Transcript
Module 6.4Module 6.4
Module 6.4Module 6.4
Curriculum Curriculum and and
InstructionInstruction
(Science)(Science)
What to teachWhat to teach
KnowledgeKnowledge FactsFacts ConceptsConcepts PrinciplesPrinciples TheoriesTheories
Process SkillsProcess Skills ObservationObservation InferenceInference ClassificationClassification ComparisonComparison MeasurementMeasurement CommunicationCommunication PredictionPrediction IdentificationIdentification VariablesVariables Formulating hypothesisFormulating hypothesis ExperimentExperiment
Scientific AttitudesScientific Attitudes
CuriosityCuriosity HonestyHonesty ObjectivityObjectivity OpennessOpenness PerseverancePerseverance SkepticismSkepticism Withholding judgmentWithholding judgment
How to teach…How to teach…
Way of finding out rather than a Way of finding out rather than a body of facts to be memorizedbody of facts to be memorized
Emphasize learning by doingEmphasize learning by doing
Encourage interaction among Encourage interaction among learnerslearners
Adapt science experiences to the Adapt science experiences to the learners’ developmental levellearners’ developmental level
Use a variety of approaches in Use a variety of approaches in teaching scienceteaching science
Why teach…Why teach…
Functional understanding Functional understanding of science concepts and of science concepts and principlesprinciples
Real life situationReal life situation Acquire skills/scientific Acquire skills/scientific
attitudes/valuesattitudes/values
Solving everyday problemsSolving everyday problems
Health and sanitationHealth and sanitation NutritionNutrition Food productionFood production Environment and its Environment and its
conservationconservation
Lesson 2Lesson 2
TEACHING STRATEGIESTEACHING STRATEGIES
Learner construct knowledge Learner construct knowledge for himselffor himself
Constructs meaning as he Constructs meaning as he learnslearns
Constructing meaning is Constructing meaning is learninglearning
1.1. The Discovery ApproachThe Discovery Approach
2.2. Inquiry ApproachInquiry Approach
3.3. Reflective ThinkingReflective Thinking
4.4. Integrative TeachingIntegrative Teaching
5.5. Cooperative LearningCooperative Learning
6.6. Process ApproachProcess Approach
7.7. Practical Work approachPractical Work approach
Other strategiesOther strategies
Lecture and student recitationLecture and student recitation DemonstrationDemonstration Practice or drillPractice or drill ReviewReview Role playing and simulationRole playing and simulation Field tripsField trips Concept mappingConcept mapping gamesgames
RESEARCH IN THE RESEARCH IN THE CLASSROOM SCIENTIFIC CLASSROOM SCIENTIFIC METHODMETHOD Identify the problemIdentify the problem Formulate a hypothesisFormulate a hypothesis Design an investigationDesign an investigation Work on the investigationWork on the investigation Accept, modify or reject the Accept, modify or reject the
hypothesishypothesis Form conclusionForm conclusion
Classroom AssessmentClassroom Assessment
FormativeFormative Ask questions while discussion is Ask questions while discussion is
going ongoing on Summative test at the end of a Summative test at the end of a
topictopic
What are the sources of What are the sources of assessment information?assessment information?
Traditional Assessment
•Fill-in-the blanks
•Matching type
•True or False
•Multiple choice type
•Short-answer question
Authentic Assessment (Kleinheider 1996)
•Performance-based Assessment
•Portfolio
•Concept Mapping
•Creative Assessment
•Journals & Oral Interview
•Problem Test
•Diagrams or Picture Type of Test
•Practical Assessment
•Self-evaluation
Lesson 6Lesson 6
Scoring Authentic Scoring Authentic Assessment Assessment
Through RubricsThrough Rubrics
Part I – The Multigrade Part I – The Multigrade ProgramProgram
1.1. The Multigrade The Multigrade Program in the Program in the PhilippinesPhilippines
2.2. Basic Principles Basic Principles Underlying Multigrade Underlying Multigrade TeachingTeaching
LEGAL BASESLEGAL BASES DECS Order No. 38, s. 1993DECS Order No. 38, s. 1993
Improving Access toImproving Access to Elementary Education byElementary Education by Providing Complete Elementary Providing Complete Elementary grade Levels in All Public grade Levels in All Public Elementary Schools Tr\hrough Elementary Schools Tr\hrough Combination and/or MG ClassesCombination and/or MG Classes DECS Order No. __, s. 1996DECS Order No. __, s. 1996
January, 1996January, 1996MG Programme in the Philippine MG Programme in the Philippine Education: An Alternative Delivery Education: An Alternative Delivery Scheme to Provide Quality Education Scheme to Provide Quality Education ServicesServices
DECS Order No. 96, s. 1997DECS Order No. 96, s. 1997
(November 14, 1997)(November 14, 1997)
Policies and Guidelines in the Policies and Guidelines in the Organization and Operation of Organization and Operation of MG ClassesMG Classes
DECS Order No. 91, s. 1997DECS Order No. 91, s. 1997
(November 6, 1997)(November 6, 1997)
Special Hardship Allowance for Special Hardship Allowance for MG TeachersMG Teachers
MG schools – classes that MG schools – classes that combine the students ofcombine the students of
Different agesDifferent ages ) one ) one Different abilitiesDifferent abilities ) classroom ) classroom
They are usually:They are usually: Mountain schoolsMountain schools Coastal schoolsCoastal schools Island schoolsIsland schools
• Remote, far-flung, hard to reachRemote, far-flung, hard to reach• No available transportationNo available transportation
Multi-grade TeacherMulti-grade Teacher(DECS Order No. 91, s. 1997(DECS Order No. 91, s. 1997 A public school teacher handling a A public school teacher handling a
class of two or more gradesclass of two or more grades
Factors that led to the organization of Factors that led to the organization of MG Classes-MG Classes- Distance of the barangayDistance of the barangay Small number of enrollees for each Small number of enrollees for each
grade level or sparsely populated grade level or sparsely populated areaarea
Shortage of teachers, funds and Shortage of teachers, funds and school buildingsschool buildings
Basic Principles Underlying Basic Principles Underlying Multigrade TeachingMultigrade Teaching
1.1. Children are unique.Children are unique.
2.2. Children learn best from Children learn best from experience. Children learn experience. Children learn from doing.from doing.
3.3. Children can and do learn well Children can and do learn well from one another.from one another.
4.4. Role of the teacher in a Role of the teacher in a classroom involves setting-up classroom involves setting-up and managing a learning and managing a learning environment that will be environment that will be conducive to learning and conducive to learning and teaching.teaching.
5.5. The implementation of the The implementation of the school curriculum must take school curriculum must take into consideration the varied into consideration the varied abilities, levels and interests of abilities, levels and interests of a particular group.a particular group.
6. Value of the program will be 6. Value of the program will be judged according to how well it judged according to how well it has achieved goals - has achieved goals -
Part IIPart II
The Components of a The Components of a Multi-grade ClassroomMulti-grade Classroom
1.1. Human ResourceHuman Resource
2.2. The Physical The Physical EnvironmentEnvironment
Human ResourceHuman Resource
LearnerLearner TeacherTeacher ParentsParents BenefactorsBenefactors NGO’sNGO’s Private institutionPrivate institution
ARRANGEMENT OF A STUDENT ARRANGEMENT OF A STUDENT CENTERED MULTI-GRADE CLASSROOMCENTERED MULTI-GRADE CLASSROOM
(Using more MOBILE (Using more MOBILE FURNITURE for ALTERNATIVE FURNITURE for ALTERNATIVE
CLASSROOM CLASSROOM ARRANGEMENT)ARRANGEMENT)
(Desks are type attached to (Desks are type attached to chairs)chairs)
TEACHER’S DESK
.
ILLUSTRATION 3ILLUSTRATION 3
AN OPEN AN OPEN CLASSROOMCLASSROOM
ILLUSTRATION 4ILLUSTRATION 4
A SIMILAR A SIMILAR ARRANGEMENT ARRANGEMENT
USING INDIVIDUAL USING INDIVIDUAL DESKSDESKS
DAILY CLASS SCHEDULE/PROGRAMDAILY CLASS SCHEDULE/PROGRAM(per DepEd Order No. 36, s. 2005)(per DepEd Order No. 36, s. 2005)
GRADE CLUSTERSGRADE CLUSTERS
(1,II, I-III, II-III, 1-II-III)(1,II, I-III, II-III, 1-II-III)
TIMETIME MINUTESMINUTES LEARNING LEARNING AREASAREAS
1:30 – 2:401:30 – 2:40
2:40 – 3:402:40 – 3:40
7070
6060
FilipinoFilipino
MakabayanMakabayan
Sibika at KulturaSibika at Kultura
7:30 – 7:457:30 – 7:45
7:45 – 8:157:45 – 8:15
8:15 – 9:458:15 – 9:45
9:45 – 10:009:45 – 10:00
10:00 – 11:2010:00 – 11:20
11:20 – 12::0011:20 – 12::00
1515
3030
9090
1515
8080
4040
Flag CeremonyFlag Ceremony
CE/GMRCCE/GMRC
EnglishEnglish
RecessRecess
MathematicsMathematics
Science & HealthScience & Health
DAILY CLASS SCHEDULE/PROGRAMDAILY CLASS SCHEDULE/PROGRAM(per DepEd Order No. 36, s. 2005)(per DepEd Order No. 36, s. 2005)
GRADE CLUSTERSGRADE CLUSTERS
(III-IV)(III-IV)
TIMETIME MINUTESMINUTES LEARNING LEARNING AREASAREAS
7:30 – 7:457:30 – 7:45
7:45 – 8:15 (III)7:45 – 8:15 (III)
8:05(IV)8:05(IV)
8:15 – 9:45 (III)8:15 – 9:45 (III)
8:05 -9:15 (IV)8:05 -9:15 (IV)
9:45 – 10:009:45 – 10:00
10:00 – 10:40 (III)10:00 – 10:40 (III)
10:00 – 11::00 (IV)10:00 – 11::00 (IV)
10:40 – 11:50 (III)10:40 – 11:50 (III)
11:00 – 12:00 (IV)11:00 – 12:00 (IV)
1515
3030
2020
9090
7070
1515
4040
6060
7070
Flag CeremonyFlag Ceremony
CE/GMRCCE/GMRC
EnglishEnglish
(30 MINS.(30 MINS.
Remedial)Remedial)
RecessRecess
ScienceScience
MathMath
1:30 – 2:40 (III)1:30 – 2:40 (III)
1:30 – 2:30 (IV)1:30 – 2:30 (IV)
2:30 – 3:30 (III)2:30 – 3:30 (III)
2:30 – 4:00 (IV)2:30 – 4:00 (IV)
7070
6060
6060
100100
FilipinoFilipino
Makabayan (SK)Makabayan (SK)
HKS (40)HKS (40)
EPP (40)EPP (40)
MSEP (20)MSEP (20)
TIMETIME MINUTESMINUTES LEARNING AREASLEARNING AREAS
MULTIGRADE PROGRAM MULTIGRADE PROGRAM OPTIONSOPTIONS
1.1. SUBJECT STAGGERINGSUBJECT STAGGERINGSubject requiring more teacher pupil Subject requiring more teacher pupil interaction are grouped with those interaction are grouped with those requiring less in a 3-grade class.requiring less in a 3-grade class.e. 1 or 2 grades – independent or 1 e. 1 or 2 grades – independent or 1 grade recites with teachergrade recites with teacher
2.2. SUBJECT INTEGRATIONSUBJECT INTEGRATIONSubjects which easily lend themselves to Subjects which easily lend themselves to integration are presented by the teacher integration are presented by the teacher to all grades at the same time.to all grades at the same time.
EFFECTIVE INSTRUCTIONAL EFFECTIVE INSTRUCTIONAL APPROACH/STRATEGYAPPROACH/STRATEGY
A.A. INDIVIDUALIZED INSTRUCTIONALINDIVIDUALIZED INSTRUCTIONAL
Essence:Essence: Awareness of and consideration of Awareness of and consideration of individual needs, abilities and styles of individual needs, abilities and styles of learners for curriculum planninglearners for curriculum planning
TEACHER gets to know the pupils TEACHER gets to know the pupils determines their individual needs through determines their individual needs through a variety of diagnostic devices and a variety of diagnostic devices and strategiesstrategies
Observing pupils’ behaviorObserving pupils’ behavior Analyzing homework Analyzing homework
Interacting with pupil Interacting with pupil while engaged in an while engaged in an activityactivity
Analyzing patters of pupil Analyzing patters of pupil performance on testsperformance on tests
Plans appropriate Plans appropriate activities in respond to activities in respond to pupil needspupil needs
MG PROGRAM OPTIONSMG PROGRAM OPTIONS
SUBJECT STAGGERINGSUBJECT STAGGERING
SUBJECT INTEGRATIONSUBJECT INTEGRATION
COMMON TIMETABLECOMMON TIMETABLE
INTEGRATED DAYINTEGRATED DAY
SUBJECT GROUPINGSUBJECT GROUPING
Part IV – Teaching Strategies Part IV – Teaching Strategies too Multi-grade Classestoo Multi-grade Classes
1.1. Methods commonly UsedMethods commonly Used
2.2. Group Work and Grouping as Group Work and Grouping as an Instructional Strategyan Instructional Strategy
3.3. Self-Directed learning and Self-Directed learning and Independent StudyIndependent Study
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