Name of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-3 EnglishResource Teacher: Mrs. Irenea P. Dizon Signature: ________________ Date Signed: ______________Cooperating School: Holy Cross College (High School Department)Instructor: Mrs. Gloria A. SilvaDate of Submission: July 19, 2011Date Submitted: July 19, 2011
Cooperating School: Holy Cross College(H.S. Dept.) Date of Interview: July 07,2011Resource Teacher: Mrs. Irenea P. Dizon Class Observed: 3-3 Similarities and Differences of the Traditional and Progressive Curriculum Traditional Curriculum: Progressive Curriculum: Teacher Dominant Student-Centered More on More on Reasoning memorization for and open-ended mastery questions Paper & pencil test Performance test Skill-Focused Similarities: Task-Focused Rules are Teacher Rules are Student Teacher-Students Structured and Teacher interaction Focused on the Structured Both have ways of learning outcomes Focused on the measuring & evaluating A lot of effort from process of the learning the teacher with learning outcomes both include giving information Less teacher talking assignment and (Spoon Feeding) time classroom management Focused on Defining Focused on the both aim for students and Recall of application of the to learn information acquired External Evaluation information Hidden Criteria (the Students’ Self- teacher don’t need Evaluation to show the Public Criteria students how they (Rubrics) are being graded) More on group More on individual activities work More on ReflectionInsights: There are a lot of differences when it comes to the traditional and progressivecurriculum. A way to distinguish them is by giving a type of approach in teaching a particularlesson. For example, in the traditional view, one would be teaching Grammar and Structure(Subject and Verb Agreement) while in the progressive view, the students apply the rules insubject and verb agreement to write an essay or communicate in the English language. When one effectively teaches grammar and structure, the possibility for success inwriting an essay or in oral communication is high. In other words, progressive view is anextension of the traditional views on curriculum. People keep debating which curriculum isbetter in most of the articles and forums I’ve read, but the truth is these points of view
regarding curriculum go hand in hand. They actually complement each other. Each has its ownspecialty in developing a student. What matters is they both agree in making the studentsimprove, learn and be a productive citizen of our country in their own different way. --o0o-- Subject Types of Curriculum Area Recommended Written Taught Supported Assessed Learned HiddenEnglishMathScienceComputerC.L.E.T.L.E.MAPEHFilipinoI checked all of the types for all subjects because, all of them are:1. Recommended by DepEd.2. Written documents (UBD).3. Implemented by the teacher, therefore they are taught.4. Aided by materials such as computers in computer education and for the other subjects itincludes the use of textbooks, writing books and other materials.5. Using evaluation meaning there is assessment.6. Learned by the students.7. Every teacher conveys awareness about the real life aside from the subjects’ coverage oflessons even though how short a sentence it was it still serves a good purpose for the studentseven though it was unplanned.Analysis:1. Why do we need to consider the traditional and the progressive views of the curriculum? Some people would say “out with the old and in with the new”. Some people loveantiques. Some people preserve tradition and integrate new ones to the old tradition. Somepeople leave their culture intact without external influences. This is the same with thetraditional and progressive views of curriculum. A lot of people debate, especially on publicforums in the internet about which is the better curriculum view. Is it the traditional or theprogressive? Before the modern view came about, we already have the Traditional View of thecurriculum which gives importance to the cognitive development of the learner. It was alreadyproven to be effective for many years but since times are changing, experts proposed a newview of the curriculum called the Progressive View to be able to go with the flow of the of ourdynamic culture. The Progressive View believes that it is not enough to just know the conceptsand be able to recite the theories and definitions learners must be able to actualize theseinformation they learn and apply them on different and real situations.
If they are so different, then how can we consider them both? It’s not a matter ofdifferences. What’s important is accepting these differences and putting their best intentionsto work. As I have mentioned in my insights on the H chart page, these views of the curriculumgo hand in hand and complement each other. Progressivism was born out of the traditionalview which means they are related. How are they related? The modern view of the curriculumis an extended version of the traditional one. It’s like a cell phone that got upgraded andcontained new features. Old cell phones don’t have cameras or Bluetooth before but now newphones have features like browsing the internet some even have built in televisions in them.Just like with the traditional view it lacks the application and student-centered part. Theprogressive view is like the new software installed on the traditional curriculum that makes itwork better and even more effective than before. They work as a very good combination forthe betterment of the students and teachers. As they say, “Two heads are better than one.”2. How do the different educational philosophies relate to the curriculum in the subject areayou observed? Cite examples or situations. Educational philosophies are one of the major foundations of the curriculum and everyteacher takes a philosophy or integrates philosophies and applies them into their teaching. Tomake it simple Education is applied Educational Philosophies. When I observed the 3-3 and 1-3class, I found examples that support the latter claim. During the time I observed Mrs. Dizon’sclass, they were having a writing lesson. This is a part of Essentialism where one of the 3r’s isbeing focused on. In this case writing was involved as one of the basic skills a student must have to besuccessful in his academic studies. Essentialists recommend that the most essential or basicacademic skills and knowledge be taught to all students. According to William Bagley,Essentialism ensures that the accumulated wisdom of our civilization as taught in thetraditional academic disciplines is passed on from teacher to student. Such disciplines includeReading, Writing, Literature, History, Mathematics, Science, Art, and Music. These disciplinesare currently being thought in all schools so it’s safe to say that the curriculum has applied thephilosophy of essentialism up to the present. Next is Perennialism, according to this philosophy, humans are rational beings, and theirminds need to be developed. That’s why cognitive development is the main concern for thestudents’ personal growth. It also involves using great books such as, world history & literarybooks. Observing the 3-3 class, the piece they were discussing was entitled the “Jewel Prison”,showing a part of England’s culture. This is to provide a better understanding of the learnersabout other cultures in the world. Teaching this lesson also helps students understand whypeople in other country act differently and also to have a means of getting inside the world ofthe author by making use of their literary analyzing skills and imagination. Progressivism states that students should test ideas by active experimentation.According to John Dewey, “education is a way of life” a laboratory in which philosophybecomes concrete and tested. Just like in Mrs. Mallari’s class, the students applied and testedthe information they just learned after the discussion to see if they understood the lesson. The
syllabus design applied and was taken from the modern view of teaching because the studentswere able to self-evaluate. And last but not the least is Reconstructionism, where its focal point lies in theimprovement and reconstruction of the society. Where else can we start but with the youngones. Teachers can help in polishing the personality of our students. The way Mrs. Mallari wasable to handle students arguing in class is also a part of social reconstruction. She was able tomake them see that what they were doing was pointless and childish in a firm way withoutembarrassing the students. She was able to convey that any disagreements can be resolved bygood communication. Education has many strong foundations where we can get our teaching methods andapproaches and apply what we’ve learned to be effective mentors. These are only a few of thefoundations of education but they already cover so much of our curriculum.3. Why is there a need to revise the curriculum from time to time? I believe that nothing is constant but change. If there is no revision then there is nomore room for improvement to match the ever changing society. A student from anotherdepartment told me that they now use the computers for the typing lessons. Last semesterthey were still using typewriters which are now obsolete due to technology that is becomingmore advanced as time passes by. As we have learned before, education also has social foundations. Society and educationare intertwined. Education aims for lifelong learners and when they stop learning then theirknowledge becomes limited and stagnant. This is when curriculum development comes in. It isa gradual process of improving, changing, developing or enhancing the curriculum until thereis no more room for upgrading in other words until it is perfect. But until the world hasreached perfection, the curriculum must be as dynamic as the changes in culture.4. Discuss your reflections and insights. I learned a lot from this episode because I was able to distinguish the difference andsimilarities of the traditional and progressive curriculum in detail. I also learned theirimportance and good combination. I realized that educational philosophies and socialfoundations play a major role in the development of the curriculum. Lastly, I was able toappreciate these foundations and how they can help me to become a good teacher. I now have a better understanding of the reasons for revising the curriculum, and as afuture teacher I must also know how to evaluate my strategies in teaching and how to revisethem to make them effective if ever they are not working for my students. I used to tell myself that teaching is an easy job. Ever since I started observing, I beganto think and I’ve realized that being a teacher is a tough job; especially if you don’t love whatyou’re doing. It is impossible without patience. It is easy for those who don’t have a care in theworld as long as they can get their paycheck but I don’t want to become a teacher who’s lost
his heart in teaching. But I would rather be someone who becomes an instrument in moldingmany students into good and competent people.