This proposition has been a debate among a number of educators and leaders in various sects of the Philippine archipelago. The negative side asserted that English should be taught at an early age in order for one to compete globally as it is the universal language. English proficiency among the Filipinos has been declining; hence, it would deteriorate more if MTB-MLE be fully implemented. However, the affirmative side vehemently contended that a learner who was taught in his mother tongue at the earlier stages of education performs better academically as supported by many local and international researches. One research from Malaysia revealed that their National Achievement Rate began to rise again since they implemented the MTB-MLE program. The Philippines used to have high achievement rate several decades ago during the implementation of the lingua franca. It began to decline when our educational system adopted the bilingual instruction or the use of English as the medium of instruction along with the mother language.
The issue now is no longer focused on the Filipino’s deteriorating English proficiency but on the Philippine’s low achievement rate. The proponents of the MTB-MLE (Mother Tongue Based-Multilingual Education) program insist that bilingual education has brought such negative impact to the performance of the Filipino learners in achievement tests. If only the learners are given the opportunity to use their mother tongue at the early stages in school, they could have performed better because they could freely express their thoughts without inhibitions. They later may become more confident of themselves and may compete globally in the education context because they were raised with a very strong foundation during their formative years. With our present educational system, the Filipino graduates could hardly stand out at par with foreign professionals due to the lack of number of years in the academe aside from having been reared with the colonial mentality. Thus, MTB-MLE defies the language barrier among young Filipino learners.
If I will have the chance to be one of the key personalities in the higher office who runs the Philippine educational system, I will really intensify the implementation of the MTB-MLE advocacy because I understand how beneficial it would be for the Filipino learners. The teachers in grades 1 to 3 should be properly screened by a special screening committee. An empowered monitoring team should be formed in order to ensure that the said program has been efficiently implemented in all schools of the country.
A new way of national evaluation will be given among the grade three pupils in preparation for the shift to the bilingual instruction in the fourth grade. The national government should allot adequate funds for the Department of Education to defray the expenditures for the reproduction of instructional materials and textbooks which is aligned to the MTB-MLE program. The NCIP should be given additional responsibility with regards to upholding the quality of education in the regional context. This educational innovation would not be easy. Truly, it takes the entire village to educate a child!
Linggo, Oktubre 9, 2011
Linggo, Agosto 28, 2011
BEC: The National Standards
9th Reflection Paper for the EDAD 207 Class of Dr. Alonsabe
It was mentioned in the class that the Basic Education Curriculum (BEC) is the national standards. It implicates that in spite of the school teachers’ authority to indigenize the said curriculum, they are obliged to adhere to the provisions of the BEC because it serves as the national standards among all the elementary schools under the administrative umbrella of DepEd. This concept was supported by Arends, Winitzky, and Tannenbaum (1998) who asserted that there should be national standards in any kind of curriculum. National standards refer to the levels of knowledge in the schooling experience. This proposition connotes that aside from having the indigenized system of curriculum, the classroom teachers are tasked to conform to the provisions of the BEC as it is the national standards in the Philippine education.
The Department of Education has empowered the school principals which implicates that they have the authority to implement any school activities or intervention programs as long as they conform to the policies of the agency. This includes indigenizing the implementation of the Basic Education Curriculum (BEC) in their respective classrooms. The teachers are free to teach the lessons the way they prefer to; provided that they do not compromise any competency prescribed in the Philippine Elementary Learning Competencies (PELC). I believe that the said curriculum has to be indigenized in order to make the lessons best suitable to the needs of the learners in their locality. The learners can also easily relate to the subject matter being taught as they see the objects, examples, illustrations or the like around their community.
As a classroom teacher, I will continue to adhere to the provisions of the BEC because my pupils deserve to learn the competencies prescribed in the PELC. I should not deprive them of the skills that they ought to acquire. I will improve my strategy in indigenizing the curriculum in order that my pupils can easily catch up our lessons. I will cite examples that are applicable to their lifestyle and try to mention objects that they are familiar with. I will also dare to integrate teaching in the mother tongue as there had been copious number of researches that affirm the beneficial effects of MTB-MLE advocacy. More than anything else, I will start to do my best in implementing these plans at my present school station.
It was mentioned in the class that the Basic Education Curriculum (BEC) is the national standards. It implicates that in spite of the school teachers’ authority to indigenize the said curriculum, they are obliged to adhere to the provisions of the BEC because it serves as the national standards among all the elementary schools under the administrative umbrella of DepEd. This concept was supported by Arends, Winitzky, and Tannenbaum (1998) who asserted that there should be national standards in any kind of curriculum. National standards refer to the levels of knowledge in the schooling experience. This proposition connotes that aside from having the indigenized system of curriculum, the classroom teachers are tasked to conform to the provisions of the BEC as it is the national standards in the Philippine education.
The Department of Education has empowered the school principals which implicates that they have the authority to implement any school activities or intervention programs as long as they conform to the policies of the agency. This includes indigenizing the implementation of the Basic Education Curriculum (BEC) in their respective classrooms. The teachers are free to teach the lessons the way they prefer to; provided that they do not compromise any competency prescribed in the Philippine Elementary Learning Competencies (PELC). I believe that the said curriculum has to be indigenized in order to make the lessons best suitable to the needs of the learners in their locality. The learners can also easily relate to the subject matter being taught as they see the objects, examples, illustrations or the like around their community.
As a classroom teacher, I will continue to adhere to the provisions of the BEC because my pupils deserve to learn the competencies prescribed in the PELC. I should not deprive them of the skills that they ought to acquire. I will improve my strategy in indigenizing the curriculum in order that my pupils can easily catch up our lessons. I will cite examples that are applicable to their lifestyle and try to mention objects that they are familiar with. I will also dare to integrate teaching in the mother tongue as there had been copious number of researches that affirm the beneficial effects of MTB-MLE advocacy. More than anything else, I will start to do my best in implementing these plans at my present school station.
CUGS Family Gathers
8th Reflection Paper for the EDAD 207 Class of Dr. Alonsabe
The orientation seminar and general assembly of the Capitol University Graduate School (CUGS) last 13 August 2011 was a successful and productive gathering of the CUGS family. It was successful in the sense that it was attended by the majority of the studentry. The university president, Atty. Juarez, gave an inspirational talk that graced the said occasion. His presence was highly appreciated as it connotes how he values the graduate students despite the very hectic schedule. The students were reminded by the president himself to contribute something to the existing knowledge by developing a study relevant to the needs of the society. Moreover, it was productive in the sense that the CUGS Student Body Organization was created. Each program had its own set of officers and automatically the president represented the group to the executive committee. I just learned that the CU-Graduate School offers eight (8) programs.
I appreciate the essence of the vision of the university. I may not memorize it in verbatim but the gist of the statement was that CU is a premier institution that produces globally competent and competitive students imbued with values. One student from the Doctor of Management Program gave a reaction that values is the very aspect that most professionals lack in the service. There have been a number of multi-awarded professionals in both the government and private sectors but they have been tainted with issues of mischief, corruption or the like. Furthermore, I am impressed with the presentation of the online library system through the internet. But the fact that Philippine online researches, journals or related literature could not be accessed by the said technology, it gives me an impression that the university failed to choose the best company for the academe. Dr. Colonia even gave negative reactions about this matter.
In my proposed thesis, I will give my best in order that my paper will be a helpful material for the teachers in my district and that I can help improve the delivery of quality education in my locality. I will be serious with my study and hope that my adviser can patiently guide me all the way through the completion of my book. Though the online library system of technology adopted by the school could not provide me all I need as I could not access the local materials (Philippine-based researches), I will try to access bits of information from the neighboring universities. I acknowledge such matter as part of the imperfection of the modern technology.
The orientation seminar and general assembly of the Capitol University Graduate School (CUGS) last 13 August 2011 was a successful and productive gathering of the CUGS family. It was successful in the sense that it was attended by the majority of the studentry. The university president, Atty. Juarez, gave an inspirational talk that graced the said occasion. His presence was highly appreciated as it connotes how he values the graduate students despite the very hectic schedule. The students were reminded by the president himself to contribute something to the existing knowledge by developing a study relevant to the needs of the society. Moreover, it was productive in the sense that the CUGS Student Body Organization was created. Each program had its own set of officers and automatically the president represented the group to the executive committee. I just learned that the CU-Graduate School offers eight (8) programs.
I appreciate the essence of the vision of the university. I may not memorize it in verbatim but the gist of the statement was that CU is a premier institution that produces globally competent and competitive students imbued with values. One student from the Doctor of Management Program gave a reaction that values is the very aspect that most professionals lack in the service. There have been a number of multi-awarded professionals in both the government and private sectors but they have been tainted with issues of mischief, corruption or the like. Furthermore, I am impressed with the presentation of the online library system through the internet. But the fact that Philippine online researches, journals or related literature could not be accessed by the said technology, it gives me an impression that the university failed to choose the best company for the academe. Dr. Colonia even gave negative reactions about this matter.
In my proposed thesis, I will give my best in order that my paper will be a helpful material for the teachers in my district and that I can help improve the delivery of quality education in my locality. I will be serious with my study and hope that my adviser can patiently guide me all the way through the completion of my book. Though the online library system of technology adopted by the school could not provide me all I need as I could not access the local materials (Philippine-based researches), I will try to access bits of information from the neighboring universities. I acknowledge such matter as part of the imperfection of the modern technology.
Linggo, Agosto 14, 2011
I am Pro-EFA 2015
7th Reflection Paper for the EDAD 207 Class of Dr. Alonsabe
Education For All (EFA) was anchored on the 1987 Philippine Constitution which provides that education should be made available to all Filipinos regardless of their age, creed, abilities, social and economic status. Hence, the target of the Department of Education is by the year 2015. Educationally challenged individuals are those who: (1) are not fully functionally literate, (2) unable to communicate in English, and (3) those who get very limited resources in communicating using the Filipino language. It was EFA 2015 that propelled the Philippine government to implement the K+12 education system – universal pre-school, 6 years of elementary, 4 years of junior high school and 2 years of senior high school. EFA 2015 (DepEd 2004 Plan of Action) further clarified that the curriculum should be modified if it doesn’t seem relevant to the needs of the kind of pupils in the locality.
I now understand why the Philippine government, under the headship of Pres. Aquino Jr., really pushed for the implementation of the K+12 education system effective this school year (2011-2012). The EFA 2015 plan of action by the Department of Education taught me the value of education that is worth to be enjoyed by every Filipino citizen. It also reminds me about the significance of indigenizing the curriculum which implicates that I may do the following: (1) organize the subject fields to make them relevant to the pupils’ culture, (2) adopt content and learning models, including indigenous learning systems from the community and (3) invite the natives/local people (the learner, parents, laymen, local specialist and local leaders) to participate in designing and implementing the curriculum.
In response to the commendable plan of action by the DepEd (2004), I will follow its provisions and implement the said curriculum to the best of my abilities. I will use the materials available within my locality as learning tools for my pupils to better understand our lessons. I will also adhere to the Art XIV. Sec. 6 and 7 of the 1987 Philippine Constitution which provides for the ‘bilingual policy’ as the medium for communication and instruction. I am convinced that it is an effective strategy for the kinds of learners I have at my present school station. I will accommodate all learners regardless of their identity. Thus, I will work hard to make my learners feel valued and taken cared of in the school as if it is an extension of their homes.
Education For All (EFA) was anchored on the 1987 Philippine Constitution which provides that education should be made available to all Filipinos regardless of their age, creed, abilities, social and economic status. Hence, the target of the Department of Education is by the year 2015. Educationally challenged individuals are those who: (1) are not fully functionally literate, (2) unable to communicate in English, and (3) those who get very limited resources in communicating using the Filipino language. It was EFA 2015 that propelled the Philippine government to implement the K+12 education system – universal pre-school, 6 years of elementary, 4 years of junior high school and 2 years of senior high school. EFA 2015 (DepEd 2004 Plan of Action) further clarified that the curriculum should be modified if it doesn’t seem relevant to the needs of the kind of pupils in the locality.
I now understand why the Philippine government, under the headship of Pres. Aquino Jr., really pushed for the implementation of the K+12 education system effective this school year (2011-2012). The EFA 2015 plan of action by the Department of Education taught me the value of education that is worth to be enjoyed by every Filipino citizen. It also reminds me about the significance of indigenizing the curriculum which implicates that I may do the following: (1) organize the subject fields to make them relevant to the pupils’ culture, (2) adopt content and learning models, including indigenous learning systems from the community and (3) invite the natives/local people (the learner, parents, laymen, local specialist and local leaders) to participate in designing and implementing the curriculum.
In response to the commendable plan of action by the DepEd (2004), I will follow its provisions and implement the said curriculum to the best of my abilities. I will use the materials available within my locality as learning tools for my pupils to better understand our lessons. I will also adhere to the Art XIV. Sec. 6 and 7 of the 1987 Philippine Constitution which provides for the ‘bilingual policy’ as the medium for communication and instruction. I am convinced that it is an effective strategy for the kinds of learners I have at my present school station. I will accommodate all learners regardless of their identity. Thus, I will work hard to make my learners feel valued and taken cared of in the school as if it is an extension of their homes.
Essentialism versus Progressivism
6th Reflection Paper for the EDAD 207 Class of Dr. Alonsabe
Two of the theories in education essential for the development of the curriculum are essentialism and progressivism. Dr. Theodore, a college instructor, developed a web regarding the foundations of education (http://www.siue.edu/~ptheodo/foundations/progressivism. html, retrieved 07 August 2011). Accordingly, essentialism is an educational philosophy that thoroughly and rigorously teaches the essentials of academic knowledge through traditional disciplines like the teacher discussing the concepts that the students need to learn. Traditional discipline entails the teaching of the following subject areas: Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. On the other hand, progressivism as an educational philosophy upholds the teaching of the most important lessons only through cooperative approaches. This gives opportunity for the students to interact and work together as a group toward efficient learning; thus, the students’ brains are developed by individualized thinking.
I have realized that I am an adherent to the progressivism philosophy of education. I like giving activities that entail concerted efforts by each member of the group. In this way, the pupils are forced to think because everyone has an assigned task to accomplish. The group leader gathers the work of his group mates to finalize their output. Nonetheless, I also am an essentialist with my teaching approach in the sense that my pupils become busy of memorizing some subject matters like the multiplication table, poems, or songs. Teaching is not about choosing what theory to use but how these theories are utilized to promote quality instruction.
If I will remain as a classroom teacher for the remaining years of my teaching profession, my pupils would enjoy learning through the progressive teaching approach. I will prepare lots of activities that would tickle their minds and make them love coming to school because of the supportive classroom environment by the peers and teacher, as well. I will highlight the relevance of comradeship in carrying out my class activities. My pupils will learn to love themselves and value the sense of individuality. Moreover, I will not compromise the advantages of the essentialist approach of teaching. I will give many rhymes, jazz chants, songs, and the like for my pupils to memorize. This will help them a lot to sharpen their memory which is essential for their pursuit to higher education.
Two of the theories in education essential for the development of the curriculum are essentialism and progressivism. Dr. Theodore, a college instructor, developed a web regarding the foundations of education (http://www.siue.edu/~ptheodo/foundations/progressivism. html, retrieved 07 August 2011). Accordingly, essentialism is an educational philosophy that thoroughly and rigorously teaches the essentials of academic knowledge through traditional disciplines like the teacher discussing the concepts that the students need to learn. Traditional discipline entails the teaching of the following subject areas: Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. On the other hand, progressivism as an educational philosophy upholds the teaching of the most important lessons only through cooperative approaches. This gives opportunity for the students to interact and work together as a group toward efficient learning; thus, the students’ brains are developed by individualized thinking.
I have realized that I am an adherent to the progressivism philosophy of education. I like giving activities that entail concerted efforts by each member of the group. In this way, the pupils are forced to think because everyone has an assigned task to accomplish. The group leader gathers the work of his group mates to finalize their output. Nonetheless, I also am an essentialist with my teaching approach in the sense that my pupils become busy of memorizing some subject matters like the multiplication table, poems, or songs. Teaching is not about choosing what theory to use but how these theories are utilized to promote quality instruction.
If I will remain as a classroom teacher for the remaining years of my teaching profession, my pupils would enjoy learning through the progressive teaching approach. I will prepare lots of activities that would tickle their minds and make them love coming to school because of the supportive classroom environment by the peers and teacher, as well. I will highlight the relevance of comradeship in carrying out my class activities. My pupils will learn to love themselves and value the sense of individuality. Moreover, I will not compromise the advantages of the essentialist approach of teaching. I will give many rhymes, jazz chants, songs, and the like for my pupils to memorize. This will help them a lot to sharpen their memory which is essential for their pursuit to higher education.
Sabado, Hulyo 30, 2011
Reflection 5
A Reflection Paper on the 6th Meeting of the
EDAD 207 Class of Dr. Olga Alonsabe
From our class discussion last meeting, I learned that curriculum comes in different types. Some of which are as follows: recommended, written, taught, supported, assessed, learned, and hidden. The various definitions of curriculum were also presented. A unique definition remarkable to me was that of Dewey. John Dewey defined curriculum as a reflective thinking on the competencies that learners have to acquire in the school. It connotes that the learners are encouraged to know how to think. Nevertheless, the head educators in the Department of Education made some steps to make the Filipino Learners learn the art of thinking. The Philippine Elementary Learning Competencies (PELCs) as restructured from Minimum Learning Competencies (MLCs) by the Bureau of Elementary Education were subjected to this set of criteria: adequacy, attainability and relevance (Luis-Santos, 2000). These criteria made the PELCs become more effective to be utilized by the teachers.
I think that the various types of curriculum may be integrated. For instance, a recommended curriculum may be adapted by a school with the integration of a written curriculum or some more other types of which. From the presented definitions and types of curriculum, we may come up with a better curriculum more suitable to the kinds of learners in the Philippine setting and more appropriate to the kind of learning environment at present. To this proposition, I assert that one characteristic of the curriculum is that - it is dynamic. Whatever curriculum adapted by a school is, such can be modified or enhanced by the policy makers on education. Its dynamism is vital in making a school more likely a place of leisure for the learners.
If I will become a school proprietor or an administrator, I will strive to the best of my abilities to make learning fun for the school children. This would mean that I will propel my teachers to make the learners love coming to school every day. It will entail excellence in the quality of teaching from the teachers and maintenance of child-friendly facilities within the school portals. I will help develop my teachers to be effective in teaching by using good training materials or inviting best teachers from the neighboring schools/districts to mentor. I will keep searching for learning facilities abreast with the modern technology that the school may procure to cater the needs of the 21st century learners.
EDAD 207 Class of Dr. Olga Alonsabe
From our class discussion last meeting, I learned that curriculum comes in different types. Some of which are as follows: recommended, written, taught, supported, assessed, learned, and hidden. The various definitions of curriculum were also presented. A unique definition remarkable to me was that of Dewey. John Dewey defined curriculum as a reflective thinking on the competencies that learners have to acquire in the school. It connotes that the learners are encouraged to know how to think. Nevertheless, the head educators in the Department of Education made some steps to make the Filipino Learners learn the art of thinking. The Philippine Elementary Learning Competencies (PELCs) as restructured from Minimum Learning Competencies (MLCs) by the Bureau of Elementary Education were subjected to this set of criteria: adequacy, attainability and relevance (Luis-Santos, 2000). These criteria made the PELCs become more effective to be utilized by the teachers.
I think that the various types of curriculum may be integrated. For instance, a recommended curriculum may be adapted by a school with the integration of a written curriculum or some more other types of which. From the presented definitions and types of curriculum, we may come up with a better curriculum more suitable to the kinds of learners in the Philippine setting and more appropriate to the kind of learning environment at present. To this proposition, I assert that one characteristic of the curriculum is that - it is dynamic. Whatever curriculum adapted by a school is, such can be modified or enhanced by the policy makers on education. Its dynamism is vital in making a school more likely a place of leisure for the learners.
If I will become a school proprietor or an administrator, I will strive to the best of my abilities to make learning fun for the school children. This would mean that I will propel my teachers to make the learners love coming to school every day. It will entail excellence in the quality of teaching from the teachers and maintenance of child-friendly facilities within the school portals. I will help develop my teachers to be effective in teaching by using good training materials or inviting best teachers from the neighboring schools/districts to mentor. I will keep searching for learning facilities abreast with the modern technology that the school may procure to cater the needs of the 21st century learners.
Sabado, Hulyo 16, 2011
Reeflection - 4
A Reflection Paper on the 4th Meeting of the
EDAD 207 Class of Dr. Olga Alonsabe
DepEd Order No. 25, s. 2002 provided for the implementation of the Basic Education Curriculum. This curriculum “decongests the overcrowded curriculum”. Some subjects were integrated like MSEP, EPP, Character Education and HEKASI are fused into MAKABAYAN as one subject whereby only five (5) major subjects are offered in most of the elementary schools in the Philippines. The high school English teachers are required to integrate Values Education in their lesson plans; and linear, sequential approach is introduced for all Math teachers. There are two approaches as to the implementation of the curriculum in the classroom: laissez-faire and authoritarian. Laissez-faire approach means that the teacher has the absolute authority to teach only the lessons he believes to be most beneficial to the kind of class he has; whereas, authoritarian approach means that the teacher follows the direct instruction of his principal who has the dictatorial authority over the subjects.
I understand that the Department of Education is doing whatever it takes to upgrade the quality of the Philippine education. Crafting a curriculum entails collaborative effort from different agencies of the government. Financial aspect is greatly involved in the planning process because massive hiring of teachers is anticipated. Implementation of the curriculum is more challenging because the teachers have to be trained and oriented regarding the changes in the curriculum especially those who are directly affected by the modifications. I appreciate the goal of this curriculum which is: to prepare the Filipino school pupils and students for lifelong learning which, I believe, is the very essence of educating them.
When I will get the chance to take the highest position in the Department of Education, I will impose a close-monitoring scheme on the implementation of the Basic Education Curriculum. This will result to producing productive Filipino citizens by their own rights. I will advocate for the inclusion of educational technology and advancement of knowledge through the manipulation of modern gadgets and means to the curriculum. I will also be open to further modifications on the existing curriculum whenever necessary to meet the demands of the fast-changing society. I will invite some local and even foreign experts to conduct biennial assessment to the quality of the Philippine education in order to uphold global standards of education worth emulating for our posterity in the years to come.
EDAD 207 Class of Dr. Olga Alonsabe
DepEd Order No. 25, s. 2002 provided for the implementation of the Basic Education Curriculum. This curriculum “decongests the overcrowded curriculum”. Some subjects were integrated like MSEP, EPP, Character Education and HEKASI are fused into MAKABAYAN as one subject whereby only five (5) major subjects are offered in most of the elementary schools in the Philippines. The high school English teachers are required to integrate Values Education in their lesson plans; and linear, sequential approach is introduced for all Math teachers. There are two approaches as to the implementation of the curriculum in the classroom: laissez-faire and authoritarian. Laissez-faire approach means that the teacher has the absolute authority to teach only the lessons he believes to be most beneficial to the kind of class he has; whereas, authoritarian approach means that the teacher follows the direct instruction of his principal who has the dictatorial authority over the subjects.
I understand that the Department of Education is doing whatever it takes to upgrade the quality of the Philippine education. Crafting a curriculum entails collaborative effort from different agencies of the government. Financial aspect is greatly involved in the planning process because massive hiring of teachers is anticipated. Implementation of the curriculum is more challenging because the teachers have to be trained and oriented regarding the changes in the curriculum especially those who are directly affected by the modifications. I appreciate the goal of this curriculum which is: to prepare the Filipino school pupils and students for lifelong learning which, I believe, is the very essence of educating them.
When I will get the chance to take the highest position in the Department of Education, I will impose a close-monitoring scheme on the implementation of the Basic Education Curriculum. This will result to producing productive Filipino citizens by their own rights. I will advocate for the inclusion of educational technology and advancement of knowledge through the manipulation of modern gadgets and means to the curriculum. I will also be open to further modifications on the existing curriculum whenever necessary to meet the demands of the fast-changing society. I will invite some local and even foreign experts to conduct biennial assessment to the quality of the Philippine education in order to uphold global standards of education worth emulating for our posterity in the years to come.
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