Educational Models and Paradigms PDF

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MODULE 1 PLANNING AND DESCRIBING EDUCATIONAL GOALS LESSON 1 PLANNING FOR INSTRUCTION Learning Objectives At the end of this module, you should be able to: 1.

realize the importance of planning for instruction;

2. differentiate the levels of plans in teaching; and, 3. describe the overview of instructional plan using the systems approach. Keywords and Phrases • Education •

long range plan

•

learning environment

•

planning

•

intermediate plan

•

faculty

•

teaching

•

immediate plan

•

curriculum

•

learning

•

classroom management

•

social and life skills

INTRODUCTION Education is a lifelong process. A teacher should continuously grow professionally to impart knowledge, skills or understanding in accordance with the needs of the learners, needs of society based on current trends and subject matter content based on local, national and international standards. Planning for Instruction Planning for instruction is a vital part of the education process. Through good planning practices, a teacher is most likely to give proper and utmost attention to the various features of instruction such as goals, subject matter, activities, materials, equipment, facilities, teaching and

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evaluation procedures. This will increase the likelihood of acquiring the desired learning outcomes that will be acquired by the students. Teaching requires three (3) levels of plans; the long-range plan which includes the whole course of study; the intermediate plan which is achieved through the units of the course and the immediate

plan which determines specific lessons to be taught. Irrespective of the type of instructional plan, all plans must be able to set goals and develop a rationale for instruction, define the objectives, construct an evaluation mechanism, stratify units of study that will capture the contents of the course of study and design lessons using a variety of educational models, paradigms and procedures. The overall planning in education can be described using the systems approach. For the area on “context-input” the quality indicators include the learning environment, characteristics of the students, infrastructure, characteristics of faculty and staff. The teaching and learning process include the curriculum offered by the school, teaching, content, the pedagogical climate, learning and classroom management. The educated individual complete with knowledge, skills and abilities is the main output in the whole process including attainment and achievement, added value of the school, ability to apply learning, social, and life skills, satisfaction of students and parents and destination of its graduates. The feedback loop indicates a cyclic flow of evaluating the whole process. The process is depicted in the following diagram.

The process of teaching and learning must bring the learner to a meaningful engagement in the process of learning. To the greatest possible extent, the learner should have a direct contact with what is to be 2

learned. He should be given the opportunity to explain his own understanding and critically analyze using his high order thinking skills. To insure that learning takes place, proper evaluation must be undertaken to test the extent at which a student understands what was taught. Thus, the teacher must have the capability to plan interesting student-centered and varied activity lessons to promote a high degree of student involvement and participation. IMPORTANCE OF PLANNING Planning is a vital part of teaching. Planning is important for the following reasons: 1.

It is one of the most practical management tools for improvement.

2. It assists the teacher to better understand the objectives of education in all levels. It is expected that the teacher shall be able to contribute to the attainment of the objectives in the classroom and school both at the national and international levels. 3. It helps the teacher realize his roles in the attainment of the objectives of education. It is the aim of education to encourage and guide the individual’s progress towards effective functioning in society and specifically in areas that will help him function in areas and activities in life – career, home, citizenship and wise use of leisure time. 4. It gives opportunities to teachers to become more resourceful in the selection of teaching materials and methods. 5. It allows the teacher to become flexible considering students’ needs, mental abilities, interests and motivation. 6. It eliminates trial and error in teaching through a better planning of methods, curriculum materials and timeline. Alternates and options are available when needed. 7. It becomes one of the best opportunities for the teacher to learn and grow professionally and organize his work. Readings ASSIGNMENT

 Read supplemental books on Instructional Plan  E-Journals/E-Books  PUP website: infotrac.galegroup.com/itweb/pup  Password: powersearch EXERCISES / WRITTEN ASSIGNMENT 1. Define the keywords and phrases indicated. Indicate author and references when needed. 2. Differentiate the three (3) levels of plans in teaching. Give examples. 3. Present a “critique” or reaction to the systems approach describing the overall planning of education presented in the module. 3

4. As a teacher, how do you plan your teaching? How does planning help you as a teacher? 5. Present a case study on how your school plans for instruction. Present the ideal situation, current situation, gap analysis and your recommendation to improve instructional plans. References/Bibliography Bush, T. Bell, L. The Principles and Practice of Educational Management. Paul Chapman Publishing Inc. California, 2005. Gunter, Mary Alices, Estes, Thomas, Schwab, Jan, Instruction: A Model Approach, Third Edition. Allyn and Bacon, Boston, 1999 Lardizabal, Amparo S., Bustos, Alicia; Bucu, Luz, Tangco, Maura G. Principles and Methods of Teaching. Phoenix Publishing House, Inc, 1985 Neil, John. “Making Sense of Style”. Educational Leadership, 1990. Popham, W.J. Classroom Assessment: What Teachers Need to Know. Boston, MA: Allyn & Bacon, 2005

LESSON 2 DEFINING EDUCATIONAL GOALS BASED ON LOCAL AND NATIONAL STANDARDS

Learning Objectives At the end of this module, you should be able to: 1.

define educational goals based on local and national standards;

2. rationalize major trends in the development of educational goals in Asian countries; 3. show familiarity with the Philippines EFA goals 2015; 4. differentiate roles of DepEd, CHED & TESDA; and, 5. identify partners of the government in defining and setting educational goals. Keywords and Phrases  local standards 

social goals



value system



EFA goals 2015



national standards



religious goals



trifocalization 4



instructional plans



moral goals



cultural goals



DepEd



CHED



political goals



beliefs



TESDA

INTRODUCTION Major trends in the development of educational goals in Asia reported each country’s educational goals, policies and problems; how each culture, traditions, beliefs and value systems affect educational goals, among others. Usually, the educational goals are translated into policies and programs. The goals of education of each country usually present a mixture of moral, social, religious, political, economic and cultural goals. Moral goals expect education to develop a person with all humane qualities. Cultural goals appear to blend moral, religious and social goals. Generally, there is an overall desire to link education as a tool for economic development, political, economic and cultural goals. Moral goals expect education to develop a person with all humane qualities. Cultural goals appear to blend moral, religious, and social goals.

Generally, there is an overall desire to link education as a tool for economic

development. Political goals and economic goals are usually the bases for the formulation of educational policies. In some countries, one of the major goals is to strengthen vocational and technical education to produce the needed skilled manpower and labor force. For almost all countries in Asia, concrete policies on equal opportunities for education and matching education with industry needs for employment are generated from these two common educational goals. The Philippine educational system aims to: •

Provide a broad general education that will assist each individual in the society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group.

•

Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen.

•

Train the nation’s manpower in the middle-level skills required for national development.

•

Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life.

•

Respond effectively to changing needs and conditions through a system of educational planning.

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The objectives of Formal Education at the elementary, secondary and tertiary levels as well as those of non-formal education are specified in the Education Act of 1982. Brought about by educational reforms is the trifocalization of the education sector. The three governing bodies in the education sector are the CHED for tertiary and graduate education, the DepEd for basic education and the TESDA for Technical Vocational Education and Training (TVET) and middle level education. The Department of Education (DepEd) is the principal government agency responsible for education and manpower development.

The mission of the

Department is to provide quality basic education that is equitably accessible to all and lays the foundation for life-long learning and service for the common good. The Department is primarily responsible for the formulation, planning, implementation and coordination of the policies, standards, regulations, plans, programs and projects in areas of formal and non-formal education. It also supervises all basic education institutions, both public and private, education relevant to the goals of national development. There are three bureaus under the DepEd: The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary for all. It also focuses on social services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access to secondary education.

It improves access to secondary education by

establishing schools in municipalities where there are none and reviews the overall structure of secondary education as regards curriculum, facilities, and teachers’ in-service training. The Bureau of Non-formal Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programs. Its aim is to provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural heritage revival, natural heritage conservation, and values development. Its aim is to inculcate desirable values such as self-discipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands, requirements, challenges and opportunities that the next century may bring. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise known as the Technical Education and Skills Development Act of 1994. This act aims to encourage the full participation of and mobilize the industry, 6

labor, local government units and technical-vocational education and training (TVET) institution in the skills development of the country’s human resources. TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. The Commission on Higher Education (CHED) is responsible for formulating and implementing policies, plans and programs for the development and efficient operation of the system of higher education in the country. Its coverage is both public and private higher education institutions as well as degree-granting programs in all post-secondary educational institutions. The right to education implies an entitlement of young people to a demanding and challenging educational goals, standards and targets set by these educational agencies, in coordination with various education stakeholders in the country. This gives the government the better charting of educational goals in all levels of education. Partners of the government in setting these goals, standards and targets include partners and stakeholders, industry, professional organizations, school administrators, parents, alumni and civic social groups. They represent the wider education community which makes a major contribution for a more professional input in setting educational goals and foster a greater sense of ownership and internal dynamism. Our country has instituted major reforms that support “Education For All (EFA)” 2015 goals. It has incorporated the EFA 2015 goals in various national development plans such as the Medium-Term Philippine Development Plan (MTPDP) which is the blueprint towards economic development and the Philippine National Action Plan to realize the objectives of EFA by the year 2015 which is the country’s master plan for basic education. The MTPDP explicitly states that the goals of Philippine basic education are anchored on EFA 2015. The Philippine National Action for EFA 2015 goals was officially approved and adopted in February 2006 providing an overarching policy framework to realize the vision of acquiring basic competencies for all Filipinos. The following constitutes the major EFA goals: Goal 1: Improving and Expanding Early Childhood Care and Development Goal 2: Ensuring Universal Access to Complete, Free and Compulsory Primary Education Goal 3: Ensuring Young People and Adults’ Access to Appropriate Learning and Life Skills Program 7

Goal 4: Improving Levels of Adult Literacy Goal 5: Eliminating Gender Disparities in Elementary and Secondary Education Goal 6: Improving Quality of Education The Philippine educational system through DepEd, CHED and TESDA provides basic skills and competencies for subjects in a particular field of study whether in elementary, high school, college, graduate school or vocational and technical education.

Example is the set of basic skills and

competencies for teacher training institutions. Instructional plans or programs of study per course or discipline become the responsibility of the school. Each school is in charge of defining educational goals, standards and targets cascading from mandates of these bodies. This freedom gives schools great institutional autonomy to lay down their curricula, plans of study, programs, teaching methods, time tables and other concerns. The study plans become the operational tools for implementation of the national goals, standards and targets objectives, skills and competencies. The production of instructional materials is encouraged which must be approved by the textbook and evaluation committee. It also gives schools the right to evaluate studentsperformance and reward outstanding ones. Readings ASSIGNMENT  Links:  The National Education Goals.GOALS 2000: A Progress Report [Online] Available: http://www.apa.org/journals/webref.html  http://unesdoc.unesco.org/images/0015/001555/155516e.pdf  http://deped.gov.ph  Read supplemental documents and reports on the following:  Organizational Structure and functions of DepEd, CHED and TESDA  Status of EFA Goals 2015  The PCER Report  The Medium-Term Philippine Development Plan (2005-2010)  E-Journals/E-Books  PUP website: infotrac.galegroup.com/itweb/pup  Password: powersearch EXERCISES/WRITTEN ASSIGNMENT 1. Define all keywords and phrases indicated. Indicate author/references when needed. 2. Present the highlights of the organizational structure and responsibilities of DepEd, CHED and TESDA. (Based on the reading assignment) 3. List the goals/objectives of DepEd, CHED and TESDA (Based on the reading assignment) 4. For each of the EFA Goals 2015, discuss (Based on the Reading Assignment) 8

4.1 Status of overall accomplishments 4.2 Issues and challenges References/Bibliography Dunn, R., and K. Dunn. Teaching Secondary School Through Their Individual Learning Styles. Boston: Ally and Bacon, 1993 Presidential Commission in Education Reform. Philippine Agenda for Educational Reform: The PCER Report. PCER, Manila. 2000 Republic of the Philippines.

The Medium-Term Philippine Development Plan 2005-2015,

Manila. 2004 Republic of the Philippines. Functionally Literate Filipinos: An Educated Nation (National Plan to Achieve Education for All by the year 2015). Manila, 2005 Slavin, Robert E. Educational Psychology: Theory and Practice. Second Edition. Prentice Hall Inc, 1988.

LESSON 3 DEFINING EDUCATIONAL GOALS BASED ON NEEDS OF THE LEARNERS

Learning Objectives At the end of this module, you should be able to: 1.

define educational goals based on the learner’s needs; and,

2. become acquainted with Gardner’s concept of multiple intelligence. Keywords and Phrases  Learner 

multiple intelligence



brain-based learning



knowledge



right brain



learning styles



skills



left brain

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INTRODUCTION Goals are broad generalized statements about what is to be learned. They refer to standards and targets to be reached. The teacher’s ability to consider the needs of the learner’s in setting educational goals is one of the good qualities of a teacher. These are expressed concepts of what students are like and what they need. The student should be an active participant in the learning process which should be fashionably created to promote transmission of appropriate knowledge and skills from the teacher to the students. It also suggests the need to consider the mental ability, readiness and other student’s characteristics in setting goals and objectives. Young people have different learning styles; usually one or two dominant styles which they are most comfortable. It is important then to review student’s learning styles and how teaching methods and student activities may address the range of teaching styles. This may measure the extent to which teachers become responsive to student’s learning styles and the ways in which they seek to develop students’ capabilities in utilizing different approaches for various learning activities. LEARNING STYLES Every child is uni...