Python Notes for mca i year students osmania university.docx
Faculty inset on curriculum
1. • ICT in Education
• Partnerships with Private
Sector/Industry
• Increase spending
for Basic Education
Teachers
• Teachers
benefits and
Welfare
• Pre-school
• Feeding
B A S I C
Elementary
ECE
DSWD
DOH
LGUs
• Training
• Certification
Program
Grade 1
Readiness
Test
ul um
• SBM
• Critical
learning
resources
• Hiring and
deployment
• BEC
• Tech Voc
• Food for
• English,
school
Science, Math
• Every Child a
• NAT
Reader
• NCAE
• Multi-Grade
• A&E
ri c
Cur
Scho
ols
Teacher Development
and Supply
Students
Governance
Vision: Functionally Literate Filipinos
• Distance and
alternative
learning
Special Education
College/
University
?
E D U C A T I O N
High School
CHED
Public Schools
Private Schools
Drop-outs
E
TP
S
GA
NCAE +
Counselling
Technical
Vocational
TESDA
Labor Force
Alternative Learning
Accreditation & Equivalency
Basic Education Framework
INDUS
TRY
2. Policies and Thrusts
2007-2010*
1.
2.
3.
4.
5.
Make quality basic education accessible to all.
Reduce the number of out-of-school youth and adults.
Leap frog the quality of basic education into global
standards (Basic Education Sector Reform Agenda or BESRA)
Increase spending for basic education from all possible
sources (public national + local, private sources, ODA)
Tighten system governance and enhance school-based
management.
2
* DepED Order 24, s. 2007
3. BESRA Key Result Areas
Key Result Thrust 1. Schools and SBM
Key Result Thrust 2. Teachers and their Development
Key Result Thrust 3. National Learning Strategies and Quality
Assurance & Accountability
Key Result Thrust 4. Early Childhood, Alternative Learning
and Private Education
Key Result Thrust 5. Institutional culture change of DepED,
modernization of finance, technological,
administrative environments
3
4.
5.
6. Topics
• Alignment of learning goals to learning approaches and
learning activities
• Assessment for Learning( Formative)
• Assessment of learning (Summative)
• Portfolio
• Grading system kK12
• Learning Principles
1. AMT 2. WHERETO
• Types of Learners ( IQ, Learning Modalities and Multiple
Intelligence)
7.
8.
9.
10.
11.
12. STRAND 4.4: Selects teaching
methods , learning activities and
instructional materials or resources
appropriate to learners and aligned
to the objectives of the lesson
REMY C. DATU
MT-1
JUSTINO SEVILLA HIGH SCHOOL
21. A Newer Look?
Evaluation
Synthesis
Lorin Anderson
and
David Krathwohl
Revised
Bloom’s
Taxonomy
McWilliams, 2009
Creating
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
22. Hey! What’s the Big Idea?
Jay McTighe
Grant Wiggins
Facets of
Understanding
McWilliams, 2009
23. What we typically
(incorrectly) do:
Identify content to be acquired
Without checking for
alignment
Brainstorm lessons to learn the content
Without checking for
alignment
Create an assessment to see if they
learned the content
33. WHERETO
W- How shall we help students know where they’re headed
and why they’re going there? Where is the unit/lesson
going? What is expected? In what ways will students be
evaluated?
H- How shall we hook and engage students’ interest through
thought-provoking experiences at the beginning of each
instructional episode?
34. WHERETO
E- What experiences shall we provide to help students
make their understandings real? How shall we equip
them for success throughout the unit or course?
R- How shall we cause students to reflect, revisit, revise,
and rethink?
E- How shall students express their understandings and
engage in meaningful self-evaluation?
35.
36.
37.
38.
39.
40. Beyond IQ
• Robert Sternberg
use of intellect rather than quantity
solving
analytical
practical
creative
of intelligence as problem-
Triarchic Theory!
41. STERNBERG’S INTELLIGENCES
PRACTICAL
CREATIVE
ANALYTICAL
An idea for assessing students according to
Sternberg’s intelligences would be to use the
following scenario:
Imagine you are driving with your parents and they
are listening to the radio. An interesting piece
comes on about something you do not know.
Asyou listen, you get more and more
interested. What do you want to know?
Do you want to know all the little details that go
into it?
Do you want to know how it is being used?
Do you want to know only enough information to
think of other things to do?
S tudents who choose the first question fall into
the analytic intelligence, the second
corresponds to practical and those who choose
the final question are the creative learners.
45. Researchers, have concluded
that in a classroom, the students
would be approximately:
25-30% visual
25-30% auditory
15% tactile/kinesthetic
25-30% mixed modalities
46. “Change has a considerable
“Change has a considerable
psychological impact to the human
psychological impact to the human
mind.
mind.
To the fearful it is threatening because
To the fearful it is threatening because
it means that things may get worse.
it means that things may get worse.
To the hopeful it is encouraging
To the hopeful it is encouraging
because things may get better.
because things may get better.
To the confident, it is inspiring
To the confident, it is inspiring
because the challenge exists to make
because the challenge exists to make
things better.”
things better.”
Anonymous
Anonymous
Editor's Notes
This is the Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; otherwise, the child undergoes the 8-week preschool education course.
Next is the 6 years of elementary education and the 4 years of high school education. Learning assessment takes place at Grade 6 and at Year 2. And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work.
Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools. Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test.
