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LESSON 1 TUNGUHUN REPUBLIC ACT 10533 also known as The Enhanced - Mapanuri Basic Education Act of 2013 - Mapagmuni - Mapanagutan The State shall create a fu...

LESSON 1 TUNGUHUN REPUBLIC ACT 10533 also known as The Enhanced - Mapanuri Basic Education Act of 2013 - Mapagmuni - Mapanagutan The State shall create a functional basic education system - Productibo that will develop productive and responsible citizens - Makakalikasan equipped with the essential competencies skills and - Makabansa values for both life-long learning and employment - Makatao DISENYO - Spiral Approach (cyclical) - Decongestion LAYUNIN - Makahubog ng mamamayang mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usapin sa lipunan, sa nakaraan, kasalukuyan at hinaharap. A. CONCEPTUAL FRAMEWORK TEORYA NG PAGKATUTO - KONSTRUKTIBISMO - MAGKATUWANG NA PAGKATUTO - PAGKATUTONG PANGKARANASAN AT PANGKONTEKSTO MGA PAMAMARAAN - Pagsisiyasat - Tematiko-Kronolohikal & Paksain/Konseptwal  - Integrasyon/interdisiplinaryo o multidisiplinaryo - G5 – Pagbuo ng Pilipinas bilang Nasyon - G6 – Mga Hamon at Tugon Pagkabansa PITONG TEMA - G7 – Araling Asyano - Tao, Lipunan at Kapaligiran - G8 – Kasaysayan ng Daigdig - Panahon, Pagpapatuloy, at Pagbabago - G9 – Ekonomiks - Kultura, Pagkakakilanlan at Pagkabansa - G10 – Mga Kontemporaryong Isyu - Karapatan, Pananagutan at Pagkamamamayan - G11 – Personal Development - Kapangyarihan, Awtoridad, at Pamamahala - G12 – Understanding Culture, Politics and Society - Produksyon, Distribusyon at Pagkonsumo PAG MOMONITOR AT EBALWASYON - Ugnayang Panrehiyon at Pangmundo PAMANTAYAN SA PROGRAMA MGA KASANAYAN - Naipamamalas ang pag-unawa sa mga konsepto at - Pagkamalikhain isyung pangkasaysayan, pangheograpiya, pang- - Mapanuring Pag-iisip ekonomiya, pangkultura, pampamahalaan, - Matalinong Pagpapasya pansibiko, at panlipunan gamit ang mga - Pagsasaliksik at Pagsisiyasat kasanayang nalinang sa pag-aaral ng iba’t ibang - Kasanayang Pangkasaysayan disiplina at larangan ng araling panlipunan kabilang - Pakikipagtalastasan at Pandaigdigang Pananaw ang pananaliksik, pagsisiyasayat, mapanuring pag- 4 NA HALIGI NG PAGKATUTO iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng - Makaalam (Learning to Know) pinagkukunang-yaman, pakikipagtalastasan at - Makagawa (Learning to do) pagpapalawak ng pandaigdigang pananaw upang - Maging Ganap (Learning to be) maging isang mapanuri, mapagnilay, - Makipamuhay (Learning to live together) mapanagutan, produktibo, makakalikasan, at SAKLAW AT DALOY makatao na papanday sa kinabukasan ng mamamayan ng bansa at daigdig. - Kinder – Ako at ang aking kapwa - G1 – Ako, ang aking pamilya at paaralan PANGUNAHING PAMANTAYAN SA BAWAT YUGTO - G2 – Ang aking komunidad, noon at ngayon - K-3 – Naipamamalas ang panimulang pag-unawa - G3 – Ang mga Lalawigan sa Aking Rehiyon sa pagpapahalaga sa sarili, pamilya, paaralan, at - G4 – Ang Bansang Pilipinas  komunidad at sa mga batayang konsepto sa PAMANTAYAN SA BAWAT BAITANG pagpapatuloy at pagbabago, distansya at direksyon - Grade 7 – Naipamamalas ang malalim na pag- gamit ang mga kasanayan tungo sa malalim na unawa at pagpapahalaga sa kamalayan sa pag-unawa tungkol sa sarili at kapaligirang pisikal heograpiya, kasaysayan, kultura, lipunan, at sosyo-kultural, bilang kasapi ng sariling pamahalaan at ekonomiya ng mga bansa sa komunidad at ng mas malawak na lipunan rehiyon tungo sa pagbubuo ng pagkakakilanlang - 4-6 – Naipamamalas ang mga kakayahan bilang Asyano at magkakatuwang na pag-unlad at produktibo, mapanagutan at makbansang pagharap sa mga hamon ng Asya mamamayang Pilipino gamit ang mga kasanayan - Grade 8 – Naipamamalas ang malalim na pag- sa pagsasaliksik, pagsisiyasat, mapanuring pag- unawa at pagpapahalaga sa sama-samang iisip, matalinong pagpapasya, pagkamalikhain, pagkilos at pagtugon sa mga pandaigdigang pakikipagkapwa, likas-kayang paggamit ng hamon sa sangkatauhan sa kabila ng malawak na pinagkukunang-yaman at pakikipagtalastasan at pagkakaiba-iba ng heograpiya, kasaysayan, pag-unawa sa mga batayang konsepto ng kultura, lipunan, pamahalaan at ekonomiya tungo heograpiya, kasaysayan, ekonomiya, sa pagkakaroon ng mapayapa, maunlad, at pamamahala, sibika at kultura tungo sa matatag na kinabuksan pagpapanday ng maunlad na kinabukasan para sa - Grade 9 – Naipamamalas ang malalim na pag- bansa unawa sa mga pangunahing kaisipan at - 7-10 – Naipamamalas ang mga kakayahan bilang napapanahong isyu sa ekonomiks gamit ang mga kabataang mamamayang Pilipino na mapanuri, kasanayan at pagpapahalaga ng mga disiplinang mapagnilay, malikhain, may matalinong panlipunan tungo sa paghubog ng mamamayang pagpapasya at aktibong pakikilahok, mapanuri, mapagnilay, mapanagutan, makakalikasan, mapanagutan, produktibo, makakalikasan, produktibo, makatarungan, at makatao at makabansa, na may pandaigdigang makataong mamamayan ng bansa at daigdig pananaw gamit ang mga kasayan sa pagsisiyasat, - Grade 10 – Naipamamalas ang malalim na pag- pagsusuri ng datos at iba’t ibang sanggunian, unawa sa mga isyu at hamong panlipunan, pagsasaliksik, mabisang komunikasyon at pag- partikular ang kapaligiran, mga isyung paggawa at unawa sa mga batayang konsepto ng heograpiya, globalisasyon , pampolitika, kasarian at karapatang kasaysayan, ekonomiya, politika at kultura tungo sa pantao, at pananagutang pansibiko nakinahaharap pagpapanday ng maunlad na kinabukasan para sa ng mga bansa sa kasalukuyang panahon ,gamit bansa.  ang mga kasanayan sa pagsisiyasat, pagsusuri ng - Ex. Ang mga mag-aaral ay nakabubuo ng angkop datos at iba’t ibang sanggunian , pagsasaliksik, na plano sa pagtugon sa mga hamong mapanuring pag-iisip, mabisang komunikasyong , pangkapaligiran tungo sa pagpapabuti ng pagiging makatarungan , at matalinong pamumuhay ng tao. pagpapasyatungo mapanagutan mamamayan ng LEARNING COMPETENCIES bansa at daigdig. - Specific statements of knowledge, process/skills and attitude that students are expected to B. LEARNING STANDARDS demonstrate to attain the content standard. - Refer to How well the student must perform, at what - Ex. Natatalakay ang kasalukuyang kalagayang kinds of tasks, based on what content, to be pangkapaligiran ng Pilipinas considered proficient or effective. - Ex. Nasusuro ang epekto ng mga suliraning - Answer the question “How well must student do pangkapaligiran their work?” - Ex. Natatalakay ang mga programa at pagkilos ng - Define what learning should be achieved. iba’t ibang sector upang pangalagaan ang kapaligiran. CONTENT STANDARD LESSON 2 - Defines what students are expected to know, do and understand Instructional Planning. It is the ability to forecast and - Answers “What students know and be able to do?” visualize the what, why, and how of teaching-learning - Ex. Ang mga mag-aaral ay may pag-unawa sa mga process. sanhi at implikasyon ng mga hamong - CuF = Curriculum Framework pangkapaligiran upang maging bahagi ng mga - CG = Curriculum Guide pagtugon sa makapagpapabuti sa pamumuyat ng - LM = Learner’s Material tao. - TG = Teacher’s Guide PERFORMANCE STANDARD According to Yinger 1979 (Theory into Practice). - Defines what students should create, add value, Instructional planning is characterized as decision transfer making about the selection, organization and - Answers “How well must students do their work?” sequencing. According to Meyer & Rose, 1998, 2000, 2005; Rose & Meyer 2002, planning for curricula-including instructional goals, methods, materials, and assessments-that are flexible enough from the outset to accommodate learner differences. Instructional Planning is the process of determining 3. Provides opportunities for teachers to discuss and what learning opportunities students in school will have resolve curricular issues, coordinate lesson plans, by planning “the content of instruction, selecting and locate common “problem spots” collaboratively. teaching materials, designing the learning activities o In service Training and grouping methods, and deciding on the pacing and o LAC Sessions (Learning Action Cell) allocation of instructional time. (Virginia DepEd) o Induction Program DepEd Order no.42 s. 2016. Provides guidelines for CONNECTION AMONG CuF, CF, CG, LM & TG instructional planning in K to 12 classrooms. CURRENT PRACTICE Standards Competencies & Topic >>>> How will I Teach >>>> How Will I Asses? IMPORTANCE OF INSTRUCTIONAL PLANNING 1. Ensures alignment of Standards, LC’s, Activities and Assessment LEARNING STANDARDS 2. Addresses the diverse needs of all learners Content Standards - Answer the question: What should students know (knowledge) and do (skills)?  - Shares the most important and enduring ideas, - Culminating activity (product/performance) address issues, principles, skills and habits of mind the Performance Standard - Expresses the desired results - Development of skills progresses from the self and radiated to others and the community. Performance Standards - Provides avenue for contextualization - Answer the question: how well must the students do PHASES OF LEARNING their work - Presents product or performance as evidence of - Alamin learning or attainment of content standard - Paunlarin - Adds value to what students learned - Pagnilayin at unawain >>>>>>>>>STANDARDS - Demonstrates conceptual understanding of content - Ilipat/Isabuhay and skill acquisition KNOW (ALAMIN) DIAGNOSTICAL - Represent real life, authentic task - Encompasses the standard - Diagnose and activate prior knowledge of the learner Learning Standards - Elicit responses to provocative and critical - Each subject area has a program standard. questions - AP has key stage standards. - Hook and engage learner’s interest - Each grade level has a grade level standard. - Identify of misconceptions, clarify expectations and - Each quarter has a content and performance how learning shall be assessed. standard. PROCESS (PAUNLARIN) Formative/Summative Features of LM (AP 10 – Mga Kontemporaryong Isyu Assessment at Hamong Panlipunan) - Requires students to process/make sense of the - Each quarter is content-based information through activities - The main content is broken down into sub-topics - Asses student’s understanding - Learning competencies address the macro skills - Enable students to construct their own and multiple intelligence meanings/understanding through question - Progression of activities is from simple to complex REFLECT AND UNDERSTAND (PAGNILAYAN at - Enabling activities are prerequisites to the UNAWAIN) Formative/Summative Assessment culminating activity.  - Additional activities and reading resources to - Processing questions enrich/broaden their understanding - Alternative activities - Provocative or critical questions to draw learner’s - Alternative readings core understanding - Connection between one activity to the next - Check student readiness (ASSESSMENT AS – - Purpose of the activity question, checklist, etc.) TEACHERS GUIDE TRANSFER (ILIPAT/ISABUHAY) Summative - Contains direction for each activity Assessment - Reminders/tips about the topics - Overview of what is expected - Alternative materials for reading, listening and - Opportunity to transfer the learning through product viewing of performance - Key to corrections for summative assessment - Describe the tools for assessing the - No key to correction for varied answers. product/performance LM and TG - based on real life situations - on GRASPS with assessment criteria On the Usage of the Learning Package PARTS OF THE TEACHER’s GUIDE - The learning package is NON-CONSUMABLE - Overview of Content and Objectives. Contains On the Tasks and Activities the target concepts and the skills to be developed. - Assessment Plan. States the types of assessment - Highly modifiable, but no deviation from PS. for the lesson - Consider contextualization and differentiated - Resources. Contains all the list of materials and instruction. equipment needed for the lesson - Begin where students are, not where the content is. - Activities. Presents the description and ways to process the tasks. TGs are based on your LM’s - Pre and post test - Resources/materials - Sets of instruction