Poveda social action talaban project (ab galgo2007)

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Poveda social action talaban project (ab galgo2007)

  1. 1. TALABAN PROJECT A Povedan Initiative on Curriculum Integration and Socio-Pastoral Formation Presented by: Arnel B. Galgo PLC Social Action Chief 2007
  2. 2. Our Process: SEE-JUDGE-ACT JUDGE Secular Cultural Mindsets Mt16:13-15 Philosophies Catholic Ed Vocation/ Foundation Mission SEEEcon/Pol/Cul/Ecol Jn1:38-39 Church ACT EdSystem Catholic Ed Lk9:23 Existing EdSystem TALABAN ABGalgo2007 2
  3. 3. SEE: PHILIPPINEEDUCATION SYSTEM ABGalgo2007 3
  4. 4. The Philippine Educational Curriculum (Secondary) National Secondary Overcrowded, leading toEducational Curriculum (NSEC) deficiency in the mastery of skills, contextualization of Filipino English concepts, & interconnection DepEd among subjects!... Science Mathematics Revised Basic Education TLE MAPEH Values Ed. Curriculum (RBEC) Araling Panlipunan Secondary Level1. “…Global context of educational system changed rapidly since Filipino English 1980s– world becoming borderless to info, commodities, financial investments, crime, terrorism & eco Science Mathematics problem.2. …many learners not attaining MAKABAYAN functional literacy making it difficult (AP/TEPP/MSEPP/EP) for them to meet challenges of rapidly changing world.” ABGalgo2007 4
  5. 5. “What will students need to be successful in their world?” A high capacity for abstract, conceptual thinking The ability to apply this thinking to real world problems The ability to function in an environment where communication skills are vital The ability to work easily and well with others to resolve conflict and to work well without close supervision. (Marshall and Tucker, 1992) ABGalgo2007 5
  6. 6. “Basic Tool Subjects” Science Filipino English Mathematics Team Teaching Thematic Teaching Araling Edukasyon sa Panlipunan Pagpapahalaga MAKABAYANCollaborative Musika, Sining Teaching Teknolohiya, At Edukasyong Pangkatawan at Edukasyong Pantahanan Integration at Pangkabuhayan Pangkalusugan “RBEC makes use of innovative, interdisciplinary & integrative modes of instructional delivery…” - DepEd ABGalgo2007 6
  7. 7. What happened?... Orientation Budget RBEC Schools Knowledge Skills ? Trainings References “…Around 50 percent of all private schools had responded to the invitation to train on the BEC” - Dr. Lolita Andrada, Assistant Director Bureau of Secondary EducationRBEC 2002 2010 UbD ABGalgo2007 7
  8. 8. What is “Curriculum Integration”? Definition: Generally, an educational approach that cuts across and draws on multiple subject areas for learning and instruction…with the purpose of realistically link various disciplines in the study and exploration of certain aspect of the world.Elements: A combination of subjects An emphasis on projects Sources that go beyond textbooks, including technology Relationship among concepts Thematic units as organizing principles Flexible schedules Flexible student groupings *Ref: Northwest Regional Educational Laboratory, Portland, 1994 ABGalgo2007 8
  9. 9. According to a U.S. Research (Lipson, 1993)…• Integrated curriculum helps students apply skills.• An integrated knowledge base leads to faster retrieval of information.• Multiple perspectives lead to a more integrated knowledge base.• Integrated curriculum encourages depth and breadth in learning.• Integrated curriculum promotes positive attitudes in students.• Integrated curriculum provides for more quality time for curriculum exploration. ABGalgo2007 9
  10. 10. Integrated Curriculum and Teaching Continuum (Adapted from Brown & Nolan, 1989) Integration IntegrationIntegration through Integration through through the practical through common correlation resolution student-centered themes between of issues inquiry and subjects and ideas problems ABGalgo2007 10
  11. 11. Fogarty’s Ten Ways of Curriculum Integration Fragmented Connected Nested Sequenced Shared Threaded Integrated Webbed Immersed Networked 11 ABGalgo2007
  12. 12. Types of Subject Integration Skill-Based Activity/Event-Based Value-BasedSingle Subject Parallel (Paired) Interrelated Conceptual Individual Two teachers share Several teachers Teacher team uses a teachers make some topics, plan to coordinate concept or problem toconnections within without team topics and frame instruction and their own planning instruction create curricular coherence ABGalgo2007 12
  13. 13. *Levels of Subject Integration Thematic/ 4 Problem Situation MY SUBJECT S1 S2 2 3 MY Reality SUBJECT Education 1 5 *Five Levels of Subject Integration ABGalgo2007 Galgo, 2005 13
  14. 14. Within Subject Integration Using MultipleIntelligence (Level 1 & 2) Interpersonal (Group Work) Body-Kinesthetic Musical-Rhythmic (Demonstrations) (Use of Song and Sounds) Science Visual-Spatial Intrapersonal Experiment (Drawings & Diagrams) (Personal Reflection) Verbal-Linguistic Logical-Mathematical (Experiment Reports) (Use of Formula & Equation) ABGalgo2007 14
  15. 15. Webbing & Thematic Teaching (Level 3 & 4) MATH ENGLISH (Percentage & (Composition Rate) Writing) AP SCIENCE Theme: (Likas na Yaman (Ecosystem) Protection of Ng Pilipinas ) the Environment MAKABAYAN: PILIPINO Art (Poster-making using (Pangngalan complimentary colors) At Pang-uri) Music (Song Analysis of Joey Ayala’s environmental song) EP (Recycling Projects) ABGalgo2007 15
  16. 16. Webbing & Thematic Teaching (Level 3 & 4) MATH ENGLISH (Multiplication (Verbs and of Good Work) adjectives ) AP SCIENCE (Likas na Yaman (Session on Pondo ng Pinoy Symbiotic Ng Pilipinas ) Relationship) MAKABAYAN: PILIPINO Art (Poster-making using (Tula Ukol sa complimentary colors) Kagandahang Music (Song Analysis of Joey Loob) Ayala’s song/ PnP Theme song) EP (Bayanihan Project) ABGalgo2007 16
  17. 17. Integrated Unit Matrix: Combining Bloom’s Taxonomy of Learning Objectives (Cognitive Processes) and Gardner’s Theory of Multiple Intelligences (Learning Styles) Gardner Word Logic & Math Space & Vision Body Music People Self Bloom KnowledgeComprehension Application Analysis Synthesis Evaluation Source: Helen Warnod, “Integrated Curriculum: Designing Curriculum in the Immersion Classroom” ABGalgo2007 The Bridge-ACIE Newsletter, 2002 17
  18. 18. JUDGE: CATHOLIC EDUCATION ABGalgo2007 18
  19. 19. “As it (Church) reflects on the mission entrusted to it by theLord, the Church gradually develops its pastoral instruments so that they may become ever more effective in proclaiming the Gospel and promoting total human formation. The Catholic school is one of these pastoral instruments; its specific pastoral service consists in mediating betweenfaith and culture: being faithful to the newness of the Gospel while at the same time respecting the autonomy and the methods proper to human knowledge.” – The Religious Dimension of Education in a Catholic School #31 Congregation For Catholic Education Rome, 1988 ABGalgo2007 19
  20. 20. PCP II on Catholic Educational Institutions (Part IV. D.8. Par# 622-646; Title XIII. Institutions. Sec. 2. Art. #s106-108) Distinct from non-sectarian schools…share an integrated view ofthe human person grounded in the person of Jesus Christ. Distinct from other Christian schools…is equipped with anunderstanding of the dynamics of the Christian person as he/sheparticipates in the living tradition of the Catholic Church... Distinct from the other works of evangelizations…offer asystematic understanding of the link between faith and life. Theclassroom provides an opportunity to understand the personthrough the prism of various academic fields, with faith as anintegrating factor. The school further provides the venue forsystematic reflection of ones experiences of being evangelized byothers, such as the family and parish. - PCPII #s 623-625 ABGalgo2007 20
  21. 21. PCP II EVANGELIZATION CHALLENGE Workers of Renewal Lay Faithful Clergy Religious Other Communities of Renewal The Christian Family, the Parish, Lay Ministers of the Word & of the Eucharist, Catholic Action and Traditional Church Association, Movements of Renewal, Catholic Hospital & Community-based Health Workers, Centers of Formation, Catholic Educational Institutions, Catechesis, the Youth, and Practitioners of the Media of Social Communication “Catholic Educational Institutions are among the most necessary and potent means of evangelization” - PCPII #623 ABGalgo2007 21
  22. 22. “From the nature of the Catholic school also stems one of the most significant elements of its educational project: the synthesis between culture and faith. Indeed, knowledge set in the context of faith becomes wisdom and life vision. The endeavor to interweave reasonand faith, which has become the heart of individual subjects, makes for unity, articulation and co-ordination, bringing forth within what is learnt in school a Christian vision of the world, of life, of culture and of history. In the Catholic schools educational project there is no separation between time for learning andtime for formation, between acquiring notions and growing in wisdom. The various school subjects do not present only knowledge to beattained, but also values to be acquired and truths to be discovered. All of which demands an atmosphere characterized by the search for truth, in which competent, convinced and coherent educators, teachers of learning and of life, may be a reflection, albeit imperfect but still vivid, of the one Teacher. In this perspective, in the Christian educational project all subjects collaborate, each with its own specific content, to the formation of mature personalities” - The Catholic School on the Threshold of the Third Millennium #14 Congregation for Catholic Education Rome, 1997 ABGalgo2007 22
  23. 23. “A Catholic school must be committed to the development of a programme which will overcome the problems of a fragmented andinsufficient curriculum. Teachers dealing with areas (subject)… all (of which) have the opportunity to present a complete picture of the human person, including the religious dimension. Students should be helped to see the human person as a living creature having both a physical and a spiritual nature; each of us has an immortal soul, and we are in need of redemption. The older students can gradually cometo a more mature understanding of all that is implied in the concept of "person": intelligence and will, freedom and feelings, the capacity tobe an active and creative agent; a being endowed with both rights and duties, capable of interpersonal relationships, called to a specific mission in the world.” The Religious Dimension of Education in a Catholic School #55 Congregation For Catholic Education Rome, 1988 ABGalgo2007 23
  24. 24. ACT:THE “TALABAN” CONCEPT ABGalgo2007 24
  25. 25. SAO INTEGRATION FRAMEWORK IV HIGH SCHOOL III II MALAY-LIPUNAN I 7 6 GRADESCHOOL 5 MALAY-KAPWA 4 3 2 MALAY-SARILI 1PRESCHOOL ABGalgo2007 25
  26. 26. HS MALAY-LIPUNANFORMATION INTEGRATION CSDC SENIORS’ TALABAN COMMUNITY DEVELOPMENT IVHIGH SCHOOL III II I ABGalgo2007 26
  27. 27. Developed Networking and Linkaging Skills Developed Developed Observation Team-Work andand Analytical Skill Organizational Skills TALABAN Developed Developed Reflexivity and Documentation Skills Faith Orientation Informed, Skilled, Socially Aware and Involved Povedans ABGalgo2010 27
  28. 28. TALABAN LEVELS-KSV OUTPUT Complete OUTPUT Talaban I-IV Project Defense/ Organization ImplementationCurrent Seniors’ IV Talaban + Composition Project Proposal/ III Term Paper + Faith-Orientation Reflection Paper/ Reflection CST Paper II + Analysis Personality/ Community Profile Observation I HS = POVEDAN CATALYST ABGalgo2007 28
  29. 29. Some Important Considerations… Productive & Responsible Christian Citizen Society Agents for Social Transformation Clienteles: Students Academic Excellence Global Competence The Institution Catholic & Parochial Institutional VMG My Being A Teacher Teacher as an Employee Personal Values Discipline & & Commitment Expertise Teaching as Vocation & Profession ABGalgo2007 29
  30. 30. *TALABAN: Project-Base Integration Phases Related Subjects OutputFirst Phase Filipino-Survey Questionnaire Science-Scientific Method; rel. subj.• Data-Gathering Math -Data use & manipulation Community• Problem/Issue English-Composing the profile Profile Analysis AP-Exposure to community issues• Community Profile RelsEd/EP-value of teams & solidarity English-CompositionSecond Phase RelsEd-Faith based rationale/obj. Math-Data presentation Proposal• Proposal Making TEPP-Potential tech/livelihood proj. AP-Narrative discussion of social issue English/Filipino-Oral presentationThird Phase RelsEd/EP-Faith perspective articulation Project for• Panel Defense Math/Science-Logical presentation of data Pilot TEPP/MSEPP-If project related *From the Poveda Learning Centre "Talaban" Experience Galgo, 2001 ABGalgo2007 30
  31. 31. “TALABAN” CURRICULUM INTEGRATION APPROACH 1ST SEM 2ND SEM 3RD SEM STAGE SEE JUDGE ACT PRESENTATION OBSERVATION ANALYSIS PLANNINGKNOWLEDGE DATA-GATHERING REFLECTION (IMPLEMENTATION SKILLS ANALYSIS PROPOSAL WRITING MONITORING EVALUATION) PROJECT DEFENSE (Minimum) COMMUNITY REFLECTIONS OUTPUT PROFILE PROJECT PROPOSAL PROJECT IMPLEMENTATION (Maximum) 31 ABGalgo2007
  32. 32. TALABAN OUTPUT BENEFITS Partner 1. Outreach Programs for Communities Partner-Communities (e.g. TALABAN PEAP, Teachers’Ed, IGP, etc.) Groups (TG) SECTION A Output GRP2GRP1 SAO and the Whole School Community 2. Research GRP4 Data GRP3 3. Opportunities for 0. Direct Project Output for the Department-Based Partner-Community by TGs Exposures and Outreach ABGalgo2007 32

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