Understanding the K-12 Curriculum: Matatag Curriculum & Outcome-Based Education PDF

UNDERSTANDING THE K-12 CURRICULUM WHICH INCLUDES THE MATATAG CURRICULUM AND OUTCOM-BASED EDUCATION  LEARNING OBJECTIVES By the end of the lesson, students will be able to explain: The principles and structure of the K-12 curriculum and how it addresses national and global education sta...

UNDERSTANDING THE K-12 CURRICULUM WHICH INCLUDES THE MATATAG CURRICULUM AND OUTCOM-BASED EDUCATION  LEARNING OBJECTIVES By the end of the lesson, students will be able to explain: The principles and structure of the K-12 curriculum and how it addresses national and global education standards. Identify the primary goals and revisions in the MATATAG curriculum and their impact on basic education. CONTEXT OF THE K-12 PROGRAM  ARE YOU AWARE OF SOME CURRICULAR REFORMS IN THE PHILIPPINES AND OTHER COUNTRIES? REPUBLIC ACT NO. 10533 KNOWN AS THE ENHANCED BASIC EDUCATION ACT OF 2013 As prescribed by Republic Act No. 10533, DepEd shall adhere to the following principles in pursuit of the K to 12 Basic Education Program: a. The curriculum shall be learner-centered, inclusive, developmentally relevant and appropriate. b. The curriculum shall be relevant, responsive and research-based. c. The curriculum shall be culture-sensitive d. The curriculum shall be contextualized and global. REPUBLIC ACT NO. 10533 KNOWN AS THE ENHANCED BASIC EDUCATION ACT OF 2013 e. The curriculum shall use pedagogical approaches that are constructivist, inquiry- based, reflective, collaborative, differentiated, and integrative. f. The curriculum shall adhere to the principles and framework of Mother Tongue- Based Multilingual Education (MTB-MLE) in the early grade. g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level. h. The curriculum shall be flexible enough to enable schools to localize, isocial contexts. Why K to 12?  THE K-12 BASIC EDUCATION PROGRAM The implementation of the K to 12 Basic Education Program is considered to be one of the most significant educational reforms in the country. It introduces programs and projects that aim to expand and improve the delivery of basic education in the country. It seeks to provide the Filipino learners with the necessary skills and competence to prepare them to take on the challenges of the 21 Century. It will make the basic education system in the Philippines at par with international standards by ensuring that it is appropriate, responsive, and relevant to the learners.  THE K-12 BASIC EDUCATION PROGRAM The studies and proposals for a 12-year basic education reform started. as early as 1925 with the Monroe Survey. Until the 1930s, the Philippines actually had 11 years of basic education: seven years of primary and four years of secondary schooling. There had been plans to move the seventh year of primary grades to secondary education and then add another year to make 12 years. However, these plans did not materialize as these were overtaken by various socio- political events (Care & Bacani, 2012).  THE K-12 BASIC EDUCATION PROGRAM The issuance of a policy document in 1971 which encouraged Schools Division Offices (SDOs) to establish preschool classes. In 2008, DepEd subsidized the honorarium of volunteer kindergarten teachers. To reach more five-year-old children (especially those without preschool experience) and ensure their readiness for school, Summer Preschool Education was implemented in 2010. Among the most relevant breakthroughs was the passing of Republic Act (RA) No. 8980 (The Early Childhood Care and Development Act) which sustained an inter- agency and multi-sectoral collaboration to guarantee delivery of holistic services to children up to 6 years old.  THE K-12 BASIC EDUCATION PROGRAM At the international front, the ASEAN 2015 charted the economicintegration of the region. To meet the goals articulated in this document, the Association of Southeast Asian Nations (ASEAN) began working on a Qualifications Reference Framework (AQRF) that would enable comparisons of education qualifications among member states. Being the only ASEAN countrywith less than 12 years of basic education became further motivation for the Philippines to extend its secondary education by two years. On January 20, 2012, Republic Act No. 10157 (Kindergarten Education Act of 2012) was passed into law, making Kindergarten mandatory for all learners. Its Implementing Rules and Regulations (IRR) are found in DepED Order (DO) No. 32, s. 2012.  THE K-12 BASIC EDUCATION PROGRAM On May 15, 2013, Republic Act No. 10533 otherwise known as the Enhanced Basic Education Act of 2013 was passed into law. RA 10533 added two years of Senior High School (SHS) to broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment. It also makes education learner-oriented and responsive to the needs, cognitive and cultural capacity, and the circumstances of learners, schools and communities through the use of appropriate mediums of teaching and learning, including mother tongue. The Department of Education issues these Policy Guidelines on the K to 12 Basic Education Program to unify the understanding of K to 12 and to improve the implementation of each component, project and activity under it.  THE K-12 BASIC EDUCATION PROGRAM This policy is intended to guide the central, regional, and schools division offices, and schools in effectively organizing and managing the implementation of the K to 12 Basic Education Program. It aims to provide concrete basis for developing programs, policies and issuances relative to the implementation of the K to 12 Basic Education Program at each governance level of the Department. The policy also benefits other stakeholders, such as partners and partner schools, NGOs, parents, and advocates, among others, by providing a comprehensive explanation of what the program is, so that they may contribute to its effective implementation and improvement. What could be the reasons that the Department of Education pushed for the K to 12 implementation? 1. Mastery of basic competencies is insufficient due to congested curriculum Results of the ELLNA given in S.Y. 2016-2017 showed many issues and concerns that the Department needs to address in English, Filipino, Mother Tongue, and Math. Furthermore, the NAT results for English and Math in the last four academic years given to Grades 6 and 9 students affirm the need to have a collective and deliberate effort to address systemic issues that affect the learners’ mastery of competencies. Basic Education Exit Assessment (BEEA) conducted for SY 2018-2019 21st Century SKILLS MPS PROBLEM SOLVING 36.18 INFORMATION LITERACY 34.23 CRITICAL THINKING 33. 38 2. The Philippines is the only remaining country in Asia with a 10 year basic education program The Philippines, together with Angola and Djiboti is the only country in Asia that has a ten-year basic education program. The short duration of the basic education program also puts millions of overseas Filipino workers, especially the professionals, and those who intend to study abroad at a disadvantage. "Filipino students can do in ten (10) years what students in foreign countries do in twelve (12) years. A number of our Filipino graduates who went through ten years of basic education excel in studies as well as in their place of work abroad, why add two years more?"  EMPLOYABILITY OF FILIPINO HIGH SCHOOL GRADUATES The K to 12 Curriculum prepares the students for the world of work, middle level skills development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four (4) areas of Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the student is supposed to have obtained a National Certificate (NC) Level 1 and NC Level II from TESDA. NCI and NC II make a Grade 12 graduate employable.  CORE CURRICULUM The K to 12 Curriculum prepares the students for the world of work, middle level skills development, entrepreneurship and college education. As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four (4) areas of Technology and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the student is supposed to have obtained a National Certificate (NC) Level 1 and NC Level II from TESDA. NCI and NC II make a Grade 12 graduate employable.  THE ENHANCED BASIC EDUCATION PROGRAM: K TO 12 PROGRAM The Enhanced Basic Education Program or K to 12 Basic Education Program responds to national and global community needs and demands through its mission to strengthen the values of the Filipino people, develop a strong sense of nationalism, develop productive citizens who contribute to the building of a progressive, just, and humane society, ensure environmental sustainability, and cultivate global partnerships for development. The K to 12 graduate is a holistically developed Filipino who has built foundations for learning throughout life.  THE ENHANCED BASIC EDUCATION PROGRAM: K TO 12 PROGRAM These skills are defined and described as follows: a. Information, media and technology skills b. Learning and innovation skills c. Communication skills d. Life and career skills The process of learning emphasizes the need for basic education institutions to keep abreast of global future trends while addressing the changing needs and learning challenges of children (Jorgenson, 2006). The shape of the MATATAG curriculum was crafted to communicate the process behind the curriculum review and revision. It sets the future direction and provides a basis for developin the shaping papers for each leaming area.  MATATAG CURRICULUM 'Bansang Makabata,Batang Makabansa' Four Critical Components: MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens; TAke steps to accelerate delivery of basic education facilities and services; TAke good care of learners by promoting learners well-being, inclusive education, and a positive learning environment; and GIve support to teachers to teach better. The MATATAG agenda in improving acces, equity, resiliency, and well-being can be attained through the support of the various education stakeholders. THE DEMANDS OF THE FUTURE IN AN EVER CHANGING WORLD Living in the 21st century means constant adjustment to rapidly changing environments, which is necessary to navigate multifaceted challenges. In such a context, learners grapple with a deluge of information resulting from technological progress and digitization. This information overload necessities the development of strong information literacy skills to discern what is crucial, credible, and useful. As learners become more globally connected, they develop cultural awareness and global citizenship skills but also face exposure to international crises, contributing to potential anxiety. In the face of these shifts and uncertainties, the necessity for life long learning, resilience, and mental health becomes more pronounced. Therefore, an improved curriculum serves as an essential instrument for preparing students to face future challenges by ensuring relevance through the integration of contemporary topics and cultivation of critical 21st century skills like critical thinking and digital literacy, and fosters flexibility and adaptability.  FEATURES OF THE MATATAG CURRICULULUM Focus on foundational Strengthened Literacy and skills. Numeracy Redefining the Interplay Clearer Articulation of the among Languages in the Decongested Curriculum DepEd’s 21st Century Skills MTB-MLE Program Framework Intensified Values Education and Other Features of the Strengthened Peace Education MATATAG Curriculum  FEATURES OF THE MATATAG CURRICULULUM Focus on foundational skills The MATATAG Curriculum addresses the congestion of previous curricula by streamlining content. It focuses on strengthening foundational literacy and numeracy skills. Grade 1 now includes only five learning areas, introducing new subjects: Language, Reading and Literacy, and Makabansa.  FEATURES OF THE MATATAG CURRICULULUM Focus on foundational skills Language The Language curriculum emphasizes the development of oral language skills in the learner's first language (L1). This foundation supports literacy and further learning across subjects. It also recognizes over 180 languages, including indigenous, sign, and visual languages.  FEATURES OF THE MATATAG CURRICULULUM Focus on foundational skills Reading and Literacy Aimed at building foundational reading skills such as phonemic awareness, decoding, and sight word recognition, the Reading and Literacy area introduces comprehension strategies. The curriculum fosters a love for reading with engaging, age-appropriate texts.  FEATURES OF THE MATATAG CURRICULULUM Focus on foundational skills Makabansa Makabansa aims to develop cultural consciousness and community engagement. It integrates civics, history, art, culture, and health into a transdisciplinary framework. This prepares learners for advanced disciplines like Music and Arts, PE, and Social Studies.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Literacy and Numeracy Reading literacy and numeracy are essential for academic and professional success. International assessments reveal that Filipino learners underperform in these areas, highlighting the urgent need for curriculum improvement and better program delivery.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Literacy and Numeracy The MATATAG Curriculum ensures literacy and numeracy are at the core of learning in the first key stage. Focus areas include phonological awareness, grammar, comprehension, problem-solving, and mathematical investigation.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Literacy and Numeracy National Reading Program (NRP) The NRP aims to make every Filipino learner literate through evidence-based instruction, responsive programs, and comprehensive assessments. Strong support systems and collaboration among stakeholders are vital.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Literacy and Numeracy National Mathematics Program (NMP) The NMP employs the MOSAIC Framework, focusing on six components: enabling policies, high-quality materials, effective teachers, ongoing coaching, continuous assessments, and regular practice beyond school.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Literacy and Numeracy National Mathematics Program (NMP) Key Components: 1. Enabling Policies and Standards 4. Effective Teacher Coaching and Mentoring 2. High-Quality Texts and Materials 5. Continuous Assessments to Inform Instruction 3. Effective Teachers and School Leaders 6. Regular Practice Outside of School  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages in the MTB-MLE Program The Mother Tongue-Based Multilingual Education (MTB-MLE) program emphasizes the importance of a child's first language (L1) as a foundation for literacy and cognitive development. This program supports learning transitions to Filipino and English while retaining cultural and linguistic diversity.  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages The MTB-MLE employs a in the MTB-MLE Program compound-coordinate multilingualism design, fostering proficiency in multiple languages. Learners develop oracy and literacy in L1 first, transitioning to Filipino and English. The framework encourages the use of plurilingual awareness and translanguaging.  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages in the MTB-MLE Program Medium of Teaching and Learning (MOTL) Mother Tongue as Medium of Teaching and Learning (MOTL) uses a learner's first language (L1) in the teaching process to enhance comprehension and foundational literacy development.  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages in the MTB-MLE Program Medium of Teaching and Learning (MOTL) Implementation in Key Stages Key Stage 1 (Kindergarten to Grade 3) - Mother Tongue as the primary MOTL. Key Stage 2 (Grades 4–6) - Filipino and English become primary MOTL. Mother Tongue as auxiliary MOTL. Key Stage 3 (Grades 7–10) - Continuation of Filipino and English as primary MOTL.  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages in the MTB-MLE Program Medium of Teaching and Learning (MOTL) Transitioning: Transfers concepts from MT to Filipino and English. Bridging: Builds on MT skills to develop proficiency in additional languages. Ensures learners are equipped for advanced stages of education.  FEATURES OF THE MATATAG CURRICULULUM Redefining the Interplay Among Languages in the MTB-MLE Program Medium of Teaching and Learning (MOTL) Transitioning: Transfers concepts from MT to Filipino and English. Bridging: Builds on MT skills to develop proficiency in additional languages. Ensures learners are equipped for advanced stages of education.  FEATURES OF THE MATATAG CURRICULULUM Decongested Curriculum Problem: The previous curriculum was overcrowded with content, making it difficult for learners to fully grasp and understand various concepts. Solution: The current curriculum has been decongested by 70%, focusing on essential elements of learning.  FEATURES OF THE MATATAG CURRICULULUM Clearer Articulation of the DepEd's 21st Century Skills Framework: Embodying the Vision for the Filipino Learner Information, media, and technology skills SKILLS COMPETENCIES, VALUES, ATTRIBUTES ; Visual Literacy Information Literacy Media Literacy Technology Literacy Digital Literacy  FEATURES OF THE MATATAG CURRICULULUM Clearer Articulation of the DepEd's 21st Century Skills Framework: Embodying the Vision for the Filipino Learner Learning and Innovation Skills SKILLS COMPETENCIES, VALUES, ATTRIBUTES ; Creativity Openness Critical Thinking Problem Solving Reflective Thinking  FEATURES OF THE MATATAG CURRICULULUM Clearer Articulation of the DepEd's 21st Century Skills Framework: Embodying the Vision for the Filipino Learner Communication Skills SKILLS COMPETENCIES, VALUES, ATTRIBUTES ; Teamwork Non-verbal Communication Collaboration Communicating in Diverse Environments Interpersonal Skills Interactive Communication  FEATURES OF THE MATATAG CURRICULULUM Clearer Articulation of the DepEd's 21st Century Skills Framework: Embodying the Vision for the Filipino Learner Life and Career Skills SKILLS COMPETENCIES, VALUES, ATTRIBUTES ; Informed Decision-Making Adaptive Leadership Intercultural Understanding Self - Discipline Future Orientation Resilience and Adversity Management  FEATURES OF THE MATATAG CURRICULULUM Intensified Values Education PURPOSE: To complement the knowledge and skills development of learners with values development, making the curriculum more holistic. Approach: Strikes a balance between competence and character by providing a separate learning area for values formation, as mandated by RA 11476 ( the Good Manners and Right Conduct and Values Education Act. ) Integration: DepEd core values are systematically integrated across all learning areas with explicit placements in relevant topics and contents in all grade levels.  FEATURES OF THE MATATAG CURRICULULUM Intensified Values Education Reinforcement: The Whole School Approach involving home, school, and community reinforces these values through co-curricular and extra-curricular programs and activities related to values formation.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Peace Education Purpose: To change mindsets, values, and behaviors that have led to direct, structural, and other forms of violence in society. Goals: Build awareness, concern, and action towards nonviolence, justice, and environmental care ( DepEd Memorandum No. 469 s. 2008 ) Approach: The MATATAG Curriculum ensures systematic and intentional peace education integration not only to guarantee that the country will meet the 2030 target but also improve the overall quality of education.  FEATURES OF THE MATATAG CURRICULULUM Strengthened Peace Education Outcomes: It ensures that all learners acquire the knowledge, skills, and attitudes in promoting sustainable development, human rights, gender equality, the culture of peace and non-violence, and appreciation of others.  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Redesigned Kindergarten Curriculum Learner-centered, learning -centered, integrated, play-based, and nationalistic. Develop holistically equipped learners with foundational skills, imbued with physical, social, emotional, cognitive, and values development. The kindergarten curriculum presents curricular themes such as 'Knowing who we are' , 'Exploring our Community ', 'Appreciating Our Country', and 'Caring for our World'. Continuous observation of learners' works and performances that showcase their knowledge, skills, and abilities exhibited during the actual conduct of blocks time.  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Redesigned Kindergarten Curriculum Philippine Early Childhood Development (ECD) Checklist, a developmental screening tool that provides information about the learner's stage of development and aids the teacher in identifying any delays. The progress report contains components that are aligned with the learning competencies from Kindergarten Curriculum Guide. This will serve as a checklist to evaluate the overall performance of the learner in every quarter.  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Emphasis on the Engineering Design Process (EDP) Science, Technology, Engineering, and Mathematics (STEM) are four interconnected disciplines which offer cross-disciplinary instruction on real-world applications. Though Science, Mathematics and Technology and Livelihood Education (TLE) are distinct and separate learning areas, the skills and competencies are interrelated and cut across subject areas. EDP adopted by the Department includes the following steps: Empathize, Define, Generate Ideas, Create, and Evaluate.To come up with solutions to real- world problems at any stage. This design process is used to process may revert to the previous step to teach learners to innovate  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Emphasis on the Engineering Design Process (EDP) The use of EDP develops several skills such as critical and creative thinking, problem-solving, decision-making, communication skills, ICT literacy, growth mindset, grit and self-management.  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Merging the Concepts of MAPEH in Key Stages 2 and 3 The MATATAG MAPEH Curriculum merges Music & Arts and Physical Education & Health as two distinct components. The curriculum framework focuses on developing 21st century Filipino lifelong learners, who are at the center of the educational approach. The integration of Music & Arts and Physical Education & Health aims to enhance the skills and competencies of learners in these components. It emphasizes the importance of music and arts in shaping cultural identity, creative communication, and multicultural literacy.  FEATURES OF THE MATATAG CURRICULULUM Other Features of MATATAG Curriculum Redesigned Araling Panlipunan 7 Curriculum Significant change has been introduced in Araling Panlipunan 7 where vital content and competencies cater on Philippine Contemporary History highlighting it's complex relationship in with Southeast Asian societies. By acquainting Filipino learners with their Southeast Asian counterparts while discussing their history and culture amog others. This is a necessary part of the ASEAN integration thereby advancing the global citizenship competencies of the Filipino learners an essential component of the Southeast Asia Primary Learning Metrics (SEA-PLM). OUTCOME-BASED EDUCATION FOR TEACHER PREPARATION CURRICULUM  DESIRED LEARNING OUTCOMES ➤ Define what is outcome-based education as this apply to teacher education ➤ Analyze the four principles in outcome-based education ➤ Describe how teaching and learning relate to ОВЕ Background ➤ Explain how the achieved learning outcomes will be assessed ➤ Summarize the prospective teacher's roles and responsibilities in the implementation of the Outcome-Based Education  DEFINITION OF OUTCOMES-BASED EDUCATION (OBE) Outcome-Based Education (OBE) is an educational approach that prioritizes student learning outcomes. In OBE, the curriculum, teaching methods, and evaluation are based on Background student learning outcomes. The goal is to measure educational effectiveness based on results, rather than inputs like how much time students spend in class  DEFINITION OF OUTCOMES-BASED EDUCATION (OBE) To define and clarify further, answers to the following questions should be addressed by the teachers. 1. What do we want these students to learn? 2. Why do we want students to learn these things? Background 3. How can we best help students to learn these things? 4. How will you know when the students have learned? SPADY'S PREMISED IN OUTCOMES-BASED EDUCATION; All students can learn and succeed, but not at the same time or in the same way; Successful learning promotes even more successful learning and Background Schools and teachers control the conditions that will determine if the students are successful in school learning.  FOUR ESSENTIAL PRINCIPLES IN OBE 1. Clarity of Focus: Clearly defining learning outcomes is crucial. Teachers and students should have a shared understanding of the desired results. 2. Designing Backwards: Background Start with the end goal in mind. Curriculum, instruction, and assessment should be aligned with the desired outcomes.  FOUR ESSENTIAL PRINCIPLES IN OBE 3. High Expectations: Set challenging but achievable standards for all students. Belief in student potential motivates and encourages learning. 4. Expanded Opportunities: Provide diverse learning opportunities to cater to different Background learning styles. Support and nurture each student's unique talents and abilities.  TEACHING-LEARNING IN OBE How should teaching-learning be done in OBE? Here are some tips: Teachers must prepare students adequately. Teachers must create a positive learning environment. Teachers must help their students to understand, what they have to learn, why they should learn it (what use it will be now and in the future) and how will they know that they have learned. Teachers must use a variety of teaching methods. Background Teachers must provide students with enough opportunities to use the new knowledge and skills that they gain. Teacher must help students to bring each learning to a personal closure that will make them aware of what they learned.  TEACHING-LEARNING IN OBE Background  ASSESSMENT OF LEARNING OUTCOMES IN OBE Assessment in OBE should also be guided by the four principles of OBE. It should contribute to the objective of improving students' learning. Since in OBE, there is a need first to establish a clear vision of what the students are Background expected to learn (desired learning outcome), then assessment becomes an embedded part of the system.  TO BE USEFUL IN OBE SYSTEM, ASSESSMENT SHOULD BE GUIDED BY THE FOLLOWING PRINCIPLES: 1. Assessment procedure should be valid. Procedure and tools should actually assess what one intends to test. 2. Assessment procedure should be reliable. The results should be consistent. 3. Assessment procedure should be fair. Cultural background and other factors should not influence assessment procedure. Background 4. Assessment should reflect the knowledge and skills that are important to the students. 5. Assessment should tell both the teachers and students how students are progressing.  LEARNER'S RESPONSIBILITY FOR LEARNING In OBE, students are responsible for their own learning and progress. Nobody can learn for the learner. It is only the learner himself/herself who can drive himself/herself to learn, thus learning is a personal matter. Teachers can only facilitate that learning, define the learning outcomes to be achieved, and assist the students to achieve those outcomes. Students have the bigger responsibility Background to achieve those outcomes. In this way, they will be able to know whether they are learning or not.  LEARNER'S RESPONSIBILITY FOR LEARNING In OBE, students are responsible for their own learning and progress. Nobody can learn for the learner. It is only the learner himself/herself who can drive himself/herself to learn, thus learning is a personal matter. Teachers can only facilitate that learning, define the learning outcomes to be achieved, and assist the students to achieve those outcomes. Students have the bigger responsibility Background to achieve those outcomes. In this way, they will be able to know whether they are learning or not.  LEARNER'S RESPONSIBILITY FOR LEARNING In terms of students' perspectives there are common questions that will guide them as they learn under the OBE Curriculum framework To guide the students in OBE learning, they should ask themselves the following question: As a student, 1. What do I have to learn? 2. WhyBackground do I have to learn it? 3. What will I be doing while I am learning? 4. How will I know that I am learning, what I should be learning? 5. Will I have any say in what I learn? 6. How will I be assessed?  ENHANCED TEACHER EDUCATION CURRICULUM: Anchored on Outcome- Based Education Background  Desired Learning Outcomes Identify the desired outcomes in terms of competencies of the new teacher education curricula. Be familiar with the degree programs, the contents, the delivery modes and the assessments in the new teacher education program. Analyze the new teacher education curricula in the content of Background outcome-based education. Reflect on the pre-service teacher’s preparations to become highly qualified global teachers. What is Outcome-Based Education (OBE)? Background  Competencies of Quality Teachers as Mandated by the Teacher Education Program Outcomes (CMO 74- Background 82,s.2017) Outcome 1: Demonstrated basic and higher levels of literacy for teaching and learning. Outcome 2: Demonstrated deep and principled understanding of the teaching and learning process. Outcome 3: Mastered and applied the subject matter content and pedagogical principles appropriate for teaching and learning. Background Outcome 4: Applied a wide range of teaching related skills in curriculum development, instructional material production, learning assessment and teaching delivery. Outcome 5: Articulated and applied clear understanding of how educational processes relate to political, historical, social and cultural contexts. Outcome 6: Facilitated learning in various classroom setting diverse learners coming from different cultural backgrounds. Background Outcome 7: Experienced direct field and clinical activities in the teaching milieu as an observer, teaching assistant or practice teacher. Outcome 8: Created and innovated alternative teaching approaches to improve student learning. Outcome 9: Practiced professional and ethical standards for teacher anchored for both local and global perspectives. Outcome 10: Pursued continuously lifelong learning for Background personal and professional growth as teachers.  Competencies of Quality Teachers as Mandated by the Department of Education Order No. 42,s. 2017 Philippines Professional Standards for Teachers (PPSTP) : The Department of Education (DepEd) released a set of Background teacher competencies that are necessary for teachers who will be teaching in basic education.  PPST Domains with clusters of competencies are: Domain 1: Competencies on content Knowledge and Pedagogy Domain 2: Competencies on the Learning Environment Domain 3: Competencies on Diversity of learners Domain 4: Competencies on Curriculum and Planning Domain 5: Competencies on Assessment and Reporting Background Domain 6: Competencies on Community Linkages and Professional Engagement Domain 7: Competencies on Personal Growth and Professional  Competency Framework for Teachers in SouthEast Asia (CFT-SEA) These Competencies are: 1. Knowing and Understanding what to teach; 2. Helping students to learn; Background 3. Engaging the community and 4. Becoming a better teacher.  Philippine Qualifications Framework (PQF Level 6 for Bachelor’s Degree) Background  PQF 6 Level Outcomes PQF 6 Descriptions of Outcomes Graduates posses a broad level of coherent Knowledge, Skills, and Value knowledge and skills in their field of study for professional work and lifelong learning. Application of professional work (teaching ) in Application(of knowledge, Skills a broad range of discipline and for further and Value) studies. Degree of Independence (in work Independent ( as a teacher) and in teams for place) related field. The New Teacher Education Curricula: The New Features of the Teacher Education Curricula Background  Here are some new features: All future teachers will be trained on how to use technologies for teaching and learning. All future teachers will enhance skills in assessment of learning outcomes. Background Experiential Learning Courses will be more focused on the application of theory to practice in varied contexts.  All future teachers in the elementary level will be prepared to teach all subject areas including Good Manners and Right Conduct and the Mother Tongue. There are two degree programs that prepare teachers to teach both in the elementary and secondary levels. Background A new degree is offered for the teaching of Culture and Arts. Two straight degree programs which were formerly the specialization in BEED before are offered now to prepare teachers who will teach early childhood education and special education. All other original courses will be enhanced. Background Course Contents to Achieve the Outcomes What contents should be taught to prepare prospective teachers in their future jobs?  Three (3) Major Clusters of Subjects or Courses Cluster 1: Professional Education Courses These are courses that are common to all degrees which will provide a rock or foundation of becoming a teacher. The course titles are as follows: A. Foundation/Theories and Concepts The Child and Adolescent Learning Principles The Teaching Profession The Teacher and the Community, School Culture and Organizational Leadership Foundations of Special and Inclusive Education B. Pedagogical Content Knowledge Facilitating Learner-Centered Teaching and Learning Assessment in Learning 1 Assessment in Learning 2 Technology for Teaching and Learning 1 The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum C. Experiential Learning Courses Field Study 1 - Observations of Teaching and Learning in Actual School Environment Field Study 2 - Participation and Teaching Assistantship Teaching Internship  Cluster 2: Major Courses Major subjects are listed for every degree program as attached in the CMO. Cluster 2: Major Courses  Cluster 3: Electives Any additional subjects in other degree programs for teacher education can be offered as electives. Pedagogical Approaches to Deliver the Content and Achieve the Outcomes The delivery modes may vary from the three modes of a combination of the three. Face-to-Face (F2F) - the traditional mode where the teacher and the students are physically present to hold classes in a designated place. Distance/Remote Learning - Distance learning is a delivery mode where the students and teachers are not physically present in one designated place or classroom. Can be online or printed modules. Blended/Flexible Learning - a combination of the F2F and the Distance learning. Experiential Learning - Follows the theory of learning by doing, allows learners to experience learning first hand.  Assessment in Learning to Provide Evidences for the Achieved Learning Outcomes The new teacher education curricula utilize multiple assessment methods in and of learning. Since assessment is used to determine the progress of learning (formative) and the mastery of learning (summative), multiple ways of doing it is necessary. Thus two courses about assessment are included in the new teacher curricula for all the degree programs. These are the Assessment in Teaching 1 and Assessment in Teaching 2. Traditional assessment theories, principles and tools are taken in Assessment in Teaching 1 and Authentic and technology aided assessment is taken in the course Assessment in Teaching 2. In the new teacher education curricula the Desired Learning Outcomes, the Contents, the Delivery and the Assessment should be constructively aligned and interacting as in the figure beloe.  Desired Content Assessment P Outcome I Method E For Assessment of In curriculum, PLANNING includes the formulation of the desired outcome for course or lesson, then this should be aligned with appropriate content and Methods in the IMPLEMENTATION and finally EVALUATION which will determine wether the Desired Outcomes have been achieved. Thank You for Listening!