BOHOL ISLAND STATE UNIVERSITY

Clarin Campus
Poblacion Norte, Clarin Bohol

Name: Liezl P. Orion Date: November 17, 2023

Course: MAEd 1

Activity No. 9
Annotated Bibliography

NATIONAL CONTEXTS

1. Canarias, J. (2005) Environmental Awareness level of Selected Second Year High School Students:
Bases for Development of Lesson Exemplars for Teachers.

The study was conducted in Antonio A. Maceda Integreted High School and it was
revealed that the selected second year students have moderate knowledge of the key concepts
of environmental issues and has low awareness on the advocacy that the government
implemented as well as the sustainable development being pursued by the United Nations. The
study revised the scale to measure environmental awareness used by Philippine Normal
University on freshmen students to fit its respondents’ level of education. The study also included
a lesson exemplar for the teachers.

2. Garcia, E.B. (2000) The initiatives on Environmental Protection and Preservation of Southeast Asia
Countries: Prospects for Sustainable Development in the Region

The study recommended that environmentalism should be integrated in all school

subjects not only in the Science and Social Sciences. Curriculum writers should realize that a
relevant curriculum will make a student pro-active. Environmental concepts and issues should be
integrated in the teaching of Science, Social Science, Values, Health etc. Raising environmental
awareness should also mean manifesting actions for the environment.

3. Garcia, E.B. (1997) Development and Validation of a Scale to Measure Environmental Awareness
of College Freshmen at the Philippine Normal University

The study conducted was able to enumerate and determine the different indicators of
environmental awareness. The study also indicates that the college freshmen of PNU seem to be
moderately aware of the environmental issues and seldom do the task of formulating solutions
to problems and manifests low degree of commitment and advocacy to the environment. The
researcher further recommended to have a separate course in environmental education to be set
up in the curriculum of Social Science Department at PNU.
 4. Mabunga, M. M. (2007) Perceptions on Sustainable Development of Social Studies Teachers in
Selected Secondary Schools in Metro Manila: Bases for Enhancement of Lesson Activities

The study used Likert Scale to measure the perceptions, knowledge and attitude on
Sustainable Development of Social Studies Techers in Metro Manila. The study revealed that the
respondents had a significant high level of knowledge of the different scope of sustainable
development. In general, it can be inferred that the respondents have either very good level of
knowledge of different aspects of sustainable development. The study also revealed that the
teachers’ attitude towards sustainable development is positive.

INTERNATIONAL CONTEXTS
Curriculum Implementation

1. Fullan, M. (1991). The New Meaning of Educational Change. New York: Teachers College Press,
Columbia University.

Michael Fullan is Professor Emeritus at the Ontario Institute for Studies in Education at
the University of Toronto. Recognized as a worldwide authority on educational reform, Fullan is
engaged in training, consulting, and evaluating change projects around the world. In The New
Meaning of Educational Change, Fullan sums up many years of experience with the idea of change
in education and contemplates ways to cope with, and influence, educational change. In compiling
the best theory and practice, his goal is to explain why change processes work in the 13 way that
they do. This is an essential reference for the innovative educator who seeks reinvention of the
U.S. educational system.

Fullan maintains that there are four broad phases in the change process: initiation,
implementation, continuation, and outcome. His Change Model focuses on the human
participants taking part in the process. The book presents guidelines for resisting, coping, or
leading change efforts from the perspective of the stakeholders (teachers, students,
administrators, politicians, etc.). Fullan views every stakeholder in the educational change as a
change agent and calls for building coalition with other change agents, both within one's own
group and across all groups.

2. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks: CA: Corwin Press.

In Breakthrough, Michael Fullan, Peter Hill, and Christine Crevola outline the guiding
principles at the center of innovative thinking, describe the “breakthrough” framework, and stress
the importance of moral purpose in education. Useful concepts alluded to in Breakthrough are
the ‘Triple P’ components: personalization, precision, and professional learning. These three
components must be synergistically interconnected in order to raise the bar and close the gap
between high achievers and those less successful. The first of these core components is
personalization. This is education that puts the learner at the center and provides an education
that is tailored to the students’ learning and motivational needs at any given moment. Every
teacher should use personalization if all students are to learn.
 The second component is precision. Precision is defined as getting things right. In the
classroom context, it is especially important to get it right for those students with the greatest
challenges. Precision involves assessment for learning, where appropriate and powerful
assessment tools produce data that is used to inform instruction. The next step is to track the
students’ improvement/ progress and evaluate the impact of the instruction. The third and last
component of Breakthrough is professional learning. Teachers cannot get to personalization and
precision in the classroom without daily professional learning. To accomplish this, teachers must
be reflective practitioners who are involved individually and collectively in reflection.

Curriculum Evaluation

3. Tanner, D. E. (2001). Assessing Academic Achievement. Boston: Allyn and Bacon.

In this seminal 367-page and 13-chapter book, Daniel Tanner explains the primacy of
assessment in education. He points out ways assessment data can be used to inform instruction.
He calls for specifying the standards and performance criteria and focusing on the outcomes.
Other ideas promoted in this publication are authentic assessment, grading students, and
evaluating instruction. Tanner also illustrates test construction and test data analysis, and touches
on norm-referenced assessment where aptitudes and attitudes, data and description, are 14
assessed. There are current issues discussed in the book such as computerized assessment and
ethical considerations in the field.
Criterion-referenced assessments are designed to compare students’ performance
against learning task standards. By contrast, norm-referenced tests are designed to compare a
student’s performance against that of other students. According to Tanner, criterion-based
standards are necessary to maintain authenticity. Researchers point to many limitations of
authentic assessment. To secure a fair and complete picture of a student’s performance, teachers
should use a variety of strategies over a period of time and in different situations. A balanced
assessment program includes multiple assessment strategies that are aligned with specific learner
outcomes so that students can demonstrate what they understand, know, and can do. No one
method or strategy of assessing student performance is sufficient as each assessment task has
advantages and disadvantages. The key to meaningful assessment is to match student learner
outcomes with an appropriate assessment strategy. The first and most important principle of any
assessment is fairness. If assessment is fair, then validity and reliability are more likely to follow.

Instructional Domains: [Instructional Design]

4. Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New
York: David McKay Co Inc.

Benjamin S. Bloom (1913 –1999) is a widely recognized name in educational psychologist

who made significant contributions to the classification of educational objectives and to the
theory of mastery of learning. Bloom's most important initial work focused on what might be
called the operationalization of educational objectives. Bloom's Taxonomy is thus a classification
 of learning objectives within education. It refers to a classification of the different objectives that
educators set for students (learning objectives).
Skills in the cognitive domain revolve around knowledge, comprehension, and critical
thinking of a particular topic. Traditional education tends to emphasize the skills in this domain,
particularly the lower-order objectives. There are six levels in the taxonomy, moving through the
lowest order processes to the highest: knowledge, comprehension, application, analysis,
synthesis, and evaluation. Many curriculum designers construct their scopes and sequences
according to Bloom’s taxonomy, ascending from the lower order thinking skills (LOTS) to the
higher order thinking skills (HOTS).

5. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice Hall.

Born in 1939, David A. Kolb is known for his work on experiential learning and his
contribution to thinking around organizational behavior. Besides experiential learning, Kolb’s
scope of interest includes the nature of individual and social change, career development, and
executive and professional education. He created his famous experiential model out of four
elements: (1) concrete experience, (2) observation and reflection, (3) the formation of abstract
concepts, and (4) testing in new situations.
Experiential Learning is a 256-page book. Chapters deal with the foundation of
contemporary approaches to experiential learning; the process of experiential learning; structural
foundations of the learning process; individuality in learning and the concept of learning styles;
the structure of knowledge; the experiential learning theory of development; learning and
development in higher education; lifelong learning and integrative development. Among the
criticism heaved on Kolb’s model is the fact that it pays insufficient attention to the process of
reflection and takes little account of different cultural experiences and conditions. Also, empirical
support for the model is weak and the relationship of learning processes to knowledge is
problematic. Despite the shortcomings, however, the model provides a sound framework for
planning teaching and learning activities and can be utilized as a guide for understanding learning
difficulties and academic advising.