Republic of the Philippines

COMMISSION OH HIGHER EDUCATION

Region V- Bicol

LIBON COMMUNITY COLLEGE

Libon, Albay

DISCUSSANTS: Maricel Tanay

Alliah Jane Agapito Instructor: Mr. Robel Banda

Rio Marie Obedece Subject: MC TTL 2

Jerico Saurane

Freddie Ponteres

Michelle Segui

Course/Year & Block: BEED III-B

LESSON 1: THE K-12 CURRICULUM FRAMEWORK

The implementation of the K to 12 Curriculum of the Department of Education paved the way for the
enhancement of the teacher education curriculum of the commission on higher education (CHED). The
salient features of the k to 12 Curriculum have been thoroughly considered to ensure that all the courses
in the teacher education program will meet the demands of the 21st century classrooms.

1. Strengthening early childhood education (Universal kindergarten).

With the Universal Kindergarten program of the Department, every Filipino child is expected to have
access to early childhood education. This access can be facilitated using technological tools that are
readily available to the school for teachers use.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement).

Research shows that learners will value a Curriculum that is relevant to their world. Students are often
heard saying, “Do I need to know these to live a meaningful life?” “How I will use this lesson in the actual
workplace?” “What is the relevance of this to me?” and so on.

Sara Bernard (2010) stressed that students need to have personal connection to a lesson material which
can be done through engaging them emotionally or through connecting the information that they
already know. This she calls as “Give It Context, and Make it Count”.

Briggs (2014) shared some few tips for making learning engaging and personally relevant as cited by
Willis, Faeth, and Immordino yang.
• Use suspense and keep it fresh- Drop hints about a new learning unit before reveal what it
might be, leave gaping pauses in your speech, change seating arrangements, and put up new
and relevant poster or displays; all these can activate emotional signals and keep student
interest piqued.

• Make it student-directed- Give students a choice of assignments on a particular topic, or ask

them to design one of their own. “When students are involved in designing the lesson, they
better understand the goal of the lesson and become more emotionally invested in and attached
to the learning outcomes.”

• Connect it to their lives and to what they already know- Taking the time to brainstorm about
what students already know and would like to learn about a topic helps them to create goals.
This also helps teachers to see the best points of departure for new ideas. Making cross-
curricular connections also helps solidify those neural loops.

• Provide utility value – Utility value provides relevance first by telling students that content is
important to their future goals by showing or explaining how the content fits into their plans for
the future or to their future work. This helps students realize that the content is not just
interesting but also worth knowing

• Build relatedness- Relatedness, on the other hand, answers the question, “What have this to do
with me?” It is an inherent need that students have to feel close to the significant people in their
lives, including teachers. Relatedness is seen by many as having non-academic and academic
sides.

3. Building proficiency (Mother-tongue Based Multilingual Education)

To be able to promote the child’s dominant language and to use it as a language of instruction,
technological tools should be maximized. Currently, a lot of teachers and schools are into developing
learning materials to be able to implement the MTB-MLE program properly specially that there is a
dearth of printed and e-materials in the mother tongue of the students.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

Learning basic concepts that lead to a more complex and sophisticated version of the general
concepts entail TPACK Technological knowledge, pedagogical knowledge, and content knowledge.
Rediscovering concepts as student progress in their grade level will be fully supported if all the areas
of specialization will be aided by technologies for teaching and learning.

5. Gearing Up for the future

The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the
College Readiness Standard (CRS) and the new General Education (GE) Curriculum. Hence, the K to
12 Curriculum focused on developing appropriate Specialization Subjects for the academic Sports,
Arts and Design, and Technical Vocational Livelihood Tracks. All of these specialization have to be
supported by education for better learning.

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness 21 st Century
skills)
To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go into
different paths -higher education employment, or entrepreneurship. Every graduate is expected to
be equipped with information, media, and technology skills, learning and innovation skills, effective
communication skills, and life and career skills.

STEP 1: Considering my Role as Curriculum Designer

With the points of reference provided about curriculum, participate in a face-to face discussion
with the whole group about how you field of specialization (Ex. Physical education, English, Filipino,
Social Studies, Mathematics, Science and so on) was designed. In the discussion you are asked to
thoughtfully consider your role as a curriculum designer. Go over the Curriculum Guide and discuss
together the essential features, focus and the general content and performance standards of your
field of specialization or major per grade or level.

STEP 2: Integrating Technologies for Teaching and Learning

After having an in-depth understanding of the general nature, focus, and non-negotiable standards
set for your field of specialization, share within the group some technological resources and tools
that can help you deliver it to facilitate learning.