Daily Lesson Log (DLL)

Reforms and Transitions in Basic Education in the Philippines Dina Ocampo Undersecretary for Curriculum and Instruction Department of Education 1

The Department of Education

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Department of Education Mission To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where: Students learn in a child-friendly, gender sensitive, safe and motivating environment; Teachers facilitate learning and constantly nurture every learner; Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen; and Family, community and other stakeholders are actively engaged and share responsibility for developing lifelong learners.

Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

Core Values • • • •

Maka-Diyos Makatao Makakalikasan Makabansa

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The Reforms

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Basic Education Planning Framework Goal: Goal: All Filipinos are able to realize their full potential and contribute meaningfully to building a cohesive nation Outcome: Holistically developed Filipinos with 21st Century skills ready for higher education, entrepreneurship and work Intermediate Outcomes: Learners are well-rounded, happy and smart Learners are in school and learning centers

Learners access programs responsive to their needs and consistent with their interests and aptitudes

Learners actively participate in a learner-friendly environment

Learners attain learning standards

Enabling Environment Education leaders and managers practice participative and inclusive mgt processes.

Investments in Basic Education provides learners with ideal learning environment

People, internal systems, and processes serve learners better through continuous improvement efforts

Key stakeholders actively collaborate to serve learners better

Basic Education Curricular Reforms Grade Level

1945-1957

1957-1972

1973-1989

2-2 Plan

Revised Secondary Education Program

1989-2001

Grades 11 and 12

2002-2011

2012-2018

Revised Basic Education Curriculum

K to 12 Basic Education Curriculum

Year IV Year III

• College Prep Curriculum • Vocational Curriculum

Year II

•Electives

New Secondary Education Curriculum (SEDIP)

Year I Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1

General Education Core Curriculum

1958-1982

1983-2001

Revised Elementary Education Curriculum

New Elementary School Curriculum SOUTELE basis of PRODED

2011- onward Kindergarten in the Public Schools

Kinder

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We are currently rolling out the enhanced curriculum for Gr 5 and Gr 11 Gr 12 Gr 11 Gr 10 Gr 9 Gr 8 Gr 7

Gr 6

Gr 5

Gr 4

Gr 3

Gr 2

Gr 1

K 2011

2012

2013

2014

2015

2016

2017

March 2024: 1st batch of learners who went through the full K to 12 Program will graduate. 7 March 2018: 1st batch of Gr 6 and Gr 12 under K to 12 will graduate.

Curriculum Reforms 1. Mother Tongue Based-Multilingual Education 2. Coding of Competencies 3. Senior High School

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The K to 12 Philippine Basic Education Curriculum Framework Holistically Developed Filipino with 21st Century Skills Being and Becoming a Whole Person SKILLS Information, Media, and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills

LEARNING AREAS Language Technology and Livelihood Education (TLE) Mathematics and Science Arts and Humanities Social Science

Curriculum Support System

Teachers

Materials, Facilities, and Equipment

ICT Environment

Assessment

School Leadership and Management

Schools Divisions Technical Assistance

Monitoring and Evaluation System

CommunityIndustry Relevance and Partnerships

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Basic Education Program Kinder to Grade 6

Elementary

Junior High School

Grades 7 to 8 (Exploratory TLE)

Grades 9 to 10 (Specialized TLE)

Tracks Applied Track Subjects

Senior High School

Core Subjects

Academic Track o General Academic Strand o STEM o ABM o HUMSS o PreBaccalaureate Maritime

Technical Vocational Livelihood Track o Home Economics o Agri-Fishery o Industrial Arts o ICT o TVL Maritime

Sports Track

Arts & Design Track

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Literacy is a goal. • All children should be literate in the mother tongues by the end of Grade 1. • All children should be literate in Filipino by the end of Grade 2. • All children should be literate in English by the end of Grade 3.

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Multi-lingual Education Program 1. The child’s local language or mother tongue is used as the foundational language of education. 2. Children learn oral language in Filipino and English while they learn literacy in their dominant language. 3. Language mapping through the Learner Information System

Mother Tongue Based Multilingual Education

How do we measure impact • Tracking literacy development of the children in different languages using system assessment tools

• Observations in the classroom • Discussions with supervisors and teachers on the implementation of MTB-MLE • Visiting communities and discussing with them the education programs

The MTB-MLE program is taking root.

LAPG 17

National Performance of Grade 3 Pupils in the LAPG Overall (SY 2014-2015)

What is the performance of Grade Three Students in the 2015 LAPG? (Total Country, Region by cluster, and Division by cluster) Language

N

Akeanon

13395

Bikol

40996

Botolan Sambal Chavacano English Hiligaynon

811 24338 2340691 158718

Ibanag

3754

Ilokano

128159

Ivatan

432

Kapampangan

49225

Kinaray-a

40671

Maguindanaon

27473

Meranaw

31003

Pangasinan

34648

Sinugbuanong Binisaya Surigaonon

658637 14808

Tagalog

2340691

Tausug

23513

Waray

63266

Yakan

4492

Mean Percentage Score 62.26 59.43 53.66 57.78 63.77 68.60 55.71 72.70 69.56 71.88 69.72 69.16 71.90 62.13 68.19 84.67 70.18 58.82 78.59 70.09

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 1

Coding Legend Sample: H9S-IVg-h-34 LEGEND

First Entry

Uppercase Letter/s

SAMPLE

Learning Area and Strand/ Subject or Specialization Grade Level Domain/Content/ Component/ Topic

Health Grade 9 Prevention of Substance Use and Abuse

H9 S -

Roman Numeral *Zero if no specific quarter

Quarter

Fourth Quarter

IV

Week

Week seven to eight

g-h

Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week

Arabic Number

Competency

Suggests healthy alternatives to cigarettes and alcohol to promote healthy lifestyle

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Sample Curriculum Guide (Math Grade 4)

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Senior High School, Finally!

7 Cs of the Senior High School Curriculum Community

Curriculum

Culture

Child

Career

Content Competencies

Choice

School Capability 22

Curriculum Exits

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Technical-Vocational-Livelihood Track TESDA Training Regulations-Based Specializations HE

ICT

1. Attractions and Theme Parks (NC II) 2. Beauty/Nail Care (NC II) 3. Bread and Pastry Production (NC II) 4. Caregiving (NC II) 5. Cookery (NC II) 6. Dressmaking (NC II) 7. Food and Beverage Services (NC II) 8. Front Office Services (NC II) 9. Hairdressing (NC II) 10. Handicraft (Fashion Accessories and Paper Craft) 11. Handicraft (Needlecraft) 12. Handicraft (Leathercraft) 13. Handicraft (Woodcraft) 14. Housekeeping (NC II) 15. Local Guiding Services (NC II) 16. Tailoring (NC II) 17. Tourism Promotion Services (NC II) 18. Travel Services (NC II) 19. Wellness Massage (NC II)

1. Animation (NC II) 2. Computer Programming (.net Technology) (NC III) 3. Computer Programming (Java) (NC III) 4. Computer Programming (Oracle Database) (NC III) 5. Computer Systems Servicing (NC II) 6. Contact Center Services (NC II) 7. Illustration (NC II) 8. Medical Transcription (NC II) 9. Technical Drafting (NC II)

Agri-Fishery Arts

AGRICROP PRODUCTION 1. Agricultural Crops Production (NC I) 2. Agricultural Crops Production (NC II) 3. Landscape Installation and Maintenance (NC II) 4. Organic Agriculture (NC II) 5. Pest Management (NC II) 6. Rice Machinery Operation (NC II) ANIMAL PRODUCTION 1. Animal Production (Large Ruminants) (NC II) 2. Animal Production (PoultryChicken) (NC II) 3. Animal Production (Swine) (NC II) 4. Artifical Insemination (Large Ruminants) (NC II) 5. Artificial Insemination (Swine) (NC II) 6. Slaughtering Operations (Hog/Swine/Pig) (NC II) FISH PRODUCTION 1. Aquaculture (NC II) 2. Fish Capture (NC II) 3. Fish Wharf Operation (NC I) 4. Food Processing (NC II) DEPARTMENT OF EDUCATION

Industrial Arts 1. Automotive Servicing (NC I) 2. Carpentry (NC II) 3. Domestic Refrigeration and Air-Conditioning (DOMRAC) Servicing (NC II) 4. Electrical Installation and Maintenance (NC II) 5. Electronic Products Assembly and Servicing (NC II) 6. Masonry (NC II) 7. Plumbing (NC I) 8. Plumbing (NC II) 9. Shielded Metal Arc Welding (NC I) 10. Shielded Metal Arc Welding (NC II) 11. Tile Setting (NC II)

Each subject will have 80 hours per semester. 24

Assessment Reforms 1. Assessment Frameworks that articulate what are essential 2. The Assessment Cube

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Assessment Frameworks System Assessment

Policy Guidelines on System Assessment in the K to 12 Basic Education Program

National Assessment of Student Learning

Policy Guidelines on the National Assessment of Student Learning (DepEd Order 55, s. 2016)

Teachers and Supervisors Assessment

Policy Guidelines on Teacher Assessment for the K to 12 Basic Education Program

Classroom Assessment

1. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (DepEd Order 8, s. 2015) 2. Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program (DepEd Order 36, s. 2016) 27

Assessments

CARE

Informal Education Programs A & E Elementary

ECCD Early Assessment and Intervention Programs

Assessment and Intervention Programs

Hospital/ Institutional Care/ Home Care Programs


System Evaluation

Basic Literacy Programs Informal Education Programs A & E JHS



System Evaluation

TVL SHS

?


Higher Education Admissions to Higher Education

Middle Skills Development Entry Assessment for Work Skills

(where applicable)

Basic Literacy Programs

Integrated Programs

Arts and Design SHS

Beyond DepEd

Exit Assessment from Basic Education National Certificate Assessments

?

Integrated Programs

Grades 7 to 10 Grades 11 and 12 Entry Regular JHS GAS SHS Requirements JHS with HUMSS SHS for Senior Special Programs High School ABM SHS Science Tracks/ STEM SHS Strands High Schools Sports SHS Tech-Voc JHS

Interest Assessment

ECCD Programs

School Entry Assessments

MLE-Based Assessment (Grade 3)

Kinder to Grade 6 Entry Regular Requirements Elementary for Special Programs Programs Multigrade Elementary Program

Elementary Exit Assessment

SPED

NON-FORMAL

FORMAL

ECCD

Work Hiring processes for work readiness

Continuing Education Program Specific Assessments


System Evaluation

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Curriculum Exits and Corresponding Exits

1. Exit 1. Assessment from Basic 2. Education 2. Program Specific Assessments

National Certificate Entry Assessment for Work Skills

Entry Assessment for Work Skills

DEPARTMENT OF EDUCATION

National Certificate 29

Essential Skills

ASSESSMENT

CURRICULUM (Formal and Alternative Learning System)

(Formal and Alternative Learning System)

Essential Skills connect curriculum and assessment in both Formal and Alternative Learning Systems.

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Communication

1.

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

Responding to others (responding to questions, responding with non-verbal cues) Tailoring communication to your audience (being aware of the context, being able to adapt Interacting with others (responding to others, negotiating) Working within a team (participating, generating new ideas) Planning and coordination (identifying common goal, generating plan) Taking another perspective (understanding the views of others, valuing individual contribution, adjusting comm to context)

Interacting with others

Life and Career 1. Civic Literacy and Citizenship (human rights and responsibilities, cultural diversity, national identity) 2. Leadership and Management (flexibility and adaptability, leadership and responsibility) 3. Personal and Social Development (initiative and direction, stress management, interpersonal skills [planning and coordination]) 4. Entrepreneurship (productivity and accountability)

Essential Skills

1. Perspective taking (understanding and respecting views of others, valuing individual communication, tailoring of communication 2. Working with diverse teams (shared responsibility) 3. Can use information for collaboration 4. Apply basic understanding of legal and ethical practices, etc. 5. Ability to manage info (can communicate info) 6. Ability to obtain info from ICT media (can interpret massages from various media) 7. Can identify types of info

Learning and Innovation and Communication Skills 1. Analyzing perspectives 2. Reflecting based on feedback from others 3. Implement alternative procedure/solutions to a problem 4. Adapting or modifying plans and output

1. 2. 3. 4.

Monitoring Team (Reflecting) Communicating for a range of purposes Can identify needed information Ability to use information (critical thinking, oral and written expression)

Learning and Innovation, Communication Skills and Life and Career Skills 1. Adapting or modifying 2. Evaluate and implement alternative solutions to a problem 3. Decision making (reflecting on choices based on feedback from others) 4. Using types or forms of comm (using written media)

1. Design an investigation to solve the problem 2. Execute strategy or method 3. Interpreting and analyzing outcomes (C&E) 4. Relating principles to global problems 5. Verifying solutions 6. Decision making (exploring options)

Learning and Innovation

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

1. Make inferences from gathered data 2. Decision making (gathering info to inform decisions, using evidence or applying knowledge and info to make choices, identifying sources to support, justify and generate explanation) 3. Ability to manage info (can organize info in logical manner for easy retrieval)

Thinking creatively (visualizing) Working creatively (individually or with others) [creating for specific purpose, using creativity to improve existing materials] Creating using a variety of methods (modeling) Awareness of local invention, creativity and innovation from the past Categorizing and classifying info Exploring

1. Listening to others (can interpret messages Information, from various media) 2. Using types or forms of comm (using oral Media and comm, using technology) Technology 3. Interacting with others (sharing responsibility) 1. Can conduct 4. Monitoring self and team (can use info for basic searches collaboration) and queries 5. Can communicate info using search 6. Apply basic understanding of legal and engines (e.g. ethical practices (cite sources, secure Google) permission, sensitivity to cultural practices, 2. Can interpret etc. 7. Can use technology for comm and collab messages from 1. Ability to discriminate data and information sources (can discriminate info according to context, relevance, reliability of source [integrity], accuracy) 2. Can use information for evidence 3. Listening to others (deciphering meaning, interpret messages from various media 4. Responding to others (asking for clarification) 5. Asking for clarification (formulate and identify questions to establish further info) 6. Using types or forms of comm (create written works) 7. Monitoring self and team (reflect on the team process 8. Working creatively (individually or with others) [creating for expression] 9. Creating using a variety of tools (create written works, creating videos) 10. Formulate and identify questions to establish further info 11. Can identify types of info 12. can use info for evidence 13. Can create videos, songs, application, designs, models 14. Can write blogs, illustrate designs 1. Creating using a variety of tools (create drawings, paintings, sculptures, etc. 2. Creating using a variety of methods (constructing, designing) 3. Implementing innovations (innovate with technology) 4. Use technology to gather info 5. Interpret messages from various media 6. Judge relevance of info 7. Refine ill-defined questions 8. Use technology to organize info 9. Identifying sources to support, justify and generate explanation 10. Make inferences from gathered info 11. Can identify possible sources 12. Can gather or retrieve info 13. Can discriminate info according to context, relevance, reliability of source (integrity, accuracy) 14. Can organize info in logical manner for easy retrieval 15. Can use technology for innovation

7. 8. 9.

Making a hypothesis Execute investigation to solve a problem Analyzing outcomes (cause and effect)

various media 3. Can identify appropriate ICT medium (e.g. applications) for a given task/topic 4. Can use technology to store and organize info for retrieval and use 5. Can use social media 6. Can understand basic concepts on use of ICT equipment 7. Can operate a computer and basic office software 8. Can operate various multimedia equipment 9. Can open basic applications for search and navigate

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Assessment Cube

Information, Media and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills Information, Media and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills Information, Media and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills Information, Media and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills

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Transition Mechanisms 1. 2. 3. 4.

Instruction and Pedagogies DepEd Computerization Package Databases a. Curriculum b. Tools and equipment Senior High School Planning

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Learning Action Cells (LACs)

Community practice with collaborative planning, problem-solving, and actionimplementation

Improved teacher’s content knowledge, pedagogical skills, assessment strategies, and professional ethics

Student learning and holistic development

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Daily Lesson Log (DLL)

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Daily Lesson Log (DLL)

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DepEd Computerization Package (DCP)

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Databases make things easier

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Sample Process in Secondary IdentifyingSchools Potential Senior Types of High Schools (Laguna) Laguna International Industrial Park 1

Nissan

Asia Brewery

Toyota Ford Philippines

Nestle Philippines

Light Industry Science Park 1 Silangan Industrial Park Universal Robina Corp

Honda Cars Light Industry Science 40 Park 2

Sample DepEd SHS Maps: Albay Division

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Narratives that tell us that the reforms really taking place. 42

Story 1

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A Filipino Teacher in an Urban Community Jacqueline Ladera Master Teacher Marikina High School

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The Learning Environment

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The Use of ICT

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Story 2

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Inclusion Programs

Muslim Education Indigenous Peoples Education

1.2 Muslim Learners 353,932 Learners in ALIVE classes

2.4 Million Learners 48

A Filipino Teacher in an Indigenous Community Randy Halasan Principal Pegalongan Elementary School

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Going to the Matigsalog Tribe

Story 3

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SHS Enrolment Breakdown* • 1,537,606 SHS Enrollees • 801,622 Public School • 683,074 Private School • 52,910 SUC Student classification:

  

1,485,891 Grade 10 Completers 48,530 Balik-aral students 3,185 A&E Passers

*Data as of October 14, 2016

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Learning Action Cell Session Maritess San Agustin, principal of Marciano C. Rivera Elementary School in Bulacan, took the initiative to hold a LAC session on how to prepare science instructional materials using the science equipment that had just been delivered to her school.

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One School and their SHS Teachers’ Story “Hi Teach, when I visited a school in Camiguin (Yumbing National School) at the foot of Mt. Hibuk Hibuk, there are 2 SHS classes being held on what used to be a school bodega(old unfinished building). The construction of SHS building was still on-going. But I noticed how attentive and participative the learners were in the 1st class because of very good facilitating skills of the teacher. The class was interactive even the way the chairs were arranged encourages interaction. The teacher is Magna Cum Laude from Liceo Cagayan University. His name is Mark Palad.The second class was having a Pre-Calculus class but the learners were all smiling and enjoying. The teacher is Engr. Asis Cadalina, an ECE Board Exam Topnotcher (no. 10). In spite of poor and bare facilities, these 2 teachers chose to teach in SHS. They have proven that teachers are the single most important agent of successful learning.”

Sharing and Caring

In Iligan City, the principal of Maria Cristina National High School (MCNHS) had extra arm chairs. She gave these to Dalipuga National High School (DNHS) to augment their shortage. Because of MCNHS’s help, DNHS now has excess chairs as well. Dalipuga National High School is 17.8 km away from Maria Cristina National High School. 56









Maraming Salamat po! 58

Daily Lesson Log (DLL)

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