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2010 SECONDARY EDUCATIO

PE & Health II

INTRODUCTION

The Context

As a matter of practice, the curriculum in the Philippines is revised every ten years, but the rapid rate of change in education aobsolescence of knowledge necessitate a continual revisiting and updating of the curriculum to make it responsive to emerging the needs of the learner and the society. Thus, the refinement of the curriculum remains to be a work in progress.

Aside from the issue of relevance, the refinement of the secondary education curriculum was guided by the need, as articulaEducation for All Plan 2015, to streamline its content in order to improve student mastery and contribute to the attainment ofliteracy. This became a primary consideration in the design of the curriculum and the formulation of standards and theunderstandings from which the content of the curriculum was derived.

The results of national and international assessments were reviewed and analyzed for their implications for teaching and leafindings were used to further tighten the standards and improve the delivery of the curriculum and the teaching-learning proresults of the evaluation of the implementation of the 2002 Basic Education Curriculum were likewise considered in the revcurriculum. The findings and recommendations (see Annex A) guided the training of teachers and the capacity-building of schoomanaging the pilot test of the curriculum in 23 secondary schools nationwide.

The Process

The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wigg

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Results/Outcomes

Assessment

Learning Plan

Content/

PerformanceStandards

Products/Performances

EssentialUnderstandings

EssentialQuestions

LearningActivities

AssessmentCriteria/

Tools

Resources/Materials

Objectives(knowledge/skills)

The curriculum design has the following elements:

Stage 1

A. Results/Desired Outcomes, which define what students should know and do at the end of the program, course, or unit of studyexpressed in terms of overall goals, and specifically defined in terms

and performance standards

A.1. Content standards, which specify the essential knowledge (inmost important and enduring ideas, issues, principles and conceptdisciplines), skills and habits of mind that should be taught and leaanswer the question, What should students know and be able to do?

A.2. Performance standards, which express the degree or quality of that students are expected to demonstrate in relation to the content They answer the question, How well must students do their work? olevel of performance would the student be appropriately qualified or c

B. Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the

remember even long after they leave school

C. Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essentialand understandings

D. Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulatingclassroom objectives

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Stage 2

A. Assessment, which defines acceptable evidence of students attainment of desired results; determines authentic performthat the student is expected to do to demonstrate the desired understandings; and defines the criteria against which theperformances or products shall be judged.

B. Products and Performances, which are the evidence of students learning and a demonstration of their conceptual understacontent and skill acquisition

Stage 3

A. Learning Plan, which details the instructional activities that students will go through to attain the standardsA.1. Instructional Activities, which are aligned with the standards and are designed to promote attainment of desired results.

Questions to guide the review of Stages 1 to 3 are provided in Annex B.

A series of consultations with critical stakeholders: students, teachers, school heads, parents, supervisors, industry, local gofficials, the religious, and experts from the academe, among others, were made to validate and further refine the formulation of the essential understandings, the essential questions, and the assessment criteria and the tools to measure students properformances. Workshops were conducted to draft the curriculum documents, write the instructional plan and develop lesson exe

Teachers were trained and school heads from the 23 identified pilot schools underwent capacity-building to prepare themanagement of the try-out of the curriculum. The schools were identified based on their location (i.e., Luzon, Visayas, and Mindthe type of program (i.e., regular high school, specialist high school) they offer.

Meetings with school heads and classroom visits were made on a quarterly basis to monitor the try-out of the curriculum. feedback on the lesson guides became the basis for further refinement of the standards and the other elements of the curriculum

Education supervisors were later trained on providing instructional support to teachers. A follow-through training was suconducted to further equip them with the tools of supervision given the requirements of the program.

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Features of the

Curriculum

Lean- focuses on essentialunderstandings

Sets high expectations(standards-based) expressed interms of what students shouldknow and the quality andproficiency of the skill that theyare expected to demonstrate as

evidence of learning Rich and challenging- provides

for a personalized approach todeveloping the students multipleintelligences

Develops readiness and passionfor work and lifelong learning

SPA

SPS

S&T

Tech-Voc

SPED

Core Curr.

SPJ

SPFL

Results

Initial feedback from the teachers has been useful in further improving the design of the curriculum. What has evolved from the core curriculum that builds on and retains the principles of the 2002 BEC (i.e., constructivism, integrative teaching) and interichness of the special curricular programs (Arts, Sports, Engineering and Science Education Program, Journalism, Technical-Program, and Foreign Language). The latter shall be offered in schools as special interest areas which children can pursue amother career options in livelihood education. The curriculum has the following features:

What is being envisaged is that the core curriculum

implemented with special curricular programs: special the arts (SPA), special program in sports (SPS), speciin journalism (SPJ), special program in foreign languascience/math (S&T), technical-vocational program being offered on the side, to develop the studentintelligences.

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CONCEPTUAL FRAMEWORK IN PHYSICAL EDUCATION AND HEALTH

Functionally Literate Filipino

Promotion of Wellness Sustaining Lifelong Fitness

Performing

Dances

Playing Games

and Sports

Developing Life Skills and Values

Teaching Games for

Understanding

(TGFU)

Modeling and

Demonstration

Experiential/

Contextual Learning

Cooperative and

Collaborative

Learning

Aesthetic and

Kinesthetic Theory

(Gardner)

Social Learning

Theory

Bandura

Skill Acquisition

Theory

Anderson

Information

Processing Theory

(Miller)

Practicing

Desirable

Health Habits

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PHYSICAL EDUCATION PROGRAM and HEALTH

Conceptual Framework

A graduate of the Physical Education and Health Program should be able to promote wellness and sustain lifelong fitn

The programs rich and challenging learning experiences allow the development of macro skills such as practicing desi

health habits, performing dances and playing games and sports. As the learner develops these macro skills, life skills su

decision making, interpersonal skills, stress and self-management and values inherent in PE and Health are also expect

be developed.

In order to facilitate the development of the macro skills, the teacher is encouraged to use such approaches as Teac

Games for Understanding (TGfU), Modeling and Demonstration, Experiential/Contextual Learning and Cooperative

Collaborative Learning. These approaches are grounded on Skill Acquisition, Information Processing, Social Learning

Aesthetic and Kinesthetic learning theories.

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PHYSICAL EDUCATION AND HEALTH

Program Standard: The learner demonstrates understanding of key concepts and principles of health and fitness in promoting an

wellness for quality life.

General StandardFirst Year Level

General StandardSecond Year Level

General StandardThird Year Level

General StandFourth Year L

The learner demonstratesunderstanding of personalhealth and fitness in developingindividual wellness for qualitylife.

The learner demonstratesunderstanding of family health andfitness in developing and promotingfamily wellness for quality life.

The learner demonstratesunderstanding of environmentaland community health and fitnessin promoting and sustainingcommunity wellness for quality life.

The learner dunderstanding of naglobal health and promoting and sustainwellness for quality life.

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PHYSICAL EDUCATION AND HEALTHConceptual Matrix (CM)

First Year Second Year Third Year Fourth YearPersonal Health & Fitness Family Health & Fitness Community Health & Fitness National and Global Hea

*Physical Fitness

*Growth and Development

*Health-Related Fitness

*Human Sexuality

* Skill-Related Fitness

*Environmental Health

*Lifelong Fitnes

*Consumer Health Ed

*Individual Sports

*Personal Health

*Team Sports

* Family Life

*Recreational Indoor Games

*Communicable Disease Prevention and

Control

*Recreational Lead

*Safety Educati

(Intentional Injur

*Dual Sports

*Nutrition

*Team Sports

*Responsible Parenthood

*Recreational Outdoor Games

*Non-communicable Disease Prevention andControl

*Sports Leaders

*Population Educ

*Philippine Folk Dances(Local/Indigenous)

*Personal Safety and First Aid(Unintentional Injuries)

*Philippine Folk Dances(Regional and National)

*Substance Abuse Prevention (ChemicalInhalants, Drinking Alcohol, Smoking, Over-the-Counter Drugs and Related Laws and Policies)

*International Folk Dances (Asia, Europe,North and South America, Africa)

*Drug Abuse Prevention (Classifications ofdrugs and Related Laws and Policies)

*Social Dance

*Interpersonal S

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PHYSICAL EDUCATION and HEALTH II

General Standard:The learner demonstrates understanding of family health and fitness in developing and promoting family wellness for quality

Quarter IStage 1: Results/Outcomes Stage 2: Assessment

STANDARDS ESSENTIAL At the level of

Content Performance Understanding Question

Product/Performance Understanding

The learner

demonstratesunderstanding ofhealth-relatedfitness (HRF) toimprove oneself.

Importance ofHRF

Components

of HRF:Cardio-respiratoryendurance

Muscularstrength

FlexibilityBody

composition Physical

enhancementactivities

The learner plans

appropriate HRFactivities to attainthe desired level ofphysical fitness.

The effectiveness

and efficiency inperforming dailyroutines dependon ones level ofHRF.

Why is HRF

important?

How can one beeffective andefficient inperforming dailyroutine?

Appropriate

health-relatedfitness (HRF)plan

EXPLANATION:

Explain the concept of health-related fitness and its importance in improvingoneself.

Criteria for assessment:Clarity Comprehensiveness

INTERPRETATION:

Make meaning of ones performance in physical activities in relation tohis/her level of HRF.

Criteria for assessment:Accuracy Clarity

APPLICATION: Propose appropriate physical enhancement activities for the differentcomponents of HRF.

Criteria for assessment:Doability Appropriateness

PERSPECTIVE: Analyze the fitness benefits derived from the various physical enhancement

activities.Criteria for assessment

Critical Accuracy

EMPATHY: Imagine how a sedentary person performs ones daily tasks

Criteria for AssessmentSensitivity Insightful

SELF-KNOWLEDGE:

Assess ones strengths and weaknesses on the components of HRFCriteria for assessment

Reflective Insightful

Ass

heaplanfollo

A

C

R

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PHYSICAL EDUCATION AND HEALTH II

General Standard: The learner demonstrates understanding of family health and fitness in developing and promoting family wellness for quality

Quarter IStage 1: Results/Outcomes Stage 2: Assessment




The learnerdemonstrates

understanding ofhuman sexualityfor a healthy familylife.

Importance ofHS and itsdimensions

Fertility andinfertility

HS Care

Issues andproblems relatedto HS (e.g. STI,HIV-AIDS, etc.)

The learner makesvalues-based

decisions onhuman sexualityissues.

Values-baseddecisions on

human sexualityissues promotehealthy familylife.

Why is humansexuality

important?

How should onedeal with humansexuality issuesto promotehealthy familylife?

Makes values-based

decisions onhumansexuality issuesand challenges

EXPLANATION Express the importance of human sexuality in promoting a healthy

family life.

Criteria for AssessmentClarity Relevance

INTERPRETATION Show the significance of HS care to ones family life

Criteria for AssessmentRelevance Comprehensiveness

APPLICATION Propose solutions that will address issues and problems related to HS.

Criteria for AssessmentAppropriateness Relevance

PERSPECTIVE Analyze the different factors that influence fertility and infertility. Compare and contrast the adolescents of today and in the past in

relation to HS.Criteria for Assessment

Relevance Comprehensiveness

EMPATHY Consider the feelings of a person incapable of bearing children.

Criteria for AssessmentSensitivity Openness

SELF-KNOWLEDGE Reflect on ones health practices that might pose risks to ones HS.

Criteria for Assessment

Openness Integrity

Assdec

towaandthe

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Quarter IIStage 1: Results/Outcomes Stage 2: Assessment




The learner

demonstratesunderstanding ofthe benefits thatcan be derivedfrom participatingin team sports.

(Basketball,Softball/baseball,

Sepak takraw) Background/

nature

Benefits ofthe sports

Basics skills

Rules andregulations

Officiating

The learner

performsappropriate teamsports that willpromote his or herfitness.

The benefits of

team sports canbe realized byparticipating andmaking it alifetime activity.

How can one

benefit fromhis/herparticipation inteam sports?

Performance

of appropriateteam sports

EXPLANATION:

Express how one can benefit from participating in team sportsCriteria for AssessmentAccuracy Clarity

INTERPRETATION: Interpret the rules of the game through hand signals

Criteria for AssessmentAccurate Skillful

APPLICATION: Perform the basic skills in playing the different team sports


PERSPECTIVE:

Analyze the different factors that affect ones performance in team sports.Criteria for Assessment

Critical Accurate

EMPATHY: Consider how one feels when participating in team sports.

Criteria for AssessmentOpen Sensitive

SELF-KNOWLEDGE: Assess knowledge and competence in playing team sports

Criteria for assessmentReflective Insightful

Ass

perfspofollo

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Quarter IIStage 1: Results/Outcomes Stage 2: Assessment





understanding of ahealthy family lifethrough collectiveand consistentpractice of senseof responsibility

Nature of afamily

Characteristics

of an idealfamily

Familyrelationships

Duties andresponsibilitiesof familymembers

Needs of the

family Dealing with

familychallenges

Societyssupport tofamily

The learnerpractices

consistently asense ofresponsibilitytowards family life

A healthy familylife can be

achieved througha collective andconsistentpractice of thesense ofresponsibility ofits members

How can one attaina healthy family

life?

Collective andconsistent

practice of asense ofresponsibility

EXPLANATION:

Express how one can achieve a healthy family life

Criteria for AssessmentClarity Accuracy

INTERPRETATION:

Document the challenges of family life brought about by societal and other factorsCriteria for Assessment

Accuracy Critical

APPLICATION:

Recommend actions/proposals to attain a healthy family relationship.Criteria for Assessment

Relevance to the needs Doability

PERSPECTIVE:

Analyze the different supports of the society to family.Criteria for Assessment

Accuracy Credibility

EMPATHY:

Assume the role of a parent in addressing the needs of a family.Criteria for Assessment

Sensitivity Openness

SELF-KNOWLEDGE:

Reflect on ones sense of responsibility as a member of the family.Criteria for Assessment

Accuracy Reflective

Aspr

reth

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Quarter IIIStage 1: Results/Outcomes Stage 2: Assessment




The learner

demonstratesunderstanding ofthe benefits thatcan be derivedfrom participatingin team sports.

(Volleyball andFootball or

soccer) Background/nature

Benefits ofthe sports

Basics skills

Rules andregulations

Officiating

The learner

performsappropriate teamsports that willpromote his or herfitness.

The benefits of

team sports canbe realized byparticipating andmaking it alifetime activity.

How can one

benefit fromhis/herparticipation inteam sports?

Performance

of appropriateteam sports

EXPLANATION:

Express how one can benefit from participating in team sportsCriteria for AssessmentAccuracy Clarity

INTERPRETATION: Interpret the rules of the game through hand signals


APPLICATION:

Perform the basic skills in playing the different team sportsCriteria for Assessment

Accurate Skillful

PERSPECTIVE:

Analyze the different factors that affect ones performance in team sports.Criteria for Assessment

Critical Accurate

EMPATHY: Consider how one feels when participating in team sports.

Criteria for AssessmentOpen Sensitive

SELF-KNOWLEDGE: Assess knowledge and competence in playing team sports

Criteria for assessmentReflective Insightful

Ass

perfspofollo

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General Standard: The learner demonstrates understanding of family health and fitness in developing and promoting family wellness for qualityQuarter III

Stage 1: Results/Outcomes Stage 2: Assessment





understanding ofresponsibleparenthood for ahealthy family life.

Understandingadulthood

Marriage

Parenting

Planning for anideal size of afamily

Child care/rearing

Youth welfare

The learner makessound decision on

matters concerningfamily

Responsibleparenthood can

be achievedthrough sounddecision makingon mattersconcerning family

Why isresponsible

parenthoodimportant?

How can oneachieveresponsibleparenthood?

Sound decisionmaking on

mattersconcerningfamily

EXPLANATION: Justify the need to understand adulthood and marriage for a healthy family

life Criteria for assessmentAccuracy Clarity

INTERPRETATION: Show significance of the rights of children in relation to health

Criteria for AssessmentAccuracy Critical

APPLICATION:

Propose a sound set of criteria in determining the size of a familyCriteria for Assessment

Appropriateness Comprehensiveness

PERSPECTIVE: Analyze the responsibilities accompanying parenting

Criteria for AssessmentCritical Comprehensiveness

EMPATHY: Assume the role of a parent in caring/rearing a child

Criteria for AssessmentSensitiveness Openness

SELF-KNOWLEDGE: Reflect on the value of ones rights as a youth

Criteria for AssessmentReflective Critical

Assdec

conusincrite

S

A

R

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Quarter IVStage 1: Results/Outcomes Stage 2: Assessment




The learner

demonstratesunderstanding ofsubstance abuseprevention for ahealthy life.

Substance: Itsuse and abuse

Reasons forabuse

Commonlyabusedsubstances(Chemicalinhalants,Alcohol,Cigarette)

Over-the-counterdrugs

Prevention ofsubstanceabuse

Related laws

and policies

The learner

practicesappropriate lifeskills for theprevention ofsubstance abuse.

Practicing

appropriate lifeskills cancontribute to theprevention ofsubstance abusefor a healthy life

Why is substance

abuse preventionimportant?

How can onepreventsubstanceabuse?

Practicing

appropriate lifeskills

EXPLANATION: Explain the value of preventing substance abuse to ones life

Criteria for AssessmentThorough Accurate

INTERPRETATION: Make sense of the statistical data of adolescents engaged in chemical

inhalants, alcohol and smokingCriteria for Assessment

Critical Accurate

APPLICATION: Propose appropriate strategies for the prevention of substance abuseCriteria for Assessment

Appropriate Effective

PERSPECTIVE: Share ideas/insights about R. A. 9211 and other local ordinances

Criteria for AssessmentRelevant Practical

EMPATHY: Relate with the feelings of people engaged in substance abuse such as

inhaling chemicals, drinking alcohol and smoking cigarettes.Criteria for Assessment

Sensitive Reflective

SELF-KNOWLEDGE: Assess ones practice of life skills in the prevention of substance abuse.

Criteria for Assessment

Reflective Accurate

Ass

pracusincrite

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ANNEX A

The Monitoring and Evaluation of the Implementation of the 2002 Secondary Education Curriculum: Findings and Recomme

The Bureau of Secondary Education was tasked by the Department of Education to monitor and evaluate the implementation

curriculum in secondary schools of the country.

Accordingly, the Bureau conducted case studies of twenty secondary schools, grouped as follows:

General high schools funded fully by the national government Newly established high schools funded jointly by the national, provincial, and municipal government Science high schools

Private high schools Technical-vocational high schools

The purpose of the multiple case studies is not to produce an objective body of knowledge that can be generalized to all schools in thbut to build collaboratively constructed descriptions and interpretations of practices, that enable supervisors, school heads, department heasupervisors and teachers, to formulate acceptable ways of implementing the BEC, and to solve implementation problems that emerge.

The case studies recognize that the school is a learning community where people continuously plan, observe, review and reflect ondo in order to achieve shared goals and aspirations.

The first monitoring and evaluation of the BEC implementation was conducted in September 2002, the second in October 2003, and tSeptember 2004.

The findings from the case studies were based primarily on qualitative data. To verify their reliability, the findings were compared wit

obtained from quantitative data. No marked difference in both findings was observed.

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The following are the themes and patterns of school practices that emerged from the implementation of the BEC.

1. There are gross inconsistencies between means and ends.

School heads, department heads, and teachers fully agree with the BEC that the desired learner/graduate should be functiona creative and critical thinker, an independent problem solver and a work-oriented lifelong learner who is MakaDiyos, Makabayan, MMakakalikasan.

However, except in some Science high schools, there are gross inconsistencies between the kind of learner/graduate that desire to produce and the strategies they employ. For example, instruction is still predominantly authoritative and textbook-basedusually recipient and reproductive; supervision is commonly prescriptive and directive; and assessment is focused more on judging improving performance.

Moreover, while teachers believe in the importance of contextualizing or localizing the curriculum, yet many of them derive lefrom course syllabi, textbooks, and competency lists rather than from the learners felt needs. While they believe in the full develop

learners potentials, yet lessons that they provide do not adequately address the differing needs and capabilities of the students.

Recommendations:

In schools where the inconsistencies exist, the following actions may be taken:

The school head should organize a committee to identify and describe the curricular, instructional, supervisory, asses

managerial practices that do not contribute to the development of the desired learner/graduate. Focus group conversations may beto clarify the school and non-school factors that reinforce the questionable practices and to develop and implement action programsthe inconsistencies. There should be a school assurance team to coordinate, monitor, and evaluate the implementation of the actioThe removal of the inconsistencies should be among the primary goals of the school improvement plan and the focus of isupervision.

2. Teachers want to know more about integrated teaching.

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Application of the concept, however, was very limited. School documents like the yearly reports, school development and implans, instructional and remedial programs, lesson plans, course syllabi, and teachers reports made little mention of how the concep

applied to the teaching-learning process.

Recommendations:

The school head should develop a consensual understanding of constructivist learning among his teachers. This can be dofocus group conversations (FGC) by year level or by department. The conversations shall be facilitated preferably, by the schoo

division supervisors or nearby university professors as resource persons and consultants. The conversations should be backed up breferences on constructivist or integrative learning.

The FGC shall be followed through by activities on the practical application of the theory; i.e., lesson planning, demonstrationsof approaches, team teaching, etc.

The outputs of the FGC can be additional inputs into the schools BEC Handbook. The Handbook should be revisited regular

self-correcting and self-renewing.

4. Students are having difficulties using English as learning medium.

School heads and teachers recognize the difficulties that students face in learning English as a language and at the same timea medium of learning. As such they have resorted to various ways of increasing the English proficiency of the students like hocontests, English campaigns, public speaking competitions and the like. The problem, however, has remained unabated.

In English medium classes, both teachers and students usually shift to the local language to ensure that they understand eachfall-back language is usually Taglish, which students in non-Tagalog provinces are ill at ease.

BEC advocates the development of creative, critical thinkers and problem solvers. Teachers find this difficult to achievemedium classes where students have poor oral, aural, reading, and writing skills. In these classes, teachers are prone to resort to sirecognition and leading questions and to minimize questions that demand complex reasoning, explanations, elaborations, analysisand evaluation, which students find frustrating and even exasperating.

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Recommendations:

Schools should consider developing and testing the effectiveness of the following measures in increasing studenproficiency:

Voluntary participation in English remedial sessions facilitated by volunteer students. Facilitators are selected oof their English proficiency and are given special training on how to facilitate group learning. A system of incentives is provided to bstudents and volunteer facilitators.

Proficient English students from higher levels, mentoring students from the lower levels. The participation in th

both mentors and learners is voluntary but the school provides an incentive system to support the project.

Holding regular English writing and impromptu speaking contests using criterion-referenced evaluation. Towide participation, multiple winners, not only the best, are proclaimed. At the end of the semester, the classes with the biggestwinners are given citations.

Using the results of achievement tests for the previous years, the school conducts frequency and error a

English competencies that students failed to master. Remedial measures are instituted and continuously evaluated for their effecproducing the desired change in achievement.

5. Several factors constrain teachers from playing their role as facilitators of the learning process.

Teachers are open to new opportunities and possibilities offered by the BEC to accelerate learning. They are fully aware of theof the traditional expository methods in facilitating the full development of the students potentials and are willing to learn how

effective facilitators of the integrative learning process.

From the field data, however, emerged several factors that inhibit the teachers from playing the facilitators role effectivestudents English deficiency that hinders critical discussion; overcrowded classes that restrict interactive learning; insufficientextbooks that predisposes teachers to lecture; prescriptive supervision that constricts teacher creativity and initiative; and an esystem that encourages authoritative teaching. Confronted with these constraints teachers tend to fall back on traditional expositorylecturing, question-and-answer, dictation exercises, and practice tests.

Recommendations:

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Use best practices approach by benchmarking classes, which, despite constraints of overcrowding, a foreign learnin

insufficient textbooks, and supervisory and assessment restrictions, still continue to be facilitative rather than directive or preteaching.

6. Promising alternative supervisory approaches are emerging.

Several promising supervisory approaches are emerging. One of these is collaborative supervision whereby groups of twteachers help one another to improve their teaching practices as well as discover better ways of teaching. They identify and addre

instructional problems, share experiences and resources, and monitor and evaluate their progress.

Another emerging approach is self-directed supervision, which is common among experienced and highly-motivated teachpractice each teacher assumes full responsibility for improving his instructional practices and promoting his professional growth.

In both above-mentioned approaches the school head participates mainly as consultant, adviser, resource linker or provideand facilitator. These supervisory approaches however, are not widespread.

Mentoring is also emerging as an alternative supervisory approach although it is still in a tentative and inchoate state. There ahowever, that are already talking about putting up a mentors pool for the professional and career development of their teachers.

The most common supervisory practice is the conventional type whereby the supervisor observes a class as an expert or aumakes on-the-spot recommendations which the teacher is expected to implement. Teachers find the practice threatening and diseIt stifles initiatives and creativity, lowers self-esteem, and encourages conformity but not commitment. In many cases the s

delegates the supervisory function to department heads, who, teachers claim tend to inspect and evaluate rather than improve perfor

A common but unpopular practice is the laissez faire type, whereby school heads, assuming that teachers know best being msubjects, give teachers the freedom to select teaching methods. Many of these school heads do not observe classes.

Recommendations:

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Teachers, however, find the integration of the four Makabayan learning areas difficult to plan, implement, monitor and evaluatereasons: (1) lack of a common vacant period for planning the integration, (2) limited knowledge of the interdisciplinary, interactive me

(3) lack of readily available teacher-friendly expert assistance.

Moreover, the anxiety of not being able to cover the units expected for a grading period and the threat of division achievemeare text-book based, predispose teachers to separate-subject teaching.

There are also teachers who are lukewarm toward integration because they believe that integrating other subjects would reduto teach the competencies prescribed for their own subject. Since their efficiency is assessed more by their students performance

tests than by how well they have integrated their subject with other subjects, their tendency is to give less attention to integration.

Recommendations:

School heads should conduct consultative or brainstorming sessions with their staff to resolve problems and issues relimplementation of Makabayan as laboratory of life.

The four Makabayan learning areas have to be scheduled in such a way that the teachers will have time to meet and planlessons.

Schools superintendents should also consider putting up pilot or experimental schools for the teaching of Makabayan to lessand-error practices which confuse teachers.

8. Teachers are divided on how to teach values.

Two patterns of thought emerged from the field data. One favors the integration of values education in all the subjects and noas a separate subject. It recommends that the time allotted to values education in the present curriculum should be used instead to itime allotment for TLE and AP.

The other pattern favors the teaching of values education as a separate subject for the reason that effective teaching of valugoing through the valuing process of clarifying, analyzing and choosing in relation to decisions and actions, which cannot be enhanced in the integrated scheme. It is further argued that since values shape and guide important decisions and actions, their d

should not be left to chance. Hence, value education should remain a separate subject.

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Recommendations:

To help resolve the issue whether values education should remain as a separate subject or as an integral part of the other suapproaches are recommended.

The values education teachers should approach the teaching of the subject as action researchers.

Working as a team, they identify a common teaching problem, plan and implement a solution, observe and reflect on the feecontinue the process until they get the desired result. The action research process would shed more light on the issue.

Values education as a separate subject in the Basic Education Curriculum today should be viewed as a case study oinquiry rather than a mandate. How do students personally perceive and feel about the methods, materials, and the assessment an

systems that are being used?

The approach would make the classroom teachers active generators of experience-based knowledge and not mere passive tof knowledge from some remote experts.

9. Teachers teach to the test, students study to the test.

The use of traditional assessment tools like the multiple-response, simple recall, recognition and application tests is predominaRubrics, portfolios, and other forms of authentic assessment are not widely used. Teachers are aware of the limitations of traditionalthe need for alternative forms to measure higher order thinking skills. However, they tend to resort to the traditional forms for severacompelling reasons:

These are the types used in periodic and achievement examinations.

They are easier to score. (Teachers teach as many as 300 to 400 students a day and scoring non-traditional measures like rbe an ordeal.)

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They are easier to prepare than the non-traditional forms like portfolios, rubrics, and other authentic measures.

These are what everybody else is using.

Teachers have inadequate knowledge of authentic learning and authentic assessment.

Documentary analysis showed that schools in general lack an institutionalized system of utilizing test results for diagnostic apurposes.

Teachers tend to teach to the test; students tend to study to the test. This culture is reinforced by supervisors who specify unittaught and tested for each grading period and use test results more for judging rather than improving teacher and student performanc

Recommendations:

Schools should review their present assessment practices. The teacher appraisal system and the kinds of tests used in the clwell as those, in the division and national examinations, should be evaluated against the goals and objectives of the BasicCurriculum, among which is the development of critical thinkers and problem solvers.

Schools should also consider the use of alternative assessment tools and techniques that would provide opportunities for experience learning as an enjoyable, delighting process of inquiry, discovery, construction and creation of new knowledge, rathetedious process of cramming to pass examinations.

While schools should double their efforts for students mastery of the basic competencies they should also never lose sight of ttheir ultimate goal should be the development of functionally literate citizens of a democratic community.

10. Schools are moving toward shared governance.

Although most of the centralized organizational charts displayed in the principals office, are still the same charts before R.A.91

shared governance and participative leadership were clearly evident in many schools.

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The involvement of ad hoc committees, task forces, study groups, action cells, and the conduct of consultative meetings, and

brainstorming sessions, to assist the school head make administrative or instructional decisions, were regular patterns that cropped u

individual and group interviews.

Another promising pattern is rotational delegation of authority by the school head, among department heads and subject leade

Recommendations:

Schools should continue reinforcing their efforts toward the institutionalization of shared governance as envisioned in R.A. 915

facilitate the process, they should make shared governance as one of the strategic goals in their educational plans. The goals should

supported by a long-range program jointly designed, developed, implemented, monitored by the school heads, department heads and

The program components should include needs analysis, competency-based training, benchmarking studies, design and developme

appropriate organizational structure and staffing, monitoring and evaluation and a reward system.

The traditional end-of-the-year assessment, characterized by achievement testing and one-shot school visits, should be evalua

process which has been going on for decades, has not improved school performance and student achievement. A better alternative

considered.

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ANNEX B

Guide Questions for the Review of the Curriculum

Stage 1

Content Standards

Do the content standards reflect the desired results: the most important and enduring ideas, issues, principles and conceptsthe disciplines; and skills and habits of mind that should be taught and learned?

Are the standards attainable, considering the capabilities of the target learners?

Performance Standards

Do the performance standards express the criteria against which students performances or products shall be assessed?

Do they answer the question, How well must students do their work?

Essential Understandings

Are they the big and enduring ideas drawn from the disciplines?

Do they reflect the major problems, issues and themes that are deemed most important for students to learn?

Essential Questions

Do they center around the major understanding, problem, issue or theme?

Do they unpack the essential understandings?

Are they relevant to students lives? To society?

Do they provide enough challenge or rigor?

Are they manageable: not too demanding of time or resources?

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Are they suitable to the target students ages, interests, and abilities?

Stage 2

Assessment

Are they directly linked to standards through clearly stated criteria?

Do they provide for multiple sources of evidence to document student progress/attainment of standards?

Products and Performances Do they provide enough evidence of learning or attainment of the standard(s)?

Do they accommodate a range of multiple intelligences and learning styles? Do they permit choices?

Do they demonstrate conceptual understanding, and content and skill acquisition?

Do they emerge naturally from the instructional activities?

Do they provide for individual or group work?

Stage 3

Instructional Activities

Do they address one or more specific standards?

Do they involve significant content and processes from the standards?

Do they lead to products and performances that can be used to assess student learning?

Do they promote active learning?

Do the introductory activities engage and motivate students?

Do the enabling activities ensure student progress toward the attainment of the standards? Are these sufficient?

Do the culminating activities encompass the identified standards? Do they require students to demonstrate their learning in reto the standards?

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