elementary schools programs and issues

Elementary SchoolsPrograms and Issues

DEM 332-CURRICULUM DEVELOPMENT

By the late 1990s, the elementary curriculum in many school districts included: Implementation of national standards in reading, writing and mathematics Use of performance-based assessment with rubrics Competency-based instruction Academic skills placement tests States standards and frameworks along with assessment and benchmark tests

Portfolio Assessment Systems

Aligning the curriculum

Some have implemented inclusion programs “full service” schools to cope with large numbers of children from single-parent and poverty households and cultural diversity and mobility of parents.

Elementary teachers continue to be “all things to all children.”

Plans, writes daily notes, prepares weekly progress reports, distributes fluoride, collects supermarket receipts for free computers, bundles newspapers, collects money for book orders, handles science cards, compute grades and writes reports cards on hand, comes up with positive comment for each child, writes pizza slip, ties shoes, evaluate the kids in all areas, files papers, breaks up fights, creates bulletin boards, eats lunch in 27 minutes or less, counsels parents, interns, call parents, laminates, attends PTA meetings, laminates materials, remediates standardized tests…. and, of course, teaches.

Some Elementary Teachers

Sell different staffs (e.g. candy, chocolates, personalized-bond papers/indexes, tocino, longanisa etc)… Collect money for ghost projects, gossip during vacant period… Loan here and everywhere…

Elementary school serves as the great melting pot of the nation as new languages, customs and cultures are brought to the school.

Millions of new immigrants, (Non-English- Speaking) have dramatically increased the number of students in public schools.

Balancing academics and exploration in early childhood programs.

The goal of developmentally appropriate teaching is to provide instruction suited to the age and cognitive readiness of each child.

BASIS OF THE ELEMENTARY SCHOOL CURRICULUM

Modern curriculum has evolved over the past 200 yearsFrom a narrow curriculum (Reading, Writing, Arithmetic)Now a broad program encompassing not only basic skills, but also a variety of learning experiences

Mechanism for social change

Schools like the nation itself, are in transition

Elementary School History

Establishments of Free Elementary SchoolsAs early as 1642, the colonies were enacting legislation concerning educational matters.The 1647 legislation compelled communities over a certain size to set up, grammar schools.

“Old Deluder Satan”

The first law in America requiring schools to be established Education at the expense of the community

New England Primer• Used Bible verses• Used for more than 100

years• Used to teach reading and

number skills• Disciplinary problems• Religious lives, with flogging and other measures to “drive the devil out of children.”

Johann Heinrich Pestalozzi (1746-1827)

He viewed child growth and development as orgasmic (natural) rather than mechanistic.He recognized that the narrow the curriculum, consisting mainly of mechanical exercises in reading, was inadequate to prepare children for intelligent citizenship.He helped through teacher training programs.

His ideas were best expressed in his book, How Gertrude Teaches Her Children.

In the early 1800s, Prussian educators borrowed many of Pestalozzi’s methods to build a national system of education.

Public education became increasingly popular in the first half of the 1800s

First board of Education was established in Massachusetts in 1837 with Horace Mann as its first secretary.

EXPANSION AND CONTINUED REFORMS OF ELEMENTARY EDUCATION

From 1876 to the mid-1930s, the United States became a great industrial nation.

1920s and 1930s, educational philosophers such as John Dewey had a great influence on the elementary curriculum.

Dewey believed that schools should be a reflection of community life, with students studying about the home, neighborhood, and community.

The progressive education movement, led by John Dewey, George Counts, Harold Rugg, and others, heavily influenced the elementary curricula until 1957.

“1960s” an era of innovation in the elementary curriculum

ORGANIZING CURRICULUMOrganized around the bases of knowledge, the needs of society, and human learning development.

INDIVIDUALIZING INSTRUCTION IN THE ELEMENTARY GRADES

A consistent theme of elementary school learning for years has been that of individualizing instruction to accommodate differences among students.

Multiple Disabilities Video

Variables in Individualize Instruction Materials for Study Method of Study Pace of Study Sequence of Study Learning Focus Place of Learning Evaluation of Study Purpose of Study

Two common terms used in GroupingHeterogeneous and Homogenous Groups

(Mixed) (Like)

GROUPINGFlexibility is the key in any grouping arrangement.

SOME COMMON GROUPS A Class as a whole Reading Level groups Reading Need groups Interests groups Practice or tutorial groups Research groups Individualization

READING LEVELSAnother common means of providing for student differences is in providing books of varying degrees of difficulty.

Readability is the objective measure of the difficulty of a book or article

usually involves the use of a specific formula, with results reported in

terms of grade level.

SEVEN FORMULAS1. Flesch Reading Ease Score

2. Wheeler and Smith-Index Number

3. Cloze Technique

4. Lorge Grade Placement Score

5. Fry Graph

6. Smog Grading Plan

7. Spache Grade Level Score

WHOLE LANGUAGE VS PHONICS: A CONTINUING DEBATE

Whole Language, as a teaching approach embraces the theory that children learn to read they way they learn to talk-naturally.

Phonics, explicit decoding instruction, is known as basic-skills instruction. Phonics builds on a series of basic steps that introduces emergent readers to such fundamental skills as linking sounds and letters, combining sounds, and recognizes sounds with similar-letter-sound pattern.

SEVEN BASIC APPROACHES TO TEACHING READING

1. Basals2. Language Experience 3. Individualize Approach

4. Linguistic Approach

5. Phonics6. Alphabetic Approach7. Programmed Instruction

SELECTION OF CONTENTSubject ContentLanguage ArtsReading

SpellingWritingSocial StudiesGeographyHealth and Physical Education

The Arts

DIVERSE NEEDS OF CHILDREN

Children with Special Needs

Children from Different Culture

Children from Impoverished Family

Speak many languages, practice many religions, come from many backgrounds.

Poverty still remains a problem not only in the USA but in the whole world.

Who are considered Special Learners/ Students with Special Needs/ Persons with Special Needs with Disabilities?

LEARNING STYLES AND SYSTEMS

Learning StylesStudies have indicated some children enjoy

understanding the big picture before focusing on specifics. Other children enjoy a classroom atmosphere in which personal relationships are important.

e.g. Neil Fleming's VAK/VARK modelvisual learners; auditory learners; kinesthetic learners or

tactile learners

Cooperative LearningA technique where children are trained to use one

another as resources for learning. (e.g. group works, peer tutoring, group reporting etc.)

Grade Level RetentionResearch studies show that there are better

approaches to motivating underperforming children than retaining them for a year.

That’s the End of Elementary

Education Programs and Issues

(American Setting)

Elementary Education Programs and Issues

(Philippine Setting)

by: Jayson C. Timtiman

K-12 Vision

Dr. Yolanda Quijano

Undersecretary for Programs and Projects

Department of Education

http://www.youtube.com/watch?v=kyP2ug8Vxdw

The Elementary Curriculum Responding the Challenge of Learners

Yolanda S. Quijano, ED.D.Bureau of Elementary Education

Department of Education Pasig City

Every child has unique characteristics, interests, abilities and learning needs and therefore,

if the right to education is to mean anything, education systems should be designed and

educational programs implemented, to take into account the wide diversity of these

characteristics and needs.Salamanca Conference in Education

(Spain, 1994)

OutlineThe Basic Education FrameworkBackground and RationaleCurriculum RefinementThrustsDirectionsPrograms & Projects :Existing & NewIntended Outcomes

Background and Rationale

Elementary Education Curriculum (EEC) as major component of Basic Education Curriculum (BEC) first implemented in 2002

Evaluation of EEC conducted by PNU from June 2005-June 2006

Background and Rationale

Two issues identified: teachers as facilitators and lack of textbooks, equipment and materialsIssues addressed through:* training* lesson exemplars* procurement * stakeholders support

Background and Rationale

Realities in Education

Rapidly changing world that need empowered and lifelong learners

Standards-based School Initiatives in Differentiated Curriculum

“All students can learn to high standards.”“Ensure full access to the general curriculum to the maximum extent appropriate to the needs of the child.”

Curriculum RefinementThrust:Raise school effectiveness and pupil performance in learning environment that promotes school-based managementDirections:No. 1: Intensify school practice of developing numeracy and literacyskills in Grades 1, 2 & 3 within the context of values/character education through Mother Tongue-Based Multilingual Education

Directions:No. 2: Intensify school practice of developing learning to learn skillswith focus on HOTS in Grades 4-6 in the context of self-independence and economic sufficiency

Curriculum Refinement

Directions:No. 3: Intensify shift to “Talk Less, Learn More” strategy through context -/problem-/ inquiry-based with ICT enhanced instructions & other interactive & integrative strategies and develop the 21stcentury skills

Curriculum Refinement

Directions:No. 4: Building models of Inclusive Schools, Special Science Elem. Schools, Elem Schools for the Arts & ICT-enhanced Schools

Curriculum Refinement

Teacher-Support Program for Curriculum Refinement

Building teacher-leaders through institution-based training for master’s degree through blended learning (face-to-face & e-learning) Development of training designs and sessions through print and e-learning in support to school/cluster-based training, LAC sessions, mentoring/coaching, distance education

1. SPED in Inclusive SchoolsEducating all children with support system Assessment processCategories of Children with Special NeedsProvision of appropriate SPED program

Existing Programs/Projects

2. Mother Tongue-Based Multilingual Education

Mother tongue as language of instruction (LOI) from preparatory level, Grades 1, 2 & 3

Filipino and English are offered as subjects

Filipino and English are used as LOI in Grades 4, 5 & 6 in designated learning areas

Existing Programs/Projects

Existing Programs/Projects

3. Special Science Elementary School Curriculum ModelEnriched science curriculumScience & Health is taught starting Gr.1Provides ICT-enhanced instructionLOI are Filipino and EnglishAssessment of Grade 1 entrantsSpecial trainings provided to teachers by RECSAM

Existing Programs/Projects

4. Model Schools Using ICT-enhanced Curriculum Provision of computer units and multi-media

equipment by DepED with assistance from LGUs/NGOs/business sector

Uses on-line collaborative teaching through Oracle Education Foundation, Inc. and other service providers

Uses multimedia in providing instruction

New Projects5.Enhancing Curriculum for EPP and Work CentersDifferentiated curriculum based on community resources for regular and special childrenEstablishment of Work Centers for development of entrepreneurshipLinkage with community for volunteer teachers

New Projects

6.Special Program for

Culture and Arts Enriched curriculum in Culture and ArtsAssessment of pupils talents/potentialsScreening and training of teachersProvision of special equipment & materials needed

New Projects

7.Model Preschool ClassesIdentify preschool

classes that meet standards of excellence

Practice inclusionDemonstrate strong

community support

Intended Outcomes

Scaling up of models with stakeholders participationSupport to schools initiatives on differentiated curriculum Students possess skills and values for continuous learning and cope with demands of rapidly changing world

Resoursces:Internet sites

http://newsinfo.inquirer.net/218847/few-enrolling-in-math-science-courses-critical-to-nat%E2%80%99l-development-ched

www.google.comwww.youtube.com

http://www.youtube.com/watch?v=kyP2ug8Vxdw

Thank You Very Muchand

God Bless us all!

Happy Doctoral!