The Nature, Structure and Content of K to 12 Values

Education
Learning Strategies and Assessment Techniques of
Applied in Values Education/ Edukasyon sa
Pagpapahalaga
Group 7
BSEDFL 4-1N

Submitted by:
Apostol, Ma. Carmen P.
Barredo, Levie Charlotte F.
Brequillo, Jude S.
Cordial, Kristine Joy T.
Dela Rita, Myra B.
Leaño, Christine Jhoy G.
Novilla, Anna Mae M.
Torero, Abigael N.

The Nature, Structure and Content of K to 12 Values Education

 Introduction and Nature of Values Education
Leaño, Christine Jhoy G.
Reporter
Introduction
Values cover many aspects in human life. Hence, it is the role of the home,
school and community to set foundations for young individuals to become desirable and
productive citizens whose personal discipline is grounded on ethical, moral, and spiritual
values.
To bring this vision to reality, Values Education teachers must be committed to
develop the moral foundations of every learner.
Filipino youth today has become innovative and technologically inclined that the
new sets of values have influenced and changed their behaviors. In the advent of
change, much can be done to prepare the next generation for accepting the
responsibility to face these changes and bring back Filipino positive values. The
accountability lies on the teacher’s effort to guide the welfare of all humanity.
The Nature of Values Education
Values are generally long-term standards or principles that are used to judge the
worth of an idea or action. They provide the criteria by which we decide or whether
something good or bad, right or wrong (Gardner, Cairns & Lawton, 2003).
Teaching Values Principles in general make a child feel involved and secure,
raise inspirations and achievement, and further develop learning skills and personal
qualities in enriching his/her learning experiences.
The DepEd K to 12 Values Education Curriculum for elementary and
secondary is now renamed as Edukasyon sa Pagpapakatao, which is classified into
three levels to guide the teacher on the structure and nature of the curriculum. As such,
the medium of instruction is in Filipino.
1. At the kindergarten level, there are no formal subjects instead, there are six
domains in which Edukasyon sa Pagpapakatao is one. Play-based is the
teaching- learning used by the teacher in all domains.
2. 2. At the elementary level, Edukasyon sa Pagpapakatao (ESP) which focuses
on honing individuals’ capacity to make moral and ethical decisions and actions.
3. At the secondary level, it is based on the ethics and career guidance. It covers
concepts of self and humanity, moral values career choices and responsibility.

Structure of ESP
Cordial, Kristine Joy T.
Reporter
The structure of ESP is based in the following conceptual framework:
Ang Batayang Konseptwal ng Edukasyon sa Pagpapakatao
Ang tunguhin ng pag-aaral sa batayang edukasyon ay panlahatang pag-unlad taglay
ang mga kasanayan sa ika-dalawampu't isang siglo. Taglay ito ng isang mag-aaral kung
mayroon siyang mga kakayahang pangkaalaman, pandamdamin at asal na magbibigay
sa kanya ng kakayahan upang:
• Mamuhay at magtrabaho
• Linangin ang kanyang mga potensyal
• Gumawa ng mga pasyang mapanuri at batay sa impormasyon, at
• Kumilos ng epektibo sa lipunan at pamayanan sa konteksto ng sandaigdigan upang
mapabuti ang uri ng pamumuhay niya at ng kanyang lipunan.
Ang ESP ay naglalayong gabayan ang mga mag-aaral na mahanap o matagpuan ang
kabuluhan ng kanyang buhay, ang papel sa Lipunang Pilipino upang makibahagi siya
sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at
pagmamahal.
Ang Pilosopiya at mga Teoryang Batayan ng Pagtuturo-Pagkatuto
Ang batayang konseptuwal ng Edukasyon sa Pagpapakatao ay batay sa pilosopiyang
personalismo tungkol sa pagkatao at sa Etika ng Kabutihang Asal.
Ayon sa pilosopiya ng personalismo, ang ating mga ugnayan ay nakaugat lagi sa
pagpapakatao.
Mga Disiplina ng Edukasyon sa Pagpapakatao
Ang nilalaman at estraktura ng Edukasyon sa Pagpapakatao ay nakaangkla sa
dalawang disiplina.
1. Ethics
2. Career Guidance
Ang Etika ay ang siyensya ng moralidad ng kilos ng tao. Ang Career Guidance, ay ang
paggabay sa mag-aaral na magpasya ng kursong akademiko o teknikal-bokasyonal na
tugma sa kanyang mga talento, kakayahan at aptitude at mya trabahong kailangan ng
industriya.

Content of ESP Curriculum

Dela Rita, Myra B.
Reporter
The ESP Curriculum has classified its content according to its “key of standard”
concepts are demonstrated in it’s four themes and categorized into three grade groups.
Presented below as the key of standard of the ESP Curriculum.
Key Stage Standard
Pangunahing Pamantayan ng Bawat Yugto
K-GRADE 3 GRADE 4- GRADE 6 GRADE 7- GRADE 8

Naipapamataas ng mag Naipapamalas ng mag- Naipapamalas ng mag-

aaral ang pag-unawa sa aaral ang pag-unawa sa aaral ang pag-unawa sa
konsepto at gawang konsepto at gawang konsepto at gawang
nagpapakita ng nagpapakita ng nagpapakitra ng
pananagutang pansarili pananagutang pansarili, mapanagutang pagpasya
pagmamahal sa kapwa. Sa pagmamahal sa kapwa, sa at kilos na may
bansa at sa diyos tungo sa bansa / daigdig at sa diyos preperensiya sa kabutihan,
maayos at masayang tungo sa kabutihan ng pagmamahal pamilya at
pamumuhay. lahat. kapwa , pagpapahalaga sa
paggawa. Pagmamalasakit
sa bansa/ daigdig tungo sa
kaayusan , katiwasayan,
kaunlaran at kaligayahan
ng tao.

The four themes of the ESP curriculum are follows:

1. Pagpapakatao at Pagiging kasapi ng pamilya (self-worth)
2. Pakikipagkapwa -tao (harmony with other people)
3. Pagmamahal sa bansa at pakikibahagi sa pandaigdigang pagkakaisa (leave of
country and global solidarity)
4. Pagkamaka-diyos at preperensiya sa kabutihan (Leave of God and for the Good)

Grade Level Standards

Apostol, Ma. Carmen P.
Reporter
 From the key Stage Standards, the competencies that are to be developed per
grade level are all provided in the Grade Level Standards. This is the basis of teachers
in choosing the content of the subject matter. Below are the grade level standards for
Education sa Pagpapakatao.
Kindergarten Naipamamalas sa mag-aaral ang pang-unawa sa pagkakaroon ng
kamalayan sa paggalang at pagmamahal sa sarili, kapwa at Diyos
bilang gabay tungo sa maayos at masayang tahanan.
Grade 1 Naipamamalas ng mag-aaral ang pag-unawa sa mga paraan ng
paggalang sa sarili, kapwa, bansa ta Diyos bilang gabay tungo sa
maayos at masayang tahanan at paaralan.
Grade 2 Naipamamalas ng mag-aaral ang pag-unawa sa pagpapakita ng
mga kilos na nagpapahalaga sa sarili, kapwa, bansa, Diyos at sa
kanyang mga nililikha bilang patnubay sa maayos at masayang
paaralan at pamayanan.
Grade 3 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 pagapasiya para sa
sarili, kapwam pamayanan, bansa at Diyos.
Grade 4 Naipamamalas ng mag-aaral ang pag-unawa sa mga makabuluhang
gawain sa may kaakibat na pagpapahalaga tungo sa wasto,
maayos, masaya at mapayapang pamumuhay para sa
sarili,kapwa,bansa at Diyos.
Grade 5 Naipamamalas ng mag-aaral ang pag-unawa sa masusing
pagsusuri sa pagpapahayag, pagganap ng tungkulin na may
pananagutan at pagsasabuhay ng mga ito tungo sa
masaya,mapayapa at maunlad na pamumuhay para sa sarili/mag-
anak,kapwa/pamayanan,bansa/daigdig at Diyos.
Grade 6 Naipamamalas ng mag-aaral ang pag-unawa sa mga gawain na
tumutulong sa pag-angat ng sariling dignidad, pagmamahal sa
kapwa na may mapanagutang pagkilos at pagpapasiya tungo sa
maayos, at maunlad na pamumuhay para sa kabutihang panlahat.
Grade 7 Naipamamalas ng mag-aaral ang pag-unawa sa mga angkop na
kakayahan at kilos sa panahon ng pagdadalaga o pagbibinata,
kakayahan at talento, hilig at pagkatao ng tao tungo sa pagtupad ng
mga tungkulin sa sarili, sa kapwa, sa bansa/daigdig at sa Diyos at
pagtatakda ng mga mithiin upang mapanagutan ang kahihinatnan ng
mga pasya at kilos.
Grade 8 Naipamamalas ng mag-aaral ang pag-unawa sa layunin at
kahalagahan ng pamilya at pakikipag-kapwa upang maging
mapanagutan sa pakikipag-ugnayan sa iba tungo sa makabuluhang
buhay sa lipunan.
Grade 9 Naipamamalas ng mag-aaral ang pag-unawa sa mga konsepto
tungkol sa lipunan at paggawa bilang paglilingkod tungo sa tamang
pagpili ng kurso o hanapbuhay ng magiging makabuluhan at kapaki-
pakinabang sa kaniya at sa lipunan.
 Grade 10 Ipamamalas ng mag-aaral ang pag-unawa sa mga konsepto tungkol
sa pagkatao ng tao, makataong kilos, pagpapahalagang moral at
mga isyung moral at nagpapasya at kumikilos nang may
preperensiya sa kabutihan upang maging matatag sa gitna ng mga
isyung moral at impluwensya ng kapaligiran.
K to 12 ESP Curriculum (December 2013)

Learning Strategies and Assessment Techniques of Applied in Values Education/ Edukasyon sa

Pagpapahalaga

Learning Strategies
Barredo, Levie Charlotte F.
Reporter
In every teaching activity, the teacher’s foremost goal is to have an effective
result of his/her instruction. To achieve this, one must consider the best strategy to
motivate learners to actively participate in an outcome-based learning.
Instructional strategies include all approaches that a teacher may take to
actively make learners learn. It is notable then that effective instructional strategies
should meet all learning styles in developing the needs of the learners.
One of the pedagogical approaches in teaching ESP is the constructivist
approach. Constructivism is a theoretical model that can make learners become an
active “meaning-maker”. It creates opportunity to adopt new and meaningful ideas
which could develop self-confidence and self-realization. This means that learners
construct their own knowledge and understanding out of their experiences.
Using this approach, cooperative and collaborative learning is considered for
it makes students work positively and enjoy working together and giving importance to
their role as a team member. Their involvement builds confidence by sharing ideas that
can facilitate learning.
It gives an opportunity to teach what it means “to live together” which is the
fourth pillar of Learning. Learning activities are intimately associated socially to
everyone such as their classmates, family, teachers, as well as the community.
The following strategies may help the teacher in executing her ESP lessons
effectively.
1. Story Telling. Listening to stories can excite learners’ imagination faster and
sometimes transform thinking which could help them provide information in
 understanding abstract ideas or difficult issues in a positive and realistic way for
they engage themselves with characters and link their own experiences to those
of others and gain insights into different ways of viewing the world. Using story
telling on lesson under “Love of God and for the Good.” (Pagkamaka-Diyos at
Preperensya sa Kabutihan) could possibly tackle difficult issues in a positive and
realistic way.
2. Values Shield. A kind of strategy which could be used in teaching lessons under
the “self-worth” (Pagpapakatao at Pagiging Kasapi ng Pamilya) for learners
display what are meaningful to them by drawing symbols or pictures whereby
their ideas denote positive values.
3. PMI (Plus-Minus-Interest). A strategy where learners are made to understand
the issues presented. Students are required to list the positive (plus), negative
(minus) and interesting aspects (Interest) of a nominated issue, and then allowed
to articulate their own values on what they have listed as plus, minus and
interest. This method could be best used in lessons under “Love of Country and
Global Solidarity: (Pagmamahal sa Bansa at Pakikibahagi sa Pandaigdigang
Pagkakaisa).
4. Guided Instruction. A method whereby the teacher is given the opportunity to
observe and guide learners while they work. Instructions are given before the
activity starts. This is one way to find out how learners perform the activity
according to instructions and at the same time, can assess individual
performance.

Table of Learning Strategies and Assessment Techniques of

Applied in Values Education/ ESP
Novilla, Anna Mae M.
Reporter
 Story Telling Role Playing -Building Test
Reading Stories -Critical Thinking
-Imagining
Interactive Discussion -Analyzing
Small Group Activity -Organizing
-Logical Thinking
PMI Reflective Observation -Critical Thinking
(Plus-Minus-Interest) Panel Discussion -Analyzing
Self-Assessment -Classifying
-Describing
-Explaining
-Defining
Values Shield Making Projects -Creativity
Role Playing -Designing
-Imagining
-Improvising
-Problem-solving
Guided Instruction Project Making -Managing time
Demonstration -Creating
-Questioning
-Listening attentively

Table 1. Learning Strategies and Assessment Techniques of Applied in Values

Education/ Edukasyon sa Pagpapahalaga

Assessment Techniques
Brequillo, Jude S.
Reporter
To Assess the effectiveness of the lesson, it is necessary for a teacher to conduct
assessment on the performance of the students. It may be formal, informal, anecdotal in
nature or authentic assessment.
 Formal Assessment is the ordinary way of assessing instruction. It may be in
the form of test or project to be graded.
 Informal Assessment can be used by the teacher by observing how learners
react or follow instructions what to do.
 Anecdotal Assessment is done by the teacher during guided instruction. She
goes around and observes learner’s understanding and performance while doing
the learning activity, she can jot down her observations on individual students.
 Authentic Asssessment is an approach by which the desired learning outcome
is measured using direct evidence on how learners have accomplished the
activity. Examples of authentic assessment tools that are frequently used in
classrooms are rubrics, organizers and reflective journals.
Individual Assessment is used to measure student’s ability in his/her performance.
Assessing Students' Awareness of Their Attitudes and Values
Classroom Opinion Polls - Students are asked to raise their hands to indicate
agreement or disagreement with a particular statement. Faculty discover student
opinions about course-related issues.
Double-Entry Journals - Students begin by noting the ideas, assertions, and
arguments in their assigned course readings they find most meaningful and/or
controversial. The second entry explains the personal significance of the passage
selected and responds to that passage. Detailed feedback is provided on how students
read, analyze, and respond to assigned texts.
Profiles of Admirable Individuals - Students are required to write a brief, focused
profile of an individual - in a field related to the course - whose values, skills, or actions
they greatly admire. This technique helps faculty understand the images and values
students associate with the best practice and practitioners in the discipline under study.
Everyday Ethical Dilemmas - Students are presented with an abbreviated case study
that poses an ethical problem related to the discipline or profession they are studying
and must respond briefly and anonymously to these cases. Students identify, clarify,
and connect their values by responding to course-related issues and problems that they
are likely to encounter. Faculty get honest reactions and information on what students'
values are and how they apply them to realistic dilemmas.
Course-Related Self-Confidence Surveys - Students answer a few simple questions
aimed at getting a rough measure of the students' self-confidence in relation to a
specific skill or ability. Faculty assess their students' level of confidence in their ability to
learn the relevant skills and material and can more effectively structure assignments
that will build confidence in relation to specific tasks.

Assessing Students' Self-Awareness as Learners

1. Focused Autobiographical Sketches - Students are directed to write a one- or two-
page autobiographical sketch focused on a single successful learning experience in
their past - an experience relevant to learning in the particular course in which the
assessment technique is used. This provides information the students' self-concept and
self- awareness as learners within a specific field.

2. Interest/Knowledge/Skills Checklist - Students rate their interest in various topics,

and assess their levels of skill or knowledge in those topics, by indicating the
appropriate responses on a checklist which has been created by the teacher. These
checklists inform teachers of their students' level of interest in course topics and their
assessment of the skills and knowledge needed for and/or developed through the
course.
3. Goal Ranking and Matching - Students list a few learning goals they hope to
achieve through the course and rank the relative importance of those goals. This
assesses the "degree of fit" between the students' personal learning goals and teachers'
course-specific instructional goals, and between the teachers' and students' ranking of
the relative importance and difficulty of the goals.

4. Self-Assessment of Ways of Learning - Students describe their general

approaches to learning, or their learning styles, by comparing themselves with several
different profiles and choosing those that, in their opinion, most closely resemble them.
This provides teachers with a simple way to assess students' learning styles or
preferences for ways of learning.

Selecting Appropriate Instructional Materials

for Values Education
Torero, Abigael N.
Reporter
A teacher must know how to use different strategies in teaching and utilize
appropriate teaching aids in preparing lessons.
To ensure effectiveness in selection and preparation of instructional materials in
Values Education, a teacher must consider the following:
1. Meaningful and suitable to clearly depict the idea on what the lesson would like
to emphasize.
2. Must be affordable and safe for students to handle, to provide quality learning
experiences.
3. Easy to manipulate by both the teachers and learners.
4. Materials must be available when needed at any given learning situation.
5. Gives a good impact that can develop learner’s critical and creative thinking.

The following instructional materials could be utilized in any appropriate VE

(ESP) given objective.
 Flip Chart. This is is a set of sheets of cardboards, manila paper, cartolina
that can be flipped over to present information sequentially.
 Graphic Organizer. A visual display that demonstrates relationships between
facts. Concepts on ideas that guide the learners thinking as they fill in and
build upon a visual map or diagram.
 Learning Module. A tool that provides course materials in a logical
sequential order, that guides learners through the content.
  Printed Materials. These are printed materials such as books, magazines,
booklets, brochures, and newspapers that can serve as additional reference
in the teaching-learning process.
 Computer-Aided Materials. These enrich learners’ inquisitiveness and
enhance their creative minds.

Sources:
Principles of Teaching Book of the Teachers of Values Education, pages 214-230
Angelo, Thomas A. and Cross, K. Patricia. Classroom Assessment
Techniques: A Handbook for College Teachers; 1993, Jossey-Bass, Inc.
Sandifer, Everette Jr.; Evaluating and Recording Student
Achievement in Education; Appalachian Regional Commission; May 1981.