IMPROVING SHS TEACHERS’

PEDAGOGICAL-CONTENT KNOWLEDGE (PCK)

ON ARTICULATED COMPETENCIES

A RE-ECHO ON
2018 SUMMER DePEd-PEAC INSET FOR SHS TEACHERS

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

SEC C.R. No. 02-2013-08647
Until December 31, 2018
ARTICULATION OF SHS CORE LEARNING AREAS AND NGEC

WHAT TO TEACH?

(Curriculum Guide) WHY TEACH?

• Goal in teaching HOW TO ASSESS & EVALUATE?
• Learning Standards the subject in the HOW TO TEACH ?
– Content grade level
– Performance • Nature of the
subject • Appropriate
– Competencies
• Role of the subject assessment &
• Appropriate
in attaining the evaluation
assessment &
mission of the mechanism
evaluation
school mechanism
ARTICULATION OF SHS CORE LEARNING AREAS AND NGEC

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

PREREQUISITES REQUISITES POSTQUISITES

THE ESSENTIAL TOPICS OF THE CURRICULUM GUIDE

What are the Essential Topics?
• These are the topics in the (UCSP) subject that
are necessary to present to SHS students
• The knowledge, skills and attitude gained by
students from these topics shall help them:
– 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. POWER STANDARD
OR LITERAL TRANSFER
CULMINATING PERFORMANCE STANDARD
– has reference to the last Performance Standard in the Curriculum
Guide.
– targets only the minimum standards.
– determines the appropriate performance task
CULMINATING PERFORMANCE STANDARD VS. POWER STANDARD

POWER STANDARD

– is derived from an analysis made on articulation of UCSP with 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 to growth of students in feelings or
emotional area.
 CULMINATING PERFORMANCE STANDARD VS. POWER STANDARD
POWER STANDARD

POWER STANDARD: IMPLEMENT AN ADVOCACY CAMPAIGN THAT INTEGRATES INTERCULTURAL COMPETENCE.

NEAR TRANSFER VS. FAR TRANSFER

NEAR TRANSFER

– 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)
NEAR TRANSFER VS. FAR TRANSFER

FAR TRANSFER

– has little overlapped between situations

(minimum and beyond minimum standards),
original and transfer settings are dissimilar.
 NEAR TRANSFER VS. FAR TRANSFER

RELATING GENERAL ENABLING TEACHING STRATEGIES WITH LEVELS OF THINKING & K-U-D CLASSIFICATION
ENABLING GENERAL STRATEGY TO
K-U-D CLASSIFICATION THINKING SKILLS
DEVELOP THINKING SKILLS
CREATING [Can you generate new PROBLEM SOLVING [Doing Math, Doing
products, ideas, or ways of viewing things?] Skills]
DOING EVALUATING [Can you justify a decision or
REASONING & PROOF [Making Sense]
a course of action?]
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 other disciplines
UNDERSTANDING [Can you explain ideas
or concepts?]
KNOWING REMEBERING [Can you recall
REPRESENTATION [Modelling, writing…]
information?]
NEAR TRANSFER VS. FAR TRANSFER
NEAR TRANSFER VS. FAR TRANSFER
CULMINATING PERFORMANCE STANDARD VS. POWER
STANDARD OR LITERAL TRANSFER

• All these will be mapped-out with knowledge,

skills and attitude gained by SHS students from
JHS subjects that are also articulated with the
core subject. This approach helps enhance the
gained competencies of SHS from their JHS. This
mapping is done through the “W-I-W” MAP
TEMPLATE.
THE “W-I-W” MAP TEMPLATE
DOMAINS OF JHS SHS
LEARNING
MINIMUM BEYOND THE MINIMUM
Prerequisite Essential Target Exit Knowledge,
Knowledge, Skills & Knowledge, Skills & Skills & Attitude
Attitude Attitude [WILL BE ABLE TO…WHEN
[WAS ABLE TO…] [IS ABLE TO…] 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
 THE TOPICS OF UCSP IN THE CURRICULUM 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
PERFORMANCE STANDARD
Advocate how human
societies should adopt to
socio-cultural, political, and
economic changes
THE ESSENTIAL TOPICS OF UCSP
POWER
TARGETED TARGETED ESSENTIAL TOPICS
STANDARD
K Implement an K A. Starting Points for the
advocacy Understanding of
Identify new challenges campaign that Manifest awareness of 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 and change 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
Describe how human E. Cultural, Social and
A Political Institutions
societies adapt to new
challenges in the Form sound judgments F. Responding to Social
physical, social and and decisions that and Cultural Change
cultural environment express cultural
(resiliency) competence
 THE ESSENTIAL TOPICS OF UCSP
PERFORMANCE TASK 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
Learners should be
immediate response and create a related issues
able to relate
plan of action aimed at increasing Collaborate and coordinate with
changing social S
awareness, raise consciousness, relevant agents of institutions that
structures,
and provide recommendations to promote soci0-cultural and political Analyze global events in the
processes, and
address the problems (goal). The change context of the Philippine
systems in the
plan of action shall be used as basis society
A context of the
for initiating seminars and
contemporary global
advocacy campaigns (i.e. exhibit, Openness and responsiveness to the A
community
print and e-media (product) in your challenges accompanying socio-cultural
community (audience). Through Recognize the importance of
and political change social and ethical
your specific, manageable,
achievable, realistic and tangible responsibility addressing
(SMART) (Standard) plan of action, contemporary global issues
the community will be able to
respond to such concerns.
CLASSROOM INSTRUCTION DELIVERY ALIGNMENT

PART OF A TEACHING GUIDE

INTRODUCTION

MOTIVATION

INSTRUCTION / DELIVERY

PRACTICE

ENRICHMENT

EVALUATION
SAMPLE CIDAM
SAMPLE CIDAM
BLOOM’S REVISED TAXONOMY [RELATED VERBS]