Objective:

1. STRENGTHENING THE K TO 12 BEP DELIVERY SYSTEM FOR ELEM & SEC EDUCATION(DepEd Order No. 14, s. 2013)

2. Objective: • gain an in-depth understanding on Guidelines on Strengthening the K to 12 BEP System for Elementary Education ( Deped Order No. 14, s. 2013) • propose instructional/intervention programs based on learners’ needs

3. Activity Task: Build the tallest and strongest standing structure (with a marshmallow ontop) using supplied materials. Materials: Twenty sticks of spaghetti, one meter of masking tape, one meter of string, 5marshmallows Time: 10 minutes (7 for First Trial and 3 minutes for Second Trial)

4. Instructional Time • Grade 1 – First Sem: 240 min (4 hr) Second Sem: 270 min (4 hr & 30 min) • Grade 2 – 310 min (5 hr & 10 min) • Grade 7 - 360 min ( 6 hr)

5. Actual Classroom Teaching hours Sec. 13. Any teacher engaged in any actual classroom instruction shall not be required to render more than 6 hours of actual classroom teaching a day The Magna Carta for Public School Teachers (RA 4670)

6. Actual Classroom Teaching hours

7. 3.a. Six (6) hours of actual classroom teaching a day, except on academic activities that require presence outside the school premises, i.e. educational trip

8. 3.b … All advisorship and/or special assignments for the entire school year combined shall be considered as one teaching load

9. 3.c. A teacher with less than six (6) hours of actual classroom teaching shall render additional hours of appropriate teaching-related activities and duties within the school premises to complete six (6) hours.

10. Teaching-related activities and duties: Preparation of lesson plans, action/work plans, IMs, evaluation/assessment tools/rubrics; Preparation and checking of exercises recording of academic performance results and classroom accomplishments; Conduct of research; Attendance to seminars, workshops and similar programs;

11. 6. Consultations and conferences with parents; 7. Performance of coordination activities and duly recognized community social services; 8. Participation in the maintenance and improvement of school facilities and equipment; and 9. Other activities

12. Instructional Time Grade 1 - 1st Semester

13. Instructional Time Grade 1 – 2nd Semester

14. Time spent for the special instructional programs is part of the required number of working hours for teachers

15. Special Instructional Programs Enrichment A- 90% & up P - 85-89% Reinforcement AP- 80-84% D- 75-79% Remediation B– 74% & below

16. Special Instructional Programs Remediation In remediation, teachers try to correct a deficit rather than teach students to cope with the deficit. Through remediation activities or lessons, teachers help a student improve his skills through direct instruction.

17. Special Instructional Programs Remediation • Reteaching Teachers present the information to the student again. If a student struggles with solving a math equation, for example, the teacher simply shows him the method again. Reteaching is used when a student simply needs more exposure to the subject before he is able to internalize it. Suggested Strategy

18. Special Instructional Programs Remediation • Alternative Instructional Strategies • These strategies are often based on students' individual learning styles. For example, if the student does not comprehend material from a lecture on the parts of speech, the teacher might have her work with a partner to make a poster on parts of speech using pictures cut from a magazine. If a student is a kinesthetic learner, she will learn concepts better with hands-on activities. Remediation often includes multiple teaching styles to reach students with various learning styles. Suggested Strategy

19. Special Instructional Programs Remediation • Task Analysis • Task analysis is the process of breaking a skill into smaller components. Teachers can remediate the skill by teaching these components in sequence. • Task analysis helps the teacher to see what part of the process is causing difficulty for the student. When teaching a child to write his name, the teacher may break the task into smaller parts and determine he has a poor pencil grasp. The student can be instructed on the correct way to hold a pencil, thus improving the entire skill. Suggested Strategy

20. Special Instructional Programs Remediation • Additional Practice • Students may require additional practice to master skills. • Computer skills practice programs and skill practice games are effective ways to provide additional practice for struggling students. Suggested Strategy

21. Special Instructional Programs Remediation • One-on-One Tutoring • Tutoring is typically one child with one teacher. Tutoring involves direct instruction focused on a student's deficit areas. Tutoring is extremely effective for remediation, but it is time-consuming. Suggested Strategy http://www.ehow.com/info_8065079_remediation-activities

22. Special Instructional Programs Reinforcement This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner earlier this century (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement

23. Special Instructional Programs Reinforcement Burns notes that much Competency Based Training is based on this theory, and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order learning is not involved. www.brookes.ac.uk

24. Special Instructional Programs Reinforcement • Parallel Exercises • Cooperative Learning • Think-pair, Mix and Match, Simulation, Whole Class Discussion, Games, Contests, Role Playing, Problem Solving, Teaching with Manipulative, Jigsaw Method Suggested Strategy

25. Special Instructional Programs Enrichment Enrichment activities expand on students' learning in waysthat differ from the methods used during the school day. They often are interactive and project-focused.

26. Special Instructional Programs Enrichment They enhance a student's education by bringing new concepts to lightor by using old concepts in new ways. These activities are fun for the student, but they also impart knowledge.They allow the participants to apply knowledge and skills stressed in school to real-life experiences.

27. Special Instructional Programs Enrichment Enrichment activities are characterized by a high degree of interaction anda project focus. The common theme is that academic concepts are taught through a fun, engaging activity rather than by direct instruction.

28. Special Instructional Programs Enrichment • Theater Enrichment The classes focus on strengthening skills such as creativity, public speaking, and spontaneity through improvisational games and acting exercises. Teachers are then able to incorporate the activities into their lesson plans as they see fit in order to sustain what the students have learned. Suggested Strategy

29. Special Instructional Programs Enrichment • Indoor Enrichment Students may voluntarily sign up for different clubs that are held during indoor activities or during cooperative learning/Fun Learning Day. Suggested Strategy SJS Enrichment Program

30. Special Instructional Programs Enrichment • Investigatory Project • Research Work • Reaction Paper • Composition Suggested Strategy

31. Team Teaching This scheme will make teachers become more subject-focused and will have more time to prepare the necessary and appropriate instructional materials.

32. Types of Team Teaching • Traditional Team Teaching – both teachers actively share the instruction of content and skills, both teachers accept equal responsibility for all pupils and both teachers are actively involved throughout the class.

33. Types of Team Teaching • Lead and support Teaching – one teacher leads the lesson assuming responsibility for teaching the content, the other teacher provides support and follow up activities.

34. Types of Team Teaching • Differentiated split-class team teaching – The class is divided into two groups according to a specified learning need. Each group is provided with activities to meet that specified need

35. Benefits • Improved teaching and learning • Less correcting • Less Stress • More Support • Greater sense of achievement • Opportunity to learn new methodologies • Less time spent on discipline - instant gratification/less boredom/two sets of eye www.sdpi.ie/.../05_DCU%20SS08%20Team%20Teaching_and_SEN%2...‎

36. Tracking of Progress Teachers should have time to track the progress the children in every subject/learning area and to identify competency-relates factors affecting their performance in the subject, and to be able to provide appropriate interventions whenever necessary

37. Monitoring & Supervision (M&S) Regular monitoring and supervision by the school heads is a must to assure effective and efficient implementation of the special instructional programs and team teaching scheme. http://www.aepam.edu.pk/Files/Publications/Training_Manual_for_Monitoring_and_Supervision.pdf

38. Monitoring and Supervision are two complementary functions which often serve the same purposes. As such, supervision forms part of an overall monitoring system.

39. Activity • Identify at least three competency-related factors affecting pupil’s/student’s performance (in all learning areas) and suggest appropriate intervention respectively.

41. “When you know better you do better.” -Maya Angelou

42. “Knowledge will bring you the opportunity to make a difference.”  ―Claire Fagin

43. Cesar M. Mojica