Intructional Objectives against the following Criteria

1. Written in terms of student performance
2. observable by one or more of the five senses
3.Specific enough to be meaningful?
4. Valid in relation (i.e., relevant) to the major objective or goal
5. Measurable in terms of (a) level of performance and (b) condition under which the performance is to take place?
6. Sequential in relation to the prior and subsequent objective
7. Relevant to the students experience?
8. Attainable within the same period allotted?
9. Challenging to each individual student?
10. acceptable to the societies of which the student is a member? (Tuckman, 1975)

Categorization Of Instructional Objective

There are various ways of categorizing instructional objectives, whether for an entire program (i.e., science program, math program, social studies program, etc.)or for individual class instruction.the example of how objectives instruction of a modern school science program are categorize.

Conceptual Objectives

To develop an awareness and understanding of scientific concepts,principles, and generalizations so that the student is able to do the following:

Classify objectives of the natural world into orderly arrangement according to known and observe characteristics
Explain the continual changes in the natural world and cite evidence of process of change
Identify common examples of the change of state of matter and explain the composition of matter in terms of particles which are in constant motion
Explain common examples of energy transfer based on the knowledge that energy exists in a variety of convertible forms
Describe the condition of ecological balance and its importance to various life forms including homo sapiens
Explain fundamental differences between living and non-living forms, and describe characteristics of simple and more complex life form

Process Objectives

To develop a functional competency with the procedures of scientific inquiry so that the student is able to do the following:
Observe and classify natural phenomena with care and objectivity
Form and test hypotheses relating to counterintuitive observations and discripant events
Make predictions and generalizations about objects and events of the natural world
Develop creative designs for solving problems, answering question,and testing hypothesis through experimentation, field study, use of references, and other mens of investigation

Skills Objectives

To develop the functional competency with the tools of science so that the student is able to do the following:

Use common laboratory apparatus in scientific investigation
Measure and record scientific phenomena with precision and understanding
Employ appropriate quantitative methods to record and interpret data derived from scientific investigation
Accurately report the results of scientific investigation
Accurately report the results of scientific investigation orally and in writing

Affective Objectives

To develop a view of science which helps the student to do the following:

Recognize that learning and satisfying curiosity about the natural world is a fundamental human inclination
Recognize the social relevance and application of scientific knowlendge and put inquiry processes to use in everyday living
Demonstrate a growing awareness of and sensitivity to environmental problems and ways in which they maybe handled
Describe relationships between the quality of human life, other living things, and the environment (MIchaelis et al.,1975).

Piaget's Stages of Cognitive Development

Stage 1. Sensori-motor stage. The first stage corresponds from birth to infancy. This is the stage when the child who is initially reflexive in grsping, sucking and reaching becomes more organized in his movement and activity.

Stage 2. Pre-operational stage. The preoperational stage covers from about two to seven years old, roughly corresponding to the preschool years. Intelligence at this stage is intuitive in nature.

Stage 3. Concrete-Operational Stage. This stage is characterized by the ability of the child to think logically by only interms of concrete objects.this covers approximately the ages between 8-11 years or the elementary school years.

Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes more logical.they can now solve abstract problems and can hypothesize.

Metacognition and Development

Researches such as that of Fang and Cox showed that metacognitive awareness was evident in preschoolers and n students as young as eight years old.Children already may have the capacity to be more aware and reflective of their own learnng.

Below are examples of teaching strategies to develop metacognition:

^ Have student have monitor their own learning a nd thinking( examle: have student monitor a peer's learning/thinking/behaving in dyad)
^ Have students learn study strategies (e.g., SQ3R, SQ4R).
^Have students make predictions about information to be presented next based on what they have read.
^ Have student relate ideas to existing knowledge structures. (mportant to have relevant knowledge structures well learn).
^ Have students develop questions; ( Have you asked a good question today?)
^ Help students to know when to ask to help. ( must be able to self monitor; require the students to know how they have attempted to deal with the problem with their own).
^ Show students how to transfer knowledge, attitudes,values, skills to other situation or tasks.

Intructional Materials

Principles:

1.) All intructional materials are aids to instruction. They do not replace the teacher.
2.) Choose the intructional ,material that best suits your intructional objectives.
3.) If possible, use a variety of tools.
4.) Check out your intructional material before class starts to be sure it is workng properly.
5.) For results, abide by the general utilization guide on the use of media given below:
* Learn how to use the intructional materials.
* Prepare intruductory remarks, questions or initial comments you need.
* Provide a conducive environment.
* Explain the objective of the lesson.
* Stress what is to be watched or lestened carefully.
* State what they will be expected to do with the information they will learn.
* There is a need to summarize or review the experience.

Factors for technology Selection

1.) Practicality
2.) Appropriateness in relation to the learners
3.) Activity/suitability
4.) Objective-matching

The Primary Roles of Educational Technology in Delivering in School curriculum's intructional program have been identified:

* Upgrading the quality of teaching-learning-in schools
* Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of lessons and courses
* Broadening the delivery of education outside schools through non-traditional approaches to formal and informal learning to adult learners
* Revolunizing the use of technology to boost educational paradigm shifts that give importance to student-centered and holistic learning

Curriculum from Different Points of View

Traditional Points of View of curriculum - Curriculum is that it is body of subjects or subject matter prepared by the teachers for the students to learn. it was synonymous to the course study.and syllabus.
Robert m. Hutchins views curriculum as permanent studies where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized.

Progressive Points of View of Curriculum - On the other hand, to the progressivist, a listing of school subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. This can only called a curriculum if the written materials are actualized by the learner. Broadly speaking , curriculum is defined as the total learning experiences of the individual.

Ways of Learning

1. Learning by trial and error - This type is related to the stimulus - response theory of learning.

2. Learning by Conditioning - The classical conditioning theory of Pavlov serves as the basis of this learning.

3. Learning by Insight - In this type of learning a higher level of intelligence is being utilized. Insights is looking into oneself with deeper thinking.

Benjamin Bloom and his associates classified three big Domains of Objectives

1. Cognitive Domain - (Bloom et al 1956)- domain of thought process.

a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Synthesis
f. Evaluation

2. Affective Domain - (Krathwohl, 1964) - domain of valuing attitude and appreciation.

a. Receiving
b. Responding
c. Valuing
d. Organization
e. Characterization by a value or value complex

3. Psycho motor Domain - (Simpson, 1972) - domain of the use of psycho motor attributes.

a. Perception
b. Set
c. Guided response
d. Mechanism

Types of Curriculum Operating in School

1. Recommended Curriculum - proposed by scholars and professional organizations.
2. Written Curriculum - appears in school, district,division or country documents.
3. Taught Curriculum - what teachers implement or deliver in the classroom or schools.
4. Supported Curriculum - resources - textbook, computers, audio-visual materials which support and help in the implementation of the curriculum.
5. Assessed curriculum - that which is tested and evaluated.
6. Learned Curriculum - what the students actually learn and what is measured.
7. Hidden Curriculum - the unintended curriculum.

Guiding Principle and Instruction of Curriculum

1. Central Importance of consciousness for developing the Full Potential of the individual and Society.
2. Integration of Intellectual Understanding with Direct Experience.
3. Progression of Study from unity to Diversity to Unity.
4. Maintaining the Wholeness of Knowledge in Every Part.

Some Thoeries of Curriculum Development

1. Learning is planned and guided ( we have to specify in advance what we are seeking to achieve and how we are to go about it.
2. Refers to schooling ( we Should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to the other school ideas such as subject and lesson.)
3. Not a physical thing, but rather the interaction of teachers, students, and knowledge. Is what actually happens in the classroom and what people do to prepare and evaluate.
4. Practice should focus exclusively on individuals alone or the group alone, but pays careful attention to the way in which individuals and the group create understandings and practices, as well as meaning.

Governance Of Basic Education

SEC. 5 Principle of Shared Governance

a.) Shared governance is a principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes.

b.) The process of democratic consultations shall be observed in the decision-making process at the appropraite levels.

c.) The priciples of accountability and transparency shall be operationalized in the performance of function and responsibilities at all levels.

d.) The communication channels of field offices shall be strengtend to facilitate the flow of information and expand linkages with other government units and non-governmental organizations for effective governance.

SEC 6 Governance

The Department of Education, Culture and Sports shall henceforth be called the Department of Education. It shall be vested with authority, accountability and responsibility for ensuring access to promoting equity in and improving the quality of basic Education. Arts, Culture and Sports shall be as provided for in Sections 8 and 9 hereof.

Abnormal Psychology

Abnormal Bahavior- is one of the most difficult things to do.

Attempts at defining it ahve covered the following:

1. Deviation from statistical norms
2. Deviations from social norms
3. Ma;adaptieness of behavior
4. Personal distress

* Deviation fron Statistical norms- defines abnormal; behavior in terms of what is commonly obsereved in a given population.

* Deviation from Social norms - play apart as to what is abnormal. For example, an extremely intelligent person may behave in a peculiar way; but since intelligence is highly prized by our society, they are given more leeway.

* Maladaptieness of behavior- criterion in defining the abnormality of a certain behavior. A person who drinks heavily and disables himself/herself from engaging in productive activities and meaningful relationships may have obviously taken, drinking to a maladaptive extreme.

* Personal distress- this person may feel about his/her thoughs and actions. Many people diagnosed as mentally ill feel very mesirable. They may feel anxious or depressed with themselves.

Consciousness and its altered States

Conciousness- is considered as one of the most important concepts in all psychology.

William James the first American-born psychologist described consciousness as a stream, or everchanging flow of awareness.

Consciousness is devide into two broad areas:
1.) Waking conciousness
2.) Altered State of conciousness

*Waking conciousness - includes a mixture of sensations from the outside world, sensations from the body, memories of the past, thoughts, feelings, perceptions and images, and expectations about the future that occur when we are awake and reasonably alert.

(Coon, 1986; Morris, 1996)- implied in the definition is the complexity of the waking state.

* Altered state of Consciousness (ASC)- is a radical deviation from the overall pattern of functioning of the mind during the ordinary waking state of consciousness such that a new, overall pattern is superimposed on one's experience.

The Following are examples of altered states of conciousness or ways of inducing as ASC:

1. Sleep
2. Dream
3. Hypnosis
4. Meditation
5. Psychoactive drugs

The conceptual Approach

In this approach, subject matter is taught to enable pupils to develop concepts. A concept is one's mental picture of anything an idea, an object or procedure, it will vary from one person to another, depending on previous experiences. Concepts grow and change with experience. One does not learn another person's concept. A pupil therefore develops his own from subject matter he studies.
The role of the teacher is to classify concepts so that each pupil's understanding of the concepts to be studied.

Some expected sequence of development in both simple and integrated process

Description or Communication

Describing or communicating is the process of telling what was percieved. it requires precise verbal and written communication. The children should be taught enough descriptive vocabulary to enable them to give accurate description of colors, shapes, sizes, weights, volumes, etc.

Observation

Observing is the process of noting the characteristics of an object or objects. It involves sensory perceptions such as task, hearing, smell, and touch. Lessons should atart from simple observations to more complicated empirical observations.

Classification

Classifying is the process of sorting and arranging objects into meaningful groups. The aim of providing experiences in classification is to develop the skills in showing relationships, identifications, and noting similarities and differences.

Some expected sequence of development in both simple and integrated process

The Educational objective and the aim of lesson Plan

The educational objective and the aim of the lesson plan. If the educational objective is to train citizens for a democratic way of life, the traditional question-and-answer method would be clearly out of place when the objective is to demonstrate a dictatorship.
If the aim of the lesson is to make certain responses automatic, the drill method would be the most appropriate. If the teacher wants to arouse certain feelings and atittudes, the appreciation lesson would be the most suitable. If training in logical thinking is what the teacher desires, then the problem method should perhaps be used.

Alexander the Great

The first Western attempt to conquer Asia was made by Alexander of Macedon, whom Western writers call the "Great" because of his superp martial exploits.
Alexander the Great ( 356-323 B.C). Acclaimed in song and story, Alexander the Great was truly one of the world's greatest military genuises. born in the Pella, Macedonia's capital ( now in Yugoslavia), in 356 B.C he was the son of King Philip II, who was generally known as Philip of Macedon.
His father gave him an excellent education to train him for leadership. Alexander was brilliant in both academic and military studies. His best teacher was the greek Philosopher Aristotle who tought him the love of Greek culture. His favorite book was Homer's Iliad, which he carried in all his military campaig's and read every night before going to sleep.
Handsome, dynamic, strong, and intelligent, Alexander was Macedonia's best warrior. At the age of 16, while his father away fighting in Byzantium, he crushed an uprising in thrace. Two years later, he helped his father defeat the Greeks.

Life is a Precious gift

Life is a Precious gift from God so we will not waist it.We will acknowledge appreciate it despite the trials and harassment in life we always remember that God is always there beside us welling to help, understand and care . All we can have is to trust and believe our self especially to Him. That in every problem there is a solution.We will always bare that in our mind...

Learning Communities

Learning Communities

Learning communities is a group of people who share common values and beliefs, are actively engage in learning together from each other. It is the act of every member of the state in the society which deals the development of characteristics and values in the social world. It is a state of a population, health, family, education that one community has. It is a way in which you are able to know and deal with your subordinates or communities. It is a place of learning like school, library, office, home, barangay and any place where there is learning occur.

Psychologist such as Me Millan and Chavis in 1986 there are factors defined a sense of community. These are the following:
Membership: participants of learning community must feel some sense of loyalty and beyond to the group to keep working and helping each other.
Influence: the things that the participants in must affect what happened in the community, that means an active and not just a reactive performance. Fulfillment of individual needs: must give the chance to the participants to meet particular needs by expressing personal opinions. Shared events and emotional connection: asking for help or specific information and share stories of events with particular issue emotional experiences.

Barbara Leigh in Evergreen State College approach fundamentally restructures the curriculum, and the time and space of students. Many community models intentionally link together courses or coursework to provide greater curricular coherence, more opportunities for active learning and interaction between students and faculty. Intersection of common goals for example, an intellectual endeavor that is creative in nature. Sharing knowledge, learning and building consensus. Teams that work collaratively can obtain greater resources, recognition and reward when facing competition for finite resources. She form an experts frequently describe fixed basic nonresidential learning community models. Namely: linked cour4ses students take two connected courses, usually one disciplinary course such as history or biology and one skills course such as writing, speech, or information literacy. Learning clusters: students take three or more connected courses, usually with a common interdisciplinary theme writing them. Freshmen interest group: similar to a learning cluster, but with an additional seminar course taught by a Master learning, a faculty member who enrolls in the other courses and takes them alongside the students. The master learner’s course draws connections between the courses. Coordinated studies: this model blurs the lines between individual courses. The Learning community functions as a siege, giant course that the students and faculty members work on full-time for an entire semester or academic year..

Emily Lardner and Gillees Malnarich of the Washington Center at the Evergreen State College . State College. State that the commodore of co-enrollment may help students stay in school longer, but the learning communities can offer more curricular coherence to living in a complex, messy diverse world. One of the example of learning community is online learning community have categories: e-learning communities (groups interact and connect solely via technology) and blended learning communities (group utilize face-to-face meetings). Based on Riel and Pollin in 2004, international online learning communities may be categorize as knowledge-based, practice based, and tools in many categories: Synchronous (such as instant massaging asynchronous (such as message bonds), content management (such as Mole and Lectures core). The other example is special programmed in TESDA which it is held in every Barangay accredited by ALTS..

Therefore Learning Communities is very important in our daily life existence, you can fine this anywhere as long as there is an interaction between individuals..

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References:
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Ivan Phillip Llanzana Student of Cagayan Capitol University, Cagayan de Oro City.

Helen Grace Cabillo Student of Christ the King College , Lala Lanao Del Norte.

Millan and Chavis Psychologist

Barbara Leigh From Evergreen State College

Emily Lardner and Gillees Malnarich Washington Center at the Evergreen State College