Curriculum, Instruction and

RELEVANT &
Assessment Policies and
RESPONSIVE
Initiatives
LEARNING DELIVERY
st
that Engage 21 Century
Learners
Presented by:
LORNA DIG DINO
Undersecretary for Curriculum and Instruction

April 23, 2019

Tanza , Cavite
 Curriculum, Instruction and
Assessment Policies and
What could a relevant & responsive
Initiatives
learning delivery stlook like?
that Engage 21 Century
Learners
Curriculum, Instruction and
Assessment Policies and
What could a transformed
Initiatives
learning delivery system look
that st
like?Engage 21 Century
Learners
ALIGN LEARNING DELIVERY TO:

Sustainable Development Goals (Goal 4) –

2030
Quality and Inclusive Education

Ambisyon Natin 2040

The Philippines shall be a country where all citizens are free from
hunger and poverty, have equal opportunities, enabled by fair and
just society that is governed with order and unity. A nation where
families live together, thriving in vibrant, culturally diverse, and
resilient communities.
ALIGN LEARNING DELIVERY TO:
Philippine Development Plan (PDP) 2017-
2022

Lifelong Learning Opportunities for All:

Reducing Inequalities in Human
Development
SLMB’s 10-point Agenda

Quality, Accessible, Relevant and

Liberating Education
 Alignment of Learning Delivery System
to the K-12 Over-All Goal,
DepEd VMVG, National and Global Goals
CENTRAL OFFICE Organizational Functions
 Set overall education agenda, directions and policies (basic reference: RA 9155)
 Formulate REGION OFFICE:
systems and  Set Regional agenda, directions and policies
standards for
 Localize DIVISION/DISTRICT OFFICE:
national adoption
curriculum  Implement education agenda and policies
 Perform
 Adapt to or adopt  Manage curriculum
investment implementation;
standards SCHOOL/LC
programming
 Manage  Provide Instructional  Take accountability for
 Articulate supervision learner outcomes
Quality
national  Implement the curriculum
Assurance  Build  Provide equitable opportunities
frameworks to
 Provide communities for all learners in the community
guide the  Create an environment
technical of schools
organization in conducive to teaching & learning
assistance to and LCs
the performance  Lead & manage school &
of its core functions Divisions  Give its resources
technical  Establish and manage
and the provision of  Manage program
assistance linkages with
support investment and stakeholders
equitable to schools/LCs
 Oversee quality
assurance and allocation of  Execute equitable distribution of resources
performance resources  Establish and manage partnerships
accountability  Establish and manage partnerships
 Build Partnerships
with GOs & NGOs
The K to 12 Philippine Basic Education Curriculum Framework

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System= LEARNING DELIVERY SYSTEM

Technical Relevance,
Materials, School Assistance, Community-
Teachers Quality Industry
Teaching – Assessment Facilities,, Leadership and
Learning Equipment, & ICT Management Assurance & Partnership
Evaluation s

Monitoring and Evaluation System

V.3 April 23, 2019
RELEVANT
RELEVANT&&RESPONSIVE
RESPONSIVE
Curriculum, Instruction and
Assessment Policies and
WHO WHAT
Initiatives
st
that Engage 21 Century
WHY
Learners WHERE
HOW
 RELEVANT
RELEVANT&&RESPONSIVE
RESPONSIVE
Curriculum,
NATURE OF Instruction
NEEDS OF and
THE
THE
Assessment LEARNER
Policies and
LEARNER Life skills
Initiatives
Has a body and Self-actualization
that Engage 21 Preparation
spirit, intellect, st Centuryfor the world of
free will, work, entrepreneurship,
Learners
emotions, higher education
multiple
intelligence, Constructor of knowledge and active
learning styles maker of meaning, not a passive recipient
of information
 RELEVANT & RESPONSIVE
RELEVANT & RESPONSIVE

Curriculum, Instruction and

Assessment Policies and
Initiatives
NEEDS OF NATIONAL st & GLOBAL COMMUNITY
that
 Poverty Engage
reduction and human21development
Century
 Strengthening the moral fiber of the Filipino people
Learners
 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 Exits

1. Visual and 1. Creativity and 1. Collaboration and 1. Flexibility and

information curiosity : interpersonal skills adaptability
literacies 2. Critical thinking 2. Personal, social and 2. Initiative and self-
2. Media literacy problem solving civic responsibility direction
skills 3. Interactive 3. Social and cross-
3. Basic, scientific,
economic and 3. Risk taking communication cultural skills
technological 4. Systems Thinking 4. Local, national, and 4. Productivity and
literacies and 5. Design thinking global orientation accountability
multicultural 5. Leadership and
literacy responsibility
4. Global awareness 6. Ethical, moral and
spiritual values
EXPERIENTIAL LEARNNG
 EXPERIENTIAL LEARNING FROM K -12:
Basic Science Integrated Higher Order
Processes Skills Thinking Skills

Formulating
Observing hypothesis
Asking Fair testing Critical thinking
questions - Identifying Creative thinking
Measuring variables Problem solving
Classifying - Controlling Decision making
Inferring variables
Finding patterns Collecting and (Real-life context)
Predicting organizing data
Communicating Interpreting data
Making
conclusions
Scientific Inquiry Skills STEM Literacy
Skills
ALL LEARNING DELIVERY SYSTEMS MUST OBSERVE the
Enhanced Basic Education Curriculum Standards &
Principles (Sec 8.3, RA 105 33, 2012)
1. Learner-centered, inclusive & developmentally appropriate

2. Relevant, responsive and research-based

3. Culture-sensitive
4. Contextualized and global
5. Use pedagogical approaches-constructivist, inquiry-based,
reflective, collaborative and integrative

6. Be flexible enough to enable and allow schools to localize,

indigenize and enhance the same based on their educational and
social contexts.
Every Learning Delivery System shall focus on
Engagement of the Learners in the
1. classroom/CLC: e.g. reading comprehension and
numeracy activities; inquiry- based science education;
problem -based learning;
project-based learning; minds on, hands on and hearts
on activities
2. school campus/CLC: scouting, showcase of talents,
arts, exhibits, science investigatory projects, sports
3. community: projects & activities responsive to
goals, aspirations, needs or solutions to community
problem
 Learning Delivery
I. Formal Learning Delivery System
A. Classroom based
1. face to face modality
2. ICT enabled
3. use of printed learning materials and
textbooks
4. enriched by online or off line digital
resources
5. fixed class program
B. ADMs /Flexible Learning Options
Definition & Objective

•Alternative Delivery Mode (ADM) – tried and

tested alternative
Curriculum, modalities
Instruction of
and education
delivery within the confines of the formal
Assessment
system that allowsPolicies
schoolsand
to deliver quality
education to
Initiativesmarginalized students and those
at risk of dropping out in order to help them
overcome personal, st
that Engage 21 social,Centuryand economic
constraints in their schooling
Learners
_Republic No. 10618 (An Act Establishing Rural Farm Schools as ADM of Secondary
Education and Appropriating Funds Therefor)
 Learning Delivery
B. Alternative delivery mode (ADM)/Flexible
Learning Options in the Formal System
1. Modular Learning e.g education in
emergencies or for learners in difficult
circumstances
a. use of modules in print and/ or
digital format
b. with classroom/web-
based/computer assisted summative
evaluation
Learning Delivery
B.
2. Home Education Program
a. enrolled in the school
b. home-based w community learning activities
including formative assessments
c. School-based periodical/summative evaluation
3. MISOSA
4. Open High School
5. Night School
a. classroom-based/face to face
b. blended: classroom-based with modular
learning print or off line or on line materials; School-
based periodical/summative evaluation
 Learning Delivery
B.
6. “Laiya Model” for SHS
a. core subjects are school-based
b. applied subjects integrated in the
specialization subjects
c. applied and specialization subjects
are industry-based

There is a room for more …

 Learning Delivery
II. Alternative Learning System(ALS)
A. Community Learning center /Classroom
based
1. face to face modality
2. ICT enabled
3. use of printed learning modules
4. enriched by use of online or off line
digital resources
5. flexible session arrangements
B. Independent Modular Learning
 ADM Implementation
Vision
ADM and
ALS are
available in
Where all schools
and
we are communities
to respond to
learners’
diverse
needs.
Curriculum, Instruction and
Assessment Policies and
Initiatives
st
that Engage 21 Century
Learners
 ALTERNATIVE DELIVERY MODE ROAD MAP
Contextualized ADM Modules
in 19 Languages
Finalized ADM Learning
Resources
ADM Learning Resources
Package
Inventory of ADM Learning
ADM Learning Resources for Implementatio
Resources
Special Programs
n of ADM in
Rural Farm School Curriculum Trained School Heads on ADM
all school for
Models for ADM SHS Implementation
Kuwaderno ng Ugnayan at Paaralan at all diverse
Implementing Guidelines for
Homeschool Program Paksa for Rural Farm Schools learners

2018 2019 2020 2021 2022

Updated Inventory of ADM

Learning Resources Finalized ADM Learning
ADM Learning Resources Resources for Special Programs
Standards ADM Learning Resources for
ADM Learning Resources Aligned Special Programs Package
to the Standards and K to 12
Finalized ADM Learning
Curriculum
Policy Guidelines on the Use of Resources for Special Programs
ADM Learning Resources/Rural
Implementation of Rural Farm
Farm Schools
ADM Manual of Implementation Schools
Implementation of
ADM Training Materials for Kindergarten Catch up
School Heads Program for ADM
Final Rural Farm Schools
Curriculum Implementation of ADM in all
Kindergarten Catch up Program School
for ADM
Materials for Kindergarten Catch up Program for ADM
February 2019 Version
 TRANSFORMATION
Goal 1: CI strategic direction 1: Ensure access
Category: Traditional New
Goals

I. Access Accepts enrollees Seeks and Accepts

learners

Offers a single Offers multiple

learning delivery learning delivery
model: face to face models: face to face,
FLOs: ADM/ ALS
 Transformation
Goal 2: CI Strategic Direction > Ensure relevance and responsiveness of
the k to 12 curriculum to industry 4.0
Category: Traditional New
Goals
II. Quality:
1. Student Teacher-Centered Learner-Centered
Learning
Focuses on grades, Brings out the best in every child;
on promotion learning more important; learning
to be good persons
Classroom –based, Enriched classroom-based formal
formal or ALS: face or ALS : ICT enabled; use of off
to face: printed line or online digital materials;
learning materials With campus and community
experiential, relevant and
responsive activities
Goal 2 and 3: Quality and Governance
CI Strategic Directions:
4.. Sustain and strengthen pro-active
Curriculum, Instruction and
engagement of stakeholders from planning to
Assessment
monitoring Policiesforand
and evaluation curriculum and
Instruction
Initiatives
5. Ensure
that provision
Engage 21of
st technical
Century assistance,
quality assurance, monitoring and evaluation
Learners
of program implementation across levels
6. Ensure competency building and technical
assistance to enhance performance
 Transformation
Goal 2: CI Strategic Direction > Ensure relevance and responsiveness of
the k to 12 curriculum to industry 4.0
Category: Traditional New
Goals

II. Quality:
2. Staff Sends teachers to More small LAC(Coaching and
Developme seminars; Mentoring)
nt conduct of school
or district wide More Nurturing and
LAC motivating for teachers to
grow and be the best that
they can be, to reach their
personal and professional
 Transformation
Goal 2: CI Strategic Direction 2Ensure relevance and responsiveness of the
k to 12 curriculum to industry 4.0
Category: Traditional New
Goals

II. Quality:

3. Tell teachers the Coaches the teachers and

Instruction good points and helps them figure out what
al what can be done improvements can be done
Leadershi to ensure learning and bring
p out the best in every child
Limited support in Provides more support in
terms of terms of instructional
instructional materials
materials
 Transformation
Category: Traditional New
Goals
III.
School Leaders’ traditional and new roles:
Governance
1. Perceives Perceives stakeholders
Stakeholders’ stakeholders with as partners in basic
Engagement limited participation education curriculum
mainly as donors delivery

2. Decision Decides singularly Decides with internal

Making based on perceptions and external
and assumptions stakeholders based on
What do young workers look for in a boss?
1. Treats them with respect E
2. Supports their career development
3. Fair in appraising performance M
4. Listens to their ideas
5. Gives feedback on their performance
P
6. Praises and recognizes good work A
7. Communicates expectations clearly
8. Allows them to make decisions related to T
work
9. Patient when they make mistakes
H
-Hechanova, Franco , Alampay, 2008 Y
Be more trustworthy, results-focused
and consider actual productivity and
effectiveness :

how people are valued

when people feel that there is
harmony
when success is celebrated
when people get along
-Daniel Goleman, Harvard Business Review, video
Customer Service Orientation:
Teachers/Leaders’ challenge
1.Bring out the best in people B
a. Expect the best
b. Make a thorough study of the other person’s needs
E
c. Establish high standards of excellence

d. Create an environment where failure is not fatal K

e. Recognize and applaud achievement
f. Place a premium on collaboration I
-Alan Loy McGinnis
2. Inspire others to find their voice
N
- Stephen Covey
D
Thank you very
much!

From:
Lorna Dig Dino
A Peaceful & Happy Journey

God bless.
Move on
with Love!
From:
Lorna Dig Dino