Name: Jennifer M. Rosanes
Department: JHS Department
Date Submitted: June 29, 2020
Date
(ddmmyy)
Title of Material/s
15-05-20
Curriculum Mapping in
Grade 7 – 10
(Mr. Andres Julio Santiago Jr.,
PhD)
Short Description (what is the
materials all about? What is it’s
thesis / proposition?)
-What is Curriculum mapping?
-How do we engage in curriculum
mapping?
-What awaits us after prudently
engaging in curriculum mapping?
*Curriculum planning- alignment
of learning standards and teaching
*coherent curriculum
1. well-organized and purposely
designed to facilitate learning
2. free of academic gaps and
needless repetitions
3. aligned across lessons, courses,
subject areas and grade levels
*curr. Mapping – aims to vertical
coherence, horizontal coherence,
subject and interdisciplinary
coherence
VERTICAL- progression across
grade levels, skills build upon one
another
-learner experiences flow
HORIZONTAL-uniformity of
skills develop ex. International
assessments
-check and balance of skills
develop
-do we meet what is actually
needed in that particular level
-do our students exhibit the same
competencies compared to
another country or school
-benchmarking of skills
-SUBJECT AREA COHERENCE
-how we collaborate as teachers
-same skills are develop by
teachers in one grade level
-collaborative teaching
-check and balance of skills
-can they already do this or that
-we sometimes think of what they
should comply
TAKE AWAY: At least 5 or more
sentences
INTERDISCIPLINARY
-alignment of skills in one subject
areas or grade level
-exhibits the skills’potentials
provides for holistic learning
-integration with other subject
areas
2. HOW DO WE ENGAGE IN
CURRICULUM MAPPING?
-always refer to educational Law
od 1982 , K12 curriculum and
your school’s VMGO
- Require all teachers to actively
participate in the process
-present the curriculum map to
your administrators for approval
-There would always be a national
assessment
-Secondary level
1. continue to promote the
objectives of elementary
education
2. discover and enhance
3. discover and enhance aptitudes
needed in tertiary education
Conceptual framework (meaning
making through
-we should master the curriculum
guide so we know the basis on
hoe we teach and ensure quality
education
How do we engage in curr.
Mapping?
-we must be champions of
grassroots approach by hilda taba
-require all teachers to participate
-assures that all skills are mapped
-creates an avenue for systematic
and reflective practice
KEY POINT
Target skill – given by deped /
follow deped curr. Guide / good
for implementation
Specific strategy- academic
freedom of teachers
Appropriate assessment-it has to
be fitted to the target skill
-skills in gr.6 are carried over to
grade 7 to 10
-carried over skills should lead to
progress in learning
-New target skills in grade 7 must
be known
-the new skills must progress to
intermediate to mastery level
-what re the usual strategies I use?
-what are other strategies do other
areas have which I can also use?
Include the use of a wide
repertoire of teaching strategies in
developing in the target skills
-Theres no more drive to students
to learn or no more motivation if
they already knew what is about
to happen
-Use variety of assessment tools
1. Assessment for learning
(formative)
2. assessment as learning
(formative)
3. assessment of learning
(summative)-long test / periodical
test
-performance tsk isn’t just about a
performance
-it could be a written report
converted to oral report, diorama,
innovation or inventions
-powerpoint isn’t that appealing
anymore to students
TEACHING AND LEARNING
DOK (depth of knowledge)
-it must move towards something
articulating creativity and sharing
-include learning materials
(supported curriculum) that help
develop the target skills.
-VIVAL characteristics of good
learning materials
-all skills are mapped across the
grading periods and grade level.
-what if the deped gave a national
assessment and you were not able
to teach that required skill
3. WHAT AWAITS US?
1. utilizing the TOTE MODEL
-monitors learning progress
leading to success
-identifies gaps, loopholes
2. data gathering in the course of
implementation
-engages everyone in the
teaching-learning process
-serves as a rich resource for
research (action, quantitative and
qualitative)
3. reporting of information from
data gathered
-articulates link between teaching
and research
-creates a dialogue between and
among stakeholders in education
4. using information in coming up
with informed decisions,
systematic teaching, and
reflective practice
-best decisions are supported by
evidence
-commitment to bring out the best
for our students
-synergy in the educative process
reduces wastage
EDUCATION IS NOT A
FILLING OF A PAIL BUT THE
LIGHTING OF A FIREWILLIAM BUTLER YEATS
18-05-20
Student Engagement in
Distance Learning
19-05-20
Convergence Theory of
Learning: The Lighting of a
Fire
(Fr. Benigno Beltran, SVD)
-As something that follows F2F
learning and teaching
-What are the challenges of
distance learning and if there are
any (new) positive aspects that it
could promote.
-Educational Paradigm shifted
-Educational Philosophy (What is
education? How the children
learn? Why do we educate them?
How should we do it?
-Reality is described as VUCA
(Volatile, Uncertain, complex,
Ambiguous). If we cannot put up
an educational system to teach
kids on how to thrive in a VUCA
situation, mental problems will
increase (emotionally distressed,
prone to suicidal issues)
*21st Century Learning - LearnerCentered, Digital Native
-Personalized
-Media-driven
-interdependent
-transfer by design (design
learning experiences for the kids
-adaptable
-diverse
-visibly relevant
*Developing 21st Century Critical
Thinking
-open mindedness, PS, analysis &
Evaluation, Reflection on
Learning (mindful learning).
Collaboration with others,
creative thinking, Real-World
Application
-Clear and accurate
communication
*Employable Skills
-communication (reading and
writing well), Self-Management,
-Reach out to the students with
what they love and what they know
(k-pop, online gaming, tiktok). Link
these to teaching so they won’t get
bored.
-Teachers have to reinvent to reach
out the 21st century learners.
initiative, organization,
technology, teamwork
*What is Convergence Thinking?
Transformation of information
and ideas using different modes of
thinking (Critical, system, design)
-convergence of these becomes
more compared to the sum of its
parts
-must be seen in every lesson and
must be assessed (formative and
summative)
-Teach them how to be mindful so
their learning will also be mindful
-integrity, wholeness, solidarity (a
part of society, biosphere,
community), creativity
*Phases of convergent Learning
-emergence
-divergence
-convergence (exhibit, elaborate,
evaluate)
-come up with an interactive
lessons that could be use online
for these digital natives
-teachers have to reinvent
themselves
-We teach who we are (integrity,
solidarity, creativity)
-Make them future-proof
-teachers must reengineer
themselves
-Self knowledge in the part of the
teacher
*10 principles of convergence
theory of learning
-shared vision and mission must
be in line with the unity,
dynamism and connectedness of
the convergent universe
-teaching with the brain in mind /
neuroscience
-anticipation of constant change
and evolution in the educational
system (new method of teaching)
-A school culture also is needed
to support the teachers
-innovative curriculum, say
goodbye to content-based
curriculum. / innovative mindset
-must be personalized/customized
(they have to know where their
strengths lie), knowing the
strength of the kids and build on
that (Huwag mo sila pilitin), use
those digital device for their
learning
-cloud technologies and mobile
apps as an enhancement of joyful
learning (reasoning, connecting,
communicating, collaborating)
-emphasis on the application in
life of right knowledge and values
with the community as crucial
20-05-20
Flexible Learning: The
Future of Instruction
Designs
elements in the assessment of
learning
-personal learning networks /
development and communication
in powerful ways of new stories
of learning, teaching and modern
contexts for schooling in social
media to raise consciousness
about new ways of teaching and
learning
-encouragement of community
wide participation for the
effective education of children for
transformation of society towards
a just, peaceful and sustainable
future.
*We need to teach based on
compassion whose goal is the
convergence of broken selves and
worlds
-SELFHOOD of the teacher is the
key to convergence learning
-One of the challenges in
education is DIGITAL DIVIDE
-We need to work harder and
maximize the use of technology
-They are digital natives,
generation Z (iGEN, generation
that comes after millennial
generation)
-Some of them are more scaled in
using these new technologies
-majority of our students enjoy
creating tiktok videos
-CREATIVITY in using
technology with outputs
-Social media can be used for
learning and character formation
-SM is their emotion outlet, it can
also be a monitoring tool and
means of controlling their
behaviors
WHAT CAN WE DO TO COPE
WITH THE DEMANDS OF
21ST CENTURY LEARNING?
*Global and Local Change
-DEPED CURRICULUM is now
about developing the skills of
learners
-We must adapt to these changes
(creativity, innovative leads to
success)
-we must have BLENDED
learning classroom-discussion
boards, tutorials, videos,
webinars, interactive media rich
content, real time performance
data, critical thinking,
communication, collaboration,
creativity, High-student
engagement, Self-directed
learning (learning is accessible
any time anywhere)
*ADULT LEARNING THEORY
-prior to designing a course, an
assessment of what learners
already know is important
-connect to long term memory
-using emotional elements can
HELP STAY IN LONG TERM
memory (storytelling)
-STORIES are EASIER TO
REMEMBER.
-comic strips, interactive
timelines, audio narratives, videos
-LEARNING DESIGN-shifting
focus to learners first-who they
are, what they know, how they
think and how to reach them
effectively, so they get the most
out of their educational
experience
*LEARNING STRATEGIES
ARE NOT EQUALLY
EFFECTIVE
-How can we address these things
-Personalization of learning
(caters the individual needs and
requirements, avoiding one size
fits all
-INSTRUCTIONAL
DESIGNERS will lean toward
creating multiple modalities for
the same information and learning
strategies will be enhanced for
individual preferences to be truly
PERSONALIZED
-We learn best when we enjoy
what we are doing
-PL is about freedom to choose
your own path of learning.
-SAME content yet their personal
skills are still enhanced
*MOBILE LEARNING
-use of technology has spread like
a wildfire
-developing nano learning
modules
-small and coherent chunks of
information designed to delivered
to learners on mobile devices
-CAMPAIGNS OVER
COURSES
-a course tends to be over but a
campaign supports perpetual
learning
-apply the content by giving them
the right experiences
-we must move on designing
authentic experience
-technology would be our partners
in educating them in the future
-one problem is not all schools
can afford these gadgets, we
should be resourceful and creative
*AUGMENTED REALITY
(LEARNLIVE TECHNOLOGY)mobile application for interactive
20-05-20
Bite-sized Learning
(Why it Matters in Remote
Instruction)
learning developed by Vibal’s IN
HOUSE engineers
-enhances users’ learning through
experiential walkthroughs that
integrate graphics, sounds and
sensory experiences
-has the capacity to render
difficult concepts into 3D to make
them easier to understand
-this increases learner motivation
(integration of natural and digital
worlds excites the learners and
imbues them with more
motivation to study)
-with visually appealing graphics
And caters experiential learning
*5 FOUNDATIONS OF TELES
(TECHNOLOGY ENHANCED
LEARNING ENVIRONMENT)
1. PSYCHOLOGY-student
centered learning environments
advocate that learning occurs
through environmental
interactions
2. PEDAGOGY-learner must
engage with their learning
-connect to their prior knowledge
3. TECHNOLOGY-enables
learners to adapt, modify and
extend their learning in dynamic
contextualized possibilities
4. CULTURE-a representative of
its culture of origin
5. PRAGMATISM-flexible
curriculum, resources and
assessment and evaluation tools at
hand.
-education should be about life
and growth
-practical learning / experiential
learning
-student centered learning
environments
*RESULTS OF HAVING
TECHNOLOGY-ENABLED OR
ENHANCED LEARNING
ENVIRONMENT
-students utilize their background
knowledge in synthesizing new
information through the support
of technology while acquiring
new knowledge, skills and
attitudes
INSTRUCTIONAL DESIGN is
the art and science of creating an
instructional environment and
materials that will bring the
learners from the state of not
being able to accomplish certain
tasks to the state of being able to
accomplish those tasks
REIMAGINING THE
CHANGING EDUCATIONAL
LANDSCAPE
-Practical knowledge on
designing remote learning
experiences
-principles on using brain-based
learning and microlearning as a
strategy
-Procedural knowledge in the
design and develop digital content
materials (video-based) for ondemand learning
-Types of digital tools that can
help you produce content
REMOTE INSTRUCTION
-teachers and students are in
different places for all or most of
the time that they teach and learn.
*Designing remote learning
experiences
A. CONTENT (subject area)
Pedagogy (instructional methods
and strategies (expository or
discovery)
Types of TEACHING
APPROACHES
1. Direct
2. Indirect/guided approach
B. LEARNING
ENVIRONMENT
*eLearning Environment
Spectrum
a. FACE TO FACE
b. ONLINE (blackboard, quipper,
UST cloud campus)
c. TOGETHER (blended)
*MODE OF ONLINE
INTERACTIONS
1. ASYNCHRONOUS (different
time)
2. SYNCHRONOUS (same time)
C. OUTCOME
*ONLINE LEARNING*
ON-DEMAND LEARNING
-something easily accessed
-rich in content
*CHARACTERISTICS OF
EDUCATION4.0
-Molecular (no documents)
-Dynamic (continuously updated)
-Offered rather than delivered
-Ubiquitous, online, searchable
and findable
-Spontaneous- triggered by
contexts
-Profiled automatically
-WE ARE the DESIGNERS of
leaner driven activities and
environments
-WE MEET MODERN
LEARNER (distracted, impatient)
*HOW DO WE ENGAGE WITH
THEM?
-focus on BRAIN_BASED
LEARNING (based on research
about how brain learns
-When we understand how the
brain works, we can assist our
students in several ways
1. focus their attention
2. increase their retention
PRINCIPLES OF BRAINBASED LEARNING
1. Brain is meaning-driven
2. Brain is social
3. All levels of learning
must involve the body
and mind
4. Brain likes complex
challenging activities
MACRO LEARNING
-several hrs, days, or months
-definition concpets, principles
and practice
Ex. Courses, classes, programs
MICRO LEARNING
-process of learning in short
digestible well-planned learning
-Bite-sized learning
-for quickly closing skill and
knowledge gaps
-6mins or less
-topic or problem-based lesson
-search by asking a question
-Content rated for quality and
utility
Ex. Animation tutorials, articles,
explainer videos
WHY MICROLEARNIGN IS
IMPORTANT?
1. Attention span of
students
2. Consumption of digital
content is increasing
3. Technology is changing
4. Traditional training isn’t
working
*CHARACTERISTICS OF
MICROLEANRING
1. short in duration- 3 to 6
minutes
2. Granularity- focus on narrow
topic
3. Variety-can be video, activity,
game, discussion, quiz, book
chapter
4. Mobility-designed for and
delivered on a mobile device
*BENEFITS of
MICROLEARNING
1. Learning that stick-delivers
frequent, bite-sized burst of
highly focused content to learners
making it stick
2. Autonomous learning-creates a
sense of autonomy in the learner
as they learn what they like to
study at their own pace, time, path
or place
3. Instant Knowledge Boostershorter attention spans require
shorter exposure to information
and this is what turns
microlearning into an instant
knowledge booster
THEORETICAL
BACKGROUND
-why am I applying
MICROLEARNING in my
DESIGN OF TEACHING?
-complex information overload
-convince your brain that this is
important to your life when you
acquire NEW SKILLS
-Working memories capacity- can
only process seven chunks of
information at any given time,
plus or minus two items
TEACHING / TRAINING
CONTENT (BITE-SIZED)
-COGNITIVE LOAD-our brain
can only process a short amount
of information at a time
TYPES OF COGNITIVE LOAD
1. Intrinsic (manage)
2. Germane (maximize)
3. Extraneous (minimize)
eLEARNING CONTENT
DESIGN must be guided by how
the brain PROCESS
INFORMATION
*COGNITIVE LOAD THEORY
FO MULTIMEDIA LEARNING
(with graphic organizer)
-Assure these learnings are
important
-Don’t make information overload
EXPOSITORY TEACHING
-use effective presentation
methods to REDUCE cognitive
overload
-recorded video lecture
-live virtual lecture
-ADDING GRAPHICS help
student learn
-USE MICROCONTENT Slide
Design Strategies
-VIDEOS shorten information
-SPACE IT OUT (spacing effect)
-SEGMENTING rather than
continuous
*TEST YOUR LEARNERS
-testing increase learning more
-formative vs. summative
assessments
*MIX IT UP (INTERLEAVING)
-blocking vs. interleaving
-past lesson is important today
*EXPERIENTIAL LEARNING
June 2, 2020
Flexible eLearning
Framework
-how you can enforce the
"new now" into the flexible
eLearning framework with Dr.
Ferdinand Pitagan.
*WRITE TO REMEMBER
(learning by reflecting)
PRODUCTION OF
MICROLEARNIGN ASSETS
-tools for creating 2D animated
Digital Content
Ex. Powtoon, animaker,
goanimate, biteable, moovly
STYLES OF WHITEBOARD
ANIMATION
Ex. Glassboard, blackboard,
stitchboard
-used MENTI.COM
K12 classroom- the teacher is still
the content provider, teacherbased
-classrooms are still crowded
-one approach fits all
-quizzes and long tests are given
to all
*21st century learners -can learn
technology right away
-harness the power of our learners
-integrate technology in our
classes