Session 4 PPT (General).pptx for grade 5

ARPAN

1. NATIONAL TRAINING OF REGIONAL TRAINERS ON THE MATATAG CURRICULUM Venue Date 1

2. NATIONAL TRAINING OF REGIONAL TRAINERS ON THE MATATAG CURRICULUM Venue Date 2 Indigenous Peoples Education Program

3. Training Matrix 3 Day 1 Pre-assessment Opening Program Session 1 IP Situationer Day 2 Session 2 IKSP, ILS and Culture Day 3 Session 3 Philippine Education System Day 4 Session 4 Intro to Contextualization Day 5 Session 5 Preparations for Re-entry

4. Training Matrix 4 Day 1 Pre-assessment Opening Program Session 1 IP Situationer Day 2 Session 2 IKSP, ILS and Culture Day 3 Session 3 Philippine Education System Day 4 Session 4 Intro to Contextualization Day 5 Session 5 Preparations for Re-entry

5. Session 4 Principles, Approaches and Skills in Contextualization Name of Resource Person 5

6. Session Objectives At the end of the session, participants will… discuss policy directions regarding contextualization; differentiate contextualization, localization, and indigenization; explain ways by which a lesson can be contextualized; explain the importance of contextualization in responding to the learning needs of IP learners and in promoting cultural sensitivity and contextual appropriateness 6

7. Session Objectives At the end of the session, participants will… explain how a community activity can be a theme in developing learning delivery; determine how to appropriately interface competencies in the CGs in relation to community activities; explain the interface process between the community’s ILS and competencies, and the competencies in the CGs and the teaching-learning process commonly used by DepEd; and demonstrate the interface of IKSPs and CG competencies through the drafting of a lesson development guide for a contextualized lesson plan 7

8. Session Objectives Professional Standards Addressed: Domain 1 . Content Knowledge and Pedagogy Strand 1.1 Content knowledge and its application within and across curriculum areas Indicator 1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas. Indicator 1.1.2 Apply knowledge of content within and across curriculum teaching areas. Strand 1.2 Research-based knowledge and principles of teaching and learning Indicator 1.2.1 Demonstrate an understanding of research-based knowledge and principles of teaching and learning. Strand 1.6 Mother Tongue, Filipino and English in teaching and learning Indicator 1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning. Indicator 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning. Strand 1.7 Classroom communication strategies Indicator 1.7.1 Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement and achievement. 8

9. Session Objectives Professional Standards Addressed: Domain 2. Learning Environment Strand 2.2 Fair learning environment Indicator 2.2.1 Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning. Strand 2.3 Management of classroom structure and activities Indicator 2.3.1 Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within the available physical learning environments. Strand 2.4 Support for learner participation Indicator 2.4.1 Demonstrate understanding of supportive learning environments that nurture and inspire learner participation. Strand 2.5 Promotion of purposive learning Indicator 2.5.1 Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning. 9

10. Session Objectives Professional Standards Addressed: Domain 3. Diversity of Learners Strand 3.2 Learners’ linguistic, cultural, socio-economic and religious backgrounds Indicator 3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds. Strand 3.4 Learners in difficult circumstances Indicator 3.4.1 Demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices. Strand 3.5 Learners from indigenous groups Indicator 3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups. 10

11. Session Objectives Professional Standards Addressed: Domain 4. Curriculum and Planning Strand 4.1 Planning and management of teaching and learning processes Indicator 4.1.1 Prepare developmentally sequenced teaching and learning processes to meet curriculum requirements. Indicator 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts. Strand 4.2 Learning outcomes aligned with learning competencies Indicator 4.2.1 Identify learning outcomes that are aligned with learning competencies. Strand 4.3 Relevance and responsiveness of learning programs Indicator 4.3.1 Demonstrate knowledge of the implementation of relevant and responsive learning programs. Strand 4.4 Professional collaboration to enrich teaching practice Indicator 4.4.1 Seek advice concerning strategies that can enrich teaching practice. Strand 4.5 Teaching and learning resources including ICT Indicator 4.5.1 Show skills in the selection, development and use of a variety of teaching and learning resources, including ICT, to address learning goals. 11

12. Session Objectives Professional Standards Addressed: Domain 5. Assessment and Reporting Strand 5.1 Design, selection, organization and utilization of assessment strategies Indicator 5.1.1 Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements. Strand 5.4 Communication of learner needs, progress and achievement to key stakeholders Indicator 5.4.1 Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement. 12

13. Session Objectives Professional Standards Addressed: Domain 6. Community Linkages and Professional Engagement Strand 6.1 Establishment of learning environments that are responsive to community contexts Indicator 6.1.1 Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts. Strand 6.2 Engagement of parents and the wider school community in the educative process Indicator 6.2.1 Seek advice concerning strategies that build relationships with parents/guardians and the wider community. Strand 6.4 School policies and procedures Indicator 6.4.1 Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationships with the wider school community. 13

14. Session Objectives Professional Standards Addressed: Domain 7. Personal Growth and Professional Development Strand 7.3 Professional links with colleagues Indicator 7.3.1 Seek opportunities to establish professional links with colleagues Strand 7.4 Professional reflection and learning to improve practice Indicator 7.4.1 Demonstrate an understanding of how professional reflection and learning can be used to improve practice. 14

15. Session Flow Review of the previous session: 20 minutes Plenary Viewing and Discussion : 2 hours Case Study: 1 hour and 30 minutes Plenary Discussion: 1 hour and 30 minutes Worksheet exercise with Plenary sharing and critiquing: 8 hours, can be continued on the next day Discussion Board: 20 minutes 15 Daily Journal: 20 minutes

16. Content This session includes the following topics: This session includes the following topics: a) Thematic Teaching b) Contextualization in the K to 12 Curriculum c) Indigenization d) Implications of Indigenous Learning Systems (ILS) for Indigenization Implication of Indigenous Knowledge Systems and Practices (IKSPs) for Indigenization 16

17. Review of the previous session Before the Activity starts, participants will play a game (quiz) on Kahoot! The questions are about the topics discussed in the previous session. Duration: 20 minutes 17 Kahoot!

18. ACTIVITY: Plenary Viewing Participants will watch the Discussion on the K to 12 Curriculum video featuring former Usec . Dina Ocampo. Duration: 1 hour 18 Video Walk through Discussion Guide PPT Presentation-Curriculum Standards PPT Presentation-Contextualization in K to 12

19. ACTIVITY: Plenary Viewing Key points for discussion (after watching the video, PPT to be used): 1.Principle of inclusion 2.Singular vs diverse curriculum 3.K to 12 Curriculum Framework Culture in the teaching-learning process 19

20. ANALYSIS: Discussing the definition of Contextualization through a study case Participants will watch (guided viewing) the PAMANA KA video (with subtitles). Through guided viewing, participants process the video by answering guide questions before, during (divided in certain parts), and after the video showing. Definitions of contextualization, localization, and indigenization will be discussed in the plenary Duration: 30 minutes 20 Video Discussion Guide on Contextualization Discussion Guide on PAMANAKA

21. ABSTRACTION: Plenary Discussion Key points for discussion: Characteristics of ILS and implications on indigenization Indigenization in Mathematics/Science (this depends on availability of resource persons) Duration: 1 hour 21 Discussion Guide PPT Presentation-DO 32, s. 2015 PPT Presentation-ILS and Indigenization PPT Presentation-Principles of Indigenization PPT Presentation-Thematic Teaching PPT Presentation-Interface of National and Community Curricula

22. APPLICATION: Worksheet Exercise (with plenary sharing and critiquing) Participants will do two exercises guided by the facilitator: (Exercise 1) Indigenization Guide: Community Activities Worksheet: This exercise is about interfacing DepEd content and competencies with the community’s livelihood cycle leading to the development of contextualized lesson plans. Duration: 8 hours 22 Facilitator's Copy-Exercise 1 Exercise 1 Pointers for Exercise

23. APPLICATION: Worksheet Exercise (with plenary sharing and critiquing) Participants will do two exercises guided by the facilitator: (Exercise 2) Indigenization Guide: Thematic Worksheet: This exercise is about designing lessons in different subject areas in an integrative manner, with a community practice or event as organizing theme. Duration: 8 hours 23 Facilitator's Copy-Exercise 2 Exercise 2 Pointers for Exercise

24. Discussion Board 24 The Discussion Board provides an opportunity for participants to clarify and sharpen what they have learned in the session by sharing their insights and reflections, and by engaging with their peers. Duration: 20 minutes Padlet

25. Daily Journal 25 The journal is a form of self-assessment expressed through the participants’ synthesis of what they have learned and reflections gained through the session, particularly their understanding of IPs and IP knowledges. Duration: 20 minutes Daily Journal

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