done. curicculum.

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1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS Addressing the Future: CURRICULUM INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS

Transcript of done. curicculum.

Addressing the Future: CURRICULUM INNOVATIONS1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS2.) GLOBAL CURRICULAR

INNOVATIONS

As man seeks for development, innovations are inevitable.

In curriculum, changes and modifications are being introduced to keep with the changing world. With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations.

1. LOCAL AND NATIONAL CURRICULAR INNOVATIONSy a.) 2002 Basic Education Curriculum y b.) Third Elementary Education Program (TEEP) y c.) Secondary Education Improvement and Development Program

(SEDIP)y d.)The New Teacher Education Curriculum for BEEd and BSed y e.)The Ladderized Curriculum for Bachelor of Technical Teacher

Education (BTTE)y f.) Instructional and Curricular Excellence in School Leadership and

Management DepEd eXCELS

A. 2oo2 Basic Education CurriculumTHE VISION, MISSION AND RATIONALE OF THE CURRICULUM

VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS

MISSION: The DepEds MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD

The Basic Education Curriculum developed through a dynamic process. It started with the review of the existing basic education curriculum in 1997 which took into consideration worldwide trends and Philippine realities.

** PARAMETERS OF THE BASIC EDUCATION CURRICULUM

y The demands of the learning

environment, the society and the Filipino learner defined the parameters that govern the elements of the curriculum.

Parameters of Basic Education Curriculumy These elements include:

objectives content materials teaching-learning process evaluation

Parameters of Basic Education Curriculum

The Objectives- these are expressed in terms of competencies in knowledge, skills and attitudes

- these also determines the content which focuses on the processes and skills of learning how to learn rather than on the content coverage of facts and information

Parameters of Basic Education Curriculum

The Content- it is delivered using a variety of media and resources* From the traditional textbook resources, teachers are encouraged to use ICT and community resources

- it is also CONTEXTUALIZED so that the curriculum is adjusted to the situation and local culture

Parameters of Basic Education Curriculum

Materials- the use of MULTI-SENSORY MATERIALS is encourage in teaching - real objects, tri-dimensional models, audio-visuals and real life situations are effective tools in delivery of teaching-learning process - the use of local or community resources as well as technologydriven support materials are utilized in the learning environment

Parameters of Basic Education Curriculum

The teaching-learning process- it considers the learner as active partners rather than objects of teaching

- the learners are CONSTRUCTORS OF MEANING, while the teacher act as FACILITATORS, ENABLERS and MANAGERS OF LEARNING

** SALIENT FEATURES OF THE CURRICULUMy It aims to raise the quality of education

of Filipino learners and graduatesy The Basic Education Curriculum

empowers life-long learners through the attainment of functional literacy

Salient Features of the CurriculumStudies of the past curriculum indicate that there is over crowdedness which was a hindrance to lifelong learners. So to decongest the curriculum, BEC restructured it into only five learning areas namely: ENGLISH, MATHEMATICS, FILIPINO, SCIENCE and MAKABAYAN

Salient Features of the Curriculum

Filipino, English and Science English, Mathematics and Science Makabayan together with Filipino

Are the tool subjects Are subjects to develop internationalism Are learning areas which enhance nationalism

Salient Features of the Curriculuma bit focus on

MAKABAYAN:It is the laboratory of life to develop a healthy personal and national identityy As a learning area, this requires an adequate

understanding of Philippine history, our politicaleconomic system, local cultures, crafts, arts, music and gamesy It stresses on the development of social awareness,

empathy, and firm commitment to the common good.

** INTEGRATIVE TEACHING AS MODE OF INSTRUCTIONAL DELIVERY

Integrative teaching works best in the BEC. It is so because the curriculum is treated in a HOLISTIC MANNER. The process is INTERACTIVE, COLLABORATIVE and INNOVATIVE. Here are four examples to describe what is Integrative Teaching is.

Thematic teaching Content-Based Instruction Focusing inquiry Generic Competency Model

Integrative teaching as mode of Instructional DeliveryIC CHING

- this requires organization of THEMES around ideas** he HEMES provides focus and helps learners see the meaningful connections across subject areas

- it links ideas to action and learning to life

- For Example: you chosen is Philippine Festival as your theme.**You must also know that our country celebrates various festivals in its different provinces, towns and cities ** he different subject areas in this particular case use the different features of a particular festival as subject matter

Integrative teaching as mode of Instructional DeliveryHere are the simple steps in using the Integrated Unit Design (Thematic Based)y

Decide on a unit theme that will allow all subject areas to join. Example: Philippine Festival Identify the major concepts to serve as a common thread for all the subject areas. Example: Historical Background, purposes of the celebration, dance steps, etc. Brainstorm and list generalizations that will be derived from the study of the theme. Write questions that would facilitate the understanding and mastery of the generalization

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For each Subject area, write instructional objectives to be accomplished. Identify instructional objectives to be accomplished. Identify instructional activities which will accomplish the objectives. Based on the objectives, perform the activities. Conduct culminating activity where all subject areas learning will be applied Design a scoring guide or rubric to assess the performance of the task in the culminating activity

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Integrative teaching as mode of Instructional Delivery

THEMATIC TEAHCING may involve, the whole school, a department, or a group of teachers. It will encourage collaboration and cooperation among all stakeholders: Teachers, Students, Parents and School Officials

Integrative teaching as mode of Instructional Delivery

CONTENT-BASED INSTRUCTION

- is the integration of content learning with language teaching

- CBI crosses the barriers between language and subject matter content

- this approach aims at developing the learners academic language skills

Integrative teaching as mode of Instructional DeliveryLet us look into an example:

Filipino and Social Studies

A lesson in Filipino is designed to develop skills in identifying keywords in a given text uses Social Studies content (essay or article) such as Batas ng Bayan or other topics in the unit Pamahalaan at batas . The Social Science content is used to develop language skills in Filipino.

Integrative teaching as mode of Instructional DeliveryFOCUSING INQUIRY- it is an interdisciplinary approach that uses questions to organize learning - in here, learners become creators rather than recipients of knowledge - instructional process is built around inquiry, where teachers guide the students to discover answers to questions As a starting point, using what learners already know, they generate questions about things they dont know yet. They design a method of investigation and gather information on their own.

Integrative teaching as mode of Instructional DeliveryFocusing Inquiry Cycle:Frame focusing questions. (asking about prior knowledge)

Help learners find answer.

Present field of facts. (Who? What? When? How?)

Help learners generate explanatory ideas. (generalization)

Help learner's connect or relate facts. (Interpret, infer, give meaning)

Integrative teaching as mode of Instructional DeliveryGENERIC COMPETENCY MODEL- in this model, learners are enrolled in three to four linked or related courses or subject areas

- In Makabayan for instance, competencies can be clustered into : - personal development - social competencies - work and - special skills

Integrative teaching as mode of Instructional DeliveryThe subject specialist teaches his/her subject and activities will draw on processess and skills important to each discipline. The following steps are followed: Decide on generic competency (social, personal, productivity) that will allow related competencies from the many subjects. Identify the culminating performance (What?, Why? And How?) Brainstorm the specific skills derived from the project that would be expected of the learners. Design the scoring guide criteria and standard to assess the performance tasks preferably performance test and portfolio.

B. Third elementary education program TEEPHISTORY : -This began in 1996 and concluded in 2005,Funded by World Bank (wb) and Japan Bank for International Cooperation (JBIC) -Initial findings of this program reveal that there are indicators of improved learning achievement and rise in completion rates of students ** Access to quality elementary education had also been achieved -As planned, the best practices of the curriculum innovations of the pilot divisions would be implemented by other divisions all throughout the country .

Third elementary education program TEEP- This program was a flagship project of the Department of Education in response to the Social Reform Agenda initiatives of the government

- This project/program also focused only on the elementary level with the goals of: - IMPROVING LEARNING ACHIEVEMENT - IMPROVING COMPLETION RATES - ACCESS TO QUALITY ELEMENTARY EDUCATION

Third elementary education program TEEP

Further, this program aim to build institutional capacity of the Department of Education to manage change and actively involved parents, teachers, community leaders as stakeholders for quality education.

Major Educational Components of the TEEP

ADVOCACY IN-SERVICE TRAINING FOR TEACHERS (INSET) SCHOOL IMPROVEMENT AND INNOVATION FACILITY (SIIF) STUDENT ASSESSMENT (SA) EDUCATIONAL MANAGEMENT INFORMATION SYSTEM (E-MIS} PROCUREMENT MONITORING AND EVLUATION**** it also advocate principal empowerment in all the educational component

C. Secondary Educational Improvement and Development Program (SEDIP)

SEDIP is a curricular innovation which dovetailed the Third Elementary Education Project or TEEP.

Secondary Educational Improvement and Development Program (SEDIP)PURPOSE/OBJECTIVE:y To improve the quality and relevance of secondary

education in the project provinces;y To increase the rates of participation in and completion

of secondary education in the underserved areas;y To support the decentralization process towards the

transfer of greater management responsibilities and decision-making authority to the schools and offices at the provincial levels.

Sec

ry E uc ti l Impr eme t De el pme t Pr r m (SEDIP)

3 Important components within the parameters of CURRICULUM DEVELOPMENT.

Impr

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e c ers Access t Sec

e r i ry

Impr i E uc ti

F cilit ti Dece tr lize ry E uc ti M Sec

eme t

Secondary Educational Improvement and Development Program (SEDIP)In improving teaching and learning, CURRICULUM INNOVATIONS centered on:

The development skills and competencies of school heads in school planning and management and instructional support for teachers.

Improving teachers subject knowledge and teaching skills

Improving the availability of learning materials by providing te t-book, teaching manuals and other instructional materials. Improving the learning environment through the construction and or rehabilitation of school facilities and procurement of furniture and equipment for classrooms, laboratories and other school facilities.

Secondary Educational Improvement and Development Program (SEDIP) The 2 other components of the SEDIP are support components to curriculum innovations such as:improving access to secondary educational facilitating decentralized secondary school management.

Secondary Educational Improvement and Development Program (SEDIP)

The SEDIP innovations started in 2000 and ended in 2006. Initial results showed gains, and best practices have been replicated in other divisions which were not participants in the project.

D. The New Teacher Education Curriculum for BEEd and BSEd.

- This was implemented by CMO 30, s, 2004. -There are two teacher educational degrees which are offered by the Teacher Training Institute -BEEd (Bachelor of Elementary Education) -BSEd(Bachelor of Secondary Education)

The New Teacher Education Curriculum for BEEd and BSEd.

BEEd

Is structured to meet the needs of professional teachers for elementary schools and educational education programs Is structured for the needs of professional teachers in the high schools in the hilippines

BSEd

The New Teacher Education Curriculum for BEEd and BSEd.

BEEd

aims to developed elementary school teachers who are either generalist who can teach across the different areas in grade school, especial education teachers and pre-schools teachers

BSEd

aims to developed high school teachers who can teach in one of the different learning areas in school like Mathematics, Physical Science, Biological Science, English, Filipino among others

The New Teacher Education Curriculum for BEEd and BSEd.

y Have the basic and higher level literacy.

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The competency standards to be developed by prospective teachers for both elementary and secondary level

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Communication, numeracy, critical thinking, learning skills needed for higher learning. Have a deep and principal understanding of the learning processes and the role of the teacher and facilitating these processes in their students. Have a deep and principled understanding of how educational processes relate to the larger historical, social, cultural and political processes. Have a meaningful and comprehensive knowledge of the subject matter they will teach. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches.)

The New Teacher Education Curriculum for BEEd and BSEd.

y Have direct experience in the field/classroom (as

y y

Cont. competency standards

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classroom observations, teaching assistance and practice teaching) Demonstrate and practice the professional and ethical requirements of the teaching profession. Facilitate the learning of diverse types of learners, in diverse types of learning environments using a wide range of teaching knowledge and skills. Reflect on the relationships among the teaching process skills and learning in the students, the nature of the content and the broader social forces encumbering the schools and educational processes in order to improve their teaching knowledge, skills and practices Be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate the effectiveness of such approaches in improving student learning. Be willing and capable to continue learning in order to better fulfill their mission as teachers.

** THE CURRICULUM OF THE BEEd AND BSEd

y The curriculum design features

include various components that correspond to the basic and specialized knowledge and skills that will be needed by a practicing professional teacher

The curriculum of the BEEd and BSEdVarious components that correspond to the basic and specialized knowledge and skills like:

foundational general education knowledge and skills theoretical knowledge about teaching and learning methodological skills experiential knowledge and skills and professional ethical values subject matter knowledge appropriate to the level of teaching of pre-school, elementary and secondary levels

The curriculum of the BEEd and BSEd

y The curriculum recognizes the need to equip teachers with

wide range of theoretical and methodological skills.y These also allow the teachers to have more options and

greater flexibility in designing and implementing learning environments which will maximize students learning.y The curriculum is also designed so that the components are

integrated

The New Teacher Education Curriculum for BEEd and BSEd.3 components:

General Education Required BEEd BSEd 63 units 63 units

Professional Education Courses 54 units 51 units

Specialization or content courses 57 units 60 units

total units for each degree courses 174 units 174 units

y All the subjects will be taught in an integrated

Some of the peculiar features of the Professional Education Courses

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manner. Discussion of the theory and concepts should always be linked to the development of methods and strategies and to experiential learning during the field study. All courses should be taught using a wide range of teaching learning approaches and assessment procedure, including the use of technology All courses must have a research requirement which may take the form of term paper, case study, action research or reflect on the various methods and strategies related thing. The theory and concept courses provide the broad framework within which students can understand, rationalize and reflect on the various methods and strategies related teaching

y The methods and strategy courses in the

Cont.. Some of the peculiar features of the Professional Education Courses

program aim to develop a wide range of skills to facilitate and evaluate learning in diverse types of students in a variety of learning environment. y The field study courses are intended to provide students with practical learning experiences in which they can observe, verify, reflect on, and actually experience different components of the teaching learning processes in actual school setting y There will be special topic courses in seminar form which will be three one-unit courses. Special topics are based on the perceived needs of the students and the expertise of the faculty.

E. The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)- prepares teachers and technical vocational education and higher education institutions who are equipped not only with strong theoretical understanding of teaching technology but also the exposure to industry.

- shall impart knowledge, skills attitudes, values and experiences that will provide prospective teachers with necessary competencies essential in effective teaching

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)The specific body of knowledge, skills, attitudes, values and experiences include:

Ge er l Educ ti

Component

Professional Studies Component Specialization Component Instructional Technology Component

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

General Education Component-- is consistent of the CHED Memo 59 composed of (60) units of courses in humanities, languages, natural and behavioral sciences, computer proficiency, mathematics, logic and ethics which are all aimed to make a person broadly educated, creative, cultured, morally upright and productive.

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

Professional Studies Component-- includes philosophy and aims of technology education, curriculum development and teaching-learning processes. It also includes clinical experiences in teaching and the mastery of the Philippine Trainers Qualification Framework (PTTQF).

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

Specialization Component-- this includes the in depth knowledge of content specified skills in the major field including industry exposure.

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)

Instructional Technology Component

-- this includes competencies in the use of technology in teaching and training.

The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE)Curriculum Models of the BTTE

Model A

Is offered for high school graduates who could meet the admission requirements of the Colleges Is offered to the graduates of the two-year trace technical Curriculum and the three year diploma of Technology Program in different areas of specialization

Model B

F. Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS-- this was based on competency Framework for South East Asia School Heads which SEAMEO INNOTECH developed and validated with the Ministries of Education from the SEAMEO member states -- this is a short course package of SEAMEO INNOTECH for elementary and secondary school administrator of developing instructional and development leadership --It addresses the need to develop and strengthen the school heads role as instructional leader in promoting or improving the quality of teaching and learning in his/her school.

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS

Special features of Innovation Delivery of Instruction Learning Modality Evaluation System Time Table

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS

Delivery of Instruction--Teaching in the eXCELS is primarily delivered through print selfinstructional modules augmented by the use of interactive tools such as chat, discussion forums and email, among other support system. -The learning modules are instructionally designed to be interactive and to incorporate the four As of adult learning

ACTIVITY

ANALYSIS

ABSTRACTION

APPLICATION

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELSEach Module is made up of the components:y y y y y

y y y y y

Pre-organizers and advance organizers, Module pre-test, Module-posttest, Pre/ post self-rating competency checklist, Interactive learning methodologies such as activities, insight forming questions, lecturettes and readings, discussion topics, summaries and links to other resources. Lesson review tests Practical exercises and feedback on the tests A module assignment Glossary of terms List of references and suggested additional readings and links

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS

Learning Modality-After the students get their learning package, they can immediately study at their own pace and time.***Learners should be able to manage their time such that they finish one module in two weeks and two modules in four weeks.

-Aside from the class interactions during the discussions, each student is required to submit assignments, reflection paper and action paper either in hard or soft copies to the tutor for evaluation.***The three requirements make the learning portfolio which tutor evaluate, give feedback on. They become the basis for the learners rating.

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS

Evaluation System-Each learner will given a feedback in the form of qualitative narratives by the tutors for their outputs. - They will also receive a rating for each major requirements and for their participation in the discussion group. The ratings will be issued by the tutor which has an equivalent as follows:

A=3 Excellent

B=2 Pass

C=1 Deficient

Instructional and Curricular Excellence in School Leadership and Management-DepEd eXCELS

Time table-The duration of time expected of all learners to finish the course is 50 hours I equivalent to a 3 unit course. -The time spent includes self-study of the module, participation on the on-line discussion, preparation and submission of module activities which are the contents of the learning portfolio. - A maximum of 2 weeks is given to accomplish each modules, hence a maximum of four weeks is expected. Approximately 2 weeks after the completion to the course, individual rating will be released.

2.) GLOBAL CURRICULAR GLOBAL CURRICULAR INNOVATIONS INNOVATIONSy 1.) Project Child (Computer Helping Instruction and Learning

Development)y 2.) Brain-Based Learning

1. Project Child (Computer Helping Instruction and Learning Development)- It is a research-based instructional delivery system that enables one to intensify the curriculum with technology and hands on learning

Project Child (Computer Helping Instruction and Learning Development)

CHILD goals: Modify the school structure and create classroom conditions conductive to learning with technology

Create a cohesive unit of work that foster strategies for thinking Reign curriculum for reading, language arts and mathematics so as to cover legally mandated content and integrating fully the use of computer in the curriculum

Project Child (Computer Helping Instruction and Learning Development)

It aims:Increase in academic performance Develop reasoning abilities, problem solving, decision making and knowledge application Communicating effectively Emphasize the development of mathematics in early years

Project Child (Computer Helping Instruction and Learning Development)Six "stations" or learning centers in Project Child classroomComputer Station Textbook Station Challenge Station For technology-based learning For written work For activities in game format

Imagination Station For creative expression Exploration Station For hands-on activities Teacher Station For additional instructional support

Project Child (Computer Helping Instruction and Learning Development)Learners follow a precise management plan for moving from one station to the other. Goals are set and activities are recorded in a book called passport

Project Child (Computer Helping Instruction and Learning Development)

Project CHILD Materials: Station Planning Games Station Activities/ Task Cards Passports Teachers Manual Leadership Guide Special Needs Inclusion Guide Training Facilitator Guide

Project Child (Computer Helping Instruction and Learning Development)

This are organized in six weeks topical units

Station The contents include suggested softwares Planning which are referenced to state standards, teaching tips, skills checklist for each grade Guidelevel, list of materials and resources and station activity pages

Project Child (Computer Helping Instruction and Learning Development)

Station Activities/ Task Cards

A companion of station planning guides, provide ideas for hands on station activities It directs the learners to work

Project Child (Computer Helping Instruction and Learning Development)

Passports

This tool help the students to become organized and focused on their work It is also use to set and assess the goals of the learners

Project Child (Computer Helping Instruction and Learning Development)

Teacher Manual

A complete guide to assist teachers in implementing CHILD instructional program The manual includes the overview of CHILD, and other important components of it

Project Child (Computer Helping Instruction and Learning Development)

Leadership Guide

It is composed of materials in making presentations to community groups and strategies to involve the school in adopting the effective practices of the Project CHILD

Project Child (Computer Helping Instruction and Learning Development)

A timely resource for both Special Needs regular and exceptional teachers Instruction to support the inclusion of Guide special needs in the classroom

Project Child (Computer Helping Instruction and Learning Development)

It includes comprehensive Training trainings, overviews, Facilitator transparencies and handouts Guide for workshop participations.

2. Brain- Based Learning

- It is an approach to teaching based on research in neuroscience - It suggests that our Brain learns Naturally

- This also provides a biologically driven framework tor teaching and learning, and helps the recurring learning behavior.

Brain Based Learning

- Brain based learning includes and electric mix of techniques Currently this techniques stress allowing teachers to connect learning to students real life experiences

- This form of learning also encompasses education concepts like mastery learning, problem-based learning, cooperative education, multiple intelligences, learning style, experiential learning among others.

Brain Based LearningCore Principles Guide:

y The brain perceives whole and parts y y

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simultaneously The brain is parallel processor which can perform activities at once. In formation is stored in multiple areas of the brain and is retrieved through multiple memory and neural pathways Learning engages the whole body. All learning is mind-body: movement, food, attention cycles, chemicals modulate learning. Humans search for meaning innate

Brain Based LearningCont.. Core Principles Guide:

y Search for meaning comes from y

y y y y y y

patterning Emotions are critical to patterning and drive our attention, meaning and memory. Meaning is important than information Learning involves focused attention and peripheral perception We have two types of memory: spatial and rote The brain is social. It develops better in concert with other brains Every brain is uniquely organized Learning is developmental

Brain Based LearningFrom the principles regarding the Brain-based theory several Interactive Teaching Elments Emerge:

Orchestrated immersion Relaxed alertness Active processing

Brain Based Learning

Orchestrated immersion- Learning environments are created to provide authentic learning experiences Example: in elementary level, teachers can use the schools mini forest to identify trees, animals and other plants and find out how they live together

Brain Based Learning

Relaxed alertness- in here efforts are made to eliminate fear while maintaining a highly challenging environment.- teachers may play classical music when appropriate to relaxed tone in the classroom -Bright lights are dimmed -Scented candles are lighted to calm the senses or stimulate the senses - these will all provide a relaxed accepting environment, by

that children are motivated to bring in the best of themselves and bring out their potentials

Brain Based Learning

Active processing- here, the learners consolidate and internalize information by actually processing information -Its like adding new knowledge from what is already known

Bain based learning is anchored on PRINCIPLES that will ENHANCE LEARNINGThese includes:

y Need of rich stimulating environments

which utilize students created materials and product.** these are displayed on bulletin boards and display area

y Tables and desks are grouped together to

develop social skills.

** learners must provide comfortable chairs and furniture for casual and informal discussion areasy Indoor and outdoor spaces should be

linked so that students can move about freely y Learners should be provided safe places so that threat will be reduced, specially in city places y There must be variety of learning centers or nooks with varied lightings.

Cont.. Bain based learning is anchored on PRINCIPLES that will ENHANCE LEARNINGThese includes:

y Display in classrooms should be

changed regularly to stimulate the brain development. y Provide multiple resources.** provide educational, physical and variety of setting with in the classroom so that learning activities can be integrated easily

y Flexibility is a principle that has been

recognized long before y Active and passive places should be provided for students to develop their interpersonal and intrapersonal intelligences. y A personal space of learners like locker, desk or a home base is provided each child to allow him/her to express his/her unique identity

Cont.. Bain based learning is anchored on PRINCIPLES that will ENHANCE LEARNINGThese includes:

y The community is utilized as a

primary learning environment y The brain ca grow connections at any age.** challenging experiences with appropriate feedback are always the best, Cognitive skills always develop with Motor skills

y Optimizing learning through

different media** music is used to reduce stress and boost learning ** same is true with art, it provides avenues for self expression

Francis Allen YU

for

Thank You

Listening!!!