3 CGP 11 Module 3 Reaffirming The Chosen Track

Module 3
Grade 11 Career Guidance Program

LEARNING OBJECTIVES
At the end of the 60 minute

Walkthrough, the participants are
expected to:
1. describe the session flow,

methodologies and activities to be
used in the session
DEPARTMENT OF EDUCATION 3
LEARNING OBJECTIVES
2. clarify issues that may arise in

the implementation of the SG
3. demonstrate skills in the

administration of Module 3
through micro demo teaching
LEARNING OBJECTIVES
4. provide feedback on how to

improve the strategies employed
during the micro-demo teaching.
KEY UNDERSTANDING
KEY UNDERSTANDING
This is a continuation of Module 2
It aims to strengthen the

decision making of the learner
It focuses on the sources of

information relevant to the
curriculum exit.
CONTENT STANDARD
To analyze the connections of

one’s abilities and experiences
to the profession, vocation and
future.
LEARNING COMPETENCY
To examine information and

facts about life and profession.
A. MODULE TITLE
Module 3:
Reaffirming the Chosen Track
B. INTRODUCTION
Information is essential in every decision

making. Information is usually gathered from
various sources to give a better picture of what
we want to know and on what bases we are
making such a decision. This module presents
several sources of information about career
choices that could influence or modify the
decisions we make for our future.
C. TOTAL TIME ALLOTMENT
DURATION: 90 minutes
C. MATERIALS NEEDED
Puzzle (9 pieces)
Paper doll (made of cardboard)
Cardboard or Hard Paper
Dressing materials (cloth, art papers, or recyclable materials),
Scissors, Paste/Glue, Crayons/
Coloring Materials
Pens
Projector, Laptop, Speaker
Activity Sheet
D. I. OBJECTIVES
At the end of this module, the students are expected
to:
1. determine the different sources of information
relevant to curriculum exits;
2. evaluate the different sources of information
relevant to their preferred curriculum exit;
3. match the knowledge and skills to the job
market demands and possible curriculum exits;
and
4. value the importance of a chosen track/strand.
DEPARTMENT OF EDUCATION 18-19
II. MOTIVATION (10 minutes)
VIDEO PRESENTATION
DOLE Labor and Employment Education Services
(LEES) Video entitled, “Finding a Job” (00:04:56)
Note: Please visit your DOLE Regional and Provincial

Field Offices for the LEES Videos
QUESTIONS
1. What does the video tell about?

2. What does it say about acquiring
information before making a decision?
3. Do you think this is all-important? Why?
III. MAIN ACTIVITY (23 minutes)
Puzzle
Procedure:
1. Group the learners into 6 groups.
2. Distribute the 9-piece puzzle.
3. Instruct the learners to complete the
picture puzzle in 2 minutes.
4. Let them read and analyze the infographic.
QUESTIONS
1. What can you say about the data on

employment, underemployment or
unemployment?
2. What sector serves as the biggest

contributor of the employment rate as of
October 2016?
QUESTIONS
3. How is the infographic helpful to you?
4. What do you think are the sources of

information in making the infographic?
Activity 2 (Career Linking) 17 minutes
Procedure:
1. Tell the students to remain in their respective

groups.
2. Distribute envelopes containing the logo’s or

icons as sources of information and let them
identify each.

ACTIVITY 3.2

ACTIVITY 3.2
Procedure:
3. After identifying the logo’s/icons, let

them paste the logo’s or icons in the
manila paper or cartolina according the
relevance of the sources of information
to the curriculum exits. Follow the format
below.

ACTIVITY 3.2
Trabaho Negosyo Kolehiyo
ACTIVITY 3.2
Procedure:
4. Have students assign rapporteur in their own

group to report their output in class.
5. Be sure to give an overview of each source of

information relevant to the curriculum exits.
IV. LECTURETTE (27 minutes)

What are the Sources of
Career Information?
DEPARTMENT OF EDUCATION
School’s Guidance Office

School’s Guidance Office
• It is managed primarily by a Registered Guidance

Counselor (RGC) as mandated by RA 9258.
• A RGC implements a Career Guidance Program
which provides the following services:
– Career Counseling to both individual and groups,
– Administration and Interpretation of Career Tests,
– Referral, Placement, Research,
– Information and Orientation Services.
Department of Education
www.deped.gov.ph
The Department through its partnerships with

industries and private entities may provide the
needed labor market information in coordination
with the Department of Labor and Employment
(DOLE).
Department of Labor and Employment
DOLE is a national government

agency that envisions that every
Filipino worker attains full,
decent and productive
employment.
www.dole.gov.ph
Bureau of Local Employment
The BLE focuses on the local employment

promotion and administration.
BLE Programs and Projects

1. Project JobsFits
2. Labor Market Information
3. PHIL-Jobnet
BLE – Project JobsFit
The DOLE 2020 Vision or PROJECT JOBSFIT

was based on researches, information
gathering, and networking with key
stakeholders.

BLE – Project JobsFit
It was carried out to

provide efficient employment
facilitation services and
respond to the prevailing
skill and job mismatch
underlying the unemployment
and underemployment
problems in the country.

BLE – Labor Market Information
The Project JobsFit resulted

to the formulation of the
Labor Market Information
(LMI) which provides timely
relevant and accurate
signals on the current labor
market such as in-demand
jobs and skills shortages.

The material is part of the commitment of the

DOLE to support the Career Guidance Advocacy
Program which seeks to promote career guidance as
tool in assisting jobseekers particularly students in
making informed career choices.
In developing the LMI,

the DOLE engages its
key stakeholders –
industry, academe, and
labor employers’
groups – to gather
labor market signals.
Training and
educational institutions
use them in reviewing
their respective
curricula, policies,
standards and
guidelines to keep
them abreast with
industry requirements.
BLE – PHIL-Jobnet
PHIL-Jobnet is an automated job and applicant

matching system which aims to fast-track
jobseekers search for jobs and employers search for
human resource.
Bureau of Local Employment
It can be accessed through www.phil-job.net
Bureau of Labor Relations
The BLR focuses on the administration and

enforcement of laws pertaining to labor-
management relations.
Bureau of Workers with Special Concerns
The BWSC focuses on the protection
of workers :
• self-employed workers,
• informal and rural workers
• women workers,
• young workers,
• working children,
• differently-abled,
• the older and elderly workers and
• workers in the personal service of
another.
Bureau of Working Conditions
The BWC focuses on the administration and
enforcement of laws relating to labor
standards.
International Labor Affairs Bureau
The ILAB focuses on the

international labor and
employment concerns
Philippine Overseas Labor Offices
Acts as the operating
arms of DOLE in their
respective geographical
areas for the
administration and
enforcement of duly
adopted policies and
programs of the
It has Middle Eastern Affairs Division, Department on
American and European Affairs Division,
Asian and Pacific Affairs Division and the
international labor
International Relations and Cooperation affairs.
Division.
Employees’ Compensation Commission (ECC)
ECC focuses on the occupational

safety and health in the areas of
prevention, compensation and
rehabilitation.
Overseas Workers’ Welfare Administration
The OWWA focuses on

the administration of
the welfare fund for
overseas workers to
be used for social and
welfare services.
Regional and Field Offices
The Regional Offices and Field Offices are the
operating arms for directly implementing the plans
and programs developed by the Bureaus and
administering and enforcing labor standards and laws.
Each Regional Office has:

•Mediation Arbitration and
Legal Service Unit;
•an Internal Management
Services Division;
•Technical Services and Support
Division; and
•Field Offices.
Philippine Overseas Employment Administration
The POEA focuses on:

•overseas employment program,
•protection the rights of migrant workers; and
•regulation of private sector participation in
recruitment and overseas placement.
Technical Education and Skills Development Authority
The TESDA manages and supervises technical

education and skills development in the country. It is
the leading partner in the development of the Filipino
workforce with world-class competence and positive
work values.
To provide equitable access and provision of TESD

programs to the growing TVET clients, TESDA
continues to undertake direct training provisions.
There are four training modalities:

•school-based,
•center-based,
•enterprise-based and
•community-based.
Trainings are done with TESDA’s infrastructure in place

– 57 TESDA administered schools, 60 training center,
enterprise-based training through DTS/apprenticeship
and community-based training in convergence with the
LGU’s.
This government agency can be reach through its website:
www.tesda.gov.ph
Civil Service Commission
The CSC is the Human

Resource Department of the
Government that promotes
morale, efficiency, integrity,
responsiveness,
progressiveness, and courtesy
in the Civil Service.
www.csc.gov.ph
Public Employment Service Office
The Public Employment

Service Office or PESO is a
non-fee charging multi-
employment service facility
established through Republic
Act No. 8759 otherwise known
as the PESO Act of 1999.
They carry out full

employment and
equality of employment
opportunities for all in
the local levels and are
established in all capital
towns of provinces, key
cities, and other strategic
areas.
It is community-based and maintained by:

• local government units (LGUs),
• non-governmental organizations (NGOs) or
• community-based organizations (CBOs); and
• state universities and colleges (SUCs).
For more information please

visit your PESO’s located at
your Municipalities, Cities
and/or Provinces.
Commission on Higher Education
CHED is the agency that

focuses on the Philippine
higher education system to
build the country’s human
capital towards the
development of a Filipino
nation as a responsible
member of the international This government agency can be
community. reach through its website:
www.ched.gov.ph
Professional Regulations Commission
The PRC regulates and

supervises the practice of
the professionals who
constitute the highly skilled
manpower of the country.
This government agency can be reach through its

website: www.prc.gov.ph
Department of Trade and Industry
DTI is tasked to foster a

competitive and innovative
industry and services
sector that contributes to
job generation and
inclusive growth; and to
advance the rights and
responsibilities of
consumers.
www.dti.gov.ph
Questions
• Did the information help you in setting

curriculum exit? How?
• What skills needed to pursue your curriculum

exit? Do you already have these skills?
• Do you have these skills needed in pursuing

your curriculum exit? What are those skills?
Questions
• Do you have these skills needed in pursuing

your curriculum exit? What are those skills?
• What do you intend to do with the skills you

already possess for the goal you will pursue?
V. APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
1. Cut out the Mini-Me.

2. Dress the doll based on the preferred
curriculum exit (e.g. Kolehiyo -
Teacher). Include tools of profession
or curriculum exits.
3. Determine the symbolic parts of the
dress/tools (e.g. Book, Uniform, etc)

APPLICATION
Activity 3.3: Dressing Up Mini-Me!
Procedure:
4. In the symbolic parts, write down the skills

and/or knowledge (e.g. communication skills,
interpersonal relations, logical reasoning ability,
clerical-mechanical skills, etc.) needed for the
preferred curriculum exits.
5. In the symbolic tools, write down the possible

job market demands (Public School
Teacher/SHS Teacher/ Private School Teacher/
Tutor/ Trainer/ etc.) and possible curriculum
exits.

VI. REFLECTION
• Do the information about the curriculum
exit fit with your current abilities or skills?
• Do you think you already have the enough

information? Why do you say so?
REFLECTION
• How will you plan out your preferred

curriculum exit?
• What are your realizations about the

activity? How will you apply these in
planning out your career?
VII. EVALUATION
Activity 3.4: My Career Information Sheet
Procedure:
• Distribute the Career Information Sheets.
• Instruct the learners to map out other preferred
alternatives aside from their preferred curriculum exit.
• Let the learners answer the questions as provided in
the Sheet by writing it in the intended box/cell.
My Career Information Sheet

VIII. ASSIGNMENT
• Instruct the learners to share their Career

Information Sheet to their
parents/guardians, and significant others.
• Both student and parents/guardians will
affix their signatures in the activity sheets.
Assignment
• In your Journal, write implications of what

you have written in your Career
Information Sheet.
• Let the learners take home the “Fit me
Right” activity sheet for their parents to
answer and sign.
May I End my presentation with this :

3 CGP 11 Module 3 Reaffirming The Chosen Track

Uploaded by

Copyright:

Available Formats

3 CGP 11 Module 3 Reaffirming The Chosen Track

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3 CGP 11 Module 3 Reaffirming The Chosen Track

Uploaded by

Copyright:

Available Formats

Module 3

Grade 11 Career Guidance Program

At the end of the 60 minute

1. describe the session flow,

2. clarify issues that may arise in

3. demonstrate skills in the

4. provide feedback on how to

This is a continuation of Module 2

It aims to strengthen the

It focuses on the sources of

To analyze the connections of

To examine information and

Information is essential in every decision

Note: Please visit your DOLE Regional and Provincial

1. What does the video tell about?

1. What can you say about the data on

2. What sector serves as the biggest

3. How is the infographic helpful to you?

4. What do you think are the sources of

1. Tell the students to remain in their respective

2. Distribute envelopes containing the logo’s or

DEPARTMENT OF EDUCATION 21-22

DEPARTMENT OF EDUCATION 21-22

3. After identifying the logo’s/icons, let

DEPARTMENT OF EDUCATION 21-22

Trabaho Negosyo Kolehiyo

4. Have students assign rapporteur in their own

5. Be sure to give an overview of each source of

DEPARTMENT OF EDUCATION 23-31

DEPARTMENT OF EDUCATION 23-31

• It is managed primarily by a Registered Guidance

The Department through its partnerships with

DOLE is a national government

The BLE focuses on the local employment

BLE Programs and Projects

The DOLE 2020 Vision or PROJECT JOBSFIT

DEPARTMENT OF EDUCATION 25-26

It was carried out to

DEPARTMENT OF EDUCATION 25-26

The Project JobsFit resulted

DEPARTMENT OF EDUCATION 2425

The material is part of the commitment of the

In developing the LMI,

PHIL-Jobnet is an automated job and applicant

It can be accessed through www.phil-job.net

The BLR focuses on the administration and

The ILAB focuses on the

ECC focuses on the occupational

The OWWA focuses on

Each Regional Office has:

The POEA focuses on:

The TESDA manages and supervises technical

To provide equitable access and provision of TESD

There are four training modalities:

Trainings are done with TESDA’s infrastructure in place

The CSC is the Human

The Public Employment

They carry out full