VALENZUELA CITY TECHNOLOGICAL COLLEGE

Kamagong St.,Fortune Village 6, Brgy. Parada,Valenzuela City

I. OBJECTIVES: At the end of 60-minute class period, 100% of the students with 85%
proficiency should be able to:
1. Determine the analyzed information to K to 12 Curriculum
2. Recognize the importance of learning about the K to 12 Curriculum Framework
3. Demonstrate the key features of the K to 12 Curriculum Framework through roleplay to
understand its purpose
II. SUBJECT MATTER
AREA: Technology for Teaching and Learning
TOPIC: Lesson 1: The K to 12 Curriculum Framework
REFERENCES: Chuah (2020), Learning Module in Technology for Teaching and Learning
INSTRUCTIONAL MATERIALS: Video Clip, Module and PowerPoint Presentation
III. LESSON PROPER

A. PREPARATION
a. Prayer
b. Classroom Management
c. Checking of Attendance
d. Review of the Past Lesson

B. PRESENTATION

a. MOTIVATION
“Guess the Song”
Instructions:
● The instructor must provide a video presentation for the students to guess.
● The students will guess the given song.

b. UNLOCKING OF DIFFICULTIES
● Cross-curricular– involves establishing patterns of information between different academic
subjects.
● Holistically– a cognitive style that focuses on the context of a situation, and the
relationships between the disparate elements of that situation.
● Proficiency– a measure of how well students understand course concepts.
c. LESSON PROPER
The implementation of the K to 12 Curriculum of the Department of Education paves the way
for the enhancement of the Teacher Education Curriculum of the Commission on Higher Education
(CHED). The salient features of the K to 12 Curriculum have been thoroughly considered to ensure
that all the courses in the teacher education program will meet the demands of the 21st century
classrooms. One of the considerations is the need to implement the following salient features of the
curriculum through integrating technologies for teaching and learning. The use of technologies is
done in the different levels of learning and in the teaching of the various fields of specialization.
1. Strengthening Early Childhood Education (Universal Kindergarten) With the Universal
Kindergarten program of the Department, every Filipino child is expected to have access to early
childhood education. This access can be facilitated using technological tools that are readily
available to the school for teacher’s use. The use of technology in kindergarten by various schools
is very evident in teaching the kindergarten pupils the alphabet, numbers, shapes, and colors
through games, and dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)
Research shows that learners will value a curriculum that is relevant to their lives. Students are
often heard saying ‘’do I need to know these to live a meaningful life? ‘’ ‘’How will I use this lesson
in the actual workplace?’’ ‘’What is the relevance of this to me?’’ and so on. The answer to the
question of relevance is vital to help the teachers think of some ways by which they will be able to
let their students realize that their daily lessons are of good use for their personal well-being and
for their professional preparation. Sara Bernard (2010) stressed that students need to have a
personal connection to a lesson material that can be done through engaging them emotionally or
through connecting the information with that which they already know. This she calls ‘’Give It
Context, and Make IT Count.’’ Briggs (2014) shared some few tips for making learning engaging
and personally relevant as cited by Willis, Faeth, and Immordino-Yang:
● Use suspense and keep it fresh- drop hints about a new learning unit before you reveal
what it might be, leave gaping pauses in your speech, change setting arrangements, and
put up a new and relevant poster or display; all these can activate emotional signals and
keep student interest piqued.
● Make it student-directed- Give students a choice of assignments on a particular topic, or
ask them to design one of their own. ‘’When students are involved in designing the lesson,
they better understand the goal of the lesson and become more emotionally invested in and
attached to the learning outcomes.
● Connect it to their lives and to what they already know- taking the time to brainstorm about
what students already know and would like to learn about a topic helps them to create
goals. This also helps teachers see the best points of departure for new ideas. Making
cross-curricular connections also helps solidify those neural loops.
● Provide utility value- utility value provides relevance first by piquing students and by telling
them the content is important to their future goals; then continues by showing or explaining
how the content fits into their plans for the future. This helps students realize the content is
not just interesting but also worth knowing.
● Build related ness- relatedness, on the other hand, answers the question, ‘’what have these
to do with me?’’ It is an inherent need for students to feel close to the significant people in
their lives, including teachers. Relatedness is seen by many as having non-academic and
academic sides.
To be able to apply the needs recommended by various experts and to allow students realize the
value of their curriculum, technological tools can be used. 21st century learners are expected to
demonstrate 21st century competencies such as collaboration, digital literacy, critical thinking, and
problem solving to be able to thrive in the world. Contextualizing the curriculum of the students for
meaningful learning poses challenges in enhancing teacher’s pedagogical skills as well as
technological skills.
3. Building Proficiency (Mother-tongue Based Multilingual Education) To be able to promote
the child’s dominant language and to use it as a language of instruction, maximum use of
technological tools is highly encouraged. Currently, a lot of teachers and schools are into
developing learning materials to be able to implement the MTBMLE properly especially that there is
a dearth of printed and e-materials in the mother tongue of the students. Mother tongue is used in
instruction and learning materials of other learning areas. The learners retain their ethnic identity,
culture, heritage, and values. Children learn better and are more active in class and learn a second
language even faster when they are first taught in a language they understand.
4. Ensuring integrated and Seamless learning (Spiral Progression) Learning basic concepts
that leads to a more complex and sophisticated version of the general concepts entail TPACK:
technological knowledge, pedagogical knowledge, and content knowledge. Rediscovering
concepts previously presented as students go up in grade level will be fully supported if all the
areas of specialization are aided by technologies for teaching and learning. This will further
strengthen retention and will enhance mastery of topics and skills appropriate to their
developmental and cognitive skills.
5. Gearing up for the future The K to 12 Curriculum ensures college readiness by aligning the
core and applied courses to the College Readiness Standard (CRS) and the new General
Education Curriculum. Hence the K to 12 Curriculum focused on developing appropriate S
specialization subjects for the Academic, Sports, Arts and Design, and Technical Vocational
Livelihood Tracks. All of these specialization subjects have to be supported by educational
technology for better learning.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st
Century Skills) To nurture holistically developed Filipino, every K to 12 graduate is expected to be
ready to go into different paths- higher education, employment, or entrepreneurship. Every
graduate is expected to be equipped with information, media and technology skills, and life and
career skills. This may happen with the proper implementation of the curriculum and with the
facilitation by excellent teachers. For teachers to maintain excellent performance, they need full
support, one of which is technological support.
Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teachers are expected to actively
engage themselves in curriculum design to ensure that the K to 12 Curriculum will be best
delivered to fully realize its intended learning outcomes.
Teachers make decisions about how they will implement the curriculum of their specific field of
specialization. They decide on how they must structure the activities of their lesson and manage
student responses and ideas. Hence the decision of the teacher is very important. It has an impact
on student learning. The following are points to consider in identifying and understanding teachers’
roles as curriculum designers:

● Undoubtedly, the most important person in the curriculum implementation process is the
teacher. With their knowledge, experience and competences, teachers are central to any
curriculum development effort. Better teachers support better learning because they are
most knowledgeable about the practice of teaching and are responsible for introducing the
curriculum in the classroom.
● Curriculum is the planned interaction of pupils with instructional content, materials,
resources, and processes, for evaluating the attainment of educational objectives.
 ● Curriculum is content, but when contextualized, it comes alive for students. The role of a
teacher in the curriculum process is to help students develop an engaging relationship with
the content. Active learning increases the focus and retention of the curriculum, resulting in
an exciting learning environment. Teacher builds lessons that include simulations,
experiments, case studies and activities to deliver a curriculum and practical experiences.
That immerses students in learning. The curriculum process provides an opportunity for
teachers to be creative and put their unique stamp on the classroom experience.
● Teachers, on their part, have practical knowledge based on their daily work with students.
This knowledge is useful to curriculum committees because teachers can assess whether
the ideas being developed will work in the classroom.

Step 1: Considering my Role as Curriculum Designer With the points of reference provided
about curriculum and the teacher, participate in a face-to-face discussion with the whole group
about how your field of specialization was designed. In the discussion, you are asked to
thoughtfully consider your role as a curriculum designer. Go over the curriculum guide and discuss
together the essential features, focus, and general content and performance standards of your field
of specialization or major for grade or level.

Step 2: Integrating Technologies for Teaching and Learning After having an in-depth
understanding of the general nature, focus, and non-negotiable standards set for your field of
specialization, share with the group lesson to raise at a high level of excellence. Brainstorm on how
these technologies can be integrated properly and how they will meet the important learning
outcomes and the 21st century skills.
d. GENERALIZATION
What have you learned about the topic?
How important is it to learn all about K to 12 Curriculum Framework?
e. APPLICATION
Group Presentation Activity
Instructions: The class will be divided into five groups. Each group will create a roleplay based on
one of the key stages of education: Kindergarten, Primary Education, Junior High School, Senior
High School, and College. In the roleplay, highlight what you consider the most important aspect of
that stage. Be clear in showing the key features that make each stage unique.
Criteria
Preparation 15%

Achievement or Objective 35%

Creativity 30%

Presentation 20%

Total: 100%

f. VALUES INTEGRATION
● As a student, learning about the K–12 Curriculum improves student learning by
incorporating technology and increasing the relevance of education to real-world situations.
 It enhances early education, encourages learning in our mother tongue, and prepares
students for future endeavors, such as careers or further education.

IV. EVALUATION
Multiple Choice
Instructions: The teacher will show a QR Code to the class that they can scan and answer using the
Google Form.
Prepared by:
Group 1
Beneza, Markenson
Betagan, Jonel
Eugenio, Humprey
Martin, Mark Angelo
Olavario, Andre