INTERdisciplinary Performance Task.pptx

INTERdisciplinal Performance Task

1. Group 2 BARLIZO, Danica A. , NUNGAY, Milky S., ALBAO, Badillos Alden, COPRADE, Kendrick A., MANLANGIT, Rommel, PERIÑA, Darwin , TARIO, Ralph Joshua G.

2. Workshop 1

3. Sample Diagnostic Test Questions

4. Expected Output: ADVOCACY VIDEO CAMPAIGN MATERIAL (Can You SEE, HEAR and FEEL) INTRAdisicplinary Performance Task There are major social problems/issues/phenomenon in your community ( Situation ). Based on your understanding of how changing society, culture and politics impact on the collective lives of the people in your community, identifies one problem/issue/phenomenon that need immediate respond or plan of actions ( Goal ). As one of the advocacy team members, ( Role ) you were task by the city social, welfare and development to create an advocacy campaign material (video presentation and infographic) ( Product ) designed to increase awareness, raised consciousness and motivate people within your community and the nearby ( Audience ) to address the said issue in the locality. Using the following rubric for evaluating the advocacy campaign material, namely: Narrative Extends Clear and Critical Thoughts/Ideas, Communication via Advocacy Campaign and Infographics, Problem-Solving Capability-Call to Action, Critical Position and Counter-Argumentation, Tone and Focus, Awareness of Audience, Language Convictions and Cohesive of the Information, and Collaboration ( Standard) . It is hoped that the locality will be able to collectively resolve such concerns.

5. Transfer Goal What in the long run after SHS can students do on their own with what they learned?” Learners are able to critically evaluate (creative and critical thinking) on how to respond to social, cultural, and political changes through the formulation of a research-based advocacy campaign material (decision-making and problem-solving). With the end goal of not just awareness (communication and interpersonal) but promote collective action responding to social, cultural, political change in the context of VUCA world (resilience and availability to cope with problems). What skills to champion in teaching the subject are measured (?) Critical Thinking Problem-Solving Communication Collaboration List of Skills to champion in teaching the subject Higher Education Entrepreneurship Employment Middle Level Skills Development

6. Performance Scenario What real life situation can students put themselves in where they can perform the transfer goal?” Performing the role of someone who is working as one from an advocacy team in a City Social, Welfare and Development, the learners’ task to create a research-based advocacy campaign material (video presentation, Infographic) on issues visible in their community/locality. Anchored from research information that is critically analyzed using UCSP approaches, the advocacy campaign material is intended to affect not just the conscientization but promote collective action. … when a student after graduating in the SHS: ⮚proceeds to college? ⮚puts up own business? ⮚is employed in any institution? ⮚proceeds to technical-vocational programs? List of Preparatory Skills of the 4Exits of the K to 12 Program Communication, Thinking, Problem-solving, Research Communication, Creative Thinking Problem-solving, Risk-taking Leadership Communication Planning, Organizing, and Initiative Problem-solving & Self-mgt., Learning, Teamwork Communication, Creative Thinking, Problem-solving Technical

7. Workshop 2

8. MULTIdisciplinal Performance Task There are major social, cultural, and political changes ( UCSP ), mental health issues ( PERDEV ), threats, risks, abuse and misuse of media and information ( MIL ), human activity and environmental issues ( ELS ), and the human person in society ( PHILOSOPHY ) visible in your community. Based on your understanding of how changing society, culture, and politics impact on the collective lives of the people in your community, identifies one problem/issue/phenomenon that need immediate respond or plan of actions ( Goal ). As one of the advocacy team members,( Role ) you were task by the city social, welfare and development to create an advocacy campaign material (video presentation and infographic) ( Product ) designed to increase awareness, raised consciousness, and motivate people within your community and the nearby ( Audience ) to address the said issue in the locality. The research information that will serve as basis for formulating the final output, will be examined through the social scientific methods ( UCSP ) using the following rubric for evaluating the advocacy campaign material, namely: Narrative Extends Clear and Critical Thoughts/Ideas ( USCP ), Communication via Advocacy Campaign and Infographics ( MIL ), Problem-Solving Capability-Call to Action, Critical Position and Counter-Argumentation, Tone and Focus, Awareness of Audience, Language Convictions and Cohesive of the Information ( Oral Communication ), and Collaboration ( Standard ). It is hoped that the locality will be able to collectively resolve such concerns.

9. Transfer Goal is the same with that of the INTRAdisciplinal Performance Task Learners are able to critically evaluate (creative and critical thinking) on how to respond to social, cultural, and political changes through the formulation of a research-based advocacy campaign material (decision-making and problem-solving). With the end goal of not just awareness (communication and interpersonal) but promote collective action responding to social, cultural, political change in the context of VUCA world (resilience and availability to cope with problems). Performance scenario maintains the inclusion of the 4 exits of the K to12 Program but MUST be analyzed and solved in 3 or more lenses (i.e., using the theories, concepts, and methods of each discipline) Performing the role of someone who is working as one from an advocacy team in a City Social, Welfare and Development, the learners’ task to create a research-based advocacy campaign material (video presentation, Infographic) on how to respond to social, cultural, and political changes visible in their community/locality (UCSP), mental health issues (PERDEV), threats, risks, abuse and misuse of media and information (MIL), human activity and environmental issues (ELS), and the human person in society (PHILOSOPHY). Anchored from research information that is critically analyzed using UCSP approaches, the advocacy campaign material is intended to affect not just the conscientization but promote collective action.

10. Workshop 3

11. INTERdisciplinal Performance Task There are major social, cultural, and political changes ( UCSP ), mental health issues ( PERDEV ), threats, risks, abuse and misuse of media and information ( MIL ), human activity and environmental issues ( ELS ), and the human person in society ( PHILOSOPHY ) visible in your community. Based on your understanding of how changing society, culture, and politics impact on the collective lives of the people in your community, identifies one problem/issue/phenomenon that need immediate respond or plan of actions ( Goal ). As one of the advocacy team members( Role ), you were task by the city social, welfare and development to create an advocacy campaign material (video presentation and infographic) ( Product ) designed to increase awareness, raised consciousness, and motivate people within your community and the nearby ( Audience ) to address the said issue in the locality. The research information that will serve as basis for formulating the final output, will be examined through the social scientific methods (UCSP) using the following rubric for evaluating the advocacy campaign material, namely: Narrative Extends Clear and Critical Thoughts/Ideas (Reading and Writing Skills), Communication via Advocacy Campaign and Infographics (MIL), Problem-Solving Capability-Call to Action (UCSP), Critical Position and Counter-Argumentation (Philosophy), Tone and Focus, Awareness of Audience, Language Convictions and Cohesive of the Information (Oral Communication), and Collaboration ( Standard ). It is hoped that the locality will be able to collectively resolve such concerns.

12. Transfer Goal is the same with that of the INTRAdisciplinal Performance Task Learners are able to critically evaluate (creative and critical thinking) on how to respond to social, cultural, and political changes through the formulation of a research-based advocacy campaign material (decision-making and problem-solving). With the end goal of not just awareness (communication and interpersonal) but promote collective action responding to social, cultural, political change in the context of VUCA world (resilience and availability to cope with problems). Performance scenario maintains the inclusion of the 4 exits of the K to12 Program but MUST be analyzed and solved in 3 or more lenses (i.e., using the theories, concepts, and methods of each discipline) Performing the role of someone who is working as one from an advocacy team in a City Social, Welfare and Development, the learners’ task to create a research-based advocacy campaign material (video presentation, Infographic) on how to respond to social, cultural, and political changes visible in their community/locality (UCSP), mental health issues (PERDEV), threats, risks, abuse and misuse of media and information (MIL), human activity and environmental issues (ELS), and the human person in society (PHILOSOPHY). Anchored from research information that is critically analyzed (using UCSP, psychological, and inquiry-based method) and effectively packaged (using Writing and MIL tools), the advocacy campaign material is intended to affect not just the conscientization but promote collective action.