(Formerly I. B.
Calingasan Memorial Institution)
GRADUATE SCHOOL
TOOLS TO ASSESS THE CURRICULUM
In Partial Fulfillment
Of the Requirements in
Curriculum Instruction
Submitted by :
RUBY ANN V. ROJALES
MAED - Administration and Supervision
Submitted to :
DR. NORMITA M. BULACLAC
Dean, Graduate Studies
June 14, 2020
(Formerly I. B. Calingasan Memorial Institution)
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ACKNOWLEDGEMENT
First and foremost, the reporter praises and thanks God, the Almighty,
for His showers of blessings throughout this report to complete successfully.
She wishes to express her deep and sincerest gratitude to the following
persons who inspired her in the preparation and completion of this report.
To Dr. Normita Bulaclac, Dean of the School Graduate Studies for her
encouragement and motivation to accomplish this report.
To colleagues and friends for the moral support, encouragement and
prayers.
To beloved parents who is always there for her, for the love,
guidance, concern, financial assistance.
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INTRODUCTION
School opening will not necessarily mean traditional face-to-face
learning in the classroom. The physical opening will depend on the risk
severity grading or classification of a certain community pursuant to
guidelines from the Department of Health (DOH), the Inter-Agency Task
Force (IATF) for the Management of Emerging Infectious Diseases in the
Philippines and the Office of the President (OP). The right to education is a
basic human right which provides for free and compulsory primary education
for all. It also includes a responsibility to develop equitable access to higher
education. This is how the Intemational Covenant on Economic, Social and
Cultural Rights defines the universal entitlement to education, but
unfortunately for most of our people, education is a privilege enjoyed by the
upper echelon of our society.
Variations in human behavior represent a significant barrier in properly
expressing ideas. The ancient Hindus proposed that people needed
four yogas, or basic methods of practicing religion. As Claxton (1987) asserts,
“the similarity of these ancient findings to those of today must be more than
chance.” Each student learns differently, and prefers a different presentation
of information. As such, educators have attempted to codify the methods in
which individuals absorb information using various learning styles. While
modern learning styles typically establish many metrics of learning style and
attempt to classify the student for each one, the widely accepted VARK
learning style includes four metrics of learning – visual, auditory, reading, and
kinesthetic. By using these attributes as a basis for understanding how their
students learn, teachers can better tailor their lessons for individuals, as well
as target certain populations based on their majority preferred learning
method.
Alternative delivery mode refers to the nontraditional education
program recognized by the Department of Education (DepED) which applies.a
flexible learning philosophy and a curricular delivery program that includes
non-formal and informal sources of knowledge and skills. An alternative
delivery mode may include the use of facilitator-aided and interactive self-
instructional print and audio-based learning materials, video tapes, face-to-
face structured learning groups, semi-structured and unstructured
discussions, one-on-one tutorials, study groups and self-learning groups,
demonstration sessions, home visits, mentoring and remediation.
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BODY OF THE REPORT
Modes of learning are a set of guidelines that describe the methods
humans use to acquire, process, and maintain knowledge. Individuals differ in
how they learn most effectively; most people favor different combinations of
visual, auditory, reading, or kinesthetic (VARK) learning modes.
Learning is the process of acquiring new understanding, knowledge,
behaviors, skills, values, attitudes, and preferences. The ability to learn is
possessed by humans, animals, and some machines; there is also evidence
for some kind of learning in certain plants.
The coverage of modes of learning are:
Home Study
Self-Directed Learning
Resource-Based Learning
Ladderized Education System
1. HOME STUDY
also referred to as Home Education, Home Schooling, Home
Learning, Home-based Education , a course of study carried out at
home rather than in a classroom , the education of children at home,
typically by parents or professional tutors, rather than in a public or
private school. Unschooling- a term coined by Holt in 1977 that is
completely self-directed. Unschoolers are those who follow this
approach
PIONEERS FOR HOME STUDY
a. John Caldwell Holt - an American educator who coined the term
“unschooling”. In 1964, he published a book entitled “How
Children Fail?” which criticized traditional schools . In 1976, he
published “Instead of Education”; Ways to Help People Do
Things Better. In 1977, he began producing a magazine
dedicated to home education: “Growing without Schooling” . In
1981, he wrote a book about home schooling, “Teach Your
Own”
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b. Raymond and Dorothy Moore - American educational
professionals who began to research the validity of the rapidly
growing Early Childhood Education. They asserted that formal
schooling before ages 8-12 not only lacked the anticipated
effectiveness, but was actually harmful to children. They later
stressed that formal schooling was damaging young children
academically, socially, mentally and even philosophically.
Published works like “Better Late Then Early” in 1975. “Home
Grown Kids” in 1981, and “Home School Burnout”. Home
education is a natural, experiential aspect of life that occurs as
the members of the family are involved with one another in
daily living
REASONS FOR TAKING HOME STUDY
Could not get into desired school
Poor learning environment at school
School does not challenge the child
Can give child better education at home
To develop character/morality
To cater the special needs/ disability of the child
Parent/s’ career
Religious reasons
METHODS AND MATERIALS USED IN HOME STUDY
a. Unit Studies - incorporates several subjects (i.e. arts,
history, mathematics etc) particularly helpful for teaching
multiple grade levels
b. All-in-one Curricula - also called “school in a box” which
are comprehensive packages covering many subjects that
usually run for a year
c. Student-Pace Learning - these are learner-paced
curriculum workbooks where students progress at their own
speed
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d. Online Education - online schools and educational
resources may provide courses of study, educational games,
online tests, tutoring, and occupational training
e. Community Resources - educational opportunities like
museums, community centers, athletic clubs, churches, parks
etc
ADVANTAGES OF HOME STUDY
a. Open Enrollment- the study may enroll at any time of his or
her convenience throughout the year
b. Pace of Learning- the study is responsible for his or her
pace of learning and need not finish the entire course
obligingly
c. Convenience- the study no longer has to go anywhere else
just to study; he or she can just have it at home
DISADVANTAGES OF HOME STUDY
causes relative isolation of children from peers some assert
that it fails due to lack of qualified educators no intensive
socialization given
2. SELF-DIRECTED LEARNING
views learners as responsible owners and managers of their own
learning process; integrates self-management with self-monitoring
(Garrison, 1997) ; recognizes the significant role of motivation and
volition in initiating and maintaining learners’ efforts; where teachers
scaffold learning by making learning “visible”; highly collaborative
(Temple & Rodero, 1995); an independent learning where individuals
take the initiative, with or without the help of others (Knowles, 1975);
is any increase in knowledge, skill or performance pursued by any
individual for personal reasons employing any means, in any place, at
any time and at any age.
TECHNOLOGIES EMPLOYED IN SELF- DIRECTED LEARNING
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print materials
audio-visual materials
telephone
computer
SOME WAYS TO SUPPORT SELF-DIRECTED STUDY
open-learning programs
individualized study options
non-traditional course offerings
SOME PROPER ROLES FOR EDUCATORS AND INSTITUTIONS
help the learner identify the starting point for a learning
project
encourage adult learners to view knowledge and truth as
contextual
be a manager of the learning experience rather than an
information provider
help match resources to the needs of learners
3. RESOURCE- BASED LEARNING
It is where the learners have the responsibility for selecting resources,
human or otherwise, that appeal to their own learning preferences,
interests and abilities. (Thompson and Henley, 2000). It involves
active participation with multiple resources (books, journals,
newspapers, multi- media, web, community, people) where students
are motivated to learn about a topic by trying to find information on it
in as many ways and places as possible.
SPECIALISTS IN A RESOURCE-BASED LEARNING
in-charge in selection of curriculum- supported materials
researcher of most appropriate information, map or video
from resources available
teach students to navigate websites
offers latest resources to staff and students
Roles of teachers in a resource-based learning
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coaches
facilitates
guides learning
Implementation of resource-based learning
Determine unit goals
Generate a timeline for the unit
Schedule a research time
Develop a rubric that assesses student artifacts
Evaluate student performance
Evaluate the unit
Determine acceptable student artifacts
Thoroughly plan the unit
Gather resources in a variety of formats
Advantages of Resource-based Learning
Frees teacher from burden of delivering content
Allows students control of place, pace and time
Allows students of greater choice in resource materials
Resources can be used in multiple units
Disadvantages of Resource-based Learning
Potentially too many choices for students
Potential loss of group learning opportunities
Time and effort are required to produce high quality
resources
3. LADDERIZED EDUCATION SYSTEM
is a learning method that combines technical and vocational (tech-
voc) courses that are creditable for a collegiate degree.
a facility that allows for vocational courses to be credited as units
earned toward a related college degree program.
Some of the degree programs covered include agricultural
technology, marine transportation, marine engineering, hotel and
restaurant management, tourism management, travel
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management, nursing, mechanical engineering, technical teacher
education, computer science, and information technology.
GIST OF THE REPORT
A new model, modular education, reduces the cycle time of learning,
partitioning traditional learning packages — associate’s, bachelor’s, and
master’s degrees — into smaller, Lego-like building blocks, each with their
own credentials and skills outcomes. Higher education institutions are using
massive open online courses (MOOCs) as one of the vehicles through
which to deliver these modular degrees and credentials. Recognizing the
need to expand education options for students, higher education institutions
are starting to innovate, creating new ways to unbundle degrees and build
non-linear, modular career and education pathways. Through this style of
modular education, you can learn new skills and knowledge in smaller
chunks — presenting enormous value no matter what level you’re on to
begin, advance in, or explore new careers without putting life or work on
hold. Modular education reduces the cycle time of learning, making it easier
to gain tangible skills and value faster than a full traditional degree. Working
professionals can learn new skills in shorter amounts of time, even while
they work, and those seeking a degree can do so in a way that pays off, in
skills and credentials, along the way rather than just at the end. Modular
learning content allows you to tailor your education to better position you for
job prospects and career mobility. You can augment your education with a
specialized credential or portion of a degree to better position yourself for
data science jobs, and more easily combine humanities skills with
technology skills, communication skills with coding skills, analytical skills
with design skills, etc.
RECOMMENDATION
Below are important road markers to help teachers and learners to
which mode of learning will carry out the outmost outcome for the
improvement of the curriculum.
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1. Teachers do not simply transfer or translate what they do inside
the classroom into their online “classroom.”.
2. Assessments and grades should be reviewed and reimagined so
that they continue to be relevant to students.
3. Students accountable for their own learning, educators should also
bear in mind that in times of emergency remote learning, the higher
call probably is to continue encouraging and supporting student
learning.
4. Flexibility, adaptability, and empathy are essential skills in
navigating uncertain times.
5. Privacy, safety, security, and digital well-being are top priorities.
6. Forge stronger school community and external partnerships.
(Formerly I. B. Calingasan Memorial Institution)
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CURRICULUM VITAE
RUBY ANN VERGARA ROJALES
09551588771
rubyann.rojales@deped.gov.ph
PERSONAL DATA
Birth Date : November 01, 1992
Birth Place : Lemery, Batangas
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Married
Age : 27
Mother’s Name : Romualda D. Vergara
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Father’s Name : Eufemio E. Vergara
EDUCATIONAL BACKGROUND
Elementary Education : Payapa Elementary School
Payapa ILaya, Lemery, Batangas
1998 - 2005
Secondary Education : Payapa National High School
Payapa ILaya, Lemery, Batangas
2005 – 2009
Tertiary Education : Associate in Computer Technology
Batangas State University - ARASOF
Brgy. Bucana, Nasugbu, Batangas
2009 – 2011
: Bachelor in Elementary Education
Batangas State University - ARASOF
Brgy. Bucana, Nasugbu, Batangas
2014 – 2017
EMPLOYMENT HISTORY
August 22,2018 – Present Teacher I
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Natipuan Elementary School
Natipuan, Nasugbu, Batangas
