2. ICE Breaker # 1 (Video)
This Is My Life by AKA JAM during their Top
11 Performance Night
3. What’s Inside?
Institutional Planning and Institutional Development
Definition
Institutional Planning Concept
Institutional Development Concept
4. At the end of this lesson…
…students shall be able to:
Know the concepts of
instructional
development
5. Institutional Planning
Definition and Processes
Week 8 of Educational Administration and
Supervision Classes
JOHN MICHAEL PALMERO ANGELO
CPE Student (20123447226)
6. Institutional Planning Defined
This is the process of
thinking, deciding, and willing so that an
institution becomes a model institution
according to its purpose.
8. THINKING
The environment in turn, is the whole
universe that influences institutional
performance, for better or for worse.
9. The process of thinking should continue to:
1. Grasp the whole environment
2. Temper
3. Movements
Once these are determined, one will
know just where in that environment one’s
institution maybe built and developed.
10. Grasping the Whole
Environment
“Think globally, act locally.”
It is not only corporations that are
acknowledging the importance of
environmental issues, but also the
education system.
Gov’t officials and school boards across
the world are beginning to develop a
new way of teaching.
11. Grasping the Whole
Environment
Globalization is now thought of as an
important concept in order to understand the
world.
Schools believe it is important to discuss
global issues as young as 5 yrs. Old.
It is the students who are our future, therefore
understanding the concept of Think
globally, act locally which is fundamental to
our future.
12. Temper
Did you know that India in 2010 is experiencing a
major educational revolution. The whole system of
education is experiencing mega changes; ones,
which are expected to help the country.
No matter how much we revolutionize our
education system, we all realize that somewhere
lies a big flaw in our way of educating our young.
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
13. Temper
It is the teacher’s responsibility to provide
the students with an environment where
they are able to
1. Question the apparently logical
2. Discuss and argue over established
norms
3. Laws and theories
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
14. Temper
4. Feel free to put the views across without
the fear of being ridiculed, jibed or
rejected.
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
15. Temper
It is also the responsibility of the
educational institutions and the whole
education system of a country to provide
an environment to the students where
they are not bound by mindsets.
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
16. Temper
They need to:
1. Seek logic
2. Question all that they observe
3. Believe in applying their knowledge to
practical use
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
17. Temper
We have to
1. Teach our kids from the very beginning
to apply their minds and knowledge in
their day to day experiences
2. Encourage them to dare to experiment
With that, cultural and educational
changes have to happen at the grass
root levels, with persistence and
consistence of effort and intent.
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
18. Temper
We, teachers need to:
1. Put our best minds to this task of building
a curriculum in a manner that scientific
awareness in generated among children
and they are provided with ample
opportunities.
19. Temper
With the task in the previous slide for us
teachers, schools need to develop
activities that assess a student’s aptitude
for
1. Science
2. Analytical and logical thinking capacity
3. Encourage creative thinking
4. Encourage lab work
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
20. Temper
We have to help build the spirit of enquiry
in our children today and then help
create an environment for them where
those enquiries are either satisfied or
become food for further thought, but in
no way are curbed forever.
SO: Teachers has a responsibility not just
towards our children but also towards the
future of the nation as a whole.
Source:
http://www.educationmaster.org/news/inculcate-
scientific-temper-through-education.html
21. Movements
One article quotes Carla Hannaford’s
linkage to movement and learning: The
vestibular or the inner ear and the
cerebellar system or motor activity is the
first sensory system to mature.
In that system: She says that the vestibular
nuclei and inner ear’s semicircular canals
are an information gathering and
feedback source for movements.
22. Peter Strick
Neuropsychologist at the Veteran Affairs
Medical Center of Syracuse, New York
He quotes that: Cerebellum back to the
parts of the brain involves in
memory, attention and spatial
perception. This is the part of the brain
that processes movement is the same
part of the brain that’s processing
learning.
23. Eric Courchesne
Neuroscientist of the University of
California at San Diego
He says that autism may be related to
cerebellar deficits.
24. Glen Doman
From Philadelphia
He has had spectacular success with
autistic and brain-damaged children by
using intense sensory integration therapy.
Teachers who integrated productive play
into their curriculum found that learning
came easier to students.
25. W.T. Thatch Jr.
Researcher at the Washington University
School of Medicine
26. According to studies in…
…the Annual Society of
Neuroscience
Conference, nearly 80
studies were mentioned
that suggest strong links
between the cerebellum
and:
1. Memory
2. Spatial perception
3. Language
4. Attention
5. Emotion
6. Nonverbal cues
7. Decision making
It strongly implicate the
value of the following:
1. Physical Education
2. Movement
3. Games
This are all in boosting
cognition
27. From The Philippine Star…
Editorial column named A Point of Awareness by
Preciosa S. Soliven dated July 26, 2012 (Thursday),
she quotes that:
Differentiated streams leading to specialized
programs in science and math, sports, gifted and
even special education are offered to match the
skills, talents and interests of the students.
Source: A Point of Awareness: “Only 3 years left to
reach UN Millennium Dev’t. Goal 2015” by Preciosa
S. Soliven (July 26, 2012, The Philippine Star)
28. DECIDING
It requires judicious judgment. Its scope is
the whole process of the analysis and
synthesis.
29. DECIDING
It is the result of judicious judgment over
issue and alternatives.
30. DECIDING IN INSTITUTIONAL
PLANNING SENSE
It is the decision that sets the direction for
future action.
Hence: It is basic that issues and
alternatives be put in their right
perspective first, if the right judgment is to
be arrived at.
32. WILLING
It requires force.
WHAT IS THIS FORCE?
This force is a determined force that propels
action chosen towards specific directions
selected.
33. SCOPE of Willing Process
It is the whole gamut of resources under
one’s control.
34. WILLING
It is also the force that puts into action the
processes of thinking and deciding.
36. Let’s have a recap…
What’s the formula of a good institution
planning?
a. Thinking+ Willing = Deciding
b. Deciding – Willing = Thinking
c. Thinking + Deciding = Willing
37. Let’s have a recap…
This requires the superior intelligence.
a. Deciding
b. Willing
c. Thinking
38. Let’s have a recap…
This requires judicious judgment
Its scope is the whole process of the
analysis and synthesis.
a. Thinking
b. Deciding
c. Willing
39. Let’s have a recap…
This comprises the combination of thinking
and deciding.
This requires force (a determined one)
that propels the action chosen towards
directions selected.
a. Deciding
b. Thinking
c. Willing
40. When one wills positively toward a
desired direction after making the
decision, the subsequent step taken
and/or the result emanating
therefore is a development step
obtained.
The relationship above illustrates that
there is the symbiotic linkage of
institutional planning and development.
41. Institutional Development
Definition and Processes
Week 8 of Educational Administration and
Supervision Classes
JOHN MICHAEL PALMERO ANGELO
CPE Student (20123447226)
42. Institutional Development
Defined
It is the subsequent progressive step that
follows after every step or cluster of steps
taken in institutional planning
When one wills positively toward a desired
direction after making the decision, the
subsequent step taken and/or the result
emanating therefore is a development
step obtained.
43. HOWEVER…
A development step may occur without
proceeding planning step.
BUT: This is accidental rather than
contrived
THEREFORE: It is not advisable for
institutions whose resources are always
scarce and costly.
44. MOREOVER…
Every development step to be taken must
be loaded with pressure if it is going to be
meaningful to the institution
46. In other words…
Institutional development must be
regarded as a process or confronting the
demands of the pressures emanating
from one’s institution on one hand and
those being dictated from without the
institution on the other.
47. EXAMPLE:
From within: When the teachers demand
increase in salaries, even when there are
no available funds for those purposes.
From without: When the national
government announces a freeze on all
new programs and projects because of
the oil crisis.
All these pressures one must expect and confront.
And as one takes the direction set in the institutional
planning, all types of pressures from within and
without intervene, if not present themselves, as
threats to development.
48. If there are no pressures…
There is no
meaningful
development.
49. If there are no pressures…
It follows that the direction set in
institutional planning is naturally
pursued, and its end naturally attained.
50. If there are no pressures…
The institution will become a distance in
the society.
It could become an island, which will fail
to affect the workings of its environment.
51. If they…
…are to develop meaningfully: The
institutions need pressures of all types.
…are weak to a point that they slow
down the development of the institution:
Then it is time that the latter expect
pressure with such force to influence
others to grow and develop.
52. Without these pressures, and hundreds
like them…
It is more likely that an institution cannot
expect to influence the development of
others, much less than its own.
54. Input Process Output
This represents the base or
starting point for the
institution building and it
include the beginning
knowledge and skills
brought to the system.
It includes all the
methodologies applied in
the operation of the
institution to achieve the
stated goals.
It is the products which
includes the images gained
by the institution.
56. THANK YOU!
INSTITUTIONAL IMAGE ATTAINED (PART 1)
A CPE Educational Administration and Supervision
Week 7 Lecture Series
Presented by:
JOHN MICHAEL PALMERO ANGELO
CPE Student (20123447226)
Presented to:
DRA. MARY GRACE ALVAREZ
ENDING ICE BREAKER:
KZ Tandingan’s Audition Piece
of X Factor Philippines
(Somewhere over the
Rainbow)
