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PROFESSIONAL EDUCATION 10 3. Greater time needed for assessment. Needs longer time to assess
ASSESSMENT IN LEARNING 2 the performance of students, because of the: a. difficulty of designing
the tasks, b. comprehensive nature of tasks, and c. increased time
Performance-Based Assessment needed to evaluate the results.
4. Greater use of judgement in scoring.
Performance Assessment ▸ Evaluator must consider the set of judging criteria.
- Implies that the students need to demonstrate skills by ▸ Scoring must be congruent to the assessment purpose.
actual performance of a certain task rather than just ▸ Factors are the complexity of the task, originality of responses, and
marking on an answer sheet. variety of possible solutions.

Hogan (2007) pointed out the different terms for performance-based Domains of Performance-Based Assessment
assessment namely: authentic assessment or alternative assessment.
- Authentic assessment means the use of realistic situations Communication Skills
in the testing materials. a. Writing an Essay
- Alternative assessment is the term used in contrast to b. Delivering a Speech
selected response test.
Psychomotor Skills
Zimmaro (2003) as cited by Gabuyo (2012) stated that it is a direct a. Holding a pencil properly
and systematic observation of the actual performance of students b. Focusing a microscope
based on a predetermined performance criteria c. Bisecting a line
It is an alternative form of assessing the performance of Athletic Skills
students that represents a set of strategies for the application of a. Shooting three points in a basketball game
knowledge, skills, and work habits through the performance of tasks b. Pitching a strike ball in a baseball game
that are meaningful and engaging to them (Hibbard, 1996) c. Diving
Features of Performance-Based Assessment (Gronlund 1998) Affective Skills
a. Mental and behavioural habits
1. Greater Realism of the Tasks. Students must apply the knowledge
b. Sharing Sports equipment
and skills by demonstrating a task that shows application in a real-
world scenario. c. Obeying traffic rule
2. Greater complexity of the tasks. The tasks are difficult to
understand and analyze because they are less structured problems that Concept Acquisition
encourage students to perform with originality and thinking skills. a. Skills in acquiring, organizing and using information
They may have multiple solutions.
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Types of Performance-Based Assessment
- Restricted-Response Performance Task
- Extended-Response Performance Task
Restricted-Response Performance Task
 Highly structured with a limited scope. Tasks are more
focused and limitations are indicated. (e.g. writing a one-page
synopsis)
Advantage:
It is very easy to relate to a particular learning objective. Output is
easier to evaluate.
Disadvantage:
Prevents learners from demonstrating their abilities and skills with
comprehensive and poorly structured problems
Focus of Performance-Based Assessment
Use PROCESS when:
1. There is no product
2. The process is orderly and directly observable
3. Correct procedures are crucial to later success
4. Analysis of procedural steps can help improve the product
5. Learning at early stage
Use PRODUCT when:
1. Different procedures result in an equally good product
2. Procedures are not available for observation
3. The procedures have been mastered already
4. Products have quality that can be identified and judged

Extended-Response Performance Task FOUR TYPES OF ACCOMPLISHMENTS of LEARNERS

 Less structured and broader in scope. (e.g. conducting a using PBA:
thesis)
Advantage: PRODUCTS
Teacher can obtain better information about students’ ability to - Poems, essays, charts, graphs, exhibits, drawings, maps,
provide original responses. etc
Disadvantage: COMPLEX COGNITIVE PROCESSES
Somewhat time-consuming in evaluation, judging and checking. - Skills in acquiring, organizing, and using information
OBSERVABLE PERFORMANCE
Comprehension Check: - Physical movements such as dance, gymnastics, typing,
(Determine whether Restricted-Response or Extended-Response.) oral presentation, following cooking procedures
▸ Use engineering instruments HABIT OF THE MIND AND SOCIAL SKILLS
▸ Repair a Television - Mental and behavioral habits such as persistence and
▸ Type an application letter cooperation during group work, recognition skills.
▸ Organize ideas
▸ Collect, analyze and infer data ADVANTAGES of Performance-Based Assessment
1. It assesses complex learning outcomes not measured by
paper-and-pencil test.
2. It assesses the process as well as the product
3. It communicates instructional goals that relate to real world
context
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4. It assesses the progress as well as the performance
5. It involves the students in the process of assessing their own
growth.
6. It recognizes that students can express what they know and
can do in different ways
7. Specific, direct, and understandable information about the
students are available to parents.
8. It evaluates the “whole student”.
9. It enhances the professional skills of teachers through
collaboration with other teachers.
10. It can establish a framework for observing students that is
consistent with the principles of child development.
11. It can contribute to a meaningful curriculum planning and the
design of developmentally appropriate educational inventions
12.
LIMITATIONS of Performance-Based Assessment
1. Constructing performance assessment is TIME-
CONSUMING
2. Scoring is often questionable because it is not reliable, most
especially if the scoring guide or rubrics are not properly
prepared.
3. It measures only a limited scope of learning objectives.
STEPS IN DEVELOPING PERFORMANCE-BASED
ASSESSMENT
1. Define the purpose of the assessment
2. Determine the skills, learning outcomes, and taxonomy level
3. Design and develop activity or performance task.
4. Define the Performance Criteria
5. Create the scoring rubrics
6. Assess the performance
7. Specify the constraints in Testing
1. Define the purpose of the assessment
If the purpose is:
a. FORMATIVE: use numerical rating to get feedback and for
instructional improvement
b. SUMMATIVE: if used for grading purposes, a more
elaborate scoring scheme is needed.
2. Determine the skills, learning outcomes, and taxonomy
level
Identify learning competencies whether they are:
1. For PERFORMANCE ASSESSMENT
- Taxonomy levels are mostly Applying, Evaluating and
Creating
- Required skills are needed to be demonstrated
2. For TRADITIONAL ASSESSMENT
- Taxonomy levels are mostly Remembering,
Understanding and Analysing
- Required Skills are more of cognition and thinking skills
3. Design and develop activity or performance task.
Consider our discussion in “Task Designing”
Some Reminders:
a. Consider (a) time allotment, (b) availability of
resources, and (c) the data needed to judge the quality
of students’ performance
b. They could be (a) Hands-on exercise or problem to
solve which procedures a product; (b) an observable
outcome or product
4. Define the Performance Criteria
Performance Criteria are specific behaviors that students should
perform to properly carry out a performance or produce a product
(Airasian, 2000).
They should be specific, clearly stated and observable.
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Guidelines for stating performance criteria (Airasian, 2000)
 Identify the overall performance or task to be assessed and
perform it yourself.
 Try to limit the number of performance criteria, so they can
all be observed during the learner’s performance.
 Try to limit the number of performance criteria, so they can
all be observed during the learner’s performance.
 If possible, have groups of teachers think through the
important behavior included in a task
 Express the performance criteria in terms of observable
learners’ behavior or product characteristics.
 Arrange the performance criteria in the order in which they
are likely to be observed
 Do NOT use ambiguous words that may cloud the meaning of
the performance criteria
 Check the existing performance criteria before constructing
your own
Types of Performance Criteria
- Impact of the Performance it refers to the success of the
performance, given purposes, goals and desired results.
- Work quality and Craftsmanship it refers to the overall
quality, organization, and difficulty of the work
- Adequacy of Method and Behaviour it refers to the
quality of procedures and manner of presentation prior to
and during the performance
- Validity of Content it refers to the correctness of idea,
skills and materials used.
- Sophistication of Knowledge Employed it refers to the
complexity or maturity of knowledge employed.
5. Creating the Scoring Rubrics
Scoring rubrics are used when judging the quality of the work of
the learners on performance assessments.
They are forms of scoring guide that used in evaluating the
level of performance of students or products.
Moskal (2000) defined this tool as descriptive scoring schemes that
are developed by teachers or other evaluators to guide in the analysis
of products or processes of students’ efforts
Airasian (2000) defined rubrics as a rating system by which teachers
can determine at what level of proficiency a student is able to perform
a task or display knowledge of a concept.
Types of Rubrics
- Holistic Rubric
- Analytic Rubric
Holistic Rubric
- Requires the teacher to score an overall process or product
as a whole (Nitko & Mertler, 2001)
Advantage:
Simple, provide a reasonable summary of rating. All traits are
efficiently combined, quickly scored, one-score result..
Advisable to Use when:
When a teacher wants a fast result of students’ performance. However,
it does not provide a detailed feedback in specified criteria.
Analytic Rubric
- Provides information about performance in each
component part of a task. (Gareis & Grant, 2008)
Advantage: Useful in diagnosing specific strengths and weaknesses
of learners’ performances or product
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Advisable to Use when:
- When a teacher wants to provide diagnostic information and
formative instruction during instruction (McMillan, 2001).
- Use when self -assessment for students is targeted to do.
USES of RUBRICS
Heidi Goodrich Andrade
 They are powerful tools for both teaching and assessment.
Rubrics can improve student performance, as well as monitor
it, by making teachers’ expectations clear and by showing
students how to meet these expectations.
 Rubrics are useful because they help students become more
thoughtful judges of the quality of their own and others’ work.
o Repeated practice with peer-assessment, and
especially self-assessment, increases students’ sense
of responsibility for their own work and cuts down on
the number of “Am I done yet?” questions.
 Rubrics are useful because they help students become more
thoughtful judges of the quality of their own and others’ work.
Repeated practice with peer-assessment, and especially self-
assessment, increases students’ sense of responsibility for
their own work and cuts down on the number of “Am I done
yet?” questions.
 Teachers appreciate rubrics because their “accordion” nature
allows them to accommodate heterogeneous classes. The
examples here have three or four gradations of quality, but
there is no reason they can’t be “stretched” to reflect the work
of both gifted and those with learning disabilities
 Rubrics are easy to use and to explain.
o During parent conferences, the use of sample rubrics
to explain to parents their purpose, and how they were
used in class provides them information on what their
child needed to do to be successful.
Advantaged of Using Rubrics
1. Allows consistency and objectivity in scoring across the given
area
2. Clarify the criteria in more specific terms
3. Students can identify the basis on how they are to be evaluated
4. Allow the students to assess their own performance, products
or works;
5. Teachers can use small amount of time to evaluate the
performance of the students;
6. Provide specific feedbacks
7. Serve as standards when preparing the task against its measure
and progress is documented; and
8. Provides information about students’ strengths and
weaknesses
Steps in Developing Scoring Rubrics
1. Be sure the criteria is focus on important aspects of the
performance.
2. Be sure the criteria is focus on important aspects of the
performance.
3. Descriptions of the criteria should be directly observable.
4. Criteria should be written so that students, parents and others
understand them
5. Characteristics and traits used in the scale should be clearly
and specifically defined
6. Take appropriate steps to minimize scoring errors.
7. Scoring system must be feasible.
TYPES OF SCORING INSTRUMENTS for PERFORMANCE
ASSESSMENT
o CHECKLIST An observation instrument that defines
performance whether it is certain or uncertain, present or not
present.
o Putting a check.
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o RATING SCALE Checklist that allows an evaluator to
record information on a scale. Usually comes in numerical
scale,
o NARRATIVE/ ANECDOTAL A continuous description of
student behavior as it occurs, recorded without judgement or
interpretation. Writing a narrative report of performances.
o MEMORY APPROACH An approach where the teacher
observes the students when performing the tasks without
taking any notes. NOT RECOMMENDED to use
6. Assess the Performance
To assess performance of the learners, any of the four approaches
stated in the previous slides can be used. The assessment shall come
in narrative report or a grade
THREE MOST COMMON METHODS OF ASSESSING
STUDENT PERFORMANCE
TEACHER OBSERVATION - formal and informal notes of teacher
based on students performances
PEER EVALUATION - usually used in group activities where group
mates are to evaluate their peers
STUDENT SELF-REPORT - students are sometimes asked to rate
themselves based on their own performances
7. Specify the Constraints in Testing
Specify the constraints in the real -world tasks given to students. Some
of them include: time, reference materials, other people, equipment,
prior knowledge of the task, and scoring criteria.
ERRORS IN PERFORMANCE-BASED ASSESSMENT
Halo Effect
The human mind is primed to focus on single attributes that
stand out. If that attribute is positive, researchers have found that it
will actually affect ratings of other attributes. The halo effect is the
tendency for a single positive rating to cause raters to inflate all other
ratings. It’s almost like the rater is thinking, “If she’s good at this, then
she’s probably good at that, too.
Horns Effect
If the halo affects makes you think of students as always good,
the horns effect makes you think of them as the perfect opposite. The
horns effect is the tendency for a single negative attribute to cause
raters to mark everything on the low end of the scale. One bad attribute
seems to spoil the bunch.
Central Tendency Bias
Scores can be high. Scores can be low. And scores can be right
in the middle. Some raters apparently think only the latter is an option.
The central tendency bias causes some raters to score every question
on a scale near the center. A rating of “3” on a 5 point scale for every
question is a clear example of the central tendency bias at play.
Liniency Bias
The leniency bias is exactly what it sounds like – it means the
rater is lenient and is going “too easy” on the person they are rating.
That means all scores will be very high. Like the halo effect, the
leniency bias makes it challenging to know a student’s true pattern of
strengths and weaknesses.
Strictness Bias
The strictness bias is the opposite of the leniency bias. As
you’d expect, it means the rater is going “too hard” on the person they
are rating, causing all scores to be very low. This creates an unfair
negative representation of the student being rated. Like the horns
effect, inaccurate, negative scores can have serious implications for
students’ grade
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Contrast Effect
Comparisons can be helpful when making ratings. But the
contrast effect is too much of this particular good thing – it causes
raters to overuse comparisons when making their scores.
Take Mike for example. Mike is very detail oriented, but
slightly less detail oriented than his classmate Sharon. The contrast
effect might cause Mike’s teacher to rate him low because the teacher
can’t help comparing him to Sharon. The contrast effect can lead to
overestimates or underestimates of a person’s abilities.
Recency Bias
Often, performance assessments are made with a particular
time frame in mind. The recency bias creeps in when a recent event
clouds memory of previous performance. The recency bias leads to
overestimates if the person being rated had a recent “good streak.” On
the other hand, it will lead to underestimates if the person being rated
had a recent “bad streak.” Either way, it leads to inaccurate ratings,
which ultimately makes decision making difficult.
Similar-To-Me Effect
The list of possible similarities is huge. Similarity in age,
gender, race, and experience all affect ratings. Even similar work
habits, similar attitudes, or similar personalities lead to inflated
ratings. The similar-to-me effect is everywhere – it shows up when
rating supervisors, rating subordinates, and rating peers
PROFESSIONAL EDUCATION 9
TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP
Social Science Theories and Their Implications to Education
Structural-Functional Theory
“A system of interconnected parts each with a unique function. The
parts have to work together for stability and balance of society.”
• Society is compared to the human body with different but
interrelated parts performing different functions.
• In the same way, when one component of society does not
do its part, society will not function well. The overall health
of the organism (society) depends upon the health of each
structure.
Functionalist Theory
- Each aspects of society depends on each other and each
contributes to the overall stability and functioning of that
society
For example, the rise of single parent and dual earner families means
families have less time or sometimes no more time left
for the supervision of children in their homework which may result
to an increase of non-performing students in school.
The Cybercrime Act of 2012 came about to address legal
issues concerning online interactions and the Internet in
the Philippines
• Functionalist theory of education focus on how education
serves the need of society through the developments of skills
encouraging social cohesion.
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• The role of schools is to prepare students for participation in
the institutions of society.
• The functionalist theory is focus on social stability and
solidarity.
• Functionalists see education as a beneficial contribution to
an ordered society.
PURPOSE OF SCHOOLING ACCORDING TO
FUNCTIONALISTS
• Intellectual purposes -acquisition of cognitive skills, inquiry
skills
• Political purposes - educate future citizens; promote
patriotism; promote assimilation of immigrants; ensure order;
public civility and conformity to laws
• Economic purposes - prepare students for later work roles,
select and train the labor force needed by society
• Social purposes - promote a sense of social and moral
responsibility; serve as a site for the solution or resolution of
social problems; supplement the efforts of other institutions of
socialization such as the family and the church.
Conflict Theory
According to this theory, there are always two opposing sides
in a conflict situation. People take sides between maintaining the status
quo and introducing change then arrive at an agreement. Conflict
theory welcomes conflict for that is the way to establishment of new
society.
How Proponents of Conflict Theory Regard Education
• According to the conflict theory, education is not
truly a social benefit opportunity as seen by the
functionalists.
• The purpose of education is to maintain social inequality and
to preserve the power of those who dominate society and teach
those in the working class to accept their position as a lower-
class worker of society.
• Conflict theorists call this the “hidden curriculum”.
THE SYMBOLIC INTERACTIONIST THEORY
PERSPECTIVE
Three tenets of symbolic interactionist theory
1. An individual’s action depends on meaning. We act based
on the meaning we give to symbols.
2. Different people may give different meanings to the same
thing. When teachers are strict, some students see it as an
expression of care.
3. Meanings change as individuals interact with one another.
After you have taught well, your fist impression of
teaching as boring is changed to teaching is exciting.
IMPLICATIONS TO TEACHING
• Let us continue to teach for meaning.
• Let us use positive symbols
The symbolic interactionist perspective, also known as symbolic
interactionism, directs sociologists to consider the symbols and details
of everyday life, what these symbols mean, and how people interact
with each other.
As the term implies, symbolic interactionist theory states that
people interact with one another through symbols.
Language is a predominant symbol among people.
Faculty communication can result from differences in the
perception of the same events and symbols. Did you experience this
in your activity of giving symbols of caring? While you looked at your
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symbol as something expressing your love and care, your partner may
have not understood it that way at all.
Weakness of Symbolic Interaction Theory
• Critics claim that symbolic interactionism neglects the
macro level of social interpretation-
the “big picture.”
• Symbolic interactionism traces its origins to Max Weber’s
assertion that individuals act according to their interpretation
of the meaning of their world.
American philosopher George H. Mead (1863-1931) who introduced
this perspective to American sociology in the 1920s.
Summary:
 Functionalism is a theory of society that focuses on the
structures that create the society and on how the society is
able to remain stable.
 Functionalists are for stability and a state of equilibrium in
society.
 To maintain this state of stability, various institutions are
expected to do their part.
 For the functionalists, change is necessary only when things
get unstable.
 Conflict theory welcomes conflict for conflict paves the way
to change; to the establishment of a new society.
 Symbolic interactionist theory focused on individuals who
act based on meaning which is based on the individual’s
experience. These meanings are not permanent. They change
over time as the individual continues to interact with others
and with symbols.
The Strengths and Weaknesses of the Filipino Character:
A Socio-Cultural Issue
Socio-Cultural
- Combining social and cultural factors
- Socio-Cultural Factors are customs, lifestyles and values
that characterize a society or group. Cultural aspects
include concepts of beauty, education, language, law and
politics, religion, social organizations, technology and
material culture, values and attitudes.
Strengths
Pakikipagkapwa-Tao
 Filipinos are open to others and feel one with others
 They regard others with dignity and respect and deal with
them as fellow human beings.
Family Oriented
 Filipinos possess a genuine and deep love for the family
 Family is the source of personal identity, source of emotional
and material support and one’s main commitment and
responsibility.
Joy and Humour
 Filipinos have a cheerful and fun-loving approach to live
through ups and downs.
 The result for being cheerful is a certain emotional balance,
optimism, and a capacity to survive.
Flexibility, Adaptability, and Creativity
 Filipinos have a great capacity to adjust and to adapt to
circumstances and the surrounding environment, both
physical and social.
 Filipinos are also creative in a way that they are resourceful.
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Hardwork and Industry
 Filipinos have the capacity for hard work given proper Colonial Mentality
conditions  -Filipinos colonial mentality made up of two dimensions:
 Social status is the common reason why some Filipinos go o Actual preference for foreign things
abroad o Lack of patriotism
Faith and Religiosity Kanya Kanya Syndrome
 Filipinos have a deep faith in God.  Filipinos have a selfish, self-serving attitude that generates a
 This kind of characteristic enables them to comprehend feeling of envy and competitiveness towards others.
and genuinely accept reality in the context of God’s will and Lack of Analysis and Self-Reflection
plan.  Filipinos do not take important things seriously -Satisfied with
Ability to Survive superficial explanations and solutions to the problem
 Filipinos make do what is available in the environment
 This survival instinct is related to the Filipinos other strengths Using Strengths to Counteract Weaknesses
a basic optimism, flexibility and adaptability hard work, and
a deep faith in God 1) A sense of Patriotism and national pride
- A genuine love, appreciation, and commitment to the Philippines and
Weaknesses things in Filipino.

Extreme Personalism 2) A sense of the common good

 Filipinos sometimes take things seriously - The ability to look beyond selfish interests.
 They have a personalistic world view. It means that there is
no separation between an objective task and emotional 3) A sense of integrity and accountability
involvement - An aversion toward graft and corruption in society and an avoidance
Extreme Family Centeredness of the practice in one’s daily life.
 Concern for the family is one of the Filipino’s greatest
strengths, in the extreme it becomes a serious flaw 4) The value of discipline and hard work
Lack of Discipline
5) The value of self-reflection and analysis
 Filipinos have a casual and relaxed attitude towards time and
space which manifests itself in lack of precision and
compulsiveness, in poor time management and
procrastination Global Issues that Concern Schools and Society
(Top 10 Current Global Issues According to Chloe Turner)
Passivity and Lack of Initiative
 A string reliance on others (e.g. leaders, government) to do
1. Climate Change
things for us.
- The global temperature are rising. This would cause more severe
 Filipinos tend to show submissiveness to those in the authority weather, crisis with food resources and the spread of diseases.
and do not raise issues or question decisions
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- The reduction of greenhouse emissions and the spreading of
education on the importance of going green can help make a big
difference.
- Lobbying government and discussing policies to reduce carbon
emissions and encouraging reforestation is an effective way of making
progress with climate change.
2. Pollution
- Includes ocean litter; pesticides and fertilizers, air, light and noise
pollution.
- Clean water is essential for humans and animals, but more than one
billion people don't have access to clean water due to pollution from
toxic substances, sewage or industrial waste.
3. Violence
- Violence can be found in the social, cultural and economic aspects
of the world.
- Whether it is a conflict that has broken out in a city, hatred targeted
at a certain group of people or sexual harassment occurring on the
street, violence is a preventable problem that has been an issue for
longer than necessary.
Various form of Violence
Physical Violence - Occurs when someone uses a part of their body
or an object to control a person’s actions.
Sexual Violence - Occurs when a person is forced to unwillingly
take part in sexual activity.
Emotional Violence - Occurs when someone says or does something
that makes a person feel stupid or worthless.
Psychological Violence - Occurs when someone uses threats and
causes fear in an individual to gain control.
Spiritual Violence - Occurs when someone uses and individual’s
spiritual beliefs to manipulate, dominate or control that person.
Cultural Violence - Occurs when an individual is harmed as a result
of practices that are part of his/her culture, religion or tradition.
4. Security and Well-being
- The UN is a perfect example of what should be done to prevent the
lack of security and well-being.
- Through its effort with regional organizations and representatives
that are skilled in security, the UN is working towards increasing the
well-being of people throughout the world.
5. Lack of Education
- More than 72 million children across the world that are age to be in
primary education are not enrolled in school.
- This can be attributed to inequality and marginalization as well as
poverty. Fortunately, there are many organizations that work directly
with the issue of education in providing proper tools and resources to
aid schools.
6. Unemployment
- Without the necessary education and skills for employment, many
people, particularly 15 to 24 years old, struggle to find jobs and create
a proper living for themselves and their families.
- This leads to lack of necessary resources, such as enough food,
clothing, transportation and proper living conditions.
7. Government Corruption
- Means of corruption including graft, bribery, embezzlement,
backdoor deals, nepotism, and patronage.
- Corruption is a major cause of poverty considering how it affects the
poor the most, eroding political and economic development,
democracy and more.
8. Malnourishment and Hunger
- Currently, there are 795 million people who do not have enough food
to eat. Long term success to ending world hunger starts with ending
poverty.
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9. Substance Abuse
- It is the harmful or hazardous use of psychoactive substances,
including alcohol and illicit drugs.
10. Terrorism
- An issue throughout the world that cause fear and insecurity,
violence and death. Across the globe, terrorists attack innocent people,
often without warning.
- The world has become a global village
- We become a citizen of a global community
- What takes place in one part of the globe no matter how
far affects us
Top 10 World Issues According to Millennials
(World Economic Forum’s Global Shapers Survey in 2017)
 Climate Change/destruction of nature (48.8%)
 Large scale conflict/wars (38.9%)
 Inequality (income, discrimination) (30.8%)
 Poverty (29.2%)
 Religious conflicts (23.9%)
 Government accountability and transparency/corruption
(22.7%)
 Food and water security (18.2%)
 Lack of Education (15.9%)
 Safety/Security/well-being (14.1%)
 Lack of economic opportunity and employment (12.1%)
The 17 Sustainable Development Goals for the Period 2015-2030
1. End poverty in all forms everywhere
2. End hunger, achieve food security and improved nutrition,
and promote sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all.
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and
sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern
energy for all
8. Promote sustained, inclusive and sustainable and economic
growth, full and productive employment and decent work for
all
9. Build resilient infrastructure, promote inclusive and
sustainable industrialization to foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient
and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impact
14. Conserve and sustainably use the oceans, seas, and marine
resources for sustainable development
15. Protect, restore, and promote sustainable use of terrestrial
ecosystems, sustainably manage forests, combat
desertification, and halt and reverse land degradation and half
biodiversity loss
16. Promote peaceful and inclusive societies for sustainable
development, provide access to justice for all and build
effective, accountable and inclusive institutions at all levels
17. Strengthen the means of implementation and revitalize the
global partnership for sustainable development
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MAJOR 17
FILIPINO II PANITIKAN NG PILIPINAS
March 16, 1521 – Magellan discover the Philippines
- Limasawa Island at noon
- Welcomes on the shore
- They didn’t understand each other first (language barriers
– Kastila - Waray-waray
Cebu City
- Rajah Humabon/Reyna Huana (welcome Magellan, and
they were very happy)
- All people were baptized and built the church of Christ
- Beginning of Catholic life
When Magellan went to Mactan to Christianize everyone but
Lapu-lapu met him in the shore
Lapu-lapu drive Magellan to go back home. Magellan was so
mad, so he order his men to camouflage. “Mactan Island we could not
grab because Lapu-Lapu is very hard”
Then the battle began at dawn, bolos and spears versus guns
and cannons.
When Magellan was hit on his neck, he stumbled down and
cried and cried.
Philippine has a great history according to our geography.
Manila is the Capital City, docking point from the other country.
Metro Manila, Quezon City, Caloocan, Pasay, Makati, Marikina,
Pasig, Zapote, Malabon, Las Pinas, Paranaque. From the North
Batanes Aparri, Ilocos Sur, Ilocos Norte, Isabela, Cagayan Valley,
Mountain Province, La Union, Baguio City, Nueva Ecija, Nueva
Vizcaya, Tarlac, Pangasinan, Pampanga, Zambales, Bataan, Abra,
Bulacan, Cavite, Batangas, Laguna.
Now let’s go to the Southern Luzon, Camarines Norte,
Quezon, Albay, Camarines Sur, Catanduanes, Masbate, Sorsogon
And we add three Islands more Mindoro, Marinduque,
Romblon.
Then down to Visayan Shore, famous for fish, sugar, coconut
and corn. Cebu, Mactan, Mandaue, Bohol, Samar, Leyte, Iloilo, Capiz,
Aklan, Antique, Palawan, Negros, Bacolod, Siquijor, Dumaguete.
Now let’s go the land of promise, the land of Mindanao,
Bukidnon, Zamboanga, Misamis, Mambajao, Butuan, Agusan,
Surigao, Cagayan De Oro, Iligan, Ozamis, and the three provinces of
Davao, Davao Del Sur, Oriental, Del Norte, Cotabato, Lanao, Sulu,
Tawi-tawi,
Ano ang PANITIKAN?
Ang panitikan ay mga panulat na nagpapahayag ng mga
karanasan, damdamin, kaisipan, o kwento ng isang tao. Ito ay maaring
batay sa katotohanan o gawa-gawa lamang para sa isang layunin.
Uri ng Panitikan
- Ang dalawang uri ng panitikan ay piksyo at di-piksyon. Ang
piksyon ay sumasaklaw sa mga uri ng panulit na walang
katotohanan, kathang isip, o gawa-gawa lang.
- Taliwas sa piksyon ay ang di-piksyon, ang uri ng panitikan o
mga panulat na nagsasaad ng totoong kwento.
Mga Halimbawa ng Panitikan
1. Anekdota – ito ay maikling salaysay na nagtatalakay ng
pangyayari sa buhay ng tao.
2. Nobela – ito ay mahabang panulat na may maraming kabanata at
nagtatalakay sa isang kwento at mga sangay nito.
3. Pabula – ito ay mga maikling kwento na ang mga tauhan ay mga
hayop at nagtuturo ng leksyon sa mga mambabasa.
4. Parabula – ito ay mga maikling kwento na kadalasan ay may
pagkakapareha sa mga kwento sa Bibliya.
5. Alamat – ito ay panulat na nagsasaad ng pinagmulan ng isang
bagay. Ito ay kadalasang piksyon.
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6. Maikling Kwento – ito ay ang mga kwentong mapupulutan ng
aral.
7. Dula – ito ay iskrip na ginagamit sa mga pagtatanghal sa
entablado at kadalasan ay marami itong yugto.
8. Sanaysay – ito ay kadalasan naglalaman ng mga personal na
paningin ng may-akda sa mga bagay-bagay.
9. Talambuhay – ito ay nagsasaad tungkol sa buhay ng isang tao,
kanyang mga naging karanasan, at iba pang detalye tungkol sa
kanya.
10. Kwenton Bayan – ito ay mga likhang-isip na ang mga tauhan sa
kwento ay kumakatawan sa mga uri ng tao.
11. Balita – ito ay ang komunikasyon na ang layunin ay ihatid sa mga
mamamayan ang mga nangyayari sa bansa.
12. Talumpati – ito ay isang panulat na pagpapahayag ng opinyon o
mensahe ng isang tao ukol sa isang bagay o pangyayari. Ito ay
ipinapahayag sa ibabaw ng establado.
Maikling Kasaysayn ng Panitikang Pilipino
Bago dumating ang mga Kastila
- Mayroon ng panitikan ang mga Pilipino bago pa man
dumating ang mga Kastila.
- Sinasabi sa kasaysayan na bago pa man Imperyong
Madjapahit ang Pilipinas ay mayroon ng panitikan ang mga
ninuno natin at ito ay nagsimula sa pasalitang tradisyon.
- Pinagmulan ng Panitikang Pilipino – ang mga aral at
patnubay na nalilikha ng matatanda na nagpasalin-salin sa
bibig ng mga mamamayan.
- Alamat – base sa obserbasyon sa mga bagay-bagay sa
kapaligiran, isa sa matandang anyong nakilala.
- Salawikain at Kawikaan – pangangaral na nagagawa sa
magagandang pananalita na karaniwang may tugmaan kaya
madaling matandaan na naging patnubay sa paghubog ng
magandang asal ng kabataan.
Mula sa pasalitang kaanyuan ng pantikan ng ating ninuno ay
umunlad ito sa tulong ng mga impluwensyang tinanggap mula sa mga
kalapit-bansa tulad ng Indonesiya, Malaysia, India, Arabia at
Cambodia.
Mula sa mga bansang ito ay pumasok ang mga epiko, alamat,
kwentong bayan, awiting bayan, karunungan bayan at mga iba-t ibang
uri ng dula.
 1565 – Nagkaroon ng pagbibihis ng Panitikang Pilipino sa
panahon ni Manuel Lopez de Legazpi.
 Alpabetong Romano - Pumalit sa Alibata.
 Naging bahagi rin ng panitikang Pilipino ang awit, korido at
moro-moro.
Panitikan sa Panahon ng Kastila
 Pagtula – ginawang laro
 Bugtong – pampatalas ng isipan
 Paksa – panrelihiyon, pangkagandahang-asal at
pangwika.
 Ladino – mga tulang nasaulat sa dalawang wika (Kastila
at Tagalog)
 Barlaan at Josephat - sinasabing pinagmulan ng nobela
 Mga Buhok ng Nangungusap - pinagmulan ng maikling
kwento
 Ang Mahal na Pasyon ni Hesukristo Panginoon Natin
– Salin sa Tagalog ng buhay at pagpapasakit ni
Hesukristo. Isinulat ni Gaspar Aquino de Belen.
 Arte y Reglas de la Lengua Tagala – isinulat ni
Francisco Blances de San Jose.
 Compendido del Arte de la Lengua Tagala – isinulat ni
Francisco Pedro de San Agustin
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Panitikan sa Panahon ng Propaganda at Himagsikan (1861-
1872)
Dahilan ng unti-unting pagkamulat ng kaisipan ng mga Pilipino:
 Pagpapahintulot sa pakikipagkalakalang pandaigdig ng
buksan ang Suez Canal.
 Pagpasok ng Diwang Liberal sa bansa.
 Pagiging Gobernador Heneral ni Carlos Maria de la Torre
 Pagkakagarote ng Tatlong paring martyr.
Paksa - makabayan, panunuligsa, kalagayang sosyal at
pangkabuhayan
Akda:
 “Ang Dapat Mabatid ng mga Tagalog“ at “Pag-ibig sa
Tinubuang Lupa” ni Andres Bonifacio
 “Mga Aral ng Katipunan ng mga Anak ng Bayan” ni Emilio
Jacinto
 “Dasalan at Tocsohan” ni Marcelo H. Del Pilar
 “Frey Botod” ni Graciano Lopez Jaena
 “Noli Me Tangere” at “El Filibusterismo” ni Jose Rizal
 “Hikbi ng Pilipinas sa Inang Espanya” ni Hermenigildo
Flores
Panitikan sa Panahon ng Amerikano (1900-1941)
Ang mga manunulat ay hindi rin nagkaroon ng kalayaang
maipahayag ang kanilang damdamin.
Sapilitang ipinag-utos ang pagtuturo ng Ingles sa mga
paaralang pampubliko.
 Lope K. Santos – sumulat ng mga artiulong makabayan sa El
Renacimiento at Muling Pagsilang.
 Juan K. Abad at Aurelio Tolentino – sumulat at nagtanghal
ng mga dulang makabayan at itinuring ng mga Amerikanong
mapanghimagsik
 “Tanikalang Ginto” ni Juan K. Abad
 “Kahapon, Ngayon at Bukas” ni Aurelio Tolentino
 Diwang Romantisismo – ginamit ng mga Amerikano sa
panitikan upang mapabilis pang lalo ang pagbabago sa
katutubong isipan ng mga Pilipino.
 1922-1934 – Panahon ng Ilaw at Panitik
 Liwayway – unang nakilala sa tawag na Photo News noong
taong 1922 ay nagpasigla sa panitikan.
 Panitikan – isang samahang sakladista at aristokrata sa
panulatang Pilipino
Panitikan sa Panahon ng Hapones
Amerikano – Panahong Ginto ng Nobelang Pilipino
Hapones – Gintong Panahon ng Panitikang Pilipino
 Ipinagbawal ang pagsulat sa wikang Ingles.
 Tatlong pinakmahuhusay na MAIKLING KWENTO:
o “Lupang Tinubuan” ni Narciso Reyes
o “Uhaw ang Tigang na Lupa” ni Liwayway Arceo
o “Lunsod, Nayon at Dagat-Dagatan” ni N.V.M.
Gonzales
 1943 – naisaaklat ang pinakamhuhusay na kathang Pilipino na
binigyan ng pamagat na “25 Pinakamabubuting Kathang
Pilipino ng 1943”
 Paksa - obserbasyon sa mga karaniwang nagaganap sa pang-
araw-araw na pamumuhay.
 Haiku – uri ng tula na 17 pantig na nahahati sa 3 taludtod
 Tanaga – Binubuo ng 4 na taludtod, 7 pantig/taludtod, may
sukat at tugma
 Nagsisulat ng mga sanaysay sa pumapaksa sa kabayanihan ni
Sakay, unang nakapaglayag sa daigdig.
 Dramatic Philippines – aktibo sa pagtatanghal ng mga dula
at itinatag nila Narciso Pimentel at Francico Soc Rodrigo
 “Tatlong Maria” - ni Jose Esperanza Cruz. kaisa-isang
nobelang naisulat.
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Panitikan sa Panahon ng Republika (1946-1972)  “A Child of Sorrow” ni Zoilo Galang
 “Like the Molave” ni Zulueta dela Costa
 Manuel A. Roxas – unang halal na pangulo ng Republika.
Pangunahing suliranin niya ang pag-ahon ng bansa sa lubhang Nagdaos ng gantimpala at patimpalak:
kahirapan at pagsugpo sa mga pandaraya at katiwalian. ❑ Palanca Memorial Awards in English and Filipino Literature ❑
 Elpidio Quirino – naging suliranin ang pagpapayaman ng Gawad ni Balagtas
mga nanunungkulan dahil sa pagsasamantala. Nararamdamn ❑ Republic Cultural Heritage
din ang suliraning pangkapayapaan dahil sa pagdami ng Huk
❑ Taunang Gawad ng Surian ng Wikang Pambansa
na namundok sa Sentral Luzon.
 Ramon Magsaysay – nadama nag kapayapaan at
Katipunan ng mga Aklat:
pagmamalasakit ng pamahalaan. Tinaguriang “Pangulo ng
Masang Pilipino” ❑ “Press and Poetry” ni Nick Joaquin
 Carlos P. Garcia at Diosdado Macapagal – suliraning ❑ “Philippine Harvest” nina Maximo Ramos and Florentino Valeros
pangkabuhayan at pampahalaan ❑ “Philippine Writings” ni Teodoro Agoncillo
 Ferdinand E. Marcos – kasukdulan ang suliranin ng ating
bansa. Nakipag-ugnayan sa Russia at China. Samahang Pampanitikan:
 Nadagdagan ang mga magasing nalimbag at lumabas na ❖ Philippine Writers Association
pinaglathalaan ng mga tula, nobelang dugtunga at mga ❖ Philippine Educational Theatre Association
maiikling kwento.
Paksa ng tula – Pagpupuri at pag-ibig sa bayan
Magasin:
❑ Panorama
Dalawang Pangkat ng mga Makata
❑ Bulletin
❑ Philippines Herald Makatang Makaluma o Konserbatibo
❑ Time Magazine ✓ Lope K. Santos
❑ Bulaklak ✓ Idelfonso Santos
❑ Kayumanggi ✓ Rufino Alejandro
❑ Sinagtala ✓ Teodoro Agoncillo
❑ Liwayway ✓ Teodoro Gener
✓ Inigo Ed. Regalado
 “College Uneducation”, “Filipino Contact with America” ✓ Pedro Gatmaitan
at “A Vision of Beauty” ni Jorge Bacobo.
✓ Jose Villa Panganiban
 “Children of the Ash Covered with Loam” ni N.V.M.
Gonzales
 “Doveglion” sagisag ni Jose Garcia Villa
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Makatang Makabago Nobelista:
➢ Jose Corazon de Jesus ❑ Julian Cruz Balmaceda
➢ Cirio H. Panganiban ❑ Faustino Aguilar
➢ Florentino Collantes ❑ Faustio Galauran
➢ Emilio Mar Antonio ❑ Lope K. Santos
➢ Fernando Monteon ❑ Jose Esperanza Cruz
➢ Anicieto F. Silvestre
➢ Amado V. Hernandez “Hulyo 4, 1934 AD” ni Dionisio Salazar pinakamahusay na
dulang naisulat. Dulang naglalahad ng isang mapanganib at madugong
➢ Alejandro G. Abadilla
misyon ng Hukbong Mapagpalaya ng Bayan. Layuning mapabagsak
➢ Clodualdo del Mundo ang pamahalaang Pilipino sa panahon ni Magsaysay.
“Sampung Dula na Tig-iisang Yugto” nina S. Flores at
 Jose Villa Panganiban – Kinilala sa panahong ito dahil sa M.J. Enriquez Nailimbag na katipunan sa panahong ito
akdang “Ang Bayan Ko’y Ito”
 Anicieto Silvestre – “Pambansang Makata”. Ipinapanalo niya Kilusan
ang kanyang dalawang tula sa patimpalak ng SWP noong Mga kilusang nagbigay sigla sa sining ng dula
1946.”Mutya ng Silangan” at “Ako’y Lahing ▪ Children’s Museum and Library Inc.
Kayumanggi” ▪ Citizen’s Crusade for Mass Media
 Alejandro G. Abadilla – “Makata ng makabagong panahon. ▪ Philippine Educational Theatre Association
Tinalikuran ang matandang panulaan sa tulang “Ako ang ▪ UP Mobile Theatre
Daigdig”. Tinanghal na “Pangunahing Makata” noong 1957. ▪ Arena Theatre
Tradisyunal pa rin ang istilo dahil mabulaklak at sentimental
pa rin ang pagsusulat. Panahon sa Panahon ng Aktibismo (1960-1972)
 Aliwan – Babasahing pinaglalathalaan ng mga nobela
Manunulat na Aktibista (panahon ng Amerikano):
Nobela
❖ Patricio Mariano
 “Lumang Simbahan”
 “Halik sa Bandila” ❖ Tomas Remigro
 “Dalagang Bukid” ❖ Pedro Paterno
 “Banaag at Sikat” ❖ Pascual Poblete
 “Tahanang Walang Ilaw” ❖ Juan K. Abad
❖ Aurelio Tolentino
Katangian ng Nobela – nagtatanghal ng diwang makabayan,
kamalayang sosyal, kamalayang pangkasaysayan at kinakikitaan ng
intelektwalismo
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Manunulat na aktibista (panahon ng Hapon):
❖ Teodoro Agoncillo
❖ Teo S. Buhain
 “Sulong Tayong Girilyero” palasak na awitin ng HUKBALAHAP
 Pahayagan – “Katubusan ng Bayan” at “Hukbalahap”
 Paksa ng dula – pakikibaka
 NECDA – Nueva Ecija Cultural and Dramatic Association, isang
samahang pangkultura
 1960-1970 – kinkitaan ng kaisahan, kalinawan, kaayusan ng
pagkakaugnay-ugnay ang pagsasalaysay at ang kanilang wika ay
simple at tahasan
Nobela
 “Ibong Mandaragit” at “Luha ng Buwaya” ni Amado V.
Hernandez
 “Mga Halik sa Alabok” ni Dominadro Mirasol
 “ Satanas sa Lupa” ni Celso A. Carunungan
 “Dilim sa Umaga” ni Efren Abueg
 “Daluyong” ni Lazaro Francisco
 “Apoy sa Madaling Araw” ni Rogelio Ordoez
 “Dugo sa Bukang Liwayway” ni Rogelio Sikat
Pedro M. Picarte
 Sinuri ang mga akdang nasuuslat sa panahon ng aktibismo ay
nakita niyang sa panahong ang isang bansa ay nasa
kalagayang humihingi ng pagbabago, ang mga makatang may
pakikilahok ang siyang kailangan at masasabing may
mahalagang papel na dapat gampanan.
 Ang mga makata ay mga propetang tagahanap ng katotohanan
at pananalig
 Ang bagong panitikan sa panahon ng aktibismo ay para sa
masa at mararahas na salita ang kailangan upang maipadama
ang katotohanan sa mga mambabasa
Amado V. Hernandez
 Isang manunulat na naghimagsik sa lenggwahe ng tula. Isang
sosyolista raw ayon kay Buenaventura S. Medina Jr.
Tinaguriang “Makata ng Manggagawa o Anakpawis”. “Isang
Dipang Langit”, “Ang Panday”, “Ang Pulubi sa Puno ng
Tulay”, “Walong Salarin”, “Butil ng mga Perlas at Patak
ng Luha”, “Luha ng Buwaya” at “Ibong Mandaragit”
Makata:
❑ Virgilio S. Almario
❑ Teo S. Baylen
❑ Rodolfo S. Salandanan
❑ Bienvenido Ramos
❑ Rogelio Mangahas
❑ Epifanio San Juan
Ang mga madre at pari ay nakialam na rin at nakilahok sa
pamamagitan ng paglulunsad ng mga babasahing progresibo
Katangian – mapanuri at mapagmasid sa kalagayan ng bayan,
nagpapakita ng kamalayang panlipunan, nagtataglay ng damdaming
mapanghimagsik, matapat, hindi makasarili at nag-aanyaya ng
pakikilahok at pagkilos, tahasan, matatalim at mabalasik ang wika.
Paksa – kabulukan ng lipunan, pamahalaan at pulitika, kalakaran ng
buhay na tiwali at kahirapan ng mga anakpawis
Panitikan sa Panahon ng Batas Militar at Bagong Lipunan
(1972-1985)
Setyembre 21, 1972 – ipinairal ni Marcos ang Batas Militar.
 Nagkaroon ng katahimikan. Natigil ang krimen at pagtaas ng
mga bilihin dahil sa KADIWA CENTERS.
 Nagkaroon ng pagbabagong-isip ang mga Pilipino
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Pang. Marcos – pangunahing manunulat
 Tinaguriang panahon ng SANAYSAY at TALUMPATI
Mand panahong ito.
 Itinuring na pinakubod ng panitikang pampulitika at
panlipunan and panulat ni Marcos
Slogan
 “Sa ikauunlad ng bayan, disiplina ang kailangan”
 “Ang pagsunod sa magulang ay tanda ng anak na magalang”
 “Huwag magsiksikan, tayo’y magbigayan”
 “Magplano ng pamilya, nang ang buhay ay lumigaya”
 “Tayo’y magtanim upang mabuhay”
Akda
 “Five Years of the New Society”
 “Notes on the New Society”
 “The Democratic Revolution in the Philippines”
 “Today’s Revolution: Democracy”
 “Tadhana: The History of the Filipino People”
 “The Rebellion of the Poor”
 “A Dialogue with my People (katipunan ng talumpati)
Tula
Paksa – pag-ibig, buhay at kaligtasan
 “Pilipino: Isang Depinisyon” ni Ponciano Pineda
 “Mga Nota sa Loob ng Isang Lounge” ni Elinya Mabanglo
 “Tula sa Aking Panahon” ni CC. Mark Uez Jr.
 “Uod” ni Rogelio Salandanan
 “Punta Blanco” ni Mike L. Birgonia
 “Bangungot sa Katanghalian” ni Jesus Manuel Bautista
 “Paglalakbay: Mga Piling Tula” ni Domingo Landicho
Nobela
Ang mga nobelang naisulat sa Bagong Lipunan ay
KOMERSYAL ang anyo.
Paksa – pag-ibig
Nobelista:
❑ Liwayway Arceo Bautista
❑ Rosario Guzmen Lingat
❑ Bienvenido Ramos
❑ Benjamin Pascual
Uri ng Dula
Nicanor Tiongson
❖ Palabas – ang mga dulang Pilipino na may impluwensiya ng
Kastila tulad ng sarswela at komedya, stage show at bodabil. Layunin
ng mga dulang palabas ang magbigay ng aliw. Halimbawa,
“Hanggang Dito na Lamang at Maraming Salamat” ni Orlando Nadres
at “Bata pa si Sabel” ni Raul Silos
❖Paloob – dulang sumasalamin sa lipunan at pakikisangkot ng tao sa
lipunan.
 Halimbawa, “Kabesang Tales” ni Paul Dumol at “Maranatha” ni
Rodolfo Galenzaga
 Imelda Marcos – tinangkang buhayin ang sarswela sa pamamagitan
ng SARSWELA FOUNDATION OF THE PHILIPPINES
 Mahalagang Tungkulin ng Dula – pagkakagamit nito
pagtataguyod ng mga proyektong inilunsad para mapaunlad ang mga
kaanyuan.
 Youth Civic Action Program
 Paksa – pagpaplano ng pamilya, pagtatanim at pagpapasagana sa
buhay bunga ng sariling pagsisika
Panatikan sa Panahong ng Lakas Bayan Hanngang sa
Kasalukuyan (1896 – kasalukuyan)
Agosto 21, 1983 – nagimbal ang sambayanang Pilipino nang naganap
ang pagkamatay ni Benigno Aquino
Pebrero 12, 1986 – nagkaroon ng halalan na labag sa itinadhana ng
Saligang Batas.
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 Sa pagbabago ng pamahalaan ay muling nabuhay ang Kwentitsa
panitikan ng mga manunulat na ilang panahon ding  Jun Cruz Reyes
nanahimik.  Benjamin P. Pascual
 Naging malaya muli ang kanilang panulat  Pedro M. Ricarte
 Nagkaroon ng kalayaan sa pagpapahayag  Efren Abueg
 Naging layunin ng makata na ang mga tulang kanilang  Ave Perez Jacob
sinusulat ay makapaghatid ng mahahalagang mensahe sa mga  Lualhati Bautista
mambabasa upang maging kasangkapan sa pagbabago ng
lipunang Pilipino
 May mga awiting gumigising ng damdamin at nangangaral sa
mga kabataan
 Ang mga rap nina Francis Magalona, Andrew E at Carlos
Agassi ay ipinagpapalagay na mabisa sa paghahatid ng
mensahe

Nobelista:
❑ Rogelio Sikat
❑ Efren Abueg
❑ Dominador Mirasol
❑ Rogelio Ordonez

2 uri ng nobela:
❑ Pampanitikan – layuning maghasik ng kamalayang panlipunan
❑ Komersyal – layunin ay kumita ng pera

Mananaysay
 Isagani Cruz
 Edgardo Maranan
 Pedro Ricarte
 Buenaventura Medina
 Rolando Tinio
 Virgilio Almario
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
Feed back – it is the information given of the thing being judged or
MAJOR 19 measured
EPP WITH ENTREPRENEURSHIP Assessment – it is the process of judging or deciding the amount,
value, quality or importance of something
CONCEPTUAL FRAMEWORK in
Edukasyong Pantahanan at Pangkabuhayan Pauline Angela Salvana – Bautista
- Values Educator Home Economist
“The money you make is a symbol of the value you create.”
Edukasyong Pantahanan at Pangkabuhayan (EPP)
TECHNOLOGICAL PROFICIENCY - Curriculum DE PED
- Is the ability to use technology to communicate effectively - kailangan itong matutunan upang mabuhay ng mariwasa at
and professionally, organize information, produce high- maginhawa
quality products, and enhance thinking skills. 1. Food and Nutrition
2. Home Management
4 MAJOR COMPONENTS 3. Family Life and Child Development
- AGRI-FISHERY 4. Entrepreneurship
- I.C.T
- HOME ECONOMICS Ang Home Economics at isang PILOSOPIYA
- INDUSTRIAL ARTS  More than a skill it is actually a Philosophy for using all the
resources available in order to improve one’s life
Goal = healthy and happy life.
STRATEGIES IN ORDER TO ACHIEVE TECHNOLOGICAL
PROFICIENCY Hopefully if maituro ng mabuti,makakabuo ng kultura
CONSTRUCTIVISM (PROSPERITY CONSCIOUSNESS) maunlad (masaya and healthy)
- A theory that learners construct their own knowledge.
CONTEXTUALIZATION - All that we needs are here we just need to know how to use
- Looking at the present situation them.
INTEGRATIVE
- Not focusing on one thing 1st - 4th year (3 hours a week)
EXPERIENTIAL Grade 4-6 (50 minutes a day)
- To learn in experience
AUTHENTIC LEARNING Streams na kaalamang Pangkabuhayan (home economics)
- To explore; own experience 1. Bakery
ENTREPRENURIAL LEARNING 2. Handicraft
- Earning money 3. Production
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
Sa araw-araw na pag-aaral ng bata sa Home Economics
magagamit nita agad sa kanyang kalusugan, pakikitungo sa pamilya,
at sa praktikal na pangangailangan.
Misconception about Home economics since 1902: cooking and
sewing class
1902 - Year of Industrial Revolution
- effect (nawala ang mga ina sa tahanan at napunta sa mga
pabrika
- ang mga bata hindi nasusupervise ng maigi at napuna ng mga
guro (public teacher)
1902 Conference
- Food and nutrition
- Values
- Discipline of psychology
- Discipline of arts
Joey Ayala (coined the word)
> salundiwa catching your thoughts very quickly 7
> suridiwa learning how to survey what everyone else is thinking in
a very fast way
Teacher (like a TV host)
- To have a storyboard
Home Economics is values formation and the skills and the
effect of the process of learning the value it is a process oriented, it
does not matter how good your project is but what is important is you
know how to make that project, so that in real life you will learn the
habit of patience, you will learn craftsmanship.
 Really helps to Foster bands among family member
 Help the parent’s convey their values to their children
(homework) (the system of transmitting the values)
"Teacher should really be creative"
Home Economics hindi siya pangbabae o pang lalaki" siya ay
pantao
Ang Home Economics at isang pilosopiya, at ang gusto
natin at mahubog ang mga bata na mamu hay ng mariwasa at
masagana, at gusto natin sa paaralan at mabuo ang kultura ng
pagkaalam, upang magamit ang limitasyon sa kapaligiran para
ang mga tao ay magkaroon ng magandang buhay - Pauline
Salvana- Bautista
Entrepreneurship is all about getting ideas, executing those
ideas, and converting those ideas into a business.
While the definition of entrepreneurship is so easy to say and
understand, the process to become an entrepreneur isn’t so. Getting
ideas can be easy, but the real game starts when the execution process
begins.
To start a new business, you have to take risks, sacrifice so
many things you love to do. You have to be super aggressive towards
your goal to accomplish it. Here is a breakdown of what you should
do to kick start and sustain your business venture.
Read along to know everything about entrepreneurship, like
what entrepreneurship is, how entrepreneurship works, and how you
can become a successful entrepreneur.
What is Entrepreneurship?
 Entrepreneurship is all about innovating something or
solving people’s problems and generating profit from that.
It’s an act to create a business and scale it to generate the
maximum profit.
 To come up with a new idea and accomplish that in reality
needs great skill, passion, consistency, and patience, and
financial risk to achieve it. Starting a business is easy but
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
scaling and generating a profit by helping people is where
most people fail. But an aspiring entrepreneur with a great
passion will never give up and will accomplish it. Those are
real heroes or entrepreneurs.
 Entrepreneurship is the process of setting up a business. The
business can be based on new ideas, services, goods, etc. If
you are thinking of starting a business venture, research which
services are lacking, and you can provide the best. If you are
going to make a new product, create a product that people are
willing to pay for. You are solving someone’s problem, and
they are spending the money for the solution.
Who is an Entrepreneur?
 An entrepreneur is an individual who takes risks to create and
scale a business from scratch. While setting up a new business
might be daunting, the rewards are more significant. You must
be an innovator to become an entrepreneur. Without
innovation, you are unlikely to be a successful entrepreneur.
 Innovation doesn’t always refer to a product; it can be a new
strategy to promote an existing product. Imagine you are
going to create a product that is already available in the
market. To become an entrepreneur provide services that are
lacking so people will be eager to pay for that product. This is
why every entrepreneur is called an innovator. And the
process from creating your business from scratch to
establishing a successful business is called entrepreneurship.
 To be an entrepreneur you must take financial risks. In the
initial stage, you might need some money (this isn’t a risk).
Making money with that money is the risk. You should
implement an excellent strategy for your new business so that
it will pay you back. You should know how to spend the
money so that it is not being wasted.
How does entrepreneurship work? Features of Entrepreneurship.
 One business venture will differ from the other thus, not every
piece of advice will be applicable for everyone. Still, the core
process to become an entrepreneur is the same for any kind of
entrepreneurship.
 While you have decided to become an entrepreneur, you need
to be versatile to run a successful business. You will be
responsible for hiring the best talent for your company who
can grow your business in the right way. You must create a
business plan for your business and keep executing the plan
and see the results.
 Once you establish your business venture, you will lead the
employees in the right direction to establish your business.
Also, you will be liable to keep them happy.
 Famous entrepreneurs either failed to get a job or chose to
quit their jobs. Later, they created jobs for others. Amazing,
right? Small business entrepreneurship is important for our
society. Apart from helping people to solve their problems,
startup entrepreneurs create more opportunities for job
seekers. Thus help in alleviating unemployment from our
society.
 An entrepreneurial venture is a boss-free life; you are the
boss of yourself. Many people choose to be entrepreneurs
because of this. They like to work from anywhere they want,
and there will be no one to order them.
 It’s good because you are your boss, and there is no one to
regulate you. But, if you don’t regulate yourself, you will
lose the entrepreneur’s tag because this is something that you
have to maintain yourself. A single mistake can ruin your
business. So, it’s better to research the mistakes of other
entrepreneurs and learn from them. So, in a nutshell, in this
entrepreneurship journey, you will need the following
features-
1. A great strategy to run your new business.
2. Hiring talented people.
3. Maintain financing.
4. Avoiding destructive mistakes while running the
business.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
Types of Entrepreneurship.
The types of entrepreneurship are dynamic. Many new types
of entrepreneurship are being discovered every day. So, without
focusing on all kinds of entrepreneurship, isn’t it better to focus on the
leading types?
There are seven different leading types of entrepreneurship, and we
will discuss those briefly.
1. Small Business Entrepreneurship
Small business entrepreneurship is for those who want a hassle-free
life. When you are maintaining a large company, you will need to
focus on various factors. But, when it comes to small businesses, they
hire a minimum number of people and run a smooth business.
2. Large Company Entrepreneurship
When an existing larger company wants to offer more services, it
comes under large company entrepreneurship. This is for
professionals who know how to manage a large company and get
maximum growth. They play with the innovation and test how they
perform. You will need a big team to manage a large company. Want
some examples of a large company? See Amazon, Apple, Microsoft,
etc.
3. Social Entrepreneurship
When an entrepreneur has a passion for serving society and making it
better for others, they choose to be a social entrepreneur. This
entrepreneurial mindset isn’t to generate maximum profit but to start
a social enterprise for the betterment of society. Sometimes, these
entrepreneurs create non-profits companies for social work. When you
hear of social entrepreneurship, some famous names such Rachel
Brathen, Bill Drayton will definitely come up.
4. Scalable Startup Entrepreneurship
When a startup has an innovative idea to change the world, they
become one of the scalable startups. They create each step of a
business plan to grow their business rapidly. They intend to start
getting the most profit from a short period. It’s not easy to establish a
scalable startup because it requires education, hard work, and
experience. If you are looking to see some examples of a
scalable startup, then look at Facebook, Instagram.
5. Hustler Entrepreneurship
This entrepreneurial venture needs hard work and effort to become a
hustler entrepreneur. People who want to start small and aim to grow
their business by hard work rather than capital are in this category.
They believe in themselves and keep their consistency towards their
goal until it’s achieved. When people have a low budget to start a
business, they use their hard work to gain some initial boost.
6. Innovative Entrepreneurship
While there is no doubt that every entrepreneur is an innovator,
innovative entrepreneurs are those who always come up with new
ideas. They always seek ideas and build them in reality. They know
how to stand in the crowd with innovation. Steve Jobs is an example
of an innovative entrepreneur.
7. Imitator Entrepreneurship
It’s not easy to become an entrepreneur, but it’s relatively easy when
you are practicing to be an imitator. This entrepreneurial mindset
needs you to be innovative. This is because you will target other
company’s products and try to replicate them with better features. So,
you have the idea and strategy to promote the product; you just need
to add some extra cool features to it.
Characteristics of an Entrepreneur
We have already come to know that there are various types of
entrepreneurship, and the number is increasing day by day. But, when
it comes to characteristics, all forms of entrepreneurship lie in the
same boat. They get the same characteristics, and those characteristics
make them successful entrepreneurs.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
You must be eager to know the characteristics of an entrepreneur.
Let’s learn and compare these characteristics and test whether you
own any of the characteristics.
1. Motivation
Entrepreneurs don’t need any external motivation because they are
naturally motivated. They understand the entrepreneurship definition
and love their dreams so much that they sacrifice everything for their
goal. They put in long hours to build their empire with their
entrepreneurial skills. They know that the new business might be risky
still, they never give up and stay motivated.
This is the first characteristic of an entrepreneur. Do you also chase
your dreams even when you know that you might fail?
2. Passion
Passion calls for you to work even when you do not expect payment
at the end. This is especially true if you are a start-up small business
owner. your entrepreneurial activity will revolve around building your
small business. Entrepreneurs are always passionate about
their goals and ready to sacrifice anything for their dreams to be
accomplished.
While the struggle is at its top, the rewards are greater. When a small
business owner becomes successful after failing several times, every
day will be a salary day for you. Are you passionate about your
dreams?
3. Confidence
Confidence is a recipe for success. You need to be confident both in
yourself and in your product or services. While undertaking an
entrepreneurial activity, you will face many difficulties and
discouragement. Yet, you need to be confident in yourself. This is how
one becomes a successful entrepreneur.
4. Vision
An aspiring entrepreneur must have a vision. You should know exactly
what you want to achieve and what should be the process to reach your
destination. It’s like a compass that gives them the direction of their
business. If you want to become an entrepreneur, your vision should
be clear to you about what goal you want to achieve.
5. Decision making
For successful entrepreneurship, you should be a decision-maker for
any task in your company. Also, making a decision isn’t enough. You
should make the right decision quickly to avoid any mistakes. This is
a great skill that every entrepreneur with an entrepreneurial mind-set
should strive to acquire.
How to Become an Entrepreneur
As every business is different, the way to be successful for any
particular business is different. Yet, we have come up with a formula
that can be applied to any type of entrepreneurship. It doesn’t matter
whether you offer any services or have made any physical product.
The principle is applicable everywhere.
1. Create a business idea
To become a successful entrepreneur, you need a unique business idea.
It is said that “Everything begins with an idea.” So, you need a
business idea to create a business. It doesn’t matter whether it’s a
service or a product. You can even copy a business idea from another
business, but in that case, you need to produce a better outcome than
your competitor. Once you are ready with your business idea, follow
step two.
2. Plan your business
Getting a business idea isn’t enough to establish a successful business.
It’s essential to create a business plan. The business plan will represent
how you and your team should be working to reach a particular
milestone. Without a business plan, it’s impossible to make your
business successful and you will only waste your venture capital. A
business plan also helps in tracking the company’s progress. You can
check what you thought to implement and what you have executed.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
3. Network
Networking is something that every innovative entrepreneur needs.
Through networking, you can get the skilled person you were looking
for. Most businesses want some investors who will invest in building
their products better. Through networking, you can get some investors
who might be willing to invest in your product. So, if you are in the
business field, don’t ignore any networking opportunity that might
come along.
4. Marketing
Building products isn’t enough. You will hardly get a single sale
if you don’t advertise your product or bring your product in front of
people. You should keep seeking new ways to promote your products.
If your product is genuine and solves problems, people will be willing
to spend money on it. If they become happy by using your product,
they will recommend it to others.
You should always build the best product in your industry, at least,
better than your competitor. Do not be afraid to employ creative
destruction if the products are not bringing in the needed profit. You
can creatively replace them with new products until you discover what
customers want.
After reading these four points, it seems effortless to become an
entrepreneur, isn’t it? While it might seem easy, you will need a
burning desire to overcome these four steps. While they will focus on
a single step, many sub-steps will come, and they have to overcome
those too.
It will not be too difficult for them if they own those
characteristics that a successful entrepreneur had. That is how one
becomes an entrepreneur.
How Some of the Most Famous Entrepreneurs Define
Entrepreneurship
When a successful entrepreneur says something about
entrepreneurship, it should be given more priority because they have
more experience. In this section, we discuss how successful
entrepreneurs define entrepreneurship.
Steve Jobs, founder of Apple, Says, “People say you have to have a
lot of passion for what you are doing, and it’s true, and the reason is
that building something of value is so hard that if you don’t, any
rational person would give up.”
In the entrepreneurial ecosystem, do not be afraid to take the
challenge to start a new business. The corporate world is not for
everyone, and new start-up businesses will offer employment
opportunities to many. That means whatever service you are going to
offer, make sure that you have a great passion for that, or else you will
end up giving up.
Elon Musk, the founder of Tesla and SpaceX, defines
entrepreneurship this way, “I think it is very difficult to start
companies, it’s quite painful. A friend of mine has a good phrase for
doing a startup: it’s like eating glass and staring in the abyss. If you
are wired to do it, then only do it, not otherwise. So think of it this
way- if you need inspiring words, DON’T DO IT!”
Musk is also emphasizing passion as the main thing to have.
When people have the passion to do something, they will do it in any
way, they don’t need any external motivation to do that.
Bill Gates, the founder of Microsoft, says, “I like my job because it
involves learning. I like being around smart people who are trying to
figure out new things. I like the fact that if people try, they can figure
out how to invent things that have an impact”
Bill likes to learn new things and implement those things. This
is one of the main characteristics of a successful entrepreneur. They
should always have the curiosity to learn about new things and apply
them. It doesn’t matter whether they will fail or succeed. They want
to see the results.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
This is how some successful entrepreneurs define the core things of
entrepreneurship. If you want to become an entrepreneur, these words
of some great entrepreneurs will help make your way easier.
Importance of Entrepreneurship
Entrepreneurship is important because it creates innovation
globally and makes the world a better place to live. Entrepreneurs take
the initiative to make some changes; no matter what difficulty they
face, they overcome it to better society or the world.
That’s the reason we need entrepreneurs or innovators who
contribute to the world.
Their contribution isn’t limited to this small number of grants.
There are numerous reasons for that. Some are:-
1. Entrepreneurship accelerates economic growth
Entrepreneurs are the real artisan for economic growth. They take
normal financial risks, create new products and opportunities for
others.
They provide job opportunities that ultimately result in economic
development. This is how they remove unemployment and accelerate
economic growth.
2. Entrepreneurs add to national income
When an entrepreneur builds a new product and sells it worldwide, it
generates money from all over the world. Also, as they create more
employment opportunities, the overall income of that company
becomes high. Thus they pay more taxes to the government, and the
Government can use that money to invest in other sectors.
3. Entrepreneurship promotes innovation
Every Entrepreneur needs to be an innovator and bring forth an
innovative product first to become an entrepreneur. They come up
with a unique idea and make that happen in reality. From them, the
youths of the country get inspiration and try to create a new product.
This is how they motivate others to serve the people and make the
world a better place.
4. Entrepreneur creates social change
Entrepreneurs change some traditional rules that have been in society
for decades. They teach humanity how not to be dependent on others
for a career, lifestyle, or anything. They bring innovation in everything
and motivate society to do the same. If something was there for years,
they try to get some improvements to the existing things in other
words- they bring an innovative product. So, we must appreciate the
importance of social entrepreneurs.
5. Community development
Entrepreneurs in the corporate world also involve themselves in
community development. They always provide some financial support
to the charity from their fund. Some great entrepreneurs also finance
their money for good causes like education for the poor or Public
health. This is how they develop these communities.
Why Do People Become Entrepreneurs?
Every successful entrepreneur has a different story for their
entrepreneurship journey. Also, they didn’t become entrepreneurs
accidentally. There are some reasons why some people decide to
become an entrepreneur, and we are going to discuss those unnoticed
facts.
1. They are passionate about learning
The main difference between an average person and an entrepreneur
is that, after a certain period, ordinary people stop learning new things.
Their knowledge is limited to traditional education and not further. At
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
the same time, entrepreneurs seek to learn new things every day by
reading books, watching educational stuff. They don’t leave any
segment of learning in their field.
These enthusiastic manners lead them to become successful
entrepreneurs. Also, they not only gather that knowledge for inner
fulfillment, but they also apply that knowledge in reality to serve
humanity or for the betterment of society.
2. They want a boss-free life
This character is familiar to every entrepreneur. They don’t want their
life to be controlled by someone else the way the corporate world
operates. When someone does a job, they need to obey specific rules
like changing lifestyle, behavior, formality, etc. But entrepreneurs
don’t like it. They want to rule their own lives as they wish.
This is also one of the main reasons people chose to become their
boss instead of having a boss.
So, after not getting a good job, they create their own business
and create opportunities for others. They know that a traditional
education degree can fail to deliver the results that a passionate person
can. So, while they hire people for their company, they look for the
skill instead of seeing the degree and marks.
5. Corporate environment restricts them
They don’t like the corporate environment because it restricts their
ability to perform better. They can’t try any new things there; they
have to do the scheduled work that has been given by the corporate.
But while running their business, they can test many strategies; some
strategies might fail, some will win. This is how they build the best
system for their business.

3. They don’t like 9 to 5 Job

Entrepreneurs think that bounding their life into 9 to 5 cycles is weird.
They don’t want to live their lives in this way. They want to work any
time, and from anywhere they want. One of the essential
characteristics of an entrepreneur is that they want to test and change.
That means they change their routine and check which practice gives
them more productivity. But, when it comes to a 9 to 5 job, the same
way becomes boring for them, and they can’t change anything in this
process.

4. They end up with no other choice

It’s strange when people hear this, and they say, how is it possible?”
A person who has such great passion, a skill of never giving up, ends
up with no other choice? Sometimes, entrepreneurs don’t like the
traditional education system, so it becomes quite challenging for them
to get a job. When we read the history of successful entrepreneurs, we
come to know that most of the entrepreneurs are college dropouts.
They don’t like the way they were taught.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
ELECTIVE
Teaching Multi-Grade Classes
Multigrade Education
- It is one of the Department's strategies to provide access
to quality education for all school-age children in remote
communities where enrolment does not warrant the
organization of monograde classes.
Multigrade Teaching
- Generally refers to a teaching situation where a single
teacher has to take responsibility for teaching pupils
across more than one curriculum grade within a
timetabled period. Schools with multigrade classes are
referred to as multigrade schools.
- It is a situation in which one teacher has to teach many
grades, all at the same time. It happens in all schools
where there are more learners than teachers. ... The
learners in each grade are usually of the same age but may
differ in abilities.
The following are the reasons why multigrade classes exist EXCEPT
- Multigrade classes were organized as a matter of
necessities for remote barangays where the number of
children enrolled could not meet the required number to
organize a single grade class and assign the necessary
teacher from each class.
- Parents' desire to have their children grouped
together in one class.
- Distance of the barrio and the small number of students
for each class.
- Shortage of funds, teachers and school building.
Multi-Grade
- It is defined as a class of 2 or more grades under one
teacher in a complete or incomplete elementary school.
- Multi-Grade, Monograde, Complete Elementary,
Incomplete Elementary
Legal Bases
November 14, 1997 DEPED Order No. 96, s. 1997 Policies and
Guidelines in the Organization and Operation of Multigrade
Classes
July 24, 2009 DO 81, s. 2009 Strengthening the Implementation of
Multi-grade Program in Philippine Education
To: Bureau Directors Regional Directors Schools Division/City
Superintendents Heads, Public Elementary and Secondary Schools All
Others Concerned
The Multigrade Education is one of the Department’s
strategies to provide access to quality education for all school-age
children in remote communities where enrolment does not warrant the
organization of monograde classes.
To address recurring issues in the implementation of DepED
Order No. 96, s. 1997, “Policies and Guidelines in the Organization
and Operation of Multigrade (MG) Classes” the following guidelines
are issued: Strict implementation of Special Hardship Allowance for
Multigrade Teachers as contained in Department of Budget and
Management (DBM) National Budget Circular No. 514 dated
December 5. 2007, “Guidelines on the Grant of Special Hardship
Allowance” shall be observed;
Teachers assigned shall be trained on multi-grade instruction
through a continuing standards-based professional development
program managed by a core of division and regional MG trainers; The
Bureau of Elementary Education (BEE) shall provide the Multi-grade
Training Resource Package (MG-TRP) and the Multi-grade Teach-
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
Learn Package (MG-TLP). The second contains lesson plans and
pupils learning exercises in the different learning areas;
A core of trainers (list enclosed) for the division-based
training of MG teachers has already been organized and trained for
this purpose. They will continuously provide training with financial
assistance from the Bureau of Elementary Education; As much as
possible, trained multi-grade teachers shall not be transferred to
another school within two years. All divisions are strongly encouraged
to provide additional incentives for these teachers;
Regular monitoring and technical assistance on the
implementation of MG program shall be conducted at the division
level. Monitoring report on the findings/results shall serve as basis for
planning enhancement programs and policy formulation at all levels.
DO_s2009_81
RECENT DEPED ORDERS
- January 25, 2021 DO 004, s. 2021 – Additional
Provision to DepEd Order No. 035, s. 2020 (Guidelines
on the Implementation of Joint Delivery Voucher
Program for Senior High School Technical-Vocational-
Livelihood Specializations for School Year 2020-2021)
- January 15, 2021 DO 003, s. 2021 – Creation of the Child
Protection Unit and the Child Rights in Education Desk in
the Department of Education
- January 4, 2021 DO 001, s. 2021 – Guidelines on the
Evaluation of Self-Learning Modules for Quarters 3 and
4 for School Year 2020-2021 RECENT DEPED
MEMORANDA
- January 20, 2021 DM 001, s. 2021 – 2021 International
Day of Education
- December 21, 2020 DM 082, s. 2020 – Guidelines on the
Registration of Teachers and School Leaders for NEAP-
Recognized Professional Development Programs and
Courses
- December 14, 2020 DM 081, s. 2020 – Announcement of
the Conduct of DepEd Teachers and Other Activities for
the Week of December 14-19, 2020 (Mid-Year INSET
Week)
Research – Education for all Multigrade teaching
January 2006 – Authors: Angela W. Little/University College London
Abstract
Multigrade teaching poses a challenge to learning. Millions of learners
worldwide are taught by teachers who, at any one time, are responsible
for two or more school grades/years. These are the invisible
multigrade teachers who struggle to provide learning opportunities for
all within curriculum and teacher education systems designed for
monograded classes. In many countries multigraded classes arise out
of necessity and are regarded as second class education. Yet in some
parts of the world learning and teaching in multigraded settings is
embraced as the pedagogy of choice, offering equivalent, and
sometime superior, learning opportunities. Multigrade teaching
provides an opportunity for improved learning. This book is based on
original research on challenges and opportunities in Colombia,
England, Ghana, Malawi, Nepal, Sri Lanka, Sudan, Peru, Turks and
Caicos and Vietnam. Its purpose is to raise awareness among
educational policymakers and practitioners worldwide of the realities
of multigrade classes in the context of Education for All, and to
explore the implications for teachers, teacher educators, curriculum
developers and educational planners.
 FIGHTHING FUTURE LPT! I KNOW YOU CAN DO IT!
MAJOR 16
PE and HEALTH
Basic Education Framework Philosophy Learning
K to 12 Basic Education Program: An Overview
- Essentially, the K to 12 curriculum proposed in 2011
seeks to develop 21st century skills among its learners.
These include the cognitive skills of critical thinking,
problem - solving and creative thinking; the social or
interpersonal skills of communication, collaboration,
leadership and cross -cultural skills; self -
management skills of self - monitoring and self -
direction, as well as task or project management skills,
and personal characteristics which are part of ethics,
civic responsibility and accountability.
The Curricular Philosophy of the K to 12 PE Curriculum
Fitness and movement education content is the core of the K to 12 PE
Curriculum. It includes value, knowledge, skills and experiences in
physical activity participation in order to
× (1) achieve and maintain health -related fitness (HRF), as well as
× (2) optimize health.
In particular, it hopes to instill an understanding of why HRF
is important so that the learner can translate HRF knowledge into
action. Thus, self - management is an important skill. In addition, this
curriculum recognizes the view that fitness and healthy physical
activity (PA) behaviors must take the family and other environmental
settings (e.g. school, community and larger society) into
consideration. This curricular orientation is a paradigm shift from the
previous sports -dominated PE curriculum aimed at athletic
achievement.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in
accessing, synthesizing and evaluating information, making informed
decisions, enhancing and advocating their own and others’ fitness and
health. The knowledge, understanding and skills underpin the
competence, confidence and commitment required of all students to
live an active life for fitness and health.
The K to 12 PE Curriculum prioritizes the following standards:
1. Habitual physical activity participation to achieve and maintain
health -enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various
physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social
interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies
and tactics as they apply to the learning of physical activity.
Learning Approaches
Physical literacy is consists of movement, motor - and activity
-specific skills. In the early grades the learners are taught the ‘what,’
‘why’ and ‘how’ of the movement. This progresses to an
understanding of the ‘why’ of the movement which is achieved by
developing more mature movement patterns and motor skills in a wide
range and variety of exercise, sports and dance activities to specifically
enhance fitness parameters.
The learners builds on these knowledge and skills in order to
plan, set goals and monitor their participation in physical activities
(exercise, sports and dance) and constantly evaluate how well they
have integrated this their personal lifestyle. This implies the provision
of ongoing and developmentally -appropriate activities so that the
learners can practice, create, apply and evaluate the knowledge,
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understanding and skills necessary to maintain and enhance their own Knowing the different parts of the body and the function of
as well as others’ fitness and health through participation in physical each part will help you understand better how to do different
activities. movements with ease and fun
The curriculum also allows for an inclusive approach that Proper movements of our body parts avoid injuries to our
understands and respects the diverse range of learners; thus, the body
program takes into account their needs, strengths and abilities. This is Different simple exercises
to ensure that all learners have equivalent opportunities and choices in - Bend your arms
Physical Education. - Stretch your arms
The curriculum emphasizes knowing the ‘what’, ‘how’ and - Bend your head
‘why’ of movement. It focuses on developing the learners’ - Twist your body
understanding of how the body responds, adjusts and adapts to - Twist your head
physical activities. This will equip the learner to become self - - Rotate your arms
regulated and self -directed as a result of knowing what should be done
- Stretch your arms and legs
and actually doing it; is the learners are equally confident in
influencing their peers, family, immediate community, and ultimately, - Bend your body
society. These are all valuable 21st century skills which the K to 12 - Bend your knees
PE Curriculum aspires for the learners to develop. - Bend your arms and knees
- Raise your knee
Learning Strands - Raise your arms
- Body Management - Raise your heels
- Movement Skills - Raise your legs
- Games and sports
- Rhythms and dances Basic Movement Skills
- Physical Fitness - Young and active pupils have nimble bodies that are able
to jump, run, skip and leap. They enjoy moving all the
Body Managements and Movement Skills time. Their urge to play is so dominant that their physical
movements almost always are done in the realm of play
Your body is all perfect in the eyes of God. You must take care of - At this stage the basic bodily movements need to be
it to enjoy a healthy and happy life introduces to them. They need to perform the basic
movements correctly to avoid injury and to help them
You can take care of your body by: perform their daily tasks with dexterity
- Eating nutritious food
Individual or Personal Space
- And keeping it clean
- The area around the body is called individual or personal
space
General Space
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- When you play inside the gym or in the playing area, you
are moving in a general place
Walking is the transfer of weight from one foot to the other foot while
moving forward or backward
Guides on how to walk properly
- Keep your head and back aligned
- Keep your chin up
- The heel of your stepping foot should touch the floor or
the ground first, followed by the ball of the foot up to the
toe
- Swing your legs from the hip
- Swing your arms from the shoulders naturally
- Keep your eyes ahead
Running is the transfer of weight from one foot to the other with a
momentary loss of contact with the ground by one foot to the other
Guides on how to run properly
- Slightly lean your body forward with the chest out
- Raise each leg, one after the other, stretching each leg
forward and backward
- Keep your elbows close to the body
- Bend the elbows a little with the hands slightly closed
Lifelong habits to achieve good quality of life
- Be physically active
- Have a healthy diet
- Manage stress effectively
- Avoid the use of cigarettes, prohibited drugs and alcohol
are not good to the body
- Protect yourself from disease and injury
Posture is the habitual or assumed alignment and balance of the body
segments while the body is standing, sitting or lying. Having a good
posture helps an individual functions most effectively, with the least
spending much of energy and a minimum amount of strain on muscles,
tendons, ligament and joints
Guides to improve posture
- In lifting use the large muscles. Let the strong leg muscles
not the weak back muscles
- Keep your weight low when lifting Squatting with the
back straight and the hips tucked helps keep weight low
and makes lifting easier.
- Avoid twisting while lifting. Change the position of your
feet when having a turn, it is important to avoid twisting
your spine as you straightening or bending,
- Divide load to make it easier to carry
- Pull or push heavy objects rather than lifting them.
- Keep away from bending over when sitting, lying or
lifting. The spine does not work efficiently when bending
over. When sitting, sit back and lean against the back rest.
Components of Physical Fitness
- Is a gauge of individual’s ability to do physical activities
that requires endurance, strength, and flexibility
The elements of health-related fitness are:
- Aerobic fitness
- Muscular strength and endurance
- Flexibility
- Body composition
AEROBIC FITNESS (CARDIOVASCULAR ENDURANCE)
- It is the ability to your heart and lungs to supply oxygen-
rich blood to different parts of the body. It allows you to
exercise or play for long period of time without getting
tired.
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MUSCULAR STRENGTH AND ENDURANCE (MUSCULAR
FITNESS)
- it is the ability of the muscles or group of muscles to exert
full force against resistance through a full range of motion
and sustain it repeatedly in a period of time
FLEXIBILITY
- Is the ability to move joint with ease through its full range
of motion.
- Correct flexibility exercise helps to muscle relaxation,
health related fitness posture and reduces the risk of
injury. It prepares the body to move from easy to strenous
activities
BODY COMPOSITION
- It is the percentage of muscle, fat, bone, and other tissues
that cover the body. Some expert define it as body fatness.
BASIC POSITIONS IN GYMNASTICS
STANDING POSITIONS
1. FEET TOGETHER arms at the side feet are about one inch apart.
2. STRIDE POSITION feet apart about 1 foot wide and weight of the
body is on both feet. Shift the weight at the center of the body and
arms at the side.
3. LUNCH POSITION bend on one knee while the other leg extends
or straight forward. Hands placed on the hips.
4. HALF KNEE BEND feet together, knees are bent about 45 degrees
Feet should be flat on the floor Hands on hips.
5 ONE LEG STAND hands on waist, stride standing position, lift
your leg (L or R) going up to the back, toe touches the side of the hips.
SITTING POSITION
- LONG SITTING sit with the legs extended forward, trunk should
be erect, toes pointing forward and arms on waist.
- HOOK SITTING sit on buttocks with bended knees close to the
body, trunk erect and hands on the shin.
- LONG SITTING REST sit with the legs extended forward, trunk
should be erect, toes pointing forward and hands at the rear of the
floor, elbow and body should be straight forward.
- TUCK SITTING sit on buttocks with bended knees close to the
body. Round back so that the forehead and the knees are in contact.
Hold again the shin of the legs.
- STRIDE SITTING sit on buttocks, hands on thigh, spread legs
apart, trunk erect.
- SIDE SITTING sit on buttocks while bending the left or right leg in
front. Other leg is extended sideward. Hands on the knees
- HURDLE SITTING sit on buttocks while bending the left or right
leg at the back with 90 degrees angle. Other leg is extended diagonally
forward.
- HEEL SITTING start kneeling, on kneeling position, on the heel of
your feet, toes should point forward.
- CROSS SITTING cross over your legs, right leg over left leg.
Extend legs to the side and point toes forward. Hands are also cross on
the chest.
RHYTHMIC MOVEMENTS AND DANCE
- In most physical education programs, dance includes
three forms of movement:
o Rhythmic movement
o Creative educational dance
o Structured dances
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Defining Rhythmic Movements
- Rhythmic movement is a balance of contracting and
expanding movements that are connected and repeated,
such as inhaling and exhaling.
- When movements such as inhaling and exhaling are
connected and repeatedly performed, a rhythm is created.
Defining Creative Educational Dance (CED)
CED is a movement program that focuses on exploration of space,
time, and force and
- focuses on creative problem solving
- uses the process of solving movement problems to create
simple dances
Defining Structured Dances
- Described as patterned or recreational dance
- Composed of specific steps and common formations and
figures
Rhythmic Movements: Where Do I Begin?
- Begin working with students' internal rhythms, such as the
rhythms of their heartbeats or breathing patterns.
- Begin asking students to match movements with external
rhythms, such as drumbeats or musical accompaniments.
Rhythmic Movement Content
Four essential elements
- Pulse-underlying beat of the rhythm
- Tempo-speed of the rhythm
- Accent-emphasis or stress placed on certain beats
- Rhythmic patterns-combinations of rhythms, including
uneven rhythms
Suggested Teaching Style: Guided Discovery
- Guide students by asking questions and presenting tasks
that require them to discover possible answers.
- Two components of teaching rhythmic movement:
o Problem-solving activities
o Speaking rhythmically
Developmental Progression of Activities
Guidelines
- Focus on internal rhythmic awareness before focusing on
external rhythms.
- Provide opportunities for listening to the pulse before
moving to the pulse.
- Begin with non-locomotor movements before using
locomotor movements. Begin with nonlocomotor
movements using various hand movements before using
other body parts.
- Gradually increase the number of concepts explored
simultaneously. Practically speaking, this means
presenting tasks such as moving forward (spatial
direction) using a rounded shape; then gradually introduce
other concepts such as moving on a straight pathway.
- Begin with students moving individually, then with
partners, and then with a small group
General Suggestions for Students with Differences
- Match students with disabilities with peers or cross-age
tutors.
- Use a progression of steps to actively engage and foster
responses:
o Provide opportunities for passive movements.
o Focus attention (if possible, socure eye contact)
o Provide opportunities for mirroring active
movements.
o Provide opportunities for original movement
responses
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Examples of Rhythmic Movement Objectives for Beginning Pathways (floor/air)
Students - Straight
- Increase awareness of internal rhythmic patterns. - Curved
- Enhance the ability to follow simple rhythmic patterns - Zigzag
with body responses.
- Foster the capacity to initiate rhythmic patterns for others Extensions
to follow - Large/smalls

CED Lesson Format: Four Phases Effort

1. Student exploration Instructor guides students in exploring content. - Time
2. Teacher presents movement problem: - Force
Problem describes the boundaries for creating dances. - Flow
3. Students create dances:
Students create dances by following boundaries. Relationships (with whom, or what the body moves)
4. Students perform and respond: Students present dances and discuss - Of body parts
how the dances solved movement problems. - With objects and/or people
- With people
Space Awareness Movement Concepts
Teaching Space Awareness
The concept of Space Awareness: Where the Body moves
- Should be the focus at the beginning of your program to
Location introduce children to the 5 space categories and also to
enable students to move safely within the environment
- Self-space
- Location concepts are foundation concepts crucial to all
- General Space
future learning
Directions - Direction, levels, pathways and extension concepts are
taught to children with a focus on
- Up/down
o Understanding terminology and demonstrating the
- Forward/Backward
basic concept
- Right/Left o Combining space awareness concepts, and/or
- Clockwise/Counter clockwise components within a concept or how concept relates
to objects and people
Levels
- Low Self-Space
- Medium - The space the body can move from a given location
- High without traveling.
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o Increases students' awareness of movement
possibilities.
o Children also build foundation of non-locomotor
skills (eg twisting, tuming, bending) that can be used
to develop other concepts and skills

General space
- The space within a room or boundary in which the
students can move by traveling safely
o Taught after self-space understood
o Teaches children to move safely in a various ways and
increasing complexity

Direction Concepts
- Refers to dimensional possibility in which the body or
body parts aim to move (i.e. up/down; right/left
forward/backward; counter clockwise/clockwise)

Levels Concepts
- Refers to horizontal levels in space where the body or its
parts can move (ie. High: middle; low)
- When children master this concept and gain better control
of their travel, they can use e.g. curved pathways to avoid
collisions when traveling through general space

Extension Concepts
- Refers to both spatial relationship of body parts to entire
body and to the size of movements in space
- Small movements: body movements done close to body
- Large movements: body movement with extremities
extended