Rodrigo B. Javier Ph.D. and Purita P. Bilbao, Ed.D.
Reporter: CALAYLAY, Eddelyn Jessica S. BSED III-C
(Soc.Sci.)
The Vision, Mission and Rationale of the Curriculum The
Department of Education, envisions every learner to be functionally
literate, equipped with life skills, appreciative of arts and
sports and imbued with the desirable values of a person who is
makabayan, makatao, makakalikasan at maka-Diyos.
This vision is in line with DepEds mission to provide quality
basic education that is equitably accessible to all and lays the
foundation for lifelong learning and service for the common good.
The BEC developed through a dynamic process . It started with the
review of existing basic education curriculum in 1997 which took
into consideration world wide trends and Philippines
realities.
Parameters of the Basic Education Curriculum The demands of the
learning environment, the society and the Filipino learner defined
the parameters that govern the elements of the curriculum. These
elements include objectives, content, materials, teaching-learning
process, and evaluation. The objectives are expressed in terms of
competencies in knowledge, skills and attitudes. These determine
the content which focuses on the processes and skills of learning
how to learn rather than on the content coverage of facts and
information.
The content is delivered using a variety of media and
resources. From the traditional textbook resources, teachers are
encouraged to use ICT and community resources. Content is
contextualized so that the curriculum is adjusted to the situation
and local culture. The use of multi-sensory materials is encouraged
in teaching. Real objects, tri0dimentional models, audio- visuals
and real life situations are effective tools in delivery of the
teaching-learning process. The use of local or community resources
as well as technology-driven support materials are utilized in the
learning environment.
Leaning is assessed using a variety of measures. The use of
both the traditional and the authentic assessment is mandated for
purposes of gathering information about the learners in a holistic
manner. Authentic assessment when appropriate should be encouraged
in order for the students to apply knowledge and skills learned in
the same way they are used in the real world.
Schools are encouraged to conduct their own evaluation. This
will allow schools to take adjustments with regard to objectives,
content, materials, teaching-learning process in order to achieve
desired learning outcomes. The teaching-learning process considers
the learners as active partners rather than objects of teaching.
The learners are constructors of meaning, while the teachers act as
facilitators, enablers and managers of learning.
Studies of the past curriculum indicate that there is over
crowdedness which was a hindrance to lifelong learners. So to
decongest the curriculum, BEC restructured it into only five
learning areas, namely: English, Mathematics, Science, Filipino and
Makabayan. Filipino, English, Science are the tool subjects.
English, Mathematics and Science are subjects to develop
internationalism, while Makabayantogether with Filipino is a
learning area which will enhance nationalism. Makabayan is the
laboratory of life to develop a healthy personal and national
identity. Makabayanas a learning area requires an adequate
understanding of Philippines history, our politico- economic
system, local cultures, crafts, arts, music and games. It stresses
on the development of social awareness, empathy, and firm
commitment to the common good.
In the elementary, Makabayan includes Social Studies, Sibika at
Kulturafor Grades 1-3, Kasaysayan at Sibika(HKS) for Grades 4-6,
EdukasyongPantahanan at Pangkabuhayan(EPP) for Grades 4-6, Musika,
Sining at EdukasyongPangkatawan(MSEP) for Grades 4-6 while in
Grades 1-3, MSEP is integrated with Sibika at Kultura. Good Manners
and Right Conduct (GMRC) is integrated in all subjects.
For high school, the components of the Makabayan are
AralingPanlipunan (AP) or Social Studies. This Learning area has a
focus for each curriculum year. For the first year, Philippine
History and Governance, second year, Asian Studies, third year,
World history and fourth year, Economics. Other subjects include
Technology and Home Economics (THE), Physical Education, Health,
Music and Arts (PEHMA) and EdukasyongPagpapahalaga(EP) or Values
Education (VE). For all subject areas in the curriculum,
Communication and Information Technology is utilized.
Integrative Teaching as Mode of Instructional Delivery
Integrative teaching works best in the BEC. It is so because the
curriculum is treated in a holistic manner. The process is
interactive, collaborative and innovative. Four examples are given
to describe integrative teaching. These are thematic teaching,
content based instruction, focusing inquiry and generic competency
model.
Thematic teaching requires organization of themes around the
ideas. The theme provides focus and helps learners see the
meaningful connections across subject areas. It links ideas to
action and learning to life. For example, the theme chosen is
Philippine Festivals. You must know that our country celebrates
various festivals in its different provinces, towns or cities. The
different subject areas (English, Science, Math, Filipino and
Makabayan) in this particular case use the different features of a
particular festival as the subject matter.
Here are the simple steps in using the Integrated Unit Design
(Thematic Based) 1. Decide on a unit theme that will allow all
subject areas to join. Example: Philippine Festivals. 2. Identify
the major concepts to serve as a common thread for all the subject
areas. Example: Historical Background or Origin, Purposes of the
Celebration, Dance steps, Costumes, Music, others. 3. Brainstorm
and list generalizations that will be derived from the study of the
theme. 4. Write questions that would facilitate the understanding
and mastery of the generalization.
5. For each subject area, write instructional objectives to be
accomplished. 6. Identify instructional activities which will
accomplish the objectives. 7. Based on the objectives, perform the
activities. 8. Conduct culminating activity where all subject areas
learning will be applied. 9. Design a scoring guide or rubric to
assess the performance of the task in the culminating
activity.
Content-Based Instruction (CBI) is the integration of content
learning with language teaching. The language curriculum is
centered on the academic needs and interests of the learners, thus
CBI crosses the barriers between language and subject matter
content. This approach aims at developing the learners academic
language skills.
Focusing Inquiry is an interdisciplinary approach that uses
questions to organize learning. Learners become creators rather
than recipients of knowledge. Contents and concepts are given less
importance than the process of conducting an investigation and
communicating what was learned to others. Instructional process is
built around inquiry, where teachers guide the students to discover
answers to questions. Using what learners already know as a
starting point, they generate questions about things they do not
know yet. They design a method of investigation and gather
information on their own.
Focusing Inquiry Cycle 1. Frame focusing questions. (Asking
about prior knowledge) 2. Present field of facts. (Who? What? When?
How?) 3. Help learners connect or relate facts. (interpret, infer,
give meaning) 4. Help learners generate explanatory ideas.
(generalization) 5. Help learners find answers.
Generic Competency Model In Generic Competency Model learners
are enrolled in three to four linked or related courses or subject
areas. In Makabayan for instance, competencies can be clustered
into personal development, social competencies and work and special
skills. The subject specialist teaches his/her subject and
activities will draw on processes and skills important to each
discipline.
Steps to be followed: 1. Decide on the generic competency
(social, personal, productivity) that will allow related
competencies from the many subjects. (Musika at Sining, Edukasyong
Pangkatawan at Pangkalusugan, Edukasyon sa Pagpapahalaga,
Teknolohiya, Edukasyong Pantahanan at Pangkabuhayan at Araling
Panlipunan) to enter the integration process. 2. Identify the
culminating performance. (what, why and how)
3. Brainstorm the specific skills derived from the project that
would be expected of the learners. Find out if these skills will
lead to the culminating performance. 4. Design the scoring guide
criteria and standard to assess the performance tasks preferably
performance tests and portfolio.
This was flagship project of the Department of Education in
response to the Social Reform Agenda initiatives of the government.
The project was focused only on the elementary level and the goals
were improved learning achievement, improve completion rates,
access to quality elementary education. Further TEEP aimed to build
institutional capacity of the Department of Education to manage
change and actively involve parents, teachers, community leaders as
stakeholders for quality education.
Funded by World Bank (WB) and Japan Bank for International
Cooperation (JBIC), TEEP began in 1996 and concluded in 2005.
Evaluation of the different components were held and hopefully, the
results would be coming out soon. Initial findings reveal that ther
are indicators of improved learning achievement and rise in
completion rates of the students. Access to quality elementary
education had also been achieved. As planned, the best practices of
the curricular innovations of the pilot divisions would be
implemented by other divisions all throughout the country.
The major educational components of the TEEP are Advocacy,
In-service training for Teachers (INSET), School Improvement and
Innovation Facility (SIIF), Student Assessment (SA), Educational
Management Information System (E-MIS) Procurement, and Monitoring
and Evaluation. It also advocated principal empowerment in all the
educational component.
SEDIP is a curricular innovation which dovetailed the Third
Elementary Education Project or TEEP. Its purpose was to improve
equitable access to secondary education in poverty affected areas.
More specifically, the objectives included: To improve the quality
and relevance of secondary education in project provinces; To
increase the rates of participation in and completion of secondary
education in the undeserved areas; To support the decentralization
process towards the transfer of greater management responsibilities
and decision-making authority to the schools and offices at the
provincial levels.
Curricular reform is SEDIP revolved around (a) Improving
Teaching and Learning (b) Improving Access to Secondary Education
and (c) Facilitating Decentralized Secondary Education Management.
These three important components are within the parameters of
curriculum development.
In improving teaching and learning, curriculum innovations
centered on: The development of skills and competencies of school
heads in school planning and management and instructional support
for teachers. Improving teachers subject knowledge and teaching
skills Improving the availability of learning materials by
providing textbooks, teaching manuals and other instructional
materials. Improving learning environment through the construction
and/or rehabilitation of school facilities and procurement of
furniture and equipment for classrooms, laboratories and other
school facilities.
The two other components of the SEDIP are support components to
curriculum innovations such as improving access to secondary
education and facilitating decentralized secondary school
management. Access to education to provided schooling alternatives
to students who are unable to attend school regularly and opened
new school with the assistance and collaboration of local
government units with the provision of facilities, equipment,
training of teachers and school heads.
Decentralizing secondary education management is an innovation
which strengthened the planning and management capacity; supported
the monitoring and evaluation capacity, developed policy research
management and analysis capacity, improved the educational
management information system, developed local and school based
in-service training and supported the new textbook procurement and
delivery system. The SEDIP innovation started in 2000 and ended in
2006. Initial results showed gains, and best practices have been
replicated in other divisions which were not participants in the
project.
Reporter: TALABIS, Sunshine V. BSED III-C (Soc.Sci.)
This new Teacher Education Curriculum was implemented by CMO
30, s, 2004. There are two teacher education degrees which are
offered by the Teacher Training Institutions. These are the
Bachelor of Elementary Education (BEEd) and the Bachelor of
Secondary Education (BSEd). The BEEd is structured to meet the
needs of professional teachers for elementary schools and special
education programs and the BSEd for the needs of professional
teachers in the high schools in the Philippines.
The BEEd aims to develop elementary schools teachers who are
either generalist who can teach across the different areas in grade
school, special education teachers and pre-school teachers while
the BSEd aims to develop high school teachers who can teach in one
of the different learning areas in high school like Mathematics,
Physical Science, Biological Sciences, English, Filipino among
others.
The competency standards to developed by prospective teachers
for both elementary and secondary levels are found in the list
below. These are also aligned to the National Competency-Based
Teacher Standards (NCBTS) formulated for all teachers in the
Philippines.
Graduates of BEEd and BSEd must: 1. Have the basic and higher
level literacy. Communication, numeracy, critical thinking,
learning skills needed for higher learning. 2. Have a deep and
principled understanding of the learning processes and the role of
the teacher in facilitating these processes in their students. 3.
Have a deep and principled understanding of how educational
processes relate to the larger historical, social, cultural and
political processes.
4. Have a meaningful and comprehensive knowledge of the subject
matter they will teach. 5. Apply a wide range of teaching process
skills (including curriculum development, lesson planning, material
development, educational assessment, and teaching approaches.) 6.
Have direct experience in the field/ classroom (as classroom
observations, teaching assistance and practice teaching.) 7.
Demonstrate and practice the professional and ethical requirements
of the teaching profession.
8. Facilitate the learning of diverse types of learners, in
diverse type of learning environments using a wide range of
teaching knowledge and skills. 9. Reflect on the relationships
among the teaching process skills and learning in the students, the
nature of the content and the broader social forces encumbering the
schools and educational processes in order to improve their
teaching knowledge, skills and practices. 10. Be creative and
innovative in thinking of alternative teaching approaches, take
informed risks in trying out these innovative approaches and
evaluate the effectiveness of such approaches in improving student
learning. 11. Be willing and capable to continue learning in order
to better fulfill their mission as teachers.
The Curriculum of the BEEd and the BSEd The curriculum design
feature include various components that correspond to the basic and
specialized knowledge and skills that will be needed by a
practicing professional teachers: foundational general education
knowledge and skills, theoretical knowledge about teaching
learning, methodological skills, experimental knowledge and skills
and professional ethical values and subject matter knowledge
appropriate to the level of teaching of pre- school, elementary and
secondary levels.
The curriculum recognizes the need to equip teachers with wide
range of theoretical and methodological skills. These allow the
teachers to have more options and greater flexibility in designing
and implementing learning environments which will maximize students
learning. The curriculum is also designed do that the components
are integrated. It emphasizes the interweaving of foundational,
theoretical, methodological and experimental knowledge in the
various learning experiences in the curriculum.
The new teacher education curriculum is made up of three
components. For both the BEEd and the BSEd, a sixty- three (63)
unit general education is required. Professional education courses
for BEEd is fifty four (54) units while the BSEd requires fifty one
(51) units. The specialization or content of courses required for
the elementary teachers is fifty seven (57) units and those who
will be teaching in the high school are required sixty (60) units
of content. Both degree courses require one hundred seventy four
(174) units. The general Education Courses continue to follow the
existing general education courses for other than teacher
education. This is mandated in CHED Memo no. 59. s. 1996.
The professional Education Courses are clustered into three
which are theory and concept courses, methods and strategy courses
and field study courses. Some of the peculiar features of the
Professional Education Courses are as follows: 1. All the subjects
will be taught in an integrated manner. 2. Discussion of theory and
concepts should always be linked to the development of methods and
strategies and to experiential learning during the field
study.
3. All courses should be taught using a wide range of teaching
learning approaches and assessment procedure, including the use of
technology. 4. All courses must have a research requirement which
may take the form of a term paper, case study, action research or
other forms of research as maybe appropriate. 5. The theory and
concept courses provide the broad framework within which students
can understand, rationalize, and reflect on the various methods and
strategies related on teaching.
6. The methods and strategy courses in the program aim to
develop a wide range of skills to facilitate and evaluate learning
in diverse types of students in a variety of learning environments.
7. The field study courses are intended to provide students with
practical learning experiences in which they can observe, verify,
reflect on, and actually experience different components of the
teaching- learning processes in actual school setting. 8. There
will be special topic courses in seminar for which will be there
one-unit courses. Special topics are based on the perceived needs
of the students and the expertise of the faculty.
The content courses for BEED is sum up to fifty seven (57)
units. These correspond to the various learning areas in the
elementary education curriculum. These General Education Courses
which include Science, Mathematics, English, Filipino, Social
studies, Music, Arts and Physical Education, Home Economics and
Livelihood Education and Values Education. The BEED students may
also take fifty seven (57) units in Special Education or Pre-school
Education. The Specialization courses for the BSEd degree will be
sixty (60) units for Mathematics, Physical Sciences, Natural
Sciences, English, Filipino, Social Studies, Values Education,
Technology Education, Music, Arts, Physical and Health Education
and Islamic Studies.
The Bachelor of Technical Teacher Education prepares teachers
in technical-vocational education (TVET) and higher education
institutions who are equipped not only with strong theoretical
understanding of teaching and technology but also with exposure to
industry. The curricular program of BTTE shall impart knowledge,
skills, attitudes, values and experience that will provide
prospective teachers with the necessary competencies essential in
effective teaching.
The specific body of knowledge, skills, attitudes, values and
experiences include general education component, specialization
component and instructional technology component. a. General
Education component is consistent of the CHED Memo 59 composed of
sixty (60) units of courses in humanities, languages, natural and
behavioral sciences, computer proficiency, mathematics, logic and
ethics which are all aimed to make a person broadly educated,
creative, cultured, morally upright and productive.
b. Professional Studies component includes philosophy and aims
technology education, curriculum development and teaching-learning
processes. It also include clinical experiences in teaching and the
mastery of the Philippine Trainers Qualification Framework (PTTQF).
c. Specialization component that includes the in depth knowledge of
content and specified skills in the major fields including industry
exposure. d. Instructional technology component that include
competencies in the use of technology in teaching and
training.
Curricular Model A of BTTE Model A is offered for high school
graduates who could meet the admission requirements of the College.
The characteristics of the model are as follows: a. The program of
study for the general and professional education subjects is based
on CHED Memo 30, s, 2004. b. The technology major subjects are
based on the competency standards indicated in the Training
Regulations of the Technical Education and Skills Development
Authority (TESDA).
c. The interfacing of CHED and TESDA provides the students to
exit after one, two or three years with specific job opportunities
and/ or allows them to continue their studies for the four years of
BTTE giving full credits to all subjects taken in the previous
years. d. If the students prefer to work after one year of study,
he could exit the ladderized program with certificate of
achievement. He/she is also qualified to take the assessment for
national certificate (NC) administered by TESDA.
e. Students who choose to finish the four year BTTE degree
should meet the criteria for admission to the degree. After
finishing the four years BTTE program, he/she can be issued their
Diploma which qualifies them to take the Licensure Examination for
Teachers.
Model B of the BTTE Model B is offered to the graduates of the
Two-Year Trace Technical Curriculum and the Three year Diploma of
Technology Program in different area of specialization. The
characteristics of the model are as follows: a. Students will have
at least one year industry experience aside from the industry
immersion or the on the job training (OJT).
b. On The Job Training (OJT) or industry experience is
requirement leading to a four year Baccalaureate degree (Ladderized
Bachelor of Technical Teacher Education). c. Students in this model
intend to become prospective teachers in their respective aea of
specialization.
ICeXCELS (Instructional and Curricular Excellence in School
Leadership for South East Asia) is a short course package of SEAMEO
INNOTECH for elementary and secondary administrators on developing
instructional and development leadership. It addresses the need to
develop and strengthen the school heads role as an instructional
leader in promoting or improving the quality of teaching and
learning in his/her school.
The course was based on a Competency Framework for Southeast
Asian School Heads which SEAMEO INNOTECH developed and validated
with the Ministries of Education from ten SEAMEO member states. The
framework consists of general and enabling sub-competencies that
describe what school heads are expected to do and improve on to
make them more successful on performing their work.
Special Features of the Innovation 1. Delivery of Instruction-
Teaching in the eXCELS is primarily delivered through print
self-instructional modules augmented by the use of interactive
tools such as chat, discussion forums and mail, among other
learning support system. To facilitate the use of the chat,
discussion forums and other communication features, learners should
have valid email address. The learning modules are instructionally
designed to be interactive and to incorporate the four As of adult
learning (Activity, Analysis, Abstraction and Application).
Each module is made up of the components: Pre-organizers and
advanced organizers, Module pre-test, Module post-test,
Pre/postself-rating competency checklist, Interactive learning
methodologies such as activities, insight forming questions,
lecturettes and readings, discussion topics, summaries and other
linked resources. Lesson review tests Practical exercises and
feedback on the tests A module assignment Glossary of terms List of
references and suggested additional reading and links
2. Learning Modality- After the students get their learning
package, they can immediately study at their own pace and time.
Learners should be able to manage their time such that they will
finish one module in two weeks and two modules in four weeks.
During the period, the students should study the printed modules
and check on the Discussion Forum on-line in the iFLEX. Learners
and tutors should interact among themselves. Aside from the class
interaction during discussions, each student is required to submit
assignments, reflection paper and action plan either in hard or
soft copies to the tutor for evaluation. The three requirements
make the learning portfolio which the tutor will evaluate, give
feedback on they become the basis for the learners rating.
3. Evaluation System- Each learner will be given feedback in
the form of qualitative narratives by the tutors for their outputs.
They will also receive a rating for each major requirement and for
their participation in the discussion group. The ratings will be
issued by the tutor which has an equivalent as follows: A= 3
Excellent B = 2 Pass C = 1 Deficient Learners who successfully
complete the course will be awarded a Certificate of Completion by
SEAMEO INNOTECH and academic credits from partner training
institutions.
4. Time Table- The duration of time expected of all learners to
finish the course is 50 hours which is equivalent to a 3 unit
course. The time spent includes self-study of the module,
participation in the on-line discussion, preparation and submission
of the module activities which are the contents of learning
portfolio. A maximum of 2 weeks is given to accomplish each module.
For the current course, there are 2 modules; hence a maximum of
four weeks is expected. Approximately rating will be released.
iFLEX DepEd eXCELS is an example of distance education and
e-learning. The use technology alone or in combination of other
delivery system has been the in thing in educational innovation.
This development has made education very accessible to all. It has
also conquered the barriers of distance, space and time in
education. The UP Open University also embarked in various distance
education programs as well. It is popularly known as the UPOU
Curricular Programs.
Reporter: AUSTRIA, Jon Michael L. BSED III-C (Soc. Sci.)
1. Project CHILD Project Child (Computer Helping Instruction
and Learning Development) is a research based instructional
delivery system that enables one to intensify the curriculum with
technology on hands of learning. Originally developed at Florida
State University by Dr. Sally Butzin, CHILD bridges todays school
with the school of the future.
The lives of the children today are shaped by the demands of
the Information age in which technology plays a central role. The
future workplace requires the abilities to think critically, solve
problems, use technology to access and organize information, and
possesses the interpersonal skills to work effectively and
cooperatively with others.
CHILD goals are to: Modify the school structure and create
classroom conditions conducive to learning with technology. Create
a cohesive unit of work that foster strategies for thinking. Reign
curriculum for reading, language arts and mathematics so as to
cover legally mandated content and integrating fully the use of
computer in the curriculum. It aims to increase academic
performance, develop reasoning abilities, problem solving, decision
making and knowledge application, communicating effectively and
emphasizes the development of mathematics in early years.
Structure and Procedure of CHILD CHILD focuses on K-5
self-contained teaching using a triangulated approach. Cluster of
three experts work across three grade levels to teach three basic
formats in technology, hands-on and paper and pencil. The primary
level cluster is made up of K to grade 2 and the intermediate
cluster is grade 3-5. One classroom is set up for reading, one for
writing and one for mathematics. Each of the three teachers in each
cluster becomes content specialist for one of the three Project
CHILD subject areas. He/she is also responsible for one grade level
classroom.
Learners from each grade level in the cluster move among the
classrooms to spend one hour per day working in each of the three
majors areas. Thus the teachers will work in their specialized
field with the same learners for three years.
six stations or learning centers in a Project CHILD classroom.
Computer station for the technology-based learning Textbook station
for written work Challenge station for activities in game formats
The imagination station for creative expression Exploration station
for hands-on activities Teacher station for additional
instructional support Learners follow a precise management plan for
moving from one station to the another. Goals are set and
activities are recorded in a book called passport. Required
curriculum content is covered in six-week thematic units.
Project CHILD Materials Station Planning Guidelines- The
planning guidelines are organized in six weeks topical units. The
contents include suggested software which are referenced to state
standards, teaching tips, skills checklists for each grade level,
list of materials and resources, and station activity pages.
Station activities/ Task cards. A companion of station planning
guidelines, provide ideas for hands on station activities. It
directs the learners to work, since specific objectives and
directions are given for them to work independently and
constructively.
Passport- This is the management tool to help students become
organized and focused on their work. It is also used to set and
assess the goals of the learners. The passport is brought home
after the end of the six week unit for the parents to look into. In
this way the parents become an integral part of the learning team.
Both the parents and the learners will understand the academic
significance of the station activities.
Teacher Manual- A complete guide to assist teachers in
implementing the child instructional program. The manual include
the Overview of CHILD, Getting started, Planning Station
Activities, Assessment, Managing the Classroom, Roles and
Responsibilities, and Essential Components. It has also a portion
for record keeping, students certificates and other classroom
management tools. Leadership Guide- It is composing of materials in
making presentations to community groups and strategies to involve
the school adopting the effective practices in Project CHILD.
Special Needs Inclusion Guide- A timely resource for both
regular and exceptional teachers to support the inclusion of
special needs in classroom. Training Facilitator Guide- It includes
comprehensive trainings, overviews, transparencies and handouts for
workshop participations.
All of the above materials are needed for the successful
implementation of the curriculum. The teacher receives special year
long training in their content especially in classroom management
techniques and computer integration skills. Teachers continue their
professional development through on0going self- study, in-service,
action research and by becoming mentors for new CHILD teachers.
CHILD provides a risk-free learning climate. High expectations of
the parents are met with their cooperation as part of the team to
prepare the learners in the 21st century.
2. Brain-Based Learning For two thousand years there have been
primitive models of how the brain works. Up to the middle of 1990s,
the brain was compared to a central switchboard. In 1970, the brain
theory focused on the right and left brain. Paul McClean later used
the concept of triune brain to refer to the evolution of the human
three part brain. According to triune theory, survival leaving is
in the lower brain, emotions were in the mid-brain, and higher
order thinking took place in the upper brain. However, the current
brain theory embraces the whole systems, complex brain model.
In the last two decades, neuroscientist have been doing
research related to the improved teaching practices. Based on the
findings and conclusions from these researches, information was
taken and incorporated into books and resource references about
learning. Classroom practices were modified using new theories of
teaching and learning based on these findings. Some noted authors
included Marian Diamond of the University of California; Howard
Gardner, Harvard University, Thomas Armstrong, among others.
Brain-based learning is an approach to teaching based on
research in neuroscience. It suggests that our brain learns
naturally. This theory is based on what is currently known about
the structure and function of the brain at the varying stages of
development. This provides a biologically driven framework for
teaching and learning, and helps the recurring learning behaviors.
Brain-based theory includes an eclectic mix of techniques.
Currently these techniques stress allowing teachers to connect
learning to students learning real life experiences. This form of
learning also encompasses education concepts like mastery learning,
problem based-learning, cooperative education, multiple
intelligence, learning styles, experiential learning, among
others.
Core Principles Guiding Brain- Based Education The brain
perceives whole and parts simultaneously. The brain is a parallel
processor which can perform activities at once. Information is
stored in multiple areas of the brain and is retrieved through
multiple memory and neutral path ways. Learning engages the whole
body. All learning is mind- body: movement, food, attention cycles,
chemicals modulate learning. Humans search for meaning is innate.
Search for meaning comes from patterning.
Emotions are critical to patterning and drive our attention,
meaning and memory. Meaning is more important than information.
Learning involves focused attention and peripheral perception. We
have two types of memory: spatial and rote. The brain is social. It
develops better in concert with other brains. Complex learning is
enhanced by challenge and inhibited by stress. Every brain is
uniquely organized. Learning is developmental.
From the principles regarding the brain-based theory several
interactive teaching elements emerged. Orchestrated immersion -
Learning environments are created to provide authentic learning
experiences. For example in the elementary level, teachers can use
the schools mini forest to identify trees, animals and other plants
and find out how they live together. High school students can go on
field trip to a nearby forest or mangrove to observe and identify
symbiotic relationships, communities and ecological systems.
Relaxed alertness - In brain-based learning, efforts are made
to eliminate fear while maintaining a highly challenging
environment. Teachers may play classical music when appropriate to
set a relaxed tone in the classroom. Bright lights are dimmed.
scented candles are lighted to calm the senses or stimulate the
senses. All learners are accepted with their various learning
styles, capabilities and disabilities. These will all provide a
relaxed accepting environment. Children are motivated to bring in
the best of themselves and bring out their potentials.
Active processing - the learners consolidate and internalize
information by actually processing these information. Prior
learning has been given recognition as having connections to
current information. Preparatory activity is made before a unit of
study is begun. The teacher prepares the stage to attach new
information learners to prior knowledge.
Twelve principles Need of rich stimulating environments which
utilized student created materials and products. These are
displayed on bulletin boards and display areas. Tables and desks
are grouped together to develop social interactions, cooperation
and develop social skills. Learners must provide comfortable chairs
and furniture for casual and informal discussion areas. Large
pillows and carpeted floors will be most useful. Indoor and outdoor
spaces should be linked so that students can move about
freely.
Learners should be provided safe places so that threat will be
reduced, especially in city places. There must be variety of
learning centers or nooks with varied lightings. Some children
prefer to work together in different nooks or corners by
themselves. Displays in the classrooms should be change regularly
to stimulate the brain development. Provide student stage sets
where they can act out scenes from their readings or demonstrate
science principles or act out a dialogue between historical
figures.
Provide multiple resource. Provide educational, physical, and
variety of setting with in the classrooms so that learning
activities can be integrated easily. Computers areas, wet areas,
experimental sciences should be in close proximity to each other.
The goal of the facility is multiple function. Flexibility is a
principle that has been recognized long before. The teachable
moment must be recognized and capitalized on.
Active and passive places should be provided for students to
develop their interpersonal and intrapersonal intelligences. A
personal space of learners like locker, desk or a home base is
provided each child to allow him/her to express his/her unique
identity. The community is utilized as a primary learning
environment. Technology, local knowledge, business partnerships,
democratic practices should be utilized for educational
practices.
The brain can grow connections at any age. Challenging
experiences with appropriate feedback are always develop with motor
skills. Optimizing learning through different media. Music is used
to reduce stress, boost learning. Calm down or energize, and as
primer to energize the brain. The same is true with art, its
provide avenues for self expression.
Reporters: AUSTRIA, Jon Michael L. CALAYLAY, Eddelyn Jessica S.
TALABIS, Sunshine V. BSED III-C (Soc. Sci.)