4th Quarter DepEd Learner’s Materials | Learning Materials

The materials generated for the learning materials should be based on the subject previously selected, and all activities in all areas of the curriculum should be connected to that one overarching theme. This is what it means to create learning materials using a topic-based planning approach.
The use of the concepts and practices for creating learning resources with an emphasis on the creation of materials for particular educational objectives. The requirements of the student should be the first consideration when creating educational materials with a specific goal in mind. The 4th Quarter DepEd Learner’s Materials | Learning Materials can be found in this post.

The target students from whom the teachers will produce the materials can help them determine the needs of the learners. The institution where the students are learning frequently develops the requirements of the students in the form of learning objectives. In the form of a syllabus, these learning objectives can be more precisely stated.

Topical syllabuses, situational syllabuses, functional syllabuses, skills syllabuses, discourse syllabuses, or tactics syllabuses are some examples of syllabus types that may be used to examine learners’ requirements. Any syllabus can be employed as long as it allows for an evaluation of the needs of the students.

A language-centered approach, a skills-centered approach, a learning-centered approach, and a post hoc approach are other methods to the course design process in addition to the system approach.

There are five steps in a language-centered approach: analyzing the target situation, writing the syllabus, writing or choosing texts to illustrate the syllabus’s items, writing exercises to practice the syllabus’s items, and creating tests to determine how well students have understood the syllabus’s contents.

There are six steps to a skills-centered approach: analyzing the target needs, choosing engaging and representative texts, creating a hierarchy of skills to use the texts, organizing and modifying the texts as needed to enable a focus on the necessary skills, creating activities/techniques to teach those skills, and creating a system to evaluate the acquisition of the skills.

There are three chains of steps in a learning-centered approach: (1) analyzing the learning situation, developing engaging materials, and assessing the language and skills content of those materials and making the necessary adjustments; (2) analyzing target situations, establishing a general syllabus of topics and assignments, developing engaging materials, and making the necessary adjustments; and (3) analyzing target situations.

The sole phases in the post hoc method are drafting materials based on ill-defined criteria and creating a cosmetic curriculum in order to appease sponsors, instructors, students, etc.

4th Quarter DepEd Learner’s Materials | Learning Materials

KINDERGARTEN Learner’s Materials

GRADE 1 Learner’s Materials

GRADE 2 Learner’s Materials

GRADE 3 Learner’s Materials

GRADE 4 Learner’s Materials

GRADE 5 Learner’s Materials

GRADE 6 Learner’s Materials

GRADE 7 Learner’s Materials

GRADE 8 Learner’s Materials

GRADE 9 Learner’s Materials

GRADE 10 Learner’s Materials

SHS Learner’s Materials


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