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Learning Areas in the K-12 Curriculum

Mother Tongue Based- Multilingual Education

MTB-MLE- is learning communicative competence in more than one


language based on the child’s mother tongue.
The two end goals of MTB-MLE are lifelong learning and
communicative competence. Life- long learning is learning as long
as a person lives. It is not only learning in the classroom. It is learning
everywhere because the whole world is a classroom. Communicative
competence is the learner’s ability to understand and use language
correctly and appropriately to communicate in real world situations.
The two big goals of MTB-MLE can be reached by way of cognitive
competence, academic competence and second language development.
Cognitive competence is demonstrated in the learners’ capacity for
higher-order-thinking-skills and in divergent and flexible thinking.
Academic competence refers to the learners’ capacity to learn for
mastery. Learners who have developed communicative competence in
their first language have been shown to acquire additional languages
more easily and to perform better in school. (Cummins, 2001).
 The principles of the MTB-MLE are:
 Effective language learning proceeds from the known to the unknown.
You proceed from the language known to the learner to a language
unknown to him/her.
 Language learning is an active process. There is no other more effective
way to learn new language than reading, speaking, writing in that
language. You will come up with a lot of interactive activities to make
learners read, speak and write the new language.
 Successful language learning focuses on meaning, accuracy and
fluency. You teach learners the new language in meaningful natural
context and not in out-of-context unrealistic drills. You teach not only
fluency but also accuracy.
 Teach new language systematically to make the transition from the first
language to the second language gradual and non-threatening.
Effective language teaching includes the macro skills of listening,
speaking, reading, writing and viewing in that order
Filipino Language

Filipino Language Teaching is done in such a way that it


contributes to the development of a wholistically
developed and functionally literate Filipino. As a
program or a learning area, its goals are; 1)
kakayahang komunikatibo, 2) replektibo/mapanuring
pag-iisip at 3) pagpapahalagang pampanitikan sa
pamamagitan ng iba’t ibang babasahin at teknolohiya
tungo sa pagkakaroon ng pambansang pagkakakilanlan
kultural na literasi at patuloy na pagkatuto----- It is
expected that the standards at the various levels are
aligned to one another and ultimately to the end goals
of Filipino Language teaching.
 The teaching of Filipino is focused on the 5 macro skills of
listening, speaking, reading and writing and viewing and on
eight domains as follows
Pag-unawa sa napakinggan (PN)
Pag-unawa sa binasa (PB)
Paglinang ng Talasalitaan (PT)
Panonood (PN)
Pagsasalita (PS)
Pagsulat (PU)
Wika at Gramatika (WG) and
Estratehiya sa Pag-aaral (EP)
 
English Language

The Goals of English Language teaching are


communicative competence and multi-literacies.
Communicative competence as a goal to language was
also mentioned in MTB-MLE and Filipino teaching as a
goal.
The five main processes that form part of the core of
language teaching are
Construction
Spiral progression
Integration
Interaction
Contextualization
These are the guiding principles of English Language Teaching
The standards are expected to be aligned-learning
areas/programs standards, key stage standards and grade level
standards.
English language teaching consists of the teaching of five macro
skills-listening, speaking, reading, writing, and viewing. These
are taught in relation to the 16 domains;
Oral language , Phonology and awareness, Book and print
knowledge, Alphabet knowledge, Phonics and word recognition,
Fluency, Spelling, Writing and composition, Grammar awareness
and structure, Vocabulary development, Reading competencies,
Listening competencies, Attributes towards language, literacy
and literature, Study strategies and Viewing
 
 
Araling Panlipunan
The teaching of Araling Panlipunan is expected to
contribute to the development of a wholistically developed
citizen who is aware and knowledgeable of and critically
analyzes current social issues and concerns in the local and
local level. This awareness is an enlightened one and so
leads him/her to respond ethically and participate actively
in the resolution of these issues and concerns. The phrase”
wholistically developed citizen” implies that it is not
enough that the students of AP learns knowledge (names,
dates and events) skills and attitudes. These knowledge ,
skills and attitudes prod him/ her to participate actively as
a citizens in the resolution of problems in his community.
This community encompasses his/her immediate local
community including his/her country, the world and the
environment. In short, AP is education for citizenship.
The grade level standards are more specific than the intended AP
outcomes. But together with the scope/content, they have to be
aligned to the intended outcomes. The content is taught following
the spiral progression approach, an approach that teaches the same
essential content but treated in an increasing complexity across the
Grades.
 
The guiding principles in the teaching of AP can be summarized in
the acronym MAVIC.
Meaningful
Active
Value-based
Integrative
Challenging
Edukasyon sa Pagpapakatao

The learning area/ program standard flows into more


specific key stage standards and in turn into specific Grade
level standards. The realization of the Grade level
standards contributes to the realization of the key stage
standards and in turn to the attainment of the program
standards.
While ESP is dominantly a subject in the affective domain,
its programs standards, key stage standards and grade
level standards have cognitive and behavioral
(psychomotor) dimensions….”Pag-unawa sa mga konspto
sa pananagutang pansarili” is cognitive; “
nakapagpapasiya at nakakakilos nang mapanagutan” are
behavioral and affective
For more effective ESP teaching, it is best to be
guided by these principles:
Values are both caught and taught
Values have cognitive basis
Teach character education early even when children
do not yet possess full moral understanding
A virtuous life strengthens a person to lead a good life
Values education is concerned with a person’s
relationship with others and God
Values education is effective only in an atmosphere of
respect and understanding
Mathematics

Mathematics is a many-splendored thing. It


is a science of patterns and relationships, a
way of logical and creative thinking, an art,
a language, a multidisciplinary discipline.
According to the Math conceptual
framework contained in the in the K to 12
curriculum Guide of DepEd, the twin goals
of Math teaching are critical thinking and
problem solving.
Math teaching as shown in the k to 12 Curriculum Guide is based on
the following educational theories; 1) experiential and situated
learning, 2) reflective learning, 3) constructivism , 4) cooperative
learning , 5) discovery and 6) inquiry-based learning
Based on these educational theories, the following principles should
guide the teaching of Math:
The teaching of Math should a balance of conceptual and procedural
approach
Teach from the enactive to the iconic and symbolic levels
The teaching of math should be assessment driven and assessment
data based.
Employ experiential and situated learning, integrated, reflective
learning, constructivism, cooperative learning and discovery and
inquiry-based learning, problem-solving that involves real-world tasks
Science

 Science is an exciting world. A world without science is a world without


all the convenience and the comfort we enjoy today. Science is
evidence based . It accepts on it that which is empirical govern. This is
its own limitation No scientific knowledge is forever correct. Scientific
knowledge evolves in the light of new findings and discovery.
 Science teaching in the K to 12 curriculum intends to help Science
students who have the making of a scientist and so one who is
scientifically literate: Equipped with a repertoire of competencies
important in the world of work and in a knowledge-based society,
Scientifically, technologically and environmentally literate and productive
member of society, Critical problem solver, Responsible steward of
nature, Innovative and creative citizen , Informed decision maker and
Effective communicator
 For effective Science teaching employs teaching approaches and
methods that are rooted on the principles of constructivism, experiential
learning, situated learning,
The teaching of Music and Arts
Music and Arts belong to four separate subjects
considered as one MAPEH. Each has a separate
Curriculum Guide with distinct goals, standards,
competencies and content. But the teaching of
Music and Art share the same outcomes and
approaches and are rooted on the same
philosophies. 
Given only one hour each week for Music, Arts,
the music and Art teachers can’t afford to waste
time in the Music and Arts class
The Goals/Intended Outcomes for the Teaching of Music
and Art 
1. Both the Music and Arts curricula focus on the learner as
recipient of the knowledge, skills and values necessary for artistic
expression and cultural literacy.
 Artistic Expression- It is people’s way of creatively expressing
their values, hopes and concerns. In the process of expressing
their values, hopes and concerns, they reveal much about
themselves and their thoughts about nature and the world.

Cultural Literacy- It is the learners’ taking pride in their own


culture and actively enjoying it. It also refers to the continuous
rebirth of indigenous cultures in the lives of people. (UNESCO,
1994)
Guiding Principles, Approach, Methods of Teaching Music and Art

The design of the curricula is student-centered, based on


spiral progression of processes, concepts and skills and
grounded in performance-based learning. Thus, the
learner is empowered through active involvement and
participation, to effectively correlate music and art to the
development of his/her own cultural identity and the
expansion of his/her vision of the world.
 As Music and Arts are performance-based disciplines,
effective learning occurs through active experience,
participation and performance, creative expression, aesthetic
valuation, critical response and interpretation. The skills that
are developed include reading/analyzing, listening/observing,
performing, singing, using musical instruments, movement,
acting and playing, using different art materials, techniques
and processes, responding, composing and creating.
Drawing from the development of music pedagogy through the years, the
K-10 Music Curriculum embodies the best practices advocated by the spiral, multi-
cultural and integrative approaches in music education, as well as current
Philosophical thought about contemporary general education.

The principles that should guide in teaching of music and art:


1. student-centered
2. spiral progression
3. active
4. multi-cultural
5.integrative

Integrative Approach is being used in teaching music and art


Multi-cultural approach- teaching them music and art with a goal to help students
value diversity and equity, acquire a more comprehensive knowledge of the course
content and to prepare to work in a global society .
The teaching of Physical Education and Health

Physical Education and Health belong to four separate


subjects considered as one- MAPEH. Each has a
separate Curriculum guide with distinct goals but similar
in standards, competencies and content.

The intended outcomes of teaching PE can be coined in


the words physical literacy and lifelong physical
fitness.

Physical Literacy- serves as the foundation for lifelong


physical activity participation which is critical to
maintaining and promoting health
According to the PE Curriculum Guide of K to 12, PE
should be taught using the activity-based, standards-
based approach, inclusive, developmentally
appropriate and integrative. PE as a skill-dominant
subject makes use of direct instruction like the
demonstration model. It makes use of a lot of practice.
The type of practice depends on purpose and the
nature of the skill to be practiced.

The intended outcome of teaching health can be


coined in the phrase “achieve, sustain, promote
lifelong wellness.”
According to the Health Curriculum Guide of K to
12, health should be taught using
developmentally appropriate, learner-centered
teaching that include scaffolding on student
experience and prior learning, culture-responsive
scenarios and materials, incorporating arts and
music to impart health messages, engaging
learners in meaningful games and cooperative
learning activities, value-based strategies and
differentiated instruction.
 
The teaching of Edukasyong Pantahanan at Pangkabuhayan
(EPP) and Technology and Livelihood Education (TLE)

EPP is the name of the subject in TLE from Grades 4 to 6.


Filipino is the medium of instruction for Grades 4 to 5.
English is used as medium of instruction in Grade 6 EPP in
preparation for the teaching of TLE in English starting
grade 7.
EPP and TLE cover 4 areas- Agriculture and Fisheries, ICT,
Industrial Arts, Home Economics. Entrepreneurship is
integrated in all the four areas of TLE from Grades 4 to 10.
It is offered as an 80-hour subject in SHS as an applied
track subject. There is a total of at least 24 TLE courses
from the four areas Agriculture and Fisheries, ICT,
Industrial Arts, Home Economics which schools can offer
considering community needs.
TLE is most effectively taught with the use of the
entrepreneurial, contextualized integrative,
experiential, authentic and constructivist teaching-
learning approaches. The direct method of
instruction which includes the demonstration
method is the most appropriate for TLE teaching,
TLE being a skill subject.
Robert Gagne’s nine steps of instruction are in keep
with the direct method of instruction are in keeping
with the direct method of instruction and the
demonstration teaching method.
For wholistic and meaningful TLE teaching and
learning should integrate values and life skills.

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