M-ENGLISH LESSON 4 BEED POWERPOINT COMPONENT OF THE K TO 12

M-ENG LESSON 4 FOR BACHELOR ELEMENTARY EDUCATION LECTURE IN POWERPOINT PRESENTATION TITLE COMPONENT OF THE K TO 12 ENGLISH CURRICULUM

1. LESSON 4: Components of the K to 12 English Curriculum Prepared by: SALI, MACDIYA L. JALALAN, MACDIYA L.

2. Components of the Language Arts and Multiliteracies Curriculum

3. Understanding of the language learning process is important in order for the teachers to teach language to young learners. The following principles espoused by the K to 12 English Curriculum guide this language learning process. Language Learning Process

4. 1. Spiral progression According to Bruner(1960) on the spiral curriculum following the hypothesis that even complex topics can be taught to learners at any stage of development when structures are presented in an organized manner. Key features of this approach includes: a. the students revisits a topic, theme, or subject several times throughout their school career; b. The complexity of the topic or theme increases with each revisit; and c. New learning has a relationship with old learning and is put in context with the old information.

5. 2. Interaction As language is used in various forms of communication (oral and written), activities promoting interaction among learners solidifies concepts learned. These could be more effective when activities are framed to emulate real-life situations with real-life language demands such as purpose, topics, and audiences, which place the learners in communicative situations using authentic socialization skills.

6. 3. Integration Creating authentic class activities in the teaching of language skills could be more effective if they are integrated with other skills and values. Furthermore, integrating language lessons with other concepts from other learning areas and discipline also help learners in creating meaning.

7. 4. Learner-centeredness As the curriculum focuses on the learner, teachers would be able to engage them with the use of differentiated instruction. This should be based on the learners’ needs, skills, abilities, and interests.

8. 5. Contextualization As mentioned, language learning is more effective if activities are designed around the appropriate contexts, Lessons could be planned around learning outcomes, themes, or an appropriate text. Context makes learners think about language use to suit the audience, the situation, culture, or purpose.

9. 6. Construction As the core of the curriculum is meaning-making, learning task and activities designed around self-reflection, critical thinking, and creation should take place in language lessons.

10. Applications of the language macroskills focus on understanding language, and processes and strategies. The use of language under these areas describe how the language learners could demonstrate their skills. Effective Language Use

11. 1. Understanding cultures. Learning another language gives one another perspective of the world. One gets to view the things around from the lens of another culture through literature and communications. As such, sociolinguistic skill, the ability to use the language appropriately, is one of the main focus of this curriculum. This could be expressed in learners’ capacity to apply language in a plethora complex social situations, and to aptly respond to these situations using varied strategies including verbal and nonverbal means.

12. 2. Understanding language. In order to create meaning, learners need to understand the intricacies of language. This involves understanding of how words are formed, the structure of sentences, and how the little nuances in language use, accompanied by nonverbal gestures contribute to meaning. Learners can also use their understanding of their mother tongue in order to earn new language.

13. 3. Process and strategies. As learner get to be exposed to the more opportunities to use language, they get use a number of processes and strategies to adapt to situations depending to audience, context, and purpose. They may come up with novel ways to solve problems and adjust to difficulties. They may experiment on various ways to find answers such as asking questions, reading or searching internet. They may engage in discussions and brainstorming with others through conversations or technologies like chat or SMS.

14. 3. Process and strategies. They may then use strategies to assess the validity of the information they get, and evaluate how this information could be useful in their endeavors. They can combine and synthesize the information and present them in a multitude of ways like organizers, charts, or even essays to get their ideas into the world.

15. As language is the major tool for communication, teachers should ensure that activities presented to learners should engage them to use language in varied purposes and topics. As such, every opportunity must be given to the learners to use language in contexts, in which they could practice developing their own understanding and sharing them with others using five sub-strands of the curriculum namely listening , reading , speaking , writing and viewing. Meaning Making through Language

16. Assessment is an important part of the teaching and learning process. It helps the teachers gauge the learners’ progress and development. Furthermore, when done right, assessment results could provide teachers some feedback to adjust their teaching to suit the needs of the learners. Holistic Assessment

17. The K to 12 Curriculum describes the following characteristics of effective assessment: Proximity to actual language use and performance. As described before, activities in the classroom should consider authentic contexts of language use. Assessment in classroom should also help learners apply their understanding of language in situations mirroring real-life exercise of language. Holistic view of language. As language skills (listening, speaking, reading and writing) are not used purely in isolation, assessment strategies should reflect their integrative nature. These approaches should also take into consideration the holistic nature of the learners as well in terms of their academic, social and physical contexts.

18. 3. Integrative view of learning. Assessment should not only took into the academic performance of learner. Since language is taken as in such an integrative approach, learning it should also consider the multitude of ways learners learn. Assessment should attempt to capture the different skills and abilities of the learners, and at the same time help them express themselves in the best ways they can. 4. Developmental appropriateness. Steps must also taken to ensure that assessment activities are appropriate to the learners’ cognitive, social, and academic abilities with their levels.

19. 3. Multiple referencing. Assessment developed for the learners should have been designed based on various information about the learners. Again, the assessment should be based on understanding the learners’ needs and abilities.

20. QUESTIONS?