Teachers are advised to be conscious of the content and performance standards and of the suggested time frame for each lesson, but flexibility in the management of the lessons is possible. The teacher should strive to keep a good balance between conceptual understanding and facility in skills and techniques. Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project.Supply a diverse question bank for written work and exercises.Encourage analysis through higher order thinking prompts.Introduce extensions or generalisations of concepts.Provide additional examples and applications.Use formative assessment to give feedback.Give time for hands-on unguided classroom work and discovery.Connect to a real-life problem if applicable.Use multimedia and other creative tools.Show step-by-step solutions to sample problems.Give a demonstration/lecture/simulation/ hands-on activity.Motivate through applications and connections to real-life.Clearly communicate learning competencies and objectives.Connect and/or review prerequisite knowledge.Highlight key concepts and identify the essential questions.All of these elements are presented in the following parts: 1. It contains classroom activities and pedagogical notes, and integrated with innovative pedagogies. This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly usable for teachers. When teachers empower learners to take ownership of their learning, they develop independence and self-direction, learning about both the subject matter and themselves. Given that developing mastery goes beyond memorization, teachers should also aim for deep understanding of the subject matter where they lead learners to analyze and synthesize knowledge. Through this Teaching Guide, teachers will be able to facilitate an understanding of the value of the lessons, for each learner to fully engage in the content on both the cognitive and affective levels. The lessons, which combine high-quality content with flexible elements to accommodate diversity of teachers and environments, promote these three fundamental concepts: SAYSAY: MEANING The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. Thus, the introduction of the SHS for SHS Framework. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies.įurthermore, the Commission believes that teachers are the most important partners in attaining this goal. To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Understanding Culture, Society and PoliticsĪs the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on…the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.”.21st Century Literature from the Philippines and the World.Disaster Readiness & Risk Reduction – Core Subject.
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