Republic of the Philippines

Department of
Education
National Educators Academy of the Philippines

Session Handout

Session No. 8A
Session Title: MATATAG MAPEH 4 Instructional Design Framework (IDF):
Pedagogy and Assessment

I. The K to 10 Instructional Design Framework

RA 10533, which clearly defines the curriculum as learner-centered,

developmentally appropriate, inclusive, hence promoting the use of constructivist,
inquiry-based, reflective, collaborative, and integrative pedagogical approaches, forms the
foundation for the K to10 Instructional Design Framework.

An instructional design framework is a structured model that guides the process of

developing instructional materials and activities. It provides a systematic way to organize
and implement the instructional design process - systematic process of creating, planning,
and delivering effective and efficient learning experiences., ensuring that educators and
instructional designers follow best practices.

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Key features of the K to 10 Instructional Design Framework:

The K to 10 Instructional Design Framework. It cuts across all learning stages

and key stages. It emphasizes the learners rather than the process. It enables learners
to take part in making decisions about creating learning activities. It gives directions and
brings together school administrators, teachers, and learners in a shared understanding of
how to accomplish learning objectives and discuss and enhance learners' progress. It is
descriptive rather than prescriptive. It outlines the key elements and considerations in
adopting teaching strategies, teaching materials, and the educational approach required to
achieve learning standards.

The Four Instructional Principles

Anchored on four instructional principles that learning must be inclusive, ideational,

integrative, and innovative, teachers then must be able to discern and demonstrate how
various pedagogical approaches in the curriculum will reflect the design of learning
activities. The four instructional principles describe the pedagogical ideas for basic
education. They provide suitable/appropriate teaching strategies to promote holistic
learning and let learners pursue lifelong learning, make wise decisions

• Being inclusive focuses on designing learning experiences that are accessible and
meaningful for a learner, regardless of their backgrounds or abilities. This includes
designing culturally responsive materials, providing multiple modalities for
learners to access content, and accommodating learners with special needs. This
involves making adjustments to the learning environment by using diverse
teaching methods and providing multiple pathways to learning.

• Being ideational involves generating ideas or concepts that can be used to describe
a thought process or mental framework and is focused on techniques to come up
with as many ideas as possible, development, and exploration of propositions,
without judgment or criticism. The goal is to engage learners in a variety of
possible solutions and find unexpected connections between ideas

• Being ideational involves generating ideas or concepts that can be used to describe
a thought process or mental framework and is focused on techniques to come up
with as many ideas as possible, development, and exploration of propositions,
without judgment or criticism. The goal is to engage learners in a variety of
possible solutions and find unexpected connections between ideas
• Being innovative involves exploring new and creative ways to design and deliver
instruction. It includes the use of emerging technologies, varied teaching methods, and
innovative assessment strategies to keep learners' experiences motivating and
engaging.

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Four Instructional Principles
Inclusive Ideational Integrative Innovative
• Culturally • Conceptual • Interdisciplinary • Creativity and
responsive Understanding Connections Originality
Teaching • Critical • Real-world Context • Skill Progression
• Culture-based Thinking • Cultural connection and Development
education • Higher-order • Problem-solving • Technology
• Differentiation Skills • Technology Integration
• Student-Centered • Application of integration • Forward-thinking
• Inclusive practices Knowledge • Holistic Wellness • Fostering Curiosity
• Multicultural Arts • Community and Exploration
Education involvement

The Four Key Aspects of Instructional Design

The 4Cs: context, connection, collaboration, and creativity represent key aspects of
instructional design, impacting the planning, delivery, and assessment of the teaching and
learning process.
• Context is the background or setting of something that affects how learners
comprehend information and helps them better appreciate the importance of what is
being taught to them in light of the actual problems and situations presented in their
daily life. As context is relatable, familiar, and relevant to the learners' experiences, it
boosts their motivation to actively participate in learning activities.
• Connection according to Fries 2021 is a vital consideration in instruction
believing that our interest is in the development of understanding and transferable
knowledge in complex domains. We want our students to develop robust and
flexible knowledge that they can take with them into the world, coordinate with
other knowledge, and apply to new problems and in new contexts
• Collaboration is the process by which students cooperate to accomplish a
common objective. It occurs when learners are allowed to contribute following
their skills and are equally responsible for producing outputs or sharing
knowledge. It is crucial because, whether students are aware of it or not, they will
interact with others throughout their lives.
• Creativity allows learners to use their imagination and critical thinking skills to create meaningful forms of
what they have learned. It allows them to generate new ideas in varying contexts and situations and
transform existing solutions into more innovative and sustainable ones.
Four Key Aspects of Instructional Design
Context Connection Collaboration Creativity
• Learning • Integrating art • Cooperative • Fostering creativity
Environment with other learning through art forms
• Cultural and subjects. • Peer Learning • Art production.
historical Factors • Technology • Foster • Skill development
• Diverse artistic integration teamwork,
traditions and • Arts connection cooperation and
cultures to culture, sportsmanship
• Modification and community and
adaptation history
• Cultural
competence

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• Arts interests

The Four Essential Facets/Events of Learning

The 4 Es (Engage, Explore, Experience, and Empathize) are crucial elements for
creating effective, engaging learning experiences that aren't strictly procedural and can
occur at any point during a lesson, based on a teacher's judgment and learner-centric
focus. Creating an optimal learning environment entails learners to engage, explore,
experience and empathize at any point in the lesson through appropriate and
judicious selection of strategies, support and resources.

 Engage focuses on capturing the learner's attention and generating interest in the
learning process. This includes a variety of strategies and techniques so that learners
take an active role in the learning process. The goal of engagement is to create an
emotional connection with learners, which can increase their motivation and
willingness to learn.
 Explore allows learners to discover new concepts and ideas on their own. This involves
providing opportunities for learners to experiment, solve problems, or ask questions. It
aims to encourage learners to take an active role in their own learning. It is essential for
promoting active learning and developing problem-solving skills.
 "Experience" allows learners to apply their acquired knowledge, skills, abilities, and
attitudes in real-world contexts. Simulations, case studies, and other practical activities
facilitate the transfer of learning to real-life situations.
 Empathize enables learners to understand and connect with the material they are
learning. It helps learners to step into someone else’s shoes and see the world from
their perspective. It is an essential part of socio-emotional learning and can aid learners
in forming bonds with others, improving communication, and resolving conflicts.

Four Essential Learning Events

Engage Explore Experience Empathize

• Art analysis • Art talks • Art Exhibit visit • Understanding
• Mindfulness and • Modified games • Performance or Others'
physical • Discussions exhibitions Perspectives
activities • Direct teaching • Outdoor • Reflective
• Reading • Demonstration learning
• Rhythmic • modeling experience
exercises
• Movement and
music
• Situational
analysis

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II. Pedagogical Approaches and Sample Strategies in Teaching MAPEH

Pedagogical Approaches for Music and Arts

1. Culture-based Education as an approach to teaching is

- Teaching “through” and “with” the arts creating relationships between different arts disciplines and
other classroom skills and subjects (Burnaford, 2007).
- Teaching is “grounded in the belief that learning is actively built, experiential, evolving, collaborative,
problem-solving and reflective” (Silvertein and Lyne, 2010).
- “offers various ways for learners to create meaning of what they are learning (constructivism) and
make these learning demonstrated (differentiated instruction). (Magno, 2016).
a. Burnaford, 2007
- As an approach to teaching, Culture-based education identifies arts, cultures, and heritage or essential
cultural knowledge or ECK of the community where one teaches.
- The ECK becomes the content process/es competencies, skills, values, or attitudes of a lesson which is
being taught in the MATATAG Music and Arts Curriculum.
- Integration is an attempt to make education and learning more meaningful, appealing, motivational,
and engaging for all students.
- This theory facilitates the process of indigenization.
b. Silvertein and Lyne, 2010
- This approach serves as our teaching guide or principles: actively built, experiential, evolving,
collaborative, problem-solving, and reflective.
- This approach identifies what characteristics and attributes the learners to perform or exhibit based on
the identified outcomes or target goals for the lesson.
- This approach to teaching where the learners are guided to independent learning, self-directed learning
with their own choice of learning modalities
- This theory facilitates the process of localization.
c. Magno, 2010
- Constructivism is a theory about how people learn. They construct their own understanding and
knowledge of the world through experiencing thing and reflecting on those experiences. (Piaget and
Ausubel, 1968). Meaning and understanding are created by individuals by means of social interactions
and their interaction with their environment (Vygolsky, 1987)
- Differentiated Instruction (DI) modifies traditional instruction. The teacher uses more than one
instructional methodology, access to instructional materials in a variety of formats, expanding test-
taking and data collection options, and varying the complexity and nature of the content presented
during the courses of a unit of study (Tomlinson, 2003).
- This theory facilitates the process of contextualization

2. Discipline-based Arts Education (DBAE)

- Discipline-based art education (DBAE) is a flexible but comprehensive approach to art education that
recognizes and respects diversity in teacher training, learner backgrounds, and local conditions. DBAE
supports a diminished emphasis on studio instruction and instead promotes education across four
disciplines within the arts: aesthetics, art criticism, art history, and art production. Learners'
performance is assessed using a portfolio method and a comprehensive approach that are inarguably
and essentially contributory factors in arts education's teaching and learning process. DBAE advocates
that certified teachers should teach art and that "art education is for all learners, not just those who
demonstrate talent in making art."

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- Discipline-based art education is an approach to instruction and learning in art that derives content
from four foundational disciplines that contribute to the creation, understanding, and appreciation of
art. These disciplines of art provide knowledge, skills, and understandings that enable students to have
a broad and rich experience with works of art in four ways:
a. By making art (art production)
b. By responding to and making judgments about the properties and qualities that exist in visual
forms (art criticism)
c. By acquiring knowledge about the contributions of artists and art makes culture and society (art
history), and
d. By understanding how people justify judgments about art objects (aesthetics).
Art History Art Art Aesthetics
Production Criticism

Thematic Units Demonstration and Guided analysis Aesthetic exploration through

Modelling colors

Timeline Guided Practice Visual Thinking Sensory Experiences

activities strategies

Museum visits Collaborative Art Concept mapping Nature-inspired aesthetics

Projects activity

Cultural context Individualized Gallery walks Aesthetic Vocabulary building

exploration instruction

Primary source Performance Digital Platforms for Emotion-based art activities

Analysis Critique

Art-history Cultural aesthetic exploration

research Projects

3. Integrative Approach

Integrative approach or art integration is an approach to teaching in which learners are engaged in
the creative processes by exploring, reflecting, interpreting, connecting, applying, and demonstrating
knowledge of specific objectives in multiple content areas. This can be in thematic approach,
collaborative approach, interactive performances, cultural connections, and storytelling through art
and music ”

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Some Methods in teaching Music Education

1. Orff Schulwerk

It incorporates music, dance, theater, and speech into sessions similar to a child's world of play –
exploring, improvising to tap children's natural musicality. It organizes teaching music into four stages:
imitation, exploration, improvisation, and composition. These four phases lay the groundwork for children's
musical literacy development. It is like Bloom's taxonomy in that it begins with introducing the fundamental
skill set and progresses to more sophisticated activities like improvisation and composition. "Play" in the Orff
classroom is not a random free-for-all but a carefully organized series of exercises and open-ended questions
to promote learners' spontaneous creative thinking. According to Goodkin (2001), "Freedom for the kid
requires accuracy on the side of the instructor."

2. Kodály Method

Music is important in every child's intellectual, emotional, physical, social, and spiritual development,
according to the Kodály philosophy of music education. A central tenet of the Kodaly method is that music
belongs to everyone and that music education is a fundamental right that should not be taken for granted.
According to Zemke, singing should be the first step in music instruction. This approach made use of a
variety of techniques to help achieve a musically literate society. These include relative solmization (also
known as "movable do"), rhythm syllables derived from a French method established by Cheve, and hand
signals meant to offer a visual representation for solfege syllables and developed in England and often
credited to Sarah Glover and John Curwen (Choksy, 1999; Zemke, 1977).

3. Dalcroze Eurythmics Approach

The teacher places a high value on eurhythmy and movement. To move, you need rhythm, and
movement is a bodily sensation. Dalcroze disliked the concept of a song having a set movement. Teachers
are encouraged to improvise and build on the content. With teachers' understanding of musical
components, any material may be utilized.

Pedagogical Approaches in Teaching Physical Education and Health

1. Collaborative approach

- “Collaborative approach encourages the learners to work together, share ideas, and solve problems as
a team. Examples are Group discussion or presentation, role-playing, group planning or brainstorming
and cooperative learning activities”.
-
2. Direct teaching

- “Direct instruction is a teacher-directed teaching method. This implies that the teacher presents the
information in front of the class. The teachers should also give explicit guided instructions to the
learners.

3. Integrative Approach
- Integrative approach in teaching Physical education and Health that emphasizes on the integration of
Health concepts, physical activity, and skills that contribute to overall wellness of the learners. It can
be through Fitness circuit stations, Mindfulness activities for wellness, Health related Fitness
challenges and Wellness Journal”
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4. Teaching Games for Understanding (TGfU)

- The TGfU was first coined in the United States in the early 1980s. The ideas were spawned by Thorpe,
Bunker, and Almond (1986) and drew on the earlier work of Maudlon and Redfen (1981). The TGfU
was proposed as an alternative to the technique approach because it was noted that techniques
practiced in isolation did not transfer to the game.

The TGFU approach was proposed as a way of putting the WHY of a game before the HOW. Bunker & Thorpe,
(1986a, p. 8-10) suggested a six-stage model:
1) Game form where the teacher teaches learners an adult game through a modified game where the rules of
the game are designed for the physical, social, and mental development of the learners.
2) Game appreciation is developed in a modified game form that enables the learners to develop an
appreciation of the rules that shape the game. The modified rules will determine the repertoire of skills
required and the tactical problems to be appreciated by the learners.
3) Tactical awareness is taught whilst playing the modified game. The teacher guides the learners to realize a
tactical awareness of how to play the modified game to gain an advantage over his or her opponent.
4) Decision-making where the learners, with tactical awareness, make appropriate decisions about “what to
do?” and “how to do it?” Tactical awareness enables the learners to recognize cues of what to do (skill
selection) and then how to do the skill (skill execution) based on the situation in the game.
5) Skill execution stage where the students learn to execute the required skill from the context of
the game and within students’ ability limitations. This stage implies that learners develop problem-solving
skills that help them to understand the purpose for practicing either a technical skill needed to play the
game with more tactical sophistication (i.e. Trapping a ball, striking a ball into the court), or a strategic
maneuver practiced to gain a tactical advantage (i.e. hitting the ball short then long in tennis, using a fast
break in basketball).
6) Performance of the skill or strategy is where what is learned is “measured against criteria that are
independent of the learner” (p. 10). These criteria focus on the appropriateness of response as well as the
efficiency of the technique.

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III. Assessment for Science – Types and Method

DepEd Order No. 8, s. 2015 defines classroom assessment as: the “ongoing process of
identifying, gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do” . It also defines as “an integral part of
curriculum implementation that allows teachers to track and measure learners’
progress and to adjust their instruction accordingly. It informs the learners, as well as
their parents and guardians, of their progress”.

Types of Classroom Assessment

The policy outlines two types of assessment: formative and summative.

Formative assessment is known as assessment for learning because it helps to

improve the learning of all learners while they learn. Learners also develop an
understanding of what is involved in their learning and how to take responsibility for
improving it.

Summative assessment is known as assessment of learning as it summarizes

learning that has occurred over a period of time for all learners. It is administered at
the end of a block of learning to measure the extent learners have mastered the
content and performance standards; the results of summative assessment are used
as the basis for computing grades.

Assessment Methods

Assessment methods are the ways you gather evidence of a learner’s progress over time.

The four assessment methods commonly used to find out what learners know and
understand (knowledge) and what they can do (skills) are:
 Observation: Teachers make formal and informal observations of the
learners’ performance or behaviors based on assessment criteria.
 Talking to learners: Teachers talk to and question learners to gain insights on
their understanding and progress and to clarify their thinking; often referred
to as conferencing.
 Analyses of learners’ products: Teachers judge the quality of products created
by learners according to agreed-upon criteria.
 Tests: Teachers set quizzes to determine learners’ ability to demonstrate
mastery of a skill or knowledge and understanding of content.

Teachers should use a range of assessment methods for learners to demonstrate their
learning. Relying simply on tests is not fair to all learners as this can unintentionally
emphasize simple recall of information rather than challenge learners to use the cognitive
processes based on the revised Bloom's Taxonomy and outlined in DepEd Order No. 8, s.
2015

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1. Observation:
Nature Walk Observation, Simple Experiment Observation, Show and Tell Science
Object Observation, Science Craft Activity Observation, Living vs. Non-living Things
Observation, Weather Observation, Simple Machines Exploration, Plant Life Cycle
Observation, Animal Habitats Exploration, Scientific Drawing Session:

2. Talking to Learners:
Science Storytelling Session, Question and Answer Session, Peer Interview on Seasons,
Discussion on Healthy Habits, Classroom Science News Report, Model Presentation,
Animal Adaptation Discussion, Science Vocabulary Show and Tell, Technology-Assisted
Interview, Observation Reflection:

3. Analyses of Learners’ Products:

Illustrated Science Journal Entry, Nature Collage Creation, Simple Experiment Write-Up,
Animal Habitat Diorama, Simple Machines Drawing and Labeling, Weather Report
Poster, Plant Life Cycle Flipbook, Healthy Plate Drawing, Science Concept Comic Strip,
Scientific Model Craft

4. Tests:
Science Concept Matching Quiz, Hands-On Skills Test, Picture-Based Science
Assessment: Seasons and Weather Quiz, Sorting Living and Non-living Things,
Labeling Animal Adaptations, Science Vocabulary Crossword, Simple Machines
Identification, Observation and Inference Test, Weather and Seasons Drawing Test:

Assessment Method (Do 8., s 2015)

Before the lesson:

Agree-Disagree activity, Games,
Interviews, Inventories/ Checklist of events or skills, KWL activities, Open-ended questions,
Practice exercises

During the Lesson:

Multi-media presentations, Observations, Other formative tasks, Quizzes, Recitations,
Simulation activities

After the lesson: Checklist, Discussion, Games, Performance task, Practice, Short Quiz,
Written Work

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Summative Assessment

Components:
Written Work – Long Test, Unit test, Essay, Written reports, other written task
Performance Task: Skill demonstration, Group presentations, Oral Work,
Multimedia presentations, Research Projects
Quarterly Assessment

Weight Component and Grading

MAPEH will be computed as two components

Feedback
Research shows that one of the most influential factors in improving learning is for
learners to receive clear and specific feedback while they are learning. Feedback can also
come from the other learners, who can give explicit feedback using assessment criteria for
their peer- assessment activities. For learners in indigenous communities, elders can give
feedback to learners as the latter learn traditional skills and knowledge.

Following are some guidelines on giving effective feedback:

• Give feedback as soon as possible after an assessment activity.
• Provide specific oral or written constructive feedback directly related to a
learner’s performance.
• Provide feedback that identifies a learner’s strengths.
• Highlight areas for improvement.
• Give hints on how to improve.
• Help learners give feedback to their peers using assessment criteria and rubrics
during peer-assessment activities.
• Provide learners with opportunities for self-reflection in self-assessment activities.
• Use words that communicate respect to the learners and their works.
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 Republic of the Philippines
Department of
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National Educators Academy of the Philippines

Session Handout

Rubrics are useful tools that help teachers make consistent judgements about the
quality of learners’ work.
A rubric is a scoring guide usually presented in graphic format, typically as a grid. It
defines what is expected in a learning situation. It gives meaning to learners’ level of
performance on authentic assessment tasks, which include free-response questions,
science and math investigations, survey and interview reports, oral or slide presentations,
essays, reflections, journals, article reviews or reactions, and performance tests or
skills demonstration.

Rubrics are usually shared with learners to give them an opportunity to discuss the
criteria to be used for an activity before they perform it. Each level of performance in a
rubric has a criterion or description and allows for objective scoring of summative and
formative assessments. The result can be used to provide feedback to learners.

Rubrics answer three questions:

1. What do we want learners to know and be able to do?
2. How well do we want learners to know and be able to apply or use a skill in a concept?
3. How will teachers and other scorers know when a learner knows a concept and does
an activity well?

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References:

Dobbs, Stephen Mark. The DBAE handbook: An overview of discipline-based art education. Malibu, CA: The Getty Center for
Education in the Arts, 1992.

Teaching games for understanding: What does that look like and how does it improve skill learning and game playing. Accessed
January 28, 2024. https://web.uvic.ca/~thopper/WEB/articles/JTPE/TGFU.htm.

April 1, 2015 Do 8, S. 2015 - Department of Education. Accessed January 28, 2024. https://www.deped.gov.ph/2015/04/01/do-8-s-
2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/.

Orlando Magno: Graduate Diploma in Cultural Education, Foundation and Pedagogy of Culture-based Education CulEd 200, 2022

April 1, 2015 Do 8, S. 2015 - Department of Education. Accessed January 28, 2024. https://www.deped.gov.ph/2015/04/01/do-8-s-
2015-policy-guidelines-on-classroom-assessment-for-the-k-to-12-basic-education-program/.

DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program

DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and Grading in Light of the Basic Education
Learning Continuity Plan

DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program

MATATAG Curriculum Guides (MAPEH)

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Activity m
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