Final_SD_Session3_Ferriols, Ador Dionisio, Fajardo.pptx

MATATAG curriculum training

1. TRAINING  ON THE MATATAG CURRICULUM Venue Date 1

2. TRAINING  ON THE MATATAG CURRICULUM Venue Date 2 GRADE 7 ENGLISH

3. Grade 4/7 Learning Journey 3 Day 1 Pretest Opening Program Session 1 The General Shape of the MATATAG Curriculum   Session 2 21st Century Skills in the MATATAG Curriculum   Session 3 Walkthrough of [Learning Area] Shaping Paper Day 2 Session 4 Quarter 1 Curriculum Standards and Unpacking/Clustering of Learning Competencies Session 5 Quarter 2 Curriculum Standards and Unpacking/Clustering of Learning Competencies Day 3 Session 6 MATATAG Curriculum: Instructional Design Framework  Session 7A   MATATAG (Learning Area) Instructional Design Framework (IDF):   Pedagogy and Assessment   Session 7B   MATATAG (Learning Area) Walkthrough of Learning Resources   Day 4 Session 8 Integrating 21st Century Skills in Classroom-based Assessment Session 9 Classroom Practices to   Promote Inclusion for Special Needs Education Learners (SNED) Session 10 Collaborative Expertise    Session 11 Class Observation in the Context of MATATAG Curriculum   Day 5 Session 12 Management of School-based Professional Development Programs   Session 13 Facilitation Skills   Posttest Closing Program *For School Leaders Only

4. Session 3 The English Shaping Paper 4

5. Session Objectives At the end of the session, participants will… explain the key components of the Languages Curriculum Framework; and share one’s appreciation on the importance of the Shaping Paper to the teaching and learning process. 5

6. Session Objectives 6 Professional Standards Addressed: Domain 1: Content Knowledge and Pedagogy Domain 2: Diverse Learning Needs Domain 3: Assessment and Reporting Domain 4: Learning Environment Domain 6: Professional Engagement and Development

7. Background on Curriculum Review and Revision Language Curriculum Framework The Big Ideas Focus on Literacy Learning Subdomains Curriculum Standards 7 Curriculum Guide Session Flow

8. 8 NAME THAT COLOR!

9. 9 Say the COLOR , not the word !

10. 10 GREEN For example, you should say “red” when this word is shown: and “pink” when this word is shown: BLUE

11. 11 YELLOW BLUE RED BLUE VIOLET ORANGE PINK BLACK BROWN YELLOW

12. 12 I’ve SCENE this before!

13. 13 Let’s GET READY! Form a group with eight to nine members. Each group will receive Worksheet 1. Discuss among your group six to ten challenges you encountered in the implementation of the 2016 Curriculum. Make sure you cover: Curriculum Design, Curriculum Standards, Learning Competencies, Pedagogy, Assessment, and other challenges (please specify).

14. 14 You will be given only 10 minutes to discuss. After 10 minutes, you will be given a specific name that would signify the area of concern you will represent. Once the group has its group name, 15 minutes shall be allotted to plan how you would “execute” or “act out” the challenge without verbalizing it. Let’s GET READY!

15. 15 After 15 minutes, we shall ask for volunteers; otherwise, a group will be assigned. Each group shall be given only two minutes to act out the challenges. After two minutes, the facilitator will say, “freeze,” then the audience will guess the challenge depicted. Then for one minute, the group will explain how they resolved the issue. Let’s GET READY!

16. 16 IT’S DISCUSSION TIME!

17. 17 PLAN, PLAN, PLAN!

18. 18 I’VE SCENE THIS BEFORE!

19. 19 Let’s talk about it.

20. 20 What was the most relatable scenario for you? Is there any other solution you were able to come up with aside from the solutions discussed by the groups? Looking back, if you ever said, “How I wish…” Is there anything that you wished our CG would be? Prior to coming here, we assume that you have taken time out to check the CG. Any realization so far?

21. 21 The WHYs and HOWs

22. 22 Three significant findings were put forth based on the review of the curriculum: The curriculum was congested. Learning competencies were classified through overlapping curriculum domains. Knowledge of language structure was emphasized instead of literacy development.

23. 23 The English Curriculum is offered from Grade 1 to 10 and has thousands of learning competencies (LCs) distributed across 12 domains: Oral Language (OL) Phonological Awareness (PA) Book and Print Knowledge (BPK) Phonics and Word Recognition (PWR) Fluency (F) Writing and Composition (C) Grammar Awareness and Structure (GA) Vocabulary and Concept Development (VCD) Reading Comprehension (RC) Listening Comprehension (LC) Attitude towards Language, Literacy and Literature (ATR) Study Strategies (SS)

24. 24 Addressing the GAPS

25. 25 Mapping of the Essential and Desirable Learning Competencies

26. 26 According to Reeves (2002) and Ainsworth (2003), a competency is considered essential if: it is aligned with national, state, and/or local standards/ frameworks; it connects the content to higher concepts across content areas; it is applicable to real-life situations; it is more important than other learning competencies; and it is not expected to be learned from parents/communities.

27. 27

28. 28 Mapping of the Essential and Desirable Learning Competencies Determining the Cognitive Demand of Essential Learning Competencies (ELCs)

29. 29

30. 30 Mapping of the Essential and Desirable Learning Competencies Determining the Cognitive Demand of Essential Learning Competencies (ELCs) Determining the Pre-requisites of other Learning Areas

31. 31

32. 32 Then the SHAPING begins…

33. 33 Stronger emphasis on the role of L1 in English learning The Language Framework

34. 34 Language Curriculum Framework

35. 35 The Big Ideas

36. 36 Shifting Big Ideas

37. 37 Shifting Big Ideas

38. 38 Shifting Big Ideas

39. 39 Literacy Focus

40. 40 Learning Area Standards Learners demonstrate proficiency in using English in multiple modes to communicate effectively in a wide range of situations, with diverse audiences, and in various contexts. They use their language skills to facilitate and enhance learning across different content areas. They critically analyze, appreciate, and respond to a wide array of literary and informational texts, utilizing these resources to broaden their understanding, perspectives, and creativity.

41. 41 Learning Area Standards Learners also actively engage in activities and discussions that encourage a deep appreciation and understanding of their cultural heritage, instilling a sense of pride and identity that fosters cultural literacy and promote mutual respect and understanding in diverse social and educational environments. 

42. 42 KS1 KS2 KS3 By the end of Grade 3, learners are becoming literate and increasingly fluent in the use of English, with L1 as a literacy resource in understanding and expressing familiar and developmentally-appropriate texts. They are able to use their conversational language skills in day-to-day activities and their first language in understanding and discussing content in the learning areas; and take pride in their cultural heritage. By the end of Grade 6, learners have mastered their basic literacy and are developing applied and critical literacy. They demonstrate a level of communicative competence in English which enables them to engage effectively in a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other content areas; and take pride in their cultural heritage. By the end of Grade 10, learners can critically analyze and evaluate the style, form, and features of literary, informational (non-journalistic, journalistic, and academic texts), and transactional texts. They are able to compose and publish a range of multimedia texts for a variety of meanings, purposes, and audiences, including learning in other content areas; and take pride in their cultural heritage. Key Stage Standards

43. 43 Grade Level Standards The learners demonstrate basic and applied and critical literacy in developing receptive and productive skills; understand how literal and implied meanings are used in literary and informational texts; compose narrative and expository texts with simple, compound, and some complex sentences; use verbal and non-verbal cues for clarity of purpose and meaning appropriate to age, gender, and culture; and use visual elements to derive meaning and evaluate the cultural appropriateness of visual texts.  Grade 4

44. 44 Grade Level Standards The learners use their multiliteracies and communicative competence in evaluating Philippine literature, and informational and transactional texts; and create texts in various modalities for a variety of purposes, meanings, and target audiences, which reflect their local and national identity.  Grade 7

45. 45 KS1 KS2 KS3 Phonological Awareness Receptive Skills: Listening and Reading Literary Text Phonics and Word Study Informational Text (Journalistic, Non-Journalistic, Academic Text s ) Vocabulary and Word Knowledge Productive Skills: Speaking and Writing Transactional Text Grammar Awareness and Grammatical Structures Comprehending and Analyzing Texts Viewing and Representing Creating and Composing Texts Learning Subdomains

46. 46 The Curriculum Guide

47. 47 2016 REVISED The Curriculum Guide

48. 48 Reflection Scan this QR code to share your reflection about the English Shaping Paper.

49. “Language is the blood of the soul into which thoughts run and out of which they grow.” -Oliver Wendell Holmes 49