INSTRUCTIONAL LEADERSHIP THROUGH AN ALIGNMENT FRAMEWORK
DOCUMENTS FROM DEP ED:
1. SHS Program Outcomes 2. Curriculum Guide (CG) 3. Teaching Guide (TG) 4 Exits of Learners: 1. Produce all forms of texts 2. Systematically outcomes 3. Work comfortably 4. Communicate locally/globally 5. Interact meaningfully From the Curriculum Guide 1. Coached 2. Role in the implementation 3. Ensure Effective implementation Parts of Teaching Guide 1. Introduction 2. Motivation 3. Instruction/delivery 4. Practice 5. Enrichment 6. Evaluation CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM) I. Demands of Articulated subjects in Applied and New General Education Curriculum JHS – Prerequisite KSA SHS – Requisite KSA HEd NGEC – Target Exit KSA Knowledge – refers to mental skills Skills – manual or physical skills Attitude – refers to growth of students in feelings or emotional area 1. What to teach? (Curriculum Guide) Learning Standards - Content - Performance - Competencies 2. Why teach? Goal in teaching the subject in the subject in the grade level Nature of the subject Role of the subject in attaining the mission/vision/objectives of the school 3. How to assess and evaluate? Appropriate assessment and evaluation mechanism 4. How to teach? Appropriate teaching strategies CIDAM 1. Core subject description – Essential topics a. Necessary to present to students b. The knowledge, skills and attitude gained by the students from these topics shall help them: - Perform the performance task requires at the end of the semester - Prepare for the demands of courses in the NGEC should they proceed to college. 2. Culminating Performance Standard Articulate the core subject with applied and/or specialized subjects to ensure near and far transfer of student’s learning Content - Knowing – essential knowledge to acquire in order to carry out the performance task - Understanding – process of applying, analyzing or evaluating acquired essential knowledge being a 21st century learner and enrolled in any track - Doing – action to perform in order to transfer acquired essential knowledge to … Ensure preparation of students for HEd exit by articulating the core subject’s POWER STANDARD from a LITERAL TRANSFER - Power standard is derived from an analysis made on the articulation of the subject with the courses in the New General Education Curriculum. - Literal transfer – refers to intact knowledge of a student that is transferred to a new task. Power standard determines the appropriate literal transfer while culminating performance standard determines the appropriate performance task. Performance Task Design Process 1. Goal 2. Role or Responsibility 3. Audience 4. Situation or Scenario 5. Product or Performance 6. Standard or Expectation Revised Blooms Taxonomy (RBT) - Remembering - Understanding - Analyzing - Applying - Evaluating - Creating Knowledge – Creating Understanding – evaluating, analyzing Doing – understanding, applying, remembering 3. Teaching strategies 4. Assessment Techniques - Written works - Question and answer - Performance checks II. Teaching Guide 1. Components: Objectives Strategies Assessment Evaluation 2. Parts: Introduction – subject Motivation – real life situation Practice – questions Enrichment – examples and application Evaluation – written works and exercises Instruction/delivery – demo, lecture, simulation, hands on solution, application