Plans, writes daily notes, prepares weekly progress
reports, distributes fluoride, collects supermarket
receipts for free computers, bundles newspapers,
collects money for book orders, handles science cards,
compute grades and writes reports cards on hand,
comes up with positive comment for each child, writes
pizza slip, ties shoes, evaluate the kids in all areas, files
papers, breaks up fights, creates bulletin boards, eats
lunch in 27 minutes or less, counsels parents, interns,
call parents,
laminates, attends PTA meetings,
laminates materials, remediates standardized tests….
and, of course, teaches.
Sell different staffs (e.g. candy, chocolates,
personalized-bond papers/indexes, tocino,
longanisa etc)… Collect money for ghost
projects, gossip during vacant period… Loan
here and everywhere…
Modern curriculum has evolved over the past 200 years
From a narrow curriculum (Reading, Writing, Arithmetic)
Now a broad program encompassing not only basic skills,
but also a variety of learning experiences
 Schools like the nation itself, are in transition
 Mechanism for social change
Dewey believed that schools should
be a reflection of community life, with
students studying about the home,
neighborhood, and community.
The progressive education
movement, led by John Dewey,
George Counts, Harold Rugg, and
others, heavily influenced the
elementary curricula until 1957.
“1960s” an era of innovation in the elementary curriculum
Organized around the bases of knowledge, the needs of
society, and human learning development.
A consistent theme of elementary school learning for
years has been that of individualizing instruction to
accommodate differences among students.
Variables in Individualize Instruction
Flexibility is the key in any grouping arrangement.
Another common means of
providing
for
student
differences is in providing
books of varying degrees of
difficulty.
Readability is the objective measure
of the difficulty of a book or article
usually involves the use of a specific
formula, with results reported in
terms of grade level.
1. Flesch Reading Ease Score
2. Wheeler and Smith-Index Number
3. Cloze Technique
4. Lorge Grade Placement Score
5. Fry Graph
6. Smog Grading Plan
7. Spache Grade Level Score
Whole Language, as a teaching approach embraces
the theory that children learn to read they way they
learn to talk-naturally.
Phonics, explicit decoding instruction, is known as
basic-skills instruction. Phonics builds on a series of
basic steps that introduces emergent readers to such
fundamental skills as linking sounds and letters,
combining sounds, and recognizes sounds with
similar-letter-sound pattern.
1. Basals
2. Language Experience
3. Individualize Approach
4. Linguistic Approach
5. Phonics
6. Alphabetic Approach
7. Programmed Instruction
Subject Content
Language Arts
Reading
Spelling
Writing
Social Studies
Geography
Health and Physical Education
The Arts
Children from Different Culture
Speak many languages, practice many religions,
come from many backgrounds.
Children from Impoverished Family
Poverty still remains a problem not only in the
USA but in the whole world.
Children with Special Needs
Who are considered Special Learners/ Students
with Special Needs/ Persons with Special Needs with
Disabilities?
Learning Styles
Studies have indicated some children enjoy
understanding the big picture before focusing on
specifics. Other children enjoy a classroom atmosphere
in which personal relationships are important.
e.g. Neil Fleming's VAK/VARK model
visual learners; auditory learners; kinesthetic learners or
tactile learners
Cooperative Learning
A technique where children are trained to use one
another as resources for learning. (e.g. group works, peer
tutoring, group reporting etc.)
Grade Level Retention
Research studies show that there are better
approaches to motivating underperforming children than
retaining them for a year.
Elementary Education
Programs and Issues
(Philippine Setting)
by: Jayson C. Timtiman
http://www.youtube.com/watch?v=kyP2ug8Vxdw
The Elementary Curriculum
Responding the Challenge of Learners
Yolanda S. Quijano, ED.D.
Bureau of Elementary Education
Department of Education
Pasig City
Every child has unique characteristics,
interests, abilities and learning needs and
therefore,
if the right to education is to mean anything,
education systems should be designed and
educational programs implemented, to take
into account the wide diversity of these
characteristics and needs.
Salamanca Conference in Education
(Spain, 1994)
Outline
The Basic Education Framework
Background and Rationale
Curriculum Refinement
Thrusts
Directions
Programs & Projects :Existing &
New
Intended Outcomes
Background and Rationale
Elementary Education Curriculum (EEC) as major
component of Basic Education Curriculum (BEC) first
implemented in 2002
Evaluation of EEC conducted by PNU from June 2005June 2006
Background and Rationale
Two issues identified: teachers as facilitators
and lack of textbooks, equipment and materials
Issues addressed through:
* training
* lesson exemplars
* procurement
* stakeholders support
Background and Rationale
Realities in Education
Rapidly changing world that need empowered and lifelong
learners
Standards-based School Initiatives in Differentiated
Curriculum
“All students can learn to high standards.”
“Ensure full access to the general curriculum to the
maximum extent appropriate to the needs of the child.”
Curriculum Refinement
Thrust:Raise school effectiveness and pupil
performance in learning environment that promotes
school-based management
Directions:
No. 1: Intensify school
practice of developing
numeracy and literacyskills
in Grades 1, 2 & 3 within the
context of values/
character education through
Mother Tongue-Based
Multilingual Education
Curriculum Refinement
Directions:
No. 2: Intensify
school practice of
developing learning
to learn skillswith
focus on HOTS in
Grades 4-6 in the
context of selfindependence and
economic sufficiency
Curriculum Refinement
Directions:
No. 3: Intensify shift to “Talk
Less, Learn More” strategy
through context -/problem-/
inquiry-based with ICT
enhanced instructions &
other interactive &
integrative strategies and
develop the 21st
century skills
Curriculum Refinement
Directions:
No. 4: Building models of
Inclusive Schools, Special
Science Elem. Schools,
Elem Schools for the Arts
& ICT-enhanced Schools
Teacher-Support Program for Curriculum Refinement
Building teacher-leaders through institution-based
training for master’s degree through blended learning
(face-to-face & e-learning)
Development of training designs and sessions through
print and e-learning in support to school/cluster-based
training, LAC sessions, mentoring/coaching,
distance education
Existing Programs/Projects
1. SPED in Inclusive
Schools
Educating all children
with
support system
Assessment process
Categories of Children
with Special Needs
Provision of appropriate
SPED program
Existing Programs/Projects
2. Mother Tongue-Based Multilingual Education
Mother tongue as language of instruction (LOI) from
preparatory level, Grades 1, 2 & 3
Filipino and English are offered as subjects
Filipino and English are used as LOI in Grades 4, 5 & 6 in
designated learning areas
Existing Programs/Projects
3. Special Science Elementary School Curriculum
Model
Enriched science curriculum
Science & Health is taught starting Gr.1
Provides ICT-enhanced instruction
LOI are Filipino and English
Assessment of Grade 1 entrants
Special trainings provided to teachers by RECSAM
Existing Programs/Projects
4. Model Schools Using ICT-enhanced Curriculum
Provision of computer units and multi-media
equipment by DepED with assistance from
LGUs/NGOs/business sector
Uses on-line collaborative teaching through
Oracle Education Foundation, Inc. and other
service providers
Uses multimedia in providing instruction
New Projects
5.Enhancing Curriculum for EPP and Work
Centers
Differentiated curriculum based on
community resources for regular and special
children
Establishment of Work Centers for
development of entrepreneurship
Linkage with community for volunteer
teachers
New Projects
6.Special Program for
Culture and Arts Enriched curriculum in Culture and Arts
Assessment of pupils talents/potentials
Screening and training of teachers
Provision of special equipment & materials needed
New Projects
7.Model Preschool Classes
Identify preschool
classes that meet
standards of
excellence
Practice inclusion
Demonstrate strong
community support
Intended Outcomes
Scaling up of models with
stakeholders participation
Support to schools initiatives on
differentiated curriculum
Students possess skills and values
for continuous learning and cope
with demands of rapidly changing
world
www.google.com
www.youtube.com
http://newsinfo.inquirer.net/218847/few-enrolling-in-math-science-courses-critical-to-nat%E2%80%99ldevelopment-ched
http://www.youtube.com/watch?v=kyP2ug8Vxdw