Junior High School INSET
Transcript of Junior High School INSET
THE SEVEN Cs—21ST CENTURY
LIFELONG SKILLS
Seven Cs Component Skills1. Critical Thinking-and-Doing Problem-solving, Research,
Analysis, Project Management2.Creativity New knowledge creation; design
solutions; artful storytelling3. Collaboration Cooperation, compromise,
consensus, community-building4. Cross-cultural understanding Across diverse ethnic,
knowledge, and organizational structures
5. Communication Crafting messages and using media effectively
6. Computing/ ICT Literacy Effective use of electronic information and knowledge tools
7. Career and learning self-reliance
Managing change, lifelong learning and career redefinition
GLOBAL COMPETITIVENESS OUTCOMES IN ACADEMIC SUBJECTSProblem-
Solver
Inventive Thinker
Responsableng
mamamayan
Ganap na Pilipino na
May Kapaki-pakinabang na Literasi
Effective Communicator
and Multi-Literate
BACKWARD DESIGN
THE BACKWARD DESIGN PROCESSIdentify desired results
Determine assessment evidence
Plan learning experiences and instruction
What I want the students to understand and know and be able to do?
How do I check they have learned?
Which learning activities will lead students to the desired results?
CONTENT STANDARD•What do the students want to know, be able to do, and understand?
•Students are not just expected to understand, but they should be able to demonstrate or provide evidence of that understanding.
The learner demonstrates understanding of pre-colonial Philippine literature as a means of connecting to the past; various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct subject-verb agreement.
PERFORMANCE STANDARD•Students should be able to use their learning or understanding in real-life situations
•They should be able to do a skill on their own•“What do we want students to do with their learning or understanding?”
•“How do we want them to use their learning or understanding?”
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb agreement.
LEARNING COMPETENCIES
•ACQUISITION: Knowledge, Process, Skills
Learning CompetenciesAcquisition of
KP
UNPACKING THE ACQUISITION LEARNING GOAL FROM THE
COMPETENCIES
P
K
P
LEVELS OF ASSESSMENT• Knowledge – the substantive content of the curriculum, the facts and information that the student acquires.
• Process – skills or cognitive that the student performs on facts and information for the purpose of constructing meanings or understandings.
CREATING AN ESSENTIAL/ ENDURING
UNDERSTANDING
STEP 1: IDENTIFY BIG IDEAS IN THE FORM OF CONCEPTUAL NOUN
• appreciation for the literature of the past
• appropriate reading styles
• appropriate context-dependent expressions
• English sounds and prosodic features of speech
• subject-verb agreement
• pre-colonial Philippine literature
• reading styles
• word meaning
• sounds of English
• prosodic features of speech
• subject-verb agreement.
Big Ideas
STEP 2: SELECT MOST IMPORTANT OR RELEVANT BIG IDEAS IN RELATION TO COMPETENCIES
• pre-colonial Philippine literature
• reading styles
• word meaning
• sounds of English
• prosodic features of speech
• subject-verb agreement.
• appreciation for the literature of the past
• appropriate reading styles
• appropriate context-dependent expressions
• English sounds and prosodic features of speech
• subject-verb agreementBig Ideas
Step 3: Show which conceptual noun influences the other and the manner
of influence
Conceptual Noun
1Verb
Conceptual Noun
2 EU
STARTING THE EUIf Big Idea 1 controls Big Idea 2 then…
Big Idea 1 (Content Standard)
Pre-colonial Philippine Literature
InfluencesDeterminesShapesProducesAffects
Big Idea 2 (performance standard)
Appreciation of the pastContext-dependent expressions
Example:
Students will understand that pre-colonial Philippine Literature shapes one’s appreciation and awareness toward the past and use of the era’s language as context-dependent expressions in modern times.
STARTING THE EUIf Big Idea 2 controls Big Idea 1 then…
Big Idea 2 (Performance Standard)
Appreciation of the pastContext-dependent expressions
is influenced byIs determined byIs shaped byIs producedIs affected byDepends on
Big Idea 1 (Content standard)
Pre-colonial Philippine Literature
Example:
Students will understand that context-dependent expressions in modern times and appreciation of the past are greatly shaped by understanding, knowledge, and recognition of pre-colonial Philippine Literature.
STEP 5: CREATE AN ESSENTIAL QUESTION
ESSENTIAL QUESTION
OPEN-ENDED AND STIMULATE INVESTIGATION
ARGUABLE, MEANT TO BE INVESTIGATED AND CONTINUOUSLY EXPLORED
TRANSLATING BIG IDEAS TO EQSHow noun + verb + noun?Why noun + verb + noun?
When noun + verb + noun?
What noun + verb + noun?
STEP 6: TAKE OUT THE CLAUSE THAT HAS A CONTROLLING BIG IDEA
Students will understand that
pre-colonial Philippine literature shapes one’s appreciation and awareness toward
the past and use of the era’s language as context-dependent expressions in modern
times.
STEP 7: CHANGE REMAINING CLAUSE TO QUESTION BEGINNING WITH HOW OR WHY
Students will understand that
pre-colonial Philippine literature shapes one’s appreciation and awareness toward the
past and use of the era’s language as context-dependent expressions in modern
times.
How can a person be able to shape his appreciation and awareness toward the past and use another period’s language in various context in modern times?
STEP 7: CHANGE REMAINING CLAUSE TO QUESTION BEGINNING WITH HOW OR WHY
WRITING ATRANSFER GOAL
PERFORMANCE STANDARD MATTERS
STEP 1: IDENTIFY THE HIGHEST ORDER VERB
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb agreement.
STEP 2: IDENTIFY THE PRODUCTThe learner transfers learning by: showing
appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb agreement.
STAGE 3: STATE THE REAL WORLD PURPOSE
The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts using appropriate reading styles; participating in conversations using appropriate context-dependent expressions;
producing English sounds correctly and using the prosodic features of speech effectively in
various situations; and observing correct subject-verb agreement.
STEP 4: COMBINEStudents, on their own and in the long
run will be able to participate and share ideas employing the prosodic features of speech properly to promote the use and
application of context-dependent expressions in various situations.
COMPONENTS OF PERFORMANCE
TASK
COMPONENTS OF PERFORMANCE TASK• G-oal: problem, challenge• R- ole: job of the student• A- udience: target audience in the context of the scenario
• S-ituation: context of the scenario (beyond school situation)
• P-roduct/ Performance: what will students create or do• S- tandards and Criteria: indicators of success
You are part of the production team who has been commissioned by United Nations to produce a one-act play and write a synopsis which would be staged during its Annual World Congress. The play should reflect the theme, “Connecting with the World” to promote unity despite diversity. Your production should be relevant, engaging and effective. The synopsis must be appealing, proficient, and well-organized to perk the interest of the intended audience.
ROLE
GOAL
SITUATION
AUDIENCE: PARTICIPANTS OF
THE ANNUAL CONGRESS
STANDARD
PRODUCT
DESINGING A SCAFFOLD FOR
TRANSFER
LEVELS OF SCAFFOLDINGLevel Term
1 (Show me) Directed Prompt2 (Help me) Open Prompt
3 (Watch me) Guided Transfer4 (Let me) Independent
Transfer
GRADUAL RELEASE OF RESPONSIBILITY
SCAFFOLDING FOR TRANSFERLEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
Students will read a foltktale and they will identify the title as well as the different elements of a short story:a. Settingb. Charactersc. Plotd. Point of viewe. Conflictf. Theme
Students will watch a Philippine legend video/movie and make a summary about it.
Students are assigned to become a contributor in a special school magazine issue for the Celebration of Linggo ng Wika and they are asked to write an essay about the similarities and differences of legends and folktales.
You are invited to attend the Annual Awarding of Filipino National Artist and asked to create a brochure that celebrates the richness of pre-colonial Philippine Literature. The brochure should be organized, has relevance to the topic, has covered broad content and creative in terms of lay-out and design. Students choose the role and they have to produce the required output:a. As a member of Commission on Cultural
Heritage and Preservation, you are asked to create a brochure featuring a folktale that has a movie adaptaion or television program.
b. As a historian, you are asked to create a brochure featuring Philippine legend that tackles the beginning of the earth/world.
c. As a Filipino artist, you are asked to create a brochure featuring the notable legends and folktales’ characters.
PERFORMANCE TASK FOR DIFFERENTIATED INSTUCTION WITH GRASPS
G - to create a brochureR - member of commisssion on cultural heritage and preservation/ a historian/ an artistA - delegates/participantsS - annual awarding of national filipino artistP - brochure featuring a folktale that has a movie adaptaion or television program/ brochure featuring philippine legend that tackles the beginning of the earth or world/ brochure featuring the notable legend and folktale characters.S - the brochure should be organized, has relevance to the topic, has covered broad content and creative in terms of lay-out and design.
Criteria Satisfactory4 points
Developing3 points
Beginning2 points
Poor1 point
OrganizationThe series of event
and level of importance are
arranged properly.
The series of event and level of importance are partially arranged.
The series of event and level of
importance are less likely arranged.
There is no organization on the series of event and level
of importance.
Relevance to the topic
The brochure is very related to the
pre-colonial Philippne literature
The brochure is partially related
to the pre-colonial
Philippne literature
The brochure is less likely related to the
pre-colonial Philippne literature
The brochure is not related to pre-colonial Philippne
literature
Content
The brochure covers an exact content of the chosen literary
piece.
There is one or two mistakes in
the content.
Three or more mistakes are
committed in the content.
The content of the brochure is very misleading.
CreativityThe brochure’s lay-out and design is
very appealing and unique.
The brochure’s lay-out and design is partially
appealing and partially unique
The brochure’s lay-out and design is less
likely appealing and unique.
The brochure’s lay-out and design is not at all appealing
nor unique.
ORGANIZATION OF ACTIVITIES
Explore Firm up Deepen Transfer
Eliciting Prior
Knowledge
Revising prior knowledge and developing and
deepening new knowledge with knowledge, process
and understanding
Applying new knowledge with product or performance
THANKS FOR YOUR ATTENTION!