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K-12 BASIC EDUCATION PROGRAM AMOR Q DE TORRES, PhD.

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Presentation on theme: "K-12 BASIC EDUCATION PROGRAM AMOR Q DE TORRES, PhD."— Presentation transcript:

1 K-12 BASIC EDUCATION PROGRAM AMOR Q DE TORRES, PhD

2 What FILIPINO Students Need to Learn

3 Our Filipino students should prepare for adult life by studying subjects that suit their talents, passions, and aspirations and enable them to contribute to the sustainable future of our country and the world.

4 Top performing nations set their instructional sights on far more than basic reading and math skills

5 No nations that scores competitively on Program for International Student Assessment (PISA) exam puts skills before content or focuses chiefly on reading and math.

6 PROCESS IS KEY While more and more research is emerging to suggest that breadth and depth of content of education is important, education reform stresses that students benefit most from an education that focuses on process

7 Who are the 21 st Century Learners? As large in number as Baby Boomers As large in number as Baby Boomers Consumers- $150 billion annually Consumers- $150 billion annually Digital Media Users – 6 ½ hrs daily (Exposed to 8 ½ hours) Digital Media Users – 6 ½ hrs daily (Exposed to 8 ½ hours) Multi-taskers: online - phone - print Multi-taskers: online - phone - print Hyper-Communicators -socially & civically Hyper-Communicators -socially & civically Gamers-interactive learning Gamers-interactive learning

8 Who are the 21 st Century Learners? Risk-Takers Risk-Takers Pursuers of ongoing education Pursuers of ongoing education Futurists & Optimistic Futurists & Optimistic IQ is up by 17 points between with most gains post 1972 IQ is up by 17 points between with most gains post 1972

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10 More Questions Are our Filipino Learners: Critical thinkers? Critical thinkers? Problem solvers? Problem solvers? Good Communicators? Good Communicators? Values-driven? Values-driven? ICT savvy? ICT savvy? Flexible and adaptable? Flexible and adaptable? Innovative and creative? Innovative and creative? Globally competent and competitive? Globally competent and competitive? Environmentally literate? Environmentally literate?

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12 Time-basedOutcome-based Fragmented curriculum Integrated and interdisciplinary curriculum

13 Focus: memorization of discrete facts Focus: What students know, can do and are like after all the details are forgotten Lessons focus on the lower level of Blooms Taxonomy Learning is designed on upper levels of Blooms and the updated Blooms Digital Taxonomy

14 Diversity in students is ignored Curriculum and instruction address student diversity Literacy in the 3Rs – Reading, Writing and Math Multiple literacies of the 21 st Century- aligned to living and working in a globalized new millennium

15 Textbook-driven Limited access to information and knowledge Research-driven infinite access to materials/ sources (information and knowledge multiple) Passive learningActive learning

16 Learners work in isolation Learners work collaboratively with classmates and others around the world-the global classroom Teacher-centered- teacher is center of attention and provider of information Learner-centered – teacher is facilitator/coach

17 Low expectationsHigh expectations- if it isnt good, it isnt done. Curriculum is irrelevant and meaningless to the students Curriculum is connected to students interests, experiences, talents and the real world (community engagement)

18 Print is the primary vehicle of learning and assessing Performances, projects and multiple forms of media are used for learning and assessment Teacher as judge. No one else sees students work Self, peer and other assessments (public audiences.. Authentic assessments)

19 Factory model, based upon the needs of employers for the industrial age of the 19 th century Global model, based upon the needs of a globalized, high- tech society Goal- to master content knowledge (literature, history, science) Goal – to learn skills and strategies (access, analyze, evaluate, create) to solve problems

20 Conceptual learning on individual basis Project-based learning on team basis

21 K-12 Basic Education Program TRANSFORMING PHILIPPINE EDUCATION SYSTEM

22 PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL and GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizens who contribute to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

23 PHILOSOPHICAL and LEGAL BASIS The 1987 Phil. Constitution B.P. 232, Education Act of 1982 R.A. 9155, Philippine Governance Act The 4 pillars of education (UNESCO) The vision-mission statement of DepED The EDCOM Report of 1991 BESRA

24 NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles Constructor of knowledge and active maker of meaning not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of work, entrepreneurship, higher education

25 NEEDS OF NATIONAL and GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizen who contributes to the building of a progressive, just and humane society Ensuring environment sustainability Global partnership for development

26 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

27 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

28 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

29 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

30 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

31 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

32 FAMILY SUPPORT INTERNAL AND EXTERNAL STAKESHOLDERS SUPPORT MONITORING and EVALUATION SYSTEM

33 DepEds VISION DepEds MISSION OVERALL GOAL DESIRED OUTCOMES LEARNING AREAS DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE LANGUAGES MATH and SCIENCE HUMANITIES and ARTS TECHNOLOGY and LIVELIHOOD EDUCATION INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM

34 DepEds VISION DepED IS GLOBALLY RECOGNIZED FOR THE DEVELOPMENT OF FUNCTIONALLY LITERATE AND GOD-LOVING FILIPINOS WHO HELP ATTAIN THE NATIONAL GOALS OF SOCIAL JUSTICE, UNITY, FREEDOM AND PROSPERITY

35 DepEds MISSION PROVIDE QUALITY BASIC EDUCATION THAT IS EQUITABLY ACCESSIBLE TO ALL AND LAY THE FOUNDATION FOR LIFELONG LEARNING SELF-ACTULIZATION NEEDED FOR EFFECTIVE CITIZENSHIP AT THE LOCAL, NATIONAL AND GLOBAL LEVELS

36 OVERALL GOAL FUNCTIONALLY LITERATE AND HOLISTICALLY DEVELOPED FILIPINO

37 DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

38 DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

39 DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

40 DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

41 DESIRED OUTCOMES POSSESSES A HEALTHY MIND AND BODY HAS SOLID MORAL AND SPIRITUAL GROUNDING HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST HAS ESSENTIAL KNOWLEDGE, SKILLS TO CONTINUOUSLY DEVELOP HIMSELF/HER SELF TO THE FULLEST ENGAGES IN CRITICAL THINKING AND CREATIVE PROBLEM SOLVING CONTRIBUTE TO THE DEVELOPMENT OF A PROGRESSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMENT FOR A SUSTAINABLE FUTURE

42 DESIRED OUTCOMES POSS ESSES A HEALT HY MIND AND BODY HAS SOLID MORA L AND SPIRITU AL GROU NDIN G HAS ESSENTIAL KNOWLE DGE, SKILLS TO CONTINU OUSLY DEVELOP ONESELF TO THE FULLEST HAS ESSENTIAL KNOWLE DGE, SKILLS TO CONTINU OUSLY DEVELOP ONESELF TO THE FULLEST ENGA GES IN CRITIC AL THINKI NG AND CREATI VE PROBL EM SOLVIN G CONTRIB UTE TO THE DEVELO PMENT OF A PROGRE SSIVE, JUST NAD HUMANE SOCIETY APPRECIATES THE BEAUTY OF THE WORLD AROUND HIM/HER AND CARES FOR THE ENVIRONMEN T FOR A SUSTAINABLE FUTURE

43 ASSESSMENT MONITORING And EVALUATION SYSTEM ASSESSMENT as LEARNING ASSESSMENT of LEARNING ASSESSMENT for LEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT OUTCOME-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION CORE CONTENT LEARNING DOMAINS PEDAGOGICAL APPROACHES 1.COMMUNICATION AND LITERACIES 2.CRITICAL THINKING AND PROBLEM SOLVING 3.CREATIVITY AND INNOVATION 4.ETHICAL, MORAL and SPIRITUAL VALUES 5.LIFE and CAREER COMPETENCIES 6.DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7.NATIONAL and GLOBAL ORIENTEDNESS 1.COMMUNICATION AND LITERACIES 2.CRITICAL THINKING AND PROBLEM SOLVING 3.CREATIVITY AND INNOVATION 4.ETHICAL, MORAL and SPIRITUAL VALUES 5.LIFE and CAREER COMPETENCIES 6.DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7.NATIONAL and GLOBAL ORIENTEDNESS INTEGRATIVE, REFLECTIVE, COLLABORATIVE, CONSTRUCTIVIST KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDE AND VALUES

44 CORE CONTENT 1.COMMUNICATION AND LITERACIES 2.CRITICAL THINKING AND PROBLEM SOLVING 3.CREATIVITY AND INNOVATION 4.ETHICAL, MORAL and SPIRITUAL VALUES 5.LIFE and CAREER COMPETENCIES 6.DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7.NATIONAL and GLOBAL ORIENTEDNESS 1.COMMUNICATION AND LITERACIES 2.CRITICAL THINKING AND PROBLEM SOLVING 3.CREATIVITY AND INNOVATION 4.ETHICAL, MORAL and SPIRITUAL VALUES 5.LIFE and CAREER COMPETENCIES 6.DEVELOPMENT OF SELF AND SENSE OF COMMUNITY 7.NATIONAL and GLOBAL ORIENTEDNESS

45 CORE CONTENT 1.Communication and Literacies 2.Critical Thinking and Problem Solving 3.Creativity and Innovation LEARNING AREAS 1.Languages: MTB Filipino English 2. Science, Mathematics 3. Languages, Science, Mathematics, MAPEH

46 4. Ethical, Moral and Spiritual Values 5. Life and Career Competencies 6. Development of Self and Sense of Community 7. National and Global Competencies 4. Edukasyon sa Pagpapakatao (EsP) 5. Technology and Livelihood Education (TLE) 6. Araling Panlipunan, EsP 7. Languages, MAPEH, TLE, Math, Science

47 ASSESSMENT ASSESSMENT as LEARNING ASSESSMENT of LEARNING ASSESSMENT for LEARNING BALANCE OF TRADITIONAL and AUTHENTIC ASSESSMENT

48 MONITORING And EVALUATION SYSTEM OUTCOME-and STANDARDS-BASED, COMPREHENSIVE, SYSTEMATIC, and VALID MONITORING and EVALUATION SYSTEM SET IN PLACE AIMED AT IMPROVING THE QUALITY OF BASIC EDUCATION

49 PROPOSED ROADMAP FOR THE K TO 12 PHILIPPINE BASIC EDUCATION PROGRAM Grade Level K Curriculum Program Core Learning Area Speciali- zation Key Stage Outcomes General Academic Program Values Education Physical health & motor devt Social & emotional devt Cognitive devt Creative Arts Language & Readiness for Reading & Writing Language, Literacy & Communication Eng Fil Math Sibika at Kultura MSEP Science & Health English Filipino Mathematics Science & Health Heograpiya, Kasaysayan at Sibika MSEP EPP Edukasyong Pagpapakatao English Science Mathematics Filipino MSEP Social Studies Values Education TLE Aptitude test Learning Domains Development & mastery of complex knowledge & skills; devt of attitude & values Exploratory stage of career paths/choices Development of knowledge, skills, attitudes and values; mastery & application of basic skill Consolidation of knowledge & skills; development of attitudes, values, aptitudes & interest Adv English Adv Science Adv Math Adv Filipino Contempor ary Issues (includes work, ethics, business ethics, etc.) Special Program in: -Arts -Sports -Journalism -Engineering Science Education Program (ESEP) -Mother Tongue & foreign Languages -Technical-Vocational advocation - Agriculture/Fisheries - Arts & Trades Consolidation of complex knowledge & skills; devt of attitude & values as a result of a strong liberal education. Adequate preparation for the world of work, entrepreneurship, middle level skills devt & higher education NONE

50 Guiding Principles and Features of K-12 Curriculum

51 K-12 CURRICULUM Decongested and enriched Developmentally appropriate Value-laden Lean but meaty

52 TEACHERS COMPETENCIES: STANDARDS BASED COMPETENCY BASED OUTCOMES BASED STANDARDS BASED COMPETENCY BASED LEARNER CENTERED CO NS TR UC TI VI ST

53 K-12 CURRICULUM I nquiry-based Flexible Integrative Research driven Balanced- assessment Comprehensive Systematic M&E System Inclusive

54 INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM INCLUSION OF CO-CURRICULAR ACTIVITIES AND COMMUNITY INVOLVEMENT PROGRAM AREAS

55 KNOWLEDGE and UNDERSTANDING ESSENTIAL SKILLS ATTITUDES AND VALUES LEARNING DOMAINS

56 INTEGRATIVE REFLECTIVE COLLABORATIVE CONSTRUCTIVIST INQUIRY-BASED INTEGRATIVE REFLECTIVE COLLABORATIVE CONSTRUCTIVIST INQUIRY-BASED PEDAGOGICAL APPROACHES

57 TEACHERS CONCERNS K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

58 1. Will teachers have additional work load? K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

59 No additional work. Magna Carta: 6 hours of actual teaching and 2 hours related jobs/activities focus on subject specialization K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

60 2. How will DepED prepare teachers in handling the enhanced curriculum? K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

61 Teacher training coordination with CHED to align pre-service education Pilot testing to prepare teachers and refine instruction K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

62 STUDENTS CONCERNS K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

63 1. Will there be more school work? K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

64 No. You will have lighter school work because more time will be given to focus on each subject K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

65 2. Will this mean, I will have to wait for 2 more years to graduate and be employed? K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

66 Yes. But after the 12 years you will be more ready to get a better job, start your own business or continue your college life K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

67 K-12 is the key to the development of Philippine Economy. K-12 Basic Education Program Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo


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