K to 12

K TO 12 BASIC EDUCATION PROGRAM

Embarking on the most comprehensive basic education

reform

Poor quality of Basic Education (low achievement scores of students in local and international tests

Why K to 12?

Congested Curriculum (the current 10-year basic education curriculum is designed to be taught in 12 years)HS graduates are not adequately prepared for the world of work (too young to enter the labor force below 18)Filipino students are not globally competitive

K TO 12 EDUCATION STRUCTURE

The K to 12 Basic Education Curriculum will be enhanced.

Learner-Centered

Decongested

Seamless

Responsive

Enriched

Integrative, Inquiry-based, Constructivist

Flexible to local needs

Focuses on the optimum development of the

Filipino

Allows for mastery of competencies

Continuum following an expanding spiral progression

model

• Healthy mind and body• Solid moral and spiritual grounding• Essential skills for lifelong learning• Proud to be a Filipino• Development of critical-thinking and creative

problem solving skills• Care for the environment

The K to 12 Curriculum will produce holistically developed learners with 21st century skills

• K to 12 curriculum will be decongested and learner-centered

• Kindergarten will be integrated into the basic education system... a bold step toward making all Grade 1 pupils a reader

• Senior HS will be in alignment with the 21st century skills and college readiness standards of CHED

• Curriculum will focus on core subjects, namely Math, Science, and English

• Graduates will be accredited in their areas of specializations (Academics, Tech-Voc, and Sports and Arts)

Framework for 21st Century Learning

Basic Skills: reading, comprehension, writing, mathematical problem solving, speaking and listening

People Skills: social skills (demonstrating understanding and empathy), negotiation, leadership, teamwork and cultural diversity

Personal Qualities: self-esteem, self-management and responsibility

Thinking Skills: creative thinking, problem solving, decision making and visualization

Skills for Workplace Competencies

• Core Subjects and their themes

The 21st Century Skills

global awareness

financial, economic, business and entrepreneurial literacy

civic literacy

health literacy

environmental literacy

• Learning and Innovation Skills

The 21st Century Skills

creativity

innovation

critical thinking/ problem solving

communication and collaboration

• Information, Media and Technology Skills

The 21st Century Skills

Information and Media Literacy

ICT(Information, Communications and Technology) literacy

• Life and Career SkillsThe 21st Century Skills

- flexibility and adaptability

- initiative and self-direction

- productivity and accountability

- social and cross-cultural skills

- leadership and responsibility

The most effective learning processes actively engage student interest and have a sense of authenticity.

Learners must actively, and on an ongoing basis, monitor and adjust their own learning processes.

The learning goals for which the student is responsible must be comprehensible, transparent and purposeful.

21st Century Learning Theory

Maximum learning occurs when the teacher diagnoses and pre-assesses students’ varying readiness levels, interests and learning profiles and adjusts the teaching-learning process to accommodate them.

21st century learning is anchored on authentic culminating performance tasks and projects.

21st Century Learning Theory

How then do we apply the learning theory and the 21st

century skills to assessment?

Three Types of Classroom Assessment

Assessment for Learning

Assessment as Learning

Assessment of Learning

Diagnostic Formative SummativeAssessment that

precedes instruction to check students’ prior

knowledge and experience,

misconceptions, interests, and/ or

learning style preferences.

Ongoing assessments that provide

information o guide teaching and learning for improving learning

and performance.

Culminating assessments conducted at the end of a

unit, course, or grade level to determine the degree of mastery or proficiency according to identified achievement targets.

Teacher pre-assesses knowledge and skills.Results are used to examine teaching and

improve learning.

Diagnostic

Teacher regularly checks whether students are attaining the objectives of the lesson.

Results are recorded but are not used for grading purposes.

Results are used for improving learning.

Formative

• Teacher makes a judgment on the level of proficiency the learner has attained.

• Results are used to improve future learning.

Summative

Three Types of Classroom AssessmentAssessment for

LearningAssessment as

LearningAssessment of

LearningDiagnostic Formative Summative

Diagnostics assessments provide information to assist teacher planning and guide differentiated instruction.

Formative assessments include both formal and informal methods.

Summative assessments are evaluative in nature, generally resulting in a score or a grade.

Assessments serve different purposes…

Two Views of Assessment

Assessment is for:

Judging

Assessment is for:

Right Answers

Control

Comparison to others

Use with single activities

Guiding

Self-Reflection

Information

Comparison to task

Use over multiple activities

On-going Assessment

Some teacherstalk about …

Some teacherstalk about …

LEARNING GRADESVS.-Can these two coexist peacefully?- Should one receive emphasis over the other?

FORMATIVE ASSESSMENT is CRITICAL

We do too much “testing” and not enough “feedbacking”.

Understanding is transferability.

Without understanding

Rigid knowledge

Assessment shall be at four levels and shall be weighed as follows:

Level of Assessment Percentage Weight

Knowledge 15

Process or skills 25

Understanding(s) 30

Products/Performances 30

Total 100%

LEVELS OF ASSESSMENT

The levels are defined as follows:

1. “Knowledge” refers to the substantive content of the curriculum, the facts and information that the student acquires.

ASSESMENT TOOLS for KNOWLEDGE (Facts and Information) – Paper and pencil tests– Matching type– Multiple choice– Constructed response type (situational)

What facts do you need to consider first? (not prompted)

traditional

2. “Process” refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understanding

ASSESMENT TOOLS for PROCESS

• Outline• Organize• Analyze• Interpret• Express creativity• Translate• Convert• Draw analogies

• Construct graphs, flowcharts

• Graphic organizers• Distinguishing fact and

opinion; truth vs. hearsay; essential vs. trivial

3. “Understandings” refers to enduring big ideas, principles and generalizations inherent to discipline, which are assessed using the facets of understanding.

ASSESSMENT TOOLS for UNDERSTANDING– Understanding of the EU

using the facets of understanding

4. “Products/Performances” refers to real-life application of understanding as evidenced by the student’s performance of authentic tasks.

ASSESSMENT TOOLS for PRODUCTS/PERFORMANCESThe highest level of assessment focuses on the products/performances which students are expected to produce through authentic performance task using GRASPS.

At the end of the quarter, the performance of students shall be

described in the report card, based on the following levels of proficiency:

LEVELS OF PROFICIENCY

• Beginning – the student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding

• Developing – the student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks

• Approaching Proficiency – the student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks

• Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks

• Advanced – The student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks

The level of proficiency at which the student is performing shall be based on a numerical value which is arrived at after summing up the results of the student’s performance on the various levels of assessment. The numerical values are as follows:

Level of Proficiency Equivalent Numerical Value

Beginning 74% and below

Developing 75-79%

Approaching Proficiency 80-84%

Proficient 85-89%

Advanced 90% and above

What should appear in the report card is not the numerical value, but the equivalent level of proficiency, abbreviated as follows:

B for Beginning;

D for Developing;

AP for Approaching Proficiency

P for Proficient; and

A for Advanced

At the end of the four quarters, the Final Grade shall be reported as the average of the four quarterly ratings, expressed in terms of the level of proficiency.

Honor students shall be drawn from among those who performed at the Advanced Level. Subsequent guidelines shall be issued as basis for ranking of honors.

• Technically competent• Innovative and creative• Knowledge-based with higher order thinking

skills• With foundational life skills• In pursuit of lifelong learning opportunities• Possessing desirable work attitudes and

behavior

Who is the 21st Skilled Filipino Workforce?

1. Set learning goals... Track progress (make use of formative assessment)

2. Work with STANDARDS– Content Standards (What do we want our students to

know, understand, and be able to do?)

K U D

How do we transform these to reality?

- Performance Standards (What do we want our students to do with their learning/understanding? How do we want them to use their learning/understanding?)

AcquisitionMeaning-MakingTransfer

Learning for UNDERSTANDING and TRANSFER

vs

Facts and Memorization

multidimensional

complicated

45

Facet 1: EXPLANATION

- Inference about why and how, with specific

evidence and logic

46real + real = real

7.5

+ 2.5

10

Facet 2: INTERPRETATION

- Meaning derived from shedding interesting and

significant light on current or past experience

48

49

Facet 3: APPLICATION

- Ability to use knowledge effectively in new situations

and diverse, realistic contexts

50

The instuctorThe learner

51

Facet 4: PERSPECTIVE

- Critical and insightful points of

view

52

53

Facet 5: EMPATHY

- Ability to get inside another persons

feelings and world view

54

55

Facet 6: SELF-KNOWLEDGE

- Wisdom to know one’s ignorance and how one’s patterns of thought

and actions inform as well as prejudice understanding

Lesson: Nouns/Naming WordsCompetencies/Skills

The students will know:1.What nouns are2.The types of nouns3.The functions of nouns4.How to distinguish nouns

Examples

At the end of the period the students should be able to:• Know what nouns are for in their lives • Realize that without nouns they can have no

identity• Function efficiently in society because they are

labeled appropriately• Find more meaning in who and what they are

The interface (UBD and K to 12)

The students will know:1. The three food groups2. How to classify food samples3. Prepare a healthy diet

Lesson: Food Groupscompetencies/Skills

At the end of the period the students should be able to:

1.Classify food samples correctly to promote healthy living

2.Prepare healthy diets to prolong life3.Realize that even a healthy diet is not for

everyone.

The interface (UBD and K to 12)

The students will know:1. How to tell time2. How to identify the parts of a clock3. How to describe the function/s of the parts

of a clock

Competencies/ Skills

At the end of the period the students should be able to:1. Tell time so that they can manage their lives

efficiently and competently2. Realize that events in life are based on

proper time management

The Interface (UBD and K to 12)

• Acquire mastery of basic competencies• Be emotionally mature• Be socially aware, pro-active, involved in public and

civic affairs• Be adequately prepared for the world of work or

entrepreneurship or higher education• Be legally employable with potential for better

earnings• Be globally competitive

Graduates of K to 12 will be holistically-developed Filipinos with 21st Century Skills

• Mathematical• Technological• Visual• Cultural• Global awareness• Critical/Creative thinking skills• Social responsibility

Develop 21st Century Literacies

Do remember these two difficult truths about teaching:

1. No matter how much you do, you’ll feel it’s not enough.

2. Just because you can only do a little, is no excuse to do nothing.

- Susan Ohanian

The essential questions at this time are not WHAT and WHY,

the essential question is HOW?

“Education is the key to the long-term problems of the country. If we fix basic

education, we fix the long-term problems of the country. And if we fix

the country’s problems, we will build a truly strong society we can proudly

call the Philippines.”

On K to 12 Program

- President Benigno S. Aquino III

Thank you and may God bless us all in our journey to the implementation of the K to 12 Basic Education Program!