Module 6

Module 6.4

Module 6.4

Curriculum and Instruction (Science)

What to teach     

Knowledge Facts Concepts Principles Theories

Process Skills           

Observation Inference Classification Comparison Measurement Communication Prediction Identification Variables Formulating hypothesis Experiment

Scientific Attitudes Curiosity Honesty Objectivity Openness Perseverance Skepticism Withholding judgment

How to teach… Way of finding out rather than a body of facts to be memorized Emphasize learning by doing Encourage interaction among learners Adapt science experiences to the learners’ developmental level Use a variety of approaches in teaching science

Why teach…

Functional understanding of science concepts and principles Real life situation Acquire skills/scientific attitudes/values

 Solving everyday problems

Health and sanitation Nutrition Food production Environment and its conservation

Lesson 2 





TEACHING STRATEGIES Learner construct knowledge for himself Constructs meaning as he learns Constructing meaning is learning

1. 2. 3. 4. 5. 6. 7.

The Discovery Approach Inquiry Approach Reflective Thinking Integrative Teaching Cooperative Learning Process Approach Practical Work approach

Other strategies        

Lecture and student recitation Demonstration Practice or drill Review Role playing and simulation Field trips Concept mapping games

RESEARCH IN THE CLASSROOM SCIENTIFIC METHOD  Identify the problem  Formulate a hypothesis  Design an investigation  Work on the investigation  Accept, modify or reject the hypothesis  Form conclusion

Classroom Assessment 

Formative 



Ask questions while discussion is going on

Summative test at the end of a topic

What are the sources of assessment information? Traditional Assessment •Fill-in-the blanks •Matching type

Authentic Assessment (Kleinheider 1996) •Performance-based Assessment •Portfolio •Concept Mapping

•True or False

•Creative Assessment

•Multiple choice type

•Journals & Oral Interview

•Short-answer question

•Problem Test •Diagrams or Picture Type of Test •Practical Assessment •Self-evaluation

Lesson 6 Scoring Authentic Assessment Through Rubrics

Part I – The Multigrade Program 1.

2.

The Multigrade Program in the Philippines Basic Principles Underlying Multigrade Teaching

LEGAL BASES 



DECS Order No. 38, s. 1993 Improving Access to Elementary Education by Providing Complete Elementary grade Levels in All Public Elementary Schools Tr\hrough Combination and/or MG Classes DECS Order No. __, s. 1996 January, 1996 MG Programme in the Philippine Education: An Alternative Delivery Scheme to Provide Quality Education Services

DECS Order No. 96, s. 1997 (November 14, 1997) Policies and Guidelines in the Organization and Operation of MG Classes  DECS Order No. 91, s. 1997 (November 6, 1997) Special Hardship Allowance for MG Teachers 

MG schools – classes that combine the students of Different ages  Different abilities 

) one ) classroom

They are usually: Mountain schools  Coastal schools  Island schools 

• •

Remote, far-flung, hard to reach No available transportation

Multi-grade Teacher (DECS Order No. 91, s. 1997 

A public school teacher handling a class of two or more grades

Factors that led to the organization of MG Classes 



Distance of the barangay Small number of enrollees for each grade level or sparsely populated area Shortage of teachers, funds and school buildings

Basic Principles Underlying Multigrade Teaching 1. 2.

3.

Children are unique. Children learn best from experience. Children learn from doing. Children can and do learn well from one another.

1.

2.

Role of the teacher in a classroom involves setting-up and managing a learning environment that will be conducive to learning and teaching. The implementation of the school curriculum must take into consideration the varied abilities, levels and interests of a particular group.

6. Value of the program will be judged according to how well it has achieved goals -

Part II The Components of a Multi-grade Classroom 2. Human Resource 3. The Physical Environment

Human Resource  Learner  Teacher  Parents  Benefactors  NGO’s  Private

institution

ARRANGEMENT OF A STUDENT CENTERED MULTI-GRADE CLASSROOM

(Using more MOBILE FURNITURE for ALTERNATIVE CLASSROOM ARRANGEMENT) (Desks are type attached to chairs)

TEACHER’S DESK .

ILLUSTRATION 3

AN OPEN CLASSROOM

ILLUSTRATION 4

A SIMILAR ARRANGEMENT USING INDIVIDUAL DESKS

DAILY CLASS SCHEDULE/PROGRAM (per DepEd Order No. 36, s. 2005) GRADE CLUSTERS

(1,II, I-III, II-III, 1-II-III) TIME

7:30 – 7:45 7:45 – 8:15 8:15 – 9:45 9:45 – 10:00 10:00 – 11:20 11:20 – 12::00

1:30 – 2:40 2:40 – 3:40

MINUTES

15 30 90 15 80 40

70 60

LEARNING AREAS Flag Ceremony CE/GMRC English Recess Mathematics Science & Health

Filipino Makabayan Sibika at Kultura

DAILY CLASS SCHEDULE/PROGRAM (per DepEd Order No. 36, s. 2005) GRADE CLUSTERS (III-IV) TIME

7:30 – 7:45 7:45 – 8:15 (III) 8:05(IV) 8:15 – 9:45 (III) 8:05 -9:15 (IV) 9:45 – 10:00 10:00 – 10:40 (III) 10:00 – 11::00 (IV) 10:40 – 11:50 (III) 11:00 – 12:00 (IV)

MINUTES

15 30 20 90 70 15 40 60 70

LEARNING AREAS Flag Ceremony CE/GMRC English (30 MINS. Remedial) Recess Science Math

TIME

1:30 – 2:40 (III) 1:30 – 2:30 (IV) 2:30 – 3:30 (III) 2:30 – 4:00 (IV)

MINUTES

70 60 60 100

LEARNING AREAS

Filipino Makabayan (SK) HKS (40) EPP (40) MSEP (20)

MULTIGRADE PROGRAM OPTIONS 1.

4.

SUBJECT STAGGERING Subject requiring more teacher pupil interaction are grouped with those requiring less in a 3-grade class. e. 1 or 2 grades – independent or 1 grade recites with teacher SUBJECT INTEGRATION Subjects which easily lend themselves to integration are presented by the teacher to all grades at the same time.

EFFECTIVE INSTRUCTIONAL APPROACH/STRATEGY INDIVIDUALIZED INSTRUCTIONAL Essence: Awareness of and consideration of individual needs, abilities and styles of learners for curriculum planning TEACHER gets to know the pupils determines their individual needs through a variety of diagnostic devices and strategies A.

 

Observing pupils’ behavior Analyzing homework

 Interacting

with pupil while engaged in an activity  Analyzing patters of pupil performance on tests  Plans appropriate activities in respond to pupil needs

MG PROGRAM OPTIONS SUBJECT STAGGERING SUBJECT INTEGRATION COMMON TIMETABLE INTEGRATED DAY SUBJECT GROUPING

Part IV – Teaching Strategies too Multi-grade Classes 1. 2.

3.

Methods commonly Used Group Work and Grouping as an Instructional Strategy Self-Directed learning and Independent Study