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.
Linggo, Agosto 28, 2011
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.
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