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Integration of the congregational core values in the secondary education curriculum of the Dominican schools in Region VI [electronic resource by
Call Number: CDTG004101
Publication Date: 2005
This study was aimed at identification and integration of the congregational core values in the secondary education curriculum of the Dominican schools in Region VI. Following the basic curriculum engineering process, this study was conducted in four phases, with 411 respondents of selected sisters, teachers, students, parents, and alumni from the 10 participant Dominican schools.
The core values of Truth, Compassionate Service, Spirituality, Devotion to Mary, Joy, and Excellence were identified through systematic processes and were further subjected to ranking. These were subsequently content validated in the light of the Vision and Mission Statement of the educational apostolate of the congregation. These values were then aligned with the thrusts of the PCP II, as well as with the Values Framework of the Department of Education.
The four elements of curriculum were utilized as points of entry in the integration of values. The objectives were designed basing on the taxonomy of objectives by Benjamin Bloom, while the strategies were patterned after the theory of Multiple Intelligence by Howard Gardner. The implementation and evaluation of the curriculum are to be covered be set of guidelines.
The findings suggested that further studies be conducted to accomodate other issues and concerns contained in the Department of Education Values Framework. Lastly, it was likewise suggested that further studies along this line be made more comprehensive by having a more expanded participants to include wider range of respondents.
The pragmatic consequences of the theory of multiple intelligences of Howard Gardner as a philosophy of education in the Philippine context (DLSU-CSB as school model) by
Call Number: TG02990
Publication Date: 2000
This research attempts to synthesize some basic theories on the pragmatic philosophy of education as expounded by the great philosophers, psychologists, and educators, John Dewey and Howard Gardner. It also traces how these theories and ideals are used as the philosophical foundations of DLSU-College of St. Benilde's principle of non-traditional approach of learner-centered education.The research employs descriptive and expository analysis and a critical evaluation of John Dewey's philosophy of Progressive Education and Howard Gardner's theory of Multiple Intelligences (MI). The application of their philosophies of education is reflected in the pragmatic consequences readily observable in the development of DLSU-CSB.The study leads to the following findings: 1) DLSU-CSB's philosophy of education is principally based on the pragmatic philosophy of education or progressive education. The College uses MI Theory of Howard Gardner as one of the teaching methodologies and a framework in its educational philosophy. 2) In the pragmatic or progressive philosophy of education, the curriculum is based on more activity programs and projects which cater to student needs, interests and abilities. 3) Education in the DLSU-CSB aims at the mental, physical, social, emotional and spiritual development of the individual. 4) Education is a continuous process of growth which cannot be split into specific units of learning. 5) Dewey's educational reforms which resulted in the pragmatic philosophy of education became the basis for the formulation of Gardner's MI theory, where the student is the focal point of the educative process.
6) Being the center of the educative process, the student learns as he lives meaningfully. 7) MI theory is pragmatic in nature and it has sounded a resonant chord in the educational community. 8) MI theory is a psychological theory and an educational strategy. 9) Intelligence can be developed. 10) Every person is a unique blend of dynamic intelligences. One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. John Dewey and Howard Gardner place emphasis on the practical, the useful and satisfactory consequences.The findings lead to the following conclusions: 1) The pragmatic Consequences in DLSU-CSB are anchored in John Dewey's pragmatic philosophy or progressive education where learner-centered philosophy serves as link to Howard Gardner's MI Theory which in turn has become the foundation of DLSU-CSB's educational strategy. 2) DLSU-CSB is unique because it uses the personalized approach as a philosophy of education. 3) DLSU-CSB continues its distinctive character as a leading center for innovative and non-traditional education. 4) DLSU-CSB, as a learner-centered school, is not yet an innovative and MI school when it comes to scientific assessments and measurements of MI programs and activities. Eventually, however, DLSU-CSB can become the first MI school in the Philippines.
A proposed multiple intelligence theory integrated curriculum model for grade three English [electronic resource] by
Call Number: CDTG004629
Publication Date: 2009
The research analyzed a grade three English Language Arts curriculum of Statefields School, within Howard Gardners Multiple Intelligence Theory framework. The paper also proposed a multiple intelligence integrated curriculum model for grade three English using Lazears Curriculum Journey Model in order to deepen the students understanding and learning better. In the analysis of the existing curriculum and in developing the MI integrated curriculum, the researcher followed three stages of Posners model of curriculum analysis: curriculum proper, curriculum in use and curriculum evaluation. This research used the descriptive evaluative method in analyzing an existing curriculum and in developing a new curriculum. Findings of the study revealed that both curricula enabled learners to use their multiple intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, naturalist intelligence, interpersonal intelligence, and intrapersonal intelligence. The competencies in both curricula were aligned to the BEC curriculum and were from simple to complex. However, the analyzed existing curriculum missed a few competencies, which were now covered by the proposed curriculum. In the analyzed existing curriculum, capacities of each intelligence were not embedded. Learning activities tended to use the same capacities all throughout the curriculum because teachers and students were not yet aware of the different capacities. Although intelligences were integrated in the analyzed curriculum, some of them were not properly classified and associated to the appropriate activity. iv The proposed curriculum in grade three English, employing Lazears Year Long Curriculum Journey Model, embedded all the capacities in each intelligence, except, understandably, for the complex mathematical computations. Varied, interesting and creative teaching strategies supported the integration of the MI theory. Evaluation of the learning outcomes still relied on paper and pencil tests however, performance assessment made use of more rubrics, student portfolios, and a personal MI checklist. It can be concluded that implementing Lazears Year Long Curriculum Journey Model in this research confirms its viability and feasibility as a curriculum model that integrates the Multiple Intelligence Theory framework of Howard Gardner. It is a practical model that could be used with curricula of schools that are still into isolated subject area focus, meaning the thematic or interdisciplinary approach is not yet used. In the light of the possible contribution of the curriculum model to effective learning of the students, expanding the implementation of the Lazears Curriculum Journey Model to other subject areas and other curricular levels is highly recommended. This will involve school wide curriculum designing and preparation.