TOPIC 1 - GROUP 1 (1).pdf

COLLEGE OF EDUCATION THE MATATAG CURRICULUM GROUP 1 COLLEGE OF EDUCATION UDM PRAYER COLLEGE OF EDUCATION DRILL Answer the following questions: 1. What is a curriculum? 2. What is the purpose of setting learning objectives in a curricul...

COLLEGE OF EDUCATION THE MATATAG CURRICULUM GROUP 1 COLLEGE OF EDUCATION UDM PRAYER COLLEGE OF EDUCATION DRILL Answer the following questions: 1. What is a curriculum? 2. What is the purpose of setting learning objectives in a curriculum? COLLEGE OF EDUCATION REVIEW (CTRL + F5) Answer the following questions based on the previous discussion. 1. What are the purpose of having curriculum? 2. What are the 3 Designs of Araling Panlipunan? Explain each one. 3. Discuss the goals of the k-12 curriculum. COLLEGE OF EDUCATION MOTIVATION COLLEGE OF EDUCATION GIMME 5 REVERSED Derived from the noontime show Eat Bulaga, the Gimme 5 is a type of game that challenge participants to guess 5 best answers on the category they chose. But here, we have a twist, we will do it in reversed. The class will form 2 groups and the group that guessed the category quickly will be the winner. COLLEGE OF EDUCATION COLLEGE OF EDUCATION COLLEGE OF EDUCATION COLLEGE OF EDUCATION COLLEGE OF EDUCATION THE MATATAG CURRICULUM GROUP 1  COLLEGE OF EDUCATION LEARNING OBJECTIVES At the end of the discussion, the learner should be able to: 1.Analyze how the implementation of the MATATAG Curriculum affects various aspects of student engagement, including participation and interest in learning activities. 2.Compare the MATATAG Curriculum with other traditional curricula by evaluating their respective strengths and limitations in addressing contemporary educational needs and student outcomes. 3.Design a detailed lesson plan that incorporates the core principles of the Matatag Curriculum, ensuring that the plan aligns with the objectives and enhances the learning experience. 4.Reflect on the impact of the Matatag Curriculum on student motivation and attitudes toward learning and, 5.Demonstrate the practical application of teaching strategies from the MATATAG Curriculum in a simulated classroom setting.  COLLEGE OF EDUCATION RATIONALE OF MATATAG CURRICULUM Zandrelle Policarpio Discussant COLLEGE OF EDUCATION The Enhanced K to 12 Basic Education Program aims to strengthen Filipino values, foster nationalism, and develop responsible citizens to prepare students for the 21st century and align Philippine education with global standards. Challenges, including stagnant academic performance, have led to a comprehensive review and enhancement of the curriculum. The MATATAG Curriculum has been introduced to address these issues, focusing on relevance, quality improvement, and adaptability to future needs. RATIONALE COLLEGE OF EDUCATION The K to 12 Basic Education Program was implemented to address local and global educational needs by reinforcing Filipino values, promoting nationalism, and developing responsible citizens. It aims to build a progressive and just society, ensure environmental sustainability, and foster global partnerships, aligning Philippine education with international standards to prepare students for the 21st century. PURPOSE OF THE K-12 PROGRAM COLLEGE OF EDUCATION The program has encountered challenges, including stagnant academic performance revealed by assessments. Research indicates a need for reforms to meet evolving learning needs and global trends. These issues have led to a curriculum review to enhance educational quality. CHALLENGES FACED COLLEGE OF EDUCATION In response, the Department of Education and the ACTRC reviewed the K to 12 curriculums to identify and address gaps. The MATATAG Curriculum was developed to guide curriculum revisions and set future directions for improving educational outcomes. RESPONSE AND MATATAG CURRICULUM COLLEGE OF EDUCATION BACKGROUND COLLEGE OF EDUCATION MATATAG Agenda: The MATATAG (BansangMakabata, Batang Makabansa) Agenda outlines a new direction for the education system, emphasizing: BACKGROUND COLLEGE OF EDUCATION 1. Relevance: Adapting the curriculum to produce competent, job-ready individuals who are active and responsible citizens. 2. Accessibility: Accelerating the development and delivery of basic education facilities and services to ensure wider access. BACKGROUND COLLEGE OF EDUCATION 3. Learner Well-Being: Enhancing learner welfare through inclusive education and a positive, supportive learning environment. 4. Teacher Support: Providing necessary support to teachers to improve instructional quality and effectiveness. BACKGROUND COLLEGE OF EDUCATION 4 CRITICAL COMPONENTS COLLEGE OF EDUCATION THE MATATAG AGENDA HAS FOUR CRITICAL COMPONENTS: MAke the curriculum relevant to produce competent and job-ready, active, and responsible citizens; COLLEGE OF EDUCATION THE MATATAG AGENDA HAS FOUR CRITICAL COMPONENTS: TAke steps to accelerate delivery of basic education facilities and services; COLLEGE OF EDUCATION THE MATATAG AGENDA HAS FOUR CRITICAL COMPONENTS: TAke good care of learners by promoting learner well-being, inclusive education, and a positive learning environment; and COLLEGE OF EDUCATION THE MATATAG AGENDA HAS FOUR CRITICAL COMPONENTS: Give support to teachers to teach better. COLLEGE OF EDUCATION The MATATAG Curriculum aims to: 1. Ensure Mastery of Standards: Achieve mastery of both content and performance standards to prepare students for further education, skills development, employment, or entrepreneurship. This involves clear, predefined learning outcomes that students are expected to achieve. THE MATATAG CURRICULUM GOALS COLLEGE OF EDUCATION The MATATAG Curriculum aims to: 2. Foster Lifelong Learning: Promote the development of lifelong learning skills, ensuring that students are prepared for continuous personal and professional growth. THE MATATAG CURRICULUM GOALS COLLEGE OF EDUCATION The MATATAG Curriculum aims to: 3. Adapt to Changing Needs: Continuously refine and adapt the curriculum based on ongoing assessments and feedback to ensure its relevance and effectiveness. This involves regular updates to address identified gaps and emerging educational needs. THE MATATAG CURRICULUM GOALS COLLEGE OF EDUCATION COLLEGE OF EDUCATION  COLLEGE OF EDUCATION FEATURES OF MATATAG CURRICULUM ERICKA DEL LEOLA Discussant COLLEGE OF EDUCATION In light of what has been established by the K to 12 Curriculum Review and other pertinent research on the current status of education both in the Philippines and abroad, the DepEd reinforces the strengths of the K to 12 Program by putting forth the suggested features of the MATATAG Curriculum. COLLEGE OF EDUCATION Focus on Foundational Skills COLLEGE OF EDUCATION The major concern was the congestion of the curriculum, which necessitated streamlining its intent and content. The MATATAG curriculum for Grade 1 has shifted from offering seven learning areas to only five that focus on strengthening literacy and numeracy. New learning areas—Language, Reading and Literacy, and Makabansa—are introduced. These learning areas have been deliberately crafted, rather than simply merging or integrating the existing learning areas. COLLEGE OF EDUCATION The Language learning area is a new addition to the existing learning areas for Grade 1 in the MATATAG Curriculum. The creation of the Language curriculum gives more emphasis to the development of oral language skills for communication in the learner’s first language, which is essential in developing foundational skills for literacy and learning other content areas. LANGUAGE COLLEGE OF EDUCATION The Reading and Literacy learning area aims to develop foundational reading skills essential for early literacy. These goals include building phonemic awareness, decoding skills, and recognizing sight words to facilitate fluent reading in the first language. Comprehension strategies are introduced to help students understand and engage with texts, identify main ideas, and draw simple inferences. Concurrently, the curriculum aims to foster a positive reading attitude, nurturing a love for reading through exposure to age-appropriate and engaging texts. READING AND LITERACY COLLEGE OF EDUCATION The introduction of a new learning area called Makabansa in Key Stage 1 (Grades 1- 3) intends to provide learners with essential knowledge, skills, and attitudes enabling them to develop personal and cultural consciousness in becoming active, healthy and creative members of their respective communities. It employs a transdisciplinary approach in actualizing the learning intent and content relative to civics, history, art and culture, and health and wellness optimizing integrative learning frameworks, pedagogies, and approaches. Ultimately, Makabansa prepares learners to better understand and appreciate the more disciplinal approach of Music and Arts, Physical Education and Health, and Araling Panlipunan as learners go through the succeeding key stages. MAKABANSA COLLEGE OF EDUCATION STRENGTHENED LITERACY AND NUMERACY IN THE FIRST KEY STAGE THROUGH THE NATIONAL READING PROGRAM AND THE NATIONAL MATHEMATICS PROGRAM COLLEGE OF EDUCATION Reading literacy and numeracy are essential for success in both academic and professional settings. Sadly, Filipino learners do not exhibit the proficiency expected from their respective grade levels as evidenced by both national and international large- scale assessments. In the most recent PISA assessment conducted in 2018, the Philippines ranked 78th out of 79 participating countries and economies in reading and 77th in mathematics.  COLLEGE OF EDUCATION THE NATIONAL READING PROGRAM  COLLEGE OF EDUCATION REDEFINING THE INTERPLAY AMONG LANGUAGES IN THE MTB-MLE PROGRAM COLLEGE OF EDUCATION One of the salient findings of the review is the congestion of the curricula, which has been found to be overcrowded with content, thus disallowing learners to fully grasp and understand various concepts. To address this issue, the current curriculum is decongested by 70% while still ensuring that the heavier weight of the learning areas would be on English, Filipino, Science, Mathematics, and EPP/TLE or Technical Livelihood Education. The act of decongesting the curriculum, reducing overcrowding, and focusing on the essential elements of learning has profound implications for learners’ educational experiences. DECONGESTED CURRICULUM  COLLEGE OF EDUCATION The detailed 21st century skills framework comprises the same four domains as originally set out in DepEd Order No. 21, s. 2019. These are: Information, Media, and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills CLEARER ARTICULATION OF THE DEPED’S 21ST CENTURY SKILLS FRAMEWORK: EMBODYING THE VISION FOR THE FILIPINO LEARNER COLLEGE OF EDUCATION The MATATAG K to 10 Curriculum addresses the need to complement the knowledge and skills development of learners with values development – making the curriculum more holistic as it strikes a balance between competence and character. INTENSIFIED VALUES EDUCATION  COLLEGE OF EDUCATION THE FEATURES OF MATATAG CURRICULUM Enriquez, Lian Abriane Discussant COLLEGE OF EDUCATION OTHER FEATURES OF MATATAG CURRICULUM  COLLEGE OF EDUCATION This approach focuses on teaching students how to solve problems using engineering principles. Problem-Solving Skills: Students learn to identify problems, brainstorm solutions, create prototypes, and test their ideas. Hands-On Learning: Encourages practical, hands-on activities where students apply what they’ve learned to real-world challenges. Critical Thinking: Promotes analytical and critical thinking skills as students work through design challenges and refine their solutions. EMPHASIS ON THE ENGINEERING DESIGN PROCESS  COLLEGE OF EDUCATION MAPEH stands for Music, Arts, Physical Education, and Health. This feature involves combining these subjects for more integrated learning. Integrated Approach: Instead of teaching Music, Arts, Physical Education, and Health separately, they are combined to provide a more cohesive learning experience. Cross-Disciplinary Learning: Students see the connections between different subjects, such as how physical activity can enhance artistic performance or how music can influence emotional health. Enhanced Creativity and Well-being: This approach aims to enrich students' creative expression and promote their overall well-being. MERGING THE CONCEPTS OF MAPEH IN KEY STAGES 2 AND 3  COLLEGE OF EDUCATION This involves reorganizing and improving the technical and vocational education programs to better meet students' and industry needs. Updated Curriculum: Modernizes the content and skills taught in technical and vocational courses to ensure they align with current industry standards and job market demands. Better Preparation: Aims to provide students with practical skills and knowledge that are directly applicable to the workforce. Increased Relevance: Ensures that TVL specializations are relevant to current economic and technological trends, helping students find employment more easily. RATIONALIZATION OF TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) SPECIALIZATION COLLEGE OF EDUCATION Araling Panlipunan (Social Studies) is being updated for Grade 7 to enhance the learning experience. Updated Content: Includes more relevant and engaging material that reflects current historical, cultural, and social contexts. Enhanced Learning Objectives: Focuses on developing critical thinking and analytical skills through the study of history, geography, and social issues. Interactive Learning: Encourages interactive and student-centered approaches to make learning about society and history more engaging and meaningful. REDESIGNED ARALING PANLIPUNAN 7 CURRICULUM COLLEGE OF EDUCATION PEDAGOGICAL APPROACHES AND ASSESSMENT IN THE MATATAG CURRICULUM COLLEGE OF EDUCATION CONSTRUCTIVIST INQUIRY-BASED APPROACH LEARNING Learners actively construct Encourages learners to ask knowledge based on their questions, investigate, and explore experiences. This approach subjects deeply. It fosters critical emphasizes discovery, problem- thinking and helps students solving, and the application of develop problem-solving skills by real-world contexts to enhance engaging them in meaningful understanding. research and discovery. COLLEGE OF EDUCATION REFLECTIVE COLLABORATIVE APPROACH LEARNING Learners are encouraged to think Promotes teamwork, where critically about their learning students work together to solve experiences, assess their problems, complete tasks, and understanding, and reflect on build on each other's ideas. This their progress. This method helps approach helps develop students become more self-aware communication, cooperation, and and responsible for their learning. social interaction skills. COLLEGE OF EDUCATION PEDAGOGICAL APPROACHES FOR THE MATATAG CURRICULUM COLLEGE OF EDUCATION PEDAGOGICAL APPROACHES FOR THE MATATAG CURRICULUM COLLEGE OF EDUCATION PEDAGOGICAL APPROACHES FOR THE MATATAG CURRICULUM COLLEGE OF EDUCATION THE INSTRUCTIONAL DESIGN FRAMEWORK FOR KINDERGARTEN TO GRADE 10 COLLEGE OF EDUCATION The Instructional Design Framework for Kindergarten to Grade 10 (K to 10) is grounded in the principles established by Republic Act 10533, which emphasizes a learner-centered, developmentally appropriate, and inclusive curriculum. This foundation promotes the use of constructivist, inquiry-based, reflective, collaborative, and integrative pedagogical approaches. COLLEGE OF EDUCATION INQUIRY-BASED REFLECTIVE LEARNING LEARNING This approach encourages The framework emphasizes students to ask questions, reflection, where learners think investigate, and engage in about their learning experiences, research to deepen their evaluate their progress, and make understanding of a topic. By adjustments to their learning fostering curiosity and critical strategies. Reflection fosters thinking, students become active metacognition, helping students participants in their learning become more aware of their process. thought processes. COLLEGE OF EDUCATION COLLABORATIVE INTEGRATIVE LEARNING APPROACH Students are encouraged to The curriculum integrates concepts work together, share ideas, and skills from different subject areas, helping learners see the and learn from one another. interconnectedness of knowledge. Collaboration promotes This approach enhances holistic communication, teamwork, learning and enables students to and social interaction, which apply what they learn across are crucial 21st-century skills. various contexts and real-life situations. COLLEGE OF EDUCATION ASSESSMENT, FEEDBACK, AND REFLECTION COLLEGE OF EDUCATION ASSESSMENT Assessment is the primary tool for measuring learners' mastery of competencies and skills based on set learning standards. It is not limited to the end of a lesson but is a continuous, ongoing process that can take place at any point in instructional delivery. The assessment approach in the K to 12 program recognizes the diverse needs of learners and emphasizes the importance of using various methods to measure potential. COLLEGE OF EDUCATION FORMATIVE SUMMATIVE ASSESSMENT ASSESSMENT Conducted during the learning Administered at the end or process. duration of a learning unit. Provides real-time feedback that Measures learners' achievement allows both students and of learning standards and how teachers to adjust strategies and well they can apply their approaches for better knowledge in different contexts. understanding. COLLEGE OF EDUCATION FEEDBACK Feedback is crucial in guiding learners toward improvement. It provides insights into their performance, offering them opportunities to recognize what they are doing well and where they need to focus their efforts. COLLEGE OF EDUCATION REFLECTION Reflection is an essential part of the learning process, encouraging learners to think critically about their learning experiences.  COLLEGE OF EDUCATION INTEGRATION IN THE KINDERGARTEN TO GRADE 10 INSTRUCTIONAL DESIGN FRAMEWORK Under the Kindergarten to Grade 10 Instructional Design Framework, assessment, feedback, and reflection work together to provide a holistic learning experience. These components help learners understand their learning journey, recognize areas of strength, and identify growth opportunities.  COLLEGE OF EDUCATION INTEGRATION IN THE KINDERGARTEN TO GRADE 10 INSTRUCTIONAL DESIGN FRAMEWORK Teachers are expected to: Continuously assess students using a variety of methods that recognize different learning styles. Provide meaningful feedback to foster improvement. Encourage reflection to deepen learners' understanding and promote autonomy in learning.  COLLEGE OF EDUCATION REFERENCES Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice. doi:10.1080/0969594X.2018.1441807 Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81-90. doi:10.1177/003172171009200119 Brookhart, S. M. (2020, August). What grading and assessment practices could schools use in the year ahead? PACE, Stanford Graduate School of Education, and Answer Lab, USC Rossier. https://theanswerlab.rossier.usc.edu/wpcontent/uploads/2020/09/Answer-Lab-Grading- 202009-v1.pdf Cagasan, L., Care, E., Robertson, P., & Luo, R. (2020). Developing a formative assessment protocol to examine formative assessment practices in the Philippines. Assessment in Education: Principles, Policy & Practice. doi:10.1080/10627197.2020.1766960 Charles, R. (2005) Big ideas and understandings as the foundation for elementary and middle school Mathematics. NCSM Journal 7 (3), 9-24. https://thelearningexchange.ca/wpcontent/uploads/2011/10/BigIdeas_NCSM_Spr05v7.pdf accessed April 27, 2021 COLLEGE OF EDUCATION THANK YOU COLLEGE OF EDUCATION OBJECTIVES OF MATATAG CURRICULUM GRADE 1-3 AND GRADE 7-10 DIANE SAN AGUSTIN Discussant COLLEGE OF EDUCATION Goals of MATATAG Curriculum of Araling Panlipunan 1. Mapanagutan 2. Aktibo 3. Mapanuri 4. Mapagnilay 5. Produktibo 6. Makakilasan  Theories of Learning 1. Constructivism 2. Collaborative Learning 3. Experiential Learning 7 THEMES  7 THEMES 1. People, Society, and Environment 2. Time, Continuity, and Change 3. Culture, Identity, and Nationhood 4. Rights, Responsibility, and Citizenship 5. Power, Authority and Governance 6. Production, Distribution, and Consumption 7. Regional and International Relations  COLLEGE OF EDUCATION THE FEATURES OF MATATAG CURRICULUM KRISTOFFER IAN TOLEDO Discussant  COLLEGE OF EDUCATION Key Stage - refers to the stages in the K to 12 Program reflecting instinct developmental milestones. These are Key Stage 1 (Kindergarten to Grade 3) Key Stage 2 (Grade 4 to Grade 6), Key Stage 3 (Grade 7 to Grade 10), and Key Stage 4 (Grades 11 and 12). Assessment of learning is critical at the end of each stage. COLLEGE OF EDUCATION Gr. 1 – Makabansa 1: Pagkilala Gr. 2 – Makabansa 2: Pagmamahal Gr. 3 – Makabansa 3: Paglilingkod Gr. 4 – AP 4: Ang Bansang Pilipinas Gr. 5 – AP 5: Pagbuo ng Pilipinas Bilang Isang Nasyon Gr. 6 – AP 6: Mga Hamon at Tugon sa Pagkabansa Gr. 7 – AP 7: Pilipinas sa Timog Silangang Asya Gr. 8 – AP 8: Ang Asya at Daigdig Gr. 9 – AP 9: Ekomiks Tungo sa Likas-Kayang Pag-Unlad Gr. 10 – Ap 10: Kontemporaryong Isyu at Mga Hamong Panlipunan SHS – UCSP: Understanding Culture, Society and Politics COLLEGE OF EDUCATION PILLARS OF LEARNING 1. Makagawa 2. Makaalam 3. Maging Ganap 4. Makipamuhay 5. Ika-21 Siglong Kasanayan COLLEGE OF EDUCATION STRATEGIES THEMATIC CHRONOLOGICAL CONCEPTUAL OBSERVATORY INTEGRATIVE (INTERDISCIPLINARY & MULTIDISCIPLINARY COLLEGE OF EDUCATION COLLEGE OF EDUCATION COMPARISON  COLLEGE OF EDUCATION ACTIVITY: Read carefully the quoted in the screen and say your thoughts about it. “Ang halaga ng kurikulum ay nakasalalay sa kakayahan nitong umagapaysa nagbabago at dinamikong kalagayan ng lipunan.”  COLLEGE OF EDUCATION Instruction: Answer the following questions below. 1. Considering the rationale behind the MATATAG Curriculum, which aims to reduce congestion and promote a balanced learning experience for students, how would you apply the principle of "Big Ideas" to improve student comprehension in a crowded classroom setting? Can you give an example of how this might be applied in teaching a specific topic, such as Philippine history or economics?  COLLEGE OF EDUCATION 2. The MATATAG Curriculum in Grades 4-10 covers subjects from Filipino to AralingPanlipunan, with a focus on developing civic competence. How would you apply the interdisciplinary nature of the curriculum to create a project that connects AralingPanlipunan and Science in Grade 9, focusing on sustainable development?  COLLEGE OF EDUCATION 3. In Grade 9, Araling Panlipunan focuses on economics and sustainable development. Considering this, how would you design an activity that helps students apply economic theories to real-world issues such as local sustainability practices in their own community?  COLLEGE OF EDUCATION GENERALIZATION: “How does the MATATAG Curriculum's rationale of reducing subject congestion and aligning learning competencies with performance standards improve the overall quality of education, especially in fostering critical thinking and civic engagement in students?”  COLLEGE OF EDUCATION Takdang Aralin: Internet Research Browse the internet and search for the previous curriculums implemented in the Philippines. Try to take down notes about their salient features.  COLLEGE OF EDUCATION References: - Mateo, J. (2023, April 21). Proposed K-3 subject merges social studies, arts, PE. Philstar.com. https://www.philstar.com/headlines/2023/04/22/2260732/proposed-k-3-subject-merges-social- studies-arts-pe - MATATAG ARALING PANLIPUNAN CG Grade 4 and 7. (n.d.). https://www.deped.gov.ph/wp- content/uploads/MATATAG-Araling-Panlipunan-CG-Grade-4-and-7.pdf - ARALING PANLIPUNAN CG 2023. (2023, September).Academ-e. https://www.academ-e.ph/wp- content/uploads/2023/09/Araling-Panlipunan-CG-2023.pdf -MAKABANSA CG 2023. (2023, September). Academ-e. https://www.academ-e.ph/wp- content/uploads/2023/09/Makabansa-CG-2023.pdf - https://www.youtube.com/watch?v=xJN4B52Dha8 - DO_S2024. (n.d.). deped.gov.ph. https://www.deped.gov.ph/wp- content/uploads/DO_s2024_010.pdf - GENERAL SHAPING PAPER. (2023). deped.gov.ph. https://www.deped.gov.ph/wp- content/uploads/GENERAL-SHAPING-PAPER-2023.pdf