creative non fiction orientation of DEPED, Slides of English

Download creative non fiction orientation of DEPED and more Slides English in PDF only on Docsity! CREATIVE NONFICTION: Discussion on Critical Contents, its Teaching Pedagogies, and Learning Assessment First Quarter Part I - Critical Content INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT “TAG” YOUR “STORY” Creating Content If you chose “Tag”, write something about you in the metastrip. If you chose “Story”, write a short sentence in the metastrip telling your favorite scene in a movie you watched. Do not try to peek onto the work of your co-members. Do this within 5 minutes. INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT “TAG” YOUR “STORY” Drafting Post your work in a wall in the “Tag your Story” fashion. One member from the “Tag” group should post his/her metastrip, followed by a member from the “Story” group, and so on. You need to see alternate entries of “Tag” and “Story” in your group. Do this within 3 minutes. INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT “TAG” YOUR “STORY” Revising and Finalizing With the entries given by your co-members, come up with an interesting story based on the “Tag” and “Story” entries. Make use of all the entries, you may change the arrangement of the strips, provided that you still follow the alternate arrangement of “Tag” and “Story”. more INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT “TAG” YOUR “STORY” Processing What have you observed on the different stories? INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT “TAG” YOUR “STORY” Processing How difficult is it to present something true by means of a fictional story without due training and exposure? Is it possible to do such? INTRODUCTION DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Creative Nonfiction is an emerging literary form. Creative nonfiction lies in the middle of fiction and nonfiction. It is telling true stories or facts creatively by using literary techniques and elements traditionally associated to fiction. CNF CURRICULUM WALKTHROUGH DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Number of hours: 80 Prerequisite: Creative Writing Goals: Introduce learners to reading and writing of Creative Nonfiction as a literary form. The course will serve as training ground for learners to become critical and creative thinkers. Creative Nonfiction CNF CURRICULUM WALKTHROUGH DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Creative Nonfiction The word “creative” refers to the use of literary craft, the techniques fiction writers, playwrights, and poets employ to present nonfiction – factually accurate prose about real people and events – in a compelling, vivid, dramatic manner. more CNF CURRICULUM WALKTHROUGH DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Creative Nonfiction The goal is to make nonfiction stories read like fiction so that your readers are as enthralled by the fact as they are by fantasy. Creative nonfiction can be an essay, a journal article, a research paper, a memoir, or a poem; it can be personal or not, or it can be all of these. Lee Gutkind, YOU CAN’T MAKE THIS STUFF UP: The Complete Guide to Writing Creative Nonfiction – from Memoir to Literary Journalism and Everything in Between CNF CURRICULUM DESIGN DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Review and Mastery of Literary Conventions of Fiction Introduction to Literary Conventions of Creative Nonfiction Introduction to Forms and Types of Creative Nonfiction Reading and Writing of Creative Nonfiction CNF CURRICULUM DESIGN DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Quarter I Quarter II Part A Part B Part A Part B Identifying Doing a close reading Explaining Writing (a mini critique) Comparing & contrasting Identifying Comparing & contrasting Analyzing and Interpreting Analyzing Analyzing Delivering (an artistic presentation) Drafting (a CNF piece) Creating (of samples) Evaluating Peer-editing and revising (a CNF piece) Drafting Drafting Writing (a final version of CNF piece) Peer-editing Peer-editing Revising Revising Recurrence of Skills in the Learning Competencies (LCs) in CNF DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 4 PICS 1 WORD GAME RELATIONSHIP AMONG CG COMPONENTS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS ___ ___ A ___ ___ ___ ___ D DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS S T A N D A R D DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS ___ ___ ___ ___ O ___ ___ ___ ___C ___ DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS C O M P E T E N C Y DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS ___ ___ M ___ DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS T I M E DEPARTMENT OF EDUCATION RELATIONSHIP AMONG CG COMPONENTS G ___ ___ ___ ___ ___ R ___ DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT RELATIONSHIP AMONG CG COMPONENTS G L O S S A R Y DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Unpacking Standards Template Get a copy of this template to help you in fleshing out the standards based on its components. Copy the table in a manila paper when consolidating your group’s answers. UNPACKING STANDARDS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF CG COMPONENTS Content Standard (CS) describe the knowledge and skills that students should attain, often called the “what” of “what students should know and be able to do.” It Indicates ways of thinking, working, communicating, reasoning, & investigating the important and enduring understandings essential to the discipline. DEPARTMENT OF EDUCATION CNF CG COMPONENTS Performance Standard (PS) concrete statements of how well students must learn what is set out in the content standards, often called the “be able to do” of “what students should know and be able to do.” It’s an indicator of quality and competence. DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF CG COMPONENTS Learning Competencies (LCs) can be defined as “an ability or skill.” Used to translate content and performance standards into specific abilities or skills They should lead to the achievement of the content and performance standards once mastered. The Learning Competencies (LCs) DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT HUMMS_CNF11/12-Ia-1 Competency Track/Strand Subject Grade Level Quarter Week Competency Humanities, Social Science Strand Creative Nonfiction Grade 11 Grade 12 I II a b c d e f g h i j 1 2 2.1 2.1.1 (sample) Track/ Strand Subject Grade Level Quarter Week DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF CG COMPONENTS Glossary list of terms deemed necessary to be defined in order for the end user to understand the curriculum document TRUE OR FALSE DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Learning Competencies (LCs) should follow the BASIC principles (Palma, 1952). Performance standards specify “how good is good enough.” Learning Competencies are used to translate content and performance standards into specific abilities or skills. Curriculum Content describes the knowledge and skills that students should attain. FALSE TRUE TRUE FALSE ALIGNMENT OF CNF CG COMPONENTS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT On the Activity 1. What have you discovered about the CNF CG Components by tracing the recurring terms/concepts? On the Topics / Competencies 1. What topics/competencies do you find difficult to teach? Why? On the Groups’ Outputs 1. Did all the groups have the similar/almost similar outputs? What does it point out? On Maximizing the CNF CG 1. What other concerns regarding the CG have surfaced after the activity? Process Questions ALIGNMENT OF CNF CG COMPONENTS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT In order to identify content and skills focus, a Creative Nonfiction teacher should use his/her skills in unpacking the standards and understand how these standards were fleshed out through the use of the learning competencies. Checking the alignment of content, standards and learning competencies will help the teacher see the big picture for his/her students, leading the way towards the appropriate planning or designing of the teaching/learning experience. Appreciating the CNF CG Components’ Alignment ALIGNMENT OF CNF CG COMPONENTS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Appreciating the CNF CG Components’ Alignment Curriculum Content Content Standard Performance Standard Learning Competencies INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT VIEWING ACTIVITY “When A Lesson Goes Wrong” from the Teaching Channel Play the video Here’s the link: https://www.teachingchannel.org/videos/when-lesson -plans-fail INTRODUCTION DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Choosing the appropriate teaching pedagogies for Creative Nonfiction will empower you to effectively deliver what the students need to learn, to turn them into creative and critical thinkers. SESSION OBJECTIVES DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT In this learning session, you should be able to: 2. show how the sequence of learning competencies helps in the achievement of the content and performance standards 1. establish connection between the mastery of the learning competencies and the achievement of content and performance standards LCs AS BUILDING BLOCK FOR CS & PS DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF CG Analysis Activity You can also see how the Curriculum Content, CS and PS are fleshed out through the LCs in this activity. ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT LEARNING COMPETENCIES’ SEQUENCE CHECK ABSTRACTION DEPARTMENT OF EDUCATION “Learning objectives (in this case learning competencies) should be kept in reasonable number. Too many learning objectives will feel overwhelming both to the teacher and the students.” Learning objectives should also be listed sequentially, in student’s normal developmental pattern. Holly Martin in his 2007 article Constructing Student Learning Outcomes, published in NACADA Journal CNF PEDAGOGY SCAN DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 1. What is your group’s basis in coming up with such classification of the learning competencies? 3. How can knowledge on the level or class of learning competency help in achieving the content and performance standard? 2. Why is it necessary for a teacher to identify the level or class of the learning competency? Process Questions WHY CLASSIFY OBJECTIVES? DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT WHY CLASSIFY OBJECTIVES? DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Patricia Armstrong, Assistant Director of Center for Teaching in Vanderbilt University in Tennessee, USA recommended the use of Bloom’s Taxonomy of Learning Objectives on the following reasons: 1. Objectives (learning goals) are important to establish in a pedagogical interchange between the teacher and the learners. 2. Teachers can benefit from using frameworks to organize objectives because it helps clarify objectives for themselves and for the students. SUGGESTED CNF PEDAGOGIES DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT from the Association of Writers and Writing Programs of George Mason University of Virginia A. Extensive and Diverse Reading Requirements B. Study of Literary Terminology C. Study of Critical Approaches D. Practice in Critical Reading E. Memorization F. Practice in Critical Writing G. Practice in the Writer’s Craft H. Peer Review or Workshops I. Written Comments from the Instructor J. Practice in Revision K. Hands-on Experience with New Media Technology SUGGESTED CNF PEDAGOGIES DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT It all depends on the teacher and the learner’s phase and need for a pedagogy to be successful. A. Group/Individual Instruction B. Large/Small Group Instruction C. Problem-Solving D. Cooperative Learning E. Critical Thinking F. Creative Thinking G. Compare and contrast activities H. Critiquing activities Other suggested pedagogies: I. Observations J. Simulations K. Technology tools L. Use of graphic organizers (maps, charts, illustrations) M. Model by “thinking aloud” the process ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF PEDAGOGY MAP IMPORTANCE OF SCAFFOLDING DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Reiterating the reason for using Bloom’s Taxonomy of Learning Objectives – having an organized set of objectives helps teachers to plan and deliver appropriate instruction, design valid assessment tasks and strategies, and ensure that instruction and assessment are aligned with the objectives. IMPORTANCE OF SCAFFOLDING DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Enabling tasks, products, or performances can be traced in the learning competencies. Therefore, appropriate scaffolding for the final performance/product (as stated in the Performance Standard) through the enabling tasks, products or performances will ensure that the learners had enough preparation, exposure and practice for the final task, product or performance. jog: an 0 Learning Assessment DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 5. In my cue, the group can start passing the ping pong ball from the first member down to the last until the ball rests on the hands of the ninth member. 6. The member who successfully passed the ping pong ball should move next to the last member of the team, until the ball reaches the hands of the ninth member. 7. If the ball falls on the floor, they need to go back to the spot where they started. The first group to complete this task without letting the ball fall on the floor wins. LEARNING ASSESSMENT SCAFFOLD TO WIN IT GAME INSTRUCTIONS Are you ready participants? INITIAL ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT SCAFFOLD TO WIN IT GAME PROPER LEARNING ASSESSMENT DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT 1. How do you find the activity? 3. If one member wasn’t able to demonstrate the right way of passing the ball, do you think your group will finish the task? Why? 2. How does proper handling of the paper lead towards passing the ball to the last member? Scaffold to Win It Process Questions DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Kindly refer to the Performance Standard Scaffolds Worksheet your group had posted. Convene within 10 minutes with all your group mates to discuss how your group came up with the enabling performances/products and its arrangement. Choose someone from the group to share the answer. LEARNING ASSESSMENT PERFORMANCE STANDARD SCAFFOLDS WORKSHEET REVIEW WHY SCAFFOLD? DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT According to IRIS Center Peabody College, Vanderbilt University at Nashville, USA, instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. This is done by systematically building on student’s experiences and knowledge as they are learning new skills and new tasks with multiple steps (just like in CNF writing). REMEMBER THIS? DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Review and Mastery of Literary Conventions of Fiction Introduction to Literary Conventions of Creative Nonfiction Introduction to Forms and Types of Creative Nonfiction Reading and Writing of Creative Nonfiction DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Assessment is a process that is used: 1. to keep track of learners’ progress in relation to learning standards and in the development of 21st century skills; 2. to promote self-reflection and personal accountability among students about their own learning; and 3. to provide bases for the profiling of student performance on the learning competencies and standards of the curriculum LEARNING ASSESSMENT D.O. no.8, s.2015, Enclosure p.1 LEARNING ASSESSMENT DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT FORMATIVE ASSESSMENT “assessment for learning” used by teachers as basis in adjusting or in modifying instruction “assessment as learning” used by the students to reflect on their own progress SUMMATIVE ASSESSMENT “assessment of learning” occurs toward the end of a period of learning in order to describe if the content and performance standards were reached by the learner Types of Assessment – D.O. 8, s.2015 LEARNING ASSESSMENT DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Both formative and summative assessments can be used to assess learning standards – content and performance, and the learning competencies outlined in the curriculum. Types of Assessment – D.O. 8, s.2015 LEARNING ASSESSMENT DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT CNF ASSESSMENT CHECKLIST ACTIVITY DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Policy on Assessment Refer to your copy of D.O.8 s.2015 for the full details on how to compute grades and assign certain weight on the outputs of the learners. POLICY ON ASSESSMENT – K TO 12 CURRICULUM DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT What is your current view of rubrics? Write down what you know about them and what experiences you had using them. Save this reflection to compare with a similar reflection in this session. LEARNING ASSESSMENT USING RUBRICS FOR ASSESSMENT