Module 5

Lesson 1: Application

I was a STEM student during my senior high school days in Leyte National High
School, talking about the evaluation on the implementation of its academic
dimension, particularly the activities related to STEM, using the STEM Activity
Evaluation Form as basis to evaluate STEM activities based on various pedagogical
approaches such as project-based learning, collaborative learning, problem-based
learning,inquiry-based learning, and design-based learning. Our school was
competent enough to meet those various standards. And me as a learner, I could say
that the teachers focused more on enhancing our skills and meeting our needs rather
than having a disciplined approach with regards to the implemented curriculum.
Moreover, teachers heavily relied on our outputs (such as portfolios) making it an
Outcome-based Education. There was not really expensive science equipments that
were utilized during my time, but we did thoroughly learn the foundational
knowledges for our preparation for college in relation to our strand, such as being
well-versed with researches and learning higher level mathematics.

Metacognition:

We could not say for sure that the newly implemented curriculum is ineffective since
we lacked data. In fact, there is only one batch who recently graduated from college
so we still lack studies for their data that will determine the effectiveness of this
curriculum. In the contrary, before the K-12 curriculum, there were millions of
students who were dropping out of college because they were not acclimatized yet to
how difficult college would be, hence the curriculum needed to be changed. However,
nowadays, K12 is blamed for having more drop-out rates not because of the
pandemic, because it was labeled as “haphazardly made” and “ill-planned”.
Nevertheless, as a learner who experienced this curriculum, I could firmly say that the
fault is not on the curriculum but the school itself for not being competent enough by
not adapting quickly to the arising dilemmas faced and not responsive enough for the
learner’s needs.
Module 5 lesson 2
Application

For learners who have undergone with Alternative Learning System, I think that the
best curriculum innovation suited for them would be the Indigenous curriculum. As
we know, the indigenous curriculum is a product of the vision of making curriculum
responsive to a specific tribe and it links the curriculum with the tribe’s culture and
history. So, the suitable curriculum for them would be the Indigenous curriculum;
however, it is only applicable to their demographic profiles (one’s specific culture or
tribe). It does not include the other ALS learners like the Out of School Youths nor
the Muslim Migrants. Still, using this type of curriculum with the other types of ALS
learners could still be manageable and suffice the learners needs, such that, in a
context of diversity, them being part of the mainstream of the society is an emphasis
to the said curriculum.

Application

Yes, I firmly agree that Post Baccalaureate Diploma in Alternative Learning System
(PB-DALS) is qualified to be called as a curriculum innovation because it also has the
same competencies, assessments, and standards to that of other curriculum
innovations mentioned by Pawilen. Generally speaking, although a non-formal
education, the ALS is a system which optimizes disparate learners (i.e., PDLs, OSY’s,
and IPs) to become proper and well-educated citizens so that they can become (or not
feel different) a part of the mainstream of the educated social norms.