STRENGTHENING THE K TO 12 BEP DELIVERY SYSTEM FOR ELEM & SEC EDUCATION ( DepEd Order No. 14, s. 2013). Objective:. gain an in-depth understanding on Guidelines on Strengthening the K to 12 BEP System for Elementary Education ( Deped Order No. 14, s. 2013)
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Task: Build the tallest and strongest standing structure
(with a marshmallow ontop) using supplied
Materials: Twenty sticks of spaghetti, one meter of
masking tape, one meter of string,
Time: 10 minutes (7 for First Trial and 3 minutes for Second Trial)
Second Sem: 270 min
(4 hr & 30 min)
Sec. 13. Any teacher engaged in any actual classroom instruction shall not be required to render more than 6 hours of actual classroom teaching a day
The Magna Carta for Public School Teachers
3.a. Six (6) hours of actual classroom teaching a day, except on academic activities that require presence outside the school premises, i.e. educational trip
… All advisorship and/or special assignments for the entire school year combined shall be considered as one teaching load
3.c. A teacher with less than six (6) hours of actual classroom teaching shall render additional hours of appropriate teaching-related activities and duties within the school premises to complete six (6) hours.
Preparation of lesson plans, action/work plans, IMs, evaluation/assessment tools/rubrics;
Preparation and checking of exercises recording of academic performance results and classroom accomplishments;
Conduct of research;
Attendance to seminars, workshops and similar programs;
7. Performance of coordination activities and duly recognized community social services;
8. Participation in the maintenance and improvement of school facilities and equipment; and
9. Other activities
Grade 1 - 1st Semester
Grade 1 – 2nd Semester
Time spent for the special instructional programs is part of the required number of working hours for teachers
A- 90% & up
P - 85-89%
B– 74% &
In remediation, teachers try to correct a deficit rather than teach students to cope with the deficit.
Through remediation activities or lessons, teachers help a student improve his skills through direct instruction.
Teachers present the information to the student again. If a student struggles
with solving a math equation, for example, the teacher simply shows him the method again.
Reteaching is used when a student simply needs more exposure to the subject before he is able to internalize it.
This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner earlier this century (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement
Burns notes that much Competency Based Training is based on this theory, and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order learning is not involved.
Enrichment activities expand on students' learning in waysthat differ from the methods used during the school day. They often are interactive and project-focused.
They enhance a student's education by bringing new concepts to lightor by using old concepts in new ways. These activities are fun for the student, but they also impart knowledge.They allow the participants to apply knowledge and skills stressed in school to real-life experiences.
Enrichment activities are characterized by a high degree of interaction anda project focus.
The common theme is that academic concepts are taught through a fun, engaging activity rather than by direct instruction.
The classes focus on strengthening skills such as creativity, public speaking, and spontaneity through improvisational games and acting exercises. Teachers are then able to incorporate the activities into their lesson plans as they see fit in order to sustain what the students have learned.
Students may voluntarily sign up for different clubs that are held during indoor activities or during cooperative learning/Fun Learning Day.
SJS Enrichment Program
This scheme will make teachers become more subject-focused and will have more time to prepare the necessary and appropriate instructional materials.
Teachers should have time to track the progress the children in every subject/learning area and to identify competency-relates factors affecting their performance in the subject, and to be able to provide appropriate interventions whenever necessary
Regular monitoring and supervision by the school heads is a must to assure effective and efficient implementation of the special instructional programs and team teaching scheme.
Monitoring and Supervision are two complementary functions which often serve the same purposes. As such, supervision forms part of an overall monitoring system.
“Knowledge will bring you the opportunity to make a difference.”