Tle
Tle
Tle
TEACHERS GUIDE
K to 12 BASIC EDUCATION CURRICULUM
BACKGROUND INFORMATION
The Overall Goal of the K to 12 Curriculum The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21stcentury skills who is adequately prepared for work, entrepreneurship, middle level skills development and higher education. The overarching goal of the K to 12 curriculum, tells you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE.
TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values and life skills. K to 12 TLE is one that 1. is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills; 2. equips students with skills for lifelong learning; and 3. is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students, after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of AgriFishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology. TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teaching-learning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills and values.
NEW FEATURE ON THE TEACHING OF TLE Whats new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning outcomes and performance criteria stated on the Training Regulations (TR) from Technical Education and Skills Development Authority (TESDA). They are TR-based.
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.
Students choice of TLE specialization begins in Grade 9. After having been exposed to an array of TLE courses during the exploratory phase in the first two years, the student will be most benefited, if in Grades 10, 11, or 12 he/she continues with a TLE course in which he/she already has a COC. In that way, he/she will get an NC faster.
ABOUT THE LEARNING MODULE 1. Design of the Module a. The Module is designed to be a teacher-assisted learning kit or a selflearning kit on competencies that a Grade 7 TLE ought to possess. It explores the course on Aquaculture which helps your student earn a Certificate of Competency in Grade 9 which leads to a National Certificate Level I / II (NCI / II) in Grades 10, 11 or 12.
b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following: Learning Outcomes Performance Standards Materials/Resources Definition of Terms What Do You Already Know? What Do You Need to Know? How Much Have You Learned? How Do You Apply What You Learned? What Is Your Score? References There are some TLE Modules which have a section on How Do You Extend Your Learning? This section is meant for enrichment. It is usually given as an assignment for not everything can be taught and done in the classroom given the limited time.
C. The Self-check given after the pretest and information sheet/s can also serve as the posttest of the lesson.
THE PARTS OF EACH LESSON AND DESCRIBE WHAT YOUR STUDENTS- AS WELL AS YOUR TASKS ARE.
Part of the Lesson Students Task Teachers Task
1. Learning outcomes are what your TLE student is supposed to know and be able to do after using the module. Since our TLE courses are TR-based, all learning outcomes are lifted from the TESDA TR.
Students acquaint themselves with the learning outcomes and performance standards and make them their personal goals.
You introduce the learning outcomes to your students and make sure that they understand them and make these learning targets their own.
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In the Curriculum Guide (the matrix which contains Content Standard, Performance Standard, Learning Competencies, Projects/Activities, Assessment, Duration), the identified Learning Outcomes are written in the column of Learning Competencies.
Part of the Lesson 2. Performance Standards are referred to as performance criteria in the TESDA TR. They are more specific descriptions of the students behavior that serve as evidence that the expected learning outcomes have been realized with the expected level of proficiency or in accordance with established standards.
Students Task Students clearly understand the performance standards and make them their own learning goals.
Teachers Task You introduce the performance standards to your students and make sure that they understand them and make these performance standards their own.
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The learning outcomes and performance standards set the direction of your lessons. These are what you should teach and, in turn, what you should assess. They are identified and are written for you in the Curriculum Guide.
Students Task
Teachers Task
Materials/Resources and References To teach effectively, you need materials and references. Materials may include equipment, hand tools or consumables. The references are the books, magazines, articles, websites you yourself and your students will read or refer to in order to gain greater understanding of the lesson. They are either in soft copy or hard copy.
Get to know the Prepare the materials you need materials. They are in advance. For gadget, tool or equipment, it is always wise to part of the Lesson. prepare, check and try them in advance to ensure that they By all means, read function when you use them. As the references for the saying goes forewarned is lesson mastery. forearmed. Be resourceful in the preparation of materials. You are strongly encouraged to use appropriate local materials as substitute for listed materials that are not available.
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For effective teaching, your lesson preparation should include reading the list of references. Do not limit yourself to the list of references. If you discover good reference material/s, add to the list of references. Introduce the references to your students. Motivate them to read these references as they go through the module for mastery of the lesson.
Students Task
Refer to the definition of terms for greater understanding of the lesson.
Teachers Task
Remind your students to refer to the definition of terms and acronyms for clearer understanding of the lesson.
Part of the Lesson 5. The section What Do You Already Know is intended to determine entry knowledge and skills of your students to find out if you have to teach the lesson, teach some parts of the lesson or skip it entirely because your students already know it. This is done by way of a pretest.
Teachers Task
test Tell your students to accomplish the pretest. Ask your students to use a separate sheet of paper for their answers. Explain that the Check answers purpose of the pretest is to find out how against the answer much they already know about the lesson in key provided. order to determine your next steps. It is, therefore, necessary that they take the test honestly, if they want to learn or want to be helped. Make it clear to them that their scores will not be recorded for grading purposes and will not be taken against them.
Continuation
If you find out that your students already know what you are about to teach, logic dictates that you do not need to teach it anymore. You may as well proceed to the next lesson. If, however, you find out that they do not yet know what you are about to teach, then by all means teach. Or if you discover that your students have some erroneous concepts, then teach and correct their misconceptions. To know what your students already know and do not yet know will guide you in adjusting your instruction. This means that you always start your lesson presentation with the results of the pretest because you are going to teach them what they do not yet know and correct whatever wrong concepts they have at the beginning of the lesson.
Students Task
Read and understand the Information Sheet/s and /or Operation Sheet.
Teachers Task
Make sure students are engaged in reading the Information Sheet/Observation Sheet and in Be prepared For a answering the selfSelf-check which check. serves as a posttest. Give assistance to Correct answers by your students where referring to the needed. answer key.
Students Task
Do the Activity.
Teachers Task
Find a way to test real life application of what your To determine level of students have learned. performance, use the scoring rubrics or Do not hesitate to use ways of check answers determining how your students against the answer can apply learned facts and key, whichever is concepts which are more applicable authentic and realistic than that/those given in the Reflect on Module. assessment results. Reflect on assessment results. Use assessment results in planning the next steps for instruction.
Students Task
Teachers Task
Do the task assigned Motivate the outside class hours. students to do the task by making clear what the enrichment activity is about why it is given, how it is done, how it relates to the class lesson .
Reflection
It is a good habit to reflect on your teaching for the day what went well, what did not go well, why this activity went well with this group, why it didnt work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If you do this consistently, you will find your delivery improve substantially.
By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.
- Confucius