Peac cidam presentation 2019

1. RE-ECHO ON SUMMER IN-SERVICE
TRAINING (INSET)
ENSURING SHS LEARNER’S PREPARATION
FOR THE 4 EXITS OF THE KTO12
CURRICULUM
UIC-Bajada Campus, April 27-29, 2019
UNDERSTANDING CULTURE, POLITICS
AND SOCIETY
Presented by:
ANGELITO TIMCANG PERA, LPT
Academic Coordinator

2. Objectives:
At the end of the session, the teachers will be able to:
2. Design an ACID Plan, TG and CIDAM using
CG;
1. Identify the foci of classroom setting
including the 21st century skills and the 4
exits of the kto12 program;
Ma’am Ramirez

3. TRADITIONAL CLASSROOM SETTING
1. WHAT TO TEACH?
2. HOW TO TEACH?
3. WHAT SHOULD I DO?
Sir Junel
Maam
Paronda

4. NEW CLASSROOM SETTING
1. WHY TEACH?
2. HOW TO ASSESS?
3. HOW TO TEACH?
4. WHAT TO TEACH?
Sir Raymart
Ma’am Salazar

5. 21ST CENTURY SKILLS
COMMUNICATION CREATIVITY
COLLABORATION COMPUTER LITERACY
CRITICAL THINKING AND PROBLEM SOLVING
CROSS-CULTURAL
CAREER AND SELF-REALIANCE
Maam Duriga
Maam Lyra

6. 4 EXITS OF THE KTO12
CURRICULUM FROM EVERY SHS
LEARNER
HIGHER EDUCATION
ENTREPRENEURSHIP
EMPLOYMENT
MIDLEVEL SKILL DEVELOPMENT
Maam Caballes
Sir Lorrence

7. LET US SPELL-OUT THE
FF: ACRONYMS
CIDAM Classroom Instruction
Delivery Alignment Map
ACID(P) Aligned Classroom
Instruction Delivery (Plan)
TG Teaching Guide
CG Curriculum Guide
Maam
Rebosura

8. 1.ACID(P)+ TG=CIDAM
2.CIDAM+CG=Alignment
LET US ANALYZE:
Maam Divine
Maam Lozada

9. CONTENT CONTENTSTANDARDS PERFORMANCESTANDARDS LEARNING COMPETENCIES Highest THINKING SKILLS TO ASSESS HIGHESTENABALING STRATEGY TO USE
IN DEVELOPING THEHIGHESTTHINKING
SKILL/S TO ASSESS
KUD RBT Assessment Techniques ENABLING
ClassificationLevel WW QA PC GENERALSTRATEGY TEACHING STRATEGY
A. Starting point of the The learners demons-
understadning of culture, trate an understanding of The learners: The Leaners
society and politics
1. Sharing of social and 1. Human cultural 1. acknowledge human 1. articulate observations 1. U 1. Applying Oral 1. Communication 1. Collaborative Learning
cultural backgrounds of variation, social differences cultural variation, social on human cultural variation Recitation
students as acting subjects or , social change, and political differences, social change , social differences, social
social actors, agents, persons, identities and political identities change and political identities
( examples: gender, socio-
economicclass, ethnicity,
religion, exceptionality/
non-exceptionality, nationality
2. Observation about social, 2. the significance of studying 2. Adopt an open and critical 2. Demonstrate curiosity and 2.U 1. Applying 2. Reaction 2. Representation 2. Group Sharing
political, and cultural behavior culture, society and politics attitude toward different social an openness to explore the Paper
and phenomena( examples: ,political and cultural phenonmenonorigins and dynamics of culture
food taboos, istambay, political through observation and reflection and perspectives of
dynasties, elections) society and political identities
CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CDAM)
Understanding Culture, Society and Politics

10. CONTENT CONTENTSTANDARDS PERFORMANCESTANDARDS LEARNINGCOMPETENCIES HighestTHINKINGSKILLSTOASSESS HIGHESTENABALINGSTRATEGYTOUSE
INDEVELOPINGTHEHIGHESTTHINKING
SKILL/STOASSESS
KUD RBT AssessmentTechniques ENABLING
ClassificationLevel WW QA PC GENERALSTRATEGY TEACHINGSTRATEGY
A.Startingpointofthe Thelearnersdemons-
understadningofculture, trateanunderstandingof Thelearners: TheLeaners
societyandpolitics
1.Sharingofsocialand 1.Humancultural 1.acknowledgehuman 1.articulateobservations 1.U 1.Applying Oral 1.Communication 1.CollaborativeLearning
culturalbackgroundsof variation,socialdifferences culturalvariation,social onhumanculturalvariation Recitation
studentsasactingsubjectsor ,socialchange,andpolitical differences,socialchange ,socialdifferences,social
socialactors,agents,persons, identities andpoliticalidentities changeandpoliticalidentities
(examples:gender,socio-
economicclass,ethnicity,
religion,exceptionality/
non-exceptionality,nationality
2.Observationaboutsocial, 2.thesignificanceofstudying 2.Adoptanopenandcritical 2.Demonstratecuriosityand 2.U 1.Applying 2.Reaction 2.Representation 2.GroupSharing
political,andculturalbehavior culture,societyandpolitics attitudetowarddifferentsocial anopennesstoexplorethe Paper
andphenomena(examples: ,politicalandculturalphenonmenonoriginsanddynamicsofculture
foodtaboos,istambay,political throughobservationandreflection andperspectivesof
dynasties,elections) societyandpoliticalidentities
CLASSROOMINSTRUCTIONDELIVERYALIGNMENTMAP(CDAM)
UnderstandingCulture,SocietyandPolitics
3. Observations about social 3. Analyze social, political and 3. U 3. Analyzing Essay 3. Communication 3. Brainstorming and
, political, and cultural change cultural change Pictureanalysis
(examples: texting, trans-
national families, local
publicservices, youth
volunteerism)
4. Definition of Anthroplogy, 4. the rationale forstudying 4. Appreciate the value of 4. Recognize the common concerns 4. U 4. Applying Summative 4. Communication 4. Think-Pair-Share
political science and sociology anthropology, political science disciplines of anthropology, orintersections of anthropology, Test
and sociology sociology and political science sociology and political science
with respect to the phenomenon

11. CONTENT CONTENTSTANDARDS HIGHESTENABALINGSTRATEGYTOUSE
INDEVELOPINGTHEHIGHESTTHINKING
MINIMUM BEYONDMAXIMUM MINIMUM BEYOND SKILL/STOASSESS
KUD MINIMUM KUD RBT AssessmentTechniques ENABLING
Classification Classification Level WW QA PC GENERALSTRATEGY TEACHINGSTRATEGY
A.Startingpointofthe Thelearnersdemons-
understadningofculture, trateanunderstandingof Thelearners: TheLearners: TheLeaners
societyandpolitics
1.Sharingofsocialand 1.Humancultural 1.acknowledgehuman 1.Discussfactorsthatledtohuman 1.articulateobservations 1.U 1.Illustratethe U Analyzing Observation 1.Communication 1.CollaborativeLearning
culturalbackgroundsof variation,socialdifferences culturalvariation,social culturalvariation,socialdfferences onhumanculturalvariation outcomesof log
studentsasactingsubjectsor ,socialchange,andpolitical differences,socialchange socialchangeandpoliticalidentities ,socialdifferences,social humancultural
socialactors,agents,persons, identities andpoliticalidentities changeandpoliticalidentities variation,
(examples:gender,socio- socialdifferences,
economicclass,ethnicity, socialidentities.
religion,exceptionality/
non-exceptionality,nationality
HighestTHINKINGSKILLSTOASSESS
CLASSROOMINSTRUCTIONDELIVERYALIGNMENTMAP(CDAM)
UnderstandingCulture,SocietyandPolitics
PERFORMANCESTANDARDS LEARNINGCOMPETENCIES

13. Topic/Lesson : Political and Leadership Structures
Content Standard : The Learners demonstrate an understadning of:
1. Social and poltical inequialities as features of societies and the global community.
Performance Standard The learners:
1. Analyze aspects of social organization;
2. Identify one's role in social groups and institutions;
3. Recognize other forms of economic transaction such as sharing, gift exchange, and redistribution in his/her own society
Learning Competencies The Learners:
1. Compare different social forms of social organization according to their manifest.
2. Analyze social and political structures
Time Allotment 180 minutes ( 2 meetings)
LESSON OUTLINE
1. Introduction
2. Motivation
3. Instruction/Delivery
4. Practice
5. Enrichment
6. Evaluation
INSTRUCTIONAL MATERIALSManila paper, chalkboard/whiteboard, colored pen and paper, writing materials
RESOURCES Textbooks and pictures from the Internet
SAMPLE TEACHING GUIDE IN UNDERSTADING CULTURE, POLITICS AND SOCIETY

14. I. INTRODUCTION ( 20 MINUTES) Teacher Tips:
Learning Task 1: Delving on the Essential Questions: Learning Task 1: Delving on the Essential Questions
Answer the following questions:
1. Why do we need to be governed?
2. Why do we need leaders in our nation?
3. What do you think are the characteristics of a good leader?
II. MOTIVATION ( 20 minutes) Learning Task 2: Small Group Discussion
Form five groups in class, let the students watch the video clip
After that, discuss what they have learned from the video clip.
This activity must be done and explained inside the classroom
III. INSTRUCTION/DELIVERY ( 40 mins.) Learning Task 3: Active Discussion
A. Political and Leadership Structures
i. Bands
Small group of politically independent, though related, households;
The least complicated form of political organization;
Found among nomadic societies;
Small, numbering at most a few hundred people;
No need for formal political systems;
Decisions are made with the participation of adult members, with an emphasis
on achieving consensus;
Those unable to get along with others of their group move to another group where
kinship ties give them rights of entry;
MEETING THE LEARNERS'S NEEDPROCEDURES

15. ii. Tribes
Tribes consists of small, automotnous local communities, which form alliances for
various purposes;
Economy based on crop cultivation or herding
Population densities generally exceed 1 person per square mile;
leadership among tribes in informal;
iii. Chiefdoms
The chief is at the head of a ranked hierarchy of people;
The office of the chief is usually for life and often hereditary;
Highly unstable as lesser chiefs try to take power from higher ranking chiefs
iv. State and Nations
State-The most formal of political organizations. Political power is centralized government, which
may use force to regulate the affairs and its citizens and its relations with other states. Since their
first appearance 5, 000 years ago, states have shown a tendency toward instability;
Nation-a person who share a collective identity based on a common culture, language territotorial base
and history.
Authority-refers to the right to command or to the power to give orders or enforce rules.
Legitimacy-is a value whereby something or someone is acknowledged as acceptable, lawful, right
and proper.
v. Traditional Legitimacy
It explains that a growing power must continue to rule as it is historically accepted and the society has always
been rules by such a government;
This kind of legitimacy is found in monarchy and tribalism;
vi. Charismatic Legitimacy
This legitimacy springs from the personal charisma or inspiring ideas of the leader, a person whose imposing
personality attracts and influences people to agreement with its government's regime and rule.

16. vii. Rational-legal legitimacy
This popular acceptance of authority derives from a system of institutional processes, in which the government
institutions launch and impose law and order in accordance to the public interest.
IV. PRACTICE ( 4O MINS.) Learning Task 4: PHOTOANALYSIS
On the same group members, let the students identify and analyze the aspects of poltical organizations in the
Philippine setting. Name whether bands, tribes or chiefdoms group and what kind of authority and legitimacy
they are practicing.
V. ENRICHMENT ( 40 MINUTES) Learning Task 5: COLLAGE MAKING
On the same group members, produce a collage that shows how you feel about the political and leadership
structures in the Philippine setting.
VI. EVALUATION ( 20 MINUTES) Learning Task 6: Free Writing
Write an essay about the political legitimacy from the leaders of your respective community or barangay
and analyze the pros and cons.
Prepared by:
San Antonio School
Aras-asan, Cagwait, Surigao del Sur
ANGELITO TIMCANG PERA, LPT
Academic Coordinator

18. ENABLING GENERAL STRATEGIES TO
DEVELOP THINKING SKILLS
Creating ( Can you generate new products, views, ways of viewing things?) Problem Solving
Evaluating ( Can you justify a decision or course of action?) Reasoning and Proof
Analyzing ( Can you break information into parts to explore understading Communication
and relationship?)
Applying ( Can you use the information in another familiar situation) Connection
Undestanding ( Can you explain ideas or concepts?
Remembering ( Can you recall information?)
Understanding
Knowing
KUD CLASSIFICATION THINKING SKILLS ( RBT)
Representation
RELATING GENERAL ENABLING TEACHING STRATEGIES WITH LEVELS OF THINKING AND KUD CLASSIFICATION
DOING

27. THANK YOU AND
GOD BLESS