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.