Edizon Angeles Fermin, PhD - CEAP TESDA Terminal Level ... holistic education for lifelong learning ... facilitate streamlining and

+

+

Edizon Angeles Fermin, PhD 12 January 2012

+

Foolish curriculum developers immediately endorse or adopt models in facilitating curriculum change.

The wiser and more successful ones look back,

savor the present, then create their own models,

not alone but together with other champions.

EXAMINING

THE K-12 DISCOURSE:

THE MIRIAM COLLEGE

EXPERIENCE

K-12 IN THE

PHILIPPINE

DEVELOPMENT

PLAN

K-12 IN THE

GLOBAL

EDUCATION CONTEXT

K-12 IN THE

MC BASIC EDUCATION

CONTEXT

K-12 IN THE

MC EDUCATION

SYSTEM

+

August 15, 2011

Miriam College HEU LMC Building

+ GENERAL SCHEDULE OF EVENTS

AUGUST 15: First Institutional K-12 Summit

SEPTEMBER 2011: Formation of Unit Task Forces;

Participation in K-12 Consultations

OCTOBER 2011 – PRESENT: Review and

articulation: CSC-GS, GS-HS, HS-HEU

NOVEMBER 15 – DECEMBER 9: Generation of

models; Completion of initial curriculum drafts

JANUARY – FEBRUARY 2012: Revision of drafts

MARCH 1 – APRIL 15, 2012: Finalization of drafts

+

PHYSICAL PLANT AND PEOPLE

SEPTEMBER 2011 – MARCH 2012: Inventory of physical plant requirements

FEBRUARY 2012: Parent Council Meetings

MARCH 2012: Review of Faculty Assignments

MAY 7 – 25, 2012: Faculty Training

+ CRUCIAL BEU ANTECEDENTS

APRIL 13: Coordination of Miriam Advocacy

Centers’ programs with BEU

MAY 26: Alignment of BEU systems: faculty

ranking, grading, research, and learner-

centered instruction.

JUNE 13: Coordination of BEU development

programs for new teachers, permanent

faculty, and unit leaders

JULY 18: Presentation of STEM initiatives,

coordination of textbook-related concerns,

and start of K-12 discussions

+ OTHER CRUCIAL BEU EVENTS

AUGUST 8: Coordination of admission

policies, culture of safety and security

concerns, and the new student database

management system

SEPTEMBER 12: Review of PNoy’s 10-point

agenda, the 4 P’s of MC vis-à-vis efforts

towards STEM and K-12, the restorative

discipline framework for student wellbeing,

models of K-12 for the MC QC Campus and

MC Nuvali Campus, and facilities sharing

among basic education units


OCTOBER

11: Special meeting of BEU Principals to coordinate faculty evaluation forms

14: GS-HS leaders’ meeting for competencies articulation

19: Math and Science Task Force Meeting

21: Follow-up meeting on K-12 models


NOVEMBER

14: Presentation of HS Curriculum Development Workshop to BEU and

shortlist of K-12 models

22: Presentation of HS Curriculum Development Initiatives to President

and VPAA

24: Succession planning meeting with CSC and GS

+

P-NOY’S VISION

“We need to add two years to our basic

education. Those who can afford pay up

to fourteen years of schooling before university.

Thus, their children are getting into the best

universities and the best jobs after graduation.

I want at least 12 years for our public school

children to give them

an even chance at succeeding.”

+ IN OTHER WORDS…

K TO 12 IS SURE TO HAPPEN: So we must anticipate and prepare

for the transition.

+ IN OTHER WORDS…

IF SHS LEGISLATION IS DELAYED:

MC should take this as an opportunity

to become a model/benchmark for its

implementation.

+ IN OTHER WORDS…

IN FACT, MC HAS ITS OWN LEGAL BASIS TO PROCEED: The GS and HS units are both DepEd-FAAP-

PAASCU Level III accredited schools

while HEU has autonomous status.

+ WE ARE A K-11 SCHOOL. (But actually with a 14-year cycle!)

CSC: KINDERGARTEN (1ST STEP AND NURSERY

ARE OPTIONAL PRE-SCHOOL LEVELS)

GS: LOWER SCHOOL

(GRADES 1-4)

GS: MIDDLE SCHOOL

(GRADES 5-7)

HS: HIGH SCHOOL

(YEARS1-4)

MC BASIC EDUCATION

+ HOWEVER…

WE HAD ARTICULATION CONCERNS: As such,

articulation activities were held since 1998.

WE NEEDED ARTICULATION STRUCTURES:

So, a Basic Education Committee, now a

Council, was formed in 2008.

+ WE MUST MOVE FARTHER AND QUICKER

IN THE ARTICULATION PROCESS: Thus, cooperative teaching structures

have been instituted in 2008 between

CSC and LS and MS and HS.

WE MUST SUSTAIN ARTICULATION: Thus, the BEC meets on a monthly basis.

+ DepEd K-12 and MC-BEU K-11

DepEd Aspect MC-BEU

K+6+4+2

(Kindergarten,

Grade School,

Junior HS,

Senior HS)

Ladderi

zation

K+4+3+4

(Kindergarten,

Lower School,

Middle School,

High School)

K for GS,

Grade 6 for

JHS, Grade 9

for SHS

Admis-

sions

K for LS,

Grade 4

for MS, Grade

6/7 for HS


DepEd Aspect MC-BEU

Will vary

depending

on student

population and

completeness

of levels

School

Organi-

zation

Preschool,

Grade School,

High School Heads

with a BEC Director

Beginning Gr. 9

(Arts, Sports,

Journalism, ESEP,

MTFL, TVE,

Agriculture/Fishe-

ries, & Arts/Trades

Tracking No progressive

program in GS;

ProEx and Senior

Elective Program

in HS


DepEd Aspect MC-BEU

Core: English,

Science, Math,

Filipino,

Contemporary Issues

Special: Pre-

specialization

Subjects

in Terminal

Levels

Core: English, Science,

Math, Filipino, Social

Studies, CLE

Allied: THE, PEHM,

CAT, Electives

Process-focused

mastery and

formative approach

Instruction

and

Assessment

Mix of product

and process and

predominantly

summative

Scenario 1: DepEd

Scenario 2: CHED

and TESDA

Terminal

Level

Teachers

Part of Faculty Roster

+

November 4-6, 2011

Microtel Inn and Suites, Baguio City

+ A TEAM OF 28 CHAMPIONS

Five administrators

Nine subject area coordinators

Four year-level coordinators

Ten faculty representatives

+ OBJECTIVES OF THE WORKSHOP

Examine the nuances of the MCHS

curriculum vis-à-vis two specific

contexts: (a) the institutional strategic

plan and (b) the proposed K-12 reform

initiative of the Department of Education.


Review the MCHS curriculum

with focus on (a) relevance,

(b) uniqueness, (c) quality, and

(d) continuity.


Draft specific proposals to reform

or reorient the MCHS curriculum in

terms of content and management.

+ WORKSHOP SCHEDULE

5-6:30 pm, Nov. 4: Curriculum Change

7:30-9 pm, Nov. 4: Curriculum Context

8-10 am, Nov. 5: Curriculum Content

10:30-12 nn, Nov. 5: Instructional

Management: Academic Time, and

Instructional Materials

1-4 pm, Nov. 5: Curriculum Standards Setting

7:30-8:30 am, Nov. 6: Holy Mass

+

CURRICULUM

CHANGE

THE CONCEPT

OF CHANGE TYPOLOGIES

OF CHANGE

WHY CHANGES

FAIL

WORKING

TOWARDS CHANGE

Curriculum development is a process of change.

The more localized the change management

process is, the more possibilities

of careful planning can be achieved.

+ K-12 AND THE MC PHILOSOPHY

an empowering environment

the student as the center of the

educational process

holistic education for lifelong learning

diverse learning opportunities (rooted

in the Miriam Spirituality)

responsible leadership, love of country

and global awareness

+ K-12 AND THE STRATEGIC PLANS

Become a benchmark for English,

Mathematics, and Science for girls'

basic education.


Enhance existing programs that

nurture, sustain, recognize, and

address multiple intelligences.


Increase visible commitment in

empowering the poor, conflict-

affected and marginalized sectors of

the society.


Strengthen the

research culture.


Provide a transformative

experience bringing students to a

higher level of intellectual, social

and cultural growth from

admission to graduation.

+

It is necessary that new ideas and needs

have emerged in which the former system

is no longer adequate.

(Durkheim, 1938 p.167)

CHANGING

CONTEXTS,

CHANGING

CONTENT

OUR

LEARNERS OUR

OFFERINGS

OUR

CONCERNS

OUR

CHALLENGES

+ OUR CHALLENGES

Examine the current offerings.

Examine Middle School and

High School competencies.

Examine K-12 key stage

standards of DepEd vis-à-vis MC

and MCHS goals.

Propose our direction.

+ CRAFTING OUR STANDARDS

Key Stage Standard – degree or quality of proficiency in each stage

Content Standard – what the learner

should be able to know and be able

to do

Performance Standard –specific

demonstration of mastery of

knowledge, skills, and values

+

UPGRADING

COVERAGE

AND

MANAGEMENT

LEANER

COVERAGE LONGER

CONTACT

TIME

ACADEMIC

STAFFING

INSTRUC-

TIONAL

MANAGE-

MENT

+

+ LEANER COVERAGE

Humanities Block

(10 hours) English

Filipino

Foreign Language

STEM Block

(11 hours) Science

Mathematics

ICT

Social Sciences Block

(6 hours) Christian Living

Social Studies

Social Action/CAT

Electives Block

(2 hours each/trisem) Creative

and Performing Arts

Business and Trades

Health and Athletics

+ ELECTIVES BLOCK

+ SENIOR ELECTIVES PROGRAM

AND SENIOR HIGH SCHOOL

Career Development Program

College-type admission

Introductory collegiate courses

HEU-validated course content

HEU crediting mechanism



Introduction to Psychology

Introduction to Biological and

Health Sciences

Introduction to Organic

Chemistry

Introduction to Environmental

Studies



Introduction to Child

Development and Education

Introduction to International

Studies

Introduction to

Communication Studies



Introduction to Accounting

Introduction to Fashion Design

Introduction to Product Design and

Development

Introduction to the Management

of Hotels, Restaurants, and Related

Establishments

Introduction to Engineering Sciences

+ RATIONALIZED CONTACT TIME

Learning Area Current Possibility

CO

RE

English* 4.58 hours 5 hours

Filipino 2.75 hours 3 hours

Christian Living 2.75 hours 3 hours

Social Studies/Cont. Issues 2.75 hours 3 hours

Science* 4.58 hours 5 hours

Mathematics* 4.58 hours 5 hours

ELE

CTI

VES

Foreign Language none 2 hours

PEHM 2.75 hours 3 hours (Electives/Special

Interests/ICTO) THE 2.75 hours

* With provisions for double periods

for laboratory session

+

1.K-12 models require leaner

organizational structures to

facilitate streamlining and

integration of content.

2.Leaner organizational

structures encourage

non-traditional supervisory

mechanisms.

ORGANIZATIONAL STRUCTURE

+

3. More streamlined and integrated

K-12 organizational structures

facilitate more comprehensive

research ventures.

4. Leaner organizational structures lend

themselves to specialized pre-

baccalaureate programs.

5. MCHS terms of academic offices are

strategically ending in SY 2011-2012.

ORGANIZATIONAL STRUCTURE

+

1. Department of Natural and

Engineering Sciences (Including

Human Kinetics/Sports Science)

2. Department of Mathematics and

Computational Science

3. Department of Arts and Humanities

(English, Filipino, and Creative and

Performing Arts)

FIVE INTEGRATED DEPARTMENTS

(INSTEAD OF EIGHT)

+

4. Department of Social

Sciences (History, Christian

Life, and Foreign

Languages/Cultures)

5. Department of Business

and Trades

FIVE INTEGRATED DEPARTMENTS

(INSTEAD OF EIGHT)

+

1. More concentrated academic

contact time structure requires more

focused, exploratory learning methods.

2. There must be an inch-long input,

but a mile-deep treatment.

3. Project- and problem-based learning driven by technology shall be given

premium to nurture lifelong learning

skills.

PEDAGOGICAL REPERTOIRE

+

4. Formative and alternative

assessment must be given

more premium.

5. Retain TfU’s 4 pillars of

learning while rationalizing

UbD’s concept of

culminating tasks.

PEDAGOGICAL REPERTOIRE

+

+

1.Graduating Grade 7 students

shall proceed to existing First

Year HS program.

2.Review the existing Middle

School structure.

3.Which model of continuity

shall we follow?

TRANSITION CONSIDERATIONS

+

CURRENT

CYCLE

+

1. Our learners, vision, mission,

and goals should remain paramount

in anticipating changes.

2. Celebrate both continuities and

discontinuities – together!

3. Choose restructuring and value

reorientation as modalities of planned

change: stakeholders have equal power

and function in a prescribed fashion.

LESSONS (SO FAR) LEARNED

+

1. Give premium to the vision,

mission, and goals of the school.

2. Allow reasonable and meaningful

deviations.

3. Clear and well-articulated

interdepartmental directives from

DepEd, CHED, and TESDA.

OUR WISH LIST

+ “There is nothing more astonishing than life,

just as it is, nothing more miraculous than

growth and change and development,

just as revealed to us. And as happens so often

when we regard God’s work, there is nothing

to do but wonder and thank Him,

realizing how little we planned,

how little we achieved, and yet

how much has been done.”

-Mother Mary Joseph (1936)

+

Edizon Angeles Fermin, PhD 12 January 2012

Documents

Edizon Angeles Fermin, PhD - CEAP TESDA Terminal Level ... holistic education for lifelong learning ... facilitate streamlining and