IN - SERVICE TRAININGFor

CSOHS TEACHERS

May 13-14, 2016

K12 STANDARDS-BASED CURRICULUM &

UNPACKING THE ACQUISITION LEARNING GOAL FROM THE

STANDARDS

Presented by:Sir Dan

ANTICIPATION-REACTION GUIDE

. Read the following statements.

. Answer only the “Before” column and state whether you “Agree” or “Disagree” with each statement.

. Be prepared to discuss your responses.

BEFORE STATEMENT AFTER

1. 21st century learners should be comfortable with the use of ICT.

2. The acquisition of knowledge should be given more emphasis to prepare students for the 21st century.

3. At the end of a unit or related units in the K12 curriculum, students should be able to achieve the competencies to demonstrate transfer of learning.

BEFORE STATEMENT AFTER

4. The K12 curriculum prepares students for life through value-laden competencies.

5. The K12 curriculum prepares students for work by developing 21st century lifelong skills.

6. Teachers in the K12 program take part in disseminating knowledge and evaluating student’s learning.

K-12 Curriculum

Teacher as Assessor,

Facilitator, and Designer

21st Century

Skills

SEVEN Cs- 21st CENTURY LIFELONG SKILLS

• Critical Thinking and Doing• Creativity• Collaboration• Cross-cultural Understanding• Communication• Computing/ ICT Literacy• Career and Learning Self-

Reliance

ARE WE EDUCATING FOR COMPETITIVENESS?

Employers Rate Candidate Skills/ Qualities

• Ability to verbally communicate with persons inside and outside the organization

• Ability to work in a team structure• Ability to make decisions and solve problems• Ability to plan, organize, and prioritize work

Employers Rate Candidate Skills/

Qualities• Ability to obtain and process information

• Ability to analyze quantitative data

• Technical knowledge related to the job

• Proficiency with computer software programs

• Ability to create and/or edit written reports

• Ability to sell or influence others

7 cs!

GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTS

Inventive ThinkerPROBLEM- SOLVER

Ganap na Pilipino na may kapaki-pakinabang na Literasi

Responsableng Mamamayan

Effective Communicator and Multiliterate

What is the difference between

COMPETENCIES and

STANDARDS?

COMPETENCIES

Sets of knowledge, skills and attitudes required to successfully perform a particular task; stated in specific terms.

STANDARDS

Provide level of competencies Indicate real life purpose of competencies Show lifelong connection of different competenciesStated in a broad and general way

CONTENT STANDARD

PERFORMANCE STANDARD

KEY TEACHER ROLES in K-12 PROGRAM

TEACHER

DESIGNERASSESSORFACILITATO

R

UNPACKING STANDARDS AND COMPETENCIES

STAGE 1: DESIRED RESULTS (TEACHER AS DESIGNER)

Content StandardPerformance Standard From Curriculum guideLearning Competencies DEPED

STAGE 2: ASSESSMENT ( TEACHER AS ASSESSOR)FORMATIVE ASSESSMENTSUMMATIVE ASSESSMENTUNIT ASSESSMENT MAP

• STAGE 3: LEARNING ACTIVITIES (TEACHER AS FACILITATOR)– UNIT ACTIVITIES MAP– LEARNING PLAN CALENDAR– TWELVE ELEMENTS TO SUPPORT

LEARNING– STAGES OF LEARNING PLAN– THE USE OF TECHNOLOGY AND WEB 2.0

UNPACKING STANDARDS AND COMPETENCIES

THE USE OF WEB 2.0 and the use of Technology

• Digital cartoon• Blaberrize.com• Goanimate.com• Powtoons.com• Spicynodes.com

LEVEL OF ASSESSMENT

• Knowledge • Process or Skill• Understanding• Products/

Performances

DEPED ORDER 31/73: REVISED GRADING SYSTEM (G 1-4 & G7-10 SY 2015-2016

ACQUISITION

MEANING-MAKINGTRANSFER

ACQUISITION MEANING-

MAKING

TRANSFER

UNPACKING THE ACQUISITION LEARNING GOAL FROM THE

COMPETENCIES

Assessing and Teaching Competencies

ACQUISITION

KNOWLEDGE

PROCESS

THE BACKWARD DESIGN PROCESS

STAGE 1Identify Desired

Results

OUTCOMES

STAGE 2Determine

Acceptable Evidence

ASESSMENT

STAGE 3Plan Learning Experiences

ACTIVITIES

ACQUISITION

TRANSFER

MEANING-MAKING

KNOWLEDGE

KNOWLEDGE

PROCESS

PROCESS

HOW DO WE CLASSIFY AS

KNOWLEDGE OR PROCESS?

In order to learn this competency, students have to memorize and later on recall a specific pre-established fact or information.

In order to learn this competency, students have to use higher-order thinking skills such as analysis, proving and proving evidence for one’s answer. Student may also be asked to apply concept but often, the application may not be situated in a real-world context.

KNOWLEDGE

PROCESS

S8ES-IId-19

UNIT ASSESSMENT-ACTIVITIES MATRIX

CODE

Level of

Assessment

What will I

Assess?

How will I assess?

How will I Score

Related Activitie

s

A Knowledge(15 %)

LC: QUESTIONS:MULTIPLE CHOICE

1 pt for each correct answer.

A Process/Skills(25%)

LC: Using Rubric

M Understanding(30%)

Enduring Understanding

T Product/Performance(30%)

Transfer Goal

Transfer Task

IN - SERVICE TRAININGFor

CSOHS FACULTY

May 13-14, 2016