Juliet V.

Javier

MAEA 309A-Curriculum and Instructional Materials Development Final Examination as of March 31-April 2, 2011

Answer the following questions comprehensively: 1. Instructional materials have a significant role in teaching-learning process because of their systemic relations to all other components influencing that process. Construct a paradigm to illustrate this.

teaching

Instructional materials

learning

2. Why should learning opportunities have relevance and reality to students? Learning opportunities should have relevance to students so that they will give more value and importance to what they are learning, lessons taught without relevance to their needs will only be wasted, thrown into the air, it was heard but not totally swallowed and digested to become part of their system. Learning opportunities which are relevant are those which the students will not forget, even when they are old they can still remember it because they can sense its importance and purpose. It needs to be real because ideas which remain ideas are not that helpful, but when the teacher let his students to use the 5 senses of human including his affections it has far greater impact than letting his students to imagine. It persuades them to think creatively, thus, diverse and new ideas are promoted. These ideas are genuine, they are not just memorized from the book instead they are the fruit of their experiments and exploratory activities. It has the spirit of practicality that they can also use it in solving their simple life problems and they can use them as their tool in preparing to be a productive citizen.

3. Present through a paradigm a clear link between and among curriculum, instruction and assessment.

Syllabus

Curriculum

Instruction

Assessment

4. How are the following concerns addressed in the development of the curriculum design? 4.1 shared philosophy, beliefs, behaviors, norms and roles in the society They are carefully considered in the development of the curriculum because they encompasses the nature and kind of the learners based on the culture which circumspectly shaped them; the curriculum basically requires to relevantly cling and meet the needs of its society. Adaptability of the curriculum will effectively respond to the demands of the society. 4.2 knowledge of the nature of the learner in terms of: 4.2.1 development level Development level of a child is primarily considered in the development of the curriculum to make a necessary adjustment that will fit to the learners level of development. Sometimes students who learn at slow rate were given more spans of time and attention in learning, while those who learn fast were given more challenging activities. With this scenario, a well balanced curriculum is needed which will meet the needs of both. Curriculum also needs to meet each childs development level, curriculum for Grade 2 pupils will not be used in Grade 1 pupils, and certainly learning will only be blocked-up because of the difficulty pace. 4.2.2 learning styles Curriculum will become responsive and effective in the learning styles of the students when it acclimatizes to how the students learn. Some students are

suspected that they are not listening because they keep on tapping their hands on their lap. But thats how actually they procure knowledge at their outmost level. Those students are mostly active in nature. While there are students who attentively listen and learn on the other way, those students are somehow focused. With this issue, curriculum needs to be directly focused on how to be adaptive to both needs of the learning styles of students. 4.2.3. normative needs Considering the standard needs also highlights in developing the curriculum. The needs of those who are in the middle are taken for consideration.

4.2.4 other philosophical and psychological concerns It is important that curriculum also responds to the philosophical and psychological concern of a learner, his belief and feelings and emotions should not be defeated in the development of curriculum. It should be enhanced in a positive way and promote a circle of acceptance among learners, thus proper attitude, feelings and emotions will be developed which consequently helps the learner to create a wonderful outlook towards his life. 4.2.5 knowledge of teaching-learning theories and principles Knowledge of teaching-learning theories and principles should be very evident and noticeable in the developed curriculum so that both the teacher and the students will be highly benefited because of the proper teaching-learning theories and principles. 4.2.6 different domains of knowledge It is needed to be considered in the development of the curriculum for the holistic growth of the learner. Its development looks like a 3D or three dimensional figure, which does not plainly focused in the cognitive, nor affective and psychomotor but all domains of knowledge.

5. Make a matrix of comparison on the following curriculum issues. 5.1. traditional and 21st century schools Traditional schools are schools which uses textbook as their only reference. The teachers are playing as the main subject in the classroom. The curriculum is same as usual, no development were made ever since it was established. No laboratories and visual rooms, no computer around. While the 211st century schools have library with computers for research, with audio visual room, laboratories with

complete apparatuses. The teachers play as the facilitator of the room. Curriculum is apt to changes and undergoes development process, it is project and skilled based. 5.2. traditional and 21st century administrators Traditional administrators are those who are very authoritative and manipulative which all decisions came from him/her, and everyone should abide. She does not require her subordinates to attend culminating seminars, doesnt care so much about the improvement of the school, the instructional materials and others instead she stick on with the traditional way of directing the school. While the 21st century administrators can able to go with the flow with the changes happening. She pursues her subordinates to attend different seminars which will help their teaching skills and the use of the instructional materials to improve. She is very particular with memoranda and seminars updated on the net. She let to get the grades of the students using the internet and able to forward and receive important notes to her teachers and other administrators. 5.3. traditional and 21st century teachers Traditional teachers are those who stick in the books are their important reference. They use Manila paper in presenting their lessons and they compute their grades manually with their calculator, instead of using MS Excel. They basically focused the achievement of the learner on what they memorized and the amount of knowledge their students grasped from them. While the 21st century teachers are those who can able to present their lessons in PowerPoint. They can able to measure the achievements of their students through the output they produced and not merely on the paper test results. They gave more activities for application which does not only include paper and pencil but with the use of the latest technology. They can able to compute the grades of the student using the Ms Excel. Their lessons are also relevant to present trends. 5.4. traditional and 21st century classrooms What is the set up of a traditional classroom? It has wooden desks and chairs for students arranged from row 1 where the intellectual giants are sitting to row 3, where the turtle learners are staying, the divan for cleaning materials at the back, and blackboard in front of them and chalk box on the table. What is the setup of the 21st century classrooms? It has whiteboard or glass board, with a computer set, a world map or globe and a television which is optional. The chairs are arranged according to the management of the teacher which changes accordingly.

5.5. traditional and 21st century knowledge, skills and values Traditional knowledge, skills and values are those which the students dependently get from their teachers, the spoon-feeding methods. Students are learning through what the teachers supplied them. It tends to be habitual and usual. Memorization is the most common technique used. While the 21st century knowledge, skills and values are not. They are challenging, adaptive, and creative. It includes critical thinking, networking of knowledge, and lastly globally competitive. 5.6. traditional and 21st century curricula Traditional curricula are those which are already fixed. It is not changed no matter what happened around its society. It is not adaptive to changes; it is not project-based curriculum. While the 21st century curricula is its contrary. 6. Teachers are the persons who use curricula in the instructional arena, thereby holding a crucial position in contributing to curriculums success or failure. Write your reflections on each of the following questions: 6.1. What is your role as a teacher? What is my role as a teacher? Being a transmitter of knowledge, I make sure that the knowledge I will transmit is pure, when I say pure it is proven to be true. I use different references to satisfy my needs and most especially my students. But of course, not only transmitter of knowledge but of skills I want them to have. I make sure that I know how to do one skills before I transmit it. As a manager, how do I manage them? I implement the punishment and reward system inside the classroom. Since they are few, I can able to look at them one by one and give special attention for each one regardless of their misbehaviour. I change their sitting positions quarterly and the arrangement of cabinets and tables for them not to look so usual. As a facilitator, I use relevant instructional materials. I let them to use it with my supervision of course and I prepare them with some visible and audible materials. I call all of them to answer my questions. Group activities are also encouraged inside the classroom. As a colleague, I make sure to participate in all their activities specially in the school program and encourage others to participate too when the assignment is somehow tough and challenging. I extend hand whenever they need it. I prefer to be quiet when there are conflicts around but when they need my opinion I speak up.

6.2. What is your primary job as a teacher? My job as a teacher is to make sure that all my efforts in preparations will be greatly rewarded through understanding my lessons and take it as part of their beings. In supervising the educational environment, I make sure that their surrounding is clean and appropriate to study with. I never let the lesson start unless their surrounding is clean. All materials post on the wall must also be useful and related to their subjects. They are updated. Their works were also posted. But primarily I can see myself as one who delivers learning in my most ability. I provide them not only with singular uniform information per subject but it is interdisciplinary. As their one teacher for all subjects, I tried to ask them before they go home the learnings they learned from each subject. 6.3. How do you think is your standard of effectiveness measured? I am effective if- my children can able to use the learnings they learned, for example, I taught them the word smart and its meaning, then my student saw his pet doing something which amaze him, then in this great amusement he say Wow, that was smart! -Applicability. I am effective if- after I taught them different kinds of landforms, they can able to make a model out of clay correctly. They can make a volcano or a mountain with a correct description for example. I am effective if- after the exam they can able to achieve a fairly high grades to excellent one. I am effective if- my students are competent enough to get the favourable positions in different contests. I am effective if- they can able to forward the knowledge they have to their fellow students or to their parents. I once challenge them to teach their classmates. And for me I am effective enough when after several years they can still remember me and honour thy teacher with wonderful reports in their life because of what they learned from me. 7. Do you stimulate uniformity or diversity among your students? Justify. What did I stimulate among my students? Diversity. I let them work at their own pace, I still give more time for those who work slowly. I prepare activities which will show their different skills and characters, and at the same time their own abilities and talents. They have time to act, sing, dance, recite a poem, solve mathematical problems, play, mould clay, draw, memorize Bible verses, read and write a short story and most importantly they were given a chance to work together as a group which will show their individual character as how they take the lead and follow.

8. Are you an implementator of the curriculum developed or creative adapter of the curriculum to your own situation? In the present school I am partially a creative adapter of the curriculum. I can able to make necessary relevant modifications which I will be more effective for my students. 9. Who do you think should plan for individual differences among students, you as a teacher or the curriculum developer. I think it should be me, the teacher because I have the most frequent direct contact with my students, I have more knowledge about their differences and so I can refer it to the curriculum developer, hence I can also be part of the curriculum development.

God bless you too Maam Amy!

You just taught me new lessons about curriculum. I will never forget the times you give us time to improve our works, from that I learned that excellence must start among us before our students! :) Thank you very much Maam. -Ms. Juliet: remember Maam the colon, hehe..