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Instructional Design Framework

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30 views2 pages

Instructional Design Framework

Uploaded by

Mary ann
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Curriculum Evaluation of the Instructional Design Framework of MATATAG

CURRICULUM and K-12 CURRICULUM

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


developing instructional activities and materials. It is based on the pedagogical approaches
stipulated in the Enhanced Basic Education Act of 2013 (RA 10533) that clearly specified the
curriculum to be learner-centered, developmentally appropriate and inclusive as well as promotes
the use of pedagogical approaches such as constructivist, inquiry-based, reflective, collaborative
and integrative.
On the Pedagogy
In the Matatag Curriculum, the pedagogy for text in the language curricula is designed to
develop learners' critical reading and writing skills. The approach used in grade 7 is a genre-
based approach, which focuses on the study of different text types and the language features that
characterize them. Instruction in this key stage emphasizes the importance of exposing learners
to a variety of texts, including authentic texts of different genres, to develop their understanding
of text structures and language features. Teachers are encouraged to use explicit teaching of text
features and modeling of text types as a way to support learners' understanding and use of
language because Genre-Based Approach refers to teaching learners how to make use of
language patterns to achieve a coherent, purposeful composition (Hyland, 2003). While in the K-
12 Curriculum, used spiral progression approach in which skills, grammatical items, structures
and various types of texts will be taught, revised and revisited at increasing levels of difficulty
and sophistication. This will allow students to progress from the foundational level to higher
levels of language use.
On Assessment
Assessment practices need to be authentic (Frey, Schmitt, &Allen,2012). Authentic
assessment occurs when a teacher observes a learner in the process of working on something
real, provides feedback, monitors the learner’s use of the feedback, and adjusts instruction and
evaluation accordingly.
In the Matatag Curriculum, assessment for text focuses on measuring learners’ ability to
comprehend, analyze, and create different types of texts, including literary, informational, and digital
texts. Assessment in this domain should be multimodal, incorporating various forms of text, such as
print, visual, and digital, and measuring learners’ ability to use different modes and media to
communicate effectively. Assessments should also measure learners’ progress in developing their critical
literacy skills, including their ability to analyze and interpret texts critically, and to use texts to construct
and communicate meaning effectively. While in the K-12 curriculum, holistic approach is used which
refers to the ongoing gathering of information on different facets of a child from various sources, with
the aim of providing qualitative and quantitative feedback to support and guide the child’s development.
In the holistic view of language, assessment procedures are based on the notion that the
interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary,
among others cannot be ignored. As the four skills of language-listening, speaking, reading and writing -
are seen to be parts of a structurally integrated whole. Holistic assessment informs teachers of the
teaching practices and guides them in the design and delivery of the student learning.

On Grade Level Standards


In the Matatag Curriculum, grade 7 learners use their multiliteracies and communicative
competence in evaluating Philippine literature, and informational and transactional texts; and
create texts in various modalities for a variety of purposes, meanings, and target audiences,
which reflect their local and national identity. While in the K-12 Curriculum, grade 7 learners
demonstrate communicative competence through his/her understanding of literature and other
types for a deeper appreciation of Philippine Culture and those of other countries.

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