MOTHER-TONGUE-BASED-MULTILINGUAL-EDUCATION (1).pptx

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1. MOTHER TONGUE BASED MULTILINGUAL EDUCATION

2. DepEd Order No. 74, s. 2009 Institutionalizing Mother Tongue-Based Multilingual Education is the latest in a series of attempts since 1863 by the government to improve basic education by mandating the medium or language instruction MT-MLE is the use of more than two languages for literacy and instruction Used to bridge learning to secondary languages, including Filipino and English; to improve comprehension and retention among young students and builds a strong foundation for learning other languages

3. Features development of cognitively demanding curricula training of good teachers in the required languages for content and methodology production of error-free and culturally relevant teaching materials empowerment of the community (school-based management)

4. 2003 functional literacy survey 1 out 3 Filipinos, between 10 and 64 years old, could not understand what they were reading. as one educator, Prof. Josefina Cortes, has observed, we have become “a nation of fifth graders”

5. 2008 Functional Literacy and Mass Media Survey by NSO (70k Filipinos) one of the every 10 Filipinos aged 10 to 64 were functionally illiterate, or had a time reading, writing, computing and understanding the number of Filipinos who can rea but cannot understand rose from 19.6 million from 2003 to 20.1 million in 2008 given the rise in population

6. Bakit? it is not enough that we teach the mother tongue particularly in the eraly years but we use it in teaching other subjects which are equally rich ground for developing higher order thinking skills among our young learners

7. Curriculum Development : is the process of selecting, organizing, executing , and evaluating the learning experiences on the basis of the needs, abilities, and interest of learners, and on the basis nature of the society or community. It is a continuous process for the possibilities of improving the teaching- learning situation.

8. Howell and Evans define curriculum a structured set of learning outcomes or task that educators usually call goals and objectives (1995). While other writers define curriculum as “what of teaching”, or “listing of subject to be taught in school”. Thus, Curriculum is a document which describes a structured series of learning objectives and outcomes for a given subject matter area. It includes a specification of what should be learned, how it should be taught, and the plan for implementing /assessing the learning.

9. Six curriculum theorists contributed their views on curriculum 1. Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes on students' need . 2 . Werret Charters (1875-1952) - considered curriculum also as a science which is based on students' need, and the teachers plan the activities . 3 . William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are child-centered.

10. 4.Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher plans the lesson in advance . 5 . Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes, organized knowledge and learner's interests . 6 . Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of school's philosophy. based on students' need and interests.

11. Curriculum: Points of View

12. 1. Traditional Points of View In the early years of the 20 th century, the traditional concepts held of the “Curriculum is that it is a body of subjects or subject matter prepared by the teachers for the students to learn.” It was synonymous to the “course study” and “Syllabus”. Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasize the 3 Rs and college education should be grounded on liberal education. On the other hand, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual disciplines of grammar , literature and writing . It should also include mathematics, science, history and foreign language.

13. 1. Traditional Points of View Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual disciplines of grammar, literature and writing. Joseph Schwab - curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics , Science, Social Studies and others. Thus is made up of its foundations (philosophical, historical, psychological, and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues academics.

14. 2. Progressive Points of View of Curriculum On the other hand, to a progressivists, a listing of school subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum in the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experience of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believe that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.

15. 2. Progressive Points of View of Curriculum Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers.” This definition shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting.” Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.

16. Curriculum Models

17. Ralph Tyler basic Principles: Linear Model This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purpose should the school seek to attain? 2. What educational experience can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purpose are being attained or not?

18. Tyler’s Model shows that in curriculum development, the following considerations should be made: (1) Purposes of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences.

19. LINEAR MODEL

20. HILDA TABA: GRASSROOTS APPROACH Diagnosis of learners needs and expectations of the larger society Formulation of learning objectives Selection of the learning content Organization of the learning content Selection of the learning experiences Organization of the learning activities Determination of what to evaluate and the means of doing it.

21. Thus, as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating.

22. Wheeler (1978) who believes that curriculum decision making can start from any point and can come back to any point e.g like cycle. Kerr (1968) also believes that curriculum process is a very complex set of activities and decisions and they interact a lot. Changes made in content may necessitate changes in experiences, which may again bring about changes in evaluation etc.

23. WHEELER MODEL

24. Types of Curriculum Operating in Schools Allan Glatthorn (2000) describes seven types of curriculum operating in the schools:

25. Types of Curriculum Operating in Schools Allan Glatthorn (2000) describes seven types of curriculum operating in the schools: 1. Recommended curriculum - proposed by scholars and professional organizations 2 . Written curriculum - appears in school, district, division or country documents 3 . Taught curriculum - what teachers implement or deliver in the classroom and schools

26. 4.Supported curriculum - resources-textbooks, computers, audio-visual materials which support and help in the implementation of the curriculum 5 . Assessed curriculum - that which is tested and evaluated 6 . Learned curriculum - what the students actually learn and what is measured 7 . Hidden curriculum - the unintended curriculum

27. 7 Types of Curriculum Operating in Schools Recommended curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the: Department of Education ( DepEd ) Commission on Higher Education(CHED) Department of Science and Technology(DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education(PAFTE) or the Biology Teacher Association(BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education.

28. Types of Curriculum Operating in Schools 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample of schools or population. Example: Basic Education Curriculum (BEC); lesson plan of each classroom teacher made up of objectives; and planned activities of the teachers.

29. Types of Curriculum Operating in Schools 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrived at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of the teachers. Taught curriculum varies according to the learning styles of the students and the teaching styles of the teachers.

30. Types of Curriculum Operating in Schools 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, these must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning.

31. Types of Curriculum Operating in Schools 5. Assessed curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized.

32. Types of Curriculum Operating in Schools 6. Learned Curriculum- This refers to the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influence learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school e nvironment, physical condition, teacher-learners interactions, mood of the teachers and many other factors make-up the hidden curriculum.

33. Philosophical Foundations of Curriculum Suggestions from Subject Specialists School Purposes Use of Psychology of Learning Use of Philosophy Studies of Contem-porary Life Studies of Learners Figure 1 – Tyler’s View of Philosophy in Relation to School Purposes

34. Philosophical Foundations of Curriculum Let us look at four educational philosophies and how these relate to curriculum. Study each educational philosophy and match to the aim of education, role of education, focus in curriculum and related curricular trends. (Ornstein and Hunkins , 2004) A. Educational Philosophy – Perennialism Aim of Education – To educate the rational person; to cultivate the intellect Role of Education – Teachers help students think with reason. Base on the Socratic methods of oral exposition or recitation Explicit or deliberate teaching of traditional values. Focus in the Curriculum – Classical subjects, literary analysis and curriculum is constant Curriculum Trends – Use of great books and return to liberal arts

35. Philosophical Foundations of Curriculum B. Educational Philosophy – Essentialism Aim of Education – To promote the intellectual growth of the individual and educate a competent person. Role of Education – The teacher is the sole authority in his or her subject area or field of specialization Focus in the curriculum – Essential skills of the 3 R’s and essential subjects of English, Science, History, Math and Foreign Language Curriculum Trends – Excellence in education, back to basics and cultural literacy. C. Educational Philosophy – Progressivism Aim of Education – To promote democratic and social living Role of Education – Knowledge leads to growth and development of lifelong learners who actively learn by doing. Focus in the Curriculum – School reforms, relevant and contextualized curriculum, humanistic education

36. Philosophical Foundations of Curriculum D. Educational Philosophy – Reconstructionism Aim of Education – To improve and reconstruct society education for change Role of Education – Teachers act as a agent of change and reform in various educational projects including research Focus in the curriculum – Focus on present and future trends and issues of national and international interests Curriculum trends – Equality of educational opportunities in education, access to global education You can see that an educational philosophy lays the strong foundation of any curriculum. A curriculum planner our specialist, a curriculum implementor or the teacher, school administrator or curriculum evaluator whether school-based or externally-based anchors his/her decision making process on a sound philosophy.