Mapping-Out-Competencies-to-Success-Indicators-updated_MELCS.pptx

Trainign the teacher

1. MAPPING OUT OF COMPETENCIES TO SUCCESS INDICATORS

2. REVISED BLOOM’S TAXONOMY MARJORIE S EMMANUEL, PhD | SED, AdZU

3. COMPETENCIES capability to apply or use the set of related knowledge, skills, and abilities required to successfully perform tasks ENABLING SKILLS / SUCCESS INDICATORS use to assess the performance of the competencies to be achieved a gauge that indicates the state of success in performing the task MARJORIE S EMMANUEL, PhD | SED, AdZU

4. REMEMBERING COMPETENCIES ENABLING SKILLS/ SUCCESS INDICATORS Recognizing • Identify • Choose • Point out • Match • Locate • Underline Example: Recognize the common terms in English relating to parts of the book ( EN2BPK-Ib-c-4) by matching the picture to its corresponding part. MARJORIE S EMMANUEL, PhD | SED, AdZU

5. REMEMBERING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Recalling • Name • List • Define • Recite • Memorize • Describe • Quote • Retell Example: Identify different kinds of notes and rests (MU4RH-Ia-1) by naming them from the music book. MARJORIE S EMMANUEL, PhD | SED, AdZU

6. REMEMBERING TRY THIS 1. Recognize common action words in retelling, conversation, etc. (EN1G-IIa-e-3.4) 2. Identify title, author and book illustrator and tell what they do. (EN2BPK-IIIb-2) MARJORIE S EMMANUEL, PhD | SED, AdZU

7. MARJORIE S EMMANUEL, PhD | SED, AdZU COMPETENCY SUCCESS INDICATORS 1. Recognize common action words in retelling, conversation, etc. by

8. REMEMBERING TRY THIS 1. Recognize common action words in retelling, conversation, etc. (EN1G-IIa-e-3.4) 2. Identify title, author and book illustrator and tell what they do. (EN2BPK-IIIb-2) MARJORIE S EMMANUEL, PhD | SED, AdZU

9. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Interpreting • Write (the meaning/message of the picture) • Illustrate (the meaning and the message in the text) • Represent (the main idea into visual or of performing arts) • Draw (a visual out of the message of the text/drama) Example: Infer the speaker’s tone, mood and purpose (EN4RC-Ib-2.1.1) by writing the meaning using photo essay . MARJORIE S EMMANUEL, PhD | SED, AdZU

10. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Exemplifying • Cite instance/s or instantiate • Illustrate by giving examples or drawings Example: Determine the truthfulness and accuracy of the material viewed (EN7VC-I-h-10) by citing reliable sources. MARJORIE S EMMANUEL, PhD | SED, AdZU

11. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Classifying 1. Identify the similarities and the differences. 2. Sort the items into groups. 3. Label the group / categorize. Example: Sort and classify objects according to one attribute/property (MKSC-00-6) by (a) identifying characteristics of the objects, (b) sorting of the items according to their characteristics, and (c) labeling the items. MARJORIE S EMMANUEL, PhD | SED, AdZU

12. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Summarizing INDUCTIVE: 1. List important details/note down. 2. Draw out the “big idea.” 3. Outline “big ideas” into logical sequence. 4. Rewrite or retell. DEDUCTIVE: 1. Identify the main idea. 2. Note the specific details about the idea. 3. Rewrite. Example: Restate facts from informational texts (climate change, children’s rights, traffic safety, etc.) listened to (EN3LC-IVi-j-3.5) by (a) listing down the facts in the text, (b) outlining key messages from the text, and (c) retell the essential message of the text listened to. MARJORIE S EMMANUEL, PhD | SED, AdZU

13. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Inferring 1. List down (important details or observed facts) 2. Identify the trends/ patterns of events, repeated acts or characteristics) 3. Draw a conclusion (based on the trends/patterns identified) Example: Infers and interprets data presented in a pictograph without scales (M1SP- IVh-3.1) (a) identifying the observed patterns from the data gathered, and (b) describing how the possible effects of the observed patterns. MARJORIE S EMMANUEL, PhD | SED, AdZU

14. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Comparing Contrasting 1. Identify unique characteristics of each concepts. 2. Identify their similarities. 3. Describe how they are alike. 1. Identify unique characteristics of each concepts. 2. Identify their differences. 3. Describe how they are different. Example: Describes and compares properties of polygons (M5GE- IIIc-20) by identifying the similar characteristics of polygons, and (b) describing how they differ . MARJORIE S EMMANUEL, PhD | SED, AdZU

15. UNDERSTANDING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Explaining 1. Identify the cause and effect relationship. 2. Describe how this factor influences such relationship. 3. Describe how the event happens and its consequences (To whom does it happen? How does it happen?). Example: Naipapaliwanag ang mga dahilan ng kolonyalismong Espanyol (AP5PLP-Ii- 10) sa pamamagitan ng (a) pagtutukoy ang dahilan ng pananakop ng mga Espanyol, and (b) paglalarawan ng naging epekto ng pananakop ng mga Espanyol. MARJORIE S EMMANUEL, PhD | SED, AdZU

16. UNDERSTANDING TRY THIS 1. Naipapaliwanag ang kontribusyon ng kabihasnang Romano. (AP8DKT-IIc-3) 2. Compares the characteristics of artworks produced in the different art periods. (A9PR- IIc-e-1) MARJORIE S EMMANUEL, PhD | SED, AdZU

17. APPLYING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Executing 1. Identify the proper elements of formula/performance 2. Describe the procedure 3. Practice/Demonstrate the technical skills Example: Solves problems involving conversion of time measure (M3AL- IIIj-12) by (a) determining the appropriate formula, (b) describing the steps in converting time measure, and (c) solving the time measurement problem set. MARJORIE S EMMANUEL, PhD | SED, AdZU

18. APPLYING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Implementing 1. Identify the relevant and fundamental principles. 2. Illustrate the procedure/method. 3. Connect previous learnings to new experience. 4. Perform relevant applications. Example: Implements plan on animal/fish raising by (a) setting the proposed action plan with tangible and intangible success criteria, (b) monitoring and utilizing the proposed action plan, and (c) proposing initiatives to advance the implementation plan. MARJORIE S EMMANUEL, PhD | SED, AdZU

19. APPLYING TRY THIS 1. Demonstrate how places on Earth may be located using a coordinate system. (S7ES- IVa-1) 2. Prepare marketing strategy by asking help from others or using the Internet. (A9PR- IIc-e-1) MARJORIE S EMMANUEL, PhD | SED, AdZU

20. ANALYZING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Differentiating • Distinguish relevant from irrelevant information • Distinguish facts from hypothesis or opinion • Find interrelatedness of ideas Example: Distinguish the sound of a major chord from a minor chord (MU6HA- IVe-f-3) by comparing and contrasting the characteristics of the chords. MARJORIE S EMMANUEL, PhD | SED, AdZU

21. ANALYZING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Organizing 1. Identifying the claim 2. Finding evidence/bases 3. Identifying patterns in presenting the text 4. Rewrite in new themes Example: Natatalakay ang paglaganap at katuruan ng Islam sa Pilipinas ( AP5PLP-Ii- 10) sa pamamagitan ng (a) pagtutukoy ng mga turo at prinsipyo ng Islam, (b) pagsusuri at pagtataya ng mga batayan ng paglaganap at katuruan ng Islam, at (c) paglalarawan ng Islam sa Pilipinas batay sa datos. MARJORIE S EMMANUEL, PhD | SED, AdZU

22. ANALYZING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Attributing 1. Identify the point of view of the author (Where is this coming from?). 2. Examine the benefits and disadvantages 3. Cite consequences Example: Describe the effect of the environment on the life cycle of organisms (S4LT-IIg- h-14) by (a) describing how the environment can affect the organisms, and (b) citing the possible effect of climate change to the life cycle of the organisms. MARJORIE S EMMANUEL, PhD | SED, AdZU

23. ANALYZING TRY THIS 1. Differentiate a geometric sequence from an arithmetic sequence. (M10AL- Id-2) MARJORIE S EMMANUEL, PhD | SED, AdZU

24. EVALUATING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Checking 1. Identify standards/criteria and assess its accuracy. 2. Observe for consistencies to match the identified standards 3. Detect effectiveness of procedure/method Example: Evaluate spoken texts using given criteria, e.g. fluency, tone, cohesion, correctness (EN10LC-IIe-13.2) by (a) identifying the standards present in the speech, (b) observing the consistencies of the speech and the set criteria, and (c) pointing out the strengths of the speech based on the criteria. MARJORIE S EMMANUEL, PhD | SED, AdZU

25. EVALUATING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Critiquing • Construct external standards/criteria. • Observe for consistencies/fallacies. • Argue/Question the validity of the procedure/method. • Justify with citations. Example: Evaluates one’s lifestyle (H3N-Ij-20) by (a) ) identifying the possible ways and means of adhering to healthy lifestyle, (b) articulating its immediate and long-term benefits to oneself, and (c) discussing how one’s lifestyle is considered to be healthy. MARJORIE S EMMANUEL, PhD | SED, AdZU

26. EVALUATING TRY THIS 1. Evaluate works of art in terms of artistic concepts and ideas using criteria from the Neoclassic and Romantic periods. (A9PR- IIIf-4) MARJORIE S EMMANUEL, PhD | SED, AdZU

27. CREATING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Generating • List ideas, options • Give assumptions • Propose plans and actions Example: Develop paragraphs that illustrate persuasion (EN8WC-IIa-2.8) by listing down arguments in one’s essay. MARJORIE S EMMANUEL, PhD | SED, AdZU

28. CREATING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Planning • Identify relevant information • Prepare action points and strategies • Identify success criteria Example: Create a puppet design that would give a specific and unique character, with designs of varied shapes and colors on puppets to show the unique character of the puppet/s (A3PR- IVc) by (a) identifying the elements puppet design, and (b) designing the preferred puppet design based on the elements. MARJORIE S EMMANUEL, PhD | SED, AdZU

29. CREATING COMPETENCIES ENABLING SKILLS/SUCCESS INDICATORS Producing • List ideas, options, appropriate hypothesis • Device a plan for execution • Invent/Compose/Construct Example: Create music using available sound sources (MU5TB- IIIg-h-5) by (a) selecting available musical source to be utilized, (b) formulating a design plan utilizing appropriate sound source, and (c) composing the music using the chosen sound sources. MARJORIE S EMMANUEL, PhD | SED, AdZU

30. CREATING TRY THIS 1. Write/compose an editorial. (EN4WC-IIIc-28) MARJORIE S EMMANUEL, PhD | SED, AdZU

31. ANY QUESTIONS? MARJORIE S EMMANUEL, PhD | SED, AdZU