Lesson 1_The K to 12 English Curriculum Philosophy, Framework, and Rationale PDF

Teaching English in the Elementary Grades (Language Arts) Session 1 My first name starts with C and my last name ends with K, concepts and principles are inside me. ANSWER: CURRICULUM FRAMEWORK Session 1 The K to 12 English Curriculum, Philosophy, Framework, and Rationale Session Objectives...

Teaching English in the Elementary Grades (Language Arts) Session 1 My first name starts with C and my last name ends with K, concepts and principles are inside me. ANSWER: CURRICULUM FRAMEWORK Session 1 The K to 12 English Curriculum, Philosophy, Framework, and Rationale Session Objectives In this learning session, the students can: 1. discuss the English Conceptual Framework correctly by: • distinguishing its major components • showing the relationship among the components Session Objectives 2. Explain the philosophy and the rationale accurately using a concept web 3. show appreciation of the curriculum in developing and producing a holistic Filipino learner/child by sharing your language learning experiences as a learner in the past Lesson 1 The K to 12 English Curriculum, Philosophy, Framework and Rationale ACTIVITY 1 Group Work Lesson 1 The K to 12 English Curriculum, Philosophy, Framework and Rationale What do you dream of these Filipino learners? Lesson 1 The K to 12 English Curriculum, Philosophy, Framework and Rationale What to do: 1. Think of your vision for the Filipino learners. 2. Brainstorm with your group to come up with only one vision. 3. Present your group’s output. ANALYSIS 1. How do you feel about your group’s output? Why? 2. What have you envisioned for these children? 3. How can this vision be achieved? 4. What is your role in realizing this vision? 5. What have you realized from this activity? Where is ENGLISH in the K12 Basic Education Curriculum Framework? Where is ENGLISH in the K-12 Basic Education Curriculum Framework? The K to 12 Basic Education Curriculum Framework In order to achieve holistic development, one must have effective communication skills which can be learned from the Language subjects (such as ENGLISH). Understanding the English Conceptual Framework COMMUNICATIVE COMPETENCE and MULTILITERACIES RSTANDING UNDE CULTURES I N TIO RA EG NT N MAKING MEANING THROUGH LANGUAGE AN ST A E R GU UND AN I L AT IZ AL TU EX G O N D I E NG WRITING and REPRESENTING C TR ES AT SES N ER EG IE S -C EN TE RE DNE SS THINKING C O NT A S S E S S M E N T CONS TR UC TI O AL PROGRESSIO SPIR N O PR S d an LE I NTE AR RACTION THEORIES of LANGUAGE TEACHING THEORIES of LANGUAGE LEARNING and ACQUISITION THEORIES of LANGUAGE F E E D B A C K Philosophy, Rationale, and Guiding Principles Philosophy and Rationale • Language is the basis of all communication and the primary instrument of thought. • Therefore, language is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. • Language is the foundation of all human relationships. People use language to make sense of and bring order to their world. • Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. Guiding Principles • All languages are interrelated and interdependent. • 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. Guiding Principles • Successful language learning involves viewing, listening, speaking, reading and writing activities. • Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Guiding Principles An effective language arts and multiliteracies curriculum satisfies the following principles: 1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students’ understanding of their literacy heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students’ oral language and literacy through appropriately challenging learning; Guiding Principles 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. build on language, experiences, knowledge and interests that students bring to school; 9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10.assesses and reflects the students’ ability to interpret and/or communicate in the target language; The Needs of the Learners: The Context The Needs of the Learners: The Context Generation Z – born after 1994 until 2004 Who are they? ➢ extremely comfortable with technology ➢ often termed as digital natives ➢ creative and collaborative ➢ social media platforms are a way to communicate with the outside world ➢ unable to analyze ➢ lead a complex sedentary life data and ➢ can understand and master advancement in information technology ➢ first generation to be born with complete technology ➢ rather stay indoors and use their ➢ adept at electronics than play outdoors and be active multi-tasking ➢ can email, text and use computers without any problems The Needs of the Learners: The Context Generation Alpha – born early 2010 until September 2021 Who are they? ➢This generation is being raised in an even more technologically advanced world, with technology playing an even more central role in their lives from an even earlier age. It will be interesting to see how their upbringing and the world they grow up in shape their characteristics, values, and behaviors as they age. The Needs of the Learners: The Context Generation Alpha – born early 2010 until September 2021 What generation comes after ALPHA? ➢Generation BETA ➢Generation GAMMA ➢Generation AI Assessment Activity