DEPARTMENT OF EDUCATION Bureau of Secondary Education Curriculum Develo ment Divi!

ion

2010 SECONDARY EDUCATION CURRICULUM MATHEMATICS I CURRICULUM GUIDE

TABLE OF CONTENTS Pages I. II. III. I.. .. Introduction Conc"#tu$% Fr$&"'or( in M$t)"&$tic* I +ro,r$& $nd G"n"r$% St$nd$rd* Conc"#t M$tri/ T)r"" St$," Curricu%u& Fr$&"'or( ii ! 12 0 1 2-

Ann"/"* A. T)" Monitorin, $nd E!$%u$tion o2 t)" I&#%"&"nt$tion o2 t)" 2002 B$*ic Educ$tion Curricu%u&3 Findin,* $nd R"co&&"nd$tion* B. Guid" 4u"*tion* 2or t)" R"!i"' o2 t)" Curricu%u&

INTRODUCTION
T"e Conte#t A! a matter of ractice$ t"e curriculum in t"e P"ili ine! i! revi!ed every ten year!$ %ut t"e ra id rate of c"an&e in education and t"e fa!t o%!ole!cence of 'no(led&e nece!!itate a continual revi!itin& and u datin& of t"e curriculum to ma'e it re! on!ive to emer&in& c"an&e! in t"e need! of t"e learner and t"e !ociety) T"u!$ t"e refinement of t"e curriculum remain! to %e a (or' in ro&re!!) A!ide from t"e i!!ue of relevance$ t"e refinement of t"e !econdary education curriculum (a! &uided %y t"e need$ a! articulated in t"e Education for All Plan *+,-$ to !treamline it! content in order to im rove !tudent ma!tery and contri%ute to t"e attainment of functional literacy) T"i! %ecame a rimary con!ideration in t"e de!i&n of t"e curriculum and t"e formulation of !tandard! and t"e e!!ential under!tandin&! from ("ic" t"e content of t"e curriculum (a! derived) T"e re!ult! of national and international a!!e!!ment! (ere revie(ed and analy.ed for t"eir im lication! for teac"in& and learnin&) T"e findin&! (ere u!ed to furt"er ti&"ten t"e !tandard! and im rove t"e delivery of t"e curriculum and t"e teac"in&/learnin& roce!!) T"e re!ult! of t"e evaluation of t"e im lementation of t"e *++* Ba!ic Education Curriculum (ere li'e(i!e con!idered in t"e revie( of t"e curriculum) T"e findin&! and recommendation! 0!ee Anne# A1 &uided t"e trainin& of teac"er! and t"e ca acity/%uildin& of !c"ool "ead! in mana&in& t"e ilot te!t of t"e curriculum in *2 !econdary !c"ool! nation(ide)

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T"e Proce!! T"e refinement of t"e curriculum follo(ed t"e Under!tandin& %y De!i&n 0U%D1 model develo ed %y 7ay McTi&"e and 8rant 9i&&in!) T"e curriculum de!i&n "a! t"e follo(in& element!:
E!!ential 5ue!tion!

E!!ential Content3 O%6ective! Performance 0'no(led&e3!'ill!1 Under!tandin&! Standard! Re!ult!3Outcome! Product!3 Performance! A!!e!!ment

St$," 1 A) Re!ult!3De!ired Outcome!$ ("ic" define ("at !tudent! !"ould %e a%le to 'no( and do at t"e end of t"e ro&ram$ cour!e$ or unit of !tudy; &enerally e# re!!ed in term! of overall &oal!$ and ! ecifically defined in term! of content and erformance !tandard! A),) Content !tandard!$ ("ic" ! ecify t"e e!!ential 'no(led&e 0include! t"e mo!t im ortant and endurin& idea!$ i!!ue!$ rinci le! and conce t! from t"e di!ci line!1$ !'ill! and "a%it! of mind t"at !"ould %e tau&"t and learned) T"ey an!(er t"e <ue!tion$ =9"at !"ould !tudent! 'no( and %e a%le to do>? A)*) Performance !tandard!$ ("ic" e# re!! t"e de&ree or <uality of roficiency t"at !tudent! are e# ected to demon!trate in relation to t"e content !tandard!) T"ey an!(er t"e <ue!tion$ =@o( (ell mu!t !tudent! do t"eir (or'>? or =At ("at level of erformance (ould t"e !tudent %e a ro riately <ualified or certified>? B) E!!ential Under!tandin&!$ ("ic" are t"e %i& and endurin& idea! at t"e "eart of t"e di!ci line and ("ic" (e (ant t"e c"ildren to remem%er even lon& after t"ey leave !c"ool C) E!!ential 5ue!tion!$ ("ic" are o en/ended$ rovocative <ue!tion! t"at ! ar' t"in'in& and furt"er in<uiry into t"e e!!ential meanin&! and under!tandin&! D) Curriculum O%6ective!$ ("ic" are e# re!!ed in term! of 'no(led&e and !'ill! t"at teac"er! can u!e a! &uide in formulatin& t"eir o(n cla!!room o%6ective!

A!!e!!ment Criteria3 Tool!

4earnin& Plan

4earnin& Activitie!

Re!ource!3 Material!

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St$," 2 A) A!!e!!ment$ ("ic" define! acce ta%le evidence of !tudentA! attainment of de!ired re!ult!; determine! aut"entic erformance ta!'! t"at t"e !tudent i! e# ected to do to demon!trate t"e de!ired under!tandin&!; and define! t"e criteria a&ain!t ("ic" t"e !tudentA! erformance! or roduct! !"all %e 6ud&ed) B) Product! and Performance!$ ("ic" are t"e evidence of !tudent!A learnin& and a demon!tration of t"eir conce tual under!tandin&$ and content and !'ill ac<ui!ition St$," A) 4earnin& Plan$ ("ic" detail! t"e in!tructional activitie! t"at !tudent! (ill &o t"rou&" to attain t"e !tandard! A),) In!tructional Activitie!$ ("ic" are ali&ned (it" t"e !tandard! and are de!i&ned to romote attainment of de!ired re!ult!) 5ue!tion! to &uide t"e revie( of Sta&e! , to 2 are rovided in Anne# B) A !erie! of con!ultation! (it" critical !ta'e"older!: !tudent!$ teac"er!$ !c"ool "ead!$ arent!$ !u ervi!or!$ indu!try$ local &overnment official!$ t"e reli&iou!$ and e# ert! from t"e academe$ amon& ot"er!$ (ere made to validate and furt"er refine t"e formulation of !tandard!$ t"e e!!ential under!tandin&!$ t"e e!!ential <ue!tion!$ and t"e a!!e!!ment criteria and t"e tool! to mea!ure !tudent!A roduct! and erformance!) 9or'!"o ! (ere conducted to draft t"e curriculum document!$ (rite t"e in!tructional lan and develo le!!on e#em lar!) Teac"er! (ere trained and !c"ool "ead! from t"e *2 identified ilot !c"ool! under(ent ca acity/%uildin& to re are t"em for t"e mana&ement of t"e try/out of t"e curriculum) T"e !c"ool! (ere identified %a!ed on t"eir location 0i)e)$ 4u.on$ Bi!aya!$ Mindanao1 and t"e ty e of ro&ram 0i)e)$ re&ular "i&" !c"ool$ ! eciali!t "i&" !c"ool1 t"ey offer) Meetin&! (it" !c"ool "ead! and cla!!room vi!it! (ere made on a <uarterly %a!i! to monitor t"e try/out of t"e curriculum) Teac"er!A feed%ac' on t"e le!!on &uide! %ecame t"e %a!i! for furt"er refinement of t"e !tandard! and t"e ot"er element! of t"e curriculum) Education !u ervi!or! (ere later trained on rovidin& in!tructional !u (it" t"e tool! of !u ervi!ion &iven t"e re<uirement! of t"e ro&ram) ort to teac"er!) A follo(/t"rou&" trainin& (a! !u%!e<uently conducted to furt"er e<ui t"em

iv

Re!ult! Initial feed%ac' from t"e teac"er! "a! %een u!eful in furt"er im rovin& t"e de!i&n of t"e curriculum) 9"at "a! evolved from t"e try/out i! a core curriculum t"at %uild! on and retain! t"e rinci le! of t"e *++* BEC 0i)e)$ con!tructivi!m$ inte&rative teac"in&1 and inte&rate! t"e ric"ne!! of t"e ! ecial curricular ro&ram! 0Art!$ S ort!$ En&ineerin& and Science Education Pro&ram$ 7ournali!m$ Tec"nical/Bocational Pro&ram$ and Forei&n 4an&ua&e1) T"e latter !"all %e offered in !c"ool! a! ! ecial intere!t area! ("ic" c"ildren can ur!ue amon& many ot"er career o tion! in liveli"ood education) T"e curriculum "a! t"e follo(in& feature!:

Features of the Curriculum

C 4ean/ focu!e! on e!!ential under!tandin&! C Set! "i&" e# ectation! 0!tandard!/%a!ed1 D e# re!!ed in term! of ("at !tudent! !"ould 'no( and t"e <uality and roficiency of t"e !'ill t"at t"ey are e# ected to demon!trate a! evidence of learnin& C Ric" and c"allen&in&/ rovide! for a er!onali.ed a roac" to develo in& t"e !tudentA! multi le intelli&ence! C Develo ! readine!! and a!!ion for (or' and lifelon& learnin&

9"at i! %ein& envi!a&ed i! t"at t"e core curriculum !"all %e im lemented (it" ! ecial curricular ro&ram!: ! ecial ro&ram in t"e art! 0SPA1$ ! ecial ro&ram in ! ort! 0SPS1$ ! ecial ro&ram in 6ournali!m 0SP71$ ! ecial ro&ram in forei&n lan&ua&e$ ! ecial !cience3mat" 0SET1$ tec"nical/vocational ro&ram 0tec"/voc1 %ein& offered on t"e !ide$ to develo t"e !tudent!A multi le intelli&ence!)

S+A S+FL T"c) .oc S+S Cor" Curr. S+6 S5T S+ED

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T)" M$t)"&$tic* Curricu%u& Fr$&"'or(

*+,+ Secondary Education Curriculum Mat"ematic!

CONCE+TUAL FRAME7OR8 OF THE SECONDARY

Mathematics Curriculum Framework MATHEMATICS +ROGRAM

Functional 4iteracy for All T"e &oal of %a!ic education i! functional literacy for all) In line (it" t"i! &oal$ t"e learner in Mat"ematic! !"ould demon!trate t"e follo(in& core com etencie!: Ma'in& Mat" ro%lem !olvin&$ communicatin& mat"ematically$ rea!onin& mat"ematically and Communicatin& Rea!onin& Pro%lem Solvin& Connection! and Mat"ematically ma'in& connection! and re re!entation!) Mat"ematically Re re!entation! T"e macro !'ill! critical to t"e!e four com etencie! are com utational !'ill! BA4UIN8 and com re"en!ion$ a lication to real life$ creative and critical t"in'in& and vi!ual ima&ery) Com utational Creative and A lication to Ima&ery !'ill! T"e!e and Critical com etencie! and !'ill! are e# ected to %e Bi!ual develo ed u!in& Real 4ife re"en!ion T"in'in& a Com roac"e! !uc" a! ractical (or'3outdoor activitie!$ mat"ematical inve!ti&ation!3&ame! and u..le!$ and t"e u!e of ICT and inte&ration (it" ot"er Inte&ration (it" Practical 9or'3 di!ci line!) T"e t"eorie! under innin& t"e!eInve!ti&ation!3 a Mat" roac"e! are E# ICT eriential 4earnin& Inte&ration Ot"er Di!ciFol%$ line! Con!tructivi!m Outdoor Activitie! of David and Coo erative 4earnin&) 8ame! E Pu..le! Balue! in"erent in Mat"ematic! !uc" a! accuracy$ atience$ "one!ty$ o%6ectivity$ t"e teac"in&/ E# eriential creativity and "ard (or' are develo ed inte&ratively Coo in erative Con!tructivi!m 4earnin& roce!!) 4earnin& learnin&

*+,+ Secondary Education Curriculum Mat"ematic!

G"n"r$% St$nd$rd* in M$t)"&$tic*

+ro,r$& St$nd$rd3 T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of mat"ematic! a! a connection!$ re re!entation!$ and deci!ion! in real life) G"n"r$% St$nd$rd Fir*t Y"$r L"!"% G"n"r$% St$nd$rd S"cond Y"$r L"!"% lied in ro%lem !olvin&$ communicatin& mat"ematically$ rea!onin&$ ma'in&

G"n"r$% St$nd$rd T)ird Y"$r L"!"%

G"n"r$% St$nd$rd Fourt) Y"$r L"!"%

T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er and num%er !en!e a! a lied to mea!urement$ e!timation$ &ra "in&$ !olvin& e<uation! and ine<ualitie!$ communicatin& mat"ematically and !olvin& ro%lem! in real life)

T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er !en!e and attern! in !olvin& e<uation!$ &enerali.in& relation!"i ! and !olvin& ro%lem! in real life)

T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er !en!e$ !"a e! and !i.e! and t"eir a lication! in !olvin& real life ro%lem! involvin& &eometric relation!"i !)

T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er !en!e$ attern! and function! and data analy!i!$ and u!e! t"em in !olvin& ro%lem! in real life)

*+,+ Secondary Education Curriculum Mat"ematic!

Mat"ematic! Conce t Matri# Fir!t Gear Real Num%er Sy!tem Mea!urement! Scientific Notation Al&e%raic E# re!!ion! Fir!t De&ree E<uation! and Ine<ualitie! in One Baria%le E<uation! Involvin& Rational E# re!!ion! E# re!!ion! 9it" Rational E# onent! Radical E# re!!ion! and E<uation! Bariation! Se<uence! and Serie! Second Gear S ecial Product! and Factor! 5uadratic E<uation! T"ird Gear 8eometry of S"a e and Si.e 8eometric Relation! 9ritin& Proof! Per endicular 4ine! and Parallel 4ine! Trian&le Con&ruence Ine<ualitie! in a Trian&le Rational Al&e%raic E# re!!ion! 4inear E<uation! and Ine<ualitie! in T(o Baria%le! Sy!tem! of 4inear E<uation! and Ine<ualitie! in T(o Baria%le! 5uadrilateral! Similarity Circle! Plane Coordinate 8eometry Circular Function! Tri&onometric Identitie! and E<uation! Countin& Tec"ni<ue! and Pro%a%ility Mea!ure! of Central Tendency and Baria%ility Fourt" Gear Relation! and Function! 4inear Function! 5uadratic Function! Polynomial Function! E# onential and 4o&arit"mic Function!

*+,+ Secondary Education Curriculum Mat"ematic!

MATHEMATICS I
G"n"r$% St$nd$rd: T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er and num%er !en!e a! a e<uation! and ine<ualitie!$ communicatin& mat"ematically and !olvin& ro%lem! in real life) lied to mea!urement$ e!timation$ &ra "in&$ !olvin&

4UARTER I 9R"$% Nu&:"r S;*t"&< M"$*ur"&"nt $nd Sci"nti2ic Not$tion= St$," 13 R"*u%t*>Outco&"* STANDARDS ESSENTIAL Content
T"e learner demon!trate! under!tandin& of 'ey conce t! of real num%er !y!tem!$ mea!urement! and !cientific notation)

Performance
T"e learner formulate! real/life ro%lem! involvin& real num%er!$ mea!urement! and !cientific notation$ and !olve! t"e!e u!in& a variety of !trate&ie!)

Understanding
Daily ta!'! involvin& mea!urement$ conver!ion$ e!timation and !cientific notation ma'e u!e of real num%er!)

Question
@o( u!eful are real num%er!>

+roduct> +"r2or&$nc"
Pro%lem! formulated ,) are e# erienced in real life *) involve real num%er!$ mea!urement and !cientific notation and 2) are !olved u!in& a variety of !trate&ie!)

St$," 23 A**"**&"nt At t)" L"!"% o2 Und"r*t$ndin, +"r2or&$nc" E !lanation

E# re!! num%er! in different (ay!) E# lain) A!!e!!ment of ro%lem! formulated %a!ed on t"e follo(in& !u&&e!ted criteria: real/life ro%lem! ro%lem! involve real num%er!$ mea!urement and !cientific notation ro%lem! are !olved u!in& a variety of

St$," -3 L"$rnin, +%$n Suggested Resources or Instructional Materials Activities

0Plea!e !ee Teac"in& 8uide1 0Plea!e !ee Teac"in& 8uide1

Crit"ri$3
T"orou&" Co"erent E# lain "o( to u!e t"e

*+,+ Secondary Education Curriculum Mat"ematic!

P"y!ical <uantitie! are mea!ured u!in& different mea!urin& device!) T"e reci!ion of t"e mea!urement i! de endent on t"e mea!urin& device u!ed)

@o( are different mea!urin& device! u!eful>

@o( doe! one 'no( ("en a mea!urement i! reci!e> accurate>

cali%ration model) Find it! de&ree of reci!ion

!trate&ie! Tool!: Ru%ric! for a!!e!!ment of ro%lem! formulated and !olved

Crit"ri$3
Accurate 7u!tified E# re!! %i& and !mall <uantitie! in !cientific notation

Crit"ri$3
Accurate 7u!tified Conver!ion and a ro#imation of unit! of mea!ure! facilitate under!tandin& of t"e relation!"i %et(een and amon& ma&nitude! of different o%6ect!) 9"y are unit! of mea!ure! converted> 9"y are mea!ure/ ment! a ro/ #imated> @o( can one tell a rea!ona%le a ro#imation "a! %een made> 9"y are mea!ure! of certain <uantitie! e# re!!ed in !cientific notation> @o(>

Inter!retation
=Tell a Story? of !ituation! ("ere num%er! are u!ed or "o( mea!urin& device! are u!ed)

Crit"ri$3
Illu!trative Infer t"e level of accuracy of t"e device from &iven mea!ure!)

Bi& and !mall <uantitie! can %e e# re!!ed conveniently in !cientific notation)

Crit"ri$3
Illu!trative Si&nificant 8ive meanin& of !cientific notation %y con!iderin& t"e !i.e of an atom$ di!tance! of

*+,+ Secondary Education Curriculum Mat"ematic!

lanet!$ etc)

Crit"ri$3
Illu!trative Meanin&ful

A!!lication
Po!e and !olve ro%lem! in daily life related to u!e of real num%er!$ mea!urement and !cientific notation

Crit"ri$3
A ro riate Practical Ma'e a !uita%le c"oice of o eration! for !ituation! involvin& different num%er! and amount! of money)

Crit"ri$3
A ro riate Practical Ma'e !en!i%le numerical e!timate! u!in& unit! t"at can %e !een or "andled)

Crit"ri$3
A ro riate Practical

*+,+ Secondary Education Curriculum Mat"ematic!

Select !uita%le o%6ect! t"at can %e u!ed a! model unit! in mea!urin& and com arin& t(o mea!ure!)

Crit"ri$3
A ro riate Practical Perform o eration! on num%er! and e# re!! an!(er! in !cientific notation!)

Crit"ri$3
A ro riate Practical

Pers!ective
Com are and contra!t t"e different u!e! of mea!urin& device! and t"eir de&ree of reci!ion in t"e re!ultin& mea!urement!

Crit"ri$3
Critical Credi%le Analy.e and t"in' of !trate&ie! a lica%le to a &iven !ituation)

*+,+ Secondary Education Curriculum Mat"ematic!

Crit"ri$"
Critical Credi%le Con!ider a !ituation ("ere !cientific notation i! not u!ed) 9"at (ould it %e li'e>

Crit"ri$3
Credi%le Critical Revealin&

Em!at#$
Role/ lay t"e u!e! of t"e rimitive mea!urin& device! for t"e eo le ("o invented t"em and di!cu!! "o( t"ey &ot accurate re!ult!

Crit"ri$3
Perce tive O en

Self% &no'ledge
Reflect on t"e u!efulne!! of real num%er! in oneA! daily routine!) Crit"ri$" In!i&"tful Reflective

*+,+ Secondary Education Curriculum Mat"ematic!

Reflect on t"e im ortance and u!efulne!! of !cientific notation! in oneA! daily life)

Crit"ri$3
Reflective In!i&"tful

MATHEMATICS I
G"n"r$% St$nd$rd: T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er and num%er !en!e a! a e<uation! and ine<ualitie!$ communicatin& mat"ematically and !olvin& ro%lem! in real life) lied to mea!urement$ e!timation$ &ra "in&$ !olvin&

4UARTER II 9A%,":r$ic E/#r"**ion*< Fir*t D",r"" E?u$tion* $nd In"?u$%iti"* in On" .$ri$:%"=
St$," 13 R"*u%t*>Outco&"* STANDARDS ESSENTIAL Content Performance Understanding Question
T"e learner model! !ituation! u!in& oral$ (ritten$ &ra "ical and al&e%raic met"od! to !olve ro%lem! involvin& al&e%raic e# re!!ion! and fir!t de&ree e<uation! and

Product( Performance

St$," 23 A**"**&"nt At t)" %"!"% o2 Und"r*t$ndin, +"r2or&$nc" E !lanation

S"o( 3 de!cri%e !ituation! u!in& t"e lan&ua&e of mat"ematic!) A!!e!!ment of !ituation! involvin& al&e%raic e# re!!ion! and fir!t de&ree e<uation! and ine<ualitie! in one varia%le %a!ed on t"e !u&&e!ted criterion) U!e oral$

St$," -3 L"$rnin, +%$n Suggested Resources or Instructional Materials Activities

0Plea!e !ee Teac"in& 8uide1 0Plea!e !ee Teac"in& 8uide1

T"e learner demon!trate! under!tandin& of 'ey conce t! of al&e%raic e# re!!ion! and fir!t de&ree e<uation! and

Al&e%raic e# re!!ion! re re!ent attern! and relation!"i ! t"at &uide u! in under!tandin& "o( certain ro%lem! can %e !olved)

9"y are al&e%raic e# re!!ion! u!eful>

Situation! modelin& t"e u!e of oral$ (ritten$ &ra "ical and al&e%raic met"od! to !olve ro%lem! involvin& al&e%raic e# re!!ion! and fir!t de&ree e<uation! and

Crit"ri$3
Clear Co"erent 7u!tified

Inter!retation
Re re!ent

*+,+ Secondary Education Curriculum Mat"ematic!

ine<ualitie! in one varia%le)

ine<ualitie! in one varia%le) Real/life ro%lem! ("ere certain <uantitie! are un'no(n can %e !olved u!in& e<uation! and ine<ualitie! in one varia%le) @o( can (e u!e e<uation! and ine<ualitie! to !olve real life ro%lem! ("ere certain <uantitie! are un'no(n>

ine<ualitie! in one varia%le)

mat"ematical !ituation!)

Crit"ri$3
Illu!trative Meanin&ful Berify mat"ematical con6ecture! and ar&ument!)

(ritten$ &ra "ical and al&e%raic met"od! in modelin& !ituation! Too%*3 Ru%ric! of !ituation! modelin& t"e u!e of oral$ (ritten$ &ra "ical and al&e%raic met"od!)

Crit"ri$3
Illu!trative Si&nificant

A!!lication
Create !ituation! in daily life ("ere al&e%raic e# re!!ion! are relevant and u!ed

Crit"ri$3
Practical Relevant U!e ro ertie! of e<uation! and ine<ualitie! to !olve related multi/!te ro%lem!

Crit"ri$3
A ro riate Practical

Pers!ective
Analy.e$ com are and contra!t mat"ematical !ituation!)

Crit"ri$3
In!i&"tful Credi%le

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*+,+ Secondary Education Curriculum Mat"ematic!

Ar&ue for t"e variou! (ay! of (ritin& al&e%raic e# re!!ion! and !olvin& a ro%lem)

Crit"ri$3
Critical Plau!i%le Di!cu!! ("at (ould it %e li'e if one i! not o en to alternative !olution!>

Crit"ri$3
Practical In!i&"tful

Em!at#$
De!cri%e difficultie! one can e# erience in daily life ("ere tediou! calculation! are done (it"out u!in& t"e conce t! of al&e%raic e# re!!ion!)

Crit"ri$3
O en Sen!itive Re! on!ive

Self%&no'ledge
Di!cu!! t"e %e!t and mo!t effective !trate&ie! t"at one "a! found for !olvin& ro%lem!

Crit"ri$3
In!i&"tful Clear Co"erent

11

*+,+ Secondary Education Curriculum Mat"ematic!

MATHEMATICS I
G"n"r$% St$nd$rd: T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er and num%er !en!e a! a e<uation! and ine<ualitie!$ communicatin& mat"ematically and !olvin& ro%lem! in real life) lied to mea!urement$ e!timation$ &ra "in&$ !olvin&

4UARTER III 9R$tion$% A%,":r$ic E/#r"**ion*< Lin"$r E?u$tion* $nd In"?u$%iti"* in T'o .$ri$:%"*=
St$," 13 R"*u%t*>Outco&"* STANDARDS ESSENTIAL Content Performance Understanding Question
T"e learner demon!trate! under!tandin& of 'ey conce t! of rational al&e%raic e# re!!ion!$ and linear e<uation! and ine<ualitie! in T"e learner re!ent! !olution! to ro%lem! involvin& rational al&e%raic e# re!!ion!$ and linear e<uation! and e<ualitie! in t(o varia%le! u!in& numerical$ "y!ical$ and ver%al mat"ematical model! Sim lifyin& rational al&e%raic e# re!!ion! involve factori.ation and o eration! !imilar to o eration! on fraction!) @o( can rational e# re!!ion! %e !im lified>

+roduct> +"r2or&$nc"
Solution! to ro%lem! involvin& rational al&e%raic e# re!!ion!$ and linear e<uation! and ine<ualitie! in t(o varia%le! are re!ented u!in& numerical$ "y!ical$ and

St$," 23 A**"**&"nt At t)" L"!"% o2 Und"r*t$ndin, +"r2or&$nc" E !lanation

7u!tify "o( oneA! an!(er !"o(! t"e !im le!t form A!!e!!ment of re!entation of !olution to ro%lem! involvin& rational al&e%raic e# re!!ion!$ and linear e<uation! and ine<ualitie! in t(o varia%le! %a!ed on t"e !u&&e!ted criterion)

St$," -3 L"$rnin, +%$n Suggested Resources or Instructional Materials Activities

0Plea!e !ee Teac"in& 8uide1 0Plea!e !ee Teac"in& 8uide1

Crit"ri$3
Clear Co"erent

Inter!retation
Determine %e!t

12

*+,+ Secondary Education Curriculum Mat"ematic!

t(o varia%le!)

or re re!entation!

ver%al mat"ematical model! or re re!entation!) 4inear e<uation! !"o( con!tant rate of c"an&e) 8ra "! of linear e<uation! !"o( trend! ("ic" "el u! redict outcome! and ma'e deci!ion!) @o( are linear e<uation! u!ed to communicate relation!"i ! %et(een <uantitie!> @o( doe! one 'no( an outcome i! favora%le> @o( can mat"ematic! "el one find out>

rocedure for !im lifyin& rational e# re!!ion!

Crit"ri$3
Illu!trative De!cri%e o!!i%le relation!"i ! or rate! of c"an&e in a &iven data

T"e u!e of numerical$ "y!ical$ and ver%al mat"ematical model! or re re!entation!) Too%*3 Ru%ric! for a!!e!!ment of !olution! to ro%lem!

Crit"ri$3
Revealin& Di!cu!! &ra "A! !i&nificance in term! of trend!

Crit"ri$3
Si&nificant

A!!lication
U!e t"e a ro riate o eration to !im lify rational e# re!!ion!

Crit"ri$3
A ro riate Ma'e foreca!t! or rediction! a%out real/ (orld event! or ro&ram! a! indicated %y trend!

Crit"ri$3
Practical

Pers!ective
Ar&ue for t"e mo!t li'ely outcome! t"at may re!ult from trend! !"o(n in &ra "!

13

*+,+ Secondary Education Curriculum Mat"ematic!

Crit"ri$3
Credi%le In!i&"tful

Em!at#$
Di!cu!! difficultie! eo le may e# erience in ma'in& deci!ion! (it"out t"e "el of &ra "! and linear e<uation!

Crit"ri$3
Perce tive Re! on!ive

Self%&no'ledge
S"are in!i&"t! one may "ave a%out "o( mat" can "el ma'e rea!ona%le 6ud&ment! and rediction!

Crit"ri$3
Reflective In!i&"tful

14

*+,+ Secondary Education Curriculum Mat"ematic!

MATHEMATICS I
G"n"r$% St$nd$rd: T"e learner demon!trate! under!tandin& of 'ey conce t! and rinci le! of num%er and num%er !en!e a! a e<uation! and ine<ualitie!$ communicatin& mat"ematically and !olvin& ro%lem! in real life) lied to mea!urin&$ e!timatin&$ &ra "in&$ !olvin&

4UARTER I. 9S;*t"&* o2 Lin"$r E?u$tion* $nd In"?u$%iti"* in T'o .$ri$:%"*=

St$," 13 R"*u%t*>Outco&"* STANDARDS ESSENTIAL Cont"nt +"r2or&$nc" Und"r*t$ndin, 4u"*tion
T"e learner demon!trate! under!tandin& of 'ey conce t! of !y!tem! of linear e<uation! and ine<ualitie! in t(o varia%le!) T"e learner create! !ituation!3 ro%lem! in real/life involvin& !y!tem! of linear e<uation! and ine<ualitie! in t(o varia%le!$ and !olve! t"e!e %y a lyin& a variety of !trate&ie! Un'no(n num%er! in certain real/life ro%lem! may %e derived from !olvin& !y!tem! of linear e<uation! and ine<ualitie! in t(o varia%le!) @o( i! 'no(led&e of !y!tem! of linear e<uation! and ine<ualitie! in t(o varia%le! u!ed to !olve real life ro%lem!>

Product( Performance
Situation!3 Pro%lem! created are dra(n from real life and are !olved %y a lyin& a variety of !trate&ie!)

St$," 23 A**"**&"nt At t)" %"!"% o2 Und"r*t$ndin, +"r2or&$nc" E !lanation

Pre!ent and di!cu!! a mat"ematical analy!i!) A!!e!!ment of !ituation! ro%lem! created %a!ed on t"e follo(in& !u&&e!ted criteria: ro%lem! are dra(n from real/ life; ro%lem! involve !y!tem! of linear e<uation! and ine<ualitie! in t(o varia%le!; and ro%lem! are !olved u!in& a variety of !trate&ie!)

St$," -3 L"$rnin, +%$n Suggested Resources or Instructional Materials Activities

0Plea!e !ee Teac"in& 8uide1 0Plea!e !ee Teac"in& 8uide1

Crit"ri$3
Clear Co"erent 7u!tified

Inter!retation
8ive t"e !i&nificance of t"e (ay &ra "! relate (it" eac" ot"er

Crit"ri$3
Illu!trative Meanin&ful

A!!lication
Decide on t"e a ro riate !olution t"at (ould roduce %e!t re!ult!)

Crit"ri$3 A ro riate Practical U!eful 15

*+,+ Secondary Education Curriculum Mat"ematic!

Pers!ecti!"
E#amine different o!!i%le outcome! illu!trated %y &ra "!3e<uation

Crit"ri$3
Critical In!i&"tful

Em!at#$
Di!cu!! t"e 'ind! of ro%lem! t"at may re!ult ("en !y!tem! of linear e<uation! are not ro erly !olved and t"e un'no(n num%er i! not correctly determined

Crit"ri$3
Sen!itive Aut"entic

Self%&no'led,"
S"are in!i&"t on t"e im act of individual accuracy in !olvin& ro%lem! of !y!tem! of linear e<uation!

Crit"ri$3
In!i&"tful Relevant

16

ANNEH A

T)" Monitorin, $nd E!$%u$tion o2 t)" I&#%"&"nt$tion o2 t)" 2002 B$*ic Educ$tion Curricu%u&3 Findin,* $nd R"co&&"nd$tion*
T"e Bureau of Secondary Education (a! ta!'ed %y t"e De artment of Education to monitor and evaluate t"e im lementation of t"e ne( curriculum in !econdary !c"ool! of t"e country) Accordin&ly$ t"e Bureau conducted ca!e !tudie! of t(enty !econdary !c"ool!$ &rou ed a! follo(!: 8eneral "i&" !c"ool! funded fully %y t"e national &overnment Ne(ly e!ta%li!"ed "i&" !c"ool! funded 6ointly %y t"e national$ rovincial$ and munici al &overnment Science "i&" !c"ool! Private "i&" !c"ool! Tec"nical/vocational "i&" !c"ool!

T"e ur o!e of t"e multi le ca!e !tudie! i! not to roduce an o%6ective %ody of 'no(led&e t"at can %e &enerali.ed to all !c"ool! in t"e country$ %ut to %uild colla%oratively con!tructed de!cri tion! and inter retation! of ractice!$ t"at ena%le !u ervi!or!$ !c"ool "ead!$ de artment "ead!$ !u ervi!or! and teac"er!$ to formulate acce ta%le (ay! of im lementin& t"e BEC$ and to !olve im lementation ro%lem! t"at emer&e) T"e ca!e !tudie! reco&ni.e t"at t"e !c"ool i! a learnin& community ("ere eo le continuou!ly lan$ o%!erve$ revie( and reflect on ("at t"ey do in order to ac"ieve !"ared &oal! and a! iration!) T"e fir!t monitorin& and evaluation of t"e BEC im lementation (a! conducted in Se tem%er *++*$ t"e !econd in Octo%er *++2$ and t"e late!t in Se tem%er *++I) T"e findin&! from t"e ca!e !tudie! (ere %a!ed rimarily on <ualitative data) To verify t"eir relia%ility$ t"e findin&! (ere com ared (it" t"o!e o%tained from <uantitative data) No mar'ed difference in %ot" findin&! (a! o%!erved)

T"e follo(in& are t"e t"eme! and attern! of !c"ool ractice! t"at emer&ed from t"e im lementation of t"e BEC) 1. T)"r" $r" ,ro** incon*i*t"nci"* :"t'""n &"$n* $nd "nd*. Sc"ool "ead!$ de artment "ead!$ and teac"er! fully a&ree (it" t"e BEC t"at t"e de!ired learner3&raduate !"ould %e functionally literate$ a creative and critical t"in'er$ an inde endent ro%lem !olver and a (or'/oriented lifelon& learner ("o i! Ma'aDiyo!$ Ma'a%ayan$ Ma'atao and Ma'a'ali'a!an) @o(ever$ e#ce t in !ome Science "i&" !c"ool!$ t"ere are &ro!! incon!i!tencie! %et(een t"e 'ind of learner3&raduate t"at t"e !c"ool! de!ire to roduce and t"e !trate&ie! t"ey em loy) For e#am le$ in!truction i! !till redominantly aut"oritative and te#t%oo'/%a!ed; learnin& i! u!ually reci ient and re roductive; !u ervi!ion i! commonly re!cri tive and directive; and a!!e!!ment i! focu!ed more on 6ud&in& rat"er t"an im rovin& erformance) Moreover$ ("ile teac"er! %elieve in t"e im ortance of conte#tuali.in& or locali.in& t"e curriculum$ yet many of t"em derive le!!on! more from cour!e !ylla%i$ te#t%oo'!$ and com etency li!t! rat"er t"an from t"e learner!A felt need!) 9"ile t"ey %elieve in t"e full develo ment of t"e learner!A otential!$ yet le!!on! t"at t"ey rovide do not ade<uately addre!! t"e differin& need! and ca a%ilitie! of t"e !tudent!) R"co&&"nd$tion*3 In !c"ool! ("ere t"e incon!i!tencie! e#i!t$ t"e follo(in& action! may %e ta'en: T"e !c"ool "ead !"ould or&ani.e a committee to identify and de!cri%e t"e curricular$ in!tructional$ !u ervi!ory$ a!!e!!ment$ and mana&erial ractice! t"at do not contri%ute to t"e develo ment of t"e de!ired learner3&raduate) Focu! &rou conver!ation! may %e conducted to clarify t"e !c"ool and non/!c"ool factor! t"at reinforce t"e <ue!tiona%le ractice! and to develo and im lement action ro&ram! to remove t"e incon!i!tencie!) T"ere !"ould %e a !c"ool a!!urance team to coordinate$ monitor$ and evaluate t"e im lementation of t"e action ro&ram) T"e removal of t"e incon!i!tencie! !"ould %e amon& t"e rimary &oal! of t"e !c"ool im rovement lan and t"e focu! of in!tructional !u ervi!ion) 2. T"$c)"r* '$nt to (no' &or" $:out int",r$t"d t"$c)in,. Acro!! all !c"ool ty e!$ teac"er! "ave a o!itive attitude to(ard t"e inte&rative$ interactive$ %rain/%a!ed a roac"e! endor!ed in t"e BEC) @o(ever$ teac"er! do not feel confident to u!e t"e a roac"e! %ecau!e of t"eir limited 'no(led&e to o erationali.e t"em in term! of le!!on lannin&; in!tructional material! develo ment; and !u%6ect matter or&ani.ation$ re!entation$ and evaluation)

Some of t"e !c"ool "ead! and teac"er! ("o returned from t"e BEC trainin& !eriou!ly conducted !c"ool/%a!ed trainin&) T"ey re roduced and di!tri%uted BEC material! and coac"ed teac"er! "o( to u!e t"em) Some$ "o(ever$ merely ec"oed ("at t"ey learned; t"u! t"ere are !till many teac"er! ("o do not "ave enou&" 'no(led&e a%out t"e 'ey conce t! and a roac"e! in t"e BEC) Teac"er! do not 6u!t need ready/made daily or (ee'ly le!!on lan!) T"ey (ant full under!tandin& of inte&rated teac"in&$ i)e)$ it! %a!ic conce t!$ underlyin& a!!um tion!$ o erational rinci le! and a roac"e!) R"co&&"nd$tion*3 Sc"ool "ead! !"ould ca itali.e and reinforce t"e o!itive attitude of t"e teac"er! to(ard t"e BEC$ articularly it! in!tructional a roac"e!) T"ey !"ould increa!e t"e teac"er!A ca a%ility and confidence in u!in& t"e a roac"e! %y rovidin& t"e com etencie! t"ey need) A need! a!!e!!ment mana&ed %y teac"er! t"em!elve! !"ould %e conducted to identify &a ! %et(een actual and e# ected com etencie!) A %enc"mar'in& !tudy may %e conducted to clo!e t"e &a ) T"e !tudy can !tart (it" internal %enc"mar'in& of !ucce!!ful ractice! %y de artment or year level$ and later e# and to e#ternal %enc"mar'in& of !ucce!!ful ractice! of ot"er !c"ool!) A "and%oo' ("ic" e# lain! t"e nature of inte&rated teac"in&$ i)e)$ it! underlyin& a!!um tion!$ rinci le!$ o erational definition of term!$ ractical met"od! and a roac"e! and e#am le! of lon& and !"ort ran&e lan!$ can "el remove di!cre ancie! %et(een roce!! and out ut) Sc"ool! are al!o encoura&ed to re are leaflet! and flyer! on t"e inte&rative a roac"e!) -. T"$c)"r* )$!" %i&it"d (no'%"d," o2 con*tructi!i*& $* $ %"$rnin, t)"or;. =4earnin& a! a con!truction roce!! and t"e learner a! a con!tructor of meanin&? i! amon& t"e %a!ic conce t! of t"e BEC) T"e conce t underlie! t"e inte&rated a roac"e! endor!ed in t"e BEC) Alt"ou&" t"e conce t (a! unfamiliar to many teac"er!$ yet it! o erationali.ation (a! o%!erva%le in !ome cla!!e! in Mat"ematic!$ Science$ and Aralin& Panli unan ("ere ro%lem/!olvin&$ in<uiry or di!covery a roac"e! (ere %ein& u!ed) A lication of t"e conce t$ "o(ever$ (a! very limited) Sc"ool document! li'e t"e yearly re ort!$ !c"ool develo ment and im rovement lan!$ in!tructional and remedial ro&ram!$ le!!on lan!$ cour!e !ylla%i$ and teac"er!A re ort! made little mention of "o( t"e conce t (a! %ein& a lied to t"e teac"in&/learnin& roce!!) R"co&&"nd$tion*3

T"e !c"ool "ead !"ould develo a con!en!ual under!tandin& of =con!tructivi!t learnin&? amon& "i! teac"er!) T"i! can %e done t"rou&" focu! &rou conver!ation! 0F8C1 %y year level or %y de artment) T"e conver!ation! !"all %e facilitated refera%ly$ %y t"e !c"ool "ead$ (it" divi!ion !u ervi!or! or near%y univer!ity rofe!!or! a! re!ource er!on! and con!ultant!) T"e conver!ation! !"ould %e %ac'ed u %y e#ten!ive reference! on con!tructivi!t or inte&rative learnin&) a T"e F8C !"all %e follo(ed t"rou&" %y activitie! on t"e roac"e!$ team teac"in&$ etc) ractical a lication of t"e t"eory; i)e)$ le!!on lannin&$ demon!tration!$ field te!t! of

T"e out ut! of t"e F8C can %e additional in ut! into t"e !c"oolA! BEC @and%oo') T"e @and%oo' !"ould %e revi!ited re&ularly to 'ee it !elf/ correctin& and !elf/rene(in&) 0. Stud"nt* $r" )$!in, di22icu%ti"* u*in, En,%i*) $* %"$rnin, &"diu&. Sc"ool "ead! and teac"er! reco&ni.e t"e difficultie! t"at !tudent! face in learnin& En&li!" a! a lan&ua&e and at t"e !ame time u!in& it a! a medium of learnin&) A! !uc" t"ey "ave re!orted to variou! (ay! of increa!in& t"e En&li!" roficiency of t"e !tudent! li'e "oldin& e!!ay conte!t!$ En&li!" cam ai&n!$ u%lic ! ea'in& com etition! and t"e li'e) T"e ro%lem$ "o(ever$ "a! remained una%ated) In En&li!" medium cla!!e!$ %ot" teac"er! and !tudent! u!ually !"ift to t"e local lan&ua&e to en!ure t"at t"ey under!tand eac" ot"er) T"e fall/%ac' lan&ua&e i! u!ually Ta&li!"$ ("ic" !tudent! in non/Ta&alo& rovince! are ill at ea!e) BEC advocate! t"e develo ment of creative$ critical t"in'er! and ro%lem !olver!) Teac"er! find t"i! difficult to ac"ieve in En&li!" medium cla!!e! ("ere !tudent! "ave oor oral$ aural$ readin&$ and (ritin& !'ill!) In t"e!e cla!!e!$ teac"er! are rone to re!ort to !im le recall$ reco&nition and leadin& <ue!tion! and to minimi.e <ue!tion! t"at demand com le# rea!onin&$ e# lanation!$ ela%oration!$ analy!i!$ !ynt"e!i! and evaluation$ ("ic" !tudent! find fru!tratin& and even e#a! eratin&) R"co&&"nd$tion*3 Sc"ool! !"ould con!ider develo in& and te!tin& t"e effectivene!! of t"e follo(in& mea!ure! in increa!in& !tudent!A En&li!" roficiency: .o%unt$r; #$rtici#$tion in En,%i*) r"&"di$% *"**ion* 2$ci%it$t"d :; !o%unt""r *tud"nt*. Facilitator! are !elected on t"e %a!i! of t"eir En&li!" roficiency and are &iven ! ecial trainin& on "o( to facilitate &rou learnin&) A !y!tem of incentive! i! rovided to %ot" (al'/in !tudent! and volunteer facilitator!)

+ro2ici"nt En,%i*) *tud"nt* 2ro& )i,)"r %"!"%*< &"ntorin, *tud"nt* 2ro& t)" %o'"r %"!"%*. T"e artici ation in t"e ro6ect of %ot" mentor! and learner! i! voluntary %ut t"e !c"ool rovide! an incentive !y!tem to !u ort t"e ro6ect) Ho%din, r",u%$r En,%i*) 'ritin, $nd i&#ro&#tu *#"$(in, cont"*t* u*in, crit"rion r"2"r"nc"d "!$%u$tion. To encoura&e (ide artici ation$ multi le (inner!$ not only t"e %e!t$ are roclaimed) At t"e end of t"e !eme!ter$ t"e cla!!e! (it" t"e %i&&e!t num%er of (inner! are &iven citation!) U*in, t)" r"*u%t* o2 $c)i"!"&"nt t"*t* 2or t)" #r"!iou* ;"$r*< t)" *c)oo% conduct* 2r"?u"nc; $nd "rror $n$%;*i* o2 En,%i*) co&#"t"nci"* t)$t *tud"nt* 2$i%"d to &$*t"r. Remedial mea!ure! are in!tituted and continuou!ly evaluated for t"eir effectivene!! in roducin& t"e de!ired c"an&e in ac"ievement)

1. S"!"r$% 2$ctor* con*tr$in t"$c)"r* 2ro& #%$;in, t)"ir ro%" $* 2$ci%it$tor* o2 t)" %"$rnin, #roc"**. Teac"er! are o en to ne( o ortunitie! and o!!i%ilitie! offered %y t"e BEC to accelerate learnin&) T"ey are fully a(are of t"e limitation! of t"e traditional e# o!itory met"od! in facilitatin& t"e full develo ment of t"e !tudent!A otential! and are (illin& to learn "o( to %e more effective facilitator! of t"e inte&rative learnin& roce!!) From t"e field data$ "o(ever$ emer&ed !everal factor! t"at in"i%it t"e teac"er! from layin& t"e facilitatorA! role effectively: namely$ !tudent!A En&li!" deficiency t"at "inder! critical di!cu!!ion; overcro(ded cla!!e! t"at re!trict interactive learnin&; in!ufficient !u ly of te#t%oo'! t"at redi! o!e! teac"er! to lecture; re!cri tive !u ervi!ion t"at con!trict! teac"er creativity and initiative; and an e#amination !y!tem t"at encoura&e! aut"oritative teac"in&) Confronted (it" t"e!e con!traint! teac"er! tend to fall %ac' on traditional e# o!itory mode! li'e lecturin&$ <ue!tion/and/an!(er$ dictation e#erci!e!$ and ractice te!t!) R"co&&"nd$tion*3 U!e =%e!t ractice!? a roac" %y %enc"mar'in& cla!!e!$ ("ic"$ de! ite con!traint! of overcro(din&$ a forei&n learnin& medium$ in!ufficient te#t%oo'!$ and !u ervi!ory and a!!e!!ment re!triction!$ !till continue to %e facilitative rat"er t"an directive or re!cri tive in teac"in&) @. +ro&i*in, $%t"rn$ti!" *u#"r!i*or; $##ro$c)"* $r" "&"r,in,.

Several romi!in& !u ervi!ory a roac"e! are emer&in&) One of t"e!e i! colla%orative !u ervi!ion ("ere%y &rou ! of t(o or more teac"er! "el one anot"er to im rove t"eir teac"in& ractice! a! (ell a! di!cover %etter (ay! of teac"in&) T"ey identify and addre!! common in!tructional ro%lem!$ !"are e# erience! and re!ource!$ and monitor and evaluate t"eir ro&re!!) Anot"er emer&in& a roac" i! !elf/directed !u ervi!ion$ ("ic" i! common amon& e# erienced and "i&"ly/motivated teac"er!) In t"i! ractice eac" teac"er a!!ume! full re! on!i%ility for im rovin& "i! in!tructional ractice! and romotin& "i! rofe!!ional &ro(t") In %ot" a%ove/mentioned a roac"e! t"e !c"ool "ead artici ate! mainly a! con!ultant$ advi!er$ re!ource lin'er or rovider$ reinforcer and facilitator) T"e!e !u ervi!ory a roac"e! "o(ever$ are not (ide! read) Mentorin& i! al!o emer&in& a! an alternative !u ervi!ory a roac" alt"ou&" it i! !till in a tentative and inc"oate !tate) T"ere are !c"ool!$ "o(ever$ t"at are already tal'in& a%out uttin& u a mentor!A ool for t"e rofe!!ional and career develo ment of t"eir teac"er!) T"e mo!t common !u ervi!ory ractice i! t"e conventional ty e ("ere%y t"e !u ervi!or o%!erve! a cla!! a! an e# ert or aut"ority and ma'e! on/ t"e/! ot recommendation! ("ic" t"e teac"er i! e# ected to im lement) Teac"er! find t"e ractice t"reatenin& and di!em o(erin&) It !tifle! initiative! and creativity$ lo(er! !elf/e!teem$ and encoura&e! conformity %ut not commitment) In many ca!e! t"e !c"ool "ead dele&ate! t"e !u ervi!ory function to de artment "ead!$ ("o$ teac"er! claim tend to in! ect and evaluate rat"er t"an im rove erformance) A common %ut un o ular ractice i! t"e lai!!e. faire ty e$ ("ere%y !c"ool "ead!$ a!!umin& t"at teac"er! 'no( %e!t %ein& ma6or in t"eir !u%6ect!$ &ive teac"er! t"e freedom to !elect teac"in& met"od!) Many of t"e!e !c"ool "ead! do not o%!erve cla!!e!) R"co&&"nd$tion*3 9it" t"e continuin& increa!e in !u ervi!or/teac"er ratio it (ould not %e ractical anymore to de end on t"e traditional !u ervi!ory a im rove teac"er!A erformance) T"e !c"ool "ead !"ould e# lore t"e follo(in& alternative!: Self/directed !u ervi!ion for e# erienced$ !tron&ly motivated$ and innovative teac"er!; Peer or colla%orative !u ervi!ion for teac"er! ("o can (or' in team! or <uality circle!; Mentorin& of ne( teac"er! and coac"in& t"e mediocre and lo( erformer!) T"e!e nece!!itate uttin& u a ool of trained volunteer mentor!) roac" to

T"e !c"ool "ead !"ould avoid co yin& t"e!e alternative mode!$ %ut rat"er %enc"mar' t"em in order to ada t t"e ractice! to t"e need! and condition! of "i! !c"ool) T"e in!titutionali.ation of t"e %e!t !u ervi!ory ractice! !"ould %e an im ortant !trate&ic &oal in t"e Sc"ool Develo ment Plan) Su ervi!or! a! in!tructional leader! !"ould not only limit t"eir function! to &ivin& direct in!tructional a!!i!tance$ curriculum develo ment$ and !taff develo ment) Educational im act cannot %e roduced %y teac"er! (or'in& individually %ut %y teac"er! (or'in& colla%oratively to(ard !"ared &oal!) T"erefore$ teac"er!A &rou develo ment for collective action !"ould al!o %e art of t"e !u ervi!orA! re! on!i%ility) So t"at teac"er! (ould not %e !lavi!"ly de endent u on forei&n idea! and met"od!$ !u ervi!or! !"ould "el t"em %ecome 'no(led&e (or'er! %y trainin& t"em in cla!!room/%a!ed action re!earc") T"i! ty e of re!earc" i! colla%orative$ u!er/friendly$ non!tati!tical and naturali!tic) Pu%lic !c"ool teac"er! are u!in& many innovative teac"in& met"od! and material! ("ic" do not %ecome art of our educational "erita&e %ecau!e t"ey are not !y!tematically develo ed and ro erly documented) T"ere i! a need for !u ervi!or! to train teac"er! "o( to te!t t"eir met"od! a! t"ey teac") T"i! i! cla!!room/%a!ed action re!earc"$ a ractical tec"ni<ue for develo in& and confirmin& %e!t ractice!) A. T"$c)"r* n""d &or" (no'%"d," $nd *(i%%* to o#"r$tion$%iB" M$($:$;$n $* $ CL$:or$tor; o2 Li2"D. Sc"ool "ead! and teac"er! find t"e =la%oratory of life? conce t of Ma'a%ayan novel and <uite intere!tin& and "ave come u (it" !ome ima&inative !c"eme! to im lement t"e conce t) Amon& t"e!e are t"e J/* lan 0J (ee'! of t"e &radin& eriod for teac"in& t"e four learnin& area! !e arately and * (ee'! for t"e inte&rated culminatin& activitie!1$ t"e lanned or deli%erate inte&ration 0a (ee'ly le!!on lan carrie! t(o or t"ree related o%6ective! from t"e ot"er learnin& area!1 and incidental inte&ration 0related content and !'ill! from ot"er di!ci line! are ta'en u a! t"ey cro u durin& t"e develo ment of t"e le!!on1) Teac"er!$ "o(ever$ find t"e inte&ration of t"e four Ma'a%ayan learnin& area! difficult to lan$ im lement$ monitor and evaluate for !everal rea!on!: 0,1 lac' of a common vacant eriod for lannin& t"e inte&ration$ 0*1 limited 'no(led&e of t"e interdi!ci linary$ interactive met"od!$ and 021 lac' of readily availa%le teac"er/friendly e# ert a!!i!tance) Moreover$ t"e an#iety of not %ein& a%le to cover t"e unit! e# ected for a &radin& eriod and t"e t"reat of divi!ion ac"ievement te!t! t"at are te#t/ %oo' %a!ed$ redi! o!e teac"er! to !e arate/!u%6ect teac"in&) T"ere are al!o teac"er! ("o are lu'e(arm to(ard inte&ration %ecau!e t"ey %elieve t"at inte&ratin& ot"er !u%6ect! (ould reduce t"e time to teac" t"e com etencie! re!cri%ed for t"eir o(n !u%6ect) Since t"eir efficiency i! a!!e!!ed more %y t"eir !tudent!A erformance in divi!ion te!t! t"an %y "o( (ell t"ey "ave inte&rated t"eir !u%6ect (it" ot"er !u%6ect!$ t"eir tendency i! to &ive le!! attention to inte&ration)

R"co&&"nd$tion*3 Sc"ool "ead! !"ould conduct con!ultative or %rain!tormin& !e!!ion! (it" t"eir !taff to re!olve ro%lem! and i!!ue! related to t"e im lementation of =Ma'a%ayan a! la%oratory of life)? T"e four Ma'a%ayan learnin& area! "ave to %e !c"eduled in !uc" a (ay t"at t"e teac"er! (ill "ave time to meet and lan inte&rated le!!on!) Sc"ool! !u erintendent! !"ould al!o con!ider uttin& u ractice! ("ic" confu!e teac"er!) E. T"$c)"r* $r" di!id"d on )o' to t"$c) !$%u"*. T(o attern! of t"ou&"t emer&ed from t"e field data) One favor! t"e inte&ration of value! education in all t"e !u%6ect! and not teac"in& it a! a !e arate !u%6ect) It recommend! t"at t"e time allotted to value! education in t"e re!ent curriculum !"ould %e u!ed in!tead to increa!e t"e time allotment for T4E and AP) T"e ot"er attern favor! t"e teac"in& of value! education a! a !e arate !u%6ect for t"e rea!on t"at effective teac"in& of value! involve! &oin& t"rou&" t"e valuin& roce!! of clarifyin&$ analy.in& and c"oo!in& in relation to deci!ion! and action!$ ("ic" cannot %e ade<uately en"anced in t"e inte&rated !c"eme) It i! furt"er ar&ued t"at !ince value! !"a e and &uide im ortant deci!ion! and action!$ t"eir develo ment !"ould not %e left to c"ance) @ence$ value education !"ould remain a !e arate !u%6ect) R"co&&"nd$tion*3 To "el re!olve t"e i!!ue ("et"er value! education !"ould remain a! a !e arate !u%6ect or a! an inte&ral art of t"e ot"er !u%6ect!$ t(o a are recommended) T"e value! education teac"er! !"ould a roac" t"e teac"in& of t"e !u%6ect a! action re!earc"er!) roac"e! ilot or e# erimental !c"ool! for t"e teac"in& of Ma'a%ayan to le!!en t"e trial/and/error

9or'in& a! a team$ t"ey identify a common teac"in& ro%lem$ lan and im lement a !olution$ o%!erve and reflect on t"e feed%ac'$ and continue t"e roce!! until t"ey &et t"e de!ired re!ult) T"e action re!earc" roce!! (ould !"ed more li&"t on t"e i!!ue)

Balue! education a! a !e arate !u%6ect in t"e Ba!ic Education Curriculum today !"ould %e vie(ed a! a ca!e !tudy or a focu! of in<uiry rat"er t"an a mandate) @o( do !tudent! er!onally erceive and feel a%out t"e met"od!$ material!$ and t"e a!!e!!ment and re ortin& !y!tem! t"at are %ein& u!ed> T"e a roac" (ould ma'e t"e cla!!room teac"er! active &enerator! of e# erience/%a!ed 'no(led&e and not mere a!!ive tran!mitter! of 'no(led&e from !ome remote e# ert!)

F. T"$c)"r* t"$c) to t)" t"*t< *tud"nt* *tud; to t)" t"*t. T"e u!e of traditional a!!e!!ment tool! li'e t"e multi le/re! on!e$ !im le recall$ reco&nition and a lication te!t! i! redominant) Ru%ric!$ ortfolio!$ and ot"er form! of aut"entic a!!e!!ment are not (idely u!ed) Teac"er! are a(are of t"e limitation! of traditional te!t! and t"e need for alternative form! to mea!ure "i&"er order t"in'in& !'ill!) @o(ever$ t"ey tend to re!ort to t"e traditional form! for !everal com ellin& rea!on!: T"e!e are t"e ty e! u!ed in eriodic and ac"ievement e#amination!) T"ey are ea!ier to !core) 0Teac"er! teac" a! many a! 2++ to I++ !tudent! a day and !corin& non/traditional mea!ure! li'e ru%ric! could %e an ordeal)1 T"ey are ea!ier to re are t"an t"e non/traditional form! li'e ortfolio!$ ru%ric!$ and ot"er aut"entic mea!ure!) T"e!e are ("at every%ody el!e i! u!in&) Teac"er! "ave inade<uate 'no(led&e of aut"entic learnin& and aut"entic a!!e!!ment)

Documentary analy!i! !"o(ed t"at !c"ool! in &eneral lac' an in!titutionali.ed !y!tem of utili.in& te!t re!ult! for dia&no!tic and remedial ur o!e!) Teac"er! tend to teac" to t"e te!t; !tudent! tend to !tudy to t"e te!t) T"i! culture i! reinforced %y !u ervi!or! ("o ! ecify unit! to %e tau&"t and te!ted for eac" &radin& eriod and u!e te!t re!ult! more for 6ud&in& rat"er t"an im rovin& teac"er and !tudent erformance) R"co&&"nd$tion*3 Sc"ool! !"ould revie( t"eir re!ent a!!e!!ment ractice!) T"e teac"er a rai!al !y!tem and t"e 'ind! of te!t! u!ed in t"e cla!!room a! (ell a! t"o!e$ in t"e divi!ion and national e#amination!$ !"ould %e evaluated a&ain!t t"e &oal! and o%6ective! of t"e Ba!ic Education Curriculum$ amon& ("ic" i! t"e develo ment of critical t"in'er! and ro%lem !olver!)

Sc"ool! !"ould al!o con!ider t"e u!e of alternative a!!e!!ment tool! and tec"ni<ue! t"at (ould rovide o ortunitie! for !tudent! to e# erience learnin& a! an en6oya%le$ deli&"tin& roce!! of in<uiry$ di!covery$ con!truction and creation of ne( 'no(led&e$ rat"er t"an a! a tediou! roce!! of crammin& to a!! e#amination!) 9"ile !c"ool! !"ould dou%le t"eir effort! for !tudent! ma!tery of t"e %a!ic com etencie! t"ey !"ould al!o never lo!e !i&"t of t"e fact t"at t"eir ultimate &oal !"ould %e t"e develo ment of functionally literate citi.en! of a democratic community) 10. Sc)oo%* $r" &o!in, to'$rd *)$r"d ,o!"rn$nc". Alt"ou&" mo!t of t"e centrali.ed or&ani.ational c"art! di! layed in t"e rinci al!A office$ are !till t"e !ame c"art! %efore R)A)K,--$ yet !"ared &overnance and artici ative leader!"i (ere clearly evident in many !c"ool!) T"e involvement of ad "oc committee!$ ta!' force!$ !tudy &rou !$ action cell!$ and t"e conduct of con!ultative meetin&!$ and %rain!tormin& !e!!ion!$ to a!!i!t t"e !c"ool "ead ma'e admini!trative or in!tructional deci!ion!$ (ere re&ular attern! t"at cro ed u in individual and &rou intervie(!) Anot"er romi!in& attern i! rotational dele&ation of aut"ority %y t"e !c"ool "ead$ amon& de artment "ead! and !u%6ect leader!$ a! (ell)

R"co&&"nd$tion*3 Sc"ool! !"ould continue reinforcin& t"eir effort! to(ard t"e in!titutionali.ation of !"ared &overnance a! envi!ioned in R)A) K,--) To facilitate t"e roce!!$ t"ey !"ould ma'e !"ared &overnance a! one of t"e !trate&ic &oal! in t"eir educational lan!) T"e &oal! !"ould %e !u orted %y a lon&/ran&e ro&ram 6ointly de!i&ned$ develo ed$ im lemented$ monitored %y t"e !c"ool "ead!$ de artment "ead! and teac"er!) T"e ro&ram com onent! !"ould include need! analy!i!$ com etency/%a!ed trainin&$ %enc"mar'in& !tudie!$ de!i&n and develo ment of a ro riate or&ani.ational !tructure and !taffin&$ monitorin& and evaluation and a re(ard !y!tem) T"e traditional end/of/t"e/year a!!e!!ment$ c"aracteri.ed %y ac"ievement te!tin& and one/!"ot !c"ool vi!it!$ !"ould %e evaluated) T"e roce!! ("ic" "a! %een &oin& on for decade!$ "a! not im roved !c"ool erformance and !tudent ac"ievement) A %etter alternative !"ould %e con!idered)

10

ANNEH B Guid" 4u"*tion* 2or t)" R"!i"' o2 t)" Curricu%u&

St$," 1 Content Standard! Do t"e content !tandard! reflect t"e de!ired re!ult!: t"e mo!t im ortant and endurin& idea!$ i!!ue!$ rinci le! and conce t! from t"e di!ci line!; and !'ill! and "a%it! of mind t"at !"ould %e tau&"t and learned> Are t"e !tandard! attaina%le$ con!iderin& t"e ca a%ilitie! of t"e tar&et learner!> Performance Standard! Do t"e erformance !tandard! e# re!! t"e criteria a&ain!t ("ic" !tudent!A erformance! or roduct! !"all %e a!!e!!ed> Do t"ey an!(er t"e <ue!tion$ =@o( (ell mu!t !tudent! do t"eir (or'>? E!!ential Under!tandin&! Are t"ey t"e %i& and endurin& idea! dra(n from t"e di!ci line!> Do t"ey reflect t"e ma6or ro%lem!$ i!!ue! and t"eme! t"at are deemed mo!t im ortant for !tudent! to learn> E!!ential 5ue!tion! Do t"ey center around t"e ma6or under!tandin&$ ro%lem$ i!!ue or t"eme> Do t"ey un ac' t"e e!!ential under!tandin&!> Are t"ey relevant to !tudent!A live!> To !ociety> Do t"ey rovide enou&" c"allen&e or ri&or> Are t"ey mana&ea%le: not too demandin& of time or re!ource!> Are t"ey !uita%le to t"e tar&et !tudent!A a&e!$ intere!t!$ and a%ilitie!>

St$," 2

11

A!!e!!ment Are t"ey directly lin'ed to !tandard! t"rou&" clearly !tated criteria> Do t"ey rovide for multi le !ource! of evidence to document !tudent ro&re!!3attainment of !tandard!> Product! and Performance! Do t"ey rovide enou&" evidence of learnin& or attainment of t"e !tandard0!1> Do t"ey accommodate a ran&e of multi le intelli&ence! and learnin& !tyle!> Do t"ey ermit c"oice!> Do t"ey demon!trate conce tual under!tandin&$ and content and !'ill ac<ui!ition> Do t"ey emer&e naturally from t"e in!tructional activitie!> Do t"ey rovide for individual or &rou (or'> St$," In!tructional Activitie! Do t"ey addre!! one or more ! ecific !tandard!> Do t"ey involve !i&nificant content and roce!!e! from t"e !tandard!> Do t"ey lead to roduct! and erformance! t"at can %e u!ed to a!!e!! !tudent learnin&> Do t"ey romote active learnin&> Do t"e introductory activitie! en&a&e and motivate !tudent!> Do t"e ena%lin& activitie! en!ure !tudent ro&re!! to(ard t"e attainment of t"e !tandard!> Are t"e!e !ufficient> Do t"e culminatin& activitie! encom a!! t"e identified !tandard!> Do t"ey re<uire !tudent! to demon!trate t"eir learnin& in relation to t"e !tandard!>

12