The document summarizes the findings and recommendations from case studies evaluating the implementation of the 2002 Secondary Education Curriculum in the Philippines. Key findings include inconsistencies between the curriculum's goals and schools' teaching strategies, teachers wanting more guidance on integrated teaching approaches, and challenges with using English as the primary language of instruction. Recommendations focus on developing teachers' skills in areas like constructivism, collaborative supervision, and operationalizing the curriculum's aims of developing well-rounded citizens.
This document discusses curriculum innovations in the Philippines and globally. It outlines several local innovations implemented in the Philippines like the 2002 Basic Education Curriculum, Third Elementary Education Program, and Secondary Education Improvement and Development Program. It also discusses the New Teacher Education Curriculum and Ladderized Curriculum for Bachelor of Technical Teacher Education. Two global innovations are described - Project Child, a hands-on learning program, and Brain-Based Learning, an approach based on neuroscience research.
This document provides an executive summary of the Scottish Teachers for a New Era (STNE) pilot project, which aims to prepare teachers for the 21st century. The summary outlines that the project's strengths include its focus on learning in the early years and peer learning experiences. However, limitations in field experience structure and elective choices created some issues. Feedback was generally positive over time. Communication and clarifying placement goals remain areas for ongoing improvement, as well as monitoring subject knowledge. Partnership working has enhanced the program, and further development is still needed around communication strategies and elective selection.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Curricular and examination reforms [22 09-2014]Jani Reddy
The document discusses reforms to state curricula and evaluations in Andhra Pradesh. It outlines revisions made to syllabi, textbooks, and academic standards from classes 1-10. It also describes the implementation of continuous and comprehensive evaluation (CCE) from classes 1-8, and reforms to high school evaluations including: conducting exams in fewer subjects; including internal marks; implementing grading on a scale of A1-D2; evaluating co-curricular activities; and training teachers on the reformed assessment processes.
The document discusses the importance of community involvement in multigrade classrooms. It states that the multigrade teacher plays a critical role in linking the school and community. It provides examples of how parents, community members, and leaders can support the multigrade classroom through volunteering, fundraising, and sharing resources. The document emphasizes that building partnerships between the school and community is important for student learning and the overall vitality of the local community.
The document discusses the roles and functions of teachers in multigrade classrooms. It identifies nine key roles that multigrade teachers must fulfill: teacher, facilitator, planner, evaluator, materials designer, action researcher, and community contact. As teachers of multiple grades, multigrade teachers must effectively impart knowledge, develop student skills, utilize various teaching strategies, understand individual differences, motivate students, and guide them in learning. They must also carefully plan lessons, assess student progress, design supplementary materials using local resources, conduct research to improve teaching practices, and serve as a link between the school and community. Fulfilling these multidimensional roles makes multigrade teaching more complex and demanding than single-grade instruction.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
This document discusses curriculum innovations in the Philippines and globally. It outlines several local innovations implemented in the Philippines like the 2002 Basic Education Curriculum, Third Elementary Education Program, and Secondary Education Improvement and Development Program. It also discusses the New Teacher Education Curriculum and Ladderized Curriculum for Bachelor of Technical Teacher Education. Two global innovations are described - Project Child, a hands-on learning program, and Brain-Based Learning, an approach based on neuroscience research.
This document provides an executive summary of the Scottish Teachers for a New Era (STNE) pilot project, which aims to prepare teachers for the 21st century. The summary outlines that the project's strengths include its focus on learning in the early years and peer learning experiences. However, limitations in field experience structure and elective choices created some issues. Feedback was generally positive over time. Communication and clarifying placement goals remain areas for ongoing improvement, as well as monitoring subject knowledge. Partnership working has enhanced the program, and further development is still needed around communication strategies and elective selection.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Curricular and examination reforms [22 09-2014]Jani Reddy
The document discusses reforms to state curricula and evaluations in Andhra Pradesh. It outlines revisions made to syllabi, textbooks, and academic standards from classes 1-10. It also describes the implementation of continuous and comprehensive evaluation (CCE) from classes 1-8, and reforms to high school evaluations including: conducting exams in fewer subjects; including internal marks; implementing grading on a scale of A1-D2; evaluating co-curricular activities; and training teachers on the reformed assessment processes.
The document discusses the importance of community involvement in multigrade classrooms. It states that the multigrade teacher plays a critical role in linking the school and community. It provides examples of how parents, community members, and leaders can support the multigrade classroom through volunteering, fundraising, and sharing resources. The document emphasizes that building partnerships between the school and community is important for student learning and the overall vitality of the local community.
The document discusses the roles and functions of teachers in multigrade classrooms. It identifies nine key roles that multigrade teachers must fulfill: teacher, facilitator, planner, evaluator, materials designer, action researcher, and community contact. As teachers of multiple grades, multigrade teachers must effectively impart knowledge, develop student skills, utilize various teaching strategies, understand individual differences, motivate students, and guide them in learning. They must also carefully plan lessons, assess student progress, design supplementary materials using local resources, conduct research to improve teaching practices, and serve as a link between the school and community. Fulfilling these multidimensional roles makes multigrade teaching more complex and demanding than single-grade instruction.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
The document discusses the roles and traits of 21st century teachers. It identifies teachers as collaborators, adapters, visionaries, leaders, risk-takers, communicators, and learners. Specific traits of 21st century teachers include being able to adapt curriculum creatively, communicate using technology, collaborate using tools to motivate students, lead technology integration, continuously learn and model behaviors. The document emphasizes skills like critical thinking, collaboration, communication, creativity, and digital literacy as important for 21st century learners.
This document discusses learner diversity and differentiated instruction. It begins by defining learner diversity as including students from various racial, ethnic, cultural and linguistic backgrounds. It then outlines several factors that contribute to learner diversity, such as socioeconomic status, learning styles, exceptionalities, gender, race/culture, and age. The document explains that learner diversity improves the learning environment by making students more empathetic, giving them a better understanding of lessons and people, making them more open-minded, confident and prepared for diverse workplaces. Finally, it describes differentiated instruction as recognizing and responding to individual student needs in content, process, product and learning environment.
The document outlines an agenda for a national training of trainers for grade 11 teachers in the Philippines. The objectives are to discuss constructivism principles, identify pedagogical approaches that adhere to constructivism, and suggest constructivist approaches that align with senior high school standards. Constructivism prioritizes student-centered, collaborative, inquiry-based learning. The training covers constructivist theory, instructional design models, and examples of specific approaches like problem-based learning and anchored instruction.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
This document provides an overview of a learning session on facilitation skills and critiquing the 4 A's instructional model. It outlines 7 facilitation skills including observing, questioning, listening, attending, integrating, oral communication and using training aids. Examples are given for each skill. It also provides guidelines for critiquing the 4 A's model of instruction, which are preparation, activity, analysis, abstraction/integration, and application. The document concludes with information about creating an effective session guide to plan training activities and resources.
The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
Saltsa.successful methods of teaching accountancy for law studentsWomen In Business
This document discusses successful teaching methods for accounting courses aimed at law students. It notes that law students often view accounting negatively as boring or difficult. The document recommends using problem-based and flipped classroom techniques to make accounting more exciting and applicable. It emphasizes giving students responsibility for their learning through group work and self-study. The document also stresses the importance of feedback, linking concepts to practical examples, and using multiple teaching methods like lectures, discussions and online resources to engage different learning styles.
This document contains a daily lesson log template for grades 1 through 12. The template includes sections for objectives, content, learning resources, procedures, remarks, and reflection. The objectives section includes the content and performance standards and learning competencies for the lesson. The content section identifies the topic. The learning resources section logs the references and materials used. The procedures section outlines the 10 steps of the lesson. The remarks section is for notes such as continuing lessons. The reflection section evaluates the lesson's effectiveness.
The document discusses the curriculum development cycle, which is a systematic, multi-step process for designing, delivering, and reviewing curriculum across all subject areas. The key components of the cycle are needs assessment, curriculum development/revision, materials selection, assessment development, implementation including staff training, and program evaluation. A typical cycle lasts 5-7 years and covers all core and elective subjects to allow for ongoing improvement while balancing resource demands. The cycle is established by personnel with knowledge of curriculum and budgets and is revisited periodically to adapt to changes.
This document provides an overview and introduction to the Microfinance Opportunities Core Curriculum for financial education. It discusses the objectives of the training which are to define financial education and capability, examine the Core Curriculum modules and tools, and consider how to implement a financial education program using the Core Curriculum. The Core Curriculum was developed by Microfinance Opportunities and Freedom from Hunger to improve financial capability and consists of 5 modules covering topics like budgeting, savings, debt management, bank services, and financial negotiations. It provides various tools for training including trainer's guides, manuals, handouts, and videos to disseminate the curriculum.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
This document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author, Dr. C. Paramasivan, and his qualifications. It then discusses how teacher training programs have evolved in India since the 1950s to emphasize the importance of continuous learning. Current conventional training through orientation and refresher courses organized by UGC are focused on refreshing subject knowledge and updating teaching methods, but they are expert-centered with little interaction or practical application. Due to technological advances and changing needs, conventional training methods are becoming less effective and need to be restructured to better meet the requirements of teachers.
The document describes 10 models for integrating curriculum in K-12 education. The models range from teaching individual subjects separately (the fragmented model) to fully integrating subjects around themes (the integrated model). The 10 models include: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked. They provide teachers with a continuum of options for designing curriculums that help students make connections across different subject areas.
Group 6.2. global_issues_in_curriculum_developmentJohn Ervin
The document discusses curriculum and the use of information and communication technology (ICT) in education. It describes how curricula aim to realize national ICT policies and frameworks by providing a broad exposure to technologies while emphasizing core educational purposes. It also provides an example of Project CHILD, which focuses on K-5 instruction using clusters of teachers who specialize in different subject areas and have students rotate between classrooms.
The document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It provides guidance on what teachers should consider when designing lessons, such as variety, coherence, challenge, flexibility, and balance. The document also outlines different types of lesson plans and formats that can be used. Overall, it aims to help teachers understand best practices for writing lesson plans that support student learning.
Training workshop for teachers on participatory teaching methodsAyoub Kafyulilo
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
Edu 671 week 6 final project (action research p.) 2leelockhart
This action research proposal aims to improve the productivity of the researcher's meetings by implementing Robert's Rules of Order. Over three weeks, the researcher will create agendas using Robert's Rules and observe the impact on meetings through video recordings. Coalition member perspectives will be collected through pre- and post-meeting surveys to understand if this intervention is effective. Data collection tools include video recordings, surveys on Survey Monkey, and analysis of meeting footage and survey results. The goal is to determine if applying Robert's Rules of Order results in more productive and on-track meetings.
This document outlines an action plan for the Technology and Livelihood Education programs at a school for the 2013-2014 school year. It details activities, strategies, people involved, timeframes, and success indicators for several key areas: instructional development including lesson planning and student achievement; school, home, and community involvement; the student technical-vocational organization (STEP); physical facilities; the school garden/mini forest park; the nutrition program; and canteen management. The overall goals are to improve instruction, increase student participation and performance, develop facilities, promote health and nutrition, and involve the community.
The document discusses the roles and traits of 21st century teachers. It identifies teachers as collaborators, adapters, visionaries, leaders, risk-takers, communicators, and learners. Specific traits of 21st century teachers include being able to adapt curriculum creatively, communicate using technology, collaborate using tools to motivate students, lead technology integration, continuously learn and model behaviors. The document emphasizes skills like critical thinking, collaboration, communication, creativity, and digital literacy as important for 21st century learners.
This document discusses learner diversity and differentiated instruction. It begins by defining learner diversity as including students from various racial, ethnic, cultural and linguistic backgrounds. It then outlines several factors that contribute to learner diversity, such as socioeconomic status, learning styles, exceptionalities, gender, race/culture, and age. The document explains that learner diversity improves the learning environment by making students more empathetic, giving them a better understanding of lessons and people, making them more open-minded, confident and prepared for diverse workplaces. Finally, it describes differentiated instruction as recognizing and responding to individual student needs in content, process, product and learning environment.
The document outlines an agenda for a national training of trainers for grade 11 teachers in the Philippines. The objectives are to discuss constructivism principles, identify pedagogical approaches that adhere to constructivism, and suggest constructivist approaches that align with senior high school standards. Constructivism prioritizes student-centered, collaborative, inquiry-based learning. The training covers constructivist theory, instructional design models, and examples of specific approaches like problem-based learning and anchored instruction.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
This document provides an overview of a learning session on facilitation skills and critiquing the 4 A's instructional model. It outlines 7 facilitation skills including observing, questioning, listening, attending, integrating, oral communication and using training aids. Examples are given for each skill. It also provides guidelines for critiquing the 4 A's model of instruction, which are preparation, activity, analysis, abstraction/integration, and application. The document concludes with information about creating an effective session guide to plan training activities and resources.
The document discusses the aims, goals, and objectives of laboratory organization, management, and safety methods courses. It defines aims as general statements of educational intent, goals as describing student competencies upon completion, and objectives as brief statements of what students will learn. The document provides examples of aims, goals, and objectives for physics, chemistry, and biology labs and how they are implemented and used to guide student learning. It emphasizes the importance of clarity and communication of aims and objectives in course and lab design.
Saltsa.successful methods of teaching accountancy for law studentsWomen In Business
This document discusses successful teaching methods for accounting courses aimed at law students. It notes that law students often view accounting negatively as boring or difficult. The document recommends using problem-based and flipped classroom techniques to make accounting more exciting and applicable. It emphasizes giving students responsibility for their learning through group work and self-study. The document also stresses the importance of feedback, linking concepts to practical examples, and using multiple teaching methods like lectures, discussions and online resources to engage different learning styles.
This document contains a daily lesson log template for grades 1 through 12. The template includes sections for objectives, content, learning resources, procedures, remarks, and reflection. The objectives section includes the content and performance standards and learning competencies for the lesson. The content section identifies the topic. The learning resources section logs the references and materials used. The procedures section outlines the 10 steps of the lesson. The remarks section is for notes such as continuing lessons. The reflection section evaluates the lesson's effectiveness.
The document discusses the curriculum development cycle, which is a systematic, multi-step process for designing, delivering, and reviewing curriculum across all subject areas. The key components of the cycle are needs assessment, curriculum development/revision, materials selection, assessment development, implementation including staff training, and program evaluation. A typical cycle lasts 5-7 years and covers all core and elective subjects to allow for ongoing improvement while balancing resource demands. The cycle is established by personnel with knowledge of curriculum and budgets and is revisited periodically to adapt to changes.
This document provides an overview and introduction to the Microfinance Opportunities Core Curriculum for financial education. It discusses the objectives of the training which are to define financial education and capability, examine the Core Curriculum modules and tools, and consider how to implement a financial education program using the Core Curriculum. The Core Curriculum was developed by Microfinance Opportunities and Freedom from Hunger to improve financial capability and consists of 5 modules covering topics like budgeting, savings, debt management, bank services, and financial negotiations. It provides various tools for training including trainer's guides, manuals, handouts, and videos to disseminate the curriculum.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
This document discusses conventional methods of training teachers in higher education and their impact. It provides background on the author, Dr. C. Paramasivan, and his qualifications. It then discusses how teacher training programs have evolved in India since the 1950s to emphasize the importance of continuous learning. Current conventional training through orientation and refresher courses organized by UGC are focused on refreshing subject knowledge and updating teaching methods, but they are expert-centered with little interaction or practical application. Due to technological advances and changing needs, conventional training methods are becoming less effective and need to be restructured to better meet the requirements of teachers.
The document describes 10 models for integrating curriculum in K-12 education. The models range from teaching individual subjects separately (the fragmented model) to fully integrating subjects around themes (the integrated model). The 10 models include: fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked. They provide teachers with a continuum of options for designing curriculums that help students make connections across different subject areas.
Group 6.2. global_issues_in_curriculum_developmentJohn Ervin
The document discusses curriculum and the use of information and communication technology (ICT) in education. It describes how curricula aim to realize national ICT policies and frameworks by providing a broad exposure to technologies while emphasizing core educational purposes. It also provides an example of Project CHILD, which focuses on K-5 instruction using clusters of teachers who specialize in different subject areas and have students rotate between classrooms.
The document discusses key components of an effective lesson plan, including objectives, materials, procedures, and assessment. It provides guidance on what teachers should consider when designing lessons, such as variety, coherence, challenge, flexibility, and balance. The document also outlines different types of lesson plans and formats that can be used. Overall, it aims to help teachers understand best practices for writing lesson plans that support student learning.
Training workshop for teachers on participatory teaching methodsAyoub Kafyulilo
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
Edu 671 week 6 final project (action research p.) 2leelockhart
This action research proposal aims to improve the productivity of the researcher's meetings by implementing Robert's Rules of Order. Over three weeks, the researcher will create agendas using Robert's Rules and observe the impact on meetings through video recordings. Coalition member perspectives will be collected through pre- and post-meeting surveys to understand if this intervention is effective. Data collection tools include video recordings, surveys on Survey Monkey, and analysis of meeting footage and survey results. The goal is to determine if applying Robert's Rules of Order results in more productive and on-track meetings.
This document outlines an action plan for the Technology and Livelihood Education programs at a school for the 2013-2014 school year. It details activities, strategies, people involved, timeframes, and success indicators for several key areas: instructional development including lesson planning and student achievement; school, home, and community involvement; the student technical-vocational organization (STEP); physical facilities; the school garden/mini forest park; the nutrition program; and canteen management. The overall goals are to improve instruction, increase student participation and performance, develop facilities, promote health and nutrition, and involve the community.
The document outlines challenges, strategies, and action steps for the Technology and Livelihood Education I (Agricultural Crop Production) program at Ayala High School for the 2012-2013 school year. It notes a lack of farm tools and equipment for student practicums under the K-12 curriculum. The strategy is to have students bring their own tools or purchase new equipment. It also notes a lack of reference materials for the K-12 curriculum. The strategy is to make use of supplementary reading materials and provide students with individual copies for instruction and research. The goals are to improve student performance through these actions by June-August.
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
The document outlines an action plan for a one-week remedial reading program at San Matias High School for struggling readers during the 2014-2015 school year. The plan has three phases: pre-implementation, implementation, and post-implementation. In the pre-implementation phase, students will be selected for the program and oriented through testing and parent meetings. During the implementation phase, students will participate in reading activities and interventions to improve their skills over four days. A pre-test will assess their starting level. Post-implementation will evaluate the students' progress with a post-test to determine the program's effectiveness. The goal is for struggling readers to become proficient through this intensive, short-term program.
The document contains monthly accomplishment reports for Grade 6 at Calapan Elementary School for the 2013-2014 school year. It describes pupil development activities, teacher development activities, curriculum development, facility maintenance, and networking each month. Key activities included administering tests, participating in competitions and celebrations, conducting reviews, facilitating extracurricular activities, attending trainings, updating records, and collaborating with parents.
This document provides guidance for teachers on setting up the classroom for Technology and Livelihood Education (TLE). It discusses the importance of proper shop room layout and preparation before class, including arranging furniture, checking tools and equipment, and ensuring adequate lighting, ventilation and noise control. Sample shop room layouts are provided for industrial arts and home economics practice houses. Teachers are instructed to do an inventory of available tools and supplies and evaluate their shop room setup. Key points emphasized include proper shop layout, facilities, availability of materials, and safety.
The document discusses key principles for curriculum planning:
1. The curriculum should be broad, balanced, consistent, and provide clear progression for learners.
2. The instructional system, including curriculum, pedagogy, and assessment, should be well-aligned to maximize learner achievement.
3. The curriculum should support the development of confident, responsible, reflective, innovative learners and teachers.
The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
Group 1 nature_and_purpose_of_curriculumJohn Ervin
The document discusses various concepts of curriculum including traditional, emerging, and progressive perspectives. Under the traditional concept, curriculum is viewed as a program of subjects to be taught with the teacher at the center. An example is provided of the Philippines' Basic Education Curriculum from 2002 which follows this model. The emerging concept sees curriculum as evolving based on students' interests and needs, with more flexibility and collaboration. Key features include being non-linear, cyclical, and responsive. Progressive views define curriculum as the total experiences and learning of the individual, not just courses. Thinkers like Dewey, Caswell, and Tyler provided definitions and models that emphasized experience and reflective thinking over rigid subject listings.
Dimensions of Supervision in Education SystemEverromeAsico2
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
This document summarizes and compares two approaches to school improvement: the external research and development (R&D) approach and the school-based, faculty-centered approach. It outlines the key characteristics of each, including that the R&D approach involves experts designing programs that are field tested, while the school-based approach involves shared decision making at the school level. Both approaches can be effective if they focus on student benefits, use an inquiry process, involve staff and the community, and provide support for implementation. Common mistakes occur when advocates believe a single strategy will surely work without ongoing modification based on evaluation data.
The document discusses key concepts related to curriculum development and implementation. It defines curricular policies as the rules and guidelines that control curriculum development and implementation. It also defines and distinguishes between curricular goals, fields of study, programs of study, courses of study, units of study, and lessons. Finally, it concludes that accurately differentiating between these curriculum components is important for effective curriculum planning.
This PPT aims to provide knowledge about school organization, Types of School Organization, Principle of School Organization, Important of School Organization, Advantages and Disadvantages of Various types of School Organization and so on.
This document discusses the curriculum for elementary teacher education. It begins by explaining that teacher education curriculum needs to focus on developing teaching skills and constructing knowledge rather than just acquiring knowledge. It then outlines some key objectives of an elementary teacher education curriculum, including describing curriculum concepts and discussing elementary teacher education curriculum. The document goes on to compare elementary teacher education in the US and Pakistan, noting requirements and standards for beginning teachers in the US such as having a bachelor's degree and completing an approved education program.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
The document discusses the definition of curriculum. It can refer to the subjects comprising a course of study, but also encompasses broader concepts like the lessons, academic content, learning standards and objectives taught in a school. Curriculum takes many forms and can include elements like assignments, materials, assessments and more. It is a complex concept that is interpreted differently depending on whether one is referring to an individual teacher's curriculum, a school's academic program, or curriculum on a broader scale. Curriculum is often the target of reforms aimed at standardization, alignment with standards or improving teaching quality.
Factor that influance curriculum development.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include government rules and funding that affect standards and materials. Social factors include societal expectations and diversity. Economic factors include job training and national economic goals. Technological factors drive computer-based learning. Environmental factors incorporate issues like pollution and sustainability. Child psychology examines development across the lifespan.
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. The policy discusses establishing LACs to address identified needs, prioritizing topics like curriculum, assessment, and inclusion. LAC sessions are to be scheduled regularly to allow collaborative planning, implementation of interventions, and reflection on lessons learned to further develop teacher expertise. The goal is to nurture successful teachers and improve student outcomes through this bottom-up professional learning community approach.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a strategy for continuing professional development of teachers. LACs are groups of teachers that meet regularly to collaboratively solve problems, discuss curriculum and pedagogy, plan lessons, and conduct action research. The goals are to improve teaching and learning processes, nurture successful teachers through self-directed learning and reflective practice, and foster a collaborative spirit among teachers and school leaders. Topics for LAC sessions are determined by teacher needs but should emphasize features of the K-12 curriculum like diversity, inclusion, content standards, and instructional strategies.
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). The three key points are:
1. LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. They allow teachers to identify needs, prioritize topics, and develop interventions to address challenges.
2. LAC sessions should focus on key areas like student diversity, curriculum content and pedagogy, assessment, 21st century skills, and curriculum localization. They are meant to strengthen teachers' skills and align their practices with the K-12 education program.
3. The policy provides guidance for forming LAC
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. The policy discusses establishing LACs to address identified needs, prioritizing topics like curriculum, assessment, and inclusion. LAC sessions are to be scheduled regularly to allow collaborative planning, implementation of interventions, and reflection on lessons learned to further develop teacher knowledge, skills, and student outcomes. Resources and norms are to be established to support effective LAC implementation at the school level.
Curriculum planning mam nourien rafiqueHalim Ghazi
Curriculum planning involves making decisions about what to teach, why, and how to organize instruction. It occurs at multiple levels from defining broad frameworks to developing detailed lesson plans. Effective curriculum planning ensures coordination between goals, content, teaching methods, and assessments. It considers factors like students' needs, available resources, and educational research. The process requires collaboration between various stakeholders like teachers, administrators, parents, and experts to determine what is essential for students to learn.
The document discusses the refinement of the Philippines secondary education curriculum. It outlines a 3-stage process used to design the curriculum based on the Understanding by Design model. Stage 1 identifies desired learning outcomes through content and performance standards. Stage 2 focuses on assessment of student learning. Stage 3 details instructional activities to achieve the standards. Feedback from curriculum trials was used to further refine the standards and curriculum elements. The resulting curriculum focuses on essential understandings, sets high expectations, and allows for personalized learning while integrating special programs.
This document provides guiding questions for reviewing a curriculum across three stages:
1) Content and performance standards - Do the standards reflect important concepts and skills? Are they attainable?
2) Assessment - Are assessments directly linked to standards? Do they provide evidence of learning in multiple ways?
3) Instructional activities - Do activities address standards, promote active learning, and lead to assessments of student progress?
This document provides guiding questions for reviewing a curriculum across three stages:
1) Content and performance standards - Do the standards reflect important concepts and skills? Are they attainable?
2) Assessment - Are assessments directly linked to standards? Do they provide evidence of learning in multiple ways?
3) Instructional activities - Do activities address standards, promote active learning, and lead to assessments of student progress?
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance as part of the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines the overall goal of developing 21st century skills in students. TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work values. The exploratory courses introduce students to basic competencies across 24 course options. Each course has learning modules divided into lessons focusing on these competencies. The new TLE curriculum is based on Technical Education and Skills Development Authority (TESDA) training regulations to help students earn industry-recognized certifications.
The document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with TESDA standards to prepare students for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is composed of 4 to 5 lessons focusing on common competencies outlined in the Training Regulations of the Technical Education and Skills Development Authority (TESDA). The lessons include learning outcomes, performance standards, materials, activities, and assessments to help students earn a Certificate of Competency in Grade 9 and ultimately a National Certificate from TESDA.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, teaching resources, and assessment tools to help students learn competencies outlined in national standards and earn vocational certificates. The teacher's guide explains how to use the modules to identify students' prior knowledge, teach new skills, and apply learning through practical activities to develop holistic and career-ready graduates.
K 20to-2012-20carpentry-20teacher-27s-20guide-131227142940-phpapp01jen Saludar
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01 (1)jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. TLE exploratory courses in Grades 7-8 expose students to various fields and competencies to help them choose specializations for Grades 9-12. The document describes the parts and design of the learning modules used to teach the TLE courses, which are based on standards from the Technical Education and Skills Development Authority. It aims to help teachers understand the objectives and ensure TLE is taught effectively in line with the K to 12 curriculum.
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the 24 TLE exploratory courses that focus on basic competencies and can be categorized under fields like Home Economics, Industrial Arts, and Agri-Fishery Arts. It explains that the TLE courses are taught based on the learning outcomes and performance standards from the Technical Education and Skills Development Authority (TESDA). The document provides details on the parts and design of the TLE learning modules that teachers should use to guide students in acquiring the
The document is a learning module that introduces dressmaking and tailoring. It covers five lessons: (1) use of sewing tools, (2) measurements and calculations, (3) design for a simple project, (4) basic maintenance, and (5) occupational safety and health. Lesson 1 focuses on identifying sewing tools and their uses. It defines key terms and includes a pre-test to assess students' existing knowledge of sewing tools and equipment.
The document is a learning module that introduces dressmaking and tailoring. It covers five lessons: (1) use of sewing tools, (2) measurements and calculations, (3) design for a simple project, (4) basic maintenance, and (5) occupational safety and health. Each lesson has learning outcomes, activities, and assessments to help students learn skills related to dressmaking and tailoring. The module provides foundational knowledge to prepare students for a certification in dressmaking or tailoring.
The document is a learning module that introduces dressmaking and tailoring. It covers five lessons: (1) use of sewing tools, (2) measurements and calculations, (3) design for a simple project, (4) basic maintenance, and (5) occupational safety and health. Lesson 1 focuses on identifying sewing tools and their uses. It defines key terms and includes a pre-test to assess students' existing knowledge of sewing tools and equipment.
- Alvin Roma has a confirmed booking with Cebu Pacific for flights from Cebu to Davao on July 26, 2014 and return from Davao to Cebu on July 31, 2014.
- The itinerary receipt provides details of the flights, payment made, and booking reference number.
- Reminders and guidelines are given for check-in, boarding, and baggage requirements for the flights.
The document outlines an educational curriculum for automotive technology. It includes standards, outcomes, assessments and examples of tasks for students. Specifically, it covers understanding personal skills, the business environment, and processes for servicing automotive electrical systems like batteries, starters, and ignition. Students are expected to demonstrate knowledge, interpret concepts, apply skills through tasks like repairs, and reflect on their understanding through self-assessment. Their work is evaluated based on criteria like completeness, quality and demonstrating principles.
The document outlines an educational curriculum for automotive technology. It includes standards, outcomes, assessments and examples of tasks for students. Specifically, it covers understanding personal skills, the business environment, and processes for servicing automotive electrical systems like batteries, starters, and ignition. Students are expected to demonstrate knowledge, interpret concepts, apply skills through tasks like repairs, and reflect on their understanding through self-assessment. Their work is evaluated based on criteria like completeness, quality and demonstrating principles.
1. ANNEX A
The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education
Curriculum: Findings and Recommendations
The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the
implementation of the new curriculum in secondary schools of the country.
Accordingly, the Bureau conducted case studies of twenty secondary schools, grouped as follows:
General high schools funded fully by the national government
Newly established high schools funded jointly by the national, provincial, and municipal government
Science high schools
Private high schools
Technical-vocational high schools
The purpose of the multiple case studies is not to produce an objective body of knowledge that can be
generalized to all schools in the country, but to build collaboratively constructed descriptions and interpretations of
practices, that enable supervisors, school heads, department heads, supervisors and teachers, to formulate
acceptable ways of implementing the BEC, and to solve implementation problems that emerge.
The case studies recognize that the school is a learning community where people continuously plan, observe,
review and reflect on what they do in order to achieve shared goals and aspirations.
The first monitoring and evaluation of the BEC implementation was conducted in September 2002, the second in
October 2003, and the latest in September 2004.
2. The findings from the case studies were based primarily on qualitative data. To verify their reliability, the
findings were compared with those obtained from quantitative data. No marked difference in both findings was
observed.
The following are the themes and patterns of school practices that emerged from the implementation of the
BEC.
1. There are gross inconsistencies between means and ends.
School heads, department heads, and teachers fully agree with the BEC that the desired learner/graduate
should be functionally literate, a creative and critical thinker, an independent problem solver and a work-
oriented lifelong learner who is MakaDiyos, Makabayan, Makatao and Makakalikasan.
However, except in some Science high schools, there are gross inconsistencies between the kind of
learner/graduate that the schools desire to produce and the strategies they employ. For example, instruction
is still predominantly authoritative and textbook-based; learning is usually recipient and reproductive;
supervision is commonly prescriptive and directive; and assessment is focused more on judging rather than
improving performance.
Moreover, while teachers believe in the importance of contextualizing or localizing the curriculum, yet
many of them derive lessons more from course syllabi, textbooks, and competency lists rather than from the
learners’ felt needs. While they believe in the full development of the learners’ potentials, yet lessons that
they provide do not adequately address the differing needs and capabilities of the students.
Recommendations:
In schools where the inconsistencies exist, the following actions may be taken:
The school head should organize a committee to identify and describe the curricular, instructional,
supervisory, assessment, and managerial practices that do not contribute to the development of the desired
learner/graduate. Focus group conversations may be conducted to clarify the school and non-school factors
that reinforce the questionable practices and to develop and implement action programs to remove the
inconsistencies. There should be a school assurance team to coordinate, monitor, and evaluate the
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3. implementation of the action program. The removal of the inconsistencies should be among the primary
goals of the school improvement plan and the focus of instructional supervision.
2. Teachers want to know more about integrated teaching.
Across all school types, teachers have a positive attitude toward the integrative, interactive, brain-based
approaches endorsed in the BEC. However, teachers do not feel confident to use the approaches because of
their limited knowledge to operationalize them in terms of lesson planning; instructional materials
development; and subject matter organization, presentation, and evaluation.
Some of the school heads and teachers who returned from the BEC training seriously conducted school-
based training. They reproduced and distributed BEC materials and coached teachers how to use them.
Some, however, merely echoed what they learned; thus there are still many teachers who do not have
enough knowledge about the key concepts and approaches in the BEC.
Teachers do not just need ready-made daily or weekly lesson plans. They want full understanding of
integrated teaching, i.e., its basic concepts, underlying assumptions, operational principles and approaches.
Recommendations:
School heads should capitalize and reinforce the positive attitude of the teachers toward the BEC,
particularly its instructional approaches. They should increase the teachers’ capability and confidence in
using the approaches by providing the competencies they need. A needs assessment managed by teachers
themselves should be conducted to identify gaps between actual and expected competencies.
A benchmarking study may be conducted to close the gap. The study can start with internal
benchmarking of successful practices by department or year level, and later expand to external
benchmarking of successful practices of other schools.
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4. A handbook which explains the nature of integrated teaching, i.e., its underlying assumptions, principles,
operational definition of terms, practical methods and approaches and examples of long and short range
plans, can help remove discrepancies between process and output. Schools are also encouraged to prepare
leaflets and flyers on the integrative approaches.
3. Teachers have limited knowledge of constructivism as a learning theory.
“Learning as a construction process and the learner as a constructor of meaning” is among the basic
concepts of the BEC. The concept underlies the integrated approaches endorsed in the BEC. Although the
concept was unfamiliar to many teachers, yet its operationalization was observable in some classes in
Mathematics, Science, and Araling Panlipunan where problem-solving, inquiry or discovery approaches were
being used.
Application of the concept, however, was very limited. School documents like the yearly reports, school
development and improvement plans, instructional and remedial programs, lesson plans, course syllabi, and
teachers’ reports made little mention of how the concept was being applied to the teaching-learning process.
Recommendations:
The school head should develop a consensual understanding of “constructivist learning” among his
teachers. This can be done through focus group conversations (FGC) by year level or by department. The
conversations shall be facilitated preferably, by the school head, with division supervisors or nearby
university professors as resource persons and consultants. The conversations should be backed up by
extensive references on constructivist or integrative learning.
The FGC shall be followed through by activities on the practical application of the theory; i.e., lesson
planning, demonstrations, field tests of approaches, team teaching, etc.
The outputs of the FGC can be additional inputs into the school’s BEC Handbook. The Handbook should be
revisited regularly to keep it self-correcting and self-renewing.
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5. 4. Students are having difficulties using English as learning medium.
School heads and teachers recognize the difficulties that students face in learning English as a language
and at the same time using it as a medium of learning. As such they have resorted to various ways of
increasing the English proficiency of the students like holding essay contests, English campaigns, public
speaking competitions and the like. The problem, however, has remained unabated.
In English medium classes, both teachers and students usually shift to the local language to ensure that
they understand each other. The fall-back language is usually Taglish, which students in non-Tagalog
provinces are ill at ease.
BEC advocates the development of creative, critical thinkers and problem solvers. Teachers find this
difficult to achieve in English medium classes where students have poor oral, aural, reading, and writing
skills. In these classes, teachers are prone to resort to simple recall, recognition and leading questions and to
minimize questions that demand complex reasoning, explanations, elaborations, analysis, synthesis and
evaluation, which students find frustrating and even exasperating.
Recommendations:
Schools should consider developing and testing the effectiveness of the following measures in increasing
students’ English proficiency:
• Voluntary participation in English remedial sessions facilitated by volunteer students.
Facilitators are selected on the basis of their English proficiency and are given special training on how
to facilitate group learning. A system of incentives is provided to both walk-in students and volunteer
facilitators.
• Proficient English students from higher levels, mentoring students from the lower levels.
The participation in the project of both mentors and learners is voluntary but the school provides an
incentive system to support the project.
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6. • Holding regular English writing and impromptu speaking contests using criterion-referenced
evaluation. To encourage wide participation, multiple winners, not only the best, are proclaimed. At
the end of the semester, the classes with the biggest number of winners are given citations.
• Using the results of achievement tests for the previous years, the school conducts
frequency and error analysis of English competencies that students failed to master.
Remedial measures are instituted and continuously evaluated for their effectiveness in producing the
desired change in achievement.
5. Several factors constrain teachers from playing their role as facilitators of the learning
process.
Teachers are open to new opportunities and possibilities offered by the BEC to accelerate learning. They
are fully aware of the limitations of the traditional expository methods in facilitating the full development of
the students’ potentials and are willing to learn how to be more effective facilitators of the integrative
learning process.
From the field data, however, emerged several factors that inhibit the teachers from playing the
facilitator’s role effectively: namely, students’ English deficiency that hinders critical discussion; overcrowded
classes that restrict interactive learning; insufficient supply of textbooks that predisposes teachers to lecture;
prescriptive supervision that constricts teacher creativity and initiative; and an examination system that
encourages authoritative teaching. Confronted with these constraints teachers tend to fall back on traditional
expository modes like lecturing, question-and-answer, dictation exercises, and practice tests.
Recommendations:
Use “best practices” approach by benchmarking classes, which, despite constraints of overcrowding, a
foreign learning medium, insufficient textbooks, and supervisory and assessment restrictions, still continue to
be facilitative rather than directive or prescriptive in teaching.
6. Promising alternative supervisory approaches are emerging.
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7. Several promising supervisory approaches are emerging. One of these is collaborative supervision
whereby groups of two or more teachers help one another to improve their teaching practices as well as
discover better ways of teaching. They identify and address common instructional problems, share
experiences and resources, and monitor and evaluate their progress.
Another emerging approach is self-directed supervision, which is common among experienced and highly-
motivated teachers. In this practice each teacher assumes full responsibility for improving his instructional
practices and promoting his professional growth.
In both above-mentioned approaches the school head participates mainly as consultant, adviser, resource
linker or provider, reinforcer and facilitator. These supervisory approaches however, are not widespread.
Mentoring is also emerging as an alternative supervisory approach although it is still in a tentative and
inchoate state. There are schools, however, that are already talking about putting up a mentors’ pool for the
professional and career development of their teachers.
The most common supervisory practice is the conventional type whereby the supervisor observes a class
as an expert or authority and makes on-the-spot recommendations which the teacher is expected to
implement. Teachers find the practice threatening and disempowering. It stifles initiatives and creativity,
lowers self-esteem, and encourages conformity but not commitment. In many cases the school head
delegates the supervisory function to department heads, who, teachers claim tend to inspect and evaluate
rather than improve performance.
A common but unpopular practice is the laissez faire type, whereby school heads, assuming that teachers
know best being major in their subjects, give teachers the freedom to select teaching methods. Many of
these school heads do not observe classes.
Recommendations:
With the continuing increase in supervisor-teacher ratio it would not be practical anymore to depend on
the traditional supervisory approach to improve teachers’ performance.
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8. The school head should explore the following alternatives:
• Self-directed supervision for experienced, strongly motivated, and innovative teachers;
• Peer or collaborative supervision for teachers who can work in teams or quality circles;
• Mentoring of new teachers and coaching the mediocre and low performers. These necessitate putting
up a pool of trained volunteer mentors.
The school head should avoid copying these alternative modes, but rather benchmark them in order to
adapt the practices to the needs and conditions of his school. The institutionalization of the best supervisory
practices should be an important strategic goal in the School Development Plan.
Supervisors as instructional leaders should not only limit their functions to giving direct instructional
assistance, curriculum development, and staff development. Educational impact cannot be produced by
teachers working individually but by teachers working collaboratively toward shared goals. Therefore,
teachers’ group development for collective action should also be part of the supervisor’s responsibility.
So that teachers would not be slavishly dependent upon foreign ideas and methods, supervisors should
help them become knowledge workers by training them in classroom-based action research. This type of
research is collaborative, user-friendly, nonstatistical and naturalistic. Public school teachers are using many
innovative teaching methods and materials which do not become part of our educational heritage because
they are not systematically developed and properly documented. There is a need for supervisors to train
teachers how to test their methods as they teach. This is classroom-based action research, a practical
technique for developing and confirming best practices.
7. Teachers need more knowledge and skills to operationalize Makabayan as a “Laboratory of
Life”.
School heads and teachers find the “laboratory of life” concept of Makabayan novel and quite interesting
and have come up with some imaginative schemes to implement the concept. Among these are the 8-2 plan
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9. (8 weeks of the grading period for teaching the four learning areas separately and 2 weeks for the integrated
culminating activities), the planned or deliberate integration (a weekly lesson plan carries two or three
related objectives from the other learning areas) and incidental integration (related content and skills from
other disciplines are taken up as they crop up during the development of the lesson).
Teachers, however, find the integration of the four Makabayan learning areas difficult to plan, implement,
monitor and evaluate for several reasons: (1) lack of a common vacant period for planning the integration, (2)
limited knowledge of the interdisciplinary, interactive methods, and (3) lack of readily available teacher-
friendly expert assistance.
Moreover, the anxiety of not being able to cover the units expected for a grading period and the threat of
division achievement tests that are text-book based, predispose teachers to separate-subject teaching.
There are also teachers who are lukewarm toward integration because they believe that integrating other
subjects would reduce the time to teach the competencies prescribed for their own subject. Since their
efficiency is assessed more by their students’ performance in division tests than by how well they have
integrated their subject with other subjects, their tendency is to give less attention to integration.
Recommendations:
School heads should conduct consultative or brainstorming sessions with their staff to resolve problems
and issues related to the implementation of “Makabayan as laboratory of life.”
The four Makabayan learning areas have to be scheduled in such a way that the teachers will have time to
meet and plan integrated lessons.
Schools superintendents should also consider putting up pilot or experimental schools for the teaching of
Makabayan to lessen the trial-and-error practices which confuse teachers.
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10. 8. Teachers are divided on how to teach values.
Two patterns of thought emerged from the field data. One favors the integration of values education in all
the subjects and not teaching it as a separate subject. It recommends that the time allotted to values
education in the present curriculum should be used instead to increase the time allotment for TLE and AP.
The other pattern favors the teaching of values education as a separate subject for the reason that
effective teaching of values involves going through the valuing process of clarifying, analyzing and choosing
in relation to decisions and actions, which cannot be adequately enhanced in the integrated scheme. It is
further argued that since values shape and guide important decisions and actions, their development should
not be left to chance. Hence, value education should remain a separate subject.
Recommendations:
To help resolve the issue whether values education should remain as a separate subject or as an integral
part of the other subjects, two approaches are recommended.
• The values education teachers should approach the teaching of the subject as action researchers.
Working as a team, they identify a common teaching problem, plan and implement a solution, observe
and reflect on the feedback, and continue the process until they get the desired result. The action
research process would shed more light on the issue.
• Values education as a separate subject in the Basic Education Curriculum today should be viewed as a
case study or a focus of inquiry rather than a mandate. How do students personally perceive and feel
about the methods, materials, and the assessment and reporting systems that are being used?
The approach would make the classroom teachers active generators of experience-based knowledge
and not mere passive transmitters of knowledge from some remote experts.
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11. i. Teachers teach to the test, students study to the test.
The use of traditional assessment tools like the multiple-response, simple recall, recognition and
application tests is predominant. Rubrics, portfolios, and other forms of authentic assessment are not widely
used. Teachers are aware of the limitations of traditional tests and the need for alternative forms to measure
higher order thinking skills. However, they tend to resort to the traditional forms for several compelling
reasons:
• These are the types used in periodic and achievement examinations.
• They are easier to score. (Teachers teach as many as 300 to 400 students a day and scoring non-
traditional measures like rubrics could be an ordeal.)
• They are easier to prepare than the non-traditional forms like portfolios, rubrics, and other authentic
measures.
• These are what everybody else is using.
• Teachers have inadequate knowledge of authentic learning and authentic assessment.
Documentary analysis showed that schools in general lack an institutionalized system of utilizing test
results for diagnostic and remedial purposes.
Teachers tend to teach to the test; students tend to study to the test. This culture is reinforced by
supervisors who specify units to be taught and tested for each grading period and use test results more for
judging rather than improving teacher and student performance.
Recommendations:
Schools should review their present assessment practices. The teacher appraisal system and the kinds of
tests used in the classroom as well as those, in the division and national examinations, should be evaluated
against the goals and objectives of the Basic Education Curriculum, among which is the development of
critical thinkers and problem solvers.
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12. Schools should also consider the use of alternative assessment tools and techniques that would provide
opportunities for students to experience learning as an enjoyable, delighting process of inquiry, discovery,
construction and creation of new knowledge, rather than as a tedious process of cramming to pass
examinations.
While schools should double their efforts for students mastery of the basic competencies they should also
never lose sight of the fact that their ultimate goal should be the development of functionally literate citizens
of a democratic community.
10. Schools are moving toward shared governance.
Although most of the centralized organizational charts displayed in the principals’ office, are still the same
charts before R.A.9155, yet shared governance and participative leadership were clearly evident in many
schools.
The involvement of ad hoc committees, task forces, study groups, action cells, and the conduct of
consultative meetings, and brainstorming sessions, to assist the school head make administrative or
instructional decisions, were regular patterns that cropped up in individual and group interviews.
Another promising pattern is rotational delegation of authority by the school head, among department
heads and subject leaders, as well.
Recommendations:
Schools should continue reinforcing their efforts toward the institutionalization of shared governance as
envisioned in R.A. 9155. To facilitate the process, they should make shared governance as one of the
strategic goals in their educational plans. The goals should be supported by a long-range program jointly
designed, developed, implemented, monitored by the school heads, department heads and teachers. The
program components should include needs analysis, competency-based training, benchmarking studies,
design and development of appropriate organizational structure and staffing, monitoring and evaluation and
a reward system.
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13. The traditional end-of-the-year assessment, characterized by achievement testing and one-shot school visits, should
be evaluated. The process which has been going on for decades, has not improved school performance and student
achievement. A better alternative should be considered.
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