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English For A Better World Series Vs Hearts New
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English For A Better World Series Vs Hearts New English For A Better World Series Vs Hearts New Presentation Transcript

  • English for a Better World Series & HEARTS-HS A COMPARATIVE GUIDE For Marketing and Sales By Grace Z Sevilla
  • Points for Evaluation
    • Physical Presentation
      • Genre
      • Physical features (Layout Design)
      • Aesthetic considerations
      • Other physical features
    • Authors
    • Content and Strategies used
      • Framework
      • BEC 2004 Compliance / Skill development
      • Other concerns on skill development
      • Course/Lesson structure
      • Valuing and Transformative Education
      • Assessment
      • Instructional tools
    • Conclusion
  • Genre
    • English for a Better World Series and HEARTS-HS are worktexts for classroom use
    • Both cater First year to Fourth year HS levels
    • Both are Interactive , Collaborative and Integrative Worktext for High School
      • Both are Reading and Language worktexts
  • Physical Features (Layout Design)
    • English for a Better World
    • Layout is a smorgasbord of font styles, boxes, and illustrations .
      • Each lesson uses different font styles in a page.
      • Boxes are in different designs used lavishly without considering that each element can be used as landmarks in efficient studying
      • Illustrations are not strategically positioned in the text that could have utilized the illustrations’ full potential in the area of literary appreciation
    • Markers/icons ELEMENTS (such as illustrations, captions, boxes, etc.) set in the worktext “do not flow” with the TEXT.
    • Exploring Life through Literature (HEARTS-HS)
    • Layout is WELL DESIGNED , that is:
      • Each lesson FOLLOWS a definite pattern of layout design.
      • Each element can be used as landmarks in efficient studying; each element serves its purpose
      • Illustrations are utilized to its full potential so that pupils will appreciate the literary value of each selection.
      • Each element, icon, or fillers “FLOWs” with the text.
  • Authors
    • English for a Better World Series
    • College/graduate school professors
    • Authors claim to be expert curriculum designers (more theoretical than applied)
    • With doctoral degrees
    • Exploring Life through Literature (HEARTS-HS)
    • Practitioners in the field (English teachers in HS level)
    • Authors follow a field-tested curriculum (STC uses the curriculum for years now.)
    • With masters degrees
  • Aesthetic Considerations (“Art”)
    • English for a Better World
    • The aesthetic treatment VERSUS the lesson structure lacks integration
      • considering that its authors thematically designed the whole course (See “Course Structure” per unit [under Content , 2 nd row]:)
        • Learning to Know
        • Learning to Be
        • Learning to Become
        • Learning to Do
    • Exploring Life through Literature (HEARTS-HS)
    • The aesthetic treatment VERSUS the lesson structure is well integrated
      • Units and lessons are thematically designed
        • Growing up
        • Gender Relations
        • The Spiritual Dimension
        • Grammar and Research
  • Verdict: Aesthetic Considerations
    • English for a Better World
    • Thus the worktext presentation needs improvement .
    • It is obviously not well thought out
    • “ Reader-friendliness” is not well shown.
    • Exploring Life through Literature (HEARTS-HS)
    • Thus the worktext presentation is very good .
    • It is well thought out
    • “ Reader-friendly”
  • Other Physical Features
    • English for a Better World
    • For display, REX considered setting “earmarks” to showcase the various features of the worktext series (like they did in the other series).
    • Indeed, it is a come-on feature in marketing.
    • However there are some earmarks with elements/features that are not readily seen or not seen at all in the worktext.
    • Thus the worktext does not deliver what it promises to deliver.
    • Marketing integrity is in question.
  • A Good Example:
    • English for a Better World (on one of the earmarks used)
    • Graphics for Today’s Learners
  • “ Graphics for Today’s Learners”
    • English for a Better World
    • the term graphics may refer to the illustrations or the graphic design of the layout
    • What do they mean by GRAPHICS?
    • It is not well defined in the worktext.
  • “ Graphics for Today’s Learners”
    • English for a Better World
    • Refers to ‘GRAPHICS’ as illustration since the earmark is posted on a page where a prominent illustration of elephants are shown ( see page 223)
  • “ Graphics for Today’s Learners”
    • English for a Better World
    • ‘ Graphics’ as graphic aids used in the worktext , then the element cited must be somehow true although not fully utilized .
    • What does it mean? ( See development of listening skill: Unit 1, Lesson 2, Listening )
    • Skill to be developed:
      • Map reading
  • Content and Strategies
      • Framework
      • BEC 2004 Compliance / Skill development
      • Other concerns on skill development
      • Course / Lesson structure
      • Valuing and Transformative Education
      • Assessment
      • Instructional tools
  • Framework
    • English for a Better World
    • Integrated Reading and Language series
    • Claims being interactive, collaborative, and integrative
    • Attempted to apply the constructivist approach of learning (coined by PPH as Active Learning )
    • Exploring Life through Literature (HEARTS-HS)
    • Integrated Reading and Language series
    • Interactive, collaborative, and integrative
    • Literary-based lessons (selections are used as springboard to the lessons)
  • Constructivist Approach or PPH’s Active Learning
    • English for a Better World
    • “ Active Learning” is contained in one of the book’s earmarks (for display)
    • See Inductive Method to the Max
    • Defined as “Uses past experiences, stock knowledge, etc. as the springboards to easy learning”
  • Constructivist Approach or PPH’s Active Learning
    • The motivation part of each lesson fails to give a thorough discussion on how will the teacher facilitate the constructivist type of learning
    • Unlike the way our TG-Active Learning does!
    BUT The BIG
  • BEC 2004 Compliance / Skill Development Exploring Life through Literature (Hearts-HS)
    • Writing
    • Integrated within the Literature (Reading) as well as in the Grammar and Research (Language) areas.
    • Given after each unit (“My Personal Response”)
    • Reading
    • Includes Reading skills: Literary Appreciation, Study Skills, Comprehension Skills, etc. (macro skills)
    • Varied reading strategies are used.
    • Grammar and Research
    • Follows the word-based and sentence-based studies in English Language
    • Examples and exercises given are culled from the selections studied in the Literary area of the series
    • Utilized available resources (library, multimedia, etc.)
    • Literature in the High School level
    • As prescribed by the DepEd’s basic education curriculum
    • Filipino Literature for 1 st Year, Afro-Asian for 2 nd Year, English and American for 3 rd year, World Lit for 4 th year
  • BEC 2004 Compliance / Skill Development English for a Better World
    • Writing
    • Lacks certain skills/topics: accomplishing forms and preparing notice, interpreting maps, formal and nonformal writing (not fully discussed), “journal writing”
    • Gradation of writing skills/exercises is not noted
    • Peer editing is not taken
    • Reading
    • Reading is always directed to the library
    • Varied reading strategies are not utilized
    • No further strategies to develop vocabulary words
    • Lacks discussion on skill in distinguishing fact from opinion
    • Speaking
    • Most lessons are discussed in lecture-type, NOT interactive
    • No time for feedback (students have no time to react/suggest)
    • Lacks exercises
    • Listening
    • The teacher reads, the student listens.
    • Methodology is limited.
    • No sign of use of multimedia.
  • Other Concerns on Skill Development English for a Better World
    • Focuses on Literature as prescribed in high school levels
    • Objectives are not clearly stated in each lesson. (Unlike Hearts-HS, objectives are articulated in each lesson introduction)
    • Features Reading and Literature as two separate sections
      • CONFUSION: This sections create confusion. They seem redundant because the Reading skills may also be integrated within the literary part of the worktext, especially when the processes or strategies employed (in each section) to facilitate the understanding of the students are the same.
  • Valuing and Transformative Education English for a Better World
    • Set in one of the worktext’s earmark: “ Focus on Transformative Education ” BUT Transformative education is not readily seen
    • WHY?
    • No portion/marker/ header in the worktext is allotted to such area of study.
    • The values need “sifting through” the text in order to distinguish the value being focused on.
  • A Good Example English for a Better World
    • Lesson 3 under Literature , Selection 2 , Comprehension Check letter B (page 222)
    • There is a “discovery star’ for completion, where students are asked to share whatever they discovered in themselves and how they realize God’s plan for them.
    • The students are supposed to write something inside the stars.
    • But since the stars are set very small, the teacher or students ought to provide for themselves another sheet of paper where they can write their answers.
  • Valuing and Transformative Education English for a Better World
    • English for a Better World
    • Valuing is a regular section in each lesson
    • Allotted within the Literature part, under Comprehension Check of each selection.
    • The authors utilized different graphic aids in developing the values of the students in the worktext, such as concept maps, completion maps, etc.
    • However, for lack of space or for the reason the layout was not well designed to correlate with the course design, the graphic aid is not fully utilized.
    • Exploring Life through Literature (Hearts-HS)
    • Valuing is integrated within the worktext
    • It is in every literature selected for each lesson (selections speak for itself)
    • Integrated within “Enriching Insights”
    • Follows the Transformative Values as given in Phoenix’s sourcebook
  • Assessment
    • English for a Better World
    • No clear assessment is provided at the end of each lesson.
    • No summary or review of points/skills taken is provided after each lesson or unit.
    • The TG must be checked for possible pretest or posttest provided for the teachers/clients.
    • Exploring Life through Literature (Hearts-HS)
    • Mastery tests is provided at the end of each lesson (integrated within the Teachers Guide)
    • Summary or review of points/skills taken is provided after each lesson or unit.
    • Rubrics are also provided for pupils’ self-assessment, especially available for group work
  • Instructional Tools
    • Both Series
    • Varied graphic aids are employed in the worktext in terms of tables, maps, mazes, completion sheets, pictures or profile descriptions, concept maps, “meta-cards,” etc.
  • Conclusions English for a Better World Series and Exploring Life through Literature Series
  • Conclusions
    • Exploring Life through Literature (Hearts-HS)
    • In summary, Exploring Life through Literature Series is a VERY GOOD ATTEMPT in integrating the Reading/Literature and Language skills of the students.
    • It PROVIDES STRONG LINKS that will fully relate one skill or concept to the other (Integration) as well as Literature to Grammar and Research.
    • English for a Better World
    • In summary, English for a Better World Series is A GOOD ATTEMPT in integrating the Reading/Literature and Language skills of the students.
    • However, it LACKS STRONG LINKS that will fully relate one skill or concept to the other (Integration).
  • Conclusions
    • English for a Better World
    • The attempt to use the thematic approach is good as seen in the units presented, but when it was time to “ give flesh ” to the themes given in the unit, it was not followed through and through in each lesson.
    • The use of the constructivism approach is also a poor attempt . No follow up is given in every introduction of the lesson.
    • Exploring Life through Literature (Hearts-HS)
    • The attempt to use the thematic approach is very good and well shown in the series and in each unit.
    • TRADITIONAL APPROACH: literary-based lesson or literature is used as springboard in each lesson
    • NEEDS UPDATING (if the constructivist approach is to be followed)
  • Conclusions
    • English for a Better World
    • In terms of BEC 2004 compliance, the worktext series PARTLY COMPLIED with the requirement.
    • There are skills obviously LEFT OR MISSED OUT in developing the series.
    • Exploring Life through Literature (Hearts-HS)
    • BEC 2004 compliant, the worktext series COMPLIED with the requirement.
    • Other skills are added to comply with the STC’s high standard of teaching (geared toward Catholic/ private school teaching)