PHILIPPINE NORMAL UNIVERSITY

PED 702
TRENDS AND ISSUES IN ANDRAGOGY AND PEDAGOGY
INSTRUCTIONAL MODEL for FILIPINO ESL LEARNERS

I. PERSONAL INFORMATION:
Name: Ruby Jean L Gamino Age: 29 Years of teaching: 8
Bachelor’s Degree/ Specialization: Bachelor of Secondary Education Major in
English
Grade/s and Subject/s handled: Grade 9- Filipino
Sex/ Gender: Female

II. Proposed Name of the Instructional Model/ Framework and Brief Description:

The Ripple (ARC-A) Model tries to meet the existing hole and what seems to be
neglected in a school system. From the usual idea of who will deliver, how to deliver
and to whom it should be delivered, it also addressed the goal of why it should be
done and the hope of the outcome of the model. It also tries to address the losing hope
of the nation to the client catered by the school. It tries to supply long run motivation
that games and other approaches can’t sustain.

III. OVERVIEW:

“ The students are in the center or the most important person in education but because
of their young age, they do not realize that on education lies their success or failure in
the future” Lazaro Gervacio IV 2017.It is no doubt that the learners are the one
whom the education should be taken cared off. But the school can’t control child’s
initiative and motivation to learn. Looking at different models implementing in
different school system of today, the common denominator is that it aims to cultivate
a learner. But let’s go back to what the schools should be done and its goal.
According to Peterson 2009, “Two primary opposing views exist regarding the
purpose of schools. Some believed that the primary purpose of schools should be to
create workers who have skills and personal styles to fill and perform available jobs.
On the contrary, others believe this outcome is too narrow For them schools should
seek to develop active citizens, helping children develop their own capacity for
personal achievement and contributing to society as an active citizen for democracy”.
The fact that the motive of school is clear and true, achieving these two goal seems
like a dream for these follows two different roads and two different approaches to
take.

In Philippine educational set up, language education sets in the goal of integrating
communication and language skills for creating meaning using oral and written texts,
various genres and discursive context for personal and professional purpose. ( DepEd
Language Curriculum K-12). Seeing the context of the curriculum framework and
design, it clearly states that the goal of the subject per se leads to professional
development, and not to give back to the community.

In the present situation of the educational system, though Department of Education

tries to solve the underlying issues related to it, the data still suggest that the
education in the Philippines lack something. Why do the educational system merely
hard to succeed? Why do the students, being the center of all the changes undertake,
make it hard to achieve what is ought to achieve? Why do drop outs rate remains high
and why do failing grades remains uncontrollable despite the memorandum released
regarding Mass Promotion in public schools? Was it because of poverty? Or lack of
initiative to learn? In external factors, the government can control. But in inner
factors, sadly, we can’t.

Going back to basic principles, maybe Maslow’s Hierarchy of needs can help.
According to Maslow, human being needs to fulfill the 3 stages of life. These stages
are: Basic Needs, Psychological needs and self fulfillment needs. How can an
individual be motivated to continue to all temptations and challenges in life if
educators can’t meet the psychological needs of the students? Extrinsically, educators
can provide activities that can pushed them forward, but intrinsically, at early age, it
can’t last. The idea of self fulfillment might be neglected for today’s focus on
professional success. It might be a great help if the curriculum will also set its focus
on the inner side of students and not only on the intellectual side. Filling in what’s
lacking might be the answer to what’s hanging. We don’t need to change every now
and then, but we need to go to the simplest roots to addressed the biggest problem.
IV. FEATURES OF PROPOSED MODEL:

THE RIPPLE ( ARC-A) MODEL

The Ripple (ARC-A) Model tries to meet the intersection in andragogy and pedagogy
in the aspects of: connecting new learning to prior knowledge, approximations of old
learing until the new learning becomes internalized and transferable, opportunities to
employ the new learning, actively engage in learning process, feedback to help the
learning become internalized and models that demonstrates new learning.

The model is based the constructionism theory wherein, according to Papert, it

assumes constructing ones own knowledge, just like contructivism, where it uses
code as a language to invent or to inquire. It also allows young learners to construct
their knowledge of various subjects through personal inquiry and creativity. On the
latter side, it is anchored as well in constructionism theory, also known know as
“meaning-making” theory. It states that learning should involve activities to process
the new material, linking it to what the students already know. Task should be
authentitc, set in a meaningful context, and relate it to the real world. They should not
just involve repeating back facts as this causes surface learning ( Petty, nd)
 The model can be used inside the classroom as a gateway to an authentic output as
well as to be immersed in the community. Andragogical approach is then prescribed
to make the learning more meaningful and worthwhile. It is not only applicable to
product making subjects such as tle and mapeh but also in academic subjects like
mathematics, science and language arts. Through ANCHORED approach wherein
technology and media is frequently used, the teacher will present the concept, make
them create authentic outputs and immersed the students in the community activities
that can help the learners identify their goals in life and experienced fulfillment that
academic input can’t supply.

V. GENDER FAIR EDUCATIONAL PRACTICES:

According to Zenaida Reyes, “ the formal educational system promotes and

propagates patriarchal ideology”. The educational system in the Philippines seems to
be sensitive when it comes to gender. Sexist often argues of which one should be
treated fairly, but then the school has the biggest role in instilling humanity, unity and
equality to secure safer generation. The proposed model hereby helps the learners to
discover themselves and express their inner thoughts though different construction of
products. From within, inner acceptance and discovering one’s unique will be
inculcate and the fear of expressing themselves will be lessen.

VI. CHALLENGES:

REFERENCES:

Peterson 2009 The purpose of School

Maclaud, Paul 2018 Maslow’s Hierarchy of Needs

Gervacio IV, Lazaro 2017 Why the Philippine Public School Education Will Hardly
Suceed

Papert, Seymour. (1980). Mindstorms: Children Computers, and Powerful Ideas.

Zenaida Quezada Reyes (2015) An Agenda for Gender-fair Education

Petty, n.d ( 2018) Active Learning

Dr. Mehmet Arif Özerbaş (2007) Anchor Learning

 ANNOTATED LESSON PLAN

USING CONSTRUCTIONISM and CONSTRUCTIVISM INSTRUCTIONAL MODEL

FOR GRADE 9- ENGLISH

SUBMITTED BY:

RUBY JEAN L. GAMINO

PHILIPPINE NORMAL UNIVERSITY

SUBMITTED TO:

Dr. MERRY RUTH GUTIERREZ

AUGUST 29, 2018

 LESSON PLAN ANNOTATION

I. OBJECTIVES:

 Identify types and features of poetry. Based on the idea of

constructivism ( process) and
 Use literary devices and techniques to craft poetic constructionism (product) theory,
forms. the lesson aimed to create an
authentic piece that can be used
 Analyze literature as a means of discovering the self as material in speech choir
and self worth presentation.

 Compose forms of literary writing that tackles issues The poem serve as a spring
in the community and self involvement board in the discussion of poetry
and its elements, as well as the
 Conduct a poetical Chamber theater that shows techniques and devices. It is also
Community Advocacy considering Gender used as an inspiration and
Sensitivity and Intellectual Modalities emotional catcher of the students
to determine themselves and
II. INSTRUCTIONAL MATERIALS: make the poetry as an outlet of
emotions whether is shows
Various literary poems: shallows to extreme emotions. It
Invictus by Ernest Henly can also be a way of expressing
inner thoughts that cant be said
A Psalm of Life by the lips. This can be a way of
By Henry Wadsworth Longfellow allowing students to express
themselves and show their true
SKILLS/ CONTENT FOCUS: identify without the fear of
 The learner demonstrates understanding of how judging and discrimination
Anglo-American literature and other text types serve towards others.
as means of valuing other people; also how to use
processing information strategies, different forms of The poetry made by the students
adverbs and conditionals for him/her to play an regarding one’s involvement to
active part in a Chamber Theatre presentation. the community will be compiled
and serves as a script material in
a chamber theater which serves
 The learner proficiently plays an active part in a
as a campaign advocacy to what
Chamber Theatre presentation through employing
is needed in the community.
effective verbal and non- verbal strategies based on
the following criteria: Focus, Voice, Delivery, Facial
Expressions, Style and Body Movements or
Gestures.

ACTIVITIES:
 1. The teacher will show a short social experiment
regarding community action and short comings. The
students will give a reaction about the social
experiment.

2. After arriving with different concepts, the teacher will

present the poems entitled “Invictus”, and “The
Psalm of life” by Henry Wadsworth Longfellow,
students will read the poem and they are asked to
compare the poems in different areas such as:
structure, content and forms.

3. After analyzing the poems, students will give their

reaction and observation towards the poems, as well
as the structure and forms.

4. Students are asked to pick one of the poem that is

closest to their heart/ touch them and why.

EVALUATION:
After several sharing and discussions, students will be asked
to create a poetry that answer the question: What can you do
to the community and what is the essence of life? The poetry
must show no limitation of their self and must consider the
structure and guidelines discussed by the teacher.

After analyzing the poems written, the teacher will compile

and group the poems according to the issues tackled and the
students will be then asked to create a story line of the poems
for chamber theater presentation as a tool for community
advocacy.
READING SELECTION:

Invictus

By William Ernest Henley

Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.
 A Psalm of Life
BY HENRY WADSWORTH LONGFELLOW

What The Heart Of The Young Man Said To The Psalmist.

Tell me not, in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.

Life is real! Life is earnest!

And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

Not enjoyment, and not sorrow,

Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.

Art is long, and Time is fleeting,

And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world’s broad field of battle,

In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

Trust no Future, howe’er pleasant!

Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!

Lives of great men all remind us

We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

Footprints, that perhaps another,

Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.