Edizon Angeles Fermin, PhD - CEAPEdizon Angeles Fermin, PhD 12 January 2012 + Foolish curriculum...
Transcript of Edizon Angeles Fermin, PhD - CEAPEdizon Angeles Fermin, PhD 12 January 2012 + Foolish curriculum...
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Foolish curriculum developers immediately endorse or adopt models in facilitating curriculum change.
The wiser and more successful ones look back,
savor the present, then create their own models,
not alone but together with other champions.
EXAMINING
THE K-12 DISCOURSE:
THE MIRIAM COLLEGE
EXPERIENCE
K-12 IN THE
PHILIPPINE
DEVELOPMENT
PLAN
K-12 IN THE
GLOBAL
EDUCATION CONTEXT
K-12 IN THE
MC BASIC EDUCATION
CONTEXT
K-12 IN THE
MC EDUCATION
SYSTEM
+ GENERAL SCHEDULE OF EVENTS
AUGUST 15: First Institutional K-12 Summit
SEPTEMBER 2011: Formation of Unit Task Forces;
Participation in K-12 Consultations
OCTOBER 2011 – PRESENT: Review and
articulation: CSC-GS, GS-HS, HS-HEU
NOVEMBER 15 – DECEMBER 9: Generation of
models; Completion of initial curriculum drafts
JANUARY – FEBRUARY 2012: Revision of drafts
MARCH 1 – APRIL 15, 2012: Finalization of drafts
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PHYSICAL PLANT AND PEOPLE
SEPTEMBER 2011 – MARCH 2012: Inventory of physical plant requirements
FEBRUARY 2012: Parent Council Meetings
MARCH 2012: Review of Faculty Assignments
MAY 7 – 25, 2012: Faculty Training
+ CRUCIAL BEU ANTECEDENTS
APRIL 13: Coordination of Miriam Advocacy
Centers’ programs with BEU
MAY 26: Alignment of BEU systems: faculty
ranking, grading, research, and learner-
centered instruction.
JUNE 13: Coordination of BEU development
programs for new teachers, permanent
faculty, and unit leaders
JULY 18: Presentation of STEM initiatives,
coordination of textbook-related concerns,
and start of K-12 discussions
+ OTHER CRUCIAL BEU EVENTS
AUGUST 8: Coordination of admission
policies, culture of safety and security
concerns, and the new student database
management system
SEPTEMBER 12: Review of PNoy’s 10-point
agenda, the 4 P’s of MC vis-à-vis efforts
towards STEM and K-12, the restorative
discipline framework for student wellbeing,
models of K-12 for the MC QC Campus and
MC Nuvali Campus, and facilities sharing
among basic education units
+ OTHER CRUCIAL BEU EVENTS
OCTOBER
11: Special meeting of BEU Principals to coordinate faculty evaluation forms
14: GS-HS leaders’ meeting for competencies articulation
19: Math and Science Task Force Meeting
21: Follow-up meeting on K-12 models
+ OTHER CRUCIAL BEU EVENTS
NOVEMBER
14: Presentation of HS Curriculum Development Workshop to BEU and
shortlist of K-12 models
22: Presentation of HS Curriculum Development Initiatives to President
and VPAA
24: Succession planning meeting with CSC and GS
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P-NOY’S VISION
“We need to add two years to our basic
education. Those who can afford pay up
to fourteen years of schooling before university.
Thus, their children are getting into the best
universities and the best jobs after graduation.
I want at least 12 years for our public school
children to give them
an even chance at succeeding.”
+ IN OTHER WORDS…
IF SHS LEGISLATION IS DELAYED:
MC should take this as an opportunity
to become a model/benchmark for its
implementation.
+ IN OTHER WORDS…
IN FACT, MC HAS ITS OWN LEGAL BASIS TO PROCEED: The GS and HS units are both DepEd-FAAP-
PAASCU Level III accredited schools
while HEU has autonomous status.
+ WE ARE A K-11 SCHOOL. (But actually with a 14-year cycle!)
CSC: KINDERGARTEN (1ST STEP AND NURSERY
ARE OPTIONAL PRE-SCHOOL LEVELS)
GS: LOWER SCHOOL
(GRADES 1-4)
GS: MIDDLE SCHOOL
(GRADES 5-7)
HS: HIGH SCHOOL
(YEARS1-4)
MC BASIC EDUCATION
+ HOWEVER…
WE HAD ARTICULATION CONCERNS: As such,
articulation activities were held since 1998.
WE NEEDED ARTICULATION STRUCTURES:
So, a Basic Education Committee, now a
Council, was formed in 2008.
+ WE MUST MOVE FARTHER AND QUICKER
IN THE ARTICULATION PROCESS: Thus, cooperative teaching structures
have been instituted in 2008 between
CSC and LS and MS and HS.
WE MUST SUSTAIN ARTICULATION: Thus, the BEC meets on a monthly basis.
+ DepEd K-12 and MC-BEU K-11
DepEd Aspect MC-BEU
K+6+4+2
(Kindergarten,
Grade School,
Junior HS,
Senior HS)
Ladderi
zation
K+4+3+4
(Kindergarten,
Lower School,
Middle School,
High School)
K for GS,
Grade 6 for
JHS, Grade 9
for SHS
Admis-
sions
K for LS,
Grade 4
for MS, Grade
6/7 for HS
+ DepEd K-12 and MC-BEU K-11
DepEd Aspect MC-BEU
Will vary
depending
on student
population and
completeness
of levels
School
Organi-
zation
Preschool,
Grade School,
High School Heads
with a BEC Director
Beginning Gr. 9
(Arts, Sports,
Journalism, ESEP,
MTFL, TVE,
Agriculture/Fishe-
ries, & Arts/Trades
Tracking No progressive
program in GS;
ProEx and Senior
Elective Program
in HS
+ DepEd K-12 and MC-BEU K-11
DepEd Aspect MC-BEU
Core: English,
Science, Math,
Filipino,
Contemporary Issues
Special: Pre-
specialization
Subjects
in Terminal
Levels
Core: English, Science,
Math, Filipino, Social
Studies, CLE
Allied: THE, PEHM,
CAT, Electives
Process-focused
mastery and
formative approach
Instruction
and
Assessment
Mix of product
and process and
predominantly
summative
Scenario 1: DepEd
Scenario 2: CHED
and TESDA
Terminal
Level
Teachers
Part of Faculty Roster
+ A TEAM OF 28 CHAMPIONS
Five administrators
Nine subject area coordinators
Four year-level coordinators
Ten faculty representatives
+ OBJECTIVES OF THE WORKSHOP
Examine the nuances of the MCHS
curriculum vis-à-vis two specific
contexts: (a) the institutional strategic
plan and (b) the proposed K-12 reform
initiative of the Department of Education.
+ OBJECTIVES OF THE WORKSHOP
Review the MCHS curriculum
with focus on (a) relevance,
(b) uniqueness, (c) quality, and
(d) continuity.
+ OBJECTIVES OF THE WORKSHOP
Draft specific proposals to reform
or reorient the MCHS curriculum in
terms of content and management.
+ WORKSHOP SCHEDULE
5-6:30 pm, Nov. 4: Curriculum Change
7:30-9 pm, Nov. 4: Curriculum Context
8-10 am, Nov. 5: Curriculum Content
10:30-12 nn, Nov. 5: Instructional
Management: Academic Time, and
Instructional Materials
1-4 pm, Nov. 5: Curriculum Standards Setting
7:30-8:30 am, Nov. 6: Holy Mass
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CURRICULUM
CHANGE
THE CONCEPT
OF CHANGE TYPOLOGIES
OF CHANGE
WHY CHANGES
FAIL
WORKING
TOWARDS CHANGE
Curriculum development is a process of change.
The more localized the change management
process is, the more possibilities
of careful planning can be achieved.
+ K-12 AND THE MC PHILOSOPHY
an empowering environment
the student as the center of the
educational process
holistic education for lifelong learning
diverse learning opportunities (rooted
in the Miriam Spirituality)
responsible leadership, love of country
and global awareness
+ K-12 AND THE STRATEGIC PLANS
Become a benchmark for English,
Mathematics, and Science for girls'
basic education.
+ K-12 AND THE STRATEGIC PLANS
Enhance existing programs that
nurture, sustain, recognize, and
address multiple intelligences.
+ K-12 AND THE STRATEGIC PLANS
Increase visible commitment in
empowering the poor, conflict-
affected and marginalized sectors of
the society.
+ K-12 AND THE STRATEGIC PLANS
Provide a transformative
experience bringing students to a
higher level of intellectual, social
and cultural growth from
admission to graduation.
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It is necessary that new ideas and needs
have emerged in which the former system
is no longer adequate.
(Durkheim, 1938 p.167)
CHANGING
CONTEXTS,
CHANGING
CONTENT
OUR
LEARNERS OUR
OFFERINGS
OUR
CONCERNS
OUR
CHALLENGES
+ OUR CHALLENGES
Examine the current offerings.
Examine Middle School and
High School competencies.
Examine K-12 key stage
standards of DepEd vis-à-vis MC
and MCHS goals.
Propose our direction.
+ CRAFTING OUR STANDARDS
Key Stage Standard – degree or quality of proficiency in each stage
Content Standard – what the learner
should be able to know and be able
to do
Performance Standard –specific
demonstration of mastery of
knowledge, skills, and values
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UPGRADING
COVERAGE
AND
MANAGEMENT
LEANER
COVERAGE LONGER
CONTACT
TIME
ACADEMIC
STAFFING
INSTRUC-
TIONAL
MANAGE-
MENT
+ LEANER COVERAGE
Humanities Block
(10 hours) English
Filipino
Foreign Language
STEM Block
(11 hours) Science
Mathematics
ICT
Social Sciences Block
(6 hours) Christian Living
Social Studies
Social Action/CAT
Electives Block
(2 hours each/trisem) Creative
and Performing Arts
Business and Trades
Health and Athletics
+ SENIOR ELECTIVES PROGRAM
AND SENIOR HIGH SCHOOL
Career Development Program
College-type admission
Introductory collegiate courses
HEU-validated course content
HEU crediting mechanism
+ SENIOR ELECTIVES PROGRAM
AND SENIOR HIGH SCHOOL
Introduction to Psychology
Introduction to Biological and
Health Sciences
Introduction to Organic
Chemistry
Introduction to Environmental
Studies
+ SENIOR ELECTIVES PROGRAM
AND SENIOR HIGH SCHOOL
Introduction to Child
Development and Education
Introduction to International
Studies
Introduction to
Communication Studies
+ SENIOR ELECTIVES PROGRAM
AND SENIOR HIGH SCHOOL
Introduction to Accounting
Introduction to Fashion Design
Introduction to Product Design and
Development
Introduction to the Management
of Hotels, Restaurants, and Related
Establishments
Introduction to Engineering Sciences
+ RATIONALIZED CONTACT TIME
Learning Area Current Possibility
CO
RE
English* 4.58 hours 5 hours
Filipino 2.75 hours 3 hours
Christian Living 2.75 hours 3 hours
Social Studies/Cont. Issues 2.75 hours 3 hours
Science* 4.58 hours 5 hours
Mathematics* 4.58 hours 5 hours
ELE
CTI
VES
Foreign Language none 2 hours
PEHM 2.75 hours 3 hours (Electives/Special
Interests/ICTO) THE 2.75 hours
* With provisions for double periods
for laboratory session
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1.K-12 models require leaner
organizational structures to
facilitate streamlining and
integration of content.
2.Leaner organizational
structures encourage
non-traditional supervisory
mechanisms.
ORGANIZATIONAL STRUCTURE
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3. More streamlined and integrated
K-12 organizational structures
facilitate more comprehensive
research ventures.
4. Leaner organizational structures lend
themselves to specialized pre-
baccalaureate programs.
5. MCHS terms of academic offices are
strategically ending in SY 2011-2012.
ORGANIZATIONAL STRUCTURE
+
1. Department of Natural and
Engineering Sciences (Including
Human Kinetics/Sports Science)
2. Department of Mathematics and
Computational Science
3. Department of Arts and Humanities
(English, Filipino, and Creative and
Performing Arts)
FIVE INTEGRATED DEPARTMENTS
(INSTEAD OF EIGHT)
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4. Department of Social
Sciences (History, Christian
Life, and Foreign
Languages/Cultures)
5. Department of Business
and Trades
FIVE INTEGRATED DEPARTMENTS
(INSTEAD OF EIGHT)
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1. More concentrated academic
contact time structure requires more
focused, exploratory learning methods.
2. There must be an inch-long input,
but a mile-deep treatment.
3. Project- and problem-based learning driven by technology shall be given
premium to nurture lifelong learning
skills.
PEDAGOGICAL REPERTOIRE
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4. Formative and alternative
assessment must be given
more premium.
5. Retain TfU’s 4 pillars of
learning while rationalizing
UbD’s concept of
culminating tasks.
PEDAGOGICAL REPERTOIRE
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1.Graduating Grade 7 students
shall proceed to existing First
Year HS program.
2.Review the existing Middle
School structure.
3.Which model of continuity
shall we follow?
TRANSITION CONSIDERATIONS
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1. Our learners, vision, mission,
and goals should remain paramount
in anticipating changes.
2. Celebrate both continuities and
discontinuities – together!
3. Choose restructuring and value
reorientation as modalities of planned
change: stakeholders have equal power
and function in a prescribed fashion.
LESSONS (SO FAR) LEARNED
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1. Give premium to the vision,
mission, and goals of the school.
2. Allow reasonable and meaningful
deviations.
3. Clear and well-articulated
interdepartmental directives from
DepEd, CHED, and TESDA.
OUR WISH LIST
+ “There is nothing more astonishing than life,
just as it is, nothing more miraculous than
growth and change and development,
just as revealed to us. And as happens so often
when we regard God’s work, there is nothing
to do but wonder and thank Him,
realizing how little we planned,
how little we achieved, and yet
how much has been done.”
-Mother Mary Joseph (1936)