Group 1

topic: The K to 12 English Curriculum Philosophy, Framework, and Rationale

Republic Act 10533 entitled An Act Enhancing the Philippines Basic Education System by Strengthening its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefore and Other Purposes, known as the Enhanced Basic Education Act of 2013,
firmly grounds the implementation of the K to 12 Curriculum in the Philippines

. Guessabi (2017) points out that "culture is a language itself."

This view establishes language as the "foundation of human relationships" from which we draw meaning in life

K to 12 English curriculum principles

All language is interrelated and independent

Learning requires meaning

Language acquisition and learning is an active process that begins at birth and continues through life

GROUP 2

TOPIC: The Learners in the Eyes of the K to 12 Curriculum

The term "Generation Z" was popularized by William Strauss and Neil Howe in their book “Generations” published in September 1992.

Marc Wensky (2001) calls them "digital natives" who have been exposed to technologies at a very young age and are having a greater
understanding of their basic concepts

The main purpose of elementary education is to help learners develop a solid base of literacy, numeracy, social, and inquiry skills that will
provide a strong foundation for lifelong learning.

Types of Learners in the K to 12 Curriculum

. Imaginative Learner, Analytical Learner, Common-sense Learner, Dynamic Learner

GROUP?

The goals of k-12 curriculum

Being a learner-centered curriculum, it aims to create learners with skills in:

1. Interpersonal communication

2. Understanding and learning content from other learning areas; and

3. Academic independence

Communicative competence is composed of several other competencies stipulated in the communicative competence framework from the
work of Canale and Swain in 1980.

Communicative competence

Grammatical/Linguistic Competence. This refers to grammar, lexicon, phonology (sounds created to make words), morphology (creation of
smallest units of meaning), and syntax (combination of many basic language classes whose main goal is to teach these skills to learners.
Sociolinguistic Competence. This refers to the knowledge of the appropriate of the language to be used in particular situations (formal, friendly,
courteous, sarcastic, etc.), and the appropriate responses to these situations. Knowing what the taboos are, what is rude or what is polite must
be taken into account as one engages in communication.

Multiliteracy - is a term coined in the 1990’s by the New London Group, referring to an approach to literacy pedagogy. This is in response to the
ever-growing paradigm shift of the education, encompassing multiple channels of communication and media, and the increasing cultural and
linguistic diversity.

Multiliteracy approach takes on various modes to implement in the classroom including linguistic (words, speech, or texts), audio (sounds,
music, etc.), spatial (placements, buildings, or locations), gestures (movements), tactile (touch and feel), and visual (pictures, videos, or colors)

GROUP 4

TOPIC: Components of the K to 12 Curriculum

The main goal of the curriculum is “making meaning through language”. This main goal can be attained by the harmonious interaction of the
following components:

1. Language learning process

2. Effective language use
3. Making meaning through languages
4. Holistic assessment

What is language learning process? Language learning is an active process that begins at birth and continues throughout life. Students learn
language as they use it to communicate their thoughts, feelings, and experiences, establish relationships with family members and friends, and
strive to make sense and order of their world.

Principles espoused by the K to 12 Curriculum guiding the language learning process

1. Spiral progression. The hypothesis that even complex topics can be taught to learners at any stage of development when
structures are presented in an organized manner. This is based on the work of Bruner (1960).

2. Interaction. More effective when activities are framed to emulate real-life situations with real-life language demands such as
purpose, topics, and audiences, which place the learners in communicative situations using authentic socialization skills.

3. Integration. Integrating language lessons with other concepts from other learning areas and discipline also help learners in
creating meaning.

4. Learner-centeredness. As the curriculum focuses on the learner, teachers would be able to engage them with the use of
differentiated instruction. This should be based on the learners’ need, skills, abilities, and interests.

5. Contextualization. Context makes learners think about the language use to suit the audience. The situation, culture, or
purpose.

6. Construction. Learning tasks and activities designed around self-reflection, critical thinking, and creation should take place in
language lessons.

Effective Language Use

Applications of the language macroskills focus on understanding cultures, understanding language, and processes and strategies.

1. Understanding cultures. Sociolinguistic skill, the ability to use language appropriately, is one of the main focus of the curriculum.
2. Understanding language. This involves understanding of how words are formed, the structure of sentences, and how little
nuances in the language use, accompanied by nonverbal gestures contribute to meaning.

Process and strategies. Learners may come up with novel ways to solve problems and adjust to difficulties. They may experiment on various
ways to find answers such as asking questions, reading, or searching the internet

Holistic Assessment

Assessment is an important part of the teaching and learning process. It helps the teachers gauge the learners’ progress and
development.

Characteristics of Effective Assessment as Describes by the K to 12 Curriculum

 1. Proximity to actual language use and performance. Activities in the classroom should consider authentic context of language use.
Assessment in the classroom should also help learners apply their understanding of language in situations mirroring real-life exercise
of language.
2. Holistic view of language. As language skills (listening, speaking, reading, and writing) are not used purely in isolation, assessment
strategies should reflect their interactive nature. These approaches should also take into consideration the holistic nature of the
learners as well in terms of their academic, social, and physical contexts.
3. Integrative view of learning. Assessment should not only look into the academic performance of learner. Since language is taken as
in such an integrative approach, it should also consider the multitude of ways learners learn. Assessment should capture the
different skills and abilities of the learners, and at the same time help them express themselves in the best ways they can.
4. Developmental appropriateness. Steps must also be taken to ensure that assessment activities are appropriate to the learners’
cognitive, social and academic abilities with their level.
5. Multiple referencing. Lastly, assessments developed for the learners should have been designed based on various information about
the learners. Again, the assessments should be based on understanding the learners’ need and abilities.

GROUP 5

TOPIC: INSTRUCTIONAL PLANNING COMPONENTS

INSTRUCTINAL PLANNING -It helps them reflect on their teaching, and make the necessary adjustments needed to ensure that learners attain
the intended targets of the teachers and the curriculum

Algozzine's (2006) 3 major components of instructional planning

 Deciding what to teach

 Deciding how to teach
 Communicating realistic expectations

IN ORDER TO DECIDE WHAT TO TEACH, TEACHERS UNDERGOES THE FOLLOWING PROCESS

 ASSESSING LEARNERS’ SKILLS

 ANALYZING INSTRUCTIONAL TASKS
 ESTABLISHING LOGICAL SEQUENCE
 CONSIDERING CONTEXUAL VARIABLE
 ANALYZING INSTRUCTIONAL GROUPINGS
 IDENTIFYING GAPS IN ACTUAL AND EXPECTED PERFORMANCE

ONCE THE TEACHER HAS THE GRASP OF WHAT TO TEACH, HE/SHE THEN DECIDES HOW TO TEACH THESE IDENTIFIED SKILLS. TO DO THIS, THE
FOLLOWING NEEDS TO BE CONSIDERED:

 SETTING INSTRUCTIONAL GOALS

 SELECTING INSTRUCTIONAL METHODS AND MATERIALS
 PACING INSTRUCTION APPROPRAITELY
 MONITORING PERFORMANCE AND REPLANNINGI INSTRUCTION

OTHER MODELS ALSO PRESENT AND HIGHLIGHT OTHER COMPONENTS OF INSTRUCTIONAL PLANNING. McClymont (2020) FURTHER
FORWARDS WITH RELATED COMPONENTS OF INSTRUCTIONAL PLANNING NAMELY:

1. CLEAR OBJECTIVES
2. LEARNING MATERIALS
3. ACTIVE BACKGROUND KNOWLEDGE
4. DIRECT INSTRUCTION
5. LEARNER PRACTICE

3 step process:

• Guided practice

• Collaborative practice

• Independent practice
 6. CLOSURE
7. DEMONSTRATION OF LEARNING

GROUP 6

WHAT IS INSTRUCTIONAL PLANNING CYCLE? a systematic procedure that educators may use to plan,

implement, and assess the efficacy of the many instructional tactics and methods they use in them

classrooms

GROUP 7

THE INSTRUCTIONAL PLANNING MODELS

1. The ADDIE models

 Analysis- where the instructional goals and objectives are established
 Design -deals with creating an outline of the instruction. This is where the learning objectives, learning content, strategies to be
used, activities, materials, assessment, and other media needed are put in place.
 Development- is where activities, materials, media, and other content necessary to deliver the instruction based on the design
phase are put together.
 Implementation- the instruction is given to the learners and the teacher should take some time to observe how the learners react to
the instruction provided to them
 Evaluation- the teacher looks into the learners score results and the notes that were taken during the implementation phase
2. Kemp Design Mode- (also known as the Morrison, Ross, and Kemp Model) follows a circular structure, and its elements should be
taken as independent elements.

The Kemp Model has nine elements:

 Instructional Problems - Determine the specific goals and identify the instructional issues that could arise.
 Learner Characteristics - Identify the traits and characteristics of learners that should be taken into consideration in the
planning process.
 Task Analysis - Make course content clear, and analyze the proposed task components in relation to the goals and
purpose of the course.
 Instructional Objectives - Define the instructional objectives and the desired learning outcomes. Content Sequencing -
Ensure the instructional content are structured sequentially and logically. Instructional Strategies - Design the
instructional strategies in such a way that individual learners would be able learn the content and attain the learning
outcomes.
 Designing the Message - Plan the instructional message and the appropriate mode of delivery. Instructional Delivery -
Develop the necessary instruments in order to effectively achieve the instructional goals and objectives, taking into
consideration the materials available to the teacher.
 Evaluation Instruments - Design and development of the appropriate formative and summative assessments to
determine whether the instructional goals and objectives were attained
3. ARCS Model - developed by John Keller in the 1980s. The model's unique feature is that it focuses more on the motivation of the
learners, ensuring that they are kept engaged during instruction

 Attention
 Relevance
 Confidence
 Satisfaction