Mathematics Teachers
in the 21st Century:
Shaping Young Minds for a
Better Tomorrow
Quezon, April 17,2015
Erico Memije Habijan, Public Servant Region 4 - A
Features:
A. The Two Theoretical Frameworks vs. The 21st
Century Educators (Mathematics)
B. Resistance vs. Acceptance where the magic
happens
C. The Study re: The 21st Century Learners
D. Teaching the Habits of Minds.
E. The New Grading System: Classroom Assessment
F. The Challenge
The Theoretical Model of Learning
ASCD, 2013
Do you see the connections and interconnections?
Perception of the 21st
Century Learners re:
- Education
- Teaching
- Learning
Action Research 2014, MPC
ANG PANANAW NG
MAKABAGONG KABATAAN SA
Isang malaking paghamon PAG-AARAL
para sa mga kaguruan at mga
pinuno ng paaralan?
Recall (Minsan pa nating balikan ang nakaraang usapan!)
Who are the
21st Century Learners?
Sino-sino nga ba ang mga
MAKABAGONG KABATAAN?
GENERATION
GEN
TX T
INSTANT GENERATION
HALO-HALO
GENERATION
Ano ang
PAG-AARAL
para sa
makabagong
kabataan?
How do generation Z leaners define Teaching and
Learning? What are their feelings? What emotions do
they have whenever they attend our classes?
IBANG KLASE!
SOBRANG
SAYANG
MAG-ARAL!!!
HAAAAAAAY…
KAILANGANG MAG-ARAL!
GRRRRRR!!!
AYAW KO NANG MAG-ARAL
Hmmm…
BAKIT KAYA
GANITO?
BORING
MABAGAL
m a h i n a.
walang
DATING
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT PAULIT-ULIT
PAULIT-ULIT
IT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
AULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT
PAULIT-ULIT PAULIT-ULIT
Paano kaya ito
maaring tugunan?
Dapat Magkatapat! (Partners vs. Partners)
For the
21st Century
Teacher
means
Teaching
the
Habits Of Minds
Ang pinakamahusay na pagkakakilanlan
ng aking sarili bilang guro ay ang epektibo
kong pakikipagtalastasan sa aking mga
MAG-AARAL.
Dapat ako ay kanilang NAUUNAWAAN
hindi lang naiintindihan!
Halimbawa:
Ano ba ang pagkakaintindi ng aking mga
mag-aaral kapag tinatalakay ko ang
DIVISION?
Halimbawa:
Management would always say that:
Performance = ability x motivation
Motivation
= desire x commitment
Ability = aptitude x training x resources
Bigyan natin ng bagong
depinisyon
ang konspeto ng
IMPOSIBLE
Example:
Which is NOT an example of deductive reasoning?
a. a number is divisible by 2 if it is even. Sixty is an
even number, therefore . . .
b. On five consecutive years, Erick planted corn in
December & January. Each time, he ha a good
harvest. He concluded that for his land, the
planting season for corn is the two-month
period of December and January.
c. The pattern in a series is given as 1 , 8, 27, 64,
125, and 216. Therefore the next number in the
series is _____.
Tandaan Nating lahat na sa
salitang LISTEN
Naroroon din ang kalipunan
ng mga letra o titik para
makabuo ng salitang
SILENT.
The Pedagogy of Mathematics means . . .
Practice
Minsan, hinaharangan ng BATO ang daloy ng ilog hindi dahil sa siya ay malakas o
makapangyarihan, kundi dahil sa siya ay PURSIGIDO AT NAGPUPURSIGI.
HUWAG NA HUWAG SUMUKO SA LABAN PERO HUWAG NAMANG MATIGAS ANG ULO
KAPAG NAKIKIPAGLABAN.
NAKIKINIG PALAGI ANG DIYOS SA MGA TAMA AT NAGPUPURSIGING MANALANGIN.
Persistent in Inequality means . . .
Gather & Analyze Data
Ang Datos ay may HUGIS at ang hugis ay may
KAHULUGAN.
The Least Mastered Skills (2014)
Least Mastered
Skills
Grade 3
Grade 6
Fourth Year
Filipino
17/18
4/13
17/24
English
3/4
9/17
14/18
Mathematics
12/14
14/18
27/27
Science
10/10
9/9
31/31
9/9
17/21
AP
Learn Continuously . . .
Hindi ka pa magaling at mahusay!
Iyan ang tatak ng mga taong di tumatanda at
ayaw tumanda!
ASCD, 2010
The Challenge . . .
(Ang Hamon!)
Finally, please consider the film “This Is It”
by MJ this involves the following
doctrines:
PDI, QueenaLim
a. Prepare well
b. Be hands on
c. Attend to details
d. Never stop learning/
Learn from mistakes
e. Practice to the nth
f. Strive for “E”
g. T.O.O.
Finally, please consider the film “This Is It” by MJ
this involves the following observations:
PDI, QueenaLim
Hindi lang basta HANDA, ang sabi
PALAGING HANDA!
HINDI MABUTING GURO ANG
TURO NANG TURO BAGO NANUNUNO SA
PUNSO!
Prepare Well.
PAA,
TUHOD,
BALIKAT
ULO
PERO HUWAG MONG
KALIMUTANG MAY KAMAY
KA AT DAPAT HAWAK NG
KAMAY ANG IYONG PUSO.
Be Hands on!
MASARAP ANG MAGING
MAKULIT, KASI DITO
NAKIKITA ANG MALI.
MINSAN NAKALILIMUTAN
NATIN NA ANG PROBLEMA
AY NASA DETALYE AT WALA
SA KABUUAN.
Attend to details.
Never stop learning
Learn from your own mistakes.
TITIGIL LANG DAPAT ANG
ANG PAG-ALAM AT PAGUNLAD KUNG IKAW AY
ULYANIN NA.
ULYANIN KA NA BA?
Practice to the nth!
HUWAG KANG TUMIGIL SA
PAGRAMPA. MARAMING
PANG DAPAT DAANAN. PERO,
SIGURADUHIN MO NA
MAPATAG ANG BAKUBAKONG DAANAN NA IYONG
MARARAMPAHAN.
Strive for “E”
BAKIT NAMAN AVERAGE
LANG ANG GUSTO MONG
MARATING KAYA MO
NAMANG MAGNG
EKSELENTE. HUWAG MO
LANG PILITIN ANG DI MO
KAYANG ABUTIN KASI BAKA
KA MAPILAYAN.
The New Assessment
and the
New Grading System
(Policy Guidelines on classroom Assessment for the
K to 12 Basic Education Reform)
Dep. Ed Order No. 8, s. 2015
ERICO MEMIJE HABIJAN - PUBLIC SERVANT
PRIMING
(The Big Idea/The Essential Questions)
Sino ba ang dapat magtimbang?
Ano ang dapat mong timbangin?
Papaano ka ba magtimbang?
(The Who, What and How of Assessment)
The Context
Critical Questions:
(Point of Preference: HOT)
A. Who is likely to benefit from
assessment of HOT?
B. What does assessment of HOT
look like?
C. When should we/I assess HOT?
D. Where in my/our instruction
should we/I plan to assess HOT?
E. Why should I assess HOT?
The Assessment Principles BrookHart (2014), ASCD
1. What you assess is a signal to students about
what you think is important to learn.
2. What you assess helps define what students
will, in fact, learn.
3. Assessing a higher-order skills leads to
improved student learning and motivation.
4. The common core state standards and other
next generation standards require teaching and
assessing HOTs.
What do we assess as evidence of
learning?
Why is it necessary to assess students
before, during and after
the lesson?
What makes
a
HOLISTIC
LEARNING?
Who are
responsible for
learning?
How
Do
We
Asses
Learning?
Let’s
Reflect!
?
The Design (ASCD 2014)
Pagtatasa
Pagtatasa Para sa . . .
(Assessment for)
sa . . .
(Assessment as)
Pagtatasa ng
(Assessment of)
ABSTRACTION
The Framework of Assessment (Habijan 2015 Ang Guro)
Operational Framework
Conceptual F
Theoretical F
The New Assessment
and the
New Grading System
(Policy Guidelines on classroom Assessment for the
K to 12 Basic Education Reform)
Dep. Ed Order No. 8, s. 2015
The Theoretical Basis
Theory A.
Classroom Assessment – a joint process that
involves both teachers and learners.
Theory B.
CA is an integral part of teaching and learning.
Theory C.
Assessment framework’s heart is the recognition
and deliberate consideration of the learners’ zone
of proximal development (Vygotsky 1978).
Assessment facilitates the development of
learners’ higher-order thinking and 21st-century
skills
The Philosophy & the Concept
• Assessment shall be used primarily as a
Quality Assurance tool to track student
progress in the attainment of standards,
promote self-reflection and personal
accountability for one’s learning, and provide a
basis for the profiling of student performance.
Nature and Purpose of Assessment
• Assessment shall be holistic, with emphasis on the
formative or developmental purpose of quality assuring
student learning.
• Assessment is also standards-based as it seeks to
ensure that teachers will teach to the standards and
students will aim to meet or even exceed the standards
• The students’ attainment of standards in terms of content
and performance is a critical evidence of learning
The Focus:
The Assessment vs. The Classroom Assessment
- Process that used to keep track of learners’ progress in
relation to learning standards and in the development of
21st- century skills.
- Promote self-reflection and personal accountability among
students (their own learning)
- Provide basis for the profiling of student performance on the
learning competencies and standards of the curriculum
- Use appropriate styles for different learners who come from
diverse context, such as cultural background and life
experiences.
Identifying
Quantitative
and Qualitative
Information
( re: achievement of
LEARNERS)
Interpreting
Gathering
Organizing
Types of Classroom Assessment
Formative Assessment
Summative Assessment
- Assessment for learning - teachers can
make adjustments in their instructions
- Assessment as learning – students
reflect on their own progress.
- May be given at any time during the
teaching and learning process
- Way to check the effectiveness of
instruction
- Tracking learners progress using
systematic ways that can easily
provide insight into a student’s
learning
- not included in the computation of
the summative assessment.
- Assessment of learning which
occurs at the end of a particular unit
-
Occurs toward the end of a
learning period in order to
describe the standard reached by
the learner.
- Measures whether learners
have met the content and
performance standards.
- Recorded and used to report on
the learners’ achievement
Principles of Assessment
Teachers
(ASCD 20110)
Learners
Assessment as Learning
Philosophy:
“the ONE in
charge of
learning
is the
_________.
• Develops in the learner personal
responsibility for learning.
• Begins as the learner becomes aware
of the goals of instruction and the
criteria for performance.
• He/ she generates his/her personal
learning goals based on standards set,
monitors his/her progress by regularly
undertaking informal and formal selfassessment and by actively reflecting
on his/her progress (meta-cognition)
in relation to his/her personal goals.
Assessment for Learning
Philosophy:
‘effectiveness’
(The Strategy,
The Methods
and
The Teacher)
• This refers to formative assessment.
• The teacher and learner use
assessment primarily to improve
learning and teaching.
• It is about assessing progress,
analyzing and feeding back the
outcomes of assessment positively
and constructively.
• It is given at the beginning of teaching
(diagnostic) or in the process of
teaching
(formative)
to
guide
instruction and decision making
Assessment of Learning
Philosophy:
Standards
are
____
___________
• Referred to as summative
assessment.
• Designed to measure the
learners’ achievement at the end
of a unit or module or quarter to
determine what he/she has
learned in comparison with
content
and
performance
standards.
• Assessment results are the
bases of grades or marks which
are communicated to learners
and parents.
What is assessed in the classroom?
Concept Development vis a vis Learning Standard in the Curriculum
Learning
Competencies
Performance Standard
Content Standard
- The knowledge, understanding,
skills, and attitudes that learners
need to demonstrate in every
lesson/learning activity.
Abilities and skills that learners
are expected to demonstrate in
relation to the content standards
Identify & set the
essential knowledge and
understanding the
should be learned.
LEVELS OF ASSESSMENT (ACTIVITY BASED)
Bloom’s Taxonomy (New)
PERFORMANCE 30%
CREATING
The basis
in test
Final Output (IND or GW)
EVALUATING
construction
must be
the
Taxonomy
ANALYZING
of
Bloom.
APPLYING
NOTE:
Test is a
recall of the
“learning”
done in the
TLP
PROCESS
&
UNDERSTANDING
55%
(Group Discussion, Lab
test/experiment, theme
writing, paper writing,
paper presentation etc.)
UNDERSTANDING
REMEMBERING
KNOWLEDGE 15%
(QE, UT, LT etc)
ANTAS NG PAGTATASA (ACTIVITY-BASED)
Ang Taxonomy ni Bloom (Bago)
PAGLIKHA
Ang isa
sa mabisang
pamantayan
sa paggawa
ng pagsususlit
ay ang
Bloom’s
Taxonomy.
(Habijan
2014,
Ang Guro)
PERFORMANS
PAGTATAYA
PAG-AANALISA
PROSESO
AT
PAG-UNAWA
PAGLALAPAT/PAGGAMIT
PAG-UNAWA
KAALAMAN
PAG-BABALIK TANAW O KAISIPAN
The Point of View (ASCD 2014)
Acquisition
1. Ang Kaalaman ay ang galing at bisa ng isang mag-aaral
sa paksa, depinisyon at pundasyong konsepto ng isang
isang inaaral na larang o pilosopiya. (Deskursong
deklaratib) (salin ni Habijan 2015 mula sa ASCD)
2. Ang kasanayan ay ang mahusay na kakayahan sa
paggawa ng aksiyon o proseso. (Kaalamang Pamamaraan).
(salin ni Habijan 2015 mula sa ASCD)
Halimbawa:
Maaaring alam ng bata na sauluhin ang kasabihang:
“Walang makasisira sa bakal kundi ang kalawang lamang”
Subalit di niya kaya itong ipaliwanag at bigyan ng kaukulang perpormans para
magamit niya sa tunay at realidad na buhay.
3. Ang mag-aaral na may awtentikong pagkatuto ay:
- nakakaiisip ng mga nakatutulong na impluwensiya, nakagagawa ng
koneksiyon sa lahat ng paksa, at nakapagpapaliwanag ng matibay na
paglalahat sa sariling salita at paniniwala
- Nakagagawa ng sariling pagkatuto: mula sa sariling kaisipan sa
kakaibang kaisipan na may tamang galaw at husay.
Salin ni Habjan 2015
4. Ang taxonomoya ni Bloom ay nagbibigay mungkahi na ang
isang mag-aaral na nakauunawa ay dapat na nakasusuri,
nakalilikom, nakatataya ng mga impormasyon at sitwasyon ayon sa
pansarili pamamaraan; ang mag-aaral ay nakauunawa ng
prayoridad na pagkatuto at nagagamit ito nang mahusay at
epektibo sa isang intelektwal na konteksto lalo na kung kailangan
ang kanyang kaalaman, kasanayan at pag-unawa.
Salin ni Habijan 2015
5. Ang sariling pagkatuto at paggawa ay nasa konteksto
ng Translasyon o transfer. Ang pagkatuto ng mag-aaral ay
nagaganap nang di dinidiktahan – kung ano at kung paano.
Ang mag-aaral ay may kakanyahang mag-isip mula sa
kanyang repertwang kaalaman. Kung papaano niya ito
gawain ay siya lamang ang nakapagdidisisyon.
(Salin Ni Habijan 2015)
Translasyon o transfer ay nangangahulugang:
- Paggamit ng natutunan at hindi pasalita lamang
- Ang mga ginagawa ay hindi paulit-ulit lamang. Bagkus ito ay
may nabubuong bagong ideya sapagkat may kaisipang bago
at di luma.
- Nagbibigay ito ng makabuluhang ‘tasa’ sa mga ginagawa na
nanggaling sa malalim na pag-unawa at istratehiyang
makabukuhan at makulay.
(Salin ni Habijan 2015)
THE CONTEXT: FORMATIVE AND SUMMATIVE ASSESSMENT
PERFORMANCE
CONTENT
Formative Assessment in Different Parts of the Lesson:
Before the Lesson, During the Lesson Proper, After the lesson
THE CONTEXT . . .
PERFORMANCE
CONTENT
SUMMATIVE TEST COMPONENTS
- The Written Work Component – written works: quizzes, unit and long test (Cognitive
Process Dimensions); KNOWLEDGE/INFOMRATION with Understanding
- Performance Task Component – learners to show what they know and are able to do in
diverse ways; performance based-tasks: skills demo, group presentation, multimedia
presentation, research projects; PROCESS
- Quarterly Assessment – student learning at the end of the quarter: objective tests,
performance-based assessment, or combination thereof; BLOOM’S TAXONOMY but
instruction and criteria is imperative.
The Matrix of the Components of Summative Test (2015)
COMPONENTS
PURPOSE
WHEN GIVEN
WRITTEN WORK
(WW)
Understanding of concepts and
application of skills in written form
Prepare learners for quarterly
assessment
At the end of the topic or unit
PERFORMANCE TASKS
(PT)
Involve students in learning process
Give students opportunities to
demonstrate
Give students freedom
Encourage students inquiry
At the end of the lesson
focusing on a topic/skill lesson
Several times during the quarter
Synthesize all learning skills,
concepts, and values learned in an
entire quarter
Once, at the end of the quarter
QUARTERLY ASSESSMENT
(QA)
The Grading System
a. Uses a standards-based and competency
based grading system.
b. All grades will be based on the weighted raw
score of the learners’ summative assessment.
c. Minimum grade needed to pass a specific
learning area is 60, w/c is transmuted to 75 in
the report card.
d. The lowest grade that can appear on the
report card is 60 for quarterly grades and
final grades.
How Is Learner Progress Recorded/Computed
***FOR KINDERGARTEN
- Checklists and anecdotal records are used instead of numerical
grades.
- Portfolio is critical and important: writing samples,
accomplished activity sheets, and artwork.
***FOR GRADES 1 and 12
- There is only one Quarterly Assessment but there should be
instances for students to produce written work and to
demonstrate what they know and can do through Performance
Tasks, but this must be spread out over the quarter. Note: Math
= Filipino = English (as regards weight). Each learning area: = weight
How are grades Computed
***FOR KINDERGARTEN
- There are no numerical grades in Kindergarten. Descriptions of the learners’
progress in the various learning areas are represented using checklists and
student portfolios.
***FOR GRADES 1 – 10
- The average of the Quarterly Grades (QG) produces the Final Grade.
- The Final Grade in each learning an example of the Final Grades of the
different learning areas and General Average of a Grade 4 student.
***FOR GRADES 11 and 12
- The two quarters determine the Final Grade in a semester.
How is Learner’s Progress Reported
The summary of learner progress is shown to learners,
parents and guardians through parent- teacher conference, in
which the report card is discussed. The grading scale, with its
corresponding descriptors.
Descriptor
Grading Scale
Remarks
Outstanding
90 - 100
Passed
Very Satisfactory
85 - 89
Passed
Satisfactory
80 - 84
Passed
Fairly Satisfactory
75 - 79
Passed
Did not meet Expectations
Below 75
Failed
How are Learners Promoted or Retained (after the SY)
Grade Level
Requirements
Decision
1-3
- Final grade is 75 (at least in all
learning areas)
- Did not meet expectations –
not more than 2 learning areas
- Did not meet expectations in
three or more learning areas
- Promoted
- Pass Summer Remedial
classes otherwise,
Retained.
- Retained in the same level
4 – 10
- do (1 -3 items)
- must pass all learning areas in
the Elementary
- Must pass all learning areas in
the Jr. High School
11 – 12
- do (1-3 items)
- Must pass all subjects or
learning areas in Sr. HS
- do (1 – 2 items)
- Earn the Elementary
Certificate
- Promoted to J. HS
- Earn the Jr. HS certificate
- Promoted to Sr. HS
- do - Earn the Senior High School
Certificate
Note: Remedial Classes are graded; this could be done during summer class.
Weight of the Component for Grades 1 – 10.
1 - 10
Components
Language
Araling
Panlipunan
EsPagpapakatao
Science
and
Math
MAPEH
EPP
TLE
Written work
30%
40%
20%
Performance
tasks
50%
40%
60%
Quarterly
Assessment
20%
20%
20%
100%
100%
100%
Weight of the Component for Grades 11 - 12.
Core Subjects
Academics
All other subjects
Work Immersion
Research
Buss Entre
Simulation
Exhibit
Performance
WW
25%
25%
35%
PT
50%
45%
40%
QA
25%
30%
25%
100%
100%
Weight of the Component for Grades 11 - 12.
Core Subjects
Tech-Voc &
TVL/SPORTS/ARTS &
Design Track
Academics
All other subjects
Work Immersion
Research
Buss Entre
Simulation
Exhibit
Performance
WW
25%
20%
20%
PT
50%
60%
60%
QA
25%
20%
20%
100%
100%
Summative Assessment
Consider the following:
a. Given during remedial classes. Recorded, computed, weighted,
and transmuted in the same way as Quarterly Grade.
b. The equivalent of Final Grade for Remedial classes is the
Remedial Mark Class (RCM). The final grade at the end of the
school year and the RCM are averaged. This results in the
Recomputed Final Grade. If the Recomputed F G is 75 or higher,
the student is promoted to the next grade level. However,
students will be retained in the grade level if their Recomputed
Final Grade is below 75.
c. The teacher if the remedial class issues the Certificate of
Recommended Final Grade, which is noted by the School Head.
This is submitted to the division office and must be attached to
both Form 137 and school Form.
How are Core Values for the Filipino Child
Reflected in the Report Card
The goal of K to 12 curriculum is to holistically develop
Filipinos with 21st Century skills. The development of learners’
cognitive competencies and skills must be complemented by the
formation of their values and attitudes anchored on the Vision,
Mission, and Core Values of Dep. Ed Order 36, s. 2013. Non-Dep.
Ed schools may modify or adapt these guidelines as appropriate
to the philosophy, vision, mission, and core values of their
schools.
Note: Please see translated behavioral statements of the Core
Values of Dep. Ed. (DO. No. 8, s. 2015).
Maka-Dios Maka-Tao Maka-Bansa Maka-Kalikasan
School may craft additional for the behavior statements. Schools must ensure
that these are child-centered, gender –fair, and age-culture and culture-appropriate.
***A non-numerical rating scale will be used to report on learners’
behavior demonstrating the core values. Class adviser and other
teachers agree on how to conduct these observations.
***Marking for the Observed Values
Marking
Non-Numerical Rating
AO
Always Observed
SO
Sometimes Observed
RO
Rarely Observed
NO
Not Observed
***How is Attendance Reported
- A learner who incurs absences of more than 20% of the
prescribed number of class or laboratory periods during the school
year or semester should be given a failing grade and not earn
credits for the learning area or subject.
The Suggested Mathematics Class Record
(Dep. Ed Order 2015)
Written Work (WW) 30%
(Quizzes – Group or Individual etc.)
(HPS)
Total
PS
WS
Learner
25
25
25
25
100
100
30%
A
20
19
20
22
81
81
24.30
B
10
18
25
13
66
66
19.80
The Suggested Mathematics Class Record
(Dep. Ed Order 2015)
Performance Task - 50%
(Lab/Project/Group W/Rec/RW etc.)
HPS
Total
PS
WS
Learner
40
40
40
40
160
100
50%
A
20
19
20
22
81
50.62
25.31
B
10
15
28
13
66
41.25
20.63
The Suggested Mathematics Class Record
(Dep. Ed Order 2015)
Quarterly Assessment – 20%
(Long Test/Research Paper/Projects etc.)
HPS
Learner
Total
PS
100
100
WS
A
88
88
88
17.60
B
63
63
63
12.6
The Suggested Mathematics Class Record
(Dep. Ed Order 2015)
WW
(WS)
PT
(WS)
QA
(WS)
Initial
Grade
Quarterly
Grade
A
24.30
25.31
17.60
67.21
79
Passed
B
19.80
20.60
12.60
53.0
73
Remedial
Learner
The Suggested Learner’s Card
(Dep. Ed Order 2015)
QUARTER
Learning
Areas
1
2
3
4
75
73
74
76
Average
Final
Grade
Remarks
74.5
75
Passed
(Pasado)
Filipino
English
Math
Science
Ano pa ba ang di mo naibibigay para
maging masaya ka sa pagtuturo at pagsukat sa
bata at sa sarili mo bilang guro?
Ano ba ang makapagpapasaya sa iyo at dapat
mong ibigay sa iyong mga mag-aaral bilang
GURO?
Ako, ganito ko siya sasagutin!
I wanna give
I wanna give my love to you
completely
I beg of you
I beg of you to listen to my
heart
I've never prayed like this
before
And I'm askin' you not to
close the door
For I can tame the wind and
smooth the waters
If you just let me
I've never prayed like this
before
And I'm askin' you not to
close the door
For I can tame the wind and
smooth the waters
If you just let me
I wanna give
I wanna give you all the
strength within me
To make a world
To make a world that cannot
fall apart
And you can sit upon a throne
Oh, I'll give it all just for you
alone
For I can tame the wind and
smooth the waters
If you just let me
And you can sit upon a throne
Oh, I'll give it all just for you
alone
For I can tame the wind and
smooth the waters
If you just let me
Other Details, pls. read Dep. Ed Order
no. 8, s, 2015
A.
B.
C.
D.
E.
F.
G.
H.
I.
Transmutation Table
Computation
Kind of Grade
Averaging
MAPEH Grading System
Senor High School
Character/Attitude
Attendance
Forms
MARAMING SALAMAT PO!
BRO. ERICO M. HABIJAN