Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Transcript of Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
http://slidepdf.com/reader/full/full-comparison-of-ina-2004-cbc-andn-phil-2010-sec 1/18
By
Asep Suarman
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
http://slidepdf.com/reader/full/full-comparison-of-ina-2004-cbc-andn-phil-2010-sec 2/18
Backgroundy An issue to review 2004 CBC
y The importance of comparing CBC to other
curriculumsy Philippine as the neighboring country
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Research questiony W hat are the similarities and differences between
Indonesians and Philippines junior high school
curriculums of English?y W hat are the strength and the weaknesses of
curriculums?
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Methody Document analysis of Indonesian 2004 CBC and
Philippine SEC of English
y Syllabus document of Elementary School Syllabusy The focuses were the ultimate orientation, the goals,
the belief, the educational experiences (process), theorganization of materials, the expected learning
activities, and the evaluation
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Findings and DiscussionComparison Aspects Indonesian Philippine
Y ear of release 2004 2010
English functions as EFL ESL
Orientation UbD : Framework to ensure
deepening Ssunderstanding by aligningstandards, assessment andinstruction.It is a modification to W iggin and McTighes UbD:Identify desired
results/Results andOutcome; Determinedacceptable evidence/ Assessment; Plan learningexperience/Learning plan
Goals to develop communicative
and discourse competencein certain literacy level
to develop a functionally
literate Filipino who caneffectively function in
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Levels of Literacy (Wells, 1987)y Performative : able to read, write, listen and speak
using certain symbols;
y functional : able to use language to fulfill daily needs;y informational : able to access knowledge;
y epistemic : able to convey knowledge through targetlanguage.
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Comparison Aspects
Indonesian Philippine
Underlying Belief Language is viewedas
Psychology
Constructivismthe means of socialcommunication andas a set of rulesavailable in human
brain (Depdiknas,2005)
Piaget, (children are
active learners) Vygotsky (Zone of ProximalDevelopment)Bruner (scaffolding
talk)
ConstructivismNot explicit
The theories should
be in line with thecurrent pedagogicalpractice andoriented on learning
by doing, reflectivelearning, sociallearning, learnerslearning strategiesand transformative
learning
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Comparison Aspects Indonesian Philippine
Approaches Applies GBA (Derewianka, 1990,
2003, Butt et al, 2001)etc..
Applies CBI,underscores the use of
CALLA And employs the PTCBLapproaches wherein Sscollaboratively solveproblems and reflect on
their experiences.Organization of materialsStructured in
3 years; 6 semesters.The Content Standardconsisting of a series of Standard Competenceand Basic Competencerespectively
4 years, 16 quartersProgram Standardconsisting of GeneralStandard which then bedivided into severaltopics which areorganized in 3 stages:results/outcomes,assessment andlearning plan
8/6/2019 Full Comparison of Ina 2004 CBC Andn Phil 2010 SEC
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Comparison Aspects Indonesian Philippine
Expected learningactivities/ Process
Pre main post activitiesMain stages: exploration,
elaboration andconfirmation (all subject)BKoF, MoT, JCoT andICoT(English)
Sequence: explore, firm-up, deepen and transfer
(English)Key elements and logic of learning plans in form of WHERE TO ( W here,Hook, Equip & Experience,Rethink, Evaluate, Tailor
and Organize)
Assessment Knowledge, affective andpsychomotor.The classroom assessmentshould be authentic and
continuous
Product and performancetask, evidence at all levelof understanding andevidence at all level of
performance.The faucets of understanding areexplanation,interpretation, application,empathy and self-knowledge respectively
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Learning processIna Phil
exploration : T should involve Ss to exploreextensive and deep information about thefollowing topic/theme, use various teachingapproaches, media and resources; facilitate the
process of interaction among Ss with resources;involve learners in learning process; etc..elaboration process, T get Ss to read and write various meaningful tasks; facilitate Ss throughassignments, discussion or else to arise newideas either orally or written; to think, analyze,solve problems and behave fearlessly; to learn
cooperatively and collaboratively; etc.confirmation process, a teacher should givefeedback and reinforcement orally, written,facilitate Ss to do self-reflection to confirmprevious learning experience; to obtainmeaningful experience in achieving theirlearning basic competence through providing
some information to explore further andmotivating the passive or less active learners.
In explore stage, a T should make the Ss awareof the desired result to demonstrateunderstands to facilitate comprehension andappreciation of narratives; take up the essential
question why important? firm-up, a T should make the Ss crystallizetheir knowledge of the sources of information;engage them in meaningful and challengingactivities that will enrich what they havelearned; provide feedback.deepen, a T should provide the Ss with thought
provoking questions that will make themreflect, rethink, and revise their assumptionsabout sources of information,transfer , the T must have the learners makeindependent applications of the variousprocesses in locating and utilizing appropriateservices of information, have them see the
connections between tasks and the world andprovide feedback to check for understanding.
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Learning processIna Phil
in BKoF T prepare students with properknowledge about the text to be taught. Itmight be about grammar, vocabularies,skills or knowledge about the topics.
In MoT, teachers present the text tofamiliarize the learners with the targettext-type or genre, and to draw attention toorganizational and linguistic features.in JCoT, make use of the knowledge andawareness gained from MoT, Ss work with
the teacher and peers to construct theirown texts (spoken or written) in the text-type or genre.ICoT, Ss work individually andindependently, to produce individual textthrough peer editing or teacher feedback.
In W here, the T have Ss answer the W hy questions to ensure seeing the big picture andknow the final demanded performance.In hook, the T get Ss interested immediately in
the idea and issues of the unit, engage themthought-provoking experience or challengingquestions at the heart of the unit.In equip and experience, a T provide tools,resources, skills and information needed toachieve the desired understanding.In rethink a T take the unit deeper by shifting
perspective, considering different theories,challenging prior assumptions etc. and provideopportunity to revise or to polish the prior work.In evaluate, a T ensure students get diagnosticand formative feedback to self-asses and self-adjust.In tailor, a T personalizes learning through
differentiated assignments and assessment.in organize, a T need to sequence the work to
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Faucets of understandingy explanation involves the kind of understanding that emerges from a well
developed and supported theory, to makes sense of puzzling or opaquephenomena, data feelings or ideas.
y interpretation of narratives/stories and translation should provide meaning;
could be relative.Explanation and interpretation are thus related but different.Ss need to work through the problem to where they can see their explanationand interpretation as valid one.
y application, refers to the ability to use knowledge effectively in a new situation which means matching the understood idea or action to context.
y perspective, refers to critical and rightful point of view. the indication of theunderstanding reflected in the capacity to represent problem in various way and to approach solution from various point of views.
y empathy, is the ability to get inside another persons feeling and worldview. It isthe ability to walk in anothers shoes, to escape ones emotional reactions tograsp anothers.
y self-knowledge, refers to the wisdom to know ones pattern of thought andaction.
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Strength and Weaknessesy Strength
y Both curriculums utilize standards in setting goals,
aims and objectivesy Both curriculums provide freedom for the users to
elaborate more about the objective
y Both curriculums require and can lead to be creative,
innovative, knowledgeable and skillful usersy The proper implementation can yield independent,
creative and skillful generation.
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Strength and Weaknesses W eaknesses
y The freedom might lead the users to confused or out of
controlled situation.y The curriculum users who have poor knowledge and
skills might feel puzzled to formulate their ownteaching appropriate objectives
y The users-made objectives might not in line with thelisted standard.
y Or, the objectives are not included in the curriculum.
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Conclusiony Indonesian 2004 CBC and Philippine 2010 SEC have
some similarities and differences.
yThe similarities lie on the formulating goals, theevaluation, the expected teaching process
y The differences are on the great design of curriculum,the suggested approach, the organization of
experience.
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Recommendationy Before revising or changing a curriculum, it is
necessary to review it to eliminate weaknesses and to
ensure that its implementation has met thepredetermined concept and compare it.
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Aims Indonesia Philippine
to develop communicative competenceorally and written to achieve functional literacy level;to own awareness of the nature and the
importance of English to improvenational competitive competence inglobal society and to improve learnersunderstanding about the interconnectionbetween language and culture.
To demonstrates the following criticalcompetencies: ability to express clearly ones ideas and feelings orally, in writing,and non-verbally;
ability to learn on his own;ability to read, comprehend and respondin turn to ideas presented;ability to write clearly ones ideas andfeelings,and the ability to access, process, andutilize available basic and multimediainformation
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UbDy Framework to ensure deepening Ss understanding by
aligning standards, assessment and instruction.
y
It is a modification to W iggin and McTighes UbDIdentify desired results Results and Outcome
Determined acceptable evidence Assessment
Plan learning experience Learning plan