Kindly check na lang po, ito po yung ginamit ko noong nakaraang panuruang taon 2015. (not completed kase naibigay ko na yung lesson plan ko sa friend ko)
The document outlines the online activities of the Supreme Student Government for the 2020-2021 school year. It lists the core values of maka-Diyos, maka-Tao, maka-Kalikasan, and maka-Bansa. Under each value are several proposed online activities with objectives such as sharing daily devotions, advocating for human rights, promoting a healthy diet and environmental awareness, and highlighting important events in Philippine history. The activities utilize social media platforms like Facebook to spread positivity, encourage prayer and reflection, educate students, and bring the community together during the pandemic.
Approaches, Methods and Strategies in Edukasyon sa PagpapakataoDee Barr
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The document outlines six approaches to teaching Edukasyon sa Pagpapakatao (Education for Human Development) in the Philippines:
1. Values inculcation approach focuses on instilling pre-chosen values through explanation, reinforcement and modeling.
2. Moral development approach stimulates students' moral reasoning through dilemmas and self-reflection to advance to higher stages.
3. Analysis approach uses logical thinking and scientific inquiry to guide valuing, focusing on public policy over personal values.
4. Value clarification approach helps students clarify and actualize personal values through choosing freely after considering alternatives.
5. Action learning approach develops students' ability to act on personal values in real situations
The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.
This document provides an introduction and guide for the National Competency-Based Teacher Standards - Teachers' Strengths and Needs Assessment (NCBTS-TSNA). The NCBTS-TSNA was developed to evaluate teacher competencies based on the NCBTS framework and identify strengths and learning needs to inform teacher professional development programs. It consists of 270 knowledge, skills, and attitudes indicators across 7 domains and 23 strands. The tool was validated through trials in regions VI, VII, and VIII and feedback from education experts. Administration of the NCBTS-TSNA involves teachers conducting self-assessments, and results being consolidated at the school, district, and division levels to contribute to school and education development planning.
The document outlines the online activities of the Supreme Student Government for the 2020-2021 school year. It lists the core values of maka-Diyos, maka-Tao, maka-Kalikasan, and maka-Bansa. Under each value are several proposed online activities with objectives such as sharing daily devotions, advocating for human rights, promoting a healthy diet and environmental awareness, and highlighting important events in Philippine history. The activities utilize social media platforms like Facebook to spread positivity, encourage prayer and reflection, educate students, and bring the community together during the pandemic.
Approaches, Methods and Strategies in Edukasyon sa PagpapakataoDee Barr
Ìý
The document outlines six approaches to teaching Edukasyon sa Pagpapakatao (Education for Human Development) in the Philippines:
1. Values inculcation approach focuses on instilling pre-chosen values through explanation, reinforcement and modeling.
2. Moral development approach stimulates students' moral reasoning through dilemmas and self-reflection to advance to higher stages.
3. Analysis approach uses logical thinking and scientific inquiry to guide valuing, focusing on public policy over personal values.
4. Value clarification approach helps students clarify and actualize personal values through choosing freely after considering alternatives.
5. Action learning approach develops students' ability to act on personal values in real situations
The document discusses the teaching of Edukasyon sa Pagpapakatao (EsP) in the Philippines. It outlines the goals of EsP to develop students' ethical character and moral reasoning. EsP aims to guide students to find meaning in life and contribute to Philippine society. The document discusses the key stage outcomes for EsP from grades K-12 and the cognitive, behavioral and affective dimensions of EsP. It also summarizes the guiding principles and various approaches and methods used to teach EsP, including values inculcation, moral development, analysis, value clarification and action learning.
This document provides an introduction and guide for the National Competency-Based Teacher Standards - Teachers' Strengths and Needs Assessment (NCBTS-TSNA). The NCBTS-TSNA was developed to evaluate teacher competencies based on the NCBTS framework and identify strengths and learning needs to inform teacher professional development programs. It consists of 270 knowledge, skills, and attitudes indicators across 7 domains and 23 strands. The tool was validated through trials in regions VI, VII, and VIII and feedback from education experts. Administration of the NCBTS-TSNA involves teachers conducting self-assessments, and results being consolidated at the school, district, and division levels to contribute to school and education development planning.
A powerpoint presentation about Similar Values and Traditions of Filipino and Chinese for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
A powerpoint presentation about Afro-Asian Literature for the subject '21st Century Literature from the Philippines and the World' in Senior High School (SHS)
The document provides a detailed overview of the history of Philippine literature from pre-colonial times to the present day. It is divided into several periods:
1) Pre-Colonial Period - Literature included riddles, proverbs, folk songs, folk tales, myths, legends, fables and epics that were part of oral tradition.
2) Spanish Colonization Period (1565-1863) - Religious literature like pasyon and secular literature like awit and korido were produced. Oral literature included songs, drama and religious drama.
3) American Colonization Period (1901-1946) - Literature in English emerged with genres like novels, short stories and poetry. Notable
A powerpoint presentation about Ilocano Literature for '21st Century Literature from the Philippines and the World' Subject in Senior High School (SHS)
Amelia Earhart embarked on the first female solo flight across the Pacific Ocean in 1935. In 1937, she began the first attempted circumnavigation of the equator by airplane but disappeared over the central Pacific Ocean near Howland Island on July 2nd along with her navigator, Fred Noonan, after taking off from Lae, New Guinea. Despite extensive search efforts, neither Earhart nor her plane were ever found. The circumstances of her disappearance remain mysterious and have led to ongoing speculation.
The thyroid gland is located in the front of the neck below the voice box. It produces the hormones thyroxine and calcitonin which regulate the body's metabolism and calcium storage in bones. The thyroid gland works with the hypothalamus and pituitary gland in a feedback loop to control hormone release and influences many bodily functions including heart rate, digestion, muscle control, brain development and bone maintenance.
Ang **akdang naratibo** ay isang uri ng panitikan na nagsasalaysay ng isang kwento o karanasan. Ito ay isang pagsasalaysay ng mga pangyayari na may layuning magbigay aliw, magturo, o magbigay aral sa mga mambabasa. Kadalasang gumagamit ng mga tauhan, tagpuan, at kaganapan upang maipahayag ang isang kwento sa isang tiyak na ayos o pagkakasunod-sunod.
Ang **akdang naratibo** ay may mga pangunahing elemento tulad ng **tauhan**, **tagpuan**, **tema**, **salungatan**, at **banghay**. Ang **tauhan** ang mga karakter na gumaganap sa kwento, mula sa pangunahing tauhan hanggang sa mga sumusuportang karakter. Ang **tagpuan** ay ang lugar at oras kung saan nagaganap ang mga pangyayari sa kwento. Ang **tema** naman ay ang pangunahing ideya o mensahe na nais iparating sa mambabasa. Ang **salungatan** ay ang problema o hamon na kinakaharap ng mga tauhan sa kwento, at ang **banghay** ay ang pagkakasunod-sunod ng mga pangyayari mula sa simula, gitna, hanggang sa wakas.
Halimbawa ng akdang naratibo ay ang mga **maikling kwento**, **nobela**, at **talambuhay**. Sa mga akdang ito, ang manunulat ay nagkukuwento ng isang kwento na may mga tauhan at nagsisilbing gabay sa mga mambabasa upang matutunan ang mga aral na dulot ng kwento. Ang isang akdang naratibo ay maaaring magtaglay ng iba't ibang emosyon tulad ng saya, lungkot, takot, at pagmamahal, na nakatutulong upang mas maging makulay at buhay ang kwento.
Sa kabuuan, ang akdang naratibo ay isang mahalagang anyo ng panitikan na naglalaman ng mga kwento at karanasan na makapagbibigay ng kasiyahan at aral sa mga mambabasa.
Course Desciption - Edukasyon sa Pagpapakatao (EsP)
1. COURSE DESCRIPTION
Ang Edukasyon sa Pagpapakatao (EsP) ay asignaturang bahagi ng
K to 12 na gagabay at huhubog sa mga kabataan. Ang tunguhin o
outcome ng EsP ay kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat. Nangangahulugan ito na
lilinanginat pauunlarin ang pagkataong etnikal ng bawat mag-aaral.
Upang maipamalas ito, kailangangmagtaglay siya ng limang
pangunahing kakayahan (macro skills), pag-uanawa, pagninilay,
pagsangguni, pagpapasya, at pagkilos.
Ang mga pangunahing kakayahang ito ay nililinang sa apat na
tema sa bawat antas mula Kindergartenhanggang baiting 10: (a)
Pananagutang Pansarili at Pagiging Kasapi ng Pamilya, (b)
Pakikipagkapwa, (c) Paggawa Tungo sa Pambansang Pag-unlad at
Pakikibahagi sa Pandaigdigang Pagkakaisa, at (d) Pagkamaka-Diyos at
Preperensya sa Kabutihan.
Apatnapung minuto araw-araw ang iminumungkahing oras at
Filipino ang gagamitinsa pagtuturo ng EsP.
Ang kahulugan at ang limang palatandaan nito ay batay sa Apat
na Batayan (Pillar) ng Edukasyon at angkonsepto ng UNESCO tungkol
sa mga panghabang buhay na kakayahan (life skills) na binuo ng
International Commission on Education para sa ika-21 nasiglo. Ang
limang palatandaan.Ang limang palatandaan nito ay ang mga
sumusunod: (a) may kakayahang makipagtalastasan, (b) nag-iisipnang
mapanuri at may kakayahang lumutas ng suliranin, (c) ginagamit ang
mga likas na yaman nang mapanagutan para sa susunod na salinlahi at
(d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may
malawak na pananaw sa daigdig.
Sa Edukasyon sa Pagpapakatao (EsP), ang palatandaan o
kakayahan ng functional literacy ay nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat. Ibig sabihin, nilalayon ng
EsP na linangin at paunlarin ang pagkataong etikal ng mag-aaral. Ang
EsP ay naglalayong gabayan ang mag-aaral na mahanap/ matagpuan
ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino
upang makibahagi siya sa pagtatayo ng pamayanang pinaiiral ang
katotohanan, kalayaan, katarungan, at pagmamahal.