Supervision-of-Curriculum-and-Instruction.pptx
- 4. K to 12 Curriculum Focus on learner-centered, competency-based education Holistically develops students' skills, knowledge, and values
- 6. Address learning objectives, content, instructional strategies, and assessment Guide educators in creating effective learning experiences Systematic frameworks for planning, implementing, and evaluating curricula
- 8. Focuses on the knowledge and skills of a specific discipline Well-suited for establishing a strong foundation in core subjects Examples: Math, Science, Language Arts
- 10. Emphasizes students' interests, needs, and learning styles Encourages active participation and critical thinking Promotes student ownership of learning
- 12. Focuses on real-world problems and encourages problem-solving skills Integrates knowledge from multiple disciplines Prepares students to apply learning to real-life situations
- 14. Blends elements of different models: The hybrid/integrated model draws on the strengths of various curriculum development models to create a comprehensive and adaptable learning experience. It can incorporate elements of the subject-centered model (strong disciplinary foundation), learner- centered model (focus on individual needs and interests), and problem-centered model (real- world application) to achieve specific learning objectives.
- 15. Adapts to specific learning objectives and student needs: This model allows for flexibility in tailoring the curriculum to different subjects, student groups, and learning contexts. By combining approaches, educators can create curricula that are both rigorous and engaging, fostering critical thinking, problem-solving, and subject-area knowledge.
- 16. Offers flexibility and a comprehensive learning experience: The hybrid/integrated model provides a more holistic learning experience, as students delve deeper into subjects while also developing essential skills for applying their knowledge in real- world situations.
- 18. Shaping Filipino Futures: Curriculum Goals and Objectives in the Philippine Education System
- 19. The Philippine K to 12 Curriculum
- 20. IMPLEMENTED IN 2013 AIMS TO EQUIP STUDENTS WITH 21ST-CENTURY SKILLS FOCUSES ON LEARNER- CENTERED, COMPETENCY- BASED EDUCATION
- 21. National Goals of Philippine Education
- 22. Holistic Development: Nurturing well-rounded individuals with strong moral character, critical thinking skills, and a sense of national identity. Lifelong Learning: Fostering a love for learning that extends beyond formal education. Productive Citizenship: Equipping students with the skills necessary to contribute positively to society.
- 23. General Educatio n Objective s Communication: Effective communication skills in English, Filipino, and other languages. Critical Thinking and Problem Solving: The ability to analyze information, solve problems, and make informed decisions. Research: Developing research skills and information literacy. Information, Media and Technology Skills: Utilizing technology effectively for learning and communication.
- 24. Learning Domains of the K to 12 Curriculum •Cognitive Domain: Focuses on the development of knowledge, understanding, and problem- solving skills. •Affective Domain: Emphasizes the development of values, attitudes, and emotions. •Psychomotor Domain: Aims to develop physical skills and coordination.
- 25. Specific Objectives: An Example
- 26. Specific Objectives: An Example •Subject: Science (Grade 8) •Topic: Photosynthesis •Cognitive Domain: * Students will be able to explain the process of photosynthesis. * Students will be able to identify the role of sunlight, water, and carbon dioxide in photosynthesis. * Students will be able to differentiate between photosynthesis and cellular respiration. •Affective Domain: * Students will appreciate the importance of plants in maintaining a healthy environment. * Students will demonstrate a sense of curiosity about the natural world. •Psychomotor Domain (Optional, depending on the learning activity): * Students will be able to conduct a simple experiment to demonstrate the process of photosynthesis.
- 28. Building a Strong Foundation: Instructional Goals and Objectives in the Philippine Education System
- 29. The Philippine K to 12 Curriculum •Implemented in 2013 •Competency-based education •Focuses on learner- centered instruction
- 30. Instructional Goals vs. Objectives • Instructional Goals: Broad statements describing the overall desired learning outcomes for a unit, course, or learning area. • Example: Students will develop critical thinking skills in Social Studies. • Instructional Objectives: Specific, measurable, achievable, relevant, and time-bound (SMART) statements that define what students will be able to do by the end of a lesson or instructional activity. • Example: By the end of the lesson, students will be able to identify the causes of the Philippine Revolution of 1896.
- 31. Benefits of Clearly Defined Objectives •Provides direction for teachers: Clearly defined objectives guide teachers in lesson planning, selecting appropriate instructional materials, and choosing effective teaching strategies. •Focuses student learning: Objectives ensure students understand what is expected of them, allowing them to focus their learning efforts and track their progress. •Facilitates assessment: Objectives provide a clear benchmark for evaluating student learning and determining whether they have mastered the intended skills or knowledge.
- 32. Writing SMART Objective s Specific: Clearly define what students will learn or be able to do. Measurable: Include criteria for assessing student learning. Achievable: Set realistic goals that are attainable for the students. Relevant: Align objectives with the broader curriculum goals and learning standards. Time-bound: Specify the timeframe within which students will achieve the objective.
- 33. Alignment with Learning Strands and Competencies Learning Strands: Broad areas of learning within a subject or learning area defined by the K to 12 Curriculum. Example: In Mathematics, Number Sense and Operations is a learning strand. Competencies: Specific skills and knowledge students are expected to demonstrate within a learning strand. Example: A competency within the Number Sense and Operations strand might be "adding and subtracting whole numbers." Instructional Objectives: Detailed statements outlining what students will learn or be able to do based on a specific competency. Example: By the end of the lesson, students will be able to add and subtract two-digit whole numbers with regrouping.
- 35. Engaging Learners: Selecting and Implementing Strategies of Instruction in the Philippine Education System
- 36. The Philippine K to 12 Curriculum
- 38. •Instructional strategies are methods and approaches used by educators to facilitate learning. • Selection depends on factors like: • Learner characteristics (visual, auditory, kinesthetic) • Learning objectives • Subject matter
- 39. Examples of Instructional Strategies Direct Instruction: Teacher-centered approach providing clear explanations, demonstrations, and guided practice. Inquiry-Based Learning: Students actively investigate, explore, and construct knowledge through problem-solving and discussion. Cooperative Learning: Students collaborate in small groups to achieve shared learning goals.
- 40. Technology- Enhanced Strategies •Technology-Enhanced Strategies •Digital Learning Resources: Educational websites, simulations, and interactive tools can enhance learning. •Blended Learning: Combines traditional classroom instruction with online learning activities. •Flipped Classroom: Students access lectures and content online before class, allowing for more interactive in-class activities.
- 41. Matching Strategies to Learning Objectives Learning Objectives: What specific knowledge, skills, or attitudes do we want students to develop? Learner Characteristics: Understanding students' learning styles, background knowledge, and interests helps tailor the approach to their needs. Subject Matter: The nature of the subject matter may lend itself to certain strategies more effectively. For example, science experiments might be more suitable for kinesthetic learners, while visual learners might benefit from diagrams or simulations.
- 43. Evaluating the Curriculum Valuing the Philippine Curriculum: A Framework for Continuous Improvement
- 44. Why Evaluate the Curriculum? •Ensures alignment of curriculum objectives with learner needs and DepEd's K to 12 Framework (DepEd Order No. 34, s. 2017). •Identifies areas for improvement to enhance student learning outcomes. •Promotes data-driven decision-making in curriculum
- 45. Learning Objectives: • Are they clear, measurable, and aligned with DepEd's K to 12 Learning Competencies? • Do they encourage critical thinking and problem-solving skills? Key Factors in Valuating the Curriculum (1/2)
- 46. Content: • Is the content accurate, up-to-date, and relevant to learners' needs? • Does it incorporate real- world examples and applications? • Does it promote 21st- century skills like collaboration and communication? (DepEd Memorandum No. 20, s. 2023) Key Factors in Valuating the Curriculum (2/2)
- 47. Key Factors in Valuating the Curriculum (3/2) • Learning Activities: • Are the activities engaging, varied, and cater to diverse learning styles? (DepEd Order No. 36, s. 2012) • Do they encourage active participation and promote deeper understanding?
- 48. Key Factors in Valuating the Curriculum (3/2) • Learning Activities: • Are the activities engaging, varied, and cater to diverse learning styles? (DepEd Order No. 36, s. 2012) • Do they encourage active participation and promote deeper understanding?
- 50. •Demystifying Curriculum Products: Building Blocks of the Philippine Education System
- 51. What are Curriculum Products? •Curriculum products are tangible resources that operationalize the curriculum. •They bridge the gap between theory and practice, translating learning objectives and content into engaging learning experiences. •DepEd plays a crucial role in developing and endorsing curriculum products that support the K to 12 Framework.
- 52. Types of Curriculum Products •Textbooks: Provide a foundational knowledge base and serve as a reference point for students. •Teacher's Guides: Offer support and resources for teachers to effectively deliver the curriculum. (DepEd Order No. 2, s. 2019) •Learner's Materials: Include workbooks, activity sheets, and other resources for active student engagement. •Digital Resources: Utilize technology to enhance learning through simulations, interactive activities, and online platforms. (DepEd Memorandum No. 15, s. 2022)
- 53. Importance of Curriculum Products Enhance teacher effectiveness by providing clear guidance and resources. Promote student engagement through interactive activities and diverse Facilitate consistent implementation of the curriculum across schools. Support differentiated instruction by catering to various learning styles.
- 54. •Curriculum products play a critical role in supporting both teachers and students. They: •Enhance teacher effectiveness by providing clear lesson plans, strategies, and assessment tools. •Promote student engagement by offering interactive activities, visuals, and digital resources that cater to diverse learning styles. •Facilitate consistent curriculum implementation across schools nationwide by ensuring a shared understanding of learning objectives and content. •Support differentiated instruction by providing a variety of materials and activities that cater to individual student needs and learning styles.
- 55. Selection of Curriculum Products Alignment with DepEd Guidelines: Ensure the products align with the K to 12 Curriculum Framework and learning objectives for the specific grade level and subject. Ensure Teacher Expertise and Preferences: Consider teachers' experience, training, and preferred teaching styles when choosing materials. Consider Learner Needs and Interests: Select products that cater to diverse learning styles, address students' prior knowledge, and spark their curiosity. Select Quality and Content Accuracy: Choose well-written materials with accurate, up- to-date content and engaging activities. Choose Resource Availability: Consider school resources and budget limitations when selecting materials. Resource
- 56. Additional Resources for Curriculum Product Selection •The DepEd website, which offers a searchable database of approved curriculum products for various grade levels and subjects. •Websites of reputable educational publishers who provide curriculum materials aligned with DepEd guidelines. •Professional organizations like the Philippine Association for Curriculum Development (PACD) that offer resources and guidance on curriculum selection.
- 59. Why is Teacher Accountability Important? •Enhances student learning outcomes by ensuring high-quality instruction. (DepEd Order No. 22, s. 2013) •Promotes professional development and growth among teachers. •Builds trust and strengthens collaboration between teachers, administrators, and parents. •Contributes to a positive and productive school environment.
- 60. IMPROVED STUDENT LEARNING: EFFECTIVE ACCOUNTABILITY MEASURES ENSURE TEACHERS ARE DELIVERING HIGH-QUALITY INSTRUCTION THAT MEETS STUDENT NEEDS AND LEADS TO SUCCESSFUL LEARNING OUTCOMES, AS EMPHASIZED IN DEPED ORDER NO. 22, S. 2013 (NATIONAL EDUCATORS COMPETENCY STANDARDS). TEACHER GROWTH: ACCOUNTABILITY PROMOTES A CULTURE OF CONTINUOUS LEARNING AND PROFESSIONAL DEVELOPMENT, ENCOURAGING TEACHERS TO REFINE THEIR SKILLS AND STAY CURRENT WITH BEST PRACTICES. STRONGER COLLABORATION: WHEN ALL STAKEHOLDERS - TEACHERS, ADMINISTRATORS, AND PARENTS - WORK TOGETHER IN AN ACCOUNTABLE ENVIRONMENT, IT FOSTERS TRUST, OPEN COMMUNICATION, AND ULTIMATELY, A MORE SUPPORTIVE LEARNING ENVIRONMENT FOR STUDENTS.
- 61. •Elements of Teacher Accountability •Instructional Practices: Focuses on the effectiveness of teaching methods, lesson planning, and use of resources (25%). •Student Learning Outcomes: Measures student achievement based on assessments and academic performance (30%). •Professional Development: Tracks teachers' participation in training and professional learning activities (20%). •Classroom Management: Ensures a safe and positive learning environment that fosters student engagement (25%).
- 62. Teacher accountability encompasses several key elements: •Instructional Practices: This focuses on how teachers deliver instruction, including their use of teaching strategies, creation of lesson plans, and utilization of resources to effectively engage students. •Student Learning Outcomes: Measuring student achievement through assessments, standardized tests, and other methods helps identify areas where instruction can be improved to better meet student needs and learning objectives. •Professional Development: Accountability encourages continuous learning among teachers. It ensures teachers participate in professional development opportunities to refine their skills, stay updated on best practices, and adapt to changing educational trends. •Classroom Management: Creating a safe, organized, and well-managed classroom environment is crucial for effective learning. Teacher accountability ensures a positive atmosphere that promotes student engagement and fosters a love of learning.
- 63. DepEd Policies and Teacher Accountability •DepEd Order No. 22, s. 2013: "National Educators Competency Standards (NECS)" outlines the expected competencies and professional standards for all teachers. •DepEd Memorandum No. 16, s. 2021: "Performance Management System for School Heads and Teachers" establishes a framework for evaluating teacher performance based on the four elements mentioned in Slide 3.
- 64. National Educators Competency Standards (NECS): DepEd Order No. 22, s. 2013, outlines the NECS, which define the expected knowledge, skills, and attitudes of all teachers. These standards serve as a benchmark for teacher performance and professional development. Performance Management System (PMS): DepEd Memorandum No. 16, s. 2021, establishes a framework for evaluating teacher performance based on the four elements we discussed earlier: instructional practices, student learning outcomes, professional development, and classroom management
- 67. Key Stages of Curriculum Organization and Implementation •Planning: Establishing learning objectives, aligning with DepEd K to 12 Framework (DepEd Order No. 34, s. 2017), and selecting appropriate resources. •Development: Creating lesson plans, selecting learning activities, and preparing assessment tools. •Implementation: Delivering instruction, facilitating learning activities, and providing ongoing feedback. •Evaluation: Measuring student learning, analyzing data, and revising the curriculum for continuous improvement.
- 68. Organizing and implementing the curriculum involves a cyclical process with four key stages: Planning: This stage involves setting clear learning objectives, ensuring alignment with DepEd's K to 12 Framework as outlined in DepEd Order No. 34, s. 2017, and selecting appropriate curriculum materials and resources that cater to student needs. Development: Here, teachers create detailed lesson plans, select engaging learning activities that cater to diverse learning styles, and develop assessment tools to measure student understanding. Implementation: This stage brings the curriculum to life. Teachers deliver instruction, facilitate student engagement through the chosen activities, and provide continuous feedback to support learning. Evaluation: It's crucial to assess student learning through various methods. Analyzing this data helps identify areas for improvement and allows teachers to revise the curriculum for ongoing effectiveness.
- 69. Best Practices for Curriculum Implementation •Differentiate instruction to cater to diverse learning styles and student needs. •Integrate technology to enhance learning and create engaging experiences. (DepEd Memorandum No. 15, s. 2022) •Foster a collaborative learning environment where students learn from each other. •Provide clear expectations and ongoing feedback to support student progress. •Utilize formative and summative assessments to measure learning and guide instruction.
- 70. Effective curriculum implementation requires a set of best practices: •Differentiation: Catering to diverse learning styles and student needs ensures all students have the opportunity to succeed. •Technology Integration: Leveraging technology tools as highlighted in DepEd Memorandum No. 15, s. 2022, can enhance learning by creating engaging simulations, interactive activities, and access to a wealth of information. •Collaborative Learning: Creating opportunities for students to work together fosters teamwork, communication skills, and deeper understanding of concepts. •Clear Expectations and Feedback: Providing clear goals and ongoing feedback allows students to track their progress and make improvements. •Formative and Summative Assessments: These assessments are essential tools for measuring student learning at different stages of the learning process, allowing teachers to adapt instruction and identify areas for improvement.
Editor's Notes
- #64: DepEd Order No. 22, s. 2013 focuses on guidelines for transferring teachers between schools to ensure a fair and balanced distribution of educators. It outlines criteria for transfers, including pupil-teacher ratios, enrollment changes, and teacher expertise needs. The order also establishes a points system to prioritize transfer requests based on factors like years of service, residency, and performance evaluations, aiming to streamline the transfer process and meet school needs efficiently The Performance Management System (PMS) established by DepEd Memorandum No. 16, s. 2021, provides a framework for evaluating teacher performance based on four key elements: instructional practices, student learning outcomes, professional development, and classroom management. This system is aligned with the Results-Based Performance Management System (RPMS) and the Philippine Professional Standards for Teachers (PPST). The evaluation process includes classroom observations, assessments, and the use of various tools tailored to different career stages of teachers. The goal is to guide compensation decisions and professional development initiatives for teachers within the education system