TRAINING ON THE

MATATAG
CURRICULUM
Venue
Date
1
TRAINING ON THE
MATATAG
CURRICULUM
SCIENCE 4
Venue
Date
2
Grade 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 6 Session 8 Session 12

Opening Program Quarter 1 Curriculum Standards MATATAG Curriculum: Integrating 21st Century Skills in Management of School-based
and Unpacking/Clustering of Instructional Design Framework Classroom-based Assessment Professional Development
Session 1 Learning Competencies Programs
The General Shape of the Session 7A Session 9
MATATAG Curriculum Session 5 MATATAG (Learning Area) Classroom Practices to Promote Session 13
Quarter 2 Curriculum Standards Instructional Design Framework Inclusion for Special Needs Facilitation Skills
Session 2 and Unpacking/Clustering of (IDF): Pedagogy and Education Learners (SNED)
21st Century Skills in the Learning Competencies Assessment
MATATAG Curriculum Session 10 Posttest
Session 7B Collaborative Expertise Closing Program
Session 3 MATATAG (Learning Area)
Walkthrough of [Learning Area] Walkthrough of Learning
Shaping Paper Resources Session 11 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

3
MATATAG Curriculum Training | 2024
Grade 4/7 Learning Journey
Day 1 Day 2 Day 3 Day 4 Day 5

Pretest Session 4 Session 6 Session 8 Session 12

Opening Program Quarter 1 Curriculum Standards MATATAG Curriculum: Integrating 21st Century Skills in Management of School-based
and Unpacking/Clustering of Instructional Design Framework Classroom-based Assessment Professional Development
Session 1 Learning Competencies Programs
The General Shape of the Session 7A Session 9
MATATAG Curriculum Session 5 MATATAG (Learning Area) Classroom Practices to Promote Session 13
Quarter 2 Curriculum Standards Instructional Design Framework Inclusion for Special Needs Facilitation Skills
Session 2 and Unpacking/Clustering of (IDF): Pedagogy and Education Learners (SNED)
21st Century Skills in the Learning Competencies Assessment
MATATAG Curriculum Session 10 Posttest
Session 7B Collaborative Expertise Closing Program
Session 3 MATATAG (Learning Area)
Walkthrough of [Learning Area] Walkthrough of Learning
Shaping Paper Resources Session 11 *For School Leaders Only
Class Observation in the Context
of MATATAG Curriculum

4
MATATAG Curriculum Training | 2024
 Session 7A

MATATAG Science 4
Instructional Design Framework (IDF):
Pedagogy and Assessment

5
MATATAG Curriculum Training | 2024
Session Objectives
At the end of the session, participants will be able to:
1. explain the Instructional Design Framework of MATATAG Curriculum
in the context of Science 4;
2. apply the pedagogical approaches and assessment methods aligned with

the targeted learning competency; and

3. appreciate the value of applying appropriate pedagogy and assessment in

attaining the targeted competency.

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Professional Standards Addressed:
Philippine Professional Standards for School Heads
PPSSH 3.1 School-based review, contextualization and implementation of learning standards
PPSSH 3.2 Teaching standards and pedagogies
PPSSH 4.1. Personal and professional development
PPSSH 4.5. Professional development of school personnel

Philippine Professional Standards for Supervisors

PPSS 1.1 Supporting curriculum implementation
PPSS 3.1 Support for instructional leadership
PPSS 4.1 Learning and development
PPSS 4.3 Personal and professional development

7
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Professional Standards Addressed:
Philippine Professional Standards for Teachers
PPST 1: Content Knowledge and Pedagogy
1.2 Research-based knowledge and principles of teaching and learning;
1.5 Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills;
PPST 2: Learning Environment
2.3 Management of classroom structure and activities;
2.4 Support for learner participation; and
2.5 Promotion of purposive learning.
PPST 4: Curriculum and Planning
4.1. Planning and management of teaching and learning process;
4.2 Learning outcomes aligned with learning competencies

8
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Session Flow

K to 10 Instructional Design Framework

Science Pedagogical Approaches and Theories

Suggested Science Teaching Strategies

Suggested Assessment Methods

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 “One-in-a-Row”

10
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 GRADE 4 SCIENCE

LET’S TRY
“Paper Doll Dressing”

11
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Paper Doll Dressing
Objective:
• Design clothes for the paper doll.
Materials Needed:
• Paper doll
• Dress pattern
• Crafting materials (colored papers, scissors, etc.)
• Metacards
• Marker
• Masking tape

Duration: 15 minutes

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Paper Doll Dressing

Instructions:

1. Task: Use the provided materials to create an

outfit for your paper doll/s. Be imaginative and
express your unique style in the design.

2. Questions: Respond to the guide questions on the

metacards. Attach your completed metacards onto
the manila paper with glue or tape.

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Paper Doll Dressing

3. Display and Presentation: Place your finished

paper doll and manila paper in the designated area
at the front. Each group will briefly present their
design and answers. Focus on explaining your
creative process.

4. Time Management: Monitor the time using the

timer shown on the screen to ensure you stay within
the 15-minute limit.

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Guide Questions:
1. How did you come up with the design of the paper doll dress?
2. Which of the materials used is considered the most important in dressing the
doll?
3. What is the importance of accessories in making the paper doll dress?
4. In the context of designing instruction, what symbolizes each of the
following?
a)paper doll b)pattern c)dress d)accessories
5. Describe how each symbolism applies in designing instruction in Science.

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MATATAG Curriculum Training | 2024 16
PRESENTATION
OF OUTPUTS

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 Let’s Dig Into

18
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Let’s Dig Into!

How did you come up with the

design of the paper doll dress?

19
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Let’s Dig Into!

Which of the materials used is

considered the most important in
dressing the doll?

20
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Let’s Dig Into!

What is the importance of accessories

in making the paper doll dress?

21
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Let’s Dig Into!

In the context of designing instruction, what

symbolizes each of the following?
a. paper doll c. dress
b. pattern d. accessories

22
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Let’s Dig Into!

Describe how each materials used in

the activity reflect/ apply in designing
instruction in Science 4.

23
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 Health Break

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What is the primary consideration teachers need
to look at in designing instruction?

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Activity Symbolisms
LESSON
PLAN
LEARNER

INSTRUCTIONAL TEACHING
FRAMEWORK STRATEGIES

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THE FRAMEWORK OF SCIENCE EDUCATION

Intended Science Curriculum

MATATAG Curriculum Training | 2024

?
Implemented Science
Curriculum

27
The K to 10 Instructional Design (ID) Framework

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The K to 10 Instructional Design (ID) Framework

An instructional design framework

is a structured model that guides
the process of developing
instructional materials and
activities.

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The K to 10 Instructional Design (ID) Framework

It provides a systematic way to

organize and implement the
instructional design process - creating,
planning, and delivering effective and
efficient learning experiences.

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The K to 10 Instructional Design (ID) Framework

 It cuts across all learning areas and key

stages.
 It is descriptive rather than prescriptive.
 It provides the design of instruction and
does not direct its procedures.

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K to 10 Instructional Design (ID) Framework

Learners as the Center of the

Instructional Design Framework

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K to 10 Instructional Design (ID) Framework

Curriculum – Teaching – Assessment Triangle

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The Features of the K to 10 Instructional Design (ID) Framework

Four Instructional Principles

Four Aspects of Instructional

Design

Four Essential Learning

Events/ Facets

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K to 10 Instructional Design (ID) Framework

Four Instructional Principles

Inclusive Ideational Integrative Innovative
• Diverse • Conceptual • Interdisciplinary • Creativity and
Learning Understanding Connections Originality
Needs • Higher-order • Real-world • Adaptive
• Equity and Skills Context Teaching
Accessibility • Application of • Synthesizing Methods
• Differentiation Knowledge Knowledge • Technology
• Culturally • Critical Thinking • Problem-solving Integration
Responsive • Deep Learning • Application of • Forward-
• Learner- Concepts thinking
Centered • Fostering
Curiosity and
Exploration

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K to 10 Instructional Design (ID) Framework
Four Key Aspects of Instructional Design
Context Connection Collaboration Creativity
• Learning • Linking to • Interaction • Designing
Environment Practical among Engaging
• Acquired Applications Learners Activities
Prior- • Integration of • Peer Learning • Innovative
knowledge Concepts • Group Projects Teaching
• Learner Needs • Interdisciplinar • Cooperative Methods
• Relevance to y Connections Problem- • Encouraging
Real-world • Bridging solving Original
Situations Theory and • Fostering Thinking
• Cultural and Practice Social • Using Diverse
Social Factors Learning Resources
• Fostering
Curiosity

MATATAG Curriculum Training | 2024 36

K to 10 Instructional Design (ID) Framework

Four Essential Learning Events / Facets

Engage Explore Experience Empathize
• Capturing • Hands-on • Authentic • Understanding
Learners' Interest Discovery Experiences Others'
• Establishing a • Active • Real-world Perspectives
Relevance Investigation Application • Fostering
• Creating a Hook • Problem-solving • Practical Emotional
• Provoking Tasks Scenarios Intelligence
Curiosity • Independent • Simulation and • Addressing
• Stimulating Exploration Interaction Diverse Needs
Inquiry • Gathering • Immersive • Cultivating a
Information Learning Supportive
Environment

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THE KTO10 INSTRUCTIONAL DESIGN FRAMEWORK
AND THE FRAMEWORK OF SCIENCE EDUCATION

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 THE FRAMEWORK OF SCIENCE EDUCATION
A Guiding Structure of Teaching Science

Pedagogical Approaches
for Science

Educational Pedagogical
Theories and Models for
Science

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PEDAGOGICAL THEORIES AND MODELS

Educational Pedagogical
Theories and Models

• Constructivism and
Experiential Learning
• Social Cognition Learning
Model
A pedagogical theories are systematic • Learning Style Theory*
• Brain-based Learning
frameworks or models that guide the principles,
• Zone of Proximal
methods, and practices of teaching and learning. . Development

Ormrod, J. E. (2015). Educational psychology: Developing learners (8th ed.). Pearson.

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PEDAGOGICAL THEORIES AND MODELS FOR SCIENCE
Constructivism and Experiential Social Cognitive Learning Model
Learning
• Active Learning through • Observational Learning
Experience • Role of Modeling and Imitation
• Knowledge Constructed by • Interaction with Peers and Experts
Learners • Learning through Social Interaction
• Real-world Application of Concepts
• Problem-Solving and Critical
Thinking
• Learner-Centered Approach

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PEDAGOGICAL THEORIES AND MODELS FOR SCIENCE
Brain-based Learning Zone of Proximal Development

• Connections and Synapses • Scaffolding by Educators

• Brain's Neuroplasticity • Gap between Actual and Potential
• Emotion and Learning Development
• Multi-Sensory Engagement • Learning with Assistance
• Optimal Learning Conditions • Gradual Transition to Independent
• Rehearsal, Deliberate Practice and Learning
Valuing Error

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PEDAGOGICAL THEORIES AND MODELS

Pedagogical Approaches for

Science

• Inquiry-based Approach
• Transdisciplinary Approach
• Science-Technology-Society
A pedagogical approach refers to the overarching
Approach
philosophy or framework that guides the design, •
Problem-based / Design-based
implementation, and assessment of instruction. Learning
• Application-led Approach
Ormrod, J. E. (2015). Educational psychology: Developing learners (8th ed.). Pearson.

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PEDAGOGICAL APPROACHES FOR SCIENCE
Inquiry-based Approach Transdisciplinary Science-Technology-
Approach Society Approach

• Questioning and Active • Integration of Multiple • Impact of Technology on

Exploration Disciplines Society
• Guided Investigations • Real-world Connections • Societal Relevance of
• Hands-on experiments • Holistic Understanding Science
• Critical Thinking and • Collaboration Across • Analyzing Science in Real-
Problem-Solving Subjects world Context
• Student-Driven • Addressing Complex Issues • Ethical Considerations in
Investigations Technology and Research

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PEDAGOGICAL APPROACHES FOR SCIENCE
Problem-based / Design-based Application-led Approach
Learning
• Authentic Problem Solving • Practical Application of Science
• Real-world Scenarios • Real-life Situations
• Collaborative Design and Solutions • Skill Development for Future
• Applying Scientific Concepts Professions
• Emphasis on Process and Creativity • Bridging Theory and Practice
• Preparing for Real-world
Challenges

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Inquiry-based Approach

• Hands-on experiments and investigations

• Questioning techniques to stimulate
curiosity
• Socratic questioning for group discussions
• Problem-solving scenarios and case studies

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Inquiry-based Approach
• Interactive simulations and virtual labs
• Guided inquiry with structured
investigations
• Role-playing activities to explore
perspectives
• Field trips and guest speakers to connect
theory with real-world applications

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Inquiry-based Approach
Sample LC / PT:
• describe the chemical properties of materials, such as they can
be burnt, react with other materials, or are degradable or
biodegradable (Q1)
• determine how forces can change the shape of objects such as
when they are pushed, pulled, stretched, bent, twisted, or
squeezed (Q3)
• participate in a guided investigation to identify the effect of
different types of soil on the growth of plants (Q4)

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE

Transdisciplinary Approach

• Integrated project-based learning across

subjects
• Interdisciplinary integration and
discussions
• Guest speakers from various fields
• Use of literature and historical context
in science lessons

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE

Transdisciplinary Approach

• Problem-solving challenges with

connections to other subjects.
• Integration of art, music, and literature in
science lessons.
• Collaborative exhibitions or fairs
showcasing interdisciplinary projects.
• Cross-disciplinary field trips.

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE

Transdisciplinary Approach
Sample LC / PT:
• Describe in simple terms how the following human
body systems work: muscular, skeletal, digestive,
circulatory, and respiratory (LC-Q2)
• Identify that energy is something that can cause change
including light, sound, and heat energy (LC-Q3)
• Apply science process skills and attitudes in conducting
a guided survey about environmental issues (LC-Q1)

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Science-Technology-Society Approach

• Collaborative projects addressing societal challenges

• Debates on ethical considerations in science and
technology
• Case studies exploring societal impacts of scientific
advancements
• Research projects on the historical context of scientific
discoveries

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Science-Technology-Society Approach
• Critical analysis of current events related to science and
society.
• Guest speakers from fields impacted by science and
technology.
• Classroom discussions on responsible use of
technology.
• Analyzing media portrayals of science and technology.
• Field trips to science and technology-related industries.

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SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Science-Technology-Society Approach

Sample LC / PT:

• Identify issues and concerns in the local community

and how they could be addressed by science, such as
the treatment of waste (Q1)
• Develop a poster to show some sources and uses of
heat energy in your home or neighborhood (PT-Q3)

MATATAG Curriculum Training | 2024 54

SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Problem-based / Design-based Learning
• Design challenges to solve real-world problems.
• Project-based assessments with open-ended
questions.
• Collaborative problem-solving through group
projects.
• Prototyping and testing solutions in a design process.
• Role-playing scenarios to address specific problems.

MATATAG Curriculum Training | 2024 55

SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Problem-based / Design-based Learning

• Use of design thinking methodologies.

• Analysis of real-world problems and proposed
solutions.
• Class discussions on alternative solutions to
problems.
• Guest speakers sharing experiences in problem-
solving.
• Field trips to industries or organizations facing
challenges.
MATATAG Curriculum Training | 2024 56
SUGGESTED TEACHING STRATEGIES FOR SCIENCE

Problem-based / Design-based Learning

Sample LC / PT:

• Plan and produce a sample of useful fertilizer from

household waste (PT-Q1)
• Collaborate in a small group to develop a safety
guide that explains how to stay safe around intense
light and sound (PT-Q3)

MATATAG Curriculum Training | 2024 57

SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Application-led Approach

• Real-world case studies illustrating scientific

concepts
• Hands-on activities with practical applications.
• Field trips to industries or laboratories
• Job-shadowing experiences in science-related
professions
• Demonstrations of scientific principles in everyday
life

MATATAG Curriculum Training | 2024 58

SUGGESTED TEACHING STRATEGIES FOR SCIENCE
Application-led Approach

• Collaborative projects with community applications

• Application-based assessments and projects.
• Guest speakers from professions applying scientific
knowledge
• Interactive technology tools for practical
applications
• Service-learning projects addressing community
needs

MATATAG Curriculum Training | 2024 59

Suggested Teaching Strategies For Science
Application-led Approach

Sample LC / PT:

• Observe and identify sources and uses of light,

sound, and heat energy at school, at home and in the
local community(LC-Q3)
• Create a simple model, illustration or write a story
about a favorite science invention that you use in
everyday life (PT-Q1)

MATATAG Curriculum Training | 2024 60

 Health Break

MATATAG Curriculum Training | 2024 61

 Common Teaching Strategies used in a Science Lesson

• Hands-On Experiments
• Demonstrations
• Interactive Simulations
• Collaborative / Group Learning
• Socratic Questioning
• Concept Mapping
• Jigsaw Method
• Field Trips
• Role-Playing

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 Common Teaching Strategies used in a Science Lesson

• Use of Technology
• Scientific Debates
• Flip Classroom Model
• Literature Integration
• Gallery Walks
• Think-Pair-Share
• Minds-On Activities
• Exit Tickets / Slips
• Use of Analogies and Metaphors
• Think Aloud
MATATAG Curriculum Training | 2024 63
 Common Teaching Strategies used in a Science Lesson

• Peer Teaching
• Mystery Labs or Phenomena
• Differentiated Instruction
• Exit Interviews/ Tickets
• Conceptual Modeling
• Science Vocabulary
• Games
• Prediction and Reflection Journals
• And others…

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 Mid-Session Ticket

2
Give two (2) things / components in IDF you
remember. Try to explain in your own words.

1
Give (1) Science Pedagogical Approach and a
suggested strategy in using it in a Science
class.

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How can we measure the effectiveness of the
teaching strategies employed in our Science
lesson?

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 ASSESSMENT
[TYPES AND METHODS]

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 Assessment
It is an “ongoing process of
identifying, gathering,
organizing, and interpreting
quantitative and qualitative
information about what learners
know and can do”.

DepEd Order No. 8, s. 2015

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 Assessment
It is “an integral part of curriculum
implementation that allows teachers to
track and measure learners’ progress
and to adjust their instruction
accordingly. It informs the learners, as
well as their parents and guardians, of
their progress”.

DepEd Order No. 8, s. 2015

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Formative Assessment
It is known as assessment for learning because it helps to
improve the learning of all learners while they learn. Learners
also develop an understanding of what is involved in their
learning and how to take responsibility for improving it.

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Key Aspects of Formative Assessment
Inform Instruction: The primary purpose
of formative assessment is to provide
timely feedback that guides instructional
decisions, both for learning and teaching.

Continuous: Formative assessment is an

ongoing process that occurs during
instruction, allowing for continuous
immediate feedback and adjustment.

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Key Aspects of Formative Assessment
Varied Methods: It can take various forms,
including quizzes, polls, observations,
discussions, exit tickets, homework
assignments, peer reviews, and more.

Low Stakes: Since the emphasis is on

feedback rather than grades, the stakes are
generally low. Students are encouraged to
view formative assessment as a tool for
improvement rather than an evaluative
measure.

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Key Aspects of Formative Assessment
Technology in Formative Assessment

Online Platforms: Utilizing online tools

and platforms for quizzes, surveys, and
instant feedback.
Learning Management Systems (LMS):
Systems that allow for easy tracking of
student progress and engagement.

Interactive Whiteboards: Technology that

enables real-time interaction and feedback.
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Formative Assessment Methods
Assessment methods are the ways you
gather evidence of a learner’s progress over
time.
 Observation
 Talking to learners
 Analyses of learners’ products /
performance
 Tests
DepEd Order No. 8, s. 2015

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Formative Assessment Methods
Before the lesson
• Agree-Disagree activity,
• Games
• Vocabulary crosswords
• Interviews
• Inventories/ Checklist of events or
skills
• KWL activities
• Open-ended questions
• Big questions
• Practice exercises
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Formative Assessment Methods
During the lesson
• Multi-media presentations,
• Show and Tell Science Object
Observation
• Predict-Explain-Observe-Explain
• Science Storytelling Session
• Recitations
• Simulation activities
• Model Presentation
• Others
MATATAG Curriculum Training | 2024 79
Formative Assessment Methods
After the lesson
• Checklist
• Discussion
• Games
• Performance task
• Practice
• Short Quiz
• Written Work
• Others
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Integrating 21st Century Skills in FA

National International
Achievement Test Large Scale
Assessments

Development of
Higher Order Thinking Skills
(Critical Thinking, Problem Solving,
Information Literacy)

Framework for 21st Century Learning. Source: Partnership for 21st

Century Skills, 2007

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Integrating 21st Century Skills in Assessment

Information, Media, and Visual Literacy, Information Literacy,

Technology Skills Technology Literacy, and Digital Literacy

Learning and Innovation Creativity, Openness, Critical thinking,

Skills Problem solving, and Reflective thinking
Communication Skills Informed decision-making, Self-discipline, Future orientation,
and Resilience and adversity management

Life and Career Skills Teamwork, Collaboration, Intrapersonal skills, Interactive

communication, and Communicating in a diverse
environment.

DepEd Order No. 21, s. 2019

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Integrating 21st Century Skills in FA

Development of
Higher Order Thinking
Skills
SOLO Taxonomy
(Structure of Observed Learning Outcomes)
https://www.structural-learning.com/post/what-is-solo-taxonomy

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Integrating 21st Century Skills in FA
Anna, one of your classmates, experiences discomfort and bloating after having
lunch at school. She feels an unusual sensation in her abdomen and mentions
feeling tired. Concerned about her well-being, she shares her symptoms with her
classmates.
What could be a possible reason for Emma's discomfort and tired-feeling, considering both the digestive and
circulatory systems?
a) Emma may have overeaten, causing indigestion and fatigue.
b) Emma may have a vitamin deficiency affecting her circulatory system.
c) Emma might be experiencing stress, impacting both her digestion and blood circulation.
d) Emma may have injured her digestive organs, leading to tiredness.

If you were to
suggest a solution to help Emma, who experiences discomfort and fatigue after lunch, what recommendation would
you give that may be effective in addressing both her digestive and circulatory system concerns?

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Integrating 21st Century Skills in FA
Three friends, Mitch, Jayson, and Julio, each had a different magnet
to test their strength in attracting paper clips. The friends decided to
compare the number of paper clips attracted by their magnets. Mitch’s
magnet is labelled Magnet A, Jayson’s magnet is labelled Magnet B,
and Julio’s magnets is Magnet C. The bar graph at the right
represents the results of their experiment.

Considering the data from Mitch, Jayson, and Julio's magnets, which of the following statements accurately
summarizes the strength of the magnets in attracting paper clips?
a) Magnet B is the weakest magnet.
b) Magnet C is the strongest magnet.
c) Magnet A attracted the least number of paper clips.
d) Magnet B attracted the most paper clips.
Explain one factor contributing to observed differences and one potential external influence on magnetic strength.

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Summative Assessment
It is known as assessment of learning as it
summarizes learning that has occurred over a
period of time for all learners.
It is administered at the end of a block of
learning to measure the extent learners have
mastered the content and performance standards;
the results of summative assessment are used
as the basis for computing grades.

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Forms of Summative Assessment

Written Work:
Long Test, Unit test, Essay, Written reports,
other written task

Performance Task:
Skill demonstration, Group presentations,
Oral Work, Multimedia presentations,
Research Projects

Quarterly Assessment

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Integrative Performance Task / Assessment

Performance Task must be designed to

provide opportunities for learners to apply
what they learning in real life situations.

Teachers may collaborate design and

implement performance task that integrate
two or more competencies within and
across subject areas.

DepEd Order No. 31, s. 2020 – Interim Guidelines on Assessment

and Grading in light of BE Learning Continuity Plan

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Grading and Weight Components

DepEd Order No. 8, s. 2015

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Other Important Components of Assessment
Rubrics:

A rubric is a systematic and standardized

scoring guide used to evaluate performance
or work based on predetermined criteria.
It includes a set of criteria and levels of
performance, allowing educators to
communicate expectations to learners and
provide consistent, fair, and transparent
evaluation.

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Sample Rubric

DepEd. (2018). Classroom Assessment Resource Book

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Other Important Components of Assessment
Reflection:

It is when learners critically analyzing and evaluating their own learning

experiences. This process encourages them to consider what they have
learned, how they have learned it, and the implications for future learning.

Reflection may take the form of written essays, journals, or discussions,

fostering metacognition and a deeper understanding of one's strengths and
areas for growth.

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Other Important Components of Assessment
Feedback:

Feedback is information provided to learners in timely manner, about

their performance, highlighting strengths and areas for improvement. It
serves as a crucial component of the assessment process, offering
guidance on how well learning objectives are being met.

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Guides on Giving Feedback
 Give feedback as soon as  Highlight areas for improvement.
possible after an assessment
activity.  Give hints on how to improve.

 Provide specific oral or written  Provide learners with opportunities

constructive feedback directly for self-reflection in self-
related to a learner’s assessment activities.
performance.
 Use words that communicate
 Provide feedback that identifies respect to the learners and their
a learner’s strengths. work.

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 REFLECTION
As Instructional Leader (or Classroom Teacher), how
can you effectively ensure that the Instructional Design
Framework, Pedagogical Approaches and Assessment
Methods are used in Science lessons?
Write your answer in a meta-card.

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 Let’s Put
Into Action
IDF-Pedagogy-Assessment
Alignment

96
MATATAG Curriculum Training | 2024
 IDF-Pedagogy-Assessment Alignment
Analyze one (1) Learning Competency for Science 4 in the MATATAG Curriculum.
Provide for suggested Pedagogical Approach, Teaching Strategy/ies, Assessment Method,
and IDF Features for each of the unpacked competency identified of the targeted LC, by
completing the table below.

Learning Learning Suggested Suggested Suggested Instructional

Competency Objectives Pedagogical Teaching Assessment Design
(Unpacked LC) Approach Strategies Method Features

Time allotment: 15 min.

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 Worked Sample
Learning Learning Suggested Suggested Suggested Instructional
Competency Objectives Pedagogical Teaching Assessment Design
(Unpacked Approach Strategies Method/s Features
LC)

Identify that how Measure Inquiry-based Hands-on Activity report / Collaboration,

far an object distance Approach experiment / Table of Data / Explore,
moves in a given covered and investigation Observation to Ideational,
time is called time elapsed learners while Connection
speed of an object experimenting

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APPLICATION
IDF-Pedagogy-Assessment Alignment

bit.ly/Sci4_8A_Handout

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PRESENTATION
OF OUTPUTS

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Let’s Wrap-Up

What do you understand about the Instructional Design Framework as

applied in Science?

What is the the value of applying appropriate pedagogy, strategy and

assessment method in attaining the targeted competency?

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CLOSING
“If you can't
explain it simply,
you don't
understand it well
enough.”
-Albert Einstein
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REFERENCES
Department of Education. 2023. K to10 Instructional Design Framework

Department of Education. 2023. MATATAG Science Curriculum Framework

DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

DepEd Order No. 31, s. 2020 Interim Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan

DepEd Order No. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How people learn: Brain, mind, experience, and school. National
Academies Press.

Caine, R. N., & Caine, G. 1991. Making connections: Teaching and the human brain. Alexandria, VA: ASCD.

Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. 1994. Constructing Scientific Knowledge in the Classroom. Educational
Researcher, 23(7), 5-12.

Harlen, W., & Qualter, A. 2009. The Teaching of Science in Primary Schools. London: David Fulton Publishers.

Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

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 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development BLD
Bureau of Learning Delivery Julieven R. Abrea
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources

Human Resources and Organizational

Development Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

MATATAG Curriculum Training | 2024

MARAMING SALAMAT!

105