UbD Research Base

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A Summary of Underlying Theory and Research Base

for

Understanding by Design

by

Jay McTighe and Elliott Seif

Overview

Understanding by Design (UbD) is a framework for improving student achievement

through standards-driven curriculum development, instructional design, assessment, and

professional development. Developed by nationally recognized educators Grant Wiggins

and Jay McTighe and produced by the Association for Supervision and Curriculum

Development (ASCD), Understanding by Design is based on the following key tenets:

1. A primary goal of education is the development and deepening of student

understanding.

2. Evidence of student understanding is revealed when students apply knowledge

and skills within authentic contexts.

3. Effective curriculum development reflects a three-stage design process called

“backward design.” This process helps to avoid the twin problems of “textbook

coverage” and “activity-oriented” teaching in which no clear priorities and

purposes are apparent.

4. Regular reviews of curriculum and assessment designs, based on design

standards, are needed for quality control, to avoid the most common design

mistakes and disappointing results. A key part of a teacher’s job is ongoing action

research for continuous improvement. Student and school performance gains are

achieved through regular reviews of results (achievement data and student work)

followed by targeted adjustments to curriculum and instruction.

5. Teachers provide opportunities for students to explain, interpret, apply, shift

perspective, empathize, and self-assess. These “six facets” provide conceptual

lenses through which students reveal their understanding.

6. Teachers, schools, and districts benefit by “working smarter”—using technology

and other approaches to collaboratively design, share, and critique units of study.

In practice, Understanding by Design offers a three-stage “backward planning”

curriculum design process, a set of design standards with attendant rubrics, and a

comprehensive training package to help teachers design, edit, critique, peer- review,

share, and improve their lessons and assessments. Support materials include the original

Understanding by Design book (Wiggins & McTighe, 1998), which provides an in-depth UbD Research Base

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look at the Understanding by Design framework, as well as a handbook, a study guide, a

three-part videotape series, and a unit builder CD-ROM. The Web site

(http://www.ubdexchange.org) provides an intelligent tool for working more effectively

and efficiently at the school and district levels and offers an antidote to the isolation so

prevalent in the teaching profession. The site features a searchable database of curriculum

designs, electronic design tools and templates, and online peer and expert review

protocols. These materials provide educators with a powerful set of resources to make

their work more focused, engaging, coherent, and effective.

Research Base for Understanding by Design (UbD)

The recently enacted federal statute No Child Left Behind (NCLB) emphasizes the use of

research-based programs that have been proven to help most children learn.

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Yet

responsible educators have always investigated the underlying research base for

educational programs and practices before employing them. In this regard, two key

questions are appropriately asked of UbD:

• What is the research base underlying Understanding by Design?

• How do we know that Understanding by Design, when appropriately applied,

will enhance student achievement?

In responding to these questions, it is important to recognize that since Understanding by

Design is not a program with an articulated “scope and sequence” of skills or prescribed

teaching activities, it is impossible at this time to provide direct, causal evidence of its

effect on student achievement. However, the principles and practices of UbD reflect

contemporary views of learning based on research in cognitive psychology and are

validated by specific studies of factors influencing student achievement. A number of

sources providing the underlying research base for UbD are summarized below.

Research Findings from Cognitive Psychology

The Understanding by Design framework is guided by research from cognitive

psychology. A readable synthesis of these findings is compiled in the book How People

Learn: Brain, Mind, Experience, and School (Bransford, Brown, & Cocking, 2002), a

recent publication of the National Research Council that summarizes the past 30 years of

research in learning and cognition. The book offers new conceptions of the learning

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The No Child Left Behind Act (NCLB), signed into law on Jan. 8, 2002, contains the most sweeping

changes to the Elementary and Secondary Education Act (ESEA) since its enactment in 1965. The act

contains four education reform principles: stronger accountability for results, increased flexibility and local

control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.UbD Research Base

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process and explains how skill and understanding in key subjects are most effectively

acquired. Insights from the research are clustered into five areas: (1) memory and

structure of knowledge, (2) analysis of problem solving and reasoning, (3) early

foundations, (4) metacognitive processes and self-regulatory capabilities, and (5) cultural

experience and community participation.

Key findings relevant to Understanding by Design include the following:

• Views on effective learning have shifted from a focus on the benefits of diligent

drill and practice to a focus on students’ understanding and application of

knowledge.

• Learning must be guided by generalized principles in order to be widely

applicable. Knowledge learned at the level of rote memory rarely transfers;

transfer most likely occurs when the learner knows and understands underlying

concepts and principles that can be applied to problems in new contexts. Learning

with understanding is more likely to promote transfer than simply memorizing

information from a text or a lecture.

• Experts first seek to develop an understanding of problems, and this often

involves thinking in terms of core concepts or big ideas. Novices’ knowledge is

much less likely to be organized around big ideas; novices are more likely to

approach problems by searching for correct formulas and pat answers that fit their

everyday intuitions.

• Research on expertise suggests that superficial coverage of many topics in the

domain may be a poor way to help students develop the competencies that will

prepare them for future learning and work. Curricula that emphasize breadth of

knowledge may prevent effective organization of knowledge because there is not

enough time to learn anything in depth. Curricula that are “a mile wide and an

inch deep” run the risk of developing disconnected rather than connected

knowledge.

• Feedback is fundamental to learning, but feedback opportunities are often scarce

in classrooms. Students may receive grades on tests and essays, but these are

summative assessments that occur at the end of projects. What is needed are

formative assessments, which provide students with opportunities to revise and

improve the quality of their thinking and understanding.

• Many assessments measure only propositional (factual) knowledge and never ask

whether students know when, where, and why to use that knowledge. . . . Given

the goal of learning with understanding, assessments and feedback must focus on

understanding, and not only on memory for procedures or facts.UbD Research Base

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• Expert teachers know the structure of their disciplines and this provides them with

cognitive roadmaps that guide the assignments they give students, the assessments

they use to gauge student progress, and the questions they ask in the give and take

of classroom life. . . . The misconception is that teaching consists only of a set of

general methods, that a good teacher can teach any subject, and that content

knowledge alone is sufficient.

Research on Achievement Related to Understanding by Design

Authentic Pedagogy Study

In the mid-1990s, Newmann et al. (1996) conducted a study of restructured schools at the

elementary, middle, and high school levels. This ambitious study measured how well 24

restructured schools implemented authentic pedagogy and authentic academic

performance approaches in mathematics and social studies, and whether schools with

high levels of authentic pedagogy and academic performance significantly increased

achievement over those that measured at low levels. Authentic pedagogy and

performance were measured by a set of standards that included higher-order thinking,

deep-knowledge approaches, and connections to the world beyond the classroom.

Selected classes were observed four times during the school year in each school. The

researchers observed 504 lessons and analyzed 234 assessment tasks. They also analyzed

student work.

Similar students in classrooms with high and low levels of authentic pedagogy and

performance were compared, and the results were striking: students with high levels of

authentic pedagogy and performance were helped substantially whether they were highor low-achieving students. Another significant finding was that the inequalities between

high- and low-performing students were greatly decreased when normally lowperforming students used authentic pedagogy and performance strategies and

assessments.

The study provides strong evidence that authentic pedagogy and assessments pay off in

improved academic achievement for all students, but especially for low-performing

students. This research supports the Understanding by Design approach, which

emphasizes the use of authentic performance assessments and pedagogy that promotes a

focus on deep knowledge and understanding, and active and reflective teaching and

learning.

Achievement Studies in Chicago Public Schools

Two recent studies of factors influencing student achievement were conducted in

Chicago public schools through the Consortium on Chicago School Research. In the first

study, Smith, Lee, and Newmann (2001) focused on the link between different forms of

instruction and learning in elementary schools. Test scores from more than 100,000UbD Research Base

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students in grades 2–8 and surveys from more than 5,000 teachers in 384 Chicago

elementary schools were examined. The results provide strong empirical support that the

nature of the instructional approach teachers use influences how much students learn in

reading and mathematics. More specifically, the study found clear and consistent

evidence that interactive teaching methods were associated with more learning in both

subjects.

For the purposes of the study, Smith, Lee, and Newmann characterized interactive

instruction as follows:

The teacher’s role is primarily one of guide or coach. Teachers using this

form of instruction create situations in which students . . . ask questions,

develop strategies for solving problems, and communicate with one

another. . . . Students are often expected to explain their answers and

discuss how they arrived at their conclusions. These teachers usually

assess students’ mastery of knowledge through discussions, projects, or

tests that demand explanation and extended writing. Besides content

mastery, the process of developing the answer is also viewed as important

in assessing the quality of the students’ work.

In classrooms that emphasize interactive instruction, students discuss ideas

and answers by talking, and sometimes arguing, with each other and with

the teacher. Students work on applications or interpretations of the

material to develop new or deeper understandings of a given topic. Such

assignments may take several days to complete. Students in interactive

classrooms are often encouraged to choose the questions or topics they

wish to study within an instructional unit designed by the teacher.

Different students may be working on different tasks during the same class

period. (p. 12)

The type of instruction found to enhance student achievement parallels methods

advocated by Understanding by Design for developing and assessing student

understanding.

Smith, Lee, and Newmann summarize their results as follows:

The positive effects of interactive teaching should allay fears that it is

detrimental to student achievement of basic skills in reading and

mathematics. Conversely, the findings call into serious question the

assumption that low-achieving, economically disadvantaged students are

best served by emphasizing didactic methods and review. Our results

suggest precisely the opposite: to elevate mastery of basic skills,

interactive instruction should be increased and the use of didactic

instruction and review moderated. (p. 33)UbD Research Base

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A related study (Newmann, Bryk, & Nagaoka, 2001) examined the relationship of the

nature of classroom assignments to standardized test performance. Researchers

systematically collected and analyzed classroom writing and mathematics assignments in

grades 3, 6, and 8 from randomly selected and control schools over the course of three

years. In addition, they evaluated student work generated by the various assignments.

Finally, the researchers examined correlations among the nature of classroom

assignments, the quality of student work, and scores on standardized tests.

Assignments were rated according to the degree to which they required “authentic”

intellectual work, which the researchers described as follows:

Authentic intellectual work involves original application of knowledge and

skills, rather than just routine use of facts and procedures. It also entails

disciplined inquiry into the details of a particular problem and results in a

product or presentation that has meaning or value beyond success in school.

We summarize these distinctive characteristics of authentic intellectual work

as construction of knowledge, through the use of disciplined inquiry, to

produce discourse, products, or performances that have value beyond

school. (pp. 14-15)

This study concluded that

Students who received assignments requiring more challenging intellectual

work also achieved greater than average gains on the Iowa Tests of Basic

Skills in reading and mathematics, and demonstrated higher performance in

reading, mathematics, and writing on the Illinois Goals Assessment

Program. Contrary to some expectations, we found high-quality assignments

in some very disadvantaged Chicago classrooms and [found] that all

students in these classes benefited from exposure to such instruction. We

conclude, therefore, [that] assignments calling for more authentic

intellectual work actually improve student scores on conventional tests. (p.

29)

Related studies in Chicago confirm these findings. The complete research reports are

available online at http://www.consortiumchicago.org/publications/.

Educators familiar with the principles and practices of Understanding by Design will

immediately recognize the parallels. The instructional methods that were found to

enhance student achievement are basic elements of the pedagogy in the UbD planning

model. As in the researchers’ conception of “authentic” intellectual work, UbD

instructional approaches call for the student to construct meaning through disciplined

inquiry. Assessments of understanding call for students to apply their learning in

“authentic” contexts and explain or justify their work.UbD Research Base

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Third International Mathematics and Science Study

The Third International Mathematics and Science Study (TIMSS), conducted in 1995,

tested mathematics and science achievement of students in 42 countries at three grade

levels (4, 8, and 12) and was the largest and most comprehensive and rigorous assessment

of its kind ever undertaken. While the outcomes of TIMSS are well known—American

students are outperformed by students in most other industrialized countries (Martin,

Mullis, Gregory, Hoyle, & Shen, 2000)—the results of the less publicized companion

TIMSS teaching study offer explanatory insights. In an exhaustive analysis of classroom

teaching in the U.S., Japan, and Germany using videotapes, surveys, and test data,

researchers present striking evidence of the benefits of teaching for understanding in

optimizing performance. For example, data from the TIMSS tests and instructional

studies clearly show that, although the Japanese teach fewer topics in mathematics, their

students achieve better results. Rather than “covering” many discrete skills, Japanese

teachers state that their primary aim is to develop conceptual understanding in their

students. They emphasize depth vs. superficial coverage; that is, although they cover less

ground in terms of discrete topics or pages in a textbook, they emphasize problem-based

learning, in which rules and theorems are derived and explained by the students, thus

leading to deeper understanding (Stigler & Hiebert, 1999). This approach reflects what

UbD describes as “uncovering” the curriculum.

In addition to instructional differences between teachers in Japan and the U.S., the

researchers noted another important difference between the two countries’ educational

approaches. The Japanese utilize a process known as Lesson Study, whereby teachers

regularly work in small teams to develop, teach, and refine lessons to improve student

performance. They share the results of their action research and concomitant lesson

designs in regional “lesson fairs” so that other teachers will benefit from their insights

into effective teaching and learning. The process of collaborative unit and lesson design,

refinement, and regional sharing parallels the UbD peer review process based on UbD

Design Standards.

In summary, nations with higher test scores use teaching and learning strategies that

promote understanding rather than “coverage” and rote learning. One nation, Japan, also

uses a collaborative design and review process that continually improves teacher

performance. Additional information about this significant research may be found on the

TIMSS Web site (http://nces.ed.gov/timss/).

High Schools That Work (HSTW)

High Schools That Work (Southern Regional Education Board, 1992), a nationally

recognized program for integrating academic and vocational education, grounds its

practices in the very principles underlying Understanding by Design:UbD Research Base

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1. A challenging curriculum that “equips students to think analytically, to

reason, to judge, and to balance opposing points of view.” Such a

curriculum “encourages students to use knowledge to solve problems; use

academic and technical content and processes to complete tasks typical of

those found in the workplace and the community; [and] construct new

meanings and understandings from information and ideas.”

2. Teaching for understanding “creates challenging situations in which

students test their knowledge by solving problems, building products, and

giving performances or writing reports that synthesize thorough analysis

of a topic, a concept, or an idea.”

3. Teaching in a meaningful context “provides a way to apply academic

learning to important ‘real-world’ problems” and helps students “see

meaning and purpose in their studies.”

4. Setting clear performance standards so that assessments of learning are

“based on clearly stated standards that require students to demonstrate

their understanding of new knowledge and skills. In this type of

assessment . . . students use their knowledge to address a problem or an

issue similar to ones encountered in a career field. And they communicate

their understandings to teachers and peers.” (Bottoms & Sharpe, 1996, pp.

20-24)

[QU: Numbers above should be either bold or regular—but not mixed.]

Research conducted by the National Center for Research in Vocational Education has

confirmed the effectiveness of high school programs that embody these principles. For

example, one study over a two-year period found that High Schools That Work sites

significantly increased the percentages of students in their senior classes who met the

HSTW achievement goals in mathematics, science, and reading and the percentages of

students in their senior classes who completed the HSTW-recommended program of

study” (Frome, 2001).

The American Institutes for Research (AIR) rated a number of Comprehensive School

Reform Demonstration (CSRD) programs based on demonstrable evidence of

effectiveness. High Schools That Work was one of only three programs receiving a

“strong” rating in the AIR study (Coalition for Evidence-Based Policy, 1992).

Research on Mathematics Curricula

In 1989, the National Council of Teachers of Mathematics (NCTM) issued a set of

standards for mathematics that reduced the emphasis on rote learning of mathematical

formulas and procedures and increased emphasis on conceptual understanding of

mathematics. Since this development, a number of new materials based on this approach

have been developed. Most of the new curricula have been implemented within the lastUbD Research Base

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six years, and research studies are just beginning to demonstrate the effectiveness of this

approach.

Senk and Thompson (2003) summarized the results of 13 studies of “understandingbased” mathematics curricula that follow the NCTM approach. While much of this

research is still in the preliminary stages, the results are very promising. For example,

studies of children who used a program called Investigations in the elementary school

“performed better than their counterparts from other curricula with respect to word

problems, more complex calculations embedded in word problems, and problems that

involved explaining how an operation worked” (p. 127).

Middle school data show the following results:

The longitudinal data of student performance are rather impressive. In

the CMP chapter (Connected Mathematics Curriculum), the authors report

significant cumulative gains on the BA test by CMP students over nonCMP students in School R, a school using the CMP materials at grades 6–

8. Similarly, data displayed in the MiC (Mathematics in Context) chapter

show superior performance by the eighth grade students in Ames, Iowa,

who had studied from the MiC curriculum for four years in comparison to

a national eighth grade sample on the New Standards Reference Exam.

Their achievement is recognized not only in non-routine problem solving

but also in the area of mathematical skills. (Senk & Thompson, 2003, p.

288-289)

Finally, a series of studies using high school mathematics reform programs—Core-Plus

Mathematics Project, Math Connections, the Interactive Mathematics Program, SIMMS

Integrated Mathematics, and the University of Chicago School Mathematics Project

(UCSMP)—“offer overwhelming evidence that the reform curriculum can have a positive

impact on high school mathematics achievement. It is not that students in these curricula

learn traditional content better but that they develop other skills and understandings while

not falling behind on traditional content. These evaluations present more solid scientific

evidence than has ever before been available about the impact of curriculum materials”

(Senk & Thompson, 2003, p. 468).

These studies at the elementary, middle, and high school levels support the movement

toward an understanding- and performance-based curriculum. In addition, they

demonstrate that students who learn from such a curriculum not only achieve as well on

traditional assessments but significantly outperform students who do not use this type of

curriculum in areas such as application to new and novel situations, problem-solving

skills, and basic understanding of core concepts and principles.

Research on TechnologyUbD Research Base

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Wenglinsky (1998) conducted a study of the relationship between the various uses of

technology and achievement in mathematics. Achievement data on the 1996 National

Assessment of Educational Progress (NAEP) were analyzed and correlated with survey

data including the frequency of computer use for mathematics and the kinds of

instructional uses of computers in the schools. After factoring out variables such as socioeconomic status, class size and teacher qualifications, Wenglinsky found significant

achievement relationships in the eighth grade between NAEP test scores and the use of

technology that focused on mathematical projects, problems and simulations that

promoted application of knowledge and higher order thinking. Surprisingly, using

computers in the eighth grade for drill and practice was found to be negatively related to

student achievement.

“The study found that when computers were used for higher-order thinking skills,

students performed better…using computers for drill and practice, the lower-order

skills, is negatively related to student achievement…the study suggests that

teachers should focus on using computers to apply higher-order skills learned

elsewhere in class. Computers should be a component of a seamless web of

instruction that includes non-technological components. For example, teachers

might introduce new topics and convey basic information to their students

through general class discussion and lecture, then assign projects and problems

that computers as well as other media (books, field trips, etc.) can be used to

address.”

Wenglinsky, 1998, pp. 29, 33-34

This research supports the UbD approach to learning assessment and learning, in which is

knowledge and skills are learned in the context of helping students to understand “big

ideas” and to thoughtfully apply their knowledge to authentic problems. We contend that

applying the principles of Understanding by Design can lead to higher levels of

achievement on national and state tests, and this data supports this contention.

Research on Instructional Practices

Numerous studies of instruction have confirmed the effectiveness of particular strategies

for improving student achievement. Specific teaching strategies emphasized in

Understanding by Design are summarized below.

• Advance Organizers. Students are confronted on a daily basis with a great deal

of unfamiliar material. Teachers can help students make sense out of this material

if they take time at the outset of instruction to highlight the organizational and

structural patterns of the new material and indicate how it relates to other material

already learned. One means of rendering such assistance is the use of advance

organizers—short sets of verbal or visual information presented prior to learning aUbD Research Base

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larger body of content. The intent of advance organizers is to present students

with context, not content, and conceptual frameworks, not specific detail.

Advance organizers have been described as bridges from students’ previous

knowledge to whatever is to be learned. They can call forth general organizational

patterns and relationships already in mind that students may not necessarily think

to use in assimilating the new material.

An advance organizer is always specific to the content and learners with which it

is used. Advance organizers may be presented as written text, take a graphic form,

utilize audiovisual supports, or be presented orally (e.g., summaries or questions).

Research (Weil & Murphy, 1982) has shown all to be effective. For example,

Stone (1983) examined 112 studies using a meta-analysis technique. Overall,

advance organizers were shown to be associated with increased learning and

retention of material at all grade and ability levels, but lower-ability students

tended to profit the most. This is not surprising, for these students are usually the

most in need of organizational cues and the least able to generate them on their

own.

Understanding by Design incorporates advance organizers in several ways. In

Stage 1, teachers frame the “big ideas” of the content through the use of

“essential questions.” These are presented to students at the start of a unit or

course and guide learning throughout the unit. In Stage 3, teachers tell

students about the required performances that will be used to assess their

understanding. Knowledge of the expected performances and the concomitant

evaluative criteria serve as advance organizers, provide a purpose for learning,

and focus instruction on relevant knowledge and skills.

• Higher-Order Questioning

Higher-order questions may be broadly defined as those that require students

to go beyond simple recall and engage in more sophisticated thinking. A

meta-analysis of 18 experiments by Redfield and Rousseau (1981) concluded

that the predominant use of higher-level questions during instruction yielded

positive gains on tests of factual recall and application of thinking skills. In a

separate study (Andre,1979), researchers investigated the effects of having

students respond to higher-order questions that were inserted every few

paragraphs in a text; they concluded that such a procedure facilitates better

textbook learning than do fact question inserts. Pressley and colleagues (1992)

showed that asking students for explanatory responses to higher-level

questions prior to instruction activates prior knowledge and focuses attention,

resulting in better learning. However, despite the demonstrated effectiveness

of higher cognitive-level questioning, researchers have shown that the

majority of classroom questions are factual in nature. In a review of the

research on teacher questioning, Gall (1984) discovered that only about 20

percent of classroom questions required more than simple factual recall.UbD Research Base

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Similarly, Goodlad (1984) reported that only about one percent of classroom

discussion invited students to give their own opinions and reasoning.

This research on questioning is directly applied in the UbD design model. In

Stage 1, teachers are explicitly prompted to identify or develop “essential

questions” related to the important ideas in the content. These open-ended

questions engage students in the very kinds of higher-order thinking shown to

enhance learning. In Stage 2, students are asked to demonstrate their

understanding by applying their knowledge and skills through “authentic”

performance assessment tasks and explaining their reasoning. In Stage 3,

teachers are encouraged to pose higher-order questions based on the six facets

of understanding.

• Feedback

Research has confirmed that one of the most effective strategies a teacher can use

is to provide students with feedback relative to how well they are doing. Hattie

(1992) analyzed nearly 8,000 studies and concluded that the most powerful single

modification that enhances achievement is feedback. Marzano, Pickering, and

Pollock (2001) synthesized the research on feedback to provide the following

guidelines for the classroom:

1. Feedback should be “corrective” in nature. This means that it should

provide students with an explanation of what they are doing that is correct

and what they are doing that is not correct.

2. Feedback should be timely. Feedback provided immediately after

assessment enhances learning.

3. Feedback should be specific to a criterion; that is, it should inform

students where they stand relative to a specific target of knowledge or

skill. Research has consistently indicated that criterion-referenced

feedback has a more powerful effect on student learning than normreferenced feedback.

4. Students can effectively provide some of their own feedback by

monitoring their own progress.

Understanding by Design stresses the use of feedback to both learners and

teachers. A primary tool for offering such feedback is the rubric, used to evaluate

student performance in Stage 2. Teachers are counseled to present the rubrics to

students in advance of an assessment or task so that that the performance target

will be visible. Teachers then use the criteria in the rubric to provide specific

feedback to students on their strengths and weaknesses, not just to assign a grade

or a score. The WHERETO framework in Stage 3 also emphasizes the use of

assessments for feedback, followed by opportunities for students to revise,

rehearse, and rethink (R). Students are expected to self-evaluate their workUbD Research Base

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according to specified criteria (E), so that they will know how to improve their

work, rather than waiting for the teacher to tell them how they’re doing.

• Related Strategies

Marzano, Pickering, and Pollock (2001) summarized and analyzed multiple

research studies in order to show that a number of types of instructional strategies

significantly affect student achievement. Several of these strategies explicitly

assist students in making connections, conceptualizing knowledge, and explaining

and applying knowledge and ideas to new situations.

The following strategies, all recommended by UbD, enhance students’

understanding of, and ability to use, knowledge:

1. Identifying similarities and differences;

2. Using “nonlinguistic representations”—primarily graphic organizers,

models, mental pictures, artistic expression, and kinesthetic activity;

3. Generating and testing hypotheses through systems analysis, problem

solving, historical investigation, invention, and experimental inquiry; and

4. Asking students to explain their thinking.

Higher Education

Similar findings emerge from studies in higher education. The National Survey of

Student Engagement (NSSE) annually collects information directly from undergraduate

students that colleges and universities can use to improve student learning. NSSE (2001)

has identified five categories of effective educational practices that research studies show

are linked to desired outcomes in college. Three of these five NSSE “benchmarks” align

with the principles of Understanding by Design:

Level of Academic Challenge. Challenging intellectual and creative work is

central to student learning and collegiate quality. Colleges and universities

promote high levels of student achievement by emphasizing the importance of

academic effort and setting high expectations for student performance.

Active and Collaborative Learning. Students learn more when they are

intensely involved in their education and are asked to think about and apply

what they are learning in different settings. Collaborating with others in

solving problems or mastering difficult material prepares students to deal with

the messy, unscripted problems they will encounter daily during and after

college.

Enriching Educational Experiences. Complementary learning opportunities

inside and outside classrooms augment academic programs, such asUbD Research Base

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internships, community service, and senior capstone courses provide

opportunities to integrate and apply knowledge.

Future Research Targeted

Although formal research on the efficacy of UbD has not been conducted to date, our

users have been doing varying degrees of informal research at the classroom and school

levels. Indeed, advanced users are encouraged to set up local action research around

persistent achievement problems. Nonetheless, more formal, scientific studies are needed.

Since the UbD program’s original book, Understanding by Design, was released in the

fall of 1998, the work has evolved significantly in light of feedback from users. While it

would have been premature to launch formal studies earlier, there now is a plan under

way at ASCD to mount a formal, independent research study now that the UbD materials

and processes are stable.UbD Research Base

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Understanding by Design in Action

Numerous schools, districts, regional service agencies, universities, and other educational

organizations have recognized the efficacy of the Understanding by Design framework

and utilize it in their work. Examples of various uses of UbD are briefly described below.

Programs and Projects

• The Peace Corps has adopted UbD as a framework to guide both its international

curriculum development (e.g., Worldwide Schools) and its general training for

Peace Corps volunteers.

• The John F. Kennedy Center for the Performing Arts CETA program (Changing

Education Through the Arts) coordinates a multi-school and district curriculum

project for designing interdisciplinary units featuring infusion of the arts. The

resulting products are based on the UbD framework and shared through the UbD

Web site (http://www.ubdexchange.org).

• With funding from the Bill and Melinda Gates Foundation, the State of

Washington is using the Understanding by Design framework as a cornerstone in

its training for teacher leaders on curriculum and assessment design. Over the past

three years, more than 3,000 teachers have participated in this systematic

statewide training.

• The International Baccalaureate program employed the UbD framework to

redesign the template for its Primary Years Program (PYP), a curriculum used

worldwide.

• National Science Foundation-funded middle school science and mathematics

curriculum projects selected Understanding by Design as the design format.

• The Virginia Department of Education has adopted the Stage 1 format of UbD to

define the Standards of Learning Curriculum Framework for Social Studies, K–

12. This resource document defines the understandings, essential questions, and

knowledge and skills related to the social studies standards. This K–12 sequence

is available online at http://www.pen.k12.va.us/VDOE/Instruction/sol.

• The California State Leadership Academy (CSLA) used UbD as the framework

for revising its comprehensive statewide leadership-training curriculum.

• The Corporation for Public Broadcasting, in partnership with the Annenberg

Foundation, has produced an eight-volume videotape series, The Arts in Every

Classroom. Programs 5 and 6, “Designing Multi-Arts Curriculum” and “The Role

of Assessment in Curriculum Design,” illustrate the use of UbD for curriculum

and assessment development in the arts.

• Intel’s Teach for the Future Program incorporates UbD in its national teacher

training programUbD Research Base

16

• The Texas Social Studies Center adopted UbD as its curriculum framework and

developed model units for statewide dissemination. Information is available at

http://socialstudies.tea.state.tx.us/downloads/toolkits/index.htm.

• The state of Hawaii obtained a statewide membership in the Understanding by

Design Exchange Web site to encourage teachers to use UbD in their curriculum

planning.

Schools and Districts

A number of schools and districts are using Understanding by Design in systemic ways to

guide curriculum, local assessment, staff development, teacher observation, and school

improvement. A few examples below reflect the application of UbD in diverse settings.

• Norfolk, Virginia, a large urban district, has been involved in a multiyear

curriculum and staff development initiative using UbD. This process has included

(1) revision of all systemic curriculum frameworks to include enduring

understandings and essential questions; (2) multiyear professional development

involving all elementary, middle, and high school sites with follow-up coaching,

study groups, and action research; (3) sustained professional development for all

central office curriculum specialists and supervisors; (4) extensive work with staff

who work with special populations, including gifted and talented and special

education with proposed UbD modifications of the district’s Individual Education

Plan template); and (5) a comprehensive evaluation plan to determine UbD

impact upon student and staff performance, using a series of demonstration sites

and a randomly controlled experimental evaluation model.

• Georgetown, South Carolina, an economically and racially diverse school district

near Myrtle Beach, has used UbD as a catalyst to support its school improvement

and student achievement accountability initiatives. Georgetown’s implementation

process includes (1) comprehensive training for staff at all school sites in UbD

learning principles and unit development; (2) restructuring of curriculum in all

state-tested content areas (i.e., English, mathematics, science, and social studies)

to include “student-friendly” enduring understandings and essential questions; (3)

sustained professional development for administrators and central office

personnel, emphasizing UbD-based coaching strategies for teacher observation

and evaluation; and (4) active integration of UbD Stage 2 assessment principles as

part of the district’s monitoring of student achievement results.

• The Laredo (Texas) Independent School District is situated on the U.S.-Mexican

border and serves a predominantly Hispanic student population. Laredo is using

UbD to address its state-mandated accountability plan for both staff evaluation

and student achievement. The district has acknowledged the powerful alignment

between Understanding by Design and the state’s recommendations for using

multiple forms of assessment to monitor students’ progress as well as the critical

need to teach for understanding, not just for knowledge recall. As the new TexasUbD Research Base

17

Essential Knowledge and Skills (TEKS) testing program is being implemented,

Laredo is using UbD to train staff in (1) “unpacking” state standards to teach for

deep understanding, including incorporation of enduring understandings and

essential questions in all TEKS-related content areas; (2) developing

representative lessons and units that reflect high standards for all students,

particularly English as a second language learners; and (3) observing for student

behaviors associated with the six facets of understanding.

• Nanuet, New York, a small suburban district, is mapping its K–12

curriculum around the three stages of UbD to ensure a coherent alignment

with state and local standards, a focus on “big ideas,” and clearly articulated local

assessments for gauging student performance. The maps guide the development

of teacher units and courses, promote connections across subject areas and grade

levels, and sharpen the scope and sequence to eliminate gaps and repetition.

• The recently chartered Two Rivers Magnet School in East Hartford, Connecticut,

used the principles of UbD to develop its mission statement and the “big ideas”

that will be central to its curriculum in every classroom. Curriculum will be

developed using the UbD template so that curriculum units will be aligned with

the state content standards as well as the magnet school mission.

• The Howard School in Atlanta, Georgia, is a progressive, independent school that

serves students with a variety of learning styles. The program is grounded in the

belief that children construct meaning through authentic learning experiences with

the arts playing an integrative role. The Howard School curriculum, explicitly

guided by Understanding by Design, includes courses and units of study

developed around “enduring understandings” and “essential questions.”

Classroom assessments are anchored by performance tasks that call for students to

apply knowledge and skills to demonstrate understanding. Teachers employ

inquiry-oriented instructional methods and personalized teaching to accommodate

the particular learning needs of their students.

Regional Collaborations

Regional service agencies and educational consortia have facilitated collaborative

curriculum and staff development projects using UbD. For example:

• The Standards in Action project (SIA) is a collaborative project between San

Diego County, California, school districts and the San Diego County Office of

Education (SDCOE), which serves 42 districts, 590 public schools, and more than

470,000 students. Teacher leaders, along with SDCOE content specialists, work in

teams to design and review UbD units in English/language arts, science,

mathematics, and English Language Development (ELD) and share them via theUbD Research Base

18

Web. More information is available at the following web site:

http://www.sdcoe.k12.ca.us/sia/welcome.html.

• The Bucks County Intermediate Unit, a regional service agency in Bucks County,

Pennsylvania, coordinates curriculum and staff development training for teachers

and administrators in its 13 school districts. Three of the districts have adopted all

or part of Understanding by Design for their curriculum development work. Two

districts have conducted UbD training for all or part of their teaching and

administrative staffs and are using the underlying premises and assumptions of

UbD to redesign curriculum and instructional practices in all K–12 subject areas.

One district has made extensive curriculum revisions to its K–12 social studies

program and is in the process of redesigning its K–12 science curriculum. Several

other districts have conducted training and are in the process of working with

UbD to revise curriculum and instructional practices.

• The Capital Region Education Council (CREC), a regional service agency in

Hartford, Connecticut, coordinates a UbD curriculum and staff development

project for teachers and administrators. Currently, 25 percent of Connecticut’s

169 school districts are involved in CREC-sponsored UbD training. UbD

curriculum units are collaboratively designed around the Connecticut State

Standards and disseminated to the participating districts.

• The New Jersey Curriculum Initiative (NJCI), funded by the Geraldine R. Dodge

Foundation, supports UbD training and collaborative curriculum development for

14 public school districts and 5 independent schools. The curriculum products are

accessible to all NJCI members through the UbD Web site, as are the results of

school-based action research projects.

• The Capital Area Intermediate Unit (CAIU) in Harrisburg, Pennsylvania, received

a National History grant to support more rigorous and engaging teaching of

United State history at the middle and high school levels. Project participants use

the UbD template to design curriculum units, which are then reviewed and shared

via the UbD Web site.

Higher Education

• The Understanding by Design book is used in more than 150 schools of education

as a basic text for curriculum and assessment methods courses at both the

undergraduate and graduate levels.

• The College of New Jersey, a state institution in Ewing, is using UbD

“backward design” for mapping the curriculum by department and for course and

syllabus design.UbD Research Base

19

Additional Information

• More than 255,000 copies of the book Understanding by Design have been

distributed worldwide.

• More than 55,000 copies of The Understanding by Design Handbook are in use.

• Tens of thousands of teachers and administrators have received UbD training.

• More than 28,000 educators have access to the UbD Web site.

• Both the Understanding by Design book and The Understanding by Design

Handbook won the annual Distinguished Achievement Award for Excellence in

Educational Publication from EdPress, the education publishing trade association.

• Two major philanthropic organizations (The Pew Charitable Trusts and the

Geraldine R. Dodge Foundation) have supported UbD implementation.UbD Research Base

20

References

Andre, T. (1979). Does answering higher-level questions while reading facilitate

productive learning? Review of Educational Research, 49, 280–318.

Bottoms, G., & Sharpe, D. (1996). Teaching for understanding through integration of

academic and technical integration. Atlanta, GA: Southern Regional Education Board.

Bransford, J., Brown, A., & Cocking, R. (Eds.). (2001). How people learn: Brain, mind,

experience, and school. Washington, DC: National Research Council.

Coalition for Evidence-Based Policy. (1992, November). Bringing evidence-driven

progress to education: A recommended strategy for the U.S. Department of Education.

Washington, DC: Author.

Frome, P. (2001). High Schools That Work: Findings from the 1996 and 1998

assessments. Triangle Park, NC: Research Triangle Institute.

Gall, M. (1984). Synthesis of research on teacher questioning. Educational Leadership,

42(3), 40–46.

Goodlad, J. (1984). A place called school. New York: McGraw-Hill.

Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education,

36(2), 99–136.

Improving the college experience: Using e ective educational practices. (2001). The

National Survey of Student Engagement. Bloomington, IN: Author.

Southern Regional Education Board. (1992). Making high schools work. Atlanta, GA:

Author.

Martin, M., Mullis, I., Gregory, K., Hoyle, C., Shen, C. (2000). E ective schools in

science and mathematics: IEA’s Third International Mathematics and Science Study.

Boston: International Study Center, Lynch School of Education, Boston College.

Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA:

Association for Supervision and Curriculum Development.

National Center for Research in Vocational Education. (2000). High Schools That Work

and whole school reform: Raising academic achievement of vocational completers

through the reform of school practice. Berkeley, CA: University of California at

Berkeley.UbD Research Base

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Newmann, F., et al. (1996) Authentic achievement: Restructuring schools for intellectual

quality. San Francisco: Jossey-Bass Publishers.

Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and

standardized tests: Conflict or coexistence? Chicago: Consortium on Chicago School

Research.

Pressley, M., (1984). Synthesis of research on teacher questioning. Educational

Leadership, 42(3), 40–46.

Pressley, M., et. al. (1992). Encouraging mindful use of prior knowledge: Attempting to

construct explanatory answers facilitates learning. Educational Psychologist, 27(1), 91–

109.

Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on

teacher questioning behavior. Review of Educational Research, 51, 237–245.

Senk, S., & Thompson, D. (2003). Standards-based school mathematics curricula: What

are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Smith, J., Lee, V., & Newmann, F. (2001). Instruction and achievement in Chicago

elementary schools. Chicago: Consortium on Chicago School Research.

Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.

Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of

Experimental Education, 54, 194–199.

Wenglinsky, Harold. (1998). Does It Compute? The Relationship between Educational

Technology and Student Achievement in Mathematics. New Jersey: Educational Testing

Service.

Weil, M. L., & Murphy, J. (1982). Instructional Processes. In H. E. Mitzel (Ed.),

Encyclopedia of educational research. NY: The Free Press.

Wiggins, G., & McTighe, J.(1998). Understanding by design. Alexandria, VA:

Association for Supervision and Curriculum Development.

you as our OUR STAKEHOLders and partners forDevelopment of DepED Butuan City, we wouldnot have soared high and propelled our wingsso high up above, that we celebrate today theculture of excellence and achievement forDepED, Butuan City.Before I finally end, allow me to share thisquotes from prominent world leaders who said,³ The outgoing year 2010 was a time of freshvictories and achievements for all of us. . . It isthrough from these victories and achievementsthat we are looking into the future withoptimism. We become optimistic becauseindividual commitment are seen from eachgroup efforts that make a team works, acompany works, a society works, a civilizationworks. That by coming together is a beginning.Keeping together is progress. Working togetheris SUCCESS!´

English Department hosts the 2nd Pascasio Memorial Lecture

Posted by: Isabel P. Martin Date: 2008-09-17

The Ateneo English Department hoststhe 2nd Pascasio Memorial Lecture

On 13 September 2008, the 2nd Emy M. Pascasio Memorial Lecture of the Linguistic Society of the Philippines (LSP) was held. The event, which had as its theme “First Languages First: The Challenges of Multilingual Education and Literacy in the Philippines,” was hosted by the Ateneo de Manila Department of English.

More than a hundred graduate students, teachers, language professionals, and scholars of applied linguistics gathered to listen to two speakers. Mr. Napoleon Imperial, Chief of the Educational and Manpower Development Division of NEDA, talked about his reflections on the Philippine languages-in-education issue. In his presentation, he explained why NEDA is pushing for the adoption of mother-tongue literacy in basic education. NEDA believes that in the long run, mother-tongue literacy and

education is cost-effective as it addresses basic learning inefficiencies which come in the form of drop out rates, retention and repetition rate, and low achievement rate.

The 2nd speaker, Ms. Norma Daguiang, Master Teacher at the Lubuagan Central School, KalingaProvince, presented the results of an ongoing experiment on the use of the first language in teaching elementary school children in the town of Lubuagan. The study has so far documented a significant increase in Math, Science, Filipino, and English achievement scores of students who were taught in Lulubuagen, their first language. This presentation provided clear evidence that the use of the mother tongue in literacy does address low achievement rates in basic education.

The event was graced by the presence of Valenzuela Representative Magtanggol Gunigungo, author of House Bill 3719, which is advocating the use of the first languages from grades 1 to 6. Congressman Gunigundo spoke about how HB 3719 is actually consistent to the recommendations of UNESCO. Still, a large number of lawmakers continue to push for an English-only policy in basic education. Dr. Ma. Luz Vilches, Dean of the Ateneo de Manila School of Humanities, was also present to welcome the participants to the Ateneo. She informed them of Ateneo’s upcoming celebration of 150 years of existence as an educational institution. And through all these years, the language issue in education has been close to the heart of Ateneo’s interest and concern and that Dr. Pascasio’s passion for it gained full university support.

The event was opened by Dr. Danilo Dayag, LSP President, who spoke of how the Society was truly proud of Dr. Emy M. Pascasio. A tribute to the late Dr. Pascasio was also presented by Dr. Ma. Lourdes Bautista, member of the Board of Advisers of the LSP. In her presentation, Dr. Bautista reminisced with fondness Dr. Pascasio’s passion for research and scholarship, her zest for life in the Pascasio trademark of infectious laughter, and her acknowledged feminine vanity – a woman properly poised and elegantly dressed with matching expensive jewelry! The event was closed by Dr. Marilu Rañosa Madrunio, LSP Vice President, who talked about the Society’s appreciation of the scholarly contributions of Dr. Pascasio to the field linguistics and applied linguistics.

The Emy M. Pascasio Memorial Lectures of the Linguistic Society of the Philippines take place every September, the birth month of the late Dr. Pascasio, professor of Linguistics at the Ateneo de Manila University, and founder of the Ateneo Language Learning Center.

AN ANALYSIS IN ARTICMONDAY, APRIL 12, 2010

IntroductionPhilosophy is the rational investigation of the truths and principles of being, knowledge, or conduct (reference.com). It is an investigation of thought for further support one’s thinking. My philosophy as an educator is presented on this paper.This paper discusses my personal educational philosophy in life. It contains the following as I

perceived: i) Philosophy, ii) Human Nature, iii)Task of Education, iv) Role of the School, v) Role of the Teacher/Principal/Coordinator, vi) Teacher-Student Relationship, vii) How Students Learn, viii) Curriculum Emphasis, ix.) Professional Ethics and Societal Contexts, x.) Curriculum Emphasis, xi) Who is to be educated?For nine years in the field of education, I have acquired beliefs and ideas that support my teaching and these are presented in this paper. Personal Philosophy of Education“If you want to change the things around you, start from where you are.” This is my personal philosophy in life and it supports my ideology in teaching which is, “I myself, as a teacher will teach with whole heart, with all my strength to help each student to discover their potentials and enlighten their minds to the importance of their existence here on earth.” Every teacher is looking forward for the improvement of his/her students; it can only be attained if the teacher is an inspiring person for the students to be influenced. Human NatureInside every person there are seeds of greatness. The responsibility of parents and leaders is to nurture and cultivate those seeds (Something to Smile About, Zig Ziglar, p. 117).Every single person has abilities and talents that are valuable. If you will acknowledge the good in others, you will free them to be all they can be. When people are acknowledged for who they are and for what they do well, their abilities are elevated. You can bring out the best in others by saying what you see in them that is good. All the time we are thinking good thoughts about others. Maybe it’s how smart someone is, how beautiful they look or how we admire their abilities. And then we fail to speak those thoughts to them. Make it a goal to speak words of support and acknowledgment. Every day make it a commitment to share something that you see that is good in someone else. Don’t miss the opportunity to sew a seed of support. People are so used to criticism. They have become so addicted to criticism that they even believe they need it to grow. In our classes, we sometimes have actors and speakers who complain because we acknowledge their gifts and abilities rather than criticizing. Some people have become so accustomed to criticism that they often find it difficult or impossible to receive support and acknowledgment. They actually put up barriers to taking in love, acceptance and support. I am here to tell you that people do not grow through criticism. Criticism rips the strength out of people, so they sink into negativity. Criticism takes people down into what is wrong. It makes them focus on trying to be right instead of being real. If you want to make a difference in the world, bring out the best in others through love rather than criticism. When you honor the potential in someone by seeing what they can be, they start to change. No one can stay the same under a barrage of loving acknowledgment. This is how we transform others; this is how we transform the world. So tell others the good you see in them. Sew a seed of support. They will respond by coming up to your vision for them. You will be people builder and world healer.

Task of EducationEducation is the best solution to poverty-even most of the world’s problems! Education is the key to the country’s progress. Countless studies have pointed out the need for government resources to be

concentrated on improving basic education and reducing drop-out rates. Education must be the most effective economic ‘equalizer’, but with the present disparity in educational standards between the good and expensive private schools, on one hand, and the poorly equipped public schools, on the other, the gap between the rich and poor cannot be reduced.” (Quality Teachers, vol.8, no.2, p.9)Education is for all. It fills up one’s mind from ignorance. Education is the solution to every problem arising around us. A true education not only teaches facts, practical applications but also values. A teaching that misses any of the three areas is half-full, it doesn’t meet the exact meaning of education. A teaching without facts produces unguided person because they work without knowing the reason behind of their actions. A teaching without practical applications produces inexperience person because he/she cannot apply what is in their mind, knowledge is not enough, application of knowledge is important. A teaching without values produces an unfocused person because he/she doesn’t know where, when to apply his/her knowledge and skills in life. I am saying that values are the most important part of teaching. A quality outcome of students from school is for them to become good citizen of this country. The responsibility of educating the youth, as far as this generation is concerned, will never shift. Teachers, the living and breathing kind, will still be the most compelling indications of this world’s knowledge.Role of the SchoolVision of the school must be clearly defined because it outlines what the organization wants to be, or how it wants the world in which it operates to be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria (wikipedia.org). A vision statement is sometimes called a picture of the school in the future but it’s so much more than that. The vision statement is an inspiration, the framework for all your strategic planning.A vision statement may apply to an entire school or to a single division of the institution. Whether for all or part of an organization, the vision statement answers the question, “Where do we want to go?”Schools should be seen as a resource for the larger community. In this sense, teachers and members of the community become co-owners of the school and in doing so collectively determine what is taught, how the school is organized, and what role the school might play in the affairs of the community and neighborhood agencies. School can be used as a strategic site for addressing social problems and helping students understand what it means to exercise rights and responsibilities as critical citizens actively engaged in forms of social learning that expand human capacities for compassion, empathy, and solidarity.Schools should foster public values and not merely advance excessive individuals, competitiveness, and intellectual consumerism.The existing systems of schooling must give teachers more power to control their own work conditions and to implement educational programs with the universities and other social groups in which they work in dialogue in order to address the various problems of society.School buildings should be limited in size to permit teachers and others to provide a sense of democratic community for themselves and their students.Schools should provide teachers an opportunity to exercise power over the conditions of their work. They should not lose their connection to the neighborhoods they are intended to serve.

Another thing to consider is the provision of the school to its employees to help as much as possible to meet the Maslow’s hierarchy of needs. In this sense, once the employee meets its personal needs, he/she can perform well. A teacher who is disturbed because of personal problems cannot be an educator for the students to learn but an influence that students will not benefit.

Role of the Teacher/Principal/CoordinatorIt is a famous quote that teaching is the noblest profession. The late Secretary Ricardo T. Gloria, DepED secretary from July 1994 to June 1998 after being appointed by then President Fidel V. Ramos. His slogan, “Be proud, you are a teacher, the future depends on you,” was his way of uplifting the self-esteem of the Filipino teachers. To keep uplifted with this slogan, selection of teachers at the start of their study must be very tight. St. Thomas Aquinas depicts three things in the character of those who are to teach: stability, clearness, and purity of intention. With stability, the teacher may never stray from the truth; with clearness, he is to teach without obscurity, and the purity of intention, he may seek God's glory and not his own. (Specimen Pages from the Summa Theologica of St. Thomas, p. 2). Base on Stoneyhill research in 2007 about the primitive ego theory of human social and spiritual sevelopment© (or PETHSSD©), without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other. It is clearly stating that as teacher, one must develop first self-awareness and spiritual growth before emerging with the education field. Christ said, “A student is not above his teacher, but everyone who is fully trained will be like his teacher” (Luke 6:40, NIV). No one can give what one’s doesn’t have. A teacher in the classroom is not perfect human being but a person with fully developed, professionally and personally.The role of every individual in the educational system is to work together to make quality education a reality. Education is the key to personal, community, national and global progress. (Quality Teachers, vol. 8, no. 2, p.9)Teacher-Student RelationshipInspiring teachers produce inspired students. More of us need to get involved in working with our young people instead of being so quick to criticize. (Something to Smile About, Zig Ziglar, p.117). The youngsters are like clay that is molded through the environment surrounded them and teachers play the most important role in this part. “Whatever you have learned or received or heard from me, or seen in me—put it into practice” (Philippians 4:9). Every interaction in the classroom, teachers serve as models, in every action makes, directly or indirectly, teachers influence students. As educators, be very careful in everything that comes into mind, for thoughts become words; be very careful in everything that comes out from the mouth, for words become actions. Words have power, be careful what to say, it can make or break a person. Raymond S. Sanchez, in his interview in Quality teacher magazine says, “The quality of education and of students depends much on the quality of teachers. More than just being concerned about intellectual development, he believes that teachers must strive for the overall development of their students and of themselves.” A student development relies on

the hand of the teacher, making a difference to the life of a student is a huge responsibility in each and every educator in the field. Teachers are therefore expected to build a strong character with moral values herself and inevitably help her students achieve the same thing.

How Students Learn"The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways." (Howard Gardner, 1994) NOT ALL LEARNERS ARE ALIKE. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and to adjust the curriculum and presentation of information to learners rather than expecting students to adapt themselves to the curriculum. In a differentiated classroom, teachers begin where their students are, not where they feel she should be or as the curriculum dictates. Instructional methodologies vary and are adapted to meet the needs of individual and diverse learners.To ensure effective teaching and learning, teachers need to link tightly three key elements of the curriculum: content, process, and product. By definition, differentiated instruction is consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and the interests of academically diverse learners.1. Content: what students should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given segment of study.2. Process: describes activities designed to ensure that students use key skills to make sense of the content.3. Product: vehicles through which students demonstrate and extend what they have learned as a result of a considerable segment of learning. Students inside the classroom are different in many ways. Teacher should be aware of the uniqueness of his/her students. Differentiated instruction and activities must be implemented in the classroom. In this way the teacher is catering the needs and capabilities of the students; it is a way of helping each child to develop to what he/she can be.

Curriculum EmphasisThe curriculum is the heart and soul of the school system, as it “gives meaning and direction to all educational effort and constitutes a potent instrument for linking education and development” (Quality Education, vol. 8, no. 2, p. 8). The concept of Understanding by Design (UbD) constructed by Jay Magtighe and Grant Wiggins in 2004 and together with the Differentiated Instruction (DI) are very ideal. It supports the philosophy of John Dewey that says, “is problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience.” This can be done by starting small and taking one step at a time, sacrifice comes in the part of the teacher because of lot of preparation but what we are here for, for our students who are longing for knowledge and to strengthen with values.Professional Ethics and Societal Contexts and Expectations

In the preamble of Code of Ethics for Teachers says, “Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.” Teaching as the noblest profession indicates that teachers as the most cautious work as you could ever have. Here, you are not only molding young minds but also living what you teach. Where ever you are and whatever you do you must be always a teacher as you can be. Who is to be educated?I was inspired by St. Augustine’s philosophy on who is to be educated. According to him, education is a passion and a process of opening up the mind to ideas and critical thinking ("skeptical philosophy"). In that sense, all people, regardless of class should be given the opportunity to be educated. Certainly no elitist, not one to reserve his time and energy for those he considered worthy of a reply. The government must support the life-long education of each citizen in the country. The state is responsible to the intellectual development of each individual because human resource is the key to national development.Preparing Education students in the best possible way for their future roles as teachers is very vital. It is then very important that the curriculum for teachers designed in such a way that it equips education students with substantial knowledge of subject content, expertise in executing teaching methodologies, and adequate exposure to and experience in actual teaching, all aimed at encouraging student learning (Quality Teacher, vol.8, no. 2, p.25). After earning a degree in doctoral study, hopefully in five year time, I am planning to move to tertiary education to teach in the college of education where the future teachers are there. I believe that quality education entails quality teachers; quality teachers produce quality students. I believe that teacher entails to the performance of students. There are lots of strategies that can be used to cater the individual differences of students. What students are looking for is a teacher who can touch their lives through everyday delivery of the lesson. Much time must really be devoted in planning to make differentiated instruction inside the classroom.I believe, in stepping a higher level of taking responsibility, I can make a difference in the quality of education for the future teacher of this country. My philosophy in life is:“If you want to change the things around you, start from where you are.”If every teacher inside the classroom is developed not only professionally but also personally with spirituality, I know that we will develop quality and competent students who can help our developing country to move on to a progressive and sooner to a developed country.

BibliographyEducation in the Philippines Forum. February 13, 2010. cCopyright © 2002-2010CODE OF ETHICS FOR PROFESSIONAL TEACHERShttp://eduphil.org/forum/code-of-ethics-for-teachers-in-the-philippines-t-449.htmlDepED mourns the death of Dr. Ricardo Gloria. February 11, 2010. Copyright 2010. http://www.deped.gov.ph/e_posts.asp?id=476

Staff Development for Educators. February 11, 2010. Copyright 2006. http://differentiatedinstruction.com/Scott Chester. Be Careful What You Think. February 11, 2010. Copyright 2010. http://www.schester.com/2007/12/02/be-careful-what-you-think/The Educational Theory of Augustine of Hippo. February 11, 2010. Copyright 2010.http://www.newfoundations.com/GALLERY/Augustine.html

POSTED BY JOYMSAN AT 4:51 AM 0 COMMENTS

LABELS: MY PHILOSOPHY IN LIFE

NATIONAL BASED COMPETENCY BASED TEACHER STANDARDS (NCBTS)8th Key Area: SPIRITUAL GROWTH

I. INTRODUCTIONThis paper discusses the Spiritual Growth as the seventh key area of National Based Competency Based Teacher Standards (NCBTS). It also shows a paradigm structure how the other key areas of NCBTS are related with each other and how they must be structured based on the understanding of the reporter. The Primitive Ego Theory of Human Social and Spiritual Development© of Stonyhill University in August 2007 is used as the theoretical based of this report to explain how Spiritual Growth is necessary as one of the key areas of NCBTS.

II. THEORETICAL BASISOUR HUMAN SPIRITUAL JOURNEY:THE PRIMITIVE EGO THEORY OF HUMAN SOCIAL AND SPIRITUAL DEVELOPMENT©STONYHILL INSTITUTEAugust 2007

The Primitive Ego Theory of Human Social and Spiritual Development© (or PETHSSD©) is a post-modern theory of human social and spiritual development; a relational developmental theory, not a psychodynamic psychological theory. It assumes that without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. PETHSSD© describes in detail the evolution of human consciousness from the primitive ego of our inner-child to the enlightenment of a middlepath evolutionary spirituality. The term middlepath which is used in the Primitive Ego Theory of Human Social and Spiritual Development© is essentially the Buddhist “middle way” practice of ego emptiness and the skill of not knowing, integrated with modern psychological knowledge and insights. The middle way was a concept developed by the Buddha prior to his own enlightenment. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other. Parker Palmer once said, "What transforms education, is a transformed being in the world." Every

action we do inside the classroom for the benefit of our students can be considered a small act but if every educator try to do this simple act, it is a sure off that we will achieve a transformative education.IV. SPIRITUAL GROWTHA more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourages students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet. A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.SCHOOL: INDICATORS1. Provide to the community a detailed description of the Catholic character/identity of the school and its mission, including student outcome expectations.• Publish the Mission, Values, and Student Outcome• Indicators in publications and in poster form to be exhibited throughout the school. • Prepare and deliver regular talks on the Catholic identity of school and the hallmarks of Catholic education to parents and alumni.• Develop a faculty-parent committee to recommend catechetical standards and practices in the school.• Collaborate with the diocease in implementing the diocesan standards for Catholic education.• Prepare and implement an annual evaluation of the implementation of our mission through questionnaire and other evaluative processes.2. Identify and preserve clear written descriptions of the school tradition of education, its major themes and standards of quality.• Participate in the yearly orientation.• Encourage all school’s religious people to preach a contemporary devotion to school’s patron.• Encourage the bringing of rosary as a sign of devotion and dedication.• Encourage vocations to priesthood and religious life. 3. Continue to provide and improve opportunities for students to express their faith in action.• Include diocesan agencies and programs into our volunteer service program.• Encourage more students to participate in religious programs.• Expand the planning and opportunities for our religious activities. • Evaluate and improve the class retreat days.• Expand the support for the church and adapted community.• Promote a policy of prayer at the beginning of each class. 4. Promote better identity and participation between students and their local parish communities.

• Invite local pastors to celebrate the Eucharist and reconciliation with the Carmelites.• Provide opportunities for pastors and associates to meet with students from their parishes if they so desire.• Encourage students to join youth groups, find ministerial opportunities and receive the sacraments in their own parishes.5. Promote the acceptance and appreciation of diversity within the student/parent community through education and interaction.• Continue to celebrate cultural days of remembrance with events and symbols proper to that culture.• Sponsor speakers and educational programs dealing with issues of minority and diversity.TEACHERS: INDICATORSIn planning the professional development program for a Christian school, special attention must go to continually promoting the spiritual growth of the staff. If there is spiritual depth and maturity in the teaching staff, there will most likely be a corresponding development of maturity evident in the lives of the students. To ignore this relationship is to ignore one of the most compelling aspects of Christian leadership. “A student is not above his teacher, but everyone who is fully trained will be like his teacher” (Luke 6:40, NIV).

Paul urged the Christians in Corinth, “Follow my example, as I follow the example of Christ” (1 Corinthians 11:1).

And to the Philippians he said, “Whatever you have learned or received or heard from me, or seen in me—put it into practice” (Philippians 4:9).

Teachers cannot take their students to a level of spiritual development that they themselves have not experienced. Therefore, there must be a strong focus on the ongoing spiritual development of the administrative and teaching staff. The best integration of biblical values and a biblical worldview into the curriculum results from the teacher having a biblically integrated worldview and lifestyle. The following are the indicators for teachers in practicing spiritual growth in the school for the students: respects the Catholic and Christian spiritual values of the students aids in the students’ Catholic and Christian formation exemplifies in his/her own actions the characteristics of Christian living conducts him/herself and lives in accordance with Catholic principles and doctrines and is outstanding for his/her correct doctrine and integrity of life; complies with the applicable Canon Law of the Roman Catholic Church

Professional and spiritual development of the teaching staff must be a continual and integral part of a vibrant Christian school.

STUDENTS: INDICATORS

Participates in spiritual development activities with students, faculty, and staff retreat program, sacraments, liturgies, clubs, Mission trips and community service

Understands, respects, and encourages awareness of various traditions of culture, race, gender, religion, and ethnicity as well as humankind’s shared heritage and environment Searches and shapes one’s destiny Tries to establish a closer relationship with God and humanity as a top priority in Life Strives to be a caring and responsible individual Supports and nurtures the needs of people in the community, nationally, and internationally using mathematical and scientific models of research Strives to define one’s spirituality and mission in life Stays connected with one’s source of energy Shares time, heart, and treasures with God and the world God created Utilizes God-given resources and gifts Contributes to a shared vision of creating a better world which promotes peace and harmony among societies, cultures, and nations Promotes living life with truth, loyalty, service, and ethical decision making in an atmosphere of academic freedom, open inquiry, and freedom of expression for all

ReflectionSpiritual Growth as defined in the discussed theory is, only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. This definition is far from what I have known about Spiritual Growth which is something religious and towards to holiness. I learned that everything that we are hoping and wishing for the world outside can only happen if we alone will start within. A change in personal feelings, thinking and perception is a big help to change the way we see the world we live in. Once I started Spiritual Growth inside of me, then it is the only time I can ask other people to start doing it especially with the teachers in my area. If only each of them experience self-awareness within, there will be a positive effect to the teachers within the area and these teachers will bring the

influence to the students that will also experience positive changes once they see that their teachers possess the good quality of a person.What a perfect place it to be when each teacher within an area starts self-realization through self-awareness and spiritual growth. It will be very easy for our students to adopt changes and bring all their learning at home.

POSTED BY JOYMSAN AT 4:45 AM 0 COMMENTS

LABELS: NCBTS

An Analysis in Article XIV of Philippines Constitution

ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY,

ARTS, CULTURE AND SPORTS (1987 Philippine Constitution)

EDUCATION

The State must provide quality education for all and does everything to reach out the farthest community to educate each citizen of the country for free as much as possible. Provision for formal and informal education in all kinds of citizen must be offered to respond to the needs of each individual and the society. All educational institutions public, private, sectarian or non-sectarian must include the study of constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-teaching personnel have their own role to be educator on their own way. Everybody is free to choose the course to be taken up in college as long as it is within its ability and capacity.

Reflection

The program of GMA which is “Biyaheng Totoo” last December 2009, shown the ten poorest places here in the Philippines and these are the rural places which are the farthest communities. It seems that these places are not known anymore by the government because they even do not know what is happening to the city because of lack of electricity to be updated to what is happening around them; no school or if there is, two or more hours are needed to reach it through walking. How can they still think to be educated if the basic food they need is also a problem.

In other countries especially in Japan, Great Britain and Russia, the state is the one responsible for the education of the students unlike here in the Philippines, although they claim that education is free but it’s not. They provide very low budget for education and after that leave the responsibility to each school to support their program which they call decentralization. Yes, it’s true that every employee in the school is considered educator but still, self and spiritual growth must be within each individual to be a good educator to every student inside the classroom.

Everybody is free to choose any course as long as it’s within their capacity but it is not controlled by the government because the state is not strict to the policy of colleges and universities. It is very easy to get a license to put up a school. The government is very lax on the criteria to meet before building up an educational institution. The outcome of the students predicts the condition of the country in the future. I think it’s better ifthe national test like National College Achievement Examination (NCAE) will be used to identify the students who are capable to a certain course to take in college.

Updates

The Philippine commitment to EFA global movement was translated intoPhilippine National Plan of Action to Achieve Education for All By Year 2015.The country’s National Plan of Action was approved by Social Development Committee composed of several government agencies in 2006.

The focus of this document is on basic education that will provide basic learning needs towards the achievement of functional literacy. This stretched the scope of education to formal and nonformal systems.

This further encompasses the entire society, including the national and local government agencies and civil society organizations as responsible for the provision of the basic learning needs. Therefore, education is made as a societal responsibility, debunking the notion that education rests solely upon the Department of Education.

Philippine EFA is a vision

EFA envisions that by 2015, the Philippine is an educated nation where citizens are functionally literate. Functional literacy is indicated by the ability to communicate, to solve problem, to sustainably use resources, to develop oneself and to see the world through a broad perspective.

Specifically, Philippine EFA 2015 aims to make:

• All youth and adults functionally literate

• Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3

• All pupils and students complete the basic education with satisfactory achievement level

• Education be made a societal responsibility

Philippine EFA is a program of reform

To attain EFA, quality of and access to education must be improved. This requires a holistic program of reform. This reform can be achieved by performing nine urgent and critical tasks.

NINE EFA Tasks

Production Tasks

a. Make every school continuously perform better

b. Make expansion of Early Childhood Care and Development (ECCD) coverage to yield more EFA benefits

c. Transform non-formal and informal interventions into an alternative learning system (ALS) yielding more EFA benefits

d. Promote practice of high quality teaching

e. Adopt a 12-year program for formal basic education to the existing 10-year basic education schooling.

f. Accelerate articulation, enrichment, development of the basic education curriculum in the context of the pillars of new functional literacy

Enabling Task

g. Provide adequate and stable public funding for country-wide attainment of EFA goals.

h. Create a network of community-based groups for local attainment of EFA goals.

i. Monitor progress in efforts towards attainment of EFA goals. Of particular importance is the development and implementation of indicators of “quality education”.

LANGUAGE

The national language of the Philippines is Filipino and it must be learned further than other language evolves within the country. English is provided to facilitate instruction and further communication. Other languages such as Spanish and Arabic shall be promoted on a voluntary and optional basis. Researches must lead to development and preservation of Filipino and other languages.

Reflection

I agree to the part of this article that as Filipino, every citizen must be a master of his/her own language. English must be a must for every Filipino for globalization; it opens communication to other places around the world. I suggest that at early age of the students especially in their pre-primary years additional Asian language must be taught because we are part of the continent.

Updates

On December 2007, Philippinepresident Gloria Macapagal Arroyoannounced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008.

Last June 2009, the Spanish language was included in the curriculum of secondary schools as an elective. The 15 pilot schools were selected by DepEd regional offices based on Mean Percentage

Score in English, ability to provide substitute teachers to take over the classes of teachers in training, and availability of classrooms and support facilities and equipment.

SCIENCE AND TECHNOLOGY

Science and technology are essential for national development and progress. The State has to give priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. It must support indigenous, appropriate, and self- reliant scientific and technological capabilities, and their application to the country’s productive systems and national life.

Reflection

I read an article on the Internet during my research recently and it was posted on September 8, 2008. It discusses about Neglect of RP science and technology holding back progress. It says that the government should invest heavily in science and technology development, as well as education, to lay the foundation for the country’s long-term progress. Solita Monsod, a University of the Philippines economics professor and the director general of the National Economic and Development Authority during the Aquino government, made the pitch for science and technology as awards were given to 10 of the government’s outstanding scholars in the field. Monsod lamented the perennially low budget of government for research and development (R&D) despite its potential as a key to the country's econmic growth.

"Science and technology is about the most powerful tool, probably at least equal to education, in addressing the problems of development," said Monsod.

"Unfortunately, like education, science and technology in the Philippines is not really given the importance that it should have," she said at the event marking DOST's 50th anniversary.

This is the reality that happened two years ago and today. Nothing change; the government has its personal undertakings why science and technology cannot be given priority. Advancement and development of a country lie in research. Many Filipinos have potentials in this field but the government cannot support them. Researchers go abroad to get support in other country that benefit in their intelligence.

May the next president of the Philippines set behind personal intentions to see clearly what our country really need to move on and start going farther for global development.

Updates

As one of the responds of DepEd to the continuous development of in the area of Science and Technology, the Department of Science and Technology (DOST) take its part in the Research Activities for Manpower Development and Planning. Projects to continuously upgrade the research capabilities of science and mathematics teachers are undertaken. Grants are provided to teacher-proponents who develop successful modules and/or instructional materials to improve the learning of science and

mathematics in schools. The results of the research projects are documented, published and distributed as ready reference materials for teachers.

ARTS AND CULTURE

The State must foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression. Arts and letters will enjoy the patronage of the State. The State has to conserve, promote, and popularize the nation’s historical and cultural heritage and resources, as well as artistic creations. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and must under the protection of the State which may regulate its disposition. The State has to recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop their cultures, traditions, and institutions. The State must ensure equal access to cultural opportunities through the educational system, public or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and other public venues. The State shall encourage and support researches and studies on the arts and culture.

Reflection

Even that the Philippines is influenced by western culture but it is still very rich in the national arts and culture that is why the Philippines has been named "cultural capital" of the 10-member Association of Southeast Asian Nations (Asean) for 2010 and 2011, according to presidential adviser on culture Cecile Guidote-Alvarez.

The major cultural agencies of government are the Cultural Center of the Philippines, the National Historical Institute, the National Museum, The National Library, the Records Management and Archives Office, and the Commission on the Filipino Language. The Heads of these cultural agencies are all ex-officio members of the NCCA Board and all except the Commission on the Filipino Language are together under the National Commission on Culture and Arts are working hand in hand with the Department of Education to openly show how rich is the culture and arts of the Philippines to the Filipino students for them to be proud and continually preserve and enrich the Filipino national culture.

Updates

In accordance to the support in the Philippine Constitution in preserving the cultural and artistic traditions the Department of Education is continuously releasing DepEd Orders and the recent is DepEd Order No. 71 a. 2007 constituting a special committee on culture and arts. The following committee shall have the following functions:

a. Develop, strengthen, and implement an integrated Culture and Arts program in line with the Education for All program of the Department;

b. Formulate guidelines in the development, implementation, and strengthening of the integrated program;

c. Conduct or cause the conduct of capacity-building activities, trainings, workshops, seminars and conferences;

d. Recommend policy/program intervention and/or issuances;

e. Establish partnerships/linkages with stakeholders in government and the private sector;

f. Monitor, assess, and evaluate the implementation of the integrated program;

g. Perform such other functions as may be assigned to it by the Secretary.

SPORTS

The State must promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert formulation of national plans and policies. All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.

Reflection

Einstein no doubt had an excellent sense of humor. He formulated a formula of success which is: SUCCESS=WORK + PLAY + KEEPING YOUR MOUTH SHUT!! I want to focus on PLAY; Albert Einstein as a scientist and philosopher also recommend that play is part of success. Having fun and making some relaxation after hard work complete a person. This is the reason that is why the DepEd still takes care of the physical activities of the students through sports.

The result of the 2009 South East Asian Games held in Vientiene, Laos shows that among eleven countries, the Philippines ranked number fifteen. The senate is not satisfied with this kind of performance that is why they take a closer look to this issue. January 7, 2010, the Senate committee on Games, Amusements and Sports held a public hearing to discuss various concerns in Philippine sports. Discussions will touch on the "dismal" performance of Filipino athletes in international events and how the Philippine Sports Commission and the Philippine Olympic Committee plans to rectify that in future stints abroad.

For me the, the standing of our athletes are fine as long as we excel in other areas like academics, culture and arts. As developing country we have to take one step at a time, develop our human resources wherein we know we can excel so that we can take pride to even one area of competions abroad.

Updates

This November 28, 2009, Education Secretary Jesli Lapus called for public and private sector teamwork to advance sports research and integration of sciences in the training of coaches and athletes.

Lapus is batting for the creation of a Sports Academy to institutionalize and professionalize training in sports. He keynoted today the ”Seminar on New Trends and Innovation on Coaching Athletic Sports” organized by the Private Schools association of Parañaque (PSAP), held at the Olivares College Stadium in Sucat, Parañaque.

Lapus strongly pushed for students’ well-rounded development involving physical, mental and spiritual growth. He cited the importance of a sound mind and sound body. He pointed out that the people’s champion Manny Pacquiao is the poster boy of DepEd’s Alternative Learning System.

UNIVERSITY OF REGINA CARMELI

Catmon, City of Malolos

Second Trimester S.Y. 2009-2010

AN ANALYSIS OF ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY,

ARTS, CULTURE AND SPORTS (1987 Philippine Constitution)

Submitted by:

JOSELINE M. SANTOS

Student –

Ph.D. major in Educational Leadership and Educational Management

Submitted to:

DR. BELEN DE JESUS

Professor

February 2010

References

Department of Education. Press Release. February 8, 2010. Copyright 2010.

http://www.deped.gov.ph/cpanel/uploads/issuanceImg/dec21-spanish.pdf

Department of Education. DepEd Order. February 8, 2010. Copyright 2010.

http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20No.%2076,%20s.%202007.pdf

Department of Education. Press Release. February 8, 2010. Copyright 2010.

http://www.deped.gov.ph/cpanel/uploads/issuanceImg/nov19-sports.pdf

Allison Lopez. Philippine Daily Inquirer. Neglect of RP science and technology holding back progress. February 8, 2010. First Posted 09/11/2008.http://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011

Education For All 2015. © 2010 Philippine Education For All 2015

http://efa2015.ph/efa/index.php?option=com_content&task=view&id=32&Itemid=48

GMA News TV. February 8, 2010. Copyright 2007.

http://www.gmanews.tv/story/179927/biyaheng-totoo-explores-rps-ten-poorest-provinces

Jerry E. Esplanada. Philippine Daily Inquirer. RP named Asean culture capital for 2010, 2011. February 8,2010.First Posted 19:54:00 12/07/2009.

ttp://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011

Seeds of Success. February 8, 2010. Copyright 2010

http://www.successmagazine.com/article?articleId=130&taxonomyId=19

Senate panel to hold hearing on RP sports. Sports. February 10, 2010. Copyright 2007.

http://www.gmanews.tv/story/182631/senate-panel-to-hold-hearing-on-rp-sports

Southeast Asian Games. February 10, 2010. Copyright 2010.

http://en.wikipedia.org/wiki/2009_Southeast_Asian_Games#Medal_tally

Introduction

This paper summarizes the Article XIV - Education, Science and Technology, Arts, Culture and Sports of 1987 Philippine Constitution. After each section a reflection and analysis was done together with the update.

This paper shows how the Department of Education implements different programs to support the underlying statements in each section of the constitution. The updates came from the DedEd memos,

orders and press release. Others came from the news article of the different online news sites such as GMA News TV, Philippine Inquirer and Manila Bulletin. There are also article came from blogs and website of a certain organization.

Reflection was carefully implied by including information that supports the idea presented idea and suggestions.

LE XIV