Effective Supervision of

Teaching Social Studies

to the
K-12 Standards

Mr. Nestor Lontoc and Mrs.

Ailene Baisa- Julian

TYPES OF STANDARDS

CONTENT
CONTENT
STANDARD
STANDARD

What?
What?

How
PERFORMANC
How will
will PERFORMANC
E STANDARD
STANDARD
E
they
use?
they use?

define the expectedD. O. 31, p. 2

The performance
proficiency
level
standards
answer
which
is
expressed
Students are in
the ways:
questions
two
expected to
1)students
What
do
we
want
1)
should
be
produce
students
to
do
able
to
use
their
products/and or
with
their
learning
or as
performances
learning
or
understanding
in
evidence that they
understanding?,
real-life
situations,
can transfer
or use
and
and
their learning in
2)
How
do
we
want
2)
They
should
be
real-life situations.
themtotodouse
their
able
this
on
learning
their
own.or
understanding?

CURRICULUM
Curriculuma plan developed for and by teachers to use
in classrooms by which the standards, content, and
scope and sequence of content is defined. The process
of arranging standards and benchmarks as building blocks
within a timeframe (a unit of weeks, a semester, a school
year, or a sequence of years) is the infrastructure of a
curriculum. The curriculum is the interplay among
standards, assessments, content, and instruction. As such
it describes activities that will lead students to understand
the knowledge and skills they should acquire.
Curriculum is used to refer to lessons as well as courses or whole-year
frameworks in a subject.

CURRICULUM
Intended Curriculum The content specified
by the Department of Education or school to
be addressed in a particular course or at a
particular grade level.
Delivered Curriculum The content
actually delivered by the teacher.
Achieved CurriculumThe content actually
learned by students.

CURRICULUM MAP FOR UNIT /CHAPTER

STANDARDS,
GOALS AND COMPETENCIES
(Template)

Subject:

Unit/Chapter:

Quarter:

Content
Make a
TOPIC
OUTLIN
E based
DepEds
competencies,
textboo
k, and
other
referen
ce
materia
ls

Number of Meetings:
Content
Standard(s)
The learners
demonstrate
understanding
of...
The learners
demonstrate
understanding
that...
Naipapamalas
ng mga magaaral ang pagunawa sa. of

Performan Formatio
ce
n
Transfer Competenci
Standard( Standard
Goal
es
s)
s
The
The
The
The
learners learners
learners will learners ....
become... be able to
independen
tly use their
learning
to ...

Ang mga
mag-aaral
ay naka

Malayang
magagamit
Ang mga
ng mga
mag-aaral mag-aaral
ay
ang
magiging.. kanilang

Ang mga
mag-aaral
ay

INSTRUCTION
Instruction-Illustrates how to effectively teach
what students should know and be able to do.
This becomes the DELIVERED curriculum the
instruction and opportunities to learn that
actually occurs in the classroom.

What is standards-based classroom instruction?

WHAT IS
STANDARDS-BASED
CLASSROOM INSTRUCTION?

ASSESSMENT
Assessment-demonstrates what students
know and are able to do. This becomes
the ACHIEVED curriculum what the
assessment data says that students know
and are able to do.

What is a PLC?
A Professional Learning
Community (PLC) is composed of
collaborative teams whose
members work interdependently to
achieve common goals linked to
the purpose of learning for all.
(Richard and Rebecca DuFour)

A Professional Learning
Community is
a group of people focused on
learning
and understanding
working collaboratively
and interdependently
mutually accountable for their
actions
and decisions
celebrating achievement and
success

ASSESSM
ENT

Two Views of Assessment

Assessment is for :
Gate keeping
Judging
Right Answers
Control
Comparison to Others
Use with Single Activity

Assessment is for :
Nurturing
Guiding
Self Reflection
Information
Comparison to Task
Use with Multiple Activities

Assessment Serve Different Purposes

Diagnostic (assessment for learning)
Formative/Developmental (assessment for and
assessment as learning)
Summative/Evaluative (assessment of learning)

GENERAL GUIDELINES FOR THE ASSESSMENT

AND RATING OF LEARNING OUTCOMES

(DepEd Order No. 73, s. 2012)

 PHILOSOPHY
Assessment shall be used primarily as a quality
assurance tool to:
track students progress in the attainment of standards;
promote self-reflection and personal accountability for
ones learning; and
provide a basis for the profiling of student performance.

Assessment shall be holistic, with

emphasis on the formative or
developmental purpose of quality
assuring student learning.

It is also standards-based as it
seeks to ensure that teachers will
teach to the standards and students
will aim to meet or even exceed the
standards. The students' attainment
of standards in terms of content and
performance is, therefore, a critical
evidence of learning.

Nature and
Purpose of
Assessment

Levels of
Assessment

The attainment of learning outcomes as

defined in the standards shall be the basis for
the quality assurance of learning using
formative assessments. They shall also be the
focus of the summative assessments and
shall be the basis for grading at the end of
instruction. The learning outcomes are
defined by level: knowledge; process or
skill; understanding; and products and
performances. These levels shall be the
outcomes reflected in the class record and
shall be given corresponding percentage
weights as follows:

Level of
Assessment

Percentage
Weight

Knowledge
Process or skills
Understanding(s
)
Products/Perfor
mance

15%
25%
30%
30%

Knowledge- refers to the substantive

content of the curriculum, the facts and
information that the student acquires.
The assessment at the knowledge level should answer the
questions: What do we want students to know? How do we
want them to express or provide evidence of what they
know?
This level may be assessed using traditional measures
(e.g., paper-and-pencil tests using multiple choice, truefalse, or matching type of tests) if the intention is to find out
students' knowledge of specific facts and information.

Process- refers to cognitive operations that the

student performs on facts and information for
the purpose of constructing meanings and
understandings.

The assessment at the process or skills level

should answer the questions: What do we want
students to do with what they know? How do
we want them to provide evidence of what they
can do with what they know?

This level may be assessed by asking learners to

outline, organize, analyze, interpret, translate,
convert, or express the information in another
form or format; draw analogies; construct
graphs, models, flowcharts and mind maps or
graphic organizers; or transform a textual
presentation into a diagram. They may also be
asked to draw or paint pictures, or do role plays
to represent or express creatively their sense of
the facts and information.

Understandings- refers to enduring big ideas,

principles and generalizations inherent to the
discipline, which may be assessed using the
facets of understanding.

Assessment at this level should answer the questions:

What do we want students to understand? How do we
want them to provide evidence of their understanding?

The assessment should be able to draw from the

students the meaning or meanings they have made or
their own understanding, which may be expressed using
any of the facets of understanding

 Explanation
Interpretation
Empathy
Application
Perspective
Self
Knowledge

Products/Performances- refers to real-life

application of understanding as evidenced by
the students performance of authentic tasks.

The assessment at this level should answer the

question: What product(s) or performance(s) do we
want students to produce as evidence of their learning
or understanding? Or, How do we want them to
provide evidence that they can use or transfer their
learning to real-life situations?

 A good model for assessment at this level is

GRASPS
(McTighe and Wiggins, 2005).

Goal

Role
Audience
Situation
Performance
Standard and Criteria

Process
Suriin at ipaliwanag sa isang
sanaysay kung ang karikatura
ay sumasalamin sa lipunang
Pilipino sa panahon ng
pananakop ng Espanya.
(the copy of the caricature/editorial cartoon
about Spains colonization of the
Philippines is provided); rubric for a critical
essay is needed
30

Understanding

Ang mga sumusunod ay mga

dokumentadong pahayag (primaryang
sanggunian) mula sa ilang mahahalagang
Pilipino sa panahon ng kolonyalismo ng
Espanya. Suriin ang mga ito at sumulat
ng isang maikling sanaysay na
naglalahad ng mga kaisipang taglay ng
mga pahayag.
EU:Masasalaminsamgaimpormasyonatdatosng
primaryangsanggunianangmgapaniniwalaatbuhayng
mgaPilipinosaisangpartikularnapanahon

(rubric for a critical

essay is needed)
31

Product
Isa sa mga layunin ng ASEAN Youth Congress ay
ang pagtalakay sa mga epekto ng neocolonialism sa ibat ibang bansa. Bilang
miyembro ng delegasyon mula sa ating bansa,
ikaw ay naatasang gumawa ng poster na
magiging bahagi ng exhibit kaugnay sa nasabing
paksa at masasaksihan ng mga delegado mula
sa ibat ibang bansa. Susukatin ang iyong poster
batay sa sumusunod: content, impact, relevance,
creativity.

PERFORMANCE STANDARD: Angmagaaralaykritikalna

nakapagsusurisapagunlad,pagpapatuloy,atpagbabagong
lipunangPilipinomulasasinaunangpamayananhanggangsa
pagtatagngkolonyangEspanyasapamamagitanngmga
primaryangsanggunian
32

(rubric for a poster is needed)

E. Use of Feedback
Results of the assessment across levels
should be fed back immediately to the
students, consistent with the principle
of assessment as learning. Students
need to learn from the results of the
assessment so they know what to
improve further, and then they can
plan strategically how they can
address any learning deficiency.

Level
s of
Profi
cienc
y

The level of proficiency at which the

student is performing shall be based on a
numerical value which is arrived at after
summing up the results of the students
performance on the various levels of
assessment.
The numerical values are as follows:
Level of Proficiency
Beginning
Developing
Approaching
Proficiency
Proficient
Advanced

Equivalent Numerical
Value
74% and below
75-79%
80-84%
85-89%
90% and above

Core Premise:
The primary aim of
assessment is to
improve
achievement, not
merely audit it.

Content Stand
Naipamamalas ng mag-aaral ang malalim na
pag-unawa sa pag-unlad, pagbabago, at
pagpapatuloy ng lipunang Pilipino mula sa
sinaunang pamayanan hanggang sa pagtatag ng
kolonyang Espanya sa pamamagitan ng mga
primaryang sanggunian

Performance Standard
Ang mag-aaral ay kritikal na nakapagsusuri
sa pag-unlad, pagpapatuloy, at pagbabago ng
lipunang Pilipino mula sa sinaunang
pamayanan hanggang sa pagtatag ng
kolonyang Espanya sa pamamagitan ng mga
primaryang sanggunian
36

ASSESSMENT MATRIX
Subject:

Content Standard:

Chapter/Unit Title:

Performance Standard:

Levels of
Assessment

KNOWLEDGE
(and technical skills)

PROCESS

UNDERSTANDING

PRODUCT/TRANSFER
OF LEARNING

What will I assess?

How will I assess?

How will I grade?

(Learning Competencies)

(Type and format of

assessment)

(score, points or scale of

rubric, performance indicators
& item numbers)

Knowledge
1. Alin sa sumusunod ang primaryang
sanggunian?

a. saling-ulat ng balita sa
pahayagan
b. opinyon ng mga kolumnista
c. salaysay ng mga taong
nakasaksi
d. kuro-kuro ng mga mamamayan
38

Process
Suriin at ipaliwanag sa
isang sanaysay kung ang
karikatura ay sumasalamin
sa lipunang Pilipino sa
panahon ng pananakop ng
Espanya.
39

Understanding

Ang sumusunod ay mga dokumentadong

pahayag (primaryang sanggunian) na
isinulat ng kilalang Pilipino sa panahon
ng kolonyalismo ng Espanya. Suriin ang
mga ito at sumulat ng isang maikling
sanaysay na naglalahad ng mga
kaisipang taglay ng mga pahayag.
EU:Masasalaminsamgaimpormasyonatdatosng
primaryangsanggunianangmgapaniniwalaatbuhayng
mgaPilipinosaisangpartikularnapanahon

(rubric for a critical essay is needed)

Goal
Role
Audience
Scenario
Product
Standard

Prod
Isa sa mga layunin ng ASEAN Youth Congress ay
ang pagtalakay sa mga epekto ng neo-colonialism
sa ibat ibang bansa. Bilang miyembro ng
delegasyon mula sa ating bansa, ikaw ay
naatasang gumawa ng poster na magiging bahagi
ng exhibit kaugnay sa nasabing paksa at
masasaksihan ng mga delegado mula sa ibat
ibang bansa. Susukatin ang iyong poster batay sa
sumusunod: content, impact, relevance, creativity.
PERFORMANCE STANDARD: Angmagaaralaykritikalna
nakapagsusurisapagunlad,pagpapatuloy,atpagbabagong
lipunangPilipinomulasasinaunangpamayananhanggangsa
pagtatagngkolonyangEspanyasapamamagitanngmga
primaryangsanggunian
41

(rubric for a poster is need

A well-defined
curriculum
standards and
competencies
guarantee
(1)alignment to
DepEd,
(2)alignment to
schools VM,
(3)offering of a
curriculum
that is over
and above
DepEds
minimum
requirements.

Remember:

Content

Content
Standard(s)

Teaching Competencies Learning

Transfer
Goal

Performance
Standard

Formation
Standard

Standards
Compe tencies
Assessment
Students Knowledge, Process, Understanding and Product/Performance

Instruction