Walking Through Grade 10 CGs, LMs and TGs

1. Walking Through Grade 10 CGs, LMs and TGs

2. WORKSHOP 1 Features of the The GRADE 10 Curriculum Materials

3. Walking Through Grade 10 CGs, LMs and TGs GROUP ACTIVITY • Choose a facilitator and a rapporteur. • 2. Craft a mind map about the following terms: • spiral progression e. learner-centeredness • 21st century skills f. contextualization • integrationg. constructivism • d. differentiated instruction DEPARTMENT OF EDUCATION

4. DISCUSSION Features of the The GRADE 10 Curriculum Materials

5. Walking Through Grade 10 CGs, LMs and TGs • The key features embedded in all the curriculum documents include: • spiral progression e. learner-centeredness • 21st century skillsf. contextualization • integrationg. constructivism • differentiated instruction DEPARTMENT OF EDUCATION

6. Walking Through Grade 10 CGs, LMs and TGs HOW THESE FEATURES RESPOND TO GOVERNMENT THRUSTS DEPARTMENT OF EDUCATION

7. Understanding the Connection among the Curriculum Framework (CuF), Conceptual Framework (CF), Curriculum Guide (CG), Learner’s Material (LM) and Teacher’s Guide (TG)

8. Connection among CuF, CF, CG, LM & TG Holistic Filipino Learner/ Child (Subject Area) Grade 10 SUBJECT AREA CONCEPTUAL FRAMEWORK Introduction A S S E S S M E N T Content Standard Objectives Phase 1 Learning Competencies The K to 12 Philippine Basic Education Curriculum Framework Phase 2 Performance Standard Phase 3 Culminating Activity Phase 4 Enabling Activities DEPARTMENT OF EDUCATION

9. WORKSHOP 2 The GRADE 10 Learning Standards

10. The Learning Standards Answer the Unpacking CS/PS Worksheet. DEPARTMENT OF EDUCATION

11. DISCUSSION The GRADE 10 Learning Standards

12. The Learning Standards Learning Standards • Each subject area has a program standard. • Each grade level has a grade level standard. • Each quarter has a content and performance standard. DEPARTMENT OF EDUCATION

13. The Learning Standards Reference: DepEd Order No. 8 S. 2015 Content Standard: Performance Standard: • answers the question: What should students know (knowledge) and do (skills)? • shares the most important and enduring ideas, issues, principles, skills and habits of mind • expresses the desired results • answers the question: How well must students do their work? • presents product or performance as evidence of learning or attainment of content standard • adds value to what students learned • demonstrates conceptual understanding of content and skill acquisition • represents real life, authentic task • encompasses the standard DEPARTMENT OF EDUCATION

14. The Learning Standards Nouns in the content standards : The conceptual nouns in the content standards indicate the learning episodes, topics and lessons the students must be able to understand. DEPARTMENT OF EDUCATION

15. The Learning Standards Nouns/verbs in the performance standard: The nouns / verbs in the performance standards are the products and performances the students must be able to do and produce in relation to the content standard. DEPARTMENT OF EDUCATION

16. The Learning Standards The adjectives/ adverbs in the performance standard The adjectives and adverbs determine the assessment criteria or components from which the rubric must be crafted. e.g. proficiently, creatively, effectively, actively, powerful, short etc. DEPARTMENT OF EDUCATION

17. The Grade 10 Learning Competencies (Module ___)

18. The Learning Competencies (LCs) You should notice that: 1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System. EN9RC-Ia-16: Share prior knowledge about a text topic DEPARTMENT OF EDUCATION

19. The Learning Competencies (LCs) Domain EN9RC-Ia-16: Quarter Competency Week Grade Level Subject DEPARTMENT OF EDUCATION

20. The Learning Competencies (LCs) You should notice that: 2. There are deliberate iteration of LCs. Iteration of learning competencies was done to give teachers ample time to tackle the LCs and also to develop mastery among the learners. Spiral progression was taken into account in the iteration by identifying a focus on a particular segment of the LC and/or by the use of the sub-competencies, for a suggested time period. EN9WC-Ia-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 1 – Week 1) EN9WC-Ib-8: Distinguish between and among informative, journalistic, and literary writing (Lesson 2 – Week 2) DEPARTMENT OF EDUCATION

21. The Learning Competencies (LCs) You should notice that: 3. The Learning Competencies (LCs) are distributed within a nine-week period (number of weeks varies according to learning area). The 10th week of the quarter is reserved for the periodical tests and for some interruptions in the school days (e.g. typhoon, regular holidays, etc.). (Refer to your copy of the Curriculum Guide) DEPARTMENT OF EDUCATION

22. WORKSHOP 3 THE LEARNER’S MATERIAL

23. Parts of the Learner’s Material (LM) Fill out the table below. DEPARTMENT OF EDUCATION

24. DISCUSSION The GRADE 10 Learner’s Material

25. Parts of the Learner’s Material (LM) will enable learners to express their insights, learnings, and realizations on the lesson. This part contains prompts and other graphic organizers that will help learners to synthesize what they have learned gives a bird’s eye view of what learners should discover, learn, and develop in the lesson Introduction Closing / Insights states the concepts and skills learners need to develop as well as the contents of the lesson they will encounter Objectives Phase 4 has the culminating task/s for the week and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations LEARNER’S MATERIAL introduces tasks that will hook learners’ interest in the lesson and prepare them for higher level tasks Phase 3 Phase 1 Phase 2 includes tasks that will prompt learners to have discussions beyond the context of the main reading material. It also includes other activities for expansion of understanding, and enabling activities for the final task contains the main reading material learners will read and analyze; this also contains vocabulary development tasks necessary for text understanding and grammar integration DEPARTMENT OF EDUCATION has the culminating task/s for the lesson and could serve as enabling task for the main product/performance at the end of each module. The tasks included in this part are essential for learners’ development and are based on real life situations

26. How LM is Crafted • Learning competencies address the macro skills and multi - intelligences • Progression of activities is from simple to complex • Activities address the cognitive process dimensions (CPD) for WW (as per DepEd Order No. 8 S. 2015) • Enabling activities are prerequisites to the Culminating Activity • Culminating activity (product/performance) addresses the Performance Standard • Development of skills progresses from the self and radiated to others and the community DEPARTMENT OF EDUCATION

27. WORKSHOP 4 THE TEACHER’S GUIDE (TG)

28. Parts of the Teacher’s Guide (TG) Fill out the table below. DEPARTMENT OF EDUCATION

29. WORKSHOP 4 The GRADE 10 Teacher’s Guide

30. The Teacher’s Guide (TG) TGs are based on your LMs. They contain: • pre and post tests • resources/materials • sets of instructions • processing questions • alternative activities • alternative readings • connection between one activity to the next • purpose of the activity DEPARTMENT OF EDUCATION

31. The Teacher’s Guide (TG) • The components of the teaching guide are overview, activities, resources and assessment plan. • Overview describes what the students are supposed to learn in the module. • The activities are presented as instructions to teachers. DEPARTMENT OF EDUCATION

32. The Teacher’s Guide (TG) • The activities are processed through questions. • The purpose of the activities is presented. • Alternate activities are provided. • Resources detail the bibliography where the texts, photos, and others are lifted. • Resources provide other resources and useful links. • Assessment plan articulates DepEd Order No 8. S. 2015. DEPARTMENT OF EDUCATION

33. Points of Clarification

34. LM and TG On the Usage of the Learning Package • the learning package is NON-CONSUMABLE • existing materials developed by DepEd can still be used vis-à-vis the Learning Package for Grade 10 On the Tasks / Activities • highly modifiable, but no deviation from CG • consider contextualization, localization, and differentiated instruction • begin where students are, not where the content is DEPARTMENT OF EDUCATION

35. Reflection and Application Questions to Ponder: As a trainer / teacher, how will you maximize the use of LMs and TGs? As a trainer how will you address the problem? With the same learning groups, answer the questions by preparing guidelines on optimizing the use of LMs and TGs. Post and present your group’s answer. DEPARTMENT OF EDUCATION

36. DEPARTMENT OF EDUCATION

37. DaghangSalamat! DEPARTMENT OF EDUCATION