FEEDBACK ACTION TEACHERS WERE NOT WELL TRAINED FOR K-12

PRINCIPAL CONDUCTED TRAINING DURING INSET

CURRICULUM DESIGN IS NOT ALIGNED FOR KNOWING, DOING, UNDERSTANDING

COMPETENCIES WERE DESIGNED ACCORDING TO PEDAGOGIES WITH EMPHASIS ON UBD

• NO PROPER ORIENTATION ON THE

GRADING SYSTEM

• THOROUGH REVIEW ON GRADING SYSTEM

GRADING SYSTEM WAS CAREFULLY STUDIED FOR TENTATIVE IMPLEMENTATION UNTIL THE OFFICIAL GRADING SYSTEM WAS OFFICIALLY ISSUED THE OFFICIAL GRADING SYSTEM BASED ON LEVEL OF ASSESSMENT SHALL BE FULLY IMPLEMENTED THIS COMING SCHOOL YEAR 2013-2014

EVERYTHING IN K-12 IS RAW

QUARTERLY REPORT AND FEEDBACK WAS REQUIRED FOR NEXT YEAR’S IMPLEMENTATION

NOT ALL BOOKS ARE K-12 ALIGNED

BOOKS ARE USED AS REFERENCES;TEACHERS HAVE TO DESIGN THE LESSON

CONTINUOUS REVISITING ON THE K-12 CURRICULUM IS NEEDED

CLOSE MONITOR OF TEACHERS IS REQUIRED THROUGH QUARTERLY OBSERVATION

K-12 ALIGN

DEVELOP

DESIGN

ALIGN

From behaviorism to constructivism From teaching for achievement to

teaching for understanding From traditional to authentic based From Knowledge based to High

Critical Thinking. From transmutation to rubric based From instructional to pedagogical From planning to designing

ALIGN The Behaviorist Classroom Students are at the heart of the learning process. Teacher is a transmitter of knowledge. Content is presented part to whole, with emphasis on classroom academic and knowledge achievements. Assessment and instruction are of different purpose. learning, inquiry, and exploration are done through lectures with less actualization of information.

The Constructivist Classroom Students are at the heart of the learning process. Teacher is a facilitator and coach. Content is presented whole to part, with emphasis upon big ideas and questions. Assessment and instruction are seamless. Experiential learning, inquiry, and exploration supersede lecture and “transmission” of information.

DEVELOP

DESIGN

Designing curriculum standards for PHILIPPINE SCHOOL DOHA

Philippine School Doha State of Qatar

SY: 2012-2013

________________________________ Department

VISION Guided by the dictum “Knowledge Begets Wisdom, the Philippine School Doha envisions itself to be the center of academic excellence as the First Philippine Science School in the Middle East abreast with the dynamics and development of Society, Culture, Science and Technology and the Arts. It also aspires to produce globally competitive graduates with inherent values of honest and propriety tempered with prudence and divine wisdom. MISSION The Philippine School Doha, a non-stock, non-profit school has commissioned itself to provide learners optimum quality education that is attuned with the relevance of times and technology advancement under the precept of pro-God, pro-environment, pro-people and pro-nation. LEARNING PHILOSOPHY ______________________________________________________________________________________________________ SUBJECT: ______________________________________________________________________

TOPICS/SUB TOPICS (Per Quarter)

REFERENCES

C O M P E T E N C I E S PRODUCT

REFLECTION KNOW DO UNDERSTAND

Pedagogical Approaches

Constructivist. learner is not an empty receptacle who is mere recipient of instruction. Rather, the learner is an active constructor of knowledge and a maker of meaning.

Inquiry-based. to examine concepts, issues and information in various ways and from various perspectives. It provides them opportunities to develop skills of creative and critical thinking, informed decision-making, and hypothesis building and problem-solving.

Reflective. Reflective teaching means making the learners look at what they do in the classroom, think about why they do it, and think about if it works.

Collaborative. Learning is a social activity and so must be collaborative. Learning is intimately associated with connection with other human beings- classmates, teachers, peers, family as well as community.

Integrative. Subject matter is taught using interdisciplinary and multidisciplinary approaches. Science is taught in relation to Math. What is taught in Science is reinforced by the lessons in Health.

Levels of Assesments What will I assess? How will I assess? How will I score?

Knowledge 15%

Identify S-form of the verb

Pencil-paper test

1 point based accuracy

Process and skills 25%

Write 5 sentences about what does each family do at home

Rubrics

Highest possible score is 8 points

Understanding 30%

Compare the role of your father to the role of your mayor in your hometown through a short essay

Rubrics

Highest possible score is 15

Product/Performances 30%

Display a short album of family member’s household chores with a short caption on it

Rubrics

Highest possible score is 18

Computation: Formula: L Sc/ H Sc x100 x % = score Where : L Sc- is the learner’s score H Sc- is the highest score 100 is constant % is the assigned percentage of the corresponding levels of assessment Note: No transmutation of Grade shall be made. Using the formula given, the students will be able to get the final grade. Example: Knowledge: 15% Lsc - 7/ Hsc-10 x 100x15% = 10.5 Process: 25% Lsc 6/ Hsc-8 x100 x.25 = 18.75 Understanding : 30% Lsc 12/Hsc 15 x100 x 30% = 24 Product Performances 30% Lsc 17/ Hsc 18 x100 x.30 = 28 .33 Summary: K- 10.5 P- 18.75 U- 24 Perf/output- 28.33

Total 81.58 Approaching Proficiency

“Teachers must be the lighthouse who provide a

beaming ray for students to explore, to experience and to pace with the dynamics

of the nation and of the world.”

(Acosta, 2013)