Updated (June 10, 2017): https://www.teacherph.com/category/teaching-guides/
Table of Contents
As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on…the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.”
To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies.
Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Thus, the introduction of the SHS for SHS Framework.
The SHS for SHS Framework
The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to accommodate diversity of teachers and environments, promote these three fundamental concepts:
Why is this important?
Through this Teaching Guide, teachers will be able to facilitate an understanding of the value of the lessons, for each learner to fully engage in the content on both the cognitive and affective levels.
How will I deeply understand this?
Given that developing mastery goes beyond memorization, teachers should also aim for deep understanding of the subject matter where they lead learners to analyze and synthesize knowledge.
What can I do with this?
When teachers empower learners to take ownership of their learning, they develop independence and self-direction, learning about both the subject matter and themselves.
The Parts of the Teaching Guide
This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly usable for teachers. It contains classroom activities and pedagogical notes, and integrated with innovative pedagogies. All of these elements are presented in the following parts:
- Highlight key concepts and identify the essential questions
- Show the big picture
- Connect and/or review prerequisite knowledge
- Clearly communicate learning competencies and objectives
- Motivate through applications and connections to real-life
- Give a demonstration/lecture/simulation/ hands-on activity
- Show step-by-step solutions to sample problems
- Use multimedia and other creative tools
- Give applications of the theory
- Connect to a real-life problem if applicable
- Discuss worked-out examples
- Provide easy-medium-hard questions
- Give time for hands-on unguided classroom work and discovery
- Use formative assessment to give feedback
- Provide additional examples and applications
- Introduce extensions or generalisations of concepts
- Engage in reflection questions
- Encourage analysis through higher order thinking prompts
- Supply a diverse question bank for written work and exercises
- Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project
The teacher should strive to keep a good balance between conceptual understanding and facility in skills and techniques. Teachers are advised to be conscious of the content and performance standards and of the suggested time frame for each lesson, but flexibility in the management of the lessons is possible. Interruptions in the class schedule, or students’ poor reception or difficulty with a particular lesson, may require a teacher to extend a particular presentation or discussion.
Computations in some topics may be facilitated by the use of calculators. This is encour- aged; however, it is important that the student understands the concepts and processes involved in the calculation. Exams for the Basic Calculus course may be designed so that calculators are not necessary.
Because senior high school is a transition period for students, the latter must also be prepared for college-level academic rigor. Some topics in calculus require much more rigor and precision than topics encountered in previous mathematics courses, and treatment of the material may be different from teaching more elementary courses. The teacher is urged to be patient and careful in presenting and developing the topics. To avoid too much technical discussion, some ideas can be introduced intuitively and informally, without sacrificing rigor and correctness.
The teacher is encouraged to study the guide very well, work through the examples, and solve exercises, well in advance of the lesson. The development of calculus is one of humankind’s greatest achievements. With patience, motivation and discipline, teaching and learning calculus effectively can be realized by anyone. The teaching guide aims to be a valuable resource in this objective.
This initial release was last updated on June 14, 2016. More versions will follow.
Download Senior High School SHS Teaching Guides:
Updated: July 1, 2016 (Download Link: https://drive.google.com/folderview?id=0B65TfK1aJogFYVhXdmt5QVlMN0U&usp=drive_web)
This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit – Senior High School Support Team at email@example.com. We value your feedback and recommendations.
General Mathematics – Core Subject
Pre-Calculus – Specialized Subject / Academic-STEM
Basic Calculus – Specialized Subject / Academic-STEM
Statistics and Probability – Core Subject
Earth Science – Core Subject
Earth and Life Science – Core Subject
General Biology 1 – Specialized Subject / Academic-STEM
General Biology 2 – Specialized Subject / Academic-STEM
Disaster Readiness & Risk Reduction – Core Subject
General Physics 1 – Core Subject
Oral Communication in Context
21st Century Literature from the Philippines and the World
Komunikasyon sa Wikang Filipino
Media and Information Literacy
Pagbasa Tungo sa Pananaliksik
Physical Education and Health
Reading and Writing
Understanding Culture, Society and Politics
Reading and Writing Sample TG
Updated: June 15, 2016 1:12AM
Source: CHED K-12 Transition Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. No changes have been made.