Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
K to 12
K-12
Basic Education Program
2 years Senior HS
4 years Junior HS
K+6+4+2
C O N T E X T
B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA
C O N T E X T
Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education
C O N T E X T
DepEd IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY.
PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING AND SELF-ACTUALIZATION NEEDED FOR RESPONSIBLE AND PRODUCTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO
HAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LIFELONG LEARNING AND SELFACTUALIZATION
IS PROUD TO BE A FILIPINO
APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE
LANGUAGES
ESSENTIAL SKILLS
ASSESSMENT as LEARNING
ASSESSMENT of LEARNING
OUTCOME- and STANDARDS- BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION
ARALING PANLIPUNAN
PHYSICAL EDUCATION and HEALTH PROGRAM Conceptual Framework A graduate of the Physical Education and Health Program should be able to achieve, sustain and promote lifelong fitness and wellness. The programs rich and challenging learning experiences promote the development of the macro skills of practicing desirable health habits and performing movement skills. In order to facilitate the development of macro skills, the teacher is encouraged to use appropriate learner-centered teaching approaches, such as experiential/contextual learning; problem-based action learning; differentiated instruction; life skillsbased, value-based and movement skills-based strategies; personalized/coaching approach; and teaching games for understanding. This is not to exclude teacher-centered pedagogical strategies which are likewise applied. Each learner-centered is anchored on educational theories developed by theorists, expanded by other educators and validated by practitioners.
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
On the other hand, we define Problem Solving in mathematics using Polyas (1945 & 1962) definition:
Mathematical problem solving is finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.
The Curriculum Framework for Science articulates goal and desired outcomes of the learners for Basic Education in the country. The framework is constructed around the development of functionally literate Filipinos who manifest scientific and technological literacy by being critical problem solvers, responsible stewards of nature, innovative/inventive thinkers, informed decision makers, and effective communicator. To advance this vision, the curriculum is designed and developed around the three domains of learning Science namely: understanding and applying scientific knowledge, performing scientific processes skills and developing and demonstrating attitudes and values. The acquisition of these domains can only be facilitated and manifested with the use of the following approaches: multi/interdisciplinary approach, Science Technology/, contextual learning, problem/issue-based learning and inquiry-based approach. The approaches are largely constructed based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory and Gestalt psychology.
The world is now in the Knowledge age where the challenge of education is to prepare learners in the information drift and rapidly changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems.
The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. The curriculum has five (5) components. Each component is essential to the learners ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram in the shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates.
Ilocano
(dominant)
Tagalog Zambal
Tagalog
(dominant)
Tarlac
Tarlac city
Ilocano Ilongot
(IPs language)
Cabanatuan
Gapan City
Tagalog
(dominant)
Ilocano
Olongapo City
Pampanga
Angeles city
Bulacan
San Jose Del Monte City
Malolos City
Bataan
Tagalog Kapampangan
(Very small number)
Balanga
Tagalog Kapampangan
(Very small number)
Kapampangan
vision:
MTB MLE For Relevant And Quality Education For All Children
Desired Impact: Learners are enjoying relevant and quality education which supports their home languages and cultures; learning outcomes are improved countrywide; and the Philippine is succeeding in its goal for Education for All.
Multilingual Education
The purpose of a multilingual education program is to develop equally in different languages starting in the mother tongue.
Multilingual Education
is a structured program of language learning and cognitive development providing a strong educational foundation in the first language successful bridging to one or more additional languages enabling the use of both/all languages for life-long learning is based in the childs own known environment and bridges to the wider world.
1. 2. 3. 4.
PROFESSIONAL DEVELOPMENT
1. Sustained Culture
of Learning Organization
2. Improved
Needs Assessment
(TSINA)
Assessment of Language Proficiencies Mother Tongue Filipino English
Trainors Training
Teachers/ Mentors
Mode of Delivery Face to Face Web, E/ Learning School-Based
Training
Mentoring
Indicators
Environmental Sanitation Pagtataas ng Watawat Edukasyong Pagpapakatao MT integrated (Reading and Writing) RECESS Oral Filipino
10:20 11:20
P.M. 1:00 2:00 2:00 3:00 3:00 4:00 4:00 4:20
60
60 60 60 20
Araling Panlipunan
Use for story telling activity to develop genuine love for reading
Oral English
Class Models
Situation 1. One School One Class One Language 2. One School Two Classess Two Languages 1. One School Several Classess Several Languages Class Model
Basic Monolingual Basic Monolingual (group students according to language & match it with the teacher) Modified Monolingual a. Group the class according to Language & match it with the teacher a.1 One class can be monolingual a.2 One or two classes can be bi- or tri- lingual (assistance from the parents who are native speakers are necessary)
Class Models
4. One School- Multiple Languages Multiple Classess Lingua Franca (use of the community language)
MTBMLE Bridging Plan in a 3 year program First Language as L1, Filipino as L2, English as L3
Grade III
L1 Math Sci MAPE Edukasy Araling Fil on sa Panlipun Pagpapa an katao Edukasy Araling Fil on sa Panlipun LSRW Pagpapa an katao Eng
Grade II
L1
Math
MAPE
Grade I L1 - L, S,
R, W, V
Math
MAPE
Oral Eng
MTBMLE Bridging Plan in a 3 year program L1 First Language, L2 Filipino, L3 English, L4 Arabic
Grade III L1 Math Sci MAPE Eduka L2 syon sa Pagpa pakata o Araling L4 Panlipun an Eng
Grade II
L1
Math
Grade I
L1 - L, S, Math R, W, V
MAPE Eduka Oral L2 Araling L4 Oral syon Panlipun Eng sa an Pagpa pakata o Mother Tongue - language, math, values, socio-cultural processes etc.