INSET Powerpoint presentation Science Session 6.pptx.pdf
- 2. 1. Explain the relationship of Making Meaning Learning Competencies and Divergent Thinking. 2. Differentiate shallow or surface from deep learning. 3. Discuss the use of Four Corners and Compass Point to elicit Divergent Thinking. 4. Explain the combination of Divergent and Convergent Thinking in the use of Stick-It-Together and Placemat Organizer. 5. Relate the use of Claim-Evidence-Reasoning to develop students’ analytic skills. 6. Apply techniques on Divergent Thinking for the teaching of Making Meaning type of learning competencies in a chosen curriculum unit and topic
- 3. What you need 1. DepEd MATATAG Curriculum Guide 2. Curriculum Map Template 3. Unit Standards and Competencies Diagram 4. CER Articles
- 4. DIVERGENT THINKING CONVERGENT THINKING How does learning the M LC prepare students for the PT?
- 5. DIVERGENT THINKING CONVERGENT THINKING How does learning the M LC prepare students for the PT?
- 6. DIVERGENT THINKING VARIED CORRECT ANSWER MAKE MEANING Principles and Generalizations Big Ideas of the Disciplines Analyze Explain Elaborate Discuss Justify Prove Persuade Defend Predict Generalize Formulate Model Synthesize Reflect
- 13. CHUNKING INFORMATION RETRIEVAL WITH MNEMONIC NOTING DETAILS WITH A GRAPHIC ORGANIZER GAMIFICATION FOUR CORNERS COMPASS POINT PLACEMAT ORGANIZER STICK-IT-TOGETHER CLAIM-EVIDENCE-REASONING SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED, HOW DO WE ENABLE STUDENTS TO DO BOTH? CONVERGENT THINKING DIVERGENT THINKING
- 14. Strongly Agree Strongly Disagree Disagree Agree ISSUE FOR DISCUSSION FOUR CORNERS
- 15. The knowledge of solutions can solve environmental problems. FOUR CORNERS
- 16. HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN?
- 17. By their nature, the manufacture, storage, and transport of chemicals are accidents waiting to happen. Chemicals can be corrosive, toxic, and they may react, often explosively. The impacts of chemical accidents can be deadly, for both human beings and the environment. Many if not most products we use in everyday life are made from chemicals and thousands of chemicals are used by manufacturing industries to make these products. The source of many of these chemicals is petroleum, which is refined into two main fractions: fuels and the chemical feedstocks that are the building blocks of plastics, paints, dyes, inks, polyester, and many of the products we buy and use every day. Fuels and chemical feedstocks made from petroleum are called organic chemicals. The other important class of chemicals is inorganics, which include acids, caustics, cyanide, computer circuit boards. Of the more than forty thousand chemicals in commercial use, most are subject to accidental spills or releases. Chemical spills and accidents range from small to large and can occur anywhere chemicals are found, from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums and all the way to the local dry cleaner or your garden tool shed. SCENARIO
- 18. WHICH QUESTION RELATED TO THE TEXT WILL ELICIT DIVERGENT THINKING? A According to the article, what are the possible risks brought by industrial chemicals? B How can the risks of chemical contamination be detected and handled? By their nature, the manufacture, storage, and transport of chemicals are accidents waiting to happen. Chemicals can be corrosive, toxic, and they may react, often explosively. The impacts of chemical accidents can be deadly, for both human beings and the environment. Many if not most products we use in everyday life are made from chemicals and thousands of chemicals are used by manufacturing industries to make these products. The source of many of these chemicals is petroleum, which is refined into two main fractions: fuels and the chemical feedstocks that are the building blocks of plastics, paints, dyes, inks, polyester, and many of the products we buy and use every day. Fuels and chemical feedstocks made from petroleum are called organic chemicals. The other important class of chemicals is inorganics, which include acids, caustics, cyanide, computer circuit boards. Of the more than forty thousand chemicals in commercial use, most are subject to accidental spills or releases. Chemical spills and accidents range from small to large and can occur anywhere chemicals are found, from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums and all the way to the local dry cleaner or your garden tool shed.
- 19. A (CONVERGENT) According to the article, what are the possible risks brought by industrial chemicals? COMPETENCY: Generalize that community-based problems related to solution concentrations are effectively addressed through scientific investigation. WHICH QUESTION RELATED TO THE TEXT WILL ELICIT DIVERGENT THINKING? B (DIVERGENT) How can the risks of chemical contamination be detected and handled? By their nature, the manufacture, storage, and transport of chemicals are accidents waiting to happen. Chemicals can be corrosive, toxic, and they may react, often explosively. The impacts of chemical accidents can be deadly, for both human beings and the environment. Many if not most products we use in everyday life are made from chemicals and thousands of chemicals are used by manufacturing industries to make these products. The source of many of these chemicals is petroleum, which is refined into two main fractions: fuels and the chemical feedstocks that are the building blocks of plastics, paints, dyes, inks, polyester, and many of the products we buy and use every day. Fuels and chemical feedstocks made from petroleum are called organic chemicals. The other important class of chemicals is inorganics, which include acids, caustics, cyanide, computer circuit boards. Of the more than forty thousand chemicals in commercial use, most are subject to accidental spills or releases. Chemical spills and accidents range from small to large and can occur anywhere chemicals are found, from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums and all the way to the local dry cleaner or your garden tool shed.
- 20. HOW CAN STUDENTS BE GUIDED TO THINK ABOUT AND ANSWER THE QUESTION? A (CONVERGENT) According to the article, what are the possible risks brought by industrial chemicals? COMPETENCY: Generalize that community-based problems related to solution concentrations are effectively addressed through scientific investigation. B (DIVERGENT) How can the risks of chemical contamination be detected and handled? By their nature, the manufacture, storage, and transport of chemicals are accidents waiting to happen. Chemicals can be corrosive, toxic, and they may react, often explosively. The impacts of chemical accidents can be deadly, for both human beings and the environment. Many if not most products we use in everyday life are made from chemicals and thousands of chemicals are used by manufacturing industries to make these products. The source of many of these chemicals is petroleum, which is refined into two main fractions: fuels and the chemical feedstocks that are the building blocks of plastics, paints, dyes, inks, polyester, and many of the products we buy and use every day. Fuels and chemical feedstocks made from petroleum are called organic chemicals. The other important class of chemicals is inorganics, which include acids, caustics, cyanide, computer circuit boards. Of the more than forty thousand chemicals in commercial use, most are subject to accidental spills or releases. Chemical spills and accidents range from small to large and can occur anywhere chemicals are found, from oil drilling rigs to factories, tanker trucks to fifty-five-gallon drums and all the way to the local dry cleaner or your garden tool shed.
- 21. What do you find Worrisome about this idea? What’s the downside? What else do you Need to know or find out about this idea? What is your Stance on the idea? What should your next Step be? What Suggestions could you make? What Excites you about this idea? What’s the upside?
- 22. DIRECTIONS: In line with the given case, evaluate as a group the idea that knowledge of solutions can help solve environmental problems ? Think about the question in this Compass Point that is assigned to you. Accomplish the form by the end of the period. STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 GROUP DISCUSSION
- 23. ONLINE GROUP DISCUSSION IN JAMBOARD
- 24. ONLINE GROUP DISCUSSION IN JAMBOARD
- 25. HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4
- 26. STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? RAPATAN2024 We will run this in March, with co trainers
- 27. STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? We will run this in March, with co trainers Addressing issues concerning concentration of solutions.
- 28. STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? We will run this in March, with co trainers That knowing the concentration of a solution helps in formulating sound decision in solving problems related to chemical related issues. The fear of conducting tests involving solutions as they can lead to errors or safety hazards. A thorough investigation should be done to effectively address the given idea. The knowledge of determining concentration of solution as well as techniques in carrying out an investigation. Addressing issues concerning concentration of solutions.
- 29. STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? RAPATAN2024
- 30. FOUR CORNERS Review M type of LC in your Q2 CG and CMap. Which of these could involve Four Corners or Compass Point? COMPASS POINT FOUR CORNERS
- 32. Best Answer: _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ Stick-it Together Reader Response Question: Copyright © 2016 J. Runde Name: Name: Name: Name: ❑ Start with an uppercase letter ❑ Begin with part of the question in your answer ❑ Show your thinking ❑ Use words from the story ❑ Write in full sentences ❑ Check your spelling and punctuation Learning Goal: How will the effect of carbon dioxide concentration to the rate of photosynthesis be established?
- 33. SHOW EXAMPLE FOR 2024 Q1 TOPIC
- 34. A direct relationship between the rate of photosynthesis to the concentration of carbon dioxide has been established through the conduct of study using scientific method. The study involved clarifying, at the onset , pertinent information needed in the design of the experiment. Then differing concentration of carbon dioxide were prepared where plant samples where exposed to. Results of the experiment conducted supported the connection between photosynthesis and increased carbon dioxide concentration.
- 35. PLACEMAT ORGANIZER FOR GROUP CONSENSUS NEGATIVE NEGATIVE POSITIVE POSITIVE
- 36. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input. GROUP CONSENSUS: STUDENT 1: STUDENT 3: STUDENT 4: STUDENT 2: In order to test the effect of concentration of carbon dioxide to the rate of photosynthesis an experiment can be carried out. When doing an experiment involving varying concentration of carbon dioxide to test its effect on the rate of photosynthesis, certain errors may occur in the process. The knowledge of determining concentration of solution as well as techniques in carrying out an investigation. A direct relationship between the rate of photosynthesis to the concentration of carbon dioxide has been established through the conduct of study using scientific method. The study involved clarifying, at the onset , pertinent information needed in the design of the experiment. Then differing concentration of carbon dioxide were prepared where plant samples where exposed to. Results of the experiment conducted supported the connection between photosynthesis and increased carbon dioxide concentration. Handling carbon dioxide concentration may pose safety concerns when doing the experimentation.
- 37. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 38. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 39. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 40. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 41. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 42. DIRECTIONS: Read the text about The Effect of Concentration of CO2 on the Average Rate of Photosynthesis in Spinach Leaf Disks. Then think about this question: are the information available in the text enough to prove the effect of carbon dioxide concentration to the rate of photosynthesis. Each one will state their position with a supporting data from the article. Then as a group come to a consensus on the answer to the question based on each one’s input.
- 43. HOW IS DIVERGENT THINKING DEVELOPED? WHAT DO STUDENTS LEARN? STICK-IT-TOGETHER PLACEMAT ORGANIZER
- 44. PLACEMAT ORGANIZER Review M type of LC in your Q2 CG and Cmap. Which of these could involve Stick-It-Together or Placement Organizers for an activity? STICK-IT-TOGETHER
- 45. IS DIVERGENT THINKING ALONE HAPPENING IN THESE ACTIVITIES? STICK-IT-TOGETHER PLACEMAT ORGANIZER PLACEMAT ORGANIZER STICK-IT-TOGETHER
- 46. COMBINATION OF DIVERGENT AND CONVERGENT THINKING
- 48. WHAT IS THE VALUE OF COMBINING DIVERGENT AND CONVERGENT THINKING? https://asana.com/resources/convergent-vs-divergent
- 49. https://asana.com/resources/convergent-vs-divergent EXAMINE ALTERNATIVES/PERSPECTIVES TO SEE THE BEST OPTION
- 50. https://asana.com/resources/convergent-vs-divergent HOW WILL WE DETERMINE THE BEST OPTION/ANSWER/SOLUTION?
- 52. PROBLEM/ ESSENTIAL QUESTION MAKING MEANING COMPETENCY FROM MATATAG CG C.E.R. WRITING 1 2 3 4
- 53. PROBLEM/ESSENTIAL QUESTION MAKING MEANING COMPETENCY FROM MATATAG CG C.E.R. WRITING 1 2 3 4 • OPEN-ENDED • DOES NOT LOOK FOR A SINGLE CORRECT ANSWER • REQUIRES SUPPORT AND REASONING • INVOLVES HOTS
- 54. How can the impact of changing ocean salinity on marine ecosystem be determined? (M) COMPETENCY: Generalize that community-based problems related to solution concentrations are effectively addressed through scientific investigation. C.E.R. WRITING 1 2 3 4 • OPEN-ENDED • DOES NOT LOOK FOR A SINGLE CORRECT ANSWER • REQUIRES SUPPORT AND REASONING • INVOLVES HOTS
- 55. How can the impact of changing ocean salinity on marine ecosystem be determined? (M) COMPETENCY: Generalize that community-based problems related to solution concentrations are effectively addressed through scientific investigation. C.E.R. WRITING 1 2 3 4 • OPEN-ENDED • DOES NOT LOOK FOR A SINGLE CORRECT ANSWER • REQUIRES SUPPORT AND REASONING • INVOLVES HOTS My claim or answer to the question is… My evidences I can cite for my claim are… The question asks about… and my evidences show…
- 57. How can the impact of changing ocean salinity on marine ecosystem be determined? C.E.R. WRITING 1 2 3 4 • OPEN-ENDED • DOES NOT LOOK FOR A SINGLE CORRECT ANSWER • REQUIRES SUPPORT AND REASONING • INVOLVES HOTS EASY MODERATE CHALLENGING My claim or answer to the question is… My evidences I can cite for my claim are… The question asks about… and my evidences show…
- 58. Class, pls. analyze this. Explain why.
- 59. The researcher was able to validate his initial observation through the conduct of a scientific research. A clear purpose was established that served as the foundation for the design and methodologies carried out in the research. This was evident in the survey design used in the study where scientific questions on general chemistry were asked. The participants targeted to respond to the questionnaire were people with scientific roles in order to account for their performance in preparing solutions of varying concentrations in research experimentation. The careful examination of the data gathered provided insights to the manner and impact basic science skills in the execution of an experiment. Which of the two is a summary and an analysis? Why do you say so? The researcher surveyed respondents on their understanding of basic chemistry task in the preparation of solution for the conduct of research studies . Free response and multiple choice questions on molar solutions were asked. And the examination of the results led researcher to conclude that there is a widespread problem on the technique for making solutions. Therefore recommending that trainings be done for the improvement of scientific research.
- 60. The researcher was able to validate his initial observation through the conduct of a scientific research. A clear purpose was established that served as the foundation for the design and methodologies carried out in the research. This was evident in the survey design used in the study where scientific questions on general chemistry were asked. The participants targeted to respond to the questionnaire were people with scientific roles in order to account for their performance in preparing solutions of varying concentrations in research experimentation. The careful examination of the data gathered provided insights to the manner and impact basic science skills in the execution of an experiment. Which of the two is a summary and an analysis? Why do you say so? The researcher surveyed respondents on their understanding of basic chemistry task in the preparation of solution for the conduct of research studies . Free response and multiple choice questions on molar solutions were asked. And the examination of the results led researcher to conclude that there is a widespread problem on the technique for making solutions. Therefore recommending that trainings be done for the improvement of scientific research. SUMMARY ANALYSIS
- 61. The researcher surveyed respondents on their understanding of basic chemistry task in the preparation of solution for the conduct of research studies . Free response and multiple choice questions on molar solutions were asked. And the examination of the results led researcher to conclude that there is a widespread problem on the technique for making solutions. Therefore recommending that trainings be done for the improvement of scientific research. The researcher was able to validate his initial observation through the conduct of a scientific research. A clear purpose was established that served as the foundation for the design and methodologies carried out in the research. This was evident in the survey design used in the study where scientific questions on general chemistry were asked. The participants targeted to respond to the questionnaire were people with scientific roles in order to account for their performance in preparing solutions of varying concentrations in research experimentation. The careful examination of the data gathered provided insights to the manner and impact basic science skills in the execution of an experiment. Which of the two is a summary and an analysis? Why do you say so? SUMMARY ANALYSIS
- 62. The researcher surveyed respondents on their understanding of basic chemistry task in the preparation of solution for the conduct of research studies . Free response and multiple choice questions on molar solutions were asked. And the examination of the results led researcher to conclude that there is a widespread problem on the technique for making solutions. Therefore recommending that trainings be done for the improvement of scientific research. The researcher was able to validate his initial observation through the conduct of a scientific research. A clear purpose was established that served as the foundation for the design and methodologies carried out in the research. This was evident in the survey design used in the study where scientific questions on general chemistry were asked. The participants targeted to respond to the questionnaire were people with scientific roles in order to account for their performance in preparing solutions of varying concentrations in research experimentation. The careful examination of the data gathered provided insights to the manner and impact basic science skills in the execution of an experiment. Which of the two is a summary and an analysis? Why do you say so? SUMMARY ANALYSIS CLAIM REASONING EVIDENCE EVIDENCE EVIDENCE EVIDENCE
- 63. Analysis: • uncover unstated assumptions or hidden bias, • explain logical fallacies in reasoning, • make inferences from given facts, • evaluate the relevance of data, • point out the organizational structure or parts of a work (art, music, writing) and relationships of different parts • support claims or arguments with evidences and reasons
- 65. How can the impact of changing ocean salinity on marine ecosystem be determined? C.E.R. WRITING 1 2 3 4 • OPEN-ENDED • DOES NOT LOOK FOR A SINGLE CORRECT ANSWER My claim or answer to the question is… My evidences I can cite for my claim are… The question asks about… and my evidences show… STANDARD SEQUENCE
- 66. https://www.youtube.com/watch?v=5KKsLuRPsvU&ab_channel=BozemanScience DEFINE KEY TERMS IN PROBLEM OR ESSENTIAL QUESTION
- 67. How can the impact of changing ocean salinity on marine ecosystem be determined? C.E.R. WRITING 1 3 2 4 DEFINE KEY TERMS IN PROBLEM OR ESSENTIAL QUESTION My claim or answer to the question is… The evidences I can cite in line with the definition of the question’s key term are… The question asks about… This means that… In line with this, my evidences show… Therefore, my claim is… Alternative Sequence
- 68. My claim or answer to the question is… The evidences I can cite in line with the definition of the question’s key term are… The question asks about…. This means… In line with this, my evidences show… Therefore, my claim is… PROBLEM/ ESSENTIAL QUESTION:
- 69. How can the impact of changing ocean salinity on marine ecosystem be determined? My claim or answer to the question is that Scientific Investigation helps determine the impact of ocean salinity to marine life. The evidences from the research I can cite in line with the definition of the question’s key terms are the following: - Citation of the researcher’s findings of salinity’s impact to marine ecosystem brought forth by human related activities - Provision of data indicating the effect of salt content to marine ecosystem - Conclusion that human-induced activities that increase ocean’s salinity posed damage to marine and coastal environment The question asks about the process by which the impact of changing ocean salinity is determined. This means that a scientific investigation(SI) can be carried out to determine the impact of ocean salinity to marine ecosystem. SI is a process of looking for answers to problems and involves gathering, testing and analyzing data, to eventually lead to a conclusion. In line with this, my evidences show that a scientific investigation was done to look at the effect of human-induced ocean salinity to marine life. Therefore, my claim is that Conduct of scientific investigation can assess the possible impact of concentration of salts in the marine environment.
- 74. My claim or answer to the question is that Scientific Investigation helps determine the impact of ocean salinity to to marine life. The evidences from the research I can cite in line with the definition of the question’s key terms are the following: - Citation of the researcher’s findings of salinity’s impact to marine ecosystem brought forth by human related activities - Provision of data indicating the effect of salt content to marine ecosystem - Conclusion that human-induced salinity posed damage to marine and coastal environment The question asks about the process by which the impact of changing ocean salinity is determined. This means that a scientific investigation(SI) can be carried out to determine the impact of ocean salinity to marine ecosystem. SI is a process of looking for answers to problems and involves gathering, testing and analyzing data, to eventually lead to a conclusion. In line with this, my evidences show that a scientific investigation was done to look at the effect of human-induced ocean salinity to marine life. Therefore, my claim is that Conduct of scientific investigation can assess the possible impact of concentration of salts in the marine environment. CONVERGENT CONVERGENT DIVERGENT How can the impact of changing ocean salinity on marine ecosystem be determined?
- 79. 1. An article excerpt, situation, graphic or problem is given to the student to read and analyze. (NB. Article excerpt fits on one slide maximum.) 2. An Essential Question related to the Make Meaning competency is given for students to answer. The Essential Question is open-ended. 3. A format for the student’s answer is provided. The format contains a part for the Claim, another for Evidence and a final part for Reasoning. Each part may have prompts that student can use to begin his or her answer. 4. A sample answer key is done to guide the rubric rating of students’ answers. Answer key uses the given prompts for Claim-Evidence-Reasoning. 5. In the Reasoning part of the answer key, main terms of the question are defined. An explanation is then given of how the evidences connect with the defined terms. 6. A specific type of rubric (i.e., holistic or analytic) is chosen to rate the students’ answers. Checklist for C-E-R Worksheet and Answer Key
- 80. CLAIM-EVIDENCE-REASONING HOLISTIC RUBRIC 4 In addition to Level 3 response, student’s reasoning shows in-depth inference that goes beyond other compelling evidences related to the text. 3 Claim is correct. Cited evidences from article supports claim. Reasoning is logical and connected to the evidence. 2 Claim is partially correct. Some of cited evidences do not support the claim. Reasoning is partially not logical and not connected to the evidence. 1 Claim is incorrect. Some of cited evidences do not support the claim. Reasoning is incomplete. 0 No claim, evidence or reasoning is found in the answer.
- 81. Divergent and Convergent Thinking CLAIM-EVIDENCE-REASONING Review M type of LC in your Q2 CG and CMap. Which of these could involve Claim-Evidence-Reasoning as an activity?
- 82. SAMPLE DIARY CURRICULUM MAP FROM DEPED MATATAG CURRICULUM GUIDE (CG) FROM DEPED MATATAG CG FROM SUBJECT TEACHER FROM SCHOOL’S VISION AND MISSION DESIGN PROTOCOL RAPATAN2024 Review M type of LC in your Q2 CMap and the activities you wrote for these. Determine how to incorporate and indicate Divergent Thinking techniques in their corresponding activities.
- 84. How are Making meaning competencies taught? How then do we develop divergent thinking among students? Teachers can develop students’ divergent thinking in Making Meaning learning competencies by proper phrasing of questions and grouping students to do collaborative discussions with the help of an organizer that records the ideas of different group members. Teachers can use organizers like Four Corners or Compass Point. Teaching Making Meaning learning competencies involves developing students’ divergent thinking. Since these competencies often regarded as Higher Order Thinking competencies or HOTS go beyond mere recall of information, these competencies lead students to examine different views, solutions, and perspectives. In the process, students deepen their learning and become more analytical.
- 85. Can a combination of divergent – convergent thinking develop analytical learning? How? In other organizers like Stick-It-Together and Placemat Organizer, students share their individual views but arrive at a consensus on the best answer or solution. Through these organizers, students experience both Divergent and Convergent thinking where they explore varied ideas and come to an agreement. Agreements on what is the best answer or solution depend on the evidences that students are able to gather. Hence, students, while engaged in divergent thinking when examining varied evidences, research or ideas, need to utilize these evidences as the basis for a specific claim or group’s consensus.
- 86. What activity teaches students to be evidence-based in making a claim? Students learn to be evidence-based in their claims and reasons through an activity called Claim-Evidence-Reasoning. In this activity, students are given an open-ended problem or essential question, define the key terms in the question, look for evidences in line with the defined terms, make claims and provide reasons for their claim. In which part of the Learning Plan are these Make meaning activities done? The design and implementation of these Making Meaning activities are usually done for the Deepen section of an EFDT Learning Plan.
- 87. Complete the following for your unit: Learning plan activities and procedures showing application of the following divergent/convergent thinking organizers for Make Meaning type of learning competencies - Four Corners - Compass Point - Stick-It-Together - Placemat Organizer - Claim-Evidence-Reasoning