GROUP

3
JESSA MARIE CASINO
RUTH ABEGAIL NARNE
MARI JOICE DELACRUZ
KRSITINE FAYE DAMIAN
 CURRICULUM AND
PLANNING
Lesson 1: Planning and Management of the
Teaching and Learning process
Lesson 2: Aligning Learning Outcomes with
Learning Competencies
 PLANNING AND
MANAGEMENT OF
THE TEACHING AND
LEARNING
PROCESS
Objectives:
Analyze developmentally appropriate
1
learning principles;
Observe how developmentally appropriate
2 learning principles can be applied in teaching;
and

3
Reflect on the positive benefits of applying
developmentally appropriate learning principles in
teaching and learning.
 Education Theory

Using the developmentally appropriate learning principles

and strategies is one of the instructional demands for the
implementation of k to 12 curriculum as stated in Republic
Act 10533, otherwise known as the Enhanced Basic
Education Act of 2012. Developmentally appropriate
learning principles and strategies are based on the
philosophy of learner-centered education that focuses on
responding to the nature, needs, and interest of the
learners.
 In the first model of curriculum development,
Ralph Tyler (1949) emphasizes that
understanding the learners is one of the
important sources of curriculum. Since learning
is designed for the learners, it is imperative for
teachers to examine their needs, interest,
learning styles, thinking styles, abilities,
exceptionalities, cultural background, socio-
economic status and other factors.
Couple and Bredekapm (2006) identify two things
that teachers need to do to successfully engage in
developmentally appropriate practice in their
classes:
(1) meet learners where they are, as individuals and
as a group; and
(2) help learners attain challenging and achievable
goals that contribute to their ongoing
development and learning.
For Filipino children, the following principle of
developmentally appropriate learning maybe considered
by the teacher when planning and implementing
instruction:
• each learner has different learning styles thinking
preferences, abilities, strengths, and weaknesses;
• experiences have profound influence in learning;
• learning should address all areas of development;
• learning must be holistics
ALIGNING LEARNING
OUTCOMES WITH
LEARNING
COMPETENCIES
Objectives:
Differentiate learning competencies from
1
learning outcomes;

Observe how teachers align learning

2
outcomes with learning competencies; and

3
Analyze how learning outcomes can be aligned
with learning competencies.
 Education Theory
The k to 12 basic education curriculum is a standards-based curriculum.
This means that it includes content standards, performance standards, and
learning competencies. The DepEd defines this set of curriculum
standards as:
1. 1. Content standards- identify and set the essential knowledge and
understanding that students should learn.
2. 2. Performance standards- describe the abilities and skills that
students are expected to demonstrate in relation to the content
standards and integration of 21st century skills.
3. 3. Learning competencies- refer to the acknowledge, understanding,
skills, and attitudes that the learners need to demonstrate in every
lesson.
Curriculum alignment is important to ensure an
efficient and effective implementation of the
curriculum. Alignment is done at two levels

MACRO LEVEL MICRO LEVEL

 At the macro level, curriculum alignment
ensures that the curriculum standards are
relevant and responsive to the needs of the
students, demands and needs of the
society, and the nature of the discipline.
At the micro level, curriculum alignment ensures
that the learning outcomes are aligned with
learning competencies prescribed in the
curriculum. Learning competencies are the basis
of the teachers in developing learning outcomes,
selecting topics and strategies and designing
assessment tools.
THANK YOU
FOR
LISTENING!
