exam ap, values, mapeh Flashcards
Naging batayan ng K-12 Araling Panlipunan Kurikulum ang mithiin ng
edukasyon para sa lahat 2015 (EFA 2015)
Layon ng mga ito na magkaroon ng mga kakayahang kinakailangang sa siglo 21 upang makalinang ng
“functionally literate and developed Filipino.”
Sa pag-abot ng nasabing mithiin, tunguhin (goal) ng K-12 Kurikulum ng Araling Panlipunan ang makahubog ng mamamayang mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.
BASAHA
Katuwang sa pagkamit ng layuning ito ay ang pagsunod sa teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (———-), at pagkatutong pangkaranasan at pangkonteksto at ang paggamit ng mga pamaraang tematikokronolohikal at paksain/ konseptuwal, pagsisiyat, intregratibo, interdesiplinaryo at multisiplinaryo.
collaborative learning
Sa pagkamit ng nasabing adhikain, mithi ng kurikulum na —— —– —– at pagpapahalagang pangkasaysayan at sa iba pang disiplina ng araling panlipunan ng mag-aaral sa pamamagitan ng magkasabay na paglinang sa kanilang kaalaman at kasanayang pang-disiplina.
mahubog ang pag-iisip (thinking), perpekstibo
Mula sa unang baitang hanggang ika-labindalawang baitang, nakaangkla (—–) ang mga paksain at pamantayang pang-nilalaman at pamantayan sa pagganap ng bawat yunit sa pitong tema.
anchor
Sa ibang salita, layunin ng pagtuturo ng K-12 Araling Panlipunan na malinang sa mag-aaral ang pag-unawa sa mga pangunahing kaisipan at isyung pangkasaysayan, pangheograpiya, pampulitika, ekonomiks at kaugnay na disiplinang panlipunan upang siya ay makaalam, makagawa, maging ganap at makipamuhay
PILLARS OF LEARNING
Nilalayon din ng batayang edukasyon ang pangmatagalang pagkatuto pagkatapos ng pormal na pag-aaral (—– —–). Ang istratehiya sa pagkamit ng mga pangkalahatang layuning ito ay alinsunod sa ilang teorya sa pagkatuto na konstruktibismo, magkatuwang na pagkatuto (— —–), at pagkatutong pangkaranasan at pangkonteksto.
(lifelong learning
collaborative learning
- Tao, Lipunan at Kapaligiran 2. Panahon, Pagpapatuloy at Pagbabago
- Kultura, Pagkakakilanlan at Pagkabansa 4. Karapatan, Pananagutan at Pagkamamamayan
- Karapatan, Pananagutan at Pagkamamamayan
- Produksyon, Distribusyon at Pagkonsumo
- Ugnayang Panrehiyon at Pangmundo
Ang mga tema ng Araling Panlipunan Kurikulum
Naipamamalas ang pag-unawa sa mga konsepto at isyung pangkasaysayan, pangheograpiya, pang-ekonomiya, pangkultura, pampamahalaan, pansibiko, at panlipunan gamit ang mga kasanayang nalinang sa pag-aaral ng iba’t ibang disiplina at larangan ng araling panlipunan kabilang ang pananaliksik, pagsisiyasat, mapanuring pag-iisip, matalinong pagpapasya, pagkamalikhain, pakikipagkapwa, likas-kayang paggamit ng pinagkukunang-yaman, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw upang maging isang mapanuri, mapagnilay, mapanagutan, produktibo, makakalikasan, makabansa at makatao na papanday sa kinabukasan ng mamamayan ng bansa at daigdig.
pamantayan sa programa
( core learning area standard) ap
Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili, pamilya, paaralan, at komunidad, at sa mga batayang konsepto ng pagpapatuloy at pagbabago, distansya at direksyon gamit ang mga kasanayan tungo sa malalim ng pag-unawa tungkol sa sarili at kapaligirang pisikal at sosyo-kultural , bilang kasapi ng sariling komunidad at ng mas malawak na lipunan
pangunahing pamantayan ng bawat yugto
( key stage standard k-3) ap
Naipamamalas ang panimulang pag-unawa sa pagkilala sa sarili at pakikipag-ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal.
kinder level standard ap
Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago,kapangyarihan, pamumuno at pananagutan, pangangailangan at kagustuhan, pagkakilanlan, mga simpleng konseptong heograpikal tulad ng lokasyon at pinagkukunangyaman at ng mga saksi ng kasaysayan tulad ng tradisyong oral at mga labi ng kasaysayan.
grade 2 level standard
Naipamamalas ang kamalayan at pag-unawa sa sarili bilang kasapi ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang indibidwal at kasapi ng pangkat ng lipunan.komunidad.
grade 1 level standard
Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a) katangiang pisikal (b) kultura; (c) kabuhayan; at (d) pulitikal, gamit ang malalim na konsepto ng pagpapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal
grade 3 level standard
Ako at ang
Aking kapwa
Pagkilala sa sarili at pakikipagugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal.
saklaw at daloy ng kurikulum k ap
Ang Aking
Komundad, Ngayon at Noon
Pag-unawa sa kasalukuyan at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon, pagkakasunod-sunod ng pangyayari, mga simpleng konseptong heograpikal tulad ng lokasyon at pinagkukunang yaman, at konsepto ng mga saksi ng kasaysayan tulad ng tradisyon oral at mga labi ng kasaysayan
saklaw at daloy ng kurikulum grade 2 ap
Ako, ang Aking Pamilya at
Paaralan
Ang sarili bilang kabahagi ng pamilya at paaralan tungo sa pagkakakilanlan bilang indibidwal at kasapi ng komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago, interaksyon distansya at direksyon at ang pagpapahalaga sa kapaligirang pisikal at paaralan
saklaw at daloy ng kurikulum g1 ap
Ang Mga Lalawiga n sa Aking
Rehiyon
Pag-unawa sa pinagmulan at pag-unlad ng sariling lalawigan at rehiyon kasama ang aspektong pangkultura, pampulitika, panlipunan at pangkabuhayan gamit ang malalim na konsepto ng pagapapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal
saklaw at daloy ng kurikulum g3 ap
It can be used interchangeably with the term “method”.
➢ It consists of steps or procedures to be followed or observed so
that objectives may be realized
Strategy
The purpose of this approach is to make
the pupils learn how to get and identify facts and information
the Conceptual Approach
This approach calls for setting up the desired
performance level of success of the pupils being taught by the teacher when evaluating learning or when doing activities to answer the problems posed to them.
➢ This approach is designed to make the pupils master
the basic minimum learning competencies.
➢ This approach uses the teach-reteach method
The Mastery leaning Approach
Teachers must not limit students’
learnings in Social Studies alone. They should relate their subject matter to other disciplines like Science, Math, Music, Art, and other areas.
➢ This is to appeal to various interests of the
different pupils inside the classroom
the interdisciplinary/multidisciplinary approach
The purpose of this approach is to clarify the
values chosen by the learner.
➢ The teacher’s role is to try his best to redirect his
value toward the positive through skillful teaching
the value clarification approach
Teachers should make use of all forms of
media — from pictures to films in order to arouse the interest of the pupils and to generate concrete learning.
➢ Pictures are good but using film or actual field trips to particular places can certainly concretize pupils’ perception about the subject matter
the multimedia approach
Issues surrounding the environment of the
learners should be included in the lessons under Social Studies.
➢ Studying issues such as environmental
destruction, family planning, drug abuse, pollution, justice, peace, etc. will enable pupils to understand better the place they live in and the role they play in the society
the integrated approach
The sole purpose of this approach is to
develop the learners’ interest in inquiring or asking questions about the given materials, situation, or subject matter being studied.
➢ The ability to ask questions or to inquire is one salient skill that a teacher should develop among his pupils
the inquiry approach
a. reporting b. analyzing c. using original sources d. outlining
e. summarizing f. taking notes g. reading and using maps h. planning
i. using charts and graphs j. debating
k. evaluating
examples of complex processes
The main purpose of this approach is to
develop various skills among the pupils.
➢ Another purpose of this approach is to
equip pupils with the necessary skills they need to solve problems they encounter in life at present or in the future
the process approach
This approach believes that creativity of the pupils is lost when the teacher reveals important facts about the subject matter to be learned without the pupils researching for them
The pupils are assisted to look for the
answers to their problems under the effective guidance of the teacher.
➢ The teachers should allow his pupils to
identify the problems or questions and then look for the answers themselves
the discovery approach
It refers to the philosophical framework of any given subject.
➢ It also pertains to the general operation that a teacher observes
when he teaches a subject.
➢ It includes the various strategies, techniques, and materials to be
used
Approach
observing b. classifying c. listening d. guessing e. using the dictionary f. reading for details g. recording
h. grouping
examples of single processes
It can be used interchangeably with the term “method”.
➢ It consists of steps or procedures to be followed or observed so
that objectives may be realized
Strategy
➢ The opposite of expository strategy.
➢ The pupils look for the answers themselves to the problems/questions
formulated by them also.
➢ The teacher acts a guide or facilitator of learning.
➢ Advantage: It develops creativity and independence.
➢ Disadvantage: It is time consuming
enabling strategy
In this strategy, the teacher is the information giver. He gives all the
information needed by the pupils, then he gives an evaluation or a test.
➢ Advantage: The amount of knowledge given to the learners.
➢ Disadvantage: Pupils lose creativity
expository strategy
It is also known as the problem-solving method.
➢ It is also inductive in nature
unit method
It is an out-of-the-classroom activity where the pupils observe
and study things in their natural setting.
➢ It is an effective method because it makes use of all the senses of the learners
field trip
From the known to the unknown
deductive method
To be used in explaining difficult topics
lecture method
It could be an enjoyment project (being a member of a
club/drama groups), construction or making an instrument, apparatus or visual aids (ex: maps, flags, charts, graphs, and posters, and research project
project method
steps in project method
purposing
planning
executing
judging
To be used in conducting current events lessons
try question method
It is to act out the role of
role playing and social drama
To be used in conducting lessons involving personal and societal
problems of the pupils
moral dilemma method
To be used in presenting controversial issues
debate
Modules are teaching materials to be learned in graded steps of
difficulty in such a manner that the presentation will result in the efficient rate of understanding and retention among learners
modular method
It is one of the common methods used by teachers.
➢ It is used to assess pupils’ understanding of the topic being
studied
discussion method
To be done by the learner after he has gathered facts and
information about certain questions or problems
reporting
three types of discussion method
small group discussion
the group discussion
seminar/conference
The whole class is involved. It uses the
“question and answer” method. Questions are directed to all members of the class and pupils are given a chance to give their responses freely
big group discussion
This may be considered for all pupils of the
school so that they may be able to listen to a lecturer who will tackle a certain issue or topic of great value to all
seminar/conference
This is often called the “spread-of-opinion”
strategy wherein pupils tackle an issue so that each may talk freely about it
small group discussion
It is used to make the learners observe actual happenings for
self-fulfillment and learning through direct experience
participatory method
A certain book is used as a text where all discussions emanate.
textbook method
participant in a parade
direct participation
watching a parade
indirect participation
Pupils in the higher grades should be trained to get historical
facts from the senior citizens of the community
oral history method
Many kinds of information can be gathered through survey in
which pupils in the higher grades can be trained to do much activity.
➢ Through survey using interview and questionnaire, pupils may
learn the problems of their community; the attitudes of the people about certain issues; the needs of lowly people; and others
survey method
Pupils can be trained to web important concepts properly. After
taking up a certain unit, the learners may show their creativity by webbing the concepts they have learned
semantic webbing method
This refers to the teaching of history by era – from the pre
Spanish period up to the present.
chronological method
This is teacher-oriented. ➢ A teacher demonstrates to the pupils the proper ways of
locating place on the map/globe; the use of binoculars; how to make maps using paper mache; making various types of charts and graphs and others.
➢ Pupils may also demonstrate but they should be coached by the
teacher
demonstration method
The different parts of the country are taught by area or by
region so that mastery is achieved
area or regional method
Ex: For me, democracy is ______________ 2.) Giving a title to any of the following (picture, a paragraph, a
news/story) and asking the pupils their reason for their choices.
3.) Rank Order Ex:
____a. Energy ____b. Peace and Order ____c. Graft and Corruption ____d. Economic Problem
use of incomplete sentence
The teacher reads aloud a question which
begins with “How many of you thinks that our government is good for the people?”
After the question is read the pupils take a position by show of
hands. Affirmative = pupils raise their hands Undecided = fold their arms Pass = no action at all
values voting
Pupils may be
asked to react to pronouncements given by known or unknown persons.
Ex: a. According to Ninoy Aquino, the Filipinos are worth dying for. What do you think?
b. According to one officials, raping should not be considered a heinous crime. What do you think?
reacting to statement given by a person
This is used to evaluate some issues or
current happenings, using a scale. Ex: Using a scale of 0 to 10, where 0 is “Very Poor” and 10 is
“Outstanding”, how do you rate the economic conditions of the Philippines today? Why
values continuum
This is one of
the most effective methods to use because it considers all the senses of the pupils
Film/Filmstrip/Transparency/T.V. Showing
An eclectic approach or method would
produce the best results if done properly
true
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o batayang
kakayahan ng functional literacy ay
nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat
what are the 5 macro skills?
Pagunawa
Pagninilay
Pagsangguni
Pagpapasiya
Pagkilos
Sa gitna ng mabilis na daloy ng impormasyon at ingay ng
kapaligiran, kailangang mag-ukol ng panahon ang mag-aaral sa maingat at malalim na pag-iisip sa mga sitwasyong naobserbahan at mga konseptong natutuhan tungkol sa moral na pamumuhay
pagninilay
Kailangang humingi siya ng payo o gabay sa mga taong may higit
na kaalaman o kasanayan sa moral na pamumuhay at marunong magsala (weigh) ng mga impormasyong mula sa iba’t ibang uri ng media batay sa obhektibong pamantayan ng moral na pamumuhay
pagsangguni
Mahalagang mailapat niya ang konsepto o prinsipyong nahinuha
mula sa mga konkretong sitwasyon ng buhay at maipakita ang kahandaang isabuhay ang mga mabuting ugali (virtues) na natutuhan batay sa obhektibong pamantayan ng moral na pamumuhay.
pagkilos
Mahalagang maipamalas niya ang kakayahang mahinuha ang
mga konsepto at prinsipyong nagbibigay-paLiwanag sa sariling karanasan, mga sitwasyong namasid, sinuri at pinagnilayan gamit ang obhektibong pamantayan ng moral na pamumuhay
pag-unawa
Kailangang matuto siyang bumuo ng sariling posisyon, paniniwala,
paninindigan o kilos na isasagawa batay sa obhektibong pamantayan ng moral na pamumuhay
pagpapasiya
Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao ay
batay sa
pilosopiyang Personalismo
Etika ng Kabutihang Asal
Pilosopiya na Valves
pilosopiyang Personalismo
Interaktibong Teorya ng Pagkatuto (Social Learning Theory
Pagkatutong Pangkaranasan (Experiential Learning
Konstruktibismo (Constructivism
Teorya ng Pamimili ng Kurso (Theory of Career Development
Ang nilalaman at istraktura ng Edukasyon sa Pagpapakatao ay
nakaankla sa dalawang disiplina
ethics at career guidance
ang siyensya ng moralidad ng kilos ng tao
ethics
ang paggabay sa mag-aaral na
magpasiya ng kursong akademiko, sining at isports o teknikalbokasyonal na tugma sa kanyang mga talento, kakayahan at aptitude at mga trabahong kailangan ng industriya
career guidance
Ang mga pangunahing dulog na gagamitin sa pagtuturo ng mga
konsepto ay ang mga sumusunod
a. pagpapasyang etikal (ethical decision making) sa
pamamagitan ng pagsusuri ng suliranin o isyu) b. ang Panlipunan–Pandamdaming Pagkatuto (Social- Emotional Learning)
c. pagpaplano ng kursong akademiko o teknikal-bokasyonal
Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto
sa pananagutang pansarili, pamilya, kapwa, bansa/daigdig at Diyos; nakapagpapasiya at nakakikilos nang mapanagutan tungo sa kabutihang panlahat upang mamuhay nang maayos at maligaya
core learning standard ng values
Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at
gawaing nagpapakita ng pananagutang pansarili, pampamilya, pagmamahal sa kapwa/ pamayanan, sa bansa at sa Diyos tungo sa maayos at masayang pamumuhay
key stage standards ng values
Naipamamalas ng mag-aaral ang pag-unawa sa pagkakaroon
ng kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos bilang gabay tungo sa maayos at masayang tahanan
grade level standards ng values
Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng
paggalang sa sarili, kapwa, bansa at Diyos bilang gabay tungo sa maayos at masayang tahanan at paaralan
grade 1 level standard ng values
Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na
nagpapakita ng pagpapahalaga tungo sa maayos at masayang pamumuhay na may mapanagutang pagkilos at pagpapasiya para sa sarili, kapwa, pamayanan, bansa at Diyos
grade three level standard ng values
Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakikita
ng mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa Kanyang mga nilikha bilang patnubay sa maayos at masayang paaralan at pamayanan
grade two level standard ng values
It is the most common type of teaching
technique.
➢ It is the most natural and practical way of
imparting information to students
Lecture Strategy
Any unit of purposeful experience or any
instance for purposeful activities carried on a life situation.
➢ It is a unit of experience.
➢ It rests largely on “Learning through
Experience
Project Method
states that educational values of the projects and
determining the goals to be attained
purposing
the success of the project is evaluated in the light of
the desired goal
evaluating
involves the actual carrying out of the project
according to the plan
executing
students make the plan to accomplish the goals
planning
A viable alternative to learning and
experiencing real-life situations.
➢ It must be used and chosen only when they can properly cover the concepts and desired skills of a particular topic
Games
Through this game students learn the values of respect,
communication, confidence, propriety, cooperation, courage, happiness, and prudence
Tall Stories
This strategy explores the feelings of
students, allow them to gather insights on their attitude and promote the development of positive values.
➢ Through role playing, learners develop their
problem solving and social skills. Empathy, self-confidence, and sensitivity towards the feelings of others are also given emphasis
role play and social drama structure skits
This strategy begins with the teacher proposing a
challenging question to students. The learners immerse themselves in observation, hypothesis making, defining discrepant phenomenon and analyzing findings to find the appropriate answer.
➢ Educational trips and simple experimentations are
the perfect means for an exploration inquiry discovery.
➢ This strategy allows learners to develop mental
discipline and intellectual honesty
exploration inquiry discovery
➢Through this strategy, the learners will be
able to practice sound moral reasoning skills, choose the appropriate response for a value conflict and commit themselves to personal, moral, and societal values
values clarification
Allowing learners to participate in
community outreach programs allows students to be aware of and challenged by social problems
action learning community outreach
This allows students to not just observe
but also immerse themselves in the experience
field trips
It a strategy that improves cooperation
and learning among students. Specific topics are given to small groups and discussed by the members
group or team teaching
It is often used to develop mastery of facts, values, and principles.
➢ Drills can be used by repeating and testing certain concepts or skills that the students need to master.
➢ The goal of this strategy is to make the students practice the skills and concepts as if it is their “second nature”
drill strategy or practice
Choosing age-appropriate and relevant videos or films can teach values with ease and success
film viewing
In this strategy, students are directed to
specific websites which they can use to answer the guide questions prepared beforehand by the teacher.
➢ Teachers may also asked their students to
“blog” about topics discussed in class
webquest for internet learning
It is an examination of the cognitive
structure of the concepts to be taught and the creation of a series of experiences for students to explore and discover the concepts themselves
guided discovery
This teaching strategy provides the
learner with an experience and the opportunity to look at real life situations and give feedback and insight about the experience.
➢ Example: Assign students to perform the
task of the different community helpers for a day
simulations
This kind of strategy allows students to
develop their critical analysis and communication skills
➢ It gives the student the opportunity to speak their minds without pressure from the teacher
round table discussion
