Download - Elementary Schools Programs and Issues
Elementary SchoolsPrograms and Issues
DEM 332-CURRICULUM DEVELOPMENT
By the late 1990s, the elementary curriculum in many school districts included: Implementation of national standards in reading, writing and mathematics Use of performance-based assessment with rubrics Competency-based instruction Academic skills placement tests States standards and frameworks along with assessment and benchmark tests
Portfolio Assessment Systems
Aligning the curriculum
Some have implemented inclusion programs “full service” schools to cope with large numbers of children from single-parent and poverty households and cultural diversity and mobility of parents.
Elementary teachers continue to be “all things to all children.”
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.
Some Elementary Teachers
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…
Elementary school serves as the great melting pot of the nation as new languages, customs and cultures are brought to the school.
Millions of new immigrants, (Non-English- Speaking) have dramatically increased the number of students in public schools.
Balancing academics and exploration in early childhood programs.
The goal of developmentally appropriate teaching is to provide instruction suited to the age and cognitive readiness of each child.
BASIS OF THE ELEMENTARY SCHOOL CURRICULUM
Modern curriculum has evolved over the past 200 yearsFrom a narrow curriculum (Reading, Writing, Arithmetic)Now a broad program encompassing not only basic skills, but also a variety of learning experiences
Mechanism for social change
Schools like the nation itself, are in transition
Elementary School History
Establishments of Free Elementary SchoolsAs early as 1642, the colonies were enacting legislation concerning educational matters.The 1647 legislation compelled communities over a certain size to set up, grammar schools.
“Old Deluder Satan”
The first law in America requiring schools to be established Education at the expense of the community
New England Primer• Used Bible verses• Used for more than 100
years• Used to teach reading and
number skills• Disciplinary problems• Religious lives, with flogging and other measures to “drive the devil out of children.”
Johann Heinrich Pestalozzi (1746-1827)
He viewed child growth and development as orgasmic (natural) rather than mechanistic.He recognized that the narrow the curriculum, consisting mainly of mechanical exercises in reading, was inadequate to prepare children for intelligent citizenship.He helped through teacher training programs.
His ideas were best expressed in his book, How Gertrude Teaches Her Children.
In the early 1800s, Prussian educators borrowed many of Pestalozzi’s methods to build a national system of education.
Public education became increasingly popular in the first half of the 1800s
First board of Education was established in Massachusetts in 1837 with Horace Mann as its first secretary.
EXPANSION AND CONTINUED REFORMS OF ELEMENTARY EDUCATION
From 1876 to the mid-1930s, the United States became a great industrial nation.
1920s and 1930s, educational philosophers such as John Dewey had a great influence on the elementary curriculum.
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
ORGANIZING CURRICULUMOrganized around the bases of knowledge, the needs of society, and human learning development.
INDIVIDUALIZING INSTRUCTION IN THE ELEMENTARY GRADES
A consistent theme of elementary school learning for years has been that of individualizing instruction to accommodate differences among students.
Multiple Disabilities Video
Variables in Individualize Instruction Materials for Study Method of Study Pace of Study Sequence of Study Learning Focus Place of Learning Evaluation of Study Purpose of Study
Two common terms used in GroupingHeterogeneous and Homogenous Groups
(Mixed) (Like)
GROUPINGFlexibility is the key in any grouping arrangement.
SOME COMMON GROUPS A Class as a whole Reading Level groups Reading Need groups Interests groups Practice or tutorial groups Research groups Individualization
READING LEVELSAnother 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.
SEVEN FORMULAS1. 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 VS PHONICS: A CONTINUING DEBATE
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.
SEVEN BASIC APPROACHES TO TEACHING READING
1. Basals2. Language Experience 3. Individualize Approach
4. Linguistic Approach
5. Phonics6. Alphabetic Approach7. Programmed Instruction
SELECTION OF CONTENTSubject ContentLanguage ArtsReading
SpellingWritingSocial StudiesGeographyHealth and Physical Education
The Arts
DIVERSE NEEDS OF CHILDREN
Children with Special Needs
Children from Different Culture
Children from Impoverished Family
Speak many languages, practice many religions, come from many backgrounds.
Poverty still remains a problem not only in the USA but in the whole world.
Who are considered Special Learners/ Students with Special Needs/ Persons with Special Needs with Disabilities?
LEARNING STYLES AND SYSTEMS
Learning StylesStudies 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 modelvisual learners; auditory learners; kinesthetic learners or
tactile learners
Cooperative LearningA technique where children are trained to use one
another as resources for learning. (e.g. group works, peer tutoring, group reporting etc.)
Grade Level RetentionResearch studies show that there are better
approaches to motivating underperforming children than retaining them for a year.
That’s the End of Elementary
Education Programs and Issues
(American Setting)
Elementary Education Programs and Issues
(Philippine Setting)
by: Jayson C. Timtiman
K-12 Vision
Dr. Yolanda Quijano
Undersecretary for Programs and Projects
Department of Education
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)
OutlineThe Basic Education FrameworkBackground and RationaleCurriculum RefinementThrustsDirectionsPrograms & Projects :Existing & NewIntended 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 2005-June 2006
Background and Rationale
Two issues identified: teachers as facilitators and lack of textbooks, equipment and materialsIssues 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 RefinementThrust:Raise school effectiveness and pupil performance in learning environment that promotes school-based managementDirections: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
Directions:No. 2: Intensify school practice of developing learning to learn skillswith focus on HOTS in Grades 4-6 in the context of self-independence 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 21stcentury skills
Curriculum Refinement
Directions:No. 4: Building models of Inclusive Schools, Special Science Elem. Schools, Elem Schools for the Arts & ICT-enhanced Schools
Curriculum Refinement
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
1. SPED in Inclusive SchoolsEducating all children with support system Assessment processCategories of Children with Special NeedsProvision 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
Existing Programs/Projects
3. Special Science Elementary School Curriculum ModelEnriched science curriculumScience & Health is taught starting Gr.1Provides ICT-enhanced instructionLOI are Filipino and EnglishAssessment of Grade 1 entrantsSpecial 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 Projects5.Enhancing Curriculum for EPP and Work CentersDifferentiated curriculum based on community resources for regular and special childrenEstablishment of Work Centers for development of entrepreneurshipLinkage with community for volunteer teachers
New Projects
6.Special Program for
Culture and Arts Enriched curriculum in Culture and ArtsAssessment of pupils talents/potentialsScreening and training of teachersProvision of special equipment & materials needed
New Projects
7.Model Preschool ClassesIdentify preschool
classes that meet standards of excellence
Practice inclusionDemonstrate strong
community support
Intended Outcomes
Scaling up of models with stakeholders participationSupport to schools initiatives on differentiated curriculum Students possess skills and values for continuous learning and cope with demands of rapidly changing world
Resoursces:Internet sites
http://newsinfo.inquirer.net/218847/few-enrolling-in-math-science-courses-critical-to-nat%E2%80%99l-development-ched
www.google.comwww.youtube.com
http://www.youtube.com/watch?v=kyP2ug8Vxdw
Thank You Very Muchand
God Bless us all!
Happy Doctoral!