GSCI 325 Reviewer (G1)
LESSON 1: The k to 12 Curriculum Framework
• Implementation of the K-12 Curriculum –
enhancement of the Teacher Education
curriculum of CHED.
• Salient Features of K-12 Curriculum
considered in the teacher education
program – 21st century classroom.
Salient Features of the Curriculum
Through Integrating Technologies for
Teaching and Learning
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
teacher’s use.
- The use of technology in kindergarten by
various schools is very evident in
teaching the kindergarten pupils the
alphabet, numbers, shapes, and colors
through games, songs, and dances in
their Mother Tongue.
2. Making the Curriculum Relevant to the
Learners (Contextualization and
Enhancement)
- Research shows that learners will value a
curriculum that is relevant to their lives.
Students are often heard saying, “Do I
need to know these to live a meaningful
life?” “How will I use this lesson in the
actual workplace?” “What is the
relevance of this to me?” and so on. The
answer to the question of relevance is
vital to help the teachers think of some
ways by which they will be able to let
their students realize that their daily
lessons are of good use to their personal
well-being and to their professional
preparation.
- Sara Bernard (2010) stressed that
students need to have a personal
connection to the lesson material that
can be done through engaging them
emotionally or through connecting the
information with which they already
know. This she calls “Give it Context, and
Make it Count.”
- 21st century learners are expected to be
demonstrating 21st century competencies
such as collaboration, digital literacy,
critical thinking, and problem solving to
be able to thrive in the world (Rich,
2014). Contextualizing the curriculum of
the students for meaningful learning
poses challenges in enhancing teachers’
pedagogical skills as well as technological
skills.
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 instruction, maximum use of
technological tools is highly encouraged.
- Currently, a lot of teachers are into
developing learning materials to be able
to implement the MTB-MLE program
properly especially since there is a dearth
of printed and e-materials in the mother
tongue of the students. Mother Tongue is
used in instruction and learning materials
of other learning areas.
4. Ensuring Integrated and Seamless
Learning (Spiral Progression)
- Learning basic concepts that lead to a
more complex and sophisticated version
of the general concepts entails TPACK:
Technological knowledge, pedagogical
knowledge, and content knowledge.
Rediscovering concepts previously
presented as students go up in 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
Academic, Sports and Design, and
Technological Livelihood Tracks.
6. Nurturing the Holistically Developed
Filipino (College and Livelihood
st
Readiness, 21 Century Skills)
- To nurture holistically developed
Filipinos, every K to 12 graduates 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.

The Birth of the Most Essential Learning
Competencies in the New Normal
• 87% of the student population of the
world (1.5 billion) have been affected by
school closures (UNESCO, 2020).
• The Department of Education, through
the Bureau of Curriculum Development-
Curriculum Standards Development
Division, has developed the Most
Essential learning Competencies (MELCs)
to address the challenges brought about
by the global pandemic.
• In determining the criteria for the
selection of the most essential learning
competencies, the Department in
consultation with stakeholders, during
which descriptor ENDURAANCE was
considered the primary determining
factor.
• A learning competency is considered
enduring if it remains with learners long
after a test or unit of study is completed
or if it is useful beyond a single test or
unit of study.
The Department then identified the MELCs
through the application of these
understandings:
• As a general rule, a learning competency
is retained if it satisfies the endurance
criterion which greatly contributes to life-
long learning and is a pre-requisite skill
to the next grade level.
• On the other hand, two or more learning
competencies are merged or clustered if
they have the same objective or learning
intention; and thus, can be combined into
one comprehensive learning
competency. In addition, a significant
number of learning competencies is
removed/dropped due to the following
reasons:
1. They are too specific (and the
articulation is similar to that of a
learning objective;
2. They are deemed appropriate to
be introduced in an earlier quarter
or grade level or moved to a later
quarter of grade level;
3. They are recurring; and
4. They are subsumed in another
learning competency.
• A learning competency is rephrased to be
more concise. The content and
performance standards are directly lifted
from the curriculum guides. Its inclusion
is to emphasize that the identification of
MELCs is anchored on the prescribed
standards and not a departure from the
standards and not a departure from the
standards-based basic education
curriculum.
LESSON 2: Pedagogy Integration in Learning
Plans
• Teaching has been a challenging
profession since knowledge has been
expanding and essential skills have been
increasing and changing. With these
challenges, teachers need to engage
education technologies to assist them in
the teaching-learning process. Engaging
educational technologies in teaching are
founded on principles and philosophies.
Integrating Technology in Instruction
1. John Pisapia (1994)
- Integrating technology with teaching
means the use of learning technologies
to introduce, reinforce, supplement, and
extend skills.
- For example, if a teacher merely tells a
student to read a book without
preparation for follow up activities that
put the book in pedagogical context, the
book is not integrated. In the same way,
if the teacher uses the computer is not
integrated.
2. International Society for Teaching in
Education (ISTE)
- Effective integration of technology is
achieved when students are able to
select technology tools to help them
obtain information in a timely manner,
analyze and synthesize the information,
and present it professionally.
3. Margaret Lloyd (2005)
- ICT integration encompasses an integral
part of broader curriculum reforms which
include both infra-instructional as well as
pedagogical considerations that are
changing continuously how learning
occurs but what is learned.
4. Qiyun Wang and huay Lit Woo (2007)
- Integrating formation and
Communication (ICT) into teaching and
learning is a growing area that has
attracted many educators’ efforts in
recent years.
 - Based on the scope of the content
covered, ICT integration can happen in
three different areas: Curriculum, topic,
and lesson.
5. Bernard Bahati (2010)
- The process of integrating ICT in
teaching and learning has to be done at
both pedagogical and technological levels
with much emphasis put on pedagogy.
ICT integration into teaching and
learning has to be underpinned by sound
pedagogical principles.
6. UNESCO (2005)
- ICT integration is not merely mastering
the hardware and software skills.
Teachers need to realize how to organize
the classroom to structure the learning
tasks so that ICT resources become
automatic and natural response to the
requirements for learning environments
in the same way as teachers use markers
and whiteboards in the classroom.
Information and Communication
Technology (ICT)
Before you can successful integrate ICTS’s in
your language instructions, there is a need to
have a good grasp of what information and
Communication Technology (ICT) is all about.
Specifically, there is a need also to determine
the ICTs that are available for language
education. The following are the definitions of
ICTs from various sources:
1. Moursund (2005)
- ICT includes all the full range of
computer hardware, computer software,
and telecommunication facilities. Thus, it
includes computer devices ranging from
handheld calculators to multimillion
worth supercomputers. It includes the
full range of display and project devices
used to view computer outputs. It
includes local area networks and wide
area networks that will allow computer
systems in people to communicate with
each other. It includes digital cameras,
computer games, CD’s, DVD’s’ cell
telephones, telecommunications
satellites, and fiber optics. It includes
computerizes machinery and
computerized robots.
2.Tialo (2009)
- ICT is a diverse set of technological tools
and resources used to communicate,
create, disseminate, store, and manage
information. These technologies include
hardware devices, software application,
internet connectivity, broadcasting
technologies, and telephony.
3. UNESCO (2020)
- It (ICT) is a diverse set of technological
tools and resources used to transmit,
store, create, share, or exchange
information. These technological tools
and resources include computers, the
Internet (website, blogs, and emails), live
broadcasting technologies (radio,
television and webcasting), recorded
broadcasting technologies (podcasting,
audio, and video players and storage
devices) and telephony (fixed or mobile,
satellite, vision/video-conferencing, etc.)
- UNESCO defines it also as scientific,
technological and engineering discipline
and management technique used. ICT
also refers to handling information, its
application and association with social,
economic, and cultural matters.
4. Ratheeswari (2018)
- ICT influence every aspect of human life.
They play salient roles in workplaces, in
business, education and entertainment.
Moreover, many people recognize ICT s
as catalysts for change that include
change in working conditions, handling
and exchanging information, teaching
methods, learning approaches, scientific
research and in accessing information
communication technologies. In this
digital era, ICT is important in the
classroom for giving students
opportunities to learn and apply the
required 21st century skills. ICT improves
teaching and learning and helps teachers
perform their role as creators of
pedagogical environment. ICT helps a
teacher to present his/her teaching
attractively and enables learner to learn
at any level of an education program.
Conversational Framework of Laurillard
(2002)
The teaching-learning process poses very
complex tasks to allow learners to understand
their lessons and master the skills are expected
to demonstrate. Thus, it will be reassuring if
teachers will explore on engaging various media
to support various learning activities in
classrooms. This is how the Conversational
Framework (Laurillard, 2002). The framework
postulates a way of presenting teaching and
learning in terms of events. These are five (5)
key teaching and learning events in framework
which are identified as: acquisition; discovery;
dialogue; practice; and creation.
Teaching and Learning Events and
Associated Media Forms: Czerniewics &
Brown (2005) adapted from Laurillard
(2002)
Laurillard’s Conversational Framework (LCF) is
relevant in the field of language education since
this field requires appropriate and complex use
of various technologies. The framework clearly
presents the way teaching events in language
classrooms can be thoroughly related to their
language learning events. This is more effective
in Blended Learning than in Face-to-face context
in terms of developing the learners’ skills in
forming wh-questions.
Three Fundamental Elements of ICT
Integration by Wang (2008)
Wang in 2008 posited the integration of ICT
consists of three fundamental elements such as
pedagogy, social interaction, and technology.
Reading ICT-Integrated Lesson Plans
Using IDEA Lesson Exemplar Format – the
New Normal Way Learning Plan in the
New Normal
• The ICT Integration Framework of Wang
can be fully maximized in developing
learning plans for language learning.
Pedagogy often refers to the teaching
strategies or techniques used to deliver
lessons and to allow learners to
demonstrate competencies.
• Social Interaction activities as one of the
elements in the framework are crucial.
Through these, learners will acquire and
develop knowledge and skills that are
important for them to live and work in
various communities. To engage the
learners in the teaching-learning process
fully and meaningfully, the social design
of the ICT-based learning environment
needs to deliver a secure and
comfortable space.
• The third element of the framework is the
technological component that generally
uses computers to support various
learning activities. Through the use of
computers, various teaching modes may
happen.
• In 21st century classrooms, the three
components are needed in an ICT-based
learning environment. Due to the advent
of technologies which are fundamental
requirements in ICT-pedagogy
integration, the challenge among
learning institutions is to provide support
for the integration to happen.
• The successful integration of ICT into the
learning environment will depend on the
ability of teachers to structure learning in
new ways, to merge technology
appropriately with a pedagogy, develop
socially active classrooms, and
encourage cooperative interaction and
collaborative learning and group.
• Before the pandemic, teachers in public
and private elementary and secondary
schools had been using the 4As format in
 crafting their Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP). This format
entails Activity, Analysis, Abstraction, and
Application.
• Now that we are in the new normal, a lot
of things have changes in the educational
system brought about by the pandemic.
One of the salient changes is the
preparation of the DLL/DLP of teachers.
To better facilitate the teaching-learning
process today, teacher is now required to
craft their DLL/DLP using the IDEA
Lesson Exemplar format as prescribed by
the Department of Education.

• This exemplar includes the following:

➢ Introduction – the I phase
➢ Development – the D Phase
➢ Engagement – E Phase
➢ Assimilation – the A Phase

• The IDEA instructional process design is

an abridge and refined format. All parts
of the original DLL/DLP are subsumed in
PIVOT 4A lesson exemplars.