m) Children must be taught how to think, not what to think.

Margaret Mead
n) Education is all a matter of building bridges. Ralph Ellison
o) Difficulties strengthen the mind, as labor does the body.-Seneca
p) All that is necessary for the triumph of evil is that good men do nothing
-Edmund Burke
q) If God does not exist, then everything is permittedME
-Dostoevsky, The Brothers Karamazov
2. The Enhanced Basic Act of 2013 (K to 12 Law ) states that curriculum should be culture
sensitive, contextualized and global. To which guiding principles to these relate? Explain.

Assessment Tasks
1. Choose 5 competencies from K to 12 Curriculum Guide of Araling Panlipunan
(from grades 1-6 for elementary and grades 7-10 for secondary) and described
how you can apply the guiding principles if you teach that particular competency.
One guiding principle for one competency. So you have 5 competencies for 5
guiding principles.
Present your work to the class
e.g. Grade 1 Competency- Naipapakita sa ibat-ibang pamaraan ng pangangalaga
sa kapaligirang ginagalawan- sa tahanan, paaralan, komunidad.
Guiding principle- Effective Araling Panlipunan teaching is active.
How will I teach the competency Nipapakita sa ibat-ibang pamaraan ng
pangangalaga sa kapaligirang ginagagawalan- sa tahanan, paaralan, komunidad by
engaging the pupil actively.
Ill ask the children to:
-demonstrate to the class what they do to show that they care for their home
and school
-tell what they do to show that they care for their community.

Lesson 3- Methods and Techniques in Teaching Araling Panlipunan

Learning Outcomes

Identify the appropriate methods and techniques/activities for (a)

competency/ies selected from the Araling Panlipunan Curriculum Guide (For BEED students, at
least one each from Grades 1 to 6; For BSEd students at least on from grades 7 to 10).
For Discussion, Action and Research

1. Group Work Research further on the main features of following approaches:

constructivist, collaborative learning, experiential/contextual learning, thematic
approach, conceptual approach, integrative, Interdisciplinary and multidisciplinary
approaches of teaching. Make a PowerPoint presentation for them. Focus on their
assumptions about learning and their main features.
2. Research on DepEd Memoranda on curriculum indigenization. Report to class how
the memoranda contribute to a more meaningful and relevant Araling Panlipunan
teaching.
3. Go over the Araling Panlipunan Curriculum Guide. Identify a competency where you
can use moral dilemma as a teaching technique. Formulate an example of a moral
dilemma which you can use to teach that particular competency of your choice.

Assessment Tasks

Select from the Araling Panlipunan Curriculum Guide competencies which can be taught
by the use of the following methods/techniques:

1. Tri-Question
2. Lesson indigenization
3. Multiple intelligences and learning styles
4. Survey/ interview
5. Service learning

(For BEEd students at least one competency per method/technique from the competencies
from grades 1 to 6; For BSEd students at least one competency per method to be choosen
from competencies of grades 7 to 10.)
Chapter 9

The Teaching of Education sa Pagpapakato

Learning Outcome

Show the alignment of the intended outcomes, the key stage standards, grade level
standards and scope of the teaching of Edukasyon sa pagpapakato

For Discussion, Action and Research

1 Are the grade level standards aligned to the program standards of Edukasyon sa
Pagpapakatao? Or does the attainment of the grade level standards contribute to
development of : a) kabataang nagpapasya ant kumikilos nang mapanagutan tungo
sa kabutihang panlahat, b) may pagkataong etikal c) taglay ang pag-unawa, d)
pagninilay pagsangguni, e) pagpapasya, f) pagkilos and g) kabtaang makibahagi
Sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at
pagmamahal.

2. Study the scope and and sequence of the Curriculum Guide for Edukasyon sa
Pagkatao. Visit bit.ly/kto12curriculum for the Curriculum Guide.

Prove that the teaching of Edukasyon sa Pagpapakato is planned to follow the

spiral progression approach. Take note at least 2 examples of content that is
taught from grades 1 to 10 in an increasing depth and complexity. Share them
with the class.

3. Study the scope and sequence of the Curriculum Guide for Edukasyon sa
Pagpapakatao. Visit bit.ly/kto12curriculum

Is the scope and sequencing developmentally appropriate? Or is there a subject

matter that is more developmentally appropriate for grade 3 but is in K to 12 or
garde 1?

Assessment Tasks

1 Do curriculum mapping. BEED students shall work on the grade 1 to 6 Edukasyon sa

Pagpapakatao Curriculum while the BSEd group, major in Edukasyon sa Pagpapakato
shall work on grades 7 to 10 Edukasyon sa Pagpapakatao Curriculum.
 By means of a diagram or a Table show the alignment of program standard of the
teaching of Edukasyon sa Pagpapakatao with the grade level standards and content. A
table with guide questions is given below for your guidance.

REMINDERS: This will require much of your time. By doing it, you will get acquainted
with the Edukasyon sa Pagpapakatao. Curriculum for your own benefit.

Lesson 2- Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao

Learning Outcome

Discuss the guiding principles in the teaching of Edukasyon sa Pagpapakato (Esp)

For Reflection

The enhanced Basic Act of 2013 (K o 12) states that curriculum should be
culture sensitive, contextualized and global. To which guiding principle do
these relate? Explain.

Assessment Tasks

1. Choose 5 competencies from K to 12 Curriculum Guide of Edukasyon sa

Pagpapakatao (from grade 1-6 for elementary and grade 7 -10 for secondary) and
describe how you can apply the guiding principles for one competency. So you
have 6 competencies for 6 guiding principles. Present your work to the class. An
example given below.

e.g. Grade 1 competency- #11- Nakapagpapakita ng paggalang sa pamilya at

sakapwa sa pamamagaitan ng : pagmano, paghalik sa nakakatanda, pagbati,
pakikinig habang may nagsasalita.

Guiding principle #4- Values education is about developing virtues, good habits
and dispositions which leads students to responsible and mature adulthood.
Effective value education must promote the development of virtue. Virtue are
developed through learning and through practice. As Aristotle taught, a person
can improve his/her character by practicing self-discipline while a good character
can be corrupted by repeated self-indulgence.
Lesson 3- Approaches Methods and Techniques in Edukasyon sa Pagpapakatao

Learning Outcomes

Explain six (6) approaches in teaching Edukasyon sa Pagpapakatao

Identify the appropriate method and techniques/activities for an
Edukasyon sa Pagpapakatao competency/ies selected from the
Curriculum Guide

For Discussion, Action and Research

1. Group Work- Group yourselves by six(6). Let each group research on:
a) One approach to the teaching of Edukasyon sa Pagpapakatao as given
in this lesson:
b) The stand of proponents of each approaching regarding the nature of
the value (changing versus unchanging: subject versus object)
2. Group work- Research on the ACES approaching in Edukasyon sa
Pagpapakatao.
3. What is the best approaching for edukasyon sa Pagpapakatao.

Assessment Tasks

1. By means of a graphic organizer, present at least 2 approaches with at least 2

methods of teaching Edukasyon sa Pagpapakatao.
2. Identify the appropriate method and techniques/activities for (a) competency/ies
selected from AP curriculum Guide (for BEEd students, at least one each from
grades 1 to 6: for BSEd students at least 1 from grades 7 to 10)

Charpter 10
The Teaching of Mathematics

Learning Outcomes

Discuss the intended outcome, scope, giding principles, approaches and

methods in teaching Mathematics.
Lesson 1- The Nature of MATH and Goals of Math Teaching
Learning Outcomes

Described the nature of Math

Explain the goals of the teaching of Math
Examine the alignment of learning outcomes to standards-key stage,
learning area-to goals of teaching Math
Give examples of how values inherent in Math can be integrated in the
teaching of Math.

For Research and Reflection

Math is beautiful but how come is it an unpopular subject? Many students are
Allergic to it. Conduct with your schoolmates. Share with your findings in class.

For Discussion, Action and Research

1. Would you consider the Math standards developmentally appropriate? For instance, are
there standards in grade 1 which are advanced for grade 1 pupils or standards in grade 10
which are supposed to be in grade 7?
2. Group work- Math teaching in the K to 12 curriculum integrate the values of accuracy,
creativity, objectivity, perseverance, and productivity. Select content and performance
standards where you can integrate: a) accuracy, b) creativity, c) objectivity, d) perseverance
and e) productivity.

Assessment Tasks

1. Described the nature of Math

2. According to the math conceptual framework of the K to 12 Curriculum Guide, what
are the two big goals of the teaching of Math? Explain rach.
3. Examine the alignment of learning outcomes of standards-key stage, learning area
standards. Lay them side by side. That way you can easily see if they are aligned.
4. Give example on how values inherent in math can be integrated in math the teaching
of math.

Lesson 2- Guiding Principles/Theories and Teaching Approaches and Methods in the Teaching
of Math

Learning Outcomes

Discuss the educational theories on which the teaching of math is anchored.

 Cite the implications of these educational theories to the teaching of math.
Explain at least three (3) guiding principles in the teaching of math.
Illustrate spiral progression approach in teaching math with an example.

For Discussion, Action and Research

1. Research on heuristic and algorithmic methods of problem-solving. How do they differ?

Which is more conceptual in approach? Which is more constructivist?
2. Someone said I believe the supermarket curriculum, the fashion which says: if you cant
use it in the supermarket, lets not teach it, is the biggest influence in the decline in
mathematics skills and knowledge in the past ten years. And the tendency is to say: If its too
hard, lets postpone teaching it, React to these statements. Share your reactions with your
small group.
3. Which is easily to use: concept attainment, concept formation strategy or direct instruction?
Why?

Assessment Tasks

1. Form groups of five members each. Each group gets an educational theory and a guiding
principle. By way of PowerPoint, discuss the educational theories and guiding principles for
math teaching. Cite the implications of these educational theories to the teaching of math.
2. Illustrate the spiral progression approach in teaching math with a concrete example from the
Math Curriculum Guide.

Chapter 11

The Teaching of Science

Learning Outcomes

Explain the conceptual framework of the teaching of science which includes

goals, standards, teaching approaches and methods.

Lesson 1- The Nature of Science and Goals of Science Teaching

Learning Outcomes

Describe the nature of science

Explain the goal of the teaching of science
 Examine the alignment of standards- grade level, key stage, learning area to
the goals of teaching science
Give examples on how values inherent in science can be integrated in the
teaching of science
Illustrate spiral progression approach in teaching science with an example

For Discussion, Action and Research

1. Do I have to experiment before I can draw conclusions?

2. Compose a piggybank song expressing the wonderful world of science. A piggybank
song involves taking a popular song everyone knows (like old Mc Donald) and
changing the words to fit your own content.
3. Research the legal basis for the strengthening of the teaching of the science in the
Philippines. Report your finding in class: Clue: Article 2 of the Philippine Constitution.

For Discussion, Action and Research

1. Divide the seven (7) descriptors among small groups ( refer to the summary for the
seven descriptors.)Research on the indicators of each board descriptor. Give a
PowerPoint presentation of your findins
2. Would you consider the Science standards developmentally appropriate? For
instance, are there standards in grade 3 which is advanced for grade 3 pupils on
standards in grade 10 which is supposed to be grade 7? For competencies visit
bit.ly/kto12curriculum.
3. Group work- Science teaching in the K to 12 Curriculum is a rich opportunity for
value integration. Select content and performance standards from the Science
Curriculum Guide where you can integrate values inherent in the teaching of the
natural sciences.
4. Would you go for spiral progression approach in science teaching? Why or why not?
5. With the use of the Science Curriculum Guide, give examples/competencies that can
be taught with the thirteen (13) science process skills from the Science Curriculum
Guide.

Assessment Tasks

1. Described the nature of science

2. According to the Science conceptual framework of the K to 12 Curriculum Guide,
what are the two big goal of the teaching of Science? Explain.
3. Examine the alignment of learning outcomes of standards-key stage, learning area
standards. Lay them side by side. That way you can easily see if they are aligned.
4. Give examples on how values inherent in science can be integrated in teaching of
math. Make use of appropriate competencies in the K to 12 Curriculum.
 5. With the use of the Science Curriculum Guide, illustrate spiral progression approach
in teaching science by citing specific competencies in the K to 12 Curriculum Guide.

Lesson 2- Theories, Approaches, Guiding Principles and Methods of Teaching Science

Learning Outcomes

Discuss the educational theories on which the teaching of Science is anchored.

Cite the implications of these educational theories to the teaching of Science.
Explain at least three (3) guiding principles in the teaching of Science.
Draw examples of competencies that can be taught with the science process skills.

For Discussion, Action and Research

1. Is the inquiry method the same as the scientific method? Get a partner and do an
exhaustive research on that. Share your findings with the class.
2. Do scientists follow the scientific method step by step? Do they always arrive at
answers? Explain your answer.

Assessment Tasks

1. By a PowerPoint presentation, discuss the educational theories on which the

teaching of science is anchored. Group yourselves by five (5). Cite the implications of
these educational theories to the teaching of science.
2. Explain at least three (3) guiding principles in the teaching of science.
3. Give examples of at least two (2) competencies that can be taught with the 13
science process skills from the Science Curriculum Guide.

Chapter 12

The Teaching of Music and Arts

Learning Outcomes

State the legal basis of the teaching of Music and Arts

 Discuss the intended outcomes, the scope, guiding principles, approaches and
methods of teaching Music and Arts
Examine the alignment of goals, standards and content in the teaching of Music
and Arts.

For Discussion and Action

1. As a group, study the Art standards from the broadest to the most specific. That
means you begin with the learning area standards, proceeding to the key stage then
to the grade level standards. Lay them side by side to the determine if the grades 1
to 3 standards lead to the attainment of end-of grade 3 standards, the grades 4 to 6
to the end-of-grade 6 standards, etc. check also if the key stage standards lead to the
attainment of the learning area standards. Check if the learning area standard is
aligned to cultural literacy and artistic expression which are goals of Art teaching.
Diagramming or mapping can simplify your task of checking alignment.

What did you discover about alignment of standards? Any other discovery
regarding standards for Art teaching? Present your findings in class. Compare
findings with other groups.

Assessment Tasks

1. State the legal basis of the teaching of Music and the Arts.
2. Discuss the intended outcomes for the teaching of Music and Arts, the scope,
guiding principles, approaches and methods of teaching.
3. Examine the alignment of goals, standards and content in the teaching of Music and
Arts. Are they aligned?

Chapter 13

The Teaching of Physical Education and Health

Learning Outcomes

State the legal basis teaching of the Physical Education (PE) and Health
 Discuss the intended outcomes, scope, guiding principles, approaches and
methods for the teaching of Physical Education and Health.
Examine the alignment of goals, standards and content in the teaching of
Physical Education and Health

Lesson 1- Teaching Physical Education

Learning Outcomes

Discuss the intended outcomes, scope, guiding principles, approaches and

methods for the teaching of PE

Examine the alignment of goals, standards and content in the teaching of

Physical Education

For Discussion, Action and Research

From groups of 5 to 7 students. Do the following

1. Study the standards (as a group), from the broadest to the most specific. That
means you begin with the learning standard, proceeding to the key stage then
to the grade level standards. Lay them side by side to determine if the grades
1 to 3 standards lead to the attainment of end-of-grade 3 standards, the
grades 4 to 6 to the end-of-grade 6 standards, etc. Check also if the learning
area standard is aligned to physical fitness or health-related fitness (HRF)
which is the goal of the teaching of PE. Diagram or mapping can simplify your
task of checking alignment.

2. Discuss your finding about alignment among physical fitness or health-

related fitness or physical literacy as the end goal of the teaching of PE and
learning area standards, key stage standards and grade level standard.

Do you see an alignment or disalignment? Support your claims as you share with
your group.

Assessment Tasks

1. State the legal basis teaching of the Physical Education (PE).

 2. Discuss the intended outcomes, the scope, the approaches and methods of teaching
P.E.
3. Examine the alignment of goals, standards and content in the teaching of Physical
Education.

Lesson 2- Teaching Health

Learning Outcomes

Discuss the intended outcomes, scope, guiding principles, approaches and

methods for the teaching of Physical Education and Health.
Examine the alignment of goals, standards and content in the teaching of Health

For Discussio, Action and Research

1. Study the standards (as a group), from the broadest to the most specific. That
means you begin with the learning standard, proceeding to the key stage then
to the grade level standards. Lay them side by side to determine if the grades
1 to 3 standards lead to the attainment of end-of-grade 3 standards, the
grades 4 to 6 to the end-of-grade 6 standards, etc. Check also if the learning
area standard is aligned to achieving, sustaining and promoting lifelong
wellness. Diagram or mapping can simplify your task of checking alignment.

Discuss you finding about alignment among lifelong wellness as the end
goal of the teaching of Health and learning area standards, key stage
standards and grade level standard.

Do you see an alignment or disalignment? Support your claims as you

share with your group.

Assessment Tasks

1. State the legal basis teaching of Health

2. Discuss the intended outcomes for the teaching of Health and its scope or coverage;
approaches and methods of teaching.
3. Examine the alignment of goals/intended outcomes, standards (of all levels) and
content in the teaching of Health.
Chapter 14
 The Teaching of Edukasyong Pantahanan (EPP) and Technology and Livelihood
Education (TLE)

Learning Outcomes

State the basis of the teaching of EPP and TLE

Discuss the intended outcomes, the scope, guidelines and guiding principles,
approaches and methods in teaching EPP and TLE
Examine the alignment of goals, standards and content in the teaching of EPP
and TLE
For Discussion, Action and Research

1. The K to 12 Curriculum has for its ultimate goal the formation of a grade 12 graduate
who is ready for employment (work), middle level skills development, higher
education, and entrepreneurship. To which goal/s does the teaching of TLE
contribute?
2. If a school is in a fishing community, does it have to offer TLE courses in the four
areas-agriculture and fisheries, home economics, industrial arts and ICT? Explain
your answer.
3. The K to 12 graduate is expected also to be ready for entrepreneurship. Is the
teaching of entrepreneurship in the TLE curriculum adequate preparation? Explain
your answer.
4. Do all grade 12 graduates take entrepreneurship as a whole course? Explain your
answer.
5. Form groups to 7. By group research on the number of exploratory courses that
schools offer for grade 7 and 8. They are expected to offer 4 in grade 7 and another 4
in grade 8, so a total of 8. Ideally, these should be gotten from the four areas of TLE
for the exposure of grade 7 and 8 students so several courses before they decide on
a TLE specialization. Is this what schools do? Find out and share and explain your
findings in class. Based on your findings, what are your recommendations?
6. Utilizing the same groupings in #4 and based on the content and performance
standards and competencies found in the TLE Curriculum Guide, each group should
illustrate:
a. Entrepreneurship
b. Contextualized
c. Integrative
d. Experiential
e. Authentic and
f. Constructive learning.
Present your illustration in class.
 7. Choose 2 to do demonstration teaching on the Gagnes nine steps of instruction by
the use of two competencies (one competency per demo student teacher) of the
student demonstrators choice. The rest of the class act as observers and identify
how each step was done. Comment on the observation. Start the positive points
followed by the suggestions for improvement. The focus of the observation should
be on the nine (9) steps of instruction by Gagne. Be sure to be able to identify how
each step was done.

Assessment Tasks

1. State the basis of the teaching of EPP and TLE

2. Discuss the intended outcomes, the scope, guidelines and guiding principles,
approaches and methods in teaching EPP and TLE with the aid of a PowerPoint
presentation
3. Lay the goals, standards and content in the teaching of EPP and TLE side by side.
Examine their alignment. Make a report on your findings in class.

Chapter 1

Outcomes-Based Education

Learning Outcomes

Explain the meaning of outcomes in OBE

State the relationship among institutional outcomes, program outcomes, course
outcomes and learning outcomes
Draw the implications of the OBE principles in the teaching-learning process
Determine whether or not given practices are in accordance with OBE principles.

For discussion, Action and Research

By group, research on the advantages and disadvantages of OBE. Share your

findings in the class.

Assessment Tasks
 1. What does outcome mean in OBE?
2. State the relationship among institutional outcomes, program outcomes, course
outcomes, and learning outcomes.
3. What are implications of the OBE principles in the teaching-learning process?
4. The following are practices of OBE. Put a check when given is in accordance with OBE
lesson and x, if not.

1. In the teacher study group, the teachers got the content of grade 3 Science then
formulated the outcomes.
2. Another teacher study group formulated first the outcomes then determined the
content to be taught.
3. A group of teachers was asked to prepare a curriculum guide. They outlined the
scope and sequence of the course.
4. Teachers base their assessment task on content
5. Teachers base their assessment on learning outcomes.

5. What are the positive points and negative points of OBE?

Chapter 2

Teaching Approaches and Methods

Learning Outcomes

Distinguish among approach, method and techniques

Describe the teaching approaches of the K to 12 Curriculum
Compare direct and indirect instruction with deductive and inductive methods of
teaching.

Assessment Tasks

In your own words

a) Distinguish among approach, method and technique.

b) Describe the teaching approaches of the K to 12 Curriculum. Do it in creative
way
c) Compare direct and indirect instruction which deductive and inductive
methods of teaching. Use a table for the comparison
d) Describe the teaching approaches of the K to 12 Curriculum.