1. How can you determine if two fractions with unlike denominators can be added or require a common denominator? Explain your reasoning.
2. You are given the fractions 3/4 and 5/8. Show the step-by-step work to add these fractions using a common denominator. Explain how using a common denominator allows you to add the fractions.
3. Juan claims he can simply add the numerators and denominators when adding fractions. For example, he would calculate 3/4 + 5/8 as 8/12. Explain why Juan's method is incorrect and why using a common denominator is
This document provides guidance on effective test construction for teachers. It discusses the importance of evaluation and outlines steps for constructing valid, reliable and usable tests. These include preparing a table of specifications to relate learning outcomes to content, writing clear questions at appropriate cognitive levels, and using formats like multiple choice and situational judgement tests. Key points are that good tests take work but are essential for student and teacher development, and breaking rules can be acceptable with good reason. The overall message is that effective evaluation requires understanding content and students.
This document outlines guidelines for effective test construction presented by Arnel O. Rivera. It discusses the importance of evaluation and preparing valid, reliable and usable tests. The presentation covers preparing a table of specifications, writing multiple choice and situational judgement questions, and general test construction tips like avoiding negative stems. Overall, the key messages are that preparing good tests takes time and effort, but plays an important role in student and teacher evaluation.
This document provides an overview of curriculum maps created by the San Juan II School District based on the Understanding by Design model. It discusses the objectives of disseminating and explaining the curriculum maps and UbD model. It outlines the federal compliance requirements around standards and assessments that the maps are designed to address. It then explains the rationale for creating the maps, the model adopted, and components of the maps. Finally, it discusses how the Understanding by Design model and curriculum maps can be used for planning instruction and ensuring curriculum alignment.
1. The document discusses the concepts of rigor, relevance, and relationships in education. It defines rigor as challenging students to think critically and emphasizes higher-order thinking skills.
2. Relevance is described as making learning applicable to students' lives and interests so they can see real-world applications. Relationships refer to the importance of student-teacher and peer connections.
3. A framework called the "Rigor/Relevance Framework" is presented, which places rigor on the y-axis (from low to high cognitive complexity) and relevance on the x-axis (from no to real-world application). This creates four quadrants for classifying learning activities from low to high rigor and relevance.
This document discusses Common Core Math standards and the progression of number and operations in base ten from kindergarten to fifth grade. It outlines the key objectives for each grade level, including decomposing numbers, place value understanding, and the four operations with multi-digit whole numbers and decimals. The document also describes how the Common Core represents a shift towards developing conceptual understanding, procedural fluency, and engaging students with the mathematical practices.
Helmsley Goodcorps STEM ed 2016 prezNo BuildsAndy Williams
This document summarizes research into why many university professors are reluctant to adopt active learning teaching methods, despite evidence they help keep students engaged in STEM fields. It identifies five distinct "mindsets" among professors regarding their role and priorities. It also outlines a typical "pathway" professors take in considering new teaching approaches, from initial disinterest to advocacy. The research suggests professors are most receptive when new methods respect their autonomy, value student connections, align with rather than replace existing practices, and are backed by relevant research showing benefits for student learning.
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
The document discusses several cases related to teaching for understanding:
1. A teacher chooses To Kill a Mockingbird and plans cooperative group work and an essay assessment.
2. A student teacher asks students an open-ended question that gets no response, showing a lack of understanding.
3. A student compares Catcher in the Rye to Bill and Ted in their essay, rather than discussing the novel's big ideas.
It emphasizes the importance of essential questions that promote inquiry, transfer of learning, and understanding of big ideas rather than simple coverage of content.
The document discusses various assessment strategies and their importance in the teaching and learning process. It emphasizes that assessment should be differentiated, involve students in the learning process, and use information to support further learning. A variety of formative and authentic assessment techniques are described, including using learning goals, feedback, student self-assessment, pre-assessments, and adapting assessments to individual student needs. The document stresses using assessment to modify instruction and support student growth.
The document provides guidance on developing paper and pencil tests, including defining their purpose, outlining the steps to create them, and suggesting item formats and guidelines for writing effective questions. It discusses determining test coverage, preparing item specifications tables, and guidelines for developing different item formats like multiple choice, matching, and essay questions. The goal is to design assessments that accurately measure student learning based on the specifications in the K-12 curriculum.
The document discusses using a multi-dimensional approach called SPUR (Skills, Properties, Uses, and Representations) to assess students' mathematical knowledge. It provides examples of assessment items in each dimension for topics like fractions and solving linear equations. Assessment data from the US and Singapore showed that looking at overall scores masks important differences in how students perform in each dimension. Analyzing assessments according to SPUR can provide insights to guide instruction.
Aim & objective of teaching mathematics suresh kumar
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
5 great assessment strategies that every teacher should knowJay Eitner
The document discusses 5 out-of-the-box assessment strategies that teachers should consider using: 1) Open-book and take-home tests to assess higher-level thinking, 2) Student-made tests to demonstrate their understanding of material, 3) Project-based learning to connect new knowledge to existing knowledge, 4) Focusing assessment on pre-writing to reduce anxiety and provide feedback, and 5) Using student-formed questions to illuminate their understanding rather than traditional multiple-choice questions. The strategies are meant to respect different learning styles, provide opportunities for students to demonstrate what they know, and assess understanding rather than rote memorization.
This document summarizes a work-place learning design for a learning community (LC) at a college. It introduces the directors of the academic foundations for mathematics and English. It describes creating a LC for pre-nursing students to take basic algebra, reading, and writing together. The design is based on Knowles' theory of andragogy and principles from NCTM and AMATYC. It discusses infusing contextualized content, instructional strategies, engaging students, and implications for curriculum design. Student survey results were positive overall regarding course relevance and the supplemental instruction leader.
This document outlines a 10-day learning plan for teaching linear equations in one variable. It includes the content and performance standards which focus on understanding and modeling situations using linear equations. Prior knowledge, essential understandings, essential questions, and transfer goals are identified. The plan describes two stage assessments: 1) a performance task where students use linear equations to analyze malnutrition data and make recommendations to the government, and 2) problems involving real-life situations solved using various strategies. Various activities are outlined to introduce and explore linear equations, including group work, websites, and a concept map activity.
The document provides guidance on using inquiry-based learning through a 7-step guided inquiry process. It involves having students ask an inquiry question, make predictions, gather and analyze data, and draw conclusions. Examples are also given of content standards and learning competencies for teaching properties of matter to grades 5 and 6 using this guided inquiry approach.
This document discusses assessment for teaching and learning in primary schools. It includes information on formative, summative, and assessment as learning. Formative assessment takes place during lessons through questioning, observations, and target setting to inform teaching. Summative assessment occurs periodically through tests and exams to report achievement. Assessment as learning involves self-assessment and peer assessment during lessons. The document provides examples of assessment tools and questions teachers can use, as well as pitfalls to avoid when questioning students. It emphasizes that the most powerful tool for raising achievement is formative assessment when incorporated into the teaching and learning process.
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Earth and life science, powerpoint presentationMishaWilliams2
This document contains a long quiz on physical science concepts. It includes 9 multiple choice questions testing knowledge of topics like the most accepted theory of the formation of the universe, the four subsystems of Earth, what sphere rocks and minerals are found in, the definition of the solar system, the property of luster in minerals, what luster refers to, and a statement about mechanical weathering that is not true. It also includes short answer questions asking about the four Earth subsystems, the three types of rocks, how rocks are classified, why Earth's magnetic field is important, and the difference between exogenic and endogenic processes.
Choosing the right web hosting provider can be a daunting task, especially with the plethora of options available. To help you make an informed decision, we’ve compiled comprehensive reviews of some of the top web hosting providers for 2024, with a special focus on Hosting Mastery Hub. This guide will cover the features, pros, cons, and unique offerings of each provider. By the end, you’ll have a clearer understanding of which hosting service best suits your needs.
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The Money Wave 2024 Review: Is It the Key to Financial Success?nirahealhty
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2. 1. Explain the relationship of Acquisition and Making Meaning learning
competencies to the unit Performance Standard and Performance Task
2. Differentiate between Convergent and Divergent Thinking
3. Discuss techniques for developing students’ convergent thinking in
Acquisition type of learning competencies
4. Apply techniques on Convergent Thinking for the teaching of Acquisition
type of learning competencies in a chosen curriculum unit and topic
3. What you need
1. DepEd MATATAG Curriculum Guide
2. Curriculum Map Template
3. Unit Standards and Competencies Diagram
4. SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG) FROM
DEPED
MATATAG
CG
(A-M-T)
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
A chart of the content, skills, activities and assessments that
describe learning in a classroom.
10. RAPATAN2024
Learners learn that…
1. Scientists use models to explain phenomena.
2. The particle model explains the properties of
solids, liquids, and gases and the processes
involved in changes of state.
3. Diagrams and flowcharts are very useful in
demonstrating and explaining the motion and
arrangement of particles during changes of
state.
4. There are specific processes for planning,
conducting, and recording scientific
investigations.
5. The properties of solutions such as solubility
and reaction to litmus determine their use.
UNIT STANDARDS AND COMPETENCIES DIAGRAM
11. By the end of the Quarter, learner
recognize that scientists use models to
describe the particle model of matter. They
use diagrams and illustrations to explain the
motion and arrangement of particles during
changes of state. They demonstrate an
understanding of the role of solute and
solvent in solutions and the factors that
affect solubility. They demonstrate skills to
plan and conduct a scientific investigation
making accurate measurements and using
standard units.
UNIT STANDARDS AND COMPETENCIES DIAGRAM
13. Diagram for your unit Q2 topic, the relationship of A and M learning competencies
with the Performance Standard and Performance Task.
14. How can teachers ensure that students master the A and M learning competencies
in preparation for achieving the Performance Standard and doing the Performance Task?
15. 15
J.P. GUILFORD
American Psychologist
Convergent thinking is the type of
thinking that focuses on coming up with
a single and correct or well-established
answer to a question or solution to a
problem.
https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
17. 17
- J. P. Guilford
American Psychologist
Convergent thinking is the type of thinking
that focuses on coming up with a single and
correct or well-established answer to a
question or solution to a problem.
Divergent thinking is the opposite involving
the generation of many ideas, solutions, or
perspectives to a question or problem.
https://en.wikipedia.org/wiki/Convergent_thinking#:~:text=Convergent%20thinking%20is%20a%20term,multiple%2Dchoice%20tests%20for%20intelligence.
22. What is the final step in the
scientific investigation where
you analyze your data and draw
inferences?
How might rearranging the steps
affect the scientific investigation
process?
23. MASTERY LEARNING AND TEACHING INVOLVES…
FOCUS ON BIG IDEAS FOCUS ON FACTS
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
24. MASTERY LEARNING AND TEACHING INVOLVES…
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
25. Which of the two are your students strong in?
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
26. Should students be strong in 1 or 2?
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
27. COMPLEMENTARY
Uses Reasoning/Problem Solving Involves Recall
MAKE MEANING ACQUISITION
10 students give
different correct
answers or
answer correct in
different ways.
10 students
give the same
answer or answer
in the same way.
34. SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ASK QUESTIONS SO THAT STUDENTS DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
35. SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
36. Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
37. Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
THINKING
MAKE MEANING:
ANALYSIS AND REASONING
DIVERGENT THINKING
38. Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
1. Who is the scientist credited with
discovering the fifth state of matter?
2. What is the Particle Model of
Matter?
3. Where did the investigation into
the properties of matter at extremely
low temperatures first occur?
4. When is a solution considered an
acid?
5. How is the concentration of
solution expressed given the mass
and volume?
6. Why is increasing the surface
area of a solute result to faster
dissolution?
39. Is Did Can Would Will Might
Who
What
Where
When
How
Why
Directions: Create questions by using one word from the left-hand column and one word from the
top row. The farther down and to the right you go, the more complex and high-level the question.
https://educationoasis.com/graphic-organizers/question-creation-chart/
ASKING QUESTIONS FOR CONVERGENT AND DIVERGENT THINKING
Question Creation Chart
Q-Chart
ACQUISITION:
FACTUAL KNOWLEDGE
CONVERGENT
1. Who is the scientist credited with
discovering the fifth state of matter?
2. What is the Particle Model of
Matter?
3. Where did the investigation into
the properties of matter at extremely
low temperatures first occur?
4. When is a solution considered an
acid?
5. How is the concentration of
solution expressed given the mass
and volume?
6. Why is increasing the surface
area of a solute result to faster
dissolution?
MAKE MEANING:
ANALYSIS, SYNTHESIS AND EVALUATION
DIVERGENT
1. Who might benefit from understanding the behavior of
the different states of matter?
2. What would happen if science equipment are not
handled and used properly?
3. Where can we apply our knowledge of the behavior of
the states of matter?
4. When would you expect a solid solute to dissolve faster?
5. How will the scientific method help in solving problems?
6. Why might it be important to know the properties of
solutions found at home?
40. CHUNKING INFORMATION
RETRIEVAL WITH MNEMONIC
NOTING DETAILS WITH A
GRAPHIC ORGANIZER
GAMIFICATION
FOUR CORNERS
COMPASS POINT
PLACEMAT ORGANIZER
STICK-IT-TOGETHER
CLAIM-EVIDENCE-REASONING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
41. CHUNKING INFORMATION
RETRIEVAL WITH MNEMONIC
NOTING DETAILS WITH A
GRAPHIC ORGANIZER
GAMIFICATION
FOUR CORNERS
COMPASS POINT
PLACEMAT ORGANIZER
STICK-IT-TOGETHER
CLAIM-EVIDENCE-REASONING
SINCE BOTH DIVERGENT AND CONVERGENT THINKING ARE NEEDED,
HOW DO WE ENABLE STUDENTS TO DO BOTH?
CONVERGENT
THINKING
DIVERGENT
THINKING
46. CHUNKING INFORMATION
CATEGORY CHUNKING
KEY CONCEPTS OF
THE PARTICLE
MODEL OF MATTER:
1. Particles
2. Arrangement
3. Interactions
4. Energy
5. Changes in State
PATTERN CHUNKING
M
aterials &
Equipm
ent
R
e
s
u
l
t
s
&
C
o
n
c
l
u
s
i
o
n
M
ethods &
Procedures
Aim or
Problem
H
y
p
o
t
h
e
s
i
s
Steps in
Scientific
Investigation
47. Review A type of LC in your CG and CMap.
Which of these would involve students making pattern or category chunking?
CATEGORY CHUNKING? PATTERN CHUNKING?
50. PROPERTY SOLID LIQUID GAS PLASMA
Space
between
molecules
Movement
of
molecules
Energy of
molecules
low intermediate high very high
PATTERN CHUNKING
51. Review A type of LC in your Q2 CG and CMap. Which of these would involve students making
pattern or category chunking?
CATEGORY CHUNKING? PATTERN CHUNKING?
56. Walking the paths, of my evaporation spree,
I can't help but think, this whole space meant for me
Talking under the stars, thinking to myself,
"Hey, isn't this space so vast?"
And you've got a radiance that could light up the
darkest night,
But it's dimmed, eclipsed, since you captured my
sight,
You say you're stable, but I know you're beyond that,
Hey, what you doin’ with a force like that?
(Chorus 2)
Cause you’re in the plasma state, ablaze and bright
I'm in bose-einstein condensate, molecules are
cooler than ice
Nearing almost zero when I realize,
The bond I'm feeling now is strongest all this time
If you could see that I'm the one who has been with
you
Been here all along, so why can't you see?
You belong with me, you belong with me.
STATES OF MATTER
(Tune of You Belong With Me by Taylor Swift)
(Verse 1)
You're in the realm of solid, compact and still
Vibrations happening, yet molecules move with
thrill
Shape is definite and rigid unlike what we do/
I'm in the liquid state, fluid and carefree,
With bigger space, I’m in random motion, you
see,
And I’ll ever flow with you unlike solids do.
(Chorus 1)
'And now in my gaseous phase, expanding
wide,
No fixed shape and particles are weakly tied,
With much greater space, I can quickly mobilize
You need not seek me for, I’ve been here the
whole time.
If you could see that I'm the one who has been
with you,
Been here all along, so why can't you see?
You belong with me, you belong with me.
57. (Verse 2)
Standing by and waiting at your fusion
core,
All this time, how could you not explore,
baby?
You belong with me, you belong with
me.
Oh, I recall you approaching my domain,
In the heart of the night,
I'm the one who soothes your heat,
When you're about to ignite,
I know your favorite spectra,
And you share with me your schemes,
Think I know where you belong,
Think I know it's with me.
Can't you see that I'm the one who
comprehends you?
Been here all along, so why can't you
view?
You belong with me, Standing by and
waiting at your fusion core,
All this time, how could you not
explore, baby?
You belong with me, you belong with
me, You belong with me,
Have you ever thought just maybe,
you belong with me?
You belong with me.
59. SOLID STATE BUMPER-BUMPER TRAFFIC
is like
The particles (atoms or
molecules) are closely
packed together and
vibrate in fixed positions.
In a bumper-bumper traffic jam,
cars are closely packed and can
barely move (solid state).
ANALOGY
60. ANALOGY
http://scienceanalogies.com/matteranalogies.html
“Phases of Matter are like Students at School”
SOLID: students inside the classroom
(with regular seating arrangement and have limited freedom)
LIQUID: students during breaks
(have wider range of motion and move among one another in
the hallway but limited within school area)
GAS: students during dismissal
(have unrestricted motion and are allowed to escape the
confines of school)
62. RETRIEVAL BY ANALOGY
PROMPT:
For the topic of…, give
analogy for… so that a
Grade N student
remembers…
EXAMPLE:
For the particle states
of matter, give analogy
for each so that a
Grade 7 student
remembers the
difference between
these states. Cover the
states of solid, liquid,
gas, plasma and
Bose-Einstein
condensates.
1.Solid - Packed Friends at a Movie Theater: Imagine a movie theater
where all your friends are sitting in their assigned seats, not moving. It's
like a solid. The friends are close together, and they don't change seats
during the movie. Solids have particles that are tightly packed and don't
move much.
2.Liquid - Splish-Splash in a Pool: Think of jumping into a swimming pool.
The water moves around you, but you can still swim and splash. Liquids
are like that—particles are close, but they can slide past each other,
allowing liquids to flow.
3.Gas - Bouncing Balloons at a Party: At a lively party, imagine lots of
colorful balloons bouncing around, moving freely in all directions. This is
similar to gases. Gas particles move around rapidly and fill the space
they're in, just like balloons filling a room.
4.Plasma - Sparkling Lightning in a Storm: During a thunderstorm, there's
lightning in the sky. Plasma is like that electrifying display. It's a super-hot,
electrically charged state where particles are so energetic that they break
apart into charged ions, creating lightning and other dazzling phenomena.
5.Bose-Einstein Condensate - Still and Frozen in Time: Picture a magical
moment when time seems to stand still, like a snapshot of everything
frozen. Bose-Einstein condensate is a bit like that. It's an extremely cold
state where particles become so slow and still that they behave as if they're
all in the same place, forming a super atom.
63. Review A type of LC in your Q2 CG and CMap.
Which of these would involve students making mnemonics?
MUSIC
ODE/RHYME CONNECTION/ ANALOGY
NAME
NOTE ORGANIZATION
EXPRESSION/ WORD
SPELLING
MODEL/MIND PALACE IMAGE
64. NOTING DETAILS WITH
A GRAPHIC ORGANIZER
In a solution, both the solute and solvent play
crucial roles in determining its properties and
behavior. The solute refers to the substance that
is dissolved in the solvent, while the solvent is the
substance in which the solute is dissolved.
Together, they form a homogeneous mixture
where the solute particles are evenly distributed
throughout the solvent. The role of the solute is to
alter the properties of the solvent, such as its
boiling point, freezing point, and density.
Additionally, the solute may impart specific
characteristics, such as color or taste, to the
solution. The solvent, on the other hand, acts as
the dissolving medium, facilitating the dispersion
of the solute particles. It provides the medium in
which chemical reactions may occur and enables
the solute particles to interact with one another.
The relative amounts of solute and solvent
determine the concentration of the solution, with
dilute solutions containing a small amount of
solute relative to the solvent, and concentrated
solutions containing a higher proportion of solute.
Understanding the roles of solute and solvent is
fundamental in various scientific fields, including
chemistry, biology, and environmental science, as
it elucidates the behavior and properties of
solutions in natural and synthetic contexts.
What are the roles of solute and
solvent in a solution?
CONVERGENT
THINKING
70. Review A type of LC in your CG and CMap.
Which of these would involve gamification?
72. In groups, list down as many solutions as you
can that you can find at home and in school.
Identify if it reacts with a litmus paper as an
ACID, BASE, OR SALT.
Point System:
Each Identified Solution – 1 pt
Solution with correct classification – 2 pts
Right minus Wrong
73. Review A type of LC in your Q2 CG and CMap.
Which of these would involve gamification?
74. SAMPLE DIARY CURRICULUM MAP
FROM DEPED MATATAG
CURRICULUM GUIDE (CG) FROM
DEPED
MATATAG
CG
FROM SUBJECT TEACHER FROM
SCHOOL’S
VISION
AND
MISSION
DESIGN PROTOCOL
Review A type of LC in yourQ2 CMap and the activities you wrote for
these. Determine how to incorporate and indicate Convergent Thinking
techniques in their corresponding activities.
77. Teachers need to establish with students the
connection of the different Acquisition and
Making Meaning learning competencies to the
attainment of the Performance Standard and
achievement of the Performance Task. With a
Unit Standards and Competencies diagram,
students gain a Big Picture of the purpose and
instructional flow of a particular curriculum
unit.
Why do we need to
establish connection
of different
Acquisition and
Making Meaning
learning
competencies?
Learning different types of competencies with
varied learning goals such as Acquisition and
Making Meaning requires and develops within
the students particular thinking approaches
such as Convergent and Divergent Thinking.
Students benefit from developing both
divergent and convergent thinking in their
studies because these cognitive skills serve
different but complementary purposes in the
learning process.
What benefits can
students gain from
developing both
Convergent and
Divergent cognitive
skills?
78. Convergent thinking is usually related to
learning Acquisition type of competencies.
In situations where students have to recall
an established fact, definition or routine
procedure, convergent thinking enables
students to select a single correct answer
from multiple choices or perform the
expected skill.
How is convergent
thinking related to
learning acquisition
type of
competencies?
On the other hand, divergent thinking involves
Making Meaning and promotes
problem-solving and creativity. Divergent
thinking promotes flexibility in thought
processes. Students become more adaptable
when faced with changing circumstances,
which is valuable in today's dynamic world and
important for responding to the challenges of
real life situations.
How is divergent
thinking related to
making meaning
type of
competencies?
79. Students’ convergent thinking may be
developed through proper phrasing of
questions and techniques such as chunking,
retrieval with mnemonics, noting details with
graphic organizers and gamification. These
techniques may be used in the Firm Up
section of a EFDT Learning Plan. In all these,
students gain the skill to recall key units of
information that concepts build on.
How can
students develop
convergent
thinking skills?
80. Complete the following for your unit:
1. Unit Standards and Competencies
Diagram
2. Learning plan activities and
procedures showing application of
any of the following convergent
thinking techniques for Acquisition type
of learning competencies:
o Chunking
o Retrieval with Mnemonics
o Noting Details with Graphic Organizer
o Gamification