaching and
learning.

4. Enhances communication
- Bloom's Taxonomy provides a common language for
educators, students, and stakeholders to communicate about
learning goals and outcomes. is can help to ensure that
everyone is on the same page and working towards the same
objectives.
 • In conclusion , Bloom's Taxonomy is a valuable tool for educators and
learners alike. By providing a structured framework for learning,
encouraging higher-order thinking, supporting personalized learning,
facilitating assessment, and enhancing communication, the taxonomy can
help to promote more e fective teaching and learning outcomes.

• e matrix organization of the revised version of Bloom's taxonomy is

designed to be a more precise form of thinking about learning, making it
easier for educators to create clear objectives for lesson planning and student
evaluation. It also makes it simpler for students to understand what is
expected of them.
G. Lesson Planning

• -Monica Alcantara
• A lesson plan is the instructor’s road map of what students need
to learn and how it will be done effectively during the class time.
 DepEd Order No. 42, s.2016
Policy Guidelines on Daily Lesson Preparation
for the K-12 Basic Education Program
 LEGAL BASIS

• The Department of Education (DepEd) recognizes that

instructional planning is essential to successful teaching and
learning (Dick & Reiser 1996). Instructional planning is the
process of determining what learning opportunities students in
school will have by planning “the content of instruction, selecting
teaching materials, designing the learning activities and
grouping methods, and deciding on the pacing and allocation of
instructional time” (Virginia Department of Education).
 LEGAL BASIS

• Research shows that effective teachers organize and plan their

instruction (Misulis 1997; Stronge 2007).

• With content and performance standards and learning

competencies firmly articulated in the K to 12 curriculum, it is
easier for teachers to carry out both short-term and long-term
instructional planning.
 LEGAL BASIS

Article IV, Section 2 of the Code of Ethics for Professional Teachers

adopted in 1997 through Board Resolution No. 435 by the Board of
Professional Teachers states that

“every teacher shall uphold the highest standards of quality

education, shall make the best preparations for the career of
teaching, and shall be at his best at all times in the practice of his
profession.”
 DepEd Order 42, s. 2016
The instructional process

According to Airasian (1994), the instructional process is made

up of three (3) steps:
• (1) planning instruction;
• (2) delivery of instruction
• (3) assessment of learning.
detailed lesson plan (DLP)
and daily lesson log (DLL)
 DLL AND DLP

• Daily Lesson Log (DLL) is a template teachers use to log parts

of their daily lesson. The DLL covers a day's or a week's worth
of lessons and contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and Reflection
• Detailed Lesson Plan (DLP) is a teacher's "roadmap" for a
lesson. It contains a detailed description of the steps a teacher
will take to teach a particular topic A typical DLP contains the
following parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection
 ELEMENTS OF A LESSSON
PLAN
• As mentioned, a lesson plan serves as a teacher's "road map for
a particular lesson. It is a guide for instruction and contains details
of what a teacher and learners will do in order to tackle a
particular topic Experts agree that a lesson plan should aim to
answer the following questions (Virginia Department of Education)
a) What should be taught?
b) How should it be taught?
c) How should learning be assessed?
 ELEMENTS OF A LESSSON
PLAN
What should be taught?
• In planning daily lessons, teachers need to follow the Curriculum
Guide (CG) of the learning area being taught.
• Using the CG, teachers can plan the many ways to teach what it
contains including the content standards or the essential knowledge
that students need to learn, performance standards or the abilities and
skills learners need to demonstrate in relation to the knowledge they
have learned, and learning competencies or the knowledge, skills, and
attitudes learners need to demonstrate in every lesson.
 ELEMENTS OF A LESSSON
PLAN
How should it be taught?
Teachers can then prepare strategies that help learners learn, build
learners' understanding and respond to learners' needs. Teachers can
explore utilizing different instructional strategies that consider learners'
varying characteristics including cognitive ability, learning style. readiness
level, multiple intelligences, gender, socioeconomic background, ethnicity.
culture, physical ability, personality, special needs, and the different ways
learners master the content of a particular learning area. This
presupposes flexibility in the way a teacher plans lessons.
 ELEMENTS OF A LESSSON PLAN

How should learning be assessed?

As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program, formative assessment "refers to
the ongoing forms of assessment that are closely linked to the learning process. It is
characteristically informal and is intended to help students identify strengths and
weaknesses in order to learn from the assessment experience." Once the objectives of
the lesson have been identified, teachers need to prepare a formative assessment plan
integrated into the lesson and aligned with the lesson objectives. This means that a
teacher needs to rely on multiple ways of assessing learning inside the classroom.
DepEd Order No. 8, s. 2015 presents a list of formative
 PARTS OF A LESSON
PLAN
BEFORE THE LESSON
This is the lesson opening or the “beginning” of lesson
implementation. Before the actual lesson starts, the teacher can do a
variety of things including but not limited to the following:
a) review the previous lesson/s.
b) clarify concepts from the previous lesson that learners had difficulty
understanding.
c) introduce the new lesson.
d) inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e) state the new lesson’s objectives as a guide for the learners.
 PARTS OF A LESSON
PLAN
THE LESSON PROPER
• This is the “middle” or main part of the lesson. During this time, the
teacher presents the new material to the class.
• This is the time when a teacher “explains, models, demonstrates, and
illustrates the concepts, ideas, skills, or processes that students will
eventually internalize” (Teach for America 2011).
• This is also the part of the lesson in which teachers convey new
information to the learners, help them understand and master that
information, provide learners with feedback, and regularly check for
learners’ understanding.
• If teachers require more time to teach a certain topic, then this part of
the lesson can also be a continuation of a previously introduced topic.
 PARTS OF A LESSON
PLAN

AFTER THE LESSON

• This is the lesson closing or the “end” of the lesson. This can be
done through different “wrap-up” activities.
• Teachers can provide a summary of the lesson or ask students to
summarize what they have learned. Teachers can also ask
learners to recall the lesson’s key activities and concepts.
• The lesson closing is meant to reinforce what the teacher has
taught and assess whether or not learners have mastered the
day’s lesson.
 INSTRUCTIONAL MODELS,
STRATEGIES, AND METHODS

In planning lessons, teachers can choose from a variety of instructional

models and their corresponding strategies and methods.
a. Direct instruction - is systematic, structured and sequential teaching.
Its basic steps include presenting the material, explaining, and reinforcing
it.
b. Indirect instruction - is a teaching strategy in which the learner is an
active and not passive participant.
c. Interactive instruction - is teaching that addresses learners need to
be active in their learning and interact with others including their
teachers and peers.
 INSTRUCTIONAL MODELS,
STRATEGIES, AND METHODS

d. Experiential instruction - is teaching students by directly involving them

in a learning experience.
e. Independent study - is teaching in which the teacher's external control
is reduced and students interact more with the content (Petrina in press).
and daily lesson log (DLL)
 WHAT IS DLL?

a template teachers use to log parts of their daily lesson. The DLL
covers a day's or a week's worth of lessons and contains the
following parts: Objectives, Content, Learning Resources, Procedures,
Remarks and Reflection
 Daily Lesson Log
(DLL)
• Teachers with at least one (1) year of teaching experience, including
teachers with private school and higher education institution (HEI) teaching
experience, shall not be required to make a Detailed Lesson Plan (DLP).
Teachers who have been in the service for at least one (1) year, handling
learning areas with available LMs and TGs provided by the Department
shall not be required to prepare a DLP Instead, they shall be required to fill
out a weekly Daily Lesson Log (DLL). Teachers are allowed to work
together in preparing DLPs and DLLs. Seasoned or veteran teachers shall
also mentor new or novice teachers in the preparation of DLPs and DLLs.
 Daily Lesson Log (DLL)

Objectives:
This part of the DLL includes objectives related to content knowledge
and competencies. According to Airasian (1994), lesson objectives
describe the "kinds of content knowledge and processes teachers
hope their students will learn from instruction (p.481."
Content:
The topic or subject matter pertains to the particular content that the
lesson focuses on.
 Daily Lesson Log (DLL)

Learning Resources:
This part of the DLL asks teachers to log the references and other
learning resources that the teacher will use for the lesson. The
references include the particular pages of the TG, LM, textbook, and
the additional materials from the LRMDS portal.
 Daily Lesson Log (DLL)

Procedures:
This part of the DLL contains ten (10) parts including:
a. reviewing previous lesson/s or presenting the new lesson.
b. establishing a purpose for the lesson will motivate the learner to
learn the new lesson.
c. presenting examples/instances of the new shows instances of the
content and competencies.
d) discussing new concepts leads to the first formative assessment.
 Daily Lesson Log (DLL)

f) developing mastery, which leads to the third formative assessment,

can be done through more individual work activities such as writing,
creative ways of representing learning, dramatizing, etc.
h) making generalizations and abstractions about the lesson will
conclude the lesson by asking learners good questions that will help
them crystallize their learning so they can declare knowledge and
demonstrate their skills
i) evaluating learning is a way of assessing the learners and whether
the learning objectives have been met.
 Daily Lesson Log (DLL)

j) additional activities for application or remediation will be based on

the formative assessments and will provide children with enrichment
or remedial activities.
Flexibility is allowed in the delivery of the DLL procedures. Teachers
do not need to go through all ten (10) parts in every lesson. Teachers
need to ensure that the procedures of the lesson lead to the
achievement of the stated objectives. The formative assessment
methods to be used by the teacher should determine if the objectives
of the lesson are being met. These ten parts should be done across
the week.
 Daily Lesson Log (DLL)

Remarks:
This is a part of the DLL in which teachers shall indicate special
cases including but not limited to continuation of lesson plan to the
following day in case of re-teaching or lack of time, transfer of lesson
to the following day in cases of class suspension, etc.
 Daily Lesson Log (DLL)

Reflection:
This part of the DLL requires teachers to reflect on and assess their
effectiveness. In this part of the DLL, the teacher should make notes
on the number of learners who earned 80% in the evaluation, the
number of learners who require additional activities for remediation
and those who continue to require remediation, the effectiveness of
the remedial lesson, the teaching strategies or methods that worked
well and why, and the difficulties teachers encountered that their
principal or supervisor can help solve.
detailed lesson plan (DLP)
 WHAT IS DLP?

is a teacher's "roadmap" for a lesson. It contains a detailed

description of the steps a teacher will take to teach a particular topic
A typical DLP contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and Reflection
 Detailed Lesson Plan
(DLP)
• Newly hired teachers without professional teaching experience shall be
required to prepare a daily Detailed Lesson Plan (DLP) for a year.
• Newly hired teachers who earned a rating of "Very Satisfactory" or
"Outstanding" in the RPMS in a year shall no longer be required to prepare
DLPs, while newly hired teachers who earned a rating of "Satisfactory shall still
be required to prepare DLPS until such time that their RPMS assessment has
improved
• However, when new content is integrated into the curriculum, all teachers are
required to write a detailed lesson plan for that content or subject matter.
DETAILED LESSON PLAN

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
IV. PROCEDURES
A. Before the Lesson
B. During the Lesson
C. After the Lesson
V. ASSIGNMENT
VI. REMARKS
 FEATURES OF K-12
CURRICULUM
In preparing daily lessons, teachers are encouraged to emphasize
the features of the K to 12 curriculum as discussed briefly below:

• Spiral progression
• Constructivism
• Differentiated instruction
• Contextualization
Spiral progression

• The K to 12 curriculum follows a spiral progression of content.

• This means that students learn concepts while young and learn
the same concepts repeatedly at a higher degree of complexity
as they move from one grade level to another.
Constructivism

• The K to 12 curriculum views learners as active constructors of

knowledge.

• This means that in planning lessons, teachers should provide

learners with opportunities to organize or re-organize their
thinking and construct knowledge that is meaningful to them
(Piaget 1950).
Differentiated instruction

• All K to 12 teachers are encouraged to differentiate their

teaching in order to help different kinds of learners meet the
outcomes expected in each lesson.

• Differentiation or differentiated instruction means providing

multiple learning options in the classroom so that learners of
varying interests, abilities, and needs are able to take in the
same content appropriate to their needs,
Contextualization
• Section 5 of RA 10533 or the Enhanced Basic Education Act of
2013 states that the K to 12 curriculum shall be learner-centered,
inclusive and developmentally appropriate, relevant, responsive,
research-based, culture-sensitive, contextualized, global, and
flexible enough to allow schools to localize, indigenize, and
enhance the same based on their respective educational and
social contexts.
• K to 12 teachers are allowed to use contextualization strategies
in their lessons.
• A well-designed lesson plan: Helps students and teachers
understand the goals of an instructional module. Allows the
teacher to translate the curriculum into learning activities. Aligns
the instructional materials with the assessment. Instructional
planning guarantees that teaching and learning are the central
focus of classroom activity. Furthermore, it helps ensure that the
time spent inside the classroom is maximized for instruction, is
responsive to learners’ needs, and therefore communicates
expectations of achievement to learners (Stronge, 2007).