Are You a LEADER or a MANAGER?

LEADER                             MANAGER


Education                             Training
Inductive                               Deductive
Tentative                               Firm
Dynamic                               Static
Understanding                       Memorizing
Ideas                                    Facts
Broad                                   Narrow
Deep                                    Surface
Experiential                           Rote
Active                                   Passive
questions                               Answers
Process                                Content
Strategy                                Tactics
Alternative                             Goal
Exploration                            Prediction
Discovery                              Dogma
Active                                   Reactive
Initiative                                Direction
Whole brain                          Left brain
Life                                       Job
Long-term                             Short-term
Change                                 Stability
Content                                Form
Flexible                                Rigid
Risk                                     Rules
Synthesis                             Thesis
Open                                   Closed
Imagination                          Common sense


where you belong?                        

Pangarap

(hindi ko na alam kong sino ang author nito ito yong minimimorize ko nung grade II palang ako kasi may kontes sa skul namin mga 2001  siguro yon...)

Pangarap, paglaki ko inay 
Aking sisikapin
na maibili kita 
ng maraming sapatos
at barong maganda
Kita'y bibihisan 
nang ayon sa moda
Ang mga luma mo'y 
Itatabi ko na

Paglaki ko inay
Aking sisikapin
na maibili kita 
ng otong matulin
Kapag may lakad ka 
Kita'y susunduin
Di ka na mapapagod 
Di ka na dadaing

Aking INA (A song from Remi)

Paborito ko ang kantang ito simula pa nung bata pa ako...kanta ito ng isang batang babae na naghahanap sa kangyang Tunay na ina. kinakanta nya ito palagi san man sya mapunta...ito rin ang kanta ko sa mama ko kung nasaan man siya ngayon,pati na rin sa lola ko...

Aking ina, mahal kong ina,

pagmamahal mo aking ina,

yakap mo sa akin, 

hinahanap ko init ng pag-ibig

kumot nang bunso

sa gitna ng pagkakahimbing

yakap mo ang gigising

(repeat)

Reflection of My Pedagogic Creed by John Dewey

NOTE: this is not 100% accurate, precise and comprehensible, I come up this IMHO only, use this as your guide(nakakatamad kaya magbasa ng pagkahaba-habang M.P.C) i ask pardon for my ENGLISH(grammar, construction of the sentences) thanks...

Subjects,
1. Education
2. School
3. Subject matter
4. Teacher
5. Society

John Dewey gives emphasis on the importance of education to all of us. It is the core of learning’s among humane society, indeed education impart a lot to me in the process of nurturing my skills, talents, and capabilities and capacities in order to attain certain goals in life. My acquiescence to Dewey’s said about the system of education, I know how hard to take part in developing one’s knowledge especially for those who can’t afford to go to school because of financial problem. I reminisced the time when I was urchin it was a little bit hard for me to send to school because we don’t have enough money to support my education. There was a certain point that I need to stop my studies and work to support the needs of my family but now I’m a bit lucky because I can now go to school because of the people who help me to continue my studies and hopefully I can finish it. That’s why how much important education is for me.

The school serve as a second home of the child, it is where student’s spent almost half of the day just to gain more knowledge,  skills ,  and values taught by the teacher. It should serve as their safe abode when they’re not in their proper house. Dewey’s believes that school is the prime source of information that the child’s acquire by means of socialization, adapting behaviour from the variety of individual in terms of the cultures, values, and beliefs. As what he said the school is an institution, a place where interaction occurs, relationships start and having friends, clique, peers and acquaintance to other person. I’ve remember my elementary and high school years, in elementary I’m in the public school, the place was not so nice and too little but it was fun because I've learn a lot from my teachers, I have lot of friends and experience to be remember both good and bad and even notorious things. In my high school life was the most memorable because it’s more fun that happen, meet new friends although some of them are not really good to me maybe because we have different status in life. The school became the place of my learning it was good enough I’ve learn a lot from my teachers they’re very patient in terms of nurturing our mind.

The subject matter of education plays significant role in teaching and learning among teacher and student. The subject to be taught should able the learner help to develop their ability and capability that could they used in daily activity. Dewey believes that subject should help the student acquired the necessary skills, nurturing for the better future, subject like science, math, and etc., could able the child explore and inquire information by questioning they must have discover by themselves in order to develop their sense of answering question  that is being applied. According to him the learner’s learn to construct their own notion, they can give point of view base on their experiences they can express their feelings in a certain topic. Student always find ways to learn something because of being curious.

The nature of method set as the fundamental of acquisition of learning used by teacher, the scope of strategy used in order to attain certain goals in teaching helps anyway develop their thinking skills. Dewey believes that the way of instructing student could change their entire life because what they learn from the school can lead them what they are in the future. If the foundation is good the outcome or output is better. Emotions according to Dewey has an effect to the learners because learning depends on the feelings and emotions of the teacher it has an implicit result to the student. They said that methods of teaching are effective only if the child really acquire the necessary knowledge.

The school and social progress takes place in both individuals in the society, the administration itself has impact of giving information and promoting better facilities of learning environment to the learners. The community itself help the child attain progress as an individual endeavour they became more responsible, and understandable enough to the needs of the community. The roles and regulations set as mandatory to follow for the betterment of the school and all the stakeholders. Through vision and mission of the institute a massive progress probably occur. 

SAMPLE CRITIQUING COURSE SYLLABUS

(Note: This is not 100% accurate, precise, and comprehensible, this is made by me abruptly just to comply to my requirements, used this as your guide... )



CURRICULUM DEVELOPMENT

CRITIQUING COURSE SYLLABUS

WORK SHEETS FOR CRITIQUING COURSE SYLLABUS

            Course Title:                 EARTH SCIENCE

            Course Facilitator:     Mr. Juan Dela Cruz

A.  Course Description:

1.   What is the scope of the course?

      It is stated there that this course in Science offered to first year students taking up Bachelor of Secondary Education, Elementary Education and AB Psychology.

2.   What is the course focus?

      The focus of the course is about Earth Science

3.   How is the course goal stated? Are there values and assumptions underlying the goals of the curriculum? Are the goals sufficiently comprehensive, balance and realistic?

      It is stated there that the course syllabus consists of chapters that emphasize broad and up to date coverage of basic topics and principles in Geology, Oceanography, Meteorology and Astronomy. Not so, the goals should chunks into parts so that it would not too hard for the students to determine whether the course syllabus can be comprehend easily or balance and realistic as well.

4.   Describe the learner at the end of the course.

      It is stated there that at the course is intended to be a meaningful, non technical survey for graduate students with little background in Science.

B.  Course Objectives:

1.   What is the major competency that the student is expected to demonstrate at the end of the course? How does it relate to the course goal?

      It is not stated in the syllabus, but the major competencies that the student should develop themselves on how to be competitive, more comprehensible enough, have higher  thinking skills in terms of the trend of discovering new things. It should be related to the course that is taking by the student or align to the subject matter.

2.   How is the course objectives related to the course goal in the course description?

      Of course the course objective should be in relevant to the course description if it’s not then it’s not an appropriate for the student to take up because it’s not suit to the course that they taking, it is stated there what should be the student acquiring off when they take the subject itself.

3.   How are the sets of related major course objectives grouped? Are the course objectives visible in the unit content?

      The set of major course objective is laid in accordance to the unit that the course being required in every chapter or period. Yes! Indeed it’s showed in the table  that they made in every period or grading.

C.  Course Content:

1.   How are the units sequenced? Are the units well sequenced?

      The units are sequence in accordance chronological order from the first chapter/ units of the book or the semester. Yes! It is indeed, based on the unit chapter.

2.   How are the units broken down into related topics? What sequencing techniques were used? (Logical, Chronological, Psychological, etc?)

      The units are broken according to whole to part let say in chapter 1Astronomy from whole down to its part like Earth’s Place in the Universe, Our Solar System, Lights, Astronomical Observations and the Sun, Beyond the Solar System. The sequencing is from Whole to its Part.

D.  Teaching-Learning Methodologies:

1.   Do the teaching methodologies anticipate a progression from dependent teacher-directed to independent self-directed learner?

      Yes!

-specify the teacher-directed teaching strategies

      This direct instruction the teacher attempts to promote learning by providing explicit directions and explanations regarding how to do a tank. The teacher assumes primary responsibility for linking new information with the student’s prior knowledge and ultimately whatever the students learn. In this strategy the information is presented in an ordered sequence in which component sub skills are taught directly or a foundation for later task.

-specify the learner-focused teaching strategies

      This is also referred as “constructivist or developmental”. In here the function of the teacher is to facilitator who takes a less central role in a learning process that is student-directed. The teachers provides opportunities for the students to make own linkages to prior knowledge and to devise her own strategies for work. It is much of its emphasis is on helping students to construct their own educational goals and experiences as well as the knowledge that results.

2.   To what extent of competence does the course syllabus provided the appropriate learning activities in each of the domains (a) personal development (b) social competence, (c) continued learning skills, (d) socialization (e) professional skills

a)  Personal development-at the end of the period the student should develop their intrapersonal skills in terms of acquiring knowledge, know themselves on what extent did they achieve if they can adapt the dynamic change in the environment.

b)  Social competence- at the end of the period the learner should know how to compete in a friendly surroundings, they are not just passive nor setting on the chair but they compete with their co-students.

c)  Continued learning skills-at the end of the period the learner have acquired new knowledge about a certain thing, aside from their metacognition, that when they get out of the room there is something that they have learn from their teacher, classmate and experience.

d)  Socialization-at the end of  the period the learner should able to show camaraderie to each  other and show to others that the variation of culture, religion, customs, and tradition is not a hindrance for achieving a certain goals.

e)  Professional skills-at the end of the period the learner should develop on how to be a professional, they should know how to accept critiques, admonitions, and other things to develop their holistic personality toward professionalization.

3.   Does the course syllabus utilize appropriate and feasible type of learning experience?

      A little bit, but it should provide certain materials to utilize by the student, it just a matter of giving outline.

4.   Are the learning activities and teaching methodologies relevant to the specific professional discipline? Specify.

      Yes!, it is stated there the course that the student should learn at the end of the lesson the activity that should provide and the discipline to be used in the said syllabus.

5.   Does the course syllabus have an adequate provisions of feedback from the learners, and other teachers, as well as means of modification? Specify.

      Quiet yes!, it is stated there the terms and condition of what should be the students do , as well as the teacher itself, every end of the period the teacher gives her/his feedback about the standing of the student in the class, as well the teacher the student about the strategies that is being used whether it’s effective or not.

6.   To what extent is flexibility built into the curriculum plan? What alternative learning opportunities and multimedia are included?

      In terms of flexibility the curriculum itself entails and entitled only for those who are taking education and psychology. The alternative learning opportunities and multimedia that should be included are follows; viewing, visiting sites for educational purposes, attending seminars and workshop to develop and acquire more knowledge and information.

E.   Evaluation:

1.   Is the course syllabus clear to the students? Specify evidences.

      Yes!, it is stated in the syllabus about the subject description, the scope and sequence of the subject, the course requirements, the grading system, classroom policies, classroom procedures, expectations, and consequences except for the goal objectives because it’s not clearly stated in my humble opinion the objective should direct or specified so that the student wouldn’t confuse of taking this subject matter.

2.   What evaluation techniques, instrument and tools are suggested?

      It stated there the requirements are long Exams or their equivalent, major exams (prelim, midterm and finals exams), quizzes, investigatory project or their equivalent, seatwork activities, solutions to problem sets

3.   How valid are the evaluation techniques, instrument and tools in relation to the course objectives and contents?

      It’s valid because they are following a certain rule and guidelines on how to get assessment to the student. Student uses different criteria and instrument in order to attain oblecjives.

4.   What is the degree of student’s participation in the grading system?

      It says there that the student final grade G is computed as follows:

Gcs+Gme=Final Grade 

Where Gcs and Gme are student’s grade in the class standing and major exams, respectively.

A.1 major exam…………………………………………………………..……100%

A.1.1 Prelim/Midterm?Final exam………………………………………80%

A.1.2 Oral Exam…………………………………………………………………20%

Class Standing………………………………………………………………….100%

A.2.1 Project……………………………………………………………………….20%

A.2.2 Quizzez, Long Exams, and Problem sets…………………50%

A.2.3 Recitation…………………………………………………………………20%

A.2.4 Assignments and Seatworks…………………………………….10%

    

F.   Other significant Features:

1.   What resources are suggested in the syllabus. How are they classified?

      The resources that is being suggested Book “Earth Science 12^th Edition by Edward Tarbuck and” web “page 545 (Earth Science by Tarbuck and Lutgens)”. They are classified accordingly because it’s the book being used during the entire semester.

2.   How is the course calendar integrated in the syllabus?

      It is integrated according to the period of discussion, let say preliminary, midterm and final.

3.   To what extent is the course syllabus tailored-made for your particular institution mission and vision? Specify.

      It is anchored in accordance to the course needed by the students they taking about. The course that they offer is in relevance to what they are aiming about the standing of the student toward development and being productive as well as competitive in their profession in the near future.

4.   Will the learners and teachers mutually understand the total course plan? Specify.

      Yeah!, indeed, both teacher and student understand the course plan because it is well stated the rules, classroom procedure, requirements, a bit in objectives, the seatwork’s, problem to be solve, assignment, and etc.

     

Africa's Plea By: Roland Tombekai Dempster

I am not you-

But you will not

Give me a chance

Will not let me be me

If I were you;

But you know

I am not you,

Yet you will not

Let me be me.

You meddle, interfere

In my affairs

As if they were yours

And you were me.

You are unfair, unwise,

Foolish to think

That I can be you,

Talk, act and think like you.

God made me, me.

He made you, you.

For God’s sake

Let me be me.

A Detailed Lesson Plan in Science (Kinder Two)

I.            Learning Objective

At the end of the lesson, the pupil should able to identify the three states of matter

II.         Subject Matter

Topic: Matter

Reference: Experiencing Science level Two by Rovelina Franco Detoyato P.

Values Integration:

Materials: Pictures, Concrete Materials, chart, graphic organizer

III.       Strategies/ Procedure

A.   Preparatory Activity

1.   Greetings

2.   Prayer

Guardian Angel

Angel of God,

my Guardian dear,

to whom His love commits me here,

ever this day (or night) be at my side,

 to light and guard,

 to rule and guide.

Amen.

3.   Checking Attendance

B.   Developmental Activity

1.   Motivation

Teachers Activity	Student Activity
Children before we start our lesson for the day?  I have here an activity let’s call this as “find a word” which is related to our lesson for today, all you to do is fine the word that is stated on the chart Who wants to try? Yes! Juan Who else? Yes! Maria Another Yes! Ana alright very good let’s give yourself a WOW CLAP…

1.   Melt

2.   Mix

3.   Change

4.   Atom

5.   Phase

6.   mass

P	M	E	L	T	E
H	I	A	V	G	A
A	X	T	N	H	R
S	E	A	T	O	M
E	H	T	O	T	E
C	M	A	S	S	T

2.   Presentation

Teachers Activity

Pupils Activity

Ok children we are now in the new chapter, unit three entitled Physical Science To start our lesson for the day,  I want you to look around, try to see all the things that will capture your beautiful eyes Are you done? Ok now, what have you seen? What are the things that you see in this room? Yes! Juan Ok very good! Another Yes! Maria Alright! Very good What else? Yes! Joseph Aha! Very good Ok now, all that you have said is a form of MATTER Matter can be a form of solid, liquid or gas For us to understand what is this all about I have here some example of materials What is this class? Ok What about this? Alright This one And this Alright, all of this things are called SOLID Why solid? Try to look it again Does it have definite shape? Ok Can we see them with our naked eyes? Alright Can we hold them? Very good! Now, I have here another example What are these children? Alright! This one And this Ok very good! All of this things are called LIQUID Why liquid? Does it have definite shape? Why? Where did they get their shape? Alright! From the  container Can we see them? Ok very good! Can we hold them? Why? Yes, because liquid just penetrate, we can only touch but we cannot hold it So I have here another example What is this class? Aha What about this? Alright! This one And this one? Alright, all of this things are called GAS Why? What do you think? Alright, they take their shape from the container Can we see gas? Yes, but we can feel gas through the air  we breathe around us Did you understand? Can you now identify solid, liquid or gas? Ok very good So now I have here an activity sheet, all you have to do is to color it accordingly, red for solid, blue for liquid and yellow for gas Did you get it? Ok I’ll give to you now and I will give you five (5) minutes to do it Are you done? Let me see if you colored it correctly Alright very good! So it seems that you can now identify solid ,liquid and gas

3.   Generalization

Teachers Activity	Pupils Activity
Now class, what did you did learn today? What did we discuss? Ok using this diagram can you tell what we did today? Yes Juan Alright very good Let’s give him a Baguio Clap… Another Who wants to try? yes Maria Alright very good Let’s give her a Rain Clap…

C.   Application

Teachers Activity
Alright! It seems that you can already identify the state of matter, I have here a pictures, all you have to do is to paste it on the board whether it’s solid, liquid or gas Did you get children? Alright, who wants to try? Yes! Ana Yes! Juan Yes! Maria Etc… Alright let’s check your answers, very well! All of you got the correct answer, give yourself a Bubble Clap

D.   Evaluation

Teachers Activity
So are you ready for the quiz now? Ok get a sheet of paper, I’ll show you some materials and All you have to do is to write whether it’s solid, liquid or gas Did you get it? Alright So no. 1  No.2 No.3 No.4 No.5

Answers:

1.

2.

3.

4.

5.

IV.        Assignment/ Agreement

For your assignment please study pages 127-130 and be ready for the next lesson…

Good by class!