dll trends network and critical thinking week 1

Trends, Networks, and Critical Thinking in the 21st Century

Quarter 1 / 3

Fads and Trends

Understanding the Elements and Characteristics of a Trend

Identifying Parts of a Whole and Emerging Patterns in Trends

Understanding Strategic Analysis and Intuitive Thinking

Global Networks Part 1

Global Networks Part 2

Understanding the Consequences of Personal and Local Action to Global and Planetary Climate Change

Wrap-Up and Quarter Recognition

Quarter 2/4

Democratic Intervention

Assessing Political and Social Institution

Enabling and Inhibiting Dimensions of Technology

Social Relationships and Political Movement

Neural and Social Networks

Parallelism Between Neural Networks and Social Networks

Shaping the Mind through Social Relationships

Trends, Networks and Critical Thinking in the 21st Century

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About Senior High School Philippines

The final phase of the Department of Education's K-12 Program, Senior High School comprises of two years, namely Grades 11 and 12, considered as an enhancement of the Philippines' Basic Education. It aims to hone globally competitive citizens, with its specialized curriculum, gearing Filipino students for further studies, employment or entrepreneurship.

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Good pm. pwede po bang malaman kung may PPT itong mga ns DLL?tnx poh.malaking tulong pog ito

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Thank you so much sa mga authors n2...malaking 2long talaga.

Good evening po. San po makikita ang appendices? Salamat po. God bless

Thank you so much po

Big help, specially to us new comer in sh. Thanks and credits to the authors.

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wlang week f sa foruth quarter

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Grades 1 to 12 DAILY LESSON LOG School DepED Region III MTOTHUMSS 2017 Grade Level 12 Teacher CLASS A Learning Area TRENDS,NETWORKS, AND 21 ST

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Subject Description: The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative thinking skills-essential tools for decision making and understanding " ethics of care ". Global trends in the 21 st century are examined and are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and social realities.

Teaching Guide for Senior High School

Technology plays an increasingly important role in language teaching and learning. Far beyond the blackboards and chalk of ‘olden days,’ an earlier generation of learning technologies like overhead projectors, tape recorders and cassettes and CDs, and more recently the proliferation of technologies like LCDs, interactive whiteboards, and laptop computers have significantly changed the possibilities for learning that can happen in the classroom. Today the evolution of the Internet paradigm to Web 2.0 provides online tools that not only support the gathering of information but facilitate the production of information as well (Bottentuit & Coutinho, 2009). Today, in Southeast Asia with the increasing availability of desktops in the classrooms, teachers and students are now clamoring for dependable Internet connection in the classroom as well because web-based applications support authenticity of materials and tasks, collaboration, socialization, and sharing, all important in communicative language learning, as well as creativity, which fosters learner engagement in language learning tasks and activities. Moreover, using authentic texts and other online resources can make teachers and learners less dependent on a textbook or copied handouts, which when relied on in class more likely than not discourages use of the language for communicative purposes.

In the newest education curriculum namely curriculum 2013, Indonesian government focuses on building good character for citizen in several aspects which covers religion, social, knowledge, and skill. In order to succeed the government mission to build a good character for the citizen, teachers and lecturers should integrate character building through learning process in the classroom. It can be done by creating a good atmosphere through teacher’s behavior change in the classroom so that the students can enjoy studying so that their good character can be developed. During the team conducted lesson study, self-confidence was chosen to be the main character which was developed. This study proposed to find out how students’ self-confidence can be enhanced through teacher’s behavior change on lesson study program for TEYL 1. The result of the study showed that the students’ self-confidence were enhancing due to the teacher’s behavior change.

This book examines the current challenges to democracy and human rights, and discusses how teachers can address them by preparing students in ways which help develop the competencies and dispositions essential for effective participation in a democratic society. The book includes various curriculum resources aligned with the United Nations Sustainable Development Goals that can support active pedagogies to educate global citizens who can advance the common good.

Global projects can be a significant training ground for teacher education students by providing authentic professional experiences that cannot be duplicated in the college classroom. In global projects, teacher education students are situated to learn and use new technologies, to interact with veteran teachers in distant locations, and to practice a global perspective. This qualitative study examined the perceptions of teacher education students and their clinical mentor teachers while working together in a multi-school global project. The study's purpose was to uncover beneficial practices and experiences that could improve teacher education in light of the challenges of teaching in today's global environment. This study supports prior research showing that technology used with project-based learning enhances engagement and promotes deliberate practice in areas such as global awareness, technology use, communication, and collaboration. Data and results suggest a number of benefits from incorporating global projects into teacher education programs. Preservice teachers in the study showed active participation beyond the physical classroom as they communicated with global partners using a variety of digital media. Mentor teachers reported effective learning experiences, new professional contacts in other countries, and the desire to engage in global projects again.

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