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![What is SBA?
On Practice:
• The practice involves comparing each student’s
performance to academic standards that are developed
in the national or international setting.
• More importantly, the process involves communicating
goals that the school systems, schools, teachers and
students need to achieve, providing targets for teaching
and learning, and shaping the performance of teachers
and students.On Assessment: [Magno, C. (2015). On SBA. SBA
Journal, 3, 2-3.]
•The SBA model requires that assessment practices to be
closely aligned with the required competencies that
students need to learn.
•The general intention is to focus more on the learning of
competencies of every student.](https://image.slidesharecdn.com/curriculumintegration-161209152026/75/Curriculum-integration-6-2048.jpg)
Uploaded byCarlo Magno
Curriculum integration
The document outlines the milestones in the Philippine basic education curriculum and emphasizes the K to 12 approach aimed at developing learners with 21st-century skills prepared for various future opportunities. It discusses principles related to student learning and motivation, classroom management, and assessment practices aligned with required competencies. The overall goal is to enhance the educational experience and ensure that assessments reflect students' knowledge and abilities accurately.
In this document
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Introduction to curriculum integration and milestones in Philippine basic education, highlighting the K to 12 curriculum emphasis on holistic learner development.
Explanation of Standards-Based Assessment (SBA) focusing on aligning assessments with competencies in various subjects such as Math.
Formative assessment strategies to evaluate and support student learning while fostering goal-oriented progress.
Key principles regarding how students think and learn, emphasizing cognitive development, motivation, and self-regulation.
Factors that influence student motivation, including intrinsic vs. extrinsic motivation and the impact of teachers' expectations.
The significance of social contexts and emotional well-being in learning, focusing on interpersonal relationships and their educational impact.
Effective classroom management principles, emphasizing high expectations, positive relationships, and student support.
The importance of both formative and summative assessments, alongside principles for fair and effective interpretation of assessment data.
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Curriculum integration
- 1.
- 2. Milestones in PhilippineBasic Education Curriculum • Forward approach • Understanding by Design (secondary) • Spiral Progression
- 3. With K to12, we will.. Produce holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. “..country with an organized and shared rapid expansion of our economy through a government dedicated in honing and mobilizing our people’s skills and energies..” -Philippine Development Plan 2011-2016
- 4.
- 5. The K to12 Basic Education Curriculum is enhanced. Learner- Centered Decongeste d Seamles s Respon- sive Enriched Focuses on the optimum development of the Filipino Flexible to local needs Continuum following an expanding spiral progression model Integrative, Inquiry- based, Constructivist, Technology- enhanced Allows for mastery of competencies
- 6. What is SBA? OnPractice: • The practice involves comparing each student’s performance to academic standards that are developed in the national or international setting. • More importantly, the process involves communicating goals that the school systems, schools, teachers and students need to achieve, providing targets for teaching and learning, and shaping the performance of teachers and students.On Assessment: [Magno, C. (2015). On SBA. SBA Journal, 3, 2-3.] •The SBA model requires that assessment practices to be closely aligned with the required competencies that students need to learn. •The general intention is to focus more on the learning of competencies of every student.
- 7. Mathematics Standards Grade6 (4th Quarter)
- 8. How do youprepare the assessment? • TOS for Written Works Rem Und App Ana Eval Crea Constructs a pie graph given a set of data Interpret data presented in a pie chart Solves routine and non- routine problems using data presented in a pie chart
- 9. How you constructthe assessment protocol? Paper and Pen Performa nce-based Task Collects data on one or two variables using any source Constructs a pie graph based on a given set of data Interprets data given on a pie graph Solves routine and routine problems using data presented in the pie graph Creates problems that can be answered using information presented in a pie graph
- 10. Grade 8 Matter(3rd Quarter) • 1. explain the properties of solids, liquids, and gases based on the particle nature of matter (performance) • 2. explain physical changes in terms of the arrangement and motion of atoms and molecules (performance) • 3. determine the number of protons, neutrons, and electrons in a particular atom (written) • 4. trace the development of the periodic table from observations based on similarities in properties of elements (performance) • 5. use the periodic table to predict the chemical behaviour of an element (performance)
- 11. Delivering Formative Assessment Makelearners aware of the learning goal Determine current status of students Move students closer to the goals
- 12. Teaching the curriculum: •How do students think and learn? • What motivates students? • Why are social context, interpersonal relationships, and emotional well-being important to student learning? • How can the classroom best be managed? • How to assess student progress?
- 13. How do studentsthink and learn? • Principle 1 • Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.
- 14. How do studentsthink and learn? • Principle 2 • What students already know affects their learning.
- 15. How do studentsthink and learn? • Principle 3 • Students’ cognitive development and learning are not limited by general stages of development.
- 16. How do studentsthink and learn? • Principle 4 • Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.
- 17. How do studentsthink and learn? • Principle 5 • Acquiring long-term knowledge and skill is largely dependent on practice.
- 18. How do studentsthink and learn? • Principle 6 • Clear, explanatory, and timely feedback to students is important for learning.
- 19. How do studentsthink and learn? • Principle 7 • Students’ self-regulation assists learning, and self-regulatory skills can be taught.
- 20. How do studentsthink and learn? • Principle 8 • Student creativity can be fostered.
- 21. What motivates students? •Principle 9 • Students tend to enjoy learning and to do better when they are more intrinsically rather than extrinsically motivated to achieve.
- 22. What motivates students? •Principle 10 • Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.
- 23. What motivates students? •Principle 11 • Teachers’ expectations about their students affect students’ opportunities to learn, their motivation, and their learning outcomes.
- 24. What motivates students? •Principle 12 • Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging.
- 25. Why are socialcontext, interpersonal relationships, and emotional well- being important to student learning? • Principle 13 • Learning is situated within multiple social contexts.
- 26. Why are socialcontext, interpersonal relationships, and emotional well- being important to student learning? • Principle 14 • Interpersonal relationships and communication are critical to both the teaching–learning process and the social-emotional development of students.
- 27. Why are socialcontext, interpersonal relationships, and emotional well- being important to student learning? • Principle 15 • Emotional well-being influences educational performance, learning, and development.
- 28. How can theclassroom best be managed? • Principle 16 • Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
- 29. How can theclassroom best be managed? • Principle 17 • Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support.
- 30. How to assessstudent progress? • Principle 18 • Formative and summative assessments are both important and useful but require different approaches and interpretations.
- 31. How to assessstudent progress? • Principle 19 • Students’ skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
- 32. How to assessstudent progress? • Principle 20 • Making sense of assessment data depends on clear, appropriate, and fair interpretation.
Editor's Notes
- #4 With the K to 12 Program, we aim to fundamentally transform our basic education curriculum so that it produces holistically developed learners who have 21st century skills and are prepared for higher education, middle-level skills development, employment, and entrepreneurship. K to 12 is a joint program of the Department of Education, the Commission on Higher Education, and the Technical Education and Skills Development Authority. Beyond the three education agencies, the program is being developed in concert with all relevant stakeholders: students, parents, teachers and administrators from public and private schools, education experts, government agencies and the legislature, higher education institutions, business sector and industries, and civil society organizations. K to 12 is our collective response to the challenge of making basic education work for all learners.
- #6 The K to 12 curriculum is learner-centered and focused on the holistically developed Filipino. The topics are also developmentally appropriate (age appropriate). It will be decongested to allow for mastery of competencies. It is seamless. The content, content and performance standards, and competencies are in a continuum following the spiral progression model. There are no gaps or overlaps. It observes vertical alignment of content and performance standards, competencies and assessment across grade levels. It also supports horizontal alignment of content and performance standards and competencies between and among learning areas. Skills like “reading graphs” will be taught in Math before this is used in Science, Health and Economics topics. Trigonometric concepts will be taught before vectors are discussed in physics. The science concepts introduced in K are reinforced by the integration of science concepts in Grades 2 and 3. The curriculum will allow flexibility to be responsive to the needs of the community. An agricultural town may offer agricultural electives for instance. Coastal areas may offer fishery electives, urban areas on industrial arts. This will also be systematically matched with labor market studies. The curriculum will be integrative. It addresses diverse curricular concerns (e.g. human rights, media and information literacy, climate change, sustainable development) through integration to avoid the congestion of the curriculum. It will also be inquiry-based. The curriculum ensures that the learners have the opportunity develop skills of creative and critical thinking, informed decision-making, hypothesis-building and problem-solving. The curriculum will be constructivist – learners construct their own knowledge and understanding out of their experiences. Lastly, the curriculum will be enriched through the use of appropriate technologies including ICT.