IMPROVING SHSTEACHERS’

PEDAGOGICAL-CONTENTKNOWLEDGE(PCK)
ON ARTICULATEDCOMPETENCIES

ARE-ECHOON
2018 SUMMER DePEd-PEAC INSET FORSHSTEACHERS

ANTONIO C. CAYETANO, LL.B., MARE, CIS

SEC C.R. No. 02-2013-08647
Until December 31,2018
ARTICULATION OFSHSCORELEARNING AREASAND NGEC

WHATTOTEACH?

(Curriculum Guide) WHYTEACH?

• Goal in teaching HOW TOASSESS& EVALUATE?
• Learning Standards the subject inthe HOW TOTEACH?
– Content grade level
– Performance • Nature of the
– Competencies subject • Appropriate
• Role of the subject assessment&
• Appropriate
in attaining the evaluation
assessment&
mission of the mechanism
evaluation
school mechanism
ARTICULATION OFSHSCORELEARNING AREASAND NGEC

Hed NGEC
JHS JHS
(Core Courses)
Prerequisite Essential Target Exit
Knowledge, Skills Knowledge, Skills Knowledge, Skills
& Attitudes & Attitudes & Attitudes

PREREQUISITES REQUISITES POSTQUISITES

THEESSENTIALTOPICSOFTHECURRICULUM GUIDE
What are the EssentialTopics?
• These are the topics in the (UCSP) subject that
are necessary to present to SHSstudents
• The knowledge, skills and attitude gained by
students from these topics shall helpthem:
– Perform the performance task required at
the end of the semester;
– Prepare for the demands of courses in the
New General Education Curriculum should
they proceed to college.
CULMINATING PERFORMANCE STANDARD VS. POWERSTANDARD
ORLITERALTRANSFER
CULMINATING PERFORMANCESTANDARD
– has reference to the last Performance Standard in theCurriculum
Guide.
– targets only the minimum standards.
– determines the appropriate performance task
CULMINATING PERFORMANCE STANDARD VS. POWERSTANDARD

POWERSTANDARD

– is derived from an analysis made on articulation of UCSPwith the

courses in the New General Education Curriculum.
– Is a learning standard or a set of learning standards that is/are highest
priority or most important for students to learn.
– targets the beyond minimum standards.
– are spelled out in the following categories of competencies that shall
be developed among students:
1. Knowledge, which refers to mental skills;
2. Skills, which are manual or physical skills;and
3. Attitude, which refers togrowth of students in feelings or
emotional area.
 CULMINATING PERFORMANCE STANDARD VS. POWERSTANDARD
POWERSTANDARD

POWER STANDARD: IMPLEMENTAN ADVOCACYCAMPAIGN THATINTEGRATESINTERCULTURALCOMPETENCE.

NEARTRANSFERVS. FARTRANSFER

NEARTRANSFER
– has overlapped between situations (Minimum
Standards and Beyond Minimum Standards)
– are similar in the original and in the transfer
(from minimum to beyond minimum
standards)
– is the direct application level of learning that
involves a higher cognitive processing (though
similar in context)
NEARTRANSFERVS. FARTRANSFER

FARTRANSFER
– has little overlapped between situations
(minimum and beyond minimum standards),
original and transfer settings are dissimilar.
 NEARTRANSFERVS. FARTRANSFER

RELATING GENERALENABLING TEACHING STRATEGIESWITH LEVELSOFTHINKING & K-U-D CLASSIFICATION

ENABLING GENERALSTRATEGYTO
K-U-D CLASSIFICATION THINKINGSKILLS
DEVELOPTHINKINGSKILLS
CREATING [Can you generate new PROBLEMSOLVING [Doing Math, Doing
products, ideas, or ways of viewingthings?] Skills]
DOING EVALUATING [Can you justify a decision or
a course of action?]
REASONING & PROOF[MakingSense]

ANALYZING [Can you break

COMMUNICATION [Discussing or writing
information into parts to explore
about one’s thinking]
UNDERSTANDING understanding and relationships?]
APPLYING [Can you use the information in CONNECTIONS[To other mathematical
another familiar situation? ideas, to otherdisciplines
UNDERSTANDING [Can you explain ideas
or concepts?]
KNOWING REMEBERING [Can you recall
REPRESENTATION[Modelling, writing…]
information?]
NEARTRANSFERVS. FARTRANSFER
NEARTRANSFERVS. FARTRANSFER
CULMINATING PERFORMANCESTANDARD VS. POWER
STANDARD ORLITERALTRANSFER

• All these will be mapped-out with knowledge,

skills and attitude gained by SHSstudents from
JHSsubjects that are also articulated with the
core subject. This approach helps enhance the
gained competencies of SHSfrom their JHS.This
mapping is done through the “W-I-W” MAP
TEMPLATE.
THE“W-I-W” MAPTEMPLATE
DOMAINS OF JHS SHS
LEARNING
MINIMUM BEYONDTHEMINIMUM
Prerequisite Essential Target Exit Knowledge,
Knowledge, Skills & Knowledge, Skills & Skills & Attitude
Attitude Attitude [WILL BEABLETO…WHEN
[WAS ABLETO…] [IS ABLETO…] IN COLLEGE]

PREREQUISITES REQUISITES POSTREQUISITES

(From Performance (From performance (From Literal transfer)
Task) Task)

KNOWLEDGE(Mental
Skills)

SKILLS(Manual or
Physical Skills)

Attitude (Growth in
Feelings or Emotional
Area
 THETOPICSOFUCSPIN THECURRICULUM GUIDE
A.Starting Points for the
Understanding of Culture,
Society and Politics
B.Defining Culture and Society
from the Perspectives of
Anthropology and Sociology
C. Looking Back At Human Bio-
Cultural and Social Evolution
D. Becoming a Member of Society
E. How Society is Organized
F. Cultural and Political
Institutions
G. Social and Political
Stratification
H. Cultural and Political Change
I. New Challenges to Human
Adaptation and Social
Change
J. Responding to Social,
Political, and Cultural Change

CULMINATING
PERFORMANCESTANDARD
Advocate how human
societies should adopt to
socio-cultural, political, and
economic changes
THEESSENTIALTOPICSOF UCSP
POWER
TARGETED TARGETED ESSENTIALTOPICS
STANDA
RD
K Implement an K A. Starting Points for the
advocacy Understanding of
Identify newchallenges campaignthat Manifest awarenessof Culture, Society and
faced by human integrates the socio-cultural and Politics
populations in intercultural political factors in B. Defining Culture and
contemporary societies competence response to social Society from the
diversity andchange Perspectives of
S
S Anthropology and
Develop plan of action Sociology
for community-based Designing courses of C. Becoming a Member of
response to change action to address the Society
causes and D. How Society is
A consequences of change Organized
E. Cultural, Social and
Describe how human A Political Institutions
societies adapt to new
F. Responding to Social
challenges in the Form soundjudgments
and Cultural Change
physical, social and and decisions that
cultural environment express cultural
(resiliency) competence
 THEESSENTIALTOPICSOF UCSP
PERFORMANCETASK DEMONSTRATED LITERAL TRANSFER DEMONSTRATED
There are major socio-cultural and K
political problems/issues in your
community (situation). As a Identify the factors explaining the
causes and consequence of issues that K
member of a research and
advocacy team (Role), you were directly affect the lives of people in a
Distinguish different
tasked by the municipal/city mayor specific society
interpretations of and
to identify one that needs S approaches to globalization
immediate response and create a Learners should be related issues
plan of action aimed at increasing Collaborate and coordinate with able to relate
awareness, raise consciousness, relevant agents of institutions that changing social S
and provide recommendations to promote soci0-cultural andpolitical structures,
processes, and Analyze global events in the
address the problems (goal). The change
systems in the context of the Philippine
plan of action shall be usedas basis
A context of the society
for initiating seminars and
advocacy campaigns (i.e. exhibit, contemporary global A
Openness and responsiveness to the community
print and e-media (product) in your
challenges accompanying socio-cultural
community (audience). Through Recognize the importanceof
and political change
your specific, manageable, social and ethical
achievable, realistic and tangible responsibility addressing
(SMART) (Standard) plan of action, contemporary global issues
the community will be able to
respond to suchconcerns.
CLASSROOMINSTRUCTION DELIVERYALIGNMENT

PARTOFATEACHINGGUIDE

INTRODUCTION

MOTIVATION

INSTRUCTION / DELIVERY

PRACTICE

ENRICHMENT

EVALUATION
SAMPLECIDAM
SAMPLECIDAM
BLOOM’S REVISEDTAXONOMY [RELATED VERBS]