tag:blogger.com,1999:blog-92157404645382605062023-11-15T11:17:51.529-08:00Teachers_Point of ViewPrince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-9215740464538260506.post-76916187780011067042011-09-10T05:52:00.000-07:002011-09-10T05:52:37.841-07:00Curriculum and Instructional Materials Development<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Curriculum<span style="mso-spacerun: yes;"> </span>and Instructional Materials Development</span></b></div>
<b>By: Prince Lure Sy Stern de Real</b><br /><div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">They say childrens memory are kind of
tabula rasa “a blank tablet”. According to SVS, our brain needs knowledge
acquisition, challenges to enhance our memory, experiences to sustain
information and changes for realization and analization of things based from
the outside forces. When I was a young girl I am really fond of watching movies
with great heroes, something that is more likely to become adventurous for the
character that is playing the role, and definitely shows self-defense. I love
Bruce Lee as the old version and Jackie Chan for the young version. Both are
great martial artist and moving pictures character that made me think of
becoming an action star in the future, so I enrolled Mixed martial art. As time
pass by, my ideology started to fluctuate upon seeing a nurse in her perfect
white dress with matching white headress. Another thing, my father wanted me to
take up nursing as a career, so that was the time that I do wanted to become a
nurse not until I graduated in high school. My few close friends would like to
enroll in engineering courses so as my bestfriends. I wont enjoy my schooling
unless without them so I enrolled in that same course that my friends had
influence me. I was able to exercise my degree for few years before my
marriage. To cut the story short, I was stock as a housewife for 10 long years
without exercising my profession. I really believe that fate was created even
before we decide for our self, only that we need to choose among those ways
which we believe is exactly our own purpose in this world. It does mean that
since my entire career travel, I wasn’t exactly into teaching but come to think
of fate, so as teaching was not yet my bowl of fruits but indeed my son needed
a personal teacher and a look-out that drives me to enroll units in teaching to
get near the room he was in everyday, for he is not attending his classes if I
am out of his sight. It was not an easy task but definitely this decision
strikes two stone at the same time. I was able to constantly guide my son and I
was able to earn another degree. My son graduated in high school and that was
fine for me. I thought all of which were such an amazing experience but an
opportunity knocks once at my door, I saw an ad for vacancy, I apply then I was
hired. Hired as what? As a tutor for a newly established tutorial center. That
was the first time I realize that I was already a teacher. Sounds abrupt but that’s
the fact. Another challenge fall on my shoulder when my colleague and I decided
to put up our own tutorial center on which we are managing at the present
moment. Things are really unpredictable, even though we are great decision maker;
we sometimes fall into deciding what should be and not what’s necessarily right
for us. We became the developer, the scientist and specialist of our own future
that builds us into better persons. As I project our curriculum ideological development
in the future, referring to my present career, I project that it would involve
most technological advancement in educational support with its services fully
beneficial to student, parents, community and to the Department of Education
while serving the whole wide world. </span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">The curriculum philosophy I wish its
mine was the school of thought that focuses on the principle that the society
is in need of a constant reconstruction or change. In this sense I am acquiring
Reconstructionism as a view in Education. Education is a means of redressing
social inequality: wealth, class, gender and ethnic background should be
immaterial in determining a child’s chances of success.<span style="mso-spacerun: yes;"> </span>Private education and other forms of
selection, streaming, etc, raise unwanted barriers. Not The curriculum should
be freed from particular cultural biases that privilege children from
particular backgrounds: subjects and activities should therefore be pluralist,
multicultural, and free from stereotypical assumptions. It is because all of us
have the chance and should be given a chance of being properly educated in the
sense of pure education and proactive learning. I believe that the main purpose
of schooling is to educate each of us with proper knowledge that would lift us
from the difficulty of living in materialistic sense of idea and to avoid being
hurt by anybody in illiteracy sense of idea. We believe that idiots are easily
fooled but illiterate are mostly taken advantage. So sad that we need to
emulate our every self with education that suits us some purpose in life. We
are living in this world that is full of innovation and surprises. We can’t
actually claim why these things happen and why are we suffering, enjoying and
thinking all over again. Doing our daily routine was such a boring and tiring
work if we ought not to enjoy the way it is. That’s because we are traveling a
cycle of life. Compare many other knowledge we should acquire, it’s in
Mathematics that the people of the world is really considering. Next in line
are those of other major and minor subjects that would definitely support the
usefulness of Mathematics in the human knowledge. The usefulness of Mathematics
to life of human being is the greatness of Science to people. Therefore I would
like to conceptualize that Science and Math are the most worthwhile school of
knowledge. I am a learner centered mentor; I believe that it is how the child understands
your teachings that he/she could definitely learn more than what is thought to
them. So there enters what we call experiential learning when they themselves
try to seek answer to their own questions by examining things personally based
on experience. This is because children are the survivor of knowledge, what
they acquire will be useful in the future in which would be useful to the next
generation. That is why acquiring traditional knowledge is as good as learning
the modern knowledge because it is in past that we have acquired the present. I
view teaching as knowledge are developed and applied in more than one area of
study. I viewed learning and teaching in a holistic way that reflects the real
world, which is interactive. The most preferred instructional I am using is what
we call experiential learning and significant learning. These are few practices
that is really beneficial to many. Learning via hand on hand experience is
quiet an advantage and learning what is significantly important is a practical
way of learning. I am not closing doors to other learning opportunities, what I
want to point out here is the purposefulness of knowledge being acquired. Understanding
the culture and belief of each learner through written output about themselves
and a simple one on one talk would help a lot in knowing what’s and why’s about
the student. That’s how will I accommodate diverse learners. Let’s talk about
social justice, well, it is not actually my concerns but let me share some
factual ideas about it.<span style="mso-spacerun: yes;"> </span>When we say
social justice it speaks about socialization that involves legal worth. I might
not be a total kin observer but I am updated when it comes to socialization. Social
justice helps people understand their worth as a person. It helps them analyze
things related to their social capabilities and incapability’s. In our modern
society, there are lots of social injustices. Our society is full of moral
conflicts that degrade our human value as a person. That doesn’t count for
social justice but it should be given an attention for morality of a person
matters when social justice is spoken about. The present society is facing with
problems involving racial discriminations, poverty, war, ecological destruction
and ecological inhumanity. In this case we need to cure the illness that our
present society is now suffering and that we need to reconstruct our philosophy
and value system. Making the people ready for the future change. Ideas
presented by Karl Marx really inspired me a lot and influences me in the
formulation of my curriculum philosophy.</span></div>
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<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">As a manager that manages a tutorial
center, we consider our services as a support in education. So as to help
lighten the academic burden to schools, teachers, parents and students, we are
helping by giving advance lecture and follow-up to lessons taught in each
school our tutee was enrolled. In the same case, we are teaching based on PELC
so we are not worried of being behind or be out of track when it comes to
teaching because we based it on standard teaching and learning. Going back to
what we are discussing, about its implementation, the main example I could have
given as an example is the module we are preparing for future use. The teaching
will be based on standard curriculum but is more updated, advance and enhance as
most technology will necessarily applies into it. </span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">For me it should be developmental,
why? Come to think of it, when we say develop there is necessarily a change, so
If there is some change there is new knowledge acquisition. Let me remind that
our present society is full of change and surprises because of constant
innovation. Therefore things are considered innovative if it is developmental
because it suggests constant development. No matter how evident your ideals are
if it stays what it was for the 10 developing years then there must be missing
with your curriculum. According to Karl Marx, the curriculum will be clearly being
understood if a change is evident. I BELIEVE it is the most conventional way to
use.</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">My personal stand about curriculum
integration is a process by which one learns to make relationship and see relationships.
Skills and knowledge are developed and applied in more than one area of study. <span style="mso-spacerun: yes;"> </span>“The integrated curriculum is a great gift to
experienced teachers. It's like getting a new pair of lenses that make teaching
a lot more exciting and help us look forward into the next century. It is
helping students take control of their own learning.” (<span style="mso-bidi-font-style: italic;">M. Markus, media specialist, quoted in Shoemaker, September 1991, p.
797) </span>“I'm learning more in this course, and I'm doing better than I used
to do when social studies and English were taught separately.” (<span style="mso-bidi-font-style: italic;">Student, quoted in Oster 1993, p. 28) </span>This
teacher and student express an increasingly widespread enthusiasm for curriculum
integration. We better off now that we have integrated these subjects. While
not necessarily a new way of looking at teaching, curriculum integration has
received a great deal of attention in educational settings. Based both in
research and teachers' own anecdotal records of success, educational journals
are reporting many examples of teachers who link subject areas and provide
meaningful learning experiences that develop skills and knowledge, while
leading to an understanding of conceptual relationships. In keeping with this
thematic definition, Shoemaker defines an integrated curriculum as education
that is organized in such a way that it cuts across subject-matter lines,
bringing together various aspects of the curriculum into meaningful association
to focus upon broad areas of study. In the integrative curriculum, the planned
learning experiences not only provide the learners with a unified view of
commonly held knowledge (by learning the models, systems, and structures of the
culture) but also motivate and develop learners' power to perceive new
relationships and thus to create new models, systems, and structures. Another
term that is often used synonymously with integrated curriculum is <span style="mso-bidi-font-style: italic;">interdisciplinary curriculum</span>.
Interdisciplinary curriculum is defined in the <span style="mso-bidi-font-style: italic;">Dictionary of Education </span>as "a curriculum organization which
cuts across subject-matter lines to focus upon comprehensive life problems or
broad based areas of study that brings together the various segments of the
curriculum into meaningful association" (Good 1973). The similarity
between this definition and those of integrated curriculum is clear. Jacobs defines
interdisciplinary as "a knowledge view and curricular approach that consciously
applies methodology and language from more than one discipline to examine a
central theme, issue, problem, topic, or experience" This view is
supported by Everett, who defines interdisciplinary curriculum as one that
"combines several school subjects into one active project since that is
how children encounter subjects in the real world combined in one
activity." These definitions support the view that integrated curriculum
is an educational approach that prepares children for lifelong learning. There
is a strong belief among those who support curriculum integration that schools must
look at education as a process for developing abilities required by life in the
twenty-first century, rather than discrete, departmentalized subject matter.</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">The organization of schooling and
further education has long been associated with the idea of a curriculum.
We explore curriculum theory and practice and its relation to informal
education. <span style="mso-spacerun: yes;"> </span><span style="color: black;">The
idea of curriculum is hardly new - but the way we understand and theorize it
has altered over the years - and there remains considerable dispute as to
meaning. It has its origins in the running/chariot tracks of Greece. It was,
literally, a course. In Latin curriculum was a racing chariot; <i>currere</i>
was to run. A useful starting point for us here might be the definition offered
by John Kerr and taken up by Vic Kelly in his standard work on the subject.
Kerr defines curriculum as, 'All the learning which is planned and guided by
the school, whether it is carried on in groups or individually, inside or
outside the school. This gives us some basis to move on - and for the moment
all we need to do is highlight two of the key features: </span><span style="mso-bidi-font-weight: bold;">Learning is planned and guided</span>. We
have to specify in advance what we are seeking to achieve and how we are to go
about it. <span style="mso-bidi-font-weight: bold;">The definition refers to
schooling.</span> We should recognize that our current appreciation of
curriculum theory and practice emerged in the school and in relation to other
schooling ideas such as subject and lesson. In what follows we are going to
look at four ways of approaching curriculum theory and practice: Curriculum as
a body of knowledge to be <span style="mso-bidi-font-weight: bold;">transmitted</span>.
Curriculum as an attempt to achieve certain ends in students - <span style="mso-bidi-font-weight: bold;">product</span>. Curriculum as <span style="mso-bidi-font-weight: bold;">process</span>. Curriculum as <span style="mso-bidi-font-weight: bold;">praxis</span>. It is helpful to consider
these ways of approaching curriculum theory and practice in the light of </span><a href="http://www.infed.org/thinkers/et-arist.htm"><span style="font-family: "Arial","sans-serif";">Aristotle's</span></a><span style="font-family: "Arial","sans-serif";">
influential categorization of </span><a href="http://www.infed.org/biblio/knowledge.htm"><span style="font-family: "Arial","sans-serif";">knowledge
</span></a><span style="font-family: "Arial","sans-serif";">into three
disciplines: </span><a href="http://www.infed.org/biblio/knowledge.htm#theoretical"><span style="font-family: "Arial","sans-serif";">the theoretical</span></a><span style="font-family: "Arial","sans-serif";">, </span><a href="http://www.infed.org/biblio/knowledge.htm#productive"><span style="font-family: "Arial","sans-serif";">the productive </span></a><span style="font-family: "Arial","sans-serif";">and </span><a href="http://www.infed.org/biblio/knowledge.htm#practical"><span style="font-family: "Arial","sans-serif";">the practical</span></a><span style="font-family: "Arial","sans-serif";">. It is the work of two American
writers Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949) that dominate
theory and practice within this tradition. In <i>The Curriculum Bobbitt</i>
writes as follows: The central theory [of curriculum] is simple. Human
life, however varied, consists in the performance of specific activities.
Education that prepares for life is one that prepares definitely and adequately
for these specific activities. However numerous and diverse they may be
for any social class they can be discovered. This requires only that one
go out into the world of affairs and discover the particulars of which their
affairs consist. These will show the abilities, attitudes, habits,
appreciations and forms of knowledge that men need. These will be the
objectives of the curriculum. They will be numerous, definite and
particularized. The curriculum will then be that series of experiences
which children and youth must have by way of obtaining those
objectives. This way of thinking about curriculum theory and practice was
heavily influenced by the development of management thinking and
practice. The rise of 'scientific management' is often associated with
the name of its main advocate F. W. Taylor. Basically what he proposed
was greater division of labor with jobs being simplified; an extension of
managerial control over all elements of the workplace; and cost accounting
based on systematic time-and-motion study. All three elements were
involved in this conception of curriculum theory and practice. For
example, one of the attractions of this approach to curriculum theory was that
it involved detailed attention to what people needed to know in order to work,
live their lives and so on. A familiar, and more restricted, example of
this approach can be found in many training programmes, where particular tasks
or jobs have been analyzed - broken down into their component elements - and
lists of competencies drawn up. In other words, the curriculum was
not to be the result of 'armchair speculation' but the product of systematic
study. Bobbitt's work and theory met with mixed responses. As it
stands it is a technical exercise. However, it wasn't criticisms such as
this which initially limited the impact of such curriculum theory in the late
1920s and 1930s. Rather, the growing influence of 'progressive',
child-centred approaches shifted the ground to more romantic notions of
education. Bobbitt's long lists of objectives and his emphasis on order
and structure hardly sat comfortably with such forms. The Progressive movement
lost much of its momentum in the late 1940s in the United States and from that
period the work of Ralph W. Tyler, in particular, has made a lasting impression
on curriculum theory and practice. He shared Bobbitt's emphasis on
rationality and relative simplicity. His theory was based on four
fundamental questions: Like Bobbitt he also placed an emphasis on the
formulation of behavioral objectives. Since the real purpose of education
is not to have the instructor perform certain activities but to bring about
significant changes in the students' pattern of behavior, it becomes important
to recognize that any statements of objectives of the school should be a statement
of changes to take place in the students(Tyler 1949: 44). As what I have
observed its impact was that, Education sorts pupils into a large underclass
and an elite ruling class; the elite are given a suitable “high culture” that
distinguishes them from the rest, and are given suitable social and other
skills to manage and rule, while the underclasses have a compliant and
accepting attitude inculcated through school. Education is essentially a
utilitarian activity, and should be linked to the needs of the nation to
maintain and perpetuate itself.<span style="mso-spacerun: yes;"> </span>In the
current situation of relative economic decline, this requires a break with
traditional educational values. Education had reasserted the traditional
national values, and transmits the heritage of a golden age, when the nation
was homogeneous and values were not contested.<span style="mso-spacerun: yes;">
</span>The national (English) heritage has been unnecessarily diluted by moral
relativism and increasing social fragmentation and diversity. Education is a
commodity:<span style="mso-spacerun: yes;"> </span>if it has value, then a free
market will determine what is provided, at what price, and who will purchase
it.<span style="mso-spacerun: yes;"> </span>Freeing the organisation of colleges
and the content of the curriculum will ensure that what societies, individuals,
firms and families want will be provided more efficiently. Education provides a
ladder of opportunity by which bright working class children can aspire to move
up the occupational and social ladder away from their origins. Education has to
be a utilitarian activity, and should be linked to the needs of the society to
maintain and perpetuate itself, economically and socially.<span style="mso-spacerun: yes;"> </span>In the current situation of relative economic
decline and social change, this requires new educational values. Education is
to develop the whole student in a variety of areas of experience, at a pace and
in a direction that is governed by the learner’s predisposition, and harnessed
to the speed of their learning. As an educator, I believe that students learn
best when curriculum contents are related to each other and connected to
real-life experiences. As schools demand high standards for all students, it is
increasingly important that we engage students in real-world problem solving as
they gain the knowledge and skills required of them. I should also be well
aware of the myriad of external factors that influence and sometimes impair
student learning. Students are often unmotivated to become serious learners. In
many incidences, students do not seem to retain the knowledge and skills
presented to them in the classroom, and that seems be given importance. (Books
and articles read are listed on bibliography at the end pages.)</span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";"> Although students may never meet
them or hear of them, but curriculum specialists play a vital role in shaping
the classroom. They may monitor the progress of students and teachers in order
to provide feedback and recommend improvements. They may be in charge of
choosing technology and books that belong in the classroom. Curriculum
specialists make decisions that affect learning throughout a school. <span class="note">Curriculum specialists are often unseen in the classroom, but play a
big role.</span> According to the College Board, curriculum specialists help
develop programs and train instructors. They work on developing and ordering
materials, such as textbooks, for the classroom. They help schools meet
government standards. Specialists also measure student's learning and will
recommend improvements when necessary. They may specialize in a single school
subject. As technology becomes a dominant force within the classroom,
curriculum specialists decide what educational technology is most beneficial
for learning. They may also have frequent meetings with colleagues, instructors
and school administrators. According to the Occupational Information Network,
curriculum specialists are also known as instructional coordinators. The
curriculum-instructional specialist is defined as one whose primary concern is
the improvement of learning opportunities through the provision of
instructional leadership. The supervisor, as the instructional or program
specialist, has the role of decision-maker, consultant, and specialist in
advising administrators, teachers, and other professional personnel.
Responsibilities include curriculum development, instruction, and staff
development. The curriculum-instructional specialist serves as a member of a
management team charged with the responsibility for planning, implementing, and
evaluating an educational program relevant to the needs of the student
population in a school and/or school system. </span></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif";">I will try to explain first my stand
before ranking the four types of knowledge as it was defined. The first is that
the plan or programme assumes great importance. For example, we might
look at a more recent definition of curriculum as: ‘A programme of activities
(by teachers and pupils) designed so that pupils will attain so far as possible
certain educational and other schooling ends or objectives. The problem here is
that such programmes inevitably exist prior to and outside the learning
experiences. This takes much away from learners. They can end up
with little or no voice. They are told what they must learn and how they
will do it. The success or failure of both the programme and the
individual learners is judged on the basis of whether pre-specified changes
occur in the behavior and person of the learner (the meeting of behavioral
objectives). If the plan is tightly adhered to, there can only be limited
opportunity for educators to make use of the interactions that occur. It also
can deskill educators in another way. For example, a number of curriculum
programmes, particularly in the Philippines, have attempted to make the student
experience 'teacher proof'. The logic of this approach is for the
curriculum to be designed outside of the classroom or school, as is the case with
the National Curriculum in other country. Educators then apply programmes
and are judged by the products of their actions. It turns educators into
technicians. Second, there are questions around the nature of
objectives. This model is hot on measurability. It implies that behavior
can be objectively, mechanistically measured. There are obvious dangers
here - there always has to be some uncertainty about what is being
measured. We only have to reflect on questions of success in our
work. It is often very difficult to judge what the impact of particular
experiences has been. Sometimes it is years after the event that we come
to appreciate something of what has happened. For example, most informal
educators who have been around a few years will have had the experience of an
ex-participant telling them in great detail about how some forgotten event
brought about some fundamental change. Yet there is something
more. In order to measure, things have to be broken down into smaller and
smaller units. The result, as many of you will have experienced, can be
long lists of often trivial skills or competencies. This can lead to a
focus in this approach to curriculum theory and practice on the parts rather
than the whole; on the trivial, rather than the significant. It can lead
to an approach to education and assessment which resembles a shopping
list. When all the items are ticked, the person has passed the course or
has learnt something. The role of overall judgment is somehow sidelined. Third,
there is a real problem when we come to examine what educators actually do in
the classroom, for example. Much of the research concerning teacher
thinking and classroom interaction, and curriculum innovation has pointed to
the lack of impact on actual pedagogic practice of objectives. One way of
viewing this, is that teachers simply get it wrong - they ought to work with
objectives. I think we need to take this problem very seriously and not
dismiss it in this way. The difficulties that educators experience with
objectives in the classroom may point to something inherently wrong with the
approach - that it is not grounded in the study of educational exchanges.
It is a model of curriculum theory and practice largely imported from
technological and industrial settings. Fourth, there is the problem of
unanticipated results. The focus on pre-specified goals may lead both
educators and learners to overlook learning that is occurring as a result of
their interactions, but which is not listed as an objective. The apparent
simplicity and rationality of this approach to curriculum theory and practice,
and the way in which it mimics industrial management have been powerful factors
in its success. A further appeal has been the ability of academics to use
the model to attack teachers. <span style="mso-spacerun: yes;"> </span>I believe
there is a tendency, recurrent enough to suggest that it may be endemic in the
approach, for academics in education to use the objectives model as a stick
with which to beat teachers. 'What are your objectives?' is more often
asked in a tone of challenge than one of interested and helpful inquiry.
The demand for objectives is a demand for justification rather than a
description of ends. It is not about curriculum design, but rather an
expression of irritation in the problems of accountability in education (Stenhouse
1974: 77). I have decided that the following ideals should rank accordingly
like this; (1) learning experience, (2) content, (3) values, (4) skills. </span></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Bibliography</span></u></i></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Books</span></b></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Brandt, Ron. "On Interdisciplinary Curriculum: A
Conversation with Heidi Hayes Jacobs", <span style="mso-bidi-font-style: italic;">Educational Leadership</span> 49:2, 1991. </span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Brophy, J. and Alleman, J. "A Caveat: Curriculum
Integration Isn't Always a Good Idea", <span style="mso-bidi-font-style: italic;">Educational Leadership</span> 49:2, 1991. </span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Fogarty, Robin. "Ten Ways to Integrate
Curriculum", <span style="mso-bidi-font-style: italic;">Educational
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Gardner, Howard. <span style="mso-bidi-font-style: italic;">The
Disciplined Mind</span>, Simon and Schuster, New York, 1999. </span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Jacobs, H.H. "Planning for Curriculum
Integration", <span style="mso-bidi-font-style: italic;">Educational
Leadership</span> 49:2, 1991. </span></div>
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Perkins, D.N. and Salomon, G. "Teaching for
Transfer", <span style="mso-bidi-font-style: italic;">Educational Leadership
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<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Stenhouse, L. (1975) <i>An Introduction to Curriculum
Research and Development</i>, London: Heinemann. 248 pg.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Online Sources</span></b></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif";">Website:</span></i></div>
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<a href="http://oregonstate.edu/instruction/ed555/zone3/tenways.htm"><span style="font-family: "Arial","sans-serif";">http://oregonstate.edu/instruction/ed555/zone3/tenways.htm</span></a><span style="font-family: "Arial","sans-serif";"></span></div>
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<a href="http://www.ncsu.edu/chass/extension/ci/about.html"><span style="font-family: "Arial","sans-serif";">http://www.ncsu.edu/chass/extension/ci/about.html</span></a><span style="font-family: "Arial","sans-serif";"></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif";">Online Articles: </span></i></div>
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<span style="font-family: "Arial","sans-serif";">Aschbacher, P. "Humanitas: A Thematic
Curriculum." <i>Educational Leadership </i>49/2 (1991): 16-19.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Benjamin, S. "An Ideascope for Education: What
Futurists Recommend." <i>Educational Leadership </i>47/1 (1989): 8-16.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Bonds, C.; Cox, C., III; and Gantt-Bonds, L.
"Curriculum Wholeness through Synergistic Teaching." The Clearing
House 66/4 (1993): 252-254.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Brandt, R. "On Interdisciplinary Curriculum: A
Conversation with Heidi Hayes Jacobs." <i>Educational Leadership </i>49/2
(1991): 24-26.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Brophy, J., and Alleman, J. "A Caveat: Curriculum
Integration Isn't Always a Good Idea." <i>Educational Leadership </i>49/2
(1991): 66.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Caine, R., and Caine, G. <i>Making Connections: Teaching
and the Human Brain. </i>Alexandria, VA: Association for Supervision and Curriculum<i>
</i>Development, 1991.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Cromwell, S. "A New Way of Thinking: The Challenge
of the Future." <i>Educational Leadership </i>49/1 (1989): 60-64.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Fogarty, R. <i>The Mindful School: How to Integrate the
Curricula</i>. Palatine, IL: Skylight Publishing, Inc., 1991.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Humphreys, A.; Post, T.; and Ellis, A. <i>Interdisciplinary
Methods: A Thematic Approach. </i>Santa Monica, CA: Goodyear Publishing
Company,1981.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Jacobs, H. H. <i>Interdisciplinary Curriculum: Design and
Implementation. </i>Alexandria, VA: Association for Supervision and Curriculum
Development,1989.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Palmer, J. "Planning Wheels Turn Curriculum
Around." <i>Educational Leadership </i>49/2 (1991): 57-60.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Perkins, D. N. "Educating for Insight." <i>Educational
Leadership </i>49/2 (1991): 4-8.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Shoemaker, B. "Integrative Education: A Curriculum
for the Twenty-FirstCentury." <i>Oregon School Study Council </i>33/2
(1989).</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<span style="font-family: "Arial","sans-serif";">Tyler, R. W. (1949) Basic Principles of Curriculum and
Instruction, Chicago: University of Chicago Press.</span></div>
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<br /></div>
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<br /></div>
Prince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.com0tag:blogger.com,1999:blog-9215740464538260506.post-19265929990432526612011-01-18T07:36:00.000-08:002011-01-18T07:36:00.292-08:00Talents and Skills of Filipino<br />
<div class="MsoNormal" style="line-height: 200%;">
<span class="apple-style-span"><b style="mso-bidi-font-weight: normal;">Capabilities of Filipino Children<o:p></o:p></b></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>God gave every person special
talents and skills. Talents and skills are the things one loves to do, do well
and fast without being told by others. These talents and skills should be discovered
early, develop and apply as often as possible. The home, school, government and
other agencies help develop the talents of our Filipino youth. Children’s have
different capabilities and that’s Gods gift. Talents and skills bring children
utmost happiness and success at an early age. These talents and skills might be
inherited or learned. What is important of having a talent is to practice.
Persons who became skillful and expert in their fields of interest underwent
rigorous learning and training. Different sports groups, schools and government
helps our talented individuals to be fully trained and supported. Few of them
are Manny Pacquiao, Efren “bata” Reyes, and so many more. Mostly, students with
special talents are given scholarship opportunity. And anyone of us could be
given that opportunity if we will show to the public what talents and skills we
have. <o:p></o:p></span></div>Prince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.com0tag:blogger.com,1999:blog-9215740464538260506.post-659274393728329842011-01-18T06:36:00.000-08:002011-01-18T06:36:16.653-08:00Duties and responsibilities of Children<br />
<div class="MsoNormal">
<span class="apple-style-span" style="background-color: lime;"><b><i>Duties and responsibilities of
Children <o:p></o:p></i></b></span></div>
<div class="MsoNormal">
<b><i><br /></i></b></div>
<div class="MsoNormal">
<br /></div>
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<span class="apple-style-span"><span style="mso-tab-count: 1;"> <span class="Apple-style-span" style="background-color: cyan;"> </span></span><span class="Apple-style-span" style="background-color: cyan;">The child enjoys their right but
they also need to perform their duties to oneself, to others, family, school,
church and government. The child has a duty to take care themselves. To follow
their parents by taking nutritious food, enough sleep, do activities that would
improve themselves etc. It’s also the duty of child to help others. A child
should respect other people by being polite to them. Should avoid bad words
that could possible hurt other people’s feelings. Usually help other people in
times of calamities on their own small way. They are responsible to help in the
household chores. Their most important duty is to study well. They should be
honest in taking exams and should cooperate with school activities and
projects. They should apply the teachings of Jesus in their daily life.
Children should respect other people’s religious beliefs. Children’s duty is to
cooperate with the government by observing laws and to obey it. And lastly,
taking care of the countries natural resources. </span><o:p></o:p></span></div>Prince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.com0tag:blogger.com,1999:blog-9215740464538260506.post-89238027074510750542011-01-18T06:01:00.001-08:002011-01-18T06:01:58.379-08:00Rights of Children<br />
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<b style="mso-bidi-font-weight: normal;">Rights of Children <o:p></o:p></b></div>
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<span class="apple-style-span">In a country like <st1:place w:st="on"><st1:country-region w:st="on">Philippines</st1:country-region></st1:place>,
the citizens enjoy their democratic rights, most especially by children. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>a. Right to be born<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- the unborn children should be given opportunity
to live by their parents<o:p></o:p></span></div>
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<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- the child in the mothers womb ha the right
to be born<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>b. Right to be loved <o:p></o:p></span></div>
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<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- children have the right to be loved by
their parents<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- Parents love = is shown by caring for their
children and by giving them their basic needs.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>* Remember that children who experience love
will grow as loving persons but too much love will poison and kill ones heart.*<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
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<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>c. Right to be provided with the basic needs <o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- right to be provided with food, clothing
and shelter as their basic needs <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>d. Right to be educated <o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- right to be given proper education to
prepare them for their future lives.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>e. Right to grow strong and healthy<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- children need rest and creation to keep
them healthy and strong<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- need to play and exercise to keep them
active and alert<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- needs a clean surrounding to avoid getting
sick<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>f. Right to live peacefully and be protected from danger<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- right to have a place with peace and order<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- home, school and government should
cooperate to protect them<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>g. Freedom of speech<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- freedom to express their ideas<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- free to agree and disagree or argue with
the grownups but with respect<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>h. Freedom to develop their skills and talents<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- is done by studying and joining from
different activities and contest to help their interest grow<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>* Special talents of children may include;
writing, acting, singing, dancing, playing, drawing, carving, painting, etc. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>-need to be given opportunity to practice
their skills and show their talents<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>i. Freedom of Religion<o:p></o:p></span></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>- Freedom to choose their religion that may
develop their personality and character especially when they can already decide
for themselves. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><b style="mso-bidi-font-weight: normal;">Importance of Rights and Privileges<o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span">Children who are given the
chance to exercise their rights and privileges will grow as a complete
individual with a happy and peaceful life. These will make children decide
what’s best for them. These rights and privileges will make children a good and
loving citizen of the country and follower of God. Every right has a corresponding
duty.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span">Adapted from Department of
Social Welfare and Development (DSWD) <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 1;"> </span>A. Lets answer:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>1. Why should children be given an
opportunity to live? <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>2. How will you develop your talents and
skills?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="mso-tab-count: 2;"> </span>3. Why is it important to care for ourselves? <o:p></o:p></span></div>Prince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.com0tag:blogger.com,1999:blog-9215740464538260506.post-44445780742875362552011-01-18T05:17:00.000-08:002011-01-18T05:17:32.660-08:00Needs, Rights, Privileges and Responsibilities of People<br />
<div class="MsoNormal">
Unit 4 </div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Needs, Rights,
Privileges and Responsibilities of People<o:p></o:p></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Basic
and Other Needs<o:p></o:p></i></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Food<span style="mso-tab-count: 1;"> </span>-<span style="mso-spacerun: yes;">
</span>most important basic need</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->makes body strong, healthy and productive</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->comes from plants and animals</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Examples: fruits, vegetables, cereals, chicken, pork, beef,
fish, sea shells, seaweeds, root crops etc. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Clothing
</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->use to protect the body from heat, cold and diseases</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->2 types of clothing are; thick clothes and thin clothes</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Thick clothes = worn during rainy or cold season</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Thin clothes<span style="mso-spacerun: yes;"> </span>=
worn during summer or dry season</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Native clothes = worn by some ethnic groups as part of
tradition</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Clothes = are made from fibers of plants</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Rubber = comes from rubber tree use to make shoes and
slippers</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Shelter
-<span style="mso-spacerun: yes;"> </span>protect the people from rain and
heat</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Dwelling place for people to rest, sleep, eat and
socialize. </div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Houses = may be made from nipa or bamboo; some are from
stones and bricks, hollow blocks, wood and cement</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Medicine</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->use to maintain and preserve a strong body</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->comes from medicinal herbs/plants</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Vitamins = keep the body healthy and free from any kind
of diseases</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->examples: guava = use for cleaning wounds ; </div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->oregano leaves = use for cough and colds</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Education
</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->assures a bright future for the child and provides hope
for the family</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->will brings progress to ones life and to our country</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Filipinos give great importance to it</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Recreation</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->needed for people to live happily and contentedly</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Watching television, reading, listening to music etc. </div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Native games = piko, tumbang preso, jumping rope, kite
flying</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]--><span style="mso-tab-count: 2;"> </span><span style="mso-spacerun: yes;"> </span>= games that provide simple but great
enjoyment </div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"></span>Roles of
Different Agencies in Providing for the Needs of the People</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Role
of the Family</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Parents = work hard for their children</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Children = turn their help by doing some household
chores</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->like taking care younger siblings, washing the dishes,
studying hard, eating nutritious food, keeping their bodies clean</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Role
of the School</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->to teach the young to read, write and count</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->aids children to be more helpful, loving, industrious,
obedient, prayerful and become good citizens for God and country</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Role
of the Church</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->helps people in their spiritual life</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->teaches them to love God and their neighbors</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->do charitable works</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 2;"> </span>Role
of the Government</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->Provides free public education, housing for the poor,
medicines and health services for those who are in need, especially for victims
of calamities.</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->maintains peace and order</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->construct road and bridges for easy movement of people
and products</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->provides the young with clean and safe playgrounds</div>
<div class="MsoNormal" style="margin-left: 1.75in; mso-list: l0 level1 lfo1; tab-stops: list 1.75in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="mso-list: Ignore;">-<span style="font: 7.0pt "Times New Roman";">
</span></span><!--[endif]-->protects and develop beauty spots for the people to
spend their leisure time and to enjoy life</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Practice Your Memory: </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A. Fill in the Blank with correct answer.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>a. The
basic needs of the people are __________, __________, and __________.</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>b.
__________ makes us strong, healthy and productive.</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>c. The
__________ assures children’s future.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>d.
Different ethnic groups wear ______________.</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>e.
__________ provides great enjoyment for the family. </div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 83.5pt; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 480;">
<tbody>
<tr style="height: 49.45pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0; mso-yfti-lastrow: yes;">
<td style="border: solid windowtext 1.0pt; height: 49.45pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 3.7in;" valign="top" width="355">
<div class="MsoNormal">
Recreation<span style="mso-spacerun: yes;">
</span>food<span style="mso-spacerun: yes;">
</span>education</div>
<div class="MsoNormal">
Food<span style="mso-spacerun: yes;">
</span>clothing</div>
<div class="MsoNormal">
Native clothes <span style="mso-spacerun: yes;"> </span>shelter</div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"> </span><span class="apple-style-span"><o:p></o:p></span></div>Prince Lure Sy Stern de Realhttp://www.blogger.com/profile/03084244202033702770noreply@blogger.com0