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!