UbD Research Base
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A Summary of Underlying Theory and Research Base
for
Understanding by Design
by
Jay McTighe and Elliott Seif
Overview
Understanding by Design (UbD) is a framework for improving student achievement
through standards-driven curriculum development, instructional design, assessment, and
professional development. Developed by nationally recognized educators Grant Wiggins
and Jay McTighe and produced by the Association for Supervision and Curriculum
Development (ASCD), Understanding by Design is based on the following key tenets:
1. A primary goal of education is the development and deepening of student
understanding.
2. Evidence of student understanding is revealed when students apply knowledge
and skills within authentic contexts.
3. Effective curriculum development reflects a three-stage design process called
“backward design.” This process helps to avoid the twin problems of “textbook
coverage” and “activity-oriented” teaching in which no clear priorities and
purposes are apparent.
4. Regular reviews of curriculum and assessment designs, based on design
standards, are needed for quality control, to avoid the most common design
mistakes and disappointing results. A key part of a teacher’s job is ongoing action
research for continuous improvement. Student and school performance gains are
achieved through regular reviews of results (achievement data and student work)
followed by targeted adjustments to curriculum and instruction.
5. Teachers provide opportunities for students to explain, interpret, apply, shift
perspective, empathize, and self-assess. These “six facets” provide conceptual
lenses through which students reveal their understanding.
6. Teachers, schools, and districts benefit by “working smarter”—using technology
and other approaches to collaboratively design, share, and critique units of study.
In practice, Understanding by Design offers a three-stage “backward planning”
curriculum design process, a set of design standards with attendant rubrics, and a
comprehensive training package to help teachers design, edit, critique, peer- review,
share, and improve their lessons and assessments. Support materials include the original
Understanding by Design book (Wiggins & McTighe, 1998), which provides an in-depth UbD Research Base
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look at the Understanding by Design framework, as well as a handbook, a study guide, a
three-part videotape series, and a unit builder CD-ROM. The Web site
(http://www.ubdexchange.org) provides an intelligent tool for working more effectively
and efficiently at the school and district levels and offers an antidote to the isolation so
prevalent in the teaching profession. The site features a searchable database of curriculum
designs, electronic design tools and templates, and online peer and expert review
protocols. These materials provide educators with a powerful set of resources to make
their work more focused, engaging, coherent, and effective.
Research Base for Understanding by Design (UbD)
The recently enacted federal statute No Child Left Behind (NCLB) emphasizes the use of
research-based programs that have been proven to help most children learn.
1
Yet
responsible educators have always investigated the underlying research base for
educational programs and practices before employing them. In this regard, two key
questions are appropriately asked of UbD:
• What is the research base underlying Understanding by Design?
• How do we know that Understanding by Design, when appropriately applied,
will enhance student achievement?
In responding to these questions, it is important to recognize that since Understanding by
Design is not a program with an articulated “scope and sequence” of skills or prescribed
teaching activities, it is impossible at this time to provide direct, causal evidence of its
effect on student achievement. However, the principles and practices of UbD reflect
contemporary views of learning based on research in cognitive psychology and are
validated by specific studies of factors influencing student achievement. A number of
sources providing the underlying research base for UbD are summarized below.
Research Findings from Cognitive Psychology
The Understanding by Design framework is guided by research from cognitive
psychology. A readable synthesis of these findings is compiled in the book How People
Learn: Brain, Mind, Experience, and School (Bransford, Brown, & Cocking, 2002), a
recent publication of the National Research Council that summarizes the past 30 years of
research in learning and cognition. The book offers new conceptions of the learning
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The No Child Left Behind Act (NCLB), signed into law on Jan. 8, 2002, contains the most sweeping
changes to the Elementary and Secondary Education Act (ESEA) since its enactment in 1965. The act
contains four education reform principles: stronger accountability for results, increased flexibility and local
control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.UbD Research Base
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process and explains how skill and understanding in key subjects are most effectively
acquired. Insights from the research are clustered into five areas: (1) memory and
structure of knowledge, (2) analysis of problem solving and reasoning, (3) early
foundations, (4) metacognitive processes and self-regulatory capabilities, and (5) cultural
experience and community participation.
Key findings relevant to Understanding by Design include the following:
• Views on effective learning have shifted from a focus on the benefits of diligent
drill and practice to a focus on students’ understanding and application of
knowledge.
• Learning must be guided by generalized principles in order to be widely
applicable. Knowledge learned at the level of rote memory rarely transfers;
transfer most likely occurs when the learner knows and understands underlying
concepts and principles that can be applied to problems in new contexts. Learning
with understanding is more likely to promote transfer than simply memorizing
information from a text or a lecture.
• Experts first seek to develop an understanding of problems, and this often
involves thinking in terms of core concepts or big ideas. Novices’ knowledge is
much less likely to be organized around big ideas; novices are more likely to
approach problems by searching for correct formulas and pat answers that fit their
everyday intuitions.
• Research on expertise suggests that superficial coverage of many topics in the
domain may be a poor way to help students develop the competencies that will
prepare them for future learning and work. Curricula that emphasize breadth of
knowledge may prevent effective organization of knowledge because there is not
enough time to learn anything in depth. Curricula that are “a mile wide and an
inch deep” run the risk of developing disconnected rather than connected
knowledge.
• Feedback is fundamental to learning, but feedback opportunities are often scarce
in classrooms. Students may receive grades on tests and essays, but these are
summative assessments that occur at the end of projects. What is needed are
formative assessments, which provide students with opportunities to revise and
improve the quality of their thinking and understanding.
• Many assessments measure only propositional (factual) knowledge and never ask
whether students know when, where, and why to use that knowledge. . . . Given
the goal of learning with understanding, assessments and feedback must focus on
understanding, and not only on memory for procedures or facts.UbD Research Base
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• Expert teachers know the structure of their disciplines and this provides them with
cognitive roadmaps that guide the assignments they give students, the assessments
they use to gauge student progress, and the questions they ask in the give and take
of classroom life. . . . The misconception is that teaching consists only of a set of
general methods, that a good teacher can teach any subject, and that content
knowledge alone is sufficient.
Research on Achievement Related to Understanding by Design
Authentic Pedagogy Study
In the mid-1990s, Newmann et al. (1996) conducted a study of restructured schools at the
elementary, middle, and high school levels. This ambitious study measured how well 24
restructured schools implemented authentic pedagogy and authentic academic
performance approaches in mathematics and social studies, and whether schools with
high levels of authentic pedagogy and academic performance significantly increased
achievement over those that measured at low levels. Authentic pedagogy and
performance were measured by a set of standards that included higher-order thinking,
deep-knowledge approaches, and connections to the world beyond the classroom.
Selected classes were observed four times during the school year in each school. The
researchers observed 504 lessons and analyzed 234 assessment tasks. They also analyzed
student work.
Similar students in classrooms with high and low levels of authentic pedagogy and
performance were compared, and the results were striking: students with high levels of
authentic pedagogy and performance were helped substantially whether they were highor low-achieving students. Another significant finding was that the inequalities between
high- and low-performing students were greatly decreased when normally lowperforming students used authentic pedagogy and performance strategies and
assessments.
The study provides strong evidence that authentic pedagogy and assessments pay off in
improved academic achievement for all students, but especially for low-performing
students. This research supports the Understanding by Design approach, which
emphasizes the use of authentic performance assessments and pedagogy that promotes a
focus on deep knowledge and understanding, and active and reflective teaching and
learning.
Achievement Studies in Chicago Public Schools
Two recent studies of factors influencing student achievement were conducted in
Chicago public schools through the Consortium on Chicago School Research. In the first
study, Smith, Lee, and Newmann (2001) focused on the link between different forms of
instruction and learning in elementary schools. Test scores from more than 100,000UbD Research Base
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students in grades 2–8 and surveys from more than 5,000 teachers in 384 Chicago
elementary schools were examined. The results provide strong empirical support that the
nature of the instructional approach teachers use influences how much students learn in
reading and mathematics. More specifically, the study found clear and consistent
evidence that interactive teaching methods were associated with more learning in both
subjects.
For the purposes of the study, Smith, Lee, and Newmann characterized interactive
instruction as follows:
The teacher’s role is primarily one of guide or coach. Teachers using this
form of instruction create situations in which students . . . ask questions,
develop strategies for solving problems, and communicate with one
another. . . . Students are often expected to explain their answers and
discuss how they arrived at their conclusions. These teachers usually
assess students’ mastery of knowledge through discussions, projects, or
tests that demand explanation and extended writing. Besides content
mastery, the process of developing the answer is also viewed as important
in assessing the quality of the students’ work.
In classrooms that emphasize interactive instruction, students discuss ideas
and answers by talking, and sometimes arguing, with each other and with
the teacher. Students work on applications or interpretations of the
material to develop new or deeper understandings of a given topic. Such
assignments may take several days to complete. Students in interactive
classrooms are often encouraged to choose the questions or topics they
wish to study within an instructional unit designed by the teacher.
Different students may be working on different tasks during the same class
period. (p. 12)
The type of instruction found to enhance student achievement parallels methods
advocated by Understanding by Design for developing and assessing student
understanding.
Smith, Lee, and Newmann summarize their results as follows:
The positive effects of interactive teaching should allay fears that it is
detrimental to student achievement of basic skills in reading and
mathematics. Conversely, the findings call into serious question the
assumption that low-achieving, economically disadvantaged students are
best served by emphasizing didactic methods and review. Our results
suggest precisely the opposite: to elevate mastery of basic skills,
interactive instruction should be increased and the use of didactic
instruction and review moderated. (p. 33)UbD Research Base
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A related study (Newmann, Bryk, & Nagaoka, 2001) examined the relationship of the
nature of classroom assignments to standardized test performance. Researchers
systematically collected and analyzed classroom writing and mathematics assignments in
grades 3, 6, and 8 from randomly selected and control schools over the course of three
years. In addition, they evaluated student work generated by the various assignments.
Finally, the researchers examined correlations among the nature of classroom
assignments, the quality of student work, and scores on standardized tests.
Assignments were rated according to the degree to which they required “authentic”
intellectual work, which the researchers described as follows:
Authentic intellectual work involves original application of knowledge and
skills, rather than just routine use of facts and procedures. It also entails
disciplined inquiry into the details of a particular problem and results in a
product or presentation that has meaning or value beyond success in school.
We summarize these distinctive characteristics of authentic intellectual work
as construction of knowledge, through the use of disciplined inquiry, to
produce discourse, products, or performances that have value beyond
school. (pp. 14-15)
This study concluded that
Students who received assignments requiring more challenging intellectual
work also achieved greater than average gains on the Iowa Tests of Basic
Skills in reading and mathematics, and demonstrated higher performance in
reading, mathematics, and writing on the Illinois Goals Assessment
Program. Contrary to some expectations, we found high-quality assignments
in some very disadvantaged Chicago classrooms and [found] that all
students in these classes benefited from exposure to such instruction. We
conclude, therefore, [that] assignments calling for more authentic
intellectual work actually improve student scores on conventional tests. (p.
29)
Related studies in Chicago confirm these findings. The complete research reports are
available online at http://www.consortiumchicago.org/publications/.
Educators familiar with the principles and practices of Understanding by Design will
immediately recognize the parallels. The instructional methods that were found to
enhance student achievement are basic elements of the pedagogy in the UbD planning
model. As in the researchers’ conception of “authentic” intellectual work, UbD
instructional approaches call for the student to construct meaning through disciplined
inquiry. Assessments of understanding call for students to apply their learning in
“authentic” contexts and explain or justify their work.UbD Research Base
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Third International Mathematics and Science Study
The Third International Mathematics and Science Study (TIMSS), conducted in 1995,
tested mathematics and science achievement of students in 42 countries at three grade
levels (4, 8, and 12) and was the largest and most comprehensive and rigorous assessment
of its kind ever undertaken. While the outcomes of TIMSS are well known—American
students are outperformed by students in most other industrialized countries (Martin,
Mullis, Gregory, Hoyle, & Shen, 2000)—the results of the less publicized companion
TIMSS teaching study offer explanatory insights. In an exhaustive analysis of classroom
teaching in the U.S., Japan, and Germany using videotapes, surveys, and test data,
researchers present striking evidence of the benefits of teaching for understanding in
optimizing performance. For example, data from the TIMSS tests and instructional
studies clearly show that, although the Japanese teach fewer topics in mathematics, their
students achieve better results. Rather than “covering” many discrete skills, Japanese
teachers state that their primary aim is to develop conceptual understanding in their
students. They emphasize depth vs. superficial coverage; that is, although they cover less
ground in terms of discrete topics or pages in a textbook, they emphasize problem-based
learning, in which rules and theorems are derived and explained by the students, thus
leading to deeper understanding (Stigler & Hiebert, 1999). This approach reflects what
UbD describes as “uncovering” the curriculum.
In addition to instructional differences between teachers in Japan and the U.S., the
researchers noted another important difference between the two countries’ educational
approaches. The Japanese utilize a process known as Lesson Study, whereby teachers
regularly work in small teams to develop, teach, and refine lessons to improve student
performance. They share the results of their action research and concomitant lesson
designs in regional “lesson fairs” so that other teachers will benefit from their insights
into effective teaching and learning. The process of collaborative unit and lesson design,
refinement, and regional sharing parallels the UbD peer review process based on UbD
Design Standards.
In summary, nations with higher test scores use teaching and learning strategies that
promote understanding rather than “coverage” and rote learning. One nation, Japan, also
uses a collaborative design and review process that continually improves teacher
performance. Additional information about this significant research may be found on the
TIMSS Web site (http://nces.ed.gov/timss/).
High Schools That Work (HSTW)
High Schools That Work (Southern Regional Education Board, 1992), a nationally
recognized program for integrating academic and vocational education, grounds its
practices in the very principles underlying Understanding by Design:UbD Research Base
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1. A challenging curriculum that “equips students to think analytically, to
reason, to judge, and to balance opposing points of view.” Such a
curriculum “encourages students to use knowledge to solve problems; use
academic and technical content and processes to complete tasks typical of
those found in the workplace and the community; [and] construct new
meanings and understandings from information and ideas.”
2. Teaching for understanding “creates challenging situations in which
students test their knowledge by solving problems, building products, and
giving performances or writing reports that synthesize thorough analysis
of a topic, a concept, or an idea.”
3. Teaching in a meaningful context “provides a way to apply academic
learning to important ‘real-world’ problems” and helps students “see
meaning and purpose in their studies.”
4. Setting clear performance standards so that assessments of learning are
“based on clearly stated standards that require students to demonstrate
their understanding of new knowledge and skills. In this type of
assessment . . . students use their knowledge to address a problem or an
issue similar to ones encountered in a career field. And they communicate
their understandings to teachers and peers.” (Bottoms & Sharpe, 1996, pp.
20-24)
[QU: Numbers above should be either bold or regular—but not mixed.]
Research conducted by the National Center for Research in Vocational Education has
confirmed the effectiveness of high school programs that embody these principles. For
example, one study over a two-year period found that High Schools That Work sites
significantly increased the percentages of students in their senior classes who met the
HSTW achievement goals in mathematics, science, and reading and the percentages of
students in their senior classes who completed the HSTW-recommended program of
study” (Frome, 2001).
The American Institutes for Research (AIR) rated a number of Comprehensive School
Reform Demonstration (CSRD) programs based on demonstrable evidence of
effectiveness. High Schools That Work was one of only three programs receiving a
“strong” rating in the AIR study (Coalition for Evidence-Based Policy, 1992).
Research on Mathematics Curricula
In 1989, the National Council of Teachers of Mathematics (NCTM) issued a set of
standards for mathematics that reduced the emphasis on rote learning of mathematical
formulas and procedures and increased emphasis on conceptual understanding of
mathematics. Since this development, a number of new materials based on this approach
have been developed. Most of the new curricula have been implemented within the lastUbD Research Base
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six years, and research studies are just beginning to demonstrate the effectiveness of this
approach.
Senk and Thompson (2003) summarized the results of 13 studies of “understandingbased” mathematics curricula that follow the NCTM approach. While much of this
research is still in the preliminary stages, the results are very promising. For example,
studies of children who used a program called Investigations in the elementary school
“performed better than their counterparts from other curricula with respect to word
problems, more complex calculations embedded in word problems, and problems that
involved explaining how an operation worked” (p. 127).
Middle school data show the following results:
The longitudinal data of student performance are rather impressive. In
the CMP chapter (Connected Mathematics Curriculum), the authors report
significant cumulative gains on the BA test by CMP students over nonCMP students in School R, a school using the CMP materials at grades 6–
8. Similarly, data displayed in the MiC (Mathematics in Context) chapter
show superior performance by the eighth grade students in Ames, Iowa,
who had studied from the MiC curriculum for four years in comparison to
a national eighth grade sample on the New Standards Reference Exam.
Their achievement is recognized not only in non-routine problem solving
but also in the area of mathematical skills. (Senk & Thompson, 2003, p.
288-289)
Finally, a series of studies using high school mathematics reform programs—Core-Plus
Mathematics Project, Math Connections, the Interactive Mathematics Program, SIMMS
Integrated Mathematics, and the University of Chicago School Mathematics Project
(UCSMP)—“offer overwhelming evidence that the reform curriculum can have a positive
impact on high school mathematics achievement. It is not that students in these curricula
learn traditional content better but that they develop other skills and understandings while
not falling behind on traditional content. These evaluations present more solid scientific
evidence than has ever before been available about the impact of curriculum materials”
(Senk & Thompson, 2003, p. 468).
These studies at the elementary, middle, and high school levels support the movement
toward an understanding- and performance-based curriculum. In addition, they
demonstrate that students who learn from such a curriculum not only achieve as well on
traditional assessments but significantly outperform students who do not use this type of
curriculum in areas such as application to new and novel situations, problem-solving
skills, and basic understanding of core concepts and principles.
Research on TechnologyUbD Research Base
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Wenglinsky (1998) conducted a study of the relationship between the various uses of
technology and achievement in mathematics. Achievement data on the 1996 National
Assessment of Educational Progress (NAEP) were analyzed and correlated with survey
data including the frequency of computer use for mathematics and the kinds of
instructional uses of computers in the schools. After factoring out variables such as socioeconomic status, class size and teacher qualifications, Wenglinsky found significant
achievement relationships in the eighth grade between NAEP test scores and the use of
technology that focused on mathematical projects, problems and simulations that
promoted application of knowledge and higher order thinking. Surprisingly, using
computers in the eighth grade for drill and practice was found to be negatively related to
student achievement.
“The study found that when computers were used for higher-order thinking skills,
students performed better…using computers for drill and practice, the lower-order
skills, is negatively related to student achievement…the study suggests that
teachers should focus on using computers to apply higher-order skills learned
elsewhere in class. Computers should be a component of a seamless web of
instruction that includes non-technological components. For example, teachers
might introduce new topics and convey basic information to their students
through general class discussion and lecture, then assign projects and problems
that computers as well as other media (books, field trips, etc.) can be used to
address.”
Wenglinsky, 1998, pp. 29, 33-34
This research supports the UbD approach to learning assessment and learning, in which is
knowledge and skills are learned in the context of helping students to understand “big
ideas” and to thoughtfully apply their knowledge to authentic problems. We contend that
applying the principles of Understanding by Design can lead to higher levels of
achievement on national and state tests, and this data supports this contention.
Research on Instructional Practices
Numerous studies of instruction have confirmed the effectiveness of particular strategies
for improving student achievement. Specific teaching strategies emphasized in
Understanding by Design are summarized below.
• Advance Organizers. Students are confronted on a daily basis with a great deal
of unfamiliar material. Teachers can help students make sense out of this material
if they take time at the outset of instruction to highlight the organizational and
structural patterns of the new material and indicate how it relates to other material
already learned. One means of rendering such assistance is the use of advance
organizers—short sets of verbal or visual information presented prior to learning aUbD Research Base
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larger body of content. The intent of advance organizers is to present students
with context, not content, and conceptual frameworks, not specific detail.
Advance organizers have been described as bridges from students’ previous
knowledge to whatever is to be learned. They can call forth general organizational
patterns and relationships already in mind that students may not necessarily think
to use in assimilating the new material.
An advance organizer is always specific to the content and learners with which it
is used. Advance organizers may be presented as written text, take a graphic form,
utilize audiovisual supports, or be presented orally (e.g., summaries or questions).
Research (Weil & Murphy, 1982) has shown all to be effective. For example,
Stone (1983) examined 112 studies using a meta-analysis technique. Overall,
advance organizers were shown to be associated with increased learning and
retention of material at all grade and ability levels, but lower-ability students
tended to profit the most. This is not surprising, for these students are usually the
most in need of organizational cues and the least able to generate them on their
own.
Understanding by Design incorporates advance organizers in several ways. In
Stage 1, teachers frame the “big ideas” of the content through the use of
“essential questions.” These are presented to students at the start of a unit or
course and guide learning throughout the unit. In Stage 3, teachers tell
students about the required performances that will be used to assess their
understanding. Knowledge of the expected performances and the concomitant
evaluative criteria serve as advance organizers, provide a purpose for learning,
and focus instruction on relevant knowledge and skills.
• Higher-Order Questioning
Higher-order questions may be broadly defined as those that require students
to go beyond simple recall and engage in more sophisticated thinking. A
meta-analysis of 18 experiments by Redfield and Rousseau (1981) concluded
that the predominant use of higher-level questions during instruction yielded
positive gains on tests of factual recall and application of thinking skills. In a
separate study (Andre,1979), researchers investigated the effects of having
students respond to higher-order questions that were inserted every few
paragraphs in a text; they concluded that such a procedure facilitates better
textbook learning than do fact question inserts. Pressley and colleagues (1992)
showed that asking students for explanatory responses to higher-level
questions prior to instruction activates prior knowledge and focuses attention,
resulting in better learning. However, despite the demonstrated effectiveness
of higher cognitive-level questioning, researchers have shown that the
majority of classroom questions are factual in nature. In a review of the
research on teacher questioning, Gall (1984) discovered that only about 20
percent of classroom questions required more than simple factual recall.UbD Research Base
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Similarly, Goodlad (1984) reported that only about one percent of classroom
discussion invited students to give their own opinions and reasoning.
This research on questioning is directly applied in the UbD design model. In
Stage 1, teachers are explicitly prompted to identify or develop “essential
questions” related to the important ideas in the content. These open-ended
questions engage students in the very kinds of higher-order thinking shown to
enhance learning. In Stage 2, students are asked to demonstrate their
understanding by applying their knowledge and skills through “authentic”
performance assessment tasks and explaining their reasoning. In Stage 3,
teachers are encouraged to pose higher-order questions based on the six facets
of understanding.
• Feedback
Research has confirmed that one of the most effective strategies a teacher can use
is to provide students with feedback relative to how well they are doing. Hattie
(1992) analyzed nearly 8,000 studies and concluded that the most powerful single
modification that enhances achievement is feedback. Marzano, Pickering, and
Pollock (2001) synthesized the research on feedback to provide the following
guidelines for the classroom:
1. Feedback should be “corrective” in nature. This means that it should
provide students with an explanation of what they are doing that is correct
and what they are doing that is not correct.
2. Feedback should be timely. Feedback provided immediately after
assessment enhances learning.
3. Feedback should be specific to a criterion; that is, it should inform
students where they stand relative to a specific target of knowledge or
skill. Research has consistently indicated that criterion-referenced
feedback has a more powerful effect on student learning than normreferenced feedback.
4. Students can effectively provide some of their own feedback by
monitoring their own progress.
Understanding by Design stresses the use of feedback to both learners and
teachers. A primary tool for offering such feedback is the rubric, used to evaluate
student performance in Stage 2. Teachers are counseled to present the rubrics to
students in advance of an assessment or task so that that the performance target
will be visible. Teachers then use the criteria in the rubric to provide specific
feedback to students on their strengths and weaknesses, not just to assign a grade
or a score. The WHERETO framework in Stage 3 also emphasizes the use of
assessments for feedback, followed by opportunities for students to revise,
rehearse, and rethink (R). Students are expected to self-evaluate their workUbD Research Base
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according to specified criteria (E), so that they will know how to improve their
work, rather than waiting for the teacher to tell them how they’re doing.
• Related Strategies
Marzano, Pickering, and Pollock (2001) summarized and analyzed multiple
research studies in order to show that a number of types of instructional strategies
significantly affect student achievement. Several of these strategies explicitly
assist students in making connections, conceptualizing knowledge, and explaining
and applying knowledge and ideas to new situations.
The following strategies, all recommended by UbD, enhance students’
understanding of, and ability to use, knowledge:
1. Identifying similarities and differences;
2. Using “nonlinguistic representations”—primarily graphic organizers,
models, mental pictures, artistic expression, and kinesthetic activity;
3. Generating and testing hypotheses through systems analysis, problem
solving, historical investigation, invention, and experimental inquiry; and
4. Asking students to explain their thinking.
Higher Education
Similar findings emerge from studies in higher education. The National Survey of
Student Engagement (NSSE) annually collects information directly from undergraduate
students that colleges and universities can use to improve student learning. NSSE (2001)
has identified five categories of effective educational practices that research studies show
are linked to desired outcomes in college. Three of these five NSSE “benchmarks” align
with the principles of Understanding by Design:
Level of Academic Challenge. Challenging intellectual and creative work is
central to student learning and collegiate quality. Colleges and universities
promote high levels of student achievement by emphasizing the importance of
academic effort and setting high expectations for student performance.
Active and Collaborative Learning. Students learn more when they are
intensely involved in their education and are asked to think about and apply
what they are learning in different settings. Collaborating with others in
solving problems or mastering difficult material prepares students to deal with
the messy, unscripted problems they will encounter daily during and after
college.
Enriching Educational Experiences. Complementary learning opportunities
inside and outside classrooms augment academic programs, such asUbD Research Base
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internships, community service, and senior capstone courses provide
opportunities to integrate and apply knowledge.
Future Research Targeted
Although formal research on the efficacy of UbD has not been conducted to date, our
users have been doing varying degrees of informal research at the classroom and school
levels. Indeed, advanced users are encouraged to set up local action research around
persistent achievement problems. Nonetheless, more formal, scientific studies are needed.
Since the UbD program’s original book, Understanding by Design, was released in the
fall of 1998, the work has evolved significantly in light of feedback from users. While it
would have been premature to launch formal studies earlier, there now is a plan under
way at ASCD to mount a formal, independent research study now that the UbD materials
and processes are stable.UbD Research Base
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Understanding by Design in Action
Numerous schools, districts, regional service agencies, universities, and other educational
organizations have recognized the efficacy of the Understanding by Design framework
and utilize it in their work. Examples of various uses of UbD are briefly described below.
Programs and Projects
• The Peace Corps has adopted UbD as a framework to guide both its international
curriculum development (e.g., Worldwide Schools) and its general training for
Peace Corps volunteers.
• The John F. Kennedy Center for the Performing Arts CETA program (Changing
Education Through the Arts) coordinates a multi-school and district curriculum
project for designing interdisciplinary units featuring infusion of the arts. The
resulting products are based on the UbD framework and shared through the UbD
Web site (http://www.ubdexchange.org).
• With funding from the Bill and Melinda Gates Foundation, the State of
Washington is using the Understanding by Design framework as a cornerstone in
its training for teacher leaders on curriculum and assessment design. Over the past
three years, more than 3,000 teachers have participated in this systematic
statewide training.
• The International Baccalaureate program employed the UbD framework to
redesign the template for its Primary Years Program (PYP), a curriculum used
worldwide.
• National Science Foundation-funded middle school science and mathematics
curriculum projects selected Understanding by Design as the design format.
• The Virginia Department of Education has adopted the Stage 1 format of UbD to
define the Standards of Learning Curriculum Framework for Social Studies, K–
12. This resource document defines the understandings, essential questions, and
knowledge and skills related to the social studies standards. This K–12 sequence
is available online at http://www.pen.k12.va.us/VDOE/Instruction/sol.
• The California State Leadership Academy (CSLA) used UbD as the framework
for revising its comprehensive statewide leadership-training curriculum.
• The Corporation for Public Broadcasting, in partnership with the Annenberg
Foundation, has produced an eight-volume videotape series, The Arts in Every
Classroom. Programs 5 and 6, “Designing Multi-Arts Curriculum” and “The Role
of Assessment in Curriculum Design,” illustrate the use of UbD for curriculum
and assessment development in the arts.
• Intel’s Teach for the Future Program incorporates UbD in its national teacher
training programUbD Research Base
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• The Texas Social Studies Center adopted UbD as its curriculum framework and
developed model units for statewide dissemination. Information is available at
http://socialstudies.tea.state.tx.us/downloads/toolkits/index.htm.
• The state of Hawaii obtained a statewide membership in the Understanding by
Design Exchange Web site to encourage teachers to use UbD in their curriculum
planning.
Schools and Districts
A number of schools and districts are using Understanding by Design in systemic ways to
guide curriculum, local assessment, staff development, teacher observation, and school
improvement. A few examples below reflect the application of UbD in diverse settings.
• Norfolk, Virginia, a large urban district, has been involved in a multiyear
curriculum and staff development initiative using UbD. This process has included
(1) revision of all systemic curriculum frameworks to include enduring
understandings and essential questions; (2) multiyear professional development
involving all elementary, middle, and high school sites with follow-up coaching,
study groups, and action research; (3) sustained professional development for all
central office curriculum specialists and supervisors; (4) extensive work with staff
who work with special populations, including gifted and talented and special
education with proposed UbD modifications of the district’s Individual Education
Plan template); and (5) a comprehensive evaluation plan to determine UbD
impact upon student and staff performance, using a series of demonstration sites
and a randomly controlled experimental evaluation model.
• Georgetown, South Carolina, an economically and racially diverse school district
near Myrtle Beach, has used UbD as a catalyst to support its school improvement
and student achievement accountability initiatives. Georgetown’s implementation
process includes (1) comprehensive training for staff at all school sites in UbD
learning principles and unit development; (2) restructuring of curriculum in all
state-tested content areas (i.e., English, mathematics, science, and social studies)
to include “student-friendly” enduring understandings and essential questions; (3)
sustained professional development for administrators and central office
personnel, emphasizing UbD-based coaching strategies for teacher observation
and evaluation; and (4) active integration of UbD Stage 2 assessment principles as
part of the district’s monitoring of student achievement results.
• The Laredo (Texas) Independent School District is situated on the U.S.-Mexican
border and serves a predominantly Hispanic student population. Laredo is using
UbD to address its state-mandated accountability plan for both staff evaluation
and student achievement. The district has acknowledged the powerful alignment
between Understanding by Design and the state’s recommendations for using
multiple forms of assessment to monitor students’ progress as well as the critical
need to teach for understanding, not just for knowledge recall. As the new TexasUbD Research Base
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Essential Knowledge and Skills (TEKS) testing program is being implemented,
Laredo is using UbD to train staff in (1) “unpacking” state standards to teach for
deep understanding, including incorporation of enduring understandings and
essential questions in all TEKS-related content areas; (2) developing
representative lessons and units that reflect high standards for all students,
particularly English as a second language learners; and (3) observing for student
behaviors associated with the six facets of understanding.
• Nanuet, New York, a small suburban district, is mapping its K–12
curriculum around the three stages of UbD to ensure a coherent alignment
with state and local standards, a focus on “big ideas,” and clearly articulated local
assessments for gauging student performance. The maps guide the development
of teacher units and courses, promote connections across subject areas and grade
levels, and sharpen the scope and sequence to eliminate gaps and repetition.
• The recently chartered Two Rivers Magnet School in East Hartford, Connecticut,
used the principles of UbD to develop its mission statement and the “big ideas”
that will be central to its curriculum in every classroom. Curriculum will be
developed using the UbD template so that curriculum units will be aligned with
the state content standards as well as the magnet school mission.
• The Howard School in Atlanta, Georgia, is a progressive, independent school that
serves students with a variety of learning styles. The program is grounded in the
belief that children construct meaning through authentic learning experiences with
the arts playing an integrative role. The Howard School curriculum, explicitly
guided by Understanding by Design, includes courses and units of study
developed around “enduring understandings” and “essential questions.”
Classroom assessments are anchored by performance tasks that call for students to
apply knowledge and skills to demonstrate understanding. Teachers employ
inquiry-oriented instructional methods and personalized teaching to accommodate
the particular learning needs of their students.
Regional Collaborations
Regional service agencies and educational consortia have facilitated collaborative
curriculum and staff development projects using UbD. For example:
• The Standards in Action project (SIA) is a collaborative project between San
Diego County, California, school districts and the San Diego County Office of
Education (SDCOE), which serves 42 districts, 590 public schools, and more than
470,000 students. Teacher leaders, along with SDCOE content specialists, work in
teams to design and review UbD units in English/language arts, science,
mathematics, and English Language Development (ELD) and share them via theUbD Research Base
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Web. More information is available at the following web site:
http://www.sdcoe.k12.ca.us/sia/welcome.html.
• The Bucks County Intermediate Unit, a regional service agency in Bucks County,
Pennsylvania, coordinates curriculum and staff development training for teachers
and administrators in its 13 school districts. Three of the districts have adopted all
or part of Understanding by Design for their curriculum development work. Two
districts have conducted UbD training for all or part of their teaching and
administrative staffs and are using the underlying premises and assumptions of
UbD to redesign curriculum and instructional practices in all K–12 subject areas.
One district has made extensive curriculum revisions to its K–12 social studies
program and is in the process of redesigning its K–12 science curriculum. Several
other districts have conducted training and are in the process of working with
UbD to revise curriculum and instructional practices.
• The Capital Region Education Council (CREC), a regional service agency in
Hartford, Connecticut, coordinates a UbD curriculum and staff development
project for teachers and administrators. Currently, 25 percent of Connecticut’s
169 school districts are involved in CREC-sponsored UbD training. UbD
curriculum units are collaboratively designed around the Connecticut State
Standards and disseminated to the participating districts.
• The New Jersey Curriculum Initiative (NJCI), funded by the Geraldine R. Dodge
Foundation, supports UbD training and collaborative curriculum development for
14 public school districts and 5 independent schools. The curriculum products are
accessible to all NJCI members through the UbD Web site, as are the results of
school-based action research projects.
• The Capital Area Intermediate Unit (CAIU) in Harrisburg, Pennsylvania, received
a National History grant to support more rigorous and engaging teaching of
United State history at the middle and high school levels. Project participants use
the UbD template to design curriculum units, which are then reviewed and shared
via the UbD Web site.
Higher Education
• The Understanding by Design book is used in more than 150 schools of education
as a basic text for curriculum and assessment methods courses at both the
undergraduate and graduate levels.
• The College of New Jersey, a state institution in Ewing, is using UbD
“backward design” for mapping the curriculum by department and for course and
syllabus design.UbD Research Base
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Additional Information
• More than 255,000 copies of the book Understanding by Design have been
distributed worldwide.
• More than 55,000 copies of The Understanding by Design Handbook are in use.
• Tens of thousands of teachers and administrators have received UbD training.
• More than 28,000 educators have access to the UbD Web site.
• Both the Understanding by Design book and The Understanding by Design
Handbook won the annual Distinguished Achievement Award for Excellence in
Educational Publication from EdPress, the education publishing trade association.
• Two major philanthropic organizations (The Pew Charitable Trusts and the
Geraldine R. Dodge Foundation) have supported UbD implementation.UbD Research Base
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References
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Bottoms, G., & Sharpe, D. (1996). Teaching for understanding through integration of
academic and technical integration. Atlanta, GA: Southern Regional Education Board.
Bransford, J., Brown, A., & Cocking, R. (Eds.). (2001). How people learn: Brain, mind,
experience, and school. Washington, DC: National Research Council.
Coalition for Evidence-Based Policy. (1992, November). Bringing evidence-driven
progress to education: A recommended strategy for the U.S. Department of Education.
Washington, DC: Author.
Frome, P. (2001). High Schools That Work: Findings from the 1996 and 1998
assessments. Triangle Park, NC: Research Triangle Institute.
Gall, M. (1984). Synthesis of research on teacher questioning. Educational Leadership,
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Goodlad, J. (1984). A place called school. New York: McGraw-Hill.
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Improving the college experience: Using e ective educational practices. (2001). The
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Martin, M., Mullis, I., Gregory, K., Hoyle, C., Shen, C. (2000). E ective schools in
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Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA:
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National Center for Research in Vocational Education. (2000). High Schools That Work
and whole school reform: Raising academic achievement of vocational completers
through the reform of school practice. Berkeley, CA: University of California at
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Newmann, F., et al. (1996) Authentic achievement: Restructuring schools for intellectual
quality. San Francisco: Jossey-Bass Publishers.
Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and
standardized tests: Conflict or coexistence? Chicago: Consortium on Chicago School
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Pressley, M., (1984). Synthesis of research on teacher questioning. Educational
Leadership, 42(3), 40–46.
Pressley, M., et. al. (1992). Encouraging mindful use of prior knowledge: Attempting to
construct explanatory answers facilitates learning. Educational Psychologist, 27(1), 91–
109.
Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on
teacher questioning behavior. Review of Educational Research, 51, 237–245.
Senk, S., & Thompson, D. (2003). Standards-based school mathematics curricula: What
are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Smith, J., Lee, V., & Newmann, F. (2001). Instruction and achievement in Chicago
elementary schools. Chicago: Consortium on Chicago School Research.
Stigler, J., & Hiebert, J. (1999). The teaching gap. New York: The Free Press.
Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of
Experimental Education, 54, 194–199.
Wenglinsky, Harold. (1998). Does It Compute? The Relationship between Educational
Technology and Student Achievement in Mathematics. New Jersey: Educational Testing
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Weil, M. L., & Murphy, J. (1982). Instructional Processes. In H. E. Mitzel (Ed.),
Encyclopedia of educational research. NY: The Free Press.
Wiggins, G., & McTighe, J.(1998). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.
you as our OUR STAKEHOLders and partners forDevelopment of DepED Butuan City, we wouldnot have soared high and propelled our wingsso high up above, that we celebrate today theculture of excellence and achievement forDepED, Butuan City.Before I finally end, allow me to share thisquotes from prominent world leaders who said,³ The outgoing year 2010 was a time of freshvictories and achievements for all of us. . . It isthrough from these victories and achievementsthat we are looking into the future withoptimism. We become optimistic becauseindividual commitment are seen from eachgroup efforts that make a team works, acompany works, a society works, a civilizationworks. That by coming together is a beginning.Keeping together is progress. Working togetheris SUCCESS!´
English Department hosts the 2nd Pascasio Memorial Lecture
Posted by: Isabel P. Martin Date: 2008-09-17
The Ateneo English Department hoststhe 2nd Pascasio Memorial Lecture
On 13 September 2008, the 2nd Emy M. Pascasio Memorial Lecture of the Linguistic Society of the Philippines (LSP) was held. The event, which had as its theme “First Languages First: The Challenges of Multilingual Education and Literacy in the Philippines,” was hosted by the Ateneo de Manila Department of English.
More than a hundred graduate students, teachers, language professionals, and scholars of applied linguistics gathered to listen to two speakers. Mr. Napoleon Imperial, Chief of the Educational and Manpower Development Division of NEDA, talked about his reflections on the Philippine languages-in-education issue. In his presentation, he explained why NEDA is pushing for the adoption of mother-tongue literacy in basic education. NEDA believes that in the long run, mother-tongue literacy and
education is cost-effective as it addresses basic learning inefficiencies which come in the form of drop out rates, retention and repetition rate, and low achievement rate.
The 2nd speaker, Ms. Norma Daguiang, Master Teacher at the Lubuagan Central School, KalingaProvince, presented the results of an ongoing experiment on the use of the first language in teaching elementary school children in the town of Lubuagan. The study has so far documented a significant increase in Math, Science, Filipino, and English achievement scores of students who were taught in Lulubuagen, their first language. This presentation provided clear evidence that the use of the mother tongue in literacy does address low achievement rates in basic education.
The event was graced by the presence of Valenzuela Representative Magtanggol Gunigungo, author of House Bill 3719, which is advocating the use of the first languages from grades 1 to 6. Congressman Gunigundo spoke about how HB 3719 is actually consistent to the recommendations of UNESCO. Still, a large number of lawmakers continue to push for an English-only policy in basic education. Dr. Ma. Luz Vilches, Dean of the Ateneo de Manila School of Humanities, was also present to welcome the participants to the Ateneo. She informed them of Ateneo’s upcoming celebration of 150 years of existence as an educational institution. And through all these years, the language issue in education has been close to the heart of Ateneo’s interest and concern and that Dr. Pascasio’s passion for it gained full university support.
The event was opened by Dr. Danilo Dayag, LSP President, who spoke of how the Society was truly proud of Dr. Emy M. Pascasio. A tribute to the late Dr. Pascasio was also presented by Dr. Ma. Lourdes Bautista, member of the Board of Advisers of the LSP. In her presentation, Dr. Bautista reminisced with fondness Dr. Pascasio’s passion for research and scholarship, her zest for life in the Pascasio trademark of infectious laughter, and her acknowledged feminine vanity – a woman properly poised and elegantly dressed with matching expensive jewelry! The event was closed by Dr. Marilu Rañosa Madrunio, LSP Vice President, who talked about the Society’s appreciation of the scholarly contributions of Dr. Pascasio to the field linguistics and applied linguistics.
The Emy M. Pascasio Memorial Lectures of the Linguistic Society of the Philippines take place every September, the birth month of the late Dr. Pascasio, professor of Linguistics at the Ateneo de Manila University, and founder of the Ateneo Language Learning Center.
AN ANALYSIS IN ARTICMONDAY, APRIL 12, 2010
IntroductionPhilosophy is the rational investigation of the truths and principles of being, knowledge, or conduct (reference.com). It is an investigation of thought for further support one’s thinking. My philosophy as an educator is presented on this paper.This paper discusses my personal educational philosophy in life. It contains the following as I
perceived: i) Philosophy, ii) Human Nature, iii)Task of Education, iv) Role of the School, v) Role of the Teacher/Principal/Coordinator, vi) Teacher-Student Relationship, vii) How Students Learn, viii) Curriculum Emphasis, ix.) Professional Ethics and Societal Contexts, x.) Curriculum Emphasis, xi) Who is to be educated?For nine years in the field of education, I have acquired beliefs and ideas that support my teaching and these are presented in this paper. Personal Philosophy of Education“If you want to change the things around you, start from where you are.” This is my personal philosophy in life and it supports my ideology in teaching which is, “I myself, as a teacher will teach with whole heart, with all my strength to help each student to discover their potentials and enlighten their minds to the importance of their existence here on earth.” Every teacher is looking forward for the improvement of his/her students; it can only be attained if the teacher is an inspiring person for the students to be influenced. Human NatureInside every person there are seeds of greatness. The responsibility of parents and leaders is to nurture and cultivate those seeds (Something to Smile About, Zig Ziglar, p. 117).Every single person has abilities and talents that are valuable. If you will acknowledge the good in others, you will free them to be all they can be. When people are acknowledged for who they are and for what they do well, their abilities are elevated. You can bring out the best in others by saying what you see in them that is good. All the time we are thinking good thoughts about others. Maybe it’s how smart someone is, how beautiful they look or how we admire their abilities. And then we fail to speak those thoughts to them. Make it a goal to speak words of support and acknowledgment. Every day make it a commitment to share something that you see that is good in someone else. Don’t miss the opportunity to sew a seed of support. People are so used to criticism. They have become so addicted to criticism that they even believe they need it to grow. In our classes, we sometimes have actors and speakers who complain because we acknowledge their gifts and abilities rather than criticizing. Some people have become so accustomed to criticism that they often find it difficult or impossible to receive support and acknowledgment. They actually put up barriers to taking in love, acceptance and support. I am here to tell you that people do not grow through criticism. Criticism rips the strength out of people, so they sink into negativity. Criticism takes people down into what is wrong. It makes them focus on trying to be right instead of being real. If you want to make a difference in the world, bring out the best in others through love rather than criticism. When you honor the potential in someone by seeing what they can be, they start to change. No one can stay the same under a barrage of loving acknowledgment. This is how we transform others; this is how we transform the world. So tell others the good you see in them. Sew a seed of support. They will respond by coming up to your vision for them. You will be people builder and world healer.
Task of EducationEducation is the best solution to poverty-even most of the world’s problems! Education is the key to the country’s progress. Countless studies have pointed out the need for government resources to be
concentrated on improving basic education and reducing drop-out rates. Education must be the most effective economic ‘equalizer’, but with the present disparity in educational standards between the good and expensive private schools, on one hand, and the poorly equipped public schools, on the other, the gap between the rich and poor cannot be reduced.” (Quality Teachers, vol.8, no.2, p.9)Education is for all. It fills up one’s mind from ignorance. Education is the solution to every problem arising around us. A true education not only teaches facts, practical applications but also values. A teaching that misses any of the three areas is half-full, it doesn’t meet the exact meaning of education. A teaching without facts produces unguided person because they work without knowing the reason behind of their actions. A teaching without practical applications produces inexperience person because he/she cannot apply what is in their mind, knowledge is not enough, application of knowledge is important. A teaching without values produces an unfocused person because he/she doesn’t know where, when to apply his/her knowledge and skills in life. I am saying that values are the most important part of teaching. A quality outcome of students from school is for them to become good citizen of this country. The responsibility of educating the youth, as far as this generation is concerned, will never shift. Teachers, the living and breathing kind, will still be the most compelling indications of this world’s knowledge.Role of the SchoolVision of the school must be clearly defined because it outlines what the organization wants to be, or how it wants the world in which it operates to be. It concentrates on the future. It is a source of inspiration. It provides clear decision-making criteria (wikipedia.org). A vision statement is sometimes called a picture of the school in the future but it’s so much more than that. The vision statement is an inspiration, the framework for all your strategic planning.A vision statement may apply to an entire school or to a single division of the institution. Whether for all or part of an organization, the vision statement answers the question, “Where do we want to go?”Schools should be seen as a resource for the larger community. In this sense, teachers and members of the community become co-owners of the school and in doing so collectively determine what is taught, how the school is organized, and what role the school might play in the affairs of the community and neighborhood agencies. School can be used as a strategic site for addressing social problems and helping students understand what it means to exercise rights and responsibilities as critical citizens actively engaged in forms of social learning that expand human capacities for compassion, empathy, and solidarity.Schools should foster public values and not merely advance excessive individuals, competitiveness, and intellectual consumerism.The existing systems of schooling must give teachers more power to control their own work conditions and to implement educational programs with the universities and other social groups in which they work in dialogue in order to address the various problems of society.School buildings should be limited in size to permit teachers and others to provide a sense of democratic community for themselves and their students.Schools should provide teachers an opportunity to exercise power over the conditions of their work. They should not lose their connection to the neighborhoods they are intended to serve.
Another thing to consider is the provision of the school to its employees to help as much as possible to meet the Maslow’s hierarchy of needs. In this sense, once the employee meets its personal needs, he/she can perform well. A teacher who is disturbed because of personal problems cannot be an educator for the students to learn but an influence that students will not benefit.
Role of the Teacher/Principal/CoordinatorIt is a famous quote that teaching is the noblest profession. The late Secretary Ricardo T. Gloria, DepED secretary from July 1994 to June 1998 after being appointed by then President Fidel V. Ramos. His slogan, “Be proud, you are a teacher, the future depends on you,” was his way of uplifting the self-esteem of the Filipino teachers. To keep uplifted with this slogan, selection of teachers at the start of their study must be very tight. St. Thomas Aquinas depicts three things in the character of those who are to teach: stability, clearness, and purity of intention. With stability, the teacher may never stray from the truth; with clearness, he is to teach without obscurity, and the purity of intention, he may seek God's glory and not his own. (Specimen Pages from the Summa Theologica of St. Thomas, p. 2). Base on Stoneyhill research in 2007 about the primitive ego theory of human social and spiritual sevelopment© (or PETHSSD©), without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other. It is clearly stating that as teacher, one must develop first self-awareness and spiritual growth before emerging with the education field. Christ said, “A student is not above his teacher, but everyone who is fully trained will be like his teacher” (Luke 6:40, NIV). No one can give what one’s doesn’t have. A teacher in the classroom is not perfect human being but a person with fully developed, professionally and personally.The role of every individual in the educational system is to work together to make quality education a reality. Education is the key to personal, community, national and global progress. (Quality Teachers, vol. 8, no. 2, p.9)Teacher-Student RelationshipInspiring teachers produce inspired students. More of us need to get involved in working with our young people instead of being so quick to criticize. (Something to Smile About, Zig Ziglar, p.117). The youngsters are like clay that is molded through the environment surrounded them and teachers play the most important role in this part. “Whatever you have learned or received or heard from me, or seen in me—put it into practice” (Philippians 4:9). Every interaction in the classroom, teachers serve as models, in every action makes, directly or indirectly, teachers influence students. As educators, be very careful in everything that comes into mind, for thoughts become words; be very careful in everything that comes out from the mouth, for words become actions. Words have power, be careful what to say, it can make or break a person. Raymond S. Sanchez, in his interview in Quality teacher magazine says, “The quality of education and of students depends much on the quality of teachers. More than just being concerned about intellectual development, he believes that teachers must strive for the overall development of their students and of themselves.” A student development relies on
the hand of the teacher, making a difference to the life of a student is a huge responsibility in each and every educator in the field. Teachers are therefore expected to build a strong character with moral values herself and inevitably help her students achieve the same thing.
How Students Learn"The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways." (Howard Gardner, 1994) NOT ALL LEARNERS ARE ALIKE. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and to adjust the curriculum and presentation of information to learners rather than expecting students to adapt themselves to the curriculum. In a differentiated classroom, teachers begin where their students are, not where they feel she should be or as the curriculum dictates. Instructional methodologies vary and are adapted to meet the needs of individual and diverse learners.To ensure effective teaching and learning, teachers need to link tightly three key elements of the curriculum: content, process, and product. By definition, differentiated instruction is consistently using a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and the interests of academically diverse learners.1. Content: what students should come to know (facts), understand (concepts and principles), and be able to do (skills) as a result of a given segment of study.2. Process: describes activities designed to ensure that students use key skills to make sense of the content.3. Product: vehicles through which students demonstrate and extend what they have learned as a result of a considerable segment of learning. Students inside the classroom are different in many ways. Teacher should be aware of the uniqueness of his/her students. Differentiated instruction and activities must be implemented in the classroom. In this way the teacher is catering the needs and capabilities of the students; it is a way of helping each child to develop to what he/she can be.
Curriculum EmphasisThe curriculum is the heart and soul of the school system, as it “gives meaning and direction to all educational effort and constitutes a potent instrument for linking education and development” (Quality Education, vol. 8, no. 2, p. 8). The concept of Understanding by Design (UbD) constructed by Jay Magtighe and Grant Wiggins in 2004 and together with the Differentiated Instruction (DI) are very ideal. It supports the philosophy of John Dewey that says, “is problem is that of inducing a vital and personal experiencing. Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience.” This can be done by starting small and taking one step at a time, sacrifice comes in the part of the teacher because of lot of preparation but what we are here for, for our students who are longing for knowledge and to strengthen with values.Professional Ethics and Societal Contexts and Expectations
In the preamble of Code of Ethics for Teachers says, “Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.” Teaching as the noblest profession indicates that teachers as the most cautious work as you could ever have. Here, you are not only molding young minds but also living what you teach. Where ever you are and whatever you do you must be always a teacher as you can be. Who is to be educated?I was inspired by St. Augustine’s philosophy on who is to be educated. According to him, education is a passion and a process of opening up the mind to ideas and critical thinking ("skeptical philosophy"). In that sense, all people, regardless of class should be given the opportunity to be educated. Certainly no elitist, not one to reserve his time and energy for those he considered worthy of a reply. The government must support the life-long education of each citizen in the country. The state is responsible to the intellectual development of each individual because human resource is the key to national development.Preparing Education students in the best possible way for their future roles as teachers is very vital. It is then very important that the curriculum for teachers designed in such a way that it equips education students with substantial knowledge of subject content, expertise in executing teaching methodologies, and adequate exposure to and experience in actual teaching, all aimed at encouraging student learning (Quality Teacher, vol.8, no. 2, p.25). After earning a degree in doctoral study, hopefully in five year time, I am planning to move to tertiary education to teach in the college of education where the future teachers are there. I believe that quality education entails quality teachers; quality teachers produce quality students. I believe that teacher entails to the performance of students. There are lots of strategies that can be used to cater the individual differences of students. What students are looking for is a teacher who can touch their lives through everyday delivery of the lesson. Much time must really be devoted in planning to make differentiated instruction inside the classroom.I believe, in stepping a higher level of taking responsibility, I can make a difference in the quality of education for the future teacher of this country. My philosophy in life is:“If you want to change the things around you, start from where you are.”If every teacher inside the classroom is developed not only professionally but also personally with spirituality, I know that we will develop quality and competent students who can help our developing country to move on to a progressive and sooner to a developed country.
BibliographyEducation in the Philippines Forum. February 13, 2010. cCopyright © 2002-2010CODE OF ETHICS FOR PROFESSIONAL TEACHERShttp://eduphil.org/forum/code-of-ethics-for-teachers-in-the-philippines-t-449.htmlDepED mourns the death of Dr. Ricardo Gloria. February 11, 2010. Copyright 2010. http://www.deped.gov.ph/e_posts.asp?id=476
Staff Development for Educators. February 11, 2010. Copyright 2006. http://differentiatedinstruction.com/Scott Chester. Be Careful What You Think. February 11, 2010. Copyright 2010. http://www.schester.com/2007/12/02/be-careful-what-you-think/The Educational Theory of Augustine of Hippo. February 11, 2010. Copyright 2010.http://www.newfoundations.com/GALLERY/Augustine.html
POSTED BY JOYMSAN AT 4:51 AM 0 COMMENTS
LABELS: MY PHILOSOPHY IN LIFE
NATIONAL BASED COMPETENCY BASED TEACHER STANDARDS (NCBTS)8th Key Area: SPIRITUAL GROWTH
I. INTRODUCTIONThis paper discusses the Spiritual Growth as the seventh key area of National Based Competency Based Teacher Standards (NCBTS). It also shows a paradigm structure how the other key areas of NCBTS are related with each other and how they must be structured based on the understanding of the reporter. The Primitive Ego Theory of Human Social and Spiritual Development© of Stonyhill University in August 2007 is used as the theoretical based of this report to explain how Spiritual Growth is necessary as one of the key areas of NCBTS.
II. THEORETICAL BASISOUR HUMAN SPIRITUAL JOURNEY:THE PRIMITIVE EGO THEORY OF HUMAN SOCIAL AND SPIRITUAL DEVELOPMENT©STONYHILL INSTITUTEAugust 2007
The Primitive Ego Theory of Human Social and Spiritual Development© (or PETHSSD©) is a post-modern theory of human social and spiritual development; a relational developmental theory, not a psychodynamic psychological theory. It assumes that without authentic spiritual growth, our human species will be unable to create a sustainable compassionate, non-violent global culture. Only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. PETHSSD© describes in detail the evolution of human consciousness from the primitive ego of our inner-child to the enlightenment of a middlepath evolutionary spirituality. The term middlepath which is used in the Primitive Ego Theory of Human Social and Spiritual Development© is essentially the Buddhist “middle way” practice of ego emptiness and the skill of not knowing, integrated with modern psychological knowledge and insights. The middle way was a concept developed by the Buddha prior to his own enlightenment. A basic premise of PETHSSD© is that authentic spiritual growth and growth in self-awareness are synonymous. You can’t have one without the other. Parker Palmer once said, "What transforms education, is a transformed being in the world." Every
action we do inside the classroom for the benefit of our students can be considered a small act but if every educator try to do this simple act, it is a sure off that we will achieve a transformative education.IV. SPIRITUAL GROWTHA more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourages students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet. A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.SCHOOL: INDICATORS1. Provide to the community a detailed description of the Catholic character/identity of the school and its mission, including student outcome expectations.• Publish the Mission, Values, and Student Outcome• Indicators in publications and in poster form to be exhibited throughout the school. • Prepare and deliver regular talks on the Catholic identity of school and the hallmarks of Catholic education to parents and alumni.• Develop a faculty-parent committee to recommend catechetical standards and practices in the school.• Collaborate with the diocease in implementing the diocesan standards for Catholic education.• Prepare and implement an annual evaluation of the implementation of our mission through questionnaire and other evaluative processes.2. Identify and preserve clear written descriptions of the school tradition of education, its major themes and standards of quality.• Participate in the yearly orientation.• Encourage all school’s religious people to preach a contemporary devotion to school’s patron.• Encourage the bringing of rosary as a sign of devotion and dedication.• Encourage vocations to priesthood and religious life. 3. Continue to provide and improve opportunities for students to express their faith in action.• Include diocesan agencies and programs into our volunteer service program.• Encourage more students to participate in religious programs.• Expand the planning and opportunities for our religious activities. • Evaluate and improve the class retreat days.• Expand the support for the church and adapted community.• Promote a policy of prayer at the beginning of each class. 4. Promote better identity and participation between students and their local parish communities.
• Invite local pastors to celebrate the Eucharist and reconciliation with the Carmelites.• Provide opportunities for pastors and associates to meet with students from their parishes if they so desire.• Encourage students to join youth groups, find ministerial opportunities and receive the sacraments in their own parishes.5. Promote the acceptance and appreciation of diversity within the student/parent community through education and interaction.• Continue to celebrate cultural days of remembrance with events and symbols proper to that culture.• Sponsor speakers and educational programs dealing with issues of minority and diversity.TEACHERS: INDICATORSIn planning the professional development program for a Christian school, special attention must go to continually promoting the spiritual growth of the staff. If there is spiritual depth and maturity in the teaching staff, there will most likely be a corresponding development of maturity evident in the lives of the students. To ignore this relationship is to ignore one of the most compelling aspects of Christian leadership. “A student is not above his teacher, but everyone who is fully trained will be like his teacher” (Luke 6:40, NIV).
Paul urged the Christians in Corinth, “Follow my example, as I follow the example of Christ” (1 Corinthians 11:1).
And to the Philippians he said, “Whatever you have learned or received or heard from me, or seen in me—put it into practice” (Philippians 4:9).
Teachers cannot take their students to a level of spiritual development that they themselves have not experienced. Therefore, there must be a strong focus on the ongoing spiritual development of the administrative and teaching staff. The best integration of biblical values and a biblical worldview into the curriculum results from the teacher having a biblically integrated worldview and lifestyle. The following are the indicators for teachers in practicing spiritual growth in the school for the students: respects the Catholic and Christian spiritual values of the students aids in the students’ Catholic and Christian formation exemplifies in his/her own actions the characteristics of Christian living conducts him/herself and lives in accordance with Catholic principles and doctrines and is outstanding for his/her correct doctrine and integrity of life; complies with the applicable Canon Law of the Roman Catholic Church
Professional and spiritual development of the teaching staff must be a continual and integral part of a vibrant Christian school.
STUDENTS: INDICATORS
Participates in spiritual development activities with students, faculty, and staff retreat program, sacraments, liturgies, clubs, Mission trips and community service
Understands, respects, and encourages awareness of various traditions of culture, race, gender, religion, and ethnicity as well as humankind’s shared heritage and environment Searches and shapes one’s destiny Tries to establish a closer relationship with God and humanity as a top priority in Life Strives to be a caring and responsible individual Supports and nurtures the needs of people in the community, nationally, and internationally using mathematical and scientific models of research Strives to define one’s spirituality and mission in life Stays connected with one’s source of energy Shares time, heart, and treasures with God and the world God created Utilizes God-given resources and gifts Contributes to a shared vision of creating a better world which promotes peace and harmony among societies, cultures, and nations Promotes living life with truth, loyalty, service, and ethical decision making in an atmosphere of academic freedom, open inquiry, and freedom of expression for all
ReflectionSpiritual Growth as defined in the discussed theory is, only when we make the commitment to intentionally grow in self-awareness will we achieve the level of self-awareness required to create sustainable, healthy and compassionate relationships with others. This definition is far from what I have known about Spiritual Growth which is something religious and towards to holiness. I learned that everything that we are hoping and wishing for the world outside can only happen if we alone will start within. A change in personal feelings, thinking and perception is a big help to change the way we see the world we live in. Once I started Spiritual Growth inside of me, then it is the only time I can ask other people to start doing it especially with the teachers in my area. If only each of them experience self-awareness within, there will be a positive effect to the teachers within the area and these teachers will bring the
influence to the students that will also experience positive changes once they see that their teachers possess the good quality of a person.What a perfect place it to be when each teacher within an area starts self-realization through self-awareness and spiritual growth. It will be very easy for our students to adopt changes and bring all their learning at home.
POSTED BY JOYMSAN AT 4:45 AM 0 COMMENTS
LABELS: NCBTS
An Analysis in Article XIV of Philippines Constitution
ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS, CULTURE AND SPORTS (1987 Philippine Constitution)
EDUCATION
The State must provide quality education for all and does everything to reach out the farthest community to educate each citizen of the country for free as much as possible. Provision for formal and informal education in all kinds of citizen must be offered to respond to the needs of each individual and the society. All educational institutions public, private, sectarian or non-sectarian must include the study of constitutions and religion to promote nationalism, patriotism and inculcate values. Teaching and non-teaching personnel have their own role to be educator on their own way. Everybody is free to choose the course to be taken up in college as long as it is within its ability and capacity.
Reflection
The program of GMA which is “Biyaheng Totoo” last December 2009, shown the ten poorest places here in the Philippines and these are the rural places which are the farthest communities. It seems that these places are not known anymore by the government because they even do not know what is happening to the city because of lack of electricity to be updated to what is happening around them; no school or if there is, two or more hours are needed to reach it through walking. How can they still think to be educated if the basic food they need is also a problem.
In other countries especially in Japan, Great Britain and Russia, the state is the one responsible for the education of the students unlike here in the Philippines, although they claim that education is free but it’s not. They provide very low budget for education and after that leave the responsibility to each school to support their program which they call decentralization. Yes, it’s true that every employee in the school is considered educator but still, self and spiritual growth must be within each individual to be a good educator to every student inside the classroom.
Everybody is free to choose any course as long as it’s within their capacity but it is not controlled by the government because the state is not strict to the policy of colleges and universities. It is very easy to get a license to put up a school. The government is very lax on the criteria to meet before building up an educational institution. The outcome of the students predicts the condition of the country in the future. I think it’s better ifthe national test like National College Achievement Examination (NCAE) will be used to identify the students who are capable to a certain course to take in college.
Updates
The Philippine commitment to EFA global movement was translated intoPhilippine National Plan of Action to Achieve Education for All By Year 2015.The country’s National Plan of Action was approved by Social Development Committee composed of several government agencies in 2006.
The focus of this document is on basic education that will provide basic learning needs towards the achievement of functional literacy. This stretched the scope of education to formal and nonformal systems.
This further encompasses the entire society, including the national and local government agencies and civil society organizations as responsible for the provision of the basic learning needs. Therefore, education is made as a societal responsibility, debunking the notion that education rests solely upon the Department of Education.
Philippine EFA is a vision
EFA envisions that by 2015, the Philippine is an educated nation where citizens are functionally literate. Functional literacy is indicated by the ability to communicate, to solve problem, to sustainably use resources, to develop oneself and to see the world through a broad perspective.
Specifically, Philippine EFA 2015 aims to make:
• All youth and adults functionally literate
• Children 3-5 year-olds ready to participate in schools to eliminate dropout and repetition in Grades 1 to 3
• All pupils and students complete the basic education with satisfactory achievement level
• Education be made a societal responsibility
Philippine EFA is a program of reform
To attain EFA, quality of and access to education must be improved. This requires a holistic program of reform. This reform can be achieved by performing nine urgent and critical tasks.
NINE EFA Tasks
Production Tasks
a. Make every school continuously perform better
b. Make expansion of Early Childhood Care and Development (ECCD) coverage to yield more EFA benefits
c. Transform non-formal and informal interventions into an alternative learning system (ALS) yielding more EFA benefits
d. Promote practice of high quality teaching
e. Adopt a 12-year program for formal basic education to the existing 10-year basic education schooling.
f. Accelerate articulation, enrichment, development of the basic education curriculum in the context of the pillars of new functional literacy
Enabling Task
g. Provide adequate and stable public funding for country-wide attainment of EFA goals.
h. Create a network of community-based groups for local attainment of EFA goals.
i. Monitor progress in efforts towards attainment of EFA goals. Of particular importance is the development and implementation of indicators of “quality education”.
LANGUAGE
The national language of the Philippines is Filipino and it must be learned further than other language evolves within the country. English is provided to facilitate instruction and further communication. Other languages such as Spanish and Arabic shall be promoted on a voluntary and optional basis. Researches must lead to development and preservation of Filipino and other languages.
Reflection
I agree to the part of this article that as Filipino, every citizen must be a master of his/her own language. English must be a must for every Filipino for globalization; it opens communication to other places around the world. I suggest that at early age of the students especially in their pre-primary years additional Asian language must be taught because we are part of the continent.
Updates
On December 2007, Philippinepresident Gloria Macapagal Arroyoannounced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008.
Last June 2009, the Spanish language was included in the curriculum of secondary schools as an elective. The 15 pilot schools were selected by DepEd regional offices based on Mean Percentage
Score in English, ability to provide substitute teachers to take over the classes of teachers in training, and availability of classrooms and support facilities and equipment.
SCIENCE AND TECHNOLOGY
Science and technology are essential for national development and progress. The State has to give priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. It must support indigenous, appropriate, and self- reliant scientific and technological capabilities, and their application to the country’s productive systems and national life.
Reflection
I read an article on the Internet during my research recently and it was posted on September 8, 2008. It discusses about Neglect of RP science and technology holding back progress. It says that the government should invest heavily in science and technology development, as well as education, to lay the foundation for the country’s long-term progress. Solita Monsod, a University of the Philippines economics professor and the director general of the National Economic and Development Authority during the Aquino government, made the pitch for science and technology as awards were given to 10 of the government’s outstanding scholars in the field. Monsod lamented the perennially low budget of government for research and development (R&D) despite its potential as a key to the country's econmic growth.
"Science and technology is about the most powerful tool, probably at least equal to education, in addressing the problems of development," said Monsod.
"Unfortunately, like education, science and technology in the Philippines is not really given the importance that it should have," she said at the event marking DOST's 50th anniversary.
This is the reality that happened two years ago and today. Nothing change; the government has its personal undertakings why science and technology cannot be given priority. Advancement and development of a country lie in research. Many Filipinos have potentials in this field but the government cannot support them. Researchers go abroad to get support in other country that benefit in their intelligence.
May the next president of the Philippines set behind personal intentions to see clearly what our country really need to move on and start going farther for global development.
Updates
As one of the responds of DepEd to the continuous development of in the area of Science and Technology, the Department of Science and Technology (DOST) take its part in the Research Activities for Manpower Development and Planning. Projects to continuously upgrade the research capabilities of science and mathematics teachers are undertaken. Grants are provided to teacher-proponents who develop successful modules and/or instructional materials to improve the learning of science and
mathematics in schools. The results of the research projects are documented, published and distributed as ready reference materials for teachers.
ARTS AND CULTURE
The State must foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression. Arts and letters will enjoy the patronage of the State. The State has to conserve, promote, and popularize the nation’s historical and cultural heritage and resources, as well as artistic creations. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and must under the protection of the State which may regulate its disposition. The State has to recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop their cultures, traditions, and institutions. The State must ensure equal access to cultural opportunities through the educational system, public or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and other public venues. The State shall encourage and support researches and studies on the arts and culture.
Reflection
Even that the Philippines is influenced by western culture but it is still very rich in the national arts and culture that is why the Philippines has been named "cultural capital" of the 10-member Association of Southeast Asian Nations (Asean) for 2010 and 2011, according to presidential adviser on culture Cecile Guidote-Alvarez.
The major cultural agencies of government are the Cultural Center of the Philippines, the National Historical Institute, the National Museum, The National Library, the Records Management and Archives Office, and the Commission on the Filipino Language. The Heads of these cultural agencies are all ex-officio members of the NCCA Board and all except the Commission on the Filipino Language are together under the National Commission on Culture and Arts are working hand in hand with the Department of Education to openly show how rich is the culture and arts of the Philippines to the Filipino students for them to be proud and continually preserve and enrich the Filipino national culture.
Updates
In accordance to the support in the Philippine Constitution in preserving the cultural and artistic traditions the Department of Education is continuously releasing DepEd Orders and the recent is DepEd Order No. 71 a. 2007 constituting a special committee on culture and arts. The following committee shall have the following functions:
a. Develop, strengthen, and implement an integrated Culture and Arts program in line with the Education for All program of the Department;
b. Formulate guidelines in the development, implementation, and strengthening of the integrated program;
c. Conduct or cause the conduct of capacity-building activities, trainings, workshops, seminars and conferences;
d. Recommend policy/program intervention and/or issuances;
e. Establish partnerships/linkages with stakeholders in government and the private sector;
f. Monitor, assess, and evaluate the implementation of the integrated program;
g. Perform such other functions as may be assigned to it by the Secretary.
SPORTS
The State must promote physical education and encourage sports programs, league competitions, and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert formulation of national plans and policies. All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.
Reflection
Einstein no doubt had an excellent sense of humor. He formulated a formula of success which is: SUCCESS=WORK + PLAY + KEEPING YOUR MOUTH SHUT!! I want to focus on PLAY; Albert Einstein as a scientist and philosopher also recommend that play is part of success. Having fun and making some relaxation after hard work complete a person. This is the reason that is why the DepEd still takes care of the physical activities of the students through sports.
The result of the 2009 South East Asian Games held in Vientiene, Laos shows that among eleven countries, the Philippines ranked number fifteen. The senate is not satisfied with this kind of performance that is why they take a closer look to this issue. January 7, 2010, the Senate committee on Games, Amusements and Sports held a public hearing to discuss various concerns in Philippine sports. Discussions will touch on the "dismal" performance of Filipino athletes in international events and how the Philippine Sports Commission and the Philippine Olympic Committee plans to rectify that in future stints abroad.
For me the, the standing of our athletes are fine as long as we excel in other areas like academics, culture and arts. As developing country we have to take one step at a time, develop our human resources wherein we know we can excel so that we can take pride to even one area of competions abroad.
Updates
This November 28, 2009, Education Secretary Jesli Lapus called for public and private sector teamwork to advance sports research and integration of sciences in the training of coaches and athletes.
Lapus is batting for the creation of a Sports Academy to institutionalize and professionalize training in sports. He keynoted today the ”Seminar on New Trends and Innovation on Coaching Athletic Sports” organized by the Private Schools association of Parañaque (PSAP), held at the Olivares College Stadium in Sucat, Parañaque.
Lapus strongly pushed for students’ well-rounded development involving physical, mental and spiritual growth. He cited the importance of a sound mind and sound body. He pointed out that the people’s champion Manny Pacquiao is the poster boy of DepEd’s Alternative Learning System.
UNIVERSITY OF REGINA CARMELI
Catmon, City of Malolos
Second Trimester S.Y. 2009-2010
AN ANALYSIS OF ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS, CULTURE AND SPORTS (1987 Philippine Constitution)
Submitted by:
JOSELINE M. SANTOS
Student –
Ph.D. major in Educational Leadership and Educational Management
Submitted to:
DR. BELEN DE JESUS
Professor
February 2010
References
Department of Education. Press Release. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/dec21-spanish.pdf
Department of Education. DepEd Order. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DO%20No.%2076,%20s.%202007.pdf
Department of Education. Press Release. February 8, 2010. Copyright 2010.
http://www.deped.gov.ph/cpanel/uploads/issuanceImg/nov19-sports.pdf
Allison Lopez. Philippine Daily Inquirer. Neglect of RP science and technology holding back progress. February 8, 2010. First Posted 09/11/2008.http://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011
Education For All 2015. © 2010 Philippine Education For All 2015
http://efa2015.ph/efa/index.php?option=com_content&task=view&id=32&Itemid=48
GMA News TV. February 8, 2010. Copyright 2007.
http://www.gmanews.tv/story/179927/biyaheng-totoo-explores-rps-ten-poorest-provinces
Jerry E. Esplanada. Philippine Daily Inquirer. RP named Asean culture capital for 2010, 2011. February 8,2010.First Posted 19:54:00 12/07/2009.
ttp://globalnation.inquirer.net/news/breakingnews/view/20091207-240692/RP-named-Asean-culture-capital-for-2010-2011
Seeds of Success. February 8, 2010. Copyright 2010
http://www.successmagazine.com/article?articleId=130&taxonomyId=19
Senate panel to hold hearing on RP sports. Sports. February 10, 2010. Copyright 2007.
http://www.gmanews.tv/story/182631/senate-panel-to-hold-hearing-on-rp-sports
Southeast Asian Games. February 10, 2010. Copyright 2010.
http://en.wikipedia.org/wiki/2009_Southeast_Asian_Games#Medal_tally
Introduction
This paper summarizes the Article XIV - Education, Science and Technology, Arts, Culture and Sports of 1987 Philippine Constitution. After each section a reflection and analysis was done together with the update.
This paper shows how the Department of Education implements different programs to support the underlying statements in each section of the constitution. The updates came from the DedEd memos,
orders and press release. Others came from the news article of the different online news sites such as GMA News TV, Philippine Inquirer and Manila Bulletin. There are also article came from blogs and website of a certain organization.
Reflection was carefully implied by including information that supports the idea presented idea and suggestions.
LE XIV