Embedded Files
OBJECTIVES:
OBJECTIVES:
- Discuss important features of K-12 Curriculum requiring ICT-pedagogy integration skills.
- Analyze learning competencies of every year level according to the field of specialization of the pre-service teacher.
- Review some units in the Curriculum guide with focus on the development of 21st century skills
SALIENT FEATURES OF THE PHILIPPINE K TO 12 CURRICULUM
SALIENT FEATURES OF THE PHILIPPINE K TO 12 CURRICULUM
One of the considerations in the K to 12 curriculum is the need to integrate technologies for teaching and learning. The use of technologies is done in the different levels of learning and in teaching the various fields of specialization.
- STRENGTHENING EARLY CHILDHOOD EDUCATION (Universal Kindergarten).
- access to early childhood education
- the use of technologies evident in teaching the alphabet, numbers, shapes and colors through the use of games, songs, and dances in their Mother Tongue.
- MAKING THE CURRICULUM RELEVANT TO LEARNERS (Contextualization and Enhancement).
- "Give it context and make it count", Sara Bernard (2010)
- Teachers should think of ways to let the student realize that lesson are of good use to their personal well-being and their professional preparation.
- The need for students to have personal connection to a lesson material that can be done by engaging them emotionally or connecting the lesson to what they already know.
TIPS FOR MAKING LEARNING ENGAGING AND PERSONALLY RELEVANT (BRIGGS, 2014)
- Use suspense and keep it fresh
- drop hints before revealing
- leaving gaping pauses in speech
- change seating arrangements
- new relevant posters/displays
- Make it student-directed
- give student choice on assignment topic
- ask student to design their own
- Connect it to their lives and to what they already know
- take time to brainstorm (KWL)
- make cross-curricular connections
- Provide utility value
- pique importance of lessons to future goals
- state long term objective
- Build relatedness
3. BUILDING PROFICIENCY (Mother Tongue Based Multilingual Education or MTB MLE)
To be able to promote the child's dominant language and to use it as a language of instruction, maximum use of technological tools is highly encouraged. Currently, a lot of teachers and schools are into developing learning materials to be able to implement the MTB MLE program properly especially that there is a dearth of printed and e-materials in the mother tongue of the students. Mother Tongue is used in instruction and learning materials or other learning area The learners retain their ethnic identity, culture, heritage and value Children learn better and are more active in class and learn a second language even faster when they are first taught in a language they understand.
4. ENSURING INTEGRATED AND SEAMLESS LEARNING (Spiral Progression)
To be able to promote the child's dominant language and to use it as a language of instruction, maximum use of technological tools is highly encouraged. Currently, a lot of teachers and schools are into developing learning materials to be able to implement the MTB MLE program properly especially that there is a dearth of printed and e-materials in the mother tongue of the students. Mother Tongue is used in instruction and learning materials or other learning area The learners retain their ethnic identity, culture, heritage and value Children learn better and are more active in class and learn a second language even faster when they are first taught in a language they understand.
4. ENSURING INTEGRATED AND SEAMLESS LEARNING (Spiral Progression)
Learning basic concepts that lead to a more complex and sophisticated version of the general concepts entail TPACK: Technological knowledge, pedagogical knowledge, and content knowledge. Rediscovering concepts previously presented as students go up in grade level will be fully supported if all the areas of specialization will be aided by technologies for teaching and learning This will further strengthen retention and will enhance mastery of topics and skills as they are revisited and consolidated time and again This also allows learners to learn topics and skills appropriate to their developmental and cognitive skills.
5. GEARING UP FOR THE FUTURE
The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the College Readiness Standards (CRS) and the new General Education (GE) Curriculum. Hence, the K to 12 Curriculum focused on developing appropriate Specialization Subjects for the Academic, Sports, Arts and Design, and Technical Vocational Livelihood Tracks. All of these specialization subjects have to be supported by educational technology for better learning.
6. NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (College and Livelihood Readiness, 21" Century Skills)
To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go into different paths - higher education, employment, or entrepreneurship. Every graduate is expected to be equipped with information, media and technology skills, learning and innovation skills, effective communication skills, and life and career skills. This may happen with the proper implementation of the curriculum and with the facilitation by excellent teachers. For teachers to maintain excellent performance, they need full support, one of which is technological support.
K TO 12 BASIC EDUCATION CURRICULUM
K TO 12 BASIC EDUCATION CURRICULUM
K TO 12 ALS CURRICULUM
K TO 12 ALS CURRICULUM
Learning Strand 1: Communication Skills (English)Communication Skills (Filipino)
Learning Strand 2: Scientific Literacy and Critical Thinking Skills
Learning Strand 3: Mathematical and Problem Solving Skills
Learning Strand 4: Life and Career Skills
Learning Strand 5:Understanding the Self and Society
Learning Strand 6: Digital Literacy
Learning Strand 2: Scientific Literacy and Critical Thinking Skills
Learning Strand 3: Mathematical and Problem Solving Skills
Learning Strand 4: Life and Career Skills
Learning Strand 5:Understanding the Self and Society
Learning Strand 6: Digital Literacy
K TO 12 CURRICULUM MAPEH FRAMEWORK
K TO 12 CURRICULUM ARALING PANLIPUNAN FRAMEWORK
PRIMARY SOURCE TEXTBOOK:
- Espique, F. P. & Ayao-Ao, S. L. (2020). Technology for teaching and learning 2 for language education english/filipino. QC: Lorimar Publishing, Inc.
REFERENCES:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Arts-CG.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf
http://depedbohol.org/v2/wp-content/uploads/2016/03/Health-CG_with-tagged-math-equipment.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
Page updated
Google Sites
Report abuse