Republic of the Philippines

WESLEYAN UNIVERSITY- PHILIPPINES

Mabini Extension, Cabanatuan City-3100, Nueva Ecija

“Indigenous Peoples’ Standard of Living and its Relationship

to Cultural Acivities”

Proponents:
MARIE PAZ N. BERNARDO
LIGAYA B. DAMICOG
ALAIZA B. FERNANDO
JAIRAH JOY C. LAZARO
KAYCEE F. MALACA
LLOYD HARDY MIGUEL
MARY ANN L. MERCADO
GLAIZA JOYCE S. ROMANO
JOANNA T. TORRENTE
CRISTINE T. VILLAMAR
MAEd- Social Studies

DR. CATALINO T. HIBAYA

Professor
 TABLE OF CONTENT

Page

List of Tables i
List of Figures ii
List of Appendices iii
CHAPTER I: INTRODUCTION 1
Objectives of the Study 2
Statement of the Problem 3
Significance of the Study 4
Scope and Limitation 5
CHAPTER II: METHODOLOGY 6
Research Method 6
Research Design 6
Paradigm 7
Time and Locale of the Study 8
Sampling Procedure 8
Instrumentation 8
Data Gathering Procedure 8
Method of Analysis 9
CHAPTER III: RESULTS AND DISCUSSION 10
CHAPTER IV:
CONCLUSIONS AND RECOMMENDATIONS 15
Conclusion 15
Recommendation 16
REFERENCES 17
APPENDICES 18
A. Letter Request for Brgy. Captain 18
B. Letter to the Dean, Graduate School 19
C. Survey Questionnaire 20
D. Documentations 22

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 Reading Instruction for Children from Low-
Income and Non-English-Speaking Households
Although most young children seem to master reading skills in the early grades of
elementary school, many struggle with texts as they move through middle school
and high school. Why do children who seem to be proficient readers in third grade
have trouble comprehending texts in later grades? To answer this question, Nonie
Lesaux describes what is known about reading development and instruction,
homing in on research conducted with children from low-income and non-English-
speaking homes. Using key insights from this research base, she offers two
explanations. The first is that reading is a dynamic and multifaceted process that
requires continued development if students are to keep pace with the increasing
demands of school texts and tasks. The second lies in the role of reading
assessment and instruction in U.S. schools.
Lesaux draws a distinction between the “skills-based competencies” that readers
need to sound out and recognize words and the “knowledge-based competencies”
that include the conceptual and vocabulary knowledge necessary to comprehend a
text’s meaning. Although U.S. schools have made considerable progress in
teaching skills-based reading competencies that are the focus of the early grades,
most have made much less progress in teaching the knowledge-based
competencies students need to support reading comprehension in middle and high
school. These knowledge-based competencies are key sources of lasting individual
differences in reading outcomes, particularly among children growing up in low-
income and non-English-speaking households.
Augmenting literacy rates, Lesaux explains, will require considerable shifts in the
way reading is assessed and taught in elementary and secondary schools. First,
schools must conduct comprehensive reading assessments that discern learners’
(potential) sources of reading difficulties—in both skills-based and knowledge-
based competencies. Second, educators must implement instructional approaches
that offer promise for teaching the conceptual and knowledge-based reading

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competencies that are critical for academic success, particularly for academically
vulnerable populations.

Becoming a High Expectation Teacher

We constantly hear cries from politicians for teachers to have high
expectations. But what this means in practical terms is never spelled out.
Simply deciding that as a teacher you will expect all your students to achieve
more than other classes you have taught in the same school, is not going to
translate automatically into enhanced achievement for students.
Becoming a High Expectation Teacher is a book that every education student,
training or practising teacher, should read. It details the beliefs and practices
of high expectation teachers – teachers who have high expectations for all
their students – and provides practical examples for teachers of how to
change classrooms into ones in which all students are expected to learn at
much higher levels than teachers may previously have thought possible. It
shows how student achievement can be raised by providing both research
evidence and practical examples.
This book is based on the first ever intervention study in the teacher
expectation area, designed to change teachers’ expectations through
introducing them to the beliefs and practices of high expectation teachers. A
holistic view of the classroom is emphasised whereby both the instructional
and socio-emotional aspects of the classroom are considered if teachers are to
increase student achievement. There is a focus on high expectation teachers,
those who have high expectations for all students, and a close examination of
what it is that these teachers do in their classrooms that mean that their
students make very large learning gains each year.
Becoming a High Expectation Teacher explores three key areas in which
what high expectation teachers do differs substantially from what other
teachers do: the way they group students for learning, the way they create a
caring classroom community, and the way in which they use goalsetting to
motivate students, to promote student autonomy and to promote mastery
learning.

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 Contextualization
This experiment examined the effects on the
learning process of 3 complementary strategies—
contextualization, personalization, and provision of
choices—for enhancing students' intrinsic
motivation. Elementary school children in 1 control
and 4 experimental conditions worked with
educational computer activities designed to teach
arithmetical order of operations rules. In the control
condition, this material was presented abstractly. In
the experimental conditions, identical material was
presented in meaningful and appealing learning
contexts, in either generic or individually
personalized form. Half of the students in each
group were also offered choices concerning
instructionally incidental aspects of the learning
contexts; the remainder were not. Contextualization,
personalization, and choice all produced dramatic
increases, not only in students' motivation but also in
their depth of engagement in learning, the amount
they learned in a fixed time period, and their
perceived competence and levels of aspiration.

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21st Century Skills and Competences for
New Millennium Learners in OECD
Countries
This paper discusses issues related to the teaching and assessment of
21st century skills and competencies in OECD countries drawing on the
findings of a questionnaire study and other relevant background material
such as white papers or curriculum documents. Although all OECD
countries were invited to participate in the questionnaire survey,
responses were received from seventeen countries or regions, and the
paper focuses primarily on this group. The paper presents a short
discussion of the importance and relevance of 21st century skills and
competencies in the current policy debate and the definitions and
conceptual frameworks that have been used in the literature, and
proposes a new three-dimensional framework, consisting of the
dimensions of information, communication and ethics and social impact.
The findings of the questionnaire survey show that most countries or
regions cover 21st century skills and competencies in their regulations,
guidelines or recommendations for compulsory education. However,
there are few specific definitions of these skills and competencies at
national or regional level and virtually no clear formative or summative
assessment policies for these skills. The only evaluation regarding their
teaching is often left to external inspectors as part of their whole school
audits. Similarly there are few teacher training programmes that target
the teaching or development of 21st century skills, although there exist
several teacher training initiatives that focus on developing teachers’
ICT pedagogical skills, most of them optional. The paper discusses the
implications of these findings especially with regard to the particular
role of ICT in the development of these skills and competencies, and
issues related to assessment practices and teacher training.

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 Learning Styles in the ESL/EFL Classroom
A selection of essays in learning styles in English-as-a-Second-
Language (ESL) instruction includes: "Cultural Differences in
Learning Styles" (Gayle L. Nelson); "Difficulties with Cross-
Cultural Learning-Styles Assessment" (Patricia A. Eliason);
"Gender Differences in Language Learning Styles: What Do They
Mean?" (Rebecca L. Oxford); "Cognitive and Learning Styles of
High School Students: Implications for ESL Curriculum
Development" (Emma Violand-Sanchez); "Drawing Out
Communication: Student-Created Visuals as a Means for
Promoting Language Development in Adult ESL Classrooms"
(Sharron Bassano, Mary Ann Christison); "Meeting Language
Learners' Sensory-Learning-Style Preferences" (Nancy
Kroonenberg); "Tolerance of Ambiguity and the Teaching of ESL"
(Christopher M. Ely);"Expanding Student Learning Styles through
Poetry" (Christison, Bassano); "Culture-Specific Perceptual-
Learning-Style Preferences of Postsecondary Students of English
as a Second Language" (Christine Stebbins); "Learning Styles
and Strategies in Adult Immigrant ESL Students" (Laura Rossi-
Le); "Learning Styles and Elementary School ESL" (Sabrina
Peck); "Learning Styles and ITA Training" (Kristina Torkleson);
"ESL Composition and Learning Styles" (Patricia L. Carrell, Laura
B. Monroe); "Field-Dependence/Field-Independence in the L2
Classroom" (Carol A. Chapelle); and "Understanding and
Empowering Diverse Learners in the ESL Classroom" (Kate
Kinsella). Substantial forms, questionnaires, and related materials
are appended. (MSE)

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Localization of Social Work Practice, Education,
and Research: A Content Analysis
The localization of social work education, research, and
practice is an internationally recognized area of interest
that enjoys support from a number of social work scholars
and practitioners. This study uses the search terms
“aboriginal,” “indigen*,” “native,” and “localiz*” to
analyze social work abstracts from 1997 to 2004. The
search located 638 abstracts in the English language that
clustered around three theme areas (education, research,
and practice) and addressed three major issues of concern
(social and health problems, cultural sensitivity, and
colonization and its impact). First authorship was found to
be overwhelmingly North American. Future avenues for
study that give greater voice to scholarship from the
Global South and provide avenues for knowledge transfer
between the Global North and South are discussed.

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21ST CENTURY SKILLS IN
THE PHILIPPINES
In recent years, the challenges of daily life and work have
undergone a transformation brought about by rapid advances in
technology and globalization. Many employers and educators
have noted that a new set of skills is required to succeed in this
world of new challenges. Solutions that rely on fixed knowledge
and linear thinking are being replaced by new solutions that
require greater collaboration, flexibility and innovation in order to
assimilate a range of changing perspectives and new
technologies.
The Department of Education (DepEd), Philippines, has
integrated this approach into its K to12 education reform agenda.
DepEd’s Bureau of Educational Assessment has worked with a
team from ACTRC to define the skills, and identify opportunities
for their assessment through the curriculum. Test items have
been developed for incorporation into the national achievement
tests, in order for these to be aligned with the learning goals of K
to 12.
In 2018, ACTRC with DepEd has also started to explore the
alignment of online assessments of some of these skills with how
they are demonstrated by students working collaboratively in
classrooms. Year 8 students in four schools in Marikina have
been participating in the research. The goal is not only to explore
the usefulness of the online and classroom-based assessment
approaches, but also to identify student behaviours that can
signal to teachers the level of students’ social and cognitive skills.
For teachers to support student development of skills, they need
resources that describe students’ proficiencies against learning

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progressions of the skills. This pilot study is a start in that
direction.

Constructing 21st-Century Teacher And

Students Education
Much of what teachers need to know to be successful is
invisible to lay observers, leading to the view that teaching
requires little formal study and to frequent disdain for
teacher education programs. The weakness of traditional
program models that are collections of largely unrelated
courses reinforce this low regard. This article argues that
we have learned a great deal about how to create
stronger, more effective teacher education programs.
Three critical components of such programs include tight
coherence and integration among courses and between
course work and clinical work in schools, extensive and
intensely supervised clinical work integrated with course
work using pedagogies that link theory and practice, and
closer, proactive relationships with schools that serve
diverse learners effectively and develop and model good
teaching. The article also urges that schools of education
should resist pressures to water down preparation, which
ultimately undermine the preparation of entering teachers,

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the reputation of schools of education, and the strength of
the profession.

The Case of the Philippines Basic Education

Curriculum
A number of recent studies, especially within the East
Asian region, have chronicled the problems involved in
successful implementation of the English language
teaching component of large-scale, system-wide
educational innovations. This paper reports on the findings
of research into the implementation, in both general and
ELT-related terms, of another similar recent initiative, the
Philippines Basic Education Curriculum (BEC). The data
indicate that classroom-level implementation of the BEC
has been difficult to achieve, principally because (i) the
curriculum design is insufficiently compatible with teaching
situation constraints and, (ii) the necessary levels of
professional support and instructional materials have not
been provided. The data also show that both drawbacks
can be traced in the first instance to a shortage of teaching
situation and implementation process resources, a
phenomenon frequently noted in the other studies and
elsewhere. As the literature on curriculum development
also indicates, however, such problems occur in both
resource-rich as well as resource-poor contexts. The
paper therefore concludes by discussing a number of
additional possible underlying causes for inappropriate

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forms of curriculum innovation, with a view to informing
directions for further enquiry.

Factors of IQ and EQ
This paper set out to examine the way people weigh
information when making upward decisions as to who they
would like as a boss. One hundred and sixty seven
participants rank ordered 16 potential bosses in a
2 × 2 × 2 × 2 design that differentiated between the sex,
age, level (high vs. average) IQ and EQ scores of possible
candidates. Results of the within participants ANOVA
showed no significant preference for gender or age of a
boss but a strong preference for high EQ and IQ, with EQ
more powerful that IQ. Significant interactions showed
that participants favoured young, male bosses and old,
female bosses over old, male bosses and young, female
bosses. A between participant analysis showed as
predicted, female over male respondents favoured a high
EQ in their boss. The gender bias in selection committees
may strongly influence the weighting given to different
characteristics sought. This indicates the value of social
skills and emotional intelligence at work.

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