FS Curriculum Episode 4-6

EPISODE 4 The Teacher as a knower of curriculum Activity 1: Interview an administrator, a student and a parent. Find out their view points on the traditional and progressive curriculum. Name of Student:

Angeline Comahig

School: Actin National High School Signature: Aspects

Traditional

Progressive

Roles of Teacher

Teachers are the sources of Teachers are facilitators and information and discipline. implementers.

Roles of Pupils

Learners are dependent to Learners are not dependent the teacher. to teachers.

Modes of Instruction

Broaden

Brief

Instructional Materials

Books

Computers

Modes of Assessment

Pencil and Paper Exam

Practical Exam

Activity 1.1 Interview a teacher and an administrator. Find out their viewpoints on the traditional and progressive curriculum. Name of Faculty member:

Cherry Lyn M. Ozoa-Sulitana

School: Actin National High School Subject Areas Taught/ Handled: English

Signature:

Aspects

Traditional

Progressive

Roles of Teacher

Dependent of books

Uses internet for their additional information.

Roles of Pupils

Student follows instructions Student is independent and to the teacher. ready to learn new lessons.

Modes of Instruction

Sequencing

Brief and concise

Instructional Materials

Books and chalkboards

Projector and computer

Modes of Assessment

Name of Administrator:

Pencil and Paper Exam

Practical Exam

Maristel S. Cadayday

School: Actin National High School No. of years of Administrative Experience:

Signature:

Aspects

Traditional

Progressive

Roles of Teacher

Following instruction

Independent on their own perception in giving an instruction

Roles of Pupils

Dependent to the teacher

Independent supervision.

Modes of Instruction

Sequencing instruction

Brief and concise instruction

Instructional Materials

Books, manual, workbooks Projector and Computer and chalkboard.

Modes of Assessment

Check the lesson plan.

and

less

Surprise visit of the classes.

Activity 1.2 Interview a parent. Find out his/her viewpoints on the traditional and progressive curriculum. Name of Administrator:

Lolita Comahig

Highest Educational Attainment: High School Signature: Aspects

Traditional

Progressive

Roles of Teacher

Regulate the rules in the Knower of every lesson. classroom.

Roles of Pupils

Following the rules and Independent instruction of the teacher. supervision.

Modes of Instruction

Not direct to the point.

and

less

Clear and direct to the point.

Instructional Materials

Chalk board

Computer

Modes of Assessment

Long Exam

Practical Exam

My REFLECTIONS: SINGCO, KATHLEEN O. Traditional point of view in the classroom is that the teacher is preparing her lesson plan for her/ his students to discuss. Progressive point of view in the classroom is actualized by the learner or experiences of the individual. As I interviewed the teachers, administrator, student and a parent they have similar concept of what is traditional point of view and progressive point of view in role of the teacher, pupils, mode of instruction and assessment and instructional material. The school still using the traditional curriculum as students are dependent to their teachers. For me, it is better to balance their curriculum to use. Teacher should not use all the time the traditional because it makes the students bored in the class. As a future teacher, I will implement progressive to the classroom so that the students will participate in the class and apply the intended and desired learning outcomes.

BARRERA, MARIVIC V. As what I observe in this section, which is we interview the campus administrator, teachers, parent and the students of what types curriculum did they used. And also the roles of a teachers and the students, as a knower I will catch the attention of my students to listen of what I had discuss to them. The teacher and the students in traditional way, is different from progressive, because it is more on writing, hands-on and they are also applying it….

CATUBAY, JUVY ANNE E. In this episode, I’m able to distinguish the traditional curriculum from progressive curriculum. As a future teacher someday, I need to be a good curricularist in such a way that I know how to implement a curriculum which is more effective for my teaching-

learning process. Though I need to start with the basic one which is the traditional but I want to do my best to get into the progressive one because as what I’ve observed in the class I’m assigned, the common curriculum used by the teachers are traditional which I knew that it is not effective because there is no interaction and application at all in the learners’ side.

GELERA, KRISSA MAE O. Based on my observation, and by interviewing the parents, teacher, students, and the administrator that the type of curriculum they are mostly using is the traditional curriculum. Which the curricularist as a knower is depending on the textbook and usually their students are just listening on her. And for me, if I will in the situation of the teacher I will prefer to use the progressive curriculum in order for my students to develop their thinking skills, their capacity to answer and to face the different consequences from their teacher.

PANELAGA, LOVELY V. As I observe during our observation in different classes in Actin National High School the teachers point of view about the traditional and progressive curriculum is that traditional curriculum is a way of teaching that using black board , chalk , visual aids and etc.in other words traditional curriculum is more on spoon feeding. While the progressive curriculum is more on application between the teacher and the students.

Activity 2: Research on the differences of the traditional and progressive curriculum. Accomplish the H- Chart given below. Write the similarities at the center and the differences on each side.

Traditional Curriculum        

Teacher- Based Textbook dependent Teacher rules Teacher’s effort Spoon Feeding Teacher- centered Subject- centered Teacher interaction

Progressive Curriculum   

Similarities 

Teacherinteraction

students

   

Student – based Student Skilled Student to student interaction Teacher is facilitator Group Activities Student Centered Technology dependent for their resource advance research of the topic.

My PERSONAL INSIGHTS SINGCO, KATHLEEN O. My personal insight to this activity based on my observation at the same time some research regarding the traditional curriculum, progressive curriculum and their similarities. As an observer, it is not necessary to the teacher to use all the time the traditional. The teacher should balance for using the traditional curriculum because the learner will not learned if they use this all the time. I interviewed one teacher regarding the points of view of her curriculum. The teacher said that it is really hard for her to use the progressive curriculum because some students are not equipped with ideas and not a fast learner. That is why she needed to balance it, but at the end of her lessons there will be activities to do and there will be a teacher-students interaction also. As a future teacher, I would not let those restraining forces prevail since this is the gap for the teacher and students to foresee the lessons failure. I should keep the standard so that there will be progressive and at the same time there will be a teacherstudents interaction and student-student interactions.

BARRERA, MARIVIC V. There are two types of curriculum which is the traditional and progressive, and we need to consider the two point of view of curriculum, because in classroom, a diverse student could be fund. So as a future mentor, we must hit our teaching to the needs of everyone in our class.

CATUBAY, JUVY ANNE E. I do believe that knowing the two curriculums which is the traditional and progressive will enhance those skills of a teacher as a curricularist. The teacher engaged fully to the progressive one in order to be more effective and at the same time his/her learners’ fully equipped with knowledge and ready for the future.

GELERA, KRISSA MAE O. As a curricularist, we need to consider the two types of curriculum in teaching, which is the traditional and progressive curriculum. Because it helps the teacher on how to discussed her topic. And for the students they will be aware to their teacher’s way in discussing. As we listen to the teacher that we interviewed, she said that it is really hard for her to use the progressive curriculum, because some students cannot catch up for what she is really meant that’s why she’s using the traditional curriculum.

PANELAGA, LOVELY V. As a future curricularist/teacher I prefer to used the progressive curriculum because in progressive the students will develop their thinking skills they will be dependent on their own, they can discover some hidden skills on them because the teacher let them do such things for them to learn on their own but also the teacher should the a facilitator and should monitor his/her students so that if there are some questions he/she can answer it directly.

Activity 3: Call up your friends from other Teacher education Institutions. Find out what is their own point of view of curriculum. Put a check mark on the corresponding column.

Names of Traditional Students/ Schools

Progressive

Both

1. SAINT AGUSTINE ACADEMY

2. BAYAWAN NATIONAL HIGH SCHOOL 3. MALABUGAS NATIONALHIGH SCHOOL 4. KALUMBOYAN NATIONAL HIGH SCHOOL

MY INSIGHTS SINGCO, KATHLEEN O. Some schools are still using traditional curriculum and others are using both. Upon looking on what curriculum they are involved, those school who uses both curriculum (traditional and progressive) are in the city and these two schools who uses the traditional is the uptown school. Shall we say, these schools nearby city are using

both curriculum as they implemented technologies and any other supported curriculum while the uptown schools they are still using the traditional because most of the students cannot afford or there is no available technologies like computers for their advance studies and learning. If I would be on their own shoes, I would still drive those driven forces that could make benefits of the students to learn. Teacher is an innovator, artistic, knower and etc. It is not a hindrance or an excuse to the teacher that if they are in rural area assigned school they cannot provide best to their lessons. If there is a will there is a way. BARRERA, MARIVIC V. As I asked my friend who is a student in BNHS, she said that the curriculum they are using are both which is the traditional and progressive. Some teacher still using the tradition and some are progressive. In my own opinion, I should consider the progressive since DepEd want the progressive curriculum to be used. CATUBAY, JUVY ANNE E. As what I’ve seen, each school had its own curriculum. Some are using traditional and some are using progressive. There are different kinds of character and attitude of the students we interviewed that come up with the thought of “individual differences” that may lead to a competitive individual and the school as well. GELERA, KRISSA MAE O. When I interviewed my friend and teacher, based on their answer are not the same. There are some says a traditional and some says both. With these, the traditional and both curriculum still exist on the classroom. It depends only to the teacher, what curriculum they are using. PANELAGA, LOVELY V. As I interviewed, some say that the traditional and progressive curriculum are both important because there are some cases the teacher should use the traditional curriculum although it is the old way of teacher but still it is effective. In progressive curriculum this is the way of teaching that let students to do their own. It is more on application.

MY ANALYSIS SINGCO, KATHLEEN O.

As I interviewed the student, teacher, administrator, a mother and a friend for their own points of view in traditional and progressive. They have similar foresee and understanding of traditional and progressive in the classroom. According to Robert Hutchins, Traditional curriculum views as “permanent studies which are basic education are emphasized.” This approach is still practiced to this school (ACTIN high school). One of the teachers that I interviewed, she mentioned about the scholastic standard on her class. She says that her class cannot understand her as she is always speaking fluently English all the time. The subject that she handles is English. She told us also about her adjustment approaches to her learners. For me, it is not an excuse for the students if they cannot follow. Communication is lacking on the classroom and that is why there is no progress at all. The learners cannot let go of what they use all the time which is the traditional. How can these students learned and develop their critical thinking if these students will not let go on the traditional? The only solution for these burden sides of the teacher is that the teacher should make an actualization not just by reading and writing. The teacher should develop the student to communicate, develop their listening skills and develop their critical thinking so that the classroom will impose the progressivism.

BARRERA, MARIVIC V. According to the researchers findings progressive special education schools is more effective for the development of students with special needs and there are more much concentrating on the needs of the student, while in the traditional special education schools their limited in curriculum and facilities only. Traditional special education schools, lack the needs and the support for teaching student with special needs, because even though they have special programs, there are some absents of their curriculum and facilities for these students. The instruction of the teachers is appropriate for their students. In addition, the researcher came up with the following recommendations for the special education teachers that they may consider to provide a continuum of services, in which students with special needs receives varying degrees of support based on their individual needs and for the students of the teacherrespondents that they may provide additional care and support to the students in learning to progress.

CATUBAY, JUVY ANNE E.

In traditional, the curriculum is focusing on the fundamental knowledge, there’s no application and the learner’s here is only receiving information on the teacher/s. In the progressive, learner’s experiencing or applying what he/she learn. According to John Dewey “Education is experiencing” so the progressive curriculum is better among the two because the learner’s gain knowledge as well as put into action of what he/she learns.

GELERA, KRISSA MAE O. In our observation, there are different classes and subjects that we’ve observed. And because of that, the students must be ready for their different subjects so that they can rely on their teacher’s lesson. In every diff. subjects and teacher there are diff. methods and strategies they are using, and depends on the teacher on how they will delivered their topic.

PANELAGA, LOVELY V. According to MALCOLM S. KNOWLES the traditional education is also known as back-to-basics education or customary education. This refers to long- established customs found in school in school that society has traditionally deemed appropriate, traditional education promotes the adoption of progressive education practices, which focuses on individual students needs and self- expression a more holistic approach .In the progressive education, also known as modern education or alternative education has persisted in various in forms to the present. It is a student- centered and task-based approach to learning. Progressive education may be the opposite of traditional education. According to educational progressives John Dewey this educational setting makes use of the involvement of the parents and the community. The teachers become partners of the students in taking the steps in their education. Everything is in hands-on activities and group based tasks. Progressive education concentrates on the strengths of the students and how they use different tools so the student can process easily and function well in coping up with their studies. School settings and so that other people may know and have this kind of knowledge about the education that our generation had offered and opened for children with special needs. The aims of this study principally centers on the difference between traditional and progressive Special Education Schools in the development of the child’s education and their influence on the student outcome.

Pieces of Evidence

LEARNING

Documents

PORTFOLIO Records

Pictures

Traditional Points of view is prepared by the teachers for the students. She uses textbooks and chalkboards as her supported instructional materials.

EPISODE 5 Approaches About School Curriculum Activity 1: Accomplish the template given below by following the given sample. SUBJECTS CONTENT PROCESS PRODUCT

2. Science

Biodiversity

.Discuss the .Students compared simulation activity of the activities habitat habitat destruction. destruction. .Determining the .Student responded differences between the differences of two hypothetical hypothetical island. island. .Students debated .Explain water the destruction of the pollution. local and global problems.

2. English

Types of Text

.Group concrete .Students identified ideas on the types of the types of text. text. .Examine sample texts representative of each type. .Express appreciation for

3. TLE

Faces of lumber

.Identifying the width, .Students identified length and the height the proper faces of of the lumber. the lumber: width, length and the height.

MY REFLECTION SINGCO, KATHLEEN O. In this activity, I learned about how to indicate the process and product in the lesson. Simply, it is the intended learning outcomes and desired learning outcome. As a future teacher, I would make my lesson plan readable and objective SMART (Specific, Measurable, Attainable, Realistic and Timely. Overall, it will be effective in teaching process.

BARRERA, MARIVIC V. Based on my observation, In every subjects there must be different content process and product in order for the learners to understand. What you have been discussed to them by using different methods and strategies. CATUBAY, JUVY ANNE E. In this episode, I learned about the approaches about the curriculum which can help me as a future teacher someday because it talks about the content or body of knowledge to be transmitted to my future learners, then the product or the learning outcomes desired of learners and lastly the process or what actually happens in the classroom when I will practiced the curriculum in the future. I need this to know because some teachers nowadays are not fully exposed with this approaches and failed to aim their leaning desired for their students.

GELERA, KRISSA MAE O. As a curricularist, we must consider the 6 criteria in the selection of knowledge, the significance, validity, usefulness, learnability, feasibility and interest. Because it measured by the students ability to understand and to catch up and apply the content of the curriculum for the practical purposes and lifelong consumption.

PANELAGA, LOVELY V. In every subject/discussion there should be different learning procedures and learning styles and content so that the learners can fully understand the discussion. The teacher should set every examples on her discussion so that the students can relate.

Activity2: There are six (6) criteria in the selection of knowledge/subject matter. Interview a teacher, the indicators for each of the criteria by answering the given question. Criteria

Questions

Indicators

1. Significance

How do you know the It is measured by the student’s ability significance in the content to understand and apply the content of of the curriculum? the curriculum for the practical purposes and lifelong consumption.

2. Validity

How do you know if the There is really no measure on the curriculum is valid? validity of the curriculum because the curriculum is supposed to be flexible and adaptable to the changes of time, but for the benefit of the question, a curriculum is valid of the students are able to become global learners.

3. Usefulness

When do we know that the The curriculum is useful if it teaches curriculum is useful? the learners pragmatist content that can be applied both local and global.

4. Learnability

When do you know that the content is within the range of your learner’s experience?

Actually the K-12 curriculum does not give the teachers the flexibility to choose what to teach because it is based on competencies not on the number of lessons thought. However, the content is within the learners experience if they are able to positively interact with the teachers and obtained an above average score in the assessment or evaluation stage.

5. Feasibility

When do you know the content is within time, resources expertise of teacher experiences of learners?

The teacher prepares a budget of work for each grading period taking into consideration the type of lesson the experiences of the students and the materials involve in teaching. The content is within the lesson plan achieved for the day.

6. Interest

When do you know that The learners when they actively the learners are interested participate in every activities geared in content? towards the objectives of the day.

MY INSIGHTS

that the and and the

SINGCO, KATHLEEN O. In this activity, it discusses the understanding of the teacher about the 6 criteria which are significance, validity, usefulness, learnability, feasibility and interest of the teacher towards to her students. It is really important to understand these criteria, because it allows the teacher to reflect on her way of teaching. A teaching process where we convey our lessons to the students and in order for the teacher to be effective then she should know this criterion. As a future teacher, I would impart my knowledge and skills to the students to that they will have an interest to listen and participate. BARRERA, MARIVIC V. If I will the teacher in that section,for me criteria is very helpful and useful to the teacher because through this, he/she can determined wether the learners have learned the topic that she has been discussed. It is also very important ,as a teacher to know the teaching in the students or the learning outcome.

CATUBAY, JUVY ANNE E. As what I’ve observed, the teacher I interviewed is integrating all the knowledge/subject matter which composed of six: the significance which tackles’ the content of the curriculum, the validity, the usefulness, the learnability, the feasibility and the interest. If the teacher is not exposed to this matter then there will be a tendency that he will not be an effective teacher.

GELERA, KRISSA MAE O. The teacher must be knowledgeable enough so that they can sustain their lesson on how to deliver. He teacher knows their subject well. They’ve mastered the content and know how to communicate it to appropriate grade levels. The teacher never stops learning and growing themselves. They find creative ways to upgrade their lesson plans and pedagogy.

PANELAGA, LOVELY V.

As a future teacher someday I will used different learning styles or strategies during my discussion so that my students are able to understand. I will give some examples during my class so that they can relate.

Activity 3: B.A.S.I.C . is an acronym to state the principles of curriculum content. Principle 1: Curriculum Content Balance

Sample Grade 9 – Living Things and Their Environment FIRST QUARTER/ FIRST GRADING PERIOD

Equitable assignment of Content: Biodiversity and Evolution contents, time,  Causes of Species Extinction experiences and  natural other elements  anthropogenic

Students were able to relate the species extinction to the Write the contents in one subject failure of populations of organisms to adapt to abrupt area for the first grading period. changes in the environment

Articulation

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. Curriculum is They can differentiate the concept of work as used in science arrange vertically or and in layman’s language. They know the factors that affect horizontally the transfer of energy, such as temperature difference, and typetopic (solid, liquid, or gas) of the medium. Learners can Write a sample contentthe of one explain how in a subject from level to level or active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They grade to grade. recognize other members of the solar system. Learners can explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities

that protect and conserve economically important species used for food. At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from such rearrangements. Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen only at certain times of the year. Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum. At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be

found in the food they eat.

Scope

General Subjects: Heredity

Content, topics, Specific Topic: Inheritance and Variation learning experiences  Location of genes on chromosomes and organizing the  Non-Mendelian inheritance threads of an  Incomplete dominance educational plan.  Sex-linked traits Multiple alleles Write sample topics in a subject  Multiple genes area. Learning Experiences: Students were able to describe the location of genes in chromosomes. Students were able to explain the different patterns of non-Mendelian inheritance. Integration

The teachers explained the limiting factors extension of species and cite an example and asked the students to why Curriculum is do the birds coming from the China fly over in Pampanga or integrated and in Bulacan from month of N0vember to January? It is interconnected. because of the temperature of the area (China) that the bird cannot take into their bodies and find warm weather. Cite a lesson which is integrated Another topic, teacher also teaches the story of King Arthur. in other subjects. King Arthur was a popular King in England. The teacher also integrates the lesson into the news nowadays where Chinese tried to conquer or own the Spratley Island. Continuity

Topic: ECOSYSTEM

Vertical repetition Grade 9 Learners learn how plants capture energy from the and recurring Sun and store energy in sugar molecules (photosynthesis). approaches of This stored energy is used by cells during cellular respiration. content.

These two processes are related to each other. Write sample topics in a subject area where content is organized in Grade 10 Learners learn how plants capture energy from the spiral fashion in breadth and depth Sun and store energy in sugar molecules (photosynthesis). This stored energy is used by cells during cellular respiration. These two processes are related to each other.

MY ANALYSIS SINGCO, KATHLEEN O. According to Ralph Tyler “When you make curriculum there should be a planning phase”. Teacher should always be ready on her lesson and adopt her curriculum mapping. Make a plan which is visible and phenomenal in order to attain the BASIC principles of curriculum content and apply those 6 criteria. BARRERA, MARIVIC V. As a curricularist, I need to articulate clearly the aims of my teaching, give sound professional reasons for adopting these aims, and implement them in their practice. Through my planning and teaching, I will demonstrate the knowledge and understanding of relevant content, disciplines, and curriculum documents. CATUBAY, JUVY ANNE E. According to Phillip Phenix “curriculum should consist entirely of knowledge which comes from various disciplines”. So teacher must be exposed or engaged to all of the six knowledge/subject matters in order to be ready in doing the teaching-learning process. GELERA, KRISSA MAE O. According to the researchers in the principle of curriculum content which is the BASIC where the topic presented must be on time allocation, bridging between the previous knowledge to present, sequencing the content arrange in order, knowledge and content can be infuse or contradiction into other discipline and lastly the potential for past to present.

PANELAGA, LOVELY V.

The teacher demonstrates they can make a connection with students. They show that they genuinely enjoy students, knowing kids learn better when they believe the teacher likes them. The teacher possesses the tools and process by which they assess the students’ understanding of the subject. They utilize a system for measuring student growth. The teacher creates an atmosphere that’s conducive for learning. They find ways to keep every student in the game. No assignment enables a student to give up. The teacher pursues the marginalized student. The teacher knows their subject well. They’ve mastered the content and know how to communicate it to appropriate grade levels. The teacher never stops learning and growing themselves. They find creative ways to upgrade their lesson plans and pedagogy. They are a stream not a pond. It’s important the teacher has a clear voice in the classroom, but also that students do as well. The course experience should not be a talking head, a one way transmission of data the students’ needs and make up should inform the pedagogy. Pieces of Evidence

LEARNING

Documents

PORTFOLIO Records

Pictures

EPISODE 6: CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

Activity 1: Visit the school and interview an administrator on at least one curriculum model. Accomplish the given matrix below. Curriculum Model

Best Features

The curriculum model that Their best feature is its is usually used is the objectives/ goals of this type of Galen Saylor and William curriculum are clear. Alexander Curriculum model. In this model, the learners are provided with varied learning opportunities to achieve its educational goals and targets and that is for academic excellence.

Insights

The curriculum may charge every now and then. It is a dynamic process that involves different implementers and procedures. So, as school administrator I do believed that every teacher should participate in the implementation process.

MY PERSONAL INSIGHTS SINGCO, KATHLEEN O. With this activity, administrator consoles the teachers on the curriculum model. As a future educator, I would make sure that the curriculum model will be sure to be implemented and meet. The best feature of the curriculum is the objectives that have SMART ideas. Nowadays, there are already man made lesson plan. It is better to make a lesson plan that really comes from your own words because you will know what would be the best for your students and already know your student’s standard and capabilities. Overall there will be a good assessment to yourself and to your learners as well. BARRERA, MARIVIC V. My insight in this problem if we based on the basis of these findings, the researcher claim that insight problem solving can be modeled within a means-ends analysis framework. Maximization and progress-monitoring heuristics are the source of problem difficulty, but also create the conditions necessary for insightful moves to be sought. Furthermore, they promote the discovery and retention of promising states that meet the progress-monitoring criterion and attenuate the problem space.

CATUBAY, JUVY ANNE E. In this episode, it is more on summarizing the curriculum processes and models. So as a future teacher someday I need to know the curriculum processes and models which must be based like on Hilda Taba’s approach, for me to be ready in doing the processes correctly and to guide my learners experiences and learning’s as a teacher someday.

GELERA, KRISSA MAE O. The curriculum is a dynamic process that involves the diff. implementers and procedures. And it should have and objective/ goals. The learners are provided varied learning to achieve their opportunities in educational goals. PANELAGA, LOVELY V. My insights about process and models of teaching is that instructional design models should be flexible enough to be applied to all environment .K-12 are face to face blended environments .higher education and etc .However there is value in analyzing the model.

Activity 2: These are the steps in the model of Hilda Taba. Interview a teacher and inquire how these steps are applied by accomplishing the given chart by giving concrete examples. STEPS

APPLICATIONS TO REAL TEACHING

1. Diagnosis of Learner’s Needs and I’ll let them write what they want and what they Expectations of Larger Society expect in my class. 2. Formulation Objectives

of

Learning You should make a goals or aims as your basis of formulating your learning objectives.

3. Selection of Learning Content

Selecting of learning content is by imparting or giving knowledge and information within the locality.

4. Organization of Learning Content

Through the use of lesson plan you can organized the learning content.

5. Selection of Learning Content

Selecting of learning content is by imparting or giving knowledge and information within the locality.

6. Modes of Evaluation

Multiple choice and matching type.

Evaluation of the Experience: The students w

Organization of the Experiences: Youth seminar, recollection

Educational Experiences related to the purpose: The school provides positive learnings to the studen Activity 3: Complete the staircase of the Curriculum Development Process according to Tyler. Write the answers in the steps. Give Examples for each step.

Purpose of the School: The purpose of the school is responsible for promoting

MY ANALYSIS SINGCO, KATHLEEN O. According to Galen Saylor and William Alexander that “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center”. According to

the administrator Mrs. Cadayday this is the usually used in their school. They can meet the effectivity of their lesson plan if every teacher should participate in the implementation process of the curriculum. BARRERA, MARIVIC V. In this paper we will explore several models of teaching and learning. According to Gage & Berliner state that the use of models as learning aides have two primary benefits. First, models provide "accurate and useful representations of knowledge that is needed when solving problems in some particular domain. Second, a model makes the process of understanding a domain of knowledge easier because it is a visual expression of the topic. The teachers need to found that students who study models before a lecture may recall as much as more on questions concerning conceptual information than students who receive instruction without the advantage of seeing and discussing models.

CATUBAY, JUVY ANNE E. I should expose myself to curriculum processes and models because according to Hilda Taba’s Approach, she believed that teachers should participate in developing a curriculum. Those teachers who are not much exposed to this are possible to fail to order the events of his teaching-learning process. According to Hollis Caswell “curriculum as all experiences children have under the guidance of the teachers.”

GELERA, KRISSA MAE O. According to Hilda Taba’s model, the students or the learners should undergo to the Taba’s model, it is because it through this model the learners are free to what they want and the can develop their knowledge of being a students. And also for the teacher, they should have an objectives or goals of formulating their objectives.

PANELAGA, LOVELY V. My analysis on this is simply put models deal with the ways in which learning environments and instructional experiences can be constructed, sequenced, or delivered. They may provide theoretical or instructional frameworks, patterns, or examples for any number of educational components curricula, teaching techniques,

instructional groupings, classroom management plans, content development, sequencing, delivery, the development of support materials, presentation methods, etc. Teaching models may even be discipline or student-population specific.

Pieces of Evidence

LEARNING

Documents

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