Professional Documents
Culture Documents
INNOVATIONS
In curriculum, changes and modifications are being introduced to keep with the changing world.
With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations.
(SEDIP)
d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher
Education (BTTE)
VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE
MISSION: The DepEds MISSION is to PROVIDE QUALITY BASIC EDUCATION that is:
- ACCESSIBLE TO ALL
- LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD
The Basic Education Curriculum developed through a dynamic process. It started with the review of the existing basic education curriculum in 1997 which took into consideration worldwide trends and Philippine realities.
environment, the society and the Filipino learner defined the parameters that govern the elements of the curriculum.
objectives
The Objectives
- these are expressed in terms of competencies in knowledge, skills and attitudes
- these also determines the content which focuses on the processes and skills of learning how to learn rather than on the content coverage of facts and information
The Content
- it is delivered using a variety of media and resources
* From the traditional textbook resources, teachers are encouraged to use ICT and community resources
- it is also CONTEXTUALIZED so that the curriculum is adjusted to the situation and local culture
Materials
- the use of MULTI-SENSORY MATERIALS is encourage in teaching - real objects, tri-dimensional models, audio-visuals and real life situations are effective tools in delivery of teaching-learning process - the use of local or community resources as well as technologydriven support materials are utilized in the learning environment
- the learners are CONSTRUCTORS OF MEANING, while the teacher act as FACILITATORS, ENABLERS and MANAGERS OF LEARNING
Filipino, English and Science English, Mathematics and Science Makabayan together with Filipino
MAKABAYAN:
It is the laboratory of life to develop a healthy personal and national identity
As a learning area, this requires an adequate
understanding of Philippine history, our politicaleconomic system, local cultures, crafts, arts, music and games
It stresses on the development of social awareness,
Integrative teaching works best in the BEC. It is so because the curriculum is treated in a HOLISTIC MANNER. The process is INTERACTIVE, COLLABORATIVE and INNOVATIVE. Here are four examples to describe what is Integrative Teaching is.
Decide on a unit theme that will allow all subject areas to join. Example: Philippine Festival Identify the major concepts to serve as a common thread for all the subject areas. Example: Historical Background, purposes of the celebration, dance steps, etc. Brainstorm and list generalizations that will be derived from the study of the theme. Write questions that would facilitate the understanding and mastery of the generalization
For each Subject area, write instructional objectives to be accomplished. Identify instructional objectives to be accomplished. Identify instructional activities which will accomplish the objectives. Based on the objectives, perform the activities.
Conduct culminating activity where all subject areas learning will be applied
Design a scoring guide or rubric to assess the performance of the task in the culminating activity
THEMATIC TEAHCING may involve, the whole school, a department, or a group of teachers. It will encourage collaboration and cooperation among all stakeholders: Teachers, Students, Parents and School Officials
CONTENT-BASED INSTRUCTION
A lesson in Filipino is designed to develop skills in identifying keywords in a given text uses Social Studies content (essay or article) such as Batas ng Bayan or other topics in the unit Pamahalaan at batas .
The Social Science content is used to develop language skills in Filipino.
Further, this program aim to build institutional capacity of the Department of Education to manage change and actively involved parents, teachers, community leaders as stakeholders for quality education.
SEDIP is a curricular innovation which dovetailed the Third Elementary Education Project or TEEP.
transfer of greater management responsibilities and decision-making authority to the schools and offices at the provincial levels.
Improving Teachers and Learning Improving Access to Secondary Education Facilitating Decentralized Secondary Education Management
The development skills and competencies of school heads in school planning and management and instructional support for teachers.
Improving the availability of learning materials by providing text-book, teaching manuals and other instructional materials.
Improving the learning environment through the construction and or rehabilitation of school facilities and procurement of furniture and equipment for classrooms, laboratories and other school facilities.
The 2 other components of the SEDIP are support components to curriculum innovations such as:
improving access to secondary educational facilitating decentralized secondary school management.
The SEDIP innovations started in 2000 and ended in 2006. Initial results showed gains, and best practices have been replicated in other divisions which were not participants in the project.
- This was implemented by CMO 30, s, 2004. -There are two teacher educational degrees which are offered by the Teacher Training Institute
BEEd
Is structured to meet the needs of professional teachers for elementary schools and educational education programs Is structured for the needs of professional teachers in the high schools in the Philippines
BSEd
BEEd
aims to developed elementary school teachers who are either generalist who can teach across the different areas in grade school, especial education teachers and pre-schools teachers
BSEd
aims to developed high school teachers who can teach in one of the different learning areas in school like Mathematics, Physical Science, Biological Science, English, Filipino among others
The New Teacher Education Curriculum for BEEd and BSEd. The competency standards to be developed by prospective teachers for both elementary and secondary level
Communication, numeracy, critical thinking, learning skills needed for higher learning. Have a deep and principal understanding of the learning processes and the role of the teacher and facilitating these processes in their students. Have a deep and principled understanding of how educational processes relate to the larger historical, social, cultural and political processes. Have a meaningful and comprehensive knowledge of the subject matter they will teach. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches.)
classroom observations, teaching assistance and practice teaching) Demonstrate and practice the professional and ethical requirements of the teaching profession. Facilitate the learning of diverse types of learners, in diverse types of learning environments using a wide range of teaching knowledge and skills. Reflect on the relationships among the teaching process skills and learning in the students, the nature of the content and the broader social forces encumbering the schools and educational processes in order to improve their teaching knowledge, skills and practices Be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate the effectiveness of such approaches in improving student learning. Be willing and capable to continue learning in order to better fulfill their mission as teachers.
include various components that correspond to the basic and specialized knowledge and skills that will be needed by a practicing professional teacher
foundational general education knowledge and skills theoretical knowledge about teaching and learning methodological skills experiential knowledge and skills and professional ethical values subject matter knowledge appropriate to the level of teaching of pre-school, elementary and secondary levels
greater flexibility in designing and implementing learning environments which will maximize students learning.
The curriculum is also designed so that the components are
integrated
manner. Discussion of the theory and concepts should always be linked to the development of methods and strategies and to experiential learning during the field study. All courses should be taught using a wide range of teaching learning approaches and assessment procedure, including the use of technology All courses must have a research requirement which may take the form of term paper, case study, action research or reflect on the various methods and strategies related thing. The theory and concept courses provide the broad framework within which students can understand, rationalize and reflect on the various methods and strategies related teaching
program aim to develop a wide range of skills to facilitate and evaluate learning in diverse types of students in a variety of learning environment. The field study courses are intended to provide students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teaching learning processes in actual school setting There will be special topic courses in seminar form which will be three one-unit courses. Special topics are based on the perceived needs of the students and the expertise of the faculty.
Specialization Component
Instructional Technology Component
Specialization Component
-- this includes the in depth knowledge of content specified skills in the major field including industry exposure.
Model A
Is offered for high school graduates who could meet the admission requirements of the Colleges Is offered to the graduates of the two-year trace technical Curriculum and the three year diploma of Technology Program in different areas of specialization
Model B
Delivery of Instruction
--Teaching in the eXCELS is primarily delivered through print selfinstructional modules augmented by the use of interactive tools such as chat, discussion forums and email, among other support system. -The learning modules are instructionally designed to be interactive and to incorporate the four As of adult learning
ACTIVITY ANALYSIS ABSTRACTION
APPLICATION
Pre-organizers and advance organizers, Module pre-test, Module-posttest, Pre/ post self-rating competency checklist, Interactive learning methodologies such as activities, insight forming questions, lecturettes and readings, discussion topics, summaries and links to other resources. Lesson review tests Practical exercises and feedback on the tests A module assignment Glossary of terms List of references and suggested additional readings and links
Learning Modality
-After the students get their learning package, they can immediately study at their own pace and time.
***Learners should be able to manage their time such that they finish one module in two weeks and two modules in four weeks.
-Aside from the class interactions during the discussions, each student is required to submit assignments, reflection paper and action paper either in hard or soft copies to the tutor for evaluation.
***The three requirements make the learning portfolio which tutor evaluate, give feedback on. They become the basis for the learners rating.
Evaluation System
-Each learner will given a feedback in the form of qualitative narratives by the tutors for their outputs. - They will also receive a rating for each major requirements and for their participation in the discussion group. The ratings will be issued by the tutor which has an equivalent as follows:
A=3 Excellent
B=2 Pass
C=1 Deficient
Time table
-The duration of time expected of all learners to finish the course is 50 hours I equivalent to a 3 unit course. -The time spent includes self-study of the module, participation on the on-line discussion, preparation and submission of module activities which are the contents of the learning portfolio. - A maximum of 2 weeks is given to accomplish each modules, hence a maximum of four weeks is expected. Approximately 2 weeks after the completion to the course, individual rating will be released.
Development)
2.) Brain-Based Learning
CHILD goals:
Modify the school structure and create classroom conditions conductive to learning with technology
Create a cohesive unit of work that foster strategies for thinking Reign curriculum for reading, language arts and mathematics so as to cover legally mandated content and integrating fully the use of computer in the curriculum
It aims:
Increase in academic performance Develop reasoning abilities, problem solving, decision making and knowledge application
Communicating effectively
Emphasize the development of mathematics in early years
Challenge Station
Imagination Station For creative expression Exploration Station For hands-on activities
Teacher Station
Leadership Guide
Special Needs Inclusion Guide
Training Facilitator Guide
Station The contents include suggested softwares Planning which are referenced to state standards, teaching tips, skills checklist for each grade Guide
level, list of materials and resources and station activity pages
A companion of station planning guides, provide ideas for hands on station activities It directs the learners to work
Passports
This tool help the students to become organized and focused on their work It is also use to set and assess the goals of the learners
Teacher Manual
A complete guide to assist teachers in implementing CHILD instructional program The manual includes the overview of CHILD, and other important components of it
Leadership Guide
It is composed of materials in making presentations to community groups and strategies to involve the school in adopting the effective practices of the Project CHILD
A timely resource for both Special Needs regular and exceptional teachers Instruction to support the inclusion of Guide special needs in the classroom
It includes comprehensive trainings, overviews, transparencies and handouts for workshop participations.
- It is an approach to teaching based on research in neuroscience - It suggests that our Brain learns Naturally
- This also provides a biologically driven framework tor teaching and learning, and helps the recurring learning behavior.
- This form of learning also encompasses education concepts like mastery learning, problem-based learning, cooperative education, multiple intelligences, learning style, experiential learning among others.
simultaneously The brain is parallel processor which can perform activities at once. In formation is stored in multiple areas of the brain and is retrieved through multiple memory and neural pathways Learning engages the whole body. All learning is mind-body: movement, food, attention cycles, chemicals modulate learning. Humans search for meaning innate
patterning Emotions are critical to patterning and drive our attention, meaning and memory. Meaning is important than information Learning involves focused attention and peripheral perception We have two types of memory: spatial and rote The brain is social. It develops better in concert with other brains Every brain is uniquely organized Learning is developmental
Orchestrated immersion
- Learning environments are created to provide authentic learning experiences Example: in elementary level, teachers can use the schools mini forest to identify trees, animals and other plants and find out how they live together
Relaxed alertness
- in here efforts are made to eliminate fear while maintaining a highly challenging environment.
- teachers may play classical music when appropriate to relaxed tone in the classroom -Bright lights are dimmed -Scented candles are lighted to calm the senses or stimulate the senses
- these will all provide a relaxed accepting environment, by
that children are motivated to bring in the best of themselves and bring out their potentials
Active processing
- here, the learners consolidate and internalize information by actually processing information -Its like adding new knowledge from what is already known
** learners must provide comfortable chairs and furniture for casual and informal discussion areas
Indoor and outdoor spaces should be
linked so that students can move about freely Learners should be provided safe places so that threat will be reduced, specially in city places There must be variety of learning centers or nooks with varied lightings.
Cont.. Bain based learning is anchored on PRINCIPLES that will ENHANCE LEARNING
These includes:
recognized long before Active and passive places should be provided for students to develop their interpersonal and intrapersonal intelligences. A personal space of learners like locker, desk or a home base is provided each child to allow him/her to express his/her unique identity
Cont.. Bain based learning is anchored on PRINCIPLES that will ENHANCE LEARNING
These includes:
different media
** music is used to reduce stress and boost learning ** same is true with art, it provides avenues for self expression
Francis Allen YU
for
Thank You
Listening!!!