Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]
MODULE 3 IN SS17- BUILDING BRIDGES ACROSS SOCIAL SCIENCE DISCIPLINES
4TH YEAR BSED – SOCIAL STUDIES

Module 3: CURRICULUM INTEGRATION IN MAKABAYAN

Intended Learning Outcomes: At the end of this module, the student must have:
1. Defined the nature, objectives and goal of MAKABAYAN.
2. Discussed the importance of curriculum integration in MAKABAYAN through concept analysis.
3. Designed a competency-based lesson plan with the integration of MAKABAYAN subjects.

A. Introduction

Educational reforms are often undertaken by national agencies to update and adapt to the various social, cultural, political, and technological contexts of the
global world. The Philippines is not an exemption to educational reforms such that in 2002, the national government, through the Department of Education (DepEd),
undertook a grand reform effort to change the curriculum. This reform effort resulted to the 2002 Basic Education Curriculum (BEC) and was implemented through DepEd
order No. 25 on the school year 2002-2003 (a school year starts on the month of June). The rationale behind the reform was to raise the quality of Filipino graduates by
empowering them to become lifelong learners, which can only be achieved by being functionally literate. It is to be noted, however, that the BEC was only implemented
from 2002 to 2012 and was replaced by another curriculum starting school year 2012-2013 called the K to 12 Basic Education Curriculum.
The BEC document also states that the curriculum has two main sources of knowledge the expert systems of knowledge and the contextualized learners’
experience. As such, the BEC was restructured in a way that these two sources will have an interaction. Teachers, on the other hand, are expected to be facilitators of
learning in collaboration with fellow teachers. Collaborative teaching and learning is promoted in this curriculum. As a new and restructured curriculum, the BEC mainly
features these four characteristics that were not present in its predecessors (NESC and NSEC): restructured learning areas (Filipino, English, Science, Mathematics, and
Makabayan); (2) stronger integration of competencies and values across learning areas; (3) greater emphasis on the learning process and integrative modes of teaching;
and (4) increased time to gain mastery of competencies.
Integration of competencies and values is also a main feature of BEC. Innovative and interdisciplinary modes of instructional delivery are expected to be present in
various curriculum documents such as lesson plans and operation manual. Curriculum integration is set forth by BEC such that the five learning areas have links, and
skills and knowledge are developed and applied in more than one area of study. This feature is cognizant to Shoemaker’s definition of curriculum integration that views
learning and teaching in a holistic way and reflects the real world, which is interactive.
 To solve the overcrowding in the old curricula, DepEd has restructured BEC into five (5) learning areas: Filipino, English, Science, Mathematics, and Makabayan.
By integrating the competencies within and across these learning areas, DepEd is hopeful that it will raise the quality of student learning. As such, this paper explores the
integrative method that BEC is offering, focusing on Makabayan, and how Araling Panlipunan (social studies) was integrated and articulated in the said learning area. The
first part of the paper will discuss BEC’s foundation and features. The second part will focus on Makabayan learning area, discussing its framework and structure, and
Araling Panlipunan as a component of the said learning area. The third part, on the other hand, will explicate the articulation and conceptualization of Araling Panlipunan
in the whole Makabayan curriculum. The concluding part endeavors to summarize the problems on the articulation of Araling Panlipunan, and the loose integration of the
discipline to the whole curriculum.
In consideration of the perceived problems of the previous national curriculum and the newly espoused learning goals for the BEC, three very strong themes are
found in the philosophy and design of the BEC: a) the development of higher and more complex learning competencies among Filipino learners, b) the streamlining of the
curriculum and integration of learning areas, and c) the use of creative and innovative teaching approaches. Makabayan is one of the core learning areas in the BEC along
with English, Filipino, Science and Mathematics. Makabayan from First to Fourth Year is a learning area designed to develop the personal, social and work
special skills of learners especially their interpersonal skills, empathy with other cultures, vocational efficiency, problem solving, and decision-making in daily life. In
specific terms, Makabayan is designed to develop socio-cultural and politico-economic literacy.

B. Activity
Read and Understand each items carefully. Answer the following items comprehensively.
1. What is Makabayan?
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2. What is the significance of Makabayan to the learners?
________________________________________________________________________________________________________________________
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3. What are the challenges encountered in the planning and implementation of the Curriculum Integration in MAKABAYAN?
________________________________________________________________________________________________________________________
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 ________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

C. Analysis
Deepened your understanding with this given concept. Relate this to the curriculum integration in MAKABAYAN.

In this concept, I conclude that Curriculum Integration is…

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Social Studies

How Curriculum Integration played an important role in the

improvement of facilitation of learning and instruction using
integrative and interactive learning process of various disciplines in
social studies?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
D. Abstraction

MAKABAYAN is a new learning area that integrates several subjects with the goal of helping each Filipino to develop healthy personal and national
identity. It is said to be a “laboratory of life” or a practice environment. It is the learning area that provides the Filipino learner the quality time to
demonstrate practical knowledge and skills of empathy, vocational efficiency and problem solving in daily life.
Love of country serves as the unifying principle for the diverse values in this learning area, thus it is called pagkakabayan or makabayan for short.

It provides the balance as it addresses primarily societal needs. This is where the learner can apply practical knowledge and life skills and
demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of
critical and creative thinking. It shall feature a stronger integration of competencies and values within and across its learning area component and the tool
learning areas. It shall use integrative teaching approaches where appropriate and relevant for a more holistic learning.

Goals: “To develop the personal, social and work special skills of learners especially their interpersonal skills, empathy with other cultures,
vocational efficiency, problem-solving, and decision-making in daily life, that is, to develop socio-cultural and politico-economic literacy.” The need to
empower Filipino learners for lifelong learning as this would allow them to best confront the challenges post by the changing social forces.

Objectives

1. Develop cerebral competence and skills that are basic to literacy, productivity and entrepreneurship.
2. Nurture desirable values that help one come up with appropriate assessment and judgment.
3. Provide guidance in the development of a balanced personality.
4. Equip learners with essential training for self-empowerment, leadership, responsible citizenship and intelligent fellowship.
5. Introduce programs/activities that will develop students' appreciation for and potentials in sports.
6. Provide opportunities from discovery and development of talents in arts, music and literature.
7. Guide students in the selection of their profession or vocation.
8. Help train future teachers by serving as a cooperating school for the College of Education

Rationale
The rationale behind the revision of the education curriculum and the introduction of Makabayan is to:
1. Connect related subjects from the different learning areas;
2. Increase the time allotted for Science, English, and Mathematics;
3. Create multi-faceted basic education teachers;
4. Reduce congestion of subjects offered in basic education;
 5. Reduce the hiring of teachers if one is able to teach different learning areas (particularly in the elementary level);
6. Improve the positive outlook towards work to increase productivity and lead to a peaceful country;
7. Increase each individual's ability to cope in a fast changing world;
8. Increase the importance of the arts, music, sports, dance, and other aspects of Philippine culture; and
9. Develop nationalism among the Filipinos and increase individual responsibility as a citizen.

Curriculum Integration
Curriculum integration refers to a single course that contains one or more disciplines. It consists of one set of objectives and assessment that covers
a number of related disciplines (Johnson and Johnson, 1998). An integrated curriculum is an educational approach that cuts across and draws multiple
areas for learning and instruction. Its purpose is to realistically link various disciplines into the study and exploration of certain aspects of the world (Beane,
1992). It is a way of teaching a way of planning and organizing the instructional program. This enables the discrete disciplines of subject matter related to
one another design that matches the developmental needs of the learners to connect to their learning’s in ways that are meaningful to their current and
past experiences.

Integration in Basic Education

 To integrate is to make up, combine, or complete to produce a whole or a larger unit as parts do. Integration is applied in education to facilitate the
integrative and interactive learning process in the classroom. Integration is the process of linking new information to prior learning, and linking different
parts of learning to each other.

Themes of the Curriculum Reform

In consideration of the perceived problems of the previous national curriculum and the newly espoused learning goals for the BEC, three very
strong themes are found in the philosophy and design of the BEC: (a) the development of higher and more complex learning competencies among
Filipino learners, (b) the streamlining of the curriculum and integration of learning areas, and (c) the use of creative and innovative teaching
approaches. These three themes are briefly discussed in the following sections.
The learning goals defined in the BEC clearly go beyond the acquisition of a specified set of knowledge and skills. In the section on
“Philosophy of the 2002 Curriculum” (DepEd, 2002a), the learning goals of the BEC are defined as follows: “ The ideal Filipino learner in our rapidly
changing world is one who is empowered for lifelong learning, is an active maker of meaning, and can learn whatever s/he needs to know in any
context. Such an empowered learner is competent in learning how to learn and has life skills so that s/he becomes a self-developed person who is
makabayan (patriotic), makatao (mindful of humanity), makakalikasan (respectful of nature), and maka-Diyos (godly)” .
The learning goals defined in this ideal can be classified in the range of metalearning and metacognitive skills that cut across the different
domains of learning. More important, the learning goals have a strong affective and value component; thus, the cognitive skills are supposed to be
guided by appropriate beliefs and values that are deemed important by Philippine society. The connection between the higher learning goals and
values is made explicit in the following statement, “It is learning how and not just what, in order that learners do the work themselves and thus have
an experience of genuine democracy, where people have not only rights but also responsibilities”.
 The second theme emphasizes the need to streamline the curriculum to allow students to focus their efforts at developing the core learning
competencies with sufficient depth and complexity. Thus, the BEC has restructured the study areas from eight subjects to five learning areas. The
change in nomenclature from “subject” to “learning areas” also reflects the new emphasis on the learner and the learning processes, rather than
subject content. These five learning areas are: Filipino language, English Language, Science, Mathematics, and Makabayan (which will be discussed
later). The reduced number of learning areas allows for the increase in time allotment for each area, with the goal of giving students more time to
develop the desired competencies. The BEC also emphasizes the integration of learning competencies across learning areas, further maximizing the
opportunities to strengthen learning.
The third theme highlights the need for more innovate and creative pedagogies for enabling students to attain the complex learning goals.
Although the document refrains from directly referring to cognitive constructivism, much of the details of the teaching-learning processes advocated
in the BEC are clear articulations of constructivism. For example, the document defines the learner as “an active maker of meaning”, and “active
constructors of knowledge”, whose knowledge is contextualized in his/her experiences. The document also redefines the elements of the teaching-
learning processes in ways that align with the constructivist and other post-behaviorist and post-structuralist approaches to education. The BEC
advocates stronger interactions among students, teachers, instructional materials, and learning technologies. It encourages multidisciplinary
approaches, as well as, increasing opportunities of contextualizing knowledge and skills, drawing from the students’ personal, community, socio-
cultural experiences to make the learning process more meaningful and relevant. One of the most critical revisions in this curriculum is in how the
teacher is recast: “The ideal teacher…is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She is not
somebody on whom learners always lean but somebody who gradually rids them of the tendency to lean. She enables the learners to become active
constructors of knowledge and not passive recipients of information. The ideal teacher helps student to learn not primarily answers but how to
reflect on, characterize and discuss problems, and how, on their own initiative, they can form or find valid answers”.
The BEC document calls on teachers to innovate and be creative in their teaching so that they may develop the most appropriate means to
help the diverse types of learners attain the goals of the BEC. This summons for innovation acknowledges the need for teachers to be curriculum
makers, as they need to contextualize the national curriculum in ways that are most appropriate for their students. This implicit empowerment of
teachers as curriculum makers is unprecedented in the history of Philippine formal education.

E. Application
Make a Competency-Based Lesson Plan in Araling Panlipunan with the integration of MAKABAYAN subjects in a specific grade level (7-10). Given the
format and sample below as your guide in making your lesson plan.
 Lesson Plan Format
Banghay Aralin sa Araling Panlipunan
Ikatlong Markahan:
Aralin Bilang:

I. LAYUNIN
A. Pamantayang Pangnilalaman
B. Pamantayan sa Pangganap
C. Kasanayan sa Pagkatuto
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
B. Iba pang Kagamitang Panturo
IV. PAMAMARAAN
A. Balik-aral sa mga unang natutunan
B. Paghahabi sa layunin ng aralin (Pagganyak)
C. Pag- uugnay ng mga halimbawa sa bagong aralin ( Presentation)
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No I
(Modeling)
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No. 2. (
Guided Practice)
F. Paglilinang sa Kabihasan(Tungosa Formative Assessment)( Independent
Practice )
G. Paglalapat ng aralin sa pang araw araw na buhay (Application/Valuing)
H. Paglalahat ng Aralin (Generalization)
I. Pagtataya ng Aralin
J. Karagdagang gawain para sa takdang aralin (Assignment)
V. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya.
B. Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa
remediation.
C. Nakatulong ba ang remedial? Bilang ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na magpapatuloy sa remediation.
E. Alin sa mga istratehiyang pagtuturo na katulong ng lubos? Paano ito
nakatulong?
 F. Anong suliranin ang aking naranasan nasolusyunan sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitang panturo ang aking nadibuho na nais kong ibahagi sa mga
kapwa ko guro?

Note: Download the Curriculum Guide (CG), Teacher Guide and Learners Module of Araling Panlipunan in your chosen grade level as your basis in
your lesson plan.

Sample Lesson Plan in the K to 12 Revised Basic Education Curriculum

Banghay Aralin sa Araling Panlipunan 9
Ikatlong Markahan: Makroekonomiks
Aralin Bilang 1

I. LAYUNIN
Naipamamalas ng mag-aaral ang pag-unawa sa mga pangunahing kaalaman tungkol sa pambansang ekonomiya
A. Pamantayang Pangnilalaman
bilang kabahagi sa pagpapabuti ng pamumuhay ng kapwa mamamayan tungo sa pambansang kaunlaran
Ang mag-aaral ay nakapagmumungkahi ng mga pamamaraan kung paanong ang pangunahing kaalaman tungkol sa
B. Pamantayan sa Pangganap
pambansang ekonomiya ay nakapagpapabuti sa pamumuhay ng kapwa mamamayan tungo sa pambansang kaunlaran
Nailalalarawan ang paikot na daloy ng ekonomiya
AP9MAKIIIa-1
C. Kasanayan sa Pagkatuto 1. Natutukoy ang kahulugan ng sambahayan at bahay – kalakal
2. Naipaliliwanag ang paikot na daloy ng ekonomiya sa pamamagitan ng pangkatang gawain
3. Nakasusulat ng isang tula na nagpapakita ng mahalagang ugnayan ng sambahayan at bahay- kalakal
II. NILALAMAN Ang Paikot na Daloy ng Ekonomiya
Ekonomiks, Deped Modyul para sa mag-aaral , gabay ng guro
( pahina 228-230 )
III. KAGAMITANG PANTURO
Ekonomiks Batayang Aklat para sa Ikaapat naTaon. 2000. pp. 184-186.
A. Sanggunian
Ekonomiks Mga Konsepto at Aplikasyon (BatayangAklat) IV. 2012. pp. 212-220.
Ekonomiks MgaKonsepto at Aplikasyon (Manwal ng Guro) IV. 2012. pp. 80, 83.

B. Iba pang Kagamitang Panturo Laptop, Slide deck, Panulat, Coupon bond, Mga Pangkulay

IV. PAMAMARAAN
Ano ang Kaugnayan ng pamahalaan sa pamilihan?
A. Balik-aral sa mga unang natutunan
B. Paghahabi sa layunin ng aralin (Pagganyak) Larawan-Suri: Papangkatin ng guro ang klase sa lima at pagkatapos ay magpapakita ang guro ng iba’t ibang
larawan. Huhulaan ng bawat pangkat ang larawan at magpapaligsahan sila na isulat sa pisara ang nabuong salita
mula sa larawan. Ang pangkat na may pinakamaraming naitalang tamang kasagutan ay magkakamit ng karagdagang
puntos sa perpormans.

https://tinyurl.com/ydyhjmde
1. ( Sambahayan )

tinyurl.com/zrh2zay
2 ( Produkto )

https://preview.tinyurl.com/y89plpml
3 ( Bahay-Kalakal )
 http://tinyurl.com/hkxocwk
4 ( Hilaw na Sangkap )
Gawain 1. Hula Letra
Panuto: Isulat sa loob ng lobo ang tamang letra upang mabuo ang salita. Ang ilang letra ay ibinigay bilang gabay.
1. Anong dibisyon ng ekonomiks ang nakatuon sa kabuuang ekonomiya?

2. Ano ang tawag salaping kinokolekta ng pamahalaan upang makalikom ng pondo?

3. Ano ang pinagmumulan ng mga salik ng produksiyon?

C. Pag- uugnay ng mga halimbawa sa bagong

aralin ( Presentation)
4. Ano-ano ang bumubuo sa mga serbisyo at produktong panlipunan

5. Ano ang tawag sa pagbebenta ng mga produkto sa ibang bansa?

Mga Kasagutan:
1. Makroekonomiks 2. Buwis 3. Sambahayan
4. Pamahalaan 5. Export
 Pamprosesong Tanong
1. Ano ang iyong sariling pagkauunawa sa makroekonomiks?
2. Ano ang pagkakaiba ng makroekonomiks sa maykroekonomiks?
Pangkatang Gawain:
Papangkatin ng guro ang mga mag-aaral sa limang grupo. Ang bawat pangkat ay magsasagawa ng itinalagang
gawain na may kaugnayan sa paikot na daloy ng ekonomiya batay sa kanilang pang araw araw na karanasan sa
kanilang komunidad o pamayanan. Ito ay gagawin sa loob ng 10 minuto at pagkatapos ay ilalahad sa unahan.
Pangkat 1. Paggawa ng isang tula na may kaugnayan sa kahalagahan ng sambahayan sa paikot na daloy ng
ekonomiya. *Integrasyon sa Filipino- Pagsulat ng Tula
Pangkat 2. Paggawa ng isang jingle tungkol sa mahalagang gampanin ng bahay-kalakal sa paikot na daloy ng
ekonomiya. *Integrasyon sa Music- Jingle Making
Pangkat 3. Paggawa ng isang awit tungkol sa mahalagang gampanin ng sambahayan sa paikot nadaloy ng
ekonomiya. *Integrasyon sa Music- Pagsulat ng awit
Pangkat 4. Paggawa ng isang collage na nagpapakita ng mahahalagang gampanin ng bahay–kalakal sa paikot
nadaloy ng ekonomiya. *Integrasyon sa Arts- Paggawa ng Collage
Pangkat 5. Paggawa ng isang dula dulaan tungkol sa mahalagang ugnayan ng sambahayan at bahay kalakal sa paikot
na daloy ng ekonomiya. *Integrasyon sa Filipino- Paggawa ng dula
D. Pagtatalakay ng bagong konsepto at
Gamit ang sumusunod na rubrics ay mamarkahan ng guro ang mag-aaral sa kanilang presentasyon.
paglalahad ng bagong kasanayan No I
(Modeling) Napakahusay Katamtaman Nangangailangan pa ng
Pamantayan 5-4 3-2 Pagsasanay
1
Malinaw at mapanuri ang
Naglalahad sa mga detalye
pagkakalahad ng mga detalye Kakikitaan ng kakulangan ng
na sumusuporta sa paksa
na sumusuporta sa paksa mga detalye na sumusuporta
Nilalaman upang malinang ang
upang malinang ang sa pangunahing ideya.
pangunahing ideya.
pangunahing ideya.
Napakahusay ng pagbibigay May pagkakataong hindi
Magulo at hindi maintindihan
Kaangkupansapaksa ng konstraktibongmensahe malinaw ang pagbibigay ng
ang mensahe
na binibigyang diin mensaheng binibigyang diin
Nakitaan ang lahat ng Ang ilan sa miyembro ay Marami sa miyembro ay
Kooperasyon at
miyembro na may walang kooperasyon at walang kooperasyon at
Partisipasyon
kooperasyon at partisipasyon partisipasyon. partisipasyon.

Kabuuang Puntos (15)

Mga gabay na tanong:
E. Pagtatalakay ng bagong konsepto at paglalahad 1. Batay sa mga ipinakitang presentasyon ng bawat pangkat, ano-ano ang mahahalagang gawain ng sambahayan at
ng bagong kasanayan No. 2. ( Guided Practice) bahay kalakal, sa paikot na daloy ng ekonomiya?
2. Sa iyong palagay, may mahalaga bang ugnayan ang bawat isa? Pangatwiranan ang iyong sagot.
 Punan ang patlang ng wastong sagot upang mabuo ang talata.
Ang Tableau Economique ay naglalarawan ng ________na daloy ng produkto at serbisyo. May dalawang sektor
dito, ang ______ at ______ na gumaganap ng kanilang tungkulin. Ang sambahayan ay nagkakaloob ng ________at
tumatanggap ng _______mula sa ______. Samantalang ang bahay-kalakal ay lumilikha ng ________at tumatanggap
F. Paglilinang sa Kabihasan(Tungosa Formative ng ________ mula sa pagkonsumo ng ______. Ang ganitong gawain ng dalawang sektor ay nagbubunga ng
Assessment)( Independent Practice ) _______ ekonomiya.

Paano mapananatiling balanse ang

ekonomiya?

G. Paglalapat ng aralin sa pang araw araw na

buhay (Application/Valuing)

Gamit ang mga larawang makikita sa palibot ng cloud

web, Ipaliwanag kung papaano gumagana ang
pambansang ekonomiya upang mapabuti ang
pamumuhay ng mamamayan sa inyong lugar o sa
inyong pamayanan tungo sa pagtamo ng pambansang
kaunlaran. Isulat ang kasagutan sa cloud web.

H. Paglalahat ng Aralin (Generalization) Bilang isang mag-aaral, paano mo ilalarawan ang ekonomiya sa simpleng paraan?
Panuto: Isulat ang salitang Tama kung ang pangungusap ay nagpapahayag ng katotohanan at Mali kung hindi
wasto ang pahayag.
1. Export ang tawag sa pagbebenta ng produkto sa ibang bansa. – Tama
I. Pagtataya ng Aralin 2. Ang makroekonomiks ay dibisyon ng ekonomiks na nakatuon sa kabuuang ekonomiya - Tama
3. Ang bahay kalakal ang pinagmumulan ng mga salik ng produksiyon. – Mali
4. Ang pamahalaan ang bumubuo ng mga produkto at serbisyong panlipunan. – Tama
5. Buwis ang tawag sa salaping kinokolekta ng pamahalaan upang makalikom ng pondo. – Tama
J. Karagdagang gawain para sa takdang aralin
Kasunduan:
(Assignment)
1. Gumawa ng isangvenn diagram na nagpapakita ng mahalagang ugnayan ng sambahayan at bahay kalakal.
 Sanggunian :
Ekonomiks: Araling Panlipunan , Modyul para sa Mag-aaral
Pahina : 231 – 232
V. PAGNINILAY
Grade 9-Diamond
A. Bilang ng mag-aaral na nakakuha ng 80% sa  _____ Bilang ng mag-aaral na nakakuha ng 80% sa pagtataya.
pagtataya.
B. Bilang ng mag-aaral na nangangailangan ng iba Grade 9-Diamond
pang gawain para sa remediation.  _____ Bilang ng mag-aaral na nangangailangan ng iba pang gawain para sa remediation.
C. Nakatulong ba ang remedial? Bilang ng mag- ___Oo ___ Hindi
aaral na nakaunawa sa aralin. ______ Bilang ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na magpapatuloy sa
______ Bilang ng mga mag-aaral na magpapatuloy sa remediation.
remediation.
E. Alin sa mga istratehiyang pagtuturo na katulong  ___ Pangkatang Gawain para sa aking mag-aaral dahil nakikita ko ang kanilang pakikilahok sa mga Gawain.
ng lubos? Paano ito nakatulong?  ___ Ang pakikipagtulungan ay nakikita at mabisa sa pagtalakay ng leksyon. Ang mga mag-aaral ay ganado sa
klase mula sa gabay ng guro.
 ___ Ang mga mag-aaral ay binigyan ng sapat na oras upang alamin at pagyabungin ang kanilang pagpapakita
ng kanilang presentasyon at mga takdang gawain. Turuan at gabayan sila ng tamang paglinang ng pagtuklas.
 ___Gabayan ang mag-aaral na tuklasin ang kanilang kalinangan sa mga estratehiya kung papaano nila
maipakita at maisasagawa ang kanilang mga gawain na may angking galing at pagkamalikhain.
 ___ Ang pangkatang gawain ay isang mabisang paraan sa pagsasagawa ng mga gawain sa loob ng klase. Ito
ay magsisilbing patnubay at gabay sa klase upang maisasagawa ang tunay na layunin ng paghahatid ng
kaalaman na nais matutunan ng mga mag-aaral.
 ___Gumawa ng mga malikhaing presentasyon gaya ng video documentation, pananaliksik/case study,
pagtatanghal, awit at iba pa.
F. Anong suliranin ang aking naranasan  ___ Ang ugali ng mga mag-aaral tungo sa pag-aaral ang kadalasang problema ng mga guro. Ang tamang
nasolusyunan sa tulong ng aking punungguro at pakikitungo at pag-intindi sa kanilang pangangailangan at problema ay isa sa mga hamong kinakaharap ng
superbisor? mga guro.
 ___ Ang paggawa ng rubrik/iskala ay masyong mahirap. Kinakailangan ng gabay at tulong ng mga master
teacher sa tamang paggawa ng alituntunin at gabay sa pagsasagawa ng rubric.
 ___ Ang mga kasanayan sa kurikulum guide ay masyong mababaw at komplikado para ipa-intindi sa mga
mag-aaral. Kinakailangan ang tulong ng mga dalubhasa gaya ng superbisor upang matuldukan ang mga
problemang may kinalaman sa kasanayang pagkatuto mula sa kurikulum.
 ___ Mga dagdag na klerikal na gawain, meetings, seminars at iba pa na minsan hindi sa takdang oras ito
gaganapin. Ito ay nagsisilbing sagabal sa pagtuturo ng isang guro.
G. Anong kagamitang panturo ang aking nadibuho
na nais kong ibahagi sa mga kapwa ko guro?

F. Evaluation
Based on the following procedures of this module; the activities conducted and the ideas gathered, I want you to make a reflection by filling up the table
below. As a student, the lesson I got in this module are as follows:
I LEARNED……. I UNLEARNED……. RELEARNED……..
 Prepared by:

EDUARDO D. QUIDTA JR., M.A.Ed, M.Ed

Part Time Instructor

ROGER D. RAYMUNDO, Ph.D.

Part Time Instructor