1. K 12

2. DIVISION GRADE 3 TRAINING OF TEACHERS ON THE K to 12 ENHANCED BASIC EDUCATION CURRICULUM 2014MAY 12-16 DEPARTMENT OF EDUCATION, OLONGAPO CITY 3. THE GRADE 3 LEARNER 12 MAY 2014 11:00-12:15 RAMIL G. GONZALES, Ph. D. Presenter PLENARY HALL 4. THE GRADE 3 SCIENCE CURRICULUM 13 MAY TUESDA Y 1:00-4:00 RAMIL G. GONZALES, Ph. D. Presenter 4:00-7:00 SESSION ROOM 5. THE GRADE 3 PHYSICAL EDUCATION CURRICULUM 15 MAY THURSDA Y RAMIL G. GONZALES, Ph. D. Presenter 8:00-12:00 1:00-4:00 SESSION ROOM 6. OBJECTIVES Describe Gr. 3 childrens development and needs Identify appropriate practices and responsive strategies to address their needs Realize the importance of knowing the nature of Gr. 3 learners in order to respond appropriately to their needs 1 2 3 7. The nature of the child has body and spirit, intellect, freewill, emotions, multiple intelligence, different learning styles. Huwag kalimutan na lahat ng ginagawa ng DepEd ay para sa bata. Hindi siya dapat mahirapan, dapat tulungan. We dont want our students to repeat what you say, but to convert what they know into application on actual behaviour. The true manifestation of learning ay di salita at di sa gawa, we want the law to come to life-serving the needs of our learners. If they are happy, they will stay in school. Usec. DINA OCAMPO Great Eastern Hotel, Quezon City April 20, 2014 8. How well do we know our Grade 3 learners? . . . will help us deepen our understanding of the Gr. 3 learners and how knowing them can ensure a positive learning climate. 9. ACTIVITY 1 Form several groups and take turns in sharing your experiences. Assign a reporter Recall an experience or event in your lives when you were in Gr. 3 Setting the mood 10. How do you feel after the sharing? What have you discovered about yourself and others? How did this event affect you? What insight have you gained about teachers practices? How does such practice affect children? Physical Mental Emotional Social 11. RA 10410 or the Early Years Act (EYA) (Approved in March 2013) Declared the policy of the State to promote the rights of children to survival, development and special protection with full recognition of the nature of childhood and as well as the need to provide developmentally appropriate experiences to address their needs Support parents in their roles as primary caregivers and as their childrens first teachers. Further, the State hereby recognizes the age from zero (0) to eight (8) years as the first crucial stage of educational development (SEC. 2.) 12. Who is the Grade 3 child? 13. The child in the primary education The 8 year-old child who is in the 3rd school-year after kindergarten 14. CHARACTERISTICS (PHYSICAL) Have better control of large muscles than small muscles Are mastering their physical skills Period of slow, steady growth Enjoy testing muscle strength, skills and coordination Increases running speed (18 feet per second) Displays continuous skipping and sideways stepping Increases vertical jump (4 inches onward) & broad jump (3 ft. up); accurately jumps and hops from square to square Increases throwing and kicking speed, distance and accuracy Increases ability to catch small balls thrown over greater distances Hand dribbling changes from awkward slapping of the ball to continuous, relaxed, even stroking 15. CHARACTERISTICS (EMOTIONAL) Have a strong desire to perform well Family, is oftentimes the main source of stability Fairness is viewed as being kind to others so that they are kind to you. Act in order to avoid punishment Seek a sense of security egocentric Do not deal well with failure or criticism Rules and rituals are very important in their interactions 16. WHAT IT MEANS FOR ADULTS? Greet children by name Talk with children about their feelings Invite children to talk or interact Assist children in finding constructive ways to express their emotions to other Smile at children often Get down to the childrens eye level when talking with them Listen carefully to what children have to say Comfort children who are unhappy, afraid or angry Speak politely to children Play & laugh with children Never coerce, shame or physically hurt children for any reason Children achieve when they interpret adults way as supportive, attentive and enjoyable BUILD POSITIVE RELATIONSHIP! 17. CHARACTERISTICS (COGNITIVE) Think concretely Allow them to explore their world through various activities Are very curious, always trying to make sense out of the world Are developing a sense of cause and effect Generalize from their own experiences Continue reading to them Learning to sort and categorize More interested in the process than in the product of their activity Give them opportunities to use their senses to make things more concrete Encourage them in science activities to help them understand processes and predict results Plan activities that focus on the process more than the product Encourage them in science activities to help them understand processes and predict results. 18. Children development is influenced in variation, by cultural, linguistic and/or family background- (MTB) A teacher has on his/her hand the chance to teach each child. Whatever happens to his/her classroom will influence the future of his/her individual student for life 19. In terms of the different learning areas- Math, Science, Social Studies, Music, Arts, Physical Education, language and Communication Arts, who is he/she? 20. . . . . WE CAN DEFINE THE GRADE 3 CHILD WITH WHAT HE/SHE SHOULD BE ABLE TO KNOW AND, TO DO . . . . .THROUGH IDENTIFYING THE COMPETENCIES THEY NEED TO MASTER 21. Knowledge of the Principles of Child Development = Appropriate Teaching Practices 22. Children develop holistically Teacher plan activities and routines to address all aspects of childrens development intellectual language aesthetic emotional social physical 23. Child development follows an orderly sequence Teachers think about developmental sequence in figuring out what next steps will appropriately challenge children as well as what may not be quite reasonable to expect now 24. Children develop at varying rates Teacher plan activities with multiple learning objectives to address the wide range of development represented in class Daily schedule gives children opportunities to pursue activities at their own pace 25. Children learn best when they feel safe & secure Teacher develops close, nurturing relationship with children Changes in routine are explained in advance so children can anticipate what will happen There is 2-way communication between the teacher and families, and families are welcome in school 26. Children are active learners They can move about the room freely most of the day. Inactive segments of the day are kept short. 27. Children learn through a combination of physical experience, social experience and reflection Teacher encourages children to explore and experiment, pose questions, offer information and challenge childrens thinking Provides opportunities to interact with peers and chance to document and reflect on their ideas 28. Children learn through mastery and challenge Teacher helps children figure out alternative approaches when the task at hand is beyond childrens current capabilities Children are allowed to engage in activities within or slightly beyond their ability to master 29. Children learn through play Teacher provide opportunities for children to play on their own with others; indoor or outdoor; with natural and manufactured materials They are joyful and playful as they interact with children, they enhance childrens play either as observer or as participants 30. Recall a particular event or situation where you did not consider the childs needs. Write specific action/steps on how you will approach the situation properly. 31. MARAMING SALAMAT PO ! RAMIL G. GONZALES, Ph. D. Presenter K12