GSCI 325 Reviewer (G1) be able to thrive in the world (Rich,

LESSON 1: The k to 12 Curriculum Framework 2014). Contextualizing the curriculum of

the students for meaningful learning
• Implementation of the K-12 Curriculum – poses challenges in enhancing teachers’
enhancement of the Teacher Education pedagogical skills as well as technological
curriculum of CHED. skills.
• Salient Features of K-12 Curriculum
considered in the teacher education 3. Building Proficiency (Mother-tongue
program – 21st century classroom. Based Multilingual Education)
- To be able to promote the child’s
Salient Features of the Curriculum dominant language and to use it as a
Through Integrating Technologies for language instruction, maximum use of
Teaching and Learning technological tools is highly encouraged.
- Currently, a lot of teachers are into
1. Strengthening Early Childhood developing learning materials to be able
Education (Universal Kindergarten) to implement the MTB-MLE program
- with the universal kindergarten program properly especially since there is a dearth
of the Department, every Filipino child is of printed and e-materials in the mother
expected to have access to early tongue of the students. Mother Tongue is
childhood education. This access can be used in instruction and learning materials
facilitated using technological tools that of other learning areas.
are readily available to the school for
teacher’s use. 4. Ensuring Integrated and Seamless
- The use of technology in kindergarten by Learning (Spiral Progression)
various schools is very evident in - Learning basic concepts that lead to a
teaching the kindergarten pupils the more complex and sophisticated version
alphabet, numbers, shapes, and colors of the general concepts entails TPACK:
through games, songs, and dances in Technological knowledge, pedagogical
their Mother Tongue. knowledge, and content knowledge.
Rediscovering concepts previously
2. Making the Curriculum Relevant to the presented as students go up in grade
Learners (Contextualization and level will be fully supported if all the areas
Enhancement) of specialization will be aided by
- Research shows that learners will value a technologies for teaching and learning.
curriculum that is relevant to their lives.
Students are often heard saying, “Do I 5. Gearing Up for the Future
need to know these to live a meaningful - The K to 12 Curriculum ensures college
life?” “How will I use this lesson in the readiness by aligning the core and
actual workplace?” “What is the applied courses to the College Readiness
relevance of this to me?” and so on. The Standard (CRS) and the new General
answer to the question of relevance is Education (GE) Curriculum. Hence, the k
vital to help the teachers think of some to 12 Curriculum focused on developing
ways by which they will be able to let appropriate Specialization Subjects for
their students realize that their daily Academic, Sports and Design, and
lessons are of good use to their personal Technological Livelihood Tracks.
well-being and to their professional
preparation. 6. Nurturing the Holistically Developed
- Sara Bernard (2010) stressed that Filipino (College and Livelihood
st
students need to have a personal Readiness, 21 Century Skills)
connection to the lesson material that - To nurture holistically developed
can be done through engaging them Filipinos, every K to 12 graduates is
emotionally or through connecting the expected to be ready to go into different
information with which they already paths higher education, employment, or
know. This she calls “Give it Context, and entrepreneurship. Every graduate is
Make it Count.” expected to be equipped with
- 21st century learners are expected to be information, media and technology skills,
demonstrating 21st century competencies learning and innovation skills, effective
such as collaboration, digital literacy, communication skills, and life and career
critical thinking, and problem solving to skills.
 is to emphasize that the identification of
The Birth of the Most Essential Learning MELCs is anchored on the prescribed
Competencies in the New Normal standards and not a departure from the
standards and not a departure from the
• 87% of the student population of the standards-based basic education
world (1.5 billion) have been affected by curriculum.
school closures (UNESCO, 2020).
• The Department of Education, through LESSON 2: Pedagogy Integration in Learning
the Bureau of Curriculum Development- Plans
Curriculum Standards Development
Division, has developed the Most • Teaching has been a challenging
Essential learning Competencies (MELCs) profession since knowledge has been
to address the challenges brought about expanding and essential skills have been
by the global pandemic. increasing and changing. With these
• In determining the criteria for the challenges, teachers need to engage
selection of the most essential learning education technologies to assist them in
competencies, the Department in the teaching-learning process. Engaging
consultation with stakeholders, during educational technologies in teaching are
which descriptor ENDURAANCE was founded on principles and philosophies.
considered the primary determining
factor. Integrating Technology in Instruction
• A learning competency is considered
enduring if it remains with learners long 1. John Pisapia (1994)
after a test or unit of study is completed - Integrating technology with teaching
or if it is useful beyond a single test or means the use of learning technologies
unit of study. to introduce, reinforce, supplement, and
extend skills.
The Department then identified the MELCs - For example, if a teacher merely tells a
through the application of these student to read a book without
understandings: preparation for follow up activities that
put the book in pedagogical context, the
• As a general rule, a learning competency book is not integrated. In the same way,
is retained if it satisfies the endurance if the teacher uses the computer is not
criterion which greatly contributes to life- integrated.
long learning and is a pre-requisite skill
to the next grade level. 2. International Society for Teaching in
• On the other hand, two or more learning Education (ISTE)
competencies are merged or clustered if - Effective integration of technology is
they have the same objective or learning achieved when students are able to
intention; and thus, can be combined into select technology tools to help them
one comprehensive learning obtain information in a timely manner,
competency. In addition, a significant analyze and synthesize the information,
number of learning competencies is and present it professionally.
removed/dropped due to the following
reasons: 3. Margaret Lloyd (2005)
1. They are too specific (and the - ICT integration encompasses an integral
articulation is similar to that of a part of broader curriculum reforms which
learning objective; include both infra-instructional as well as
2. They are deemed appropriate to pedagogical considerations that are
be introduced in an earlier quarter changing continuously how learning
or grade level or moved to a later occurs but what is learned.
quarter of grade level;
3. They are recurring; and 4. Qiyun Wang and huay Lit Woo (2007)
4. They are subsumed in another - Integrating formation and
learning competency. Communication (ICT) into teaching and
• A learning competency is rephrased to be learning is a growing area that has
more concise. The content and attracted many educators’ efforts in
performance standards are directly lifted recent years.
from the curriculum guides. Its inclusion
 - Based on the scope of the content create, disseminate, store, and manage
covered, ICT integration can happen in information. These technologies include
three different areas: Curriculum, topic, hardware devices, software application,
and lesson. internet connectivity, broadcasting
technologies, and telephony.
5. Bernard Bahati (2010)
- The process of integrating ICT in 3. UNESCO (2020)
teaching and learning has to be done at - It (ICT) is a diverse set of technological
both pedagogical and technological levels tools and resources used to transmit,
with much emphasis put on pedagogy. store, create, share, or exchange
ICT integration into teaching and information. These technological tools
learning has to be underpinned by sound and resources include computers, the
pedagogical principles. Internet (website, blogs, and emails), live
broadcasting technologies (radio,
6. UNESCO (2005) television and webcasting), recorded
- ICT integration is not merely mastering broadcasting technologies (podcasting,
the hardware and software skills. audio, and video players and storage
Teachers need to realize how to organize devices) and telephony (fixed or mobile,
the classroom to structure the learning satellite, vision/video-conferencing, etc.)
tasks so that ICT resources become - UNESCO defines it also as scientific,
automatic and natural response to the technological and engineering discipline
requirements for learning environments and management technique used. ICT
in the same way as teachers use markers also refers to handling information, its
and whiteboards in the classroom. application and association with social,
economic, and cultural matters.
Information and Communication
Technology (ICT) 4. Ratheeswari (2018)
- ICT influence every aspect of human life.
Before you can successful integrate ICTS’s in They play salient roles in workplaces, in
your language instructions, there is a need to business, education and entertainment.
have a good grasp of what information and Moreover, many people recognize ICT s
Communication Technology (ICT) is all about. as catalysts for change that include
Specifically, there is a need also to determine change in working conditions, handling
the ICTs that are available for language and exchanging information, teaching
education. The following are the definitions of methods, learning approaches, scientific
ICTs from various sources: research and in accessing information
communication technologies. In this
1. Moursund (2005) digital era, ICT is important in the
- ICT includes all the full range of classroom for giving students
computer hardware, computer software, opportunities to learn and apply the
and telecommunication facilities. Thus, it required 21st century skills. ICT improves
includes computer devices ranging from teaching and learning and helps teachers
handheld calculators to multimillion perform their role as creators of
worth supercomputers. It includes the pedagogical environment. ICT helps a
full range of display and project devices teacher to present his/her teaching
used to view computer outputs. It attractively and enables learner to learn
includes local area networks and wide at any level of an education program.
area networks that will allow computer
systems in people to communicate with Conversational Framework of Laurillard
each other. It includes digital cameras, (2002)
computer games, CD’s, DVD’s’ cell
telephones, telecommunications The teaching-learning process poses very
satellites, and fiber optics. It includes complex tasks to allow learners to understand
computerizes machinery and their lessons and master the skills are expected
computerized robots. to demonstrate. Thus, it will be reassuring if
teachers will explore on engaging various media
2.Tialo (2009) to support various learning activities in
- ICT is a diverse set of technological tools classrooms. This is how the Conversational
and resources used to communicate, Framework (Laurillard, 2002). The framework
postulates a way of presenting teaching and Pedagogy often refers to the teaching
learning in terms of events. These are five (5) strategies or techniques used to deliver
key teaching and learning events in framework lessons and to allow learners to
which are identified as: acquisition; discovery; demonstrate competencies.
dialogue; practice; and creation. • Social Interaction activities as one of the
elements in the framework are crucial.
Through these, learners will acquire and
develop knowledge and skills that are
important for them to live and work in
various communities. To engage the
learners in the teaching-learning process
fully and meaningfully, the social design
of the ICT-based learning environment
needs to deliver a secure and
comfortable space.
• The third element of the framework is the
technological component that generally
uses computers to support various
learning activities. Through the use of
computers, various teaching modes may
happen.
• In 21st century classrooms, the three
components are needed in an ICT-based
learning environment. Due to the advent
of technologies which are fundamental
Teaching and Learning Events and requirements in ICT-pedagogy
Associated Media Forms: Czerniewics & integration, the challenge among
Brown (2005) adapted from Laurillard learning institutions is to provide support
(2002) for the integration to happen.
• The successful integration of ICT into the
Laurillard’s Conversational Framework (LCF) is learning environment will depend on the
relevant in the field of language education since ability of teachers to structure learning in
this field requires appropriate and complex use new ways, to merge technology
of various technologies. The framework clearly appropriately with a pedagogy, develop
presents the way teaching events in language socially active classrooms, and
classrooms can be thoroughly related to their encourage cooperative interaction and
language learning events. This is more effective collaborative learning and group.
in Blended Learning than in Face-to-face context
in terms of developing the learners’ skills in
forming wh-questions.

Three Fundamental Elements of ICT

Integration by Wang (2008)

Wang in 2008 posited the integration of ICT

consists of three fundamental elements such as
pedagogy, social interaction, and technology.

Reading ICT-Integrated Lesson Plans

Using IDEA Lesson Exemplar Format – the
New Normal Way Learning Plan in the
New Normal

• The ICT Integration Framework of Wang • Before the pandemic, teachers in public
can be fully maximized in developing and private elementary and secondary
learning plans for language learning. schools had been using the 4As format in
 crafting their Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP). This format
entails Activity, Analysis, Abstraction, and
Application.
• Now that we are in the new normal, a lot
of things have changes in the educational
system brought about by the pandemic.
One of the salient changes is the
preparation of the DLL/DLP of teachers.
To better facilitate the teaching-learning
process today, teacher is now required to
craft their DLL/DLP using the IDEA
Lesson Exemplar format as prescribed by
the Department of Education.

• This exemplar includes the following:

➢ Introduction – the I phase
➢ Development – the D Phase
➢ Engagement – E Phase
➢ Assimilation – the A Phase

• The IDEA instructional process design is

an abridge and refined format. All parts
of the original DLL/DLP are subsumed in
PIVOT 4A lesson exemplars.