Você está na página 1de 3

INSTRUCTIONAL LEADERSHIP THROUGH AN ALIGNMENT FRAMEWORK

DOCUMENTS FROM DEP ED:


1. SHS Program Outcomes
2. Curriculum Guide (CG)
3. Teaching Guide (TG)
4 Exits of Learners:
1. Produce all forms of texts
2. Systematically outcomes
3. Work comfortably
4. Communicate locally/globally
5. Interact meaningfully
From the Curriculum Guide
1. Coached
2. Role in the implementation
3. Ensure Effective implementation
Parts of Teaching Guide
1. Introduction
2. Motivation
3. Instruction/delivery
4. Practice
5. Enrichment
6. Evaluation
CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)
I. Demands of Articulated subjects in Applied and New General Education
Curriculum
JHS – Prerequisite KSA
SHS – Requisite KSA
HEd NGEC – Target Exit KSA
Knowledge – refers to mental skills
Skills – manual or physical skills
Attitude – refers to growth of students in feelings or emotional area
1. What to teach? (Curriculum Guide)
 Learning Standards
- Content
- Performance
- Competencies
2. Why teach?
 Goal in teaching the subject in the subject in the grade level
 Nature of the subject
 Role of the subject in attaining the mission/vision/objectives of the school
3. How to assess and evaluate?
 Appropriate assessment and evaluation mechanism
4. How to teach?
 Appropriate teaching strategies
CIDAM
1. Core subject description –
 Essential topics
a. Necessary to present to students
b. The knowledge, skills and attitude gained by the students from these
topics shall help them:
- Perform the performance task requires at the end of the semester
- Prepare for the demands of courses in the NGEC should they proceed to
college.
2. Culminating Performance Standard
 Articulate the core subject with applied and/or specialized subjects to ensure
near and far transfer of student’s learning
Content
- Knowing – essential knowledge to acquire in order to carry out the
performance task
- Understanding – process of applying, analyzing or evaluating acquired
essential knowledge being a 21st century learner and enrolled in any track
- Doing – action to perform in order to transfer acquired essential
knowledge to …
 Ensure preparation of students for HEd exit by articulating the core subject’s
POWER STANDARD from a LITERAL TRANSFER
- Power standard is derived from an analysis made on the articulation of the
subject with the courses in the New General Education Curriculum.
- Literal transfer – refers to intact knowledge of a student that is transferred
to a new task.
Power standard determines the appropriate literal transfer while culminating
performance standard determines the appropriate performance task.
Performance Task Design Process
1. Goal
2. Role or Responsibility
3. Audience
4. Situation or Scenario
5. Product or Performance
6. Standard or Expectation
Revised Blooms Taxonomy (RBT)
- Remembering
- Understanding
- Analyzing
- Applying
- Evaluating
- Creating
Knowledge – Creating
Understanding – evaluating, analyzing
Doing – understanding, applying, remembering
3. Teaching strategies
4. Assessment Techniques
- Written works
- Question and answer
- Performance checks
II. Teaching Guide
1. Components:
 Objectives
 Strategies
 Assessment
 Evaluation
2. Parts:
 Introduction – subject
 Motivation – real life situation
 Practice – questions
 Enrichment – examples and application
 Evaluation – written works and exercises
 Instruction/delivery – demo, lecture, simulation, hands on solution, application

Você também pode gostar