Elementary Curriculum Thesis

Chapter 1

THE PROBLEM – ITS BACKGROUND For the past few years, Philippines has gone through many changes and development of education. Te continuous process made great impact in the system of education offered to Filipino youth. Te changes were based on the surveys commissioned by governmental agencies. Te surveys included specific recommendations concerning school subjects, time allotment, language of instruction and planned activities per grade level, all of which were about the curriculum. The revised Elementary Curriculum of 1970 which was in existence for almost a decade offered many subjects for pupils to learn. It was intended to promote a definite and clear correlation of related learning areas for effective learning. It provided

The pupils, who are the direct beneficiaries of this study, may be helped once the teachers are able to identify their strengths and weaknesses. It may lead to the improvement of the learning process to produce quality graduates. In this way, the students are assured that they may be able to compete competently with the global perspective with other students either public or private schools.

Teachers. Educators may get a clear picture of how their instruction works. Results of this study may give them insights on how and where they should improve so as to deliver the best in teaching. They may gain crucial and reliable information regarding their instructional competencies which they can use for their improvement. The domains can help determine as to what aspect they may need to focus for them to perform effectively.

Parents. The findings of the study may help the parents to be involved and collaborate with the teacher in order to attain their common goal towards maximizing the potentials of the learners based on their respective

Thus children and adults in a classroom setting adopted cultural practice and organized learning collaboratively. This is in contrast to the European-American classroom model, which allocated control to teachers/adults allowing them to control classroom activities.

In the European American middle-class communities, children typically do not learn through collaborative learning methods. In the classroom, these children generally learn by engaging in initiation-reply-evaluation sequences. This sequence starts with the teacher initiating an exchange, usually by asking a question. The student then replies, with the teacher evaluating the student’s answer. This way of learning fits with European-American middle-class cultural goals of autonomy and independence that are dominant in parenting styles within European-American middle-class