Lesson 1: Pedagogical Content Knowledge and Its Research-based instruction and the principles of teaching

Application across the Curriculum and learning are to be taken a a strategy that promotes the
use of empirical evidences, scientific findings, theoretical
Education Theory claims, quantitative data, or practical experiences to inform
the content of lessons and instructional strategies. The data
The mastery of content and comprehensive pedagogical on students' poor academic performance, for example, can
content knowledge (PCK) of the subject area is one of the be analyzed to identify the problem and determine
competencies expected in a teacher education graduate appropriate strategies to prevent similar cases in the future.
(CHED 2017) Shulman introduced PCK in 1986 and defined The application of research-based instruction and the
three categories of teacher's knowledge that an essential in principles of teaching and learning does not only transmit
teaching and learning. These are the following: the knowledge based on existing theories and principles but
Content Knowledge - the knowledge of the subject matter also transform these into new knowledge.
or academic course to be taught or expected to be learned
by students, which requires understanding of facts, Carnegie Mellon University (2016) articulates the following
concepts, or principles. research-based principles and strategies that can make
teaching effective and efficient:
Pedagogical Knowledge the knowledge of teaching, which
includes methods and strategies of formulating the subject 1. acquiring relevant knowledge about the student and using
matter to make it more comprehensible to the learners. that knowledge to infers our course design and classroom
teaching:
Curricular Knowledge - the knowledge of the curriculum, 2. aligning the three major components of instruction:
which is represented by full range of programs designed for learning objectives, assessments and instructional activities;
teaching a particular subject/course at a given level. 3. systematically focus DepEd's attention on relevant
education issues, and
PCK is the blending of content knowledge and pedagogical 4. maximize available resources for research inside and
knowledge that is unique among teachers. It is the type of outside the Department.
knowledge in which the teacher relates his or her
pedagogical knowledge to the content knowledge to make Lesson 3: Positive Use of Information and Communications
the lesson more relevant and comprehensible learners. Technology

While it is important for teachers to have mastery of Education Theory

content and pedagogical skills, it also essential to have
curricular knowledge to deliver the content effectively. One of the 21st century skills that students need to succeed
Choppin (2009) emphasized that the notion of curricular- in the information age literacy skill that comprises
context knowledge has the potential to be a tool explore information literacy, media literacy, and technology literacy
how teachers develop and connect content knowledge, (P2) Framework for 21st Century Learning 2016). Thus,
pedagogical content knowledge and curricular knowledge in teachers should not only be equipped with pedagogical
practice, as a teacher, you should familiarize yourself with knowledge, but also with technological knowledge to adapt
DepEd's K to 12 Basic Education Curriculum. to the demand of the 21st century teaching and learning.

Lesson 2: Research-based Instruction and Principles of Mishra and Kochler (2006) define technological knowledge
Teaching and Learning (TK) as knowledge of different technologies from traditional
materials such as books, chalk, and blackboard to more
Education Theory advanced technologies like digital technologies that involve
skills required to operate hardware and software and the
The K to 12 curriculum shall be learner-centered, relevant, ability to adapt to new technologies regardless of type.
responsive, and research based. As stated in RA 10533 Misin and Koehler (2006) explained that the pedagogical
otherwise known as the Enhanced Basic Education Act of uses of technology require the development of a complex
2012 it shall promote the use of pedagogical approaches situated form of knowledge called technological pedagogical
that are constructivist, inquiry-based reflective, content knowledge (TPACK). The TPACK framework
collaborative, and integrative. These principles and describes the teacher's knowledge of technology
approaches, which are typically, derived from empirical integration, which adds technological knowledge to
researches, theoretical claims, practical experiences, and Shulman's concept of PCK. It is an overlap of content
ideological er philosophical beliefs shall serve as rules or knowledge, pedagogical knowledge, and technological
guiding principles that will direct teachers in the attainment knowledge as shown in Figure 1.
of a particular outcome.
Relatively, due to rapid development of technologies, there 12 curriculum and understanding the learner's competence
is a need to have a clear vision of the role of teachers in are essential in identifying appropriate strategies to
harnessing the power of ICT in the classroom and beyond promote literacy and numeracy among the students.
(UNESCO 2011). Thus, the UNESCO ICT Competency
Framework for Teachers (ICT-CFT) was created to help The following are some of the strategies that can be used to
countries develop a comprehensive national ICT promote literacy in teaching and learning:
competency policy and standard. UNESCO Bangkok in
partnership with the Commission on Higher Education 1. brainstorming and discussion;
(CHED) addressed this vision by integrating the ICT 2. cooperative learning;
competency standards for teachers in the revised 3. inquiry-based learning;
undergraduate teacher education program of 2017, which 4. problem-based learning;
aims to build teacher education graduates ability to apply 5. using visuals, semantics, and graphic organizers;
ICT to promote quality, relevant, and sustainable 6. promoting journal and writing;
educational practices. 7. organizing games, role playing, drama, and charades;
8. using music, rhythm, and dance;
To provide public school teachers with appropriate 9. conducting experiments and practical experience;
technologies to enhance the teaching and learning process 10. storytelling; and
and meet the challenges of the 21st century, the DepEd 11. using audio and video materials.
implemented the DepEd Computerization Program (DCP) in
2010 by virtue of DepEd Order No. 78. The objectives of the Meanwhile, below are the strategies for building numeracy
DCP are as follows: in different learning an
1. using concepts of time, numbers, dates, and sequencing
1. provide computer laboratory packages to secondary events in teaching Hi Social Studies, Values Education, and
schools; ICT;
2. provide e-classrooms to elementary schools; 2. measuring distance, volume, weight, and height and using
3. provide laptop units to mobile teachers; percentage calculation in teaching Science and
4. integrate ICT in the school system; Mathematics;
5. raise the ICT literacy of learners, pupils, students, 3. collecting, comparing, and interpreting data in teaching
teachers, and schools heads; and Science, Mathematics Social Studies, and TLE;
6. reduce computer backlog in public schools. 4. using graphs and diagrams in teaching Mother Tongue,
English, Filipino, Vil Education, Mathematics, and TLE;
Lesson 4: Strategies for Promoting Literacy and Numeracy 5. using game scores, dance steps, and rhythm in teaching
MAPEH; and
Education Theory 6. using play money in teaching financial literacy in TLE,
Mathematics, and Se Studies.
One of the target goals specified under Global Goals 4.6 is to
ensure that all youth and a sustainable proportion of adults, In 2015, the DepEd issued guidelines on the Early Language,
both men and women, achieve literacy and numeracy by Literacy, and Numera Program: Professional Development
2030. To achieve this goal, teachers who serve as forefront Component (DepEd Order No. 12) in line with the President
of teaching literacy and numeracy should be equipped with Benigno S. Aquino III's ten-point agenda that "every child
knowledge on strategies that promote literacy and should be a reader Grade 1." Its primary goal is to develop
numeracy skills. the Filipino children's literacy and numeracy skills attitudes
toward lifelong learning.
Literacy and numeracy skills are the foundational skills that
learners need to develop to succeed in life. These basic skills Lesson 5:
refer to the student's ability to understand the effective use
of language and communication skills (reading, writing, Relatively, critical and creative thinking are considered to be
listening, and speaking) and mathematical concepts HOTS as they require a more complex level of thinking.
(number sense, addition, subtraction, multiplication, Critical thinking is the ability to make logical, rational, and
division, decimals, fraction) that are useful in everyday life. reasonable judgment using HOTS such as analyzing,
According to Wyatt-Smith et al. (2011), literacy and synthesizing, and evaluating before making conclusions.
numeracy education is core in quality learning across all Creative thinking, on the other hand, is the ability to
phases of schooling and all curriculum areas. This means become resourceful, open-minded, innovative, and adaptive
that the teacher's role in instigating literacy and numeracy is in addressing problems; it involves HOTS such as analyzing,
significant to improve student's academic performance. designing, composing, and constructing to generate ideas or
Knowing how literacy and numeracy are taught under the K- create something new.
The following are some of the strategies to enhance HOTS of Lesson 7: Classroom Communication Strategies
students as suggested by Collins (2014):
Education Theory
1. teach the language and concept of higher-order thinking;
2. encourage questioning and discussion to tap into Communication skill is one of the 21st century competencies
particular HOTS; that every student te It is essential in exchanging
3. teach subject concepts to connect students: information between people. Communication makes
4. provide scaffolding by giving student support at the teaching learning easier.
beginning of the lesson such as visuals, graphic organizers,
and problem-solving tasks; and Communication may occur between individuals, groups,
5. encourage higher-order thinking to foster deep organizations, and social c regardless of their complexities,
conceptual understanding. distance, space, and time (Rosengren 2000). In a classe
setting where the teacher usually plays the role as conveyor
Lesson 6: Mother Tongue, Filipino, and English in Teaching of message or information, her ability to communicate with
and Learning the learners is very essential in order to engage them in
discussion.
Education Theory
According to Rocci and de Saussure (2016), verbal
Mother Tongue Based-Multilingual Education (MTB-MLE) communication is arguably the m pervasive form of
under the K-12 basic education program was communication especially in the huge gamut of
institutionalized in 2009 through DO No. 74, series of 2009, communication phenom where spoken and written
MTB-MLE aims to improve the students learning as well as language combines with other modalities such as gestures
their cultural awareness by understanding the language. pictures. There are two known forms of verbal
Section 4 of the Republic Act No. 10533, otherwise known as communication:
The Enhanced Basic Education Act of 2013, provides that
basic education should be delivered in languages 1. Oral Communication - a communication through spoken
understood by the learners as it plays a strategic role in words done face-to- in video chat, or on a telephone call.
shaping the formative years of learners. 2. Written Communication - a communication through the
use of written or pri documents, emails, fax messages,
Mother tongue is used as a medium of instruction in SMS/text messages, or online messaging/ch
teaching Mathematics, Araling Panlipunan, Music Arts, 3. Non-verbal communication- on the other hand, is the
Physical Education and Health (MAPEH), and Edukasyon sa process of communication that not use any oral or written
Pagpapakatao in Grades 1 and 2. It is also taught as a words. Communication in this form takes place with the us
separate learning area in Grades 1 and 2 as provided in signals, behaviors, expressions, or movements. Hall and
DepEd Order No. 31, series of 2013. Aside from mother Knapp (2013) identify the modal of non-verbal
tongue, Filipino and English are also introduced in Grade 1 communications in the following forms:
as separate subjects with focus on fluency and as MOIs from 1. facial behavior
Grade 4 onwards. 2. vocal behavior
3. gesture and body movement
Relatively, 12 major languages or Lingua Franca are specified 4. eye behavior
in DO No. 16, series of 2012 as learning areas and MOIs. 5. face and body physiognomy (nonverbal cues for trait
These are Tagalog, Kapampangan, Pangasinense, Iloko, impressions)
Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, 6. proxemics and haptic interaction (the closeness
Maranao, and Chabacano. continuum)

In addition, seven other languages were identified as MOIs

in various regions per DO No. 28, s. 2013. These are Ybanaq
(Region II- Tuguegarao City, Cagayan, Isabela), Ivatan
(Region II Batanes Group of Islands), Sambal (Region III -
Zambales), Aklanon (Region VI-Aklan, Capiz), Kinaray-a
(Region VI- Capiz, Aklan), Yakan (ARMM (Basilan)), and
Surigaonon (CARAGA-Surigao City and provinces).