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ENSURING SHS LEARNER’S

PREPARATION
FOR THE FOUR (4) EXITS OF THE
K TO 12 CURRICULUM
2019 SUMMER IN-SERVICE TRAINING (INSET)
FOR SENIOR HIGH SCHOOL TEACHERS
OBJECTIVE
This training aims to
demonstrate to SHS
teachers the teaching
of essential topics of a
SHS core subject that
ensures learners’
preparation for the
four (4) exits of K to 12
curriculum
LEARNING OUTCOME
comprehend the
importance of an
Aligned Classroom
Instruction Delivery
(ACID) plan in teaching
a subject that ensures
preparation of learners
for the four (4) exits of
the K to 12 curriculum
LEARNING OUTCOME

articulate an
instructional process in
teaching the contents
of a subject that
ensures alignment of
learners’ 21st century
skills
FOUR (4) EXITS OF THE K TO 12 CURRICULUM

EMPLOYMENT ENTREPRENEURSHIP

HIGHER MIDDLE LEVEL


EDUCATION SKILL
DEVELOPMENT
PRIMARY Skills Demanded by the Four Exits
of the K to 12 Curriculum from Every SHS Graduate

Exits Salient Preparatory Skills


Problem
Higher Education Communication Thinking Research Life
Solving

Creative Risk
Entrepreneurship Communication Leadership
Thinking Taking

Planning, Problem
Employment Communication Organizing Solving & Self- Learning Teamwork
, Initiative management

Middle Level Skill


Communication Technical
Development
PRIMARY Skills Demanded by the Four Exits
of the K to 12 Curriculum from Every SHS Graduate
Communication & Problem Solving &
Skills Thinking Life
Technology Research

SHS CORE SUBJECTS PRIMARY SKILLS TO BE HONED IN LEARNERS

Earth & Life Science Communication Problem Solving

Planning,
English (Reading & Writing) Communication Critical
Organizing
Planning,
English (Oral Comm) Communication Critical & Creative Organizing,
Initiative
Research &
Filipino Communication
Problem Solving
Systematic, Logical,
General Mathematics Reflective, Creative Problem Solving
& Innovative
Communication &
Media & Information Literacy Creative & Critical
Technology
PRIMARY Skills Demanded by the Four Exits
of the K to 12 Curriculum from Every SHS Graduate
Communication & Problem Solving &
Skills Thinking Life
Technology Research

SHS CORE SUBJECTS PRIMARY SKILLS TO BE HONED IN LEARNERS


Planning,
Personal Development Communication Critical Problem Solving
Innovation

Philosophy Creative & Critical Problem Solving Initiative

Communication &
Physical Science (Chemistry) Creative & Critical Problem Solving
Technology
Problem Solving &
Physical Science (Physics)
Research
Teamwork,
Physical Education (P.E.) Communication Creative Problem Solving
Organizing

Statistics & Probability Communication Problem Solving


PRIMARY Skills Demanded by the Four Exits
of the K to 12 Curriculum from Every SHS Graduate
Communication & Problem Solving &
Skills Thinking Life
Technology Research

SHS CORE SUBJECTS PRIMARY SKILLS TO BE HONED IN LEARNERS

21st Century Literature Communication Creative & Critical

Understanding Culture, S. & P. Communication Critical Problem Solving Collaborating

PEAC SHS Trainers and GL Montalan, 2018


Preparatory Skills of the 4 Exits of K to 12

CIDAM

TG

Teaching the Core Courses


Alignment Framework
Why teach?
• Goal in teaching How to assess and evaluate?
the course How to teach?
• Nature of the What to teach?
course

• Role of course in • Appropriate


attaining the assessment &
mission of the • Appropriate • Scope and
evaluation teaching
university sequence of
mechanism strategies &
(preparing topic
students carry techniques
out the Core
Curriculum
Learning
Outcomes

Aligned Classroom Instruction Delivery (ACID) Plan


What is the classification of
the subject according to the
purpose of its discipline and
delimitation? What task demonstrates
learners’ learning? How
shall the learning be
demonstrated in a task?
Nature of the
Subject
Target Preparatory
Culminating
Skills for the 4
Performance Performance Task
Exits of K to 12
Standard
Curriculum
Goal in Teaching
the Subject Given the competencies What can learners do
that shall be developed, with their learning?
which among the
preparatory skills of the
What is the classification of 4 exits of K to 12 MUST
the subject according to be prioritized through
the purpose of its discipline (name of the subject)?
and delimitation?
1. Defining the purpose of the subject
inclusion in the SHS curriculum
3 Steps in 2. Articulating the necessary levels of
Implementing thinking to develop among learners
and to enable them to carry out the
the Curriculum Performance Task

Guide: 3. Appropriating enabling general


teaching strategies with necessary
levels of thinking to develop
Relating General Enabling Teaching Strategies with Levels of Thinking and K U D Classification
Enabling General Strategy
KUD Classification Thinking Skills (RBT)
to Develop Thinking Skills
Creating (Can you generate new products, ideas Problem Solving (Doing tasks)
Doing or ways of viewing things?)

Evaluating (Can you justify a decision or course Reasoning and Proof (Making
of action?) sense)

Analyzing (Can you break information into parts Communication (Discussing or


Understanding to explore understanding and relationships?) writing about one’s thinking)

Applying (Can you use the information in another Connections (to other
familiar situation?) mathematical ideas, to other discipline)

Understanding (Can you explain ideas or


Knowing
concepts?)
Representation (Moduling, writing
Remembering (Can you recall information?) …)
How to construct TG
from CIDAM?
Parts of a Teaching Guide
• Introduction
• Motivation
• Instruction / Delivery
• Practice
• Enrichment
• Evaluation
USING CIDAM IN DEVELOPING TG
CIDAM TG
• Introduction
- Highlight key concepts and identify the essential
• Performance Standards questions
- Show the big picture
- Connect and/or review prerequisite knowledge
- Describe the abilities and skills that learners are - Clearly communicate learning competencies and
expected to demonstrate in relation to the content objectives
standards and integration of 21st century skills - Motivate through applications and connections
to real-life

• Motivation
- Give local examples and applications
- Engage in a game or movement activity
- Provide hand-on/laboratory activity
- Connect to a real life problem
Parts of a
Teaching Guide
Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation
Parts of a
Teaching Guide
Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation
Parts of a
Teaching Guide
Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation
Parts of a
Teaching Guide
Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation
Parts of a
Teaching Guide
Introduction

Motivation

Instruction/Delivery

Practice

Enrichment

Evaluation
Thank You!

Prepared by: Ferdie Mhar P. Ricasio, LPT