PRINCIPLES AND METHODS OF TEACHING

Modular Approach
BY: PROF. GENARA B. PACANA
MODULE 4: EDUCATION PURPOSES, GOALS, AIMS AND OBJECTIVES
I.

II.

III.

IV.

Introduction
Education exists starting from the existence of man. With the organization of the different institutions, education purposes have been
formulated from the international, national, regional, local and even on the curriculum level or courses of study. In the question what
man is good for, the answer is indefinite. But in the question what is good for man, the answer is to educate him for him to become
fully human.
The miseducation of man makes him a beast. His excellent education makes him function as a human being contributing to the
rebuilding of the society. Thus, any learning institution needs to formulate a very clear target on what should be offered to man to
make him great.
Objectives
1. Make a comparative analysis of the different goals/purposes of education.
2. Formulate lesson objectives following the three domains, SMART criteria, and other basis.
3. Critique sample lesson plans on selected subjects.
4. Express opinion on the move of the country to abide by the Bologna Accord through the implementation of the K+12 DepEd
program.
Instructions
1. Read thoroughly the discussion/power point presentation.
2. React on the issues about the imposition of K+12 program.
3. Answer the pre-test and post-test.
4. Perform the requested activities efficiently.
Pretest
Directions: Indicate the law or concept being asked on the blank provided for.
(CHOICES: Affective, Behavior, Cognitive, Education Act of 1982, Education For All, Lesson Objectives, UNO, Psychomotor, 1987
Philippine Constitution, CHED)
1.

The organization that aims to eliminate extreme poverty and hunger in the different parts of the _______world.

2.

A global movement led by UNESCO aiming to meet the learning needs of all children, youth and adults by
2015.___________________
3. The legal basis of the protection and promotion of the right to education of every Filipino.________
4. The agency that takes charge of the quality and relevance of college education.______________.
5. The law that specifies the rights and duties of parents, students, and administrators.___________.
6. The domain in formulating lesson objectives that emphasizes the intellectual development of the child.__.
7. The domain in formulating lesson objectives where habit formation and attitudes are developed.___
8. The domain in formulating lesson objectives where imitation and precision is enhanced._______.
9. The basis in outlining lesson content and preparing the learning materials.__________________.
10. Part of the lesson objectives that specifies what the learners must do or say.________________.
Discussion
A. What are the Millennium Development Goals?
Adopted by world leaders in the year 2000 and set to be achieved by 2015, the Millennium Development Goals (MDGs) provide concrete, numerical
benchmarks for tackling extreme poverty in its many dimensions.
The MDGs also provide a framework for the entire international community to work together towards a common end making sure that human
development reaches everyone, everywhere. If these goals are achieved, world poverty will be cut by half, tens of millions of lives will be saved, and
billions more people will have the opportunity to benefit from the global economy.
The eight MDGs break down into 21 quantifiable targets that are measured by 60 indicators.

Goal 1: Eradicate extreme poverty and hunger

Goal 2: Achieve universal primary education

Goal 3: Promote gender equality and empower women

Goal 4: Reduce child mortality

Goal 5: Improve maternal health

Goal 6: Combat HIV/AIDS, malaria and other diseases

Goal 7: Ensure environmental sustainability

Goal 8: Develop a Global Partnership for Development

B. Bologna Accord (Agreement of European Countries)
What is the Bologna Accord?
The Bologna (pronounced bo-LO-nya) Accord is named after the university in which the first agreement was signed in 1999 the University of
Bologna in Italy. The Ministers of Education of 29 European countries agreed to make the school systems of their countries compatible with each
other. Degrees from one country would then have to be accepted by any other country signing the Accord.
Since then, several other countries have joined the Accord, boosting the total number to 46 (including all the 27 members of the European Union).
Subsequent meetings were held in Prague (2001), Berlin (2003), Bergen (2005), London (2007), and Leuven (2009).
There are many provisions of the Bologna Accord, not all of which are of interest to us. For example, the Bologna Accord tries to make European
education compatible with the American system (because a lot of students travel across the Atlantic), but since we use the American system, we
actually have in place some of the reforms only now being undertaken by European countries.
Let me point out a couple of provisions that have major implications for our own educational system.
The Bologna Accord establishes a European Credit Transfer and Accumulation System (ECTS), which is very much like our system of units. One
ECTS-credit is equivalent to about 30 hours of study.
The Bologna Accord stipulates that a student can earn an undergraduate (or Bachelors) degree after 180 to 240 ECTS-credits, broken down into
three to four years of study at a standard 60 ECTS-credits or 1,800 hours per year. These hours are devoted only to subjects in the major field of
study; in our terminology, these are called major subjects. Not included in the European system of study is General Education (in Europe, the term
general education refers to what we call basic education); only the American system offers General Education subjects after high school.In the
Philippines, a college subject usually has three units, equivalent to 18 weeks of one-hour classes three times a week, for a total of 54 hours of study
(because of exams, school activities, and holidays, the total is really closer to 50). That means that our typical college subject is roughly equivalent to
two ECTS-credits.
In our system, a typical student takes at least 18 units per semester or 972 hours of study. In a year of two semesters, the student finishes 1,944
hours of study, more than the 1,800 hours required of a European student. The problem, however, is that those 18 units are not made up only of
major subjects. They include not only the General Education subjects but extra subjects required by a school (religious schools, for example,
understandably require religion subjects).
Our students do not actually take up enough major subjects to fulfill the requirements of the Bologna Accord. Although our students spend more
hours in school than the typical European student, our students devote fewer hours to their major.
One implication for CHED is this: the CHED Technical Panels have to work overtime to
revise their curricula to ensure that majors take more major subjects than they are taking now.
Another implication for CHED is this: General Education subjects (which now typically take almost two years to finish, whether all at once or spread
out throughout the curriculum) have to be pared down to the more manageable American number. In the USA, General Education typically takes up
only the first year of undergraduate study.
The Bologna Accord expects European undergraduate students to study for three years. There are other accords that extend these years (the
Washington Accord for Engineering, for example, which I will write about soon). If we added the one year of American General Education, we will
have our typical four years of undergraduate study. There is no need to add another year to college. (In other words, the Gibo proposal of making all
college students stay for five years is unnecessary.)
Another provision of the Bologna Accord has to do with the content of the subjects. European undergraduate major subjects are now envisioned to
focus on practical training (in the CHED Technical Panel on General Education, we call this experiential learning) and intensive research
projects. Relying only on textbooks or lectures, on examinations full of questions based on recall or memory, and on attendance inside classrooms
is now considered unacceptable for European students. Students there and therefore, our own students here now have to get out and do
research on their own.
Starting 2010, university education should be and will be what it was in the glorious days of the old universities extending the frontiers of
knowledge, challenging received or conventional wisdom, standing on the shoulders and not merely being disciples of giants. The concept of a
teaching university will be an oxymoron; all universities will be research universities, devoted to helping humanity solve the problems of the world.
C. K+12 in Philippine Education System
Briefer on the Salient Points on the Enhanced K+12 Basic Education Program prepared by the Department of Education, November 2, 2010, and
published in the Official Gazette of the Office of the President of the Philippines
Q: What is K+12?
A: K+12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.
Q: How are we planning to implement the K+12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves
Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to
12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
1. Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government
and will be free.
2. Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior
high school diploma (2 years).
3. A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or
seven years from now).
An open and consultative process will be adopted in the development and implementation of K+12.

 Change is two-fold: (a) curriculum enhancement and (b) transition management.

Q: What is Senior High School?
A:
2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
Skills and competencies relevant to the job market
The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and
Entrepreneurship.
Q: What is the proposed implementation plan of DepEd?
Phases of Implementation:
1. Universal kindergarten will be offered starting SY 2011-2012.
2. DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
3. The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
4. Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by
DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)
In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates
before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be
threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.
Q: Why add two more years?
A:
To decongest and enhance the basic education curriculum
To provide better quality education for all
The Philippines is the only remaining country in Asia with a 10-year basic education program
K+12 is not new. The proposal to expand the basic education dates back to 1925.
Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying
job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of
basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not Plus 2 years
before graduation but Minus 2 years before work
To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a
gainful employment or career.
Q: How much will this cost?
A:
The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
Meanwhile, we will continue to close the resource gaps in basic education the President ordered DepEd to its close resource gaps in 2
years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
Q: What will society gain from K+12?
A:
K+12 will facilitate an accelerated economic growth.
K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
A better educated society provides a sound foundation for long-term socio-economic development.
Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the
UK, India and US show that additional years of schooling also have positive overall impact on society.
Q: Are private schools obliged to follow?
A: While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Q: Where are we at now?
A:
Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10
years.
High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts
and are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient.
K+12 Education Vision
Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies.
Be more emotionally mature.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or higher education.
Be legally employable with potential for better earnings.
Be globally competitive.
Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to
engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in
autonomous critical thinking, and the capacity to transform others and ones se

D. SELECTED PROVISIONS OF EDUCATION ACT OF 1982

According to Education Act of 1982, it is the policy of the State to established and maintain a complete, adequate and integrated system of education
relevant to the goals of national development. Toward this end, the government shall ensure, within the context of a free and democratic system,
maximum contribution of the educational system to the attainment of the following national developmental goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in a
changing world.
The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education
as well as the enjoyment of the benefits of education by all its citizens.
The state shall promote the right of the nation's cultural communities in the exercise of their right to develop themselves within the context of their
cultures, customs, traditions, interest and belief, and recognizes education as an instrument for their maximum participation in national development
and in ensuring their involvement in achieving national unity.
Sec. 4. Declaration of Objectives. The educational system aim to:
1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his own society, to (a) attain his potentials as a
human being; (b) enhance the range and quality of individual and group participation in the basic functions of society; and acquire the essential
educational foundation of his development into a productive and versatile citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.
Sec. 21. Objectives of Elementary Education. The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal development and necessary for living in and
contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child's awareness of and responsiveness to the changes in and just demands of society and to
prepare him for constructive and effective involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the nation and the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work and creativity and prepare himself to engage in honest and
gainful work.
Sec. 22. Objectives of Secondary Education. The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip him with skills for productive endeavor and/or prepare
him for tertiary schooling.
Sec. 23. Objective of Tertiary Education. The objectives of tertiary education are:
1. To provide a general education program that will promote national identity, cultural consciousness, moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the quality of human life and responding effectively to
changing societal needs and conditions.
CHAPTER 2
Non-Education and Specialized Educational Services
Sec. 24. Specialized Educational Service. The State further recognizes its responsibility to provide, within the context of the formal education
system, services to meet special needs of certain clientele. These specific types, which shall be guided by the basic policies of the State embodied in
the General Provisions of this Act, include:
1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop the right attitudes towards work; and "technicalvocational education," post-secondary but non-degree programs leading to one, two, or three year certificates in preparation for a group of middlelevel occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally, socially, or culturally different from the so-called "normal"
individuals that they require modification of school practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by the Ministry of Education, Culture and Sports and other
agencies aimed at attaining specific learning objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outside the regular offerings of the formal school system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to enable them to become more
productive and effective citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes necessary for personal, community and national development.
E. Programs and Achievements of Philippine Education:
The Philippines, located the lower Pacific Rim, has a decentralized public education system that provides free primary and secondary education with
primary education for all pupils between 7 and 12 years of age being compulsory. Its education budget is 17% of the national budget.
The literacy rate in the Philippines is 94.6%.
General goals of education in the Philippines are to:

Provide a well-rounded education that will assist each individual in society to attain his or her potential as a human being, and enhance the
range and quality of the individuals within the group.

Help the individual to participate in the basic functions of society and acquire the essential educational foundation for his or her
development into a productive and versatile citizen

Train the nation's manpower in the middle-level skills required for national development

Develop high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge
for improving the quality of life

Respond effectively to changing needs and conditions through system of educational planning and evaluation
After implementation of the new constitutional provision in 1987 calling for free compulsory education, the Philippines has been working toward
accomplishing this goal. The Filipino Department of Education has been working to improve strategies and overall educational quality. Increased
emphasis has been placed on English, science, technology, mathematics and staff training for administrators. Vocational education has also been
revised to incorporate technological advancements.
Strategies for active improvement of education have included curriculum development, improvement of private and public school teacher education
prior to their careers as well as during, update of materials and equipment, improving access of disadvantaged students, liberalizing policies for
higher education private schools, and strengthening connections between government professional boards for evaluation.
Notable Programs aimed at improving education in the Philippines are:

The aim of the project has been to meet the sector's requirement for essential physical resources
(facilities and equipment), especially in educationally and economically disadvantaged areas;
The Elementary and
improve the professional competence of teachers and school administrators; expand the
Secondary Education Project population's basic knowledge and the skills of children at risk of dropping out of school as well as
illiterate out-of-school youth and adults. As well as further development of Department of
Education institutional capacities in planning and management of the education system.
Implementing the New
Secondary Education
Curriculum (1992-93)

This project had of a mass training for Grade 4 teachers, and complemented with the production
and delivery of textbooks and teacher's manuals to fully support the implementation of the new
curriculum.

National Early Childhood

Care and Development
(ECCD) System for PreSchool Education

It refers to the full range of health, nutrition, early education and social services programs that
provide for the basic holistic needs of young children from birth to age six (6), to promote their
optimum growth and development.
It aims to facilitate smooth transition from care and education provided at home to community or
school-based setting and to ensure that young children are adequately prepared for the formal
learning system both in public and private schools.

The School Building

Program

This program provides for the construction of classrooms, science laboratories and multi-purpose
workshops, and the provision of equipment for instruction for selected elementary and secondary
schools within the typhoon belt of the country and in remote or rural areas.

Science Teaching
Improvement Project

This project aims to develop science equipment through research, prototype production, standards
setting and tests, and expertise within the educational sector through workshops seminars, and
training of teachers and staff locally.

Science Equipment Project

This project addresses the pressing need of the public school system for instructional materials
and equipment. The National Science Equipment Center and three Regional Distribution/ Service
Centers were developed and institutionalized for the purpose of developing, testing, producing,
and distributing science equipment to the public secondary schools.

Rationalizing Program
offerings of State Colleges
and Universities on a
regional basis

This program encourages specialization in each State College and University (SUCs)and intraregionally among SUCs with special emphasis on capital and land-intensive courses such as
agriculture, technology, engineering, and technical education. The program encourages regional
coordination among SUCs to minimize duplication of program offerings.

F. Writing Lesson Objectives

In writing lesson objectives the following factors are to be considered:
1.

Criteria
In order to check whether or not the students have acquired the competencies in any lesson, what they do or say should be the
bases of the evaluation of what they have learned. Students behavior should be observed based on these criteria:
S-pecific
M-easurable
A-ttainable
R-esult Oriented
T-ime Bounded
E-ffective
R-ealistic

2.

Domains
In any educational institution, the development of the whole man is very important: the head(Cognitive) , the heart(Affective) and
the hands (Psychomotor)

3.

Components
A-ctor/ctress the one to perform the given task

B-ehavior-what the students do or say

C-ondition-the situation that promotes learning
D-egree of Acceptable Performance-how much has been achieved according to
what has been set as a standard of performance
F.1. Levels of Cognition:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
F.2. Levels of Affective Domain:
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Characterization
F.3. Levels of Psychomotor Domain:
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
Example:

1.
2.
3.
V.

Given a copy of Pres. Aquinos SONA, the first year students are expected to
(condition)
(actors/actresses)
do the following with 70% proficiency:
(degree of acceptable performance)
(behavior)enumerate the achievements of the president; (cognitive)
(behavior)justify the need to attend or prioritize the specific socio-political or socio-economic problems of the country; (affective)
(behavior) make a collage depicting the present situation of the country.(psychomotor)

Post Test
Multiple Choice: Tick the letter having the correct answer.

1. Teaching is basically directed towards

A. transmission of culture;
B. acquisition of knowledge, skills and right attitudes;
C. social and national development;
D. economic competence or financial freedom.
2. For greater efficiency and effectiveness, the Philippine educational system is
trifocalized. What is a proof?
A. The linkage of the Teacher Education Council. Technical Panel for Teacher
education and Professional Regulation Commission for teacher education concerns.
B. The presence of DepEd for basic education, CHED for higher education and
TESDA for vocational education.
C. The linkage of DepEd, CHED and PRC for teachers professionalization
D. The existence and Bureau of Alternative Learning Systems.
3. Teaching as a profession requires the teachers to __________.
A. affiliate professional organizations;
B. secure a license from an authorized agency;
C. has a thorough training in a field of specialization;
D. All of these
4. Every right has a corresponding duty. This means that rights and duties are __________.
A. absolute
B. related
C. reciprocal
D. different
5. You are very much interested in a quality professional development program for teachers.
What characteristic should you look for?
A. Prescribed by top national leaders
C. Required for renewal of professional license
B. Dependent on the availability of funds
D. Responsive to identified teachers needs
6. To ensure high standards of teachers personal and professional development, which of the
following measures must be implemented?
I. A school head plans for the professional development of his/her teachers
II. Every teacher formulates his/her own professional development plan
III. The implementation of what is learned in a training must be monitored
A. I only
B. I and III only
C. II and III
D. II only
7. Teacher Ben was so guilty after he changed the result of the screening of the members of the class to participate in the Emperors Club Quiz. His
personal choice of a contestant resulted to the discouragement of all the members of the class. This situation demonstrates the need of a teacher to

A. promote common good

C recognize the full potential of everyone
B. treat all students fairly/equally
D. provide equal opportunities for everyone
8.Which priority criterion should guide a teacher in the choice of instructional devices?
A. Novelty
C. Attractiveness
B. Cost
D. Appropriateness
9.Which learning activity is MOST appropriate if a teachers focus is attitudinal change?
A. Field Trip
C. Role Play
B. Exhibit
D. Game
10.Teacher C. a Reading teacher advised her class to read between the lines. What does she want her pupils to do.?
A. Make an Educated guess
B. determine what is meant by what is stated
C. Apply the information read
D. Describe the characters in the story
11. To nurture students creativity which activity should a teacher AVOID?
A. Ask what if questions
B. Ask divergent thinking questions
C. Emphasize the need to give right answer
D. Be open to out of this world ideas
12. Teacher R wants to develop creative his students creativity which type of questions
will be MOST appropriate?
A. Synthesis questions
B. fact questions
C. what if questions
D. Analysis questions
13. Which of these indicates the highest cognitive development of the student?
A. can tell
B. can explain
C. can see the advantages and advantages
D. can decide what is best
14. Which domain in education makes the students functional members or become
productive members of the society?
A. cognitive
B. affective
C. psychomotor
D. cognitive and affective
15. What is the ultimate aim of education?
A. Produce a scientific minded person.
B. Produce an idealistic person.
C. Produce a critical thinker.
D. Produce a good citizen of the country.
God Bless!