IDENTIFYING LEARNING
NEEDS:
PERFORMANCE
BEHAVIOR ANALYSIS
Quotable Quote
The illiterate of the 2000s will not
be the individual who cannot
read and write, but the one who
cannot learn, unlearn, and
relearn.
---- Alvin Toffler
GENERAL AIM OF EDUCATION
Give children the
capacity for personal
growth and fulfillment
Allow children the
General aim of education: Prepare children
opportunity to engage Provide basic knowledge
in life-long learning for daily life
and skills that ----
Enable children to
function in society
Contracting Functions of the School with Regard to
Ideals, Aims and Objectives
Expectation Skills (Behavioristic) Growth (Development)
Ideal Skilled Learner Enlightened citizen
Aim Subject-matter mastery Reflective thinking
Objective Mastery of Skills Recognized problems,
formulate solutions, and
make necessary
applications
Methods / Materials Coaching (error-driven) Problem-solving
Workbooks Hypothetical thinking
Modules Projects
Teaching to the Test Field Trips
Programmed-Instruction
Recitation Supervised Experiences
Evaluation Achievement Tests Student Portfolios
Worksheet exercises Critical Thinking Tests
Shared Aspects of Curriculum, Instructional Development, and Evaluation
• Make curriculum planning • Plan a unit
decisions • Write objectives
• Write lesson plan
• Obtain school-related data • Sequence activities
• Obtain instructional resources
Instructional Development
• Obtain community-related • Determine pupil
Curriculum Development
• Develop learning experiences
data needs
• Select equipment
• Develop curriculum goals • Develop curriculum
materials • Obtain supplies
• Determine curriculum
content • Evaluate curriculum • Prepare instructional
materials materials
• Make curriculum decisions
• Select instructional media
and deliver
• Plan assessment
• Prepare assessment tools
• Evaluate/ assess
• Provide expansion materials
• Interpret results
Evaluation / Assessment
CURRICULUM DEVELOPMENT AS AN INQUIRY
Ralph W. Tyler’s Model
• Identifying objectives
• Selecting the means to attain objectives
• Organizing these means
• Evaluating the outcomes
Steps: 1. Diagnosis of needs
2. Formulation of objectives
3. Selection of contents
4. Organization of contents
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what/how to evaluate results
Bridge Program: A Virtual Middle
School Concept
Bridges the childhood phase of elementary
schooling with the adolescent phase of
secondary
Provides greater opportunities
Designs a curriculum for a more
cosmopolitan population: the poor
performers in the National Diagnostic Test.
Identifying Learning
Needs
Children as Learners: Some Basic Questions to Answer
Who are these Where do they
children? come from?
What are their Are there features of their
interests and homes that negatively
impact on their school
abilities? lives?
What are their What are their
weaknesses? learning styles?
There are no easy answers to these questions
But definitely, each child needs to experience
SUCCESS and SECURITY in the classroom.
Physical Development
(Filipino Children 12 - 14 Years)
Rapid increase in height Maturation of primary
Growth spurts at and secondary sex
puberty; Earlier in girls characteristics
than in boys
Mood swings caused Incredible growth in
by emotional distress both fine and gross
(physical changes of motor skills
puberty)
Cognitive Development
(Filipino Children 12 - 14 Years)
Applying abstract
Reasoning about
principles and making
abstract not just concrete
predictions about
situations
hypothetical situations
Ability to perform Questions the nature
more complex of reality: ethical,
intellectual pursuits political, religious
aspects
More capability of Major cognitive
sharing thoughts and growth continues;
understanding those of intuitive thinking
others becomes sharper
Psycho-Social Development
(Filipino Children 12 - 14 Years)
Formation of personal identity Development of healthy
Adjusting to a new body, new relationships using new abilities
mind, and new social world to compromise and cooperate
Developing a balance between Conflicts between parental and
childlike dependence and adult peer influences
like independence
Preferences for various styles Greater willingness to trust
and values friends and peers
Urge to engage in sexual Welcome rules and take them
relations literally
Chronic fear of not being
liked/accepted or not doing well;
constant need for rewards and
compliments
Department of Education
National Education Testing and Research Center
NATIONAL DIAGNOSTIC TEST RESULTS - FIRST YEAR (SY 2003-2004)
ENGLISH
APPLIES BASIC GRAMMATICAL RULES IN THE
USE OF VERB THAT AGREES WITH
PERCENTAGE OF CORRECT RESPONSE 1. Indefinite pronoun
TOTAL COUNTRY 2. Present perfect form of verb
3. Degrees of comparison of adverbs
4. Degree of comparison of irregular objectives
55 5. Adjectives in series
6. Prepositional phrase/preposition
7. Identifies variety of sentences as to structure
44
43 8. Identifies the main idea of a paragraph/ selection that
is implied/explicit
42 41
9. Identifies detail that supports the main idea
38 38 39 36 10. Determines the relationship expressed in the selection
33 34 33 as to cause and effect
31 32
11. Determines the incidents that could happen
30 29 next/ending
28 12. Infers how the story would turn out if some incidents
were changed
13. Infers the general mood of the selection
14. Sequences incidents in a story/selection
15. Draws conclusion based on information given
16. Identifies opinion about information read
17. Determines the purpose of the author
NOT MASTERED
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 NEARING M ASTERY
MASTERED
Department of Education
National Education Testing and Research Center
NATIONAL DIAGNOSTIC TEST RESULTS - FIRST YEAR (SY 2003-2004)
SCIENCE
PERCENTAGE OF CORRECT RESPONSE 18. Identifies the nervous system
TOTAL COUNTRY 19. Identifies the circulatory system
20. Identifies ailments affecting body systems
21. Identifies interrelationships
22. Infers importance of forest
23. Identifies human activities that disrupt the cycles in an
ecosystem
24. Interprets diagram of oxygen-carbon dioxide cycle
41 25. Predicts effects of over population
40 39 38 38 26. Identifies factors that affect climate of a place
36 36 33 35 27. Infers how movement of earth’s crust cause changes
31 in the environment
29 28. Identifies characteristics of star
28 29. Identifies theories of the universe/star
26 27 26 27 30. Infers particle nature of matter
31. Infers the effect of materials
32. Infers that motion of an object is determined by the
forces acting on it
33. Infers that energy can be transformed
NOT MASTERED
NEARING MASTERY
MASTERED
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
Department of Education
National Education Testing and Research Center
NATIONAL DIAGNOSTIC TEST RESULTS - FIRST YEAR (SY 2003-2004)
MATHEMATICS
PERCENTAGE OF CORRECT RESPONSE READS AND INTERPRETS READING FOR
TOTAL COUNTRY 34. Electric meter
35. Water meter
SOLVE WORD PROBLEMS INVOLVING MEASUREMENT
OF SURFACE AREA
36. For triangles
37. Trapezoid
38. Solves word problems involving measurement of volume of
solids like prism
39. Adds dissimilar fractions in mixed forms with regrouping
40. Subtracts dissimilar fractions in mixed forms with
33 regrouping
30 29 31 31 30 31 30 41. Adds and subtracts decimals with regrouping
42. Finds missing term in a proportion
26 24 26 SOLVES WORD PROBLEMS INVOLVING FINDING THE
22
43. Percentage
44. Rate
45. Reads and interprets data presented in a circle graph
NOT MASTERED
NEARING M ASTERY
MASTERED
34 35 36 37 38 39 40 41 42 43 44 45
Performance
Behavior
Analysis
Who are these children?
Where do they come from?
Public school children Coming from homes with
coming mostly from middle little or no reading
or low-end income families materials
Homes whose parents Families are generally
have very limited large
education
Parents with occupations Children with low
of the blue-collar type nutritional status
Homes which are far Children with varying
from the schools learning styles
Learning Styles
Set of personal characteristics
that make same teaching
method effective for some
and ineffective for others
Visual
Learning styles involving Auditory
sensory preferences Kinesthetic
Tactile
Lighting
Temperature
Learning styles influenced Seating arrangement
by other aspects, i.e. Mobility
Group size
Chronobiology
Learning Styles
Left-brain orientation
* Analytic and inductive
* Learns in small details
* More visual than tactile
Learning styles based * Prefers conventionally
on hemesphericity designed
Classrooms *
Persistent learner
Right-brain orientation
* Global and deductive
* Learns from broad
concepts then focuses on
details * Dislikes
structure * Strongly
peer-oriented
Learning styles related learning in groups
to interactions working alone
What are their interests and abilities?
What are their weaknesses?
Based on the results of the National Diagnostic
Test of NETRC-DepEd:
55% correct response in
determining relationships
expressed in a selection
Below the 50% correct
response in all the other skills
tested in English, Science,
Math
Learning Outcomes (Benjamin Bloom)
Recall Comprehension
Remembering bits of info, Understanding what you read
terminology, techniques, etc. or hear,so you can summarize
or explain
Analysis
Application
Breaking a subject into its
Using what you’ve learned in
component parts, so you can
concrete situations
see how they fit together
Synthesis
Evaluation
Putting all the pieces back
Judging the value of a material
together and combining them
for a given purpose
with info from other sources
Bloom’s Illustrative Taxonomy
6. You judge
5. You put the parts together
4. You see the significant parts
3. You use
2. You understand
1. You remember
Areas of Cognitive Ability
Numbers
Number concepts
Counting skills
Ability to adhere to rules
Use of strategies
Creating useful notation system
Performing mental calculations
Organizing number information for one or more
variables
Language
Wide range of language skills, including complexity of
vocabulary and sentence structure
Use of connectors
Use of descriptive language and dialogue
Ability to pursue a storyline
Describing an event with respect to the following criteria
* reporting contents accurately * level of details
* sentence structure * vocabulary
Multiple Intelligences
Logical-Mathematical
Ability to reason deductively or inductively
and to recognize and manipulate abstract
patterns and relationships
Verbal-linguistic Musical-Rhythmic
Ease with reading and writing skills, Sensitivity to pitch, timbre, and rhythm
sensitivity to nuances, order, rhythm of sounds, responsiveness to music
of words
Visual-spatial Bodily-Kinesthetic
Ability to create visual-spatial Using the body to solve problems, create
representations of the world and to products and convey ideas and emotions
transfer those representations mentally or
concretely to think in pictures
Interpersonal-Social
Ability to work effectively with and Intrapersonal-Introspective
understand others, and to notice their Working well alone at one’s pace
goals, motivations, and intentions
What can we do to
help cross our
children over the
“bridge”?
Teacher’s Professional Role and Responsibilities
to Improve Learning
Activities Prior to Instruction
Get to know students’ cultural Understand students’
backgrounds, interests, skills motivations and interests in
and abilities specific contents
Clarify and articulate the Plan instruction for
performance outcomes individuals and for groups
expected of students
Teacher’s Professional Role and Responsibilities
to Improve Learning
Activities During Instruction
Monitor students’ progress Identify gains and difficulties
towards instructional goal experienced by students while
experiencing learning /
performing
Adjust instruction Give contingent, specific,
credible praise and feedback
Judge the extent of pupil
Motivate students to learn attainment of instructional
outcomes
Teacher’s Professional Role and Responsibilities
to Improve Learning
Activities After Instruction
Describe the extent to which Communicate strengths and
each student has attained both weaknesses to students and
short and long term goals parents
Analyze assessment results to
Record and report assessment understand each student’s
results for school-level progress and to inform future
analysis and policies instructional planning
Evaluate the effectiveness of Evaluate the effectiveness of
instruction the curriculum and materials
used
Possible Interventions Based on
Cognitive Theories
1. Knowledge is constructed
Learning is a process of creating
personal meaning from prior
knowledge and new information
Interventions / Application
• Encourage divert thinking, multiple correct answers
• Encourage multiple modes of expression, i.e., role play,
debates, simulations
• Encourage discussion of new ideas
• Relate new info to prior knowledge and personal
experience
• Apply information to new situation
2. All abilities/ages can think
and solve problems
Learning is not necessarily a
linear progression of discrete
skills
Interventions / Application
• Engage all students in problem solving
• Engage students in critical thinking exercises
• Engage students in discussing concepts
3. Learning styles vary across
children
There are individual differences
in attention span, memory,
developmental paces, and
intelligence
Interventions / Application
• Provide choices in tasks
• Provide choices on how to show
mastery/competence
• Provide time to think about and do
assignments • Do not overuse timed tests
• Provide opportunity to revise
and rethink
4. Students perform better when
they know the goals.
Periodically compare student
performance to the standard /
criterion
Interventions / Application
• Discuss goals; let students help define goals
(personal or class)
• Discuss a range of student work •
Allow students to do self-evaluation and peer
review
• Discuss criteria for judging performance
• Allow students to have inputs on standard
5. Know when to use
knowledge.
It is important to adopt
knowledge and manage one’s
own learning
Interventions / Application
• Give real-world opportunities
• Apply / adopt new knowledge
• Help students discover how they learn well/
poorly
• Set new goals
• Allow students to discuss why they like
certain work.
6. Motivation, effort and self-
esteem affect learning
The same features affect
performance
Interventions / Application
• Motivate students with real-life tasks
• Connect knowledge and learnings to personal
experiences
• Encourage students to see connection between
effort and result
7. Learning has a social
component
Group work and processes are
valuable
Interventions / Application
• Provide group work
• Encourage heterogeneous groups
• Enable students to take on a variety of
roles • Consider group products and group
processes
Some Useful Teaching Strategies
Provide opportunities Break down learning
for students to apply tasks into smaller
what they learn
Structure or plan well Allow students to make
learning experiences, i.e. mistakes. Emphasize more
integrated or thematic. on what they do well.
Use cooperative learning
Recognize and teach to
and group approaches for
multiple intelligences
various activities
Stress critical thinking
Accommodate individual
skills over rote
learning styles
memorization
Praise students effectively, Practice authentic
i.e. be specific and sincere assessment
Some Useful Teaching Strategies
Consciously try to call Rephrase questions or
on every student in a give clues to help a
given session. child respond.
React positively to students’ When students speak, make
answers, either affirming or eye contact and listen.
correcting them.
Try to give all students
Be sensitive, to the
equal attention and
students’ emotional needs
opportunities for success
Model the respect and
Encourage students to set
courtesy you expect
goals for learning
students to return
Manage time properly:
allocated instructional time,
engaged time
Creating a Thinking Atmosphere
Start critical thinking Give students things to
early think about. Ask what
if ---- questions
Encourage students to
Teach students to look at
connect new learnings to
all sides.
past learning.
Encourage students to
Teach children to say what
question “the way things
they mean.
are always done.”
Cultivate the habit of
Encourage listening to
understanding how others
different points of view
think and feel
Encourage writing journals Develop higher thinking
and log books skills
How to Develop Higher Thinking Skills
Interpret relationships
Apply a principle. or recognize and state
inferences.
Recognize the relevance Develop / recognize
of information tenable hypothesis
Formulate / recognize Recognize assumptions
valid conclusions or underlying
conclusions
Recognize the Recognize / state
limitations of data significant problems
Design experimental
procedures
Tips in Asking Good Questions
Ask questions about WHY, WHAT Prepare questions in
IF, HOW DO YOU KNOW, IS IT advance
POSSIBLE, WHAT MAKES YOU
SAY THAT? ----
Call on students
Ask questions which can be randomly to respond to
answered either orally,
questions
silently or in writing
Have students repeat the Give adequate time to
question before respond to a question
answering it.
Ask questions applying Use comparison and
conversion strategies: adapt, contrast questions.
modify, substitute, magnify,
minify, rearrange, reverse,
combine, prove.
Formulate questions using
unusual relationships
In a world that is constantly changing,
there is no one subject or set of subjects
that will serve (bridge) you for the
foreseeable future, let alone for the rest of
your life. The most important skill to
acquire now is learning how to learn.
John Naisbitt
Readings ……….
Gardner, Howard.
Multiple Intelligences: The Theory in Practice. N.Y.: Basic
Books, A Division of Harper Collins Publishers, Inc; 1993.
Gross, Ronald.
Peak Learning: How to Create Your Own Lifelong Education
Program for Personal Enlightenment and Professional Success.
N.Y.: Jeremy P. Tarcher, Penguin Putnam, Inc. 1999.
McWhorter, Kathleen T.
Study and Critical Thinking Skills in College (3rd ed).
N.Y.: Harper Collins College Publishers; 1996.
Shalaway, Linda.
Learning to Teach: Not Just for Beginners.
N.Y.: Scholastic Professional Books; 1997.
Tanner, Daniel & Laurel Tanner.
Curriculum Development: Theory and Practice (3rd ed).
N.Y.: Merrill, an Imprint of Pentice Hall; 1995.
