Applying taxonomies

Leadership in Applying
Taxonomies of Instructional
Objectives
By Genesis B. Napran, RGC

O
U
T
L
I
N
E
Introduction/Overview
Video Dep Ed
Secretary
K to 12 Curriculum
Assessment
FQA
Closure: A Dialogue
with the Lord

Sources :
Official Gazette of the Philippines
Deped website
INSET/others

Era They Were
Born
1900 – 1923 1923 – 1945 1946 – 1964 1965 – 1983 1984 - present
Leadership
Issue
Seniors Builders Boomers Busters Millennials
Worldview Manifest
destiny
Be grateful you
have a job
You owe me Relate to me Life is a
_______
Attitude to
Authority
Respect them Endure them Replace them Ignore them Choose them
Role to
Relationships
Long term Significant Limited Useful Central Global
Value Systems Traditional Conservative Self-based Media Shop around
Role of Career Loyalty Means for
living
Central focus Irritant A place to
serve
Schedules Responsible Mellow Frantic Aim it Volatile
Technology What’s that? Hope to outline
it
Master it Enjoy it Employ it
Market they
introduce
Commodities Goods Services Experience Transformation
View of Future Uncertain Seek to
stabilize
Create it Hopeless optimistic
Leadership
Issue
Era They Were
Born
Worldview
Attitude to
Authority
Role to
Relatioships
Value Systems
Role of Career
Schedules
Technology
Market they
introduce
View of Future

Rationale:
- Enhancing the quality of the basic education in the Philippines is
urgent and critical
- The poor quality of basic education is reflected in the low
achievement of scores of Filipino students (included in the
national test)
- He congested curriculum partly explains the present state of
education
- The quality of education is reflected in the inadequate
preparation of high school graduates for the world of work or
entrepreneur or higher education
- Most graduates are too young to enter into labor force
- The current system also reinforces the misperception that basic
education is just a preparatory step for higher education.
- Filipino graduates are not automatically recognized as
professionals abroad
- The short basic education program affects the human
development of the Filipino children.

Our Filipino students should
prepare for adult life by
studying subjects that suit
their talents, passions, and
aspirations and enable them
to contribute to the
sustainable future of our
country and the world.

More Questions
Are our Filipino Learners:
• Critical thinkers?
• Problem solvers?
• Good Communicators?
• Values-driven?
• ICT savvy?
• Flexible and adaptable?
• Innovative and creative?
• Globally competent and competitive?
• Environmentally literate?

PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media, GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School

PHILOSOPHICAL
and LEGAL BASIS
• The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA

NATURE OF THE LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple intelligences,
learning styles
•Constructor of knowledge and active
maker of meaning not a passive
recipient of information
NEEDS OF THE LEARNER
• Life skills
• Self-actualization
• Preparation for the world of work,
entrepreneurship, higher education

NEEDS OF NATIONAL and GLOBAL
COMMUNITY
•Poverty reduction and human
development
•Strengthening the moral fiber of the
Filipino people
•Development of a strong sense of
nationalism
•Development of productive citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development

MONITORING and EVALUATION SYSTEM

DepED IS GLOBALLY RECOGNIZED
FOR THE DEVELOPMENT OF
FUNCTIONALLY LITERATE AND
GOD-LOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF
SOCIAL JUSTICE, UNITY, FREEDOM
AND PROSPERITY
DepEd’s VISION

PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY
THE FOUNDATION FOR
LIFELONG LEARNING SELF-
ACTULIZATION NEEDED FOR
EFFECTIVE CITIZENSHIP AT THE
LOCAL, NATIONAL AND GLOBAL
LEVELS
DepEd’s MISSION

FUNCTIONALLY
LITERATE AND
HOLISTICALLY
DEVELOPED
FILIPINO
OVERALL GOAL

POSSESSE
S A
HEALTHY
MIND AND
BODY
HAS SOLID
MORAL AND
SPIRITUAL
GROUNDING
DESIRED
OUTCOMES
HAS ESSENTIAL
KNOWLEDGE ,
SKILLS TO
CONTINUOUSLY
DEVELOP
HIMSELF/HER
SELF TO THE
FULLEST
ENGAGES IN
CRITICAL
THINKING
AND
CREATIVE
PROBLEM
SOLVING
CONTRIBUTE
TO THE
DEVELOPMEN
T OF A
PROGRESSIV
E, JUST AND
HUMANE
SOCIETY
IS PROUD TO
BE A FILIPINO
APPRECIATES
THE BEAUTY
OF THE WORLD
AROUND
HIM/HER AND
CARES FOR
THE
ENVIRONMENT
FOR A
SUSTAINABLE
FUTURE

Guiding
Principles and
Features of K-12
Curriculum

CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES

CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS

KNOWLEDGE and
UNDERSTANDING
ESSENTIAL
SKILLS
ATTITUDES AND
VALUES
LEARNING DOMAINS

• INTEGRATIVE
• REFLECTIVE
• COLLABORATIV
E
• CONSTRUCTIVIS
T
• INQUIRY-BASED
PEDAGOGICAL
APPROACHES

Elements of the K to 12 Program
1 Constructivist
2 Develops 21st Century Skills
3 Localization and Contextualization
4 Kindergarten
5 Learning Standards
6 Classroom Assessment
7 Senior High School
8 Learner- centered curriculum

Time-based Outcome-based
Fragmented
curriculum
Integrated and
interdisciplinary
curriculum

Focus:
memorization of
discrete facts
Focus: What
students know, can
do and are like
after all the details
are forgotten
Lessons focus on
the lower level of
Bloom’s Taxonomy
Learning is
designed on upper
levels of Bloom’s
and the updated
Bloom’s Digital
Taxonomy

Diversity in
students is
ignored
Curriculum and
instruction
address student
diversity
Literacy in the
3R’s – Reading,
Writing and
Math
Multiple
literacies of the
21st Century-
aligned to living
and working in a
globalized new
millennium

Textbook-driven
Limited access
to information
and knowledge
Research-driven
infinite access to
materials/
sources
(information and
knowledge
multiple)
Passive learning Active learning

Learners work in
isolation
Learners work
collaboratively
with classmates
and others around
the world-the
global classroom
Teacher-centered-
teacher is center of
attention and
provider of
information
Learner-centered –
teacher is
facilitator/coach

Low expectations High expectations-
“if it isn’t good, it
isn’t done.”
Curriculum is
irrelevant and
meaningless to the
students
Curriculum is
connected to
student’s interests,
experiences,
talents and the
real world
(community
engagement)

Print is the primary
vehicle of learning
and assessing
Performances,
projects and
multiple forms of
media are used for
learning and
assessment
Teacher as judge.
No one else sees
students work
Self, peer and
other assessments
(public audiences..
Authentic
assessments)

Factory model,
based upon the
needs of employers
for the industrial
age of the 19th
century
Global model,
based upon the
needs of a
globalized, high-
tech society
Goal- to master
content knowledge
(literature, history,
science)
Goal – to learn
skills and
strategies (access,
analyze, evaluate,
create) to solve
problems

Conceptual
learning on
individual basis
Project-based
learning on
team basis

K-12BasicEducationProgram
Batang K-12, Handa saTrabaho o Kolehiyo, Handa sa Mundo

Continuum form K to 12 Last two years should not be
seen as separate and additional
but just an expansion
No need to reinvent the wheel or start from
scratch. Use the same competencies as
present 10 year curriculum just expand it to
12 years.
•No need to add subjects in basic areas,
math, science, English, and reading
•Reduce the number of subjects per year
and increase minutes in basic areas to
improve mastery
Every K12 graduate must be prepared for a
world of work and higher education
• does not rule out electives or
specialized curricula
•STREAMING- 11/12 is specifically to
prepare for EITHER work(techvoc) or HE

CLASSROOM
ASSESSMENT
in the K TO
12 BEP

Is the
Government
READY?

YES.
But it needs the
support of all its
stakeholders to
make it happen!

What’s In It For
Me?

TEACHERS’
CONCERNS

1. Will teachers have
additional work load?

No additional work.
Magna Carta: 6 hours
of actual teaching and
2 hours related
jobs/activities focus
on subject
specialization

2. How will DepED prepare
teachers in handling the
enhanced curriculum?

Teacher training coordination
with CHED to align pre-service
education
Pilot testing to prepare teachers
and refine instruction

3. How will the resource
gaps be addressed?

Shortage of teachers,
classrooms, seats,
textbooks to be addressed
even before the
implementation of the
additional grades/years

Partnership, networking
with LGUs, NGOs to
meet the required
resources

“I think the ideal scenario in
education should have at least close to 20%
of the National Budget compared to the
current level of 12.6 % . DepEd remains
confident in government’s ability to fund K-
12 and it is equally confident with its own
ability to secure partnership that would
allow the department to share the financial
burden the added two years will entail.”
Education Magazine
Jan-Feb., 2011
The K-12 Program and the Need to Develop
Philippine competitiveness
Br. Armin A. Luistro.
Secretary
Department of Education

STUDENTS’
CONCERNS

1. Will there be more
school work?

No.
You will have
lighter school work
because more time
will be given to
focus on each
subject

2. Will this mean, I will have to
wait for 2 more years to
graduate and be employed?

Yes.
But after the 12 years you will be
more ready to get a better job,
start your own business or
continue your college life

LGU’S CONCERNS

1. How are we affected
with the program?

We will need your
continuous support to
address the resource gaps
in the educational system.

2. Why is there a need for
our support?

We cannot do this
responsibility alone. We
need YOU as partners in
shaping the lives of
future leaders.

3. What profit will we get
from the Program?

K-12 is the key to the
development of
Philippine Economy.

PARENTS’ CONCERNS

1. Will this mean
additional years of
expenditure in terms of
daily allowances?
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo

Yes
But the amount that you
will invest for your child
in two years is equal to
decent/legal jobs and
successful business
Batang K-12, Handa saTrabaho o Kolehiyo, HandasaMundo

2. Does this mean my
child will have delayed
completion of basic
education and will take
him/her longer time
before he/she can be
employed?

The curriculum is aligned to the
business and industry needs
(Key Employment driven for
2011-2020)
DOLE Project Job
Fit 2020 vision

Industry Prospects
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led
agribusiness
2. Infrastructure (roads and highways, logistics,
physical infrastructure projects
3. Tourism (diving edge)
4. Medical Tourism
5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)

Industry Prospects
6. BPOs (35% annual growth, $13 billion in
revenues in 2010)
7. Investment in ICT
8. Real estate (BPOs investing in office space,
growth in domestic and international
tourism0;
9. Shipbuilding (exports of ships to the US,
Mexico, and Norway); and
10. Long term demand for OFWs

Key
Employment
Generators
(KEG)

1. Agribusiness
2. Cyberservices
3. Health and Wellness
4. Hotel, Restaurant and Tourism
5. Mining
6. construction
7. Banking and finance
8. Manufacturing
9. Ownership Dwellings and Real Estate
10. Transport and Logistics
11. Wholesale and Retail Trade
12. Overseas Employment

Emerging Industries
•Renewable Energy
•Power and Utilities
•Diversified Farming and Fishing
•Creative Industries

3. Are you telling us not
to bring our children
to college?

No.
College education is a priority.
K-12 is preparation for college.
DepED is continuously
coordinating with CHED and
TESDA to possibly condense
some courses to 3 years the
least.

Education is an investment to a
better future. Though it means
we, as parents, need to spend at
least more, every peso that we
spend will mean a decent/legal
job or successful life.

Change does not necessarily
assure progress, but progress
requires change. Education is
essential to change, for education
creates new wants and the ability
to satisfy them.
-Henry S. Commager

PROPOSED
ROADMAP FOR
THE K-12
PHILIPPINE BASIC
EDUCATION
PROGRAM

Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum
Program
Core
Learning
Area
Speciali-
zation
Key Stage
Outcomes
General Academic Program
•Values Education
•Physical health & motor
dev’t
•Social & emotional
dev’t
•Cognitive dev’t
•Creative Arts
•Language & Readiness
for Reading & Writing
•Language, Literacy &
Communication
•Eng
•Fil
•Math
•Sibika at
Kultura
•MSEP
•Science &
Health
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at
Sibika
•MSEP
•EPP
•Edukasyong Pagpapakatao
•English
•Science
•Mathematics
•Filipino
•MSEP
•Social Studies
•Values Education
•TLE
•Aptitude test
Learning Domains
Development & mastery of
complex knowledge & skills;
dev’t of attitude & values
Exploratory stage of
career paths/choices
Development of knowledge, skills,
attitudes and values; mastery &
application of basic skill
Consolidation of knowledge & skills;
development of attitudes, values, aptitudes &
interest
•Adv English
•Adv Science
•Adv Math
•Adv Filipino
•Contemporary
Issues
(includes work,
ethic, business
ethics, etc.)
Special Program in:
-Arts
-Sports
-Journalism
-Engineering Science Education Program (ESEP)
-Mother Tongue & foreign Languages
-Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades Consolidation of
complex knowledge &
skills; dev’t of attitude &
values as a result of a
strong liberal education.
Adequate preparation
for the world of work,
entrepreneurship,
middle level skills dev’t
& higher education
NONENONENONE

Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curr.
Program
General Academic Program

Grade Level K 1 2 3
Core
LearningArea
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social & emotional
dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language, Literacy
& Communication
*MT
•English
•Filipino
•Math
•Science &
Health
•Araling Panlipunan
•MSEP

Grade Level 4 5 6
Core
LearningArea
•English
•Filipino
•Mathematics
•Science & Health
•MSEP
•EPP
•Edukasyong Pagpapakatao

Grade
Level
7 8
Core
LearningArea •English
•Science
•Mathematics
•Filipino
•MAPEH
•Values Education
•TLE

Grade
Level
7 8 9 10
Core
LearningArea •English
•Science
•Mathematics
•Filipino
•MAPEH
•Values Education
•TLE

Grade
Level
11 12
Core
LearningArea • English
• Science
• Math
• Filipino
• Contemporary Issues (includes
work ethic, business ethics, etc.)

Grade
Level
7 8 9 10 11 12
Specialization Exploratory
stage of career
paths/
choices
Special Program in:
- Arts
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & Foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades

Grade
Level
K 1 2 3
KeyStage
Outcomes
Development of knowledge,
skills, attitudes and values;
mastery & application of basic
skill

Grade
Level
4 5 6
KeyStage
Outcomes
Development & mastery of
complex knowledge &
skills; dev’t of attitude &
values

Grade
Level
7 8 9 10
KeyStage
Outcomes
Consolidation of knowledge,
strategies, and skills;
development of attitudes,
values, aptitudes & interests

Grade
Level
11 12
KeyStage
Outcomes
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education

Grade
Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum
Program
Core
Learning
Area
Speciali-
zation
Key Stage
Outcomes

1. Offer electives:
a. Advance College Courses, or
b. Vocational Skills, or
c. Entrepreneurship
2. Offer specialized curricula, such as
dance or sports program
1. Higher
Education
2. World of Work
3. General work
skills to
become
salesperson,
work in McDo,
office
secretary,
waiter, etc.
EXPAND 10 YEARS TO 12 YEARS
Math, Science, Soc. Science, Filipino, Reading, English

TECHNICAL
COURSES
e.g. computer
programming,
draftsmen
SKILLS
BASED
e.g. auto
mechanic,
hairdressing,
welding GRADE 6
GRADE 10
GRADE 12
EMPLOYMENT
• Office clerical work
• Entry level hotel
and restaurant
• Call Center
• Fast food industry
• Etc.
GED
General Education
Diploma
HRM
Commerce
Associate Degree
2 yrs: No GEC
Professional
+
1 year GEC
BS/BA Degree
3-4 years

When will it begin ?

School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum
Enhancement
Grade 1
Curriculum, Enhancement
Junior High School
Grade 7
2013-2014 Grade 2 Grade 8
2014-2015 Grade 3 Grade9
2015-2016 Grade 4 Grade10
2016-2017 Grade 5 Senior
HS/grade 11
2017-2018 Grade 6 Grade
HS/grade 12

This Time, Lets Do It
Yes, this time lets do this reform
TOGETHER….
this life-changing power
of K-12 can make a difference.
For our Filipino children and adults.
For our Country

END WITH
IT TAKES A VILLAGE TO RAISE A CHILD

“What is that in your hand? “The Lord asks.”
“An old rod,” Moses answers.
“Then, take that rod with which you shall do signs, and great
miracles will be accomplished,” says the Lord.
And Moses obeys the Lord, that what is told.
The Lord this time asks an educator. “What is in your hand?”
” Time, resources and abilities.”
“ What is that you are in?”
“A school,”answers the educator.
“Why are you there?” The Lord asks again.

“And who is that child?”
“The child is the future, and I am
the privileged worker who is
allowed to spend days with the
future. In this place I build love,
truth and justice. This is the place
that creates a structure that lasts
not only for a century but forever.”
The Lord smiles and gives the
educator the sign of blessings.

Finally the Lord in his tender voice said:
“Go and continue serving with
AREN’T YOU
GLAD TO BE
PRIVILEGED
WORKERS?
love,
understanding,
joy,
and optimism.”
hope

MABUHAY AT
MARAMING
SALAMAT PO!

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