K To 12 English Curriculum PDF

**\ Chapter 1** **The K To 12 English Curriculum** **Lesson 1:** A. **The K to 12 English Curriculum Philosophy, Framework, and Rationale** **Objectives** In this lesson, you will be able to: a. discuss the rationale of English education in the Philippines b. develop your own understan...

**\ Chapter 1** **The K To 12 English Curriculum** **Lesson 1:** A. **The K to 12 English Curriculum Philosophy, Framework, and Rationale** **Objectives** In this lesson, you will be able to: a. discuss the rationale of English education in the Philippines b. develop your own understanding of teaching English in the elementary grades. **Introduction** Republic Act 10533 entitled An Act Enhancing the Philippines Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and Other Purposes, also known as the Enhanced Basic Education Act of 2013, firmly grounds the implementation of the K to 12 Curriculum in the Philippines. With it, came several changes in the way teaching and learning are done in the country. The teaching of English is no exception. The curriculum is an embodiment of how the nation wishes to address its needs and achieve its aspirations through its people. In this lesson, you will learn about the K to 12 English curriculum framework, the philosophy behind it, and its rationale. What made human civilization possible is language. As a tool, we use it to express complex and abstract ideas in order for us to cooperate, create ideas and preserve them. The K to 12 English Curriculum or the Language Arts and Multiliteracies Curriculum views language as the \"primary instrument of thought which we use to bring our ideas into the world around us and make meaning out of the human experience. Rules of a language refer to the principles that govern word formation, syntax pronunciation, and several other features or the language. It may also refer to the grammar or the so called \"correct or conventional forms of the language. These conventions facilitate the way language users Construct meaningful utterances to convey ideas. These rules differ from one language to another as they are defined by the people using the language, at the same time how the conventions change over time. However, leaners of a second language need to familiarize themselves with these conventions for them to converse in the language in meaningful ways. As language is used by people to convey everyday ideas, it also carries with it the culture of the people using it. Guessabi (2017) points out that \"culture is a language itself.\" As such, meanings of a particular language carry with it the meaning that refers to more than the language, but also to the culture that uses that language. Learning a language therefore is not only to read, speak, and write in another language, but to learn of another culture: This understanding of language also consequently comes with the understanding of society. Through interaction with members of the society, language evolves and becomes richer. Learning another language enables one to take part as a member of a larger speech community, creating a bigger world for the learner. Such understanding in turn makes one understand ones 'self and establishes personal identity, wherein one can have a better grasp of one\'s role in the community and in the larger society. This view establishes language as the \"foundation of human relationships from which we draw meaning in life. The K to 12 English Curriculum recognizes this power of language as to make people come together. Learning a language establishes an understanding of the users of the language, opening the bigger world for the leaners. Furthermore, greater understanding of the language also enables the learners to be a functional contributor to the development of the community to which he or she belongs. The following principles guide the K to 12 English Curriculum: - All languages are interrelated and independent. - Language acquisition and learning is an active process that begins at birth and continues throughout life. - Learning requires meaning. - Learners learn about language and how to use it effectively through their engagement with and study of texts. - Successful language learning involves viewing, listening, reading, and writing activities. - Language learning involves recognizing, accepting, valuing, and building on learners\' existing language competence, including the use of nonstandard forms of the language, and extending the range of language available to learners\'. Below is the framework of the K to 12 English Curriculum:  B. **\ General Principles of Language Art Teaching** **Objectives** In this lesson, you will be able to: a. identify teaching principles in language arts teaching and explain how these principles are used in teaching. **Introduction** Language learning and teaching are both a challenge and an opportunity. This is faced by both students and teachers. Learning a second language is a challenge since there are many factors to consider in language learning. First is the characteristics of Filipino learners. Learning is to be contextualized to meet the needs of Filipino learners. Another is the Linguistic consideration since Filipinos possess different dialects which have differences in form to the Filipino language and English as the second language. Language acquisition is another consideration. Observation shows that children are better language learners that adults. Technology likewise provides support to such observation. Contemporary dictionaries define learning is "acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction." According to Slavin in 2003, to him, it is a change in an individual caused by experience. Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. It is important that students learning the course on Teaching Language arts understand underlying principles that will become a framework of their development as a future teacher. In this lesson, we will dwell on twelve (12) principles of second language teaching. Brown's principles of language learning are grouped into 3 domains: Cognitive, Linguistic and Socio-affective. They are discussed in this lesson by domain. **\ Cognitive Principles:** 1. **Anticipation of reward. Learners are motivated to perform by the thought of a reward, tangible or intangible, long or short-term**. B.F. Skinner's operant conditioning theory presents itself that, human beings are universally driven to act, or behave by the anticipation of some sort of reward- tangible or intangible, short term or long term, that will ensure as a result of the behavior (Brown, 1994). a. Provide genuine praise, encouragement and compliments. b. Remind students of long-term rewards in learning the target language. c. Encourage students to compliment and support one another. d. Enable students to make noticeable progress on difficult tasks. For poorly motivated students, external rewards such as gold stars and stickers or issuing certain privileges may spark some interest. e. Infect them with your enthusiasm for language teaching. 1. **Meaningful learning. Providing a realistic context to the use of language is thought to lead to better long-term retention, as opposed to rote learning**. f. Make lessons meaningful by appealing to students' interest, academic and career goals g. Link new topic or concept to something the students know to make the topic meaningful. This was cited in MTB-MLE. h. Avoid the pitfalls of rote learning such as: 1. Too much grammar explanation 2. Too many abstract principles or theories 3. Too much drilling and/ or memorization -- drill to kill 4. Activities with unclear purposes 5. Activities that do not contribute to accomplishing the goals of the lesson, unit or course Techniques that are so mechanical or tricky that students get centered on the mechanics instead of the language or meanings (Brown,1994) **Here are the DON'TS in language teaching:** - Too much grammar explanation - Abstract principles and theories - Too many drills and memorization - Activities with unclear purposes - Extraneous activities - Distractions that take the focus off learning 2. **Automaticity. This is subconscious processing of language for fluency.** It can only be achieved without overanalyzing or without giving too much attention to language forms. **Automaticity is the road to fluency.** - **Automaticity isn't gained overnight.** You must be patient with your students as you slowly help them to achieve fluency. Speaking the target language is like playing the guitar. If you do not practice, you will forget it. - **Don't overwhelm your students with grammar.** It can block pathways to fluency. - A large proportion of your lessons are focused on the use of language in genuine and natural context. 3. **Strategic Investment. Success in learning is dependent on the time and effort learners spend in mastering the language.** The methods that the learner employs to internalize and to perform in the language are even as important as the teacher's methods or even more so considering that learning is an active process. Successful mastery of the 2^nd^ language will be due to a large extent to the learner's own personal "investment" of time effort, and attention to the second language. **Language teachers can help students by employing a variety of strategies that cater to students' multiple intelligences and learning styles.** 4. **Intrinsic Motivation. The most potent learning "rewards" to enhance performance are those that stem from the needs, wants and desires of the learner (Brown, 2000).** Learning a new language itself is rewarding, therefore, extrinsic reward should not be necessary at all. **Linguistic Principles** 1. **Native Language Effect. A learner's native language creates both facilitating and interfering effects on learning.** Brown (2000) suggests some ways to counteract the interfering language **effects.** a. acquaint learners with the native language cause of the error b. help learners understand that not everything about their native language will cause error c. encourage learners to think directly in the target language and not to resort to translation as they comprehend and produce language. 2. **Communicative Competence. Fluency and use are just as important as accuracy and usage.** Communicative goals are best achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students' eventual need to apply classroom learning to previously unrehearsed contexts in the real world. (Brown, 2000). For language teachers, this means: d. give grammar attention but don't neglect the other components of communicative competence (sociolinguistic, strategic, discourse competence) e. use language that students will encounter in the real world and provide techniques for the actual conveyance of information not just rote techniques. In our ELED 115 we learned that fluency, accuracy and meaning not fluency nor accuracy only. 3. **Interlanguage. In the second language learning, learners manifest a systematic progression of acquisition of sounds and words and structures and discourse features.** In the process of acquisition, learners need feedback (teacher, peer and self) to eliminate logic errors and achieve competence. What are the implications in the teaching-learning environment? Language teachers must strike a balance between positive and negative feedback. Avoid too much negative feedback to shut off students' attempt at communication and too much feedback to reinforce and fossilize errors. When you point out interlanguage errors, assure students that these errors mean that their brain is in 'language learning mode' **Socio - affective Domain** 1. **Language-Culture Connection** Learning a language also involves learning a complex system of cultural customs, values and ways of thinking, feeling or acting (Brown 2000). What are the implications in the teaching-learning environment? a. Discuss cultural differences emphasizing that no culture is better than another b. Consciously connect culture and language c. Include among your techniques certain activities or materials that illustrate the connection between language and culture d. Don't be culturally offensive in the class e. Use appropriate language Language appropriateness depends on: - Setting of the communication - Topic - Relationship among the people communicating with - Knowing the taboos - politeness indices used - Politically correct terminologies - How a specific attitude is expressed 2. **Self-Confidence** This is self-esteem or "I can do it" principle. Success in learning a language requires that the learners believe that they can learn it (Brown, 1994). "Learners' beliefs that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task" (Brown, 1994). What are the implications in the teaching-learning environment? f. Give ample verbal and non-verbal assurances to students. Affirming students' ability helps a lot g. Sequence techniques from easier to difficult to build confidence. This means building confidence of students by beginning with what they can easily do then bringing them up to claims that the 'eventual success that learners attain in a task is at least partially a factor of their belief that they indeed are fully capable of accomplishing the task. 3. **Risk-Taking** Students who are self-confident take risks and accomplish more. Experimenting with language slightly 'beyond' what is certain or known promotes language development and growth. What are the implications in the teaching-learning environment? a. carefully sequence techniques to ensure learner success b. create an atmosphere in the classroom that encourages students to try out language and venture a response c. return students' risky attempts with positive affirmation 4. **Language Ego** Alexander Guiora, a researcher in personality variables in second language acquisition, defines language ego as the identity a person develops in reference to the language he or she speaks (Brown 2007). He notes that "oneself-identity" is inextricably bound up with one's language for it is in the communicative process that such identities are confirmed, shaped and reshaped. When students study a second language, they will experience a sense of inadequacy when they run out of words or a feeling of uneasiness when they cannot pronounce words correctly. The experience is heightened if they have been monolingual all their life. What are the implications in the teaching-learning environment? h. Display supportive attitude to students. Explain that confusion of developing that second self in the second culture is a normal and a natural process. i. Know whom to call on; whom to ask to volunteer information; when to correct a student's speech error; whom to place in small groups or pairs and how tough you can be to a student. **Activities** I. II. III. **\ Lesson 2:** **The Learners in The Eyes of the K to 12 Curriculum** **Objectives** In this lesson, you will be able to: a. describe the characteristics of the target learners of the K to 12 Curriculum. b. reflect on the ways the learners could be taught in the K to 12 Curriculum. **Introduction** We live in the so-called \"digital age\" where technology is a part of our everyday lives. From the moment we wake up in morning until we go to bed at night, we are surrounded by our computers, mobile phones, and many other forms of technology. It is hard to imagine life nowadays without our trusted electronics with us. Our modern society has been brought about the digital revolution that started between the 1950s to the 1970s as digital computers and other electronic media proliferated and began to permeate the lives of people. As technology began to become a bigger part of our lives, more and more of our learners are exposed to technology. It comes as no surprise that learners nowadays are able to adapt to technology easier than ever before. Therefore, the K to 12 Curriculum considers the learner born in such a world. In order to become a better teacher to these learners, we need to understand them and the world they live in. **Types of Learners in the K to 12 Curriculum** The term \"Generation Z\" was popularized by William Strauss and Neil Howe in their book Generations published in September 1992. The term describes a cohort of people born after the year 1997. Learners born in this generation are generally described as to have used technology and social media at a very young age. They are comfortable in using these technologies compared with most of the members of other generations. They can easily use emails, send text messages, and event adapt to new and emerging technologies with little to no difficulty. Marc Wensky (2001) calls them \"digital natives\" who have been exposed to technologies at a very young age and are having a greater understanding of their basic concepts. From here stems one of the more pressing problems in education in our time. More and more digital natives flock our classrooms run by \"digital immigrants,\" those who were born before the digital technologies have become mainstream to the public. As these Generation Z learners are more comfortable with the use of technology in their everyday lives, they have adapted some practices and mindsets of their own. These types of learners mostly think in a nonlinear way, preferring to take on tasks on their own. They can also be multiprocessing and multitasking and taking on several tasks or activities at once. However, these multitasking practices may have led to some bad habits to learners, including but not limited to shortened attention span and lack of complete focus to tasks. This means they may be able to process complex information but not for a very long time. A classroom can also have a multitude of learners. They can have very different backgrounds, interests, preconceptions, and perspectives with them. They can have very different styles of engagement and may have different takes on the tasks assigned to them. Teachers in the modern age need to accede to the challenge of addressing these in their practice. Bernice McCarthy proposes a model that describes four types of learners that teachers may encounter in the classroom: - Type 1 learner is what she calls the imaginative learner. These types of learner are more feeling and reflective, preferring to speak about their experiences, listening to others, and responding to them. They work well with others discussing ideas, brainstorming, and examining relationships. They focus more on finding out why should this be learned. - Type 2 learner is the analytical learner. They prefer to reflect and to think. They are knowledge-oriented, pondering over concepts and acquiring facts. They have a knack for analyzing and organizing experiences into concepts and useful information. They would prefer to be left alone to their own devices as they objectively look though solving problems in a systematic manner. They would often find it difficult to work with large groups or talk about their feelings. They favor quiet environment to accomplish tasks. - Type 3 learner is referred to as the common-sense learner. They prefer to think and learn by doing. The like to \"get their hands dirty,\" and dive into problems head-on. As active problem-solvers, they love to manipulate stuff, experiment ways of doing things, and share these through demonstrations. They often have difficulty in verbal complexities and other abstract concepts that they cannot manipulate. - The last type, Type 4, is called the dynamic learner. They tend to favor creating and acting as their way to learn. They do not simply like to learn for the sake of learning, but rather find meaning in the experiences they have. They often look for creative ways to tackle problems through trial and error and they believe they can influence what happens. Many more literatures have made cases to other learning styles and types of learners. What we need to understand is that there are as diverse and varied learners as there are learners. Adapting to these learners is one of the challenges teachers in the modern age is having. **\ Activities** I. What learning style/s do you think is more representative of today's learners? What behaviors would support your ideas? II. Provided the current picture of our learners, what do you think are the immediate challenges that the teaching-learning process could have? In what ways could we possibly address these challenges? Write your explanation in the table below. **Challenges** **Solution** ---------------- -------------- III. Given the kind of learners we have in our classrooms, what traits should teachers in the modern classroom have? Describe how each trait could help in the teaching and learning process. **\ Lesson 3:** **Goals of the K to 12 Curriculum** **Objectives** In this lesson, you will be able to: - explain the major goals of the K to 12 English curriculum - analyze the curricular goals - identify strategies in order to attain the curricular goals **Introduction** The primary goal of teaching is to ensure that knowledge is passed on to the next generation of humans. Primarily, it reflects what we value as a specie. We teach our learners the skills and knowledge needed to function in our society. As we progress as a specie, our means to communicate becomes more complex and thus, require more and more complex sets of skills. The challenge most teachers of language is facing is how to ensure that communication skills are taught to learners. Teachers in the early grades are perhaps more burdened with this task as learners in this level are in the formative years in their lives. In this lesson, we shall look into the goals of language education of the K to 12 Curriculum and its perception of how competence could be taught. **The K to 12 English Curriculum and Its Desired Outcome** As a language curriculum, the K to 12 English Curriculum focuses on more than just instilling the capacities to use language to the learners. Beyond teaching the conventions, principles, or skills, it also looks into the needs of the learners of the language. Being a learner-centered curriculum, it aims to create learners with skills in: 1. interpersonal communication. 2. understanding and learning content from other learning areas, and 3. academic independence. In order to attain this, the curriculum focuses on two major concepts, communicative competence and multiliteracies. Learning a language is more than just simply having the knowledge of the language s grammar, syntax, morphology, phonology, and lexicon among others. Oftentimes, when language teachers are asked what their goal in teaching is, their common response is to impart the aforementioned skills to the learners. This in itself is not wrong. Understanding what makes the language work and how to properly construct utterances is an important step in learning. However, when learners are asked what their goal is in learning a language, one would hear them say \"to communicate in that language.\" This here is perhaps the most important aspect of teaching and learning a language. Learners would want to learn a language in order to communicate to a larger audience in this medium. This competence is called communicative competence, coined by Dell Hymes in 1966. This does not only give emphasis to the competence of the learner in the grammar and rules of the language, but also to the social knowledge of the use of these rules in communication. Communicative competence is composed of several other competencies stipulated in the communicative competence framework from the work of Canale and Swain in 1980. - **Grammatical/Linguistic Competence.** In order to meaningfully communicate in a particular language, one must be able to understand the rules of the language. Grammatical or linguistic competence refers to one\'s understanding of the rules of language. This refers to grammar, lexicon, phonology (sounds created to make words), morphology (creation of smallest units of meaning), and syntax (combination of words and phrases to form sentences), among others. This is commonly the focus of many basic language classes whose main goal is to teach these skills to learners. - **Sociolinguistic Competence.** As a language speaker, one can understand that it is not enough to simply understand the grammatical rules and structure of language. To be a more effective communicator, one has to have knowledge of the sociocultural use of language. Sociolinguistic competence refers to the knowledge of the appropriateness of the language to be used in particular situations (formal, friendly, courteous, sarcastic, etc.), and the appropriate responses to these situations. Knowing what the taboos are, what is rude or what is polite, must be considered as one engages in communication. - **Discourse Competence.** Being able to comprehend and produce oral and/or written texts in various modes of communication (speaking/listening and reading writing) is the focus of discourse competence. This means that one must be able to combine and organize words, phrases, and sentences in order to create conversations, talks, speeches, literature, text messages, emails, articles, and other forms of communication. This skill enables the communicator to become more eloquent in his/her engagement in the use of language. - **Strategic Competence.** There will be times when the line of communication would breakdown. This could be caused by a number of factors including distractions, background noise, and interruptions among others, an effective communicator would be able to determine these breakdowns before, during, or even after they occur in the situation. Strategic competence enables a speaker to keep the communication channel open through the use of various strategies including requests for clarification, repetition, slowing down of speech, or the use of hand or facial gestures. Communicative Competence Theory (Canale and Swain, 1980) Language teaching in the K to 12 Curriculum does not only focus on the development of communicative competence, but also on the improvement of multiliteracy in the learners. Multiliteracy is a term coined in the 1990s by the New London Group, referring to an approach to literacy pedagogy. This is in response to the ever-growing paradigm shift of the education, encompassing multiple channels of communication and media, and the increasing cultural and linguistic diversity. The approach takes in to account multiple modalities to enable learners to learn and understand from a variety of sources. As the 21st Century learner is bombarded with a lot of information from a plethora of sources, the idea becomes more relevant today.  Multiliteracy approach takes on various modes to implement in the classroom including linguistic (words, speech, or texts), audio (sounds, music, etc.), spatial (placements, -buildings, or locations), gestures (movements), tactile (touch and feel), and visual (pictures, videos, or colors). **\ Activities** I. Reflect upon your experiences as a learner in your elementary days. How did you learn English from your teachers? DO you believe you were able to achieve communicative competence? Why or why not? Describe your experience below. II. In what ways could the multiliteracies approach help teachers instill communicative competence to learners in the early grades? **\ Lesson 4:** **Components of the K to 12 English Curriculum** **Objectives** In this lesson, you will be able to: - enumerate the components of the K to 12 English Curriculum - explain how each of these components to the overall framework of the curriculum - analyze each of the components\' implementation in the curriculum **Introduction** The K to 12 English Curriculum framework has described the major elements that contribute to the learning of language. It coherently stipulates how these elements work together to ensure that the curriculum ultimately attains it goal. As teachers, we need to understand these components if we are to become efficient in instilling these skills to our learners, and ultimately make meaning through language. **Components of the Language Arts and Multiliteracies Curriculum** Notice that at the core of the framework is \"making meaning through language which highlights the main goal of the curriculum. In a world where knowledge and information could be acquired though a simple click or tap of a button. The attainment of this ultimate goal comes by the harmonious interaction of the following components: 1\. Language learning process 2\. Effective language use 3\. Making meaning through language 4\. Holistic assessment **Language Learning Process** Understanding of the language learning process is important in order for teachers to teach language to young learners. The following principles espoused by the K to 12 English Curriculum guide this language learning process: 1. **Spiral progression.** Based on the work of Bruner (1960) on the spiral curriculum following the hypothesis that even complex topics can be taught to learners at any stage of development when structures are presented in an organized manner. Key features of this approach include: a. the student revisits a topic, theme, or subject several times throughout their school career b. the complexity of the topic or theme increases with each revisit; and c. new learning has a relationship with old learning and is put in context with the old information. 2. **Interaction.** As language is used in various forms of communication (oral and written), activities promoting interaction among learners solidifies concepts learned. These could be more effective when activities are framed to emulate real-life situations with real-life language demands such as purpose, topics, and audiences, which place the learners in communicative situations using authentic socialization skills. 3. **Integration.** Creating authentic class activities in the teaching of language skills could be more effective if they are integrated with other skills and values. Furthermore, integrating language lessons with other concepts from other learning areas and discipline also help learners in creating meaning. 4. **Learner-centeredness**. As the curriculum focuses on the learner, teachers would be able to engage them with the use of differentiated instruction. This should be based on the learners\' needs, skills, abilities, and interests. 5. **Contextualization.** As mentioned, language learning is more effective, its activities are designed around the appropriate contexts. Lessons could be planned around learning outcomes, themes, or an appropriate text. Context makes learners think about language use to suit the audience, the situation, culture, or purpose. 6. **Construction.** As the core of the curriculum is meaning-making, learning tasks and activities designed around self-reflection, critical thinking, and creation should take place in language lessons. **Effective Language Use** Applications of the language macroskills focus on understanding cultures, understanding language, and processes and strategies. The use of language under these areas describe how the language learners could demonstrate their skills. 1. **Understanding cultures.** Learning another language gives one another perspective of the world. One gets to view the things around from the lens of another culture through literature and communication. As such, sociolinguistic skill, the ability to use language appropriately, is one of the main focus of the curriculum. This could be expressed in the learners capacity to apply language in a plethora of complex social situations, and to aptly respond to these situations using varied strategies including verbal and nonverbal means. 2. **Understanding language.** In order to create meaning, learners need to understand the intricacies of the language. This involves understanding of how words are formed, the structure of sentences, and how the little nuances in language use, accompanied by nonverbal gestures contribute to meaning. Learners can also use their understanding of their mother tongue in order to learn a new language. 3. **Process and strategies.** As learner get to be exposed to the more opportunities to use language, they get use a number of processes and strategies to adapt to situations depending to audience, context, and purpose. They may come up with novel ways to solve problems and adjust to difficulties. They may experiment on various ways to find answers such as asking questions, reading, or searching the internet. They may engage in discussions and brainstorming with others through conversations or technologies like chat or SMS. They may then use strategies to assess the validity of the information they get and evaluate how this information could be useful in their endeavors. They could then combine and synthesize the information and present them in a multitude of ways like graphic organizers, charts, or even essays to get their ideas into the world. **Making Meaning through Language** As language is the major tool for communication, teachers should ensure that activities presented to learners should engage them to use language in varied purposes and topics. As such, every opportunity must be given to the learners to use language in contexts, in which they could practice developing their own understanding and sharing them with others using the five sub-strands of the curriculum namely listening, reading, speaking, writing, and viewing. +-----------+-----------+-----------+-----------+-----------+-----------+ | **Alignme | | | | | | | nt | | | | | | | of the | | | | | | | Language | | | | | | | and | | | | | | | Literacy | | | | | | | Domains | | | | | | | with the | | | | | | | Five | | | | | | | Sub-stran | | | | | | | ds** | | | | | | +===========+===========+===========+===========+===========+===========+ | **Integra | **Listeni | **Speakin | **Reading | **Writing | **Viewing | | ted | ng** | g** | ** | ** | ** | | Language | | | | | | | Art | | | | | | | Domains** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 1. 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S | | | | | | | trategies | | | | | | | | | | | | | | 3. N | | | | | | | arrative | | | | | | | t | | | | | | | ext | | | | | | | | | | | | | | 4. I | | | | | | | nformatio | | | | | | | nal | | | | | | | t | | | | | | | ext | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 12. Liste | √ | √ | | | | | ning | | | | | | | compr | | | | | | | ehension | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 13. Attit | √ | √ | √ | √ | √ | | udes | | | | | | | towar | | | | | | | d | | | | | | | langu | | | | | | | age, | | | | | | | liter | | | | | | | acy, | | | | | | | and | | | | | | | liter | | | | | | | ature | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 14. Study | √ | √ | √ | √ | √ | | strat | | | | | | | egies | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **Holistic Assessment** Assessment is an important part of the teaching and learning process. It helps the teachers gauge the learners\' progress and development. Furthermore, when done right, assessment results could provide teachers some feedback to adjust their teaching to suit the needs of the learners. The K to 12 Curriculum describes the following characteristics of effective assessment: 1. **Proximity to actual language use and performance.** As described before, activities in the classroom should consider authentic contexts of language use. Assessments in classroom should also help learners apply their understanding of language in situations mirroring real-life exercise of language. 2. **Holistic view of language.** As language skills (listening, speaking, reading, and writing) are not used purely in isolation, assessment strategies should reflect their integrative nature. These approaches should also take into consideration the holistic nature of the learners as well in terms of their academic, social, and physical contexts. 3. **Integrative view of learning.** Assessment should not only look into the academic performance of learner. Since language is taken as in such an integrative approach, learning it should also consider the multitude of ways learners learn. Assessment should attempt to capture the different skills and abilities of the learners, and at the same time help them express themselves in the best ways they can. 4. **Developmental appropriateness.** Steps must also be taken to ensure that assessment activities are appropriate to the learners\' cognitive, social, and academic abilities with their level. 5. **Multiple referencing.** Lastly, assessments developed for the learner should have been designed based on various information about the learners. Again, the assessments should be based on understanding the learners\' needs and abilities. **\ Activities** I. Looking into the components of the curriculum, what do you think are some of the challenges to this goal? +-----------------------------------+-----------------------------------+ | **Components** | **Challenges** | +===================================+===================================+ | 1. Language learning process | | +-----------------------------------+-----------------------------------+ | 2. Effective language use | | +-----------------------------------+-----------------------------------+ | 3. Making meaning through | | | language | | +-----------------------------------+-----------------------------------+ | 4. Holistic assessment | | +-----------------------------------+-----------------------------------+ II. Design an assessment strategy that would help learners demonstrate their language use and meaning-making through the following elements of effective language use. Explain how your suggested strategies could enable the learners to demonstrate meaning-making. - **Understanding culture** - **Understanding language** - **Process and strategies** **Chapter 2** **Instructional Planning** **Lesson 5:** **Instructional Planning Components** **Objectives** In this lesson, you will be able to: a. identify the basic components of instructional planning b. explain how these components contribute to effective instructional planning c. create a sample instructional plan considering the components identified **Introduction** Instructional planning is one of the most crucial skills teachers have in their arsenal in their teaching journey. It helps them reflect on their teaching, and make the necessary adjustments needed to ensure that learners attain the intended targets of the teachers and the curriculum. A common adage that says, \"failing to plan is planning to fail,\" highlights the importance of planning. This is especially true to teachers who are charged to mold young minds of the future. Thus, it is important for teachers to have a clear idea of how to plan for effective instruction. In this lesson, you will be introduced to the basic components of effective instructional planning. **Instructional Planning and Its Components** Planning involves several factors to consider in order to make it effective. Teachers planning for their classroom instruction need to think about the components prior to actually writing their plans. These would help them focus their energies toward creating more effective experiences for their learners. For these experiences to be more effective in helping create the optimal environment for 11 earners to learn, Algozzine (2006) suggests three major components of instructional planning namely (1) deciding what to teach: (2) deciding how to teach; and (3) communicating realistic expectations. The initial go-to for topics to teach is obviously the curriculum. However, since the standards set in the K to 12 Curriculum are stated in standards and competencies, there is a need for the teacher to unpack these standards to lesser complex skills. Therefore, in order to decide what to teach, teachers undergoes the following process: 1. **Assessing learners\' skills.** Being a teacher, we have to consider that the tasks we provide our learners are within their abilities. As discussed in the previous chapter, the learners are at the center of our classroom decisions. As such, teachers need to ensure to gather pertinent data to assess the level of skill the learners. This could be done using various tool such as their diagnostic tests, achievement tests, or an assessment of the learners\' performance in previous activities. 2. **Analyzing instructional tasks.** Other than analyzing the learners skills, the teachers also need to be sure of what they want the learners to do. Teachers analyze the task they want the learners to accomplish by breaking down complex tasks to simpler, manageable ones that are within the learners\' skills and abilities. 3. **Establishing logical sequence.** Along with the analysis of the instructional tasks, the teacher then, needs to sequence these tasks in a logical and appropriate manner based again on the learners developmental abilities. This could be done by prioritizing the lower-level ones to the more complex ones. 4. **Considering contextual variables.** In deciding what to teach, teachers may need to look into the contextual variables, which may include how long the lesson will take, the availability of materials needed, or the time of the day the lesson will take place (class schedule) 5. **Analyzing instructional groupings.** As language learning involves sociolinguistic interactions, creating opportunities for the learners to make meaningful interactions in the classroom needs consideration. Having an idea how learners work with each other helps in deciding how to give them instruction, keep them engaged, and have them perform better. 6. **Identifying gaps in actual and expected performance.** As the teacher understands the level of performance of the learners, it is now imperative to understand how to bridge their current understanding with the new material being presented to them. This goes to show how important the initial preparations are before the teacher can even decide what to teach the learners. Once the teacher has the grasp of what to teach, he/she then decides how to teach these identified skills. To do this, the following needs to be considered: 1. **Setting instructional goals.** Teachers need to present the goals of instruction to the learners in unambiguous terms. As mentioned before, the simple, lower-level skills need to be presented in logical manner that would be understandable at the level of the learners. 2. **Selecting instructional methods and materials.** Decisions that would be made for the method and materials would be guided of course by the topic selected, the activities or tasks for the learners, and the learners themselves. This might seem to be straightforward until we realize that some of our learners might have special needs such as tape recordings or higher level reading materials. 3. **Pacing instruction appropriately.** Pace is simply how slowly or how quickly the teacher goes through the material. Thus, the teacher should be able to set the appropriate pace when going through the material, basing this of course on the learners\' level and the activities the learner are tasked to accomplish. 4. **Monitoring performance and replanning instruction.** In planning how to teach, it is also important for the teacher to know how to monitor learners\' performance, and then use this information to plan the next instruction. Lastly, Algozzine identifies communicating realistic expectation as the last component of instructional planning. This involves grousing the teachers expectations around realistic goals that the learners can actually achieve given the time and their level of skills. Other models also present and highlight other components of instructional planning. McClymont (2020) further forwards with related components of instructional planning namely: 1. **Clear objectives.** Learners must be able to have a clear view of what are expected of them in the lesson. Providing them with clear objects sets the tone of the class, gearing their thinking and expectations in the lesson toward a clear goal. In order to keep the objective clear, they should be SMART (Specific, Measurable, Attainable, Relevant, Time- bound) objectives. 2. **Learning materials.** Availability of necessary materials must be considered in planning instruction. This would help the teacher adjust his/her instruction based on these, such as whether to use realia or to use models. 3. **Active background knowledge.** Tapping into the learners prior knowledge about the topic, lesson, or material helps make a connection with the learners. It also makes the lesson, topic, or material relatable to the learners, enabling the teacher to engage the learners more and instill the new concepts easier. 4. **Direct instruction.** This is where the teacher presents the concepts or skills as indicated in the objectives. This is where various means are employed by the teacher to deliver the learning to the learners. 5. **Learner practice.** Learners must be given the opportunity to practice the concepts or the skills they learned in class. Practice should be designed to gradually let the learners become independent. This has a three-step process, including: a. **Guided practice -** where learners are given practice with the teacher leading them b. **Collaborative practice** - where learners are provided with practice with their classmates. This can be through small or large groups. At this stage, the teacher could be going around the room, providing help to the learners who might be struggling; and c. **Independent practice** - where the learners are provided with activities that they will perform on their own. The teacher can still roam round the room to identify who among the learners really grasped the concepts taught, and who could use additional practice. 6. **Closure.** After the lesson, the teacher then prepares to synthesize the concepts presented in the lesson. It can be in the form of an activity where the learners can participate. 7. **Demonstration of learning**. This is in the form of an assessment that assesses the learners\' understanding of the concepts presented in the lesson. This is also an opportunity to gather data about the learners\' performance. **\ Activities** I. What do you think are the most important components of instructional planning? II. What are the importance of instructional planning? **Lesson 6:** **Instructional Planning Cycle** **Objectives** In this lesson, you will be able to: a. identify the instructional planning cycle b. explain how the planning cycle plays in the planning for instruction c. explore implementation techniques at each stage of the cycle **Introduction** In the previous lesson you learned about instructional planning and its components. As you may have guessed, planning for classroom instruction need to consider several factors for it to become more effective. It has to be well thought of and crafted. But how do we then go about this planning process? What should the teacher be thinking about in the planning process? In this lesson, we shall be looking into the instructional planning cycle and how the planning process could help guide teachers in developing their lessons. **The Instructional Planning Cycle** Planning for instruction, as mentioned in the previous chapter, is one of the fundamental skills of a teacher. Therefore, it is important for the teacher to make sure that his/her plans for instructions are well-thought-of. The figure below shows the instructional planning cycle. The process is adapted from the Understanding by Design Framework by Wiggin and Mclighe (2005), employing the \"backwards\" design framework. The process enumerates the steps necessary in the planning of classroom instruction. 1. **Learning objectives.** At this stage, the teacher is compelled to ask, what should I teach my learners?\" These can be the skills, knowledge, or values found in the curriculum document. These can also be big concept or ideas that need to be learned or mastered by the learners. It is here that the teacher decides the content of the lesson. 2. **Assessment strategies.** After the teacher decides on the objectives, he/she now needs to identify how can the learners demonstrate their understanding and/or achievement of the learning objectives. This is in the form of assessment strategies the teacher needs to use for the lesson. Key questions that the teacher needs to ponder here are: \"How do I know that my learners have achieved the objectives of the lesson?\" and \"What will be the acceptable pieces of evidence of my learners proficiency and understanding?" These shall provide the pieces of evidence the teacher needs to gauge whether the learners were able to absorb the lesson. 3. **Instructional activities.** At this stage, the teacher now begins to think about how to teach his/her learners. Here, the teacher will now plan for the teaching strategies and learning activities that will be used in the classroom. With the objectives set and the assessment strategies in place, the teacher would now need to think about the learning experiences, information, and resources the learners need to achieve the goals of the lesson. Teachers would have to consider \"What enabling knowledge, skills, and values will the learners need to achieve the objectives?\", \"What activities will the learners need to do to equip themselves with these knowledge, skills, and values?\", \"Which of these knowledge, skills, and values should be taught or coached, and what\'s the best way to teach them?\", and \"What materials and resources are needed to best attain the objectives?\" 4. **Reflection.** After the implementation of the instructional plan, the teacher then reflects about his/her teaching. At this stage, the teacher reviews what has happened at the implementation of the plan. This involves the reaction of the learners with the strategies, the results of the assessment, and the learners who struggled with the activities or assessment. The teacher can use the data from these observations to adjust and improve the next instructional plan. **Activities** I. What do you think are the issues or difficulties that teachers could encounter at each stage of the instructional planning cycle? How could these issues be addressed? **Stage** **Issue/ Difficulty** **Solution** -------------------------- ----------------------- -------------- Learning Objectives Assessment Strategies Instructional Activities Reflection II. In what ways could the instructional planning cycle help you in planning instruction? **Lesson 7:** **Instructional Planning Models for Teaching English** **Objectives** In this lesson, you will be able to: a. identify various instructional planning models used in teaching English b. compare instructional planning models identified c. adapt a model in designing one\'s own instructional plan **Introduction** As previously mentioned, one of the major skills a teacher needs to learn is to plan for his/her class instruction. Instructional planning plays a key role in the success of the teacher in the classroom. Thus, it is important for the teacher to learn how to prepare to provide instruction to the learners in a plethora of learning environments. Instructional planning models help the beginning teacher grasp the concepts in instructional planning. These will serve as a guide in order for them to think about ways of making sure that the learners under their care are ensured of the learning expected of them in the classroom. This lesson introduces some of these models which would aid to the beginning teacher in planning their next instruction. **The instructional Planning Models** Instructional planning models help define the elements and activities that would guide the development of instruction. The following models are just some of the models that could provide the major components in instructional planning.  **The ADDIE model** is one of the popular models because of its simplicity and practicality. The model is traditionally used not just in classrooms, but also in training programs and analyzing existing curricula. Each of the steps in the model provides an outcome that will be used in the next. The model is composed of the following elements: **Analysis** Analysis step is where the instructional goals and objectives are established. The learning environment is also determined, and the learners existing skills and knowledge are identified. The teacher analyzes the context of the learning environment in order to identify these factors. Some of questions that need to be answered in this phase are: - Who are the learners and what are their characteristics? - What learning outcomes are expected? - What are the constraints that exist? - What materials are available? - How much time is available? **Design** The design phase deals with creating an outline of the instruction. This is where the learning objectives, learning content, strategies to be used, activities, materials, assessment, and other media needed are put in place. The design phase is logical and sequential. It should consider how the lesson will be delivered to the learners **Development** The development phase is where activities, materials, media, and other content necessary to deliver the instruction based on the design phase are put together. Here, the teacher needs to take into consideration the methods of delivery determined by the design phase. **Implementation** During the implementation phase, the instruction is given to the learners and the teacher should take some time to observe how the learners react to the instruction provided to them. Furthermore, the teacher would also need to ensure that all equipment and materials necessary to deliver the lesson are all complete and working like computers, storage devices, internet connection, or the number of copies of materials. **Evaluation** In the evaluation phase, the teacher looks into the learners\' score results and the notes that were taken during the implementation phase. The teacher can then analyze these results and make appropriate adjustments in the next sessions. Some questions that could be answered in this phase are: - Were the learning objectives attained? - Which parts of the plans worked well? Which ones did not? - What could be done differently in the next lesson or session? **Kemp Design Model** The Kemp Design Model (also known as the Morrison, Ross, and Kemp Model) follows a circular structure, and its elements should be taken as independent elements. One advantage of this model is that teachers and instructional designers are given the flexibility to begin the design process from any of the elements rather than work in a linear fashion as would other models. The Kemp Model has nine elements: - **Instructional Problems** - Determine the specific goals and identify the instructional issues that could arise - **Learner Characteristics** - Identify the traits and characteristics of learners that should be taken into consideration in the planning process - **Task Analysis** - Make course content clear, and analyze the proposed task components in relation to the goals and purpose of the course - **Instructional Objectives** - Define the instructional objectives and the desired learning outcomes - **Content Sequencing** - Ensure the instructional content are structured sequentially and logically - **Instructional Strategies** - Design the instructional strategies in such a way that individual learners would be able learn the content and attain the learning outcomes - **Designing the Message** - Plan the instructional message and the appropriate mode of delivery - **Instructional Delivery** - Develop the necessary instruments in order to effectively achieve the instructional goals and objectives, taking into consideration the materials available to the teacher - **Evaluation Instruments** - Design and development of the appropriate formative and summative assessments to determine whether the instructional goals and objectives were attained **ARCS Model** The ARCS model is developed by John Keller in the 1980s. The model\'s unique feature is that it focuses more on the motivation of the learners, ensuring that they are kept engaged during instruction. Rather than focusing on steps to take in the development of the instructional plan, the model provides components.  ARCS has four components: - **Attention** - This refers to the interests of the learners. This is a critical part of the model as it is the initial hook of the learners\' attention. - **Relevance** - This component refers to the usefulness of the learning content so that the learners could create a connection between it and the real world. - **Confidence** -This component develops the expectation of success and progress among the learners, and at the same time gives the learners the opportunity to control their learning processes. This is important as the learners will have a rough estimation of their probability of success in the conduct of instruction. - **Satisfaction** - As there is a direct correlation between motivation and satisfaction, the learners should have a sense of success and fulfilment after achieving their learning goals and objectives during the learning process. **Activities** I. Among the models discussed, what are the pros and cons of each? **Instructional Planning Models** **Pros** **Cons** ----------------------------------- ---------- ---------- ADDIE Model Kemp Design Model ARCS Model II. Search on the internet for other instructional planning models. **Instructional Planning Model** **Elements** **Pros** **Cons** ---------------------------------- -------------- ---------- ---------- **\ Lesson 8:** **Thematic Approach to Instructional Planning** **Objectives** In this lesson, you will be able to: a. identify the steps to implement thematic approach to planning b. design an instructional plan using the thematic approach c. understand the value of the use of thematic approach to instructional planning **Introduction** In the previous lessons, we have been looking at the different elements of creating an instructional plan. You have looked into the instructional planning cycle and identified the elements of instructional planning models. These ideas have equipped you with the basics in determining the possible considerations in the development of your own instructional plans for your learners. Teaching English in the elementary levels could prove to be difficult especially if it is taught out of context. Language always exists in a communicative context. As such, teaching language should also reflect this very nature. In this lesson, we are going to look into the thematic approach to instructional planning, and how you could use it to deliver instruction to your learners **Thematic Teaching** Thematic approach to instruction, as the name suggests, is the selection and highlight of a theme through instruction. Planning in this manner is oftentimes interdisciplinary, taking advantage of the relationships of knowledge across multiple academic disciplines and common occurrences and situations in everyday life. Themes can be derived from various sources and can be topics or be in the form of overarching questions. This approach is closely related to interdisciplinary instruction, and project-based and phenomenon-based learning. It is a powerful tool that enables the learning to be more natural and as an alternative to the fragmented organization of classroom activities. The thematic approach is more effective in teaching English in the elementary grade as language taught using the thematic approach is more cohesive and contextual like the very nature of language, which is very much in line with the concept advocated by the thematic instructional planning. Okoro and Okoro (2016) cited the steps to take in employing thematic approach in instructional planning. - **Choosing a theme.** This is where the teacher or even the learners decide what would be the focus theme of the unit or lesson. This can be small concepts such as family, climate, the beach, then to larger more integrated concepts such as the community, atmosphere, and ecosystems. Sources of themes could be the national curriculum itself, special or local occasions, children\'s interests, or around stories or books. - **Integrating the theme with the existing curriculum.** Upon choosing the theme, the teacher needs to organize the learning objectives of the curriculum around the theme. This would involve determining which concepts from the learning areas could supplement the theme. For instance, a story from around which a theme of community is derived could be supplemented by Social Studies, Values Education, and Mathematics. - **Designing instructional plan.** As you have learned in the previous lesson, instructional planning involves several elements. At this stage, thematic instructional planning usually involves adjusting in these elements, especially making appropriate choices of learning strategies, activities, experiences, and learning materials related to the theme. Some questions to ponder at this stage could be: - Which areas of spoken and written vocabulary can I and my learners work for spelling within this theme? - Which areas of grammar could we accommodate with this theme? - What genres of writing could my learners write in using the theme as the starting point? - What way can the learners and I make the theme have a visual impact in our classroom? - **Encouraging presentation**. As the thematic approach is geared toward holistic and context oriented, it is much more meaningful to the learners if they could be given the opportunity to present their work. This could be done collectively or individually, depending on the theme or the preference of the learners. Furthermore, the audience may not only be limited in the classroom. Presentation of their learning or outputs could involve the rest of the school, the community in general or, with the power of the internet, the rest of the world. The thematic approach to instructional planning poses advantages as an instructional approach to teaching English in the elementary years. Other than presenting the language learning in a much larger context, where learners can see the knowledge, they learn in a larger, more relevant context, they can also see the relationships of these concepts across time, place, and disciplines. This approach can also be used with other pedagogies and standards used by various disciplines such as place-based education, project-based learning, and cooperative learning. Furthermore, careful selection of themes can help make complex information into more manageable ideas revolving around these themes. **\ Activities** I. Read the short Tanguian folklore below. You are planning a lesson for your grade 4 class. With the basic understanding of thematic approach to instructional planning, write down at least five ideas for possible themes based on the folklore. One day, a man who had been to gather his cocoanuts loaded his horse heavily with the fruit. On the way home he met a boy whom he asked how long it would take to reach the house. "If you go slowly," said the boy, looking at the load on the horse, "will you arrive very soon; but if you go fast, it will take you all day." The man could not believe this strange speech, so he hurried his horse. But the cocoanuts fell off and he had to stop to pick them up. Then, he hurried his horse all the more to make up for lost time, but the cocoanuts fell of again. Many times, he did this, and it was night when he reached home. +-----------------------------------------------------------------------+ | Possible themes based on the folklore | +=======================================================================+ | - - - - - | +-----------------------------------------------------------------------+ II. Choose a learning objective in the CG for grade 4, what activities and learning experiences could be conducted to attain them? What are the materials needed to implement these activities and learning experiences? Learning Objectives Activities Materials Required --------------------- ------------ -------------------- **\ Lesson 9:** **DepEd Guidelines on Lesson Planning** **Objectives** In this lesson, you will be able to: a. determine the legal bases for instructional planning in the Department of Education b. identify key features of instructional planning c. explain how the instructional planning strategies could be integrated in with the DepEd Guidelines **Introduction** With the promulgation of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, the education sector has changed. It has moved from a competency-based curriculum toward a standards-based one. Furthermore, the way learners are assessed and evaluated under the new curriculum has also changed with the K to 12, putting more emphasis on performance and outputs, rather than simple pen-and-paper tests. It is therefore imperative that planning for instruction would also change. In this lesson, we are going to look at the guidelines from the Department of Education on instructional planning and look at some of its more salient features. **DepEd Order No. 42, s. 2016 or Policy Guidelines on Daily Lesson Preparation for the K to 12 Education Program** We have seen in the previous lessons that instructional planning plays a vital role in the delivery of learning. We have also learned that there are various strategies to plan for classroom instruction. As such, the DepEd released guidelines to ensure that instructional planning is done in an order and regular fashion. In the eyes of the Department of Education, instructional planning is fundamental to ensure the delivery of teaching and learning in the schools. It is a means to make sure that the teacher could visualize the lesson before it could be delivered to the learners. Instructional planning is comprised of three major steps advocated in the policy, namely: planning instruction, delivery of instruction, and assessment of learning. This process expects the teachers to come to class prepared to organize and develop a plan, implement it, and determine how well the plan was implemented. As mentioned in previous lessons, key features of the K to 12 Curriculum makes it a unique curriculum. These features include the spiral progression of content, constructivist view on learning and meaning making, and use of differentiated instructions. Thus, instructional planning should also reflect these features in the lessons the teachers plan for. **Elements of the Learning Plan** The lesson plan serves as the teacher\'s map in attaining the objectives of the lesson. As such, it should be carefully crafted, containing the necessary details to tackle the particular topic. Essentially, the lesson plan should answer the following questions: **What should be taught?** In planning for daily lessons, the teacher needs to follow the curriculum guide of the target learning area. As such, a deep understanding of the curriculum is required from the teacher in order to teach the content. Key areas to be taught from the curriculum guide are: - Content Standards - Essential Knowledge/Understanding - Performance Standards - Learning Competencies **How should it be taught?** The DepEd policy also acknowledges that with the use of the lesson plan, the teacher can identify which parts of the lesson the learners could find difficult and address them appropriately. Furthermore, teachers are expected to utilize varied strategies. Teachers are encouraged to use strategies that address the learners\' cognitive abilities, learning styles, readiness levels, multiple intelligences, gender, socio-economic background, culture, ethnicity, physical ability, and special needs just to name a few. These strategies could include: - **Direct instruction**, where a material is taught in a sequential manner. This strategy is usually used in teaching facts, rules, or action sequences. - **Indirect instruction** is a strategy that directly involves the learners as a more active participant in the classroom rather than a passive one. - **Interactive instruction** uses active learning methods to engage the learners to interact with each other and their teacher. - **Experiential instruction** involves the learners in the learning experience. They become part of the learning process rather than simply a recipient of learning thus, the teacher puts more emphasis on the process rather than the product. - **Independent study,** as the name suggests, the teacher's control of the learning experience is reduced, and gives the learners the reign on their interaction with the content. **How should learning be assessed?** Lesson planning not only involves planning for the execution of the lesson, it should also convey an assessment plan in measuring student learning. The policy refers to DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. The guidelines put premium of the use of formative assessment as a tool to help learners identify their strengths and weaknesses. It also helps the learners adjust their teaching as areas of concern are identified. **Learning Plans** DepEd Order 42, s. 2016 recognizes that teachers acquire more experience and competency as they progress in the teaching profession. As such, it provides different plan templates for different teachers. Newly hired teachers without professional teaching experience will be required to prepare a daily Detailed Lesson Plan (DLP) for one year. On the other hand, teachers with at least one year of teaching experience will be required to use the weekly Daily Lesson Log (DLL). **Parts of a Detailed Lesson Plan (DLP)** **Before the Lesson** This part describes the preliminary activities prior to the actual introduction of the lesson. In this part, the teacher reviews the previous lesson and clarifies concepts from the previous lesson that may have been unclear to the learners. After doing so, the teacher introduces the new lesson, and makes a connection between this lesson and the old one in order to establish a purpose. Finally, the teacher states the lesson\'s objectives before the class. **The Lesson Proper** The teacher presents the new material to the learners. He/she employs various strategies and methods to convey the new concepts, skills, and competencies to the learners. It is also here that the teacher checks for the learners understanding and provides them with feedback. **After the Lesson** This begins with a wrap-up activity where the teacher provides a summary of the lesson or asks the learners to summarize the lesson for the class. It is also where the ideas learned are reinforced, or whether the learners have mastered the day\'s lesson **Parts of a Daily Lesson Log (DLL)** - **Objectives** - They describe what the teacher intends to attain for the day. These are of course based on the curriculum guide set by the DepEd. - **Content standards** are the facts, concepts, and procedures based on each of the learning areas that the learners need to learn. - **Performance standards** are the tasks that learners need to perform based on what they understood about the content. - **Learning competencies** are the knowledge, skills, and attitudes that learners need to demonstrate in the duration of the lesson. These competencies are coded in the curriculum guide, and should be reflected in the teacher\'s DLL/DLP - **Content-** This describes the subject matter of the lesson - **Learning Resources** - This pertains to the references and other sources of information the teacher will use for the lesson. - **Procedures -** For the Daily Lesson Log. procedure for delivering the lesson shall be composed of 10 steps: - Reviewing of previous lesson or presentation of the lesson - Establishing purpose for the lesson as a form of motivation - Presentation of examples for content and competencies in order to clarify concepts - Discussion of new concepts, leading to the first formative assessment activity prior to the deepening of the lesson - Development of the concept to deepen learners\' understanding, leading toward the second formative assessment - Deepen understanding of the learners on the lesson\'s concepts to lead toward mastery. This is through implementation of group and collaborative activities - Helping learners find practical ways to use the knowledge and skills they have learned in the lesson - Making generalization and abstractions about the concepts and insights from the lesson - Evaluation learning to assess whether the lesson objectives were met - Providing additional activities for the application of the lessons learned or remediation for learners who may have had difficulty with the lesson - **Remarks** - This part indicates the special cases, such as continuation of the lesson or reteaching or rescheduling due to lack of time or suspension of classes. - **Reflection** - This is where the teacher reflects on what transpired during the lesson: - How many learners got 80% in the evaluation? - How many learners need additional activities? - Did the remediation activities work? - How many require additional work? - Which strategies used in the lesson engaged the learners? - What are the difficulties encountered by the teacher and learner before, during, and after the lesson? - Which of the practices that is used in this lesson could be shared with my colleagues? You may read the following template of the Daily Lesson Log for Grade 4 English (retrieved from ). **Activities** I. Using a concept web, what are the guiding principles that serve as the backbone of lesson planning? Describe how these principles add to the DepEd's picture of lesson planning in the K to 12 Curriculum. II. What instructional model is being advocated by the DepEd order No 42, s. 2016, or do you think it is an entirely new model? Use a graphic organizer to illustrate your ideas. III. Create a DLL following DepEd's DLL template. **Chapter 3** **Instructional Strategies** **Lesson 10:** **Differentiated Instruction for English Learners** **Objectives** In this lesson, you will be able to: a. define differentiated instruction b. identify various differentiated instructional strategies used in teaching c. employ differentiated instruction in the development of the lesson **Introduction** One of the difficulties in the modern classroom is the vast diversity of learners. As the digital age unites the world and its people ever so closer, the classroom now has more differentiated learners with very different backgrounds, ethnicities abilities, competencies, and many more as ever. As we value individual differences the education landscape becomes less and less of a one-size-fits-all environment. Thus, teaching in such an environment must be able to reflect this very nature of our learners. Furthermore, the real-world is naturally differentiated. People learn at different rates. They bring with them different backgrounds and knowledge. They learn best in different ways. If we want our learners to be prepared in this type of environment, teachers should also differentiate instruction in their classrooms. In this lesson, we are looking into how we can use differentiated instruction in the classroom. **Differentiated Instruction** Carol Ann Tomlinson defines differentiated instruction as a means of tailoring instruction to meet the learners\' individual needs (from https://www.readingrockets.org/article/what-differentiated-instruction, 2020). This provides the learners the opportunity to maximize their learning. whether as individuals or in small groups. It also describes the efforts of the teachers to address the variance among learners, giving them the best learning experience possible. In order to implement differentiated instruction, teachers need to focus on the essential learning and key concepts of the lessons. They would also need to attend to the student differences to be reflected in the teachers\' assessment and instructional activities. Being that the teacher would have to modify content, product, and process in order to adapt to the learners. Teachers could differentiate their lessons via content, process product, and/or environment according to their learners\' readiness, interests, and/ or learning profiles. This is where the teachers\' role to encourage learners to participate in respectful work comes in. Respectful work refers to classwork and activities that are relevant and meaningful to them. At the core of differentiated instruction is the development and promotion of respectful tasks. As mentioned earlier, respectful tasks are activities that \"respect\" the learners by taking them into account in the development of learning experiences for them. This means that the teacher prepares the activities ensuring learners readiness to the cognitive complexity required by the task. This makes sure that all learners are expected to grow upon taking on the activity. It is a common practice to let the more advanced learners to have more of the same task as they could complete them in the time required of the teacher while the lower-level ones are given more chances to practice what they do not know. The key term here is to provide all learners the opportunity to explore areas they have difficulties or expand their understanding on the topic/lesson at hand. This is where flexible grouping could help teachers in organizing their class to the program activities that fit them. Learners take part on many different groups as they move and change groupmates and work alongside them, or alone matching the task to the learners\' readiness, interests, and/or learning styles. In addition, a key feature in the success of developing respectful tasks is to assess instruction. Here, the teacher evaluates learners\' understanding of key concepts in the lessons as they are delivered to the learners. This gives the opportunity for the teacher to determine whether the activities provided could be differentiated to different kinds of learners. This could be done only when assessment occurs in a consistent manner. **\ Differentiating via Content** There are four ways the teachers can differentiate via content. This involves: - Compacting the curriculum where the teacher determines which parts of the lesson do the learners have prior knowledge about and highlight those areas that learners have not mastered yet. - Learning contracts are individual agreements between the teachers and the learners or their parents where the teacher provides a certain level of freedom, while the learners agree to meet the class expectations within the given time. - Tiered lessons are taking single lessons and adapting them to the needs of learners of different skill and competency levels. - Leveled texts provides the learners with content written at the reading readiness of the learner. In order to develop tiered lessons/activities, the following steps could be considered: - Choose activities based on the learners\' essential learnings. - Think and consider the learners: - readiness level in terms of skills, reading, thinking, stock information, and others; - interests, - learning styles; and - talents - Create activities that are interesting and cause the learners to use key skills of the unit. - Chart the complexity of the activities - Create activities to ensure challenge and success. - Consider materials ranging from basic to advanced - Consider forms of expressions from familiar to unfamiliar ones - Consider learners\' experiences from personal to unfamiliar - Match learning tasks to learners based on their learning styles and readiness. **\ Differentiating via Process** Process deals with how teachers teach and process the lesson to the learners. This can be done in various ways. However, the teacher must consider the learners in deciding. Some strategies on the use of differentiating instruction via process include: - **Cubing** is a teaching strategy that helps the learners look into a topic from six sides (hence the cubing name) to enable them to understand its complexity. The principle is to develop a strong topic by looking into it from the following perspectives: - Describing it - Comparing it - Associating it - Analyzing it - Applying it - Arguing for and against it - **RAFT** (Role, Audience, Format, Topic) is a writing strategy that aims to help learners gain a better understanding of their role as a writer and communicator by developing their ideas through the development of a clear sense of purpose in writing. Depending on the focus of the lesson, the teacher could use the strategy to make the learners think about the topic/writing activity from a perspective perfect in the context of the unit/lesson. **Role** **Audience** **Format** **Topic** ------------------- ------------------- -------------- --------------------------------------------------- Newspaper reports Newspaper readers News article Current state of the Philippine health department - **Graphic Organizer** is a visual means of displaying information using a combination of text and visuals forming a diagram. It arranges information in such a way that could describe their relationship with one another, therefore making the concept it tries to portray more comprehensible to those looking at the material. **KWL Chart** **Topic:** ---------------- ------------------------ ------------------- K: What I know W. What I want to know L. What I learned **Sequence Chart** **Process Chart**  **\ Concept Map** **Fishbone Map** **\ Differentiating via Product** Differentiation based on product guides the learners to a list of possibilities of products to demonstrate their learning of a concept. This can be done by providing the learner with choices relative to the product they may need to produce. These choices are based on their readiness, interests, and learning styles. As such, the teacher must be able to present clear expectation from the learner and set concrete and realistic timelines based on the learners\' readiness. These could be set through the learning contracts between the teacher and the learners. **Activities** I. As a teacher who wants to employ differentiated instruction in the classroom, in what ways could you initiate "respectful" tasks for your learners? Describe you would begin to choose activities for your lesson. II. You asked your class to complete a simple learner profile form to determine their basic interests. Below are two of the learners from your class. What type of activities/strategies are you going to use to engage them in your class? Why? +-----------------------------------------------------------------------+ | - Learner's Name: Anthony V. dela Vega Age: 10 years old | | | | - My subject is: English | | | | - My worst subject is Math | | | | - This year, I would like to learn about: computers and the | | internet | | | | - Something new I would like to do this year is: make new friends | | | | - My family can help me most this year by: giving more time to help | | me with my assignments | | | | - My teacher can help me most this year by: being a good teacher in | | the classroom | +=======================================================================+ | - Learner's Name: Mary Ann V. Castillo Age: 9 years old | | | | - My subject is: Music | | | | - My worst subject is Math | | | | - This year, I would like to learn about: writing stories | | | | - Something new I would like to do this year is: play a new | | instrument | | | | - My family can help me most this year by: signing up for music | | lesson | | | | - My teacher can help me most this year by: giving less assignment | | in class | +-----------------------------------------------------------------------+ **Lesson 11:** **Collaborative Learning** **Objectives** In this lesson you will be able to: - identify collaborative learning strategies - determine when to use collaborative learning strategies - apply collaborative learning strategies in lesson planning **Introduction** We have discussed that the K to 12 Curriculum puts a premium on the learners\' performance of the required competencies. English being a subject that is grounded on communication, being able to effectively communicate and collaborate with others is its main goal in every linguistic encounter. In this lesson, we shall look into the collaborative learning strategies and how we could use them in class. **Collaborative Learning** Collaborative learning is an approach to education that engages groups to enhance the learning experience through groups of two or more learners. The group is tasked to work together to solve problems, complete tasks, and learn new concepts. The approach actively engages the learners to process and synthesize the lessons\' concept and information. This is far from the simple memorization of facts and figures and gives the learners the opportunity to work with others in arriving at a new learning. Collaborative and cooperative learning are sometimes used interchangeably. Cooperative learning is a special kind of collaborative learning. In cooperative learning, learners work in groups on a structured activity. In such a structure, learners are assigned individual roles to perform. These roles are commonly interrelated in order for them to achieve their goal. The success of the individual members of the group become the success of the entire group. In collaborative learning, individual participants are also responsible for the team and its success. This leads the groups to be more self-directed. However, their roles, resources, and organization are left up to the participants themselves. Some of the benefits of using collaborative learning in the classroom include: - **Turning learning into an active process.** As learners engage with their peers in the collaborative learning scenario, they must organize their thoughts, present them in a cohesive argument, demonstrate their point, defend that point to their peers, and convince others that their argument is current. This gives them the perfect opportunity for communication and argumentation. - **Promotion of learning from others' perspectives**. Aside from being able to communicate their ideas to others, collaborative learning also provides the venue for the learners to listen to ideas of others, especially from those of different backgrounds and varied viewpoints. - **Taking criticisms and advice.** As learners listen to oth